Page 93 - THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

environmental, social, political, and/or economic impacts of building a highway or energy pipeline through the lands of a First Nation, Métis, and/or Inuit community)
Sample questions: “What would be the advantages and disadvantages of building high-rise apartments in a particular place?” “What trends do you see in the use of alternative energy in Ontario?” “How might consumer choices relate to social justice and environmental sustainability?” “What is the relationship between a particular resource and the economy?” “How will warmer winter temperatures affect businesses that rely on cooler temperatures (e.g., skiing resorts, wineries that make
ice wine)?” “When considering an issue, how does using geographic perspective enable you to analyse its complexity?”
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 criteria could be used to choose the best place to live in Canada?” “Given your community’s current population trends, what will its land-use needs will be in the near future?”
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 ideal population size for their local community; a video for a
Grade 7 geography class showing the impact of a severe thunderstorm or tornado near their local community; a webcast or podcast for parents and other community members, using an analysis based on geographic perspective to recommend guidelines for the use of water on hot summer days; a blog for the school on proper disposal and recycling of electronic waste)
Sample questions: “Who is your intended audience? How much do they know about your topic? Do they need information presented to them in a way that is easy to understand? Do they need more detailed information and arguments? What format and level of difficulty will meet your audience’s needs and present your ideas most effectively?” “How can symbols, shading, and colour be used on a map to convey your intended message more clearly?”
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, termin- ology 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 investi- gation 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 graphs, charts, and tables; computer use; use of a geographic information system [GIS], satellite imagery; measurement and calculation; data analysis; decision making; planning; organ- izing; finding information; problem solving), that can be transferred to the world of work and to everyday life
Sample questions: “How useful is GIS in helping you determine where you would like to live within a community?” “Why is it important to plan ahead and understand the route you are following when you are relying on a global positioning system (GPS) for directions?”
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 other people’s points of view when discussing an issue; collaborating with a team to determine the criteria that need to be considered when making a decision; 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 factors involved in an issue; to understand the implications of different aspects of an issue and/or different points of view about the issue)
in order to enhance their understanding of these issues and their role as informed citizens
Sample questions: “Why would understanding the spatial significance of the global distribution of fresh water help you analyse a controversy over foreign access to Canada’s fresh water?” “What kinds of patterns and trends might
you want to consider if you were discussing
a news story about climate change?” “What
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