Page 102 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 12, University Preparation
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
services, deregulation, privatization of some services and/or Crown corporations)
Sample questions: “What changes have there been in the past few decades with respect to the balance between markets and the public sector? Do you think there are any goods or services that are currently produced in the public sector that should be open to markets? Why or why not? What might be the impact of increased privatization?”
C1.6 analyse, from the perspectives of individuals, firms, and governments, the trade-offs associated with economic activity in grey and black markets (e.g., illegal downloading and other types of copy- right infringement, tax evasion, unreported work or work done by undocumented workers)
Sample questions: “Why are activities in black/ grey markets not included in gross domestic product (GDP)? What is the significance of this omission?” “What are the costs and benefits of grey markets for consumers?” “What impact does the underground economy have on government revenues? How can this affect
the citizens of a country?”
C2. Economic Trade-offs and Decisions
FOCUS ON: Economic Significance; Economic Perspective
By the end of this course, students will:
C2.1 demonstrate an understanding of economic trade-offs (e.g., whether to buy a car or a transit pass, to rent an apartment or buy a house, to send a child from an impoverished family to school or to work, to pay down government debt or increase government spending on infrastructure or social services), and explain their significance for individuals and society
Sample questions: “What are some ways in which economic trade-offs might differ for the average person in developing and developed countries?” “How might the cost of childcare affect the decision of parents regarding paid employment?”
C2.2 analyse how different stakeholders view
the trade-off between economic growth and concerns for the environment (e.g., with reference to coal-fired electrical plants to support manufac- turing in China and concerns about air quality; debates about the economic and environmental impact of the North American energy pipelines and/or the continuing development of the Alberta oil sands; the expansion of farmland at the expense of rain forest; innovations such as genetically
modified seeds/foods and their impact on eco- systems; firms that invest in the development of non-renewable resources and those that fund research on alternative energy)
Sample questions: “Why did Ottawa initially sign the Kyoto Protocol? Why did it subsequently withdraw from it?” “How do carbon taxes try to address the environmental impact of economic growth? Why are they controversial?” “How do different stakeholders view the privatization and/or sale of water?”
C2.3 evaluate the impact of some key socio- economic trends on economic policy in different countries (e.g., trends related to income inequality, pensions, unemployment, aging populations in some countries, gender roles/relations, immigration, increasing public debt)
Sample questions: “How are different govern- ments addressing trends related to labour shortages? What impact do policies with respect to migrant workers have in these countries?” “How does an increase in public debt affect the policy options and decisions
of various governments?”
C2.4 assess some responses, or possible responses, to current economic issues, using cost/benefit analysis (e.g., the cost and benefits of carbon taxes, oil/gas pipelines, child labour, sweatshops, high housing costs, foreign debt relief)
Sample questions: “What are the costs and benefits of plans to build North American energy pipelines? Why is it important to take the perspectives of different stakeholders – such as the oil/gas industry, manufacturers relying on such energy, environmentalists,
and First Nations, Métis, and/or Inuit peoples – into account when analysing these costs and benefits?”
C3. The Role of Government in Redressing Imbalance
FOCUS ON: Stability and Variability; Economic Perspective
By the end of this course, students will:
C3.1 explain how economic factors influence the allocation by governments, both in Canada and internationally, of scarce resources to address social needs (e.g., access to education, health care, and housing; support services for disabled people, immigrants, poor people)
Sample questions: “Why are flu-shot clinics set up in Ontario during flu season? What economic
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