Page 50 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities
In social sciences and humanities, students who are critically literate are able, for example, to actively analyse media texts and determine potential motives and underlying messages. They are able to determine what biases might be contained in texts, media, and resource material and why that might be, how the content of the text might be determined and by whom, and whose perspectives might have been left out and why. Students would then be equipped to produce their own interpretation of the issue. Opportunities should be provided for students to engage in a critical discussion of “texts”, which can include books (including textbooks), television programs, movies, web pages, advertising, music, gestures, oral texts, visual art works, clothing, journals, newspapers, and magazines, and other means of expression. Such discussions empower students to understand the impact on members of society that was intended by the text’s creators. Language and communication are never neutral: they are used to inform, entertain, persuade, and manipulate.
Another aspect of critical thinking is metacognition, which involves developing one’s thinking skills by reflecting on one’s own thought processes. Metacognitive skills include the ability to monitor one’s own learning. Acquiring and using metacognitive skills has emerged as a powerful approach for promoting a focus on thinking skills in literacy and across all disciplines. In social sciences and humanities, students reflect on their own learn­ ing most explicitly when applying the expectations in the research and inquiry strand to the content strands. When developing their research and inquiry skills, students are required to reflect on what they have learned, how they have come to know what they have learned, and what other resources they may need to consult to reach an informed conclusion.
Outside of the research and inquiry strand, students are given many opportunities to reflect on and monitor their learning. As they develop hands-on practical skills related to daily life, as well as relationship skills, communication skills, and critical-thinking skills, students are given opportunities to reflect on their strengths and needs and to monitor their progress. In addition, they are encouraged to advocate for themselves to get the support they need in order to achieve their goals. In all areas of social sciences and humanities, students are expected to reflect on how they can apply the knowledge and skills they acquire in their courses to their lives, in meaningful, authentic ways – in the classroom, in the family, with peers, and within the community. This process helps students to move beyond the amassing of information to an appreciation of the relevance of social sciences and humanities knowledge and skills to their lives.
THE ROLE OF THE SCHOOL LIBRARY IN THE SOCIAL SCIENCES AND HUMANITIES PROGRAM
The school library program can help build and transform students’ knowledge in order to support lifelong learning in our information- and knowledge-based society. The school library program supports student success across the social sciences and humanities curriculum by encouraging students to read widely, teaching them to examine and read many forms of text for understanding and enjoyment, and helping them improve their research skills and effectively use information gathered through research.
The school library program enables students to:
• develop a love of reading for learning and for pleasure;
• become independent, thoughtful, critical researchers;
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