Page 267 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

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 judgements about world issues (e.g., use the concept of spatial significance to analyse the distribution of desertifi- cation or poverty; use the concept of patterns and trends to analyse short- and long-term population trends and phenomena such as urbanization; use the concept of interrelationships to assess the influence of various natural and human factors on global inequalities; use the concept of geographic perspective to analyse the social, political, economic, and environmental impact of a significant technological change)
Sample questions: “How might the concept of spatial significance help you define the charac- teristics of a ‘world-class’ city?” “How might an understanding of patterns and trends help you analyse the impact of the melting of continental ice?” “How might an understanding of inter- relationships guide your investigation of the connections between a product you buy, the company that sells it, the resources used to make and dispose of it, and labour conditions in the factory that manufactures it?” “How can geographic perspective help you analyse the impacts of globalization on indigenous peoples around the world?”
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 relationship between foreign ownership and economic disparity in various regions of the world? How might this relationship continue to be an issue? What conclusions can you draw about why this relationship exists?”
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 8 class on how alternative energy is used in different parts of the world, a webcast or podcast for the general public on strategies for managing electronic waste, a blog for the school community about a current global issue, a photo essay for a local community group to illustrate the multicultural diversity within that community, a report for a consumers’ group on the environmental impacts of producing different types of food)
Sample questions: “What kind of information does your audience need? In how much detail?” “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., ask questions to deepen their understanding of an issue; listen to and consider multiple perspectives when discussing an issue; collaborate with a team to determine the criteria that need to be considered when making a decision; use quantitative data to support an idea; use spatial skills to aid their understanding of world events)
A2.3 apply the concepts of geographic thinking when analysing current events involving geographic issues (e.g., use the concept of spatial significance to analyse possible reasons for the spread of a disease; use the concept of patterns and trends to analyse potential impacts of El Niño or La Niña on North and South America; use the concept of interrelationships to analyse the connection between high poverty levels and civil unrest in a particular country; use the concept of geographic perspective to analyse the potential consequences of a change in political leadership
in a particular country) in order to enhance their understanding of these issues and their role as informed citizens
A2.4 identify some careers in which a geography background might be an asset (e.g., community service worker, import business owner, real estate agent, land surveyor, international aid worker, marketing analyst, town planner, GIS technician)
GEOGRAPHIC INQUIRY AND SKILL DEVELOPMENT
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World Issues: A Geographic Analysis
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