Page 84 - THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

Grade 9, Academic
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies
being mapped, to help them visualize global disparities with respect to such matters as access to food, water, health care, and education, vulnerability to disease, and freedom from political unrest, consumption of resources,
and emissions of carbon dioxide. By comparing differences between the way that a Peters projection shows data and the way that other projections, such as Mercator, do, students can improve their understanding of the purposes for which different projections are best suited. Students can also use scatter graphs to plot statistical data and identify correlations between various socio-economic indicators.
D1.3 determine criteria (e.g., number of people affected, type of political leadership in region of need, degree and type of support required from Canada, ability to make a difference for the long term) that should be used to assess Canada’s responses to global population issues (e.g., food and water shortages, lack of health care, illiteracy, displacement, poverty, overcrowding)
Sample questions: “What would you consider to be the three most important global population issues?” Has Canada responded to these issues? If so, has its response been effective?” “How might a selected global population issue affect Canada now and in the future?”
D2. Immigration and Cultural Diversity
FOCUS ON: Spatial Significance; Geographic Perspective
By the end of this course, students will:
D2.1 identify factors that influence where immigrants settle in Canada, and assess the opportunities and challenges presented by immigration and cultural diversity in Canada (e.g., expansion of business opportunities, cultural enrichment, global engagement and citizenship; neighbourhood segregation and lack of social integration, hate crimes)
Sample questions: “Why do immigrants settle in a particular location?” “Should governments attempt to control where immigrants settle
in Canada?” “Why are workers from other countries sometimes brought into Canada on
a temporary basis instead of being allowed to enter as immigrants?” “What types of incentives might companies and/or governments offer
to encourage people to settle in a particular location?”
Using spatial skills: Students can use thematic maps and/or circle graphs to analyse factors
that influence where particular ethnic groups settle, and use it to determine possible needs for that community.
D2.2 evaluate strategies used to address the needs of various immigrant groups within communities (e.g., provision of language training, celebration
of traditions from various cultures, provision of cultural and social support services in several languages, addressing hate crimes through community policing and education)
Sample questions: “What support may newcomers need to settle comfortably into
a community (e.g., assistance with jobs and housing, language training)?” “What are the advantages and disadvantages of providing supports for immigrant groups within a community?”
D2.3 analyse social, political, and economic impacts of Canada’s immigration and refugee policies
Sample questions: “What are the costs and benefits, for refugees and for Canada, of admitting refugees?” “What criteria should
be considered to determine the number of refugees Canada accepts?” “How do you think Canada’s immigration needs and refugee obligations may change in the future, and how might those changes affect the categories under which immigrants are admitted?” “In what ways can a community’s ethnic and cultural composition influence the way it looks and the way it functions?”
D3. Demographic Patterns and Trends
FOCUS ON: Spatial Significance; Patterns and Trends
By the end of this course, students will:
D3.1 describe patterns of population settlement
in Canada (e.g., linear, scattered, clustered), and assess the importance of various factors in determining population size, distribution, and density (e.g., landforms; climate; proximity to food and water sources; connections to transportation, communications, energy, and economic networks)
Sample questions: “Where do people live in Canada and why?” “What pattern or patterns do you see in the location of First Nations reserves across Canada? What are some factors that account for the location of reserves?” “What are some physical factors that may influence the location of a settlement?” “How might access to various forms of transportation
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