Page 139 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

C. SUSTAINABILITY AND STEWARDSHIP OVERALL EXPECTATIONS
By the end of this course, students will:
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)
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)
C3. Development Projects/Megaprojects: analyse various issues associated with development projects, including, where applicable, megaprojects, in the selected region (FOCUS ON: Interrelationships; Geographic Perspective)
SPECIFIC EXPECTATIONS
C1. Sustainability and Stewardship of Natural Resources
FOCUS ON: Spatial Significance; Geographic Perspective
By the end of this course, students will:
C1.1 identify the main natural resources that are harvested/extracted in the region (e.g., water, wood, oil and/or gas, coal, minerals, fish, cotton, wheat, rice, livestock), and assess the sustainability of current rates of harvesting/extraction
Sample questions: “What is the pattern of resource extraction in the region? What resources are harvested? Do they tend to be used in the region or exported? Is there pressure to increase rates of extraction?” “Does this region have enough fresh water to meet its current needs? Is the use of water for agriculture sustainable? Do you think water shortages will be an issue in this region in the future? Why or why not?” “What impact has the clearing of land for grazing had on local ecosystems?”
Using spatial skills: Students can create a vari- ety of graphs (e.g., line, bar, circle) to illustrate patterns and trends relating to regional natural resource extraction.
C1.2 assess the effects, both positive and negative, on the region of outside demand for its products and/or resources (e.g., development of infrastruc- ture, job creation, improvement in standards of
living, increase in tax revenue, deforestation and other types of resource depletion/mismanagement, monoculture and other unsustainable agricultural practices, vulnerability to demands of multinational corporations, sweatshops, air pollution, environ- mental degradation)
Sample questions: “Which natural resources that are found in this region are in global demand? Has demand for these resources contributed to political or social conflict?” “Why might a government respond to demand for natural resources by either privatizing
or nationalizing those resources? Have any countries in this region taken either action? If resources were privatized, who benefited from this move? Who did not?” “Is the issue of bulk water exports relevant to this region? If so, why might groups in the region have different per- spectives on this issue?” “How have technological developments increased outside access to the region’s resources? What are the consequences of this increased access?”
Using spatial skills: Students can read/construct flow maps and various graphs to visualize/ illustrate data on the types of commodities
and products exported by the region and who imports them.
C1.3 describe programs in the region that are intended to foster stewardship/sustainability with respect to natural resources (e.g., programs related to resource conservation, alternative energy, tree planting, water quality, seed saving, sustainable
SUSTAINABILITY AND STEWARDSHIP
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Regional Geography
CGD3M