Page 219 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

B. SPATIAL ORGANIZATION OF ECUMENES
OVERALL EXPECTATIONS
By the end of this course, students will:
B1. Increasing Liveability: assess the liveability of ecumenes in Canada and other parts of the world, and analyse factors that influence liveability (FOCUS ON: Spatial Significance; Patterns and Trends)
B2. Processes that Shape Ecumenes: describe interrelationships between the environmental, social, economic, and political processes that shape ecumenes (FOCUS ON: Spatial Significance; Interrelationships)
B3. Understanding Ecumenes: describe the spatial distribution of land use in human settlements according to selected theories (FOCUS ON: Patterns and Trends; Interrelationships)
SPECIFIC EXPECTATIONS
B1. Increasing Liveability
FOCUS ON: Spatial Significance; Patterns and Trends
By the end of this course, students will:
B1.1 useavarietyofcriteria(e.g.,rateofurbanization, cultural and economic characteristics, demographics, transportation, infrastructure) to assess and compare the liveability of selected ecumenes from around the world
Sample questions: “What characteristics do megalopolises, cities, towns, and villages have in common? How are they different, and how do these differences affect their liveability?” “How do cultural differences and related value systems affect people’s opinions of what constitutes liveability?” “Which criteria are the most useful for assessing the liveability of an ecumene?” “How does the liveability of your community compare with that of a community of similar size in France, Brazil, or Indonesia?” “Why does the liveability of a city depend on one’s personal perspective?”
B1.2 describe changes in the liveability of Canadian and selected ecumenes in other countries from 1800 to the present, and analyse reasons for these changes (e.g., economic growth, improvements in access to health care and education, safer drink- ing water, improved wastewater and transportation infrastructure)
Sample questions: “What role has technology played in changes to infrastructure? What modern services have required new infrastruc- ture?” “How does infrastructure affect the
liveability of an ecumene?” “Have other places in the world enjoyed improvements in liveability similar to those in most of Canada? Which ones have not? Why might different countries have different criteria for liveability based on their values, priorities, and political and economic trends over time?” “What places in Canada have not enjoyed the same improvements
in liveability as the majority of Canadian ecumenes?” “What, in your opinion, are the three most important things that have improved the liveability of Canadian ecumenes? Have the same factors been equally important in improving the liveability of ecumenes in the other countries you have looked at, or have other factors been more important?”
Using spatial skills: Students can support their investigations of changes in liveability over time by layering maps of a city or other ecumene from different time periods and annotating them with information about population and the infrastructure that was available in each time period. They can then make inferences about how existing infrastructure affected liveability and how changes in population and infrastructure led to improvements or declines in liveability.
B1.3 analyse the liveability of their local community and various strategies for enhancing it (e.g., live/ work land use, improved transit, New Urbanism)
Sample questions: “Should there be more green space in your community?” “Are recreation facilities adequate?” “How should land uses
SPATIAL ORGANIZATION OF ECUMENES
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World Geography:
Urban Patterns and Population Issues
CGU4M