Page 97 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

information and formulating conclusions and/ or judgements about current Canadian and international economic issues (e.g., use the concept of economic significance to help them determine the impact of government spending on individuals and/or businesses; take the concept of cause and effect into consideration when analysing supply and demand in relation to non-renewable natural resources; apply the concept of stability and variability when analysing changes to the global balance of economic power; use the concept of economic perspective when analysing the costs and benefits of a trade agreement to ensure that they consider how the agreement has affected different groups)
Sample questions: “What criteria would you use to determine the economic significance
of a policy?” “Why might it be appropriate to apply the concept of economic perspective when analysing the rights of workers? How might this concept deepen your analysis of these rights? What other concepts of economic thinking might be relevant? Why?”
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 conclusions did
you reach about the causes of global economic inequality? What evidence supports your conclusions? Did you find evidence that did not support your conclusion? What made you decide that your other findings outweighed this evidence?”
A1.7 communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose (e.g., a report, including tables and graphs, on
the economic impact of globalization; a persuasive essay on ways to address global economic disparities; a presentation on trends in international trade; a seminar on issues associated with macroeconomic indicators; a debate on the value of different economic theories; a web page on the costs of black and grey markets; a blog discussing global environmental issues associated with economic development)
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, films, online documents, statistical reports, tables and graphs, 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., reading texts, writing, document use, computer use, oral communication, numeracy skills) 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 investigations (e.g., use skills related to budgeting, or weighing opportunity costs, to help them make responsible financial decisions; analyse trade-offs to make informed consumer decisions; analyse the meaning of statistics in a news report; apply work habits such as collaboration to help them deal with conflict and build consensus, or self-regulation
to monitor their progress towards a particular financial goal)
A2.3 apply the concepts of economic thinking when analysing current events involving economic issues (e.g., the release of a new report on inequitable distribution of wealth in the world or on child labour; demonstrations in support of First Nations land claims; a major accident at a sweatshop in the developing world; a new trade agreement that concerns Canada; a new political conflict with potential economic impact; changes to government policy regarding carbon emissions) in order to enhance their understanding of these events and their role as informed citizens
Sample questions: “What are the positions
of different stakeholders with respect to the building of energy pipelines in Canada? How might applying the concepts of economic perspective and cause and effect help you deepen your understanding of this issue?”
A2.4 identify various careers in which in which the skills learned in economics might be useful (e.g., accountant, banker, economist, educator, entrepreneur, financial consultant, fundraiser, human resources manager, journalist, lawyer, policy analyst, politician)
ECONOMIC INQUIRY AND SKILL DEVELOPMENT
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Analysing Current Economic Issues
CIA4U