Page 30 - THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies
Each subject brings a particular way of thinking through content, and a different approach to the inquiry process. Skills and strategies for each stage of the geographic, historical, and political inquiry processes need to be taught explicitly. The type of questions asked, the information, evidence, and/or data gathered, and the analysis applied will vary by subject. Charts outlining approaches to the inquiry process in geography, history, and politics can be found on pages 66, 105, and 152, respectively.
The Inquiry Process
The Content Strands
In each course in Canadian and world studies, the content strands follow strand A. Although the inquiry strand is presented separately from the content strands, in practice students constantly apply the skills and approaches included in strand A, as well as the related concept(s) of thinking, as they work to achieve the expectations in the content strands.
Given the diversity of subjects in the Canadian and world studies program, the content strands in each subject are distinct, reflecting different topics, focuses, skills, and under- standings. In the Grade 10 history courses, the content strands are organized chronologically; in geography and civics (politics), they are organized thematically. Descriptions of the content strands for geography and civics (politics) are found in the subject openers on pages 63–64 and 149.
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