Page 250 - 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 conducting investigations using spatial technologies;
A2. Developing Transferable Skills: apply in everyday contexts skills, including spatial skills, developed through geographical investigation, and identify some 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 using spatial technologies (e.g., factual questions: How is vegetation health identified on an infrared photograph?; comparative questions: Which map scale is most effective
for identifying a transportation route?; causal questions: What factors might cause the loss or degradation of a GPS signal?)
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: “How might you use quality of life indicators as layers on a GIS map to analyse poverty distribution patterns in different parts of the world? Where might you find this data and information?” “What type of data and information do you need to collect in order
to assess the impact of a tsunami on a specific country and people?” “What types of maps and graphs will help you analyse the environmental impact of an urban development project?”
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 is the source of this map or photographic image? What biases might this source have and how might they affect
the map or image? Have you consulted other maps or images of the same place from a different source or a slightly different time period? How do they compare?”
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 data related to the release of a specific pollutant from various point sources; analyse navigational graphs and charts for selected locations to determine the best route for travel; use decision-making templates to analyse points of view on an issue; use a graphic organizer to outline the pros and cons of various map projections, and choose the best one for their purposes)
Sample questions: “What type of graphic organizer would you use to help you interpret data gathered from a GPS?” “What data layers and types of information might you include when using GIS in order to analyse statistics on the various ethnic communities of a city?”
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,
A. GEOGRAPHIC INQUIRY AND SKILL DEVELOPMENT
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