Page 280 - 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
interrelated? Why do countries with lower birth rates tend to have higher standards of living?” “How has resource development affected the quality of life of indigenous peoples in various parts of the world?” “What data would you
use to investigate the reasons behind the use
of children in small-scale mines?” “If quality
of life indicators were applied specifically to indigenous populations in selected countries, how might those results compare with results for the non-indigenous populations in the same countries? With results from other countries?”
Using spatial skills: Students can use World Bank statistics for the number of children
(aged 7–14) employed in manufacturing in various countries to create a map layer showing the spatial distribution of child labour in the world. Students could also add a map layer of quality of life indicators to identify correlations between the prevalence of child labour and the quality of life in selected countries.
E3.2 analyse national and international responses to human rights violations in various parts of the world (e.g., policies and programs aimed at eliminating child labour, stopping the use of child soldiers, promoting the education of girls, preventing human trafficking)
Sample questions: “How do programs such as Because I Am a Girl, the Roméo Dallaire Child Soldiers Initiative, and Stop the Traffik attempt to limit human rights abuses? How successful have they been?” “Why was the Ottawa Treaty to ban the use of antipersonnel landmines brought into being? What does it require states to do? Why have some states refused to sign it?” “Why don’t all victims of human rights violations experience the same global support?” “How successful has the National League for Democracy been in restoring democratic rights in Myanmar?”
E3.3 identify factors that contribute to poverty, and assess various programs and approaches for alleviating poverty, locally, nationally, and internationally (e.g., government policies and programs such as minimum-wage laws, income- based housing, relief programs, and debt forgiveness; aid programs of intergovernmental organizations
such as the United Nations and the World Bank; activities of non-governmental relief and develop- ment organizations such as Oxfam, the Bill and Melinda Gates Foundation, and local food banks)
Sample questions: “What is meant by ‘the cycle of poverty’? Why is it so difficult to break this cycle? Do Canadians have a social responsibility
to help break the cycle of poverty?” “What are some of the factors that contribute to poverty in Canada? Why is there a higher rate of poverty among single-parent families?” “What factors contribute to poverty in developing countries? Can the same solutions that we use to alleviate poverty at the local level in Canada also be applied in other countries?” “How do approaches such as microfinance and fair trade help to alleviate poverty in developing countries?”
E3.4 describe various ways in which the Canadian government provides security for people in Canada and in other countries (e.g., border security, search and rescue, disaster relief, consular support of Canadians abroad, peacekeeping and other international military operations, intelligence collection, participation in collective security organizations), and analyse issues related to national security
Sample questions: “What responsibility does the Department of Foreign Affairs, Trade and Development have for assisting Canadians who run into difficulty abroad, and what kinds of challenges does it face in providing this protection?” “How does Canada’s participation in peacekeeping missions protect the quality of life of people living in conflict zones?” “What is collective security, and how does it contribute to the security of Canada and Canadians?” “Should the needs of national security take precedence over individual rights? Is it justifiable to violate the human rights of some individuals in order to protect the human rights of others?”
Using spatial skills: To support their analysis of the role of Canadian military forces in supporting national and international security, students can annotate a world map to show where Canadian forces are currently operating and describe the purpose and nature of operations in each of the areas indicated.
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