Page 61 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

A. RESEARCHANDINQUIRYSKILLS OVERALL EXPECTATIONS
Throughout this course, students will:
A1. Exploring: explore topics related to gender studies, and formulate questions to guide their research;
A2. Investigating: create research plans, and locate and select information relevant to their chosen
topics, using appropriate 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.
SPECIFIC EXPECTATIONS
A1. Exploring
Throughout this course, students will:
A1.1 explore a variety of topics related to gender studies (e.g., self-esteem in adolescent girls; experiences of male primary school teachers or female auto mechanics) 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 studying the portrayals of girls and women in music videos, how might you select which videos to analyse? What behaviour or symbols might you exam­ ine in the videos? What other elements of
the videos might provide evidence of how women are viewed?”
A2. Investigating
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 documents and media such as film, photographs, songs, advertisements) and/or secondary sources (e.g., critical analysis in journals; book reviews, magazine articles, textbooks)
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
A3. Processing Information
Throughout this course, students will:
A3.1 assess various aspects of information gath­ ered 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?” “What values are embedded in these sources? Whose voices are represented and whose are absent?” “Whose interests are advanced if you believe the main message of this source?”
RESEARCH AND INQUIRY SKILLS
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ResearGcehnadnedr SIntuqduierys Skills
H H I F S 1 G 0 3 / M2 0