Page 285 - 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, formulating conclusions, and making judgements about issues affecting the natural environment (e.g., use the concept of spatial significance to analyse the global distribution of fresh water;
use the concept of patterns and trends to identify opportunities for using alternative transportation methods; use the concept of interrelationships to interpret the contributions of various natural and human factors to climate change; use the concept of geographic perspective to analyse the social, political, economic, and environmental significance of an environmental event such as Earth Hour)
Sample questions: “How might the concept
of spatial significance help you explain the importance of fresh water as a factor in the location of population settlements?” “How might an understanding of patterns and trends help you analyse the effects on waste disposal of using reusable cloth bags for grocery shopping?” “How might an understanding of interrelation- ships guide your examination of the connections between the time when you use electricity and the cost to produce the electricity?” “How can geographic perspective help you analyse the significance of Aboriginal peoples’ beliefs about the natural environment?”
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 impacts of global settlement trends on various ecosystems? What strategies do you think need to be implemented to respond to these impacts?” “What did you find out about the relationship between the processes used
to extract or harvest a natural resource and
the location of that resource? Why is this relationship an issue?”
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 environmental impacts of our food choices; a webcast or podcast for the general public on strategies for managing various types of waste; a photo essay for a local community group to illustrate the importance of saving community park space; a public service announcement to illustrate ways of reducing one’s carbon footprint)
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 commun- cating the results of their investigations (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 trans- ferred to the world of work and to 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 deepen their understanding of a global environmental issue; use listening skills to consider multiple perspectives when discussing an issue; use spatial skills to map the distribution of
a particular plant or animal species; apply work habits such as collaboration when working with a team in the community to influence a local planning decision)
A2.3 apply the concepts of geographic thinking when analysing current events involving geo- graphic issues (e.g., use the concept of spatial significance to analyse the spread of a disease carried by an insect; use the concept of patterns and trends to analyse theories about the decline of honeybees and other pollinators; use the concept of interrela- tionships to analyse connections between agricultural issues and climate change; use the concept of geographic perspective to analyse the potential impact of buying locally) 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., garden and landscape specialist, vehicle operator, forestry worker, fisheries worker, real estate agent, park
or conservation area employee, groundskeeper)
GEOGRAPHIC INQUIRY AND SKILL DEVELOPMENT
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Living in a Sustainable World
CGR4E