2018 REVISED The Ontario Curriculum Grades 9 and 10

2018

The Ontario Curriculum Grades 9 and 10

REVISED

Canadian and World Studies

GEOGRAPHY ? HISTORY ? CIVICS (POLITICS)

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CONTENTS

PREFACE

3

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

Supporting Students' Well-Being and Ability to Learn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

INTRODUCTION

6

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

19

Overview of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Curriculum Expectations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Strands in the Canadian and World Studies Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

The Inquiry Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Spatial Skills: Using Maps, Globes, and Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT

30

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

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

SOME CONSIDERATIONS FOR PROGRAM PLANNING IN CANADIAN

AND WORLD STUDIES

38

Instructional Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Planning Canadian and World Studies Programs for Students with Special Education Needs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Program Considerations for English Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Environmental Education and Canadian and World Studies . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Une publication ?quivalente est disponible en fran?ais sous le titre suivant : Le curriculum de l'Ontario ? 9e et 10e ann?e ? ?tudes canadiennes et mondiales, 2018

This publications is available on the Ministry of Education website, at ontario.ca/edu

Healthy Relationships and Canadian and World Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Equity and Inclusive Education in the Canadian and World Studies Program. . . . . . . . . . 48 Financial Literacy in Canadian and World Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Literacy, Mathematical Literacy, and Inquiry Skills in Canadian and World Studies . . . . 50 Critical Thinking and Critical Literacy in Canadian and World Studies . . . . . . . . . . . . . . . . . 52 The Role of the School Library in the Canadian and World Studies Program. . . . . . . . . . . 54 The Role of Information and Communications Technology in the Canadian and World Studies Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 The Ontario Skills Passport: Making Learning Relevant and Building Skills . . . . . . . . . . . . 56 Education and Career/Life Planning through the Canadian and World Studies Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Cooperative Education and Other Forms of Experiential Learning . . . . . . . . . . . . . . . . . . . . 57 Planning Program Pathways and Programs Leading to a Specialist High Skills Major . . . . 58 Health and Safety in the Canadian and World Studies Program. . . . . . . . . . . . . . . . . . . . . . . 58 Ethics in the Canadian and World Studies Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

COURSES

61

GEOGRAPHY

63

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

Strands. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

The Concepts of Geographic Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

The Geographic Inquiry Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Issues in Canadian Geography, Grade 9, Academic (CGC1D). . . . . . . . . . . . . . . . . . . . . . . . . . 69

Issues in Canadian Geography, Grade 9, Applied (CGC1P) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

HISTORY

103

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

Strands. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

The Concepts of Historical Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

The Historical Inquiry Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105

Canadian History since World War I, Grade 10, Academic (CHC2D). . . . . . . . . . . . . . . . . . 107

Canadian History since World War I, Grade 10, Applied (CHC2P) . . . . . . . . . . . . . . . . . . . . 131

CIVICS (POLITICS)

149

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149

Strands. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149

The Concepts of Political Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150

The Political Inquiry Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152

Civics and Citizenship, Grade 10, Open (CHV2O) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155

APPENDICES

A. The Goals of Social Studies, Economics, and Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 B. The Citizenship Education Framework (table) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169 C. Map, Globe, and Graphing Skills ? A Continuum. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171

GLOSSARY

179

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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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