2018 REVISED The Ontario Curriculum Grades 9 and 10

REVISED

2018

The Ontario Curriculum

Grades 9 and 10

Canadian and

World Studies

GEOGRAPHY ? HISTORY ? CIVICS (POLITICS)

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CONTENTS

PREFACE

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Secondary Schools for the Twenty-First Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Supporting Students¡¯ Well-Being and Ability to Learn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

INTRODUCTION

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The Vision and Goals of the Canadian and World Studies Curriculum . . . . . . . . . . . . . . . . . . 6

The Importance of the Canadian and World Studies Curriculum . . . . . . . . . . . . . . . . . . . . . . . 9

The Citizenship Education Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Civics (Politics) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Concepts Underlying the Canadian and World Studies Curriculum . . . . . . . . . . . . . . . . . . . 13

Indigenous Education in Ontario . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Roles and Responsibilities in the Canadian and World Studies Program . . . . . . . . . . . . . . 16

THE PROGRAM IN CANADIAN AND WORLD STUDIES

Overview of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Strands in the Canadian and World Studies Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Inquiry Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Spatial Skills: Using Maps, Globes, and Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT

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Basic Considerations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

The Achievement Chart for Canadian and World Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

SOME CONSIDERATIONS FOR PROGRAM PLANNING IN CANADIAN

AND WORLD STUDIES

Instructional Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Planning Canadian and World Studies Programs for Students with

Special Education Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Program Considerations for English Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Environmental Education and Canadian and World Studies . . . . . . . . . . . . . . . . . . . . . . . . . .

Une publication ¨¦quivalente est disponible en fran?ais sous le titre

suivant : Le curriculum de l¡¯Ontario ¨C 9e et 10e ann¨¦e ¨C ?tudes canadiennes

et mondiales, 2018

This publications is available on the Ministry of Education website,

at ontario.ca/edu

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Healthy Relationships and Canadian and World Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Equity and Inclusive Education in the Canadian and World Studies Program . . . . . . . . . .

Financial Literacy in Canadian and World Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Literacy, Mathematical Literacy, and Inquiry Skills in Canadian and World Studies . . . .

Critical Thinking and Critical Literacy in Canadian and World Studies . . . . . . . . . . . . . . . . .

The Role of the School Library in the Canadian and World Studies Program. . . . . . . . . . .

The Role of Information and Communications Technology in the Canadian

and World Studies Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Ontario Skills Passport: Making Learning Relevant and Building Skills . . . . . . . . . . . .

Education and Career/Life Planning through the Canadian and World

Studies Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Cooperative Education and Other Forms of Experiential Learning . . . . . . . . . . . . . . . . . . . .

Planning Program Pathways and Programs Leading to a Specialist High Skills Major . . . .

Health and Safety in the Canadian and World Studies Program. . . . . . . . . . . . . . . . . . . . . . .

Ethics in the Canadian and World Studies Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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COURSES

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GEOGRAPHY

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Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Strands. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Concepts of Geographic Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Geographic Inquiry Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Issues in Canadian Geography, Grade 9, Academic (CGC1D). . . . . . . . . . . . . . . . . . . . . . . . . .

Issues in Canadian Geography, Grade 9, Applied (CGC1P) . . . . . . . . . . . . . . . . . . . . . . . . . . . .

HISTORY

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Strands. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Concepts of Historical Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Historical Inquiry Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Canadian History since World War I, Grade 10, Academic (CHC2D). . . . . . . . . . . . . . . . . .

Canadian History since World War I, Grade 10, Applied (CHC2P) . . . . . . . . . . . . . . . . . . . .

CIVICS (POLITICS)

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Strands. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Concepts of Political Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Political Inquiry Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Civics and Citizenship, Grade 10, Open (CHV2O) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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APPENDICES

A. The Goals of Social Studies, Economics, and Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167

B. The Citizenship Education Framework (table) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169

C. Map, Globe, and Graphing Skills ¨C A Continuum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171

GLOSSARY

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PREFACE

This document replaces The Ontario Curriculum, Grades 9 and 10: Canadian and World

Studies, 2013. Beginning in September 2018, all Canadian and world studies courses

for Grades 9 and 10 will be based on the expectations outlined in this document.

This edition of the curriculum includes a revision of the history curriculum,1 developed

in collaboration with First Nations, M¨¦tis, and Inuit educators, community members, and

organizations. The revision was undertaken in response to the Truth and Reconciliation

Commission of Canada¡¯s calls to action numbers 62 and 63.

SECONDARY SCHOOLS FOR THE TWENTY-FIRST CENTURY

The goal of Ontario secondary schools is to support high-quality learning while giving

individual students the opportunity to choose programs that suit their skills and interests.

The updated Ontario curriculum, in combination with a broader range of learning options

outside traditional classroom instruction, will enable students to better customize their

high school education and improve their prospects for success in school and in life.

The revised curriculum recognizes that, today and in the future, students need to be

critically literate in order to synthesize information, make informed decisions, communicate

effectively, and thrive in an ever-changing global community. It is important that students

be connected to the curriculum; that they see themselves in what is taught, how it is taught,

and how it applies to the world at large. The curriculum recognizes that the needs of

learners are diverse, and helps all learners develop the knowledge, skills, and perspectives

they need to be informed, productive, caring, responsible, healthy, and active citizens in

their own communities and in the world.

SUPPORTING STUDENTS¡¯ WELL-BEING AND ABILITY TO LEARN

Promoting the healthy development of all students, as well as enabling all students to

reach their full potential, is a priority for educators across Ontario. Students¡¯ health and

well-being contribute to their ability to learn in all disciplines, including Canadian and

world studies, and that learning in turn contributes to their overall well-being.

Educators play an important role in promoting children and youth¡¯s well-being by creating,

fostering, and sustaining a learning environment that is healthy, caring, safe, inclusive,

and accepting. A learning environment of this kind will support not only students¡¯ cognitive,

emotional, social, and physical development but also their sense of self and spirit, their

mental health, their resilience, and their overall state of well-being. All this will help them

achieve their full potential in school and in life.

1. This revision focused only on the two history courses. Consequently, there may be differences in terminology

and style between the revised courses and the balance of the document.

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