High School Social Studies Ontario Curriculum Standards

Canadian and World Studies

Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments in Canada from 1982 to the present, and assess their significance for different groups and communities in Canada, including First Nations, Metis, and Inuit communities

Communities, Conflict, and Cooperation: analyse some significant interactions within and between various communities in Canada, including First Nations, Metis, and Inuit communities, and between Canada and the international community, from 1982 to the present, and how key issues and developments have affected these interactions

Historical Inquiry And Skill Development

Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when investigating aspects of Canadian history since 1914;

formulate different types of questions to guide investigations into issues, events, and/or developments in Canadian history since 1914 (e.g., factual questions: What were the provisions of the Chinese Immigration Act of 1923?; comparative questions: In what ways was the impact of the Great Depression different for people living on the Prairies than for people living in Ontario?; causal questions: What were the key causes of the Quiet Revolution?)

select and organize relevant evidence and information on aspects of Canadian history since 1914 from a variety of primary and secondary sources (e.g., primary sources: art works from the time, diaries, legislation, letters, maps, period newspapers, photographs, political cartoons, statistics, treaties; secondary sources: books and/or articles from the library, current newspaper or magazine articles, documentary and/or feature films or videos, information from websites, textbooks), ensuring that their sources reflect multiple perspectives

assess the credibility of sources and information relevant to their investigations (e.g., by considering the perspective, bias, accuracy, purpose, and context of the source and the values and expertise of its author)

interpret and analyse evidence and information relevant to their investigations, using various tools, strategies, and approaches appropriate for historical inquiry (e.g., develop criteria for evaluating the relative importance of consequences of the Great Depression; compare the points of view in two or more primary sources on prohibition; assess the effectiveness of the argument in a secondary source on CanadianAmerican relations under Prime Minister Diefenbaker; use a concept map to help them assess the short- and long-term consequences of residential schools for First Nations, Métis, and Inuit individuals and communities)

use the concepts of historical thinking (i.e., historical significance, cause and consequence, continuity and change, and historical perspective) when analysing, evaluating evidence about, and formulating conclusions and/or judgements regarding historical issues, events, and/or developments in Canada since 1914 (e.g., use the concept of historical significance to assess the impact of Vimy Ridge on the evolution of Canadian identity; use the concept of cause and consequence when assessing the social, economic, and political context of the Winnipeg General Strike; use the concept of continuity and change when analysing the evolution of the relationship between Canada and Great Britain; use the concept of historical perspective when assessing the motives of the Woman's Christian Temperance Union)

evaluate and synthesize their findings to formulate conclusions and/or make informed judgements or predictions about the issues, events, and/or developments they are investigating

communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose (e.g., a seminar on Canadian-U.S. relations; an essay on turning points for Indigenous people since 1960; a debate on whether Prime Minister Trudeau's policies contributed to a "Just Society"; a presentation on the changing roles of women in Canada; a video on social conditions during the Great Depression; a role play on negotiations to patriate the constitution; a project to write the text for a wiki on developments in Canadian culture in the second half of the twentieth century; a blog from the perspective of a soldier in Afghanistan)

use accepted forms of documentation (e.g., footnotes or endnotes, author/date citations, reference lists, bibliographies, credits) to acknowledge different types of sources (e.g., archival sources, articles, art works, blogs, books, films or videos, oral evidence, websites)

use appropriate terminology when communicating the results of their investigations (e.g., vocabulary specific to their topics; terminology related to history and to the concepts of historical thinking)

Developing Transferable Skills: apply in everyday contexts skills developed through historical investigation, and identify some careers in which these skills might be useful.

describe several ways in which historical investigation can help them develop skills, including the essential skills in the Ontario Skills Passport (e.g., skills related to reading text, writing, document use, computer use, oral communication, numeracy), that can be transferred to the world of work and to everyday life

apply in everyday contexts skills and work habits developed through historical investigation (e.g., use skills to assess the credibility of sources, understand and appreciate multiple perspectives and engage in informed discussions, detect bias, understand historical context; apply work habits such as collaborating with peers or taking initiative)

apply the knowledge and skills developed in the study of Canadian history when analysing current social, economic, and/or political issues (e.g., to determine perspectives or bias in media reports on a current event; to analyse key causes and/or predict possible consequences of a current political policy; to determine ways in which the current responses of Canadians to a specific social issue are similar to or different from their responses in the past), in order to enhance their understanding of these events and their role as informed citizens

identify some careers in which the skills learned in history might be useful (e.g., editor, journalist, lawyer, mediator, museum curator, politician, teacher)

Canada, 1914-1929

Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments between 1914 and 1929, and assess their significance for different groups and communities in Canada, including First Nations, Metis, and Inuit communities

analyse historical statistics and other primary sources, including oral traditional knowledge, to identify major demographic trends in Canada between 1914 and 1929 (e.g., trends related to immigration to Canada; First Nations, Métis, and Inuit populations; migration between provinces and to urban centres; the number of women in the labour force and the type of work they performed; birth rates or life expectancy), and assess the significance of these trends for different groups and communities in Canada, including First Nations, Métis, and Inuit communities

identify some major developments in science and/or technology and applications of scientific/ technological knowledge during this period, and assess their significance for different individuals, groups, and/or communities in Canada, including First Nations, Métis, and/or Inuit individuals and/or communities (e.g., the impact of: new military technologies on Canadian soldiers; developments in mechanization on Canadian farmers; developments in transportation and communication, such as those related to cars, radios, or motion pictures, on the recreational activities of some Canadians; insulin and/or other medical developments on the health of people in Canada)

describe some key economic trends and developments in Canada during this period (e.g., with reference to the wartime economy, new manufacturing sectors, postwar recession, consumerism, buying on credit, unions, rising prices, trends in the whaling and fur industry in the Canadian North), and assess their impact on various individuals, groups, and/or communities in Canada, including First Nations, Métis, and Inuit individuals and/or communities

explain the impact on Canadian society and politics of some key events and/or developments during World War I (e.g., with reference to shortages on the home front; the internment of "enemy aliens"; an increase in the number of women in the workforce; the Union government; new laws such as the Military Voters Act, the Wartime Elections Act, the Income Tax Act, and/or the War Measures Act; the enlistment, military, and post-military experiences of First Nations, Métis, and Inuit men; the Halifax Explosion; the role of veterans in postwar labour unrest)

Communities, Conflict, and Cooperation: analyse some key interactions within and between different communities in Canada, including First Nations, Métis, and Inuit communities, and between Canada and the international community, from 1914 to 1929, and how these interactions affected Canadian society and politics

explain the main causes of World War I (e.g., European alliances, rivalries, militarism, and nationalist movements) and of Canada's participation in the war (e.g., imperialist sentiments in English Canada; Canada's status within the British Empire), and analyse some of the consequences of Canada's military participation in the war (e.g., with reference to enlistment; the conscription bill; enfranchisement; the development of war industries; the military consequences and the human costs of battles involving Canadian forces; issues facing veterans; the Soldier Settlement Board; Remembrance Day)

analyse, with reference to specific events or issues, the significance of and perspectives on Canada’s participation in international relations between 1914 and 1929 (e.g., with reference to Canada’s position within the British Empire, Canada’s military participation in World War I, Canada’s separate signing of the Treaty of Versailles, the Halibut Treaty, the Chanak Crisis, the Imperial Conferences)

describe some major instances of social and/or political conflict in Canada during this period, including conflict between French and English Canada (e.g., differing views on the need for conscription; the Ontario Schools Question and the response to Regulation 17; Henri Bourassa’s French-Canadian nationalism versus the imperialist perspectives of some English Canadians; labour unrest, including the Winnipeg General Strike; the King-Byng affair; the activities of the Ku Klux Klan and/or the Orange Order of Canada), and analyse some of their causes and consequences

explain the goals and accomplishments of some groups, organizations, and/or movements in Canada, including First Nations, Métis, and Inuit organizations and/or movements, that contributed to social and/or political cooperation during this period (e.g., the Union government, the One Big Union or other labour unions, the Maritime Rights movement, the League of Indians, the Métis Nation of Alberta, temperance organizations, the United Farmers of Ontario, women’s suffrage organizations, the Famous Five, the Black Cross nurses)

describe how the residential school system and other government policies and legislation, as well as the attitudes that underpinned them, affected First Nations, Métis, and Inuit individuals and communities during this period (e.g., with reference to mandatory attendance at residential schools; provincial day schools, training schools; amendments to the Indian Act to prohibit First Nations from hiring legal counsel to pursue land claims; limitations on voting rights; the pass system; racist attitudes underlying government policies), and explain some of their long-term consequences

describe attitudes towards as well as discrimination against and other significant actions affecting non-Indigenous ethnocultural groups in Canada during this period (e.g., with reference to racism and antisemitism, segregation, discrimination in jobs and housing, restrictions imposed by the Chinese Immigration Act of 1923, groups helping new immigrants), and explain their impact

Identity, Citizenship, and Heritage: explain how various individuals, organizations, and specific social changes between 1914 and 1929 contributed to the development of identities, citizenship, and heritage in Canada

explain how some individuals, groups, and/or organizations contributed to Canadian society and politics during this period and to the development of identities, citizenship, and/or heritage in Canada (e.g., with reference to Frederick Banting, Napoléon Belcourt, Billy Bishop, Robert Borden, Samuel Bronfman, Arthur Currie, Marie Lacoste Gérin-Lajoie, F. O. Loft, Agnes Macphail, Masumi Mitsui, J. S. Woodsworth; the League of Indians, rum runners, the Trades and Labour Congress of Canada, the Vandoos, the Woman’s Christian Temperance Union)

describe some significant changes in the arts and popular culture in Canada during this period (e.g., changes in fashion and popular music; changes in Canadian art, as reflected in the work of the Group of Seven; the increasing popularity of movies; the increasing influence of American culture; the international reputation of Canadians in sports; the introduction of the poppy as a symbol of war and remembrance; prohibition), and explain the contributions of some individuals and/or events to these changes (e.g., Mazo de la Roche, Stephen Leacock, Tom Longboat, John McCrae, Howie Morenz, Mary Pickford; the racing career of the Bluenose; the founding of the National Hockey League and the Ladies Ontario Hockey Association)

describe some significant developments in the rights and lives of women in Canada, including First Nations, Métis, and Inuit women, during this period (e.g., women's contribution to the war effort, their expanding role in the workplace, and the impact of these on their role in the family and in society; the role of Inuit women in the whaling and sealskin industry; women's role in suffrage, temperance, and other social movements; repercussions of the loss of status for First Nations women whose husbands were enfranchised because of wartime service; new political rights for some women; changing social mores in the 1920s and their impact on women; the participation of women in organized sports), and explain the impact of these developments on Canadian citizenship and/or heritage

describe Canadian immigration policy during this period (e.g., with reference to the 1919 Immigration Act, the Chinese Immigration Act of 1923), and analyse immigration to Canada, with a focus on the different groups that came here and how they contributed to identities and heritage in Canada (e.g., the origin of immigrants, why they came, where they settled, the degree to which they integrated into the dominant culture of the time in Canadian society and/or remained distinct; their cultural contributions)

Canada, 1929-1945

Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments between 1929 and 1945, and assess their impact on different groups and communities in Canada, including First Nations Métis, and Inuit communities

describe some key social changes in Canada during this period (e.g., social changes brought about by unemployment or the dustbowl during the Depression; new left- and right-wing social movements; the increasing influence of American culture; northern Indigenous people becoming more reliant on European material goods), and explain their main causes as well as their impact on different groups and communities in Canada, including First Nations, Métis, and Inuit communities

identify some major developments in science and/or technology and applications of scientific/ technological knowledge during this period (e.g., inventions such as Pablum, penicillin, Massey-Harris’s self-propelled combine harvester; military technologies such as sonar, radar, walkie-talkies, or the atomic bomb; mining of resources such as radium/uranium crucial to new technologies), and assess their significance for different individuals, groups, and communities in Canada, including First Nations, Métis, and/or Inuit individuals and/or communities

describe some key economic trends and developments in Canada during this period (e.g., the stock market crash of 1929, pensions for veterans, the impact of the dustbowl on agriculture, the expansion of American branch plants, buying on margin, high unemployment rates, government relief, public works projects, the establishment of the Bank of Canada, the wartime economy, the 1945 Ford strike), and assess their impact on different groups and communities in Canada, including First Nations, Métis, and Inuit communities

describe the main causes of some key political developments and/or government policies that affected Indigenous peoples in Canada during this period (e.g., amendments to the Indian Act; the continuing operation of residential schools; the Dominion Franchise Act, 1934; the Ewing Commission, 1934–36; provincial Sexual Sterilization Acts; the creation of the Newfoundland Rangers; the Métis Population Betterment Act, 1938; the beginning of the federal government’s use of “Eskimo” identification tags), and assess their impact on First Nations, Métis, and Inuit communities

describe the main causes of some key political developments and/or government policies in Canada during this period (e.g., Mackenzie King's Five Cent speech; the formation of the Cooperative Commonwealth Federation or Social Credit; the establishment of the Canadian Broadcasting Corporation [CBC] or the National Film Board [NFB]; provincial Sexual Sterilization Acts; social welfare policies; the Dominion Elections Act, 1938; Quebec women receiving the vote; wartime propaganda; the decision to intern Japanese Canadians; the 1944 Racial Discrimination Act), and assess their impact on non-Indigenous groups in Canada

Communities, Conflict, and Cooperation: analyse some key interactions within and between different communities in Canada, including First Nations, Métis, and Inuit communities, and between Canada and the international community, from 1929 to 1945, with a focus on key issues that affected these interactions and changes that resulted from them

analyse some significant ways in which people in Canada, including First Nations, Métis, and Inuit individuals and communities, cooperated and/or came into conflict with each other during this period (e.g., the Antigonish movement; the League for Social Reconstruction; the riot at Christie Pits; internment camps for “enemy aliens”; Christie v. York, 1940; participation of First Nations, Métis, and Inuit soldiers in World War II; the founding of the Canadian Brotherhood of Sleeping Car Porters), with a focus on explaining key issues that led to those interactions and/or changes that resulted from them

analyse how some key issues and/or developments affected Canada's relationships with Great Britain and the United States during this period (e.g., with reference to trade, tariffs, and investments; the founding of the Commonwealth; the Imperial Conferences; the Lend-Lease Agreement; military involvement in World War II; Arctic sovereignty)

explain the main causes of World War II (e.g., economic hardship in Germany produced by the Treaty of Versailles and economic depression; invasions by fascist Italy, Nazi Germany, and imperial Japan; the inadequacy of the League of Nations to address international crises), and analyse Canada's contribution to the war effort (e.g., with reference to the Battle of the Atlantic, the Battle of Hong Kong, the Italian campaign, D-Day, the liberation of the Netherlands, the liberation of concentration camps, the British Commonwealth Air Training Plan, Camp X; the contribution of individuals such as Paul Triquet and Charles Tompkins; the contributions of women and of Indigenous soldiers)

explain some ways in which World War II affected First Nations, Métis, and Inuit individuals and communities in Canada (e.g., with reference to enlistment, military, and post-military experiences; experiences on the home front; the War Measures Act), including how the war changed their lives (e.g., with reference to Indigenous communities that supported the war effort and those that did not; women on the home front; appropriation of reserve lands by the Department of National Defence; the Veterans’ Land Act, 1942; loss of Indian status for enlisted men and their families)

explain some ways in which World War II affected non-Indigenous Canadians (e.g., with reference to economic recovery, enlistment, censorship, rationing), including how the war changed the lives of various groups in this country (e.g., young men who fought and those who did not; farmers; women in the workforce and at home; “enemy aliens”; veterans, including men who were in the merchant navy)

Identity, Citizenship, and Heritage: explain how various individuals, groups, and events, including some major international events, contributed to the development of identities, citizenship, and heritage in Canada between 1929 and 1945

describe contributions of various individuals, groups, and/or organizations to Canadian society, politics, and/or culture during this period (e.g., R. B. Bennett, Norman Bethune, Therèse Casgrain, Moses Coady, Lionel Conacher, the Dionne quintuplets, Maurice Duplessis, Foster Hewitt, Mackenzie King, Dorothy Livesay, Elsie MacGill, Francis Pegahmagabow, Tommy Prince, Sinclair Ross, Kam Len Douglas Sam, Portia May White; the Antigonish movement, the CBC, the Edmonton Grads), and assess the significance of these contributions for the development of identities, citizenship, and/or heritage in Canada

analyse how Canada and people in Canada, including First Nations, Métis, and/or Inuit individuals and communities, responded or were connected to some major international events and/or developments that occurred during this period (e.g., the Red Scare; the Holodomor; the Spanish Civil War; the Nanking Massacre; aggression by fascist Italy, Nazi Germany, and/or imperial Japan; the Holocaust; the Manhattan Project), and assess the significance of the responses/connections, including their significance for identities and heritage in Canada

analyse the impact of the Holocaust on Canadian society and on the attitudes of people in Canada towards human rights (e.g., with reference to changes in Canadians' responses to minority groups; more open refugee policies, including those affecting Holocaust survivors and other displaced persons; Canada's signing of the United Nations Universal Declaration of Human Rights; the evolution of laws against hate crimes )

Canada, 1945-1982

Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments in Canada between 1945 and 1982, and assess their significance for different individuals, groups, and/or communities in Canada, including First Nations, Métis, and Inuit individuals and communities

analyse historical statistics and other primary sources, including oral traditional knowledge, to identify some key demographic trends and developments in Canada during this period (e.g., with reference to the sources and numbers of postwar immigrants and/or refugees, the arrival of war brides, continued urbanization and the growth of suburbs, changes in birth rates and life expectancy, patterns in interprovincial migration, the development of teen subcultures, the changing status of established ethnocultural groups, the growth of settlement in the High Arctic), and assess the consequences of these trends and developments for people in Canada, including First Nations, Métis, and Inuit communities

identify some major developments in science and technology and applications of scientific/ technological knowledge during this period (e.g., developments in aeronautics, including the Avro Arrow; automatic postal sorters; goalie masks; developments in contraception, nuclear energy, plastics; medical developments such as thalidomide and pacemakers; television; radio communication in the Far North; developments in space technology such as satellites and the Canadarm), and assess their significance for different individuals, groups, and/or communities in Canada, including First Nations, Métis, and/or Inuit individuals and/or communities

describe some key trends and developments in the Canadian economy during this period (e.g., the Rand decision and the growth of unions; the rise of consumerism and the popularization of credit cards; the continuing expansion of branch plants, particularly of American corporations, in Canada and the formation of the Foreign Investment Review Agency; the Hudson’s Bay Company’s becoming the primary supplier of Inuit art; the development of mining in northern Canada; the energy crises of the 1970s; stagflation; recession), and explain their impact on different individuals, groups, and/or communities in Canada, including First Nations, Métis, and Inuit individuals and communities

describe some key political developments and/or government policies that affected Indigenous peoples in Canada during this period (e.g., the continuing use of numbered identification tags for Inuit; Inuit and status Indians gain the right to vote; the 1969 White Paper; the inclusion of Métis and Inuit as “Aboriginal people” in section 35 of the Constitution Act, 1982), and assess their significance for First Nations, Métis, and Inuit individuals and communities

describe some key political developments and/or government policies in Canada during this period (e.g., government responses to the Red Scare/Cold War; Newfoundland’s joining Confederation; social welfare legislation; the establishment of the Massey Commission or the Royal Commission on the Status of Women; the founding of the New Democratic Party; revisions to the Immigration Act; the decision to invoke the War Measures Act in 1970; the Canadian Charter of Rights and Freedoms; the establishment of Environment Canada), and assess their significance for different non-Indigenous groups in Canada

analyse the impact on the lives of Canadians of key social welfare programs that were created or expanded during this period (e.g., unemployment insurance, family allowance, medicare, the Canada and Quebec Pension Plans, old age security, social assistance

Communities, Conflict, and Cooperation: analyse some key experiences of and interactions between different communities in Canada, including First Nations, Métis, and Inuit communities, as well as interactions between Canada and the international community, from 1945 to 1982, and the changes that resulted from them

describe some significant instances of social conflict and/or inequality in Canada during this period, with reference to various groups and communities, including First Nations, Métis, and Inuit communities (e.g., the Asbestos Strike in Quebec; the Richard Riot; racial segregation; the Sixties Scoop; the October Crisis and the imposition of the War Measures Act; protests against the war in Vietnam or the James Bay Project; conflict over the National Energy Program, Aboriginal title and land rights, or the patriation of the constitution; the Coppermine Tent Hostel), and analyse them from multiple perspectives

describe some significant social movements and other examples of social and/or political cooperation among various individuals, groups, and/or communities in Canada, including First Nations, Métis, and Inuit individuals and/or communities, during this period (e.g., the civil rights movement; the second-wave women’s movement; cultural nationalist and countercultural movements; environmental movements; Indigenous activism; labour unions; centennial year celebrations, including Expo ’67; multicultural policies and organizations), and analyse them from multiple perspectives

analyse key aspects of life for women in Canada, including First Nations, Métis, and Inuit women, with a focus on what changed during this period and what remained the same (e.g., with reference to the participation of women in the labour force; challenges to the ways in which women’s unpaid work was valued; changes in the family and family structures, including birth and divorce rates; political participation and representation; the impact of Bill C-150 (1968–69); challenges facing Indigenous and other racialized women; the domestic worker scheme and immigration of women to Canada)

describe some key developments related to Canada's participation in the international community during this period, with a particular focus on the context of the Cold War (e.g., with reference to the Korean War; the Gouzenko affair; the establishment of the North American Air Defense Command [NORAD] or the North Atlantic Treaty Organization [NATO]; the Suez Crisis; the Non-proliferation of Nuclear Weapons Treaty; peacekeeping; membership in La Francophonie; the creation of the Canadian International Development Agency [CIDA]; Canada's response to famine in Biafra or the genocide in East Timor), and assess whether these developments marked a change in Canada's approach to or role in international relations

describe some key developments in Canada's relationship with the United States during this period (e.g., with reference to NORAD, the DEW Line, the St. Lawrence Seaway, the development of the Avro Arrow program and its subsequent cancellation, the Auto Pact, the Cuban Missile Crisis, the Vietnam War and the International Commission of Control and Supervision, environmental concerns such as acid rain), and explain how they challenged or reinforced the nature of that relationship

Identity, Citizenship, and Heritage: analyse how significant events, individuals, and groups, including Indigenous peoples, Québécois, and immigrants, contributed to the development of identities, citizenship, and heritage in Canada between 1945 and 1982 (FOCUS ON: Historical Significance; Cause and Consequence)

describe contributions of various individuals, groups, and/or organizations to Canadian society and politics during this period (e.g., Doris Anderson, Rosemary Brown, Frank Arthur Calder, Harold Cardinal, Matthew Coon Come, Tommy Douglas, Terry Fox, Peter Ittinuar, René Lévesque, George Manuel, Madeleine Parent, Lester B. Pearson, Joey Smallwood, Pierre Trudeau, Jean Vanier; Greenpeace, the National Action Committee on the Status of Women, the National Indian Brotherhood, the Nova Scotia Association for the Advancement of Coloured People), and explain the significance of these contributions for the development of identities, citizenship, and/or heritage in Canada

explain ways in which various individuals, events, groups, and/or organizations contributed to the arts and popular culture in Canada during this period (e.g., Kenojuak Ashevak, Alex Colville, Chief Dan George, Joy Kogawa, Margaret Laurence, Gordon Lightfoot, Marshall McLuhan, Norval Morrisseau, Daphne Odjig, Oscar Peterson, Bill Reid, Maurice Richard, Gabrielle Roy, Mordecai Richler, Buffy Sainte-Marie, Gilles Vigneault; the Canada Council, the CBC, the Canadian RadioTelevision Commission, Cape Dorset artists, the Guess Who, the Stratford and/or Shaw Festivals, Expo ’67, the 1970 Arctic Winter Games, the 1972 Hockey Summit Series), and assess the significance of these contributions for the development of identities and/or heritage in Canada

analyse key causes of some significant events, developments, and/or issues that affected First Nations, Métis, and Inuit communities in Canada during this period (e.g., the forced relocation of a number of First Nations, Métis, and Inuit communities; the continuing operation of residential schools; the formation of the National Indian Brotherhood/Assembly of First Nations; the Berger Commission; the Calder case; the recognition in the constitution of existing Aboriginal and treaty rights; the James Bay Project and the resulting protests; the efforts of Mary Two-Axe Early and others to secure equality for First Nations women; the creation of the Inuit Circumpolar Council; the inquest into the death of Chanie (“Charlie”) Wenjack), and assess the impact of these events, developments, and/or issues on identities, citizenship, and/or heritage in Canada

describe the main causes and consequences of the Quiet Revolution and of some other key events that occurred in or affected Quebec between 1945 and 1982 (e.g., with reference to the leadership of Maurice Duplessis, Jean Lesage, and René Lévesque; the Royal Commission on Bilingualism and Biculturalism; “Maître Chez Nous”; the October Crisis; the formation of the Parti Québécois; Bill 101; the patriation of the constitution; the 1980 referendum), and explain the significance of these events for the development of identities in Canada

describe some key developments in immigration and in refugee and immigration policy in Canada during this period, and explain their significance for heritage and identities in Canada (e.g., with reference to the points system; origins and numbers of immigrants and refugees, including displaced persons after World War II; the domestic workers scheme; the growth of ethnic neighbourhoods in Canada's largest cities; the development of various cultural festivals)

Canada, 1982 To The Present

describe various social and cultural trends and developments in Canada since 1982 (e.g., demographic changes, including changes in the family and in immigration; the development of Hollywood North; the rates of incarceration and suicide in First Nations communities; the growth of urban Inuit populations in Canada's South; the cultural appropriation of First Nations, Métis, and Inuit art, clothing, and ceremonies; developments related to multiculturalism and pluriculturalism; the growth of social and cultural advocacy groups), and assess their significance for people in Canada, including First Nations, Métis, and Inuit communities

identify some major developments in science and technology since 1982 (e.g., personal computers, the Internet, cellphones and "smartphone" technology, digital music, electric and hybrid cars, fossil fuel extraction technologies, cloning, stem cell research, genetically modified foods, developments in alternative energy), and assess their significance for people in Canada, including First Nations, Métis, and/or Inuit communities

describe some key trends and/or developments in the Canadian economy since 1982, including those affecting First Nations, Métis, and Inuit communities (e.g., the decline of the manufacturing sector, the Canada-U.S. Free Trade Agreement [FTA] and the North American Free Trade Agreement [NAFTA], the decline of East Coast fish stocks, recessions, the bursting of the tech bubble, consumerism, online shopping, economic growth in western and northern Canada, fluctuations in interest rates, the European Union ban on sealskin products), and compare them to earlier trends/developments

describe some key political developments and/or government policies that have affected Indigenous peoples in Canada since 1982 (e.g. the creation of Nunavut; Bill C-31 amending the Indian Act; the Royal Commission on Aboriginal Peoples; the Truth and Reconciliation Commission's calls to action; the 2016 Canadian Human Rights Tribunal decision regarding inequalities in funding for child welfare for First Nations children; the National Inquiry into Missing and Murdered Indigenous Women and Girls; the United Nations Declaration on the Rights of Indigenous People), and assess their significance for First Nations, Métis, and Inuit individuals and communities

describe some key political developments and/or government policies in Canada since 1982 (e.g., the Goods and Services Tax and the Harmonized Sales Tax, pay equity legislation, Operation Support following 9/11, the Kyoto Accord, the decision to send troops to Afghanistan, new political parties such as the Reform Party and the Green Party, the Ontario government's recognition of the Franco-Ontarian flag and its creation of French-language school boards, the long gun registry, the Civil Marriage Act of 2005, policies related to Arctic sovereignty), and assess their significance for different non-Indigenous groups in Canada

describe some significant ways in which Canadians have cooperated and/or come into conflict with each other since 1982 (e.g., conflict over the 1992 cod moratorium; political protests such as those against the G20 meetings in Toronto or the rise in university tuition in Quebec; strikes; 127Canadian History since World War I CHC2D CANADA, 1982 TO THE PRESENT racism and hate crimes; continuing legal conflict and/or political protests over Aboriginal title and land rights; the Idle No More movement; the National Inquiry into Missing and Murdered Indigenous Women and Girls; continuing tension between Quebec and the federal government; cooperation in response to natural disasters such as the 1998 ice storm or the Saguenay and/or Red River floods; cooperation among members of social reform movements), and analyse these interactions from various perspectives

analyse aspects of regionalism in Canada since 1982, including new and ongoing challenges in the relationship between Ottawa and various regions (e.g., with reference to have and have-not provinces, economic development, revenues from natural resources, development of the Alberta oil sands, the cod moratorium, regional political parties, regional cultures, the birth of Nunatsiavut in 2005 and/or Nunavik in 2008)

identify some key developments and issues that have affected the relationship between the federal/provincial governments and First Nations, Métis, and Inuit individuals and communities since 1982 (e.g., Bill C-31, 1985; the Meech Lake Accord; disputes over land at Oka, Ipperwash, and/or Caledonia; land claims by the Lubicon Lake Nation; Delgamuukw v. British Columbia, 1997; the Nisga’a Final Agreement, 1988; the creation of Nunavut; R v. Powley, 2003; the McIvor decisions; the Truth and Reconciliation Commission; the Idle No More movement; Justice Phelan’s 2013 ruling on the Constitution Act, 1867; the Coolican Report, 1986; the Qikiqtani Truth Commission; the Daniels decision, 2016; living conditions and education on First Nations reserves; preservation of Indigenous languages; the numbers of Indigenous children in care; Jordan’s Principle; Métis Nation of Ontario Secretariat Act, 2015; control over Arctic waters), and analyse them from various perspectives

describe some key developments and issues that have affected the relationship between Quebec and the federal government since 1982 (e.g., the Meech Lake and/or Charlottetown Accords; the creation of the Bloc Québécois; sovereignty association; relations between Canadian prime ministers and Quebec premiers; the 1995 referendum), and analyse them from various perspectives

describe some ways in which Canada and Canadians have participated in the international community since 1982, with a focus on Canada's response to international conflict (e.g., with reference to South African apartheid; the Gulf War; events in Bosnia, Somalia, Rwanda, Syria; the War on Terror) and Canadians' cooperation in humanitarian work (e.g., the International Court of Justice the Canadian International Development Agency; responses to natural disasters such as the Indian Ocean tsunami in 2004, earthquakes in Haiti or Japan, famine in Ethiopia; the role of Canadian non-governmental organizations), and explain some key factors that have affected this participation

Identity, Citizenship, and Heritage: analyse how various significant individuals, groups, organizations, and events, both national and international, have contributed to the development of identities, citizenship, and heritage in Canada from 1982 to the present

describe contributions of various individuals, groups, and/or organizations to Canadian society and politics since 1982 (e.g., Lincoln Alexander, Louise Arbour, Shawn Atleo, Maude Barlow, Tony Belcourt, Cindy Blackstock, Lucien Bouchard, Clémont Chartier, Jean Chrétien, Nellie Cournoyea, Romeo Dallaire, Phil Fontaine, Stephen Harper, Michaëlle Jean, Shannen Koostachin, Gary Lipinski, Audrey McLaughlin, Josephine Mandamin, Preston Manning, Steve Powley, Judy Rebick, Jeanne Sauvé, Murray Sinclair, David Suzuki, Jean Teillet, Justin Trudeau, Sheila Watt-Cloutier; the Bloc Québécois, the Green Party, Inuit Tapiriit Kanatami, Métis Nation of Ontario, the Reform Party), and explain the significance of these contributions for the development of identities, citizenship, and/or heritage in Canada

explain ways in which various individuals, groups, organizations, and/or events have contributed to the arts and popular culture in Canada since 1982 (e.g., Susan Aglukark, Denys Arcand, Margaret Atwood, Donovan Bailey, Adam Beach, Edward Burtynsky, Austin Clarke, Leonard Cohen, Sidney Crosby, Celine Dion, Paul Demers, Drake, Atom Egoyan, Michael J. Fox, Tomson Highway, Lawrence Hill, Clara Hughes, Jarome Iginla, Wab Kinew, Zacharias Kunuk, Deepa Mehta, Michael Ondaatje, Amanda Rheaume, Robbie Robertson, Crystal Shawanda, Jordin Tootoo, Shania Twain, Neil Young; A Tribe Called Red, Afro Connexion, Arcade Fire, Cirque de Soleil, Digging Roots, the Tragically Hip; the Calgary or Vancouver Olympics, Caribana [Caribbean Carnival]), and assess the significance of these contributions for the development of identities, citizenship, and/or heritage in Canada

assess the significance of public acknowledgements and/or commemoration in Canada of past human tragedies and human rights violations, both domestic and international (e.g., the Holocaust; the Holodomor; the Armenian, Rwandan, and Srebrenican genocides; the Chinese head tax; the Komagata Maru incident; Ukrainianand Japanese-Canadian internment; residential schools; the arrest of Viola Desmond; the demolition of Africville; forced relocation of Inuit families; suicide rates among Indigenous youth)

describe some key developments that have affected Canada’s relationship with the United States since 1982 (e.g., the Canada-U.S. FTA and/or NAFTA; softwood lumber disputes; policies to protect Canadian culture; the International Joint Commission; Canada’s response to 9/11; Canada’s refusal to participate in the Second Gulf War; Canada’s participation in the mission in Afghanistan; issues related to border control; the Omar Khadr case; Arctic sovereignty), and explain the impact of Canadian-American relations on Canadian identities and heritage

Canadian and World Studies

Historical Inquiry And Skill Development

Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when investigating aspects of Canadian history since 1914;

formulate different types of questions to guide investigations into issues, events, and/or developments in Canadian history since 1914 (e.g., factual questions: What was the Persons Case?; comparative questions: What were some similarities and differences in the experiences of soldiers in World War I and World War II?; causal questions: What issues led to the creation of the Canadian Radio-Television Commission [CRTC]?)

select and organize relevant evidence and information on aspects of Canadian history since 1914 from a variety of primary and secondary sources (e.g., primary sources: art works from the time, books and/or articles from the library, diaries, letters, maps, period newspapers, photographs, songs from the time, statistics; secondary sources: current newspaper or magazine articles, information from websites, reenactments of historical events, textbooks, videos), ensuring that their sources reflect different perspectives

assess the credibility of sources and information relevant to their investigations (e.g., by considering the perspective, bias, accuracy, purpose, and/or context of the source and the values and expertise of its author

interpret and analyse evidence and information relevant to their investigations, using various tools, strategies, and approaches appropriate for historical inquiry (e.g., use a ranking ladder to help them determine the significance of factors contributing to the Great Depression; critically select significant events for a timeline on Canada-U.S. relations; compare the points of view in different primary sources relating to the same event)

use the concepts of historical thinking (i.e., historical significance, cause and consequence, continuity and change, and historical perspective) when analysing, evaluating evidence about, and formulating conclusions and/or judgments regarding historical issues, events, and/or developments in Canada since 1914 (e.g., use the concept of historical significance when assessing the impact of technological developments on the everyday lives of Canadians; use the concept of 135Canadian History since World War I CHC2P HISTORICAL INQUIRY AND SKILL DEVELOPMENT cause and consequence when ranking the importance of factors contributing to the Great Depression; use the concept of continuity and change when determining turning points in relations between Quebec and the rest of Canada; use the concept of historical perspective when evaluating evidence about residential schools)

evaluate and synthesize their findings to formulate conclusions and/or make informed judgements or predictions about the issues, events, and/or developments they are investigating

communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose (e.g., a photo essay on the history of a large Canadian city in the twentieth century; an oral presentation on racism and/or antisemitism in Canada; a debate on immigration policy; a video on the Winnipeg General Strike; a role play on changing social values in the 1920s; a poem or rap about the war in Afghanistan; a blog about border security since 9/11)

use accepted forms of documentation (e.g., footnotes or endnotes, author/date citations, reference lists, bibliographies, credits) to acknowledge different types of sources (e.g., articles, art works, blogs, books, films or videos, songs, websites)

use appropriate terminology when communicating the results of their investigations (e.g., vocabulary specific to their topic; terminology related to history and to the concepts of historical thinking

Developing Transferable Skills: apply in everyday contexts skills developed through historical investigation, and identify some careers in which these skills might be useful.

describe some ways in which historical investigation can help them develop skills, including the essential skills in the Ontario Skills Passport (e.g., skills related to reading text, writing, document use, computer use, oral communication, numeracy), that can be transferred to the world of work and/or to everyday life

apply in everyday contexts skills and work habits developed through historical investigation (e.g., use skills to assess the credibility of a source, use appropriate organizers to manage their evidence and ideas; apply work habits such as creating and following a plan, taking responsibility when collaborating with peers)

apply the knowledge and skills developed in the study of Canadian history when analysing current social, economic, and/or political issues (e.g., to determine perspectives in media reports on a current event; to understand the significance of a new political policy; to understand ways in which a current social trend is similar to or different from past trends), in order to enhance their understanding of these events and their role as informed citizens

identify some careers in which the skills learned in history might be useful (e.g., actor, community worker, musician, politician, tour guide)

Canada, 1914-1929

Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments in Canada between 1914 and 1929, and assess how they affected the lives of people in Canada, including First Nations, Métis, and Inuit individuals and communities

describe some key social developments in Canada during this period (e.g., changes in immigration, the broadening of citizenship rights for many women, the treatment of “enemy aliens” during World War I, the challenges facing returning veterans, the rise of the flapper in popular culture), and assess their impact on the lives of different people in Canada, including First Nations, Métis, and Inuit communities

identify some major developments in science and/or technology and applications of scientific/ technological knowledge during this period, and explain their significance for different people in Canada, including First Nations, Métis, and/or Inuit individuals and communities (e.g., the impact that military technology such as the Ross rifle had on Canadian soldiers in World War I; the significance of developments in transportation such as airplanes and automobiles for rural Canadians or people involved in manufacturing; the impact of the development of insulin on Canadians with diabetes)

describe some key economic trends and developments in Canada during this period (e.g., with reference to the wartime economy, postwar recession, consumerism, trends in the whaling and fur industries in the Canadian North), and explain their impact on the lives of different people in Canada, including First Nations, Métis, and Inuit individuals and communities

describe the impact that World War I had on Canadian society and politics and the lives of different people in Canada, including First Nations, Métis, and Inuit individuals and communities (e.g., with reference to the internment of “enemy aliens”; the participation of women in the wartime economy; the conscription crisis; the Union government; new legislation such as the Wartime Elections Act, the Income Tax Act, and the War Measures Act)

Communities, Conflict, and Cooperation: describe some key interactions between different communities in Canada, including First Nations, Métis, and Inuit communities, and between Canada and the international community, from 1914 to 1929, and explain their effects)

identify some of the causes of World War I (e.g., European alliances and rivalries, militarism), and explain some of the consequences of Canada�s military participation in the war (e.g., the passing of the conscription bill; the development of war industries; the military consequences and human costs of battles such as Ypres and Vimy Ridge; enfranchisement; issues facing veterans; Remembrance Day)

describe some significant ways in which people in Canada cooperated and/or came into conflict with each other at home during this period (e.g., with reference to the social gospel movement, the women’s suffrage movement, labour unions, the Winnipeg General Strike, the Ku Klux Klan), and explain key reasons for these interactions as well as some of their consequences

describe some significant challenges facing First Nations, Métis, and Inuit individuals and communities in Canada during this period (e.g., mandatory attendance in residential schools; provincial day schools, training schools; loss of language and culture; ongoing prohibitions against Indigenous ceremonies and gatherings; amendments to the Indian Act that prohibited First Nations from hiring legal counsel to pursue land claims; limitations on voting rights; the pass system; systemic racism; economic disparity; continued expropriation of resources and loss of land; forced removals), and explain some of their consequences

describe some significant challenges facing immigrants and other non-Indigenous ethnocultural minorities in Canada during this period, with a particular emphasis on forms of discrimination (e.g., racism and antisemitism; segregation and discrimination in jobs and housing; immigration policy, including the 1919 Immigration Act; barriers to enlistment in the Canadian military based on race and ethnicity), and explain some of their consequences

describe how some specific events, developments, and/or attitudes affected the relationship between French and English Canada during this period (e.g., conscription during World War I, the Ontario Schools Question and the response to Regulation 17, the beliefs of Quebec nationalists such as Henri Bourassa and Abbé Lionel Groulx, the ideas of groups such as the Orange Order))

Identity, Citizenship, and Heritage: describe how some individuals, organizations, and domestic and international events contributed to the development of identities, citizenship, and/or heritage in Canada between 1914 and 1929

describe how some individuals and organizations during this period contributed to the development of identities, citizenship, and/or heritage in Canada (e.g., Billy Bishop, J. Armand Bombardier, Robert Borden, Henri Bourassa, Peter Henderson Bryce, Lionel Connacher, F. O. Loft, Tom Longboat, Nellie McClung, Francis Pegahmagabow, Mary Pickford, Fred Simpson; the No. 2 Construction Battalion, the One Big Union, the Royal Canadian Mounted Police, the Woman’s Christian Temperance Union)

identify some significant developments in the rights and lives of women in Canada, including First Nations, Métis, and Inuit women, during this period (e.g., women’s contribution to the war effort, women’s suffrage, access to employment, changing social mores in the 1920s, the participation of women in sports, the role of Inuit women in the whaling and sealskin industry), and describe the impact of these developments on Canadian citizenship and/or heritage

explain the significance for identities, citizenship, and/or heritage of some key international events and/or developments in which Canada participated in this period (e.g., the battle of Vimy Ridge; Canada’s attending the Paris Peace Conference and signing the Treaty of Versailles; membership in the League of Nations and the Commonwealth of Nations; Canadians’ participation in international sporting events such as the Olympics; the success of Canadian actors in Hollywood)

Canada, 1929-1945

Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments in Canada between 1929 and 1945, and explain how they affected the lives of people in Canada, including First Nations, Métis, and Inuit individuals and communities

identify some key social developments in Canada during this period (e.g., increasing levels of poverty, the dislocation of farm families on the Prairies, the increasing influence of American culture, northern Indigenous people becoming more reliant on European material goods), and explain their main causes as well as their impact on the lives of people in Canada, including First Nations, Métis, and Inuit communities

identify some major developments in science and/or technology and applications of scientific/ technological knowledge during this period, and assess their impact on the lives of people in Canada, including First Nations, Métis, and/or Inuit individuals and communities (e.g., the impact of Pablum on children's health, of developments in aeronautics and radar on Canada's armed forces during World War II, of the mining of radium/uranium on Indigenous individuals and communities in the North

describe some key economic trends and developments in Canada during this period (e.g., individuals and corporations buying on margin, the stock market crash of 1929, job losses and high unemployment, the creation of public work camps and government relief, the boom and bust of the white fox fur trade), and explain how they affected the lives of people in Canada, including First Nations, Métis, and Inuit individuals and communities

describe the main causes of some key political developments and/or government policies that had an impact on Indigenous people in Canada during this period (e.g., amendments to the Indian Act; the continuing operation of residential schools; the Dominion Franchise Act, 1934; provincial Sexual Sterilization Acts; the creation of the Newfoundland Rangers; the Métis Population Betterment Act, 1938; the beginning of the federal government�s use of "Eskimo" identification tags), and explain how they affected the lives of First Nations, Métis, and Inuit individuals and communities

describe the main causes of some key political developments and/or government policies in Canada during this period (e.g., the development of new political parties; R. B. Bennett's social welfare policies; the passing of the Padlock Act in Quebec; victory bonds; government policies on wartime rationing, propaganda, and censorship; the decision to intern Japanese Canadians during World War II), and explain how they affected the lives of non-Indigenous people in Canada

Communities, Conflict, and Cooperation: describe some significant interactions between different communities in Canada, including First Nations, Métis, and Inuit communities, and between Canada and the international community, from 1929 to 1945, and explain what changes, if any, resulted from them

identify some significant ways in which people in Canada, including First Nations, Métis, and Inuit individuals and communities, cooperated and/or came into conflict with each other during this period (e.g., the founding of the Canadian Brotherhood of Sleeping Car Porters; the On-to-Ottawa Trek; antisemitic and racial conflicts such as the riot in Christie Pits or those related to the ruling by the Supreme Court in the Christie case [1940]; the hostility towards some ethnocultural minorities during World War II; changes to the Métis Population Betterment Act, 1938, that increased government control), and explain their impact on different people in Canada

explain how some key issues and/or developments affected Canada's relationships with Great Britain and the United States during this period (e.g., with reference to prohibition and rum running; the Statute of Westminster, 1931; placing high tariffs on American magazines; trade and other economic ties; military involvement in World War II; Arctic sovereignty

describe some ways in which World War II affected First Nations, Métis, and Inuit individuals and communities in Canada (e.g., with reference to enlistment, military, and post-military experiences; experiences on the home front; the War Measures Act; Indigenous communities that supported the war effort and those that did not; appropriation of reserve lands by the Department of National Defence; the Veterans' Land Act, 1942; loss of Indian status for enlisted men and their families)

describe some ways in which World War II changed the lives of various non-Indigenous groups in Canada (e.g., with reference to economic recovery; rationing; the experiences of young men enlisting in the armed services, munitions workers, farmers, men in the merchant marine, women, Japanese Canadians)

Identity, Citizenship, and Heritage: describe how some individuals, organizations, symbols, and events, including some major international events, contributed to the development of identities, citizenship, and/or heritage in Canada between 1929 and 1945

describe how some individuals, organizations, and symbols contributed to the development of identities, citizenship, and/or heritage in Canada during this period (e.g., individuals: R. B. Bennett, Norman Bethune, Emily Carr, the Dionne quintuplets, Maurice Duplessis, Foster Hewitt, Mackenzie King, Guy Lombardo, Elsie MacGill, Tommy Prince; organizations: the Canadian Broadcasting Corporation [CBC], the Edmonton Grads, the National Film Board; symbols: the Bennett buggy, the Bren Gun Girl)

describe responses of Canada and people in Canada to some major international events and/or developments that occurred between 1929 and 1945, including their military response to World War II (e.g., the Red Scare, the Holodomor, the Nanking Massacre, aggression by Nazi Germany, the Battle of Hong Kong, the Holocaust, D-Day, the Manhattan Project, the liberation of the Netherlands; the contributions of individuals such as Norman Bethune or Paul Triquet), and explain the significance of these responses for identities and/or heritage in Canada

explain the significance of the Holocaust for Canada and people in Canada (e.g., with reference to antisemitism in Canada in the 1930s and 1940s, Canada's reaction to anti-Jewish persecution in Nazi Germany, the role of Canadians in liberating Nazi concentration camps and death camps, postwar refugee policy and attitudes towards survivors, the evolution of human rights and anti-hate crime legislation)

Canada, 1945-1982

Social, Economic, and Political Context: describe some key social, economic, and political trends, events, and developments in Canada between 1945 and 1982, and explain how they affected the lives of people in Canada, including First Nations, Métis, and Inuit individuals and communities

describe some key demographic trends and developments in Canada during this period (e.g., the origins of immigrants and refugees, the arrival of war brides, the baby boom, the growth of suburbs, increased urbanization, the changing status of established ethnocultural groups, the growth of settlement in the High Arctic), and compare them to trends/developments earlier in the century

identify some major developments in science and/or technology during this period, and explain how they changed the lives of people in Canada, including First Nations, Métis and/or Inuit individuals and communities (e.g., the popularization of television changed recreational habits; developments in medicine contributed to increased life expectancy; the development and use of satellites expanded communications across the country; innovations in the design of the snowmobile changed the way many people in rural and northern Canada travelled in the winter; the advent of commercial fertilizers and pesticides helped farmers but also had consequences for the environment; the creation of the DEW Line changed the way of life of many Inuit)

describe some key trends and developments in the Canadian economy during this period (e.g., postwar consumerism, branch plants, the Auto Pact, the energy crisis of the 1970s, labour unrest), and assess how they affected the lives of people in Canada, including First Nations, Métis, and Inuit individuals and communities

describe some key political developments and/or government policies that had an impact on Indigenous people in Canada during this period (e.g., the continuing use of numbered identification tags for Inuit; Inuit and status Indians gaining the right to vote; the 1969 White Paper; the inclusion of Métis and Inuit as "Aboriginal people" in section 35 of the Constitution Act, 1982), and explain how they affected the lives of First Nations, Métis, and Inuit individuals and communities

describe some key political developments and/or government policies in Canada during this period (e.g., Canada's response to the Cold War, including joining the North Atlantic Treaty Organization [NATO]; Newfoundland's joining Confederation; the Massey Commission; the creation of the CRTC; the Royal Commission on Bilingualism and Biculturalism; social welfare legislation; the Canadian Charter of Rights and Freedoms), and assess how they affected the lives of non-Indigenous people in Canada

Communities, Conflict, and Cooperation: describe some key developments that affected interactions between different communities in Canada, including First Nations, Métis, and Inuit communities, and between Canada and the international community, from 1945 to 1982, and assess their significance

describe some key factors that affected the relationship between French and English Canada during this period (e.g., with reference to the Quiet Revolution, bilingualism and biculturalism, the flag debate, Expo ’67, the formation of the Parti Québécois, the October Crisis, the Montreal Olympics, Bill 101, negotiations to patriate the Constitution), and assess their significance for people in Canada, including French, English, and Indigenous peoples

identify some major social movements in Canada during this period, including those involving First Nations, Métis, and Inuit organizations (e.g., civil rights, women's, Indigenous, environmental, peace, Quebec nationalism, labour, or youth movements), and explain their goals and perspectives

describe some key developments related to Canada's participation in the international community during this period, with a particular focus on the context of the Cold War (e.g., with reference to membership in the United Nations, the North American Air Defense Command [NORAD], and/or NATO; the Gouzenko Affair; the Korean War; the Suez Crisis; the arms race and the Non-proliferation of Nuclear Weapons Treaty; peacekeeping), and assess their significance

describe some key developments in Canada’s relationship with the United States during this period (e.g., with reference to NORAD, the DEW Line, the St. Lawrence Seaway, the influence of American cultural industries, the Vietnam War, environmental concerns such as acid rain), and explain their significance

Identity, Citizenship, and Heritage: describe how some individuals, organizations, and social and political developments and/or events contributed to the development of identities, citizenship, and/or heritage in Canada between 1945 and 1982

describe ways in which some individuals, symbols, and/or events during this period contributed to the development of identities, citizenship, and/or heritage in Canada (e.g., individuals: Doris Anderson, George Armstrong, Kenojuak Ashevak, Rosemary Brown, Frank Arthur Calder, Leonard Cohen, Harry Daniels, Tommy Douglas, Terry Fox, Chief Dan George, Daniel G. Hill, Peter Ittinuar, René Lévesque, Norval Morrisseau, Madeleine Parent, Lester B. Pearson, Maurice Richard, Buffy Sainte-Marie, David Suzuki, Pierre Trudeau, Jean Vanier, Gilles Vigneault; events: the convening of the Massey Commission, the demolition of Africville, the 1972 Hockey Summit Series, the first Arctic Winter Games; symbols: the Canadian flag, the Ontario flag)

ddescribe some significant developments and/or issues that affected First Nations, Métis, and Inuit communities in Canada during this period (e.g., the forced relocation of a number of First Nations, Métis, and Inuit communities; the continuing operation of residential schools; enfranchisement; the Sixties Scoop; challenges related to Aboriginal title and land claims; the White Paper and the “Red Paper”; the founding of the Assembly of First Nations; the Calder case; the James Bay Project; efforts to secure equality for First Nations women; section 35 of the Constitution; the ongoing use of “Eskimo” identification tags), and explain the impact of these developments/ issues on identities, citizenship, and/or heritage in Canada

identify some key social welfare programs in Canada that were created or expanded during this period (e.g., unemployment insurance, family allowance, medicare, old age security), and explain some of their effects, with reference to the everyday lives of people in Canada and to Canadian identities

describe some key developments in immigration and immigration policy in Canada during this period, and assess their significance for Canadian heritage and identities in Canada (e.g., with reference to the points system, origins of immigrants and refugees, the development of Canada as a multicultural society, cultural festivals)

Canada, 1982 To The Present

Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments in Canada from 1982 to the present, and assess their impact on the lives of different people in Canada, including First Nations, Métis, and Inuit individuals and communities

describe some key social trends and/or developments in Canada since 1982 (e.g., changes in families, such as higher divorce rates, lower birth rates, same-sex marriage; changes in immigration; an increasingly multicultural and pluricultural society; continuing movement from rural to urban areas; the rates of suicide within First Nations and Inuit communities; the growth of urban Inuit populations in Canada’s South; the cultural appropriation of First Nations, Métis, and Inuit art, clothing, and ceremonies; the growth of social advocacy groups, including environmental and human rights groups), and assess their significance for the lives of different people in Canada, including First Nations, Métis, and Inuit communities

identify some major developments in science and/or technology since 1982 (e.g., personal computers, the Internet, cellphones, electric and hybrid cars, recycling technologies, cloning, genetically modified foods, new fossil fuel extraction technologies, developments in alternative energy, artificial hearts), and assess their impact on the lives of different people in Canada, including First Nations, Métis, and/or Inuit individuals and communities

describe some key trends and developments in the Canadian economy since 1982 (e.g., the decline of the manufacturing sector and fisheries, developments in the information economy, free trade, recessions, the development of the energy sector in western and Atlantic Canada, the European Union ban on sealskin products, food insecurity in the Far North), and explain their impact on different people in Canada, including First Nations, Métis, and Inuit individuals and communities

describe some key political developments and/or government policies that have affected Indigenous peoples in Canada since 1982 (e.g., the creation of Nunavut; Bill C-31 amending the Indian Act; the Royal Commission on Aboriginal Peoples; the Truth and Reconciliation Commission; the 2016 Canadian Human Rights Tribunal decision regarding inequalities in funding for child welfare for First Nations children; the National Inquiry into Missing and Murdered Indigenous Women and Girls; the United Nations Declaration on the Rights of Indigenous Peoples), and assess their impact on the lives of First Nations, Métis, and Inuit individuals and communities

describe some key political developments and/or government policies in Canada since 1982 (e.g., the Canada-U.S. Free Trade Agreement and/or the North American Free Trade Agreement, new political parties such as the Reform Party and the Green Party, the introduction of the Goods and Services Tax and/or the Harmonized Sales Tax, fishing moratoria, the Montreal Protocol, the Kyoto Accord, the Civil Marriage Act, legislation related to developments in communications technology), and assess their impact on the lives of different non-Indigenous people in Canada

Communities, Conflict, and Cooperation: describe some significant issues and/or developments that have affected interactions between different communities in Canada, including First Nations, Métis, and Inuit communities, and between Canada and the United States, from 1982 to the present, and explain some changes that have resulted from these issues/developments

describe some significant issues and/or developments that have affected the relationship between Quebec and the federal government since 1982 (e.g., the Meech Lake and/or Charlottetown Accords, the creation of the Bloc Québécois, the 1995 referendum, the Clarity Act, the Calgary Declaration), and explain some changes which have resulted from them

describe some significant issues and/or developments that have affected relations between the federal/provincial governments and First Nations, Métis, and Inuit individuals and communities since 1982 (e.g., the Meech Lake Accord; disputes over land at Oka, Ipperwash, and/or Caledonia; the Nisga’a Final Agreement, 1998; Ottawa’s apology for the residential school system; the creation of Nunavut; the New Credit Settlement; the Idle No More movement; the Indian Residential Schools Settlement Agreement; the Qikiqtani Truth Commission; the Daniels decision, 2016; the Métis Nation of Ontario Secretariat Act, 2015; living conditions on First Nations reserves; the Truth and Reconciliation Commission’s calls to action), and explain some changes that have resulted from them

describe some significant issues and/or developments that have affected the relationship between Canada and the United States since 1982 (e.g., cruise missile testing, the softwood lumber conflict, free trade agreements, Canadian cultural nationalism, American branch plants, Arctic sovereignty, 9/11, border security, the Omar Khadr case), and explain some changes that have resulted from them

Identity, Citizenship, and Heritage: describe how some individuals, groups, and events, both national and international, have contributed to the development of identities, citizenship, and/or heritage in Canada from 1982 to the present

describe ways in which some individuals and organizations have contributed to society and politics and to the development of identities, citizenship, and/or heritage in Canada since 1982 (e.g., Lincoln Alexander, Louise Arbour, Shawn Atleo, Maude Barlow, Tony Belcourt, Cindy Blackstock, Lucien Bouchard, June Callwood, Jean Chrétien, Matthew Coon Come, Romeo Dallaire, Phil Fontaine, Stephen Harper, Michaëlle Jean, Craig Kielburger, Shannen Koostachin, Brian Mulroney, Jeanne Sauvé, Murray Sinclair, Jean Vanier; the Assembly of First Nations, Inuit Tapiriit Kanatami, the Reform Party, the Romanow Commission)

describe ways in which individuals, organizations, and/or events have contributed to the arts and/or popular culture in Canada since 1982 (e.g., Susan Aglukark, Donovan Bailey, Adam Beach, Edward Burtynsky, Austin Clarke, Sidney Crosby, Celine Dion, Drake, Michael J. Fox, Nelly Furtado, Waneek Horn-Miller, Karen Kain, Wab Kinew, K’naan, Avril Lavigne, Rick Mercer, Michael Ondaatje, Jordin Tootoo, Shania Twain, Hayley Wickenheiser; A Tribe Called Red, Arcade Fire, Digging Roots, the NHL, the Tragically Hip; the Calgary Stampede, Caribana [Caribbean Carnival], the Calgary and Vancouver Olympics, Cirque du Soleil, Indspire Awards), and explain their significance for cultural identities, including multiculturalism, in Canada

explain the significance of responses by Canada and Canadians to some key international events and/or developments since 1982 (e.g., the Gulf War; events in Bosnia, Somalia, Rwanda, Syria; the War on Terror and the mission in Afghanistan; famine in Ethiopia; the AIDS crisis; the refugee crisis in Darfur; natural disasters such as the Indian Ocean tsunami or the earthquake in Haiti; climate change)

describe some of the ways in which Canada and people in Canada have, since 1982, acknowledged the consequences of and/or commemorated past events, with a focus on human tragedies and human rights violations that occurred in Canada or elsewhere in the world (e.g., apologies for the Chinese head tax, the internment of Japanese Canadians, and/or the residential school system; memorial days such as Remembrance Day, Persons Day; government recognition of the Holocaust and Holodomor and of genocide in Armenia, Rwanda, and/or Srebrenica; the creation of the Canadian Museum for Human Rights and/or the memorial to Africville; Black History or Aboriginal History Month; Jordan's Principle), and explain the significance of these acknowledgments/commemorations for identities and/or heritage in Canada

Canadian and World Studies

Civic Contributions, Inclusion, and Service: analyse the importance of various contributions to the common good, and assess the recognition of beliefs, values, and perspectives, in communities in Canada and internationally

Political Inquiry and Skill Development

Political Inquiry: use the political inquiry process and the concepts of political thinking when investigating issues, events, and developments of civic importance

formulate different types of questions to guide investigations into issues, events, and/or developments of civic importance

select and organize relevant evidence, data, and information on issues, events, and/or developments of civic importance from a variety of primary and secondary sources, including media forms such as social and traditional media, ensuring that their sources reflect multiple perspectives

apply critical-thinking skills to assess the credibility and biases of relevant sources from a wide variety of media forms, including social media

use the concepts of political thinking when interpreting and analysing evidence, data, and information relevant to their investigations; evaluating and synthesizing their findings; and formulating conclusions, predictions, and judgments about issues, events, and/or developments of civic importance

communicate their ideas, arguments, and conclusions using terminology, formats, and styles appropriate for specific audiences and purposes, and use accepted forms of documentation to acknowledge different types of sources

Developing Transferable Skills: apply in everyday contexts skills developed through investigations related to civics and citizenship education, and identify some careers in which civics and citizenship education might be an asset

describe some ways in which political inquiry can help them develop skills, including transferable skills and skills related to the citizenship education framework, that can be applied to the world of work and/or to everyday life

apply communication skills, showing consideration for diverse perspectives and experiences, when engaging in discussion of complex civic issues and sensitive topics, including those related to political processes

apply the concepts of political thinking when analysing current events and issues involving local, national, and global communities

identify some careers in which civics and citizenship education might be useful

Civic Awareness

Civic Issues, Democratic Values: describe beliefs and values associated with democratic citizenship in Canada, and explain how they are related to civic action and to one's position on civic issues

describe fundamental beliefs and values associated with democratic citizenship in Canada, including democracy, human rights, freedom, and the rule of law, identifying some of their key historical foundations, and explain ways in which these beliefs and values are reflected in citizen actions

analyse the methods and influence of foreign actors on democratic values in Canada, elections, and political discourse, including through the use of social media

explain why it is important for people to engage in civic action, and identify various reasons why individuals and groups have engaged, and continue to engage, in such action, using both historical and current examples

communicate their own position on some issues of civic importance at the local, national, and/or global level, explaining how their position is influenced by their beliefs/values

Canadian and Indigenous Governance Systems: explain, with reference to a range of issues of civic importance, the roles and responsibilities of various institutions, structures, and positions in Canadian and Indigenous governance systems, treaty relationships, and other Crown-Indigenous relations

identify the political parties in Canada and their position on the political compass, and explain objectively how the beliefs/values that underpin these parties may affect their perspectives on and/or approaches to issues of civic importance

explain, with reference to issues of civic importance, the roles and responsibilities of the two orders of government in Canada (federal and provincial), as well as of territorial, municipal, and Indigenous governments, and of key positions within each

describe Indigenous governing systems and structures, both those created by the Indian Act and those that predate or exist alongside the Act, and how they interact with the federal, provincial, territorial, and municipal governments of Canada, and explain how treaties, Crown-Indigenous relations, and/or Indigenous claims to sovereignty affect a region of their choice in Ontario or Canada

describe, with reference to federal, provincial, and territorial governments, the functions of the three branches of government in Canada (i.e., executive, legislative, judicial) and the roles/responsibilities of key positions within governments, and explain how the branches can affect political, economic, and social stability in Canada

describe some of the ways in which different levels of government in Canada raise revenue, and explain how budgets can be designed by governments to address both short-term needs and long-term plans

describe the process for amending an existing law or passing a new law federally and provincially

explain, with reference to issues of civic importance, including economic issues, how various domestic, foreign, and international groups and institutions can influence government policy, and describe ways in which government policy affects individuals' lives and the economy

describe Canada's form of government, and demonstrate an understanding of the electoral process and the formation of governments in Canada

Rights and Responsibilities: analyse key rights and responsibilities associated with citizenship, in both the Canadian and global context, and some ways in which these rights are protected or may be infringed upon

analyse key constitutional documents and rights and freedoms of Canadians established and protected by these documents, including the Canadian Charter of Rights and Freedoms, and how foundational historical documents, including the Magna Carta, the British North America Act, 1867 (now titled Constitution Act, 1867), and the Canadian Bill of Rights, informed and helped shape Canada's Constitution

analyse key responsibilities associated with Canadian citizenship

explain how people living in Canada can exercise their rights and freedoms in order to effect positive social change

explain how the judicial system and other institutions and/or organizations affect the rights of individuals and the public good in Canada

analyse rights and responsibilities of citizenship within a global context, including those related to international conventions, laws, and/or institutions

identify examples of human rights violations around the world, and assess the effectiveness of responses to such violations

Civic Engagement, Service, and Action

explain how various actions can contribute to the common good at the local, national, and/or global level

analyse ways in which various beliefs, values, and perspectives are represented in their communities, and assess whether they are equitably represented and/or valued

describe the importance of taking pride in one's country, and analyse the significance of commemorating and recognizing important events, issues, people, and/or symbols in Canada, as well as the methods by which they are recognized

explain various ways in which people can access information about civic matters, highlighting the importance of applying related digital literacy and critical-thinking skills, and assess the effectiveness of ways in which individuals can voice their opinions and influence others' opinions on these matters, including through social media

identify various service opportunities available for youth within their local and/or broader communities that allow them to develop a sense of service, leadership, and commitment to their communities and to Canada

Engaged Citizenship and Creating Change through Action: analyse a civic issue of personal interest, and propose and assess methods of creating positive change in their community

analyse a civic issue of personal interest, including how it is viewed by different groups

propose different courses of action to address a specific civic issue in order to create positive change in their communities, and assess the merits and effectiveness of each

Social Science and Humanities

Research and Inquiry Skills

Exploring: explore topics related to clothing, and formulate questions to guide their research;

explore a variety of topics related to clothing (e.g., fabrics, fibres, dress codes, wardrobe planning, evaluating clothing, consumer awareness) to identify topics for research and inquiry

identify key concepts (e.g., through discussion, brainstorming, use of visual organizers) related to their selected topics

formulate effective questions to guide their research and inquiry

Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods;

create appropriate research plans to investigate their chosen topic (e.g., outline purpose and method; identify sources of information), ensuring that their plans follow guidelines for ethical research

locate and select information relevant to their investigations from a variety of primary sources (e.g., interviews, observations, surveys, HIF10/20 Clothing HNL2O questionnaires, fashion spreads in magazines) and/or secondary sources (e.g., textbooks, newspaper articles)

based on preliminary research, for each investigation formulate a research question and use it to focus their research

Processing Information: assess, record, analyse, and synthesize information gathered through research;

assess various aspects of information gathered from primary and secondary sources (e.g., accuracy, relevance, reliability, inherent values and bias, voice)

record and organize information and key ideas using a variety of formats (e.g., notes, graphic organizers, audio/digital records)

analyse and interpret research information (e.g., compare observations with images obtained from magazines; determine whether common images arise in media products from different eras)

demonstrate academic honesty by documenting the sources of all information generated through research

synthesize findings and formulate conclusions (e.g., weigh and connect information to determine the answer to their research question)

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.

use an appropriate format (e.g., oral presentation, brochure, poster, report, multimedia presentation, web page) to communicate the results of their research and inquiry effectively for a specific purpose and audience

use terms related to clothing correctly (e.g., fibres, fabrics, natural, synthetic, knit, crochet, weave, seam, hem, raw edge, wardrobe planning)

clearly communicate the results of their inquiries (e.g., write clearly, organize ideas logically, use language conventions properly), and follow APA conventions for acknowledging sources (e.g., generate a reference list in APA style)

demonstrate an understanding of the general research process by reflecting on and evaluating their own research, inquiry, and communication skills

Influences on Clothing Choices

The Functions and Social Impact of Clothing: demonstrate an understanding of the functions clothing serves, the kinds of messages it conveys, and the impact it can have on social interactions;

describe the functions of clothing and accessories and the messages they convey (e.g., to protect against the weather; to convey status, power, or occupation; to adorn; to satisfy social conventions with respect to modesty or gender roles; to signal membership in a group)

explain the impact that clothing can have on social interactions (e.g., how clothing's ability to contribute to unity or signal authority can affect interactions; what people's clothing can say about their values or personality, and how this might affect their interactions with others; how the ways we judge ourselves and others based on clothing can affect our interactions)

Wardrobe Planning and Clothing Selection: demonstrate an understanding of various factors affecting personal wardrobe planning and clothes selection.

explain ways in which individuals' personal clothing decisions can be affected by change (e.g., fads and trends; changes in styles; development of new materials; changes in one's age, status, or social role)

describe various criteria used in wardrobe planning (e.g., price, style, storage space, availability, what peers are wearing, family rules or traditions, cultural traditions, physical needs), and explain how these criteria affect their personal clothing and accessory selections

describe the steps and processes involved in personal wardrobe planning (e.g., using a decision-making model, evaluating current wardrobe, identifying needs and wants, determining personal resources such as money for clothing and skills to alter or repair clothing, planning for special occasions)

describe dress codes for a variety of situations and groups (e.g., with reference to situations at school, special occasions, a school dance, a funeral, various workplaces, a wedding, family functions; with reference to groups such as athletic teams, police officers, members of the military) and the effects such codes can have on personal wardrobe planning

Making Knowledgeable Decisions

Evaluating Clothing: demonstrate an understanding of how to evaluate the quality, value, and suitability of clothing and accessories;

explain the criteria for evaluating the quality, value, and suitability of clothing and accessories (e.g., straight and secure stitching on seams, which allows garments to hang, wear, and wash well; durable fabrics for garments and accessories that will be worn and/or washed frequently)

assess the quality of selected garments and accessories (e.g., work clothes, outerwear, sports garments, shoes, garments for special occasions)

Retail Approaches: demonstrate an understanding of the effects that retail formats and promotions can have on individuals� decisions about clothing purchases;

identify and describe various retail formats for clothing and accessories (e.g., department stores, chain stores, boutiques, specialty shops, second-hand stores, online shopping sites, outlet stores, shopping channels on television)

explain how various retail formats can affect the ways individuals shop for and purchase clothing and accessories (e.g., with reference to shopping with peers, accessing unique products, comparison shopping, impulse buying)

describe different types of retail promotions (e.g., in-store displays, billboards, magazine advertising, clearance sales, online surveys), and explain the effect of these promotions on their decisions about clothing purchases

Fibres and Fabric Care: demonstrate an understanding of natural and synthetic fibres and fabrics, and of how their characteristics affect clothing choices and care.

identify common natural and synthetic fibres (e.g., cotton, silk, linen, wool, hemp, rayon, polyester, nylon, spandex) and describe their characteristics

explain how knowledge of natural and synthetic fibres and fabrics, including how they are produced, can affect clothing choices (e.g., the selection of breathable lightweight cottons and rayons for summer clothes; wool or polar fleece for winter outerwear; silk or cashmere for softness next to the skin; organic cotton or hemp to limit environmental damage arising from the production of traditionally farmed cotton or petroleum-based polyester; down or synthetic fibre for insulation in outerwear)

describe ways, including environmentally responsible ways, to care for garments to maintain their appearance and extend their life (e.g., with respect to following clothing care labels; laundering, ironing, removing stains from, and storing garments made from different kinds of fabrics; using environmentally responsible detergents and stain-removal practices)

Design and Clothing Construction Skills

Elements of Design: describe the elements of design related to clothing and accessories, and explain how an awareness of these elements can affect personal clothing choices;

identify and describe the elements of design (e.g., line, shape, colour, texture) as they apply to clothing and accessories

explain how the elements of design can enhance or detract from a person's appearance and comfort (e.g., vertical lines make the wearer appear taller, soft fabrics enhance comfort), and consequently which elements should be considered when selecting clothing and accessories

Tools and Technologies: identify a variety of tools and technologies associated with the creation of clothing and accessories, and use tools and technologies safely and correctly when creating and/or repairing clothing and accessories;

identify various tools and technologies used when creating and/or repairing clothing and accessories (e.g., measuring tape, seam ripper, scissors, iron, pressing ham, sewing machine, serger, loom, knitting needles, crochet hook) Teacher prompt: "In what ways are craft scissors different from sewing scissors?"

demonstrate the safe use of tools and technologies when creating and/or repairing clothing and accessories (e.g., safe practices when using sharp objects such as pins, needles, or scissors, or chemicals such as dye or glue)

use tools and technologies correctly when creating personal clothing or accessories (e.g., tools/technologies associated with cutting, pressing, pinning, sewing, knitting, crocheting)

Procedures, Skills, and Techniques: demonstrate the ability to use appropriate procedures, skills, and techniques to create and repair clothing or accessories.

demonstrate the ability to follow preconstruction procedures (e.g., measuring, interpreting pattern envelopes and patterns, laying out patterns, preparing fabric and other materials, understanding knitting or crocheting instructions) when creating clothing or accessories

demonstrate the ability to repair and/or alter personal clothing or accessories using basic sewing skills (e.g., repair a seam, seam finish a raw edge, alter a hem, apply an appliqué, replace a button, create an elastic casing)

demonstrate the ability to create clothing or accessories using basic construction techniques (e.g., machine and/or hand sewing, knitting, crocheting, beading)

demonstrate the ability to create new clothing or accessories from recycled materials or garments (e.g., turn drink boxes into a bag; candy wrappers into a necklace; neckties into a skirt; a necktie into a handle for a bag; jeans into a skirt or a bag; tea towels into a dress; fabric samples into a tote, cosmetic bag, laptop case, or music player pouch)

Social Science and Humanities

Research and Inquiry Skills

Exploring: explore topics related to individual and family needs and resources, and formulate questions to guide their research;

explore a variety of topics related to individual and family needs and resources (e.g., healthy relationships, adolescent development, communication skills, lifestyle differences between generations, peer pressure, financial literacy) to identify topics for research and inquiry

identify key concepts (e.g., through discussion, brainstorming, use of visual organizers) related to their selected topics

formulate effective questions to refine their research and inquiry

Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate research and inquiry methods;

create appropriate research plans to investigate their selected topics (e.g., identify sources of information, develop research tools such as surveys or questionnaires), ensuring that their plans follow guidelines for ethical research

locate and select information relevant to their investigations from a variety of primary sources (e.g., informal interviews and surveys, observations, grocery bills) and/or secondary sources (e.g., textbooks, newspaper and magazine articles, websites, government reports)

based on preliminary research, for each investigation formulate a hypothesis, thesis statement, or research question, and use it to focus their research

Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry;

assess various aspects of information gathered from primary and secondary sources (e.g., accuracy, relevance, reliability, inherent values and bias, voice)

record and organize information and key ideas using various formats (e.g., notes, graphic organizers, summaries, audio/visual/digital records)

analyse and interpret research information (e.g., compare results of surveys and interviews; determine whether common themes arise in sources)

demonstrate academic honesty by documenting the sources of all information generated through research

synthesize findings and formulate conclusions (e.g., weigh and connect information to determine the answer to the research question)

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.

use an appropriate format (e.g., oral presentation, podcast, brochure, poster, report, multimedia presentation, web page) to communicate the results of their research and inquiry effectively for a specific purpose and audience

use terms relating to individual and family needs and resources correctly (e.g., abstract thinking, identity development, support, boundaries, empathy, division of labour, needs, wants, rights, resources, budget, credit card, line of credit)

clearly communicate the results of their inquiries (e.g., write clearly, organize ideas logically, use language conventions properly), and follow APA conventions for acknowledging sources (e.g., generate a reference list in APA style)

demonstrate an understanding of the general research process by reflecting on and evaluating their own research, inquiry, and communication skills

Self and Others

Adolescent Development: describe important changes that are associated with adolescent development, and explain their influence on the behaviour and needs of young people;

describe important aspects of adolescent development (e.g., with reference to physical, cognitive, social, emotional development)

distinguish between needs and wants, and identify needs, wants, values, and goals that may develop during adolescence (e.g., needs/ wants with respect to food, exercise, friends, support from family, electronic goods, designer clothing; values as reflected in tangible goods such as clothing and cars or intangibles such as behaviour, opinions, traits; short- and long-term goals relating to relationships, education, work, money, family)

explain the connection between adolescents' developmental needs and their individual behaviour (e.g., how identity development and the corresponding need to belong to a group can affect social behaviours; how rapid physical development affects behaviours related to sleep and diet)

Relating to Others: demonstrate an understanding of various types of relationships and of skills and strategies for developing and maintaining healthy relationships;

describe various types of relationships in which adolescents are involved (e.g., relationships with family, friends, and people in the local community; collegial, intimate, and sexual relationships)

describe the characteristics of healthy and unhealthy relationships (e.g., healthy relationships: trust, mutual support, clear limits and boundaries, humour, honesty; unhealthy relationships: mistrust, jealousy, isolation, control, tension)

identify resources and strategies that can be used to help develop healthy relationships and resolve conflict in a variety of human interactions (e.g., assertiveness training, anti-bullying programs, strategies for developing empathy)

describe and demonstrate socially appropriate verbal and non-verbal communication skills in a variety of situations (e.g., describe the importance of maintaining eye contact when talking with a friend; show respect for the opinions of others in classroom discussions; using role play, demonstrate how to listen attentively when talking with parents or caregivers, or how to speak confidently during a job interview)

Family Lifestyles: describe lifestyles in diverse families and the impact of a range of factors, including social and cultural factors, on these lifestyles.

describe the impact of change, including social, economic, technological, and environmental change, on the lifestyles of past and present families (e.g., the effects of changes in divorce rates, the participation of women in the workforce, the role of fathers, gender roles, household technology; generational shifts in parental perceptions about appropriate levels of involvement with and protection of children; the impact of resource depletion on families who live on the land; the rise of the skills-based economy)

describe differences in lifestyle among families from diverse backgrounds (e.g., food choices; social life; gender roles; family celebrations and traditions; views on health and wellness; religious expression)

Daily Living Skills

Decision Making and Problem Solving: demonstrate the ability to apply decision-making and problem-solving strategies and skills, particularly within a family context;

identify and use effective decision-making strategies (e.g., identify effective decision-making models, reflect on the results of past decisions) to make sound decisions related to their own well-being and that of their family

demonstrate individual and collaborative problem-solving skills that could be applied in situations involving family, peers, or members of the community (e.g., to resolve a disagreement with a parent, when participating in a group project, when preparing for a difficult test, to resist peer pressure)

Managing Resources: demonstrate an understanding of strategies and skills that can be used to manage resources to meet the needs of the family and its individual members;

identify family resources (e.g., time, knowledge, money, skills, talents) and describe how they can be used to meet the needs of the family unit and its individual members

apply effective strategies for managing time to achieve individual, family, and group goals (e.g., prioritizing; setting daily, weekly, and monthly goals; clearly communicating divisions of labour within a family or group; identifying resources needed to achieve goals and organizing them logically with respect to time considerations)

describe and demonstrate financial strategies and the financial literacy skills necessary to manage financial resources to meet personal and family financial goals (e.g., create a budget, develop personal banking skills, save for a major purchase, regulate credit card use)

identify resources within their community that are available to support the needs of individuals and families (e.g., parks and playgrounds; libraries; recreation centres; walk-in clinics and hospitals; food banks; employment services; phone lines, websites, and centres to help teens)

Practical Skills: demonstrate an understanding of practical skills and knowledge needed to safely and effectively perform day-to-day tasks that help meet their needs and those of the family.

describe and demonstrate appropriate procedures that contribute to household safety (e.g., safe procedures for working with household chemicals and kitchen appliances, preparing and storing food, sewing, communicating with others on the Internet, caring for young children; what to do in case of fire; precautions to ensure their personal safety when they are home alone)

describe the elements of a healthy diet, and demonstrate the practical knowledge and skills required to prepare healthy meals and snacks (e.g., the ability to plan varied, nutritious, and economical meals and snacks; an understanding of healthy cooking methods; an understanding of the guidelines in Canada's Food Guide, including the First Nations, Inuit, and Métis version and the translated versions of Canada's Food Guide; the ability to follow recipes and to interpret food labels; skills related to food presentation)

describe criteria used in wardrobe planning, and demonstrate the practical knowledge and skills required to meet their clothing needs (e.g., an understanding of apparel and textile care symbols; the ability to care for clothing made from various types of fabric, to choose a practical and affordable wardrobe, to mend a garment, to construct and/or alter a garment, to locate budget and second-hand clothing stores)

describe factors that can affect the design of living spaces, and demonstrate the practical knowledge and skills required to help create and sustain a healthy and functional living space (e.g., the ability to choose environmentally friendly technology and materials, to decorate on a budget, to apply elements and principles of design, to construct a home accessory from new or recycled components)

Exercising Responsibility

Personal Responsibilities: demonstrate an understanding of their responsibilities related to their personal well-being and that of their family, and of how they can maintain their health and well-being;

identify strategies and resources that individuals can use to improve and/or maintain their personal health and well-being (e.g., resources such as Canada's Food Guide and other Health Canada publications; strategies such as practising good hygiene, exercising, spending time in nature, managing stress, choosing healthy foods, living within their means, fostering healthy relationships; avoiding unsafe practices such as drinking and driving, smoking, having unprotected sex)

explain the importance of taking personal responsibility for maintaining their health and well-being (e.g., how taking personal responsibility contributes to skills development, independence, self-confidence)

explain how and why an adolescent's responsibilities with respect to the family and household changes as his or her independence increases (e.g., with reference to sharing responsibilities to meet food, clothing, and household needs, and caring for and communicating with family members)

Family Responsibilities: describe the functions and responsibilities of families and the diverse ways in which families fulfil them;

describe a variety of family forms (e.g., nuclear, single-parent, blended, extended, same-sex, skipped-generation, foster, and adoptive families; families of affinity)

identify family functions that are common to all cultures (e.g., reproduction, socialization of children, physical maintenance of members, nurturance and love, social control, production of goods and services)

describe ways in which diverse families (e.g., families from diverse backgrounds, nuclear versus extended families, upper-class versus working-class families) perform their fundamental functions

explain how families can fulfil their functions and meet their needs while reducing their impact on the environment (e.g., by recycling and reusing goods, composting, shopping for second-hand clothing or household items, reducing consumption, using forms of transportation other than a car whenever possible)

Consumer Awareness: describe and demonstrate responsible consumer practices.

describe strategies for making informed and responsible consumer decisions (e.g., comparison shopping, reading labels and contracts, buying Canadian-made goods, checking warranties)

describe the impact of marketing and advertising techniques (e.g., product placement, celebrity endorsement) on consumer decisions

describe strategies for resisting impulse buying (e.g., make a list of the items they need, eat before giving grocery shopping, plan their purchases, research the product they want)

create a plan for making a major purchase (e.g., buying a computer, signing up for a cellphone package), using strategies for making informed and responsible consumer decisions

Social Science and Humanities

Kitchen Literacy and Numeracy: demonstrate the literacy and numeracy skills required in food preparation.

Research and Inquiry Skills

Exploring: explore topics related to food and nutrition, and formulate questions to guide their research;

explore a variety of topics related to food and nutrition (e.g., Canadian food regulations, food safety, school food regulations) to identify topics for research and inquiry

identify key concepts (e.g., through discussion, brainstorming, use of visual organizers) related to their selected topics

ormulate effective questions to guide their research and inquiry

Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods;

create appropriate research plans to investigate their selected topics (e.g., outline purpose and method; identify sources of information; develop research tools such as surveys or questionnaires), ensuring that their plans follow guidelines for ethical research

locate and select information relevant to their investigations from a variety of primary sources (e.g., informal interviews and surveys, personal food journals, data sets from Statistics Canada) and/or secondary sources (e.g., textbooks, advertisements, brochures, newspaper and magazine articles, online encyclopedias)

based on preliminary research, for each investigation formulate a hypothesis, thesis statement, or research question, and use it to focus their research

Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry;

assess various aspects of information gathered from primary and secondary sources (e.g., accuracy, relevance, reliability, inherent values and bias, voice)

record and organize information and key ideas using a variety of formats (e.g., notes, graphic organizers, audio/visual/digital records)

analyse and interpret research information (e.g., compare results of surveys and interviews; determine whether common themes arise in different sources)

demonstrate academic honesty by documenting the sources of all information generated through research

synthesize findings and formulate conclusions (e.g., weigh and connect information to determine the answer to their research question)

Communicating and Reflecting

use an appropriate format (e.g., oral presentation, brochure, flyer, poster, report, multimedia presentation, web page) to communicate the results of their research and inquiry effectively for a specific purpose and audience

use terms relating to food and nutrition correctly (e.g., nutrients, nutrient-dense foods, snacking, body image, food security)

clearly communicate the results of their inquiries (e.g., write clearly, organize ideas logically, use language conventions properly), and follow APA conventions for acknowledging sources (e.g., generate a reference list in APA style)

demonstrate an understanding of the general research process by reflecting on and evaluating their own research, inquiry, and communication skills

Nutrition and Health

Canada�s Food Guide: demonstrate an understanding of the nutritional and health recommendations in Canada�s Food Guide;

describe the key messages and recommendations in Canada's Food Guide (e.g., food illustrations included, foods emphasized, statements about exercise)

describe diverse foods within each of the food groups as described in Canada's Food Guide

describe appropriate serving sizes as defined in Canada's Food Guide

identify key nutrients, their sources and functions, and the food groups in which they can be found (e.g., carbohydrates in the Grain Products group, protein in the Meat and Alternatives and Milk and Alternatives groups)

describe people's nutritional needs at different stages in the lifespan, as outlined in Canada's Food Guide

interpret the information on the labels of a variety of packaged foods (e.g., Nutrition Facts table, ingredient list, nutrient claims) to determine their nutritional content

plan nutritionally adequate meals using the guidelines in Canada's Food Guide

Eating Patterns: demonstrate an understanding of eating patterns that contribute to optimal physical health;

explain the differences between nutrientdense foods and empty-calorie foods and their effects on health

explain why it is important to eat a nutritious breakfast (e.g., to improve mood, energy level, school performance, workplace productivity)

describe the role of healthy snacking in achieving and maintaining optimal health (e.g., meeting nutrient needs, satisfying hunger between meals, providing energy)

describe the role of healthy snacking in achieving and maintaining optimal health (e.g., meeting nutrient needs, satisfying hunger between meals, providing energy)

evaluate existing programs and policies that encourage eating for optimal health (e.g., breakfast programs, school food and beverage policies, trans-fat regulations)

assess their own eating patterns and create a personal eating plan to achieve optimal physical health

plan and prepare a snack and/or breakfast food that is nutrient dense

Body Image and Attitudes about Food: demonstrate an understanding of factors that contribute to a positive body image and healthy attitudes about food.

describe positive and negative influences on body image (e.g., cultural, social, media, peer group, family)

describe and evaluate some current theories about the relationship between body type/shape and health (e.g., different shapes can be healthy; waist circumference is a predictor of diabetes and stroke risk)

outline strategies for achieving and maintaining a positive body image and healthy attitudes about food (e.g., critically examining media messages, educating oneself about trends, using positive self-talk, setting priorities, participating in varied activities, talking with others)

Food Choices

Food Needs: demonstrate an understanding of factors affecting people�s food needs and of ways of meeting those needs;

describe factors that affect people's food needs (e.g., food preferences, dietary and health needs, busy schedules, major life changes)

describe effective strategies to use in selecting, preparing, and serving food to meet a variety of food needs (e.g., creating a budget, estimating per-serving costs, using coupons, planning menus and meals, developing appropriate food-preparation skills and techniques, preparing foods in advance)

describe ways in which household members can contribute to the provision of food both inside and outside the home (e.g., planning meals, shopping for food, preparing food, cleaning up)

plan and prepare a food item or items to address specific food needs (e.g., the need for a low-sodium diet, a low-cholesterol diet, a healthy diet for a person with a hectic schedule)

Influences on Food Choices: demonstrate an understanding of various factors that influence food choices;

identify different factors that influence people's food choices (e.g., nutritional, cultural, emotional, environmental, religious, social, ethical, economic)

explain how personal, family, and community resources (e.g., money, time, knowledge, ability, equipment, availability of foods) influence personal food choices

explain how childhood eating habits can influence lifelong eating patterns

analyse how social situations influence food choices

Media, Advertising, and Food: demonstrate an understanding of how media and advertising messages affect food choices.

describe how various media (e.g., flyers, magazines, billboards, radio, television, the Internet) are used to promote the consumption of different types of foods (e.g., fresh produce, health foods, fast foods, energy drinks, restaurant meals)

analyse techniques that are commonly used to promote food products (e.g., celebrity endorsements, selective limiting of information, scare tactics, brand recognition, product placement, end-of-aisle displays)

analyse their personal food choices to determine the extent to which they are influenced by media and advertising/promotional techniques

Local and Global Foods

Availability of Food: demonstrate an understanding of where various foods are produced;

identify the different types of foods produced in Canada (e.g., fish, meat and poultry, dairy products, grains, vegetables, fruit)

explain how various factors affect the availability of local foods (e.g., proximity to agricultural land, length of growing season, presence of infrastructure such as greenhouses or fish farms, weather, soil conditions)

explain why certain foods are imported from other countries (e.g., tropical fruits, nuts, ocean fish, coffee, tea, chocolate)

identify factors that influence where people choose to shop for food (e.g., local grocery store, bulk-food store, big-box store, farmers' market, roadside stand, pick-your-own farm)

plan and prepare a food item or items and identify the source of most of the ingredients

Food and Environmental Responsibility: demonstrate an understanding of how various foodpurchasing choices and food-preparation practices affect the environment;

assess their personal and family foodpurchasing and food-preparation practices to determine their effect on the environment (e.g., local foods require less fossil fuel for transportation; homemade foods require less packaging)

assess programs and practices that reduce the impact of food production and consumption on the environment (e.g., recycling programs, organic farming, food co-ops, community gardens)

outline environmentally responsible foodrelated strategies that can be used in the home (e.g., using cooking techniques that require less energy, cultivating home vegetable gardens, packing lunches in reusable containers, using reusable shopping bags, buying in bulk, recycling, vermi-composting)

Food Security: demonstrate an understanding of issues related to food security.

identify the components of food security (e.g., availability, accessibility, adequacy, acceptability, sustainability)

explain why some people in Canada cannot achieve food security (e.g., lack of access to safe drinking water in smaller communities or communities with deteriorating infrastructure; low income; lack of knowledge about nutrition or food preparation; lack of resources or lack of access to resources; poor growing conditions or low crop yields as a result of soil depletion or natural disasters)

identify some misconceptions and myths about hunger (e.g., it does not happen in Canada; there is not enough food in the world), and explain the reasons for them

identify local programs to increase food security (e.g., education programs, food banks, community kitchens, community gardens), and assess their effectiveness

Food-Preparation Skills

Kitchen Safety: demonstrate an understanding of practices that ensure or enhance kitchen safety;

describe common accidents that can occur in the kitchen (e.g., cuts, burns, fires, falls, poisoning, electric shocks)

demonstrate an understanding of safe practices within the food-preparation area (e.g., safely handle hot foods; prevent spatters, scalds, and cuts; wipe up spills immediately)

demonstrate an understanding of appropriate emergency responses to common accidents associated with food preparation (e.g., cuts, burns, scalds, fires)

Food Safety: demonstrate an understanding of practices that ensure or enhance food safety;

describe the causes and symptoms of foodborne illnesses (e.g., E. Coli poisoning, botulism poisoning, Clostridium perfringens poisoning, salmonellosis, listeriosis) and techniques for preventing them

use appropriate personal hygiene practices to prevent contamination of food (e.g., wash hands frequently; cover a cough or sneeze in their sleeve; use gloves to cover cuts or wounds; tie hair back)

demonstrate the use of safe food-handling practices required to prevent cross-contamination by pathogens, parasites, and allergens in the food-preparation area (e.g., wash fresh produce; sanitize cutting boards after contact with meat products; sanitize implements that come into contact with allergens when preparing food for or with people with known allergies; sanitize work surfaces; replace and/or sanitize sponges and cloths frequently; use proper clean-up procedures)

follow appropriate protocols to ensure food safety (e.g., cook foods to recommended temperatures; keep hot foods hot and cold foods cold; store food appropriately; wipe tops of cans before opening; check "best-before" dates; demonstrate awareness of common allergenic ingredients)

Food Preparation: demonstrate skills needed in food preparation;

identify and select appropriate kitchen tools, equipment, and ingredients for use in food preparation

demonstrate the ability to safely use, maintain, clean, and store tools and equipment used in food preparation

demonstrate the ability to measure quantities accurately (e.g., use different strategies for measuring wet and dry ingredients; level off excess amounts; measure liquids at eye level)

demonstrate the correct use of foodpreparation techniques (e.g., stirring, beating, whipping, chopping, broiling, frying)

demonstrate the ability to manage time effectively in food preparation

plan, prepare, and serve a food item or items according to set criteria

identify various sources of recipes (e.g., cookbooks, the Internet, newspapers, magazines, food packages, appliance manuals, recommendations from family or friends)

describe useful information found in cookbooks and other sources of recipes (e.g., conversion charts, nutrition information, cooking techniques, food-related terminology, storage tips)

compare various recipe formats (e.g., narrative, standard, active)

demonstrate the ability to follow a variety of recipe formats

apply mathematical skills correctly in food preparation tasks (e.g., convert between metric and imperial measures; calculate yield changes)

Canadian and World Studies

Historical Inquiry and Skill Development

Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when investigating aspects of American history;

formulate different types of questions to guide investigations into issues, events, and/or developments in American history (e.g., factual questions: What was the Monroe Doctrine?; comparative questions: What were the main similarities and differences in the treatment of African Americans before the abolition of slavery and during the Jim Crow era?; causal questions: What criteria should be used to determine the most important causes of the American Revolution?)

select and organize relevant evidence and information on aspects of American history from a variety of primary and secondary sources (e.g., primary: artefacts, autobiographies, diaries/ journals, letters, maps, period newspaper articles, photographs, political cartoons, treaties; secondary: books and/or articles from the library, documentaries or other films, later newspaper articles, textbooks, websites), ensuring that their sources reflect a range of perspectives

assess the credibility of sources and information relevant to their investigations (e.g., by considering emphasis and omission as well as the perspective, bias, accuracy, purpose, and context of the source and the values and expertise of its author)

interpret and analyse evidence and information relevant to their investigations, using various tools, strategies, and approaches appropriate for historical inquiry (e.g., develop criteria to rank the significance of the causes of the War of 1812; use a concept map to help them determine the shortand long-term consequences of Reconstruction; compare press reports relating to Freedom Summer from northern and southern newspapers)

use the concepts of historical thinking (i.e., historical significance, cause and consequence, continuity and change, and historical perspective) when analysing, evaluating evidence about, and formulating conclusions and/or judgements 303American History CHA3U HISTORICAL INQUIRY AND SKILL DEVELOPMENT regarding issues, events, and/or developments in American history (e.g., use the concept of historical significance when assessing the impact of the Industrial Revolution on groups and/or individuals; use the concept of cause and consequence when analysing the context for and impact of the civil rights movement; use the concept of continuity and change when exploring the ideas in the Declaration of Independence; use the concept of historical perspective when analysing interactions between early settlers and Native Americans to ensure that they consider multiple points of view)

evaluate and synthesize their findings to formulate conclusions and/or make informed judgements or predictions about the issues, events, and/or developments they are investigating

communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose (e.g., a seminar on the labour movement in the first half of the twentieth century; an essay on how westward expansion in the nineteenth century affected Native Americans; a debate on whether the United States has lived up to the ideas expressed in the Declaration of Independence; a presentation on rural life during the Great Depression; a "heritage minute" video on an individual who helped change American society; a wiki entry on a key court decision relevant to the civil rights movement; a blog about the historical accuracy of a film about the War in Vietnam)

use accepted forms of documentation (e.g., footnotes or endnotes, author/date citations, reference lists, bibliographies, credits) to reference different types of sources (e.g., archival sources, articles, art works, blogs, books, films or videos, oral evidence, websites)

use appropriate terminology when communicating the results of their investigations (e.g., vocabulary specific to their inquiry topics; terminology related to history and to the concepts of historical thinking

Developing Transferable Skills: apply in everyday contexts skills developed through historical investigation, and identify careers in which these skills might be useful.

describe several ways in which historical investigation can help them develop skills, including the essential skills in the Ontario Skills Passport (e.g., skills related to reading text, writing, document use, computer use, oral communication, numeracy), that can be transferred to postsecondary opportunities, the world of work, and everyday life

apply in everyday contexts skills and work habits developed through historical investigation (e.g., use skills to analyse statistics, to assess the credibility of sources in an article they are reading, to understand and appreciate multiple perspectives and engage in informed discussions, to analyse the historical context of historical fiction, to identify bias in media; apply work habits such as selfregulation to monitor their progress on a task, or initiative to identify strategies that will enable them to successfully complete a task)

apply the knowledge and skills developed in the study of American history when analysing current social, economic, and/or political issues, in order to enhance their understanding of these issues and their role as informed citizens

identify various careers in which the skills learned in history might be useful (e.g., archaeologist, archivist, curator, educator, game designer, journalist, librarian, policy analyst, political speech writer, politician, researcher)

The United States, Precontact to 1791

Social, Economic, and Political Context: analyse the significance, for different groups in the United States, of various social, economic, and political practices and developments prior to 1791

compare various aspects of life of different Native American nations in the United States prior to contact with Europeans (e.g., with reference to economies, spirituality, oral traditions, relationships with the environment, political organization, lifestyles, arts and culture, gender roles, child-rearing practices)

compare various aspects of life of different groups living in the colonial United States (e.g., Quakers in New England, European settlers and Native American nations on the frontier, merchants and artisans in developing towns, slaves in rural and urban areas, farmers, plantation owners, women and/or children from different classes)

describe key British policies that had an impact on the American colonies during this period (e.g., the establishment of the Virginia Company, the Navigation Acts, salutary neglect, conflicts with France over control of North America, Britain's role in the transatlantic slave trade, the Stamp Act, the Declaratory Act, the Townshend Duties), and analyse their influence on American economic and political development

describe key political changes that occurred during and following the American Revolution (e.g., the Declaration of Independence, the Articles of Confederation, the Constitution, the Bill of Rights), and assess their significance for different groups

Communities, Conflict, and Cooperation: analyse relations between various groups, and between different groups and the environment, in the United States prior to 1791, and assess the impact of these interrelationships

analyse how various factors affected relations between European settlers and Native American nations during this period (e.g., with reference to military alliances, Peace and Friendship Treaties, the exchange of knowledge and technology, the work of missionaries, the impact of Western diseases on Native American populations, competition for land and resources in the face of increasing European settlement, the introduction of new weapons, Europeans' oppression of Native American peoples, the Royal Proclamation of 1763, the Northwest Ordinance)

analyse various military conflicts in the United States prior to 1791 from different perspectives, including, where applicable, the perspectives of Native American nations (e.g., Iroquois-Huron conflicts, King Philip’s War, Bacon’s Rebellion, King William’s War, the Stono Rebellion, the Seven Years’ War, Pontiac’s Rebellion, the Boston Massacre, the War of Independence)

analyse significant instances of social, economic, and/or political cooperation among various groups and communities in the United States prior to 1791 (e.g., the Five Nations Confederacy, trade among Native peoples, early cooperation between Native American nations and European settlers, cooperation among American colonists to boycott British goods, the Continental Congress), and explain their importance

identify some of the main challenges and opportunities presented by the environment in the United States during this period, with reference to both Native American nations and European colonists (e.g., variations in climate, land forms, natural resources), and analyse their impact (e.g., whether communities were nomadic or settled, agricultural or hunter-based; items/materials available for trade, production, and/or consumption; impact on housing, clothing, crops, and/or transportation routes)

Identity, Citizenship, and Heritage: analyse how some individuals and a variety of social and political forces prior to 1791 affected the development of identity, citizenship, and heritage in the United States

describe how various imperial powers contributed to the colonization/settlement of the United States prior to its independence (e.g., the French in the Louisiana territory and the Great Lakes-St. Lawrence River region; the Spanish in Florida and the southwest; the Dutch along the Hudson River; the Swedes along the Delaware River; the British in the Thirteen Colonies; the Russians in Alaska), and analyse their short- and long-term impact on the development of identity and/or heritage in the United States

explain some key differences among the Thirteen Colonies (e.g., with reference to their beginnings as charter, proprietary, or royal colonies; types of landownership; types of labour for and general treatment of Black slaves; origins of settlers; Native populations; economic base; level of urbanization; religion), and analyse how these differences contributed to the development of distinct regional identities in the United States

analyse the role of religion/spirituality in the development of the United States prior to 1791 (e.g., with reference to the role of Puritans and Quakers in establishing some of the American colonies, Catholics in Maryland, dissenters, the Great Awakening, the rise of evangelicalism, Spanish missions in New Mexico, Deism among some political leaders, cosmologies of some indigenous and African cultures, Christianity among slaves)

analyse the impact of prejudice and discriminatory policies and practices in the United States prior to 1791 (e.g., with reference to slavery and slave codes, attempts to convert Native American people and disregard for their land rights and ways of life, discrimination against Catholics, the Salem witch trials, the status of women)

explain how various individuals who lived in the United States prior to 1791, as well as symbols dating from this period, contributed to the development of identity, citizenship, and/or heritage in the United States (e.g., individuals such as Abigail Adams, Benjamin Banneker, Alexander McGillivray, William Penn, Pocahontas, Pontiac, Paul Revere, Phyllis Wheatley, George Whitefield, the Founding Fathers; symbols such as Yankee Doodle, the Betsy Ross flag, the Second Amendment)

The United States, 1791�1877

Social, Economic, and Political Context: describe various social, economic, and political events, trends, and developments that occurred in, or affected people in, the United States between 1791 and 1877, and assess their impact

describe key social trends and developments in the United States during this period, and analyse their impact (e.g., with reference to religious developments such as the Second Great Awakening, the Shaker movement, the expansion of Methodism, the founding of the Latter Day Saints; reform movements; the beginnings of public education; increasing class and ethnic divisions; the growth of cities; employment of children and women in factories)

describe the daily lives of different groups in the United States in this period (e.g., Native American nations, slaves, free Blacks, indentured servants, industrial workers, farmers, pioneers, new immigrants, economic/political elites), including how they responded to the challenges of everyday life (e.g., environmental challenges, isolation, poverty, displacement, prejudice and discriminatory policies, sickness)

describe various developments in science and/or technology during this period, and assess their impact on people in the United States (e.g., with reference to steam engines, the telegraph, the application of mechanized processes in industry, the camera, medical developments such as anaesthetics and antiseptics, inventions and innovations by Alexander Graham Bell, Samuel Colt, John Deere, Charles Goodyear, Eli Whitney)

describe key economic events, trends, and/or developments, including international trends/developments, that affected the United States during this period, and assess their impact (e.g., with reference to the Industrial Revolution; the establishment of a national banking system; the Bank War; canal, railroad, and road building; the expansion of slavery and plantation economies in the South; reciprocity with Canada; early trade unions and labour unrest; gold rushes in California and other western territories)

describe key political events and developments in the United States during this period (e.g., the formation of political parties, Jacksonian democracy and the expansion of the franchise, the Twelfth Amendment's changes to the electoral college, the definition of federal and states' rights, Tammany Hall, the secession of the Confederacy, the Civil War, the ratification of the Thirteenth Amendment, Reconstruction, the assassination of Abraham Lincoln), and assess their impact on the American political system and on various groups in the United States

Communities, Conflict, and Cooperation: analyse developments affecting interrelationships between different groups in the United States, and between the United States and other countries, from 1791 to 1877

analyse developments affecting interactions between Native American nations and governments in the United States during this period, and assess their impact (e.g., with reference to the Jay Treaty, the Battle of Tippecanoe, the participation of Native Americans in the War of 1812, the Seminole Wars, the Indian Removal Act of 1830, forced migrations, the Indian Appropriations Act of 1851 and the creation of western reservations, the Great Sioux War, the Nez Perce War)

explain how various developments contributed to the birth of some social reform movements in the United States during this period, and assess the impact of these movements (e.g., with reference to women's rights, abolitionist, temperance, and/or labour movements; activism for reform of asylums for the mentally ill or for prison reform)

analyse key developments in the relationship between the northern and southern states during this period, and assess their significance in shaping the development of the United States (e.g., with reference to the Missouri Compromise, the Compromise of 1850, Bleeding Kansas, secession of southern states, the Civil War, Reconstruction policies, carpetbaggers, the Compromise of 1877)

analyse key developments in relations between the United States and other countries, and explain their consequences for the United States (e.g., with reference to the War of 1812, the Treaty of Ghent, the Monroe Doctrine, the Alamo, the Mexican-American War, relations with Great Britain during the American Civil War)

Identity, Citizenship, and Heritage: analyse the impact of various people, policies, and practices on the development of identity, citizenship, and heritage in the United States between 1791 and 1877

explain the role and effects of slavery in the United States during this period (e.g., with reference to the buying and selling of slaves; working and living conditions; rape and other forms of violence; slave revolts and resistance movements; the Fugitive Slave Act; the Underground Railroad; aspects of slave culture; the abolitionist movement; the Emancipation Proclamation; the Thirteenth Amendment; the challenges facing former slaves during Reconstruction), and analyse how the legacy of slavery continues to affect heritage and identity in the United States

analyse the impact on heritage and identity in the United States of policies and actions related to western expansion during this period (e.g., with reference to Manifest Destiny, the Louisiana Purchase, treaties with and displacement of Native Americans, the Mexican-American War, the gold rush in California, the admission of new territories and states, the Homestead Act, the Alaska Purchase)

analyse how migration during this period help shaped American society and contributed to the development of identity and heritage in the United States (e.g., with reference to Loyalist emigrants; Irish and German immigrants; the forced migration of slaves and Native Americans; the Trail of Tears; the Underground Railroad; the impact of immigration on labour, cities, religious/ ethnic conflict)

analyse ways in which discriminatory policies and practices reflected and/or reinforced ideas about citizenship, rights, and social status in the United States during this period (e.g., with reference to slavery; the passing of the Black Codes; the forced relocation of Native Americans; religious and ethnic discrimination; the Naturalization Act of 1870; the Page Act of 1875; the formation of the Ku Klux Klan; the rights of workers, women, free Blacks, and Native Americans)

explain the contributions of various individuals to American society and politics during this period, and assess their impact on identity, citizenship, and/or heritage in the United States (e.g., with reference to Andrew Jackson, James Monroe, Abraham Lincoln, Jefferson Davis, Sitting Bull, Geronimo, Sacajawea, Frederick Douglass, Sojourner Truth, Harriet Tubman, Horace Greeley, Clara Barton, Elizabeth Blackwell, Elizabeth Cady Stanton)

describe some key developments in American culture during this period (e.g., the Hudson River School, transcendentalism, slave narratives and spirituals, the founding of magazines such as Harper’s and The Atlantic), including the contributions of some significant individuals to American arts and culture (e.g., Louisa May Alcott, John J. Audubon, Mathew Brady, Emily Dickinson, Ralph Waldo Emerson, Solomon Northup, Harriet Beecher Stowe, Mark Twain, James McNeil Whistler, Walt Whitman)

The United States, 1877�1945

Social, Economic, and Political Context: describe various social, economic, and political events, trends, and developments in the United States between 1877 and 1945, and analyse their key causes and consequences

describe key social trends and developments in the United States during this period, and analyse their impact on various groups (e.g., with reference to continuing urbanization; immigration of people from other parts of the world; the growth of ethnic neighbourhoods in large cities; segregation and oppression of African Americans; the impact on Native American nations of the near extinction of buffalo on the Great Plains; the Great Migration of African Americans to northern cities; the social impact of prohibition and the Great Depression; changes in the roles of women; trends in religion, education, recreation)

explain key economic events, trends, and/or developments in the United States during this period, and analyse some of their causes and consequences (e.g., with reference to the growth of industry, corporations, and trusts; robber barons; the growth and collapse of banks; the Federal Reserve Act; the stock market crash of 1929; the development of Hoovervilles; the Dust Bowl and the collapse of agriculture in the Midwest; protectionism; the Lend-Lease Act)

describe key political events and/or developments related to domestic policy in the United States during this period, and analyse some of their causes as well as their consequences for various groups (e.g., with reference to the Pendleton Act, the Dawes Act, Jim Crow laws, the Progressive Party, the extension of the vote to women, prohibition, the establishment of the Federal Bureau of Investigation, the creation of a permanent income tax system, the Selective Service Act, the Indian Reorganization Act, the New Deal, Franklin D. Roosevelt's fourth term)

describe key developments in American foreign policy during this period, and analyse some of their causes and consequences (e.g., with reference to the Spanish-American War, Dollar Diplomacy, the Roosevelt Corollary, Theodore Roosevelt's role in the building of the Panama Canal, economic protectionism, isolationism, participation in World War I, the Paris Peace Conference, the Good Neighbor Policy, Lend-Lease, participation in World War II)

Communities, Conflict, and Cooperation: describe significant issues that led to conflict and cooperation in the United States between 1877 and 1945, and analyse the impact of these interactions

explain issues underlying some key instances of social conflict in the United States during this period (e.g., the Massacre at Wounded Knee, the resurgence of the Ku Klux Klan, lynching, race riots, the Scopes trial, the Haymarket Riot, the Ludlow Massacre, Bonus Army protests, strikes by miners or textile workers)

analyse key labour issues in the United States, explaining how they changed during this period (e.g., with reference to child labour; the formation of trade and industrial unions; the struggle for minimum wage / maximum hours legislation; unemployment during the Great Depression; the impact of the Red Scare; the Wagner Act; the role of individuals such as Mary "Mother" Jones, Rose Schneiderman, or Samuel Gompers)

describe the issues that motivated various social reform movements in the United States during this period, and assess the contribution of some of these movements, and individuals associated with them, to American society (e.g., with reference to the women’s suffrage, social gospel, civil rights, Grange, labour, peace, and/or temperance movements; groups such as the Woman’s Christian Temperance Union, the American Federation of Labor, the Industrial Workers of the World, the National Association for the Advancement of Colored People [NAACP], the National Woman’s Party, the Sierra Club; individuals such as Jane Addams, Carrie Chapman Catt, Eugene Debs, Margaret Sanger, Norman Thomas, Ida B. Wells)

describe issues of concern to African Americans during this period (e.g., systemic oppression and segregation, discrimination, lynching and other forms of violence, poverty and unemployment, housing, voting rights), and analyse contributions of African Americans to American society (e.g., the establishment of the NAACP and/or the Tuskegee Institute; cultural developments such as the birth of blues and jazz or the Harlem Renaissance; the Negro Baseball League; the contributions of individuals such as Mary McLeod Bethune, W. E. B. Du Bois, Billie Holiday, Langston Hughes, Zora Neale Hurston, Jack Johnson, Elijah McCoy, Garrett Morgan, Booker T. Washington)

Identity, Citizenship, and Heritage: analyse the impact of various policies, groups, and cultural and technological developments on identity, citizenship, and heritage in the United States between 1877 and 1945

describe trends and developments in immigration during this period, and assess their impact on identity and culture in the United States (e.g., with reference to groups such as Canadians, Chinese, Germans, Italians, Jews, Scandinavians, or Slavs; the impact of the Chinese Exclusion Act of 1882, the Geary Act of 1892, the Emergency Quota Act of 1921, or the Immigration Act of 1924)

explain how different regions contributed to heritage and identity in the United States during this period (e.g., with reference to the South; the Southwest; Appalachia; the Midwest; New England; California; the great metropolises such as New York, Chicago, Detroit)

describe a variety of developments in science and/or technology during this period, and analyse their impact on heritage and identity in the United States (e.g., with reference to automobiles; farm machinery; the telephone; motion pictures; sound recordings; the assembly line; airplanes; radio; developments in sanitation, household appliances, electricity, medicine, weaponry; the work of Thomas Edison, Henry Ford, Albert Einstein, or George Washington Carver)

analyse developments related to citizenship rights for various groups in the United States during this period (e.g., with reference to Native American nations; African Americans; women; Americans with Italian, Chinese, Japanese, Jewish backgrounds; communists)

describe various developments in the arts and popular culture during this period, and analyse how they contributed to heritage and identity in the United States (e.g., with reference to developments in music, motion pictures, theatre; the growth of professional sports; influential artists and writers; newspapers, magazines, comic books; creation of the Pulitzer Prize or the Academy Awards)

The United States Since 1945

Social, Economic, and Political Context: describe various social, economic, and political events, trends, and developments in the United States since 1945, and analyse their key causes and consequences

describe key social trends and developments in the United States during this period, and analyse their main causes and consequences (e.g., with reference to development of teen culture in the 1950s and youth countercultures in the 1960s; the environmental movement; social upheaval associated with the civil rights, antiwar, and/or women's movements; changes in birth, marriage, and divorce rates; changes in the role of women; continuing urbanization; trends in recreation; changes in the sources of immigrants and refugees; trends with respect to religion/spirituality, education, crime, violence)

describe some key developments in science and/or technology during this period, and explain their impact on Americans (e.g., with reference to television, weaponry, the Salk vaccine and other medical breakthroughs, developments in computers and other digital technologies, space exploration, biotechnology)

describe key economic trends and developments in the United States during this period, and analyse their main causes and consequences (e.g., the Marshall Plan, the expansion of the military-industrial complex, consumerism, the energy crisis, the increasing power of American transnational corporations, the savings and loan scandal, Reaganomics, free trade agreements, globalization, decline in manufacturing, the Rust Belt, increase in high-tech industry, the dot-com bubble, bank fraud, increasing economic inequality)

describe key political events, developments, and/or policies in the United States during this period, and analyse their main causes and consequences (e.g., the Truman Doctrine, the creation of the Central Intelligence Agency [CIA], McCarthyism, the decision to send troops to Vietnam, the assassination of John and Robert Kennedy, policies associated with Johnson’s “Great Society”, Watergate, the war on drugs, deregulation under Reagan, the Brady Act and continuing debates about gun control, the Bush Doctrine, the Tea Party movement, “Obamacare”)

Communities, Conflict, and Cooperation: analyse how various events and developments have affected specific groups in the United States, and relations between the United States and other countries, since 1945

describe developments and/or events of particular significance to African Americans during this period, and analyse their impact on African Americans and on American society in general (e.g., Brown v. Board of Education; the arrest of Rosa Parks and the Montgomery bus boycott; the desegregation of Little Rock Central High School; the Freedom Riders; the 1963 church bombing in Birmingham; the March on Washington; the Civil Rights Act of 1964; the Voting Rights Act of 1965; race riots; affirmative action; the assassination of Medgar Evers, Malcolm X, or Martin Luther King Jr.; incarceration rates for African-American men; the election of Barack Obama)

explain the context for the development of various reform movements in the United States during this period (e.g., civil rights, antiwar, feminist, Native rights, environmental, labour, or antiglobalization movements; the ideas and activism of Rachel Carson, Aldo Leopold, Martin Luther King Jr., Cesar Chavez, Gloria Steinem, Harvey Milk, the American Indian Movement, the Black Panthers, the National Organization for Women)

analyse American involvement in international affairs during this period, including the participation of the United States in international conflicts and international organizations (e.g., with reference to the Cold War; the Korean War; the Berlin Airlift; the Cuban Missile Crisis; the War in Vietnam; the Gulf War; the War on Terror; the role of the CIA in supporting or overthrowing regimes in Chile, Iran, Indonesia, El Salvador, or Cuba; participation in the United Nations [UN], the World Bank, NATO, NORAD, the Organization of American States, the World Trade Organization)

describe changes in American immigration policies and trends during this period (e.g., the Displaced Persons Act of 1948, Operation Wetback, the Hart-Cellar Act of 1965, the Immigration Act of 1990, the impact of the Cold War on immigration, policies regarding illegal immigration, the role of illegal immigrants in agriculture), and analyse their impact

Identity, Citizenship, and Heritage: analyse how various groups, trends, and cultural developments have affected identity, citizenship, and heritage in the United States since 1945

analyse how various groups have contributed to the development of identity, citizenship, and/or heritage in the United States during this period (e.g., African Americans, Hispanic Americans, Native Americans, Jews, Muslims, evangelical Christians, youth, entrepreneurs, different categories of workers, hawks and doves, "Reds" and anticommunists, gun advocates)

explain the impact of religion/spirituality on the development of identity, citizenship, and/or heritage in the United States during this period (e.g., with reference to the Bible Belt; AfricanAmerican churches and the civil rights movement; religious minorities such as Mormons, Catholics, Jews; spiritual practices of Native Americans; evangelical Christians and the power of the religious right in American politics; attitudes towards Muslims after 9/11)

analyse how the roles and identities of American women have changed during this period (e.g., with reference to women's domestic roles, labour force participation, education; the Equal Pay Act of 1963; the pink-collar ghetto; the women's liberation movement; Roe v. Wade; affirmative action; the failure of the Equal Rights Amendment; the role of class and race in women's lives)

analyse the role of consumer culture in the construction of identity in the United States during this period (e.g., with reference to automobile culture, fashion, the fast-food industry, iconic American products, magazines, advertising, branding, gun culture, suburbanization)

analyse the impact that American arts and popular culture have had during this period, both in the United States and internationally (e.g., with reference to literature, theatre, dance, painting, architecture, music, professional sports, movies, television shows, video games; individuals such as Woody Guthrie, James Brown, Walt Disney, Jackson Pollock, Martha Graham, Jackie Robinson, Tennessee Williams, Toni Morrison, Andy Warhol, Maya Lin, Steven Spielberg)

Social Science and Humanities

Making Decisions: demonstrate an understanding of effective decision-making processes in a variety of social contexts;

Research and Inquiry Skills

Exploring: explore topics related to healthy relationships, and formulate questions to guide their research;

explore a variety of topics related to healthy relationships (e.g., well-being; flourishing versus languishing; mental health and relationships; human rights codes; anti-bullying campaigns) to identify topics for research and inquiry

identify key concepts (e.g., through discussion, brainstorming, use of visual organizers) related to their selected topics

formulate effective questions to guide their research and inquiry

create appropriate research plans to investigate their selected topics (e.g., outline purpose and method; identify sources of information; develop research tools such as surveys or questionnaires), ensuring that their plans follow guidelines for ethical research

locate and select information relevant to their investigations from a variety of primary sources (e.g., informal interviews and surveys) and secondary sources (e.g., print resources, the Internet, online databases, and other media)

based on preliminary research, for each investigation formulate a hypothesis, thesis statement, or research question, and use it to focus their research

Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry;

assess various aspects of information gathered from primary and secondary sources (e.g., accuracy, relevance, reliability, inherent values and bias, voice)

record and organize information and key ideas using a variety of formats (e.g., notes, graphic organizers, summaries, audio/video/ digital records)

analyse and interpret research information (e.g., compare results of surveys and interviews; determine whether similar information is found in different sources)

demonstrate academic honesty by documenting the sources of all information generated through research

synthesize findings and formulate conclusions (e.g., weigh and connect information to determine the answer to their research question)

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.

use an appropriate format (e.g., brochure, flyer, poster, report, multimedia presentation, web page) to communicate the results of their research and inquiry effectively for a specific purpose and audience

use terms relating to healthy relationships correctly (e.g., self-concept, self-esteem, communication, rights and responsibilities)

clearly communicate the results of their inquiries (e.g., write clearly, organize ideas logically, use language conventions properly), and follow APA conventions for acknowledging sources (e.g., generate a reference list in APA style)

demonstrate an understanding of the general research process by reflecting on and evaluating their own research, inquiry, and communication skills

Personal Growth and Development

Personal Well-Being: demonstrate an understanding of the components of personal well-being, how to achieve and maintain it, and its importance throughout the life course;

identify and describe the various components of personal well-being (e.g., emotional well-being, satisfaction, vitality, resilience, self-esteem, autonomy, competence, engagement, a sense of meaning and purpose, feelings of trust and belonging)

explain how various factors (e.g., good nutrition, physical activity, a strong support network, awareness of one's experiences and surroundings, lifelong learning, sharing and volunteering) contribute to the development of personal well-being

explain what they can do to maintain their personal well-being throughout life, and why it is important to do so

Self-concept and Self-esteem: explain how self-concept and self-esteem influence personal well-being;

identify the main components of selfconcept (e.g., physical self, academic/occupational self, social self, transpersonal self) and describe some of its characteristics (e.g., self-concept is learned, organized, and dynamic)

explain the interrelationship between self-concept, self-esteem, and mental health

describe ways to improve self-esteem (e.g., set reasonable goals and take steps to achieve them; participate in physical activities; practise to develop talents; join social groups; connect with a positive peer network)

explain ways in which self-concept and self-esteem are interconnected with community and societal beliefs and values

Self-concept and Healthy Relationships: demonstrate an understanding of how self-concept influences an individual�s interactions with others.

explain how a strong self-concept and healthy self-esteem contribute to healthy relationships

explain how self-concept influences a person's relationships (e.g., with other people, with society in general, with the environment)

use a variety of means (e.g., personality assessments, aptitude assessments, the Ontario Skills Passport) to identify and assess personal attributes, skills, and talents they have that can help them develop and nurture healthy relationships (e.g., emotional intelligence, listening skills)

explain the value of recognizing the unique strengths, abilities, and personal qualities of others

analyse how being self-aware affects interpersonal relationships

analyse how both social awareness and physical, psychological, and emotional health affect people's relationships

Healthy Relationships

Healthy Relationships Over a Lifetime: demonstrate an understanding of the range of relationships people experience over a lifetime and of the differences between healthy and unhealthy relationships;

describe various types of relationships that people may experience during their lifetime (e.g., parent-child, sibling, peer, friend, studentteacher, spouse, co-worker, dating, intimate, intergenerational, employee-employer, doctor-patient)

identify characteristics of healthy relationships (e.g., equality, independence, trust, empathy, loyalty, respect, intimacy, honour, recognition of the other's value, open communication, stability, confidence, altruism)

describe behaviours that characterize unhealthy relationships (e.g., physical and verbal abuse, bullying, sexual harassment, stalking, obsession, possessiveness, intimidation, isolation, financial control, substance abuse, co-dependence)

explain the contributions healthy relationships make to individual, group, family, and community well-being

Social and Cultural Influences: demonstrate an understanding of various social and cultural influences on relationships;

analyse ways in which social and cultural factors, including portrayals in the media, shape people's ideas about relationships (e.g., the attitudes and expectations of family, friends, and peers; religious teachings; cultural norms with respect to gender roles; portrayals of intimate/sexual relationships in music videos, video games, or movies, or on television)

describe the benefits and challenges to relationships of increased access to media and technology (e.g., ease of communication through use of cellphones, e-mail, social networking; expectations of immediate response to communications; decreased adult scrutiny of communications)

Dynamics and Challenges That Affect Relationships: demonstrate an understanding of various dynamics and challenges that can affect relationships;

identify the roles people have in various relationships (e.g., parent, child, teen, sibling, grandparent, elder, employee, employer, spouse, friend, student, co-worker, volunteer, significant other, acquaintance)

use various theories about intimacy (e.g., David Olson's seven types of intimacy, Gary Chapman's five love languages, Robert Sternberg's triangular theory of love) to analyse the depth and type of intimacy in different relationships (e.g., acquaintance, friendship, dating, long-term partnership)

describe variations in cultural customs and traditions that affect how humans interact (e.g., customs related to greetings, personal space, eye contact, physical distance and/or contact)

describe values and attitudes that enhance the quality of human interactions (e.g., respect, caring, empathy, trust, honour, honesty)

describe some of the ways in which power dynamics can influence behaviour in human interactions

describe the challenges that may be experienced in the development of a same-sex relationship but may not be experienced in the development of a heterosexual relationship (e.g., homophobia, pressure to keep the relationship hidden, lack of models in media of adolescents in healthy same-sex relationships)

describe typical gender differences in expectations about relationships (e.g., with respect to monogamy, equity, shared time, loyalty, openness, sexuality)

describe the impact on human interactions of various changes that are taking place in society (e.g., greater reliance on technology, greater acceptance of independence by and for young people and women, greater cultural diversity in communities, increased sense of environmental responsibility)

Building Healthy Relationships: demonstrate an understanding of skills and strategies that help people to develop and sustain healthy relationships

describe strategies and skills for building healthy relationships (e.g., showing empathy, setting realistic expectations, showing respect for others, communicating with openness where possible and appropriate, working to solve problems, seeking counselling, seeking community support, volunteering, giving time and attention to others)

identify strategies for dealing with significant change and/or loss in a relationship (e.g., seeking relationship and/or grief counselling, taking time to grieve, confiding in friends, learning acceptance, believing in oneself, developing self-reliance)

describe strategies and approaches for ending a relationship in a positive manner (e.g., treat the other person with sensitivity, respect, integrity, empathy, and honesty; enable the other person to maintain his or her dignity; communicate face to face; ensure that verbal and non-verbal messages match; listen to their instincts)

describe strategies for sustaining various types of relationships as they evolve over time

Rights and Responsibilities

Individual Rights and Responsibilities: demonstrate an understanding of the nature of individual rights and responsibilities in human interactions;

identify the rights of the individual in human interactions as outlined in a variety of laws and policies (e.g., the Ontario Human Rights Code, the Employment Standards Act, the Ontario Environmental Bill of Rights, the Canadian Charter of Rights and Freedoms, the Indian Act, the Privacy Act, the United Nations Convention on the Rights of the Child, the Universal Declaration of Human Rights)

identify the individual's responsibilities in human interactions (e.g., obeying Canada's laws, refraining from infringing on the rights of others, promoting respect for others, encouraging the responsible use of technology)

explain the relationship between rights and responsibilities

explain the difference between legal and personal rights and responsibilities

Rights and Responsibilities in Community Context: demonstrate an understanding of the extent of individual rights and responsibilities within the wider community.

explain how various societal factors (e.g., media, peers, socio-economic status, technology, environmental conditions, values, culture, religion, family) extend or limit individual rights and responsibilities

describe how rights are allocated among individuals, groups, families, and communities

compare and evaluate various strategies for responding to infringements on individual rights (e.g., direct confrontation, complaints to people in positions of authority, official complaints to the Ontario Human Rights Commission)

Interpersonal Skills

explain the advantages and disadvantages of some common approaches to decision making (e.g., acting on impulse, adopting a laissez-faire attitude, flipping a coin, listing pros and cons, creating a plus/minus/interesting chart)

identify steps in the decision-making process (e.g., defining the problem, reviewing goals and values, identifying alternative solutions, weighing the options, choosing a solution, evaluating the results)

describe factors that affect decision making (e.g., goals, values, priorities, needs, wants, resources, peers, parents, family members, community, school, faith community, media)

identify and consult a variety of credible resources for information and assistance in making decisions (e.g., teachers, guidance counsellors, Health Canada, Dietitians of Canada, the Vanier Institute of the Family, local health units, the Centre for Addiction and Mental Health, the Centre for Prevention Science, the Promoting Relationships and Eliminating Violence Network, the Centre for Positive Relationships, the World Health Organization, the World Wildlife Fund, Native friendship centres, multicultural centres, Mothers Against Drunk Drivers Canada)

apply appropriate decision-making processes effectively in a variety of relationships (e.g., intimate relationships, multicultural relationships, multigenerational relationships, multi-faith relationships, employment relationships)

identify the components of verbal communication (e.g., choice of vocabulary, tone of voice, volume, rhythm and pace of speech, culture-based modes of address)

identify the components of non-verbal communication (e.g., body language and manner of self-presentation, eye contact, physical distance, culture-based behaviour)

describe the three basic styles of communication (i.e., passive, aggressive, assertive)

describe behaviours and other factors that can interfere with effective communication (e.g., interruptions, judgements, angry intonation, too great or too little physical distance, noise, blaming, sarcasm, threats, prejudice, gossip, accusations, lies, rumours, inappropriate use of technology, cultural misunderstandings, bias)

demonstrate the use of a variety of skills and techniques for communicating effectively (e.g., listening actively; maintaining open body language; taking turns in conversation; following accepted etiquette for telephone, cellphone, and Internet communication; setting clear boundaries)

explain why it is important to be aware of the communication styles of cultural groups other than their own (e.g., norms about eye contact, physical contact, and personal space)

describe ways in which effective and ineffective communication can affect relationships

Resolving Conflicts: demonstrate an understanding of effective strategies for resolving conflicts in human interactions;

describe how conflicts arise in various human interactions

identify factors that can lead to interpersonal conflicts (e.g., jealousy, differing opinions, differing values, differing personalities)

identify various approaches that may be used to effectively resolve conflicts (e.g., Aboriginal healing circles, compromise and negotiation, avoidance of/removal from a situation, restorative justice processes, mediation, peer mediation, letter writing, techniques learned through assertiveness training)

identify and demonstrate (e.g., in role playing, in real situations) constructive and respectful techniques for resolving various types of interpersonal conflicts

identify and describe the different strategies used in conflict resolution (e.g., showing mutual respect, confronting the problem, identifying/ defining the basis of the conflict, communicating understanding of another's perspective, considering alternatives, agreeing on a workable solution, continuing to evaluate the situation)

explain why conflicts that are based on infringements of rights and/or that involve a power imbalance (e.g., harassment, homophobia, bullying) cannot be effectively resolved using informal conflict-resolution strategies

Enhancing Relationships through Community Involvement: analyse and assess social-action initiatives that support or contribute to healthy relationships and/or healthy communities, and design and implement an initiative of their own.

analyse the benefits of being part of a multicultural community

outline various ways in which individuals can enhance relationships through community involvement (e.g., through mentoring programs, consensus-building initiatives, volunteering, advocating for the rights of others)

assess the effectiveness of a variety of social-action initiatives that promote healthy relationships (e.g., letter-writing campaigns, petitions, brochures, videos, websites, art works, music, posters, drama productions, workshops)

design and implement a social-action initiative to promote healthy relationships (e.g., a campaign against bullying, discrimination, hate propaganda, or homophobia; a campaign to raise cultural awareness and understanding; an initiative to form a student equity and human rights club; a campaign to address community environmental concerns or gender-related issues)

Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods;

Social Science and Humanities

Research and Inquiry Skills

Exploring: explore topics related to equity, diversity, and/or social justice, and formulate questions to guide their research;

explore a variety of topics related to equity, diversity, and/or social justice (e.g., stereotypes in textbooks, newspapers, and magazines; gender discrimination in sports) to identify topics for research and inquiry

identify key concepts (e.g., through discussion, brainstorming, use of visual organizers) related to their selected topics

formulate effective questions to guide their research and inquiry

Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods;

create appropriate research plans to investigate their selected topics (e.g., outline purpose and method; identify sources of information), ensuring that their plans follow guidelines for ethical research

locate and select information relevant to their investigations from a variety of primary sources (e.g., interviews; personal observation; surveys and questionnaires; original documents in print or other media such as film, photographs, songs, advertisements) and secondary sources (e.g., textbooks, magazines)

based on preliminary research, for each investigation formulate a hypothesis, thesis statement, or research question, and use it to focus their research

Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry;

assess various aspects of information gathered from primary and secondary sources (e.g., accuracy, relevance, reliability, inherent values and bias, voice)

record and organize information and key ideas using a variety of formats (e.g., notes, graphic organizers, summaries, audio/digital records)

analyse and interpret research information (e.g., compare results of surveys and interviews; determine whether common themes arise in different media products)

demonstrate academic honesty by documenting the sources of all information generated through research

synthesize findings and formulate conclusions (e.g., weigh and connect information to determine the answer to their research question)

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.

use an appropriate format (e.g., oral presentation, graph, brochure, flyer, poster, report, multimedia presentation, web page) to communicate the results of their research and inquiry effectively for a specific purpose and audience

correctly use terms relating to equity, diversity, and social justice (e.g., social construction of identity, power, oppression, social movement, antidiscrimination)

clearly communicate the results of their inquiries (e.g., write clearly, organize ideas logically, use language conventions properly), and follow APA conventions for acknowledging sources (e.g., generate a reference list in APA style)

demonstrate an understanding of the general research process by reflecting on and evaluating their own research, inquiry, and communication skills

Foundations

The Social Construction of Identity: demonstrate an understanding of how identity is socially constructed and internalized, and of the impact of social norms and stereotypes;

explain how various aspects of identity (e.g., gender identity, sexual orientation, trans identities, race, culture, ethnicity, ability, language, class, faith, age, body image) may be socially constructed and internalized (e.g., through the media, parental expectations, religion, popular culture)

demonstrate an understanding of how a variety of factors (e.g., race, socio-economic status, sexual orientation, ability) intersect in individuals to create diverse experiences of identity and social roles

explain positive and negative ways in which social norms can affect individuals (e.g., positive effects: social acceptance and self-acceptance, popularity, positive self-esteem, sense of security for those who follow norms; negative effects: ostracism for those who challenge norms, internal conflicts between one's sense of self and societal expectations)

explain how biases and stereotypes, including those related to race, class, gender, and sexual orientation, are transmitted through the media and popular culture (e.g., with reference to gender roles depicted in music videos; the depiction of LGBT [lesbian, gay, bisexual, transgender] characters in films and television shows; stereotypical representations of Aboriginal people in films; how race, class, and gender figure in media depictions of criminal behaviour and victims of crime), and describe their possible impact on individuals (e.g., the impact on well-being, self-image, their own attitudes and behaviour and those of others)

Power Relations: demonstrate an understanding of the dynamics of power relations in various social contexts;

explain how power and privilege operate in various Canadian social, economic, and political contexts (e.g., in the arts, education, publishing, community organizations, professional sports, financial institutions, the labour market, the media, government)

explain how and why a person's power and privilege can vary in different contexts (e.g., at home, in a peer group, at school, in the community)

demonstrate an understanding of the difference between individual and systemic forms of discrimination and oppression (e.g., antisemitic remarks, racial profiling, gay bashing, racist slurs, homophobic comments, lack of captioning of television programs or videos, employment barriers, restrictions on gay men being blood or organ donors, the reserve system for First Nations peoples in Canada, failure to make buildings accessible for elderly people and people with disabilities)

describe the effects of discrimination and oppression on individuals and groups (e.g., feelings of marginalization, powerlessness, anger, hopelessness; motivation to seek societal change or engage in advocacy, action)

Social Awareness and Individual Action: demonstrate an understanding of the impact individual action can have on equity, social justice, and environmental issues, and of how the media can create awareness of these issues.

describe ways in which one's personal choices or behaviour (e.g., socially conscious consumption, support for fair/ethical trade, involvement in co-construction of public policy, personal language use, expanding one's political awareness) can help empower individuals and reduce the impact of inequity or social injustice in local, national, and international contexts

demonstrate an understanding of the effects of individual actions that are grounded in environmental awareness (e.g., taking public transportation helps reduce air pollution, shopping at thrift stores helps reduce the depletion of resources used to create products, recycling lessens the amount of garbage going into landfill sites)

explain how the media and popular culture can help create awareness of equity, social justice, and environmental issues (e.g., through Internet campaigns, social marketing, documentaries and other films; by publicizing positive role models) Teacher prompt: "Who are some musicians who use their music to convey messages about social justice or the environment? What impact do you think they have had?"

identify career and volunteer opportunities that could help support equity and social justice objectives (e.g., working as a trade union representative or in social services, participating in political campaigns, lobbying in support of an equity issue, serving on a community social justice committee)

Equity, Social Justice, and Change

Ethnocultural Diversity in Canada: describe challenges faced by various racial, cultural, and national communities in Canada and the contributions these communities have made to this country;

describe the ongoing challenges and struggles facing various racial, cultural, or national minority groups in Canada, including Aboriginal people and newcomers (e.g., the need to learn a new language, different social role expectations, lack of recognition for international qualifications, religious stereotypes, ghettoization, family reunification, the time taken to settle refugee claims, prejudice and discrimination, racism, racial profiling, poverty)

describe the complexities of the relationship between an individual's cultural heritage and Canadian values, beliefs, and practices (e.g., with reference to: dual identities; possible conflict between values in the family and the broader society; differences in expectations regarding citizen rights and participation; conflict between collective and individualistic values; mainstream Canadian attitudes towards and stereotypes about the newcomer's country of origin or Aboriginal cultures; ties to the home country, including economic ties such as remittances)

describe various racial, cultural, and national communities' contributions to and influence on Canadian life and society (e.g., with reference to the arts, sports, business, science, government, non-governmental organizations [NGOs])

Equity and Social Justice in Canada: demonstrate an understanding of a range of historical and contemporary Canadian equity and social justice issues;

describe a variety of historical and contemporary examples of inequity and social injustice in Canada (e.g., historical immigration policy, including the Chinese Exclusion Act and head tax on Chinese residents; the response to Jewish refugees fleeing Nazism; the internment of Japanese Canadians, German Canadians, and Doukhobors; living conditions in urban slums and First Nation communities; working conditions in early factories and sweatshops; the destruction of Africville; the struggle for unions and for health and safety standards for workers; discrimination against francophones; environmental degradation related to resource exploitation)

demonstrate an understanding of Canada's historical and current relationship with First Nation, Métis, and Inuit peoples, and of the ways in which Aboriginal people have worked to achieve recognition of Aboriginal and treaty rights (e.g., by forming Aboriginal organizations, through the courts, by lobbying governments, through appeals to the United Nations and the international community, through demonstrations and blockades)

describe the progress Canada has made in the areas of human rights, equity, and social justice (e.g., the Canada/Quebec Pension Plan and Old Age Security, the Canadian Charter of Rights and Freedoms, the Ontarians with Disabilities Act, same-sex marriage laws, anti-hate crimes legislation)

describe a range of perspectives on specific contemporary equity or social justice issues in Canada (e.g., equity in the workplace, safe schools, accessibility for elderly people and for people with disabilities, treatment of domestic workers and itinerant labourers)

Social Activism: demonstrate an understanding of how social activism can be used to support equity and social justice objectives.

describe the impact of historically important social movements (e.g., movements in support of civil rights, women's rights, Aboriginal rights, gay rights; the Black Power movement; peace, environmental, and anti-globalization movements)

describe forms of social activism, including those unique to contemporary society (e.g., netivism, hacktivism, culture jamming; participation in student social justice clubs; use of the arts such as music, theatre, and visual arts to publicize or comment on social justice issues; use of the media to report on social injustice; protests such as hunger strikes, demonstrations, civil disobedience, passive resistance)

describe how various social groups have created effective coalitions to achieve significant equity and social justice objectives (e.g., the Ontario Coalition for Social Justice, the World Social Forum, the Equal Pay Coalition, the Coalition for Cultural Diversity)

describe contemporary examples of social justice activism by indigenous communities and other groups from around the world (e.g., by indigenous groups in Bolivia, Niger, the Circumpolar North; through specific Internet campaigns; through Theatre of the Oppressed productions; by organizations such as Inclusion International, Free the Children, War Child Canada, Right to Play; by anti-globalization activists; by groups advocating a peaceful resolution between Israelis and Palestinians)

Promoting Equity and Social Justice

Respecting Diversity: demonstrate an understanding of how to interact successfully in settings characterized by diversity, including school, workplace, and community settings, and ways to promote respect for diversity in these settings;

identify the specific skills, including those outlined in the Ontario Skills Passport, required to work and live successfully in diverse school, workplace, or community settings (e.g., skills related to conflict resolution, consensus building, problem solving, democratic decision-making; skills required to interact positively with peers, co-workers, clients/customers)

explain how to apply specific skills and strategies necessary to interact effectively in diverse school, workplace, and community settings (e.g., skills/strategies for engaging in intercultural communication, constructive dialogue, consensus building, interventions, advocacy; respectful behaviour; the use of inclusive language and avoidance of offensive language/expressions)

describe various policies and initiatives in the school, workplace, and community that are designed to promote respect for diversity(e.g., student equity groups; school/workplace antidiscrimination policies; multiculturalism policies)

Human Rights, Equity, and Antidiscrimination: demonstrate an understanding of their rights and responsibilities relating to equity and human rights, and of how to appropriately address situations involving discrimination, harassment, and the denial of rights;

describe the protections outlined in the Ontario Human Rights Code and other human rights legislation and policies (e.g., equity and antidiscrimination legislation; antiharassment, union, worker safety, safe school policies) as they apply to school, workplace, and community settings

demonstrate an understanding of how to apply strategies to effectively and safely address personal experiences of bias, stereotypes, prejudice, discrimination, and/or oppression (e.g., anti-bullying strategies, self-assertion and selfadvocacy techniques, intervention strategies, conflict-resolution strategies)

demonstrate an understanding of how to respond safely and effectively when witnessing a situation or behaviour that reflects prejudice, discrimination, oppression, harassment, or bullying

Social Action and Personal Engagement: design, implement, and evaluate an initiative to address an equity or social justice issue.

identify a specific need related to an equity or social justice issue, and design an initiative to address this need (e.g., an initiative such as designing a classroom or school workshop or campaign to promote diversity; creating posters, pamphlets, or a website on an equity theme; organizing a petition or a letter-writing campaign on a social justice issue)

identify strategies and skills needed for gaining support for and handling potential resistance to their initiative (e.g., strategies such as resolving differences of opinion, seeking common ground with those who approach the issue differently; skills related to active listening, understanding various perspectives, collaboration and consultation)

demonstrate an understanding of how to effectively evaluate social action initiatives (e.g., strategies for evaluating the clarity of the message and the appropriateness of the initiative for the target audience or group being served, for measuring results)

implement their initiative using appropriate planning, organizational, evaluation, and communication skills

reflect on the skills and strategies they used before, during, and after designing and implementing their initiative; explain which ones they found most useful in achieving their objectives; and identify what they would do differently in the future to improve their work as committed, responsible activists

Social Science and Humanities

Research and Inquiry Skills

Exploring: explore topics related to food and culture, and formulate questions to guide their research;

explore a variety of topics related to food and culture (e.g., food guidelines from around the world, herbs and spices used in different cuisines) to identify topics for research and inquiry

identify key concepts (e.g., through discussion, brainstorming, use of visual organizers) related to their selected topics

formulate effective questions to guide their research and inquiry

Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods;

create appropriate research plans to investigate their selected topics (e.g., outline purpose and method; identify sources of information), ensuring that their plans follow guidelines for ethical research

locate and select information relevant to their investigations from a variety of primary sources (e.g., interviews, surveys, questionnaires, observations) and/or secondary sources (e.g., textbooks, advertisements, brochures, newspaper and magazine articles, cookbooks, recipe websites)

Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry;

assess various aspects of information gathered from primary and secondary sources (e.g., accuracy, relevance, reliability, inherent values and bias, voice)

record and organize information and key ideas using a variety of formats (e.g., notes, graphic organizers, audio/visual/digital records)

analyse and interpret research information (e.g., compare information from different sources; identify gaps in information that necessitate further research)

demonstrate academic honesty by documenting the sources of all information generated through research

synthesize findings and formulate conclusions (e.g., weigh and connect information to determine the answer to their research question)

use an appropriate format (e.g., brochure, flyer, poster, multimedia presentation) to communicate the results of their research and inquiry effectively for a specific audience and purpose

use terms relating to food and culture correctly (e.g., staple foods, etiquette, eating patterns, tajine, wok, cuisine)

clearly communicate the results of their inquiries (e.g., write clearly, organize ideas logically, use language conventions properly), and follow APA conventions for acknowledging sources (e.g., generate a reference list in APA style)

demonstrate an understanding of the general research process by reflecting on and evaluating their own research, inquiry, and communication skills

Culture, Foods, and Food Practices

Food Choices: demonstrate an understanding of the factors that influence food choices, with reference to a variety of cultures;

describe how various factors (e.g., geography, religion, economics, culture, environment, values) influence personal food choices

identify specific foods that are served for special occasions in Canada and other countries (e.g., for national holidays, cultural and religious celebrations, weddings, harvest celebrations)

describe some technological innovations that make local and imported foods available to Canadians in all seasons (e.g., refrigerated trucks, freeze drying, deep freezing, cold storage, greenhouse food production)

plan and prepare a food item or items associated with a special occasion of their own or another culture or country

identify key recommendations in Canada's Food Guide (e.g., choose lower-fat milk products; have vegetables and fruit more often than juice)

compare recommendations in Canada's Food Guide with those in the First Nations, Inuit, and Métis Food Guide

compare recommendations in Canada's Food Guide with those in food guidelines from other countries (e.g., Dietary Guidelines for Americans, Mediterranean Food Guide, Chinese Food Guide)

Culture and Food Habits: demonstrate an understanding of the influence of culture on how people obtain, prepare, serve, and consume food.

identify foods from other cultures that have become common in Canada (e.g., samosas, sushi, pizza, fried rice, pita, nachos, tortillas, dhal, bannock)

identify where in their local community foods from various cultures can be acquired (e.g., international aisles at grocery stores, the school cafeteria, restaurants, community events, culture-specific grocery markets)

describe some food-production and foodacquisition practices in Canada and in a variety of other countries/cultures (e.g., cultivation on small family farms, organic farming practices, large monoculture farms, the use of chemicals and genetically modified seeds/plants, the role of hunting and fishing, growing cash crops, growing for local

describe some cultural variations in daily eating patterns (e.g., time of day for meals, number of meals per day, timing and typical content of the main meal of the day)

describe some cultural variations in dining etiquette (e.g., seating arrangements, order and use of utensils, appropriate sounds while eating)

Foods and Flavours

Food Availability: demonstrate an understanding of the relationship between geography and the foods naturally found and/or produced in Canada and in various other countries;

identify foods naturally found or produced in the different regions of Canada (e.g., salmon on the west coast, beef and bison on the prairies, Saskatoon berries on the prairies, cranberries in Ontario, grapes in southern Ontario, fish/seafood in the Atlantic provinces, seal and whale in the far north)

explain the relationship between geography and the foods naturally found or produced in Canada (e.g., the influence on food production of land formations, rainfall, the location of fertile farmland or temperate climates)

explain how overhunting and overfishing, as well as the reduction or elimination of natural habitats, have affected the availability of foods found in different regions of Canada

explain the relationship between geography and the foods naturally found or produced in various countries or regions (e.g., tropical and citrus fruits in countries with consistently warm climates, fish/seafood in coastal areas, food products from grazing animals in grassland areas)

identify foods that are naturally found or produced in particular countries and regions of the world (e.g., rice in the Far East, maize/corn in Central America, fish/seafood in Spain and Portugal, olives in Mediterranean countries)

describe ways in which food-acquisition practices vary among people who live in rural and urban environments (e.g., in rural areas, people may grow some of their own food, keep poultry for eggs and/or meat, hunt for seasonal game; in urban areas, people have access to large grocery stores and may have access to food products from a variety of cultures, local farmers' markets, and community gardens)

Sources of Foods: demonstrate an understanding of the sources of foods eaten in Canada and in various other countries/cultures;

identify the origins of various foods eaten in Canada (e.g., potatoes, breads, corn, rice, bananas, tofu, various cheeses, various herbs and spices)

identify foods that are regularly eaten as a dominant part of the diet in different parts of the world (e.g., grains/cereals such as rice, wheat, maize/corn, millet, sorghum; roots and tubers such as potatoes, cassava, yams, taro; animal products such as meat, milk, eggs, cheese, fish)

identify different ways in which certain food sources are used around the world (e.g., rice: noodles, rice paper, rice pudding, risotto; corn/maize: flour, tortillas, polenta, oil; chickpeas: hummus, chana masala, flour, dahl; wheat: flour, bannock, pasta, cereal, breads such as pita, naan, focaccia, challah)

plan and prepare a food item or items using ingredients from a variety of countries/cultures

Flavours of the World: demonstrate an understanding of the characteristic flavours, aromas, herbs, and spices associated with the cuisines of various countries/cultures.

identify various herbs and spices

identify the sources and common uses of herbs and spices in the cuisines of various countries/cultures

describe characteristic flavours and aromas of the cuisines of various cultures

plan and prepare a food item or items using herbs and spices typical of the cuisine of a particular country/culture

Food-Preparation Skills

Kitchen Safety: demonstrate an understanding of practices that ensure or enhance kitchen safety;

describe common accidents that can occur in the kitchen (e.g., cuts, burns, fires, falls, poisoning, electric shocks)

demonstrate an understanding of safe practices within the food-preparation area (e.g., safely handle hot foods; prevent spatters, scalds, and cuts; wipe up spills immediately)

demonstrate an understanding of appropriate emergency responses to common accidents associated with food preparation (e.g., cuts, burns, scalds, fires)

Food Safety: demonstrate an understanding of practices that ensure or enhance food safety;

describe the causes and symptoms of foodborne illnesses (e.g., E. coli poisoning, botulism poisoning, Clostridium perfringens poisoning, salmonellosis, listeriosis) and techniques for preventing these illnesses

use appropriate personal hygiene practices to prevent contamination of food (e.g., wash hands frequently; cover a cough or sneeze in their sleeve; use gloves to cover cuts or wounds; tie hair back)

use safe food-handling practices to prevent cross-contamination by pathogens, parasites, and allergens in the food-preparation area (e.g., wash fresh produce; sanitize cutting boards after contact with meat products; sanitize implements that come into contact with allergens when preparing food for or with people with known allergies; sanitize work surfaces; replace and/or sanitize sponges or cloths frequently; use proper clean-up procedures)

follow appropriate protocols to ensure food safety (e.g., cook foods to recommended temperatures; keep hot foods hot and cold foods cold; store food appropriately; wipe tops of cans before opening; check "best-before" dates; demonstrate awareness of common allergenic ingredients)

Food Preparation: demonstrate skills used in food preparation in various countries/cultures;

identify the tools and equipment used for preparing, serving, and eating foods from a variety of cultures (e.g., wok, tajine, barbeque, smoker, clay oven, bamboo steamer, chopsticks, mortar and pestle, skewer)

demonstrate the ability to safely use, maintain, clean, and store tools and equipment used in food preparation

demonstrate the ability to adapt recipes from other countries/cultures by substituting equipment that is readily available (e.g., use a frying pan instead of a wok; use a standard oven instead of a clay oven; use a Dutch oven or slow cooker instead of a tajine)

demonstrate the ability to measure quantities accurately (e.g., use different strategies for measuring wet and dry ingredients; level off excess amounts; measure liquids at eye level)

demonstrate the correct use of foodpreparation techniques (e.g., stirring, beating, whipping, chopping, broiling, frying)

demonstrate the ability to manage time effectively in food preparation

demonstrate an understanding of meal customs and table-setting practices in a variety of cultures (e.g., sitting on the floor on a rug in northern Africa; sitting on tatami [mats] for a traditional Japanese meal; setting the table with many utensils for a formal European meal)

plan and prepare a variety of food items from various countries/cultures using culturally specific ingredients and techniques

Kitchen Literacy and Numeracy: demonstrate the literacy and numeracy skills required in food preparation.

demonstrate an understanding of the information found on Canadian food labels and on labels of foods from other countries

demonstrate the ability to follow a recipe

demonstrate an understanding of common terms used in food preparation (e.g., names of utensils and techniques)

apply mathematical skills correctly in foodpreparation tasks (e.g., convert between imperial and metric measurements; calculate yield changes)

Social Science and Humanities

Research and Inquiry Skills

Exploring: explore topics related to food and culture, and formulate questions to guide their research;

explore a variety of topics related to food and culture (e.g., nutrition recommendations in food guides around the world, effects of immigration on the availability of food) to identify topics for research and inquiry

identify key concepts (e.g., through discussion, brainstorming, use of visual organizers) related to their selected topics

formulate effective questions to guide their research and inquiry

Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods;

create appropriate research plans to investigate their selected topics (e.g., outline purpose and method; identify sources of information; develop research tools such as surveys or questionnaires), ensuring that their plans follow guidelines for ethical research

locate and select information relevant to their investigations from a variety of primary sources (e.g., interviews, surveys, observations, field research, food labels, data sets from Statistics Canada) and secondary sources (e.g., research reports, textbooks, brochures, newspaper and magazine articles, websites, other media)

based on preliminary research, for each investigation formulate a hypothesis, thesis statement, or research question, and use it to focus their research

Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry;

assess various aspects of information gathered from primary and secondary sources (e.g., accuracy, relevance, reliability, inherent values and bias, voice)

record and organize information and key ideas using a variety of formats (e.g., journals, logs, report outlines, notes, graphic organizers, audio/visual/digital records)

analyse and interpret research information (e.g., make connections between findings from different sources; identify gaps in explanations or information that may necessitate further research or inquiry)

demonstrate academic honesty by documenting the sources of all information generated through research

synthesize findings and formulate conclusions (e.g., determine whether their results support or contradict their hypothesis; weigh and connect information to determine the answer to their research question)

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.

use an appropriate format (e.g., oral presentation, brochure, flyer, poster, report, multimedia presentation, web page) to communicate the results of their research and inquiry effectively for a specific purpose and audience

use terms relating to food and culture correctly (e.g., culture, acculturation, herbs, spices, cuisine, food-borne illness, tajine, bamboo steamer)

clearly communicate the results of their inquiries (e.g., write clearly, organize ideas logically, use language conventions properly), and follow APA conventions for acknowledging sources (e.g., generate a reference list in APA style, use in-text author-date citations)

demonstrate an understanding of the general research process by reflecting on and evaluating their own research, inquiry, and communication skills

Culture, Foods, and Food Practices

Food Choices: demonstrate an understanding of the factors that influence food choices, with reference to a variety of cultures;

explain how various factors (e.g., geography, religion, economics, culture, environment, values) influence personal and societal food choices

explain why specific foods are served on various special occasions in Canada and in different countries (e.g., national holidays, cultural and religious celebrations, weddings, harvest celebrations, family celebrations)

describe the origins and development of food traditions and agricultural practices in a variety of cultures (e.g., the discovery of fire and its use in cooking, the "Green Revolution" and the widespread use of fertilizers, the effects of food scarcity, advances in tools used in food production, advances in sanitation, immigration between countries), and explain how they have influenced current practices in these cultures

plan and prepare a food item or items associated with a special occasion of their own or another culture or country

Food Guidelines: demonstrate an understanding of the key recommendations in Canada�s Food Guide and the food and nutrition guidelines of other countries;

describe key recommendations in Canada's Food Guide (e.g., choose dark green and orange vegetables and orange fruit more often; choose lower-fat milk products)

compare key recommendations and foods represented in various versions of Canada's Food Guide (e.g., First Nations, Inuit, and Métis version; translated versions)

compare recommendations in Canada's Food Guide with those in food guidelines from other countries (e.g., Dietary Guidelines for Americans, Mediterranean Food Guide, French Food Guide, Chinese Food Guide)

Culture and Food Habits: demonstrate an understanding of the influence of culture on how people obtain, prepare, serve, and consume food.

describe foods from other cultures that are available in Canada (e.g., samosa, sushi, pizza, fried rice, pita, nachos, tortillas, dhal, bannock)

describe responses by the food industry to consumer demand for greater diversity in food products (e.g., international aisles and greater variety of imported foods in grocery stores, exotic fruits and vegetables in the produce section, culture-specific grocery markets)

identify some foods that are Westernized versions of foods/dishes from various cultures (e.g., California roll)

compare some food-production and foodacquisition practices in Canada to those in a variety of other countries/cultures (e.g., with reference to: cultivation on small family farms versus large monoculture farms; the role of hunting and fishing; organic farming practices versus the use of chemicals and genetically modified seeds/plants; growing cash crops versus growing for local consumption; using surplus produce to barter or trade for different foodstuffs; buying packaged goods and butchered meat in grocery stores versus fresh produce and live animals in markets; kosher and halal foods)

compare and contrast food-preparation practices in a variety of cultures

describe some cultural variations in daily eating patterns (e.g., time of day for meals, number of meals per day, timing and typical content of the main meal of the day)

compare dining etiquette in various cultures (e.g., seating arrangements, order and use of utensils, appropriate sounds while eating)

Foods and Flavours

Food Availability: demonstrate an understanding of the relationship between geography and the foods naturally found and/or produced in Canada and various other countries;

explain the relationship between geography and the foods naturally found or produced in different regions of Canada (e.g., salmon on the west coast, beef and bison on the prairies, Saskatoon berries on the prairies, cranberries in Ontario, grapes in southern Ontario, fish/seafood in the Atlantic provinces, seal and whale in the far north)

explain how overhunting and overfishing, as well as the reduction or elimination of natural habitats, have affected the availability of foods found in different regions of Canada

explain the relationship between geography and the foods naturally found or produced in various countries of the world (e.g., tropical and citrus fruits in countries with consistently warm climates, fish/seafood in coastal areas, food products from grazing animals in grassland areas)

explain how food-acquisition practices vary among people who live in rural and urban environments (e.g., in rural areas, people may grow some of their own food, keep poultry for eggs and/or meat, hunt for seasonal game; in urban areas, people have access to large grocery stores and may have access to food products from a variety of cultures, local farmers' markets, and community gardens)

Sources of Foods: demonstrate an understanding of the sources of foods eaten in Canada and in various other countries/cultures;

describe the origins of various foods eaten in Canada (e.g., potatoes, breads, corn, rice, bananas, tofu, various cheeses, various herbs and spices)

identify foods that are regularly eaten as a dominant part of the diet in different parts of the world (e.g., grains/cereals such as rice, wheat, maize/corn, millet, sorghum; roots and tubers such as potatoes, cassava, yams, taro; animal products such as meat, milk, eggs, cheese, fish)

compare the different forms that certain foods take around the world (e.g., rice: noodles, rice pudding, risotto, rice paper; corn/maize: flour, tortillas, polenta, oil; chickpeas: hummus, chana masala, flour; wheat: flour, bannock, pasta, cereal, breads such as pita, naan, baguette, focaccia, challah)

plan and prepare a food item or items using ingredients from a variety of countries/cultures

Flavours of the World: demonstrate an understanding of the characteristic flavours, aromas, herbs, and spices associated with cuisines of various countries/cultures.

explain the differences between herbs and spices

describe a variety of herbs and spices and their common uses in the cuisines of various countries/cultures

describe some characteristic flavours and aromas of the cuisines of various countries/cultures

plan and prepare a food item or items using herbs and spices typical of the cuisine of a particular country/cultures

Food-Preparation Skills

Kitchen Safety: demonstrate an understanding of practices that ensure or enhance kitchen safety;

describe common accidents that can occur in the kitchen (e.g., cuts, burns, fires, falls, poisoning, electric shocks)

demonstrate an understanding of safe practices within the food-preparation area (e.g., safely handle hot foods; prevent spatters, scalds, and cuts; wipe up spills immediately)

demonstrate an understanding of appropriate emergency responses to common accidents associated with food preparation (e.g., cuts, burns, scalds, fires)

Food Safety: demonstrate an understanding of practices that ensure or enhance food safety;

explain the causes of food-borne illnesses (e.g., E. coli poisoning, botulism poisoning, Clostridium perfringens poisoning, salmonellosis, listeriosis) and describe the symptoms of, and the techniques for preventing, these illnesses

use appropriate personal hygiene practices to prevent contamination of food (e.g., wash hands frequently; cover a cough or sneeze in their sleeve; use gloves to cover cuts or wounds; tie hair back)

use safe food-handling practices to prevent cross-contamination by pathogens, parasites, and allergens in the food-preparation area (e.g., wash fresh produce; sanitize cutting boards after contact with meat products; sanitize implements that come into contact with allergens when preparing food for or with people with known allergies; sanitize work surfaces; replace and/or sanitize sponges or cloths frequently; use proper clean-up procedures)

follow appropriate protocols to ensure food safety (e.g., cook foods to recommended temperatures; keep hot foods hot and cold foods cold; store food appropriately; wipe tops of cans before opening; check "best-before" dates; demonstrate an awareness of common allergenic ingredients)

Food Preparation: demonstrate skills used in food preparation in various countries/cultures;

identify the tools and equipment used for preparing, serving, and eating foods from a variety of cultures (e.g., wok, tajine, barbeque, smoker, clay oven, bamboo steamer, chopsticks, mortar and pestle, skewer)

demonstrate the ability to safely use, maintain, clean, and store tools and equipment used in food preparation

demonstrate the ability to adapt recipes from other countries/cultures by substituting equipment that is readily available (e.g., use a frying pan instead of a wok; use a standard oven instead of a clay oven; use a Dutch oven or slow cooker instead of a tajine)

demonstrate the ability to measure quantities accurately (e.g., use different strategies for measuring wet and dry ingredients; level off excess amounts; measure liquids at eye level)

demonstrate the correct use of foodpreparation techniques (e.g., stirring, beating, whipping, chopping, broiling, frying)

demonstrate an understanding of meal customs and table-setting practices in a variety of cultures (e.g., sitting on the floor on a rug in northern Africa; sitting on tatami [mats] for a traditional Japanese meal; setting the table with many utensils for a formal European meal)

plan, prepare, and serve a variety of food items from various countries/cultures using culturally specific ingredients and techniques

Kitchen Literacy and Numeracy: demonstrate the literacy and numeracy skills required in food preparation.

demonstrate an understanding of the information found on Canadian food labels and on labels of foods from other countries

demonstrate the ability to follow recipes from different countries

demonstrate an understanding of common terms used in food preparation (e.g., names of utensils and techniques)

apply mathematical skills correctly in foodpreparation tasks (e.g., convert between imperial and metric measurements; convert between measures based on weight and those based on volume; calculate yield changes)

Canadian and World Studies

Geographic Inquiry And Skill Development

Geographic Inquiry: use the geographic inquiry process and the concepts of geographic thinking when investigating physical systems, natural phenomena, and natural events;

formulate different types of questions to guide investigations into physical systems, natural phenomena, and natural events (e.g., factual questions: What does the Gaia hypothesis describe?; comparative questions: What are the similarities and differences between tornadoes and hurricanes?; causal questions: How might climate change have an effect on various coastal cities around the world?)

select and organize relevant data and information on geographic issues from a variety of primary and secondary sources (e.g., primary: raw data from fieldwork, both quantitative and qualitative; photographs; satellite images; secondary: published statistics, newspapers, books, atlases, geographic magazines, websites, graphs, charts, digital and print maps), ensuring that their sources represent a diverse range of perspectives

assess the credibility of sources and information relevant to their investigations (e.g., by considering how the data are constructed to support the author's point of view, the possible bias of the author, the expertise of the author, the accuracy of the text and supporting data, the intended audience, the purpose of the messaging, the context in which the information was presented)

interpret and analyse data and information relevant to their investigations, using various tools, strategies, and approaches appropriate for geographic inquiry (e.g., interpret weather maps indicating barometric pressure systems to predict areas of active weather; analyse graphs and charts of global temperatures over time to identify past ice ages and predict future glaciation trends; use charts to determine the costs and benefits of building structures that are designed to minimize the impact of natural disasters; use graphic organizers to outline various points of view on whether to send relief funds to a country where a natural disaster has occurred)

use the concepts of geographic thinking (i.e., spatial significance, patterns and trends, interrelationships, geographic perspective) when analysing and evaluating data and information and formulating conclusions and/or judgements about physical systems, natural phenomena, and natural events (e.g., use the concept of spatial significance to analyse the distribution of cold and hot deserts around the world; use the concept of patterns and trends to predict which regions of the earth will be most prone to future catastrophic seismic events; use the concept of interrelationships to analyse the impacts of fossil-fuel combustion on the earth's climate; use the concept of geographic perspective to analyse the social, political, economic, and environmental impacts of repeated flooding in an area)

evaluate and synthesize their findings to formulate conclusions and/or make informed judgements or predictions about the issues they are investigating

communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose (e.g., a debate with classmates on the need for natural spaces within their community; a report for the construction industry on the effects of acid precipitation and chemical weathering on various building materials; a webcast or podcast for the general public on ways of protecting themselves from a specific type of natural disaster; a photo essay for a local community group to illustrate the impacts of physical processes at work within their community)

use accepted forms of documentation (e.g., footnotes, author/date citations, reference lists, bibliographies, annotated bibliographies, credits) to reference different types of sources (e.g., websites, blogs, books, articles, films, data)

use appropriate terminology when communicating the results of their investigations (e.g., vocabulary specific to their inquiry; terminology related to geography and to the concepts of geographic thinking)

Developing Transferable Skills: apply in everyday contexts skills, including spatial skills, developed through geographical investigation, and identify some careers in which a background in geography might be an asset

describe ways in which geographic investigation can help them develop skills, including spatial skills and the essential skills in the Ontario Skills Passport (e.g., reading graphic texts, writing, graphing, computer use, use of GIS, use of satellite imagery, oral communication, numeracy, decision making, planning, management, finding information, problem solving), that can be transferred to postsecondary opportunities, the world of work, and everyday life

apply in everyday contexts skills and work habits developed through geographic investigation (e.g., use critical thinking, mapping, and graphing skills to analyse statistics and data in order to deepen their understanding of a local environmental issue; use listening skills to consider multiple perspectives when discussing a disaster caused by human error that affects the physical environment; apply work habits such as collaboration when working with a team to determine the criteria that need to be considered when making a decision relating to outdoor safety; use habits of self-regulation to monitor their own progress on a task)

apply the concepts of geographic thinking when analysing current events involving geographic issues (e.g., use the concept of spatial significance to analyse the impact of pollutants released into the air; use the concept of patterns and trends to analyse potential impacts of El Niño and La Niña on North and South America; use the concept of interrelationships to analyse the connection between dropping water tables and sinking cities; use the concept of geographic perspective to analyse the potential consequences of harvesting a group of trees in the neighbourhood) in order to enhance their understanding of these issues and their role as informed citizens

identify some careers in which a geography background might be an asset (e.g., conservation officer, land surveyor, landscaper, emergency preparedness coordinator, urban planner, civil engineer, insurance adjuster, oceanographer, seismologist, meteorologist, volcanologist)

Spatial Organization: Spheres of the Earth

Physical Processes and Natural Hazards: analyse the characteristics of different types of natural hazards, and explain the role of physical processes in their occurrence

analyse the characteristics of different types of weather and climatic hazards (e.g., hurricanes, tornadoes, blizzards, droughts), and explain the role of atmospheric conditions and processes in their occurrence (e.g., temperature, pressure, and humidity contrasts; heat transfer through convection and condensation; sea surface temperatures; blocking; wind shear)

analyse the characteristics of different types of geological hazards (e.g., volcanoes, earthquakes, tsunamis, landslides, avalanches, mudflows), and explain the role of tectonic and other geological processes in their occurrence (e.g., folding, faulting, volcanism, mass wastage)

analyse the characteristics of different types of hydrological hazards (e.g., storm surges, avalanches, flooding), and explain the role of geological and/or atmospheric processes in their occurrence

Spatial Connections: analyse relationships between physical processes and the earth's physical characteristics

analyse the relationship between atmospheric processes and dynamics and the spatial distribution of major atmospheric and climatic phenomena (e.g., trade winds, jet streams, and Hadley cells; low-pressure systems and different types of storms; cooling and glaciation

analyse the relationship between the earth's geological processes (e.g., rock and mineral formation, plate tectonics, gradational processes) and the spatial distribution of major physical features and phenomena (e.g., features: mountain ranges and the Pacific Ring of Fire, river systems, volcanic mountains; phenomena: earthquakes, volcanic eruptions, landslides)

analyse the relationship between the earth's hydrospheric processes and the spatial distribution of related major physical features and phenomena (e.g., the relationship between ocean currents and coastal characteristics, ocean currents and climatic patterns, gravitational pull and tides)

analyse the effects of biological processes on different components of the Earth system (e.g., the role of trees, decaying plants, mosses, lichens, microorganisms, and worms in weathering and soil formation; the role of animals in the modification of surface features; the influence of living organisms on the composition of the atmosphere and ocean chemistry)

Physical Characteristics of the Earth: describe the spatial distribution of the earth's physical features and the processes that form them

describe the regional distribution of the earth's major physical characteristics (e.g., landforms, water bodies and systems, climate regions, vegetation regions), and analyse factors that influence their spatial distribution

describe the characteristics of the earth's outer spheres (e.g., lithosphere, hydrosphere, atmosphere, biosphere) and their relationship to the earth's internal spheres (i.e., core, mantle), and explain the role of both in the early phases of the earth's development

The Physical Environment: Sustainability and Stewardship

Renewing the Physical Environment: analyse the role of physical processes and human practices in maintaining a sustainable natural environment

describe ways in which the physical environment renews itself naturally (e.g., decaying matter develops into soil; silt from erosional forces may form rock; biogeochemical cycles such as the carbon, nitrogen, and hydrologic cycles transfer water and nutrients back and forth between the living and non-living components of the environment)

assess the effectiveness of various processes used by resource-based industries to protect or rehabilitate the physical environment

identify and assess the effectiveness of various national and international strategies and initiatives for reducing the human impact on the natural environment (e.g., protected areas, such as national parks, marine protection zones, and UNESCO biosphere reserves; environmental monitoring programs; national legislation such as the Species at Risk Act; international agreements such as the Canada-United States Air Quality Agreement or the Great Lakes Water Quality Agreement)

describe strategies and practices that are used to protect local ecosystems and make them more sustainable (e.g., watershed and wildlife management programs; conservation areas; wildlife corridors; sustainable agricultural practices, such as no-till farming and use of buffer strips to separate fields from rivers; urban strategies such as municipal transit subsidies, waste-reduction programs, and pesticide bans)

identify strategies and practices that individuals can use to reduce their personal impact on the natural environment (e.g., changing personal consumption patterns, minimizing waste through reuse and recycling, supporting environmental advocacy organizations)

Human Impact on the Physical Environment: analyse the impacts of human activities on the earth's physical processes and the natural environment

explain how human modification of the landscape (e.g., urban expansion, paving, river damming or diversion, deforestation, draining of wetlands, mining) affects natural systems (e.g., changes in groundwater, loss of habitat, alteration of food chains, creation of heat domes and other local climatic changes, changes in carbon budget and related climate effects, changes in drainage patterns, impairment of surface water quality

explain how human activities that modify the natural environment may increase the possibility of a natural disaster or intensify its impacts (e.g., deforestation or urban construction that alters bedrock may increase the possibility of a landslide; building houses on permafrost may trigger mudflows; draining and infilling of wetlands may increase the severity of floods)

assess the effectiveness of various means for decreasing risks from natural hazards (e.g., bans on housing construction in potentially dangerous areas such as floodplains or beachfronts; building code provisions; protective infrastructure such as breakwaters; watershed management practices such as flood control, flood forecasting, and erosion control; avalanche and landslide control measures)

Human Use of the Physical Environment: analyse the influence of physical processes and features on human activity

describe how various features in the physical environment provide economic resources or benefits for society (e.g., waterfalls provide energy sources; moraines and eskers provide sand and gravel; forests and minerals provide materials for building and manufacturing; sheltered bays provide good harbours)

analyse the costs and benefits of various natural phenomena from a human perspective (e.g., volcanic eruptions pose a danger to human settlement but produce fertile soil; monsoon rains lead to flooding of the land but are vital to crop production; subduction at tectonic plate boundaries causes earthquakes and volcanoes but also forms concentrations of minerals)

Systems: Interaction and Interdependence

Sharing the Physical Environment: analyse issues relating to natural and human impacts on the environment and the sharing of natural resources between population groups

explain how natural events or human activities in one part of the world can have impacts on other parts of the world (e.g., downstream impacts of dams, climatic effects of volcanic eruptions, effects of fossil-fuel combustion on global climate and acidity of precipitation, effects of the use of ozone-depleting chemicals on the ozone layer)

analyse issues relating to the sharing of resources by different countries or population groups (e.g., water extraction, water level, and water quality issues in the Great Lakes basin; resource exploration and extraction and wildlife management in the Arctic; conflict between herders and farmers in the Sahel region of Africa; conflict between ranchers and ecologists over the reintroduction of wolves to Yellowstone National Park)

make predictions about geopolitical issues that may emerge in the future and the regions that they will affect on the basis of current trends in human activities and environmental conditions

Population and Disasters: analyse the influence of human settlement choices and the earth's physical processes on the impacts of disasters

analyse factors that influence human settlement in hazardous areas (e.g., slopes of active volcanoes, floodplains, Tornado Alley, coastal areas of Bangladesh), and assess ways of moderating the risks of living in these areas

explain how the earth's physical processes can affect the impacts of a human disaster (e.g., wave action and BP's Gulf of Mexico oil spill of 2010; wind patterns and Japan's Fukushima nuclear disaster of 2012; wind, precipitation, and forest fire spread)

Earth�s Planetary Characteristics and Life: explain the significance of Earth's planetary characteristics and history for the development and maintenance of life on Earth

explain the biological significance of Earth's position in space (e.g., with respect to temperature, presence of liquid water, presence of a life-supporting atmosphere)

explain how the earth's shape, orbit, rotation, and tilt produce seasonal and regional variations in climate and support biodiversity by creating regionally diverse conditions for life

demonstrate a critical understanding of various theories of the origins of the universe and of Earth's formation and evolution (e.g., formation: big bang, nebular hypothesis; evolution: continental drift, plate tectonics), and describe the theories' contribution to our understanding of some of Earth's major characteristics

Impacts of Change

Impacts of Processes and Disasters: analyse impacts of physical processes and disasters on human and natural systems, locally, nationally, and globally

analyse selected short- and long-term impacts of natural processes in various parts of the world (e.g., river erosion and the development of canyons; rising sea level and the loss of islands; volcanic activity and the loss of islands, the building of islands, and increases in soil capability; glaciation and till deposition and soil formation; earthquakes and separation of land; erosion and sedimentation and the development of deltas, floodplains, and other landforms; sedimentation and fossil-fuel formation; plate tectonics and mineral formation)

compare, from a geographic perspective, the impacts of selected natural and human disasters (e.g., Hurricane Sandy and Hurricane Katrina; earthquakes in Haiti in 2010 and in Kobe, Japan, in 1995; recent droughts in the Sahel and the dust bowl in North America during the 1930s; the 2010 BP oil spill in the Gulf of Mexico and the grounding of the Exxon Valdez in 1989)

3 assess potential impacts, both positive and negative, of climate change on different parts of the world, including their local community

Disaster Preparedness: assess the role and effectiveness of various options for reducing the impacts of disasters on human populations

explain how various technologies, devices, and classification systems (e.g., tilt meters, laser rangefinders, seismographs, the global positioning system [GPS], GIS, satellites, modified Richter scale, Saffir-Simpson scale, Fujita scale, anemometers, barometers, wet and dry thermometers) are used to measure, monitor, predict, and analyse natural processes and hazards, and assess their role in reducing the human impacts of disasters

assess the role of various adaptation and response measures in reducing the human impacts of natural disasters (e.g., research, monitoring, communication, geo-engineering, levees, dams, building codes, windbreaks, cloud seeding, avalanche control)

analyse ways in which communities prepare for and respond to natural disasters, using local, national, and international examples

Processes of Change: describe how the earth's natural systems change, and have changed, over various time scales, and explain some of the processes that cause these changes

analyse patterns and trends in the earth's natural systems over geologic time

explain how the earth's tilt and changes in its position with respect to the sun and moon influence natural changes in the physical environment (e.g., seasons, tide heights, ocean currents, the ozone layer)

explain the role of various erosional and depositional agents (e.g., water, ice, wind, chemical processes) in shaping the earth's physical features (e.g., meanders, valleys, dunes, caves), locally, regionally, and globally

Social Science and Humanities

Research and Inquiry Skills

Exploring: explore topics related to gender studies, and formulate questions to guide their research;

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

identify key concepts (e.g., through discussion, brainstorming, use of visual organizers) related to their selected topics

formulate effective questions to guide their research and inquiry

Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry;

create appropriate research plans to investigate 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

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)

based on preliminary research, for each investigation formulate a hypothesis, thesis statement, or research question, and use it to focus their research

Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry;

assess various aspects of information gathered from primary and secondary sources (e.g., accuracy, relevance, reliability, inherent values and bias, voice)

record and organize information and key ideas using a variety of formats (e.g., notes, graphic organizers, summaries, audio/digital records)

analyse and interpret research information (e.g., compare results of surveys and interviews; determine whether common themes arise in different sources)

demonstrate academic honesty by documenting the sources of all information generated through research

synthesize findings and formulate conclusions (e.g., weigh and connect information to determine the answer to their research question)

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.

use an appropriate format (e.g., oral presentation, written research report, poster, multimedia presentation, web page) to communicate the results of their research and inquiry effectively for a specific purpose and audience

correctly use terms relating to sex and gender equity (e.g., power relations, gender norms, intersectionality, gender representation, transgender, sexism)

clearly communicate the results of their inquiries (e.g., write clearly, organize ideas logically, use language conventions properly), and follow APA conventions for acknowledging sources (e.g., generate a reference list in APA style, use in-text author-date citations)

demonstrate an understanding of the general research process by reflecting on and evaluating their own research, inquiry, and communication skills

Foundations

The Social Construction of Gender: demonstrate an understanding of how attitudes, behaviours, roles, and norms relating to gender are socially constructed, and of the complexity of gender as a concept and as a lived experience;

explain key terms and concepts relating to gender studies (e.g., sex and gender, female, male, transsexual, intersex, gender performance, gender roles, gender norms, gender stereotypes, transgender, masculinity/masculinities, femininity/femininities, gender binary, intersectionality, hypermasculinity, emphasized femininity, sexism, matriarchy, patriarchy, gender hierarchy, sexual minorities, sexual orientation, homophobia, two-spirited, misogyny, misandry)

explain how gender norms are socially constructed and may be culturally specific (e.g., the influence of one's culture, ethnic group, or heritage, and of the media and popular culture; family expectations; peer pressure; religious expectations), and describe possible tensions between an individual's gender performance (e.g., attitudes, behaviours, roles) and societal norms

analyse ways in which gender intersects with other aspects of identity (e.g., indigeneity, race, socio-economic status, sexual orientation, ability) to create diverse gender role expectations and experiences

describe a range of gender roles in a variety of cultures and historical periods (e.g., in Western and non-Western countries; within various religious traditions; in rural and urban environments; in First Nation, Métis, or Inuit cultures; in middle-class Canada after World War II), and explain how and why these roles have changed over time

assess ways in which socially constructed gender roles and norms reflect the realities of women's and men's lived experiences locally and globally

Power Relations, Sex, and Gender: analyse sexism and the dynamics of power relations with respect to sex and gender in a variety of contexts;

analyse the ways in which power and privilege are unequally distributed between and among males and females in homes, schools, workplaces, and community settings (e.g., with reference to financial decision-making, domestic chores, child and senior care, teacher attention, leadership opportunities, assigned duties, access to community resources)

explain the differences as well as the links between individual and systemic forms of sexism and discrimination, and describe ways in which these forms manifest themselves

analyse ways in which sexism can manifest itself in contemporary Canadian society (e.g., in the family, sports and athletics, politics and government; through the climate at work or school; through jokes and language; in terms of employment opportunities or access to economic resources), and assess ways to address these manifestations of sexism

explain variations in power relations between men and women within patriarchal and matriarchal societies (e.g., in matriarchal or matrilineal societies such as the Oneida, Cayuga, Mohawk, Seneca, Tuscarora, or Onondaga First Nations and the Mosuo and Naxi indigenous peoples of China), with reference to a variety of social roles and responsibilities (e.g., parental roles, decision making, economic responsibilities, leadership roles, training and educational options)

Representations of Gender: analyse representations of women and men in media, popular culture, and the arts, and assess the effects of these representations.

analyse representations of gender in media and popular culture (e.g., with reference to video games, toys, music and music videos, movies and television shows, advertisements, comics, blogs, online media)

analyse the impact on individuals (e.g., with reference to their self-concept, aspirations, notions of appropriate behaviour, relationships, sense of belonging or alienation) of stereotypical representations of gender in media and popular culture Teacher prompts: “What effects can dolls and action figures have on girls’ and boys’ behaviour?” “Do you think gender representations in the media and popular culture reinforce ‘hypermasculinity’ and ‘hyperfemininity’? Give reasons for you answer.” “What effects do the images of men and women in comic books and graphic novels have on female readers? On male readers?”

analyse images of female and male bodies and representations of beauty and fashion in media and popular culture, and describe their impact (e.g., how images of underweight, digitally altered fashion models can contribute to unhealthy eating habits among girls and women; how images showing celebrities who have had a variety of cosmetic procedures can affect individuals' self-image or the choices they make)

describe how visual art works, literature, and film can raise awareness of gender equity and changing gender expectations in society (e.g., art work by Judy Chicago, Guerrilla Girls, Joyce Wieland, Joanne Tod, Barbara Kruger, Cindy Sherman, Shelley Niro, Rebecca Belmore; literature by Caryl Churchill, Margaret Atwood, David Sedaris, Nawal El Saadawi, David Alexander Robertson, Madison Blackstone; films by Deepa Mehta, Stephen Daldry, Tracey Deer)

Gender Issues and Gender-Related Policy in Context

Securing Rights and Social Supports: demonstrate an understanding of concerns and objectives of women's rights movements and men�s movements, and explain issues related to the rights of sexual minorities;

describe the relevant social context of and issues of concern to contemporary and historical women's movements (e.g., issues such as women's suffrage, property ownership, birth control and reproductive rights, equal pay for equal work and equal pay for work of equal value, violence against women and children, education for girls and women in developing nations, the contribution of women's unpaid domestic and volunteer work to the family and the economy, discrimination in development assistance), and evaluate the achievements of these movements

evaluate the objectives of various men's movements (e.g., men's liberation movements; men's health, pro-feminist, and anti-sexist movements) in relation to gender equity and changing gender roles

describe issues associated with the recognition of the rights of sexual minorities (e.g., same-sex marriage laws, adoption rights for same-sex families, rights of hijras in India), and explain how they relate to gender issues

Local and Global Challenges: analyse a range of social, political, economic, and environmental issues relating to gender in Canadian and global contexts;

analyse a range of social and political issues relating to gender equity in both Canadian and global contexts (e.g., issues related to employment, poverty, health care, sports, violence; the use of rape as a tool of war; infanticide and fetal sex selection; access to education and training; political representation)

describe the effects of globalization and international trade and economic policies on gender-related issues in both Canadian and global contexts (e.g., sex trafficking and tourism; mail-order brides; the proportion of women in sweatshops; the impact of changing economies on Women's and men's social roles; the impact of Western advertising and consumerism on gender roles in newly industrializing countries; deindustrialization and the loss of traditionally male-dominated jobs in manufacturing; an increase in male employment in the service and retail sectors)

analyse the relationship between gender and environmental issues in both Canadian and global contexts (e.g., with reference to the work of Wangari Maathai or Vandana Shiva; the relationship between chemical use and birth defects/ infertility; the impact of desertification on arable land, family farms, and the roles of women and men; differences in the impact of climate change on men and women)

Gender-Based Violence and Its Prevention: demonstrate an understanding of homophobic and gender-based violence in both Canadian and global contexts, and of violence-prevention strategies.

analyse the impact of gender-based violence (e.g., bullying; harassment; child and spousal abuse; sexual assault, including date rape; gay bashing)

analyse how the media and popular culture portray gender-based violence and aggression (e.g., in video games, popular music and music videos, television shows, sports), and assess the possible impact of these portrayals

analyse how the media and popular culture portray gender-based violence and aggression (e.g., in video games, popular music and music videos, television shows, sports), and assess the possible impact of these portrayals

explain how social institutions or systems (e.g., criminal justice, legal, social service, immigration, and international development systems) can perpetuate or decrease homophobic and genderbased violence and harassment in both Canadian and global contexts

demonstrate an understanding of a range of awareness and prevention strategies relating to forms of gender-based violence, including sexual assault and gender-based bullying and harassment (e.g., the White Ribbon Campaign; the Sisters in Spirit initiative of the Native Women's Association of Canada; the I Am a Kind Man campaign; the Take Back the Night campaign; information on websites such as those of the Ontario Women's Directorate, Kids Help Phone, the Metropolitan Action Committee on Violence Against Women and Children [METRAC], sexual assault or rape crisis centres)

Implementing Change

Changes in the Workplace: demonstrate an understanding of changes in occupations and the workplace with respect to gender issues, and of the reasons for continuing occupational segregation;

describe, with reference to both Canadian and global contexts, accomplishments of and barriers faced by women and men in areas in which females or males have been traditionally underrepresented (e.g., politics, law, sports, arts and culture, science, health, education, economics, religion, the military, childcare and homemaking)

assess the extent of changes that have occurred in the world of work (e.g., on-site daycare, changes in leadership styles, different ways of doing business, flexible work days, parental leaves) as a result of women and men entering areas in which they have traditionally been underrepresented

assess the contribution of Canadian legislation as well as government and employment policies to gender equity in the workplace (e.g., pay equity legislation, employment equity legislation, human rights codes, maternity and parental leave policies, equity and antidiscrimination policies), and explain how these policies were achieved

explain individual and systemic factors that contribute to the ongoing occupational segregation of men and women in certain jobs or professions (e.g., the construction industry, computer programming and engineering, nursing, elementary school teaching, politics) and how this segregation might be reduced

Agents of Change: describe strategies, initiatives, and accomplishments of individuals and organizations, including both Canadian and international organizations, with respect to gender equity;

describe the accomplishments of Canadian individuals and organizations in promoting gender equity and changing gender expectations (e.g., the Famous Five, Kay Macpherson, Ursula Franklin, Jeannette Corbiere Lavell, Judy Rebick, Sally Armstrong, Voice of Women, the Women's Legal Education and Action Fund, the White Ribbon Campaign, the Native Women's Association of Canada, the DisAbled Women's Network, the Congress of Black Women, the National Action Committee on the Status of Women, the Black Daddies Club, organizations supporting female and male survivors of sexual assault)

describe a range of organizations outside Canada, including international organizations and initiatives (e.g., the United Nations, including the UN Entity on Gender Equality and the Empowerment of Women; UNESCO; the Grameen Bank; the World Health Organization; the Revolutionary Association of the Women of Afghanistan; the International Indigenous Women's Forum [FIMI]; the One Million Women campaign; the International Lesbian, Gay, Trans, and Intersex Association; the Transgender Law Center), that contribute to gender equity

describe a variety of strategies used by individuals and organizations in support of gender equity (e.g., Internet organizing, educational programs, public awareness campaigns, petitions, lobbying, public demonstrations, advocacy)

Social Action and Personal Engagement: design, implement, and evaluate an initiative to address an issue related to gender equity or gender-based violence awareness/prevention.

identify a specific need related to a gender equity or gender-based violence awareness/ prevention issue, and design an initiative to address this need (e.g., an initiative such as developing a set of workshops on preventing genderbased violence to be presented to peers; designing an awareness campaign to combat sexism; creating a gender issues news magazine for the school; creating songs about changing gender roles to be performed at a local community centre; designing a comic book or biography about a positive role model or significant pioneer or agent of change to be shared at a local public school; creating and presenting/distributing videos, visual art works, dances, dramatizations, pamphlets, or podcasts to help prevent gender-based violence; organizing a petition or a letter-writing campaign to back a political candidate who supports gender equity)

identify strategies and skills needed for gaining support for and handling potential resistance to their initiative (e.g., strategies such as finding allies within their school/community, determining who has power and influence and working with those people/groups; skills related to advocacy, persuasion, diplomacy, active listening, understanding various perspectives, collaboration and consultation)

demonstrate an understanding of how to effectively evaluate social action initiatives (e.g., strategies for evaluating the clarity of the message and the appropriateness of the initiative for the target audience or group being served, for measuring results)

implement their initiative using appropriate planning, organizational, evaluation, and communication skills

reflect on the skills and strategies they used before, during, and after designing and implementing their initiative; explain which ones they found most useful in achieving their objectives; and identify what they would do differently in the future to improve their work as committed, responsible activists

Social Science and Humanities

Research and Inquiry Skills

Exploring: explore topics related to housing and home design, and formulate questions to guide their research;

explore a variety of topics related to housing and home design (e.g., careers related to housing and home design; furniture styles; house styles; types of accommodation; technology in the home; eco-housing; eco-textiles; costs of home ownership and renting and their relation to income) to identify topics for research and inquiry

identify key concepts (e.g., through discussion, brainstorming, use of visual organizers) related to their selected topics

formulate effective questions to guide their research and inquiry

Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods;

create appropriate research plans to investigate their selected topics (e.g., outline purpose and method; identify sources of information), ensuring that their plans follow guidelines for ethical research

locate and select information relevant to their investigations from a variety of primary sources (e.g., interviews, observations, surveys, questionnaires, design plans, photographic spreads in interior design magazines) and secondary sources (e.g., textbooks, websites, brochures, magazine and newspaper articles)

based on preliminary research, for each investigation formulate a research question, and use it to focus their research

Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry;

assess various aspects of information gathered from primary and secondary sources (e.g., accuracy, relevance, reliability, inherent values and bias, voice)

record and organize information and key ideas using a variety of formats (e.g., notes, graphic organizers, summaries, audio/visual/digital records)

analyse and interpret research information (e.g., determine whether common themes arise in different sources)

demonstrate academic honesty by documenting the sources of all information generated through research

synthesize findings and formulate conclusions (e.g., weigh and connect information to determine the answer to their research question)

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.

use an appropriate format (e.g., presentation board, oral presentation, brochure, poster, multimedia presentation, web page) to communicate the results of their research and inquiry for a specific purpose and audience

use terms relating to housing and home design correctly (e.g., floor plan, traffic patterns, window coverings, detached, semi-detached, transitional housing, mortgage, lien, escrow)

clearly communicate the results of their inquiries (e.g., write clearly, organize ideas logically, use language conventions properly), and follow APA conventions for acknowledging sources (e.g., generate a reference list in APA style)

demonstrate an understanding of the general research process by reflecting on and evaluating their own research, inquiry, and communications skills

Housing Needs

Housing and Human Needs: demonstrate an understanding of the relationship between housing and various human needs and wants;

identify the ways in which housing can meet basic human needs (e.g., physical, psychological, social, emotional, aesthetic needs)

explain, on the basis of comparison of historical and modern living spaces, how housing has evolved to meet human needs (e.g., insulation, windows, central heating, air conditioning to protect the inhabitants from heat/cold; chimneys, fans, and vents to circulate air and remove harmful fumes and dampness; indoor plumbing and sanitation; doors and locks for security; bans on harmful building substances)

describe the relationship between personal values, lifestyle, and housing needs and/or preferences (e.g., the need for families with children to be close to schools, for people without cars to have access to public transportation, for people working outside the home to be within commuting distance of their place of employment; the impact of hobbies and lifestyle on housing choices with respect to location and proximity to sports and recreational facilities, cultural institutions, shops, restaurants; the impact of values on choice of neighbourhood or proximity to religious facilities)

describe how and why housing needs and preferences vary in different regions of Canada and throughout the world (e.g., the impact of factors such as climate, proximity to earthquake or flood zones, local building standards; needs associated with nomadic and sedentary lifestyles, nuclear and extended families; the relationship between financial means, social status, and housing needs/preferences)

Homelessness and Inadequate Housing: explain what happens to people when their housing needs are not met, and demonstrate an understanding of laws and policies related to housing standards in Canada;

describe possible effects of homelessness and housing instability on individuals and families (e.g., physical illness, including tuberculosis; mental illness; nutritional deficiencies; developmental delays in children; increased risk of physical and sexual assault; reduced access to government supports; separation of families)

explain the effects of living in inadequate housing (e.g., housing that is overcrowded, has poor ventilation, lacks heating/cooling and/or running water and sanitation facilities, is not adequate to withstand natural disasters common in the region)

assess the laws and policies that protect the housing rights of individuals and families in Canada (e.g., the Ontario Human Rights Code, the Accessibility for Ontarians with Disabilities Act, Residential Tenancies Act)

Housing and the Life Cycle: demonstrate an understanding of how stages of the life cycle can affect people's choice of and modifications to living spaces.

describe what people at different stages of the life cycle (e.g., young people, newly married couples, single parents, families with young children, families with “boomerang” children, empty nesters, retirees) look for in a living space

describe types of modifications that enhance household access and safety for family members at different stages of the life cycle (e.g., safety gates, electrical outlet covers, safety bars in bathrooms, stairway lifts, ramps, heat sensors, fenced yards, child locks on cupboards, secondary suites)

Social, Economic, and Legal Considerations

The Impact of Social Factors: demonstrate an understanding of the impact that social factors, including cultural traditions, can have on housing;

analyse the impact of current social and demographic factors on housing (e.g., changing family structures, population fluctuations, economic conditions, government policies and services, technological advances, environmental issues, green space regulations)

describe how the increased recognition of the need for resource conservation can affect decisions related to living spaces, and identify ways in which householders can conserve energy, water, and other resources (e.g., by using alternative sources of energy such as solar or geothermal power; by installing low-flow toilets and shower heads; by using recycled building materials; by retrofitting a building with more energy-efficient windows and doors and improving insulation; by using energy-saving appliances, programmable thermostats, dimmer switches, and LED lights; by recycling and composting)

explain how cultural traditions and values can affect decisions related to housing (e.g., with reference to preferred styles of architecture and interior design, the use of feng shui principles, the need for specialized rooms such as shrines, approaches to colour, beliefs about lucky/unlucky numbers, dietary restrictions and kitchen needs, space for extended families living under the same roof)

describe how social factors and housingrelated technologies may affect housing in the future, and provide reasons to support their predictions (e.g., the increasing development of high-rise buildings as available land decreases in urban spaces; the availability of more recycled building materials and/or stricter building regulations to conserve natural resources and protect the environment; the development of decentralized communities with single-family housing as more people telecommute to work or school)

Housing for Specialized Markets: demonstrate an understanding of different types of housing, including housing for specialized markets, and of housing-related support programs;

describe common types of housing available in Canada for the general population (e.g., detached and semi-detached houses; row houses; townhouses; duplexes; low- and high-rise apartments, condominiums, and co-op housing; secondary suites in private houses; rooming houses; mobile homes)

describe the function and availability of different types of housing, including social housing, for specialized markets (e.g., student residences, group homes, supportive housing, respite housing, shelters for homeless people, family shelters, halfway houses, transitional housing, nursing homes, hospices, subsidized housing for people living on a low income)

explain the specific roles of various agencies and programs that assist people to acquire and/or maintain housing (e.g., programs of the Canada Mortgage and Housing Corporation, including the Emergency Repair Program, Home Adaptations for Seniors' Independence, and Residential Rehabilitation Assistance Program; the First Nations Market Housing Fund; housing loan guarantees from the Department of Indian and Northern Affairs; Affordability and Choice Today; the Ontario Disability Support Program; Ontario Works; rent-supplement programs; nonprofit housing programs; Habitat for Humanity; community-based agencies such as the United Way, religious groups, rent bank programs, legal services to help prevent eviction)

Economic and Legal Considerations: demonstrate an understanding of the economic and legal considerations associated with housing

demonstrate an understanding of different models of housing ownership or tenancy in Canada and other countries (e.g., freehold, condominium, or cooperative ownership; co-housing; rental of public, subsidized, or private housing; company housing; sharecropping rentals)

identify the ongoing costs associated with various types of housing (e.g., rent; mortgage payments; condominium fees; property taxes; repairs; home or contents insurance; utility, telephone, Internet, cable expenses)

describe the financial obligations associated with acquiring housing (e.g., first and last months' rent, down payment, deposit, mortgage, lawyers' and real estate agents' fees)

describe the legal obligations associated with buying and renting housing (e.g., with reference to leases, subletting, an offer to purchase, escrow, liens, closing; illegal practices such as asking for "key money")

describe factors to be considered in determining the affordability of accommodation (e.g., level and stability of one's income, savings and debts, number of dependants, plans to have children, money needed for non-discretionary expenses, values and goals, interest rates)

summarize housing-related services and regulations available in Canadian communities (e.g., garbage collection; water and sanitation; energy services; tree-planting and maintenance services; regulations relating to zoning for rental accommodations or rooming houses, building codes, environmental assessment; legislation such as landlord and tenant acts; property taxes)

Creating and Maintaining Living Spaces

Functional Floor Plans: demonstrate the ability to create and evaluate floor plans for living spaces;

demonstrate an understanding of the terminology relating to, and drawing conventions used in, floor plans (e.g., conventions used in architectural drawings and floor plans, including those for doors, walls, windows, kitchen and bathroom fixtures, laundry facilities, closets and storage; electrical symbols)

using floor plans, evaluate the effectiveness of interior design decisions (e.g., the positioning and function of various rooms, including social zones, private spaces, work areas; the placement of appliances and furnishings; the number and location of electrical outlets; orientation of windows for solar gain; decisions with respect to traffic patterns, accessibility, clearance, storage; fire and emergency measures)

demonstrate the ability to create a floor plan for a specific purpose (e.g., for a bedroom, home office, garage; for a recreational space in a backyard; showing an emergency evacuation plan)

Design and Furnishing Considerations: demonstrate an understanding of the elements and principles of design and other considerations related to designing and decorating living spaces;

demonstrate an understanding of basic terminology relating to styles of architecture, furniture, and interior design (e.g., Saltbox, Cape Cod, Georgian houses; French provincial, colonial, retro, eclectic, country, contemporary, minimalist design/furniture)

analyse ways in which elements and principles of design (e.g., line, space, harmony, texture, colour) are used to create interior and exterior home environments

analyse the interrelationship between the elements and principles of design, practical considerations, and the range of available products with respect to home-decorating decisions (e.g., how the size and shape of a room influence the type, style, and placement of furniture; how natural light may influence decisions about wall colour, window coverings, lighting; how the function of a room affects decisions about flooring, furniture materials, decoration; how the availability of environmentally friendly and energy-efficient products may influence design decisions; how the size and purpose of a yard and the amount of sun and shade affect landscaping decisions)

describe the criteria involved in selecting home furnishings, equipment, and appliances (e.g., product reputation, durability, function, safety, cost, maintenance, energy efficiency, design, aesthetic appeal)

demonstrate an understanding of skills, technologies, and techniques that can be used to inexpensively enhance personal spaces (e.g., with reference to creating their own household accessories or home décor items; doing their own floor or wall tiling, painting, wall papering, gardening; reupholstering or refinishing furniture; building shelving or other storage, decks, fences; ways of reusing or repurposing building materials; shopping in used housewares stores; using computer software applications to help them make design decisions)

Home Maintenance: demonstrate an understanding of the importance of home maintenance and of ways to create a safe and healthy home;

describe proper home maintenance, including preventive maintenance (e.g., maintaining the roof, servicing the furnace/air conditioner, cleaning and repairing the eaves, shutting off water to outdoor taps in the fall, painting or staining exterior wood, tuckpointing masonry, cleaning ducts, replacing chipped caulking, checking smoke and carbon monoxide detectors)

describe strategies for maintaining a healthy home environment (e.g., limiting use of household chemicals or choosing environmentally responsible products; using proper waste disposal and recycling procedures; using safe and appropriate pest control; using exhaust fans in the kitchen and bathroom; cleaning, vacuuming, and dusting regularly; mopping up spills and fixing leaks promptly; replacing furnace/ humidifier filters)

identify household hazards and outline related safety precautions (e.g., installing a home security system, childproofing cupboards, storing toxic or flammable substances safely or avoiding their use altogether, removing snow and ice, ensuring fire extinguishers are in working order, installing and regularly checking smoke and carbon monoxide detectors, avoiding overloading electrical outlets, cleaning dryer ducts)

identify household repairs that can generally be done by the occupant of the home (e.g., replacing a toilet seat, cupboard handles, furnace filters) and those that require a professional (e.g., replacing electrical wiring, duct cleaning, plumbing)

explain the possible impact of failing to properly maintain and repair a home (e.g., water damage and mould from leaky pipes and/or roof or from clogged eavestroughs; structural instability from cracks in the foundation; air leaks from windows or doors that are not properly hung, caulked, and/or weather stripped; fire hazards associated with old wiring; increased energy use associated with poorly insulated spaces)

Career Opportunities in Housing: describe various careers associated with housing, including home maintenance and design, and the educational pathways related to them.

identify and describe career opportunities related to housing and home design/maintenance (e.g., realtor, lawyer, mortgage officer, landlord, developer, property manager, social housing coordinator, home inspector, home stager, designer, decorator, painter, wallpaper hanger, insurance professional, architect, colour specialist, kitchen planner, landscape architect, electrician, plumber, space planner, storage organizer)

describe the educational pathways most appropriate for various careers related to housing and home design/maintenance

Social Science and Humanities

Research and Inquiry Skills

Exploring: explore topics related to anthropology, psychology, and sociology, and formulate questions appropriate for each discipline to guide their research;

explore a variety of topics related to anthropology, psychology, and sociology (e.g., addictions, gender socialization, rites of passage) to identify topics for research and inquiry

identify key concepts (e.g., through discussion, brainstorming, use of visual organizers) related to their selected topics

formulate effective questions to guide their research and inquiry

Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods;

create appropriate research plans to investigate their selected topics (e.g., if conducting primary research, outline purpose and method; identify sources of information), ensuring that their plans follow guidelines for ethical research

locate and select information relevant to their investigations from a variety of primary sources (e.g., interviews, observations, surveys, questionnaires, original documents in print or other media-film, photographs) and/or secondary sources (e.g., textbooks, research reports, newspaper and magazine articles)

based on preliminary research, for each investigation formulate a hypothesis, thesis statement, or research question, and use it to focus their research

Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry;

assess various aspects of information gathered from primary and secondary sources (e.g., accuracy, relevance, reliability, inherent values and bias, voice)

record and organize information and key ideas using a variety of formats (e.g., notes, graphic organizers, summaries, audio/digital records)

analyse and interpret research information (e.g., compare information gathered from primary and secondary sources; determine whether similar information is found in different sources)

demonstrate academic honesty by documenting the sources of all information generated through research

synthesize findings and formulate conclusions (e.g., weigh and connect information to determine the answers to their research questions)

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.

use an appropriate format (e.g., oral presentation, brochure, flyer, poster, multimedia presentation, web page) to communicate the results of their research and inquiry effectively for a specific purpose and audience

use terms relating to anthropology, psychology, and sociology correctly (e.g., functionalism, structuralism, feminism, culture, socialization, ethnography, survey, archaeology, temperament, behaviour)

clearly communicate the results of their inquiries (e.g., write clearly, organize ideas logically, use language conventions properly), and follow APA conventions for acknowledging sources (e.g., generate a reference list in APA style)

demonstrate an understanding of the general research process by reflecting on and evaluating their own research, inquiry, and communication skills

Anthropology

Theories, Perspectives, and Methodologies: demonstrate an understanding of major theories, perspectives, and research methods in anthropology;

identify significant contributions of influential anthropologists (e.g., Noam Chomsky, Charles Darwin, Jane Goodall, the Leakeys, Margaret Mead, Edward Sapir, Marvin Harris, Richard Lee, Birut-Galdikas, Sherry Ortner)

outline the key ideas of major anthropological schools of thought (e.g., functionalism, structuralism, cultural materialism, feminist anthropology), and explain how they can be used to understand features of cultural systems

describe significant issues in different areas of anthropology (e.g., linguistic, physical, cultural, and forensic anthropology; primatology)

describe the main research methods used for conducting anthropological research (e.g., participant observation, oral history, semi-structured interview, ethnography, genealogy, archaeological excavation, decolonizing research methods), and explain critiques of the various methods

Explaining Human Behaviour and Culture: use an anthropological perspective to explain how diverse factors influence and shape human behaviour and culture;

describe, from an anthropological perspective, how various factors (e.g., physical environment, globalization, pandemics) influence and shape human behaviour and culture (e.g., technology, language, social structures, law, politics, religion and ritual, art)

identify the effects that diffusion, assimilation, and multiculturalism have on culture

explain how studying cultural systems of different times and places helps anthropologists understand human behaviour and culture in the present

Socialization: use a cultural anthropology perspective to explain patterns of human socialization

explain how culture produces diverse forms of human behaviour (e.g., explain variations in rites of passage, language, family roles, the development of subcultures, or political practices from one culture to another)

describe ways in which culture is an agent of socialization (e.g., in communicating and upholding such things as kinship rights and obligations, social customs, religious practices)

Psychology

Theories, Perspectives, and Methodologies: demonstrate an understanding of major theories, perspectives, and research methods in psychology

identify significant contributions of influential psychologists (e.g., Erik Erikson, Sigmund Freud, Carl Jung, Abraham Maslow, Ivan Pavlov, Carl Rogers, B. F. Skinner, Thomas Bouchard, Mary Ainsworth, Carol Gilligan)

outline the key ideas of major psychological theories (e.g., psychodynamic theory, behaviourism, cognitive theory, humanistic theory), and explain how they can be used to understand human behaviour

compare significant psychological approaches to the study of human behaviour (e.g., clinical, experimental, personality, abnormal, and developmental psychology)

describe the main research methods used for conducting psychological research (e.g., experiments, surveys, observations), and explain critiques of the various methods

Human Mental Processes and Behaviour: use a psychological perspective to describe how diverse factors influence and shape human mental processes and behaviour;

describe, from a psychological perspective, how various factors (e.g., heredity, environment, personality, identity, developmental stage, level of attachment) influence and shape an individual's psychological development

describe, from a psychological perspective, ways in which context and the influence of other individuals can affect people's emotional and behavioural responses (e.g., at work, within a family, in sports groups/clubs, in crowds, in urban versus rural areas, among bystanders)

describe how diverse psychological factors (e.g., motivation, perception, attitudes, mental health, temperament) influence individual behaviour

Socialization: use a psychological perspective to explain patterns of socialization.

identify the role of socialization in the psychological development of the individual (e.g., effects of direct teaching of social skills, effects of social isolation)

describe how diverse personality traits (e.g., introversion, openness to experience, perfectionism) shape human behaviour and interaction in a variety of environments

describe the procedures of and ethical problems associated with major psychological experiments in socialization (e.g., Zimbardo's Stanford prison experiment, Asch's conformity experiment, Milgram's obedience-to-authority experiment, Elliot's "Blue-Eyed/Brown-Eyed" experiment)

Sociology

Theories, Perspectives, and Methodologies: demonstrate an understanding of major theories, perspectives, and research methods in sociology;

identify the significant contributions of influential sociologists (e.g., Emile Durkheim, Karl Marx, Edward Said, Max Weber, Dorothy Smith, Charles Wright-Mills, Gordon Allport, Reginald Bibby, George Dei, Ibn Khaldun)

outline the key ideas of the major sociological schools of thought (e.g., structural functionalism, symbolic interactionism, conflict theory, feminist perspective), and explain how they can be used to understand social behaviour

identify and describe the main research methods that are used for conducting sociological research (e.g., surveys, case studies, observations, secondary analysis of statistical results, content analysis, focus groups), and describe critiques of the various methods

Explaining Social Behaviour: use a sociological perspective to explain how diverse factors influence and shape social behaviour

describe, from a sociological perspective, how diverse factors (e.g., social norms and expectations, social structures, social sanctions, social distinctions, socio-economic status, geographic location, physical environment, media coverage) influence and shape individual and group behaviour (e.g., conformity, obedience, discrimination, "groupthink", choice of occupation)

explain the relationship between prejudice and individual and systemic discrimination (e.g., on the basis of gender, race, socio-economic status, sexual orientation, ability, religion, age, appearance), and describe their impacts on individuals and society

describe, from a sociological perspective, ways in which diverse influences (e.g., culture, religion, economics, technology) shape social behaviour (e.g., dating and courtship, social networking, bullying, following trends and fads)

Socialization: use a sociological perspective to explain patterns of socialization.

describe how structural changes take place in social institutions (e.g., family; religious institutions; legal, political, educational, and health systems; the military) in response to diverse influences (e.g., demographic or economic change, the growth of environmentalism, the introduction of the Canadian Charter of Rights and Freedoms, social movements)

describe ways in which social structures (e.g., economy, family, class, gender, race) affect individual and group behaviour

compare the relative influence of primary agents of socialization (e.g., family, peers) and secondary agents of socialization (e.g., media, religion) on the socialization of the individual

Social Science and Humanities

Research and Inquiry Skills

Exploring: explore topics related to anthropology, psychology, and sociology, and formulate questions appropriate to each discipline to guide their research;

explore a variety of topics related to anthropology, psychology, and sociology (e.g., rites of passage, identity development, effects of social networking) to identify topics for research and inquiry

identify key concepts (e.g., through discussion, brainstorming, use of visual organizers) related to their selected topics

formulate effective questions to guide their research and inquiry

Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods;

create appropriate research plans to investigate their selected topics (e.g., outline purpose and method; identify sources of information; develop research tools such as surveys or questionnaires), ensuring that their plans follow guidelines for ethical research

locate and select information relevant to their investigations from a variety of primary sources (e.g., interviews, observations, surveys, questionnaires, original documents in print or other media-film, photographs) and/or secondary sources (e.g., textbooks, literature reviews, research reports, newspaper and magazine articles)

based on preliminary research, for each investigation formulate a hypothesis, thesis statement, or research question, and use it to focus their research

Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry;

assess various aspects of information gathered from primary and secondary sources (e.g., accuracy, relevance, reliability, inherent values and bias, voice)

record and organize information and key ideas using a variety of formats (e.g., notes, graphic organizers, summaries, audio/digital records)

analyse and interpret research information (e.g., compare information gathered from primary and secondary sources; determine whether similar information is found in different sources)

demonstrate academic honesty by documenting the sources of all information generated through research

synthesize findings and formulate conclusions (e.g., determine whether their results support or contradict their hypothesis; weigh and connect information to determine the answer to their research questions; assess the extent to which their results may be affected by factors not included in their research design)

use an appropriate format (e.g., oral presentation, poster, written research report, multimedia presentation, seminar, web page) to communicate the results of their research and inquiry effectively for a specific purpose and audience

use terms relating to anthropology, psychology, and sociology correctly (e.g., functionalism, structuralism, feminism, culture, socialization, ethnography, survey, archaeology, temperament)

clearly communicate the results of their inquiries (e.g., write clearly, organize ideas logically, use language conventions properly), and follow APA conventions for acknowledging sources (e.g., generate a reference list in APA style, use in-text author-date citations)

demonstrate an understanding of the general research process by reflecting on and evaluating their own research, inquiry, and communication skills

Anthropology

Theories, Perspectives, and Methodologies: demonstrate an understanding of major theories, perspectives, and research methods in anthropology;

explain the significance of contributions of influential anthropologists (e.g., Noam Chomsky, Charles Darwin, Jane Goodall, the Leakeys, Margaret Mead, Edward Sapir, Marvin Harris, Richard Lee, Birut-Galdikas, Sherry Ortner)

outline the key ideas of the major anthropological schools of thought (e.g., functionalism, structuralism, cultural materialism, feminist anthropology, postmodern or postcolonial anthropology) and explain how they can be used to analyse features of cultural systems

explain significant issues in different areas of anthropology (e.g., linguistic anthropology, physical anthropology, cultural anthropology, forensic anthropology, primatology)

explain the main research methods used for conducting anthropological research (e.g., participant observation, oral history, semi-structured interview, ethnography, genealogy, archaeological excavation, decolonizing research methods), and assess critiques of the various methods

Explaining Human Behaviour and Culture: use an anthropological perspective to explain how diverse factors influence and shape human behaviour and culture;

explain, from an anthropological perspective, how various factors (e.g., physical environment, globalization, pandemics) influence and shape human behaviour and culture (e.g., technology, language, social structures, law, politics, religion and ritual, art)

describe, from an anthropological perspective, the effects that diffusion, assimilation, and multiculturalism have on culture

explain how studying cultural systems of different times, places, and groups helps anthropologists understand human behaviour and culture in the present

Socialization: use a cultural anthropology perspective to explain patterns of human socialization

explain how culture produces diverse forms of human behaviour (e.g., explain variations in rites of passage, language, family roles, or political practices from one culture to another)

explain ways in which culture is an agent of socialization (e.g., in communicating and upholding such things as kinship rights and obligations, social customs, religious practices)

Psychology

Theories, Perspectives, and Methodologies: demonstrate an understanding of major theories, perspectives, and research methods in psychology

explain the significance of contributions of influential psychologists (e.g., Erik Erikson, Sigmund Freud, Carl Jung, Abraham Maslow, Ivan Pavlov, Carl Rogers, B. F. Skinner, Thomas Bouchard, Mary Ainsworth, Leta Stetter Hollingworth, Carol Gilligan)

summarize the key ideas of major psychological theories (e.g., psychodynamic theory, behaviourism, cognitive theory, humanistic theory, feminist psychology theory), and explain how they can be used to understand human behaviour

explain the contribution to understanding human behaviour of various psychological approaches (e.g., clinical, experimental, personality, abnormal, and developmental psychology)

compare the major research methods used for conducting psychological research (e.g., experiments, surveys, observations), and assess critiques of the various methods

Explaining Human Mental Processes and Behaviour: use a psychological perspective to explain how diverse factors influence and shape human mental processes and behaviour;

explain, from a psychological perspective, how various influences (e.g., heredity, environment, personality, identity, developmental stage, attachment) contribute to an individual's psychological development

explain, from a psychological perspective, ways in which context and the influence of other individuals can affect people’s emotional and behavioural responses (e.g., at work, within a family, in sports groups/clubs, in crowds, in urban versus rural areas, among bystanders)

explain how diverse psychological factors (e.g., motivation, perception, attitudes, mental health, temperament) influence individual behaviour

Socialization: use a psychological perspective to analyse patterns of socialization.

identify and describe the role of socialization in the psychological development of the individual (e.g., effects of social isolation on language development, effects of group play experiences on emotional development)

assess how diverse personality traits (e.g., introversion, openness to experience, perfectionism) shape human behaviour and interaction in a variety of environments

analyse the procedures of and ethical problems associated with major psychological experiments in socialization (e.g., Zimbardo's Stanford prison experiment, Asch's conformity experiment, Milgram's obedience-to-authority experiment, Elliot's "Blue-Eyed/Brown-Eyed" experiment)

Sociology

Theories, Perspectives, and Methodologies: demonstrate an understanding of major theories, perspectives, and research methods in sociology;

explain the significance of contributions of various theorists to the field of sociology (e.g., Emile Durkheim, Karl Marx, Edward Said, Max Weber, Dorothy Smith, Charles Wright-Mills, Reginald Bibby, Gordon Allport, George Dei, Ibn Khaldun)

summarize the key ideas of the major sociological schools of thought (e.g., structural functionalism, symbolic interactionism, conflict theory, feminist perspective), and explain how they can be used to analyse social behaviour

identify and explain the main research methods that are used for conducting sociological research (e.g., surveys, case studies, observations, secondary analysis of statistical results, content analysis, focus groups), and assess critiques of the various methods

Explaining Social Behaviour: use a sociological perspective to explain how diverse factors influence and shape individual and group social behaviour;

explain, from a sociological perspective, how diverse factors (e.g., social norms and expectations, social structures, social distinctions, socio-economic status, geographic location, physical environment, media coverage) influence and shape individual and group behaviour

explain, from a sociological perspective, the relationship between prejudice and individual and systemic discrimination (e.g., on the basis of gender, race, socio-economic status, sexual orientation, ability, religion, age, appearance), and describe their impacts on individuals and society

explain, from a sociological perspective, how diverse influences (e.g., culture, religion, economics, media, technology) shape social behaviour (e.g., dating and courtship, social networking, bullying, following trends and fads)

Socialization: use a sociological perspective to explain patterns of socialization.

Socialization: use a sociological perspective to explain patterns of socialization.

explain how structural changes take place in social institutions (e.g., family; religious institutions; legal, political, educational, and health systems; the military) in response to diverse influences (e.g., demographic or economic change, introduction of the Canadian Charter of Rights and Freedoms, social movements)

explain the ways in which social structures (e.g., economy, family, class, race, gender) affect individual and group behaviour

evaluate the relative influence of primary agents of socialization (e.g., family, peers) and secondary agents of socialization (e.g., media, religion) on the socialization of the individual

Canadian and World Studies

Geographic Inquiry And Skill Development

Geographic Inquiry: use the geographic inquiry process and the concepts of geographic thinking when conducting investigations using spatial technologies;

formulate different types of questions to guide investigations using spatial technologies (e.g., factual questions: How is vegetation health identified on an infrared photograph?; comparative questions: Which map scale is most effective for identifying a transportation route?; causal questions: What factors might cause the loss or degradation of a GPS signal?)

select and organize relevant data and information on geographic issues from a variety of primary and secondary sources (e.g., primary: raw data from fieldwork, both quantitative and qualitative; photographs; satellite images; secondary: published statistics, newspapers, books, atlases, geographic magazines, websites, graphs, charts, digital and print maps), ensuring that their sources represent a diverse range of perspectives

assess the credibility of sources and information relevant to their investigations (e.g., by considering how the data are constructed to support the author's point of view, the possible bias of the author, the expertise of the author, the accuracy of the text and supporting data, the intended audience, the purpose of the messaging, the context in which the information was presented)

interpret and analyse data and information relevant to their investigations, using various tools, strategies, and approaches appropriate for geographic inquiry (e.g., interpret diagrams illustrating the flow of different products within an economic system; analyse graphs and charts of quality of life indicators for selected countries to determine trends and correlations; use decisionmaking templates to analyse points of view on a local issue; use graphic organizers to outline various perspectives on natural resource use in their region)

use the concepts of geographic thinking (i.e., spatial significance, patterns and trends, interrelationships, geographic perspective) when analysing and evaluating data and information, formulating conclusions, and making judgements about issues they are investigating through the use of spatial technologies (e.g., use the concept of spatial significance to analyse a map layer showing the distribution of desertification or poverty; use the concept of patterns and trends to analyse tables showing short- and long-term population trends and phenomena such as urbanization; use the concept of interrelationships to explain how a variety of natural and human factors depicted in map layers combine to contribute to global inequality; use the concept of geographic perspective to analyse the social, political, economic, and environmental impacts of the use of GPS technology)

evaluate and synthesize their findings to formulate conclusions and/or make informed judgements or predictions about the issues they are investigating

communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose (e.g., a debate for classmates on which map projection is best to use for a specific country; a video for a Grade 9 class showing how data on a community issue can be gathered and then presented in map form; a webcast or podcast for the general public on how their local area connects to world systems on a daily basis; an annotated map for a local community group to illustrate the diversity of cultures within their community)

use accepted forms of documentation (e.g., footnotes, author/date citations, reference lists, bibliographies, annotated bibliographies, credits) to reference different types of sources (e.g., websites, blogs, books, articles, films, data)

use appropriate terminology when communicating the results of their investigations (e.g., vocabulary specific to their inquiry; terminology related to geography and to the concepts of geographic thinking)

Developing Transferable Skills: apply in everyday contexts skills, including spatial skills, developed through geographical investigation, and identify some careers in which a background in geography might be an asset.

describe ways in which geographic investigation can help them develop skills, including spatial skills and the essential skills in the Ontario Skills Passport (e.g., reading graphic texts, writing, graphing, computer use, use of spatial technologies, oral communication, numeracy, decision making, planning, management, finding information, problem solving), that can be transferred to postsecondary opportunities, the world of work, and everyday life

apply in everyday contexts skills and work habits developed through geographic investigation (e.g., ask questions to deepen their understanding of an issue; use quantitative data to support an idea; use spatial skills to aid their understanding of world events; apply work habits such as collaboration, listening to and considering multiple perspectives when discussing an issue as part of a group)

apply the concepts of geographic thinking when analysing current events involving geographic issues (e.g., use the concept of spatial significance to analyse possible reasons for the spread of a disease; use the concept of patterns and trends to analyse potential impacts of El Niño and La Niña on North and South America; use the concept of interrelationships to analyse the connection between high poverty levels and civil unrest in a country; use the concept of geographic perspective to analyse the potential consequences of a change in political leadership in a country) in order to enhance their understanding of these issues and their role as informed citizens

identify some careers in which a geography background might be an asset (e.g., civil engineer, forestry analyst, oceanographer, transportation planner, emergency planning specialist, military personnel, border services officer, real estate agent, land surveyor, marketing analyst, town planner, GIS technician)

Spatial Geography: Concepts and Processes

Applying Skills in a Local Context: use a variety of spatial technologies to collect and analyse information and field data for the purpose of assessing local geography and geographic issues

use various types of maps (e.g., topographic, choropleth, thematic, relief) of different places with similar features to analyse the unique characteristics of such features in their local community or area

design and conduct a structured study, using the geographic inquiry process, to address a need in their local community or area (e.g., investigate possible locations for a new outdoor sports complex geared towards young adults, investigate the impact of existing industrial development near a protected habitat and river system), and use a variety of spatial technologies to collect and analyse the data (e.g., use GIS to layer themes and data to analyse the locations of chain restaurants in their community, use remote sensing data to identify possible locations of mineral sources or track the spread of an invasive insect)

use a variety of spatial technologies to investigate the impact of a real or potential local development project on the surrounding physical geography (e.g., examine aerial photographs to identify existing deforested areas; use remote sensing to identify the glacial features of a region that need protection; use GIS to study river systems and run-off patterns near a proposed industrial site or to identify hazard-prone areas prior to construction)

Fundamentals of Field Data Collection: demonstrate an understanding of the fundamental concepts and processes associated with the collection and analysis of field data using a variety of spatial technologies

identify and describe various types of data used to create images and construct maps with the aid of spatial technologies (e.g., primary versus secondary data; analog versus digital data; sets of layers or themes; spatial versus non-spatial data; attribute data; raster versus vector data; lines and polygons in GIS; qualitative versus quantitative data)

use GPS to collect and analyse location and elevation data on selected geographic features in their local community or area

use a variety of spatial technologies to gather data through a local field study or survey, code and tabulate the data (e.g., by performing tasks such as buffering data, querying, geocoding, georeferencing, creating new spreadsheet fields, building attribute tables), and interpret the results

use a database they have built (e.g., using qualitative and quantitative attribute data; combining their own data with existing data from other sources) to produce a variety of thematic maps, charts, and graphs illustrating aspects of local geography

Fundamentals of Cartography: describe and use basic mapping conventions, various types of maps, and fundamental concepts of cartography, and apply that knowledge to analyse bias in the construction and use of maps

identify common mapping conventions (e.g., title, legend, scale, projection and datum, orientation, author, date) and use them appropriately when analysing and constructing a variety of maps and charts

differentiate between large scale and small scale maps and their functions, and use scale to calculate distance and area and to assess the degree of exaggeration and/or accuracy of various maps

explain the concept of direction (e.g., with reference to true north, magnetic north, bearings, grid directions, "look direction", range, total field of view, flight path) and various aspects of its use in cartography, GIS, remote sensing, and GPS

identify and describe some common map projections (e.g., Mercator [cylindrical], Peters [equal-area cylindrical], Lambert [conical], polar [azimuthal]), and analyse the limitations and biases of each

explain the concept of location with the aid of a variety of methods and tools (e.g., geographic coordinates [latitude and longitude], grid coordinates [the Universal Transverse Mercator (UTM) system, geodetic datum], geocoding [using street address, postal code], georeferencing, geocaching, triangula - tion, trilateration)

explain the fundamental concepts and processes of a geographic information system (GIS), global positioning system (GPS), and remote sensing, using appropriate terminology (e.g., for GIS: attribute table, layering, querying, buffering; for GPS: satellite and receiver, radio waves, elevation, triangulation, trilateration; for remote sensing: electromagnetic spectrum, targets, active and passive sensors, satellites)

Using Spatial Technologies to Support Sustainability and Stewardship

Creating and Supporting Sustainable Spaces: use a variety of spatial technologies to help them assess human activities and plan and promote the sustainable use of the natural environment, including natural resources, in their local community or area

plan a hypothetical local development, using spatial technologies as appropriate, in a way that minimizes impact on the environment

describe the role of spatial technologies in assessing the sustainability of a variety of outdoor recreational activities and venues (e.g., activities such as hiking, fishing, snowmobiling, canoeing, boating, or kayaking; venues such as a ski resort, a cottage development, a golf course, or a provincial park)

use spatial technologies to construct a map to support the sustainable use of a natural feature in their local community or area (e.g., a map that shows the least damaging route for a suggested nature trail; a map that illustrates a river course and the proposed location for a housing development; a story map showing a shoreline and identifying the possible locations for public access that will not damage or further erode the shoreline; an annotated map that explains the environmental necessity of a moraine and some possible sustainable uses for the moraine)

describe the role of spatial technologies in facilitating the sustainable use of natural resources (e.g., natural resource extraction; use of renewable and non-renewable energy sources; business and industrial practices involving forests, minerals, fisheries, wetlands, and/or lakes), with a focus on their local community or area

Analysing Environmental Issues: use a variety of spatial technologies to analyse the impact of human activity on the environment in their local community or area and beyond, and identify possible solutions

analyse issues related to human use of the local environment, using a variety of spatial technologies (e.g., by gathering data through fieldwork or surveys, analysing the data to assess the impact of human activities, and drawing conclusions or making recommendations based on the analysis)

analyse remotely sensed images to obtain a synoptic view of selected human activities (e.g., agricultural land use, urbanization, deforestation) that affect the natural environment (e.g., through species extinction, insect infestation)

use GPS or GIS to analyse the impacts of development on selected local water resources (e.g., erosion, water withdrawal, changes in water quality; effects of sewage treatment, beach maintenance), and propose solutions based on their analysis

Spatial Technologies, Society, and Interdependence

Spatial Technologies and Society: describe and assess the ways in which different groups in society use spatial technologies for planning and decision making

describe and assess some of the ways in which spatial technologies are used to support community affairs and public services (e.g., GPS is used to monitor criminal activity; satellites are used to gather data for monitoring of common urban issues), and identify potential issues related to these uses

describe and assess the role of spatial technologies in risk assessment and disaster planning

describe and assess the role of spatial technologies in informing human responses to natural and human-made disasters (e.g., natural disasters: floods, tornadoes, earthquakes, snow and ice storms, heat waves; human-made disasters: chemical spills, transport accidents)

describe and assess some of the ways in which various levels and areas of government use spatial technologies in public-sector decisionmaking processes (e.g., land-use surveys and assessments are used in planning for new developments or responding to a request for a change in land-use designation; remote sensing and GIS are used to decide on a route for new water and sewer pipes)

describe and assess some of the ways in which businesses use spatial technologies in private-sector decision-making processes (e.g., to determine flight paths and flight times, to choose locations for new retail complexes or manufacturing centres, to reduce transportation costs)

describe and assess some of the ways in which various First Nations, Métis, and Inuit communities use spatial technologies to inform decisions around land use and make plans for future development (e.g., to investigate land claims, to conduct resource inventories, to choose the routes of ice roads or snowmobile trails, to conduct independent reviews of proposals for resource extraction)

Connecting Global and Local Issues: use a variety of spatial technologies to analyse global issues related to geography and their impacts on the local community or area

interpret global maps, remote sensing data (e.g., from the NASA Earth Observatory website), and satellite images to analyse relationships between some major physical features of the world, areas of human settlement and activity, and variations in selected climatic variables (e.g., relationships between mountains and rainfall; human settlement and activity and aerosol size; forest fires, crop burning, and carbon monoxide concentrations; net radiation and net primary production; precipitation and snow cover; water vapour and vegetation; sea surface temperature anomalies and land surface temperature anomalies), and describe how these relationships affect their local community or area

apply a variety of spatial technologies to identify patterns and trends related to selected global issues, and explain how these trends might affect their local community or area

Spatial Technologies and Change

Monitoring Local Change: investigate the use of spatial technologies to monitor trends and predict change at the local level

dentify physical or cultural changes in their local area and/or community over time by analysing a temporal sequence of maps, aerial photographs, or satellite imagery

assess the role of spatial technologies in monitoring changing features or phenomena and predicting future processes or events at the local level (e.g., bedbug or termite infestations, amount of street racing, incidence of theft)

Development of Spatial Technologies: describe developments in spatial technologies over time, including Canadian contributions to the field, and explain some of the effects of these developments on job opportunities and on aspects of the broader society

describe the development of satellite technology, and explain some of the ways it has changed daily life and how business is conducted in various economic sectors (e.g., effects on business communications, community disaster planning)

describe recent advances in the field of spatial technology (e.g., the development of Web GIS, which enables more people to use, share, and access information) and identify some careers that may be created as a result, both globally and locally (e.g., careers in health care and emergency relief)

identify key Canadian contributions to the development of spatial technologies over time (e.g., RADARSAT 1 and 2, Canadian Space Agency [CSA] contributions, Canadian satellites, Canadian contributions to international collaborations, the development of the Prince Albert Satellite Station, Canadian astronauts, the Brewer Ozone Spectrophotometer, various contributions by Natural Resources Canada [NRCan] and Land Information Ontario [LIO])

Canadian and World Studies

Historical Inquiry and Skill Development

Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when investigating the history of the selected ethnic group;

formulate different types of questions to guide investigations into issues, events, and/or developments relevant to the history of the selected ethnic group (e.g., factual questions: What were the key factors that led to the emigration of this ethnic group?; comparative questions: What are the main similarities and differences between the current and historical experience of this ethnic group in Canada?; causal questions: What impact has institutionalized racism had on this ethnic community in Canada?)

select and organize relevant evidence and information on aspects of the history of the selected ethnic group from a variety of primary and secondary sources (e.g., primary: artefacts or architecture from the region or country of origin, art work from the time, autobiographies, diaries, letters, maps, oral histories, period newspapers, photographs, political cartoons; secondary: books and/or articles from the library, classroom textbooks, documentaries or other films, current newspapers, websites), ensuring that their sources reflect different perspectives

assess the credibility of sources and information relevant to their investigations (e.g., by considering the perspective, bias, accuracy, purpose, and context of the source and the values and expertise of its author

interpret and analyse evidence and information relevant to their investigations, using various tools, strategies, and approaches appropriate for historical inquiry (e.g., create a timeline to show the chronology of changes in attitudes towards a specific ethnic group in Canada; use a cause-andconsequence organizer to help them analyse factors leading to emigration; determine the short- and long-term consequences of conflict(s) that affected an ethnic group in its country of origin; compare the experiences of immigrants from this ethnic group at two or more different periods of time)

use the concepts of historical thinking (i.e., historical significance, cause and consequence, continuity and change, and historical perspective) when analysing, evaluating evidence about, and formulating conclusions and/or judgements regarding historical issues, events, and/or developments relevant to the selected ethnic group (e.g., use the concept of historical significance when assessing the impact that this ethnic group has had on identity and culture in Canada; consider the concept of cause and consequence when analysing instances of forced migration; use the concept of continuity and change when analysing the evolution of social or political structures in the ethnic group's country or region of origin; use the concept of historical perspective when assessing the motives behind Canadian immigration policies)

evaluate and synthesize their findings to formulate conclusions and/or make informed judgements or predictions about the issues, events, and/or developments they are investigating

communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose (e.g., a seminar on the impact of social, political, or economic structures on the development of the selected group; a presentation on a proposal for a culturally accurate activity to be held at an ethnic festival of their choice; a debate on the treatment of the selected group on its arrival to Canada; a blog about the accuracy of a film, television show, or novel portraying a particular ethnic group; a game that recreates an immigrant's journey to Canada; digital interviews with individuals from an ethnic group on its migration experience; a graphic story detailing the generational divide between first- and second-generation immigrants from the selected group)

use accepted forms of documentation (e.g., footnotes or endnotes, author/date citations, reference lists, bibliographies, credits) to reference different types of sources (e.g., archival sources, articles, art works, blogs, books, films or videos, oral evidence, websites)

use appropriate terminology when communicating the results of their investigations (e.g., vocabulary specific to their topics; terminology related to history and to the concepts of historical thinking)

Developing Transferable Skills: apply in everyday contexts skills developed through historical investigation, and identify careers in which these skills might be useful.

describe some ways in which historical investigation can help them develop skills, including the essential skills in the Ontario Skills Passport (e.g., skills related to reading text, writing, document use, computer use, oral communication, numeracy), that can be transferred to postsecondary opportunities, the world of work, and everyday life

apply in everyday contexts skills and work habits developed through historical investigation (e.g., use skills to assess the credibility of sources in a newspaper article, to analyse statistics provided by the government in support of a new policy, to understand the historical context of a film or book, to engage in informed discussions; apply work habits such as taking initiative in their part-time job or working independently in order to complete a project on time)

apply the knowledge and skills developed in the study of history when analysing current social, economic, and/or political issues, in order to enhance their understanding of these issues and their role as informed citizens

identify some careers in which the skills learned in history background might be useful (e.g., aid worker, archivist, curator, educator, film maker, game designer, policy analyst, politician, researcher, social worker)

The Ethnic Group in its Region of Origin

Social, Economic, and Political Context: analyse key social, economic, and political events, trends, and/or developments in the selected ethnic group's country or region of origin and how they changed over time

analyse the historical development of key social structures and trends in this ethnic group's country or region of origin (e.g., with reference to social class or caste, inherited wealth and privilege or poverty and low status, the status of women and/or children, attitudes and behaviours towards differently abled people, treatment and care of the elderly, formal and informal education systems, marriage practices, level of urbanization)

describe the family structure(s) that predominated in this ethnic group's country or region of origin (e.g., whether marriage was monogamous or polygamous; the prevalence of nuclear, non-nuclear, multi-generational, blended, and/or multi-ethnic families; gender roles within the family)

explain ways in which some key scientific and/or technological developments affected this ethnic group and/or its country or region of origin (e.g., with reference to developments in agriculture, architecture, medicine, transportation, weaponry)

analyse key aspects of the historical development of the economy in this ethnic group’s country or region of origin (e.g., with reference to the development of barter and trade; when the country industrialized; the impact of colonization on economic development and economic structures; whether the country had a traditional, command, or market economy, and changes from one system to another)

analyse key aspects of the historical development of political systems/structures in this ethnic group's country or region of origin (e.g., the types of government that characterized different periods in the country's history-monarchy, theocracy, tribal government, dictatorship, democracy, junta, revolutionary government; whether the country was ever a colony and, if so, the structures in its colonial and self-government phases; the involvement, if any, of religious/spiritual leaders in political structures; how war and/or revolution affected political structures)

Significant Interactions: analyse the impact of significant interactions, including interactions with the environment, on the selected ethnic group's country or region of origin

analyse ways in which human conflicts have shaped the history of this ethnic group in its country or region of origin (e.g., with reference, as applicable, to war, invasion, genocide, religious conflict, revolution, rebellion, persecution, repression, enslavement, class conflict)

analyse ways in which cooperation among members of this ethnic group and/or between this group and other groups has shaped the history of this group in its country or region of origin (e.g., with reference, as applicable, to treaties, colonial settlement schemes, collaboration with imperial powers, trade, intermarriage)

analyse the impact of some natural and/or human-created environmental disasters on people (e.g., natural events: drought, floods, earthquakes, volcanoes; human-created events: famine; extreme environmental degradation, including that resulting from resource extraction; nuclear/industrial accidents), with a particular emphasis, where applicable, on this ethnic group in its country or region of origin

Culture and Identity: analyse ways in which various factors contributed to the development of culture and identity in the selected ethnic group in its country or region of origin

analyse key aspects of the historical development of the arts within this ethnic group's country or region of origin and how they contributed to the development of identity in this group (e.g., with reference to visual arts, music, dance, literature, architecture, clothing)

analyse some ways in which religious/ spiritual beliefs and practices in the country or region of origin contributed to the development of identity and culture in this ethnic group (e.g., with reference to traditions of monotheism or polytheism; religious/spiritual rituals; celebrations and ceremonies related to the environment; religious art, architecture, and music; dietary rules and restrictions; spiritual/religious practices related to death; religious teachings about the roles of men and women)

analyse the relationship this ethnic group had with the environment in its country or region of origin and how this relationship contributed to the development of identity and culture in this group (e.g., with reference to seasonal rhythms, animism, use of land and resources, available game and/or suitability of land for particular crops, materials available for building, methods for dealing with waste and sewage)

Factors Influencing Migration to Canada

Social, Economic, and Political Factors: analyse ways in which various social, economic, and political factors influenced people's decisions to emigrate, with particular emphasis on the selected ethnic group

describe some ways in which social factors in their countries of origin influenced people's decisions to emigrate (e.g., with reference to overpopulation; urbanization; systemic racism; enslavement; lack of access to education; societal values and attitudes towards women, children, LGBT communities; rigid class or caste systems), and analyse the experience of the selected ethnic group to determine the extent to which it was influenced by these factors

describe some ways in which environmental issues, events, and/or developments, both natural and human-made, in the region of origin influenced people's decisions to emigrate (e.g., with reference to lack of resources/land, natural or human-created environmental disasters, water shortages, land degradation), and analyse the experience of the selected ethnic group to determine the extent to which it was influenced by these factors

describe some ways in which economic factors in their countries of origin influenced people's decisions to emigrate (e.g., with reference to unemployment, poverty, child labour, lack of opportunities for people from certain groups, indentured labour, rural decline, loss of traditional work), and analyse the experience of the selected ethnic group to determine the extent to which it was influenced by these factors

describe some ways in which political factors in their countries of origin influenced people’s decisions to emigrate (e.g., with reference to discriminatory or assimilationist policies; repressive governments; political persecution; political corruption; human rights abuses; political instability, coups, or civil wars), and analyse the experience of the selected ethnic group to determine the extent to which it was influenced by these factors

Conflict and Repression: analyse the roles played by conflict and denial of rights in people's decisions to emigrate, with particular reference, where applicable, to the selected ethnic group

explain the role of conflict between groups in some people's decisions to emigrate, including, where applicable, the decision of members of the selected ethnic group (e.g., with reference to wars, including civil wars; religious or ethnic conflict; conflict between social classes or castes; conflict resulting from the division of an existing country or the union of smaller units into a single state)

explain the role of the denial of civil, human, and/or citizenship rights in some people's decisions to emigrate, including, where applicable, the decision of members of the selected ethnic group (e.g., with reference to religious or political persecution, slavery, apartheid, genocide or ethnic cleansing, gender inequality, persecution of people with mental or physical disabilities or from LGBT communities)

describe some instances of the forced migration of groups in different regions and different periods of history (e.g., the African slave trade, the enclosure movement in Scotland, the partition of India, dam construction and resultant flooding in China), and, if applicable, explain the impact of forced migration on the selected ethnic group

Supports and Incentives: analyse the roles played by family, community organizations, and governments in people's decisions to emigrate, and in attracting them to Canada

analyse the role of community support groups and organizations, both in the home country and in Canada, in some people's decisions to emigrate, including, where applicable, the decision of members of the selected ethnic group (e.g., with reference to missionaries, church/religious refugee-sponsorship programs, charities assisting in family reunification)

describe some ways in which family considerations have influenced migration, with reference both to migrants and to family members left in the country of origin (e.g., the migration of single men and women to earn money to support families back home; the migration of a parent hoping to establish himself or herself and send for his or her family; the pull of family already in the new country, and their ability to sponsor family members; migration for educational purposes, with the goals of returning home to help the family/ community; male-dominated communities in the new country and female-dominated families in the country of origin), and analyse the experience of the selected ethnic group to determine ways in which such considerations affected its migration

analyse the role of migration myths perpetuated by governments and/or by ethnic communities on some people’s decisions to migrate, including, where applicable, the decision of members of the selected ethnic group (e.g., Canada’s “Last Best West” campaign; the “brain drain”; the idea, particularly in the Eastern Bloc, that people who emigrate are traitors; the idea of the land of opportunity; myth versus reality with respect to the Underground Railroad)

explain why the selected ethnic group chose Canada as its destination (e.g., immigrantrecruitment campaigns by the Canadian government, common language, universal suffrage, availability of land, religious freedom, the Canadian Charter of Rights and Freedoms and respect for human rights, opportunities for education and/or work, familial ties)

The Canadian Experience

Settling in Canada: explain how various social and economic factors influenced the settlement of some ethnic groups in Canada, with particular reference to the selected ethnic group, and analyse the impact of ethnic settlements in this country

explain the impact of various social factors on decisions relating to the initial settlement of some ethnic groups in Canada, including, where applicable, the selected ethnic group (e.g., the tendency for a group to gravitate towards its own members, the reunification of families, the availability of support services, languages spoken, location of places of worship)

explain the impact of various economic factors on decisions relating to the initial settlement of some ethnic groups in Canada, including, where applicable, the selected ethnic group (e.g., employment opportunities, including factory, construction, farm, and domestic work; the state of the Canadian economy at the time of the group's arrival; the availability of free or subsidized land; the cost of living; the availability of housing/accommodation)

describe, and analyse the influence of, factors that contributed to the decision of some ethnic communities, including, where applicable, the selected ethnic group, to relocate from their initial place of settlement in Canada (e.g., with reference to economic stability and independence, the purchase of a home, forced resettlement/ relocation, changes in the job market)

analyse the significance for both the ethnic group and the larger community of the establishment of ethnic neighbourhoods in Canada (e.g., with reference to Africville, Buxton; neighbourhoods such as Chinatown, Greektown, Koreatown, Little India, Little Bangladesh, Little Italy, Little Burgundy, Little Jamaica, Jewish quarters; Mennonite settlements around Kitchener-Waterloo; Doukhobors settlements in the Kootenays; Ukrainian settlements in Manitoba; Haitians in Quebec)

Facing Challenges in Canada: analyse various challenges that have faced new immigrants to Canada, as well as policies that have been developed to address some of those challenges

analyse some challenges that Canadian immigration policies have presented to some ethnic groups, with a particular focus, where applicable, on the selected ethnic group (e.g., with reference to quota systems; points systems; the Chinese Head Tax; the Chinese Immigration Act of 1923; the continuous journey regulation of 1908; changes to the Immigration Act in 1910, 1919, 1952, or 1976; the Immigration and Refugee Protection Act of 2002; attitudes towards passengers on the Komagata Maru or SS St Louis; changing refugee policies; the Domestic Workers Scheme; the Canada-U.S. Safe Third Country Agreement)

analyse challenges that institutionalized racism and prejudice in Canada have presented to some ethnic groups, with a particular focus, where applicable, on the selected ethnic group (e.g., with reference to segregation, discrimination in jobs and/or housing, antisemitism, assimilation, stereotypes, streaming students, racial profiling, internment)

analyse ways in which Canadian public policy and/or institutions reflect a recognition of challenges that have faced ethnic communities in Canada (e.g., with reference to the establishment of human rights legislation and commissions, apologies and compensation for the treatment of Chinese and Japanese Canadians, provisions in the Canadian Charter of Rights, anti-hate speech legislation, changes to immigration and/or refugee policy, Afrocentric schools)

Contributing to Canada: explain various ways in which ethnic groups, including the selected ethnic group, have contributed to Canada

describe the contributions of individuals from various ethnic groups, including the specific ethnic group under study, to their own communities and to the development of culture and identity in Canada (e.g., with reference to literature, art, film, television, politics, the media, education, science and technology, sports, business)

describe various ways in which ethnic groups have contributed to culture and identity in Canada (e.g., museums and cultural centres, arts and crafts, music, architecture, foods, neighbourhoods, economic contributions, military contributions), and assess the contribution of the specific ethnic group under study

demonstrate an understanding of the interdependence between Canada and people who have come here from abroad, including the mutual advantages of this interrelationship (e.g., the contributions of immigrants as skilled workers, tradespeople, and/or domestic workers; migrant workers and the role they play in Canadian agriculture; the ability of immigrants to send remittances to their family/community in their country of origin; the potential for international students to return to their country with skills and knowledge that can benefit their community; the contribution of immigrants to population and economic growth in Canada), and analyse this interrelationship with reference to the selected ethnic group

The Ethnic Group in Contemporary Canada

Social, Economic, and Political Issues: analyse ways in which some social, economic, and/or political issues, events, and/or developments at the local, national, and international level have affected the selected ethnic group in Canada

analyse ways in which some social, economic, and/or political issues, events, and/or developments in its country or region of origin have affected the selected ethnic group in Canada (e.g., with reference to social/economic need in the country of origin and the role of remittances; war or political upheaval and the resultant arrival of new immigrants or refugees in the community in Canada; the organization of aid groups within the community in Canada in response to natural or human-created disasters abroad; pressure from the ethnic group for the Canadian government to respond to war, social upheaval, or human rights violations in the country/region of origin; divisions within the group in Canada reflecting divisions within the country of origin; acts of terror abroad and how they affect the ways members of a group are viewed in Canada)

analyse ways in which some social, economic, and/or political issues, events, and/or developments at the national level in Canada have affected the selected ethnic group (e.g., demographic changes; changes in technology; economic cycles; changes in political policy with respect to immigration, refugees, social services, or foreign aid; internments or deportations)

analyse ways in which some social, economic, and/or political issues, events, and/or developments at the provincial and/or local level in Canada have affected ethnic groups, including, where applicable, the selected ethnic group (e.g., Ontario legislation such as the 1951 Fair Employment Practices Act, 1950 amendments to the Conveyancing and Law of Property Act, or the 1962 Human Rights Code; the impact of the Parti Québécois on allophone and anglophone communities in Quebec; the impact of Bill 101 on ethnic communities in Quebec; the impact of Premier Davis’s decision to extend public funding for Catholic schools in Ontario; the creation of Afrocentric schools in some areas; the economic boom in Alberta; the adoption of a motion in the Quebec National Assembly to ban the kirpan)

From Assimilation to Multiculturalism: analyse the evolution of social and political perspectives and political policies related to immigration and cultural diversity in Canada

analyse the evolution of government policies and perspectives related to the place of immigrants in Canadian society (e.g., from assimilationist, segregationist, or integrationist policies to multiculturalism, accommodation, and celebration of differences), and explain their significance for the selected ethnic group

analyse various government programs or policies that support multiculturalism (e.g., the establishment of Black History Month or Asian Heritage Month; the funding of ethnic festivals and museums; heritage language programs in schools; modifying uniform requirements to accommodate turbans and hijabs; practices regarding prayer in schools), and assess whether they meet the needs of various ethnic groups, including the selected ethnic group

analyse changes over time in social attitudes towards ethnic groups and cultural diversity, and explain the impact of these changes on relations between these groups and the broader society, with reference, where applicable, to the selected ethnic group (e.g., decline in ethnocentrism, support for equity, increasing acceptance of intermarriage and families of mixed ethnic background, decline of segregation, valuing of ethnic neighbourhoods, integration of neighbourhoods, tolerance for different values in the community, changes in attitudes in response to events such as the Air India bombing or the September 11 terrorist attacks)

assess the importance of social and political support and investment at the community level, both for ethnic groups and for Canadian society in general (e.g., with reference to English as a second language programs; citizenship education; continuing education; mentoring; policies and initiatives on equity in education; community organizations, including ethnic organizations and other non-governmental organizations; various social services; volunteerism; community service awards)

Cultural Traditions: analyse some of the challenges that ethnic groups face in trying to maintain their traditional cultures, and describe ways in which groups in Canada have maintained their cultures

analyse challenges and opportunities associated with preserving cultural diversity in Canada (e.g., the dominance of English-language culture, challenges and opportunities associated with social media and the Internet, pressures from consumer culture, heritage language programs, prayer rooms for Muslim students in schools, the dominance of Western clothing and fast-food outlets, tensions between traditional ethnic cultures and dominant Canadian cultures and values, redefinitions of collective identity)

analyse intergenerational challenges experienced by families in ethnic communities in Canada (e.g., with reference to ways of dress, use of make-up, interactions with the opposite sex, attitudes towards sexuality and LGBT issues, the music and books the younger generation chooses to listen to and read, course choices in high school, competing pressures on the younger generation to assimilate into mainstream Canadian society and preserve/respect their traditional culture, attitudes towards money)

describe ways in which the selected ethnic group has retained its cultural traditions in Canada (e.g., through celebrations, ceremonies, rituals, food, music, dress, religious/spiritual practices, organizations, retaining specific social/ cultural values)

Social Science and Humanities

Research and Inquiry Skills

Exploring: explore topics related to philosophical questions and/or issues, and formulate questions to guide their research;

explore a variety of topics related to philosophical questions and/or issues (e.g., Does a meaningful life require that there be a divine plan? Do people living in the present have a moral obligation to redress the wrongs done by their ancestors - for example, against Aboriginal peoples? Is science the best way to gain knowledge? Can a work of art be beautiful even if it portrays evil or ugly things? Can a society that is divided between the very rich and the very poor be just?) to identify topics for research and inquiry

identify key concepts (e.g., through discussion, brainstorming, use of visual organizers) related to their selected topics

formulate effective questions to guide their research and inquiry

Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate philosophical research and inquiry methods;

create appropriate research plans to investigate their selected topics (e.g., outline purpose and method, identify sources of information)

locate and select information relevant to their investigations from a variety of primary sources (e.g., interviews; observations; original documents in print or other media such as film, photographs, music) and secondary sources (e.g., research reports, textbooks, websites, brochures, newspaper articles; critical analysis in journals or book reviews)

based on preliminary research, formulate arguments and anticipate counter-arguments

Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry;

assess various aspects of information gathered from primary and secondary sources (e.g., accuracy, relevance, reliability, inherent values and bias, perspective)

record and organize information and key ideas using a variety of formats (e.g., notes, graphic organizers, summaries, audio/digital records)

analyse and interpret research information (e.g., compare arguments that are made in a variety of sources)

demonstrate academic honesty by documenting the sources of all information generated through research

synthesize findings and formulate conclusions (e.g., determine whether their results support or contradict their hypothesis; weigh and connect information to determine the answer to their research question)

use an appropriate format (e.g., oral presentation, written report, formal debate, poster, multimedia presentation, web page) to communicate the results of their research and inquiry effectively for a specific purpose and audience

correctly use terms relating to their chosen topics

clearly communicate the results of their inquiries (e.g., write clearly, organize ideas logically, use language conventions properly), and follow appropriate conventions for acknowledging sources (e.g., generate notes and/or references using APA, MLA, Chicago, or Turabian style)

demonstrate an understanding of the general research process by reflecting on and evaluating their own research, inquiry, and communication skills

Philosophical Foundations

Identifying the Big Questions: describe the main areas of philosophy and identify the big questions that arise in each area;

describe the main areas of philosophy (e.g., metaphysics, ethics, epistemology, philosophy of science, social and political philosophy, aesthetics) Teacher prompt: "What is the difference between the fields of metaphysics and epistemology?"

identify the big questions associated with each of the main areas of philosophy (e.g., metaphysics: Is there a supreme being? What is the nature of reality? What is the meaning of life?; ethics: What is a good person? Are there just wars? If so, what makes them just?; epistemology: What is truth? Is it possible to know the world as it truly is?; philosophy of science: What distinguishes science from other ways of knowing? What is the nature of scientific evidence? Is it ever possible, or desirable, for a scientist to be objective?; social and political philosophy: What are the limits of state authority? What is the best form of government? Why? What is social justice?; aesthetics: What is beauty? Is censorship ever justified?)

Philosophers and Philosophical Traditions: demonstrate an understanding of how major philosophers and philosophical traditions approach some of the big questions of philosophy;

describe some major philosophical traditions (e.g., Confucianism, Platonism, rationalism, empiricism, idealism, materialism), and explain how these traditions approach the big questions of philosoph

compare how different philosophers have answered the same big question (e.g., Plato and Rawls on a question about justice; Aristotle and Danto on a question about the nature of art; Popper and Kuhn on a question about the nature of scientific knowledge; Hobbes and Sartre on a question about freedom; Kant and Mill on a question about moral obligation; Descartes and Hume on a question about the nature of knowledge; Aristotle and Wollstonecraft on a question about the role of women in society; Madhva and Ramanuja on a question about the nature of reality; Aristotle and Bentham on a question about the meaning of life; Conway and Descartes on a question about the nature of God; Shankara and Locke on a question about the self)

compare how different philosophical traditions approach the same big question (e.g., Thomism and existentialism on a question about the meaning of life; rationalism and empiricism on a question about human knowledge; liberalism and libertarianism on a question about social justice; utilitarianism and Kantianism on a question about ethical theory; expressionism and formalism on a question about the nature of art)

Defining Terms and Concepts: demonstrate an understanding of terms and concepts central to discussions of the big questions of philosophy, and of how these terms and concepts are used in various philosophical traditions

define terms central to philosophical discussions of the big questions (e.g., personal identity, nihilism, scepticism, a priori, a posteriori, personhood, essence, feminism, consciousness, altruism, Socratic method, pluralism, determinism, perception, causality, freedom, soul, knowledge, truth, virtue, morality, objectivity, subjectivity, wisdom, social contract, justice, the ideal state, rights and responsibilities, representational art, formalist art)

explain the ways in which philosophical terms and concepts used by different philosophers have evolved over time, and describe how these terms and concepts are understood within different philosophical traditions

Philosophical Skills

Philosophical Reasoning: demonstrate an understanding of terms, methods, and fallacies associated with philosophical reasoning;

describe the parts of an argument (e.g., premise, evidence, conclusion), and explain how a philosophical argument differs from other communications

describe forms of reasoning (e.g., deduction and induction), and explain how they are applied in philosophical arguments

correctly use terminology related to logic and philosophical argumentation (e.g., logical consistency, contradiction, deduction, induction, proposition, truth value, inference, validity; terms related to forms of arguments, types of syllogisms, patterns of reasoning)

Evaluating Philosophical Responses to Big Questions: analyse, using their own philosophical reasoning skills as well as the arguments of other critics, the strengths and weaknesses of the responses of major philosophers or schools of philosophy to some of the big questions of philosophy;

summarize arguments that critics have used to support, critique, or refute responses of major philosophers or philosophical traditions to some of the big questions of philosophy

analyse, using their philosophical reasoning skills, the strengths and weaknesses of the main arguments made by major philosophers or philosophical traditions in response to some of the big questions of philosophy

Developing Philosophical Responses: use philosophical reasoning and critical thinking skills to formulate responses to big questions of philosophy and to arguments encountered in everyday life

develop and defend, using philosophical reasoning and critical-thinking skills, their own response to one or more of the big questions of philosophy examined in this course

apply philosophical reasoning and criticalthinking skills to analyse arguments encountered in everyday life (e.g., in letters to the editor, newspaper editorials, news reports, formal debates, face-to-face or online discussions among peers) and to develop a response to them

The Relevance of Philosophy

The Relevance to Everyday Life and Society: demonstrate an understanding of the relevance of philosophical questions, theories, and skills to their everyday life and to the community and broader society;

explain the relevance of some of the big questions of philosophy to their own experiences in everyday life (e.g., questions about power in relation to the issue of bullying, about social responsibility in decisions to engage in social action, about the existence of a supreme being and their approach to religion, about the self and others in their relationships with family and friends)

explain the relevance of some of the big questions of philosophy to their community and the broader society (e.g., questions about the obligations of citizens and governments in Canadian and global politics; about equality and justice in policies regarding women, poor people, and ethnocultural minorities, including Aboriginal people; about ethics in debates about issues such as abortion, euthanasia, genetically modified organisms; about the relationship between nature and human beings in debates about environmental policy; about aesthetics and censorship in cultural industries)

demonstrate an understanding of how they can apply philosophical theories and skills to enhance their understanding of popular culture (e.g., movies; music; music videos; books such as fiction, graphic novels, pop psychology; television shows, including talk shows, reality shows)

The Relevance to Education and Careers: demonstrate an understanding of the relevance of philosophy to other subject areas and careers

demonstrate an understanding of ways in which skills developed and used in philosophy, such as critical thinking, argumentation, and effective listening skills, can be used in other subjects (e.g., when engaged in formal and informal debating, weighing evidence to reach a conclusion, writing essays, evaluating primary and secondary sources, formulating and defending an argument or thesis)

explain the philosophical presuppositions that are implicit in other subject areas (e.g., with reference to: the nature of knowledge in science; the possibility of objectivity in history; the basis for critical judgements in literature or art; ideas about free will and social responsibility in law, sociology, politics)

explain the philosophical presuppositions that are implicit in a variety of careers (e.g., law, arbitration/mediation, journalism, public relations, politics, the civil service, lobbying, diplomacy, medicine or medical ethics, publishing, teaching and research, history, science, art, human resources, religious fields)

Canadian and World Studies

Political Inquiry and Skill Development

Political Inquiry: use the political inquiry process and the concepts of political thinking when investigating issues of political importance in various communities and ways to address them;

formulate different types of questions to guide investigations into issues of political importance in various communities and ways to address them (e.g., factual questions: How many people use food banks in my community?; comparative questions: What criteria could I use to evaluate the effectiveness of different strategies used to try to bring about political change?; causal questions: What are some factors that contribute to economic inequality?)

select and organize relevant evidence, data, and information on issues of political importance and ways to address them from a variety of primary and secondary sources (e.g., primary: interviews, photographs, speeches, statistics, surveys; secondary: documentaries and other films, news stories, political cartoons, textbooks, websites), ensuring that their sources reflect different perspectives

assess the credibility of sources relevant to their investigations (e.g., the reliability of the evidence presented in a source; the purpose, intended audience, and context of a source; the bias, values, and expertise of the speaker/author)

interpret and analyse evidence, data, and information relevant to their investigations using various tools, strategies, and approaches that are appropriate for political inquiry (e.g., use a 5Ws chart to help them analyse information they have gathered; use a web chart to record the points of view of different stakeholders; assess the validity and rank the importance of various points made in their sources; collaborate with their peers to discuss, clarify, and compare positions on an issue)

use the concepts of political thinking (i.e., political significance, objectives and results, stability and change, and political perspective) when analysing and evaluating evidence, data, and information and formulating conclusions and/or judgements about issues of political importance in various communities and ways to address them (e.g., use the concept of political significance when determining the impact of a change in foreign aid policy; take the concept of objectives and results into consideration when analysing arguments for and against higher or lower taxes; use the concept of stability and change to help them evaluate arguments for and against a proposal to establish a green belt around an urban area; apply the concept of political perspective to help them explain a government response to a reform movement)

evaluate and synthesize their findings to formulate conclusions and/or make informed judgements or predictions about the issues they are investigating

communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the intended audience and purpose (e.g., a classroom presentation on an equity issue in Canada; a debate about a political issue, highlighting the perspectives of different stakeholders; a letter to an elected official requesting action on an issue of local importance; a web page highlighting the work of organizations that are addressing an issue of national or international importance; a dramatization of a town hall meeting on a political issue; a blog discussing local political issues and encouraging members of their community to become politically active)

use accepted forms of documentation (e.g., footnotes or endnotes, author/date citations, bibliographies, reference lists) to reference different types of sources (e.g., articles, blogs, books, films or videos, interviews with community members, songs, websites)

use appropriate terminology when communicating the results of their investigations (e.g., vocabulary specific to their topics; terms related to politics and to the concepts of political thinking)

Developing Transferable Skills: apply in everyday contexts skills developed through investigations related to politics, and identify some careers in which a background in political studies might be an asset

describe some ways in which political inquiry can help them develop skills, including the essential skills in the Ontario Skills Passport (e.g., skills related to reading texts, writing, document use, computer use, oral communication, numeracy, decision making, problem solving), and those related to the citizenship education framework,* that can be transferred to postsecondary opportunities, the world of work, and everyday life

demonstrate in everyday contexts attributes, skills, and work habits developed through investigations into issues of political importance (e.g., demonstrate attributes such as empathy and respect for other people; use listening and criticalthinking skills to engage in informed discussions, consider other points of view, and express informed opinions; use work habits such as working independently and taking initiative in a school project or their part-time job)

apply the concepts of political thinking when analysing current events relating to issues of political importance at the local, national, and/or global level (e.g., an election result, a political protest, the release of a report by a government commission or a non-governmental organization [NGO] investigating a specific issue, an action taken by a political leader), in order to enhance their understanding of these issues and their role as informed citizens

identify some careers in which an understanding of politics and issues of political importance might be an asset (e.g., business person, fundraiser or lobbyist for an NGO or other activist group, journalist, member of Parliament, municipal or band councillor, policy adviser, social entrepreneur)

Foundations of Political Engagement

Factors Affecting Political Engagement: analyse how various factors can contribute to, and present a barrier to, their own and others� political engagement

identify some agents of political socialization (e.g., the family, public education, religious institutions, the media, peers, personal experience, political/ social organizations), and analyse how these agents affect their own personal political beliefs and engagement and the beliefs and engagement of others

describe their own personal attitudes towards political engagement, including the extent and type of involvement they think appropriate (e.g., non-involvement, donating to charities, volunteering locally, participating in "voluntourism", keeping informed, making their views known to those in power, engaging in political protest, joining a political party)

describe some challenges or barriers to political engagement (e.g., with reference to economic factors, gender, level of education, accessibility, social status or power, discrimination, personal experience and attitudes, personality traits, emotional state)

describe personal attributes, attitudes, and skills that enhance an individual’s ability to be a responsible citizen and contribute to the common good (e.g., respect for others, perseverance, capacity for empathy, willingness to lead or take initiative, collaborative skills, oral communication skills, organizational skills)

explain, with reference to the perspectives of bystanders and upstanders, why people choose to take action on, or not get involved in, political issues (e.g., bystanders may be apathetic or fearful, may feel powerless, or may not feel strongly about the issue at hand; upstanders may be highly motivated by their sense of justice and concern for others or may be personally affected by the issue), and analyse possible consequences of both stands

Issues of Political Importance: explain the political importance of some current issues and analyse various perspectives associated with these issues

explain the political importance of some current local, national, and/or global issues (e.g., issues related to bullying in schools and/or cyberbullying, public transit, food security, substandard housing in some First Nations communities, water and/or energy conservation, disaster relief and/or development aid, working conditions in sweatshops, child soldiers, human rights abuses, climate change, the AIDS pandemic, violence against women, social and/or economic inequality)

identify criteria that could be used to rank issues in order of their political priority (e.g., the number of people affected; how long people have been waiting for a solution; whether the issue involves basic human needs; whether human rights are being violated; having the means and/or authority to respond; the social, economic, and/or environmental impact of an issue)

analyse the positions of different stakeholders concerned with some issues of political importance (e.g., those directly affected, upstanders or advocates, bystanders, non-governmental and intergovernmental organizations, governments, business)

Causes, Impact, and Solutions: analyse some issues of political importance in terms of their causes, their impact, and ways in which they have been addressed

analyse the causes of some issues of political importance and how an understanding of these causes can affect the action taken to address the issues

analyse the impact of some issues of political importance, with a particular emphasis on issues related to equity, human rights, and/or the environment (e.g., homelessness, child poverty, growing economic inequality, foreign aid, free speech, accessibility issues, refugee crises, discrimination against girls and women in many countries, urban sprawl, carbon emissions, climate change, protection of water)

identify actions that have been taken to address some issues of political importance, and assess the effectiveness of these actions in achieving the intended objective

Policy, Politics, and Democratic Change

The Influence of Individuals and Groups: analyse the objectives and strategies, and assess the influence, of individuals and groups in addressing issues of political importance

analyse some of the political objectives of various heads of government, both historical and current (e.g., Fidel Castro, Adolf Hitler, Nelson Mandela, Barack Obama, Pol Pot, Joseph Stalin, Margaret Thatcher, Pierre Trudeau), and assess their use of power and strategies for achieving their goals

explain the role of various individuals and groups in Canada in changing specific laws or policies, and assess the significance of the changes (e.g., Henry Morgentaler and abortion laws, Mothers Against Drunk Driving [MADD] and drunk driving legislation, Sabrina Shannon and Sabrina's Law on anaphylaxis policy in Ontario schools, Shannen Koostachin and Shannen's Dream for equitable school funding in First Nations communities, Donald Marshall and changes to Canada's Evidence Act)

describe the main goals and strategies of some individuals and groups/movements that have brought about and/or are attempting to bring about greater socio-political equality, and assess their effectiveness (e.g., Viola Desmond, Mohandas Gandhi, Elijah Harper, Martin Luther King, Naomi Klein, Elizabeth May, Nellie McClung; the women's rights, civil rights, Aboriginal rights, disability rights, or gay rights movement; the Occupy movement; movements for democratic change in Egypt, Myanmar, or China)

analyse the role of the media in influencing political change (e.g., through public opinion polls, political advertising, news stories, gatekeeping

Law and Policy in Canada: analyse the impact of some key changes in Canadian law and policy as well as the process for changing laws in Canada

describe how various provisions of the Canadian Charter of Rights and Freedoms and the Ontario Human Rights Code have both produced and reflected societal change in Canada (e.g., in invalidating laws and practices that permit unequal treatment for individuals in areas such as employment and access to services on the basis of race, sex, sexual orientation, religion, physical disability, and so on)

analyse some key policy changes that have contributed to equity in Canada (e.g., closing residential schools, establishing medicare, enshrining gender in the Charter, mandating accessibility for disabled people, laws recognizing same-sex marriage, official apologies to some groups who faced discriminatory treatment) and the political processes involved in achieving these changes

describe the process for amending an existing law or passing a new law in Canada

Political Change in Democratic Societies: demonstrate an understanding of factors that facilitate and present challenges to democratic political change

describe some key characteristics of a democracy (e.g., rule of law, respect for the common good, social responsibility, freedom of expression), and explain how they affect the practice of making political change

identify various skills and strategies that can be used when seeking political change in democratic societies, and assess their effectiveness (e.g., skills related to conflict resolution, leadership, persuasive speaking/writing, digital literacy, consensus building, critical and creative thinking; strategies such as civil discourse, civil disobedience, organizing and mobilizing citizens, demonstrations/ marches, boycotts, pressuring politicians to change laws/policies, fundraising, raising awareness)

analyse a current political issue to identify factors that could facilitate or obstruct efforts to reach a solution (e.g., facilitating factors: public accountability processes, community support, leadership support; obstructing factors: "not in my backyard" opposition, lack of awareness or consensus, a focus on negative consequences, lack of money and resources, resistance from powerful groups)

Personal Action on a Political Issue

Investigating an Issue: identify and analyse a political issue, with the goal of developing a personal plan of action to address this issue

identify a political issue that is of personal interest and that it is possible to address through a personal plan of action

analyse the selected issue, including how it is viewed by key stakeholders, and clarify their own position on the issue

Developing a Plan of Action: identify a goal associated with the selected issue and construct an action plan to achieve that goal

identify and describe the intended goal relating to the selected issue and explain the reasons for choosing that goal

identify several possible courses of action that could be used to address the issue and achieve their goal (e.g., an awareness campaign using a variety of media, including social media; public service messages; a submission or deputation to the relevant level and area of government; a protest campaign; a fundraising campaign), and analyse the benefits and costs associated with each

identify the most appropriate course of action based on their analysis of the possible options and create a detailed action plan, specifying the steps needed to implement the plan (e.g., developing a detailed communications plan; identifying sources of support, including financial support; creating visuals; writing letters; presenting a theatre performance; producing and distributing an information poster; developing a website)

identify key skills needed to implement the proposed plan (e.g., skills relating to setting and revising goals; organization; collaboration; communication; technology; management, including media management skills and the ability to conduct effective meetings)

Considering Outcomes: analyse and reflect on possible outcome(s) of their plan

identify criteria that could be used in evaluating the success of their action plan

identify key learning from their inquiry and formulate further questions and possible next steps

Social Science and Humanities

Research and Inquiry Skills

Exploring: explore topics related to child development and child rearing, and formulate questions to guide their research;

explore a variety of topics related to child development and child rearing (e.g., infant and toddler nutrition, diverse child-rearing practices, community supports for parents and children) to identify topics for research and inquiry

identify key concepts (e.g., through discussion, brainstorming, use of visual organizers) related to their selected topics

formulate effective questions to guide their research and inquiry

Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods;

create appropriate research plans to investigate their selected topics (e.g., outline purpose and method; identify sources of information; develop research tools such as surveys or questionnaires), ensuring that their plans follow guidelines for ethical research

locate and select information relevant to their investigations from a variety of primary sources (e.g., interviews, observations, surveys, questionnaires, data sets from Statistics Canada) and/or secondary sources (e.g., book reviews, textbooks, websites, advertisements, brochures, newspaper and magazine articles)

based on preliminary research, for each investigation formulate a hypothesis, thesis statement, or research question, and use it to focus their research

Processing Information: assess, record, analyse, and synthesize information gathered through research;

assess various aspects of information gathered from primary and secondary sources (e.g., accuracy, relevance, reliability, inherent values and bias, voice)

record and organize information and key ideas using a variety of formats (e.g., notes, graphic organizers, summaries, audio/digital records)

analyse and interpret research information (e.g., compare information gathered from surveys and interviews; determine whether similar information is found in different sources)

demonstrate academic honesty by documenting the sources of all information gathered through research

synthesize findings and formulate conclusions (e.g., determine whether their results support or contradict their hypothesis; weigh and connect information to determine the answer to their research questions)

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.

use an appropriate format (e.g., oral presentation, brochure, poster, report, multimedia presentation, web page) to communicate the results of their research and inquiry effectively for a specific purpose and audience

use terms relating to the study of child development and child rearing correctly (e.g., cognitive development, physical development, logical and natural consequences, authoritative, authoritarian, permissive)

clearly communicate the results of their inquiries (e.g., write clearly, organize ideas logically, use language conventions properly), and follow APA conventions for acknowledging sources (e.g., generate a reference list in APA style)

demonstrate an understanding of the general research process by reflecting on and evaluating their own research, inquiry, and communication skills

Child Growth and Development

Pregnancy, Birth, and Postnatal Care: describe factors that contribute to the healthy development of children before and during birth, and in the first few months after birth;

outline the stages in the biological process of conception, pregnancy, and birth

identify appropriate prenatal and postnatal care and support programs and facilities that are available for parents in their community (e.g., prenatal classes, breastfeeding clinics, Native friendship centres, Ontario early years centres, Canadian Down Syndrome Society)

identify various hereditary and genetic factors that influence fetal development (e.g., sex-linked diseases, the Rh factor, chromosomal abnormalities, sex)

identify and explain the importance of strategies for maintaining maternal and paternal health prior to and during pregnancy, birth, and the postnatal period (e.g., avoiding first-hand and second-hand smoke, having a healthy diet and getting adequate exercise, updating vaccinations, limiting stress, visiting their health care provider regularly, watching for signs of postpartum depression)

describe the effects of teratogens and environmental hazards on prenatal and long-term development (e.g., fetal alcohol spectrum disorder, low birth weight, brain damage, premature birth), and identify strategies for avoiding exposure to teratogens and environmental hazards (e.g., avoiding cat feces; checking with a physician before taking any medications; avoiding recreational drugs and alcohol; avoiding exposure to toxic cleaning products, household and garden chemicals, paints and solvents, and insecticides on fruits and vegetables)

describe ways in which partners and/or support persons can contribute to a healthy pregnancy (e.g., attending prenatal classes, helping to prepare healthy food for the pregnant woman)

Growth and Development: Stages and Influences: describe patterns in the healthy, social, emotional, cognitive, linguistic, and physical development of young children;

identify major milestones in the social, emotional, cognitive, linguistic, and physical development of children from birth to six years of age

describe strategies used by parents to enhance the social, emotional, cognitive, linguistic, and physical development of children from birth to six years of age

describe a variety of measures parents can take to ensure the physical safety of children from birth to six years of age (e.g., using car seats, supervising bath time, teaching children how to swim, using sunscreen, washing fruits and vegetables well)

explain ways in which development from conception to six years of age significantly affects development later in life (e.g., explain the importance of early secure attachment for emotional health in adulthood; explain the connection between selfregulation in early childhood and later emotional and physical health)

explain the importance of play for healthy child development

outline strategies parents can use to communicate with young children about their bodies (e.g., using proper names for all body parts, providing accurate information when answering questions about reproduction)

Infant and Child Nutrition: demonstrate an understanding of the importance of nutrition for healthy development.

explain the unique importance of breastfeeding for the health of the baby, the birth mother, and the family (e.g., its role in meeting infant nutritional needs, preventing obesity, reducing the risk of breast cancer, promoting mother-infant bonding)

identify ways in which partners and/or support persons can participate in infant care and support breastfeeding mothers (e.g., bathing the infant, changing diapers, bottle feeding the infant with pumped breast milk when the mother is unavailable)

plan nutritious meals and snacks for children of different ages based on Canadian food guidelines and regulations

describe the beneficial effects of healthy eating patterns on the growth and development of children from birth to six years of age (e.g., increased ability to concentrate, fewer common childhood illnesses, improved overall health)

Personal and Social Responsibilities of Parents

Preparing for Parenting: demonstrate an understanding of how to prepare for the responsibilities of being a parent;

identify the factors involved in deciding to become a parent (e.g., social pressures, cultural influences, physical and emotional maturity, values, economic stability, fertility)

identify personal and cultural reasons for becoming parents (e.g., to build a family, to save a relationship, to “be like” one’s friends, to provide a loving home to a child whose birth parents are not able to provide care, to pass on one’s family name)

explain why child rearing is a lifelong commitment in our society

explain the importance of having healthy, supportive relationships with other adults when providing care to young children (e.g., as a source of information, for physical and emotional support)

evaluate the effectiveness of various methods for contraception and the prevention of sexually transmitted infections (STIs) (e.g., abstinence; barrier methods – male and female condoms, diaphragm, sponge; hormonal methods – oral contraceptives, injectable contraceptives, transdermal patch, vaginal ring; intrauterine device)

identify the personal qualities, skills, and attitudes that are necessary for parenting (e.g., patience, sense of humour, responsiveness, boundary-setting skills, consistency)

demonstrate the ability to plan their finances to provide for the care of an infant and/or young child (e.g., budget for the financial impact of a period of parental leave, the costs of a crib and layette)

describe ways in which parents can reduce the environmental impact of raising children (e.g., using cloth diapers, breastfeeding, using homemade baby food, using public transit, choosing a fuel-efficient vehicle)

Communicating With Young Children: demonstrate an understanding of strategies parents can use to ensure effective communication in their families;

demonstrate an understanding of ageappropriate verbal and non-verbal communication techniques (e.g., reading infant and toddler cues, using infant-directed talk, modelling appropriate language for older children)

demonstrate the use of supportive and considerate communication and conflictresolution skills (e.g., use of eye contact, active listening, "I" messages, encouragement)

demonstrate the ability to use age-appropriate reading materials effectively to promote the development of literacy skills in children

Applying Child-Rearing Knowledge and Skills: apply and assess their child-rearing knowledge and skills through practical experiences with children.

describe the capabilities and behaviours of young children of different ages in real-life settings (e.g., at preschool, at home with their family, when with a babysitter)

explain differences they observe in the capabilities and behaviours of children of different ages in classroom and/or community settings

demonstrate the ability to plan, organize, and carry out age-appropriate activities for children from birth to six years of age

demonstrate an understanding of an infant's needs and schedules by participating in a baby-simulation experience

assess their own experience with infants and children and reflect on personal strengths and areas for improvement

Child Rearing Around the World

Family Variations: demonstrate an understanding of social and cultural variations in family forms and child-rearing approaches;

analyse their own personal understanding of the terms family and parent, and assess the possible biases that may be inherent in this understanding

identify the functions of the family and explain how these functions may be carried out through a variety of family forms (e.g., same-sex couples with children, lone-parent families)

describe ways in which families transmit their cultural and religious heritage to children (e.g., through storytelling, visual arts, festivals, religious and other rituals) as well as the ways in which families may be constrained in their ability to transmit their culture and religion

describe ways in which culture and family tradition influence child-rearing practices (e.g., practices related to name selection, touch and physical contact, fostering cultural pride and a positive sense of self)

Parenting Styles and Practices: demonstrate an understanding of a variety of child-rearing practices and their effects on children;

describe different parenting styles (e.g., permissive, authoritarian, authoritative, indulgent) and assess how they affect young children

demonstrate an understanding of the importance of positive parenting strategies for the development of a child's self-esteem and self-discipline

demonstrate an understanding of strategies for encouraging positive behaviour in children (e.g., offering choices, discussing logical and natural consequences of behaviour)

describe ways in which a parent can act as a positive role model for children (e.g., by modelling environmental responsibility, showing respect and care for others, having a positive body image)

describe ways in which parents and family members teach children socially acceptable behaviour (e.g., by encouraging good table manners at family meal time, by encouraging sharing with playmates)

Common and Diverse Experiences of Childhood: demonstrate an understanding of common and diverse experiences of young children in a variety of cultures and historical periods.

identify forms of children's play that are found in all societies/cultures (e.g., traditional games involving balls and sticks, games modelled on "tag", variations of "playing house")

describe how childhood experiences vary/have varied in different cultures and historical periods (e.g., variations in levels of freedom and/or adult supervision for children in different times and places; variations in the age at which children start school and/or work in different times, places, or cultures)

compare expectations for male and female children in their own and other cultures

Addressing Social Challenges

Caregiving Challenges in the Early Years: demonstrate an understanding of the challenges facing parents throughout the early childhood years;

summarize the lifestyle and relationship changes that parents experience when raising young children (e.g., decreasing independence, fatigue, shifting priorities, varying rewards of caregiving, changing responsibilities as the child ages)

demonstrate an understanding of the challenges faced by parents of young children in today's rapidly changing society (e.g., balancing work and family responsibilities, finding quality childcare, dealing with discrimination)

identify strategies used by families to manage different types of early-childhood trauma

identify the unique challenges faced by families when parents or children have disabilities or special needs (e.g., a parent in a wheelchair, a child with autism)

identify indicators of possible mental illness or mental health problems in young children (e.g., social withdrawal, unexplained fears)

identify and describe challenges associated with teenage parenthood and lone parenting (e.g., poverty, discrimination, lack of gender-role modelling, stress)

Neglect and Abuse: describe strategies for building healthy family relationships in order to prevent neglect and/or physical, sexual, or emotional abuse of children;

describe indicators of possible neglect or physical, sexual, or emotional abuse (e.g., malnutrition, lack of trust, unexplained bruises)

describe strategies that can be used to secure a safe and peaceful family, community, and social environment for children (e.g., teaching children that "touch" should never be kept secret; teaching safe Internet practices; providing "streetproofing" training to children)

demonstrate an understanding of the laws relating to child abuse and children's rights (e.g., the community's responsibility for children's welfare, the duty to report suspected child abuse)

identify various barriers parents face in gaining access to community supports (e.g., language, culture, level of literacy or education)

Society's Role in the Lives of Children and Families: describe the roles and responsibilities of society in protecting and supporting children and families, and the responsibilities of caregivers towards children.

describe the positive and negative roles of societal agents in the lives of young children (e.g., the role of schools in teaching children to "get along" with others, the role of religious institutions in instilling values, the role of media in shaping children's attitudes to violence)

demonstrate an understanding of the laws that regulate the behaviour of children and parents in society (e.g., provisions of the Child and Family Services Act of Ontario; laws regarding school attendance, child labour, and parental leave from work)

identify community social programs and agencies that provide support to children and families (e.g., YMCA/YWCA, Big Brothers/Big Sisters, family shelters, Aboriginal Head Start programs, Kids Help Phone, Parenting and Family Literacy Centres)

describe the legal, social, and moral responsibilities of parents as outlined in the United Nations Convention on the Rights of the Child (e.g., providing adequate food, shelter, care, education)

Canadian and World Studies

Shifting Populations: analyse current as well as historical patterns of population movement and distribution in the selected region

Geographic Inquiry And Skill Development

Geographic Inquiry: use the geographic inquiry process and the concepts of geographic thinking when investigating geographic issues in a selected region;

formulate different types of questions to guide investigations into geographic issues in the selected region (e.g., factual questions: Which country in the region has the highest income per capita?; comparative questions: Which government strategy is more apt to improve the lives of children in a country, an increase in funding for education or for food and water safety?; causal questions: How have population shifts had an impact on the region?)

select and organize relevant data and information on geographic issues in the selected region from a variety of primary and secondary sources (e.g., primary: photographs; raw data, both quantitative and qualitative; satellite images; statistics; secondary: atlases, books, charts, digital and print maps, graphs, magazines, newspapers, websites), ensuring that their sources represent a range of perspectives

assess the credibility of sources and information relevant to their investigations (e.g., by considering how the data are constructed to support the author's point of view, the possible bias of the author, the expertise of the author, the accuracy of the text and supporting data, the intended audience, the purpose of the messaging, the context in which the information was presented)

interpret and analyse data and information relevant to their investigations, using various tools, strategies, and approaches appropriate for geographic inquiry (e.g., interpret diagrams illustrating the flow of money into and out of the region; analyse graphs and charts showing data related to quality of life indicators for countries in the region to determine trends and correlations; use decision-making templates to help them analyse different points of view on an issue of concern to the region; outline various perspectives on the impact of foreign investment in the region)

use the concepts of geographic thinking (i.e., spatial significance, patterns and trends, interrelationships, geographic perspective) when analysing and evaluating data and information, formulating conclusions, and making judgements about geographic issues in the selected region (e.g., use the concept of spatial significance to explain natural hazards to which the region is prone; use the concept of patterns and trends to analyse shortand long-term population trends and phenomena such as the shift of population to urban centres; use the concept of interrelationships to analyse the impact that economic development has had on indigenous peoples in the region; use the concept of geographic perspective to analyse the social, political, economic, and environmental impact of globalization on the region)

evaluate and synthesize their findings to formulate conclusions and/or make informed judgements or predictions about the issues they are investigating

communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose (e.g., a presentation for classmates on trade between Canada and the selected region; a debate on the pros and cons of resource and/or industrial development in the region; a webcast or podcast for the general public on how issues related to food security affect the region; a photo essay for a local community group to illustrate various ways in which the community is connected to other regions of the world)

use accepted forms of documentation (e.g., footnotes, author/date citations, reference lists, bibliographies, credits) to reference different types of sources (e.g., articles, oral recounts, blogs, books, databases, films, websites)

use appropriate terminology when communicating the results of their investigations (e.g., vocabulary specific to their inquiry; terminology related to geography and to the concepts of geographic thinking)

Developing Transferable Skills: apply in everyday contexts skills, including spatial skills, developed through geographical investigation, and identify some careers in which a background in geography might be an asset.

describe ways in which geographic investigation can help them develop skills, including spatial skills and the essential skills in the Ontario Skills Passport (e.g., skills related to reading graphic texts, writing, graphing, computer use, use of GIS and/or satellite imagery, oral communication, numeracy, decision making, planning, management, finding information, problem solving), that can be transferred to postsecondary opportunities, the world of work, and everyday life

apply in everyday contexts skills and work habits developed through geographic investigation (e.g., use critical thinking, mapping, and/or graphing skills to help them analyse an issue of local importance; use listening skills in discussions to help them understand multiple perspectives; apply work habits such as collaboration when sharing ideas and information with a team, or self-regulation to identify strategies for achieving a goal)

apply the concepts of geographic thinking when analysing current events involving geographic issues (e.g., use the concept of spatial significance to analyse the importance of pollinators to agricultural production and the impact of their decline; use the concept of patterns and trends to enhance their understanding of issues related to global population shifts; use the concept of interrelationships to help them understand a current issue related to gender inequality; use the concept of geographic perspective to analyse the impact of climate change) in order to enhance their understanding of these issues and their role as informed citizens

identify some careers in which a geography background might be an asset (e.g., economic development officer, GIS technician, international aid worker, marketing analyst, owner of an importing business, travel industry analyst, travel writer, urban planner, environmental scientist)

Natural and Human Systems

Regional Characteristics: demonstrate an understanding of key cultural and socio-economic characteristics of the selected region and of individual countries in it

identify the countries in the region and analyse information and data to determine basic differences between them (e.g., use maps to compare population density, locate and analyse statistics to compare ethnic and/or religious makeup, interpret and analyse visual images to compare topography)

describe the region's main cultures (e.g., with reference to language; religious groups; ethnic groups, including indigenous cultures; the arts; food; history), and assess the level of cultural diversity in the region

analyse data on various economic indicators to investigate where individual countries in the region, and the region as a whole, rank within the global economy (e.g., with reference to natural resources, gross domestic product [GDP] and/or gross national product [GNP], value of exports, per capita income, debt, aid, types of industry, and/or infrastructure)

Patterns of Natural and Human Systems: describe patterns in natural features and population distribution in the selected region, and analyse the relationship between them

describe natural features of the region (e.g., landforms, vegetation, climate, soils, water bodies, natural resources), and analyse the relationship between them

describe current patterns of population distribution in the region, with a particular focus on areas of high population density, and assess the impacts, both positive and negative, of these patterns (e.g., preservation of natural ecosystems in some areas of low population; urban sprawl, gated communities, traffic congestion, slums, air pollution, waste management challenges, access to and/or pressure on services/infrastructure, a broader range of economic opportunities in areas of high population)

analyse key relationships between natural features and population distribution in the region (e.g., with reference to settlement near bodies of water; location of resource towns, tourist towns; agricultural settlements near volcanoes; sparse settlement in mountainous, desert, or ice-covered regions)

Quality of Life: assess quality of life in the selected region, including factors that contribute to quality of life and policies/programs that aim to improve it

analyse various criteria that are used to measure quality of life, and assess quality of life in the region with reference to several of these criteria (e.g., literacy rates; access to education, medical care, clean water, sanitation, and adequate housing; GDP per capita; per capita income; life expectancy; infant and/or maternal mortality; gender inequality; unemployment and poverty rates; military spending; national debt)

analyse how various factors affect quality of life indicators in the region (e.g., public expenditures on education, health, infrastructure, social services; war; drought or other natural or human-made disasters; pandemics; government corruption; misappropriation of aid; labour and environmental standards/regulations; discrimination against women or minorities; inequitable access to resources; food security)

assess the effectiveness of programs, policies, and strategies of various groups and organizations, including governments, aimed at improving the quality of life for people in the region (e.g., policies related to public education, food and water safety, income support for unemployed, aged, and/or disabled people; programs to improve literacy rates among women, reduce the spread of infectious diseases, improve maternal health, provide clean water; strategies such as the provision of microcredit)

Sustainability and Stewardship

Sustainability and Stewardship of Natural Resources: analyse issues associated with sustainability and stewardship of natural resources in the selected region

identify the main natural resources that are harvested/extracted in the region (e.g., water, wood, oil and/or gas, coal, minerals, fish, cotton, wheat, rice, livestock), and assess the sustainability of current rates of harvesting/extraction

assess the effects, both positive and negative, on the region of outside demand for its products and/or resources (e.g., development of infrastructure, job creation, improvement in standards of living, increase in tax revenue, deforestation and other types of resource depletion/mismanagement, monoculture and other unsustainable agricultural practices, vulnerability to demands of multinational corporations, sweatshops, air pollution, environmental degradation)

describe programs in the region that are intended to foster stewardship/sustainability with respect to natural resources (e.g., programs related to resource conservation, alternative energy, tree planting, water quality, seed saving, sustainable THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies Grade 11, University/College Preparation 138 agricultural practices, land rehabilitation, recycling and waste disposal), and assess their effectiveness

explain how imperialism/colonialism has affected the region, with reference to its people and their relationship with the natural resources in the region (e.g., with respect to the region's status as a former colony or imperial power; the exploitation of people and natural resources before, during, and after the colonial period; the impact of colonization on indigenous peoples and/or the language, religion, and culture of the region; current cultural/economic imperialism)

Inequality and Sustainability: analyse aspects of inequality and economic sustainability in the selected region, including programs intended to promote equality and sustainability

describe the four economic sectors (i.e., primary, secondary, tertiary, and quaternary) and analyse data to assess differences between countries in this region with respect to employment and production in these sectors

analyse aspects of inequality within the region (e.g., with reference to gender inequality; racial, ethnic, class, and/or religious discrimination; political disenfranchisement; economic inequality between countries in the region; class inequalities within countries), including key causes and consequences of disparities between different groups of people

assess the sustainability of the regional economy (e.g., the extent to which the economy depends on non-renewable resources; the mix of primary, secondary, and tertiary industries; whether taxes generate sufficient funds to finance public infrastructure and social programs; the number of stable, well-paid jobs; whether profits stay in the region or go to a multinational corporation headquartered elsewhere)

describe the role of non-governmental organizations (NGOs), as well as international government aid, in the region (e.g., with reference to which countries in this region receive or contribute to foreign aid; the work of NGOs in areas such as environmental protection, economic development, human rights, alternative income programs), and evaluate their effectiveness in promoting sustainability

Development Projects/Megaprojects: analyse various issues associated with development projects, including, where applicable, megaprojects, in the selected region

analyse how development projects, particularly, where applicable, megaprojects, affect the sustainability of human and natural systems in the region (e.g., with reference to the development of dams and other hydroelectric projects, public transportation projects, energy pipelines, alternative energy projects, new factories, nuclear power plants, weapons systems, large-scale sports events)

compare the perspectives of different groups on development projects, including, where applicable, megaprojects, in the region

describe some alternatives to large-scale developments/megaprojects in the region, and explain their advantages and disadvantages (e.g., small-scale alternative energy programs, use of solar or geothermal energy in individual buildings, conservation programs)

Regional and International Interactions

International Organizations in the Region: analyse the role and involvement of intergovernmental organizations in the selected region

analyse the role countries in the region play in intergovernmental organizations [IGOs] (e.g., United Nations [UN], World Bank, World Health Organization, World Trade Organization, Intergovernmental Panel on Climate Change, Organisation for Economic Co-operation and Development, Commonwealth, La Francophonie, African Union, European Union, Organization of American States, Asia-Pacific Economic Cooperation)

assess the effectiveness of intergovernmental organizations and/or agreements in addressing issues in the region (e.g., with reference to UN Women; UN conventions on climate change, children's rights, and/or the rights of indigenous peoples; the International Criminal Court; alliances, treaties, and/or defence agreements; trade agreements)

Conflict and Cooperation: analyse aspects of economic, social, and political conflict and cooperation in the selected region

explain interrelationships between economic change/development and conflict and/or cooperation involving this region (e.g., how economic development has heightened tensions over land claims or sovereignty; cooperation on and/or disagreement over joint megaprojects; disagreements over emissions targets or other environmental issues; local resistance to the practices of multinational corporations; conflict over the sale and/or privatization of water or the use of genetically modified organisms [GMOs] in the region's agriculture industry)

analyse key aspects of trade in this region, including trade among countries within the region as well as with those elsewhere in the world (e.g., trade agreements, trade wars, most important trading partners, largest imports and exports, whether the region exports raw materials or manufactured products, whether there is a trade surplus or deficit), and assess the impact of trade in this region

analyse key causes of social and/or cultural conflict and cooperation within the region (e.g., conflict: historical exploitation by colonial powers; historical conflicts between communities based on race, class, ethnicity, language, culture, or religion; population pressures from refugees and/or from migrants moving from rural to urban environments; suppression of human rights; disagreements between religious groups over appropriate cultural expression; cooperation: regional development projects that are autonomous and self-sufficient; the need to organize to respond to issues of concern to indigenous peoples, women, environmentalists; responses to human or natural disasters; cultural events or exchanges)

describe instances of political conflict or cooperation in the region, and explain their impact (e.g., conflict: civil war or international conflict; coups d’états; protests related to political policy, government legitimacy, land claims; suppression of dissent by governments; invasion/ aggression over disputed territory; economic or diplomatic sanctions; cooperation: pro-democracy movements; regional groups such as the African Union, Organization of American States, European Union; treaties/alliances)

Economic Development: analyse economic activity in the selected region as well as factors that contribute to the region�s economic development

analyse how various factors affect economic development in the region (e.g., richness and accessibility of natural resources; level of infrastructure and technology; availability of an educated, skilled workforce; access to markets; subsidies or tariffs, whether within the region or among its trade partners; historical trade and development patterns; legacy of colonialism; political policies; political and social stability)

describe the main types of industry in the region (e.g., manufacturing, agriculture and food processing, resource extraction and processing, tourism, service industries, energy generation, knowledge-based industries, high-tech industries), and assess their impact

explain the relationship between the distribution of natural resources in the region and their development (e.g., the amount of a resource that is available and the ease with which it can be accessed, extracted, and transported; the relative remoteness or inaccessibility of the area in which resources are located; political disputes over land and/or ownership of resources; the environmental sensitivity of the land where the resources are)

explain the benefits and disadvantages of the operations of multinational corporations [MNCs] in the region (e.g., with reference to creation of jobs, influence of MNCs on government policy, construction of infrastructure, resource depletion, violations of human rights, changes in labour and/or environmental standards, funds from corporate taxes)

analyse the advantages and disadvantages of foreign investment for this region, with reference, as appropriate, to countries that invest and those that attract investment

analyse the role of travel and tourism in the economy of the region as well as the environmental and cultural impact of the tourism industry

Dynamics and Change

Globalization: analyse how globalization has affected the selected region and how the region has responded to it

assess the impact of globalization on the people of the region (e.g., with reference to human rights, types of jobs and working conditions, quality of life, minority and indigenous cultures)

assess the impact of globalization on the natural environment in the region (e.g., loss of forest as a result of demand for grazing land, and its impact on regional and global climate; weak environmental regulations as an inducement to industrial development; invasive species; air pollution and greenhouse gases from increased industrial production; threats to fresh water supplies as a result of global demands for water; threats to native and heritage vegetation, and animals that depend on them, from genetically modified crops)

describe local, national, regional, and/or international policies and strategies that address issues associated with globalization, and assess their effectiveness (e.g., with reference to antiglobalization movements/protests, movements/ support for rights/land claims of indigenous peoples, local food movements and buy-local campaigns, organic farming, the trend in stores and restaurants towards identifying sustainably harvested fish and other seafood)

identify migration patterns in this region and analyse their significance (e.g., whether people tend to immigrate to or emigrate from the region and the sociocultural impact of that trend; the presence and impact of refugees; internal migrations, including urbanization; migration related to work; the impact of migration on population distribution)

explain how population distribution has changed historically in the region as a result of changes in population growth, political power, the economy, and/or technology (e.g., demographic factors such as changes in birth and infant mortality rates; the impact of epidemics, particularly on indigenous populations; the impact of decolonization; economic changes such as the growth and/or decline of resource towns; rural depopulation as a result of factors such as increasingly large farms or unsustainable agricultural practices; the impact of the car on the growth of suburbia in some regions)

analyse the effects of rural-to-urban population shifts on the region

explain how various factors affect weather and climate patterns in the region (e.g., physical features such as mountains, deserts, or bodies of water; ocean currents; latitude; climate change)

explain how climate change currently affects the region and how it is likely to do so in the future

identify natural hazards to which the region is vulnerable (e.g., volcanic eruptions, earthquakes, tsunamis, drought, landslides, avalanches, floods, tornadoes, hurricanes, typhoons, cyclones), and assess the level of preparedness in the region for natural and/or human-created disasters

Canadian and World Studies

Economic Inquiry and Skill Development

Economic Inquiry: use the economic inquiry process and the concepts of economic thinking when investigating current economic issues in Canada;

formulate different types of questions to guide investigations into current economic issues in Canada (e.g., factual questions: What are the rights of workers in Canada?; comparative questions: What is the difference between a partnership and a cooperative business model?; causal questions: Why do governments intervene in the economy?)

select and organize relevant data, evidence, and information on economic issues in Canada from a variety of primary and secondary sources (e.g., primary: Bank of Canada forecasts, federal/provincial budgets, financial statements, interviews, Statistics Canada data; secondary: academic or institutional reports based on primary sources, documentaries, government or business websites, newspapers, political cartoons), ensuring that their sources reflect a range of perspectives

assess the credibility of sources, data, evidence, and information relevant to their investigations (e.g., by considering how the data or information was constructed; the accuracy and/ or context of the evidence; the intended audience; the bias, purpose, values, and/or expertise of the author)

interpret and analyse data, evidence, and information relevant to their investigations, using various tools, strategies, and approaches appropriate for economic inquiry (e.g., create a graph to help them analyse data on income distribution in a Canadian city; use a cost-benefit matrix to help them analyse a real or theoretical business decision; use a Venn diagram to help them compare economic systems; interpret tables of statistics to determine seasonal and regional unemployment rates in Canada; use a supply and demand model to predict the effect on Canadian wheat prices of drought on the Prairies)

use the concepts of economic thinking (i.e., economic significance, cause and effect, stability and variability, and economic perspective) when analysing and evaluating data, evidence, and information and formulating conclusions and/or judgements about economic issues in Canada (e.g., use the concept of economic significance to help them analyse the impact of income taxes in Canada; consider the concept of cause and effect when comparing the costs of fair-trade and conventional goods; apply the concept of stability and variability when investigating the impact of unions on wages over time; use the concept of economic perspective to help them assess the suitability of business models for a new venture)

evaluate and synthesize their findings to formulate conclusions and/or make informed judgements and/or predictions about the economic issues they are investigating

communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose (e.g., a report on a cost-benefit analysis of government subsidies to corporations; a seminar on the impact of consumer choices; a presentation with graphs and/or other diagrams on wages and benefits in different sectors of the Canadian economy; a debate on whether the federal government should pay down the debt or expand social spending; a blog for peers about how to manage personal debt)

use accepted forms of documentation (e.g., footnotes or endnotes, author/date citations, reference lists, bibliographies, credits) to reference different types of sources (e.g., articles, blogs, books, documentaries, interviews, statistical tables, websites)

use appropriate terminology when communicating the results of their investigations (e.g., vocabulary specific to their inquiry topics; terminology related to economics and the concepts of economic thinking

Developing Transferable Skills: apply in everyday contexts skills developed through economic investigations, and identify various careers in which a background in economics might be an asset.

describe ways in which economic investigations can help them develop skills, including the essential skills in the Ontario Skills Passport (e.g., skills related to reading texts, writing, document use, computer use, oral communication, numeracy) and skills related to financial literacy, that can be transferred to postsecondary opportunities, the world of work, and everyday life

apply in everyday contexts skills and work habits developed through economic investigations (e.g., use skills related to budgeting and cost-benefit analysis to help them determine whether to take a part-time job; use numeracy skills to analyse the implications of statistics in a newspaper article; apply work habits such as initiative to identify strategies that will enable them to successfully complete a task, or organization to help them establish priorities and manage their time both in class and at home)

apply the concepts of economic thinking when analysing current events involving economic issues (e.g., costs and benefits of supporting infrastructure development in the First Nations community of Attawapiskat; the closing of a factory in a small community; a proposal to raise the minimum wage in Ontario; air pollution in China from coal-burning factories; debates over North American energy pipelines) in order to enhance their understanding of these events and their role as informed citizens

identify various careers in which the skills learned in economics might be useful (e.g., agriculturalist, asset manager, co-op manager, corporate strategist, customer service representative, entrepreneur, financial consultant, policy analyst, small-business owner, wealth manager)

Fundamentals of Economics

Scarcity and Choice: analyse the relationship between scarcity and choice and how these considerations affect economic decision making

explain the concepts of scarcity and opportunity costs, and analyse how individuals, governments, and organizations apply these concepts as they make economic choices (e.g., the opportunity costs of a firm deciding to invest in research and development rather than adding to its immediate profits, or of a government using limited resources to pay down the debt, invest in infrastructure, or increase funding for social programs)

describe the two major branches of economics (i.e., micro, macro) and the two forms of economic analysis (i.e., normative, positive), demonstrating the understanding that they all consider questions of scarcity and choice

analyse how the scarcity of the factors of production (i.e., land, labour, capital, entrepreneurship) influences productivity and specialization

explain how needs (e.g., clean water, food, shelter, leisure time), wants (e.g., designer jeans or running shoes, a new smartphone, sweatshop-free clothing, fair-trade produce), and values (e.g., fairness, individualism, community mindedness) influence consumer decisions

compare prices in different communities in Canada (e.g., the price of groceries on a fly-in First Nation reserve, in the North, in large urban centres, in rural communities; housing prices in Toronto and Windsor; the price of gasoline in Calgary and Charlottetown), explaining reasons for the variations, and analyse the impact of these variations on individuals’ choices and decisions

Economic Models: apply economic models to analyse economic choices and issues affecting Canada and Canadians

explain the purpose of a production possibilities curve (PPC) and apply this model to analyse potential choices with respect to production (e.g., between consumer goods and capital goods, among different types of consumer goods, between a good and a service, between an essential and a non-essential good or service)

use cost-benefit analysis to analyse current economic choices facing individuals and organizations in Canada (e.g., a business deciding whether to invest in new technology, a student weighing postsecondary options, a family deciding whether to rent or buy a home, a local government considering how to most effectively invest in public transit)

identify economic models that are relevant to specific economic issues/problems in Canada, and apply these models to analyse some of these issues/problems (e.g., use the business cycle model to analyse long-term variations in the economy, a Keynesian model to analyse the impact of unemployment on supply and demand, an accounting model when investigating the implications of the national debt)

assess the suitability of various business models (e.g., sole proprietorship, partnership, corporation, cooperative, Crown corporation) for different purposes

Political and Economic Systems: analyse how different political and economic systems and entities, including governments in Canada, make economic decisions

compare how different economic systems (i.e., market, mixed, traditional, command) answer the three fundamental economic questions about production (i.e., what, how, and for whom to produce)

analyse how different political-economic systems (e.g., capitalism, socialism) respond to challenges associated with stability and variability

analyse how governments in Canada prioritize competing economic goals when responding to economic challenges (e.g., unemployment, inflation, recession, increasing public debt)

Financial Planning: demonstrate an understanding of key considerations related to personal financial planning, and use economic data to analyse the costs and benefits of personal financial decisions

describe key personal financial planning principles (e.g., set realistic goals, start to save early, maintain a good credit rating, diversify), and explain how and why financial planning may differ depending on an individual's stage of life and/or personal experiences

assess, with reference to specific economic data, the advantages and disadvantages of different financial institutions (e.g., banks, credit unions, mortgage companies, payday loan companies, brokerage firms), specifically with respect to personal savings, investments, and loans

assess, with reference to specific economic data, the short- and long-term costs and benefits of personal debt (e.g., credit card debt, student loans, payday loans, lines of credit, mortgages)

analyse the choices (e.g., cash, credit, loan, lease) to determine the best method of payment for major consumer purchases (e.g., a home, a car, tuition, a holiday, electronics)

compare various investment choices (e.g., stocks, bonds, guaranteed investment certificates, mutual funds, tax-free saving accounts, registered retirement income funds) and explain the importance of diversifying investments

Economic Challenges and Responses

Market Systems: analyse how various factors, including the practices of different stakeholders, affect markets and the value of goods

apply supply and demand models to analyse how price is influenced by different factors (e.g., technology, advertising, weather, shortages of raw materials)

analyse how individual choices, including ethical consumerism (e.g., buying fair-trade, local, cruelty-free, and/or green products), influence markets

analyse how consumer and producer participation in the underground economy affects markets (e.g., with reference to grey and black markets, tax evasion, counterfeit products, pirating, illegal downloading

analyse how, in a market system, different stakeholders value public and collective goods (e.g., fish stocks, air, water, parks)

explain the causes of Canadian government intervention in market systems (e.g., to address economic inequalities or market disadvantages, to generate revenue, to protect consumers, in response to lobbying)

Workers in Canada: explain the main roles, practices, and concerns of workers, both organized and unorganized, in Canada

describe various ways in which workers organize in Canada as well as different categories of unorganized workers (e.g., with reference to professional associations, labour unions, worker-run cooperatives, itinerant workers, foreign domestic workers, temporary foreign workers, contract workers), and explain why different categories of workers may have different perspectives

compare incomes, benefits, and working conditions of unionized and non-unionized workers in different sectors of the Canadian economy (e.g., resource development, agriculture, manufacturing, service industries, public service)

explain the rights and responsibilities of workers in Canada (e.g., rights: to a minimum wage, to refuse unsafe work, to compensation for workplace injuries, to freedom from discrimination and harassment; responsibilities: to be aware of and follow workplace health and safety requirements, to report unsafe working conditions, to use appropriate protective equipment, to treat co-workers in accordance with human rights regulations)

explain various practices and policies (e.g., collective bargaining, arbitration, walkouts, strikes, closed and open shops, "right to work" laws, backto-work legislation) adopted by workers, firms, and governments to assert their interests with respect to labour-management issues, and assess the impact of these practices/policies on various stakeholders (e.g., workers, business owners, governments, consumers)

Employment Patterns and Trends: analyse patterns and trends related to employment and unemployment in Canada, their causes, and their impact on individuals and society

analyse economic data to identify employment/unemployment patterns (e.g., youth unemployment, unemployment among college/ university graduates, unemployment on First Nations reserves, seniors returning to part-time employment, contract work versus full-time employment, use of temporary foreign workers, outsourcing, loss of manufacturing jobs to other countries, regional expansion of energy-sector jobs), and explain how these patterns affect individuals and society

identify trends related to workplace technology (e.g., continuing automation, cloud computing, use of big data), and analyse the effects on workers (e.g., changes in employability skills, flexibility in hours and location of work, use of social media to search for jobs)

explain the causes of specific types of unemployment (e.g., frictional, seasonal, structural, cyclical, regional) and their impact on career choices

Economic Inequality: analyse causes and measures of, as well as responses to, economic inequality in Canada

explain how various factors contribute to income inequality (e.g., social background, including class, religion, ethnicity; education; the number and types of jobs available in a region; discrimination based on race, gender, sexual orientation, religion, language; skills; the value that society attaches to different jobs)

explain how governments, firms, and non-governmental organizations respond to economic inequalities (e.g., tax credits, rent controls, minimum wages, social assistance, food banks, corporate-funded or government-subsidized daycare, public and private funding of social programs, programs to upgrade job skills or literacy)

assess the effectiveness of income taxes and government transfers in reducing income inequality in Canada (e.g., with reference to the Child Tax Benefit, social assistance, employment insurance, old age security)

assess the impact that economic fluctuations have had on different communities in Canada (e.g., Sydney, NS; Athabaska or Calgary, AB; Charlottetown, PEI; Leamington or Oshawa, ON; First Nations reserves across Canada) by analysing measures of poverty and affluence for those communities (e.g., number of people below the low-income cut-off, poverty indices, food bank use, social welfare rolls, housing prices, average income)

explain how economic models and data are used to measure social need in Canada and to help frame responses to social issues (e.g., issues related to poverty, health, crime, education), and describe challenges associated with the use of these models and data (e.g., the Lorenz curve, the Gini coefficient, poverty indices, gross domestic product, measures of consumer confidence and spending)

Interrelationships Among Economic Citizens

Producers and Consumers: analyse ways in which producers and consumers participate in the Canadian economy and some ways in which governments affect this participation

demonstrate an understanding of competition with respect to markets and firms (e.g., perfect and imperfect competition, the extent of control of the market, the degree of control over price, the extent of barriers to entry or exit from the market), and explain how government regulations relating to competition in Canada affect producers and consumers

assess the sources and quality of information available to consumers about products on the market in Canada

describe taxes paid by producers and consumers in Canada (e.g., income tax, sales tax, goods and services tax, property tax, capital gains tax, excise tax, corporate tax), and assess their impact

assess the role of entrepreneurship in the Canadian economy

Government Intervention: analyse various ways in which governments in Canada intervene in the economy as well as factors that influence this intervention

analyse government policy initiatives in Canada that respond to scarcity (e.g., progressive taxes, income transfers, carbon credits or carbon taxes, the Temporary Foreign Worker Program)

analyse how governments in Canada respond to economic problems (e.g., with reference to changes in taxes, cuts to or increases in spending/ services, wage/price controls, changes to minimum wages or to pension or unemployment benefits), including the problems caused by economic fluctuations (e.g., recession, recovery, boom)

explain various ways in which governments in Canada intervene in the economy (e.g., laws and regulations related to wages and working conditions, food safety, competition, health and safety, environmental protection; farm or corporate subsidies; marketing boards; tariffs; trade agreements; social welfare payments; Crown corporations), and analyse the impact of this intervention

Economic Citizenship: explain the roles, perspectives, and influence of various economic citizens in Canada

describe economic rights and responsibilities of Canadian citizens (e.g., rights: equality of economic opportunity, mobility rights, eligibility for social assistance, right to private property, free elementary/secondary education, rights associated with copyright and patent laws; responsibilities: to pay taxes; to respect laws relating to business regulations, economic transactions, health and safety; to understand the role of political, economic, and social institutions in their lives and communities; to engage in local, national, and/or global communities for the common good)

explain the responsibilities of individuals, firms, and government with respect to social inequities in Canadian workplaces (e.g., to report discrimination or harassment, to ensure accessibility, to comply with human rights legislation, to enact and enforce regulations that protect workers' right to a safe and harassment-free workplace)

explain competing perspectives of various economic citizens (e.g., baby boomers, youth, taxpayers, shareholders, business people, people with disabilities, people from different classes) on the value of government services/expenditures in Canada (e.g., expenditures on health care, social services, education, pensions, transportation, parks, infrastructure)

explain ways in which individuals and groups, including firms, influence the economic policy of governments in Canada, and assess the extent of this influence (e.g., with reference to voting, lobbying, financial support for political parties, media support for or criticism of policy, reports/position papers of think tanks, unethical business practices, promises of investment or threats or withdrawing investment)

Economic Interdependence

Perspectives on Scarcity and Sustainability: analyse competing perspectives on scarcity and sustainability in Canada and assess their significance

compare the perspectives of various stakeholders with respect to scarcity in Canada and explain how these perspectives are reflected in the policies or positions of these stakeholders with respect to economic issues (e.g., with reference to different political parties; conservative and progressive think tanks; the oil and gas industry and the alternative energy sector; corporate and small-scale or organic farmers; First Nations, Métis, and/or Inuit people; environmental NGOs; advocacy groups for the poor; Chambers of Commerce)

analyse how First Nations, Métis, and/or Inuit people have responded to issues relating to scarce resources (e.g., with reference to land claims, fishing rights, resource development on and/or environmental degradation of Aboriginal land), and explain similarities and differences between their responses and those of other groups in Canada, including governments (e.g., environmental groups, mining companies, provincial or federal governments, the courts)

compare cooperative and competitive perspectives (e.g., those of cooperatives, multinational corporations, sole proprietorships, social ventures) on the management of scarce resources in Canada

explain how firms in Canada respond to issues relating to scarcity of labour and capital (e.g., by offering apprenticeships and/or internships, using government funds to help them restructure jobs or retrain workers, hiring contract workers, using temporary foreign workers, outsourcing, merging, seeking foreign investment, taking a private firm public or vice versa, cutting costs of production, moving offshore)

Weighing Trade-offs, Making Choices: explain the criteria that governments and firms in Canada use to weigh trade-offs and make economic choices

explain criteria that firms use in deciding how to allocate scarce resources (e.g., when to hire or lay off workers, whether to invest in new technology, the amount of funding for research and development, whether to sponsor cultural events or community organizations)

explain why governments provide financial support to corporations, non-governmental organizations, and other groups (e.g., to create jobs and/or prevent loss of jobs, to encourage research and development, to promote cultural events, to increase literacy or enhance skills, to support private programs that provide services to specific groups, to enhance their political support)

explain business decisions (e.g., layoffs, relocation, outsourcing, technological integration, mergers) that may be taken in response to economic challenges and/or fluctuations (e.g., recessions, increased competition, changes in trade, technological change, shortages of skilled workers)

Economic Globalization: assess the impact of globalization, including international trade and investment, on the Canadian economy

assess the impact of globalization on the Canadian economy, with particular reference to income inequality in Canada

assess the advantages (e.g., increased capital, potential for increased employment) and disadvantages (e.g., loss of local decision making, loss of profits, corporate decisions that favour head office over subsidiaries) of foreign investment and ownership in Canada

describe key aspects of Canadian trade policy (e.g., with reference to the North American Free Trade Agreement, the proposed Canada-European Union Comprehensive Economic and Trade Agreement, membership in the World Trade Organization, tariffs and subsidies, export of natural resources, largest trading partners), and explain its impact

Canadian and World Studies

Geographic Inquiry And Skill Development

Geographic Inquiry: use the geographic inquiry process and the concepts of geographic thinking when investigating geographic issues relating to travel and tourism;

formulate different types of questions to guide investigations into geographic issues relating to travel and tourism (e.g., factual questions: Which three countries were the most popular tourist destinations for Canadians last year?; comparative questions: Which class of tourist has the greatest economic impact on the selected destination?; causal questions: Is it in a Caribbean island's best interest to solicit cruise line business?)

select and organize relevant data and information on geographic issues from a variety of primary and secondary sources (e.g., primary: raw data from fieldwork, both quantitative and qualitative; statistics; photographs; satellite images; secondary: newspapers, books, atlases, geographic magazines, websites, graphs, charts, digital and print maps), ensuring that their sources represent a diverse range of perspectives

assess the credibility of sources and information relevant to their investigations (e.g., by considering how the data are constructed to support the author's point of view, the possible bias of the author, the expertise of the author, the accuracy of the text and supporting data, the intended audience, the purpose of the messaging, the context in which the information was presented)

interpret and analyse data and information relevant to their investigations, using various tools, strategies, and approaches appropriate for geographic inquiry (e.g., interpret diagrams illustrating the flow of an economic system; analyse graphs and charts of quality of life indicators for selected countries to determine trends and correlations; use decision-making templates to analyse points of view on an issue related to tourism; use graphic organizers to outline various perspectives on the development of tourist attractions)

use the concepts of geographic thinking (i.e., spatial significance, patterns and trends, interrelationships, geographic perspective) when analysing and evaluating data and information and formulating conclusions and/or judgements about issues relating to travel and tourism (e.g., use the concept of spatial significance to analyse the distribution of tourist resorts within a region; use the concept of patterns and trends to analyse short- and long-term tourism trends and phenomena such as the evolution of volunteer/work tourism; use the concept of interrelationships to analyse the role of personal technology in personal travel planning; use the concept of geographic perspective to analyse the social, political, economic, and environmental impacts of a land-use dispute related to tourism

evaluate and synthesize their findings to formulate conclusions and/or make informed judgements or predictions about the issues they are investigating

communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose (e.g., a brochure for Canadian tourists who are considering cultural tourism in China, a debate with classmates on the most appropriate location for the next summer Olympics, an article for the school website that evaluates local activities appropriate for a "staycation", a presentation for the parent council recommending a destination for the school's next March break trip)

use accepted forms of documentation (e.g., footnotes, author/date citations, reference lists, bibliographies, annotated bibliographies, credits) to reference different types of sources (e.g., websites, blogs, books, articles, films, data)

use appropriate terminology when communicating the results of their investigations (e.g., vocabulary specific to their inquiry; terminology related to geography and to the concepts of geographic thinking)

Developing Transferable Skills: apply in everyday contexts skills, including spatial skills, developed through geographical investigation, and identify some careers in which a background in geography might be an asset.

describe ways in which geographic investigation can help them develop skills, including spatial skills and the essential skills in the Ontario Skills Passport (e.g., reading graphic texts, writing, graphing, computer use, use of spatial technologies, oral communication, numeracy, decision making, planning, management, finding information, problem solving), that can be transferred to postsecondary opportunities, the world of work, and everyday life

apply in everyday contexts skills and work habits developed through geographic investigation (e.g., ask questions to deepen their understanding of an issue; listen to and consider multiple perspectives when discussing an issue; use quantitative data to support an idea; use spatial skills to plan a holiday with a low environmental impact; apply work habits such as collaboration when working with a team to make a decision)

apply the concepts of geographic thinking when analysing current events involving geographic issues (e.g., use the concept of spatial significance to analyse possible reasons for limiting access to a destination; use the concept of patterns and trends to analyse the environmental impact of business travel; use the concept of interrelationships to analyse social and economic changes in an indigenous community that has become a tourist destination; use the concept of geographic perspective to analyse the potential impact of building a tourist resort in a region that experiences frequent water shortages) in order to enhance their understanding of these issues and their role as informed citizen

identify some careers in which a geography background might be an asset (e.g., travel agent, hospitality worker, travel writer, web designer for a tourist destination, marketing analyst, tourist attraction worker, community museum interpreter, GIS technician)

Spatial Organization: Spheres of the Earth

Spatial Interaction: analyse patterns of spatial interaction between tourist sources and destinations

explain why people travel (e.g., for leisure and recreation, to visit family and friends, for religious or health reasons, for business), and analyse the distribution of the major countries of origin of international tourists

identify the world's major tourist destinations, and analyse the cultural and natural characteristics of successful tourist destinations

explain factors that influence people's choices of different modes of travel

Spatial Distribution: explain interrelationships between tourism and the spatial distribution of services and attractions in tourist destinations

explain how tourism influences the characteristics and spatial distribution of services in tourist destinations (e.g., the concentration of hotels in a city core or near an airport, the replacement of street vendors by American restaurant chains in Vietnam, the increasing presence of Western-style hotels in Asia)

compare the spatial organization of infrastructure and attractions that serve the needs of different types of travellers within a region (e.g., student groups, seniors, families with young children, groups on a religious pilgrimage)

Choice of Destination: analyse a range of factors that influence tourists' destination choices

analyse factors that influence travellers' destination choices (e.g., attractions and amenities, accessibility, cost, safety)

analyse the influence of political, economic, cultural, and environmental motivators and barriers on tourists' destination choices (e.g., sales promotions, visa requirements, currency fluctuations, violent crimes and conflicts, risk of natural disasters)

Sustainability, Stewardship, and Tourism

Impacts of Travel and Tourism: assess impacts of tourism and different modes of travel from a geographic perspective

assess the impacts of tourism, both positive and negative, on the natural environment in selected tourist locations (e.g., Banff, the Galapagos Islands, Nepal, Antarctica)

assess the impacts of tourism, both positive and negative, on cultural resources at selected tourist destinations (e.g., positive: strong incentive to protect cultural resources, more money for the restoration and maintenance of cultural resources; negative: vandalism, littering, pilfering and illegal removal of artefacts, damage to monuments and heritage buildings as a result of erosion and increased humidity caused by large numbers of tourists)

assess the impact of large-scale tourism development projects on selected destinations from a geographic perspective

analyse the relationship between tourism and the sustainability of the local economy (e.g., employment, new customers for local businesses, multiplier effect of tourist spending, outflow of profits to foreign owners of tourist facilities)

assess impacts of tourist travel on the environment and on human health (e.g., environmental impacts: effects of aircraft emissions on climate change and the ozone layer, aircraft noise, effects of discharges from cruise ships on marine ecosystems, effects of cruise ship emissions on climate change and air quality in ports, habitat disruption due to roads built to access tourist destinations, effects of RV and motor home emissions; health impacts: transmission of communicable diseases such as SARS or MERS, hepatitis, and malaria; sun damage and increased occurrence of skin cancer)

Sustainable Tourism and Stewardship: analyse strategies for the protection of natural and cultural resources that are essential to tourism, and assess their effectiveness

analyse different approaches for protecting natural and cultural resources that are essential to tourism (e.g., the creation of protected areas, such as national and provincial parks; access limitations; laws and regulations; stewardship education; visitor guidelines; heritage designations for places of natural or cultural significance; protective enclosures and barriers)

explain the responsibilities of tourists to respect the artistic and cultural heritage, social norms, and natural environment of the destinations they are visiting (e.g., respecting local dress codes and behavioural norms, abstaining from pilfering cultural heritage items or buying them on the black market, avoiding littering, asking permission to take photos of local people or sacred places, making an effort to learn about the societies they are visiting, accepting a fair price when bargaining for goods)

analyse factors used to select natural and culturally significant spaces for protection (e.g., as UNESCO World Heritage Sites, national parks, designated historic buildings), and assess the effectiveness of these designations in protecting such spaces

Stewardship and the Sustainability of Societies: assess social and cultural impacts of tourism on tourist destinations, and explain the role of good stewardship practices in supporting the social and cultural sustainability of destination communities

explain how tourism can affect the social stability and cultural sustainability of tourist destinations (e.g., erosion of cultural practices and values as traditional activities and objects become commercialized; cultural change through exposure to foreign norms and values; crime; exploitation of labour; child labour; prostitution; social tensions related to uneven distribution of economic benefits of tourism or exclusion from them; repurposing of land with social, cultural, or economic value for the use of tourism development; changes in social structure, roles, and status as new jobs replace traditional activities)

describe impacts of travel and tourism on the cultural sustainability of indigenous communities (e.g., Haida in the Queen Charlotte Islands, Maya in southern Mexico, Maoris in New Zealand, Masai in Kenya)

Interrelationships and Trends

Local Tourism: analyse interrelationships between tourism and local human and natural systems

describe the major natural and cultural attractions in their region, and explain how they influence the characteristics of tourist activity in the region

describe major components of the local tourism industry, and explain how they are interrelated

develop a two-day itinerary for tourists that highlights local attractions and offers an optimal tourist experience

Tourism Patterns and Influencing Trends: assess the impacts of social, economic, and political trends and events on travel and tourism

explain how social and economic trends affect the development of tourism (e.g., expansion of transportation networks, increasing or decreasing travel costs, recessions and unemployment, rising levels of education, rising standards of living, immigration)

explain how social, political, and other events contribute to the growth or decline of tourism around the world (e.g., outbreaks of disease; protests; revolutions; special events such as the Olympics, the World Cup, league playoffs)

describe how technology has changed the tourism industry

explain how personal changes can affect travel and tourism patterns (e.g., changes in disposable income, amount of leisure time, family structure, attitudes)

New Directions: identify evolving trends in travel and tourism, and analyse their implications for future tourism development

identify trends in different types of international travel and tourism (e.g., business travel, adventure tourism, ecotourism, voluntourism, sports tourism), and analyse their impacts on the tourism industry and tourist destinations

analyse possible future scenarios for the development of international travel and tourism in the next twenty years

Impacts of Change: Challenges for Travel and Tourism

Environmental Challenges: analyse impacts of environmental conditions and concerns on the tourism industry

analyse impacts of natural disasters (e.g., hurricanes, floods, earthquakes, tsunamis, droughts) on tourism and tourist destinations

analyse impacts of pollution, climate change, and other environmental concerns on tourist destinations

analyse future prospects and challenges for tourism in environmentally sensitive destinations (e.g., the Canadian Arctic, Antarctica), and assess ways of managing tourism impacts in these areas from a geographic perspective

Impacts on Local Populations and Indigenous Peoples: assess impacts of the travel and tourism industry on local populations and indigenous peoples

assess social and economic impacts of tourism on local populations, and propose solutions for minimizing harmful impacts and ensuring that local populations receive a fair share of benefits from tourism development

analyse the impacts of tourism on the lands, cultures, and livelihoods of indigenous people in tourist destinations

analyse issues of cultural appropriation and commodification that may result due to tourism

Planning for Tourism: analyse the role of the tourism industry, governments, and international organizations in planning, promoting, and supporting travel and tourism

assess potential impacts of tourism development plans on communities (e.g., conflicts between visitors' interests and those of community residents; impacts on the environment, historic sites, and community resources), and identify ways of minimizing these impacts

analyse the role of governments and of various components of the tourism industry (e.g., marketers and advertisers, booking services, tour promoters, local support services) in promoting and supporting tourism

analyse the role of various international organizations (e.g., World Tourism Organization, International Olympic Committee, FIFA, UNESCO) in encouraging tourism and interaction among peoples of the world

Canadian and World Studies

The Inquiry Process and Skill Development in Legal Studies

The Inquiry Process in Legal Studies: use the legal studies inquiry process and the concepts of legal thinking when investigating law and legal issues in Canada;

formulate different types of questions to guide investigations into law and legal issues in Canada (e.g., factual questions: What are some of the key defences for intentional torts?; comparative questions: What are the similarities and differences between the rights of alleged victims of crime and alleged perpetrators of crime?; causal questions: What are some consequences for the legal system of the entrenching of the Canadian Charter of Rights and Freedoms in the Canadian Constitution?)

select and organize relevant evidence and information from primary and secondary sources (e.g., primary: case law, legislation, interviews; secondary: websites, journals, newspaper articles)

assess the credibility of sources relevant to their investigations (e.g., establish criteria to help determine the reliability, accuracy, and relevance of information; compare how the evidence is constructed or interpreted in different sources; consider the influence of factors such as bias, audience, purpose, context, and values)

interpret and analyse legal issues (e.g., related to practices such as polygamy, same-sex marriage, hate speech, human trafficking) using evidence and information relevant to their investigations and a variety of tools and strategies, and taking into account relevant legal theories and ethical and equity concerns

use the concepts of legal thinking (i.e., legal significance, continuity and change, interrelationships, and legal perspective) when analysing, evaluating evidence about, and formulating conclusions and/or judgements regarding legal issues (e.g., use the concept of legal significance when analysing why the Oakes case (1986) is considered a landmark case on rights and freedoms in Canada; use the concept of continuity and change when investigating legal disputes in the past few decades over treaties between First Nations communities and Canadian governments; apply the concept of interrelationships to help them assess some of the tensions that exist between upholding the legal rights of the accused [e.g., the right to bail] and addressing societal expectations [e.g., expectations regarding community protection from possible future offences]; apply the concept of legal perspective when investigating various legal issues related to use of the Internet)

evaluate and synthesize their findings to formulate conclusions and/or make informed judgements or predictions about legal issues they are investigating

communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose (e.g., a mock trial based on an actual Canadian human rights case; a presentation on the changes that have occurred in Canada around the definition of marriage; an essay on the influence of historical legislation on the Constitution Act, 1982; a blog on current legal issues related to workplace health and safety and young workers; a debate about the influence of media on public perceptions of how the Canadian justice system works)

use accepted forms of documentation (e.g., endnotes or footnotes, author/date citations, reference lists, bibliographies, credits) to acknowledge different types of sources (e.g., legal references [case law, legislation], websites, blogs, books, articles, journals, newspapers, oral evidence/interviews, archival sources)

use terminology appropriate to the audience and purpose when communicating the results of their investigations (e.g., vocabulary specific to their inquiry; terminology related to the law and legal processes)

Developing Transferable Skills: apply in everyday contexts skills developed through the study of law, and identify careers in which a background in law might be an asset.

describe ways in which investigations related to law can help them develop skills, including the essential skills in the Ontario Skills Passport (e.g., graphing, oral communication, technological, numeracy, literacy, decision-making skills), that can be transferred to postsecondary opportunities, the world of work, and everyday life

apply in everyday contexts skills and work habits developed through and relevant to the study of law (e.g., critical-thinking skills used to evaluate the validity of arguments, reasoning skills used to draw inferences from evidence, oral communication skills)

use the concepts of legal thinking when analysing current events related to legal issues in order to enhance their understanding of these events and their role as informed citizens (e.g., to identify competing rights relevant to controversial issues; to understand rulings related to due process and the admissibility of evidence in trials)

identify careers in which a law background might be useful (e.g., police or peace officer, court reporter, corrections officer, game warden, lawyer, paralegal worker, politician, journalist, policy analyst, staff member of a non-governmental organization, city clerk, coroner)

Legal Foundations

Legal Principles: explain the role and importance of law and the fundamental principles of justice in Canada

explain categories of law (e.g., public versus private, substantive versus procedural), areas of law (e.g., criminal, constitutional, administrative, tort, family, contract, labour, environmental), and the role of law in Canadian society (e.g., to protect public order; to protect human rights; to resolve disputes; to facilitate orderly change; to protect the environment)

explain the fundamental principles of justice in Canada and their significance in the legal system, including the rule of law, parliamentary supremacy, the presumption of innocence, the principle of equality before the law, the right of habeas corpus, elements in establishing degrees of liability (e.g., intent, recklessness, negligence, mens rea, actus reus), and the rule of judicial precedent

describe the structure of the Canadian court system, including the function and status of each court within the hierarchy of the legal system

Legal Heritage: demonstrate an understanding of early laws and legal systems and their relationship to the Canadian legal system

describe how early legal systems (e.g., as reflected in the Code of Hammurabi, Mosaic law, Roman law, First Nations customs, treaties, early adversarial system, Magna Carta) have influenced Canadian law

explain the relationship between Roman law and codes of law developed from it (e.g., the Code of Justinian, the Napoleonic Code, the Quebec Civil Code)

analyse how legislation of the past (e.g., the Royal Proclamation of 1763; the Quebec Act, 1774; the British North America Act, 1867; the Statute of Westminster, 1931) influenced Canada's Constitution (1982)

Legal Roles and Responsibilities: analyse the role and function of individuals, groups, and governments in Canadian law

describe the roles of the three branches of government (i.e., executive, legislative, judicial) in the Canadian legal system and how the roles are interrelated

explain the legal significance of some key aspects of the Canadian Constitution (e.g., the division of powers between the federal and provincial levels of government, the Canadian Charter of Rights and Freedoms, the amending formula, the recognition of Aboriginal rights, residual powers)

analyse the impact of the Canadian Charter of Rights and Freedoms on the role and influence of the judiciary in Canada's legal system

identify the roles and responsibilities of various individuals and groups within the Canadian justice system (e.g., individuals have a responsibility to know the law and not to participate in a crime; corporations have a responsibility to comply with government regulations in the conduct of their business; governments have a legal obligation to create and enforce measures to protect citizens from avoidable harm)

Development of Law: analyse and describe how various social, scientific, and technological factors have influenced and continue to influence the development of Canadian law

explain how evolving societal attitudes and values have promoted or prevented changes to Canadian law (e.g., in laws relating to censorship, gambling, environmental protection, workplace safety, marriage, the use of marijuana, capital punishment, abortion, prostitution, polygamy)

evaluate the responsiveness of Canadian legislation to societal issues (e.g., protection of privacy, protection of intellectual property) raised by developments in science (e.g., advances in human genetics, new understanding of the effects of toxic/harmful substances) and technology (e.g., advances in information and communications technology)

explain how points of view and issues associated with diverse groups and individuals (e.g., John Diefenbaker, Donald Marshall, Tommy Douglas, Elijah Harper, Cindy Blackstock, Pierre Elliott Trudeau, Mothers Against Drunk Driving, Women's Legal Education and Action Fund, the Famous Five) have influenced the development of law in Canada

describe how legislation and recent landmark cases relating to First Nations, Métis, and Inuit peoples have influenced the circumstances of Aboriginal people and the interpretation of Aboriginal rights in Canada (e.g., the Royal Proclamation of 1763; Numbered Treaties; the Indian Act and its amendments; the creation of Nunavut; R. v. Drybones, 1970; R. v. Sparrow, 1990; R. v. Moses, 1992; Delgamuukw v. British Columbia, 1997; Bazley v. Curry, 1999; R. v. Marshall [No. 1], 1999; R. v. Powley, 2003; Tsilhqot’in Nation v. British Columbia, 2014)

Rights and Freedoms

Human Rights: explain the legal significance of the Canadian Bill of Rights, the Ontario Human Rights Code, the Canadian Charter of Rights and Freedoms (the Charter), and the Canadian Human Rights Act

identify the protections provided by the Charter and provincial and federal human rights codes (e.g., Charter: protections related to freedom of religion, freedom of expression, mobility rights, equality rights, democratic rights; human rights codes: protections related to prohibited grounds of discrimination in workplaces, by organizations, and between individuals) and explain their significance

describe historical and contemporary barriers to the equal enjoyment of human rights in Canada (e.g., unequal access to voting rights; discrimination based on the grounds of race, gender, gender identity; geographic isolation; unequal access to education; residential schools; the Indian Act) and the laws intended to help people overcome such barriers (e.g., the Canadian Bill of Rights, the Ontario Human Rights Code, the Canadian Human Rights Act)

describe the legal instruments and procedures available for resolving complaints regarding human rights violations under the Ontario Human Rights Code, the Charter, and the Canadian Human Rights Act (e.g., tribunals, commissions, Charter challenges, government acknowledgement or apology, compensation)

Development of Human Rights Law: analyse how various factors have influenced and continue to influence the development of human rights law in Ontario and Canada

explain the concepts of justice, equity, and inclusiveness and the ways in which they influence human rights law in Ontario and Canada (e.g., through the requirement for procedural fairness, the principle of protecting and expanding existing rights, the principle of providing equal access to justice for people in isolated communities and for marginalized/disadvantaged groups)

analyse how various social factors have contributed to change over time in Canadian human rights law (e.g., factors such as changing social values, the impact of technological developments, increasing environmental awareness, changing demographics, changing social attitudes underpinning the findings and recommendations of the Royal Commission on the Status of Women in Canada)

analyse and describe how the actions of various individuals and groups have contributed to the development of human rights law in Canada (e.g., Clara Brett Martin, Viola Desmond, Richard Sauvé, Neil Stonechild, Henry Morgentaler, Delwin Vriend, the Association in Defence of the Wrongfully Convicted, the Assembly of First Nations, the John Howard Society, the Canadian Civil Liberties Association)

analyse landmark cases related to human rights law in Canada and assess their significance (e.g., cases related to women's rights [the Persons Case]; assisted suicide [Rodriguez v. British Columbia (Attorney General), 1993]; religious discrimination [Roncarelli v. Duplessis, 1959]; racial profiling [R. v. Brown, 2003]; rights of the disabled [R. v. Latimer, 1997]; wrongful conviction/exclusion of evidence [the case of Donald Marshall, Jr., 1983]; wrongful conviction/role of forensic evidence [the cases of David Milgaard, William Mullins-Johnson, or Guy Paul Morin]; young people claiming equal social assistance [Gosselin v. Quebec, 2002])

Protecting Rights and Freedoms: analyse the relationship between the formal, legal recognition of rights and freedoms in Canada and how those rights are interpreted and protected in practice

explain the significance for human rights in Canada of historical and contemporary laws and judicial and other inquiries/commissions (e.g., Chinese Head Taxes; Ontario Regulation 17; the War Measures Act [specifically, the power it grants government to override individual rights in times of “national emergency”]; the Canadian Human Rights Act; the Ontario Human Rights Code; Royal Commissions on Bilingualism and Biculturalism, the Status of Women, or Aboriginal People; the Marshall Inquiry; the Indian Residential Schools Truth and Reconciliation Commission)

assess from a legal perspective the differences between the rights protections entrenched in the Constitution Act, 1982, and the rights protection afforded by earlier legislation such as the Canadian Bill of Rights

explain how human rights legislation and the courts attempt to balance minority and majority rights (e.g., through provisions regarding reasonable accommodation; through provisions regarding alternative sentencing practices for First Nations, Métis, and Inuit people; through provisions regarding the ability to exercise the right to minority language education)

Legal Limitations of Human Rights: analyse situations in which it may be appropriate to limit rights and freedoms, and explain the arguments for and against such limitations

analyse from a legal perspective situations in which a right or freedom may be limited in Canadian law (e.g., with reference to section 1 and section 33 in the Canadian Charter of Rights and Freedoms, decisions by courts and human rights commissions, anti-terrorism legislation)

evaluate the legal arguments used to justify laws limiting individual rights and freedoms (e.g., laws against promotion of hatred and incitement to violence) or institutional and/or police powers (e.g., laws against invasion of privacy, laws related to youth crime)

Civil Law

Introduction to Tort Law: analyse the legal foundations of tort law; the factors influencing its development; and the role of individuals, groups, and courts in its processes

describe the legally accepted defences for some key intentional torts (e.g., assault and battery [Dunne v. Gauthier, 2000]; invasion of privacy [Malcolm v. Fleming, 2000]) and some key unintentional torts (e.g., negligence [Donoghue v. Stevenson, 1932; Thibault v. Fewer, 2001]; medical malpractice [Dobson v. Dobson, 1999])

explain the function of the various legal processes (e.g., statement of claim, statement of defence, examination for discovery, burden of proof), courts, and alternative procedures (e.g., arbitration, mediation, healing circles) involved in settling civil disputes, and the remedies available for enforcing a judgement (e.g., damages awards, injunctions)

describe the legal status and/or function of specific individuals and groups that may be participants in a civil law dispute (e.g., plaintiff, defendant, judge, arbitrator, mediator, jury, witnesses)

explain the legal reasoning behind various legal decisions involving torts (e.g., cases relating to product liability [Liebeck v. McDonald's Restaurants, 1994]; classification of disabilities requiring accommodations [McKay-Panos v. Air Canada, 2006])

Introduction to Family Law: analyse the legal foundations of family law; the factors influencing its development; and the role of individuals, governments, and courts in its processes

describe the definitions of a valid marriage and a common-law relationship in family law as established by federal and provincial law and recent court rulings and explain their legal implications for the partners in a marital or alternative partnership (e.g., rulings on the definition of marriage [Halpern et al. v. Attorney General of Canada et al., 2003]; on identity status [Attorney General of Canada v. Lavell, 1974; Isaac v. Bedard, 1974]; the Civil Marriage Act, 2005)

explain the legal differences in the ways a marriage can be dissolved (e.g., separation, divorce, annulment, death of a spouse) and the procedures available for resolving disputes arising from each of these circumstances

explain the differences between the legal rights of married spouses and the rights of common-law partners in Ontario upon the dissolution of the marriage or common-law partnership (e.g., rights related to division of matrimonial and/or common property, alimony, child custody, child support, parental visitation rights)

analyse how changing societal values and legal decisions have promoted or prevented changes in family law in Canada (e.g., in the definition of marriage, the division of property on divorce, the area of reproductive rights, rules regarding adoption, child custody agreements, the definition of abuse)

Introduction to Employment Law: analyse the legal foundations of employment law; the factors influencing its development; and the role of employers, employees, and the courts in its processes

identify the areas of federal and provincial jurisdiction in employment law and explain the key reasons for the distinction between them

explain the difference in Canadian law between "employment law" and "labour law"

describe issues related to the protection of employees' rights (e.g., issues regarding worker safety, including freedom from harassment and violence; working conditions for migrant workers; compensation and entitlements) and the legal avenues and processes for adjudicating disputes and enforcing regulations related to employment conditions (e.g., Employment Standards Act, Ontario Labour Relations Board, Workplace Safety and Insurance Board and its Appeals Tribunal, Pay Equity Commission and its Hearings Tribunal)

analyse from a legal perspective the roles and responsibilities of employers, employees, and governments in employment law

analyse issues related to contract negotiations between employers and organized labour (i.e., federations, unions) and how these issues have influenced the development of labour law in Canada

Introduction to Contract Law: analyse the legal foundations of contract law; the factors influencing its development; and the role of individuals, groups, and the courts in its processes

explain the legal significance of the main elements of a legal contract (e.g., consent, offer and acceptance, consideration)

explain from a legal perspective the roles and responsibilities of each of the parties involved in a contract

explain from a legal perspective the types of penalties that may be imposed or damages that may be awarded in an action for breach of contract

explain the legal implications of various types of contracts (e.g., mobile phone contracts, loan agreements, leasing arrangements, product warranties, credit card agreements, landlord-tenant agreements) and describe ways in which contract law may need to be updated to respond to changing conditions (e.g., technological advances, the growth of social media)

Criminal Law

Foundations of Criminal Law: explain the foundational concepts of criminal law and their legal significance

explain the legal meaning of key terms used to describe the elements of a crime (e.g., mens rea, actus reus) and different types of crime (e.g., indictable, summary, hybrid, and quasi-criminal offences)

describe some summary and indictable offences identified in the Criminal Code of Canada, and their related penalties

explain the philosophical principles and legal reasoning underlying the laws dealing with youth crime and the administration of justice for youth in Canada (e.g., ages of criminal responsibility, objectives of the Youth Criminal Justice Act, sentencing principles)

Legal Processes and Procedures: describe the structures and key roles and processes of the Canadian criminal justice system and explain key interrelationships among them

describe the requirements associated with the process of bringing an accused person to trial (e.g., protocols for legal search and arrest, protocols for collection of evidence, conditions governing pre-trial release), including procedural variations related to the nature of the alleged crime (e.g., age of the accused, violent versus non-violent offences)

describe the processes and the roles of key participants involved in a criminal trial (e.g., roles of the Crown prosecutor and defence lawyer, processes related to the accused obtaining council, jury selection, gathering and disclosure of evidence, delivery of verdict, sentencing procedures and options) and explain how the various elements are related to one another

explain how various sentencing options (e.g., participation in an anger-management program, house arrest, community service, participation in a healing circle, participation in a restorative justice program) are related to the purpose of the sentence (e.g., rehabilitation, punishment, dissuasion)

describe the legal reasons/grounds for granting an appeal in criminal cases (e.g., mistake of fact, mistake of law) and the available avenues for an appeal

describe the sentencing options for young people who contravene the existing youth criminal law (e.g., sentencing under the Youth Criminal Justice Act, alternative sentencing provisions, imposition of an adult sentence, participation in a restorative justice program) and the factors that influence which option is chosen

Criminal Justice System: assess the ability of the Canadian criminal justice system to provide appropriate and even-handed justice to people living in Canada

assess from a legal perspective how well the rights of various parties are protected in the Canadian criminal justice system (e.g., victims' rights; the rights of the accused; the rights of the convicted [rates of incarceration among minority groups]; prisoners' rights [effects of mandatory minimum sentences]; women's rights [findings of the Missing Women Commission of Inquiry])

identify the purposes of sentencing (e.g., deterrence, retribution, rehabilitation, protection of society) and assess the effectiveness of the Canadian prison system in achieving those purposes (e.g., with reference to availability of rehabilitation programs, eligibility for parole)

identify some contemporary and emerging challenges that people face in dealing with law enforcement, including those that police face in carrying out their responsibilities (e.g., language barriers, the growth of white collar and cybercrime, questions related to cultural bias, questions related to the appropriate use of force) and evaluate their ability to respond to these challenges

analyse how the media (e.g., social media, news, films, television) influence society's perceptions and expectations related to the criminal justice system and legal procedures and trends (e.g., with respect to crime rates, right to a fair trial, rehabilitation programs, sentencing trends, response to protests [Kanesatake, the Occupy movement, the G20 summit], prevention of white collar crime, racial profiling

Development of Criminal Law: analyse how various factors have influenced the development of Canadian criminal law

identify defences that, over time, have become legally accepted under Canadian criminal law (e.g., automatism, battered spouse syndrome, selfdefence, duress, insanity) and explain the factors influencing their acceptance

assess, from a legal perspective, how various individuals, groups, and cases have influenced the development of Canadian criminal law (e.g., Robert Latimer, advocates for people with disabilities, Assembly of First Nations, Canadian Association of Chiefs of Police, political parties, R. v. Lavallee, 1990)

assess the significance of cases in which legal rights guaranteed under the Canadian Charter of Rights and Freedoms have been invoked in an effort to change the provisions of the Criminal Code of Canada (e.g., cases related to Aboriginal rights [R. v. Marshall, 1999]; infringement of rights during arrest and detainment [R. v. Clayton, 2007; presumption of innocence [R. v. Oakes, 1986]; security of the person [R. v. Morgentaler, 1988]; security of the person/protection against cruel and unusual punishment [Rodriguez v. British Columbia (Attorney General), 1993])

Canadian and World Studies

The Inquiry Process and Skill Development in Legal Studies

The Inquiry Process in Legal Studies: use the legal studies inquiry process and the concepts of legal thinking when investigating legal issues in Canada;

formulate different types of questions to guide investigations into legal issues in Canada (e.g., factual questions: What are my legal rights and responsibilities in Canada?; comparative questions: What are the differences between arbitration and mediation?; causal questions: What are some ways in which the law affects my daily activities?)

select and organize relevant evidence and information from primary and secondary sources (e.g., primary: case law, legislation; secondary: textbooks, websites)

assess the credibility of sources relevant to their investigations (e.g., establish criteria to help determine the reliability, accuracy, and relevance of information; compare how the evidence is constructed or presented in different sources; consider the influence of factors such as bias, audience, purpose, context, and values)

interpret and analyse legal issues, using evidence and information relevant to their investigations and a variety of tools and strategies and taking into account relevant ethical and equity concerns

use the concepts of legal thinking (i.e., legal significance, continuity and change, interrelationships, and legal perspective) when analysing, evaluating evidence about, and formulating conclusions and/or judgements regarding legal issues (e.g., consider the concept of legal significance when determining the legal difference between paying rent as individual renters and paying collectively, as a group, when several people rent accommodation in the same house; take the concept of continuity and change into account when analysing the possible impact of the legalization of marijuana on Canadian society; use the concept of interrelationships when analysing how police procedures for handling evidence might affect the outcome of a trial in court; use the concept of legal perspective when analysing why some of the justices on the Supreme Court have written a dissenting opinion that disagrees with the Court's majority ruling on a case)

evaluate and synthesize their findings to formulate conclusions and/or make informed judgements or predictions about the legal issues they are investigating

communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose (e.g., a mock trial based on an actual human rights case; a presentation on how a community dealing with a local crime might use a healing circle; a debate about French-language rights; a case study illustrating the effects of changes in Canadian family law; a blog highlighting stereotypes in media portrayals of people accused and/or convicted of committing crimes)

use accepted forms of documentation (e.g., endnotes or footnotes, author/date citations, reference lists, bibliographies, credits) to acknowledge different types of sources (e.g., case law, legislation, websites, blogs, books, articles, oral evidence)

use terminology appropriate to the audience and purpose when communicating the results of their investigations (e.g., vocabulary specific to their inquiry, terminology related to the law and legal processes)

Developing Transferable Skills: apply in everyday contexts skills developed through the study of law, and identify careers in which a background in law might be an asset.

describe ways in which investigations related to the law help them develop skills, including the essential skills in the Ontario Skills Passport (e.g., graphing, oral communication, technological, numeracy, literacy, and decision-making skills), that can be transferred to the world of work and to everyday life

apply in everyday contexts skills and work habits developed through law-related inquiries (e.g., conflict-resolution skills used to mediate or arbitrate disputes, reasoning skills used to balance competing rights, oral communication skills)

use the concepts of legal thinking when analysing current events related to legal issues in order to enhance their understanding of these events and their role as informed citizens (e.g., to identify competing rights relevant to a controversial issue in the news, to understand a new ruling related to due process and the admissibility of evidence)

identify some careers in which a law background might be useful (e.g., police or peace officer, court reporter, corrections officer, game warden, lawyer, paralegal, politician, policy analyst, staff member at a non-governmental organization, journalist, adjudicator, mediator)

Legal Foundations

Legal Principles: explain the role and importance of law and the fundamental principles of justice in Canada

explain the legal significance of the term law (e.g., how rules differ from laws, why societies have laws) and the role of law in Canadian society

explain the relevance to daily life of different types of law (e.g., public law: criminal, constitutional; civil law: tort, family, employment, contract)

explain the fundamental principles of justice (e.g., the rule of law, due process, the presumption of innocence, the principle of equality before the law, the principle of judicial independence, the rule of judicial precedent, the principle of judicial discretion) and their importance in the Canadian legal system

describe the structure of the Canadian court system, including the function of each court (e.g., trial courts, appeal courts, the Supreme Court), and explain the importance of the independence of the judiciary from other branches of government

describe the legal importance of some key aspects of the Canadian constitution, with particular reference to responsible government, the division of powers between the federal and provincial governments, and the entrenchment of rights

Development of Law: describe how a variety of factors have influenced and continue to influence the development of Canadian law

describe the influence on the development of Canadian law of early legal systems (e.g., Aboriginal law, English common law, French civil law)

identify elements of the Canadian legal system that have remained constant over time (e.g., the legislative role of Parliament, the adversarial system in the courts, the adjudicatory function of courts)

describe ways in which changes in societal attitudes and values have influenced the development of Canadian law (e.g., with reference to laws relating to censorship, gambling, environmental protection, workplace safety, the definition of marriage, capital punishment, the production and sale of marijuana for medical use)

describe ways in which advances in science (e.g., in reproductive medicine) and technology (e.g., in information technology) have influenced the development of Canadian law or may influence it in future (e.g., the Assisted Human Reproduction Act, 2004; laws relating to the protection of privacy; laws relating to the protection of intellectual property such as the Copyright Modernization Act, 2012)

Human Rights

Human Rights: explain the legal importance of the Canadian Charter of Rights and Freedoms and the Ontario Human Rights Code and describe, in general, the procedures for resolving human rights complaints

identify some of the rights and freedoms protected by the Canadian Charter of Rights and Freedoms and the Ontario Human Rights Code and their corresponding responsibilities or obligations (e.g., the right to vote and the responsibility to vote; the right to a jury trial and the responsibility to serve on a jury; language rights and the responsibility to respect the language rights of others)

identify barriers to the equal enjoyment of human rights in Canada (e.g., discrimination on grounds of disability, class, age, race, ethnocultural background, religion, language, gender, or gender identity; discrimination resulting from geographic isolation, unequal access to education) and the human rights issues raised by various historical and contemporary instances where the rights of different groups were violated (e.g., Canada's Chinese Head Tax laws, 1885, 1900, 1903, and the Chinese Exclusion Act, 1923; the 1928 Canadian Supreme Court ruling that women were not eligible for Senate appointments; the residential schools system; the "Sixties Scoop" of Aboriginal children; the internment of Japanese Canadians during World War II; Attorney General of Canada v. Lavell, 1974, and its aftermath in the 1985 amendment to section 12(1)(b) of the Indian Act; the 2007 Asian Canadian anglers case)

explain the procedures for resolving complaints about human rights violations (e.g., identifying the violation, determining the appropriate forum for resolution, obtaining representation [if necessary or appropriate], presenting a case)

explain how human rights legislation can conflict with other legislation (e.g., the Criminal Code offence of child pornography versus the Charter guarantee of freedom of expression; the Charter section 2 right to freedom of religion versus the Charter section 7 guarantee of the right to life)

analyse situations in which a right or freedom may be limited in Canadian law (e.g., Charter section 1 [“limitation clause”] has been used to limit the right to free expression in cases of “hate speech”; Charter section 33 [“notwithstanding clause”] has been used to uphold limitations in English language rights in Quebec; Charter section 25, which states that the Charter cannot override existing Aboriginal rights and freedoms)

Development of Human Rights Law: explain the relevance of various legal issues and societal factors to the development of human rights law in Canada

explain how the actions of various individuals and groups have contributed to the development of human rights law in Canada (e.g., Clara Brett Martin, Viola Desmond, Richard Sauvé, Donald Marshall, Jr., the Association in Defence of the Wrongfully Convicted, the Assembly of First Nations, Women’s Legal Education and Action Fund)

describe the legal significance of some important Canadian human rights cases as examples of how human rights law has been or is being interpreted and applied in Canada (e.g., cases involving euthanasia/assisted suicide [Rodriguez v. British Columbia, 1993]; racial profiling [R. v. Brown, 2003, or Hill v. Hamilton Wentworth Regional Police Services Board, 2007]; religious rights [Roncarelli v. Duplessis, 1959, or Canadian National Railway Co. v. Canada (Human Rights Commission) and Bhinder, 1985]; freedom of expression [Saskatchewan (Human Rights Tribunal) v. Whatcott, 2010]; mandatory minimum sentences as "cruel and unusual punishment" [R. v. Latimer, 2001]; privacy [R. v. Patrick, 2009; R. v. M. (M.R.), 1998]; discrimination on the basis of sexual orientation [Egan v. Canada, 1995])

describe how some human rights codes and related legislation have been influenced or might be influenced in future by factors such as evolving social attitudes and values, changing technology, and changing demographics (e.g., social attitudes and values: laws relating to women's rights, reproductive rights, gender identity rights; changing technology: laws relating to privacy rights; demographics: laws relating to mandatory retirement age)

Civil Law

Introduction to Tort Law: describe the legal foundations and development of tort law and the role of individuals, groups, and courts in its processes

explain the legal definition of a tort and the difference between intentional torts (e.g., assault and battery, trespass, libel and slander) and unintentional torts (e.g., negligence - such as by an employer, a landlord, the driver of a motor vehicle)

explain the function and significance of various legal processes (e.g., statement of claim, statement of defence, examination for discovery, burden of proof), different levels of courts, and alternative procedures (e.g., arbitration, mediation, healing circles, truth and reconciliation formats) involved in settling civil disputes, and describe remedies available for enforcing a judgement (e.g., damages awards, injunctions)

explain the legal reasoning behind some key decisions in tort law (e.g., cases dealing with negligence [Young v. Bella, 2006]; social host liability [Childs v. Desormeaux, 2006]; vicarious liability [EB v. Order of the Oblates of Mary Immaculate in the Province of British Columbia, 2005])

Introduction to Family Law: describe the legal foundations and development of family law and the role of individuals, governments, and courts in its processes

describe the legal definitions of a valid marriage and a common-law relationship in family law as established by federal and provincial law, and explain the legal implications for partners in each type of relationship

describe the legal procedures and/or documents used in resolving disputes upon the dissolution of a marriage or the death or incapacity of a family member (e.g., prenuptial agreement, separation agreement, divorce proceedings and decrees, custody and support agreements, living will, power of attorney, last will and testament)

analyse how changing societal values and legal decisions have promoted or prevented changes in family law in Canada (e.g., in the areas of the definition of marriage, the definition of and penalties for abuse, division of property upon divorce, same-sex spousal rights, reproductive rights, child custody laws, rules regarding adoption)

Introduction to Employment Law: describe the legal foundations and development of employment law and the role of employers, employees, and courts and adjudicatory tribunals in its processes

demonstrate an understanding of the protections given to workers by provincial and federal employment legislation

describe some issues related to the protection of employees' rights (e.g., issues such as worker safety, compensation and entitlements) and legal ways to resolve disputes regarding employment conditions

explain the legal status and legal responsibilities of unions in the workplace and in labour contract negotiations, as defined in employment law

Introduction to Contract Law: describe the legal foundations and development of contract law and the role of individuals, groups, and courts in its processes

identify the key elements of a legal contract (e.g., consent, offer and acceptance, consideration) and explain their significance

identify various types of contracts in contemporary society (e.g., mobile phone contracts, loan agreements, leasing agreements, product warranties, credit card contracts, landlord-tenant agreements) and explain their legal and/or economic importance

describe from a legal perspective the conditions that must be met in some different types of contracts, the conditions under which these contracts can be legally terminated, and the types of penalties that may be imposed in cases of breach of contract (e.g., in contracts between buyer and seller, between landlord and tenant, between mortgage lender [or other creditor] and borrower

Criminal Law

Foundations of Criminal Law: demonstrate an understanding of some of the foundational concepts of criminal law in Canada

explain the legal meaning of some terms used to describe the elements of a crime (e.g., mens rea, actus reus) and different types of crime (e.g., indictable, summary, hybrid)

describe various serious offences defined under the Criminal Code of Canada (e.g., assault, murder, break and enter, theft), other federal statutes (e.g., weapons offences, violations of food and drug regulations), and provincial laws (e.g., motor vehicle offences)

describe the objectives and some key provisions of the Youth Criminal Justice Act (e.g., ages of criminal responsibility, sentencing alternatives, protection of the privacy of accused youths, criminal procedures better tailored to the needs of youths, rules regarding the removal of youths to adult court under certain circumstances) and assess the appropriateness of the legislation as a response to youth crime

Legal Processes and Procedures: describe key organizational structures, roles, and steps involved in the criminal trial process, and the relationships among the various elements

describe the requirements involved in bringing an accused person to trial (e.g., protocols for legal search and arrest, protocols for the collection and sharing of evidence, conditions governing pre-trial release) and explain why these may differ in some cases (e.g., bail conditions may be stringent where there is a risk of violence or a flight risk)

describe the roles of the key participants in a criminal trial (e.g., defence counsel, the prosecutor, the jury, the judge) in relation to the steps in the criminal trial process (e.g., jury selection, presentation of evidence, delivery of verdict, sentencing procedures and alternatives)

explain the relationship between the purpose of the sentence (e.g., rehabilitation, punishment, deterrence, protection of the public) and various sentencing options (e.g., participation in an anger management program, house arrest, participation in a sentencing circle, sentencing options related to restorative justice, community service, incarceration)

describe the legal reasons for granting an appeal in criminal cases (e.g., mistake of fact, mistake of law) and the available avenues for an appeal

describe various sentencing options for young people who contravene the law (e.g., reprimand, fine, absolute or conditional discharge, restitution, compensatory community service, probation, attendance at a program, custody and supervision, imposition of an adult sentence, the use of a sentencing circle, sentencing options related to restorative justice) and the key factors that influence which option is chosen

analyse how media coverage and portrayals of crime and of legal processes and procedures (e.g., in print and electronic news media, social media, television shows, films) influence public perceptions of, assumptions about, and responses to crime/criminals and/or the criminal justice system (e.g., television “police procedural” series give a misleading impression of the time needed for real-life investigations; many popular television programs depict laws and procedures from other countries that do not apply in Canada; crime reporting raises public awareness that may help but also may hamper police investigations; media saturation coverage of high-profile cases may compromise the objectivity of prospective jurors; “tough on crime” positions in the news may influence the public’s response to sentencing)

Development of Criminal Law: explain how various factors have influenced the development of Canadian criminal law and the criminal justice system

identify defences that, over time, have become legally accepted in the Canadian criminal justice system (e.g., automatism, battered spouse syndrome, premenstrual stress syndrome, duress, insanity)

analyse key cases in which legal rights guaranteed under the Canadian Charter of Rights and Freedoms have been invoked to influence the application of the criminal law in Canada (e.g., with reference to unreasonable search and seizure [R. v. A.M., 2008, or R. v. Kang Brown, 2008]; infringement of rights during arrest and detainment [R. v. Clayton, 2007, or United States of America v. Khadr, 2011]; right to legal counsel [R. v. Sinclair, 2010]; presumption of innocence [R. v. Oakes, 1986]; constitutionality of prostitution laws [Canada (Attorney General) v. Bedford, 2013])

Social Science and Humanities

Research and Inquiry Skills

Exploring: explore topics related to fashion, and formulate questions to guide their research;

explore a variety of topics related to fashion (e.g., cultural influences on dress, fashion cycles, fashion marketing, media and advertising, body image, fibre and fabric characteristics, elements and principles of design) to identify topics for research and inquiry

identify key concepts (e.g., through discussion, brainstorming, use of visual organizers) related to their chosen topic

formulate effective questions to guide their research and inquiry

Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods;

create appropriate research plans to investigate their selected topics (e.g., outline purpose and method, identify sources of information), ensuring that their plans follow guidelines for ethical research

locate and select information relevant to their investigations from a variety of primary sources (e.g., interviews, observations, surveys, questionnaires, photographs in magazines, billboards) and/or secondary sources (e.g., textbooks, book reviews)

based on preliminary research, for each investigation formulate a hypothesis, thesis statement, or research question, and use it to focus their research

Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry

assess various aspects of information gathered from primary and secondary sources (e.g., accuracy, relevance, reliability, inherent values and bias, voice)

record and organize information and key ideas using a variety of formats (e.g., notes, graphic organizers, summaries, audio/digital records)

analyse and interpret research information (e.g., compare observations with predictions; determine whether common themes arise in research from/on different periods)

demonstrate academic honesty by documenting the sources of all information generated through research

synthesize findings and formulate conclusions (e.g., determine whether their results support or contradict their hypothesis; weigh and connect information to determine the answer to their research question)

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.

use an appropriate format (e.g., oral presentation, written research report, poster, multimedia presentation, web page) to communicate the results of their research and inquiry effectively for a specific purpose and audience

use terms relating to fashion correctly (e.g., fashion cycles, marketing, positional goods, pattern, dart, seam, gather, ease, line, colour, shape, texture)

clearly communicate the results of their inquiries (e.g., write clearly, organize ideas logically, use language conventions properly), and follow APA conventions for acknowledging sources (e.g., generate a reference list in APA style, use in-text author-date citations)

demonstrate an understanding of the general research process by reflecting on and evaluating their own research, inquiry, and communication skills

Influences on Clothing

Cultural Influences: demonstrate an understanding of how culture influences fashion;

identify and describe garments and styles of personal adornment typical of various cultures (e.g., sari, turban, parka, kimono, ribbon shirt, dance shawl, kilt, hijab, burka, yarmulke, tattoos, scarification, piercings)

explain how various garments and styles of personal adornment express a person's cultural identity and heritage (e.g., kilts identify Scottish clans; items such as a hijab, burka, or kippah identify the religion of the wearer)

describe ways in which current fashion trends reflect aspects of garments and adornment associated with various cultures (e.g., the Mandarin collar, moccasins, nose piercings, the keffiyeh, dashikis)

Media Influences: demonstrate an understanding of how media influence fashion;

explain the ways in which different media (e.g., music videos, television shows, movies, the Internet, fashion magazines, billboards, window displays) influence the fashion industry and individual fashion choices

analyse how the media influence social norms with respect to fashion, and describe the effect these norms can have (e.g., how young pop stars wearing revealing clothing in music videos contributes to the hypersexualization of children)

Fashion Cycles and Trends: demonstrate an understanding of fashion cycles and trends and of factors that influence them

identify and describe the stages of a fashion cycle (i.e., introduction, growth, maturity, decline, and obsolescence)

explain theories that have been developed to account for the origin and adoption of fashion trends (e.g., trickle up, trickle down, trickle across), and describe the use of these theories in the fashion business

analyse how social factors, including current events, influence fashion trends and cycles (e.g., factors such as historical events, technological advances, economic factors, geographical factors, environmental issues)

Marketing, Environmental Responsibility, and Consumer Behaviour

Consumer Behaviour and Fashion Marketing: demonstrate an understanding of consumer behaviour and marketing strategies, including specific social marketing promotions, associated with the fashion industry;

explain the elements of marketing in the fashion industry (i.e., product, placement, price, promotion)

explain strategies that fashion marketers use to create a sense of need among consumers, and describe the effects of these strategies (e.g., manufacturing demand for clothing that has "cool" labels/logos; convincing consumers to replace garments that are out of style rather than worn out; creating a market for positional goods, whose value is based on exclusivity, and knock-offs of these items)

explain how marketing in the fashion industry can affect consumer behaviour (e.g., impulse buying, accessorizing, combination buying, buying items endorsed by celebrities)

describe strategies that consumers can use to make informed and responsible fashion purchases (e.g., checking textile labels, comparison shopping, checking warranties/guarantees, wardrobe assessment, checking return policies, investigating the working conditions under which the garment was produced and sold)

analyse fashion promotions and products that raise awareness of social issues (e.g., charity fashion shows such as Fashion Cares, ribbons symbolizing issues such as breast cancer and HIV/AIDS awareness, T-shirts with messages, reusable shopping bags)

Fibres, Fabrics, and the Environment: demonstrate an understanding of fibres, fabrics, and finishes, and of the environmental impact associated with their production and use.

identify the advantages and disadvantages of common natural and synthetic fibres (e.g., cotton is lightweight, breathable, and easy to find, but it can shrink when washed and is easily creased; silk is hypoallergenic, breathable, and strong, but it is expensive and the fibres are weakened by perspiration; spandex increases the stretch of a garment, but it is not breathable; polyester is relatively inexpensive and holds its shape and colour, but it is not absorbent, does not breathe, and can cling as a result of static electricity)

describe characteristics of different types of woven fabrics (e.g., canvas, chino, damask, linen, percale), knit fabrics (e.g., jersey, tricot, velour, boiled wool), and non-woven fabrics (e.g., leather, fur, felt) used in various fashion products

describe characteristics of various types of dyes (e.g., natural, acid, reactive, solvent) and fabric finishes (e.g., waterproof, flame-retardant, wrinkle-resistant, stain-resistant finishes), and describe the effects they have on fabrics

describe the environmental impact of the production, use, and care of various fibres and fabrics (e.g., the impact of farming cotton, hemp, bamboo, sheep, silkworms; of the production process for various synthetic fabrics and dyes; of dry cleaning)

describe strategies to reduce the environmental impact of the production of various fibres, fabrics, and finishes (e.g., purchasing garments made from organic cotton or hemp, using plantbased dyes, buying second-hand clothes, limiting the use of stain-resistant fabric)

apply their knowledge of the basic characteristics of various fibres and fabrics and their environmental impact when choosing appropriate fabrics for various fashion products

Design and Fashion Construction Skills

Elements and Principles of Design: demonstrate an understanding of the elements and principles of design, and of how they can be used to different effect in the creation of fashion products;

identify and describe the elements and principles of design as they apply to fashion products (e.g., line, colour, shape, texture, balance, proportion, rhythm, emphasis, harmony)

analyse the impact that apparel and/or accessories reflecting various elements and principles of design can have on a person's appearance and the impression he or she creates

apply the elements and principles of design when creating fashion-related products (e.g., when creating fashion illustrations, fashion sketches, apparel for paper dolls of different body shapes; when designing a garment; when engaged in a sewing project)

Tools and Technologies: describe a variety of tools and technologies associated with the creation of fashion products, and use tools and technologies safely and correctly when creating such products;

identify various tools and technologies used in the creation of fashion products, and describe their function (e.g., measuring tape, seam ripper, scissors, pinking shears, iron, pressing ham, sewing machine, serger, loom, knitting needles, crochet hook)

demonstrate the safe use of tools and technologies when creating fashion products (e.g., keep pins in a pin cushion, store the iron on its heel when not in use, promptly replace blunt or bent needles in sewing machines or sergers)

use tools and technologies correctly when creating fashion products (e.g., tools and technologies associated with cutting, pressing, pinning, sewing, knitting, crocheting, felting, embroidering, dyeing)

Procedures, Skills, and Techniques: demonstrate the ability to use appropriate procedures, skills, and techniques when creating fashion products

demonstrate the ability to follow preconstruction procedures (e.g., measuring; interpreting patterns, including their abbreviations, and laying out patterns; selecting and preparing fabrics; fitting and altering patterns; understanding knitting, crocheting, or jewellery-making instructions) when creating fashion products

identify and describe basic skills and construction techniques used in the creation of fashion products (e.g., finishing seams, sewing darts, gathering and easing fabric, making buttonholes, sewing in zippers, hemming, reducing bulk, using stabilizers and interfacing)

demonstrate the ability to apply basic skills and construction techniques when creating fashion products (e.g., finishing seams, sewing in zippers, hemming, using fasteners)

Social Science and Humanities

Research and Inquiry Skills

Exploring: explore topics related to early childhood education, and formulate questions to guide their research;

explore a variety of topics related to early childhood education (e.g., different forms of childcare around the world, strategies for supporting language development in young children) to identify topics for research and inquiry

identify key concepts (e.g., through discussion, brainstorming, use of visual organizers) related to their selected topics

formulate effective questions to guide their research and inquiry

Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods;

create appropriate research plans to investigate their selected topics (e.g., outline purpose and method; identify sources of information; develop research tools such as surveys or questionnaires), ensuring that their plans follow guidelines for ethical research

locate and select information relevant to their investigations from a variety of primary sources (e.g., interviews, observations, surveys, questionnaires, original documents in print, original research published in peer-reviewed journals, data sets from Statistics Canada) and/or secondary sources (e.g., book reviews, textbooks, websites, newspaper and magazine articles, government reports)

based on preliminary research, for each investigation formulate a hypothesis, thesis statement, or research question, and use it to focus their research

Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry;

assess various aspects of information gathered from primary and secondary sources (e.g., accuracy, relevance, reliability, inherent values and bias, voice)