Page 81 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

analysing and evaluating data, evidence, and information and formulating conclusions and/or judgements about economic issues in Canada (e.g., use the concept of economic significance to help them analyse the impact of income taxes in Canada; consider the concept of cause and effect when comparing the costs of fair-trade and con- ventional goods; apply the concept of stability
and variability when investigating the impact of unions on wages over time; use the concept
of economic perspective to help them assess the suitability of business models for a new venture)
Sample questions: “Why would it be appropriate to consider the concept of economic significance when analysing the impact of a free trade agreement on producers and/or consumers?” “How might applying the concept of economic perspective help you understand why an individual might get a payday loan?”
A1.6 evaluate and synthesize their findings to formulate conclusions and/or make informed judgements and/or predictions about the economic issues they are investigating
Sample questions: “What criteria did you consider to reach your conclusion about the impact of reduced government regulation of agricultural markets? Did your conclusion match your prediction at the beginning of your investigation? If not, what evidence influenced your position?” “What conclusions did you reach about the personal savings and investments that would best support your short- and long- term plans?”
A1.7 communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose (e.g., a report on a cost-benefit analysis of govern- ment subsidies to corporations; a seminar on the impact of consumer choices; a presentation with graphs and/or other diagrams on wages and benefits in different sectors of the Canadian economy; a debate on whether the federal government should pay down the debt or expand social spending; a blog for peers about how to manage personal debt)
A1.8 use accepted forms of documentation (e.g., footnotes or endnotes, author/date citations, reference lists, bibliographies, credits) to reference different types of sources (e.g., articles, blogs, books, docu- mentaries, interviews, statistical tables, websites)
A1.9 use appropriate terminology when com- municating the results of their investigations (e.g., vocabulary specific to their inquiry topics; terminology related to economics and the concepts of economic thinking)
A2. Developing Transferable Skills
Throughout this course, students will:
A2.1 describe ways in which economic investiga- tions 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) and skills related to financial literacy, 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 economic investiga- tions (e.g., use skills related to budgeting and cost-benefit analysis to help them determine whether to take a part-time job; use numeracy skills to analyse the implications of statistics in
a newspaper article; apply work habits such as initiative to identify strategies that will enable them to successfully complete a task, or organization to help them establish priorities and manage their time both in class and at home)
A2.3 apply the concepts of economic thinking when analysing current events involving economic issues (e.g., costs and benefits of supporting infrastructure development in the First Nations community of Attawapiskat; the closing of a factory in a small community; a proposal to raise the minimum wage in Ontario; air pollution in China from coal-burning factories; debates over North American energy pipelines) in order to enhance their understanding of these events and their role as informed citizens
Sample questions: “Why is there debate between different stakeholders about the value of carbon taxes or eco fees? What concept or concepts of economic thinking might help you deepen your understanding of this issue?”
A2.4 identify various careers in which the skills learned in economics might be useful (e.g., agriculturalist, asset manager, co-op manager, corporate strategist, customer service representative, entrepreneur, financial consultant, policy analyst, small-business owner, wealth manager)
ECONOMIC INQUIRY AND SKILL DEVELOPMENT
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The Individual and the Economy
CIE3M