Page 142 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 11, University/College Preparation
D1. InternationalOrganizationsintheRegion:analysetheroleandinvolvementofintergovernmental organizations in the selected region (FOCUS ON: Interrelationships; Geographic Perspective)
D2. Conflict and Cooperation: analyse aspects of economic, social, and political conflict and cooperation in the selected region (FOCUS ON: Interrelationships; Geographic Perspective)
D3. Economic Development: analyse economic activity in the selected region as well as factors that contribute to the region’s economic development (FOCUS ON: Spatial Significance; Interrelationships)
D. REGIONAL AND INTERNATIONAL INTERACTIONS
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
SPECIFIC EXPECTATIONS
D1. International Organizations in the Region
FOCUS ON: Interrelationships; Geographic Perspective
By the end of this course, students will:
D1.1 analyse the role countries in the region
play in intergovernmental organizations [IGOs] (e.g., United Nations [UN], World Bank, World Health Organization, World Trade Organization, Intergovernmental Panel on Climate Change, Organisation for Economic Co-operation and Development, Commonwealth, La Francophonie, African Union, European Union, Organization of American States, Asia-Pacific Economic Cooperation)
Sample questions: “Which countries in the region have made monetary contributions to IGOs?” “Why are countries in the region active in IGOs?” “Are there disagreements in the region regarding involvement in IGOs?” “What are the criteria used to determine membership in an IGO? Who is allowed to join or work with the IGOs within the region? Who isn’t? Why?”
D1.2 assess the effectiveness of intergovernmental organizations and/or agreements in addressing issues in the region (e.g., with reference to
UN Women; UN conventions on climate change, children’s rights, and/or the rights of indigenous peoples; the International Criminal Court; alliances, treaties, and/or defence agreements; trade agreements)
Sample questions: “What are some key geopolitical issues in this region that are of
international concern? Have IGOs responded to such issues? Why or why not?” “Do quality of life indicators in this region suggest the need for support from IGOs?” “What impact have international political agreements had on this region?” “Has a UN force or troops from a military alliance been sent to the region to try to keep the peace or resolve a conflict? What was the source of the conflict? How effective was the international force in defusing it?”
D2. Conflict and Cooperation
FOCUS ON: Interrelationships; Geographic Perspective
By the end of this course, students will:
D2.1 explain interrelationships between economic change/development and conflict and/or cooperation involving this region (e.g., how economic development has heightened tensions over land claims or sovereignty; cooperation on and/or disagreement over joint megaprojects; disagreements over emissions targets or other environmental issues; local resistance to the practices of multinational corporations; conflict over the sale and/or privatization of water or the use of genetically modified organisms [GMOs] in the region’s agriculture industry)
Sample questions: “Have economic develop- ments in this region affected the ability of indigenous people to access or live off their traditional lands? If so, how did these people respond to the threat to their rights and/or way of life?” “What are some economic projects that
OVERALL EXPECTATIONS
By the end of this course, students will:
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