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

More documents

Recommendations

Info

Native Languages, Level 4, Open (NL4) (LNADO–LNODO) Oral Communication • demonstrate an understanding of the concept of citizenship in Native North American culture – demonstrate an understanding of and respect for Native cultural traditions and arts – demonstrate an understanding of citizenship as it applies to the local community – describe the concept of citizenship in Native North American culture – describe the concept of relationships in Native North American culture (Aboriginal world view) Note: All of these expectations provide opportunities for making environmental connections, by virtue of their content. Native Languages, Level 5, Open (NL5) (LNAEO–LNOEO) Oral Communication • demonstrate an understanding of the concepts of citizenship and relationships (Aboriginal world view) in the context of an indigenous culture outside North America – express a point of view on contemporary issues (e.g., environmental issues, political issues) from a Native perspective – demonstrate an understanding of the concept of citizenship in an indigenous culture outside North America – demonstrate an understanding of the concept of relationships (Aboriginal world view) in an indigenous culture outside North America Note: All of these expectations provide opportunities for making environmental connections, by virtue of their content. 88 Environmental Education, Grades 9−12: Scope and Sequence of Expectations, 2011
NATIVE STUDIES, GRADES 9 AND 10 (1999) AND GRADES 11 AND 12 (2000) See the Preface for important information on the organization of the following material. First Nation, Métis, and Inuit cultures in Canada, along with Indigenous cultures around the world, are characterized by a profound relationship with the natural environment, which informs various aspects of the lives of contemporary Aboriginal peoples. The Native studies curriculum explores this relationship and its implications from social, economic, political, and artistic perspectives. The expectations that address environmental topics and issues directly, along with those that provide opportunities for making environmental connections, are identified below. Expressing Aboriginal Cultures, Grade 9, Open (NAC1O) Relationships • demonstrate understanding of the relationships among Aboriginal peoples, their environments, and art forms – describe aspects of traditional and contemporary Aboriginal relationships, including the relationships of Aboriginal peoples among themselves, to their communities and nations, to Canada, and to the natural environment – describe how their art forms demonstrate the relationships of Aboriginal peoples to themselves, their families, their communities (including gender roles), their nations, Canada, and the natural environment – explain how natural environments affect the development of Aboriginal art forms (e.g., Inuit soapstone carving) – describe the role of art forms in relation to the environment in specific Aboriginal cultures • identify how specific Aboriginal art forms reflect aspects of the society that produced them – identify materials (e.g., tobacco, sage, deer hide) that demonstrate specific relationships among Aboriginal peoples and their environments, including people – use appropriate natural materials to reproduce art forms that convey some aspect of Aboriginal peoples’ beliefs or values related to good relationships – produce art forms, using multimedia approaches, to illustrate various relationships to the natural environment Challenges – produce Aboriginal-style art forms that reflect solutions to contemporary issues of Aboriginal peoples Note: Environmental issues are important among the contemporary issues of Aboriginal peoples. Native Studies 89
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 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: NATIVE LANGUAGES, GRADES 9 AND 10 (
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?