Page 222 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 12, University/College Preparation
C1. Working towards Sustainability: analyse impacts of human activity and human settlements on the environment, and assess the effectiveness of solutions to these impacts in selected ecumenes (FOCUS ON: Spatial Significance; Geographic Perspective)
C2. Stewardship: assess ways in which stewardship practices can contribute to the sustainability of human settlements (FOCUS ON: Interrelationships; Geographic Perspective)
C3. Modifying the Environment: describe ways in which human societies modify their local environments in order to meet economic, social, political, and other needs, and assess the effects of these modifications on sustainability (FOCUS ON: Spatial Significance; Geographic Perspective)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
SPECIFIC EXPECTATIONS
C1. Working towards Sustainability
FOCUS ON: Spatial Significance; Geographic Perspective
By the end of this course, students will:
C1.1 analyse environmental impacts of large-scale migration on selected settlements
Sample questions: “How does a large influx of migrants affect resource consumption in a community? What are the effects on waste management and on water and air quality?” “Why do these environmental issues have the potential to become social, political, and economic issues?” “How does the growth of informal settlements such as shantytowns, favelas, and barrios affect the local environment?”
C1.2 assess the effectiveness of various solutions to environmental problems caused by human activities that affect areas of settlement
Sample questions: “What strategies have been employed to cope with increased volumes
of waste? What are their advantages and disadvantages?” “Why would communities either import or export waste?” “What methods are currently used or under consideration for storing nuclear waste?” “Which option would pose less environmental risk for transporting oil through a specified area of settlement: pipelines or rail tank cars?” “How does urban and agricul- tural runoff affect receiving water bodies in
different parts of the world, and what are some of the steps that governments have taken to control the impacts?”
C1.3 assess the effects of an ecumene’s natural characteristics on the feasibility of various options for reducing the human impact on
the environment (e.g., number of days of bright sunshine and feasibility of solar power, proximity to volcanoes and hot springs and feasibility of geothermal power)
C2. Stewardship
FOCUS ON: Interrelationships; Geographic Perspective
By the end of this course, students will:
C2.1 analyse the roles and responsibilities of individuals, corporations, and governments in ensuring the sustainability of communities
Sample questions: “What examples of govern- ment commitment to social well-being are evident in your community?” “What incentives do you know about that work to increase individual participation in green waste management programs?” “What social, political, economic, or environmental arguments are used to support or oppose the privatization of water distribution in selected communities?” “Should a corporation be willing to incur costs related to environmental protection that put it at a disadvantage to its competitors? Do governments have a responsibility to create a level playing
C. SUSTAINABILITY AND STEWARDSHIP OVERALL EXPECTATIONS
By the end of this course, students will:
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