Page 63 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

In addition, teacher-librarians can work with teachers of Canadian and world studies to help students:
• develop literacy in using non-print forms, such as the Internet, CDs, DVDs, and videos, in order to access Canadian and world studies information, databases, demonstrations, and a variety of performances;
• design questions for Canadian and world studies inquiries;
• create and produce single-medium or multimedia presentations.
Teachers of Canadian and world studies are also encouraged to collaborate with both local librarians and teacher-librarians on collecting digital, print, and visual resources
for projects (e.g., biographies and/or autobiographies of people who have contributed to Canada or to the global community; books with historical, geographic, and/or political photographs and maps of the world; collections of legal documents or political cartoons; graphic representations of economic data from Canada and countries around the world; culture-specific image collections; and informational videos). Librarians may also be able to assist in accessing a variety of online resources and collections (e.g., professional articles, image galleries, videos, databases).
Teachers need to discuss with students the concept of ownership of work and the importance of copyright in all forms of media.
THE ROLE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY IN THE
CANADIAN AND WORLD STUDIES PROGRAM
Information and communications technology (ICT) provides a range of tools that can significantly extend and enrich teachers’ instructional strategies and support student learning. ICT tools include multimedia resources, databases, websites, digital cameras, and word-processing programs. Tools such as these can help students to collect, organize, and sort the data they gather and to write, edit, and present reports on their findings. ICT can also be used to connect students to other schools, at home and abroad, and to bring the global community into the local classroom.
The integration of information and communications technologies into the Canadian and world studies program represents a natural extension of the learning expectations. ICT tools can be used in a number of ways:
• In the inquiry process: ICT programs can help students throughout the inquiry process as they gather, organize, and analyse information, data, and evidence, and as they write, edit, and communicate their findings.
• When developing spatial skills: Students can extract and analyse information using online interactive mapping and graphing programs. Such programs can also help students organize and present information using maps and graphs. Students in geography continue to develop their ability to use GIS to layer information when analysing and creating new maps. The “using spatial skills” suggestions that follow some specific expectations in the geography courses provide students with opportunities to use various ICT tools and programs.
SOME CONSIDERATIONS FOR PROGRAM PLANNING IN CANADIAN AND WORLD STUDIES
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