Page 293 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

E. COMMUNITY ACTION OVERALL EXPECTATIONS
By the end of this course, students will:
E1. Working Together: assess the contribution of various individual, workplace, and community initiatives to reducing the human impact on the natural environment (FOCUS ON: Interrelationships; Geographic Perspective)
E2. Ecological Footprints: assess impacts of human behaviour on the natural environment (FOCUS ON: Patterns and Trends; Interrelationships)
E3. Community Infrastructure: assess environmental impacts of various types of infrastructure, systems, and services at the community and regional levels, and assess ways of reducing these impacts (FOCUS ON: Spatial Significance; Interrelationships)
SPECIFIC EXPECTATIONS
E1. Working Together
FOCUS ON: Interrelationships; Geographic Perspective
By the end of this course, students will:
E1.1 analyse the contributions of selected individ- uals, businesses, and organizations to resolving environmental issues of concern to their local community
Sample questions: “What have individuals, such as David Suzuki, Robert Kennedy Jr., and Maude Barlow done to raise awareness about environmental concerns or promote solutions to environmental problems that are of concern to your community?” “What do some businesses that operate in your community do to reduce the environmental impact of their operations or of the products they sell? Do any businesses in your community sell fair-trade products? What environmental criteria do products have to meet in order to receive fair-trade designation?” “Are there any organizations in your community that deal with local environmental concerns?” “How effective was this local initiative? What criteria would you use to judge its effectiveness?”
E1.2 evaluate the effectiveness of various public awareness campaigns and initiatives in promot- ing positive environmental change (e.g., Earth Day, Earth Hour, Flick Off, Every Kilowatt Counts, One Hundred Kilometre Diet, the Free Rice Challenge of the World Food Programme, Waste-Free Lunch Challenge, Idle No More)
Sample questions: “How much influence do you think various awareness initiatives have had on
public opinion and on people’s behaviour?” “How influential have the media been in affecting public opinion about environmental concerns?” “What is the best way to encourage teenagers to live in a more environmentally friendly way?”
E2. Ecological Footprints
FOCUS ON: Patterns and Trends; Interrelationships
By the end of this course, students will:
E2.1 calculate their ecological footprints and create a plan to reduce personal consumption and waste
Sample questions: “How does your ecological footprint compare with the Canadian average?” “What areas of consumption had the greatest effect on your footprint? How might you reduce this part of your footprint?”
E2.2 compare typical ecological footprints of people in countries in various parts of the world, and identify, through analysis, possible causes of the differences between them
E2.3 analyse the environmental impact of a variety of household appliances and products (e.g., the energy consumption of various appliances; the effects of chemicals used in cleaning agents, paint, fertilizers, pesticides)
Sample questions: “What does the Energy Star label on an appliance tell you about its environ- mental impact?” “How might buying a more expensive appliance save you money?”
COMMUNITY ACTION
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Living in a Sustainable World
CGR4E