Page 74 - THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

Grade 9, Academic
A1. GeographicInquiry:usethegeographicinquiryprocessandtheconceptsofgeographicthinking when investigating issues relating to Canadian geography;
A2. Developing Transferable Skills: apply in everyday contexts skills, including spatial technology skills, developed through the investigation of Canadian geography, and identify some careers in which a background in geography might be an asset.
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies
SPECIFIC EXPECTATIONS
A1. Geographic Inquiry
Throughout this course, students will:
A1.1 formulate different types of questions to guide investigations into issues in Canadian geography (e.g., factual questions: What factors need to be considered when analysing the impact of expanding a highway?; comparative questions: What are the differences in energy resource availability between Ontario and Alberta?; causal questions: How does the infrastructure of this community support environmental sustainability?)
A1.2 select and organize relevant data and information on geographic issues from a variety of primary and secondary sources (e.g., primary: raw data from field work, both quantitative and qualitative; statistics; photographs; satellite images; secondary: newspaper columns, books, atlases, geographic magazines, websites, graphs, charts, digital and print maps), ensuring that their sources represent a diverse range
of perspectives
Sample questions: “How might you use a variety of statistical indicators to analyse patterns
and trends in regional economic differences?” “Where might you find this data and informa- tion?” “Why is it important to collect accurate locational data? What problems might arise from using inaccurate locational data?”
A1.3 assess the credibility of sources and information relevant to their investigations (e.g., by considering how the data are constructed to support the author’s point of view, the possible
bias of the author, the expertise of the author,
the accuracy of the text and supporting data, the intended audience, the purpose of the messaging, the context in which the information was presented)
Sample questions: “Whose point of view does this source represent?” “Do other sources sup- port the interpretation offered by this source?” “Does this source present a single viewpoint or does it consider other points of view?” “How credible are the sources that the author has used?”
A1.4 interpret and analyse data and information relevant to their investigations, using various tools, strategies, and approaches appropriate for geographic inquiry (e.g., interpret graphs and charts of various statistical indicators to analyse quality of life in Canada and compare it with that in other countries; use graphic organizers, such as cross-classification tables or ranking ladders, to interpret potential economic, political, social, and environmental impacts of a development project)
Sample question: “Why would it be important to use qualitative data, such as descriptions of people’s experiences, as well as quantitative data when analysing an event or phenomenon?”
A1.5 use the concepts of geographic thinking
(i.e., spatial significance, patterns and trends, interrelationships, geographic perspective) when analysing and evaluating data and information, formulating conclusions, and making judgements about geographic issues relating to Canada (e.g., use the concept of spatial significance to evaluate competing land-use options, such as
A. GEOGRAPHIC INQUIRY AND SKILL DEVELOPMENT
OVERALL EXPECTATIONS Throughout this course, students will:
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