Page 35 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Each subject brings a particular way of thinking through content, and a different ap- proach to the inquiry process. Skills and strategies for every stage of the inquiry process for each subject need to be taught explicitly. The type of questions asked, the information, evidence, and/or data gathered, and the analysis applied will vary by subject. Charts outlining approaches to the inquiry process in economics, geography, history, law, and politics can be found on pages 72, 126, 296, 446, and 510, respectively.
The Inquiry Process
The Content Strands
In each course in Canadian and world studies, the content strands follow strand A. Although the inquiry strand is presented separately from the content strands, in practice students constantly apply the skills and approaches included in strand A, as well as the related concept(s) of thinking, as they work to achieve the expectations in the content strands.
Given the diversity of subjects in the Canadian and world studies program, the content strands in each subject are distinct, reflecting different topics, focuses, skills, and under- standings. In the history courses, the content strands are organized using a chronological or modified chronological approach; in economics, geography, law, and politics, they are organized thematically.
THE PROGRAM IN CANADIAN AND WORLD STUDIES
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