Page 225 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

movements. Graphs of various kinds can help students identify and compare population patterns, changes, and trends.
D2.2 evaluate the capacity of a community’s infrastructure and services (e.g., transit, water, sanitation, housing, education, health care) to accommodate population growth
Sample questions: “What criteria could be used to determine when a new school should be built? How do communities determine school locations?” “What is a reasonable amount
of time to wait for public transit in different sizes of communities?” “Why do house prices vary so much from one ecumene to another?” “How should communities plan for population growth?”
D2.3 analyse impacts of different types of migration (e.g., voluntary, forced, seasonal) and other population changes (e.g., growth, decline, aging) on social conditions and the physical resources of cities and other ecumenes
Sample questions: “How do a city’s services and facilities change in response to an aging population?” “Why might some companies choose not to invest in cities whose populations are getting older?” “How do cities respond to a decline in population?” “How do communities with economies based on new resource develop- ment cope with a rapid intake of population?” “How do communities in both source and des- tination regions benefit from seasonal migration? What related challenges do they face?”
Using spatial skills: Students can support
their investigations of the impacts of migration on both source and destination regions by annotating a population base map with infor- mation about the ethnic backgrounds and other characteristics of incoming populations. Relevant information can be obtained from census data and immigration and emigration statistics.
D2.4 describe impacts of population diversity on countries that are major immigration destina- tions, and analyse policies for managing these impacts in selected countries (e.g., Denmark, France, Japan, Australia, United States, Canada)
Sample questions: “Why do large cities have ethnic neighbourhoods?” “How does diversity affect the liveability of a city?” “Which developed countries are the least diverse? Do they tend to have the most restrictive immigration policies?” “How do countries with more open immigration policies try to manage the impacts of diversity? What services do they provide to new immi- grants? What protections do they offer?”
D2.5 analyse changes in urban growth in selected regions throughout the world, and assess impacts of these changes
Sample questions: “How have rates of urbaniz- ation differed over time and from one place to another?” “Why are rates of urbanization changing faster in some countries or regions than in others?” “How well are different cities coping with their current rate of change?” “How quickly is the rural/urban interface changing in a community near you?” “Should immigration policies be used to encourage urbanization? Why or why not?” “What impacts do uncontrolled migrations have on human settlements?”
Using spatial skills: Students can support their investigations of urbanization trends by adding text annotations and graphs to a base map of the region they have selected. Line graphs can indicate trends in population size over time. Circle graphs can show changes in population composition. Relevant data can be obtained from migration and city population statistics.
D3. Challenges of Interdependence
FOCUS ON: Interrelationships; Geographic Perspective
By the end of this course, students will:
D3.1 assess the effectiveness of various mechanisms that countries use to assist each other (e.g., development aid, food aid, debt relief, disaster relief)
Sample questions: “Under what circumstances might developed countries receive aid from other countries?” “Should food aid be used to ensure long-term food security?” “Who benefits most from food aid?” “What is the most effective kind of aid for assisting victims of natural disasters?” “How can debt forgiveness help
the development of an African nation?”
D3.2 analyse the impact of transnational criminal activities and informal economies (e.g., black markets, grey markets) on residents in developed and developing countries
Sample questions: “How does human trafficking connect the world?” “For what reason are humans trafficked?” “How are the following connected to informal economies: undocumented migrants, sweatshops, drug trade, prostitution?” “What challenges do governments have when working to shut down black-market activities?” “How does the relationship between those who are consumers of black-market products and those who are producers, or even products (e.g., victims of human trafficking), demonstrate an imbalance of power?”
SYSTEMS: INTERDEPENDENCE OF ECUMENES
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World Geography:
Urban Patterns and Population Issues
CGU4M