Page 67 - THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

Patterns and Trends
This concept requires students to recognize characteristics that are similar and that repeat themselves in a natural or human environment (patterns) and characteristics or traits that exhibit a consistent tendency in a particular setting over a period of time (trends) . The characteristics may be spatial, social, economic, physical, or environmental . Students analyse connections between characteristics to determine patterns; they analyse connections between those characteristics over time to determine trends .
Related Questions
− Where are mountains located in the world? What are the characteristics of a mountain? Are there different types of mountains? What characteristics make each type unique? (Grade 7, A3 .1)
− Why is there a global phenomenon of people moving to urban centres? (Grade 8, A3 .4)
− Is there a pattern in the types of resources and products that Canada exports and imports? (CGC1P, C2 .2)
− What trends do you see in the use of alternative energy in Ontario? (CGC1P, A1 .5)
− What pattern or patterns do you see in the location of First Nations reserves across Canada?”
(CGC1D, D3 .1)
Interrelationships
This concept requires students to explore connections within and between natural and human environments . The interconnected parts of an environment or environments work together to form a system . Students must understand the relationships that exist within a system and then critically analyse the relationships between systems in order to determine the impact they have on one another .
Related Questions
− Why does the process used to extract a natural resource depend on where the resource is located? (Grade 7, B1 .1)
− What factors influence the quality of life in different countries? Why is it important to be aware of and to address global inequalities of wealth and in quality of life? (Grade 8, Overview)
− How does surrounding farmland support a community, and what stresses might the community place on the farmland? (CGC1P, E2 .1)
− How might the breaking up of continental ice in Greenland and the Antarctic affect Canada’s coastline? (CGC1D, B2 .1)
Geographic Perspective
This concept requires students to consider the environmental, economic, political, and/or social implications of the issues, events, developments, and/or phenomena that they are analysing . In order to solve problems, make decisions or judgements, or formulate plans of action effectively, students need to develop their ability to examine issues from multiple perspectives .
Related Questions
− What impact did this earthquake have on this city? How did it affect the people, their homes, schools, and businesses? ...Was the economic impact felt only within the city, or was its reach regional, national, or global? In what ways did the damage caused by the earthquake affect the natural environment? (Grade 7, A2 .1)
− What do we know about how improved access to education for girls can affect a society? How might an increase in education spending affect the health of the people in a country? (Grade 8, B2 .1)
− In what ways can cultural diversity enrich the life of a community? (CGC1P, D1 .2)
− What factors need to be considered when analysing the impact of expanding a highway? (CGC1D, A1 .1)
− Does the financial benefit of extracting natural resources justify related social and/or environmental
impacts? (CGC1D, A1 .6)
INTRODUCTION
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Geography