Page 85 - THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

influence the development and density of com- munities? How would a settlement pattern influenced by highway routes differ from one influenced by flight routes?” “What’s the dif- ference between a town, a city, and a census metropolitan area (CMA)? Why might a city prefer to be called a town?” “Why do some settlements grow into large metropolitan areas and others stay as small towns?”
Using spatial skills: Students can use GIS to compare the relative sizes of communities across Canada. Students will need to determine the scale intervals that best facilitate comparisons of community size and enable them to describe related characteristics and patterns of settlement. The comparisons will enable them to identify areas of the country that are congested and areas that could support future growth.
D3.2 identify factors (e.g., job opportunities, accessibility of transportation and communication networks, availability of social services, availability of natural resources, cultural attitudes) that influence the demographic characteristics of settlements across Canada (e.g., ethnic compos- ition, age-sex distribution, types of employment, levels of education)
Sample questions: “Why do people live where they do? What would you do to attract people to a particular location?” “How can an industry influence the demographics of a community?”
D3.3 analyse the major demographic characteristics of the Canadian population (e.g., rate of natural increase, growth rate, age-sex distribution, depend- ency load, doubling time, cultural background)
Sample questions: “How do the demographic characteristics of your community compare with more general national characteristics?” “How is the percentage of working-age people (20–65) in the total population changing? What are the implications of this change?” “What is
the age distribution in your community, and how does it affect your community now?”
Using spatial skills: Students can develop their graphic communication skills by using a variety of graphs (e.g., line, bar, circle) to illustrate statistics relating to Canadian demographics.
D3.4 compare settlement and population charac- teristics of selected communities in Canada with those in other parts of the country and the world
Sample questions: “Choose two communities other than your own, one with a large popula- tion and one with a small population. How do the population characteristics of your community compare with the population characteristics of these communities?” “How do the population characteristics of the three largest cities in Canada compare with each other?” “How do Canada’s general population characteristics compare with those of other countries around the world?”
D3.5 analyse trends in the migration of people within Canada (e.g., increase in First Nations, Métis, and Inuit peoples moving into urban centres, rural residents moving to urban centres, people from central and eastern provinces moving to northern Alberta and the Northwest Territories)
Sample questions: “Why would people choose to leave a rural life and move to an urban settlement? Why would people choose to move to another province or territory? What are the impacts of these trends on society?”
Using spatial skills: Proportional arrows of varying size and thickness are a useful graphic device for illustrating population flows. They can help students visualize where migrants are coming from, where they are going, and how many people are included in each migration stream.
CHANGING POPULATIONS
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Issues in Canadian Geography
CGC1D