Page 137 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

B2. Patterns of Natural and Human Systems
FOCUS ON: Spatial Significance; Interrelationships
By the end of this course, students will:
B2.1 describe natural features of the region (e.g., landforms, vegetation, climate, soils, water bodies, natural resources), and analyse the relationship between them
Sample questions: “Which landforms dominate the region?” “What is the relationship between landforms, climate, and vegetation in the region?” “How are the landforms of the region related to its natural resources?” “What criteria would you use when rating the biodiversity of this region?”
Using spatial skills: Students can construct thematic maps showing landform and climate regions within the selected area. By adding an overlay map that uses symbols to indicate the location of different types of natural resources, students can explore the interrelationship between landforms, climate, and resources
in the region.
B2.2 describe current patterns of population distribution in the region, with a particular focus on areas of high population density, and assess the impacts, both positive and negative, of these patterns (e.g., preservation of natural ecosystems in some areas of low population; urban sprawl, gated communities, traffic congestion, slums, air pollution, waste management challenges, access to and/or pressure on services/infrastructure, a broader range of economic opportunities in areas of high population)
Sample questions: “What proportion of the population in this region is urban? What proportion of people live in small towns/villages? Are these proportions similar for all countries in the region?” “What are the major cities in this region? What sorts of pressures do they face? What are some policies/strategies that governments and/or citizens’ groups have developed for dealing with these pressures? How effective are they?”
B2.3 analyse key relationships between natural features and population distribution in the region (e.g., with reference to settlement near bodies of water; location of resource towns, tourist towns; agricultural settlements near volcanoes; sparse settlement in mountainous, desert, or ice-covered regions)
Sample questions: “Which parts of the physical environment of this region have attracted people and sustained population growth? Why
have these areas been particularly conducive to population growth?” “What are some challenges that the natural features of this region have presented to settlement? What impact have these challenges had on population distribution in the region? Are there areas in this region where the environment has precluded settlement?”
B3. Quality of Life
FOCUS ON: Interrelationships; Geographic Perspective
By the end of this course, students will:
B3.1 analyse various criteria that are used to measure quality of life, and assess quality of life in the region with reference to several of these criteria (e.g., literacy rates; access to education, medical care, clean water, sanitation, and adequate housing; GDP per capita; per capita income; life expectancy; infant and/or maternal mortality; gender inequality; unemployment and poverty rates; military spending; national debt)
Sample questions: “Why is gender inequality used as a criterion in measuring quality of life? What are some indications of gender equality/ inequality in this region?” “Are the statistics
in relation to quality of life consistent across the region? If not, how might you account for differences?” “If data were not available, could you use photographs to help you get a sense of the quality of life of people in the region? Why or why not? Why do we have to examine our biases before making observations based on photographs?” “Do you think the region can sustain, or improve, the current quality of life for future generations? Why or why not?”
Using spatial skills: Students can support
their analysis of the quality of life in a region by creating a series of graphs using data on indicators that are associated with quality
of life (e.g., literacy rates, infant mortality). Students can select two quality of life indicators for countries in the region and plot the related data on a scatter graph to assess the correlation between these indicators.
B3.2 analyse how various factors affect quality
of life indicators in the region (e.g., public expenditures on education, health, infrastructure, social services; war; drought or other natural or human-made disasters; pandemics; government corruption; misappropriation of aid; labour and environmental standards/regulations; discrimination against women or minorities; inequitable access to resources; food security)
Sample questions: “Where does this region rank in terms of public expenditures on education
NATURAL AND HUMAN SYSTEMS
135
Regional Geography
CGD3M