Page 173 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

D. INTERRELATIONSHIPS AND TRENDS OVERALL EXPECTATIONS
By the end of this course, students will:
D1. Local Tourism: analyse interrelationships between tourism and local human and natural systems (FOCUS ON: Spatial Significance; Interrelationships)
D2. Tourism Patterns and Influencing Trends: assess the impacts of social, economic, and political trends and events on travel and tourism (FOCUS ON: Patterns and Trends; Geographic Perspective)
D3. New Directions: identify evolving trends in travel and tourism, and analyse their implications for future tourism development (FOCUS ON: Patterns and Trends; Interrelationships)
SPECIFIC EXPECTATIONS
D1. Local Tourism
FOCUS ON: Spatial Significance; Interrelationships
By the end of this course, students will:
D1.1 describe the major natural and cultural attractions in their region, and explain how they influence the characteristics of tourist activity in the region
Sample questions: “Which of the following types of tourism are most compatible with the local attractions in your region: ecotourism; family adventure park holidays; study tours; beach holidays; sports tourism; business travel; hunting, fishing, and wilderness canoeing?” “Where do tourists to the region come from, and why do they pick this region as a destina- tion?” “Is your region an established tourist destination? Why or why not?” “Are there attractions in the region that could attract tourists but haven’t been developed? What types of tourists would they attract?”
D1.2 describe major components of the local tourism industry, and explain how they are interrelated
Sample questions: “How do tourists get to
the region and travel within it? Where do they stay and eat? How do they find out about the region’s tourist offerings, and who helps them book reservations? Which businesses in the region depend on tourism for some or all of their revenue?” “How would weak links in
the tourism infrastructure, such as poor trans- portation connections, a lack of affordable, good-quality accommodations, or insufficient promotion, affect other components of the local
tourism industry? How could the region’s tourism infrastructure be improved? How would it have to expand if more tourists came to the region?” “What facilities would be necessary for the development of a specific type of tourism?”
Using spatial skills: Students can conduct fieldwork to gather data about key tourism components in their region, such as accommo- dation, transportation, attractions, and marketing. Thematic maps, graphs, and photographs can be used to present this information. These can be annotated to indicate interrelationships between the various components.
D1.3 develop a two-day itinerary for tourists that highlights local attractions and offers an optimal tourist experience
Sample questions: “Is your itinerary designed to appeal to general tourists or to tourists with special interests? How will the tourists get to the various attractions? Does your itinerary allow for sufficient travel time between attrac- tions? Where will the tourists eat? Does your itinerary include both daytime and evening activities? Does it offer choices? Are the attrac- tions fully accessible to the tourists who are expected to visit them? Are there any safety concerns that might limit what people can do? Will local attitudes to tourism and tourists affect your itinerary?” “How might your itinerary have been different at some point in the past? How might it change in the future?”
Using spatial skills: Students can support their proposed itineraries with an annotated map showing the proposed route, timings, and locations of destinations to be visited.
INTERRELATIONSHIPS AND TRENDS
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Travel and Tourism:
A Geographic Perspective
CGG3O