Page 81 - THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

on Canadian resource extraction operations?” “What responsibility does Canada have for ensuring that export commodities such as uranium and potash are used in an ethical manner?”
C1.3 analyse the influence of governments, advocacy groups, and industries on the sustainable development and use of selected Canadian resources (e.g., International Joint Commission; Niagara Escarpment Commission; Ministry of Natural Resources; First Nations, Métis, Inuit organizations; individual industries; transnational corporations; trade unions; advocacy groups, such as the Forest Stewardship Council, Greenpeace, engineering non-governmental organizations)
Sample questions: “How has the Forest Products Association of Canada influenced how Canadian forests are used?” “In what ways can the Niagara Escarpment be considered a natural resource? What are some groups that work on sustainability issues relating to the escarpment, and what are their concerns?” “How do gov- ernment subsidies influence the development and use of Canadian resources?” “What impacts do different kinds of industries have on the environment, and what can they do to operate more sustainably?”
Using spatial skills: Creating thematic maps showing energy production and consumption by political region can help students interpret different regional, economic, and environmental perspectives on the use of various energy sources. The alteration of waterways can be analysed by overlaying a map of rivers and water bodies with a map showing the location of hydroelectric stations. Potential water pollution problems (e.g., thermal, bacterial, chemical, and heavy metal contamination) can be identified by overlaying a map of rivers and water bodies with a map of industrial sites.
C1.4 analyse the roles and responsibilities of individuals in promoting the sustainable use of resources (e.g., managing one’s own ecological footprint, making responsible consumer choices, recycling, advocating sustainable resource-use policies and practices)
Sample questions: “What does your ecological footprint indicate about your personal impact on the sustainability of Canada’s natural resources?” “How can we balance our individual needs and wants against the need for sustainable resource use?” “How might a company’s environmental record influence a consumer’s decision about buying their products?”
C2. The Development of Resources
FOCUS ON: Interrelationships; Geographic Perspective
By the end of this course, students will:
C2.1 explain how the availability and spatial distribution of key natural resources, including water, in Canada are related to the physical geography of the country, and assess the significance of their availability and distribution, nationally and globally (e.g., the amount of bright sunshine in a region determines the potential viability of solar energy development; a region’s rock type determines which mineral resources are available and the way they are mined; a region’s precipitation, temperature, and soil type determine the type of agriculture that is practised there)
Sample questions: “Which Canadian resources do you predict other countries in the world will want to include in trade agreements?” “What are some political issues that are related to
the location of rivers and lakes in Canada?” “Is there a relationship between resource availability and economic value?” “How might the distribution of arable land in Canada influence future land-use planning?” “What kinds of political issues (e.g., Aboriginal rights and concerns, boundary disputes, stakeholder concerns) may be related to the location of a resource and its development?”
C2.2 analyse, from a geographic perspective, issues relating to the development, extraction, and management of various natural resources found in Canada (e.g., export of icebergs for fresh water and potential political controversies relating to ownership of the resource; development of oil and gas pipelines and related economic pressures and social and environmental concerns; management of wild fish stocks and related economic, environ- mental, social, and political concerns)
Sample questions: “Who do you think owns
a resource, such as water or air, that crosses political borders? What view do First Nations people take of the ownership of such resources?” “What implications would the development of the rich mineral resources of northern Ontario’s ring of fire region have for Ontario’s economy? For the environment? For First Nations commun- ities in the area?”
Using spatial skills: Examining appropriate thematic maps can help students visualize the lengths of pipelines and the landforms, waterways, boundaries, and other natural and built features that they cross. This will help students identify what is affected by the pipeline and determine whose interests need to
MANAGING CANADA’S RESOURCES AND INDUSTRIES
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Issues in Canadian Geography
CGC1D