Page 169 - THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

THE GOALS OF SOCIAL STUDIES, ECONOMICS, AND LAW
The charts on pages 6–7 identify the vision and overall goals of the elementary and secondary program in social studies, history, geography, and Canadian and world studies, as well as the specific goals for the three subjects that constitute the program in Grade 9 and 10 Canadian and world studies (geography, history, and politics [civics]). This appendix identifies the goals of economics and law, the subjects that, along with geography, history, and politics, constitute the Canadian and world studies program in Grades 11 and 12. It also identifies the goals of social studies in the elementary curriculum, as all the subjects in the Grade 9–12 Canadian and world studies program are represented to some extent
in the interdisciplinary subject of social studies.
Goals of Social Studies (Grades 1–6) – Developing a sense of who I am, and who we are
Where have I come from? What makes me belong? Where are we now? How can I contribute to society?
Students will work towards:
• developing an understanding of responsible citizenship;
• developing an understanding of the diversity within local, national, and global communities,
both past and present;
• developing an understanding of interrelationships within and between the natural
environment and human communities;
• developing the knowledge, understanding, and skills that lay the foundation for future
studies in geography, history, economics, law, and politics;
• developing the personal attributes that foster curiosity and the skills that enable them
to investigate developments, events, and issues .
Goals of Economics (Grades 11–12) – Developing a sense of value
What do we value? How do we determine the worth of goods and services? What are their costs? What are their benefits?
Students will work towards:
• developing an understanding of how scarcity and wealth affect individual and collective choices, and assessing the trade-offs that can influence and/or arise from these choices;
• analysing the application of economic models, and assessing the factors that can influence economic decisions;
• analysing how competing stakeholders influence economic policies, and assessing the impact of these policies on different stakeholders;
• developing an understanding of the basic needs and wants of people and that people’s needs should be respected when economic decisions are made .
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APPENDIX A