Page 519 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

to help them evaluate arguments for and against a proposal to establish a green belt around an urban area; apply the concept of political perspective to help them explain a government response to a reform movement)
Sample questions: “What are some examples of political actions or policies that have produced unintended results?” “How might applying the concept of stability and change help you determine whether there is a need for political change?” “Why might different stakeholders have differing perspectives about laws relating to free speech?”
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: “Did the findings of your inquiry into this issue differ from your predic- tions? If so, in what way?” “What did you think were the most important facts that helped you reach your conclusions?” “What were the key ethical questions related to this issue? How have you approached them?” “Did the results of your inquiry help you develop a plan to address the issue?”
A1.7 communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the intended audience and purpose (e.g., a classroom presentation on an equity issue in Canada; a debate about a political issue, highlighting the perspectives of different stakeholders; a letter to an elected official requesting action on an issue of local importance; a web page highlighting the work of organizations that are addressing an issue of national or international importance; a dramatization of a town hall meeting on a political issue; a blog discussing local political issues and encouraging members of their community to become politically active)
A1.8 use accepted forms of documentation
(e.g., footnotes or endnotes, author/date citations, bibliographies, reference lists) to reference different types of sources (e.g., articles, blogs, books, films or videos, interviews with community members, songs, websites)
A1.9 use appropriate terminology when com- municating the results of their investigations (e.g., vocabulary specific to their topics; terms related to politics and to the concepts of political thinking)
A2. Developing Transferable Skills
Throughout this course, students will:
A2.1 describe some ways in which political inquiry can help them develop skills, including the essential skills in the Ontario Skills Passport (e.g., skills related to reading texts, writing, document use, computer use, oral communication, numeracy, decision making, problem solving),
and those related to the citizenship education framework,* that can be transferred to postsec- ondary opportunities, the world of work, and everyday life
A2.2 demonstrate in everyday contexts attributes, skills, and work habits developed through investigations into issues of political importance (e.g., demonstrate attributes such as empathy and respect for other people; use listening and critical- thinking skills to engage in informed discussions, consider other points of view, and express informed opinions; use work habits such as working independ- ently and taking initiative in a school project or their part-time job)
Sample question: “What are some ways in which you might demonstrate effective listening skills when people are voicing their position on an issue?”
A2.3 apply the concepts of political thinking when analysing current events relating to issues of political importance at the local, national, and/or global level (e.g., an election result, a political protest, the release of a report by a government commission or a non-governmental organization [NGO] investigating a specific issue, an action taken by a political leader), in order to enhance their understanding of these issues and their role as informed citizens
Sample questions: “What people not mentioned in this news story are also affected by this issue?” “What are the stated objectives of this new parliamentary bill? What are some possible consequences that are not addressed by the proposed legislation?” “Why do you think this leader supports this specific position on this issue?”
A2.4 identify some careers in which an understand- ing of politics and issues of political importance might be an asset (e.g., business person, fundraiser or lobbyist for an NGO or other activist group, journalist, member of Parliament, municipal or band councillor, policy adviser, social entrepreneur)
POLITICAL INQUIRY AND SKILL DEVELOPMENT
* The citizenship education framework appears on page 13.
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Politics in Action: Making Change
CPC3O