Page 75 - THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

fruit farming and urban development; apply the concept of patterns and trends to temperature
and precipitation data to assess how the climate of a region has changed over time; use the concept of interrelationships to assess how changes in technology affect industry, employment, and the consumption of natural resources; use the concept of geographic perspective to analyse the environ- mental, social, political, and economic impacts of globalization on various First Nations, Métis, and Inuit communities)
Sample questions: “How does the concept of spatial significance support our understanding of a place’s distinctive characteristics?” “What criteria could be used to determine if the char- acteristics of a place form a pattern?” “Which concept or concepts of geographic thinking could be used to evaluate how a change in the natural environment will affect people?” “How can using the concept of geographic perspective improve our understanding of a complex issue?”
A1.6 evaluate and synthesize their findings to formulate conclusions and/or make judgements or predictions about the issues they are investigating
Sample questions: “What geographic criteria could be used when considering possible changes to Canadian immigration policy?” “Does the financial benefit of extracting natural resources justify related social and/or environ- mental impacts?”
A1.7 communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose (e.g., a debate for classmates on the criteria that Canada should use to judge the merits of a trade agreement; a video for the local community showing the impact of a natural phenomenon or event in Canada; a written submission to municipal or band councillors recommending or opposing a land-use proposal, using an analysis based on geographic perspective)
Sample questions: “Who is your intended audience and why do you want to communicate with them? How much do they know about your topic? Do they need information summarized in a way that is easy to understand? Do they need more detailed information and arguments or just an overview?” “What format presents the results of your investigation most effectively?” “Do the symbols or shading used on a map present the intended message accurately and clearly?” “What scale interval should be used
on the map or graph to convey the intended message most effectively?”
A1.8 use accepted forms of documentation (e.g., footnotes, author/date citations, reference lists, bibliographies, credits) to acknowledge different types of sources (e.g., websites, blogs, books, articles, films, data)
A1.9 use appropriate terminology when com- municating the results of their investigations (e.g., vocabulary specific to their inquiry; terminol- ogy related to geography and to the concepts of geographic thinking)
A2. Developing Transferable Skills
Throughout this course, students will:
A2.1 describe ways in which geographic investigation can help them develop skills, including spatial technology skills and the essential skills in the Ontario Skills Passport (e.g., reading text, including graphic text; writing; oral communication; using maps, graphs, charts, and tables; computer use; use of geographic information systems [GIS], satellite imagery; measurement and calculation; data analysis; decision making; planning; organizing; finding information; problem solving), that can be trans- ferred to the world of work and to everyday life
Sample questions: “How could GIS help you decide where you would like to locate
a business involving entertainment?” “Why is the incorporation of a global positioning system (GPS) in everyday electronic devices both useful and a concern?”
A2.2 apply in everyday contexts skills and
work habits developed through geographic investigation (e.g., asking questions to deepen their understanding of an issue; listening to and considering multiple perspectives when discussing an issue; collaborating with a team to determine the criteria that need to be considered when making a decision; using quantitative data to support an idea; using spatial skills to determine best routes of travel)
A2.3 apply the concepts of geographic thinking when analysing current events involving geographic issues (e.g., to identify locational factors that affect the importance of an issue; to identify patterns and trends that provide context for an issue; to identify interrelationships that clarify the factors involved in an issue; to understand the
GEOGRAPHIC INQUIRY AND SKILL DEVELOPMENT
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Issues in Canadian Geography
CGC1D