Page 92 - THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

Grade 9, Applied
A1. Geographic Inquiry: use the geographic inquiry process and the concepts of geographic thinking 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
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OVERALL EXPECTATIONS Throughout this course, students will:
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 are
the cultural backgrounds of people living in your community?; comparative questions: Which uses of energy have the highest consumption?; causal questions:“How can increasing the use of public transit contribute to better air quality in your community?)
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, published maps), ensuring that their sources represent a diverse range of views
Sample questions: “How might you use statistics relating to temperature and precipitation for
a specific location? Where might you find
these 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? Why would it be important
to determine whether there are other points of view? How will you decide which points of view to include in your investigation?”
A1.4 interpret and analyse data and information relevant to their investigations, using various tools, strategies, and approaches appropriate for geographic inquiry (e.g., use data about their way of living and use of resources to calculate their ecological footprint and compare it to the ecological footprints of people in Canada and other parts
of the world; use graphic organizers, such as cross-classification tables or ranking ladders, to interpret the potential economic, political, social, and/or environmental impacts of an industry that wants to establish itself in their community)
Sample questions: “What kinds of tools, including organizers, can you use to analyse data and information? How are they helpful?” “What graphic organizer could you use to compare data and information on different communities in order to make a decision on where to live?”
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 assess the characteristics of locations for different types of land use when planning city spaces; use the concept of patterns and trends to analyse the impact of earthquakes on urban structures; use the concept
of interrelationships to guide personal behaviours that may affect the natural environment; use the concept of geographic perspective to analyse the
A. GEOGRAPHIC INQUIRY AND SKILL DEVELOPMENT