Page 232 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 12, University/College Preparation
A1. Geographic Inquiry: use the geographic inquiry process and the concepts of geographic thinking when investigating issues related to the environment and the management of natural resources;
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 issues related to the environment and natural resource management (e.g., factual questions: Which gases are considered greenhouse gases?; comparative questions: Which open-pit rehabilitation strategies result
in the least amount of environmental damage?; causal questions: How might a trade agreement have an effect on the natural environment?)
A1.2 select and organize relevant data and information 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: “How might you use data on stream flow and sedimentation depth over time to determine the impact of a dam or pier? Where might you find this data and informa- tion?” “What type of data and information do you need to collect in order to assess the impact of a clear-cut forest harvest on a particular region?” “What types of maps and graphs
will help you analyse vegetation type or heat emissions from an industrial source?”
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: “Whose point of view does this source represent? Is the source biased?” “What are the academic credentials of the author(s)?” “Have you analysed enough sources to understand the range of opinions
on the issue and the quality of the evidence available? Have you consulted sources that represent other points of view?” “Which source is most credible and why?”
A1.4 interpret and analyse data and information relevant to their investigations, using various tools, strategies, and approaches appropriate for geographic inquiry (e.g., interpret diagrams illustrating the flow of leachate from waste sites; analyse graphs and charts of climate data to determine trends in global temperature; use decision- making templates to analyse points of view on
an issue related to alternative energy sources; use graphic organizers to compare various perspectives on agricultural practices and/or wildlife culling)
Sample questions: “What type of graphic organizer would you use to help analyse the environmental impact of offshore production on both the producing country and the consuming country?” “What types of information might
A. GEOGRAPHIC INQUIRY AND SKILL DEVELOPMENT
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