Page 140 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 11, University/College Preparation
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
agricultural practices, land rehabilitation, recycling and waste disposal), and assess their effectiveness
Sample questions: “Have businesses in this region implemented any programs that contrib- ute to stewardship/sustainability? If so, what are they? How would you determine their effectiveness?” “Are there any fair-trade pro- grams in the region? If so, what impact have they had on producers?” “What barriers exist to the development and implementation of stewardship programs?” “How might a family save money by participating in a stewardship or sustainability program?”
C1.4 explain how imperialism/colonialism has affected the region, with reference to its people and their relationship with the natural resources in the region (e.g., with respect to the region’s status as a former colony or imperial power; the exploitation of people and natural resources before, during, and after the colonial period; the impact
of colonization on indigenous peoples and/or the language, religion, and culture of the region; current cultural/economic imperialism)
Sample questions: “If this region was colonized, how did practices associated with imperial control affect the types of resources that were harvested or the way this was done? Did col- onialism affect who controlled these resources? Is control of resources a continuing issue in this region? Were indigenous people in this region displaced as a result of colonization?” “If coun- tries in this region were imperial powers, what was their relationship with indigenous people in their colonies? What were some of the key short- and long-term effects of this relationship for the indigenous people? Do these historical relationships continue to affect indigenous people today?”
C2. Inequality and Sustainability
FOCUS ON: Patterns and Trends; Interrelationships By the end of this course, students will:
C2.1 describe the four economic sectors (i.e., primary, secondary, tertiary, and quaternary) and analyse data to assess differences between countries in this region with respect to employ- ment and production in these sectors
Sample questions: “What types of jobs charac- terize the primary sector? Are any of the countries in this region highly dependent on this sector? If so, what do you think this means for the health of their economy?” “What factors
might account for the dominance of a different economic sector (or sectors) in different countries of the region?”
C2.2 analyse aspects of inequality within the region (e.g., with reference to gender inequality; racial, ethnic, class, and/or religious discrimination; political disenfranchisement; economic inequality between countries in the region; class inequalities within countries), including key causes and consequences of disparities between different groups of people
Sample questions: “What are some measures
of gender equality? How does this region rank with regard to these measures? What impact do levels of gender equality or inequality in
the region have on women, families, and/or
the economy?” “What is the level of income inequality in this region? What are the causes of such inequality?” “Does trade cause, contrib- ute to, or help mitigate economic disparity in the region?” “Can the distribution of natural resources explain current economic disparity?” “What is the status of indigenous people in this region? Do they have rights to and control over their traditional lands? If not, where and under what conditions do they live?” “Has colonialism affected the social, economic, and/or political status of different groups in the region?”
Using spatial skills: Students can use graphs to help them analyse statistical data about the type and impact of inequality in the region.
C2.3 assess the sustainability of the regional economy (e.g., the extent to which the economy depends on non-renewable resources; the mix of primary, secondary, and tertiary industries; whether taxes generate sufficient funds to finance public infrastructure and social programs; the number
of stable, well-paid jobs; whether profits stay in the region or go to a multinational corporation headquartered elsewhere)
Sample questions: “How important is public spending, such as the financing of health care, education, and infrastructure, to the health and sustainability of an economy? In what ways is such spending also a measure of the health of the economy? What does public spending in this region tell you about the sustainability
of the regional economy?” “What does the dominance of non-renewable resources in a country’s economy mean for the sustainability of the economy?”
Using spatial skills: Students can construct maps illustrating the location of various natural resources and using symbols to indicate whether a resource is renewable or non-renewable.
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