Page 238 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

Grade 12, College Preparation
A1. Exploring: explore topics related to families in Canada, and formulate questions to guide their research;
A2. Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate and social science research and inquiry methods;
A3. Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry;
A4. Communicating and Reflecting: communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills.
A1. Exploring
A2. Investigating
A3. Processing Information
THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities
SPECIFIC EXPECTATIONS
Throughout this course, students will:
A1.1 explore a variety of topics related to families in Canada (e.g., the division of labour in families, the effects of different custody arrangements on children, the pressures and joys experienced in interfaith marriages, the impact of the Indian
Act on First Nation families) to identify topics for research and inquiry
A1.2 identify key concepts (e.g., through discussion, brainstorming, use of visual organizers) related to their selected topics
A1.3 formulate effective questions to guide their research and inquiry
Teacher prompt: “If you were researching the ways in which families divide household labour, why might it be useful to compare families with and without children?”
Throughout this course, students will:
A2.1 create appropriate research plans to investi­ gate their selected topics (e.g., outline purpose and method; identify sources of information; develop research tools such as surveys, questionnaires, or interviews), ensuring that their plans follow guidelines for ethical research
A2.2 locate and select information relevant to their investigations from a variety of primary sources (e.g., interviews; observations; surveys and questionnaires; original research published in peer-reviewed journals; census data; original docu­ ments in print or other media, such as film, photo­ graphs) and secondary sources (e.g., textbooks, book reviews, literature reviews, magazine or newspaper articles)
Teacher prompts: “What is the difference between a primary and a secondary source? How can you determine whether a source is primary or secondary?” “Why is it important to base your research on a variety of sources?”
A2.3 based on preliminary research, for each investigation formulate a hypothesis, thesis statement, or research question, and use it to focus their research
Throughout this course, students will:
A3.1 assess various aspects of information gathered from primary and secondary sources (e.g., accuracy, relevance, reliability, inherent values and bias, voice)
Teacher prompts: “What strategies can you use to determine the relevance of the information you have gathered?” “If two information sources contradict each other, how might
you determine which is more reliable?”
A. RESEARCHANDINQUIRYSKILLS OVERALL EXPECTATIONS
Throughout this course, students will:
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