Page 201 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

D. LOCALANDGLOBALISSUES OVERALL EXPECTATIONS
By the end of this course, students will:
D1. FoodSecurity:demonstrateanunderstandingofvariousfactorsinvolvedinachievingand maintaining food security;
D2. FoodProductionandSupply:demonstrateanunderstandingofvariousfactorsthataffectfood production and supply;
D3. FoodProductionandtheEnvironment:demonstrateanunderstandingoftheeffectsoffood production on the environment.
SPECIFIC EXPECTATIONS
D1. Food Security
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 prompt: “Why would access to potable water be considered a food security issue?”
D1.2 explain how social, cultural, economic, and political factors (e.g., gender, ethnicity, religious or political affiliation, employment, income) contribute to nutritional inequalities among people within the same community
Teacher prompts: “In wealthy countries how is it possible that some people can go hungry?” “How is access to food sometimes used during times of conflict to subjugate groups?”
D1.3 describe the relationships between poverty, food insecurity, poor nutrition, and poor health
Teacher prompt: “How does poverty affect one’s ability to get food?”
D1.4 explain how various food distribution systems affect food security, locally and globally (e.g., farmers’ markets supply local
foods from identifiable sources; large supermarkets provide increased access to foods year-round but may contribute to lack of access to foods in other countries; fair-trade networks guarantee the working
conditions of the food producers but may lead
to choices to grow cash crops rather than food for local consumption)
Teacher prompt: “How do changes in demand for local foods affect the food security of farmers and communities?”
D1.5 demonstrate the ability to act to combat food insecurity at the local and global level (e.g., write to elected representatives or government officials; volunteer with a breakfast program; fundraise for community water wells; plant trees; buy products from women-led cooperatives; become involved in a community garden; work on a local farm)
Teacher prompts: “What criteria will you use to determine the best course of action that you could take to fight food insecurity?” “How
do women-led cooperatives help to fight
food insecurity?”
D2. Food Production and Supply
By the end of this course, students will:
D2.1 outline how geographical factors, physical conditions, and natural disasters (e.g., climate, weather, soil conditions, proximity to water, mudslides, floods, earthquakes) affect food supply and production
Teacher prompt: “Why are the soil conditions in the Holland Marsh so favourable to
crop growth?”
LOCAL AND GLOBAL ISSUES
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