Page 90 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

Grade 11, University/College Preparation
E1. Perspectives on Scarcity and Sustainability: analyse competing perspectives on scarcity and sustainability in Canada and assess their significance (FOCUS ON: Stability and Variability; Economic Perspective)
E2. Weighing Trade-offs, Making Choices: explain the criteria that governments and firms in Canada use to weigh trade-offs and make economic choices (FOCUS ON: Cause and Effect; Stability and Variability)
E3. Economic Globalization: assess the impact of globalization, including international trade and investment, on the Canadian economy (FOCUS ON: Economic Significance; Economic Perspective)
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies
SPECIFIC EXPECTATIONS
E1. Perspectives on Scarcity and Sustainability
FOCUS ON: Stability and Variability; Economic Perspective
By the end of this course, students will:
E1.1 compare the perspectives of various stake- holders with respect to scarcity in Canada and explain how these perspectives are reflected in the policies or positions of these stakeholders with respect to economic issues (e.g., with reference to different political parties; conservative and progressive think tanks; the oil and gas industry and the alternative energy sector; corporate and small-scale or organic farmers; First Nations, Métis, and/or Inuit people; environmental NGOs; advocacy groups for the poor; Chambers of Commerce)
Sample questions: “What do the positions of different stakeholders on the development of the Alberta oil sands tell you about their views on scarcity and sustainability?” “What are the key differences between the perspectives of right- and left-wing groups on the allocation of scarce government resources?”
E1.2 analyse how First Nations, Métis, and/or Inuit people have responded to issues relating to scarce resources (e.g., with reference to land claims, fishing rights, resource development on and/or environmental degradation of Aboriginal land), and explain similarities and differences between their responses and those of other groups in Canada, including governments
(e.g., environmental groups, mining companies, provincial or federal governments, the courts)
Sample questions: “What competing beliefs about scarcity and sustainability underpin the Musqueam Nation’s conflict with the B.C. government over fishing rights?” “Why are there often differences in the perspectives of governments, corporations, and First Nations, Métis, and/or Inuit people on the development of natural resources?” “What are the implications for different stakeholders of court decisions on Aboriginal land claims?” “Given the scarcity of land/resources, what are some of the advantages of collective ownership of property? What are some of the disadvantages of collective and private ownership of property? Do you think these advantages/disadvantages are the same for First Nations communities as they are for other groups in Canada? Why or why not?”
E1.3 compare cooperative and competitive per- spectives (e.g., those of cooperatives, multinational corporations, sole proprietorships, social ventures) on the management of scarce resources in Canada
Sample questions: “How do credit unions and multinational banks distribute profits?” “What are the similarities and differences between corporations and cooperatives in the allocation of profits?”
E1.4 explain how firms in Canada respond to issues relating to scarcity of labour and capital (e.g., by offering apprenticeships and/or internships, using government funds to help them restructure
E. ECONOMIC INTERDEPENDENCE OVERALL EXPECTATIONS
By the end of this course, students will:
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