Page 269 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

B1.3 identify the effects of government policies and practices on economic and social disparities (e.g., subsidies, tax incentives, supply management programs, and trade agreements may promote job creation and reduce disparities between individuals but may also increase some disparities by favouring some individuals, economic sectors, or regions over others; foreign aid programs provide resources to help economically poorer countries reduce disparities, but mismanagement of aid programs can also increase disparities within the receiving country)
Sample questions: “Why do countries provide foreign aid to other countries?” “Should we re- duce disparities in Canada before spending money to help people in other countries?” “How might a decision by a country’s political leaders to promote agricultural exports affect access to food within their country?” “Should university and college education be tuition-free in Canada, as it is in Cuba, Sweden, and most of Germany? Who would benefit? Who would pay for it?”
B1.4 describe the role and assess the impact of various intergovernmental agencies (e.g., World Bank, International Monetary Fund), government departments and agencies (e.g., Department of Foreign Affairs, Trade and Development), and non-governmental organizations (e.g., micro- finance organizations such as the Grameen Bank; social enterprises such as Me to We; advocacy, aid, and development organizations or programs such as Because I Am a Girl) that address inequities at local, national, and international levels
Sample questions: “How have different levels of government attempted to reduce inequities in Canada?” “How does Canada contribute to international efforts to alleviate financial stress in other countries?” “Do you think that countries receiving aid should pay it back in some way?” “Why do some people think that supporting social enterprise is a more effective way of helping people than donating to a charity?” “What criteria would you use to assess the effectiveness of an NGO’s efforts to reduce health care inequities?”
Using spatial skills: To support an investigation of transfer payments, students can construct a flow map illustrating the amount of money that Canada distributes annually in equalization payments to each of the provinces. They can then annotate the map with statistics such as provincial GDP, unemployment rate, and average income to indicate the economic strengths and weaknesses of each province. Students can construct a similar annotated flow map of
the world, showing which countries receive Canadian foreign aid and indicating the economic characteristics and needs of the receiving countries.
B2. Resources and Human Systems
FOCUS ON: Patterns and Trends; Interrelationships
By the end of this course, students will:
B2.1 analyse maps to identify global distribution patterns for various natural resources and for human populations (e.g., analyse a world night map to identify settlement patterns and the locations of large urban centres; analyse thematic maps to help identify the distribution of such features as fresh water resources, forests, and mineral deposits), and assess the significance of these patterns
Sample questions: “What types of maps might you use to help you identify a relationship between the location of large urban centres
and access to natural resources?” “Are there other countries in the world that have many of the same natural resources that Canada has?” “Why do large cities tend to be located on a coast or next to a lake or river?” “How might natural systems and characteristics account for similarities and differences between Canada and other countries in the world with respect to the distribution of resources and population?”
Using spatial skills: To identify correlations between water availability and agricultural output, students can layer maps of drainage basins or rainfall distribution with maps showing different types of agricultural activity, such as cattle grazing or fruit and vegetable growing.
B2.2 analyse the influence of various human infrastructure networks (e.g., transportation networks, energy networks, communication networks) on population settlement and access to resources
Sample questions: “What is the relationship between the distribution of population settle- ments and the location of food sources and food distribution systems?” “Where have irrigation systems made new settlements or larger settlements possible?” “What are the similarities and differences between Internet connections and transportation connections?” “What kinds of networks are involved in transferring different forms of energy between countries?” “Which countries in the world does Canada have direct ties to in terms of transpor- tation links? Why do you think this is?” “What are some of the transportation issues that face Canadian, Russian, Scandinavian, and other communities north of the 60th parallel?” “How are network-based relationships both a source of support for a country and a source of vulner- ability?” “Why might a settlement be located in an area where the resources needed to support
SPATIAL ORGANIZATION: REGIONAL SIMILARITIES AND DIFFERENCES
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World Issues: A Geographic Analysis
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