Page 136 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 11, University/College Preparation
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)
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)
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)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
SPECIFIC EXPECTATIONS
B1. Regional Characteristics
FOCUS ON: Patterns and Trends; Geographic Perspective
By the end of this course, students will:
B1.1 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 make- up, interpret and analyse visual images to compare topography)
Sample questions: “What types of visual sources might you use when investigating similarities and differences in the physical geography of different countries in this region? How might you communicate your findings using a map?” “Where might you find informa- tion on the different political systems in the countries in this region?”
Using spatial skills: Students can explore satellite images to gain an understanding of the different types of information that can be gathered by satellite. Satellite imagery can also help students develop a sense of spatial orientation for the region.
B1.2 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
Sample questions: “What are some significant cultural differences between the countries of the region? How has the history of the region contributed to these differences?” “Would you characterize the region as culturally diverse or homogeneous?”
B1.3 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)
Sample questions: “Where might you find data on the GDP of countries in this region? Are there significant variations in GDP among these countries? How does the region’s GDP compare to that of countries outside the region? What are the implications of these differences?” “Are there emerging economies in the region? If so, have they affected the trend in global rankings in recent years?”
Using spatial skills: Students can plot data
on various economic measures onto graphs
to show patterns in the region or between this region and other regions of the world. Graphs can be placed on a regional or world map to show the spatial distribution of these patterns.
B. NATURAL AND HUMAN SYSTEMS OVERALL EXPECTATIONS
By the end of this course, students will:
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