Page 101 - THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

D2. Immigration Trends
FOCUS ON: Interrelationships; Patterns and Trends
By the end of this course, students will:
D2.1 analyse current immigration trends in Canada (e.g., trends in overall numbers, numbers in different immigrant categories, countries of origin)
Sample questions: “What are the different categories in which immigrants can apply for entry into Canada? What factors affect the number of people applying in each category? Which category do you think most future immigrants will apply for and why?”
Using spatial skills: Students can read flow maps or country-of-origin statistics to help them analyse trends in immigrant origins.
D2.2 explain the role of push factors (e.g., unemployment, political unrest, war, high crime rate) and pull factors (e.g., job opportunities, political stability, democratic society, low crime rate) in shaping current Canadian immigration patterns
Sample questions: “What issues or circumstances might make people want to leave their home countries? Why might they choose Canada instead of some other country as their preferred destination?”
Using spatial skills: Comparing quality-of-life statistical indicators for Canada and other countries (e.g., infant mortality rate, literacy rate, gross domestic product per capita, percentage of population with access to potable water, number of doctors per 1000 people) can help students understand why people might want to come to Canada.
D3. Population Characteristics
FOCUS ON: Spatial Significance; Patterns and Trends
By the end of this course, students will:
D3.1 describe key characteristics of different types of population settlements in Canada (e.g., towns, cities, census metropolitan areas, megalopolises,
First Nations reserves), and explain their distri- bution (e.g., near rivers, highways, natural resources)
Sample questions: “What are the advantages and disadvantages of living in a suburb of a large city? Which would you prefer to live in, the suburb or the city?” “Why might a First Nation student prefer to live on a reserve rather than in a nearby city?” “Is there a pattern to where people live in Canada?” “What role
does the Trans-Canada Highway play in the distribution of population settlement in Canada?”
Using spatial skills: Students can use GIS
to identify correlations between population settlements and characteristics such as trans- portation routes, physical features, industries, and resources. A different size of symbol, based on various statistical intervals, can be used to illustrate the relative size of different populations. Students can also create an annotated thematic map to highlight characteristics associated with different sizes of settlements across Canada.
D3.2 describe the major demographic characteristics of present-day Canada (e.g., population density, growth rate, age-sex distribution, cultural diversity), and compare them to those of your community or local area
Sample questions: “What three languages are most commonly spoken in Canada?” “How does the number of people under 25 compare to the number of people over 65? Why is this important to know?” “How do the population density and other population characteristics of your community or local area compare with those of other Canadian communities?”
Using spatial skills: Students can use different types of graphs to compare demographic statistics. Students may also create graphs to compare demographic statistics for their own community with national statistics. Reading population pyramids for different communities or areas can help them recognize differences
in their age structures.
CHANGING POPULATIONS
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Issues in Canadian Geography
CGC1P