Page 278 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 12, College Preparation
E1. Urbanization: analyse trends in urbanization in both economically developed and developing regions of the world, and assess the impacts of these trends (FOCUS ON: Spatial Significance; Patterns and Trends)
E2. Population Growth and Demographic Change: analyse global and regional population trends, and assess their impacts on society, the economy, and the ability of societies to meet basic human needs (FOCUS ON: Patterns and Trends; Geographic Perspective)
E3. Human Rights and Quality of Life: analyse impacts of a variety of factors on human rights and quality of life in selected countries (FOCUS ON: Interrelationships; Geographic Perspective)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
SPECIFIC EXPECTATIONS
E1. Urbanization
FOCUS ON: Spatial Significance; Patterns and Trends
By the end of this course, students will:
E1.1 analyse trends in urban growth, locally and globally, and explain factors contributing to these trends (e.g., displacement of small farms by larger industrialized farming operations, settlement of refugees in or near larger urban settlements, rural overpopulation, economic opportunities in cities)
Sample questions: “Where are the most popu- lated regions of the world? Why do so many people live in these areas? What proportion of the population lives in cities in these areas? What proportion lived in cities fifty years ago?” “Why are people leaving rural environments? What attracts them to cities?”
Using spatial skills: Students can use a world night map layered with a political map to con- struct a thematic population map showing the megalopolis regions of the world. Students can also use statistics related to size of population and population density to create graphs showing trends in urban growth for selected urban regions in different parts of the world.
E1.2 analyse the role of migrant neighbourhoods in the settlement of new arrivals to a city, and assess, from a geographic perspective, the im- pacts of this type of settlement on the residents of these communities and on the larger urban area that they are a part of (e.g., improved quality of life for migrants, access to economic opportunities,
increased demands on the social resources of the host communities, health and environmental impacts related to lack of clean water and waste disposal infrastructure in informal settlements)
Sample questions: “Do Aboriginal people moving to cities in Canada concentrate in particular neighbourhoods? Why or why not? Why might it be different for cities like Winnipeg or Vancouver compared to Toronto or Calgary?” “Why do new immigrants often choose to move to neighbourhoods where other immigrants have already settled? How have local governments responded to new immigrant settlements in different parts of the world?” “How might the establishment of informal settlements or the concentration of a large new immigrant popu- lation in an existing neighbourhood affect the economy of a city? What characteristics do these settlements and neighbourhoods have that continue to attract individuals?” “Migrant settlements and neighbourhoods have been called ‘arrival cities’. What are some of the different kinds of arrival cities that can be found in various parts of the world, and what are the living conditions associated with them?”
Using spatial skills: Students can use census data for selected urban settlements to identify areas where recent immigrants have settled. Annotations can be added to maps of the settle- ments to provide more detailed information about the immigrant populations, such as their countries of origin and mother tongues.
E1.3 assess the impacts of increased urbanization on the environment and society (e.g., land
E. CHANGING SOCIETIES OVERALL EXPECTATIONS
By the end of this course, students will:
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