Page 190 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

Grade 12, University Preparation
D1. FoodSecurity:demonstrateanunderstandingofvariousfactorsinvolvedinachievingand maintaining food security;
D2. FoodProductionandSupply:demonstrateanunderstandingofvariousfactorsthataffectfood production and supply;
D3. FoodProductionandtheEnvironment:demonstrateanunderstandingoftheimpactoffood production on the environment.
D1. Food Security
D2. Food Production and Supply
THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities
SPECIFIC EXPECTATIONS
By the end of this course, students will:
D1.1 explain the importance of each of the key components of food security (e.g., availability, accessibility, adequacy, acceptability, sustainability)
Teacher prompts: “Why would access to potable water be considered a food security issue?” “What steps can food banks take to ensure the adequacy of the food they offer to multi-ethnic communities?”
D1.2 explain how and why various social, cultural, and economic factors (e.g., gender, ethnicity, income, employment, religious or political affiliation) contribute to nutritional inequalities among people within the same community
Teacher prompts: “Why are women more often undernourished than men in many regions or communities?” “Why does being an Aboriginal person in Canada increase one’s likelihood of experiencing inadequate nutrition?”
D1.3 explain the relationships among poverty, food insecurity, poor nutrition, and poor health
Teacher prompt: “Why is poor health often associated with poverty and food insecurity?”
D1.4 evaluate various food-distribution systems in terms of their impact on local and global food security (e.g., systems that improve the availability of fair-trade products and local foods versus imported foods)
Teacher prompts: “How does the demand
for cash crops such as coffee, cocoa, or sugar affect food security?” “What supports might be required to help a farmer switch from cash cropping to subsistence farming?”
D1.5 demonstrate the ability to combat food insecurity at the local and global level (e.g., write to an elected representative or government official; volunteer with a breakfast program; fundraise for community water wells; plant trees; buy products from women-led cooperatives; become involved in a community garden)
Teacher prompt: “What are some actions you can take to reduce local or global food insecurity?”
By the end of this course, students will:
D2.1 explain how geographical factors, physical conditions, and natural disasters (e.g., climate, weather, soil conditions, proximity to water, mud- slides, floods, earthquakes) affect food supply and production and water potability
Teacher prompts: “In what ways have food supply and production and water potability been affected after a recent natural disaster?” “Which countries’ or regions’ food supplies are most at risk because of climate change?” “How does climate change affect the food supply of indigenous people, in particular?” “How might climate change affect the different agricultural regions of Canada?”
D. LOCALANDGLOBALISSUES OVERALL EXPECTATIONS
By the end of this course, students will:
188