Page 198 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 12, University Preparation
A1. Geographic Inquiry: use the geographic inquiry process and the concepts of geographic thinking when investigating world issues;
A2. Developing Transferable Skills: apply in everyday contexts skills, including spatial skills, developed through geographical investigation, and identify careers in which a background in geography might be an asset.
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
OVERALL EXPECTATIONS
Throughout this course, students will:
SPECIFIC EXPECTATIONS
A1. Geographic Inquiry
Throughout this course, students will:
A1.1 formulate different types of questions to guide investigations into world geographic issues (e.g., factual questions: What is the role of UNESCO in preserving the world’s cultural heritage and protecting the environment?; comparative questions: How does Canada’s immigration policy compare to those of other countries in the G8?; causal questions: How does global travel contribute to the spread of disease?)
A1.2 select and organize relevant data and infor- mation on geographic issues from a variety of primary and secondary sources (e.g., primary: raw data from fieldwork, both quantitative
and qualitative; photographs; satellite images; secondary: published statistics, newspapers, books, atlases, geographic magazines, websites, graphs, charts, digital and print maps), ensuring that their sources represent a diverse range of perspectives
Sample questions: “What are some statistical indicators that you could use to analyse patterns and trends in global inequality? Where might you find this data and information?” “What kinds of data and information would you
need to collect in order to assess the impact
of globalization on the peoples and economies of various countries?” “What types of maps and graphs will help you analyse connections between government structures and human rights violations?”
A1.3 assess the credibility of sources and informa- tion relevant to their investigations (e.g., by considering how the data are constructed to support the author’s point of view, the possible bias of the author, the expertise of the author, the accuracy
of the text and supporting data, the intended audience, the purpose of the messaging, the context in which the information was presented)
Sample questions: “What are the author’s credentials and affiliations?” “What are the author’s sources, and are they trustworthy?” “Have you consulted other sources that present other points of view?” “Can the data and infor- mation be interpreted in ways that do not support the author’s point of view? Has the author used only data that support his or her argument and ignored data that don’t?” “Are the author’s conclusions supported by other, independent sources?” “If your information comes from an advocacy group, do you know what that organization’s goals are? Do its name and mission statement accurately reflect the viewpoint it presents?”
A1.4 interpret and analyse data and information relevant to their investigations, using various tools, strategies, and approaches appropriate for geographic inquiry (e.g., apply geographic models; analyse graphs and charts of various statistical indicators for selected countries; use a geographic information system (GIS) to analyse geographic problems or make geographic decisions; use decision-making templates to determine the importance of factors or criteria relating to an
A. GEOGRAPHIC INQUIRY AND SKILL DEVELOPMENT
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