The Ontario Curriculum, Grades 9-12 - MinistÃ¨re de l'Ã©ducation ...

More documents

Recommendations

Info

B. Reflecting, Responding, and Analysing B2. Drama and Society B2.1 analyse different styles of drama and explain their influence on artistic and social conditions in diverse communities and cultures from the past and present (e.g., … assess the influence of groups such as Dreamrider Theatre and Ubon! Eastern Cape Drama Company in raising awareness of environmental issues) B2.2 identify ways in which drama can influence personal growth, relationships with others, and aesthetic judgement (e.g., issue-based and whole-group drama activities can help develop empathy, self-knowledge, and environmental awareness; …) B2.3 identify ways in which drama can influence the broader community Teacher prompt: “What social or environmental issue might you use as the basis for an anthology for a school assembly? What would be your goal in presenting this issue?” C. Foundations C3. Responsible Practices C3.1 identify and follow safe and ethical practices in all drama activities (e.g., … follow procedures for the environmentally responsible use of materials and energy; …) Teacher prompts: … “How can we ensure that the materials used in these sets are available for re-use in future productions?” … Drama, Grade 11, Open, ADA3O B. Reflecting, Responding, and Analysing B2. Drama and Society B2.1 identify different purposes for drama and the forms used to achieve these purposes in diverse communities and cultures from the past and present (e.g., … to draw attention to problems or promote attitudinal change – issue-based drama) Teacher prompts: “What are some examples of contemporary issue-based drama (e.g., The Laramie Project; productions of Dreamrider Theatre or Ubom! Eastern Cape Drama Company)?” “What social purpose does issue-based theatre serve?”… C. Foundations C3. Responsible Practices C3.1 identify and follow safe and ethical practices in all drama activities (e.g., … follow procedures for the environmentally responsible use of materials and energy; …) Teacher prompts: “How can we ensure that the materials used in our sets are available for re-use in future productions?” … 16 Environmental Education, Grades 9−12: Scope and Sequence of Expectations, 2011
Drama, Grade 12, University/College Preparation, ADA4M A. Creating and Presenting A1. The Creative Process A1.2 select and use a variety of drama forms to present original drama works (e.g., combine forms such as dance drama, mime, and reader’s theatre to dramatize or comment on a social or environmental issue) B. Reflecting, Responding, and Analysing B1. The Critical Analysis Process B1.2 analyse a variety of contemporary and historical drama works to explain and evaluate how they communicate themes and dramatize issues Teacher prompt: “What are the social, environmental, and/or political issues raised in this play? …” B2. Drama and Society B2.1 demonstrate an understanding of how drama questions social and cultural conditions in a variety of Canadian and global drama sources and traditions (e.g., determine the intended message in … various “green movie dramas” such as Erin Brockovitch, Gorillas in the Mist, The Day After Tomorrow, Hoot, and Avatar; …) B2.3 describe ways in which drama can support or influence school and/or local community goals … Teacher prompt: “What are some examples of the use of drama to promote social or environmental change?” B2.4 describe different approaches used to explore universal concepts and themes in the drama of diverse cultures (e.g., compare and contrast the treatment of themes such as hunger, loneliness, parenthood, oppression, war, and environmental degradation in dramas from different countries or time periods) C. Foundations C3. Responsible Practices C3.1 identify and follow safe and ethical practices in all drama activities (e.g., … follow procedures for the environmentally responsible use of materials and energy; …) Drama, Grade 12, Workplace Preparation, ADA4E C. Foundations C3. Responsible Practices C3.1 identify and follow safe and ethical practices in drama activities and explain their relevance to workplace settings (e.g., … identify and follow procedures for the environmentally responsible use of materials and energy; …) The Arts 17
Page 1: R e s o u r c e G u i d e The Ontar
Page 5 and 6: PREFACE This resource guide superse
Page 7 and 8: Expectations are cited in the way i
Page 9 and 10: C2.3 identify some shared character
Page 11 and 12: C3. Responsible Practices C3.1 iden
Page 13 and 14: B3. Skills and Personal Growth B3.1
Page 15 and 16: A3.3 demonstrate an understanding o
Page 17: Teacher prompts: … “What proced
Page 21 and 22: Media Arts, Grade 11, University/Co
Page 23 and 24: A3. Using Technologies, Tools, and
Page 25 and 26: Music, Grade 12, Workplace Preparat
Page 27 and 28: C. Foundations C1. Terminology C1.1
Page 29 and 30: BUSINESS STUDIES, GRADES 9 AND 10 (
Page 31 and 32: Ideas and Opportunities for New Ven
Page 33 and 34: Information and Communication Techn
Page 35 and 36: International Business Essentials,
Page 37 and 38: Trends in Retail and Service Market
Page 39 and 40: Global Connections • describe how
Page 41 and 42: - conduct an inquiry, using a varie
Page 43 and 44: Purposeful Citizenship • demonstr
Page 45 and 46: - differentiate between consumer wa
Page 47 and 48: The Americas: Geographic Patterns a
Page 49 and 50: Geographics: The Geographerʼs Tool
Page 51 and 52: - identify current global sustainab
Page 53 and 54: Geomatics: Geotechnologies in Actio
Page 55 and 56: • describe the process of environ
Page 57 and 58: Change and Continuity - analyse key
Page 59 and 60: or James Bay hydroelectric project,
Page 61 and 62: - analyse the impact of Western col
Page 63 and 64: LAW Understanding Canadian Law, Gra
Page 65 and 66: Canadian and World Politics, Grade
Page 67 and 68: COMPUTER STUDIES, GRADES 10 TO 12 (
Page 69 and 70:
Computer Science, Grade 12, Univers
Page 71 and 72:
English, Grade 10, Applied (ENG2P)
Page 73 and 74:
ENGLISH AS A SECOND LANGUAGE AND EN
Page 75 and 76:
English Literacy Development, ELD L
Page 77 and 78:
FRENCH AS A SECOND LANGUAGE - CORE,
Page 79 and 80:
Designing Your Future, Grade 11, Op
Page 81 and 82:
HEALTH AND PHYSICAL EDUCATION, GRAD
Page 83 and 84:
- analyse the impact of public heal
Page 85 and 86:
Note: The example of David Suzuki i
Page 87 and 88:
Note: The example illustrates how t
Page 89 and 90:
NATIVE LANGUAGES, GRADES 9 AND 10 (
Page 91 and 92:
NATIVE STUDIES, GRADES 9 AND 10 (19
Page 93 and 94:
Current Aboriginal Issues in Canada
Page 95 and 96:
English: Contemporary Aboriginal Vo
Page 97 and 98:
Aboriginal Governance: Emerging Dir
Page 99 and 100:
SCIENCE, GRADES 9 AND 10 (2008) AND
Page 101 and 102:
amount of carbon dioxide in the atm
Page 103 and 104:
E1.3 produce a plan of action to re
Page 105 and 106:
B3.2 describe the interdependence o
Page 107 and 108:
Science, Grade 10, Academic (SNC2D)
Page 109 and 110:
evolution; the severity of cyclones
Page 111 and 112:
preparation, plumbing, custodial se
Page 113 and 114:
BIOLOGY Biology, Grade 11, Universi
Page 115 and 116:
Sample issue: The agricultural sect
Page 117 and 118:
F. Plants in the Natural Environmen
Page 119 and 120:
Sample issue: Modern biotechnologie
Page 121 and 122:
B. Matter, Chemical Trends, and Che
Page 123 and 124:
Sample questions: What pollutants m
Page 125 and 126:
B1.2 propose a personal course of a
Page 127 and 128:
Sample questions: What health and s
Page 129 and 130:
E. Chemical Calculations E1. Relati
Page 131 and 132:
inspecting and cleaning up hazardou
Page 133 and 134:
ENVIRONMENTAL SCIENCE Environmental
Page 135 and 136:
C. Human Health and the Environment
Page 137 and 138:
of monoculture, both on farms and i
Page 139 and 140:
E2.2 plan and conduct an inquiry in
Page 141 and 142:
Environmental Science, Grade 11, Wo
Page 143 and 144:
Sample questions: What impact did t
Page 145 and 146:
D2.3 use a research or inquiry proc
Page 147 and 148:
E3.5 explain the importance of biod
Page 149 and 150:
C1.2 evaluate the impact on society
Page 151 and 152:
forest fires, and on changes in wea
Page 153 and 154:
C1.2 evaluate, on the basis of rese
Page 155 and 156:
diseases (e.g., cardiovascular dise
Page 157 and 158:
E. Electricity at Home and Work E1.
Page 159 and 160:
Individual and Family Living, Grade
Page 161 and 162:
Personal Responsibilities - identif
Page 163 and 164:
Personal and Social Responsibilitie
Page 165 and 166:
Challenge and Change in Society, Gr
Page 167 and 168:
World Religions: Beliefs and Daily
Page 169 and 170:
C2.3 describe economic, ecological,
Page 171 and 172:
A2.1 describe environmental factors
Page 173 and 174:
Health Care, Grade 10, Open (TPJ2O)
Page 175 and 176:
A2. Design Fundamentals A2.2 identi
Page 177 and 178:
Transportation Technology, Grade 10
Page 179 and 180:
C1.1 analyse the environmental cost
Page 181 and 182:
C1.2 outline and apply strategies t
Page 183 and 184:
environmental technician, project m
Page 185 and 186:
D1.4 outline strategies to reduce,
Page 187 and 188:
A1.1 distinguish between different
Page 189 and 190:
ecycling, reusing, composting, grow
Page 191 and 192:
C. Technology, the Environment, and
Page 193 and 194:
A3.3 evaluate the appropriateness a
Page 195 and 196:
D3. Career Opportunities D3.3 inves
Page 197 and 198:
naturalized landscaping, global flo
Page 199 and 200:
C1.2 identify safe methods for the
Page 201 and 202:
HOSPITALITY AND TOURISM Hospitality
Page 203 and 204:
C1.2 analyse how tourism has affect
Page 205 and 206:
C2.3 describe recent trends in the
Page 207 and 208:
C1.2 assess and compare energy sour
Page 209 and 210:
sustainability/stewardship, ergonom
Page 211 and 212:
B3. Making and Testing Models and P
Page 213 and 214:
C1.1 identify and analyse environme
Page 215 and 216:
D1.2 adhere to personal and environ
Page 217 and 218:
improved production methods, automo
Page 220:
10-303 ISBN 978-1-4435-5513-5 (PDF)
show all

The Ontario Curriculum, Grades 9-12 - MinistÃ¨re de l'Ã©ducation ...

Create successful ePaper yourself

Delete template?

Save as template?