Page 132 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 11, University/College Preparation
Overall Expectations and Related Concepts of Geographic Thinking
Big Ideas*
Framing Questions*
B. Natural and Human Systems
B1. Regional Characteristics: demonstrate an understanding of key cultural and socio-economic characteristics of the selected region and of individual countries in it (FOCUS ON: Patterns and Trends; Geographic Perspective)
Regions are not culturally or economically homogeneous .
Why might there be variation in the economies of different countries within a region? What factors account for these differences?
In what ways can the environment affect human settlement? In what ways can human settlement affect the environment? Why might this environmental impact have social, political, or economic consequences?
What considerations might be missing from some of the common indicators used to measure quality of life?
B2. Patterns of Natural and Human Systems: describe patterns in natural features and population distribution in the selected region, and analyse the relationship between them (FOCUS ON: Spatial Significance; Interrelationships)
Human settlement patterns are affected by, and also affect, the natural environment .
B3. 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 (FOCUS ON: Interrelationships; Geographic Perspective)
Quality of life in a region is influenced by many factors .
C. Sustainability and Stewardship
C1. Sustainability and Stewardship of Natural Resources: analyse issues associated with sustainability and stewardship of natural resources in the selected region (FOCUS ON: Spatial Significance; Geographic Perspective)
The sustainability of natural resources within regions is affected by social, political, economic, and environmental factors .
Why might some countries be better able than others to extract and use natural resources in a sustainable way?
Why is it important to look at current economic data as well as historical information when investigating regional inequalities?
How might competing interests and ideas affect large development and/or construction projects? What strategies can be used to mitigate possible conflicts among stakeholders?
C2. Inequality and Sustainability: analyse aspects of inequality and economic sustainability in the selected region, including programs intended to promote equality and sustainability (FOCUS ON: Patterns and Trends; Interrelationships)
All regions experience issues related to economic sustainability and equality .
C3. Development Projects/Megaprojects: analyse various issues associated with development projects, including, where applicable, megaprojects, in the selected region (FOCUS ON: Interrelationships; Geographic Perspective)
Large-scale development projects can lead to local and regional social, political, economic, and/or environmental issues .
Overview (continued)
Throughout this course, when planning instruction, teachers should weave the expectations from strand A in with the expectations from strands B–E.
Strands B–E
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
* See page 17 for a discussion of the purpose of big ideas and framing questions.
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