Page 270 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 12, College Preparation
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
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its people are not readily available? What kind of infrastructure would be needed to sustain it?”
Using spatial skills: In order to visualize how resources flow from sources to consumers, students can add map layers showing the location of various resources such as water, food, oil, and gas and the location of networks such as electricity grids, pipelines, different types of surface transportation, and Internet connections to a base map of population settle- ments. The maps can be used to support an analysis of the factors influencing the pattern of these networks.
B2.3 analyse the relationship between a country’s wealth and its economic structure (e.g., economic structures based on resource extraction or harvesting versus structures with a higher proportion of resource processing, manufacturing, and tertiary industry)
Sample questions: “Why do countries whose economies are heavily dependent on resource extraction tend to be poorer? Are there excep- tions? Why?” “Should Canada process more
of its natural resources, such as oil and forest products, at home, instead of shipping unpro- cessed resources to other countries? What would the advantages be? What are the obstacles to doing so?”
Using spatial skills: Flow maps and various graphs can be used to help students visualize import and export data and classify the types
of commodities and products being exchanged between various countries. To analyse relation- ships between gross domestic product and the structure of national economies, students can construct a thematic map showing the countries with the ten highest GDPs and the ten lowest, using circle graphs to represent the percentage of the workforce in each country employed in primary, secondary, and tertiary industries.
B3. Characteristics of World Regions
FOCUS ON: Spatial Significance; Patterns and Trends By the end of this course, students will:
B3.1 compare the quality of life in different regions of the world, using appropriate statistical data and indicators (e.g., literacy rate, gross domestic product, access to medical care, access to clean water, infant mortality rate, fertility rate, school enrolment rate, employment by economic sector)
Sample questions: “What projection or cartogram could you use to analyse and represent this data? How might this help you determine spatial patterns that reflect differences in quality of life and identify possible causes for these differences?” “What values and beliefs are
implicit in these indicators, and why might these values be similar or different in various parts of the world?”
Using spatial skills: Students can use a GIS program to create cartograms that can be used to interpret and compare quality of life indicators for different regions of the world.
B3.2 identify a variety of terms used to classify countries on the basis of similar economic, social, political, regional, or other characteristics (e.g., informal classifications, such as North/South, developed/underdeveloped, First World/Third World, advanced, BRIC, emerging economies,
free world, sub-Saharan, Middle Eastern; formal groupings, such as the European Union, African Union, Organization of American States, la Francophonie, Association of Southeast Asian Nations, Alliance of Small Island States), and assess the usefulness of these terms
Sample questions: “What is the value of grouping countries in this way? How do these groupings help our understanding of these countries? What are the dangers of grouping countries in this way? Is there also a risk that this could lead to misunderstandings and the perpetuation of stereotypes?” “What values do various groupings represent? How useful are these groupings if the characteristics of some of the countries change?” “In what circumstances would it be helpful to organize countries accord- ing to the availability of their natural resources?” “Countries can belong to a variety of formal groups that they join voluntarily in order to pursue common interests or deal with common concerns. What are some of these organizations, and what are the interests and concerns that they deal with? What advantages does a country gain by belonging to such organizations?” “Are there any peoples excluded from such groupings, such as peoples without a state? How else might they organize themselves globally?”
Using spatial skills: Students can use a Peters projection and a Mercator projection to see how different map projections distort country size and shape. Students can then consider whether maps may convey a bias and why one map might be chosen over another to support a particular message related to classification.
B3.3 analyse statistical data (e.g., GDP per capita, literacy rate, mortality rate, employment in agriculture, temperature and rainfall, natural resource production) to identify and explain correlations between population characteristics and a variety of environmental, economic, social, and political factors
Sample questions: “What pattern do you see when you look at access to clean water and levels of infant mortality? Why is there a connection