Page 160 - THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

Grade 10, Open
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies
A1.5 use the concepts of political thinking
(i.e., political significance, objectives and results, stability and change, political perspective) when analysing and evaluating evidence, data, and information and formulating conclusions and/or judgments about issues, events, and/or developments of civic importance (e.g., use the concept of political significance when analysing the impact of the Canadian Charter of Rights and Freedoms on Canadian society; use the concept of objectives and results when analysing the intended and unintended impact of a community-planning decision; use the concept of stability and change when analysing the results of an election; use the concept of political perspective when evaluating the positions of different stakeholder groups on how best to foster healthy schools and determining the values and beliefs that underpin these positions)
Sample questions: “What does the term digital footprint mean? Why is your digital footprint significant? Do you think that the information you share on social media with your peers would be interpreted differently by a potential employer? Do you think the employer has a right to access or restrict such information?” “What are the objectives of the plan of action you are proposing to address an issue in your school or local community? What did your investigation reveal about unintended results
of other courses of action that were implemented to address this issue?” “What criteria can be used to assess the changes that have resulted from this decision taken by a local council?” “How might you determine whether your student council represents the perspectives
of all students in the school?”
A1.6 evaluate and synthesize their findings to formulate conclusions and/or make informed judgements or predictions about the issues, events, and/or developments they are investigating
Sample questions: “When you assess the information you have gathered, what factor or factors stand out as being particularly important? What influence do these factors have on your judgements with respect to this issue?” “What have you learned from your investigation of this event? Has your view of it changed over the course of your investigation? If so, why?”
A1.7 communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the intended audiences and purpose (e.g., a blog on the results of environmental action in their school; a web page on a social justice
issue such as child poverty and links to relevant organizations; a discussion group on how best to foster healthy schools; a poster that highlights people’s civic responsibilities; a news report on a plan to build a big box store in the local community; a presentation on cultural celebrations of various people within the local community; a protest song to commemorate or raise awareness about a violation of human rights; a petition calling for clean,
safe water on First Nations reserves; a debate on alternative electoral processes; a work of art on the value of volunteer work)
A1.8 use accepted forms of documentation
(e.g., footnotes or endnotes, author/date citations, bibliographies, reference lists) to acknowledge different types of sources (e.g., articles, blogs, books, films or videos, songs, websites)
A1.9 use appropriate terminology when communicating the results of their investigations (e.g., vocabulary specific to their topics; terms related to civics/citizenship education 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, computer use, oral communication, numeracy, decision making, problem solving) and those related to the citizenship education framework,* that can be transferred to the world of work and/or to everyday life
A2.2 demonstrate in everyday contexts attributes, skills, and work habits developed in civics and citizenship education (e.g., listen respectfully
to the position of others during conversations; collaborate with peers to organize an event in their school; assess the credibility of information in a news story; voice informed opinions when engaging in discussions)
Sample question: “What are some ways in which you might demonstrate attributes that are included in the citizenship education framework?”
A2.3 apply the concepts of political thinking when analysing current events and issues involving Canada and the world (e.g., to understand the significance of an issue currently before a human rights commission; to analyse
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* The citizenship education framework appears on page 10.