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

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Economic Stakeholders • describe economic stakeholder groups and the criteria each uses to make economic decisions • explain the economic rights and responsibilities of “the economic citizen” – explain the concept of stewardship as it applies to specific examples of economic responsibility and choice (e.g., pollution, income distribution, use of resources and energy) • compare the ways and the degree to which different types of economic systems satisfy the needs of stakeholders – analyse the economic and social/cultural impact of resource development on traditional lands of First Nation peoples (e.g., logging or commercial fishing in British Columbia, pipeline construction or mining in the North, gaming in Ontario) Economic Institutions • analyse the nature and functions of international economic institutions and their impact on the Canadian economy – describe the nature and role of international economic agreements and institutions (e.g., North American Free Trade Agreement, Kyoto Protocol, World Trade Organization, International Monetary Fund, Organization for Economic Cooperation and Development) – analyse the growth of private-sector multinational corporations and their impact on the Canadian economy – analyse the costs and benefits to Canadian stakeholders of the trend towards freer international trade Methods of Economic Inquiry and Communication – apply economic concepts (e.g., opportunity cost, demand, absolute advantage) and models (e.g., production-possibility boundary, the market, circular flow) to identify and analyse choices, forecast economic change, and define a reality, problem, or issue – apply the cost-benefit method of inquiry to current economic issues to evaluate choices, using stakeholder criteria and economic goals Note: These expectations allow for applications involving environmental issues. GEOGRAPHY By their very nature, the strands Geographic Foundations: Space and Systems, Human- Environment Interactions, and Global Connections incorporate environmental education. Consequently, the specific expectations in these strands that relate to the environment or provide opportunities to make environmental connections are too numerous to list, and in most cases, only the overall expectations have been identified below. 44 Environmental Education, Grades 9−12: Scope and Sequence of Expectations, 2011
The Americas: Geographic Patterns and Issues, Grade 11, University/College Preparation (CGD3M) Geographic Foundations: Space and Systems • describe and compare the natural characteristics of the equatorial, midlatitude, and polar regions of the Americas – identify how colonizing countries have influenced people and the environment in selected regions of the Americas • compare the diverse human systems and cultural realms of the Americas • analyse the political, economic, and social factors that contribute to disparities in economic development within the Americas – analyse development patterns in selected regions of the Americas (e.g., Bolivia, northeastern Brazil, the Caribbean, the Arctic) and identify the benefits and disadvantages of development for each region chosen Human-Environment Interactions • analyse the causes and effects of human-environment interactions in various ecological zones of the Americas • evaluate the environmental and economic consequences for the Americas of natural hazards and climatic variations • analyse the linkages between population shifts and changes in physical and human environments in the Americas Global Connections • evaluate the impact of the global economy on the environment and peoples of the Americas • analyse how the nations of the Americas interact to promote or defend their political, economic, environmental, and social interests • assess the roles of current and emerging major powers in the Americas – analyse selected examples of relationships that have developed between regions in the Americas because of environmental problems (e.g., oil spills, ozone depletion), resource needs (e.g., energy exchanges, water transfers), and border conflicts Understanding and Managing Change • evaluate the effects of various political, economic, social, and technological changes on physical and human environments in the Americas • analyse the problem of underdevelopment in the Americas and explain the difficulties in alleviating it Canadian and World Studies 45
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 and 18: Teacher prompts: … “What proced
Page 19 and 20: Drama, Grade 12, University/College
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: - differentiate between consumer wa
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
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E1.3 produce a plan of action to re
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B3.2 describe the interdependence o
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Science, Grade 10, Academic (SNC2D)
Page 109 and 110:
evolution; the severity of cyclones
Page 111 and 112:
preparation, plumbing, custodial se
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BIOLOGY Biology, Grade 11, Universi
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Sample issue: The agricultural sect
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F. Plants in the Natural Environmen
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Sample issue: Modern biotechnologie
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B. Matter, Chemical Trends, and Che
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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
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E. Chemical Calculations E1. Relati
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inspecting and cleaning up hazardou
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ENVIRONMENTAL SCIENCE Environmental
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C. Human Health and the Environment
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of monoculture, both on farms and i
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E2.2 plan and conduct an inquiry in
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Environmental Science, Grade 11, Wo
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Sample questions: What impact did t
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D2.3 use a research or inquiry proc
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E3.5 explain the importance of biod
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C1.2 evaluate the impact on society
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forest fires, and on changes in wea
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C1.2 evaluate, on the basis of rese
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diseases (e.g., cardiovascular dise
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E. Electricity at Home and Work E1.
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Individual and Family Living, Grade
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Personal Responsibilities - identif
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Personal and Social Responsibilitie
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Challenge and Change in Society, Gr
Page 167 and 168:
World Religions: Beliefs and Daily
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C2.3 describe economic, ecological,
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A2.1 describe environmental factors
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Health Care, Grade 10, Open (TPJ2O)
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A2. Design Fundamentals A2.2 identi
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Transportation Technology, Grade 10
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C1.1 analyse the environmental cost
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C1.2 outline and apply strategies t
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environmental technician, project m
Page 185 and 186:
D1.4 outline strategies to reduce,
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A1.1 distinguish between different
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ecycling, reusing, composting, grow
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C. Technology, the Environment, and
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A3.3 evaluate the appropriateness a
Page 195 and 196:
D3. Career Opportunities D3.3 inves
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naturalized landscaping, global flo
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C1.2 identify safe methods for the
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HOSPITALITY AND TOURISM Hospitality
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C1.2 analyse how tourism has affect
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C2.3 describe recent trends in the
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C1.2 assess and compare energy sour
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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)
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