Page 233 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

you use as a data layer in a geographic infor- mation system (GIS) to analyse which regions of the world have the highest production of greenhouse gases?” “What might explain the trend you have identified? Are there any other factors that might have influenced it?”
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 and formulating conclusions and/or making judgements about issues related to the environ- ment and natural resource management (e.g., use the concept of spatial significance to analyse the choice of location for an oil refinery; use the concept of patterns and trends to analyse short- and long-term trends in population growth and the carrying capacity of urban centres; use the concept of interrelationships to determine ways in which various natural and human factors have contributed to inequalities in the availability of potable water; use the concept of geographic perspective to analyse the social, political, economic, and environmental impacts of a change in land use)
Sample questions: “How might the concept
of spatial significance help you determine whether a particular land use is ‘environmentally friendly’?” “How might an understanding of interrelationships guide your examination of the connections between consumption patterns and the use of natural resources?” “How might an understanding of patterns and trends help you analyse the long-term impact of the melting of continental ice?” “How can geographic perspective help you analyse the implications of developing natural resources in areas inhabited by indigenous peoples?”
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 does the evidence suggest is the most likely cause of species decline in this ecosystem? Do you need to qualify your conclusions in any way? Do trends in the causal factors you have identified and in species populations indicate how this issue will evolve in the future? Do your conclusions about causal factors also suggest ways of reducing their impacts?”
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 use of water; a video for a Grade 9 class showing different
points of view about the exploitation of the Alberta oil sands or another natural resource in Canada;
a webcast or podcast for the general public on strategies for managing electronic waste; a photo essay for a local community group to promote environmental stewardship within the community and illustrate its potential benefits)
Sample questions: “What kind of information does your audience need? What do they already know? What opinions and concerns do they already have? How much detail and how much explanation do they need?” “What format and approach would be most effective in conveying your information to this particular audience?”
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 ways in which geographic investi- gation 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
A2.2 apply in everyday contexts skills and work habits developed through geographic investi- gation (e.g., use critical thinking, mapping, and graphing skills to analyse statistics and data in order to deepen their understanding of a global environmental issue; use listening skills to consider multiple perspectives when discussing an issue; use spatial skills to analyse relationships between people and the natural environment; apply work habits such as collaboration when working with a team to determine criteria that need to be considered when making a decision)
A2.3 apply the concepts of geographic thinking when analysing current events involving geographic issues (e.g., use the concept of spatial
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The Environment and Resource Management
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