Page 226 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 12, University/College Preparation
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
D3.3 analyse impacts of consumerism in developed countries on ecumenes in developing countries (e.g., economic growth and job creation, increased resource consumption and pollution, migration to cities and the rise of informal settlements, greater potential for exploitation of labour as a result of demand for low-cost production)
Sample questions: “How are food supplies maintained when large numbers of people abandon farming in order to work in factories in cities?” “What responsibility do corporations that contract manufacturing work to factories in developing countries have to protect natural environments and workers’ rights in these countries?” “How does child labour affect communities in developing countries?” “What can consumers in Canada do to prevent the use of child labour or protect the rights of adult workers in foreign factories that produce goods
for their consumption?” “How do developing countries benefit from trade relations with developed countries? How can they build
on those benefits while reducing the negative impacts that they have experienced?”
Using spatial skills: To support their investiga- tions of links between consumerism and living conditions in developing countries, students can compare world thematic maps showing the number of computers per 100 inhabitants in each country and the amount of electronic waste exported and imported by each country. They can then add additional map layers showing socio-economic data, such as number of televisions per capita, number of doctors
per 1,000 people, average years of schooling, and caloric intake to make inferences about linkages between consumption in developed countries and quality of life in developing countries.
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