Page 199 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

issue; use graphic organizers to outline various perspectives on the impact of colonialism on economically poor countries)
Sample questions: “How might Rostow’s theory of economic development help you interpret patterns and trends in global disparity and evaluate the potential effectiveness of policies for change?” “Is there a correlation between infant mortality and access to improved sanitation? Are there other factors that might be relevant to high infant mortality rates?”
A1.5 use the concepts of geographic thinking
(i.e., spatial significance, patterns and trends, interrelationships, geographic perspective) when analysing and evaluating data and information about and formulating conclusions and/or judgements regarding world issues (e.g., use the concept of spatial significance to evaluate ways of classifying countries and reasons for doing so; use the concept of patterns and trends to analyse the evolution of sustainable practices among a variety of groups, individuals, or nations; use the concept of interrelationships to assess how technology works as an agent of change; use the concept of geographic perspective to analyse the impact of globalization on various indigenous communities)
Sample questions: “How might the concept
of spatial significance help one understand a country’s reasons for a military action?” “How might the concept of patterns and trends
be useful for assessing human population movements due to natural phenomena or
for determining areas of potential population growth?” “How might the concept of interrela- tionships be relevant to determining the impact of an oil spill or pipeline break?” “How might the concept of geographic perspective help in analysing the impact of a political leader’s policies?”
A1.6 evaluate and synthesize their findings to formulate conclusions and/or make informed judgements or predictions about the issues they are investigating
Sample questions: “What did you find out about the impact of the construction of this mega-dam?” “What did you find out about the interrelation- ship between globalism and human rights violations? Why might this pattern continue to be an issue?” “Which theory provides a more useful explanation of population change in Japan: Malthus’s theory of population growth or the demographic transition model?” “What conclusions can you make about the effectiveness
of various population and immigration policies? Are some more effective than others? What kinds of events and issues might affect the implemen- tation and impact of these policies?”
A1.7 communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose (e.g., a debate for classmates on the merits of an international trade accord; a map for a Grade 9 class showing countries that a specific multinational corporation operates in or is connected to in
other ways; an annotated map to accompany a presentation to a local community group about the outsourcing of labour; a webcast or podcast for the general public on threats to the global commons; an essay for a newspaper opinion page on why Canada should or should not forgive the debts it
is owed by a specific country)
Sample questions: “How much does your audience know about your topic? Do they need information summarized in a way that is easy to understand? Do they need more detailed information and arguments or just an overview?” “What format presents the results of your inves- tigation most effectively?” “What type of graph or map projection conveys the information and your intended message most accurately and clearly?”
A1.8 use accepted forms of documentation (e.g., footnotes, author/date citations, reference lists, bibliographies, annotated bibliographies, credits) to reference different types of sources (e.g., websites, blogs, books, articles, films, data)
A1.9 use appropriate terminology when communicating the results of their investiga- tions (e.g., vocabulary specific to their inquiry; terminology related to geography and to the concepts of geographic thinking)
A2. Developing Transferable Skills
Throughout this course, students will:
A2.1 describe several ways in which geographic investigation can help them develop skills, including spatial skills and the essential skills in the Ontario Skills Passport (e.g., reading graphic texts, writing, graphing, computer use,
use of spatial technologies, oral communication, numeracy, decision making, planning, management, finding information, problem solving), that can be transferred to postsecondary opportunities, the world of work, and everyday life
GEOGRAPHIC INQUIRY AND SKILL DEVELOPMENT
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World Issues: A Geographic Analysis
CGW4U