Page 240 - 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
C2.4 analyse the potential environmental impacts of a selected resource-related project or activity (e.g., dam construction, farming, groundwater extraction, water diversion, landfills, expansion
of a conservation area, an oil sands project, a diamond mine), and assess the implications of these impacts for developing the project or managing the activity sustainably
Sample questions: “What criteria should be considered in an environmental assessment?” “What are some common environmental impacts associated with farming? What options do farmers have for managing these impacts?”
C3. Availability and Use of Natural Resources
FOCUS ON: Spatial Significance; Patterns and Trends
By the end of this course, students will:
C3.1 analyse the relationship between the avail- ability and use of different kinds of natural resources and the changing needs of human populations
Sample questions: “Are all natural resources of equal importance? What criteria would you use to rate the importance of a natural resource to humans?” “Which natural resources are the most in demand at this time? How do you predict this might change?” “How might climate change affect the exploitation of oil and gas deposits
in the Beaufort Sea or metallic minerals in the Northwest Territories?” “How might a shortage of natural resources such as copper or oil affect future industrial growth in China?”
Using spatial skills: Students can use a world base map with overlays showing the distribution of exploitable resources to illustrate the resource assets of different countries. Different colours can be used to indicate different resource categories, and depth of shading can be used
to indicate the quantity of resources available. Students can also construct maps illustrating how changes in industrial needs over time have led to the development of new resources.
C3.2 describe the spatial distribution of selected natural resources, including fresh water, and assess the viability of developing these resources in particular locations
Sample questions: “Why is the availability of fresh water a concern when 75 per cent of the earth’s surface is water?” “How does the spatial distribution of a natural resource influence the viability of developing it?” “What transportation facilities would be needed to extract this resource and get it to market? What kind of technology would be needed to develop the resource in that location, and how expensive would the development be?” “Why have the abundant non-renewable resources of the Antarctic not been developed?” “Why has the boundary
of the commercial forest in Canada shifted northward over time?”
C3.3 analyse global patterns and trends in the availability and use of various fossil-fuel resources, and assess the implications for the future development and use of fossil fuels and other energy sources
Sample questions: “Does the location of the resource pose environmental risks, transportation difficulties, or other problems? How might these affect decisions about developing the resource?” “How has the decline of easily accessible oil reserves and the need to tap resources in more difficult locations affected
the price of oil? How might higher oil prices encourage the development and use of alternative energy sources or other fossil fuels?”
Using spatial skills: Students can identify areas where there are environmental or safety risks from the transportation of fossil fuels by over- laying a base map showing the location of coal, oil, and gas deposits with a map layer showing the routes taken to transport these resources from source to market. Points of particular environmental risk along these routes, such
as rivers and lakes, can be identified, as can populated areas that face a safety risk. Another overlay could be created to show areas where fossil-fuel resources might be developed in
the future.
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