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Canadian andWorld Studies

2 0 0 5

Ministry of Education

The Ontario CurriculumGrades 11 and 12

R E V I S E D

DimockNi

ISBN 0-7794-7727-8 (Print) ISBN 0-7794-7728-6 (Internet)

C o n t e n t s

Une publication équivalente est disponible en français sous letitre suivant : Le curriculum de l’Ontario, 11e et 12e année – Études canadiennes et mondiales, 2005.

This publication is available on the Ministry of Education’swebsite, at http://www.edu.gov.on.ca.

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3The Place of Canadian and World Studies in the Curriculum . . . . . . . . . . . . . . . . . . . . 3

Concepts Underlying the Canadian and World Studies Curriculum . . . . . . . . . . . . . . . . 4

Roles and Responsibilities in Canadian and World Studies Programs . . . . . . . . . . . . . . . 6

The Program in Canadian and World Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Overview of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Assessment and Evaluation of Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . 15Basic Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

The Achievement Chart for Canadian and World Studies . . . . . . . . . . . . . . . . . . . . . . . 16

Evaluation and Reporting of Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Some Considerations for Program Planning in Canadian and World Studies . . . . . . . 21Teaching Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

The Importance of the Study of Current Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Planning Canadian and World Studies Programs for Exceptional Students . . . . . . . . . . . . 22

English As a Second Language and English Literacy Development (ESL/ELD) . . . . . . . . 23

Antidiscrimination Education in Canadian and World Studies . . . . . . . . . . . . . . . . . . . . 24

Literacy, Numeracy, and Inquiry/Research Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

The Role of Technology in Canadian and World Studies . . . . . . . . . . . . . . . . . . . . . . . . 25

Career Education in Canadian and World Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Health and Safety in Canadian and World Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Economics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Strands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27CoursesThe Individual and the Economy, Grade 11, University/College Preparation (CIE3M) . . 29Making Economic Choices, Grade 11,Workplace Preparation (CIC3E) . . . . . . . . . . . . . 37Analysing Current Economic Issues, Grade 12, University Preparation (CIA4U) . . . . . . . 44

Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53Strands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

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CoursesThe Americas: Geographic Patterns and Issues, Grade 11, University/College Preparation

(CGD3M) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55Physical Geography: Patterns, Processes, and Interactions, Grade 11, University/College

Preparation (CGF3M) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Geographics: The Geographer’s Toolkit, Grade 11,Workplace Preparation (CGT3E) . . . . 71Travel and Tourism: A Regional Geographic Perspective, Grade 11, Open (CGG3O) . . . 79Canadian and World Issues: A Geographic Analysis, Grade 12, University Preparation

(CGW4U) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86World Geography: Human Patterns and Interactions, Grade 12, University Preparation

(CGU4U) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96The Environment and Resource Management, Grade 12, University/College Preparation

(CGR4M) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103Geomatics: Geotechnologies in Action, Grade 12, University/College Preparation

(CGO4M) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110World Geography: Urban Patterns and Interactions, Grade 12, College Preparation

(CGU4C) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117The Environment and Resource Management, Grade 12,Workplace Preparation

(CGR4E) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125

History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132Strands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132CoursesAmerican History, Grade 11, University Preparation (CHA3U) . . . . . . . . . . . . . . . . . . . 134World History to the Sixteenth Century, Grade 11, University/College Preparation

(CHW3M) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144Canadian History and Politics Since 1945, Grade 11, College Preparation (CHH3C) . . . 151Canadian History and Politics Since 1945, Grade 11,Workplace Preparation (CHH3E) . . 162World History Since 1900: Global and Regional Perspectives, Grade 11, Open

(CHT3O) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171Canada: History, Identity, and Culture, Grade 12, University Preparation (CHI4U) . . . . . 182World History:The West and the World, Grade 12, University Preparation (CHY4U) . . . 193World History: The West and the World, Grade 12, College Preparation (CHY4C) . . . . . 204Adventures in World History, Grade 12,Workplace Preparation (CHM4E) . . . . . . . . . . . 215

Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223Strands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223CoursesUnderstanding Canadian Law, Grade 11, University/College Preparation (CLU3M) . . . . 224Understanding Canadian Law, Grade 11,Workplace Preparation (CLU3E) . . . . . . . . . . . 232Canadian and International Law, Grade 12, University Preparation (CLN4U) . . . . . . . . . 239

Politics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247Strands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247CoursesCanadian Politics and Citizenship, Grade 11, Open (CPC3O) . . . . . . . . . . . . . . . . . . . . 249Canadian and World Politics, Grade 12, University Preparation (CPW4U) . . . . . . . . . . . 256

3

I n t ro d u c t i o n

This document replaces The Ontario Curriculum, Grades 11 and 12: Canadian and World Studies,2000. Beginning in September 2005, all Grade 11 and 12 Canadian and world studies courseswill be based on the expectations outlined in this document.

The Place of Canadian and World Studies in the Curriculum

The Canadian and world studies program encompasses five subjects: economics, geography,history, law, and politics. In studying these subjects, students learn how people interact withand within their social and physical environments today, and how they did so in the past.

The main goals of the Canadian and world studies program in Grades 11 and 12 are to helpstudents to:

• gain an understanding of the basic concepts of the subjects taught at this level, as a founda-tion for further studies in the discipline;

• develop the knowledge and values they need to become responsible, active, and informedCanadian citizens in the twenty-first century;

• develop practical skills (such as critical-thinking, research, and communication skills), someof which are particular to a given subject in Canadian and world studies and some of whichare common to all the subjects in the discipline;

• apply the knowledge and skills they acquire in Canadian and world studies courses to betterunderstand their interactions with the natural environment; the political, economic, andcultural interactions among groups of people; the relationship between technology andsociety; and the factors contributing to society’s continual evolution.

These goals are all of equal importance. They can be achieved simultaneously in a concrete,practical context through learning activities that combine the acquisition of knowledge withthe application of various skills, including inquiry/research, communication, and map andgraphic representation skills.

Students’ learning in the various courses in this discipline will contribute significantly to theirunderstanding of Canada’s heritage and its physical, social, cultural, governmental, legal, andeconomic structures and relationships. It will also help them to perceive Canada in a globalcontext and to understand its place and role in the world community.

Students and teachers need to be aware that success in these courses is not measured simply interms of how well students memorize a series of facts. Rather, these courses teach students toassess how events, ideas, and values affect them individually and their society as a whole.Courses in Canadian and world studies actively involve students in research, critical thinking,problem solving, and decision making.They also help students develop a variety of communi-cation skills, as well as the ability to use information technology to collect, organize, interpret,and present information. Students can apply these skills and understandings in other secondaryschool subjects, in their future studies, and in today’s rapidly changing workplace.

4 T H E O N T A R I O C U R R I C U L U M , G R A D E S 1 1 A N D 1 2 : C A N A D I A N A N D W O R L D S T U D I E S

The five subjects in Canadian and world studies are fundamentally connected to one anotherand can easily be linked to other secondary school curriculum areas as we l l . For example, h i s-t o ry has close ties with art s ,l a n g u a g e s , and social sciences and humanities; economics withmathematics and bu s i n e s s ; g e ogr a p hy with science and technolog y ; l aw with politics and bu s i-n e s s ; and politics with law, h i s t o ry, g e ogr a p hy, bu s i n e s s , and social sciences and humanities.Subject matter from any course in Canadian and world studies can be combined with materi a lf rom courses in other disciplines to make a single-credit interd i s c i p l i n a ry cours e. As we l l ,s i n g l e -or half-credit Canadian and world studies courses can be used as part of interd i s c i p l i n a ry pack-ages of cours e s . The policies and pro c e d u res re g a rding the development of interd i s c i p l i n a ryc o u rses are outlined in the policy document The Ontario Curri c u l u m ,G rades 11 and 12:I n t e rd i s c i p l i n a ry Studies, 2 0 0 2 .

The Canadian and world studies program offers courses in all five of its component subjects,starting in Grade 11. These courses build on the compulsory courses offered in Grade 9(Geography of Canada) and Grade 10 (Canadian History Since World War I and the half-credit course in civics). Students entering Grade 11 will be able to apply their knowledge ofthe basic concepts and skills associated with geography, history, and civics to further studies inthe particular subject or subjects that interest them most, selected from this broader range ofoptions. The Grade 11 and 12 courses are designed to expand students’ knowledge and refinetheir skills, and to help them focus their intere s t s . These courses will pre p a re students for furt h e rstudies at the postsecondary level, as well as for responsible and informed participation in theircommunities.

Concepts Underlying the Canadian and World Studies Curriculum

The curriculum in Canadian and world studies is built around a set of fundamental concepts:systems and structures; interactions and interdependence; environment; change and continuity; culture;and power and governance. Economics, geography, history, law, and politics offer different per-spectives on these concepts. In history, for example, change and continuity may be applicable tothe relatively short period covered by the story of a country or a person. In geography, on theother hand, this same concept may be applicable over much longer time periods covering theslow, almost imperceptible, changes in certain physical features.

Although the specific content of programs changes from grade to grade, the conceptual frame-work within which topics are presented remains consistent throughout the curriculum, fromGrades 1 to 12, and gives continuity to students’ learning. As students progress through thecurriculum, they extend and deepen their understanding of these concepts and learn to applythis understanding with increasing sophistication.

Understanding relationships among concepts is also an important part of student learning.Each of the fundamental concepts listed in the left-hand column of the chart (opposite) can belinked with a number of related concepts (in the right-hand column) that help to explain theconcept further.

Fundamental concepts Related concepts

Systems and Structures: The ways humans and nature areorganized. Humans have created systems and structures t oa l l ow societies to function; natural systems and stru ct u re shave developed in response to a variety of natural factors.

Interactions and Interdependence: The influences shapingrelationships within and among human and natural systems and structures. Human and natural processes and components connect with, adapt to, and have animpact on one another.

Environment:The natural and built elements of which theearth is composed, and the complex web they form.

Change and Continuity: The fundamental criteria forassessing the development of human and natural systemsand structures. Change is manifested by differences overtime, and is recognized by comparing phenomena andcontexts as they exist at different times. Continuity repre-sents consistency and connectedness over time, and is recognized by exploring the forces within nature andhuman societies that create stability and link the past with the present.

Culture: Expressions of humanity learned and sharedwithin a specified population, influenced by the physicalenvironment. Culture provides a conceptual framework for interpreting the world, and influences the perceptionof time, place, identity, significance, and change.

Power and Governance: The means and supporting structures whereby laws and rules are enforced in a society and in the global community.

5I N T R O D U C T I O N

• human patterns• community• cooperation• governance

• causation/cause andeffect

• natural patterns• environment


• human and natural patterns

• trade/exchanges• globalization

• human and natural systems


• exploitation and utilization of resources


• human and natural systems


• spirituality/religion• ideology• economic, political,

and legal systems• communication and

language

• community• relationships• civic rights and

responsibilities• environment• ecology

• regions• ecosystems• urbanization

• time• sustainability• tradition• c o n flict and cooperation

• familial and commu n i t ystructures

• education• migration• diversity

• democracy• justice• security• rights and

responsibilities

• conflict and cooperation

• power relations• government


Roles and Responsibilities in Canadian and World Studies Programs

Students. Students have many responsibilities with regard to their learning in school.Students who are willing to make the effort required and who are able to apply themselveswill soon discover that there is a direct relationship between this effort and their achievement,and will therefore be more motivated to work. There will be some students, however, whowill find it more difficult to take responsibility for their learning because of special challengesthey face. For these students, the attention, patience, and encouragement of teachers can beextremely important factors for success. However, taking responsibility for one’s progress andlearning is an important part of education for all students, regardless of their circumstances.

Successful mastery of concepts and skills in Canadian and world studies requires a sincerecommitment to work, study, and the development or strengthening of appropriate skills. Aswell, students should be encouraged to actively pursue opportunities outside the classroom toextend and enrich their understanding of these subjects. For example, it is recommended thatthey create their own files on current events that relate to their areas of study, or that theyexplore subject-related volunteer opportunities, recreational reading materials, movies or documentaries, or public affairs programs on television.

Parents. Parents have an important role to play in supporting student learning. Studies showthat students perform better in school if their parents or guardians are involved in their educa-tion. By becoming familiar with the curriculum, parents can find out what is being taught inthe courses their children are taking and what students are expected to learn.This awarenesswill enhance parents’ ability to discuss schoolwork with their children, to communicate withteachers, and to ask relevant questions about their children’s progress. Knowledge of theexpectations in the various courses also helps parents to interpret teachers’ comments on stu-dent progress and to work with teachers to improve student learning.

The Canadian and world studies curriculum promotes lifelong learning not only for studentsbut also for their parents and all those with an interest in education. In addition to supportingregular school activities, parents can help their sons and daughters by encouraging them totake an active interest in current events and issues and offering them opportunities to questionand reflect on what is happening in the world. Other examples of effective ways to supportstudent learning include attending parent-teacher interviews, participating in parent work-shops and school council activities (including becoming a school council member), andencouraging students to complete their assignments at home.

Teachers. Teachers and students have complementary responsibilities. Teachers are responsiblefor developing appropriate instructional strategies to help students achieve the curriculumexpectations in their courses, as well as for developing appropriate methods for assessing andevaluating student learning. Teachers also support students in developing the reading, writing,oral communication, and numeracy skills needed for success in their courses. Teachers bringenthusiasm and varied teaching and assessment approaches to the classroom, addressing differ-ent student needs and ensuring sound learning opportunities for every student.

Using a variety of instructional, assessment, and evaluation strategies, teachers provide numer-ous opportunities for students to develop skills of inquiry and communication, as well as mapand graphic representation skills, while discovering and learning fundamental concepts.The

7I N T R O D U C T I O N

activities offered should enable students to connect and apply these skills and concepts to rele-vant societal, environmental, and economic contexts. Opportunities to relate knowledge andskills to these wider contexts – to the goals and concerns of the world in which they live –will motivate students to learn and to become lifelong learners.

Principals. The principal works in partnership with teachers and parents to ensure that eachstudent has access to the best possible educational experience. To support student learning,principals ensure that the Ontario curriculum is being properly implemented in all classroomsusing a variety of instructional approaches. They also ensure that appropriate resources aremade available for teachers and students. To enhance teaching and learning in all subjects,including Canadian and world studies, principals promote learning teams and work withteachers to facilitate participation in professional development. Principals are also responsiblefor ensuring that every student who has an Individual Education Plan (IEP) is receiving themodifications and/or accommodations described in his or her plan – in other words, forensuring that the IEP is properly developed, implemented, and monitored.

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Overview of the Program

In Grades 11 and 12, five types of courses are offere d : u n ive rsity pre p a r a t i o n ,u n ive rs i t y / c o l l e g ep re p a r a t i o n , college pre p a r a t i o n , workplace pre p a r a t i o n , and open. Students choose betwe e nc o u rse types on the basis of their intere s t s ,a c h i eve m e n t , and postsecondary goals. The cours etypes are defined as follow s :

• U n iversity pre p a rat i o n courses are designed to equip students with the knowledge and skills theyneed to meet the entrance requirements for university progra m s.

• U n ive r s i t y / c o l l e ge pre p a rat i o n courses are designed to equip students with the knowledge andskills they need to meet the entrance requirements for specific programs offered at universities andc o l l e g e s.

• C o l l e ge pre p a rat i o n courses are designed to equip students with the knowledge and skills theyneed to meet the requirements for entrance to most college programs or for admission to apprentice-ship or other training progra m s.

• Workplace pre p a rat i o n courses are designed to equip students with the knowledge and skills theyneed to meet the expectations of employe r s, if they plan to enter the workplace directly after gra d u a-t i o n , or the requirements for admission to certain apprenticeship or other training progra m s.

• Open courses are designed to broaden students’ knowledge and skills in subjects that reflect theirinterests and to prepare them for active and rewa rding participation in society.They are not designedwith the specific requirements of unive r s i t i e s, c o l l e g e s, or the workplace in mind.

B e f o re they can proceed to a Grade 11 course in geogr a p hy, students must successfully com-plete either the academic or the applied Grade 9 geogr a p hy cours e ; b e f o re they can proceed toa Grade 11 course in economics, h i s t o ry, l aw, or politics, students must successfully completeeither the academic or the applied Grade 10 history cours e. (The Grade 10 half-credit openc o u rse in civics is compulsory. )

School boards may develop locally and offer a Grade 10 course in Canadian history that canbe counted as a student’s compulsory credit in Canadian history (see Program/PolicyMemorandum No. 134, which outlines a revision to section 7.1.2,“Locally DevelopedCourses”, of Ontario Secondary Schools, Grades 9 to 12: Program and Diploma Requirements, 1999[OSS]).Whether it is counted as the compulsory credit or not, this course may be developedto prepare students for success in any of the Grade 11 workplace preparation courses in eco-nomics, history, or law. Ministry approval of the locally developed course authorizes the schoolboard to use it as the prerequisite for any of those courses.

Although Grade 11 and 12 courses in Canadian and world studies are optional, students shouldkeep in mind that, to meet the re q u i rements for the secondary school diploma, t h ey must earnat least one senior-level credit in their choice of Canadian and world studies, E n g l i s h , social sci-ences and humanities, or a third language. A ny Grade 11 or 12 course in the program will allowstudents to fulfil this re q u i re m e n t .

The Program in Canadian and World Studies

9T H E P R O G R A M I N C A N A D I A N A N D W O R L D S T U D I E S

Courses in Canadian and World Studies, Grades 11 and 12

CourseGrade Course Name Course Type Code Prerequisite

Economics

11 The Individual and University/ CIE3M Grade 10 Canadian History Since World War I,the Economy College Academic or Applied

11 Making Economic Workplace CIC3E Grade 10 Canadian History Since World War I,Choices Academic or Applied*

1 2 Analysing Current U n i v e r s i t y C I A 4 U Any university or university/college preparation Economic Issues course in Canadian and world studies, English,

or social sciences and humanities

Geography

11 The Americas: University/ CGD3M Grade 9 Geography of Canada, Academic orGeographic Patterns College Appliedand Issues

11 Physical Geography: University/ CGF3M Grade 9 Geography of Canada, Academic orPatterns, Processes, College Appliedand Interactions

11 Geographics: The Workplace CGT3E Grade 9 Geography of Canada, Academic orGeographer’s Toolkit Applied

11 Travel and Tourism: Open CGG3O Grade 9 Geography of Canada, Academic orA Regional Geographic AppliedPerspective

1 2 Canadian and World U n i v e r s i t y C G W 4 U Any university or university/college preparation Issues: A Geographic course in Canadian and world studies, English, Analysis or social sciences and humanities

1 2 World Geography: U n i v e r s i t y C G U 4 U Any university or university/college preparationHuman Patterns course in Canadian and world studies, English,and Interactions or social sciences and humanities

12 The Environment University/ CGR4M Any university, university/college, or collegeand Resource College preparation course in Canadian and world Management studies, English, or social sciences and

humanities

12 Geomatics: University/ CGO4M Any university, university/college, orGeotechnologies College college preparation course in Canadianin Action and world studies, English, or social sciences

and humanities

12 World Geography: College CGU4C Any university, university/college, orUrban Patterns and college preparation course in CanadianInteractions and world studies, English, or social sciences

and humanities

12 The Environment Workplace CGR4E Grade 9 Geography of Canada,and Resource Academic or AppliedManagement

* With the approval of the ministry, a locally developed Grade 10 course in Canadian History may also serve as the prerequisite.


CourseGrade Course Name Course Type Code Prerequisite

History

11 American History University CHA3U Grade 10 Canadian History Since World War I,Academic or Applied

11 World History to University/ CHW3M Grade 10 Canadian History Since World War I,the Sixteenth College Academic or AppliedCentury

11 Canadian History College CHH3C Grade 10 Canadian History Since World War I,and Politics Academic or AppliedSince 1945

11 Canadian History Workplace CHH3E Grade 10 Canadian History Since World War I,and Politics Academic or Applied*Since 1945

11 World History Since Open CHT3O Grade 10 Canadian History Since World War I,1900: Global and Academic or AppliedRegional Perspectives

1 2 Canada: History, U n i v e r s i t y C H I 4 U Any university or university/college preparationIdentity, and Culture course in Canadian and world studies, English,


1 2 World History: U n i v e r s i t y C H Y 4 U Any university or university/college preparationThe West and course in Canadian and world studies, English, the World or social sciences and humanities

12 World History: College CHY4C Any university, university/college, orThe West and college preparation course in Canadianthe World and world studies, English, or social

sciences and humanities

12 Adventures in Workplace CHM4E Grade 10 Canadian History Since World War I,World History Academic or Applied*

Law

11 Understanding University/ CLU3M Grade 10 Canadian History Since World War I,Canadian Law College Academic or Applied

11 Understanding Workplace CLU3E Grade 10 Canadian History Since World War I,Canadian Law Academic or Applied*

1 2 Canadian and U n i v e r s i t y C L N 4 U Any university or university/college preparationInternational Law course in Canadian and world studies, English,


Politics

11 Canadian Politics Open CPC3O Grade 10 Canadian History Since World War I,and Citizenship Academic or Applied

1 2 Canadian and U n i v e r s i t y C P W 4 U Any university or university/college preparationWorld Politics course in Canadian and world studies, English,


* With the approval of the ministry, a locally developed Grade 10 course in Canadian History may also serve as the prerequisite.

Note: Each of the courses listed in this chart is worth one credit.


Canadian and

World Issues: A Geographic Analysis

Grade 12, University

World Geography:

Human Patterns and Interactions


The Environment and

Resource Management

Grade 12, University/College

Geomatics:

Geotechnologies in Action


World Geography:

Urban Patterns and Interactions

Grade 12, College

The Environment and

Resource Management

Grade 12, Workplace

The Americas: Geographic Patterns

and Issues


Physical Geography: Patterns, Processes,

and Interactions


Any Grade 11 or 12 university

or university/college preparation course

in Canadian and world studies,

English, or social sciences and humanities

Travel and Tourism:

A Regional Geographic Perspective

Grade 11, Open

Any Grade 11 or 12 college preparation

course in Canadian and world studies,


Geographics:

The Geographer’s Toolkit

Grade 11, Workplace

Geography of Canada

Grade 9, Academic

Geography of Canada

Grade 9, Applied

Prerequisite Chart for Canadian and World Studies, Grades 9–12 – Geography

This chart maps out all the courses in the discipline and shows the links between courses and the possible prerequisites for them. It does not attempt to depict all possible movements from course to course.


Canada: History, Identity,

and Culture


World History:

The West and the World


World History:

The West and the World

Grade 12, College

Adventures in World History

Grade 12, Workplace

American History


World History to the Sixteenth Century


Canadian History and Politics

Since 1945

Grade 11, College

Canadian History and Politics

Since 1945

Grade 11, Workplace

World History Since 1900: Global and

Regional Perspectives

Grade 11, Open

Civics

Grade 10, Open (half-credit)

Prerequisite Chart for Canadian and World Studies, Grades 9–12 – History


Canadian History

Since World War I

Grade 10, Academic

Canadian History

Since World War I

Grade 10, Applied

Any Grade 11 or 12 university or

university/college preparation course

in Canadian and world studies,


Any Grade 11 or 12 college preparation

course in Canadian and world studies,


A locally developed Grade 10 coursein Canadian history

(See p. 8)


Analysing Current

Economic Issues


The Individual and the Economy


Making Economic Choices

Grade 11, Workplace

Canadian History

Since World War I

Grade 10, Academic

Canadian History

Since World War I

Grade 10, Applied

Prerequisite Chart for Canadian and World Studies, Grades 9–12 – Economics, Law, and Politics


Economics

Canadian and

International Law


Understanding Canadian Law


Understanding Canadian Law

Grade 11, Workplace

Law

Canadian and

World Politics


Canadian Politics and Citizenship

Grade 11, Open

Politics

Any Grade 11 or 12 university or

university/college preparation course

in Canadian and world studies, English, or

social sciences and humanities

A locally developed Grade 10 coursein Canadian history

(See p. 8)


Half-Credit Courses. The courses outlined in this document are designed to be offered as full-credit courses. However, with the exception of Grade 12 university preparation and Grade 12university/college preparation courses, they may also be delivered as half-credit courses.

Half-credit courses, which require a minimum of fifty-five hours of scheduled instructionaltime, must adhere to the following conditions:

• The two half-credit courses created from a full course must together contain all of theexpectations of the full course. The expectations for the two half-credit courses must bedivided in a manner that best enables students to achieve the required knowledge and skillsin the allotted time.

• A course that is a prerequisite for another course in the secondary curriculum may beoffered as two half-credit courses, but students must successfully complete both parts of thecourse to fulfil the prerequisite. (Students are not required to complete both parts unless thecourse is a prerequisite for another course they wish to take.)

• The title of each half-credit course must include the designation Part 1 or Part 2. A halfcredit (0.5) will be recorded in the credit-value column of both the report card and theOntario Student Transcript.

Boards will ensure that all half-credit courses comply with the conditions described above, andwill report all half-credit courses to the ministry annually in the School October Report.

Curriculum Expectations

The expectations identified for each course describe the knowledge and skills that students areexpected to acquire, demonstrate, and apply in their class work, on tests, and in various otheractivities on which their achievement is assessed and evaluated.

Two sets of expectations are listed for each strand, or broad curriculum area, of each course.

• The overall expectations describe in general terms the knowledge and skills that students areexpected to demonstrate by the end of each course.

• The specific expectations describe the expected knowledge and skills in greater detail. The spe-cific expectations are arranged under subheadings that reflect particular aspects of therequired knowledge and skills and that may serve as a guide for teachers as they plan learn-ing activities for their students.

The organization of expectations in strands and subgroupings is not meant to imply that theexpectations in any one strand or group are achieved independently of the expectations in theother strands or groups. The subheadings are used merely to help teachers focus on particularaspects of knowledge and skills as they develop and present various lessons and learning activi-ties for their students. The concepts, content, and skills identified in the different strands ofeach course should, wherever appropriate, be integrated in instruction throughout the course.(Note, however, that the expectations in the strand entitled “Methods of Inquiry and Com-munication” in every course can be achieved only in connection with expectations from theother strands of the course.)

Many of the expectations are accompanied by examples, given in parentheses. These examplesare meant to illustrate the kind of skill, the specific area of learning, the depth of learning,and/or the level of complexity that the expectation entails.They are intended as a guide forteachers rather than as an exhaustive or mandatory list. Teachers do not have to address the fulllist of examples but might select two or three areas of focus from that list or might chooseareas of focus that are not included in the list.

15

Basic Considerations

The primary purpose of assessment and evaluation is to improve student learning. Informationgathered through assessment helps teachers to determine students’ strengths and weaknesses intheir achievement of the curriculum expectations in each cours e.This inform a t i o n also serves toguide teachers in adapting curriculum and instructional approaches to students’ needs and inassessing the overall effectiveness of programs and classroom practices.

Assessment is the process of gathering information from a variety of sources (including assign-ments, demonstrations, projects, performances, and tests) that accurately reflects how well astudent is achieving the curriculum expectations in a course. As part of assessment, teachersprovide students with descriptive feedback that guides their efforts towards improvement.E valuation re f e rs to the process of judging the quality of student work on the basis of establ i s h e dcriteria, and assigning a value to represent that quality.

Assessment and evaluation will be based on the provincial curriculum expectations and theachievement levels outlined in this document.

In order to ensure that assessment and evaluation are valid and reliable, and that they lead tothe improvement of student learning, teachers must use assessment and evaluation strategiesthat:

• address both what students learn and how well they learn;

• are based both on the categories of knowledge and skills and on the achievement leveldescriptions given in the achievement chart on pages 18–19;

• a re va ried in nature, a d m i n i s t e red over a period of time, and designed to provide opport u n i t i e sfor students to demonstrate the full range of their learning;

• are appropriate for the learning activities used, the purposes of instruction, and the needsand experiences of the students;

• are fair to all students;

• accommodate the needs of exceptional students, consistent with the strategies outlined intheir Individual Education Plan;

• accommodate the needs of students who are learning the language of instruction (Englishor French);

• ensure that each student is given clear directions for improvement;

• promote students’ ability to assess their own learning and to set specific goals;

• include the use of samples of students’ work that provide evidence of their achievement;

• are communicated clearly to students and parents at the beginning of the school year orsemester and at other appropriate points throughout the year.

All curriculum expectations must be accounted for in instruction, but evaluation focuses onstudents’ achievement of the overall expectations. A student’s achievement of the overall expec-t a t i o n s is evaluated on the basis of his or her achievement of related specific expectations.The

Assessment and Evaluation of StudentA c h i eve m e n t


overall expectations are broad in nature, and the specific expectations define the particular con-tent or scope of the knowledge and skills re f e rred to in the overall expectations.Te a c h e rs willuse their professional judgement to determine which specific expectations should be used toevaluate achievement of the overall expectations, and which ones will be covered in instruc-tion and assessment (e.g., through direct observation) but not necessarily evaluated.

The characteristics given in the achievement chart (pages 18–19) for level 3 represent the“provincial standard” for achievement of the expectations in a course. A complete picture ofoverall achievement at level 3 in a course in Canadian and world studies can be constructed byreading from top to bottom in the shaded column of the achievement chart, headed “70–79%(Level 3)”. Parents of students achieving at level 3 can be confident that their children will beprepared for work in subsequent courses.

L evel 1 identifies achievement that falls much below the provincial standard , while still re fle c t i n ga passing grade. Level 2 identifies achievement that approaches the standard. Level 4 identifiesachievement that surpasses the standard. It should be noted that achievement at level 4 doesnot mean that the student has achieved expectations beyond those specified for a particularcourse. It indicates that the student has achieved all or almost all of the expectations for thatcourse, and that he or she demonstrates the ability to use the specified knowledge and skills inmore sophisticated ways than a student achieving at level 3.

The Ministry of Education provides teachers with materials that will assist them in improvingtheir assessment methods and strategies and, hence, their assessment of student achievement.These materials include samples of student work (exemplars) that illustrate achievement ateach of the four levels.

The Achievement Chart for Canadian and World Studies

The achievement chart that follows identifies four categories of knowledge and skills inCanadian and world studies.The achievement chart is a standard province-wide guide to beused by teachers. It enables teachers to make judgements about student work that are based onclear performance standards and on a body of evidence collected over time.

The purpose of the achievement chart is to:

• p rovide a framework that encompasses all curriculum expectations for all courses in all gr a d e sand subjects represented in this document;

• guide the development of assessment tasks and tools (including rubrics);

• help teachers to plan instruction for learning;

• assist teachers in providing meaningful feedback to students;

• provide various categories and criteria with which to assess and evaluate student learning.

Categories of knowledge and skills. The categories, defined by clear criteria, represent fourbroad areas of knowledge and skills within which the subject expectations for any givencourse are organized. The four categories should be considered as interrelated, reflecting thewholeness and interconnectedness of learning.

The categories of knowledge and skills are described as follows:

Knowledge and Understanding. Subject-specific content acquired in each course (knowledge),and the comprehension of its meaning and significance (understanding).

17A S S E S S M E N T A N D E V A L U A T I O N O F S T U D E N T A C H I E V E M E N T

T h i n k i n g.The use of critical and cre a t ive thinking skills and/or pro c e s s e s , as follow s :– planning skills (e.g., focusing research, gathering information, organizing an inquiry)– processing skills (e.g., analysing, evaluating, synthesizing)– critical/creative thinking processes (e.g., inquiry, problem solving, decision making, research)

C o m mu n i c a t i o n . The conveying of meaning through va rious form s , as follow s :– oral (e.g., story, role play, song, debate)– written (e.g., report, letter, diary)– visual (e.g., model, map, chart, movement, video, computer graphics)

Application. The use of knowledge and skills to make connections within and between variouscontexts.

Teachers will ensure that student work is assessed and/or evaluated in a balanced manner withrespect to the four categories, and that achievement of particular expectations is consideredwithin the appropriate categories.

Criteria.Within each category in the achievement chart, criteria are provided, which are subsets of the knowledge and skills that define each category. For example, in Knowledge andUnderstanding, the criteria are “knowledge of content (e.g., facts, terms, definitions) ”a n d“ u n d e rstanding of content (e. g . ,c o n c e p t s ,i d e a s ,t h e o ri e s ,p ro c e d u re s, processes, methodologies,and/or technologies)”. The criteria identify the aspects of student performance that areassessed and/or eva l u a t e d , and serve as guides to what to look for.

D e s c ri p t o r s. A “ d e s c ri p t o r ” indicates the characteristic of the student’s perform a n c e, with re s p e c tto a particular criterion, on which assessment or evaluation is focused. In the achievementchart, effectiveness is the descriptor used for each criterion in the Thinking, Communication,and Application categories. What constitutes effectiveness in any given performance task willvary with the particular criterion being considered. Assessment of effectiveness may thereforefocus on a quality such as appro p ri a t e n e s s ,c l a ri t y, a c c u r a c y, p re c i s i o n ,l ogi c, re l eva n c e, s i g n i fic a n c e,f l u e n c y, fle x i b i l i t y, d e p t h , or bre a d t h , as appro p riate for the particular cri t e ri o n . For example,in the Thinking category, assessment of effectiveness might focus on the degree of re l eva n c eor depth apparent in an analysis; in the Communication category, on clarity of expression orlogical organization of information and ideas; or in the Application category, on appropriate-ness or breadth in the making of connections. Similarly, in the Knowledge and Understandingcategory, assessment of knowledge might focus on accuracy, and assessment of understandingmight focus on the depth of an explanation. Descriptors help teachers to focus their assess-ment and evaluation on specific knowledge and skills for each category and criterion, and helpstudents to better understand exactly what is being assessed and evaluated.

Qualifiers. A specific “qualifier” is used to define each of the four levels of achievement – thatis, limited for level 1, some for level 2, considerable for level 3, and a high degree or thorough forl evel 4. A qualifier is used along with a descriptor to produce a description of performance at ap a rticular leve l . For example, the description of a student’s performance at level 3 with re s p e c tto the first criterion in the Thinking category would be: “the student uses planning skills withconsiderable effectiveness”.

The descriptions of the levels of achievement given in the chart should be used to identify thelevel at which the student has achieved the expectations. In all of their cours e s , students mu s tbe provided with nu m e rous and va ried opportunities to demonstrate the full extent of theira c h i evement of the curriculum expectations, a c ross all four categories of knowledge and skills.


Communication The conveying of meaning through various forms

The student:

Expression and organ-ization of ideas andinformation (e.g., clearexpression, logical orga-nization) in oral, written,and visual forms

– expresses and

organizes ideas and

information with

limited effectiveness

– expresses and

organizes ideas and

information with some

effectiveness

– expresses and

organizes ideas

and information

with considerable

effectiveness

– expresses and

organizes ideas

and information

with a high degree

of effectiveness

Achievement Chart – Canadian and World Studies, Grades 9–12

Knowledge and Understanding S u b j e c t - s p e c i fic content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding)

The student:

Thinking The use of critical and creative thinking skills and/or processes

The student:

50–59%(Level 1)

60–69%(Level 2)

70–79%(Level 3)

80–100%(Level 4)

Categories

Knowledge of content(e.g., facts, terms, definitions)

Understanding of content (e.g., concepts,ideas, theories, pro-cedures, processes,methodologies, and/ortechnologies)

– demonstrates limited

knowledge of content

– demonstrates limited

understanding of

content

– demonstrates some

knowledge of content

– demonstrates some

understanding of

content

– demonstrates

considerable knowl-

edge of content

– demonstrates

considerable under-

standing of content

– demonstrates

thorough knowledge

of content

– demonstrates

thorough understand-

ing of content

Use of planning skills(e.g., focusing research,gathering information,organizing an inquiry,asking questions, setting goals)

Use of processing skills (e.g., analysing,generating, integrating,synthesizing, evaluating,detecting point of viewand bias)

Use of critical/creativethinking processes (e.g., inquiry process,problem-solvingprocess, decision-making process,research process)

– uses planning

skills with limited effec-

tiveness

– uses processing

skills with limited effec-

tiveness

– uses critical/creative

thinking processes

with limited

effectiveness

– uses planning

skills with some

effectiveness

– uses processing

skills with some

effectiveness

– uses critical/

creative thinking

processes with

some effectiveness

– uses planning skills

with considerable

effectiveness

– uses processing skills

with considerable

effectiveness


thinking processes

with considerable

effectiveness

– uses planning skills

with a high degree

of effectiveness

– uses processing skills

with a high degree

of effectiveness


thinking processes

with a high degree

of effectiveness

Application The use of knowledge and skills to make connections within and between various contexts

The student:

Application of knowl-edge and skills (e.g.,concepts, procedures,processes, and/or tech-nologies) in familiarcontexts

Transfer of knowl-edge and skills (e.g.,concepts, procedures,methodologies, technologies) to new contexts

Making connectionswithin and between various contexts (e.g., past, present, and future; environ-mental; social; cultural; spatial; personal; multidisciplinary)

– applies knowledge

and skills in familiar

contexts with limited

effectiveness

– transfers knowledge

and skills to new

contexts with limited

effectiveness

– makes connections

within and between

various contexts with




contexts with some

effectiveness


and skills to new

contexts with some

effectiveness


within and between

various contexts with

some effectiveness



contexts with

considerable

effectiveness


and skills to new

contexts with

considerable

effectiveness


within and between

various contexts

with considerable

effectiveness



contexts with a high

degree of effectiveness


and skills to new

contexts with a high



within and between

various contexts

with a high degree

of effectiveness

19A S S E S S M E N T A N D E V A L U A T I O N O F S T U D E N T A C H I E V E M E N T

Communication (cont.)

The student:

50–59%(Level 1)

60–69%(Level 2)

70–79%(Level 3)

80–100%(Level 4)

Categories

Communication for different audiences(e.g., peers, adults) and purposes (e.g., toinform, to persuade) in oral, written, andvisual forms

Use of conventions (e.g., conventions ofform, map conventions),vocabulary, and termi-nology of the disciplinein oral, written, andvisual forms

– communicates for

different audiences and

purposes with


– uses conventions,

vocabulary, and

terminology of the

discipline with limited

effectiveness



purposes with some

effectiveness


vocabulary, and

terminology of the

discipline with some

effectiveness



purposes with

considerable

effectiveness


vocabulary, and

terminology of the

discipline with

considerable

effectiveness



purposes with a high



vocabulary, and

terminology of the

discipline with a high


Note: A student whose achievement is below 50% at the end of a course will not obtain a credit for the course.


Evaluation and Reporting of Student Achievement

Student achievement must be communicated formally to students and parents by means of theProvincial Report Card, Grades 9–12.The report card provides a record of the student’sachievement of the curriculum expectations in every course, at particular points in the schoolyear or semester, in the form of a percentage grade. The percentage grade represents the qual-ity of the student’s overall achievement of the expectations for the course and reflects the cor-responding level of achievement as described in the achievement chart for the discipline.

A final grade is recorded for every course, and a credit is granted and recorded for everycourse in which the student’s grade is 50% or higher. The final grade for each course inGrades 9–12 will be determined as follows:

• S eventy per cent of the grade will be based on evaluations conducted throughout the cours e.This portion of the grade should re flect the student’s most consistent level of achieve m e n tt h roughout the cours e, although special consideration should be given to more recent ev i-dence of achieve m e n t .

• T h i rty per cent of the grade will be based on a final evaluation in the form of an examina-t i o n ,p e r f o rm a n c e, e s s ay, and/or other method of evaluation suitable to the course contentand administered towa rds the end of the cours e.

21

Some Considerations for Program Planning inCanadian and World Studies

Teachers who are planning a program in Canadian and world studies must take into accountconsiderations in a number of important areas, including those discussed below.

Teaching ApproachesStudents learn best when they are engaged in a variety of ways of learning. Canadian andworld studies courses lend themselves to a wide range of approaches in that they require students to research, think critically, work cooperatively, discuss relevant issues, and make deci-sions about significant human concerns. When students are engaged in such active learningstrategies, they tend to retain knowledge for longer periods and to develop meaningful skills.Active learning strategies also enable students to apply their knowledge and skills to real-lifeissues and situations.

Some of the teaching and learning strategies that are suitable to material taught in Canadianand world studies are fieldwork (including data collection), cooperative small-group learning,role playing, simulations, brainstorming, mind mapping, creating scenarios for decision mak-ing, independent research, personal reflection, seminar presentations, Socratic lessons, and con-structive or creative dialogue. In combination, such approaches promote the acquisition ofknowledge, foster positive attitudes towards learning, and encourage students to become life-long learners.

Teachers must provide a wide range of activities and assignments that encourage mastery ofbasic concepts and development of inquiry/research skills. To make their programs interestingand relevant, they must help students to relate the knowledge and skills gained to issues andproblems in the world outside – for example, to the challenges associated with sustainabledevelopment, or the advantages and disadvantages of various economic associations, or present-day trends in employment and the workplace. It is essential to emphasize the relation-ship of Canadian and world studies to the world outside school so that students recognize thatthese areas of study are not just school subjects but fields of knowledge that affect their lives,their communities, and the world.

Students’ attitudes towards Canadian and world studies can have a significant effect on theirachievement of expectations. Teaching methods and learning activities that encourage studentsto recognize the value and relevance of what they are learning will go a long way towardsmotivating students to work and learn effectively.

In all courses, consideration should be given to including visits from guest speakers and trips tolocal museums, archaeological digs, geographic features (e.g., land formations, rivers), art gal-leries, and festivals. Students develop a better understanding of various aspects of Canadian andworld studies when they experience them at first hand – for example, by visiting the stockexchange, touring government buildings and observing a session of Parliament, or attendingtrial procedures at a local courthouse (e.g., as part of the “Courtrooms & Classrooms” pro-gram). Such experiences also give students a better appreciation of the unique features andpeople of the community in which they live.


The Importance of the Study of Current EventsThe study of current events forms an integral component of the Canadian and world studiescurriculum, enhancing both the relevance and the immediacy of the program. Discussion ofcurrent events not only stimulates student interest and curiosity but also helps students to con-nect what they are learning in class with past and present-day world events or situations. Thestudy of current events needs to be thought of not as a separate topic removed from the pro-gram but as an integral extension of the expectations found in the curriculum.

Planning Canadian and World Studies Programs for Exceptional StudentsIn planning Canadian and world studies courses for exceptional students, teachers shouldbegin by examining both the curriculum expectations for the course and the needs of theindividual student to determine which of the following options is appropriate for the student:

• no accommodations* or modifications; or

• accommodations only; or

• modified expectations, with the possibility of accommodations

If the student requires either accommodations or modified expectations, or both, the relevantinformation, as described in the following paragraphs, must be recorded in his or herIndividual Education Plan (IEP). For a detailed discussion of the ministry’s requirements forIEPs, see Individual Education Plans: Standards for Development, Program Planning, and Implemen-tation, 2000 (referred to hereafter as IEP Standards, 2000). More detailed information aboutplanning programs for exceptional students can be found in The Individual Education Plan(IEP): A Resource Guide, 2004. (Both documents are available at http://www.edu.gov.on.ca.)

Students Requiring Accommodations Only.With the aid of accommodations alone, someexceptional students are able to participate in the regular course curriculum and to demon-strate learning independently. (Accommodations do not alter the provincial curriculumexpectations for the course.) The accommodations required to facilitate the student’s learningmust be identified in his or her IEP (see IEP Standards, 2000, page 11). A student’s IEP islikely to reflect the same accommodations for many, or all, courses.

There are three types of accommodations. Instructional accommodations are changes in teachingstrategies, including styles of presentation, methods of organization, or use of technology andmultimedia. Environmental accommodations are changes that the student may require in the class-room and/or school environment, such as preferential seating or special lighting. Assessmentaccommodations are changes in assessment procedures that enable the student to demonstrate hisor her learning, such as allowing additional time to complete tests or assignments or permit-ting oral responses to test questions (see page14 of IEP Standards, 2000, for more examples).

If a student requires “accommodations only” in Canadian and world studies courses, assess-ment and evaluation of his or her achievement will be based on the appropriate course cur-riculum expectations and the achievement levels outlined in this document.

* “Accommodations” refers to individualized teaching and assessment strategies, human supports, and/or individualizedequipment.

23S O M E C O N S I D E R A T I O N S F O R P R O G R A M P L A N N I N G I N C A N A D I A N A N D W O R L D S T U D I E S

Students Requiring Modified Expectations. Some exceptional students will require modi-fied expectations, which differ from the regular course expectations. For most students, modi-fied expectations will be based on the regular course curriculum, with changes in the numberand/or complexity of the expectations. It is important to monitor, and to reflect clearly in thestudent’s IEP, the extent to which expectations have been modified. As noted in Section 7.12of the ministry’s policy document Ontario Secondary Schools, Grades 9 to 12: Program andDiploma Requirements, 1999, the principal will determine whether achievement of the modi-fied expectations constitutes successful completion of the course and will decide whether thestudent is eligible to receive a credit for the course. This decision must be communicated tothe parents and the student.

When a student is expected to achieve most of the curriculum expectations for the course,the modified expectations should identify how they differ from the course expectations. Whenmodifications are so extensive that achievement of the learning expectations is not likely toresult in a credit, the expectations should specify the precise requirements or tasks on whichthe student’s performance will be evaluated and which will be used to generate the coursemark recorded on the Provincial Report Card. Modified expectations indicate the knowledgeand/or skills the student is expected to demonstrate and have assessed in each reporting period(IEP Standards, 2000, pages 10 and 11). Modified expectations represent specific, realistic,observable, and measurable achievements and describe specific knowledge and/or skills thatthe student can demonstrate independently, given the appropriate assessment accommodations.The student’s learning expectations must be reviewed in relation to the student’s progress atleast once every reporting period, and must be updated as necessary (IEP Standards, 2000,page 11).

If a student requires modified expectations in Canadian and world studies courses, assessmentand evaluation of his or her achievement will be based on the learning expectations identifiedin the IEP and on the achievement levels outlined in this document. If some of the student’slearning expectations for a course are modified but the student is working towards a credit forthe course, it is sufficient simply to check the IEP box. If, however, the student’s learningexpectations are modified to such an extent that the principal deems that a credit will not begranted for the course, the IEP box must be checked and the appropriate statement from theGuide to the Provincial Report Card, Grades 9–12, 1999 (page 8) must be inserted. The teacher’scomments should include relevant information on the student’s demonstrated learning of themodified expectations, as well as next steps for the student’s learning in the course.

English As a Second Language and English Literacy Development (ESL/ELD)Young people whose first language is not English enter Ontario secondary schools with dive rs elinguistic and cultural backgrounds. Some may have experience of highly sophisticated educa-tional systems, while others may have had limited formal schooling. All of these students bringa rich array of background knowledge and experience to the classroom, and all teachers mustshare in the responsibility for their English-language development.

Students who come to Ontario from other countries will find the study of the subjects withinCanadian and world studies particularly useful.Through this study, they can develop an under-standing of Canadian economics, geography, history, law, and politics that will help them tobecome well-informed Canadian citizens.


Teachers of Canadian and world studies must incorporate appropriate strategies for instructionand assessment to facilitate the success of the ESL and ELD students in their classrooms. Thesestrategies include:

• modification of some or all of the course expectations, based on the student’s level ofEnglish proficiency;

• use of a variety of instructional strategies (e.g., extensive use of visual cues, graphic organiz-ers, scaffolding; previewing of textbooks; pre-teaching of key vocabulary; peer tutoring;strategic use of students’ first languages);

• use of a variety of learning resources (e.g., visual material, simplified text, bilingual diction-aries, and culturally diverse materials);

• use of assessment accommodations (e.g., granting of extra time; use of oral interviews andtasks requiring completion of graphic organizers and cloze sentences instead of essay ques-tions and other assessment tasks that depend heavily on proficiency in English).

Students who are no longer taking ESL or ELD courses may still require program adaptationsto be successful.When learning expectations in a course other than ESL and ELD are modi-fied, or accommodations to the learning environment are made, this must be clearly indicatedon the student’s report card by checking the ESL or ELD box. (See Guide to the ProvincialReport Card, Grades 9–12, 1999.)

For further information on supporting ESL and ELD students, refer to The Ontario Curriculum,Grades 9 to 12: English As a Second Language and English Literacy Development, 1999.

Antidiscrimination Education in Canadian and World StudiesThe Canadian and world studies curriculum is designed to help students acquire the “habits ofm i n d ” essential for citizens in a complex democratic society characterized by rapid technologi-c a l , e c o n o m i c, p o l i t i c a l , and social change. Students are expected to demonstrate an under-standing of the ri g h t s ,p riv i l e g e s , and responsibilities of citizenship, as well as willingness tos h ow re s p e c t ,t o l e r a n c e, and understanding towa rds indiv i d u a l s , gro u p s , and cultures in theglobal community and respect and responsibility towa rds the env i ro n m e n t .T h ey are alsoexpected to understand that protecting human rights and taking a stand against racism andother expressions of hatred and discrimination are basic re q u i rements of re s p o n s i ble citizenship.

In Canadian and world studies, students learn about the contributions of a variety of peoples,in the past and the present, to the development of Canada and the world. The critical thinkingand research skills acquired in Canadian and world studies courses will strengthen students’ability to recognize bias and stereotypes in contemporary as well as historical portrayals, view-points, representations, and images. Learning activities and resources used to implement thecurriculum should be inclusive in nature, reflecting diverse points of view and experiences,including Aboriginal perspectives. They should enable students to become more sensitive tothe experiences and perceptions of others.

Literacy, Numeracy, and Inquiry/Research SkillsSuccess in Canadian and world studies courses depends in large part on strong literacy skills.Many of the activities and tasks students undertake in Canadian and world studies coursesinvolve the use of written, oral, and visual communication skills. For example, students uselanguage to record their observations, to describe their inquiries in both informal and formal

25S O M E C O N S I D E R A T I O N S F O R P R O G R A M P L A N N I N G I N C A N A D I A N A N D W O R L D S T U D I E S

contexts, and to present their findings in oral presentations and written reports. The languageof Canadian and world studies courses includes special terms associated with the subjects thatthe program encompasses. The study of these subjects will thus encourage students to use lan-guage with greater care and precision and will enhance their ability to communicate effec-tively. The Ministry of Education has facilitated the development of materials to support liter-acy instruction across the curriculum. Helpful advice for integrating literacy instruction inCanadian and world studies courses may be found in the resource document Thinking Literacy:Cross-Curricular Approaches, Grades 7–12, 2003.

The Canadian and world studies curriculum also builds on and re i n f o rces certain aspects of themathematics curri c u l u m . For example, c l e a r, concise communication may invo l ve the use ofva rious diagr a m s ,c h a rt s ,t a bl e s , and graphs to organize, i n t e rp re t , and present inform a t i o n .

In all courses in Canadian and world studies, students will develop their ability to ask questionsand to plan investigations to answer those questions. They need to learn a variety of researchmethods in order to carry out their investigations; they also need to know which methods touse in a particular inquiry. Students will learn how to locate relevant information from a vari-ety of sources, such as books, newspapers, field studies and interviews, climate maps, aerialphotographs and satellite images, diagrams and charts, and electronic sources. As they advancethrough the grades, students will be expected to use these sources with increasing sophistica-tion. They will also be expected to distinguish between primary and secondary sources, todetermine their validity and relevance, and to use them in appropriate ways.

The Role of Technology in Canadian and World StudiesInformation and communications technology (ICT) provides a range of tools that can signifi-cantly extend and enrich teachers’ instructional strategies and support students’ learning inCanadian and world studies.These tools include simulations, multimedia resources, databases,and computer-assisted learning modules.Teachers can use ICT tools and resources both forwhole class instruction and for the design of curriculum to meet diverse student needs.

ICT can be used to connect students to other schools, locally and abroad, and to bring theglobal community into the local classroom. Through Internet websites and CD-ROM tech-nology, students can now access primary resources held in museums, libraries, archives, andpublic institutions across the country and around the world. ICT resources allow secondarystudents to conduct more far-ranging and authentic research than ever before.

Applications such as databases, spreadsheets, word processors, and presentation software can beused to support various methods of inquiry.The technology also makes possible simulations ofcomplex systems that are useful for problem-solving purposes or when field studies on a par-ticular topic are not feasible. Students are able to develop job-related computer skills throughthe use of industry applications such as geographic information systems (GIS) and the globalpositioning system (GPS).


Career Education in Canadian and World StudiesThe knowledge and skills students acquire in Canadian and world studies courses will be use-ful in a variety of careers. For example, the study of economics increases students’ awareness ofthe ways in which local and global events and trends affect not only the economy but alsotheir own career opportunities. A background in geography, history, politics, or law can lead toemployment in fields such as law, politics, resource management, information technology,teaching, recreation, hospitality and tourism, and journalism. Students should be made awareof these possibilities and encouraged to explore areas of interest to them.

Health and Safety in Canadian and World StudiesAlthough health and safety issues are not normally associated with Canadian and world stud-ies, they may be important when the learning involves fieldwork. Out-of-school fieldworkcan provide an exciting and authentic dimension to students’ learning experiences. It alsotakes the teacher and students out of the predictable classroom environment into unfamiliarsettings.Teachers must preview and plan activities and expeditions carefully to protect students’ health and safety.

27

E c o n o m i c s

Overview

Although our resources, as individuals and as a society, are limited – or “scarce”, in the termi-nology of economics – our needs and wants are virtually unlimited, and so we must constantlymake choices. The concepts, models, and methods of inquiry of economics can help us makegood decisions about how resources should be used.

By studying economics, students will develop an understanding of different economic systemsand institutions and will be able to assess the degree to which these systems and institutionshelp satisfy people’s needs and wants. In particular, economics examines how markets, prices,and governments influence economic decision making. A knowledge of economics will helpstudents assess when markets are best able to serve the public interest and when collective orgovernment action is necessary. It will also help them make better choices as consumers ofgoods and services, as contributors to the economy, and as economic citizens.

Strands

Economic Decision Making. Economics is the study of how decisions are made about the bestway to allocate scarce resources in order to satisfy people’s needs and wants. Choices alwaysinvolve trade-offs and the ability to rank priorities. By understanding how to carry out a disci-plined and thoughtful economic analysis of problems and options, one that takes into accounteconomic, environmental, and social implications, students learn how to make appropriate andmeaningful choices that enhance economic well-being.

Economic Stakeholders. Individuals and groups engage in economic activity for a variety ofreasons. Consumers seek to satisfy their needs and wants. Contributors provide the economicresources required to produce goods and services. Citizens are concerned with how publicinstitutions monitor and regulate markets for the good of the public. Students need an under-standing of these perspectives so that they can analyse economic activity and economicoptions in order to make choices that are consistent with their values and priorities.

Self-Interest and Interdependence. The market relies on individuals to make decisions that arein their own best interest. The choices individuals make often lead to the specialization oflabour and production that makes them more dependent on others. At the same time, theirchoices may result in unintended costs to others and to themselves. An appreciation of therelationship between the individual’s self-interest and economic interdependence will help stu-dents assess the performance of economic institutions and improve their ability to make soundeconomic choices as consumers, contributors, and citizens.

Economic Institutions. People depend both on private economic institutions (e.g., those in themarketplace) and on public economic institutions (e.g., government agencies) to represent andfurther their interests. Students need to be able to identify Canada’s economic institutions, rec-ognize the roles they play, analyse and evaluate their effectiveness, and determine the balanceof public and private sector activity that makes the most efficient use of scarce resources.


Methods of Economic Inquiry and Communication. Students studying economic concepts andissues need to use a variety of methods of economic inquiry in order to explain past eventsand to forecast trends. They also must use a range of skills and information technologies toformulate questions for research; to locate and organize information; and to evaluate the valid-ity of measurements of economic change, as well as the ways in which those measurementsdefine and influence economic well-being. Finally, students must communicate economicinformation and ideas in a variety of written, oral, or visual forms and forecast their own economic needs as they plan for the future.

29

The Individual and the Economy, ( C I E 3 M )Grade 11, U n i ve rs i t y / C o l l e ge Preparation

This course examines the changing Canadian economy and helps students develop an under-standing of their own role as economic agents. Students will apply economic models and concepts to assess the roles of the various stakeholders in the Canadian economy and analysethe interactions among them. Students will consider the economic behaviour of the individualas consumer, contributor, and citizen in a mixed economy and will apply economic inquiry,critical-thinking, and communication skills to make and defend informed economic decisions.

Prerequisite: Canadian History Since World War I, Grade 10,Academic or Applied


Economic Decision Making

Overall Expectations

By the end of this course, students will:

• explain how the scarcity of economic resources requires individuals and societies to makeeconomic choices;

• explain the principles of sound personal financial planning;

• analyse trends in labour markets.

Specific Expectations

Scarcity and Choice


– explain, using specific examples, the eco-nomic problem of scarcity and the choicesand trade-offs that individuals and societiesmust make;

– explain the three basic types of economicchoices (i.e., what, how, and for whom toproduce);

– describe the costs of an economic choice,using the model of the production-possibility boundary and the concepts ofexplicit costs (i.e., money) and implicitcosts (i.e., non-monetary costs and oppor-tunity cost);

– distinguish between economic resources(i.e., labour, land, and capital) and eco-nomic outputs (i.e., goods and services).

Personal Financial Planning


– identify the financial planning principlesthat people follow when they budget,invest, and save (e.g., start saving early, takeadvantage of compound interest, recognizethe value of diversification);

– identify the factors that affect the value ofdifferent types of financial assets (e.g.,stocks, bonds, mutual funds, real estate) andthe benefits and risks associated with each;

– evaluate, using financial criteria (e.g.,yield, rate of return, liquidity, risk), theappropriateness of different types of finan-cial assets at different stages of life;

– describe how saving benefits the individ-ual and the economy;

– describe different forms of savings income(e.g., interest, dividends, capital gains, rent)and how they benefit the individual andthe economy.

Employment Trends


– describe how changes in the labour forceand in the participation rate affect rates ofemployment;

– explain the factors that cause the patternsof labour supply and demand to change(e.g., demographic trends, advances intechnology);

– analyse the causes of specific types ofunemployment (e.g., frictional, seasonal,structural, cyclical) and their impact oncareer choices.

31T H E I N D I V I D U A L A N D T H E E C O N O M Y , G R A D E 1 1 , U N I V E R S I T Y / C O L L E G E P R E P A R A T I O N ( C I E 3 M )

Economic Stakeholders



• analyse the fa c t o rs that influence consumer demand and satisfaction in the marke t p l a c e ;

• explain a va riety of ways in which individuals (“p ro d u c e rs”) contri bute to the economy ;

• analyse the fa c t o rs that affect the socio-economic position of people in Canada;

• d e s c ribe the economic rights and responsibilities of citizens.


Consumers


– distinguish among wants, needs, and con-sumer demand (i.e., the willingness andability to pay for goods and services);

– identify the factors that influence con-sumer demand (e.g., expectations, theavailability of substitutes, taste, income);

– evaluate the sources and quality of infor-mation available to consumers about theproducts they wish to purchase;

– analyse choices and determine the bestmethod of payment (e.g., cash, credit, loan,rent, lease) for major consumer purchases(e.g., cars, accommodation).

Producers


– explain the connection between theincome and the productivity of differenttypes of “producers”, or contributors tothe economy (e.g., workers, investors,entrepreneurs);

– describe the traits, skills, and economiccontributions that distinguish entrepre-neurs from others such as inventors,employees, and managers;

– explain how and why some individualscontribute to the production of goods andservices without financial remuneration(e.g., as volunteers, by bartering, as home-makers).

Socio-economic Groups


– identify socio-economic groups usingnumerical data (e.g., quintiles, variouspoverty lines) and income determinants(e.g., place of residence, education, birth);

– assess how government policies (e.g., withrespect to user fees, taxation, rent controls,resource development) affect varioussocio-economic groups;

– analyse how various socio-economicgroups are affected by changes in prices, inincomes, and in their own needs at differ-ent life stages.

Economic Citizens


– describe the economic rights guaranteedto Canadian citizens by law (e.g., eligibil-ity for welfare-state benefits, mobilityrights, equality of economic opportunity);

– describe the economic responsibilities ofCanadian citizens (e.g., respect for lawsagainst pollution, vandalism, etc.; aware-ness of the economic implications of pub-lic issues);

– analyse a current issue (e.g., pollution),identifying how the economic rights ofindividuals must be balanced by economicresponsibility and public accountability.


S e l f-Interest and Interdependence



• explain how self-interest in a market makes consumers and producers interdependent;

• describe ways in which governments in Canada intervene in the economy to balance thecompeting self-interests of stakeholders;

• assess the extent, nature, and impact of Canada’s economic interdependence with othernations.


Self-Interest and Interdependence


– explain why self-interest leads to the spe-cialization of labour and the need to relyon others (i.e., interdependence);

– describe the criteria that consumers andproducers each use to determine which ofseveral choices is in their own best interest;

– explain how the interdependence of con-sumers and producers in a market deter-mines an equilibrium price that maximizesthe self-interest of all stakeholders in thatmarket;

– describe the nature of economic interde-pendence in consumer markets (e.g., sub-stitution effect) and in labour markets(e.g., derived and interdependent demand).

Conflicting Self-Interests


– describe examples of how the self-interestof different stakeholder groups may con-flict (e.g., consumers and producers, work-ers and management/shareholders);

– describe ways in which government inter-venes in the economy to mediate the con-flicting self-interests of stakeholders, andassess the effectiveness of such interven-tions (e.g., minimum wage laws, competi-tion policy, health and safety regulations,environmental protection regulations).

International Economic Interdependence


– identify the value and significance of tradeto Canada’s economy;

– describe how events in the United Statesand other parts of the world affectCanada’s economy and the well-being ofdifferent groups of Canadian stakeholders(e.g., the Asian market crises in 1997 and1998, the September 11 attacks on theUnited States in 2001, fluctuations in theU.S. economy);

– describe the nature of Canada’s foreigntrade by interpreting trade data (e.g., cur-rent and capital accounts);

– assess the benefits and disadvantages totrading partners of international special-ization and trade arising from comparativeadvantage (e.g., the comparative advantagebetween Canada and Mexico in the pro-duction of wheat and radios).


Economic Institutions



• identify the distinguishing characteristics of Canada’s economic system;

• explain the functions of markets, profits, and the process of economic decision making in theprivate sector;

• analyse the role and impact of government in the Canadian economy;

• analyse the role and impact of organized labour in the Canadian economy.


Canada’s Economic System


– describe the distinguishing characteristicsof the private, public, and non-profit (e.g., volunteer) sectors of the Canadianeconomy;

– describe the uses of money (e.g., as amedium of exchange, measure of value) ina mixed economy;

– determine the contributions made by theprivate, public, non-profit, and interna-tional (i.e., export and import) sectors ofthe economy;

– compare Canada’s mixed economy withthe economies of other countries interms of the ownership of goods, services,and resources (i.e., public and private) and methods of economic decision making (i.e., market, central authority, or corporatism).

The Private Sector


– describe how the prices established ininput markets (i.e., of labour, land, and capital) and in consumer markets (i.e., offinal goods and services) determine what,how, and for whom goods and services areproduced;

– explain the importance of profit in theprivate sector and the factors that deter-mine the profitability of a business (e.g.,demand, production costs, amount ofcompetition);

– explain how producers determine themost efficient way to use resources andhow much to produce;

– compare the characteristics of the differentstructures of business organizations (i.e.,sole proprietorship, partnership, corpora-tion, cooperative);

– compare the characteristics of firms and ofcompetition in perfectly and imperfectlycompetitive markets (e.g., monopoly andoligopoly).

The Public Sector


– identify the economic responsibilities ofeach level of government in Canada;

– describe specific taxes paid by differentstakeholders (e.g., income tax, sales tax,property tax, corporate tax, capital gainstax, excise tax) and classify them by type(e.g., progressive, regressive, and propor-tional; direct and indirect);

– analyse government tax data and spendingdata to identify trends.


Organized Labour


– describe various forms of organized labour(e.g., unions, professional associations,workers’ cooperatives) and the needs theysatisfy;

– explain how organized labour can affectsupply in labour markets;

– compare the incomes, benefits, and work-ing conditions of organized and unorga-nized workers;

– evaluate the effectiveness of the collectivebargaining process and other ways ofresolving labour-management issues interms of their benefits and costs to differ-ent groups of stakeholders.


Methods of Economic Inquiry and Communication



• use methods of economic inquiry to locate, gather, evaluate, and organize information from a variety of sources;

• analyse specific economic situations, using appropriate economic concepts, models, andmethods of economic inquiry;

• communicate the results of economic inquiries, using appropriate economic terms and concepts and a variety of forms.


Research


– identify different types of economic infor-mation (e.g., statistics, forecasts, analysis,opinion) from a variety of sources (e.g.,government, academic institutions, busi-nesses, interest groups, the media, theInternet);

– evaluate the usefulness of economic infor-mation by considering the reliability of itssource (e.g., authority, expertise, impartial-ity) and the quality of its content (e.g., useof logical arguments supported by evi-dence, absence of bias, avoidance of unsub-stantiated assumptions);

– analyse different forms of economic infor-mation (e.g., reports, graphs, charts, tables)to determine their relevance, to accuratelyidentify their main ideas and significantdetails, and to distinguish between fact andopinion;

– identify various career opportunities thatrequire an understanding of economics(e.g., manager of a small business, businessadministrator, government policy analyst,stockbroker) and relate them to their owninterests, abilities, and expectations.

Analysis and Interpretation


– interpret current financial informationfrom various sources (e.g., informationfrom banks or stock markets that incorpo-rates statistics and forecasts);

– use economic concepts (e.g., supply anddemand) to analyse and describe an eco-nomic reality or choice;

– use economic models (e.g., competitivemarket) to analyse economic relationshipsand to forecast outcomes (e.g., howchanges in supply and demand will affectprice and output);

– use methods of economic inquiry (e.g.,cost-benefit analysis) to evaluate an eco-nomic choice from the perspective of theaffected stakeholders;

– describe the construction and use of aprice index (e.g., Consumer Price Index[CPI], gross domestic product [GDP],price deflator,Toronto Stock Exchange[TSX] 300);

– interpret price and income data from dif-ferent time periods to determine trends inaverage price level, real incomes, and pur-chasing power;


– describe economic and social indicatorsthat contribute to our understanding ofthe economic well-being of Canadian and world citizens (e.g., real gross domes-tic product, real gross domestic productper capita, United Nations human-development index);

– analyse an example of a current change ina particular market, explaining the causesof the change, identifying the stakeholdersinvolved, and forecasting how the stake-holders will be affected;

– explain how an understanding of marketsis in the interest of consumers, producers,and other stakeholders.

Communication


– communicate the results of inquiries,using a variety of styles and forms (e.g.,reports, essays, discussions, presentations),as well as visual supports (e.g., charts,graphs, computer presentations);

– use an accepted form of academic docu-mentation (e.g., footnotes, endnotes, orauthor-date citations; bibliographies orreference lists) to document all informa-tion sources, including electronic sources;

– use appropriate terminology to communi-cate economic concepts;

– produce a report, based on analysis of thevarious measures of economic well-being,comparing the performance of theCanadian economy with that of otherdeveloped countries.

37

Making Economic Choices, ( C I C 3 E )Grade 11,Workplace Preparation

This course encourages students to examine the economic choices they make as consumersand contributors in a mixed economy. Students will become familiar with sources of eco-nomic information and indicators of economic performance, such as rates of inflation, interest,and unemployment. Students will gain practical experience of how to apply their knowledgeto make informed economic decisions and improve their economic well-being.

Prerequisite: Canadian History Since World War I, Grade 10,Academic or Applied. (Withthe approval of the ministry, a locally developed Grade 10 course in Canadian History mayalso serve as the prerequisite.)





• identify the economic choices that individuals, organizations, and societies must makebecause resources are scarce;

• explain how changes in prices, incomes, and the cost of living affect the decisions that aremade by consumers;

• compare the different forms of saving and personal investment and the criteria to be considered when selecting them;

• identify trends in labour markets.


Scarcity and Choice


– distinguish between an economic choice(i.e., one that involves the use of a scarceresource) and other types of choices (e.g., moral, ethical, political);

– describe economic choices they have madeand will have to make as consumers andcontributors and the trade-offs involved inthose choices;

– distinguish between the economicresources (i.e., labour, capital, land) that go into an economy and the products (i.e., the goods and services) that result.

Prices and Incomes


– describe how average prices and incomeshave changed over the last decade;

– identify the factors (e.g., wage rates, infla-tion, taxation, exchange rates) that affect anindividual’s purchasing power and standardof living;

– explain how the factors affecting purchas-ing power influence the choices that con-sumers make when deciding what goodsand services to buy.

Saving and Financial Planning


– identify the benefits of acquiring differentforms of financial assets (e.g., savingsaccounts, stocks, bonds, mutual funds,RRSPs);

– describe the savings and investment ser-vices offered by different types of financialinstitutions (e.g., banks, brokerage compa-nies, insurance companies);

– explain the principles of sound financialplanning (e.g., start saving early, diversifyinvestments) and the criteria (e.g., liquid-ity, risk, rate of return) used to determinethe most appropriate form of saving for anindividual.

Employment Trends


– explain the factors that influence thedemand for and supply of labour (e.g.,productivity, mobility, general economicconditions, demographics);

– describe the knowledge, skills, and atti-tudes most valued by employers.

39M A K I N G E C O N O M I C C H O I C E S , G R A D E 1 1 , W O R K P L A C E P R E P A R A T I O N ( C I C 3 E )




• describe the economic roles that an individual plays;

• identify the factors that influence consumer demand and the skills used by consumers tomaximize their satisfaction in the marketplace;

• explain how markets determine the economic value of the individual as a contributor to theproduction process.


Stakeholders and Their Needs


– identify those who compose the stake-holder groups of “consumer” (e.g., pur-chasers of goods and services and eco-nomic resources) and “producer”(e.g., suppliers of labour, capital, and other resources);

– identify the criteria (e.g., salary levels,interest rates) that different stakeholdersuse to make economic decisions as con-sumers, workers, and investors;

– identify the factors influencing personaleconomic choices (e.g., one’s needs, tasks,and preferences; the price of a product;the availability of substitute products orcomplementary products).

Consumers


– identify the rights (e.g., to fair treatment,honest advertising) and responsibilities(e.g., contractual obligations) of consumers;

– differentiate between consumer wants andneeds and consumer demand (e.g., con-sumers’ willingness and ability to pay forgoods and services);

– explain the factors that influence con-sumers’ ability to pay for goods and ser-vices (e.g., their income, assets, and credit-worthiness);

– follow the appropriate steps in analysing aspecific consumer choice (e.g., a car pur-chase, continuing education) and methodof payment (e.g., cash, instalments, credit).

Producers


– identify the rights (e.g., to fair competi-tion, fair hiring and firing practices) andresponsibilities (e.g., observing safety reg-ulations) of owners/managers and/orworkers;

– identify the different ways in which indi-viduals contribute to the economy (e.g., asworkers, entrepreneurs, investors of capi-tal) and how they earn income (e.g.,wages, salaries, interest, dividends, rents,profits);

– explain the factors that determine thevalue of an individual in the employmentmarket (e.g., talent, skills, education, pro-ductivity, supply and demand);

– compare the economic roles, skills, andcontributions of entrepreneurs, managers,and employees;

– analyse the involvement of indigenouspeople in the economy.





• explain how self-interest motivates both consumers and producers in a market and createsinterdependence;

• explain why markets sometimes fail to resolve conflicting self-interests;

• describe the extent and nature of Canada’s economic interdependence with other nationsand the significance of this interdependence to Canadian stakeholders.


Markets, Self-Interest, and Interdependence


– describe how consumers and producerseach determine what is in their own bestinterest (e.g., satisfaction of needs andwants, profitability);

– describe (e.g., using graphs and tables) howconsumers (i.e., demand) and producers(i.e., supply) together determine the equi-librium price and the quantity sold in amarket;

– explain the importance of competition andprofit in a market.



– explain how and why competition in amarket may diminish (e.g., from the merg-ing of companies) and describe howreduced competition affects economicstakeholders;

– explain the negative impacts of marketforces (e.g., pollution, high prices forscarce commodities) for individuals whoreceive no benefit from production;

– identify factors that contribute to the existence of poverty in Canada (e.g., lowlevel of education, high housing costs, lowwages, existence of single-parent families)and suggest ways to reduce poverty.



– describe the benefits and disadvantages to trading partners of specialization andtrade;

– assess the importance of internationaltrade (i.e., its overall value and relative significance) in providing income, goods,and services to Canadians;

– explain how a change in the exchangerate affects consumers, workers, and producers.





• describe the characteristics of Canada’s economic system;

• describe the roles played by private sector businesses in the Canadian economy;

• describe the role of government in the Canadian economy;

• assess the role and impact of organized labour in the Canadian economy.


Canada’s Economic System


– compare the characteristics of a mixedeconomy with those of a market economyand a command economy;

– compare the public and private sectors ofthe economy with respect to the goodsand services produced and the numbers ofpeople employed;

– identify examples of goods and servicesthat are not accounted for in public or pri-vate sector statistics (e.g., volunteer activity,housework, bartered and illegal goods andservices) and explain how recording themwould change the picture of Canada’s eco-nomic activity.

Business Organizations


– describe the factors that distinguish a suc-cessful from an unsuccessful private busi-ness (e.g., competitiveness, efficiency,entrepreneurial skills, managerial skills);

– explain ways in which firms compete witheach other (e.g., non-price competition,pricing);

– identify the factors that determine whichform of business organization (e.g., soleproprietorship, partnership, corporation,cooperative) a private sector producerestablishes.

The Role of Government


– describe specific examples of the ways inwhich government is involved in theCanadian economy (e.g., consumer, regu-lator, producer, distributor of income,tariff collector, quota setter);

– describe the types of taxes in the Canadianeconomy (e.g., income tax, PST, GST,property tax, excise tax) and the level ofgovernment that collects each type;

– describe the major expenditures of eachlevel of government and the public goods, services, or transfers of incomeeach provides.

Organized Labour


– describe the functions of a union and therights and responsibilities of a unionmember;

– describe the purpose of collective bargain-ing and the steps in the collective bargain-ing process;

– d e s c ribe the advantages and disadvantages ofd i f f e rent types of organized labour ( e. g . ,u n i o n s ,p rofessional associations,wo r ke r - run collectives) from the point ofv i ew of wo r ke rs ,e m p l oye rs , and consumers ,and the impact that each type has on theCanadian economy.





• use methods of economic inquiry to locate, gather, evaluate, and organize information froma variety of sources;

• analyse specific economic situations, using appropriate economic concepts, models, andmethods of economic inquiry;

• communicate the results of economic inquiries, using appropriate economic terms and concepts and a variety of forms.


Research


– identify the main ideas and significantdetails in various kinds of economic infor-mation (e.g., statistics, forecasts, analyses,opinions) from a variety of sources (e.g., electronic and print media, govern-ment agencies, producers, interest groups);

– evaluate the usefulness of economic infor-mation by considering the reliability of itssource (e.g., objectivity, authority, exper-tise) and the quality of its content (e.g.,relevance, absence of bias, expression offact or opinion);

– identify various career opportunities thatrequire an understanding of economics(e.g., manager of a small business, bankteller, entrepreneur) and relate them to their own interests, abilities, and expectations.



– describe (e.g., using graphs, tables, and sta-tistics) what happens to equilibrium priceand quantity purchased when demand orsupply changes in a market;

– use market analysis methods to forecasthow a market change (e.g., the effects ofan early frost on the apple market) will

affect the demand or supply, the price, andthe quantity sold of a product or service;

– produce an analysis of how individualstakeholders (e.g., consumers, producers,investors) are affected by a specific eco-nomic change;

– apply economic concepts (e.g., opportu-nity cost, demand, supply) to identify anddescribe economic choices (e.g., to spendor to save) that consumers face;

– apply economic concepts and models(e.g., market analysis) to analyse the causesor forecast the effects of a change (e.g., inprice);

– apply a cost-benefit analysis to define aproblem and to identify and evaluatechoices from the point of view of differentstakeholders;

– identify economic indicators (e.g., pro-ductivity, unit labour cost, profit, priceindices, gross domestic product, thepoverty line, employment rate) that areused to measure economic well-being orto help make economic choices;

– identify measures used by organizationssuch as the United Nations to measure acountry’s economic well-being (e.g., socialindicators such as literacy and longevity).


Communication


– communicate the results of inquiries,using a variety of styles and forms (e.g.,reports, discussions, presentations), as wellas visual supports (e.g., charts, graphs,computer presentations);

– use an accepted form of documentation(e.g., footnotes, endnotes, author-datecitations; bibliographies or reference lists)to document all information sources,including electronic sources;

– use appropriate terminology to communi-cate economic concepts;

– produce a report, using various statisticalmeasures, to compare Canada’s economicwell-being with that of other countries.

44

Analysing Current Economic Issues, ( C I A 4 U )Grade 12, U n i ve r sity Pr e p a r a t i o n

This course investigates the nature of the competitive global economy and explores how individuals and societies can gain the information they need to make appropriate economicdecisions. Students will learn about the principles of microeconomics and macroeconomics,apply economic models and concepts to interpret economic information, assess the validity of statistics, and investigate marketplace dynamics. Students will use economic inquiry and communication skills to analyse current economic issues, make informed judgements, and present their findings.

Prerequisite: Any university or university/college preparation course in Canadian and world studies, English, or social sciences and humanities

45A N A L Y S I N G C U R R E N T E C O N O M I C I S S U E S , G R A D E 1 2 , U N I V E R S I T Y P R E P A R A T I O N ( C I A 4 U )




• explain the cause and nature of the three types of choices that all economic systems mustmake;

• explain the nature of Canada’s economic growth and determine whether and/or how thisgrowth furthers the economic goal of efficiency;

• analyse the changing importance of the public and private sectors of the economy and whatthis means for the achievement of the macroeconomic goals of freedom and equity;

• analyse the causes and consequences of economic instability and the effectiveness of stabilization policies designed to help Canadians achieve an appropriate level of economicsecurity.


Scarcity and Choice


– identify specific examples of economicchoices – both individual (e.g., for whomto work) and collective (e.g., what level ofgovernment spending is needed or appro-priate) – that Canadians must makebecause economic resources are scarce;

– identify options and the explicit andimplicit (e.g., opportunity) costs associatedwith each option when making an eco-nomic choice;

– classify economic resources (e.g., labour,capital, and land/natural resources) andoutputs (e.g., goods, services) by type andby ownership (e.g., public, private);

– compare the ways in which different typesof economic systems (i.e., market, com-mand, and mixed economies) makechoices about what, how, and for whom to produce;

– identify economic choices that must bemade at both the microeconomic and themacroeconomic level.

Economic Growth and Efficiency


– compare the performance of the Canadianeconomy at different times, including thepresent, with the performance of othereconomies;

– explain the benefits and the costs of eco-nomic growth and of the efficient use ofeconomic resources;

– evaluate proposals (e.g., for regulation,market incentives) to reduce the negativeconsequences of growth (e.g., pollution,resource depletion);

– explain how the current trend towardscorporate concentration (e.g., mergers)may threaten or promote economicgrowth and efficiency.

Economic Freedom and Equity


– describe the effects of changes in the eco-nomic influence of markets and the publicsector (e.g., a reduced level of public ser-vices, deregulation, privatization);


– evaluate how economic trends (e. g . ,d e fic i t s ,d e b t , globalization) have influenced deci-sions made by markets in the public andp rivate sectors (e. g . , re s t ru c t u ri n g ,d ow n -s i z i n g ,p riva t i z a t i o n ,d e re g u l a t i o n ) ;

– analyse whether and to what extent deci-sions made by markets in the public andprivate sectors promote achievement ofthe macroeconomic goals of equity andfreedom.

Economic Stability


– describe the characteristics (e.g., inflation,deflation, unemployment) and causes ofeconomic instability in each phase of thebusiness cycle;

– explain how government fiscal policy(e.g., government spending and/or taxa-tion) and monetary policy (e.g., increasingor decreasing interest rates and the moneysupply) can help stabilize the businesscycle and prices and lower the unemploy-ment rate;

– evaluate how well current fiscal and mon-etary policies are achieving the goal ofeconomic stability;

– evaluate the effectiveness of governmentlegislation (e.g., related to employmentstandards/health and safety legislation) and programs (e.g., education, health care, employment insurance, pensions,welfare) designed to enhance the eco-nomic security of Canadians.





• d e s c ribe economic stakeholder groups and the cri t e ria each uses to make economic decisions;

• explain the economic rights and responsibilities of “the economic citizen”;

• compare the ways and the degree to which different types of economic systems satisfy theneeds of stakeholders.


Stakeholders and Their Needs


– identify the major stakeholder groups inthe Canadian economy (e.g., consumers,contributors, socio-economic groups,citizens);

– identify the criteria used by differentgroups of economic stakeholders to makeeconomic decisions (e.g., consumers mightuse utility, while owners might use profit);

– explain the concept of the poverty lineand the characteristics of the groups ofstakeholders that fall below it;

– analyse the costs and benefits of an eco-nomic choice or change (e.g., a rise ininterest rates) for different stakeholdergroups (e.g., consumers, importers,workers, exporters).

The Economic Citizen


– compare the individual’s economic rightsas defined by the Universal Declaration ofHuman Rights with those protected bylaw in Canada (e.g., private propertyrights, intellectual property rights);

– explain the concept of stewardship as itapplies to specific examples of economicresponsibility and choice (e.g., pollution,income distribution, use of resources andenergy);

– compare markets and governments withregard to their ability to respect and pro-tect the individual’s and the community’seconomic rights and to promote theobjectives of economic stewardship andresponsible decision making.

Stakeholder Needs and Economic Systems


– analyse the power of different stakeholdergroups to make economic decisions ineach type of economic system (i.e., mar-ket, command, mixed);

– compare the economies of differentnations (e.g., Canada, United States, Japan,China, Sweden) with respect to ownershipof resources, goods, and services (e.g., pub-lic or private) and method of decisionmaking (e.g., by individuals in markets orby a central authority);

– analyse the economic and social/culturalimpact of resource development on tradi-tional lands of First Nation peoples (e.g., logging or commercial fishing inBritish Columbia, pipeline construction ormining in the North, gaming in Ontario).





• explain how stakeholders use self-interest to make choices that maximize economic well-being;

• describe how groups of stakeholders and markets within an economy are interdependentand may be affected simultaneously by a change;

• assess the ways in which, and the degree to which, people in Canada and other countrieshave become interdependent in the global economy;

• analyse examples of conflicts of self-interest that prevent the achievement of economic goals.


Stakeholder Self-Interest


– explain why an understanding of marketactivity is in the self-interest of stake-holders (e.g., because it permits them toforecast change);

– explain, using concepts of marginal analysis(e.g., marginal cost, marginal revenue,economies of scale, law of diminishingreturns), how different stakeholders deter-mine which economic choice is in theirown best interest;

– describe how the self-interest of buyersand sellers affects markets (e.g., by increas-ing competition, promoting the efficientuse of scarce resources and the satisfactionof stakeholders).

Economic Interdependence


– explain how specialization benefits stake-holders (e.g., through increased productiv-ity) and creates interdependence (e.g.,between consumers and producers);

– illustrate how the principles of supply and demand (e.g., market equilibrium,elasticity) affect the self-interest and inter-dependence of buyers and sellers in themarketplace;

– describe why and how one change (e.g., achange in interest rates) can affect anentire economy (e.g., employment levels,prices, total output).



– explain, using the concepts of absolute andcomparative advantage, the benefits ofspecialization and international trade;

– analyse data on Canada’s balance of pay-ments to establish the importance of tradeto Canada’s economy and to identify his-torical and evolving patterns of trade bothin goods and services and in capital flows;

– analyse the factors that influence theexchange rate of the Canadian dollar andthe ways in which changes in the dollar’svalue affect the economy (e.g., output,employment, prices);

– illustrate, using specific examples, howevents in another part of the world canaffect the Canadian economy and groupsof Canadian stakeholders.




– analyse the costs and benefits of differenttypes of economic market structures (e.g., perfect/imperfect competition) fromthe point of view of different stakeholdersand the achievement of economic goals;

– evaluate the quality of the informationthat sellers in a market provide to helpbuyers make choices and the importanceof this information to the achievement ofeconomic goals;

– explain how externalities (e.g., third-partycosts) result in conflicts in individualstakeholder goals and may prevent theachievement of economic goals.





• describe the nature and functions of Canada’s private economic institutions;

• describe the nature and functions of Canada’s public economic institutions;

• analyse the nature and functions of international economic institutions and their impact onthe Canadian economy.


The Private Sector


– identify ways in which different forms ofprivately owned, profit-making institutionsdiffer from collective (e.g., cooperatives)and non-profit or charitable institutions inthe private sector;

– describe the nature, causes, and conse-quences of economic institutions andactivities that are part of the “hidden”economy;

– describe the role of different types offinancial institutions in Canada (e.g., bank-ing system, stock and bond markets) asfinancial intermediaries in capital markets;

– analyse the advantages and disadvantages,for the overall economy and various stake-holder groups, of privatization comparedto the public provision of a specific goodor service (e.g., private versus public education, private versus government-controlled liquor sales).

The Public Sector


– describe how government is involved inthe economy (e.g., as a provider of publicgoods and services such as defence, sup-plier of infrastructure, employer ofresources, regulator of competition and of aggregate demand, redistributor ofincome);

– analyse how and for what purposes fiscalpolicy tools (e.g., taxation and spending)are applied at each level of government(i.e., federal, provincial, and local);

– explain the difference between, and therecent trends in, the debts and deficits ofthe three levels of government and theoverall impact of these trends on theCanadian economy;

– describe the forms and functions ofmoney in Canada’s economy, the ways inwhich the Bank of Canada controls themoney supply, and how monetary policyinfluences the Canadian economy.

International Economic Institutions


– describe the nature and role of interna-tional economic agreements and institu-tions (e.g., North American Free TradeAgreement, Kyoto Protocol,World TradeOrganization, International MonetaryFund, Organization for EconomicCooperation and Development);

– analyse the growth of private-sectormultinational corporations and theirimpact on the Canadian economy;

– analyse the costs and benefits to Canadianstakeholders of the trend towards freerinternational trade.





• use methods of economic inquiry to locate, g a t h e r, eva l u a t e, and organize different types ofc u rrent economic information from a va riety of sourc e s ;

• analyse va rious economic choices, using the concepts, m o d e l s , and processes of economici n q u i ry ;

• c o m municate the results of economic inquiri e s , using appro p riate economic term s ,c o n c e p t s , and models, and a va riety of form s.


Research


– conduct research to locate reliable infor-mation from a variety of different media(e.g., newspapers, Internet sites), institu-tions (e.g., government agencies), busi-nesses, interest groups (e.g., CanadianCentre for Policy Alternatives, FraserInstitute), and other sources;

– analyse different types of economic infor-mation (e.g., statistical data, charts, graphs,tables, commentaries) to determine mainideas and supporting factual details, iden-tify assumptions, and evaluate the logicalconsistency, relevance, and validity of theopinions expressed;

– identify various career opportunities in thefield of economics (e.g., market analysis;policy analysis; careers in financial, acade-mic, and government institutions) andrelate them to their own interests, abilities,and expectations.



– use different types of economic informa-tion (e.g., statistical data, charts, graphs,tables, linear equations) to analyse anddescribe key economic concepts (e.g., theeffect of economic change);

– define and calculate the following statisti-cal measures: economic output (grossdomestic product [GDP]), economicgrowth (changes in real GDP over time),standard of living (real GDP per capita),balance of trade (exports versus imports),and productivity (output per worker);

– evaluate the validity of the most com-monly used measures of economic well-being (e.g., growth, standard of living,inflation, unemployment, poverty);

– describe measures of economic well-beingand performance other than those basedon the System of National Accounts (e.g.,human-development index);

– evaluate the truth of conclusions by apply-ing the appropriate method of inquiry(e.g., positive compared with normativeeconomics);

– explain the major theories of prominenteconomists (e.g.,Adam Smith, DavidRicardo,Thomas Malthus, Karl Marx,John Maynard Keynes) in the context ofthe economic issues and challenges oftheir times;

– apply economic concepts (e.g., opportu-nity cost, demand, absolute advantage) andmodels (e.g., production-possibilityboundary, the market, circular flow) toidentify and analyse choices, forecast eco-nomic change, and define a reality, prob-lem, or issue;


– apply the cost-benefit method of inquiryto current economic issues to evaluatechoices, using stakeholder criteria andeconomic goals.

Communication


– communicate the results of inquiries,using a variety of styles and forms (e.g.,reports, essays, discussions, presentations),as well as visual supports (e.g., charts,graphs, computer presentations);

– use an accepted form of documentation(e.g., footnotes, endnotes, or author-datecitations; bibliographies or reference lists)to document all information sources,including electronic sources;

– communicate economic information indifferent ways, as appropriate to the con-text (e.g., derive the linear equation for ademand and supply curve, translate tablesinto graphs), and use appropriate termi-nology in discussing economic concepts;

– produce a report analysing the currenteconomic situation, the trends in theeconomy, and the strengths and weak-nesses of the economy.

53

G e ogr a p hy

Overview

Geography is an integrative subject that brings a variety of perspectives, both social and physical, to the study of people, places, and environments around the world. Knowing wherephysical, social, or political events or processes occur helps students gain a spatial perspectiveon them. Understanding the processes that shape the earth and knowing how life forms inter-act with the environment allow them to view events from an ecological perspective. Historicaland economic perspectives help students understand the relationship between people and theirenvironments, as well as interactions that occur among groups of people. Studying geography,students receive practical guidance for decision making and problem solving in geographicplanning, economic development, and environmental and resource management.

As the world’s economies become increasingly interdependent, as pressures on the world’sresources mount, and as concerns about issues such as global warming, urbanization, and population growth escalate, people need to become geographically literate and able to makeinformed judgements about environmental and social issues.The Grade 11 and 12 geographycourses will help students develop a more sophisticated understanding of this essential area of learning.

Strands

The following are the five strands into which the geography courses are organized.

Geographic Foundations: Space and Systems. When geographers study the earth’s surface, theywork with spatial measurements such as elevation, distance, area, direction, and scale, as well aswith complex ideas such as place, region, distribution, and pattern. Geography also includesthe study of physical, economic, cultural, and political systems. By learning about the structure,evolution, and interaction of these systems, students gain insight into the interconnectedness ofthe physical and human worlds.

Human-Environment Interactions. People are an integral part of the natural environment. Thenatural environment affects people’s lives in many fundamental ways, and people in turn affectthe environment through their policies and activities. A similar relationship exists betweenpeople and their urban, cultural, and economic environments. Students need to understandthese relationships in order to analyse the human consequences of natural events and theeffects of human decisions on the environment.

Global Connections. Geography requires that students assume a global perspective on eventsand processes in any part of the world. Geographers study the special characteristics of differ-ent parts of the world and the connections between them. They consider issues that affectlocal communities and those that affect the whole world. Since the world’s economies arebecoming increasingly interconnected, and the flow of people, products, money, information,and ideas around the world is accelerating, a global perspective is particularly important fortoday’s students.


Understanding and Managing Change. As the world undergoes continual change, studentsneed many different kinds of knowledge and skills to be successful. Geographers use bothlocal and global perspectives to identify trends, analyse the factors that cause change, and fore-cast the effects of change in the relationships between the earth’s natural and human systems.These kinds of knowledge and skills are invaluable in problem solving and planning.

Methods of Geographic Inquiry and Communication. Geographers use a wide array ofapproaches and tools in their work. Some of these, such as fieldwork and computer analysis,are used in various disciplines; others are more specific to geographic studies. The latterinclude mapping, interpretation of aerial photographs, remote sensing, and image analysis usingthe global positioning system (GPS) and geogr a p h i c information systems (GIS).The study ofgeography is especially relevant to contemporary students because, in addition to teachingthem to view the world from both spatial and ecological perspectives, it familiarizes them withthis broad range of new and traditional techniques and approaches.

55

The A m e ri c a s : G e o graphic P a t t e r ns and Issues, ( C G D 3 M )Grade 11, U n i ve rs i t y / C o l l e ge Pr e p a r a t i o n

This course investigates the geographic systems and patterns of the Americas, focusing onquestions arising from the growing interdependence of the countries in the region. Studentswill examine diverse environmental, economic, and cultural factors influencing the differentcountries and their peoples, and the interactions among them. Students will use a variety ofgeotechnologies and inquiry and communication methods to investigate trends and issues andcommunicate their findings.

Prerequisite: Geography of Canada, Grade 9,Academic or Applied


Geographic Foundations: Space and Sy s t e m s



• describe and compare the natural characteristics of the equatorial, midlatitude, and polarregions of the Americas;

• compare the diverse human systems and cultural realms of the Americas;

• analyse the political, economic, and social factors that contribute to disparities in economicdevelopment within the Americas.


Building Knowledge and Understanding


– describe the patterns of natural character-istics in the Americas (e.g., landforms, veg-etation, climate, soils, water bodies);

– describe the cultural realms (e.g.,Anglo-American, Francophone, Lusophone, LatinAmerican, Caribbean, indigenous) andother major human patterns (e.g., eco-nomic activities, standards of living, demo-graphics) of the Americas;

– identify how colonizing countries haveinfluenced people and the environment inselected regions of the Americas;

– explain the relationships among patterns ofsettlement, resource distribution, develop-ment, and migration in selected regions ofthe Americas;

– describe trade patterns within and betweenselected economic regions of the Americasand analyse the factors that have shapedthem.

Developing and Practising Skills


– compare the major characteristics ofselected ecosystems in the Americas (e.g.,tropical rainforest, tundra, boreal forest,grassland, alpine region);

– analyse the factors affecting the economicdevelopment of different regions in theAmericas;

– compare the standards of living of variousgroups (e.g., social classes, cultural groups)within selected countries or regions of theAmericas.

Learning Through Application


– analyse economic and quality-of-life data(e.g., infant mortality rates, genderinequality at work, life expectancy, percapita income) to identify patterns ofsocio-economic inequality within theAmericas;

– evaluate the effects of contact with othercultures on indigenous peoples in selectedregions of the Americas;

– analyse development patterns in selectedregions of the Americas (e.g., Bolivia,north-eastern Brazil, the Caribbean, theArctic) and identify the benefits and disadvantages of development for eachregion chosen.

57T H E A M E R I C A S : G E O G R A P H I C P A T T E R N S A N D I S S U E S , G R A D E 1 1 , U N I V E R S I T Y / C O L L E G E P R E P A R A T I O N ( C G D 3 M )

Human-Environment Interactions



• analyse the causes and effects of human-environment interactions in various ecological zonesof the Americas;

• evaluate the environmental and economic consequences for the Americas of natural hazardsand climatic variations;

• analyse the linkages between population shifts and changes in physical and human environ-ments in the Americas.




– describe the causes and effects of environ-mental degradation in specific areas of theAmericas (e.g., the Amazon or the Arctic);

– describe the natural characteristics ofselected regions that have led to the devel-opment of primary industry (e.g., agricul-ture, forestry, mining);

– analyse the regional distribution of differ-ent types of natural disasters and climaticvariations that affect the Americas (e.g., volcanoes, earthquakes, tornadoes,El Niños) and describe their conse-quences;

– analyse the effects of rural-to-urban popu-lation shifts on mega-cities of the Americas(e.g., Mexico City, São Paulo,Toronto,New York City).



– analyse the short-term and long-termsocial, environmental, and economic effectsof natural hazards on selected regions inthe Americas (e.g., earthquakes in CentralAmerica, hurricanes in the Caribbean andsouthern United States);

– compare the ways in which selectedgroups of indigenous peoples in the

Americas have responded to the chal-lenges and opportunities of their environ-ments (e.g., in house design, resourcemanagement, transportation, ecotourism);

– analyse how human migrations haveaffected selected natural and human envi-ronments in the Americas (e.g., settlers inthe Amazon Basin, squatters in Caracas orRio de Janeiro);

– predict the direction of future economicdevelopment in the Americas and itsimpact on the environment.



– conduct a geographic inquiry (e.g., a casestudy) that demonstrates how variousregions in the Americas (e.g., centralMexico, south-west United States) areaffected by and deal with water scarcity;

– describe the long-term local and globaleffects of the destruction of major forestregions in the Americas (e.g., boreal forest,tropical rainforest);

– analyse how the production and transport-ation to market of selected resources (e.g.,bananas, coffee, minerals, forest products)affect natural ecosystems and human soci-eties in the Americas.


Global Connections



• evaluate the impact of the global economy on the environment and peoples of theAmericas;

• analyse how the nations of the Americas interact to promote or defend their political,economic, environmental, and social interests;

• assess the roles of current and emerging major powers in the Americas.




– describe how disparities between rich andpoor nations in the Americas affect inter-actions between them (e.g., transborderresource needs, trade, migrations);

– describe various organizations and group-ings in the Americas (e.g., NAFTA, OAS,Mercosur, Caricom) and the economic,political, or military purposes for whichthey have been formed;

– explain the significance of the Americas inthe global economy with respect to thetrade in selected products (e.g., wheat, cof-fee, citrus fruits, bauxite);

– describe various ways in which individuals,multinational corporations, and govern-ments participate in the international rela-tions of the countries of the Americas(e.g., through trade missions, culturalexchanges, environmental movements,sanctions, foreign aid);

– describe Canada’s responsibilities to therest of the countries of the Americas (e.g., to provide humanitarian assistance,engage in political dialogue, promote eco-nomic cooperation);

– explain how their geographic advantagesand disadvantages (e.g., location, size,resources, population) affect the economicdevelopment of the nations of theAmericas.



– evaluate the effects on Central and SouthAmerica of world demand for the regions’products and resources (e.g., the localimpacts of operations of multinationalcompanies);

– explain the economic, social, and environ-mental impact of the global economy onthe people and environments of selectedcountries in the Americas, includingCanada;

– identify criteria that can be used to char-acterize emerging powers in the Americas(e.g., literacy rates, gross national product[GNP] and other social and economicindicators, military strength, population);

– analyse economic data to determine theglobal ranking, as producers and users ofresources, of the Americas as a group andof individual nations of the Americas;

– evaluate the effectiveness of a cooperativeapproach for resolving economic differ-ences between members of a selectedtrading bloc within the Americas;

– analyse key aspects of the geopolitical roleplayed by the United States (e.g., in termsof economic power, military strength,political influence, corporate policies)throughout the history of the Americas.




– analyse selected examples of relationshipsthat have developed between regions inthe Americas because of environmentalproblems (e.g., oil spills, ozone depletion),resource needs (e.g., energy exchanges,water transfers), and border conflicts;

– analyse examples of Canadian foreigninvestment in selected countries of theAmericas and explain the advantages anddisadvantages of such investment for boththe investing and the receiving countries;

– evaluate the role played by a selectedtransnational corporation in the economicdevelopment or underdevelopment of aregion in the Americas;

– evaluate the feasibility of expanding cur-rent trade alliances (e.g., Free Trade Areaof the Americas [FTAA], Mercosur,NAFTA) in the Americas;

– analyse the evolution and evaluate thecurrent international status of a selectedemerging power in the Americas (e.g., Brazil, Mexico), using political,military, social, and economic criteria.


Understanding and Managing Change



• evaluate the effects of various political, economic, social, and technological changes on physical and human environments in the Americas;

• analyse the problem of underdevelopment in the Americas and explain the difficulties inalleviating it;

• evaluate various aid programs in the Americas and their impact.




– describe how population distribution inthe Americas has changed over the pastone hundred years as a result of changes inpopulation growth, the economy, andtechnology;

– analyse how development projects in acountry in the Americas (e.g., James Bayhydroelectric project, water diversionschemes, oil exploration and extractionprojects) affect local environments andeconomies, indigenous peoples, and othercountries;

– describe the contributions made by non-governmental organizations (NGOs) (e.g.,Amnesty International,World Vision,Greenpeace) to selected countries of theAmericas.



– propose solutions to high population den-sities in the cities of the Americas;

– analyse the impact of travel and tourismon a selected Caribbean nation (e.g.,Barbados, the Bahamas, Cuba, Jamaica);

– analyse the positive and negative effects ofinternational aid on the poorest countriesof the Americas (e.g., DominicanRepublic, Haiti).



– compare the problems of living in a largecity in North America to those of livingin one in South America;

– analyse a development project in theAmericas to determine its effect on localenvironments and economies, includingthose of indigenous peoples (e.g., miningin the Amazon, rural improvement pro-jects in Central America, mining of theAthabasca oil sands in Alberta);

– evaluate the role of the CanadianInternational Development Agency(CIDA) in one of the countries of theAmericas (e.g., Belize, Honduras, Haiti).


Methods of Geographic Inquiry and Communication



• use the methods and tools of geographic inquiry to locate, gather, evaluate, and organizeinformation;

• analyse and interpret data gathered through research and investigation, using a variety ofmethods and geotechnologies;

• communicate the results of geographic inquiries, using appropriate terms and concepts and a variety of forms and techniques.


Research


– develop and use appropriate questions tofocus a geographic inquiry;

– gather geographic information from pri-mary sources (e.g., field research, surveys,interviews) and secondary sources (e.g.,books and journals, mainstream and alter-native media, CD-ROMs, the Internet) toresearch a geographic topic or issue;

– gather geographic information, using avariety of geographic tools and technolo-gies (e.g., maps, remote-sensing imagery,aerial photographs, satellite images, geo-graphic information systems [GIS]);

– evaluate the credibility of sources (e.g.,authority, impartiality, expertise) and thereliability and usefulness of information(e.g., accuracy and relevance, absence ofbias or prejudice, arguments substantiatedby evidence);

– identify the educational requirements,job descriptions, current opportunities,and future prospects for selected careersthat require geographic knowledge andskills.

Interpretation and Analysis


– distinguish among opinion, argument, andfact in research sources;

– use a variety of geotechnologies to inter-pret, analyse, and synthesize information inconnection with a geographic inquiry(e.g., geographic information systems[GIS], global positioning system [GPS],hypermedia);

– use graphic organizers (e.g., semanticwebs, cross-classification charts, timelines,Venn diagrams) to clarify and interpretgeographic information;

– use different types of maps (e.g., road,topographical, thematic) to identify andinterpret geographic relationships;

– use appropriate statistical methods (e.g.,calculate averages, medians, correlations)and categories of data (e.g., populationdistribution, density, migration rates) ingeographic analysis, observing acceptedconventions;

– develop possible solutions to geographicproblems or issues, using appropriate fore-casting, decision-making, and/or problem-solving strategies;


– explain the different points of view on ageographic issue that are, or might be, heldby various stakeholders (e.g., individuals,business organizations, governments, spe-cial interest groups);

– produce a variety of maps, diagrams, andcharts, following accepted conventions,to illustrate geographic patterns and relationships;

– provide appropriate and sufficient geographic evidence and well-reasonedarguments to support opinions and conclusions;

– complete an independent inquiry thatdeals with a topic or issue concerning theAmericas and that reflects the requiredelements of a geographic inquiry (e.g.,stated focus of inquiry; research and analy-sis using geographic methods and tools,including geotechnologies; arguments andconclusions supported by evidence).

Communication


– c o m municate the results of geogr a p h i ci n q u i ri e s , for different audiences and pur-p o s e s , using a va riety of forms (e. g . ,o r a land written re p o rt s , multimedia pre s e n t a-t i o n s ,e s s ays) and including geogr a p h i cvisual support s , both conventional ( e. g . ,p h o t ogr a p h s ,c h a rt s , gr a p h s ,m o d e l s ,o r g a n i z e rs ,d i a gr a m s , maps) and geotech-n o l ogical (e. g . , computer-generated mapsand gr a p h s ,a e rial photogr a p h s ,s a t e l l i t ei m a g e s ) ;

– use an accepted form of academic docu-mentation (e. g . ,f o o t n o t e s ,e n d n o t e s ,o rauthor-date citations; b i bl i ographies or re f e rence lists) to acknowledge all inform a-tion sourc e s , including electronic sourc e s ;

– use appro p riate term i n o l ogy when com-municating results of geographic inquiri e s .

63

P hysical Geog r a p hy : Pa t t e rn s , P ro c e s s e s , ( C G F 3 M )and Interactions, Grade 11, U n i ve rs i t y / C o l l e ge Pr e p a r a t i o n

This course examines the major patterns of physical geography and the powerful forces thataffect them. Students will investigate the dynamic nature of the earth, the evolving relationshipbetween the planet and its people, and the factors that limit our ability to predict the changesthat will occur. Students will use a wide range of geotechnologies and inquiry methods toinvestigate the distribution and interaction of the elements of their physical environment andto communicate their findings.






• explain major theories of the origin and internal structure of the earth;

• analyse the sources and nature of energy flows through the lithosphere, atmosphere,hydrosphere, and biosphere;

• explain the physical processes that create landforms, climate, soils, and vegetation.




– explain how the earth’s orbit (e.g., revolu-tion, rotation) and tilt relate to the seasonsand annual variations in climate;

– describe the relationship between themoon and the earth and some of its effects(e.g., tides, biodynamic agriculture);

– describe the components of the internalstructure of the earth (e.g., core, mantle,crust) and their origins;

– explain why the physical evidence foundon the surface of the earth and at the bot-tom of the oceans supports the theory ofplate tectonics;

– identify the principal features of the litho-sphere, atmosphere, hydrosphere, and biosphere;

– identify the interconnections among nat-ural systems (e.g., natural vegetation, cli-mate, wildlife) within selected ecosystems;

– describe the origins, distribution, and fre-quency of different kinds of storms (e.g.,frontal depressions, hurricanes, tornadoes,thunderstorms);

– explain the factors determining the rates at which different physical processes occur(e.g., continental erosion, soil formation,tectonic uplift).



– describe the process of formation and thecharacteristics of the major rock types(e.g., igneous, sedimentary, metamorphic),using diagrams and drawings;

– describe the effects of convection currentson the motion of the earth’s crustal plates;

– analyse and explain (e.g., using maps anddiagrams) the global distribution patternsof major physical features (e.g., Ring ofFire, rivers, mountain systems, deserts);

– describe the flow of matter and energythrough ecosystems (e.g., hydrologic cycle,carbon cycle) and explain the relationshipof these flows to landforms, climate, soils,and vegetation;

– explain how climatic controls act uponthe elements of the atmosphere to produce the climatic zones of the earth;

– explain the roles of erosional agents (e.g.,water, ice, wind, chemical processes) inshaping physical features (e.g., meanders,valleys, dunes, caves).

65P H Y S I C A L G E O G R A P H Y : P A TT E R N S , P R O C E S S E S , A N D I N T E R A C T I O N S , G R A D E 1 1 , U N I V E R S I T Y / C O L L E G E P R E P A R A T I O N ( C G F 3 M )



– outline the relationships among mountainranges, occurrences of earthquakes/volca-noes, and tectonic plate boundaries andexplain the processes that are believed toshape those relationships;

– differentiate between continental andoceanic plates and explain the processes atwork along their boundaries (e.g., subduc-tion, folding, faulting, sea floor spreading);

– explain the concepts of heat balance andair circulation, using local examples (e.g., driveways, lawns, water bodies);

– analyse the effects of natural variations inclimate on the structure and compositionof the soils and vegetation of selectedregions;

– analyse the relationship between the pres-ent characteristics of local landforms andthe processes that shaped them.





• explain how the earth provides both a habitat for life and a resource for society;

• evaluate the impact of natural systems on people and their activities;

• evaluate the impact of human life on the environment;

• explain the importance of stewardship and sustainability as guiding principles for human use of the physical environment.




– explain the economic importance of cer-tain geological formations (e.g., SudburyBasin, Pretoria Group);

– describe the trade-offs for humans livingin areas that are subject to natural disrup-tions (e.g., coastal zones, slopes of activevolcanoes, regions of tectonic activity suchas California and Japan);

– describe the effects of human activities(e.g., urban expansion, resource exploi-tation) on various aspects of the environment;

– describe the importance of using sustain-able practices in resource-based industries(e.g., forestry, mining, fishing, agriculture).



– analyse the roles of natural features andprocesses (e.g., volcanoes, river erosion) inproviding economic resources for society(e.g., fertile soils for agriculture);

– analyse how natural hazards (e.g., earth-quakes, hurricanes, landslides) affect humanactivities;

– analyse ways in which human activitiesmay increase or decrease the risks fromnatural hazards (e.g., floods, avalanches,tornadoes);

– evaluate the impact on a selected region of human-caused changes in atmosphericconditions (e.g., acid precipitation, smog,ozone depletion).



– use a variety of formats (e.g., maps, pho-tos, diagrams) to describe the post-glacialfeatures in Ontario (e.g., drumlins nearPeterborough) and some of the benefitspeople have derived from these features(e.g., aggregates for construction, recre-ation areas, groundwater);

– evaluate the impact of human activities(e.g., deforestation, the burning of fossilfuels, fertilizer use) on natural cycles (e.g., the carbon, nitrogen, or phosphoruscycles);

– analyse how selected human activitiesaffect a local environment (e.g., farmingand soil erosion, vehicle use and air pollution);

– illustrate (e.g., in a case study) how theconcept of sustainability is applied in alocal environment (e.g., through water-shed management, wildlife management,forestry or fishery management).

67P H Y S I C A L G E O G R A P H Y : P A T T E R N S , P R O C E S S E S , A N D I N T E R A C T I O N S , G R A D E 1 1 , U N I V E R S I T Y / C O L L E G E P R E P A R A T I O N ( C G F 3 M )

Global Connections



• explain the reasons for the global patterns of continents and oceans, landforms, climate, soils,and vegetation;

• explain the importance of water to global systems;

• analyse local, regional, and global issues related to physical geography.




– describe the similarities and differencesamong global ecosystems (e.g., temperateand tropical rainforests, polar and mid-latitude deserts);

– explain the role that oceans and oceancurrents play in moderating climate;

– identify local, regional, and global issuesrelated to physical geography.



– explain the relationships that link globalpatterns of landforms, climate, soils, andvegetation to each other;

– describe the distribution of significantocean currents (e.g., Gulf Stream, PeruCurrent) and prevailing winds (e.g.,North-west Trades, South-west Monsoon)and their relationships to world vegetationand soil patterns.


By the end of this course students will:

– compare global distribution patterns ofclimate, soils, and vegetation with patternsin a local bioregion;

– analyse the effects of human activities(e.g., urbanization, industrialization, recre-ation, deforestation) on water resources;

– summarize the geopolitical issues facingnations that share various physical regions(e.g., the Great Lakes Basin, the circumpo-lar regions, the Middle East, the Sahel, theNile River valley);

– analyse the effects that human activitiesand/or natural events in a region or coun-try can have on another part of the world(e.g., downstream impacts of dams, cli-matic effects of volcanic eruptions, acidprecipitation or ozone layer depletionfrom the burning of fossil fuels).





• analyse the causes and consequences of climate change;

• analyse how changes in natural systems are caused by natural phenomena;

• explain how human uses of the earth, especially uses involving technology, cause changesover time in natural systems.




– describe the potential effects of climatechange on the sustainability of resource-based industries (e.g., agriculture, forestry,offshore oil extraction, fishing);

– explain the relationship between naturalvariations in global climate and glacialmovements;

– identify the mechanisms of change withinthe lithosphere (e.g., mountain building,erosion, landslides), atmosphere (e.g.,greenhouse effect), hydrosphere, and biosphere;

– illustrate how short-term and long-termnatural processes affect natural systems(e.g., tsunamis, soil formation, erosion,chemical and mechanical weathering).



– distinguish natural short-term variabilityfrom long-term trends in historical climatedata;

– explain the potential effects of long-termclimate change (e.g., global warming) ondifferent parts of the world, including theirlocal community;

– explain the correlation between changes inpopulation density, changes in humanactivities, and changes in the “ecologicalfootprint” of our species.



– describe the difficulties involved in pre-dicting climate change;

– analyse the long-term effects of humanuse of a distinctive ecosystem (e.g., desert,tundra, tropical rainforest);

– analyse changes in the physical geographyand land use in their local area over time tod e t e rmine how these changes have affectedthe population and the env i ro n m e n t ;

– evaluate the role of technology in chang-ing relationships between humans and theenvironment.

69P H Y S I C A L G E O G R A P H Y : P A T T E R N S , P R O C E S S E S , A N D I N T E R A C T I O N S , G R A D E 1 1 , U N I V E R S I T Y / C O L L E G E P R E P A R A T I O N ( C G F 3 M )




• use the methods and tools of geographic investigation and inquiry to locate, gather, evaluate,and organize information;


• communicate the results of geographic inquiries and investigations, using appropriate termsand concepts and a variety of forms and techniques.


Research and Investigation


– develop and use appropriate questions tofocus a geographic inquiry or inve s t i g a t i o n ;


– identify selected physical features on theearth’s surface (e.g., mountains, rivers,deserts) using various sources (e.g., maps,aerial photographs, satellite images, geo-graphic information systems [GIS]);

– use remote-sensing imagery, maps, theglobal positioning system (GPS), and geo-graphic information systems (GIS) to mea-sure natural conditions (e.g., to predictweather or flooding; to determine thehealth of vegetation);


– identify the educational requirements, jobdescriptions, current opportunities, andfuture prospects for selected careers thatrequire geographic knowledge and skills.





– analyse quantitative and qualitative datacollected from field studies (e.g., tempera-ture readings, soil samples, observationsrecorded in field notes or sketches);

– use different types of maps (e.g., road,topographical, thematic) to interpret geo-graphic relationships;

– use appropriate statistical methods (e.g.,calculate averages, medians, correlations)in geographic analysis, observing acceptedconventions;



– explain the limitations on our ability tomake accurate predictions about physicalphenomena (e.g., the weather, earth-quakes, hurricanes);


– produce a variety of maps, diagrams, andcharts, following accepted conventions,to illustrate geographic patterns and relationships;

– provide appropriate and sufficient geo-graphic evidence and well-reasoned arguments to support opinions and conclusions.

Communication


– communicate the results of geographicinquiries and investigations, for differentaudiences and purposes, using a variety offorms (e.g., oral and written reports, mul-timedia presentations, essays) and includ-ing geographic visual supports, both conventional (e.g., photographs, charts,graphs, models, organizers, diagrams, maps)and geotechnological (e.g., computer-generated maps and graphs, aerial photo-graphs, satellite images);

– use an accepted form of academic docu-mentation (e.g., footnotes, endnotes, orauthor-date citations; bibliographies orreference lists) to acknowledge all infor-mation sources, including electronicsources;

– use appropriate terminology when com-municating results of geographic inquiriesand investigations.

71

G e o gr a p h i c s : The Geog r a p h e r ’ s To o l k i t , ( C G T 3 E )Grade 11,Workplace Pr e p a r a t i o n

This course focuses on giving students practical experiences with geotechnologies and re l a t e ds k i l l s . Students will engage in image interp re t a t i o n , desktop mapping, analysis using geogr a p h i ci n f o rmation systems (GIS), use of the global positioning system (GPS), and data collection andm a n a g e m e n t . Students will conduct fie l d work and explore applications and career opport u n i t i e sin env i ro n m e n t a l ,e c o n o m i c, and political contexts. Students will use a va riety of commu n i c a t i o ntools and methods to present the results of their inve s t i g a t i o n s .

Prerequisite: Geography of Canada, Grade 9, Academic or Applied





• explain basic spatial concepts and processes;

• explain the fundamental concepts and processes of a range of geotechnologies;

• explain how various geotechnologies can be used to support business and government activities;

• use geotechnologies and apply spatial concepts and processes to carry out geographic studies, with an emphasis on the local community.




– explain the fundamental concepts andprocesses of a geographic information system (GIS) (e.g., an attribute table,layering, querying), the global positioningsystem (GPS) (e.g., satellite and receiver,radio waves, triangulation), and remotesensing (e.g., electromagnetic energy,targets, sensors);

– explain the concept of map projections(e.g., Mercator, Peters);

– differentiate between spatial and non-spatial data; point, line, and area data;raster and vector data; and qualitative and quantitative data;

– define the term business geogra p h i c sand outline the range of techniques itencompasses (e.g., marketing and advertis-ing, route planning, site selection, andredistricting);

– explain how government departments(e.g., engineering, planning, health, utili-ties, police, environment) make use ofgeotechnologies and spatial data in theiroperations (e.g., in land use planning, landregistration, assessment of land claims,surveying, property assessment, urban planning).



– use a GIS to carry out spatial processes(e.g., buffering, geocoding, georeferenc-ing) and to perform analytical functions(e.g., querying).



– differentiate between large-scale andsmall-scale maps and use scale to calculate distance and area;

– determine absolute location and relativelocation using a variety of methods andtools (e.g., for absolute location: using latitude and longitude, UniversalTransverse Mercator system; for relativelocation: using maps, aerial photographs,field observations);

– use GPS to collect location data onselected geographic phenomena in thelocal community (e.g., a trail, landmarks,property boundaries, hydrologic features);

– produce maps, charts, and graphs, usingdata illustrating local geographic themes;

73G E O G R A P H I C S : T H E G E O G R A P H E R ’ S T O O L K I T , G R A D E 1 1 , W O R K P L A C E P R E P A R A T I O N ( C G T 3 E )

– use geotechnologies to analyse selectedaspects of physical and human geography(e.g., glacial features, drainage, vegetation,land use, demographics, modes of trans-portation), preferably of the local area;

– conduct a structured study relating to theactual or potential use of geotechnologiesby a local business, government agency, orcommunity group (e.g., GIS use in localbusinesses, groups, and governmentdepartments; resource mapping by conser-vation authorities).





• explain the use of geotechnologies in studying and managing human-environment interactions;

• evaluate the usefulness of geotechnologies for identifying environmental concerns anddeveloping possible solutions.




– describe the role of geotechnologies infacilitating the efficient and responsible useof resources (e.g., forests, minerals,fisheries);

– explain the role of geotechnologies inaddressing environmental problems result-ing from human action (e.g., pollution,deforestation, species extinction);

– describe the role of geotechnologies inaddressing human problems resulting fromenvironmental forces (e.g., hurricanes,floods, avalanches);

– describe the role of geotechnologies inoutdoor recreation (e.g., hiking, fishing,snowmobiling, canoeing);

– explain the role of geotechnologies inaddressing First Nation issues (e.g., landclaims, reserve management, resourceinventories).



– use geotechnologies to relate patterns ofphysical geography (e.g., relief, drainage) topatterns of human geography (e.g., settle-ments, land subdivision, distribution ofCanada’s national parks);

– interpret remotely sensed images to obtaina synoptic view of major issues affectingthe environment (e.g., deforestation, deser-tification, urbanization);

– use geotechnologies to investigate a topicrelated to the environment (e.g., acid precipitation).



– evaluate the benefits and effectiveness ofusing geotechnologies in sparsely popu-lated areas (e.g., the use of GPS in search-and-rescue operations, the satellite moni-toring of environmental impacts ofmilitary activities, the radar imaging offorests);

– use geotechologies to create a map of anaspect of the local environment (e.g., anature trail, a river course, a shoreline);

– assess how geotechnologies could havebeen used to avert famous disasters (e.g., the sinking of the Titanic or theOcean Ranger drilling platform, the ExxonValdez oil spill, the Halifax explosion);

– describe ways of using geotechnologies toimprove the local environment (e.g., tocreate tree planting areas or walking trails;for waste collection; to reduce pollution);

– plan a hypothetical local development(e.g., a recreational facility, a commercialoutlet, an institution) with the aid of geo-technologies, and describe the environ-mental impact it would have.


Global Connections



• explain the use of geotechnologies in addressing matters of global concern;

• analyse global geographic patterns using spatial concepts and processes;

• use techniques of geographic inquiry to complete an investigation concerning global physical, demographic, or economic patterns.




– describe the role of geotechnologies inaddressing issues affecting the world as awhole (e.g., global warming, high popula-tion densities);

– explain how satellites support such globalactivities as communication, navigation,surveying, imaging, and mapping;

– explain the role of geotechnologies infacilitating interaction, cooperation, andcommunication between peoples.



– interpret maps and images to learn aboutareas that cannot be experienced at firsthand (e.g., mountains, wetlands);

– compare images of different places to iden-tify similarities and contrasts (e.g., popula-tion and relief);

– interpret satellite images to obtain a syn-optic view of major world features (e.g., mountain systems, vegetation belts,oceans).



– assess the role of geotechnologies in vari-ous aspects of international affairs (e.g.,the use of GIS in disaster relief, GPS inwarfare, satellite monitoring in controllingnuclear proliferation);

– explain a global phenomenon (e.g., rain-forest destruction, desertification, global-ization) incorporating geotechnology(e.g., use ArcView to illustrate epicentresand magnitudes of seismic activity).





• explain and demonstrate the use of geotechnologies to monitor and predict change in thephysical and human environment;

• evaluate the implications for the user of developments in geotechnology.




– describe the role of geotechnologies,especially satellite imaging, in monitoringchanging features and phenomena (e.g., seaice, forests, oil spills);

– describe the role of geotechnologies,especially GIS, in predicting processes andevents (e.g., urban sprawl, earthquakes,tsunamis, coastal erosion);

– identify recent advances in the field ofgeotechnology (e.g., palm GIS, InternetGIS) and predict future changes;

– identify key Canadian contributions togeotechnology (e.g., Radarsat);

– describe the extension of geotechnologicalapplications into new domains (e.g., vehi-cle navigation, criminology, marketing).



– describe changes in the local landscapeover time by interpreting a temporalsequence of maps and aerial photographs.



– use geotechnology to illustrate changes inthe physical and/or cultural geography oftheir local community;

– compare the personal geotechnologicalskill set of students today with their corre-sponding skill set two years earlier.





• locate and collect information for geographic inquiries from appropriate sources and usingappropriate tools and methods;

• demonstrate the understanding and skills required to use a variety of conventional and geotechnological methods and tools in geographic investigations, and to interpret findings;



Research and Data Collection


– locate and gather geographic information(e.g., data and statistics, maps, images) froma variety of sources (e.g., governments,private companies, the Internet);

– collect raw data, using appropriate obser-vational methods (e.g., personal interview,questionnaire survey, field study, directmeasurement);

– locate and gather information from reliablewebsites related to geography, geographicinformation systems (GIS), and other geotechnologies, using appropriate searchengines;

– use an Internet mapping utility to locateaddresses and gather information;

– identify educational requirements, jobdescriptions, current opportunities, andfuture prospects for selected careers involv-ing the use of geotechnologies.

Methods and Tools of Geographic Inquiry


– identify the conceptual and design criteriathat make for a well-designed map orgraphic (e.g., good generalization, symbolcontrast, balanced layout);

– classify different kinds of maps accordingto the purpose for which they are used(e.g., topographic, thematic, navigational);

– apply basic thematic mapping methods(e.g., choropleth, dot, proportional symbol);

– select and apply the appropriate map type(e.g., unique value, graduated colour/sym-bol, chart, dot) and classification methods(e.g., equal interval, natural breaks, quan-tile), given a variety of spatial data sets;

– identify the main types of remote sensingimages (e.g., aerial photographs, thermo-grams, radar images);

– use a global positioning system (GPS)receiver to execute basic survey opera-tions, including the measurement of loca-tions and elevations;

– perform basic operations on topographicmaps (e.g., specify location by six-figurereference; measure distances using scales;read elevations from contours; identifysymbols using a legend);

– perform basic operations on satelliteimages and aerial photographs (e.g., deter-mine scale by measurement; identify fea-tures by interpretation; view the landscapein 3D using a stereoscope);

– orient a map or aerial photograph in thefield and relate the features shown to thesurrounding landscape;


– use graphics software to produce a rangeof well-designed graphs, charts, and diagrams;

– use mapping software to generate a varietyof well-designed maps, including thematicmaps based on statistical data;

– create a small computer database relatingto their local area, perform maintenanceoperations, and execute simple queries;

– execute a systematic field survey in theirlocal area and plot the results as a map.

Communication


– communicate the results of geographicinquiries and investigations, for differentaudiences and purposes, using a variety offorms (e.g., oral and written reports, mul-timedia presentations) and including geo-graphic visual supports, both conventional(e.g., photographs, charts, graphs, models,organizers, diagrams, maps) and geotech-nological (e.g., computer-generated mapsand graphs, aerial photographs, satelliteimages);



.

79

Tr a vel and T o u ri s m : A Regional Geographic P e rs p e c t i ve, ( C G G 3 O )Grade 11, O p e n

This course focuses on travel and tourism as the vehicle for studying selected world regions.Using a variety of geotechnologies and inquiry and communication methods, students willconduct and present case studies that develop their understanding of the unique characteristicsof selected world regions; the environmental, cultural, economic, and political factors thatinfluence travel and tourism; and the impact of the travel industry on communities and environments around the world.

Prerequisite: Geography of Canada, Grade 9, Academic or Applied





• explain themes and concepts related to re gional geogr a p hy, including re gi o n ,p a t t e rn ,m ove-m e n t , and interaction;

• evaluate the influence of human systems on patterns of travel and tourism and, c o nve rs e l y, t h ei n fluence of travel and tourism on human systems;

• analyse how fa c t o rs such as movements of people and re gional characteristics influence trave land tourism pattern s ;

• explain the characteristics of the travel and tourism industry from a geographic pers p e c t ive.




– explain how natural features (e.g., rivers,mountain ranges) and human criteria (e.g., political boundaries) are used todefine regions;

– identify and describe the different types ofregions (e.g., homogeneous, functional,multi-factor, city-centred, frontier);

– explain how the various components thatmake up the travel and tourism industryare interconnected (e.g., accommodations,attractions, types of transportation);

– identify selected factors that influencetravellers’ destination choices (e.g., loca-tion, accessibility, cost, safety, amenities,personal preferences).



– determine the reasons (e.g., business, recre-ation, education, religion) for patterns oftourist travel within selected regions;

– classify different types of travel and tourism(e.g., business travel, adventure tourism,ecotourism);

– analyse the effects of human systems (e.g., transportation networks, time zones)on travel and tourism;

– explain how tourism-related developmentcan have a significant effect on human sys-tems (e.g., through expansion of trans-portation networks, multiplier effects onthe economy).



– analyse the major natural, cultural, eco-nomic, and political characteristics ofselected tourist regions;

– explain how the characteristics of differenttourist regions (e.g., presence of nationalparks) influence the patterns of tourismwithin Canada;

– analyse the economy of a local region todetermine the multiplier effect of tourismon it;

– identify natural and human features thatattract tourists to their local region.

81T R A V E L A N D T O U R I S M : A R E G I O N A L G E O G R A P H I C P E R S P E C T I V E , G R A D E 1 1 , O P E N ( C G G 3 O )




• explain how environmental factors affect patterns of travel and tourism;

• analyse the impact of different types of travel and tourism on the natural environment;

• evaluate the effectiveness of programs and initiatives designed to manage and protect theresources on which tourism is based.




– identify the natural resources on whichtourism is based and justify the need forsustainable development;

– identify selected natural and cultural WorldHeritage Sites and the factors responsiblefor their selection.



– compare the positive and negative effectsof tourism on people and the environmentin selected sites or regions (e.g., Banff,Niagara Falls, the Pyramids,Antarctica);

– analyse specific examples of how touristactivities can threaten fragile environmentsor species (e.g., big game safaris andwildlife, diving and coral reefs, whalewatching and whale behaviour, golfcourses and wetlands).



– evaluate the criteria used to designate alocation as a natural or cultural tourist destination (e.g., national park,WorldHeritage Site);

– produce a set of criteria or “code ofbehaviour” for tourists travelling in fragileenvironments (e.g., criteria for ecotourists,adventure tourists);

– describe UNESCO’s role and the chal-lenges it faces in protecting significantnatural and cultural heritage sites (e.g., Machu Picchu, L’Anse auxMeadows, the Great Barrier Reef );

– assess the need for sustainable develop-ment and protection of the resources onwhich tourism is based in selected sites orregions (e.g., Point Pelee National Park,Algonquin Provincial Park, the ThreeGorges Dam, the Aswan High Dam);

– predict and explain the likely impact of anatural or human-caused disaster on traveland tourism in a selected region (e.g., ahurricane in a Caribbean country, an oilspill in a coastal region, a tsunami in SouthAsia).


Global Connections



• describe global patterns of travel and tourism and the factors that influence them;

• explain the social, environmental, cultural, economic, and political effects of travel andtourism on various destination regions;

• compare the characteristics of selected tourist regions of the world.




– explain how touri s t s ’ values and practicesm ay change local values and practices inwhat is known as the demonstration effect;

– explain why specific countries have favo u r -a ble (e. g . ,S p a i n , Italy) and unfavo u r a bl e( e. g . ,G e rm a ny, Ko rea) tourism trade b a l a n c e s ;

– explain why it is important for tourists torespect the cultural and re l i gious traditionsof others ;

– d e s c ribe the types of cultural conflicts thatt o u rists may experience in selected wo r l dre gions and the reasons for these confli c t s .



– analyse global tourism patterns in a varietyof countries and explain the reasons forthe observed patterns (e.g., cruising in theCaribbean, ecotourism in Costa Rica,back-country skiing in the CanadianRockies);

– compare rates of tourism and touristspending for selected countries;

– describe the social, environmental, cultural,economic, and political effects of travel andtourism associated with internationalevents (e.g., Olympics,World Cup soccer,world’s fairs,World Youth Day);

– compare travel and tourism characteristicsfor two world-class city-centred regions(e.g.,Tokyo, Singapore, Cairo,Amsterdam,New York, Rio de Janeiro);

– analyse the causes and effects of economicdisparities between selected world tourismregions (e.g., Cuba and Monaco, HongKong and Kenya).



– evaluate the natural and human attributesthat contribute to the success of selectedglobally significant tourist attractions (e.g.,Victoria Falls in Zimbabwe, Carnivalin Rio de Janeiro);

– report on the role played by internationalorganizations in encouraging interactionamong peoples of the world (e.g.,WorldTourism Organization [WTO], Inter-national Olympic Committee [IOC]);

– explain the relationship between thedevelopment of travel and tourism in adeveloping country and the country’s levelof economic growth.





• explain how changes and trends in society have an impact on travel and tourism patterns;

• analyse the social, environmental, cultural, economic, and political effects of tourism-relateddevelopment on a community or region;

• evaluate the impact on travel and tourism of the plans, policies, and initiatives of govern-ments, businesses, and other organizations.




– identify recent trends in travel and tourism(e.g., mass tourism, retirement travel, inter-national business travel, government trademissions, adventure travel, ecotourism) andtheir effects on natural systems and theenvironment;

– identify the economic, cultural, political,and environmental components of selectedissues related to travel and tourism;

– explain how various factors contribute tothe growth or decline of tourism aroundthe world (e.g., transportation costs; gov-ernment initiatives; HIV/AIDS, SARS, orother diseases);

– explain issues that arise when planning fortourism development within a region(e.g., the need to balance visitors’ interestsand those of the local community, theneed to protect natural environments andhistorical landmarks while encouragingeconomic diversification).



– show how changes in technology or in itsuses alter travel and tourism patterns (e.g., improvements in Scuba tanks; use ofhelicopters for heli-skiing);

– analyse some actual or potential effects ofplanning, policies, marketing, and advertis-ing on travel and tourism patterns;

– analyse the impact of adventure travel andecotourism on the indigenous people of aregion;

– analyse the effects of political, economic,cultural, and environmental motivatorsand barriers on travel and tourism patterns(e.g., visas, tax incentives, currency fluctu-ations, conflict among cultures, activitiesof transnational corporations, volcanicactivity).



– analyse the effects of an increase intourism on the natural and human systemsof a selected region (e.g., Banff NationalPark,Antarctica, the Himalayas);

– analyse how changes in lifestyles (e.g., indisposable income, amount of leisure time,attitudes) have affected travel and tourismpatterns;

– predict (e.g., based on a case study) thefuture of tourism for a selected region ordestination (e.g., the Canadian Arctic,countries in Africa or Asia, outer space);

– explain how tourist activities may con-tribute to the exploitation of people.





• use the methods and tools of geographic inquiry to locate, gather, evaluate, and organizeinformation;


• communicate the results of geographic inquiries, using appropriate terms and concepts and a variety of forms and techniques.


Research


– develop and use appropriate questions tofocus a geographic inquiry on a topic orissue in travel and tourism;

– gather geographic information from pri-mary sources (e.g., field research, surveys,interviews) and secondary sources (e.g.,books and journals, mainstream and alter-native media, CD-ROMs, the Internet) toresearch a topic or issue related to travel,tourism, or regional geography;



– identify the educational requirements, jobdescriptions, current opportunities, andfuture prospects for selected careers relatedto the travel and tourism industry.




– use a variety of geotechnologies to inter-pret, analyse, and synthesize informationrelated to travel, tourism, and regionalgeography (e.g., remote sensing, imageanalysis, geographic information systems[GIS], global positioning system [GPS]);

– use different types of maps (e.g., road,topographical, thematic), graphs, organiz-ers, and diagrams to clarify and interpretgeographic information and relationships;

– use appropriate statistical methods (e.g., calculate averages, medians, correla-tions) in the analysis of travel and tourismpatterns, observing accepted conventions;

– develop possible solutions to problems orissues related to travel, tourism, or regionalgeography (e.g., a plan to protect a fragileecosystem from the effects of travel andtourism), using appropriate forecasting,decision-making, and/or problem-solvingstrategies;


– explain the different points of view on anissue related to travel and tourism that are,or might be, held by various stakeholders(e.g., individuals, travel companies, indige-nous populations, governments, specialinterest groups);

– produce a variety of maps, graphs, dia-grams, and charts, following accepted conventions, to illustrate patterns and relationships related to travel, tourism,and regional geography;

– provide appropriate and sufficient evidence and well-reasoned arguments to support opinions and conclusions.

Communication


– communicate the results of geographicinquiries, for different audiences and pur-poses, using a variety of forms (e.g., oraland written reports, multimedia presenta-tions, essays) and including geographicvisual supports, both conventional (e.g., photographs, charts, graphs, models,organizers, diagrams, maps) and geotech-nological (e.g., computer-generated mapsand graphs, aerial photographs, satelliteimages);


– use appropriate terminology (e.g., region,pattern, spatial interaction, multiplier effect,demonstration effect, regional planning) whencommunicating results of geographicinquiries.

86

Canadian and World Issues: A Geographic A n a l y s i s , ( C G W 4 U )Grade 12, U n i ve r sity Pr e p a r a t i o n

This course examines the global challenges of creating a sustainable and equitable future,focusing on current issues that illustrate these challenges. Students will investigate a rangeof topics, including cultural, e c o n o m i c, and geopolitical re l a t i o n s h i p s , re gional disparities inthe ability to meet basic human needs, and protection of the natural env i ro n m e n t . S t u d e n t swill use geotechnologies and skills of geographic inquiry and analysis to develop and com-municate balanced opinions about the complex issues facing Canada and a world that isi n t e rdependent and constantly changi n g .

Prerequisite: Any university or university/college preparation course in Canadian and worldstudies, English, or social sciences and humanities

87C A N A D I A N A N D W O R L D I S S U E S : A G E O G R A P H I C A N A L Y S I S , G R A D E 1 2 , U N I V E R S I T Y P R E P A R A T I O N ( C G W 4 U )




• explain how the earth’s natural and human systems are interconnected in multiple, complexways;

• analyse the causes and effects of economic disparities around the world;

• compare the cultural, economic, and political aspirations of selected groups and the effects oftheir actions on local, national, and global geographic issues.




– describe the interdependence of ecologyand economics;

– explain why places and regions are impor-tant to the identities of selected humangroups (e.g., Nunavut as an example ofAboriginal self-government; Jerusalem as a holy city for Christians, Jews, andMuslims);

– explain how point of view influences anindividual’s perceptions of a place (e.g., adeveloper and an environmentalist differon the best use for a wetland; indigenouspeoples differ with other groups on whatconstitutes a wilderness);

– identify different methods of groupingcountries (e.g., by level of development,political or economic affiliation, culturalcharacteristics) and evaluate the implica-tions of categorizing countries in theseways;

– identify ways in which countries andregions of the world are becoming increas-ingly interdependent;

– identify the social, economic, cultural,political, or ecological components ofselected geographic issues;

– compare the economic and political aspi-rations of selected regional or culturalgroups within different countries;

– explain why it is important to understandthe cultural and religious traditions of oth-ers (e.g., roles and status of men andwomen in different parts of the world).



– analyse the changing spatial distribution ofpolitical systems (e.g., democracy, social-ism, communism, military dictatorship)around the world;

– analyse the causes and consequences ofrecent events involving refugees and eval-uate the effectiveness of national andinternational policies for dealing withrefugees;

– evaluate the significance of a variety ofmovements to protect resources and envi-ronments (e.g., Chipko women’s move-ment in India, protests against clear-cutting in Canada).



– describe the distribution of the world’smajor biomes and compare the productiv-ity and diversity of selected ecosystems(e.g., the low productivity and biodiversityof deserts versus the high productivity andbiodiversity of tropical rainforests);


– analyse appropriate statistical indicators(e.g., those relating to population, culture,resources, technology, military expendi-ture, literacy, medical care) to asssess thequality of life in a variety of developedand developing countries in different partsof the world;

– analyse the causes of economic disparityin the local or regional community;

– predict geographic consequences (e.g.,changes in boundaries, trade flows, eco-nomic development, involvement in inter-national organizations, environmentalethic) of separation or independence for aregion or cultural group that is now partof a larger country.





• analyse the impact of selected global trends on people and environments at the local,national, and global level;

• analyse geographic issues that arise from the impact of human activities on the environmentin different regions of the world;

• evaluate approaches, policies, and principles relating to the protection and sustainability ofthe planet’s life-support systems.




– explain how human-induced changes innatural systems can diminish their capacityfor supporting human activity (e.g., over-fishing on Canada’s East Coast, desertifica-tion in the Sahel region of Africa);

– outline the factors that influence selectedworld demographic trends;

– explain why people perceive resource useand sustainable development differently atdifferent times and in different places.



– analyse the impact on natural and humansystems of selected human migrations;

– analyse the impact on natural and humansystems of past and current trends in agri-culture (e.g., Green Revolution, corporatefarming, biotechnology, monoculture,organic farming);

– analyse the impact on natural and humansystems of some of the side-effects ofurbanization and urban growth (e.g., thedestruction of wildlife habitat, traffic con-gestion, land-use conflicts);

– evaluate the economic, social, and ecologi-cal impact of current practices used inharvesting or extracting a selectedresource (e.g., the clear-cutting of forests,the exporting of fresh water, open-pitmining);

– evaluate the effectiveness of various poli-cies and practices that are used to promotesustainable development (e.g., polluter-pays policies, zero-population-growthpolicies, local community initiatives) inselected places and regions of the world;

– analyse the effects on the environment ofvarious trade policies or agreements (e.g.,fair-trade cooperatives, North AmericanFree Trade Agreement).



– evaluate the short-term and long-termeconomic, social, and environmentaleffects of efforts to increase the productiv-ity of a selected natural environment (e.g.,hydroponic farming, wetland reclamation,hillside terracing, aquaculture);


– assess how selected municipal, provincial,and federal government policies con-tribute to sustainable resource develop-ment in Canada;

– produce a case study of a specific situationin which resource development has con-tributed to the disruption of an ecosystem(e.g., oil extraction and logging onLubicon Cree lands in Alberta, construc-tion of hydroelectric dams in Canada orAsia, mining development in Indonesia,tourism development in Antarctica).


Global Connections



• analyse the influences that increase the interdependence of countries around the world;

• analyse instances of international cooperation and conflict and explain the factors that contributed to each;

• evaluate the social, economic, and environmental impact of the strategies for sustainabledevelopment implemented by a variety of individuals, organizations, and institutions.




– identify current global sustainability issuesand environmental threats (e.g., green-house gas emissions, global warming);

– explain how inequities in the distributionof resources (e.g., water scarcity, unequalland distribution) and boundary disputes(e.g., confiscation of land) contribute touprisings and conflicts;

– describe the structure, membership, andactivities of various international eco-nomic alliances and agreements (e.g.,E u ropean Union [EU],A f rican Union [AU ],Association of Southeast Asian Nations[ASEAN], North American Free TradeAgreement [NAFTA]);

– explain how economies and environmentsin some places can be affected by decisionsmade in other places (e.g., the southernOntario automobile industry is affected bydecisions made by parent companies in theUnited States; the delta region of Bangla-desh experiences flooding that is partlydue to the clearing of forested slopes inthe Himalayas);

– describe the contributions of individualswho have been influential in addressingglobal issues and evaluate the impact oftheir work (e.g., Jody Williams – Inter-national Campaign to Ban Landmines;Nelson Mandela – promotion of humanrights and a “non-racial” society; GroHarlem Bruntland – promotion of theconcept of sustainable development).



– analyse the economic and environmentaleffects of colonialism and neocolonialismon selected countries (e.g., UnitedKingdom in South Africa);

– analyse geopolitical relationships betweenselected countries and regions (e.g.,between countries sharing the waters ofthe Nile or countries sharing the GrandBanks fishing grounds);

– analyse the evolving global geopoliticalrole of a selected region or country (e.g., European Union, Iraq,Asia-Pacificnations) and evaluate how its actions contribute to international cooperation or conflict.




– assess the relative importance of the various factors that influence the qualityof life;

– evaluate the performance of a selectedtransnational corporation with respect tothe promotion of environmental sustain-ability and human rights;

– analyse problems of hunger and poverty inselected countries and explain how certainpractices may aggravate the problems(e.g., military spending, natural hazards,the growing of cash crops, foreign mone-tary intervention);

– explain the relevance to their own lives ofthe work on poverty, disease, and the envi-ronment done by governmental and non-governmental organizations (e.g., UnitedNations,World Health Organization,Sierra Club, Greenpeace).





• analyse trends and predict changes in the human use of the earth and its resources;

• evaluate the cultural, economic, and environmental impact of changing technology;

• evaluate the effectiveness of short-term and long-term solutions to geographic problems andissues at the local, national, and global level.




– explain how economic and cultural con-siderations (e.g., availability of resources orworkers, cultural or religious beliefs aboutchildbearing) influence a country’s popula-tion policies (e.g., Canada’s immigrationpolicy, China’s “one child” policy);

– explain how local participation in thedevelopment process (e.g., recycling programs) can help build sustainable communities;

– explain how new technology affectsemployment (e.g., skill requirements, pro-portion of workers in different sectors ofthe economy) and resource management(e.g., rate of resource use, labour requirements).



– predict future global demographic changesand their economic, environmental, andsocial implications;

– analyse trends related to the consumptionof selected resources to determine the sus-tainability of the resources;

– evaluate the role played by non-govern-mental organizations and local communityinitiatives in different parts of the world(e.g., Oxfam Canada, the Grameen Bankin Bangladesh) in promoting sustainabledevelopment and responsible resourcemanagement.



– identify local awareness levels and view-points relating to a current geographicissue (e.g., by conducting a survey in theschool or community);

– evaluate the perspectives and arguments ofvarious stakeholders on a current issue(e.g., as presented in a round-table discus-sion or mock hearing);

– assess the environmental and economicimpact of a selected case of environmentalderegulation in Canada (e.g., forestry policy changes in British Columbia);

– evaluate the effectiveness of an interna-tional agreement (e.g., Kyoto Protocol,Convention on Biological Diversity,Montreal Protocol, Convention on theLaw of the Sea) that has been designed toaddress global issues or protect the globalcommons (e.g., air, fresh water, oceans,biodiversity).





• use the methods and tools of geographic inquiry to locate, g a t h e r, eva l u a t e, and organizei n f o rm a t i o n ;

• analyse and interp ret data gathered through re s e a rch and inve s t i g a t i o n , using a va riety ofmethods and geotechnologi e s ;

• c o m municate the results of geographic inquiri e s , using appro p riate terms and concepts and a va riety of forms and techniques.


Research


– develop and use appropriate questions tofocus a geographic inquiry;



– evaluate the credibility of sources (e.g., authority, impartiality, expertise) andthe reliability and usefulness of informa-tion (e.g., accuracy and relevance, absenceof bias or prejudice, arguments substanti-ated by evidence);

– identify the educational requirements, jobdescriptions, current opportunities, andfuture prospects for selected careers thatrequire geographic knowledge and skills.





– use different kinds of maps and images(e.g., topographic maps, thematic maps,satellite images) to identify, interpret, andanalyse geographic relationships, includingthose that involve the consequences ofhuman activities or environmental phenomena;

– use appropriate statistical analysis tech-niques (e.g., correctional analysis) in geographic analysis, observing acceptedconventions;



– explain why it is difficult to make accuratepredictions relating to human use of theearth and its resources, and why some pre-dictions are more (or less) accurate thanothers;


– produce a variety of maps (e.g., thematic,choropleth), diagrams, and charts, follow-ing accepted conventions, to illustratelocal or global patterns and relationships;

– draw conclusions or make judgements orpredictions on the basis of reasoned analy-sis and supporting evidence;

– complete an independent inquiry into aselected local, national, or global issue thatreflects the required elements of a geo-graphic inquiry (e.g., stated focus ofinquiry; research and analysis using geo-graphic methods and tools, includinggeotechnologies; arguments and conclu-sions supported by evidence).

Communication


– communicate the results of geographicinquiries, for different audiences and pur-poses, using a variety of forms (e.g., oraland written reports, multimedia presenta-tions, essays) and including geographicvisual supports, both conventional (e.g.,photographs, charts, graphs, models, orga-nizers, diagrams, maps) and geotechnolog-ical (e.g., computer-generated maps andgraphs, aerial photographs, satelliteimages);


– use appropriate terminology (e.g., region,pattern, interdependence, global perspective,global commons, disparity, equity, carryingcapacity, ethnocentrism, anthropocentrism, sus-tainable development, human developmentindex) when communicating results ofgeographic inquiries.

96

World Geography: Human Patterns and Interactions, (CGU4U)Grade 12, University Preparation

This course examines how humans interact with their natural environments and with each other.Students will study the influence of spatial, political, economic, and social factors on settlementpatterns, human migration, cultural change, globalization, and environmental trends. Students willuse geotechnologies and skills of geographic inquiry and analysis to extend their knowledge ofhuman geography and to identify and explain current trends and patterns, and predict future ones.


97W O R L D G E O G R A P H Y : H U M A N P A T T E R N S A N D I N T E R A C T I O N S , G R A D E 1 2 , U N I V E R S I T Y P R E P A R A T I O N ( C G U 4 U )




• analyse the characteristics of selected ecumenes to explain why they change over space and time;

• apply concepts of spatial interaction to explain the impact of spatial factors on human systems;

• explain the influence of social, political, cultural, economic, and environmental factors on human environments and activities.




– compare the capacity of selected ecumenesto meet human needs in the past, in thepresent, and in various locations (e.g.,evolving characteristics of agriculture inrainforest regions and in Canada’s prairies);

– identify boundaries according to type (e.g., natural, artificial, antecedent,subsequent).



– explain why people living in similar envi-ronments may evolve different ways of life(e.g., communities in the Gobi Desert inMongolia and the Mojave Desert inCalifornia);

– use concepts of spatial interaction (e.g., intervening opportunities, comple-mentarity, distance decay) to explain patterns of movement between places (e.g., trade patterns, transportation patterns);

– explain how and why national andregional boundaries evolve (e.g., effect ofthe end of the Cold War on nationalboundaries in Eurasia; impact of colonial-ism on creation of national boundaries inAfrica and Asia).



– analyse a megalopolis (e.g., the GreatLakes region of Canada, the south-easternregion of Honshu, Japan) to determine itsmajor geographic characteristics (e.g., spa-tial organization, urban systems, demogra-phy) and the factors that have shaped itspresent pattern;

– assess how culture (e.g., religion, genderroles, social values, food preferences) andfunction (e.g., finance, trade, government,education, manufacturing) affect settle-ment patterns and human activities;

– use concepts of spatial interaction toexplain selected movements of goods andpeople;

– show how (e.g., by producing a casestudy) characteristics of their local areahave evolved to meet changing humanneeds;

– propose solutions to selected boundaryconflicts and internal disputes.





• explain how humans have modified the natural environment to create particular landscapes;

• analyse the environments of urban areas to determine the effects on them of large-scalerural-to-urban migration;

• evaluate ways in which humans adapt or have adapted to the natural environment and natural phenomena.




– identify examples from around the worldof positive and negative effects of humanactivities on the natural environment;

– explain why humans have made distinctivealterations to selected physical environ-ments (e.g., terraced hillsides in Thailand,polders in the Netherlands);

– describe how the physical characteristics of a landscape (e.g., landforms, climate,soils, and vegetation) influence settlementpatterns;

– explain the locational advantages and disadvantages of different sites for humanactivities (e.g., proximity to water or toviable agricultural lands).



– analyse selected physical features (e.g., theYellow River valley) to identify the advan-tages and disadvantages of intensive humanuse;

– analyse selected environments to evaluatethe impacts of urbanization on them (e.g., air pollution, slums, counter-urbanization);

– explain the reasons why people leave ruralareas and move to cities in large numbersand the consequences of these movementsfor rural and urban landscapes;

– explain why various environments havediffering capacities to support populationgrowth and industrial development.



– assess the short-term and long-term costsand benefits (e.g., economic, ecological,social) of a national or regional develop-ment plan that involves major environ-mental changes (e.g., China’s ThreeGorges project);

– analyse how human migration has affectedselected ecosystems (e.g., produce a casestudy of the impact of refugee movementson fragile environments in Africa or Asia);

– explain how natural hazards (e.g., drought,flooding, typhoons, landslides, earth-quakes) and environmental problemscaused by human activities (e.g., oil spills,acid precipitation) affect development inselected regions.


Global Connections



• evaluate the effectiveness of international organizations in strengthening the links amongworld peoples;

• analyse examples of cultural/economic/ecological convergence and divergence to identifytheir causes;

• evaluate the effects of the information revolution, technological progress, and global trade on selected world regions.




– explain how various international organi-zations (e.g., United Nations,World Bank,World Health Organization, Red Crossand Red Crescent Societies,AmnestyInternational) work to foster connectionsamong world peoples and countries;

– analyse how cultural characteristics (e.g., religion, language, ethnicity) create or maintain links within and betweenregions;

– explain how technology contributes tocultural/economic/ecological convergence(e.g., by facilitating cross-cultural contact)and divergence (e. g . , by re i n f o rcing nation-a l i s m , re l i gious fundamentalism, c u l t u r a ls e p a r a t i o n , economic pro t e c t i o n i s m ) .



– analyse examples of the influence of cul-ture on human activities (e.g., pilgrimages,tourism);

– evaluate the impact of technologicalchange (e.g., industrialization, the Internet)in a region of the world;

– analyse examples of international coopera-tion to explain how people in differentcountries can work together to solveinternational problems (e.g., InternationalCampaign to Ban Landmines);

– analyse examples of cultural and economicconvergence to explain how social phe-nomena contribute to convergence (e.g., widespread use of English in busi-ness, ethnic quarters in large cities, culturalassociations and centres).



– evaluate the effectiveness of internationalorganizations in maintaining peacebetween countries (e.g., United Nations,North Atlantic Treaty Organization,Asia-Pacific Economic Cooperation);

– explain the role played by culture andeconomics in selected instances of conflictor cooperation;

– outline the positive and negative effects ona country’s economic, cultural, political,and social life when its economy is basedon a single resource (e.g., oil in Nigeria ora Middle Eastern country).





• explain the causes and effects of human migrations;

• analyse various types of regional economies to determine the causes of regional economicdisparities;

• assess the effectiveness of measures to alleviate regional economic disparities and resolveconflicts related to them.




– identify different types of migration (e.g., immigration, forced migration, eco-nomic migration, seasonal migration) andassociated push and pull factors (e.g., polit-ical conditions, economic incentives, reli-gious and family ties);

– analyse world regions that have experi-enced considerable international migrationto explain the reasons for these trends(e.g., government policies);

– explain what is meant by regional eco-nomic disparities, using examples from different parts of the world;

– explain the challenges (e.g., with respect toimports/exports, sharing of offshoreresources) of being a landlocked country(e.g., Switzerland, Bolivia,Afghanistan,Uganda) and describe strategies suchcountries use to meet these challenges.



– analyse the causes of selected great migra-tions of history and explain their effects onsettlement patterns;

– evaluate the positive and negative effects ofimmigration and emigration policies onhuman movements;

– describe how mass migrations influencethe spread of cultures and affect under-standing between peoples;

– analyse the causes of selected examples ofregional economic disparity (e.g., inAboriginal communities);

– analyse selected examples to explain therelationship between population move-ments and regional economic disparities;

– analyse the effects of international aid ondeveloping countries.



– compare the push and pull factors influ-encing potential migrants from developingand developed countries;

– evaluate the political, economic, and socialimpacts of a selected development projecton the ability of people to control theirland and lifestyles (e.g., Habitat forHumanity International);

– evaluate (e.g., in a case study) a develop-ment plan in a region or country (e.g., Community Garden Society ofInuvik, NT; Guatemala Stove Project) todetermine whether it will help reduceregional disparities and improve economicand social well-being.





• use the methods and tools of geographic inquiry to locate, gather, evaluate, and organizeinformation related to a topic or issue in human geography;


• communicate the results of geographic inquiries, using appropriate terms and concepts and avariety of forms and techniques.


Research


– develop and use appropriate questions tofocus a geographic inquiry into humanpatterns and interactions;

– gather geographic information from pri-mary sources (e.g., field research, surveys,interviews) and secondary sources (e.g., books and journals, mainstream andalternative media, CD-ROMs, theInternet) to research a topic or issuerelated to human geography;


– evaluate the credibility of sources (e.g., authority, impartiality, expertise) andthe reliability and usefulness of informa-tion (e.g., accuracy and relevance, bias orprejudice, arguments substantiated by evidence);

– identify the educational requirements, jobdescriptions, current opportunities, andfuture prospects for selected careers relatedto human geography.




– use a variety of geographic tools and geo-technologies to interpret, analyse, and syn-thesize information in connection with aninquiry related to human geography (e.g., maps, remote sensing, geographicinformation systems [GIS], global posi-tioning system [GPS], hypermedia);

– use sequences of maps, aerial photographs,and satellite images to illustrate globalhuman patterns, describing, comparing,and analysing changes over time and pre-dicting future changes;

– use appro p riate statistical analysis techniques( e. g . ,c o rrectional analysis) and categories ofdata (e.g., population distribution, density,migration rates) in the analysis of topicsand issues in human geography, observingaccepted conventions;

– develop possible solutions to problems orissues related to human geography, usingappropriate forecasting, decision-making,and/or problem-solving strategies;


– compare and contrast the positions of dif-ferent groups on selected issues related tohuman geography;

– produce a variety of maps, diagrams, andcharts, following accepted conventions, toillustrate human patterns and relationships;


– complete an independent inquiry thatdeals with a political, economic, cultural,or social issue related to a selected regionor country and that reflects the requiredelements of a geographic inquiry (e.g.,stated focus of inquiry; research and analy-sis using geographic methods and tools,including geotechnologies; arguments andconclusions supported by evidence).

Communication



– use an accepted form of academic documentation (e.g., footnotes, endnotes,or author-date citations; bibliographies orreference lists) to acknowledge all infor-mation sources, including electronicsources;

– use appropriate terminology when com-municating results of inquiries on topicsand issues in human geography.

103

The En v i r onment and Resource Manag e m e n t , ( C G R 4 M )Grade 12, U n i ve rs i t y / C o l l e ge Pr e p a r a t i o n

This course investigates the complexity and fragility of ecosystems and the pressures humanactivities place on them. Students will examine ecological processes, the principles of sustain-ability, and strategies for resource management, with a focus on the challenges of environmen-tal degradation and resource depletion. Students will use geotechnologies and skills of geo-graphic inquiry to explain and evaluate various approaches to achieving a more sustainablerelationship between people and their environment.

Prerequisite: Any university, university/college, or college preparation course in Canadianand world studies, English, or social sciences and humanities





• analyse how the earth’s major components – the lithosphere, atmosphere, hydrosphere,and biosphere – interact and are interdependent;

• explain how key ecological processes contribute to ecosystem health;

• analyse how the distribution of ecosystems has been and continues to be influenced by natural conditions.




– describe selected relationships among the earth’s diverse natural systems (e.g.,climate, soils, vegetation, wildlife);

– describe the variety, complexity, and evolu-tionary characteristics (e.g., primary andsecondary succession) of selected ecosystems;

– explain the process of bio-accumulation ofchemicals within the food chain;

– identify the factors that contribute to thesurvival of a species within an ecosystem(e.g., genetic characteristics, availability ofhabitat, population size).



– analyse how matter and energy flow (e.g., in nutrient cycles; carbon, nitrogen,and hydrologic cycles; energy transfers)through the lithosphere, atmosphere,hydrosphere, and biosphere;

– explain interactions between producers,consumers, and decomposers within aselected ecosystem;

– analyse how various factors contribute tothe fragility and/or resilience of selectedecosystems.



– demonstrate how the earth is a self-sustaining system (e.g., using the analogyof a spaceship, the Biosphere Project);

– evaluate the contributions to their dailylife made by various characteristics of thebiosphere, lithosphere, atmosphere, andhydrosphere;

– assess the impact of an introduced species(e.g., zebra mussel, purple loosestrife,Asianlong-horned beetle) on an ecosystem;

– analyse how the distinctive natural features(e.g., climate, watershed, plants, animals) ofthe local ecosystem interact;

– illustrate how a combination of biotic andabiotic factors and processes produces aselected ecosystem (e.g., grassland, forest,desert, wetland).

105T H E E N V I R O N M E N T A N D R E S O U R C E M A N A G E M E N T , G R A D E 1 2 , U N I V E R S I T Y / C O L L E G E P R E P A R A T I O N ( C G R 4 M )




• explain significant short-term and long-term effects of human activity on the natural environment;

• analyse and evaluate interrelationships among the environment, the economy, and society;

• analyse patterns of resource availability and use.




– explain how human well-being and sur-vival depend on complex linkages withother components of the biosphere;

– identify differences in the perceptions ofnature and the views on environmentalpreservation of selected individuals andgroups (e.g., indigenous people, corpora-tions, government, recreationists);

– explain the difference between needs (e.g.,water, air, food, shelter) and wants (e.g.,material goods, luxury items);

– explain the effects on human health andthe environment of the use and prolifera-tion of selected chemicals.



– analyse ways in which selected humanactivities alter the natural environment(e.g., clear-cutting, pipeline construction,reforestation, wetland restoration);

– explain the impact of selected land usepractices (e.g., irrigation, pesticide use,urban sprawl, wetland alteration) onhuman and natural systems;

– evaluate the environmental, economic, andsocial implications of resource dependencyfor various individuals or groups (e.g.,indigenous peoples, lumber companies,pharmaceutical companies, farmers, tourists);

– explain how various factors and processesdetermine the spatial distribution andshort-term and long-term availability of a selected resource.



– illustrate how human systems (e.g., landuse, transportation networks, beliefs) andnatural systems interact within the localecosystem;

– evaluate the effects of fossil fuel use (e.g.,for transportation, heat, manufacturing) on urban and rural environments;

– illustrate ways in which environmentaldegradation is related to human healthconcerns (e.g., smog and respiratory problems);

– predict the social, economic, and environ-mental effects of the extraction and deple-tion of selected resources (e.g., overfishing/fish stocks; logging/rainforests; mining/va rious minerals; pollution of water sourc e s /water supply; urban sprawl/supply of arableland);

– estimate personal and class “ecological footprints” (e.g., based on consumption of resources, production of wastes).


Global Connections



• analyse environmental and resource management issues and explain their global implications;

• explain how population growth affects the sustainability of global ecosystems;

• evaluate the effectiveness of the efforts of the international community to deal with environ-mental and resource management issues.




– explain how growth in population andeconomic activity around the worldincreases pressure on natural resources andnatural systems (e.g., the effects of urban-ization and loss of agricultural land onfood production);

– summarize the requirements for includingnatural sites on the list of World HeritageSites;

– identify ways in which the traditional eco-logical knowledge and related activities ofindigenous peoples around the world affectthe environment;

– explain the need for international cooper-ation in achieving the sustainable use ofglobal resources.



– analyse how global resource consumptionis related to environmental degradation;

– evaluate the effectiveness of the efforts ofindividuals, groups, organizations, andagreements (e.g., United Nations, KyotoProtocol) to implement solutions to globalenvironmental concerns;

– evaluate the effectiveness of Canada’s par-ticipation in selected international organi-zations and agreements that deal withglobal environmental concerns;

– explain how human activity in one placemay cause changes to the environment inanother place (e.g., the Chernobyl nucleardisaster, acid precipitation, atmosphericpollution);

– analyse and assess selected viewpointsregarding a sustainability or resource man-agement issue.



– compare Canada’s efforts to protectendangered spaces and species with thoseof another country;

– describe the distribution of natural WorldHeritage Sites in Canada (e.g., DinosaurProvincial Park, Gros Morne NationalPark, Nahanni National Park) and explainwhy the sites were chosen;

– make recommendations for the creation ofa new natural World Heritage Site.





• evaluate the impact of economic, s o c i a l , p o l i t i c a l , and technological change on natural andhuman systems;

• explain the purpose of env i ronmental laws and regulations at the local, p rov i n c i a l , a n dnational levels and evaluate their effectiveness over time;

• evaluate a va riety of approaches to resolving env i ronmental and re s o u rce managementc o n c e rns on a local, re gi o n a l , and national scale.




– explain how environmental policies canaffect the economy (e.g., through job cre-ation or reduction, health costs, costs andbenefits of research and development);

– explain the purpose and nature of environ-mental-impact assessments;

– describe the rights and responsibilities ofindividuals with respect to protecting theenvironment for future generations;

– analyse the environmental-protectionactivities of non-governmental organiza-tions (e.g., the Sierra Club, Greenpeace,the World Wildlife Fund).



– evaluate the environmental implications of developments in selected areas of tech-nology (e.g., renewable-energy technolo-gies, biotechnology, forest-harvesting technologies);

– explain ways in which we can improve ourprotection of natural systems while contin-uing to meet human needs (e.g., throughorganic food production, wetland restoration);

– explain how selected environmental pro-tection principles and initiatives (e.g., vol-untary c o m p l i a n c e, p o l l u t e r - p ays pri n c i p l e,zero discharge policy, wildlife migrationcorridors, pollution taxes and credits)could contribute to economic and envi-ronmental sustainability;

– compare the economic and environmentalimplications of various waste managementmethods (e.g., reduce, reuse, recycle; land-fills; incinerators).



– produce a plan to reduce personal andclass “ecological footprints”;

– evaluate the impact on both human andnatural systems of a selected environmen-tal or resource management problem (e.g.,tropical deforestation, climate change,water scarcity);

– analyse the environmental impact of a par-ticular industry or human system (e.g.,tourism, diamond mining, a transportationsystem, a city) and recommend practicesto promote economic and environmentalsustainability.





• use the methods and tools of geographic inquiry to locate, g a t h e r, eva l u a t e, and organizei n f o rmation about env i ronmental and re s o u rce management issues and concern s ;

• analyse and interp ret data gathered through re s e a rch and inve s t i g a t i o n , using a va riety ofmethods and geotechnologi e s ;

• c o m municate the results of inquiri e s , using appro p riate terms and concepts and a va riety of forms and techniques.


Research


– develop and use appropriate questions tofocus a geographic inquiry on an environ-mental or resource management issue (e.g., deforestation, depletion of the ozonelayer, soil depletion, loss of biodiversity);

– gather geographic information from pri-mary sources (e.g., observations and datagathered through field research, surveys,interviews) and secondary sources (e.g., books and journals, mainstream andalternative media, CD-ROMs, theInternet) to research an environmental orresource management topic or issue;


– evaluate the credibility of sources (e.g.,authority, impartiality, expertise) and thereliability and usefulness of information(e.g., accuracy and relevance, argumentssubstantiated by evidence);

– identify the educational requirements,job descriptions, current opportunities,and future prospects for selected careersrelated to the environment and resourcemanagement.




– analyse a variety of media forms (e.g., political cartoons, governmentreports, advertisements, newspapers, peri-odicals, news reports) to identify biaseswith respect to environmental andresource management issues;

– use a variety of geographic tools and geo-technologies (e.g., maps, remote sensingimages, aerial photographs, satelliteimages, geographic information systems[GIS], global positioning system [GPS],hypermedia) to interpret, analyse, and synthesize information related to environ-mental and resource management topicsand issues;

– use graphic organizers (e.g., semanticwebs, timelines,Venn diagrams, cross-classification charts) to clarify and inter-pret information related to environmentaland resource management issues;

– use appropriate statistical methods (e.g., calculate averages, medians, correla-tions) in geographic analysis, observingaccepted conventions;


– develop possible solutions to problems or issues related to the environment orresource management (e.g., develop a plan to address a local environmentalissue), using appropriate forecasting,decision-making, and/or problem-solvingstrategies;

– explain the different points of view on anenvironmental or resource managementissue that are, or might be, held by variousstakeholders (e.g., individuals, developers,industrial firms, governments, specialinterest groups);

– produce a variety of maps, sketches, pho-tographs, diagrams, and charts, followingappropriate conventions, to illustrate theresults of inquiries on environmental andresource management topics and issues;


– complete an independent inquiry on alocal, regional, national, or global environ-mental or resource management topic orissue that reflects the required elements ofa geographic inquiry (e.g., stated focus ofinquiry; research and analysis using geo-graphic methods and tools, includinggeotechnologies; arguments and conclu-sions supported by evidence).

Communication


– communicate the results of geographicinquiries, for different audiences and pur-poses, using a variety of forms (e.g., oraland written reports, debates, multimediap re s e n t a t i o n s ,e s s ays) and including geo-graphic visual support s , both conve n t i o n a l( e. g . ,p h o t ogr a p h s ,s ke t c h e s ,c h a rt s , gr a p h s ,m o d e l s ,o r g a n i z e rs ,d i a gr a m s , maps) andg e o t e c h n o l ogical (e. g . ,c o m p u t e r - g e n e r a t e dmaps and gr a p h s ,a e rial photogr a p h s ,s a t e l-lite images);


– use appropriate terminology (e.g., ecology,biodiversity, carrying capacity, “ecological foot-print”, sustainable development, global com-mons) when communicating results ofinquiries related to the environment andresource management.

110

G e o m a t i c s : G e o t e c h n o l o gies in A c t i o n , ( C G O 4 M )Grade 12, U n i ve rs i t y / C o l l e ge Pr e p a r a t i o n

This course gives students experience in using geotechnologies to develop solutions to real-world problems involving physical and human geography. Students will extend theirknowledge of geomatics in the areas of cartography, geographic information systems (GIS),the global positioning system (GPS), and remote sensing. Students will develop critical-thinking and communication skills as they apply geotechnologies and geographic inquirymethods to devise and present ways of improving conditions for people and the environment.


111G E O M A T I C S : G E O T E C H N O L O G I E S I N A C T I O N , G R A D E 1 2 , U N I V E R S I T Y / C O L L E G E P R E P A R A T I O N ( C G O 4 M )




• explain mapping principles that influence how the earth is depicted in maps;

• explain basic spatial concepts;

• analyse how geotechnologies are used in studying physical and human systems.




– identify the concepts associated with ele-vation (e.g., mean sea level, contour lines,shading, spot heights, digital elevationmodel);

– differentiate between true, magnetic, andgrid directions;

– explain concepts associated with scale(e.g., large and small scale; linear, state-ment, and representative fraction);

– differentiate between spatial and non-spatial data; point, line, and area data; andqualitative and quantitative data;

– identify the properties and uses of mapprojections using examples from fourbroad groups: azimuthal, conical, cylindri-cal, and miscellaneous.



– express location by geographic coordi-nates, grid coordinates, and geocoding(e.g., street address, postal code);

– express directions as bearings (i.e., quad-rant method) and azimuths (i.e., whole circle method) and convert from one toanother;

– express scale in linear, statement, and representative fraction form and convertfrom one to another;

– analyse patterns of physical geography(e.g., relief, drainage) and human geogra-phy (e.g., settlements, land subdivision) onmaps, aerial photographs, and satelliteimages.



– calculate relative distance on the earthusing the concepts of great circles, smallcircles, meridians, and parallels;

– utilize geotechnologies in analyses ofphysical systems (e.g., resource mapping,climate modelling, forest mapping);

– utilize geotechnologies in analyses ofhuman systems (e.g., market analysis, routeplanning, precision farming, land use planning);

– represent a geographic area using a varietyof map projections (e.g.,TransverseMercator and Lambert Conformal) toillustrate its properties and uses.





• analyse how geotechnologies are used in studying and managing human-environment interactions;

• evaluate the effectiveness of geotechnologies in identifying environmental problems andfinding solutions.




– explain the role of geotechnologies infacilitating the efficient and responsible use of resources (e.g., forests, minerals,fisheries);

– explain the role of geotechnologies inaddressing environmental problems result-ing from human action (e.g., pollution,deforestation, species extinction);

– explain the role of geotechnologies inaddressing human problems caused by nat-ural environmental forces (e.g., hurricanes,floods, avalanches).



– use geographic information systems (GIS)to integrate physical and human factors ingeographic inquiries (e.g., to locate newroads through sensitive regions);

– relate patterns of physical geography (e.g., relief, drainage) to patterns of humangeography (e.g., settlements, land subdivi-sion) on maps and images;

– assess the role of geotechnologies inaddressing environmental issues affectingindigenous peoples (e.g., construction ofhydroelectric dams, resource management,construction of oil/gas pipelines, declineof traditional food sources, rainforestdevelopment, land claims).



– incorporate the use of geotechnologiesinto outdoor recreational activities (e.g., use geotechnologies to locate newbike trails, rank ski runs, compare atten-dance rates at parks, model terrain alonghiking paths);

– assess whether modern geotechnologiescould have been used to avert famous disasters (e.g., sinking of the Titanic,sinking of the Ocean Ranger drilling plat-form, eruption of Mount St. Helens,Frank Slide);

– use geotechnologies in studying human-environment interactions (e.g., resourcemanagement by indigenous peoples, oil-spill monitoring, risk management).


Global Connections



• explain how geotechnologies are used to learn about people, places, and issues around theworld;

• analyse how perceptions of places, situations, and events are affected by maps or other formsof geographic representations;

• evaluate the role of geotechnologies in facilitating global communication and internationalcooperation.




– explain the role of geotechnologies inaddressing issues affecting the world as awhole (e.g., global warming, high urbandensities, warfare);

– describe the use of radar imagery to pro-vide information about the earth’s surface(e.g., to “see” through cloud cover, fog,smoke from forest fires);

– explain how map projections (e.g., Mer-cator and Peters) can misrepresent the rela-tive areas of different parts of the world;

– explain how satellites support global communication, navigation, surveying,imaging, and mapping.



– interpret maps and images to learn aboutareas that cannot be experienced at firsthand (e.g., mountains, wetlands);

– compare images of different areas to iden-tify similarities and contrasts (e.g., popula-tion and relief );

– interpret satellite images to obtain anoverview of major world features (e.g., mountain systems, vegetation belts,oceans).



– explain the implications of cartographicbias (e.g., Eurocentric or Atlantic-centredversus Pacific-centred projections);

– analyse the use of maps for propagandaand explain the types of bias shown inthese maps;

– assess the positive and negative effects ofthe use of geotechnologies in interna-tional affairs (e.g., GIS in disaster relief,GPS in military operations, satellites in themonitoring of nuclear sites);

– examine ethical aspects of the use of geotechnologies (e.g., the implications for the rights to privacy and/or self-determination of individuals, marginalizedgroups, minority cultures, and developingcountries).





• explain the use of geotechnologies in monitoring change in dynamic systems;

• evaluate the use of geotechnologies in modelling and predicting future change;

• identify key stages in the evolution of geomatics.




– explain how modern geotechnologies,especially satellite imaging, can be used tomonitor changing phenomena (e.g., cropgrowth, clear-cutting, oil spills, tectonicplate movements);

– describe advances and trends in geomatics;

– identify key Canadian contributions togeomatics (e.g., Radarsat, Canada Geo-graphic Information System);

– analyse how advances in geomatics affectits users (e.g., effects on costs, trainingrequirements, stress levels).



– analyse the role of geotechnologies in pre-dicting catastrophic events (e.g., hurri-canes, tsunamis, avalanches, earthquakes);

– analyse the role of geotechnologies inanticipating long-term change (e.g., deser-tification, urban sprawl, rise in sea level).



– illustrate the extension of geomatics appli-cations into non-traditional domains (e.g., criminology, marketing, disease control, recreation);

– describe changes in their local landscapethrough time by interpreting a temporalsequence of maps or aerial photographs;

– use geotechnologies to predict futurechange in a physical or human system(e.g., impact of climate change on cropgrowth, impact of changes in ice sheetsand alpine glaciers on water levels).





• locate and collect information for geographic inquiries from appropriate sources and usingappropriate tools and methods;

• demonstrate the understanding and skills required to use a variety of conventional and geo-technological methods and tools in geographic investigations, and to interpret findings;



Research and Data Collection


– locate and gather geographic information(e.g., data and statistics, maps, images) froma variety of sources (e.g., government, pri-vate companies, the Internet);

– demonstrate an understanding of the waysin which various geotechnologies (e.g.,remote sensing, geographic informationsystems [GIS], global positioning system[GPS]) are used by business, industry, andgovernment;

– collect raw data, using appropriate obser-vational methods (e.g., personal interview,questionnaire survey, field observation,direct measurement);

– identify the areal units by which data arecommonly aggregated (e.g., enumerationareas, census tracts, school districts);

– assess the quality of data in terms of factorssuch as accuracy, completeness, currency,and cost;

– identify educational requirements, jobdescriptions, current opportunities, andfuture prospects for selected careers involv-ing the use of geotechnologies.

Methods and Tools of Geographic Inquiry


– explain the four basic mapping transfor-mations: reduction, projection, generaliza-tion, and symbolization;

– create well-designed maps or graphics thatmeet accepted conceptual and artisticdesign criteria (e.g., good generalization,symbol contrast, balanced layout);

– use the appropriate kind of map (e.g., topographic, thematic, navigational)for a given purpose;

– explain the principles of remote sensing(e.g., electromagnetic spectrum, platform,technology, processes);

– interpret a variety of remote sensingimages, from aerial photographs to satelliteimages, applying the principles of imageinterpretation (e.g., calculate scale, identifyfeatures, perform stereoscopic analysis);

– demonstrate an understanding of geo-graphic information systems (GIS) byidentifying the main subsystems of a GIS(i.e., data input, data management, dataanalysis, data output) and by explainingthe concepts and principles (e.g., layering,raster and vector models) and the key ana-lytical operations (e.g., reclassification,overlaying, buffering) associated with suchsystems;


– use GIS software to perform analyticaloperations (e.g., overlay analysis, routedetermination, database querying, simpleimage analysis);

– perform GIS analyses to isolate areas thatmeet specific criteria (e.g., criteria defin-ing suitable locations for a restaurant orlandfill or for planting particular crops);

– critically assess the results of a GIS analysis(e.g., in terms of data quality, cell size, ini-tial assumptions);

– evaluate the use of GIS and other geo-technologies in comparison with alterna-tive approaches used by geographers (e.g., field observation, library research,scientific experimentation);

– explain the basic principles of surveyingand the main techniques used in it (e.g.,use of tapes and compasses, measurementof distances and angles, use of the globalpositioning system [GPS]);

– explain the basic principle underlyingGPS and the significance of differentialGPS;

– use a GPS receiver to execute surveyoperations, including the measurement oflocations and elevations;

– execute a systematic field survey in theirlocal area and plot the results as a map.

– perform basic operations on topographicmaps (e.g., specify location by six-figurereference; measure distances using scales;read elevations from contours; identifysymbols using the legend);

– orient a map or aerial photograph in thefield and relate the features shown to thesurrounding landscape;

– produce a variety of visual representations(e.g., thematic maps, graphics, charts, mul-timedia representations), using computersoftware or other methods, to depict andanalyse the earth’s geographic patterns(e.g., precipitation, population density,personal income);

– apply various database functions in thecourse of conducting geographic inquiries(e.g., querying, sorting, summarizing,ranking);

– convert analogue data to digital data forcomputer input (e.g., by scanning or digitizing).

Communication


– communicate the results of geographicinquiries and investigations, for differentaudiences and purposes, using a variety offorms (e.g., oral and written reports, mul-timedia presentations) and including geo-graphic visual supports, both conventional(e.g., photographs, charts, graphs, models,organizers, diagrams, maps) and geotech-nological (e.g., computer-generated mapsand graphs, aerial photographs, satelliteimages);



117

World Geog r a p hy : Urban P a t t e r ns and Interactions, ( C G U 4 C )Grade 12, C o l l e ge Pr e p a r a t i o n

This course examines cities around the world and the social, political, cultural, environmental,and economic factors that shape them. Students will study urban structures and systems, theimpact of migrations on cities, and the impact of cities on the environment. Students will usegeotechnologies and apply geographic concepts and inquiry methods to analyse issues andproblems related to urban development and to formulate potential solutions.






• analyse and compare urban forms and functions around the world, using concepts and theories of spatial organization;

• explain how social, political, cultural, environmental, and economic processes shape urbanplaces;

• analyse and compare the characteristics of major urban systems in different parts of theworld.




– describe the major categories of land usein urban settlements (e.g., residential,commercial, industrial);

– define the spatial categories used in theanalysis of urban areas (e.g., catchmentareas, functional zones, trade regions);

– explain why urban places around theworld are different from one another;

– explain the concepts and processes of spatial interaction between urban places (e.g., intervening opportunities, comple-mentarity, distance decay);

– explain what a city is and how differenttypes of criteria can be used to defineurban regions;

– describe how social, political, cultural,environmental, and economic factors,patterns, and processes have influenced andcontinue to influence the development ofselected cities and urban environments;

– describe how cultural factors (e.g., placenames, gender roles, resource use, foodpreferences, belief systems) affect the char-acteristics of places;

– identify types of urban systems (e.g., trans-portation systems, service systems).



– explain selected theories of urban struc-ture (e.g., concentric zone, sector, andmultiple node theories) and apply them to major cities;

– illustrate changes in the distribution ofurban agglomerations of 5 million ormore inhabitants over time (e.g., 1950,1975, 2000);

– analyse how the quantity and nature ofurban functions change at different levelsof the urban hierarchy (e.g., hamlet, vil-lage, town, city, metropolitan area, andmegalopolis);

– explain why the urban-rural interfacechanges (e.g., as a result of: shifts in popu-lation, production, and/or economic patterns; changes in government policy;changing attitudes to urban sprawl);

– compare urban systems of North Americawith those of other selected regions (e.g., South Asia, sub-Saharan Africa),using selected criteria.

119W O R L D G E O G R A P H Y : U R B A N P A T T E R N S A N D I N T E R A C T I O N S , G R A D E 1 2 , C O L L E G E P R E P A R A T I O N ( C G U 4 C )



– apply concepts of spatial interaction toexplain selected global and regional move-ments between cities (e.g., of goods,people, information);

– analyse relationships among function andlocation, topography, transportation, andother factors in the functional zones (e.g., residential, public space, industrial) ofa selected urban area;

– analyse the distribution patterns ofselected characteristics of an urban area(e.g., land use, ethnic groups, populationstructure) and explain the reasons for theobserved patterns;

– compare urban areas in different conti-nents, using a variety of criteria (e.g., rateof urbanization, cultural and economicprofiles, resources);

– explain how a city influences its surround-ing areas (e.g., through transportation systems, trade, communications).





• describe how the natural environment influences the location and development of settlements;

• explain how humans modify the environment to meet urban needs;

• assess the effects of human activities on urban and regional ecosystems and propose solutionsto urban environmental problems.




– describe the locational advantages and disadvantages of different city sites andtheir effects on urban growth (e.g., withinthe Nile or Brahmaputra flood plains, incoastal wetland zones, at river crossings);

– explain how urban places (e.g.,Amster-dam, Hong Kong,Tokyo, Las Vegas) aremade distinctive by human activities thatalter physical features;

– explain how changes in political, eco-nomic, environmental, and social policiesaffect selected urban environments (e.g., policies related to the preservation ofgreen space, garbage disposal, highwayconstruction).



– evaluate the capacity of selected urban andrural ecosystems to support populationgrowth and economic development;

– explain the causes of migrations and theireffects on the environment and on humanactivities in both rural and urban areas;

– analyse the effects of population growthand urbanization (e.g., air and water pollu-tion, urban sprawl, destruction of wildlifehabitat) on selected urban environments.



– analyse the environmental advantages anddisadvantages of urbanization in selectedareas (e.g., the Nile River valley, theAtlantic coast of Canada);

– explain how environmental hazards (e.g., earthquakes, floods) affect selectedurban areas and their nearby rural regions;

– analyse the environmental impact of rural-to-urban migration on a city and its sur-rounding region (e.g., Mumbai/Bombay,Lagos).


Global Connections



• describe the influence of social, cultural, political, environmental, and economic factors onthe development of urban settlements in different parts of the world;

• explain the causes of cultural and economic convergence and/or divergence in urban settle-ments in different parts of the world;

• analyse the relationships between cities and their surrounding regions.




– explain how social, cultural, political, envi-ronmental, and economic factors con-tribute to cooperation or conflict in urbanregions (e.g., Belfast, Jerusalem, Jakarta,Kigali);

– explain how a city and its hinterland orforeland benefit each other (e.g.,Tokyo,Singapore, Cape Town).



– compare rates of urbanization in selectedre gions throughout the world (e. g . ,We s t e rnEurope,Asia, the Americas) from 1900 tothe present;

– explain how social, cultural, political, envi-ronmental, and economic factors associatedwith urban settlements contribute to con-vergence and/or divergence withinselected urban areas (e.g., convergence:ethnic restaurants, retailing franchises;divergence: a decaying city centre, contami-nated land);

– assess how a city influences the spread ofmajor social, cultural, political, environ-mental, and economic ideas and activities(e.g., through media, sports teams, festivals,religious organizations and activities).



– analyse the positive and negative implica-tions for cities of dependence on a singlefunction (e.g., resource processing, educa-tion, a military base);

– assess the impact of selected economic,linguistic, religious, or ethnic concerns onCanadian cities (e.g.,Toronto, Montreal,Vancouver) and other world cities (e.g., Rome, Mecca, Hong Kong);

– compare economic opportunities for men,women, and children in selected urbanregions (e.g., Cairo, Kolkata/Calcutta,Beijing);

– analyse the relationships between aCanadian city and its surrounding region.





• assess the impact of human migrations on urban systems and patterns;

• assess various ways of managing urban change in selected world regions;

• analyse various proposed solutions to typical problems of large urban areas.




– explain how people’s changing perceptionsof urban places and regions reflect culturaland economic change;

– explain how different points of view andself-interest play a role in conflicts overurban issues (e.g., airport relocations, urbanparks, core redevelopment);

– describe the positive and negative effectson urban areas of different types of assis-tance programs (e.g., development, disasterrelief).



– assess the social, cultural, political, environ-mental, and economic influence of ethnicenclaves in urban areas (e.g., Greek townin Toronto, Chinatown in Vancouver, LittleHavana in Miami);

– analyse the causes and consequences ofmajor social, environmental, and economicproblems in selected megalopoli (e.g.,Tokyo-Kobe, Ruhr-Rhine).



– analyse the impact on urban areas of largeinflows of migrants (e.g., growth of shan-tytowns/favelas; stresses on education, san-itation, and transportation systems);

– explain how the technologies of devel-oped countries (e.g., in transportation,communication) could be either a help ora hindrance in solving urban problems inless-developed countries (e.g., Bangladesh,Congo, Kenya);

– propose changes that could be made tosolve the service problems (e.g., sanitation,road maintenance, policing) of selectedmajor world cities;

– predict how cities may change in thefuture;

– analyse examples of the use of regionaland rural planning to reduce regional dis-parities and improve urban economic andsocial well-being in selected countries(e.g., India, China, Brazil);

– produce a plan, based on global solutions(e.g., vertical versus horizontal growth,winter city design features, community-centred development), for a new urbanenvironment that will provide a goodquality of life for its inhabitants.





• use the methods and tools of geographic inquiry to locate, gather, evaluate, and organizeinformation on urban patterns and interactions;


• communicate the results of inquiries related to urban problems and issues, using appropriateterms and concepts and a variety of forms and techniques.


Research


– develop and use appropriate questions tofocus a geographic inquiry into urban patterns and interactions;



– evaluate the credibility of sources (e.g., authority, impartiality, expertise) andthe reliability and usefulness of informa-tion (e.g., accuracy and relevance, bias orprejudice, arguments substantiated by evidence);

– identify the educational requirements, jobdescriptions, current opportunities, andfuture prospects for selected careers relatedto geography and urban studies.




– use a variety of geographic tools and geo-technologies to interpret, analyse, and syn-thesize information in connection with aninquiry related to urban geography (e.g., maps, remote sensing, geographicinformation systems [GIS], global posi-tioning system [GPS], hypermedia);

– analyse aerial photographs, satellite images,remote sensing images, maps, diagrams,and charts to interpret urban trends (e.g., urban infill, changes in land use,transportation patterns, cultural patterns);

– use appropriate statistical analysis tech-niques (e.g., correctional analysis) and categories of data (e.g., population distrib-ution, density) in geographic analysis,observing accepted conventions;

– develop possible solutions to problems orissues related to urban geography, usingappropriate forecasting, decision-making,and/or problem-solving strategies;

– describe and evaluate selected models ofurban growth;


– compare and contrast the positions of var-ious interest groups on selected urbanissues;

– produce a variety of maps, diagrams, andcharts, following accepted conventions, toillustrate urban patterns at the local,regional, or global level;

– provide appropriate and sufficient evi-dence and well-reasoned arguments tosupport opinions and conclusions;

– complete an independent inquiry thatdeals with a social, cultural, political,environmental, or economic issue relatingto an urban settlement in a selected worldregion, and that reflects the required elements of a geographic inquiry (e.g.,stated focus of inquiry; research and analy-sis using geographic methods and tools,including geotechnologies; arguments andconclusions supported by evidence).

Communication




– use appropriate terminology when com-municating results of inquiries on topicsand issues in urban geography.

125

The En v i r onment and Resource Manag e m e n t , ( C G R 4 E )Grade 12,Workplace Pr e p a r a t i o n

This course examines the influence of human activities on the natural env i ro n m e n t . S t u d e n t swill study ecosystem stru c t u res and pro c e s s e s , the ecological impact of human activ i t i e s ,a n dmethods of re s p o n s i ble re s o u rce management. Students will apply geotechnologies and geo-graphic inquiry methods to develop and present practical solutions to env i ronmental andre s o u rce-management issues. In the pro c e s s ,s t u d e n t s ’p ro blem-solving and communication skillswill be enhanced in preparation for care e rs and the wo r k p l a c e.






• explain relationships among the earth’s major components: the lithosphere, atmosphere,hydrosphere, and biosphere;

• explain key ecological processes and their significance for ecosystem health;

• analyse patterns of bioregions and resource distribution on the earth.




– identify the earth’s major resources (e.g., soil, water, minerals, forests, fossilfuels) and classify them according to theirrenewability;

– explain relationships between the abioticcomponents (e.g., sunlight, temperature,precipitation) and the biotic components(e.g., herbivores, carnivores, omnivores) ofecosystems;

– describe the flow of energy and the pattern of nutrient recycling in variousecosystems;

– explain the role played by producers, con-sumers, and decomposers in relationshipsamong organisms.



– analyse the distribution of endangeredspaces and endangered species in Canadaand explain the patterns observed;

– analyse the global distribution of selectedresources (e.g., agricultural lands, forests,energy sources) and determine patterns ofavailability;

– explain how the biosphere, lithosphere,hydrosphere, and atmosphere interact;

– predict, using a food web, the results of theremoval of a species from the food chain.



– describe a local bioregion and selectedecosystems within it and identify thebiome within which it is located;

– explain how various components (e.g.,water, wind, soils, vegetation, people) of alocal bioregion, or of their local bioregionand another ecosystem, interact with oneanother;

– predict the effects on biodiversity of thedestruction of selected natural habitats.

127T H E E N V I R O N M E N T A N D R E S O U R C E M A N A G E M E N T , G R A D E 1 2 , W O R K P L A C E P R E P A R A T I O N ( C G R 4 E )




• explain how humans both depend upon and are an integral part of ecosystems;

• analyse how human activities have positive and negative effects on natural systems;

• analyse patterns of resource availability and use.




– distinguish between needs (e.g., water, air,food, shelter) and wants (e.g., materialgoods, luxury items);

– explain the ways in which people andother living organisms are dependent onthe natural environment;

– explain the finite nature of the earth’snon-renewable resources;

– identify ways in which indigenous peoplesinteract with the natural environment.



– explain how technologies have, or havenot, improved the efficiency of resourceuse or waste management;

– analyse the impact of reducing, reusing,and recycling waste on the sustainability ofresources and the environment;

– determine how selected human activitiesalter the natural environment (e.g., theeffect of depletion of forests on oxygenproduction; the effect of chlorofluorocar-bon use on the ozone layer; the effects ofresource extraction and transportation onthe natural environment);

– analyse how different kinds of pollution(e.g., air, water, noise) affect humans,plants, animals, and materials.



– describe examples of responsible environ-mental behaviour in aspects of daily life(e.g., transportation, lawn care, water andenergy consumption, shopping);

– explain the main beliefs underlying a va ri e t yof pers p e c t ives on an env i ronmental orre s o u rce management issue (e. g . ,A b o ri gi n a l ,deep ecolog y, c o n s e rva t i o n ) ;

– identify positive contributions humanshave made to the environment;

– explain the effects of assorted chemicalson human and natural systems (e.g., accu-mulation of toxic substances, lower fertil-ity rates, cancers).


Global Connections



• explain the relationships among population growth, increasing consumption of resources,and environmental degradation on a global scale;

• explain how the sustainable use of resources may be achieved through the cooperation ofgovernments, businesses, industries, non-governmental organizations, and citizens around the world, even though their environmental perspectives may differ;

• evaluate the effectiveness of international efforts to deal with global environmental issues.




– explain the concept of stewardship andhow it relates to the sustainability of theresources of the global commons (e.g., air,water, soil);

– explain how selected factors contribute toglobal population growth;

– explain the need for international cooper-ation to solve global environmental prob-lems (e.g., acid precipitation, oil spills,transboundary shipments of hazardousmaterials);

– describe the ways in which internationalorganizations (e.g., Greenpeace,WorldWildlife Fund, Sierra Club) and agree-ments (e.g., Kyoto Protocol, MontrealProtocol, Great Lakes Water QualityAgreement) help to protect the globalenvironment.



– explain the relationship between popula-tion growth and rate of consumption for avariety of global resources;

– evaluate various ways (e.g., internationalconferences, round-table discussions, pub-lic hearings, environmental laws, voluntaryparticipation) of encouraging opposinginterest groups to cooperate to find solu-tions to environmental and resource man-agement problems.



– evaluate Canada’s contribution to the res-olution of a selected global environmentalor resource management issue (e.g., theneed to reduce greenhouse gas emissions);

– analyse the impact of population growthon a selected ecosystem (e.g., tropical rainforest) or resource (e.g., water supply,fishery).





• describe trends in the consumption of natural resources and in resource management practices;

• describe the process of environmental degradation in an ecosystem and assess an existingrehabilitation strategy or devise a new one;

• evaluate the effects that environmental protection and resource management have on society.




– describe the role of ecological successionin changing natural communities;

– explain why preserving large areas of nat-ural habitat and adjoining wildlife corri-dors (e.g., Canada’s national parks system)is necessary to conserve species;

– compare the environmental impact of pastand present methods (e.g., in mining,fishing, agriculture, forestry, trapping) forharvesting/extracting and processing aselected natural resource;

– identify the sources of environmentaldegradation (e.g., chemical wastes) and itsstages (e.g., habitat destruction, urbaniza-tion, bioaccumulation of toxins);

– explain the rights and responsibilities ofcitizens with respect to the environmentand responsible and sustainable resource management.



– illustrate (e.g., using a timeline) the physi-cal, biological, and cultural changes thathave occurred in a local bioregion;

– analyse their individual choices and prac-tices for the purpose of reducing their“ecological footprint”;

– explain how an indiv i d u a l , bu s i n e s s ,i n d u s-t ry, or gove rnment has responded to env i-ronmental concerns and promoted re s p o n-s i ble and sustainable re s o u rce management;

– analyse trends in energy production andconsumption, and outline the possiblefuture role of alternative energy sources.



– evaluate current waste management prac-tices in a selected location or industry;

– produce an action plan, based on a studyof an existing model (e.g., the RideauTrail, Bruce Trail, Cross-Canada Trail), forrehabilitating a local environment or man-aging a local resource in a sustainable way;

– produce a case study on how a govern-mental and/or non-governmental organi-zation has responded to environmentalconcerns and promoted responsible andsustainable resource management.





• use the methods and tools of geographic inquiry to locate, gather, evaluate, and organizeinformation about environmental and resource management issues and concerns;


• communicate the results of inquiries, using appropriate terms and concepts and a variety of forms and techniques.


Research


– develop and use appropriate questions tofocus a geographic inquiry on an environ-mental or resource management issue (e.g., deforestation, depletion of the ozonelayer, soil depletion, loss of biodiversity);

– gather geographic information from pri-mary sources (e.g., observations and datagathered through field research, surveys,interviews) and secondary sources (e.g., books and journals, mainstream andalternative media, CD-ROMs, theInternet) to research an environmental orresource management topic or issue;

– gather geographic information, using avariety of geographic tools and technolo-gies (e.g., maps, remote-sensing imagery,aerial photographs, satellite images,geographic information systems [GIS]);

– evaluate the credibility of sources (e.g., authority, impartiality, expertise) andthe reliability and usefulness of informa-tion (e.g., accuracy and relevance, argu-ments substantiated by evidence);

– identify the educational requirements,job descriptions, current opportunities,and future prospects for selected careersrelated to the environment and resourcemanagement.




– explain how information from varioussources may be biased with respect toenvironmental and resource managementissues;

– use a variety of geographic tools and geo-technologies (e.g., maps, remote sensingimages, aerial photographs, satelliteimages, geographic information systems[GIS], global positioning system [GPS],hypermedia) to interpret, analyse, and syn-thesize information related to environ-mental and resource management topicsand issues;

– use graphic organizers (e.g., food webs,timelines, future wheels,Venn diagrams) toclarify and interpret information related toenvironmental and resource managementissues;

– use appropriate statistical methods (e.g., calculate averages, percentages,ranges) in geographic analysis, observingaccepted conventions;


– develop possible solutions to problems orissues related to the environment orresource management (e.g., develop a planfor restoring a local park, woodlot, river,or wetland; outline how to reduce theimpact of a new development on the localenvironment), using appropriate forecast-ing, decision-making, and/or problem-solving strategies ;

– explain the points of view of variousgroups on an environmental or resourcemanagement issue (e.g., individuals, devel-opers, manufacturers, governments);

– produce a variety of maps, diagrams,charts, and models, following appropriateconventions, to illustrate geographic andecological concepts;


– complete an independent inquiry thatdeals with a local or regional environmen-tal or resource management topic or issue(e.g., effects of fossil fuel use on air qual-ity; effects of local urban development onthe water supply) and that reflects therequired elements of a geographic inquiry(e.g., stated focus of inquiry; research andanalysis using geographic methods andtools, including geotechnologies; argu-ments and conclusions supported by evidence).

Communication


– communicate the results of geographicinquiries, for different audiences and pur-poses, using a variety of forms (e.g., oraland written reports, debates, multimediapresentations) and including geographicvisual supports, both conventional (e.g., photographs, sketches, charts, graphs,models, organizers, diagrams, maps) andgeotechnological (e.g., aerial photographs,computer-generated maps and graphs,satellite images);


– use appropriate terminology (e.g., ecosys-tem, bioregion, rehabilitation, succession,natural resources, sustainable development)when communicating results of inquiriesrelated to the environment and resourcemanagement.

132

Overview

History is the study of the collective human experience. Just as an understanding of individualexperience helps people shape their life and work, so a knowledge of collective humanachievements and failures helps them interpret and shape subsequent events on the regional,national, and international stage.

The study of history not only fulfils a fundamental human desire to understand the past butalso appeals to our love of stories.Through the narrative of history, we learn about the people,events, emotions, struggles, and challenges that produced the present and that will shape thefuture. Such knowledge teaches us that our particular accomplishments and problems are notunique – an important lesson at a time when the forces of globalization are drawing people ofdifferent cultures closer together.

The study of history develops intellectual qualities and skills required in both humanistic andscientific fields. Historical inquiry helps students develop the cognitive skills of integration andsynthesis and promotes effective writing skills. Interpreting research evidence calls for sensitiv-ity and judgement, a willingness to recognize and account for one’s own cultural assumptions,and a capacity to empathize with people living in different times and circumstances. These arequalities that students of history share with writers, artists, scientists, and philosophers.They arealso related to interpersonal skills that are highly valued in the workplace. Finally, an under-standing of history not only contributes to the development of personal identity but is also animportant part of the education of an informed and responsible citizen.

Strands

The following are the five strands into which courses in history are organized. The particularfocus of the expectations included in any given strand may differ from one course to another,reflecting the salient events, developments, and relationships of the periods and places beingstudied.

Communities.The development and interactions of communities may be viewed from local,regional, national, and world perspectives. Over time, communities and their interactions havechanged as a result of a complex web of factors, including changing technologies and changingpatterns of human migration. Communities interact with one another through commerce,cultural exchanges, colonization, war, and international agreements. Such interactions are at theheart of today’s globally connected world. It is through the study of various types of commu-nities that students begin to understand their own time and place in a broader context.

Change and Continuity. The flow of history is characterized by the interplay of change andcontinuity. For example, people have always lived in communities, but the structures of com-munities have va ried significantly over time. Change may be gr a d u a l , as in the case of indus-t rialization or the rise and fall of empires, or it may be sudden, as in the case of war and its

H i s t o ry

133H I S T O R Y

consequences. Chronology, the sequencing of past events in the order in which they occurred,enables us to investigate continuity and change as well as cause-and-effect relationships in thestudy of history.

Citizenship and Heritage. Citizenship implies rights, privileges, and obligations – althougheach is defined differently from generation to generation, and from one society to another.With respect to pre-modern history, this strand treats related concepts, such as the nature ofa u t h o rity in va rious societies and the relationship of individuals and groups to authori t y.Heritage refers to what we receive from the past, including institutions, social traditions, politi-cal practices, values, religion, architecture, and art forms. An essential aspect of history is theappreciation of the legacy of the past, through which students come to understand their connection to their heritage and their role as citizens.

Social, Economic, and Political Structures. Human beings throughout time have organizedthemselves into social groupings: families, clans, tribes, classes, castes, communities, and nations.The study of these social structures considers the relationships among ordinary people in soci-ety, gender roles, forms of work, leisure activities, and the interaction between majorities andminorities. The investigation of economic structures deals with the what, how, and why ofhuman production, distribution, and consumption of goods and services. The study of politicalstructures considers distribution of power, political participation, and changes in governmentand legal systems.

Methods of Historical Inquiry and Communication. Students of history use a wide range ofskills and information technologies. In conducting research, they must draw on and evaluatethe relevance and validity of primary sources, such as artifacts and original documents, as wellas secondary sources, such as textbooks, reference works, and various electronic informationsources. Students must be given opportunities to develop critical and creative thinking skills.They should develop a clear focus for their investigations by formulating appropriate questionson historical topics and issues, and developing plans to guide research. Students must learn toconsider chronology and cause-and-effect relationships in order to successfully organize,analyse, interpret, and apply their findings. It is also essential that they develop an ability tocommunicate their findings in a variety of written, oral, and visual forms.

134

A m e r ican History, Grade 11, U n i ve r sity Pr e p a r a t i o n ( C H A 3 U )

This course traces the social, economic, and political development of the United States fromcolonial times to the present. Students will examine issues of diversity, identity, and culture thathave influenced the country’s social and political formation and will consider the implicationsof its expansion into a global superpower. Students will use critical-thinking and communica-tion skills to determine causal relationships, evaluate multiple perspectives, and present theirown points of view.

Prerequisite: Canadian History Since World War I, Grade 10, Academic or Applied

135A M E R I C A N H I S T O R Y , G R A D E 1 1 , U N I V E R S I T Y P R E P A R A T I O N ( C H A 3 U )

Communities: Local, National, and Global



• analyse the interactions among major groups and communities in the United Statesthroughout its history;

• analyse the territorial expansion of the United States;

• analyse the development of the United States as a world power and how American policyhas influenced communities outside the United States.


Community Relations in the United States


– describe the experiences of Aboriginalpeoples in the United States to the presenttime (e.g., acculturation, assimilation, relo-cation, education, discrimination, stereo-typing);

– compare similarities and differences amongthe Thirteen Colonies (e.g., religion, gen-der roles, culture, politics, interaction withAboriginal peoples, economy);

– compare the experiences of various immi-grant groups and their influence inAmerican history (e.g., push-pull factors,Ellis Island, ethnic ghettos, benevolentsocieties, discrimination, experience ofillegal immigrants, influence on the devel-opment of local/regional cultures, impor-tation of new political ideas);

– describe the experiences of AfricanAmericans to the present time, particularlyin connection with slavery, emancipation,and the civil rights movement (e.g., segre-gation, disenfranchisement, educationalrestrictions);

– explain how regional identities emerged inthe United States, and how they havechanged over time (e.g., North versusSouth,Appalachia and the Midwest versusthe East, Rust Belt versus Sun Belt);

– evaluate the importance of the interactionsb e t ween significant nonconformist gro u p sand A m e rican society (e. g . ,L oya l i s t s ,Quakers, Mormons, the Ku Klux Klan,Branch Davidians).

Territorial Expansion


– assess the causes and effects of Americanexpansion from colonial times to the endof the nineteenth century (e.g., displace-ment of Aboriginal peoples, continental-ism, annexation movements,Trail of Tears,gold rushes, development of infrastructure,homesteads);

– analyse conflicts and compromisesbetween the United States and othernations over territory (e.g., Louisiana andAlaska Purchases,War of 1812, boundarydisputes with Mexico and Canada, fishingzones).

The Development of a World Power


– analyse the ideological factors that haveinfluenced American foreign policy overtime (e.g., isolationism, imperialism, neu-trality, patriotism, Manifest Destiny, BigStick Diplomacy, Dollar Diplomacy, GoodNeighbor Policy,Truman Doctrine, BushDoctrine);


– assess the impact of American policies onother nations since 1945 (e.g., rebuildingEurope and Japan after World War II; vetoon the United Nations Security Council;competition in the space race; involve-ment in Cuba, Nicaragua, the MiddleEast, and the Balkans; position on theKyoto Protocol on Climate Change; waron terrorism);

– assess the factors (e.g., geographic, ideo-logical, political, economic) that have con-tributed to the United States’ status as aworld power.


Change and Continuity



• analyse the historical process of change in the context of events that have transformed theUnited States;

• analyse the historical process of continuity in the context of the development of Americanhistory;

• analyse aspects of the history of the United States by using the concepts of chronology andcause and effect.


The Role of Change


– describe pivotal events that marked pro-found changes in American history (e.g.,American Revolution, Civil War,Prohibition, the Great Depression, PearlHarbor, the Cold War, the VietnamWar,Watergate, the collapse of the SovietUnion, the Gulf War, September 11);

– describe the effects on American life ofdemographic changes and developments intechnology and communication (e.g., set-tlement of the plains; process of electrifica-tion; movies, radio, television, theInternet);

– describe the roles played by key individualsin the process of change in American his-tory (e.g., George Washington, FrederickDouglass, Harriet Tubman,AbrahamLincoln, Geronimo,Theodore Roosevelt,George Wallace, Betty Friedan, CesarChavez);

– analyse the changing roles played byminority groups in the development ofA m e rican society (e. g . ,A b o ri ginal peo-ples,African Americans, Irish Americans,Italian Americans, Jewish Americans,Hispanic Americans,Asian Americans,Amish, alternative lifestyle communities).

The Role of Continuity


– describe aspects of American history thatreflect the process of continuity (e.g., thefrontier, isolationism, civil rights);

– demonstrate an understanding of thetheme of renewal and reform as reflectedin developments in American history (e.g., Jacksonian democracy; SocialGospel; Progressivism; Prohibition; theSquare, New, and Fair Deals; the GreatSociety);

– describe the ongoing influence ofAmerican beliefs and myth on the historyand society of the United States (e.g.,“City Upon a Hill”, respect for theConstitution, the right to bear arms,private property, rugged individualism,the American Dream, free market capitalism).

Understanding Chronology and

Cause and Effect


– describe the chronology of events relatingto significant developments in Americanhistory (e.g., the American Revolution,the Civil War, changing roles of men andwomen, growth of industrial and techno-logical power,American involvement inVietnam);


– analyse the interrelationship between con-tinuity and change in the chronologicalflow of American history (e.g., politicalstatus of women following the AmericanRevolution, Southern segregation and thecivil rights movement, amendments to theConstitution);

– explain how the study of cause and effectcontributes to our understanding ofchange and continuity through the courseof American history (e.g., westward pio-neer migrations and conflict withAboriginal peoples; abolitionism, the cre-ation of new states, and the Civil War;stock market speculation and economiccycles; electrification and the develop-ment of modern factories).


Citizenship and Heritage



• explain how American social and political identity has changed over time;

• assess the influence of key individuals and groups in shaping American arts and culture;

• analyse how American culture has developed into a position of world cultural hegemony.


Forming the American Identity


– explain how citizenship rights have beendenied at particular times to certain groups(e.g.,Aboriginal peoples, women, Blacks,Irish,Asians, Jews);

– describe how the concept of revolutionhas contributed to the shaping of theAmerican identity (e.g., during theAmerican Revolution, Civil War,Mexican-American War; in the ideas offeminist movements and the BlackPanthers);

– evaluate the ideas and influences ofAmerican social, economic, and politicalthinkers (e.g.,Thomas Paine, Henry DavidThoreau,Angelina Grimké, John Dewey,W.E.B. DuBois, John Kenneth Galbraith,Benjamin Spock, Gloria Steinem, NoamChomsky).

American Arts and Culture


– describe the influence of a variety of artistsand styles on American music (e.g., BessieSmith, Louis Armstrong, Elvis Presley;slave spirituals, blues,Tin Pan Alley, jazz,country music, folk music, rock ’n’ roll, hiphop) and of significant figures in entertain-ment (e.g., D.W. Griffith,Walt Disney,Martha Graham, Lenny Bruce, OprahWinfrey);

– describe the conflict of ideas betweenAboriginal peoples and EuropeanAmericans and its development over time(e.g., concept of private property, role offamily and clan, concepts of spirituality);

– evaluate the role of individual artists,architects, and writers in definingA m e rican identity (e. g . ,G e o r gia O’Ke e f f e,A a ron Douglas,Ansel A d a m s , Ja c k s o nPo l l o c k ,Andy Wa r h o l ; Frank Lloy dW ri g h t ,M aya Lin; H e n ry Ja m e s ,Wi l l aC a t h e r, Langston Hughes, Rachel Cars o n ,M aya A n g e l o u ,A my Ta n ) ;

– analyse the transformation of Americanculture since World War II (e.g., postwaraffluence and the culture of consumerism,impact of McCarthyism, 1960s counter-culture,“culture of fear”).

American Cultural Hegemony


– analyse the ways in which American cul-ture has been spread worldwide (e.g.,movies, television, Cold War propaganda,advertising, multinational corporations,professional sports);

– assess the impact of American culture on avariety of countries and communities(e.g., on language, attitudes, democracy,human rights, individualism).


Social, Economic, and Political Structures



• analyse the forces that have influenced the development of American society;

• analyse the forces that have influenced American economic development;

• demonstrate an understanding of the development of American political systems and structures.


American Society


– evaluate the role of education in spreadingmiddle-class values in American society(e.g., the widespread use of McGuffeyreaders, Ivy League schools, the establish-ment of state colleges, progressive educa-tion, Brown v. Board of Education of Topeka,Kansas, integration);

– assess the extent to which religion hasinfluenced American social and politicallife (e.g., Salem Witch Trials, GreatAwakening, Lutheranism in the Midwest,Transcendentalism,Woman’s ChristianTemperance Union, Social Gospel,Creationist debates,“Bible Belt”, televan-gelism; Aboriginal spirituality; Judaism);

– describe the changing roles played bywomen in the development of Americansociety (e. g . ,d u ring the Revo l u t i o n a ry era,the Civil War, the Industrial Revolution,the “Roaring Twenties”,World War II,s u bu r b a n i z a t i o n , the post-industrial era;as pioneers; in the suffrage, temperance,civil rights, and second-wave feministmovements);

– describe the challenges faced by protestmovements in the United States (e.g., abo-litionism, the Grange, populism, Progres-sivism, suffragism, pacifism; Ban the Bomb,anti–Vietnam War, and student protests;anti–Equal Rights Amendment forces;migrant worker and anti-globalizationmovements).

Economic Development


– describe changing characteristics of theAmerican agricultural, industrial, andpost-industrial economies (e.g., home-steading versus agribusiness; artisan work-shops versus factories; manufacturing ver-sus service industries; regional versusnational economy; rural communities ver-sus urbanization, suburbanization);

– evaluate the importance of business inno-vators and entrepreneurs as well as labourleaders and organizations in the Americaneconomy (e.g., Eli Whitney,AndrewCarnegie,Thomas Edison, FrederickTaylor, Henry Ford, Bill Gates; MaryHarris “Mother” Jones, John L. Lewis;Knights of Labor, Industrial Workers ofthe World,American Federation of Labor,Committee for Industrial Organization);

– compare American capitalism in the nineteenth and twentieth centuries (e.g., Reconstruction, robber barons,muckrakers, anti-trust legislation, anti-combines legislation, black market duringProhibition, stock market crash of 1929,Great Depression, postwar affluence,labour legislation, Reaganomics, environ-mental regulation).


Government and Law


– describe the theory and practice of theAmerican system of government (e.g.,Articles of Confederation, Constitution,Bill of Rights, separation of powers, partypolitics, the electoral system, third-partymovements, checks and balances, SupremeCourt);

– assess the effectiveness of the constitu-tional protection of individual rights byanalysing key constitutional and legalissues (e.g., Plessy v. Ferguson, desegrega-tion, Roe v.Wade, equal rights legislation,violations uncovered in impeachmentinvestigations);

– explain the role of civil rights in theAmerican political experience (e.g., colo-nial taxation; emancipation of slaves; childlabour legislation; legislation to combatdiscrimination based on race, sex, or sexual orientation);

– assess the impact of selected individuals onthe development of American politicalsystems and structures (e.g., GeorgeWashington,Alexander Hamilton,ThomasJefferson,Andrew Jackson,William LloydGarrison,Abraham Lincoln, ElizabethCady Stanton, Eugene V. Debs, FranklinRoosevelt, Rosa Parks, Martin LutherKing Jr., Richard Nixon, Barney Frank,Ralph Nader);

– compare the main characteristics of theCanadian and American political systems(e.g., powers of the elected head of state,congressional versus parliamentary sys-tems, nature of the two senates).


Methods of Historical Inquiry and Communication



• use methods of historical inquiry to locate, gather, evaluate, and organize research materialsfrom a variety of sources;

• interpret and analyse information gathered through research, employing concepts andapproaches appropriate to historical inquiry;

• communicate the results of historical inquiries, using appropriate terms and concepts and avariety of forms of communication.


Research


– formulate questions for research andinquiry (e.g.,What were the causes of theAmerican Civil War? To what extent isAmerica’s reputation as a world power jus-tified?) and develop a plan to guideresearch;

– select and use a wide variety of relevantprimary and secondary sources (e.g., writ-ten, visual, oral, physical, electronic) thatrepresent a diverse range of perspectives;

– evaluate the credibility of sources andinformation (e.g., by considering theauthority, impartiality, and expertise of thesource and checking the information foraccuracy, reliability, underlying assump-tions, prejudice and bias, and validity ofargument);

– organize and record information gatheredthrough research, using a variety of meth-ods (e.g., summaries, lecture notes, notetaking, visual organizers, maps);

– identify various career opportunitiesrelated to the study of history, and theeducational requirements for them (e.g., researcher, museum or archive cura-tor, teacher, journalist, writer, lawyer,archaeologist).



– analyse information, employing conceptsand theories appropriate to historicalinquiry (e.g., chronology, cause and effect,short- and long-term consequences);

– compare key interpretations and theoriesof American history (e.g., frontier thesis,formative events thesis, fragment thesis;conservative, liberal, progressive, Marxist,feminist, postmodernist interpretations);

– analyse historical events and issues fromthe perspectives of different participants inthose events and issues (e.g., the AmericanRevolution from the perspectives of rebelsand loyalists; slavery in the AmericanSouth from the perspectives of slaves,slaveholders, and abolitionists; globaliza-tion from the perspectives of Americanworkers, consumers, and entrepreneurs);

– make connections between historical situ-ations studied in the course and similarsituations in new or unfamiliar contexts(e.g., by identifying chronological ties andcause-and-effect relationships, and usingcomparison and contrast);


– draw conclusions based on supporting evi-dence, effective analysis of information,and awareness of diverse historical interpretations;

– complete research projects that reflect orcontain the elements of a historicalinquiry process: preparation, research,thesis, supporting evidence, conclusionbased on evidence.

Communication


– express ideas, arguments, and conclusions,as appropriate for the audience and pur-pose, using a variety of styles and forms(e.g., reports, essays, seminars, debates,group presentations);

– use an accepted form of documentation(e.g., footnotes, endnotes, or author-datecitations; bibliographies or reference lists)to acknowledge all sources of information,including electronic sources;

– use appropriate terminology to communi-cate results of inquiries into historical topics and issues.

144

World History to the Sixteenth Century, Grade 11, ( C H W 3 M )U n i ve rs i t y / C o l l e ge Pr e p a r a t i o n

This course investigates the history of humanity from earliest times to the sixteenth century.Students will analyse diverse societies from around the world, with an emphasis on the politi-cal, cultural, and economic structures and historical forces that have shaped the modern world.They will apply historical inquiry, critical-thinking, and communication skills to evaluate theinfluence of selected individuals, groups, and innovations and to present their own conclusions.


145W O R L D H I S T O R Y T O T H E S I X T E E N T H C E N T U R Y , G R A D E 1 1 , U N I V E R S I T Y / C O L L E G E P R E P A R A T I O N ( C H W 3 M )

Communities: Characteristics, Development, and Interaction



• describe the changing characteristics of communities from earliest times to the sixteenthcentury;

• analyse how selected societies have evolved and responded to challenges;

• analyse the interaction between various societies from the time of the first communities tothe sixteenth century.


Characteristics of Societies


– compare the characteristics of societies thatare isolated and those that are in contactwith other societies (e.g., leadership, reli-gious beliefs, cultural expression, traditionand law, systems of communication, typesof interactions within and among societies);

– analyse the factors that contributed to thedifferentiation of societies (e.g., climate,geography, resources, decisions of leaders,external pressures, size);

– identify the forces that led selected soci-eties to choose their particular forms ofsocial organization (e.g., Indian caste societies, Japanese feudal society, Spartanmilitary systems).

Development of Societies


– explain the development of societies fromhunter-gatherer to horticultural/pastoralsocieties, to rural agricultural communities,and then to urban communities;

– analyse factors that allowed certain soci-eties to thrive (e.g., abundance of naturalresources, legal and military traditions,position on trade routes, common beliefs,strength of leadership);

– assess the criteria by which historiansjudge societies to have become “civiliza-tions” (e.g., lasting influence of culturalcontribution, longevity, significance of rolein events of the period).

Relations Between Societies


– analyse the factors that influenced thenature of relationships between societies(e.g., defence, ethnicity, proximity, lan-guage, religion, trade and economic interchange);

– describe the diverse reactions of societiesto exposure to external influences (e.g., building walled cities and fortifica-tions, developing commercial relationshipswith other societies on trading routes,absorbing or adapting new ideas and technologies).





• analyse the factors that contributed to the process of change from earliest times to the sixteenth century;

• analyse the fa c t o rs that contri buted to the maintenance of stability and continuity in a va ri e t yof societies from earliest times to the sixteenth century;

• demonstrate an understanding of the importance of using the concepts of chronology andcause and effect in studying world history before the sixteenth century.


Change in History


– identify major changes that took place inthe world before the sixteenth century(e.g., climatic shifts, domestication of plantsand animals, discovery of the wheel, theNeolithic Revolution, development ofwriting, invention of the printing press,military innovations);

– analyse forces that tended to promote andfacilitate change in the world before thesixteenth century (e.g., warfare, religiousproselytizing, migration of peoples,humanism);

– describe the roles of selected individualsand groups in the process of change (e.g.,Akhenaton, Nebuchadnezzar II, Socrates,Augustus, Peter the Apostle,Alexander theGreat, Constantine I, Charlemagne, Jeanned’Arc; the Aryans, the Babylonians, theVikings, the Mongols);

Continuity in History


– identify forces that tended to reinforce sta-bility and continuity in the world beforethe sixteenth century (e.g., established reli-gious beliefs, traditional family roles,administrative bureaucracies);

– describe how legal traditions and politicalinstitutions contributed to a sense of con-tinuity in the world before the sixteenthcentury (e.g., Hammurabi’s code of laws,the Pax Romana, shamanism);

– evaluate the effects of different educationalpractices on the stability and continuity ofvarious societies (e.g., the maintenance ofmilitary discipline in Sparta, Plato’sAcademy, preparation of the mandarinclass in China for its bureaucratic role,refinement of skills in guild societies).

Chronology and Cause and Effect


– explain how viewing events in chrono-logical order aids in understanding complex change in the context of worldhistory to the sixteenth century;

– identify cause-and-effect relationshipswithin the chronology of significant historical events prior to the sixteenthcentury.





• demonstrate an understanding of the ways in which various individuals, groups, and eventsinfluenced changes in major legal, political, and military traditions before the sixteenth century;

• analyse the contributions of various individuals and groups to the development of arts,knowledge, religion, and technology prior to the sixteenth century;

• analyse changing concepts of authority and individual rights in different societies and periods prior to the sixteenth century.


Legal, Political, and Military Traditions

By the end of this cours e, students will:

– describe the contributions of various indi-viduals and groups to the development oflegal, political, and military traditions insocieties prior to the sixteenth century(e.g., Hammurabi, Moses, the Zhoudynasty, Sun-Tzu, Justinian, Charlemagne,Richard I, the Shogunate);

– describe the significant legal, political, andmilitary events that influenced traditions insocieties prior to the sixteenth century(e.g., the Ten Commandments, Solon’sreforms, the Battle of Marathon, the Battleof Cannae, the Battle of Hastings, MagnaCarta).

Art, Ideas, and Beliefs


– describe the contributions of selected indi-viduals and groups to the development ofartistic forms before the sixteenth century(e.g., Palaeolithic artists at Lascaux,Imhotep, Egyptian tomb painters, Homer,Sappho, architects of the Tomb of ShiHuangdi and of Angkor Wat, Ovid,medieval architects, Giotto);

– evaluate the impact of significant thinkersfrom various societies and periods (e.g., Confucius,Aristotle,Avicenna,Maimonides, Hildegard von Bingen);

– explain the role of significant individualsor groups in the development of world

religious traditions (e.g., shamanistic fig-ures, Siddhartha Gautama [Buddha], JesusChrist, Muhammad, Guru Nanak);

– evaluate the role and importance of a vari-ety of legends, myths, and traditions in thecontext of the diverse communities thatproduced them (e.g., Epic of Gilgamesh,the Puranas, Homeric epics, theRamayana, The Song of Roland).

Individuals, Groups, and Authority


– explain the bases of authority in a varietyof societies from the time of the first com-munities to the sixteenth century (e.g.,strength and skill of Palaeolithic hunters;Chinese “Mandate from Heaven”; militarypower of Alexander; authority of Romancivil administration; religious sanctions);

– assess the methods (e.g., military rebellion,religious reform, assassination) used byindividuals and groups (e.g., Spartacus,Jesus Christ, Muhammad, participants inthe Peasants’ Revolt of 1381, John Calvin)to check or challenge authority from thetime of the first communities to the six-teenth century;

– assess the contributions of various civiliza-tions to the development of Western ideasof citizenship and the rights of individuals(e.g.,Athenian democracy, the Romansystem of jurisprudence, medieval feudalrelations and obligations).





• analyse the development and diversity of social structures in various regions of the worldprior to the sixteenth century;

• analyse diverse economic structures and the factors that affected their development;

• demonstrate an understanding of the diversity and uniqueness of political structuresthroughout the world.


Social Structures


– describe the roles of different members ofsociety in the early stages of human history(e.g., warrior, hunter, healer, spiritualleader);

– analyse the factors that influenced thedevelopment of a variety of forms of socialstructure (e.g., scarcity of resources andnomadic society, threat of invasion andmilitaristic society, religion and monasticsociety, industrial technology and urbansociety);

– compare the roles of women in early soci-eties and those in more complex societies(e.g., child rearer, gatherer, educator,“keeper of the hearth”, priestess, politicalleader, farmer, artisan).

Economic Structures


– describe the diverse forms of economicorganization that existed prior to the six-teenth century (e.g., horticultural, agricul-tural, commercial, nomadic, feudal, slave-based);

– analyse the effects of innovations andinventions (e.g., discovery of fire; domesti-cation of plants and animals; use of metals;development of written communication;invention of the wheel, the plough, and

the shaduf; innovations in irrigation;development of currency) on the func-tioning of various economic structures;

– describe the roles of women, men, andchildren in the economies of selectedsocieties (e.g., gatherer, peasant, crafts- person, indentured labourer).

Political Structures


– analyse diverse forms of leadership or gov-ernment in selected communities prior tothe sixteenth century (e.g., leadership bygeneral, feudal lord, clan mother; tribal,theocratic, monarchical, democratic government);

– identify the factors that influenced thedevelopment of various forms of leader-ship and government (e.g., religious influ-ence in theocracies, militarism and the riseof feudal lords, the role of distribution ofwealth in oligarchies);

– evaluate the influence of women in thepolitical life of selected societies (e.g., Hatshepsut, Empress Wu Chao, JuliaMamaea, Eleanor of Aquitaine, Isabellad’Este);

– evaluate the influence of religion on polit-ical structures in selected societies (e.g.,Incan “Children of the Sun”, HinduBrahmin caste, the papacy in medievalEurope).









Research


– formulate questions for research andinquiry (e.g.,What was the role of religionin the lives of the Aztec people? Whatwere the effects of the Black Death onmedieval European society?) and develop aplan to guide research;








– compare key interpretations and theoriesof world history (e.g., conservative,liberal, progressive, Marxist, feminist,postmodernist);

– analyse historical events and issues fromthe perspectives of different participants inthose events and issues (e.g., the buildingof the Egyptian pyramids from the per-spectives of the pharaohs, Egyptian citi-zens, and slaves; the Battle of Hastingsfrom the perspectives of the Normans andthe Saxons);

– make connections between historical situations studied in the course and similarsituations in new or unfamiliar contexts(e.g., by identifying chronological ties andcause-and-effect relationships, and usingcomparison and contrast);

– draw conclusions based on supporting evidence, effective analysis of information,and awareness of diverse historical interpretations;



Communication





151

Canadian History and Politics Since 1945, ( C H H 3 C )Grade 11, C o l l e ge Pr e p a r a t i o n

This course examines the local, national, and global forces that have shaped Canada since 1945and highlights the political, social, and economic issues facing the country today. Students willexpand their political understanding through an investigation of Canada’s efforts in areas suchas social justice and human rights, multiculturalism, and international relations. Students willdevelop their skills in historical research, analysis, and communication to deepen their historicaland political awareness and present their own points of view.






• analyse the influence that recently arrived and more established peoples and cultures havehad on Canadian society since 1945;

• assess the role of social justice in Canada’s diverse society since 1945;

• explain how global economic and environmental forces have affected Canadians since 1945;

• assess Canada’s continuing role in the world community since 1945.


Canadian Peoples


– compare changes in Canadian demograph-ics to illustrate the development of Canadaas a multicultural society (e.g., place of origins, settlement and work patterns);

– compare the experiences of various immi-grant or refugee groups that have come toCanada since 1945 (e.g., displaced personswho migrated after World War II,Hungarian refugees in 1956, CentralAmericans,Vietnamese boat people,Somalis);

– explain how Canada’s changing immigra-tion policies have affected Canadian soci-ety (e.g., postwar expulsion of JapaneseCanadians, introduction of the point system);

– assess the impact of the Charter of Rightsand Freedoms on personal and culturalrelations in Canada (e.g.,Aboriginal andtreaty rights; freedom of expression;mobility and employment; linguistic andeducational rights for minority groups).

Social Justice


– describe the major issues and events thathave led to the expansion of Canadianmulticultural and equity legislation andprograms, and explain the key challengesin maintaining these programs;

– analyse the role of government in thedevelopment of social justice for

Canadians (e.g., Charter of Rights andFreedoms; labour legislation;YouthCriminal Justice Act; public inquiries androyal commissions such as the RoyalCommission on the Status of Women, theRoyal Commission on AboriginalPeoples, the Krever Commission, theWalkerton Commission of Inquiry, andthe Ipperwash Inquiry).

Global Forces


– explain how the revival of the Europeanand Asian economies since 1945 hasaffected Canada (e.g., competition forexports, immigration, floating exchangerates);

– describe the growth of international eco-nomic relationships and organizations(e.g., General Agreement on Tariffs andTrade [GATT], North American FreeTrade Agreement [NAFTA], EuropeanEconomic Community,Asia-PacificEconomic Cooperation [APEC]) as wellas Canada’s participation in these organi-zations and their impact on the lives ofCanadians;

– describe ongoing global environmentalchallenges and assess the role of Canadiansin addressing these challenges (e. g . ,G re e n -p e a c e, negotiations with the United Stateson acid pre c i p i t a t i o n , fishing moratori u m s,Kyoto Protocol on Climate Change).

153C A N A D I A N H I S T O R Y A N D P O L I T I C S S I N C E 1 9 4 5 , G R A D E 1 1 , C O L L E G E P R E P A R A T I O N ( C H H 3 C )

Canada in the World Community


– assess the effectiveness of major agenciesand programs for international aid andrelief in which the Canadian governmenthas played a leading role (e.g., ColomboPlan, Canadian University ServicesOverseas [CUSO], Canadian InternationalDevelopment Agency [CIDA]);

– describe Canada’s participation in interna-tional agreements and organizations (e.g., agreements to participate in UnitedNations peacekeeping operations,WorldHealth Organization [WHO], UniversalDeclaration of Human Rights, DraftUnited Nations Declaration on the Rightsof Indigenous Peoples, InternationalCampaign to Ban Landmines);

– describe the participation and achieve-ment of Canadians in non-governmentalaid, relief, and human rights organizations(e.g., Oxfam, CARE, Médecins SansFrontières, Unitarian Service Committee/USC Canada,Amnesty International,ShareLife, Free the Children, StephenLewis Foundation).





• assess key ways in which Canadian society has changed since 1945;

• analyse continuing issues, c o n c e rn s , and strengths in Canadian society since 1945;

• demonstrate an ability to use the organizing concepts of chro n o l ogy and cause and effect inthe study of Canadian history since 1945.


Change in Canadian Society


– assess the effects of the changing work-place on Canadians (e.g., from traditionalprimary and secondary industries to ter-tiary and service industries; from lifelongemployment to entrepreneurial and con-tractual employment);

– describe changes in electronic, space, andtelecommunications technologies and intransportation since 1945, and assess theirimpact on Canadian society (e.g., comput-ers, optical fibres,Telesat, geographic infor-mation systems [GIS], cell phones, theInternet, jet aircraft);

– describe changes in Quebec’s relationshipwith the rest of Canada (e.g., QuietRevolution, sovereignty association, refer-endums, distinct society clause);

– analyse key developments in Canada’s rela-tions with the United States since 1945( e. g . , defence agreements such as NORAD;trade agreements such as the Auto Pact andN A F TA ; c h a n ging mandate of the Fo re i g nI nvestment Rev i ew Agency [FIRA]; t r a d edisputes over softwood lumber and follow-ing the mad cow crisis; the CRTC’sCanadian content rules; changes in theaftermath of world events such as theCuban Missile Crisis and September 11).

Continuity in Canadian Society


– describe the major ongoing processes andforums for Canada’s national and con-stitutional development (e.g., federal-provincial conferences, royal commissions,public hearings, referendums);

– assess government programs and policiesimplemented since 1945 and designed toassist and protect Canadian citizens (e.g.,unemployment/employment insurance,family allowances, medicare, ombudsmen);

– assess how the continuing forces of capi-talism and free enterprise have affectedCanada since 1945 (e.g., exploitation ofnatural resources, private banking systems,deregulation and privatization of Crowncorporations, environmental degradation,increase in part-time employment, eco-nomic disparities, loss of national sover-eignty, growth of companies such asBombardier, Magna International, andWestJet);

– explain the difficulties in resolving issuesof identity and autonomy involvingAboriginal communities and local,provincial, and federal governments (e.g.,Aboriginal self-government, landclaims, taxation, justice system).




– explain the process of cause and effect inthe context of the unfolding of keyCanadian events and issues since 1945(e.g.,Trudeaumania, reactions to theMeech Lake and Charlottetown Accords,fluctuations in the Canadian dollar);

– analyse interrelationships among political,social, economic, and cultural develop-ments, issues, and ideas, using examplesfrom post-1945 Canada (e.g., the babyboom and its effect on schools; thegrowth of suburbs and its effects on trans-portation; the Charter of Rights andFreedoms and equity policies; Quebec’scultural and political identity; concernabout health issues and the adoption ofsmoking bans).





• assess how effectively Canadian working people have dealt with challenges and influencedsociety;

• explain the importance of active citizenship and respect for heritage in the lives ofCanadians;

• explain how different individuals and communities in Canada seek to fulfil their ambitionsand express their identities.


Working Canadians


– describe the spread of unions and profes-sional associations in the Canadian work-place since 1945 (e.g., labour unions suchas the Brotherhood of Sleeping CarPorters and the United Auto Workers/Canadian Auto Workers; public sectorunions such as the Canadian Union ofPublic Employees; professional associationssuch as the Royal College of Physiciansand Surgeons of Canada) and assess theirinfluence on government policies andpolitical parties (e.g., Industrial Relationsand Disputes Investigation Act, 1948; NewDemocratic Party);

– assess the advantages and disadvantages ofglobalization and offshore industries forCanadian workers and other Canadian citizens.

Citizenship


– describe the workings of different levels ofgovernment, with a focus on how theyrelate to the rights and responsibilities ofactive citizenship;

– describe key developments in Canadianhistory since 1945 that specifically relate toissues of citizenship (e.g., changing

Immigration Acts, adoption of theCanadian flag, the Constitution Act of1982, war reparations to Japanese-Canadian internees);

– assess the importance of multiculturalismand the values of mutual respect and toler-ance in the composition and continuationof the Canadian democratic system.

Identity and Self-Expression


– analyse issues surrounding the establish-ment of and changes in ethnic neighbour-hoods in Canadian cities and towns (e.g.,Vancouver’s Chinatown,Toronto’sLittle Italy, Halifax’s Africville);

– describe opportunities for individual andgroup artistic expression that haveemerged throughout Canada since 1945(e.g.,TVOntario, Canada Council for theArts, Stratford Festival, local galleries andtheatres, Internet);

– assess the importance to Canadian societyof the cultural mosaic and of the right ofindividual self-expression, as reflected ingovernment policies and popular attitudes(e.g., changes to the Indian Act, multicul-tural policies, hate-crime legislation, reli-gious tolerance, rights of individuals wholead alternative lifestyles);


– describe significant events that have stirredthe Canadian imagination and spirit orhave affected Canada’s image at homeand/or abroad (e.g., Newfoundland’s join-ing Confederation; Montreal hockey riot,1955; Springhill mine disaster, 1958;Expo 67; October Crisis; the 1972Summit Hockey Series; Terry FoxMarathon of Hope; Montreal and CalgaryOlympics; Oka Crisis; Quebec referen-dum, 1995; SARS benefit concert, 2003);

– identify significant Canadian individualswho, through their actions, have affectedCanada’s image at home and/or abroad(e.g., Rosalie Abella, Susan Aglukark,Lincoln Alexander, Louise Arbour,Roberta Bondar, Rosemary Brown,Thérèse Casgrain, Roméo Dallaire,WayneGretzky, Rick Hansen, Stephen Lewis,Donald H. Oliver, Lester B. Pearson,Bruny Surin, David Suzuki, PierreTrudeau).





• evaluate how well post–World War II Canada fits the description of an open, equitable,democratic society;

• analyse changes in the Canadian economy since 1945;

• analyse the spectrum of political beliefs and social attitudes in Canada since 1945.


Promoting Democratic Society


– explain the fundamental concepts thatdefine an open, equitable, democratic soci-ety (e.g., basic freedoms, rule of law, toler-ance and compromise, citizen participationand responsibility);

– analyse key developments in Canada’ssocial legislation since 1945 (e. g . ,m e d i c a re,pension programs, Multiculturalism Act,pay equity) as they relate to the concept ofan open, equitable, democratic society;

– evaluate the continuing efforts byCanadian groups and individuals to pro-mote equity and multiculturalism since1945 (e.g., National Action Committee onthe Status of Women, Urban Alliance onRace Relations, ethnic festivals and orga-nizations, cultural centres, CHIN Inter-national Radio-Television,AboriginalPeoples Television Network).

Economic Structures


– analyse government policies that protect or expand the social safety net and thosethat promote a positive environment forcapitalism and free enterprise (e.g., pro-gressive versus flat tax proposals, spendingon social programs versus tax reductions,nationalized versus privatized services andindustries);

– assess the effects of public and privateinvestment and economic policy on local,provincial, and national economies (e.g., sponsorship of megaprojects such asthe TransCanada Pipeline; NationalEnergy Program; privatization of Crowncorporations such as Petro-Canada,AirCanada; wage and price controls; Bank ofCanada monetary policies; branch plants;downsizing);

– describe developments in Canada’sresource industries since 1945 (e.g., Leducoil wells; the Tar Sands; Hibernia; nuclearpower plants; developments in hydro-electricity, mining, forestry, fishing);

– describe developments in the structure ofCanadian industry since 1945 (e.g., exten-sion of U.S. branch plants; governmentsubsidies and ownership; downsizing andplant closures);

– describe developments in the Canadianconsumer economy since 1945 (e.g., sub-urbanization, subsidized housing, targetingteenage consumers since the 1950s, shop-ping malls, personal credit cards, auto-mated services, e-shopping) and theireffects on Canadians’ lives.


The Role of Opinion in Canadian Democracy


– compare the ideas and programs of differ-ent Canadian parties across the politicalspectrum since 1945;

– evaluate the reasons for the developmentof differing regional attitudes or character-istics (e.g.,Western alienation, Ontariocentrism, Quebec nationalism,AtlanticCanadian isolation);

– assess the effectiveness of the programs andmethods of various interest groups inCanada in influencing public policy (e.g.,Assembly of First Nations, CanadianAdvisory Council on the Status ofWomen, Chinese Canadian NationalCouncil, Sierra Club, Fraser Institute,Hepatitis C Action Group, CanadianTreatment Advocates Council).









Research


– formulate questions for research andinquiry (e.g.,What key changes have beenmade to the Indian Act since 1945? Whatwas the most significant motive for thecancellation of the Avro Arrow? Whatwere the effects of the Auto Pact onCanadian workers?) and develop a plan toguide research;


– evaluate the credibility of sources andinformation (e.g., by considering theauthority, impartiality, and expertise of thesource and checking the information foraccuracy, reliability, underlying assump-tions, stereotyping, prejudice, and bias);


– identify various career opportunitiesrelated to the study of history, and theeducational requirements for them (e.g., researcher, museum or archive curator, teacher, journalist).




– identify key interpretations of Canadianhistory (e.g., conservative, liberal, Marxist,feminist, postmodernist);

– analyse historical events and issues fromthe perspectives of different participants inthose events and issues (e.g., the establish-ment of medicare in Saskatchewan fromthe perspectives of members of theDouglas government and the province’sdoctors; the Oka Crisis from the perspec-tives of the Quebec government and theMohawk Warriors);





Communication


– express ideas, arguments, and conclusions,as appropriate for the audience and pur-pose, using a variety of styles and forms(e.g., reports, essays, debates, group presentations);



162

Canadian History and Politics Since 1945, ( C H H 3 E )Grade 11,Workplace Pr e p a r a t i o n

This course traces the most significant changes in Canadian society since 1945 and connectsthem to the issues facing the country today. Students will learn about the social, e c o n o m i c, a n dpolitical forces that affect their live s ,c ove ring topics such as mu l t i c u l t u r a l i s m , labour re l a t i o n s ,t e c h n o l ogical change, equity issues, and globalization. T h rough their investigation of the connec-tions between historical developments and current issues, students will strengthen their cri t i c a l -thinking and communication skills in preparation for the wo r k p l a c e.

Prerequisite: Canadian History Since World War I, Grade 10, Academic or Applied. (Withthe approval of the ministry, a locally developed Grade 10 course in Canadian History may alsoserve as the prerequisite.)

163C A N A D I A N H I S T O R Y A N D P O L I T I C S S I N C E 1 9 4 5 , G R A D E 1 1 , W O R K P L A C E P R E P A R A T I O N ( C H H 3 E )




• describe the influence that recently arrived and more established peoples have had onCanadian society since 1945;

• describe the role of social justice in Canada’s multicultural society since 1945;

• describe how key global economic and environmental forces have affected Canadians since1945;

• describe key aspects of Canada’s contributions to and continuing role in the world commu-nity since 1945.


Canadian Peoples


– identify changes in Canadian demograph-ics that illustrate the development ofCanada as a multicultural society (e.g., newcomers’ countries of origin,settlement and work patterns);

– identify key changes in Canada’s immigra-tion policies and explain how thesechanges have affected Canadian society(e.g., expulsion of Japanese Canadians afterWorld War II, introduction of the pointsystem);

– compare the experiences of various groupsthat have come to Canada since 1945 (e.g., Hungarian refugees in 1956, CentralAmericans,Vietnamese boat people,Somalis);

– explain how the Charter of Rights andFreedoms protects individual and minorityrights (e.g., equality rights, religious freedom).

Social Justice


– summarize the major issues and events that have led to an expansion of Canadianmulticultural and equity legislation andprograms;

– describe the role of government in thedevelopment of social justice forCanadians (e.g., human rights commis-sions, Charter of Rights and Freedoms,labour legislation, anti-hate laws, compen-sation for victims of injustice, publicinquiries and royal commissions);

– identify examples of public inquiries androyal commissions in Canada and describetheir focus (e.g., Royal Commission onBilingualism and Biculturalism, RoyalCommission on the Status of Women,Royal Commission on AboriginalPeoples, Krever Commission,WalkertonCommission of Inquiry, IpperwashInquiry).

Global Forces


– identify major international economicorganizations and agreements and describetheir impact on Canadians (e.g.,Organization of the Petroleum ExportingCountries [OPEC], European EconomicCommunity, General Agreement on Tariffsand Trade [GATT]);

– identify ongoing global environmentalchallenges and describe the role ofCanadians in addressing these challenges(e.g., Greenpeace, negotiations with the


United States on acid precipitation, fishingmoratoriums, Kyoto Protocol on ClimateChange).

Canada in the World Community


– describe key aspects of Canada’s participa-tion in international agreements and orga-nizations (e.g., agreements to participate inUnited Nations peacekeeping operations,World Health Organization [WHO],Universal Declaration of Human Rights,Draft United Nations Declaration on theRights of Indigenous Peoples, UnitedNations Declaration of the Rights of theChild);

– describe key examples of the participationof Canadians in non-governmental aid,relief, and human rights organizations(e.g., Oxfam, CARE, Médecins SansFrontières, Unitarian ServiceCommittee/USC Canada,AmnestyInternational, Save the Children, StephenLewis Foundation).





• d e s c ribe the role change has played in the evolution of modern Canadian society;

• identify continuing issues, c o n c e rn s , and strengths in Canadian society;

• demonstrate an ability to use the organizing concepts of chro n o l ogy and cause and effect inthe study of contemporary Canadian history.


Change in Canadian Society


– identify pivotal changes in transportationand communications (e.g., superhighways,St. Lawrence Seaway, jet aircraft, satellites,printed circuits, microwave broadband,cable, Internet) and assess their effects onCanadian society;

– describe the effects of the changing work-place on Canadians (e.g., from traditionalprimary and secondary industries to ter-tiary and service industries; from lifelongemployment to entrepreneurial and con-tractual employment);

– identify key changes in Quebec’s relation-ship with the rest of Canada (e.g., QuietRevolution, sovereignty association, refer-endums, distinct society clause);

– describe key developments in Canada’srelations with the United States since 1945(e.g., defence agreements such asNORAD; trade agreements such as theNorth American Free Trade Agreement[NAFTA]; changing mandate of theForeign Investment Review Agency[FIRA]; trade disputes over softwood lum-ber and following the mad cow crisis; theCRTC’s Canadian content rules; changesin the aftermath of world events such asSeptember 11).

Continuity in Canadian Society


– identify ongoing government programsdesigned to assist Canada’s industrial andcommercial economies (e.g., Crown cor-porations, government incentives, regionaldevelopment grants);

– identify ongoing programs to assist andprotect Canadian citizens (e.g., unemploy-ment/employment insurance, familyallowances, medicare, maternity/parentalleave, ombudsmen);

– describe key unresolved issues of identityand autonomy involving Aboriginal communities and local, provincial, andfederal governments (e.g.,Aboriginal self-government, land claims, repatriation ofnative artifacts, justice system).



– identify the process of cause and effect inhistory, using examples from Canadianpolitics and society since 1945 (e.g.,Diefenbaker’s landslide,Trudeaumania,reactions to the Meech Lake andCharlottetown Accords, fluctuations in theCanadian dollar);

– describe how political, social, economic,and cultural developments, issues, andideas interrelate, using examples frompost-1945 Canada (e.g., the baby boomand its effect on education; the Charter ofRights and Freedoms and equity policies;concern about health issues and the adop-tion of smoking bans).





• describe the influence of, and the challenges faced by, organizations representing workingCanadians;

• explain the importance of active citizenship and respect for heritage in the everyday lives ofCanadians;

• explain how different individuals and communities in Canada seek to fulfil their ambitionsand express their identities.


Working Canadians


– describe key developments in the spread ofunions and professional associations inCanada since 1945 (e.g., labour unionssuch as United Auto Workers/CanadianAuto Workers; public sector unions such asthe Canadian Union of Public Employees;professional associations such as the RoyalCollege of Physicians and Surgeons ofCanada);

– identify and describe important challengesto Canadian unions and workers posed byglobalization and offshore industries.

Citizenship


– demonstrate an understanding of theworkings of different levels of govern-ment, with a focus on how they relate tothe rights and responsibilities of active citizenship;

– explain how individual citizens can partici-pate in political decision making by com-municating with government officials (e.g., letters to politicians,“town hall”meetings, petitions);

– explain why multiculturalism and the values of mutual respect and tolerance areimportant in the composition and contin-uation of the Canadian democratic system(e.g., multicultural policies, hate-crimelegislation, Charter of Rights andFreedoms).

Identity and Self-Expression


– describe significant events that have stirredthe Canadian imagination and spirit orhave affected Canada’s image at homeand/or abroad (e.g., Newfoundland’s join-ing Confederation; Montreal hockey riot,1955; Springhill mine disaster, 1958;Expo 67; October Crisis; the 1972Summit Hockey Series; Terry FoxMarathon of Hope; Montreal and CalgaryOlympics; Oka Crisis; Quebec referen-dum, 1995; SARS benefit concert, 2003);

– identify significant Canadian individualswho, through their actions, have affectedCanada’s image at home or abroad (e.g., Rosalie Abella, Susan Aglukark,Lincoln Alexander, Louise Arbour,Roberta Bondar, Rosemary Brown,Thérèse Casgrain, Roméo Dallaire, RickHansen, Stephen Lewis, Donald H.Oliver, Lester B. Pearson, David Suzuki,Pierre Trudeau);


– identify opportunities for individual andgroup artistic expression that haveemerged throughout Canada since 1945(e.g.,TVOntario, Canada Council for theArts, Stratford Festival, local galleries andtheatres, Internet).





• identify ways in which Canada fits the description of an open, equitable, democratic society;

• describe changes in the Canadian economy since 1945;

• describe the spectrum of political beliefs and social attitudes in Canada.


Promoting Democratic Society


– identify the fundamental concepts thatdefine an open, equitable, democratic soci-ety (e.g., rule of law, tolerance and com-promise, participation and responsibility);

– identify major developments in Canada’ssocial legislation since 1945 (e.g., medi-care, labour legislation, pension programs,Multiculturalism Act) as they relate to thepreservation of an open, equitable, demo-cratic society;

– identify and describe continuing efforts byCanadian groups and individuals to pro-mote equity and multiculturalism since1945 (e.g., National Action Committee onthe Status of Women, ethnic festivals andorganizations, cultural centres, CHINInternational Radio-Television,AboriginalPeoples Television Network).

Economic Structures


– identify important effects of governmentpolicies and programs on national, provin-cial, and local economies (e.g., sponsorshipof megaprojects such as the TransCanadaPipeline or James Bay hydroelectric pro-ject, the National Energy Program, wageand price controls, Bank of Canada mone-tary policies);

– describe the impact of major develop-ments in the Canadian consumer econ-omy since 1945 (e.g., suburbanization,subsidized housing, targeting of teenageconsumers, shopping malls, personal creditcards, automated service).

The Role of Opinion in Canadian Democracy


– demonstrate an understanding of the concept of the political spectrum andcompare the key ideas and programs ofdifferent political parties in Canada since1945 (e.g., New Democratic Party, BlocQuébécois, Canadian Alliance);

– identify major reasons for the develop-ment of differing attitudes or characteris-tics in different regions of Canada (e.g.,Western alienation, Ontario cen-trism, Quebec nationalism,AtlanticCanadian isolation);

– describe some of the programs and meth-ods of various interest groups in Canada(e.g.,Assembly of First Nations, CanadianAdvisory Council on the Status ofWomen, Chinese Canadian NationalCouncil, Sierra Club, Fraser Institute,Hepatitis C Action Group) and their ability to influence public policy.









Research


– formulate different types of questions (e.g.,factual: What important changes in trans-portation and communication haveoccurred in Canada since World War II?comparative: How did Pierre Trudeau andBrian Mulroney differ in their approach toCanadian-American relations? causal: Whatwere the main causes of the Oka Crisis?)when researching historical topics, issues,and events;

– select and use a variety of relevant primaryand secondary sources (e.g., written, visual,oral, physical, electronic) that represent adiverse range of perspectives;



– identify various career opportunitiesrelated to the study of history, and theeducational requirements for them (e.g.,researcher, museum or archive curator orassistant, teacher, journalist).




– identify some key interpretations ofCanadian history (e.g., conservative, lib-eral, Marxist, feminist, postmodernist);

– analyse historical events and issues fromthe perspective of different participants inthose events and issues (e.g., Quebec sepa-ratism from the perspectives of federalistsand Quebec nationalists; the shift fromlifelong to contract employment from theperspectives of workers and employers);





Communication





171

World History Since 1900: Global and ( C H T 3 O )R egional P e rs p e c t i ve s , Grade 11, O p e n

This course focuses on the major events and issues in world history from 1900 to the present.Students will investigate the causes and effects of global and re gional conflicts and the re s p o n s e sof individuals and governments to social, economic, and political changes. Students will use c ritical-thinking and communication skills to formulate and test points of view, d r aw conclusions,and present their findings about the challenges that have faced and continue to face people invarious parts of the world.






• demonstrate an understanding of the nature of empires and the emergence of nationalistaspirations throughout the world since 1900;

• describe major global and regional conflicts and their consequences, as well as instances ofinternational cooperation, since 1900;

• evaluate significant changes in the international community from 1900 to the present.


Imperialism and Decolonization


– demonstrate an understanding of the con-cept of imperialism (e.g., political, eco-nomic, cultural);

– identify the major empires that existed in the twentieth century (e.g., British,Chinese, German, Russian, Spanish,French, Belgian);

– analyse the impact that selected imperialpowers of the past and present have had on their colonies and/or spheres of influ-ence (e.g., resource exploitation; creationof infrastructures; political, legal, and eco-nomic domination; acculturation);

– analyse relations between ruling powersand peoples who have had nationalist aspi-rations (e.g., Britain and the Boers, Spainand the Basques, Japan and Manchuria,China and Tibet, Indonesia and EastTimor, the Soviet Union and Afghanistan).

Conflict and Cooperation


– explain the causes, course, and results ofWorld War I and World War II (e.g., alliance systems, rise of fascism;trench warfare, Blitzkrieg; Treaty ofVersailles, economic dislocation);

– explain the causes, course, and results ofthe Cold War (e.g., Stalinism,

McCarthyism, Cuban Missile Crisis,Vietnam War, destruction of the BerlinWall, collapse of the Soviet Union);

– assess the local, regional, and/or globalimpact of selected local and regional con-flicts since 1900 (e.g., Northern Ireland,Middle East, East Timor, Sri Lanka, Indiaand Pakistan, Somalia, Rwanda);

– evaluate the effectiveness of selectedprocesses used to promote peace (e.g., theLeague of Nations’ oil sanctions againstItaly in 1935, Neville Chamberlain’sdiplomatic intervention at Munich, L.B.Pearson’s intervention in the Suez Crisis,NATO military intervention in Kuwait,the Camp David Accord of 1978).

The International Community


– describe shifts in the international balanceof power from 1900 to the present (e.g., the increasing power of the UnitedStates, the rise and collapse of the SovietUnion, the rise of Asian nations);

– evaluate the influence of internationalorganizations in defining new concepts of“global communities” (e.g., League ofNations, United Nations, InternationalCourt of Justice, International MonetaryFund [IMF], North Atlantic TreatyOrganization [NATO], la Francophonie,World Trade Organization [WTO], G8);

173W O R L D H I S T O R Y S I N C E 1 9 0 0 : G L O B A L A N D R E G I O N A L P E R S P E C T I V E S , G R A D E 1 1 , O P E N ( C H T 3 O )

– assess Canada’s changing role in interna-tional affairs (e.g., as a colonial adjunct, anewly independent nation, a major part-ner in war efforts, a peacekeeper and middle power, a leader in humanitariancauses).





• describe the nature and impact of significant change since 1900;

• identify factors that have tended to maintain continuity since 1900;

• explain the importance of chronology and cause-and-effect relationships within the contextof history since 1900.


The Process of Change


– compare different processes of change thathave occurred in the world since 1900(e.g., planned versus spontaneous change,slow versus rapid change, the use of violentor pacifist strategies);

– describe major technological and eco-nomic changes since 1900 and theirimpact on society (e.g., the automobile,electricity, electronic and computer tech-nology; progressive taxation, consumerism,global capitalism);

– describe the factors leading to, and theimpact of, social and political change since1900 (e.g., demographic developments,changes in gender roles, urbanization,emergence of civil rights and gay rightsmovements; expansion of the franchise,acceptance of democratic ideals, emer-gence of new national powers);

– evaluate the role of individuals and groupswho facilitated the process of change (e.g., Henry Ford, J.M. Keynes, MaoZedong, Margaret Thatcher, NelsonMandela, Bill Gates; suffragists, theAmerican and international film industry,Organization of the Petroleum ExportingCountries [OPEC]).

The Process of Continuity


– explain the role of selected social, eco-nomic, and political systems and structuresin maintaining continuity (e.g., class sys-tem, capitalism, communism, democracy);

– describe the ongoing movement since1900 towards decolonization and nationalindependence (e.g., in Ireland, Egypt,India,Taiwan, Namibia, Panama);

– compare the efforts of selected organiza-tions and agencies to improve the humancondition throughout the world (e.g., International Federation of RedCross and Red Crescent Societies, UnitedNations, International Court of Justice,religious agencies, Médecins SansFrontières);

– explain how belief in progress and tech-nological improvements provides a frame-work for understanding history since 1900(e.g., developments in agriculture, socialwelfare legislation, growth of education,developments in communication andmedicine, genetic engineering).




– explain the significance of timelines in thestudy of selected subjects in twentieth-century history (e.g., the course of theRussian Revolution, the sequence ofmigrations of people to the United States,the decolonization of Africa);

– describe the cause-and-effect relationshipbetween decisions taken in history andtheir consequences in helping to shapesignificant historical events (e.g., the con-ditions imposed by the Treaty of Versaillesin 1919 and the outbreak of World War II,the decision to create the state of Israeland subsequent tensions in the MiddleEast, the formation of trading blocs andtheir effect on national autonomy);

– analyse the relationships between selectedpolitical, social, economic, and culturalissues and events since the beginning ofthe twentieth century (e.g.,World War Iand isolationism, the Great Depression andsocial welfare legislation, fishing practicesand territorial waters, civil disobedienceand economic disruption).





• assess the importance of nationalism and internationalism in the world since 1900;

• analyse the relationship between the individual and those in authority in various societiessince 1900;

• demonstrate an understanding of the variety of cultural expressions throughout the worldsince the beginning of the twentieth century.


Nationalism and Internationalism


– describe elements that have contributed tothe development of national identities(e.g., language, traditions, perceived history,religion);

– explain how nationalism has affected exist-ing institutions and the lives of citizens(e.g., growth of Basque and Québécoisidentities; efforts to establish Jewish andPalestinian homelands; Sikh and Hinduclashes; Cold War rivalries; aspirations ofAboriginal nations; spread of religious fundamentalism; conflicts in the formerYugoslavia);

– describe elements that have helped to create a sense of international and globalunity (e.g., political ideologies such aspacifism, communism, and socialism;international women’s movements;humanitarian idealism; global environ-mental concerns);

– explain how internationalism has affectedexisting institutions and the lives of citi-zens (e.g., idealism in League of Nationsagencies, anti-war and anti-nuclearprotests, the Green movement);

– analyse how and why certain individualshave become the accepted symbols ofnational or international movements (e.g.,V.I. Lenin,Albert Einstein, MohandasGandhi, Eleanor Roosevelt, Eva Peron,

Ho Chi Minh, Fidel Castro, MargaretThatcher, Nelson Mandela, MotherTeresa).

The Rights of Individuals and Groups


– outline a variety of interpretations con-cerning the position of the individual insociety (e.g., labour and class solidarity,racial consciousness, religious fundamen-talism, national conformity, the “MeGeneration”);

– describe factors that have interfered withindividual and group rights since thebeginning of the twentieth century (e.g., secret police and rigid censorship,policies of racial and ethnic exclusion andcleansing, gender-role restrictions, homo-phobia, poverty);

– analyse the growth of individual andgroup democratic rights in selected soci-eties since 1900 (e.g., extension of thesecret ballot, reduction of age and genderinequalities, global improvements in liter-acy and health, spread of ideas via globaltelecommunications technologies);

– explain how genocides that have takenplace since 1900 have affected not onlythe victims and victimizers but also theworld at large (e.g., famine in Ukraine, theHolocaust, mass executions under Pol Pot,Rwandan genocide, ethnic cleansing inBosnia).


Art and Culture


– identify selected forms of artistic expres-sion that were maintained, altered, ordeveloped since 1900 (e.g., classical, mini-malist, and atonal music; Kabuki theatre;Chinese revolutionary opera; representa-tional and abstract-expressionist art; mod-ern architecture and design);

– explain the relationship between artisticexpression and its socio-political context(e.g., blues and Black America, Sovietsocialist realism in art and music, Fascistand Nazi martial pageantry, beat poetryand atomic angst,Asian martial arts filmgenre);

– analyse the spread of and reaction toAmerican pop culture throughout theworld since 1900 (e.g., Hollywoodmovies, jazz, rock ’n’ roll, blue jeans,McDonald’s, Disney);

– explain some of the reasons for the emer-gence of various modern indigenous artforms (e.g., cinematic styles and music inIndia and Latin America, use of traditionalcostumes and fashions in Africa and Asia,revival and restoration of traditional cul-tural sites such as Angkor Wat, Xi’an,Machu Picchu).





• describe key changes in the structures and activities of everyday life since 1900;

• describe major features of economic life since 1900;

• describe a variety of forms of government adopted since the beginning of the twentiethcentury.


Everyday Life


– describe changes that have occurred sincethe beginning of the twentieth century in the structure of the family and the roleof the individual within the family (e.g.,broadening of gender roles, increased par-ticipation of women in the labour force,increased influence of youth peer groups,China’s one-child policy, absentee familymembers in migrant labour markets, same-sex parents);

– describe changes in the workplace duringthe twentieth century (e.g., shift from agriculture to industry, rise of the serviceindustry, need for technical knowledge,development of labour-saving devices, useof assembly lines and robotics in industry,shortened work week and the concept ofleisure time);

– analyse the relationship between the indi-vidual and religion in Western and non-Western societies (e.g., Creationist debates,fluctuations in church attendance, cults,theocratic governments, views on the roleof women, clashes between and withinreligions);

– explain how increased interaction betweenpeoples and cultures of the world haschanged daily life (e.g., exposure to newideas, foods, and fads; fear of newcomers;creation of ethnic ghettos;Westernizationof language).

Economic Structures


– identify the primary characteristics of economic structures in developed nations(e.g., belief in free enterprise, competition,private property; Keynesian and post-Keynesian economic theory; liberalizedworld trade);

– analyse the successes and failures of com-mand economies (e.g., the former SovietUnion, People’s Republic of China,Castro’s Cuba,Tito’s Yugoslavia);

– describe and assess local, national, andglobal implications of major economiccrises since 1900 (e.g., the GreatDepression, China’s Great Leap Forward,the 1973 OPEC oil crisis, eastern Europeand the collapse of the Soviet Union, theAsian financial crisis of the 1990s, thetechnology stock crash of 2000, the Enronscandal);

– analyse the problems that have faced theunderdeveloped world in achieving eco-nomic stability and prosperity (e.g., lack ofcapital investment, exploitation of citizensas cheap labour, fragile taxation base,political corruption, foreign ownership,debt load);

– identify the reasons for, and implicationsof the growth of, selected internationaleconomic relationships (e.g.,West Indies Fe d e r a t i o n ,A f rican Union [AU ] ,


Asia-Pacific Economic Cooperation[APEC], European Union [EU], NorthAmerican Free Trade Agreement[NAFTA],World Trade Organization[WTO]).

Forms of Government


– define various ideological positions thatare represented in the political spectrum(e.g., communism, socialism, liberalism,conservatism, fascism);

– describe the fundamental principles of avariety of government systems (e.g.,Western congressional and parliamentarysystems,African single-party systems,Swiss federalism, Russian and Chinesecommunism, Islamic theocracies);

– describe obstacles to the implementationof stable forms of government in develop-ing nations (e.g., low literacy rate, poorcommunications, absence of liberal tradi-tion, economic challenges, concentrationof wealth and power, corruption).









Research


– formulate different types of questions (e.g., factual: What technological develop-ments altered the course of war in thetwentieth century?; comparative:What werethe similarities and differences betweencommunism in the USSR and China?causal: What major factors contributed towomen’s winning the right to vote?) whenresearching historical topics, issues, andevents;




– identify various career opportunitiesrelated to the study of history, and theeducational requirements for them (e.g.,researcher, museum or archive curator orassistant, teacher, journalist).




– identify some key interpretations of worldhistory (e.g., conservative, liberal, Marxist,feminist, postmodernist);

– analyse historical events and issues fromthe perspectives of different participants inthose events and issues (e.g., the indepen-dence movement in India from the per-spectives of the British government, thefollowers of Gandhi, and the Muslimminority; globalization from the perspec-tives of the World Trade Organization,anti-globalization activists, and workers indeveloping countries);


– draw conclusions based on supporting evidence, effective analysis of informa-tion, and awareness of diverse historicalinterpretations;



Communication


– express ideas, arguments, and conclusions,as appropriate for the audience and pur-pose, using a variety of styles and forms(e.g., reports, essays, debates, group presentations);



182

C a n a d a : H i s t o r y, I d e n t i t y , and Culture, ( C H I 4 U )Grade 12, U n i ve r sity Preparation

This course explores the challenges associated with the formation of a Canadian national identity. Students will examine the social, political, and economic forces that have shapedCanada from the pre-contact period to the present and will investigate the historical roots ofc o n t e m p o r a ry issues from a va riety of pers p e c t ive s . Students will use critical-thinking and com-munication skills to consider events and ideas in historical context, debate issues of culture andidentity, and present their own views.


183C A N A D A : H I S T O R Y , I D E N T I T Y , A N D C U L T U R E , G R A D E 1 2 , U N I V E R S I T Y P R E P A R A T I O N ( C H I 4 U )




• describe the characteristics of Aboriginal communities before and after contact withEuropeans and analyse the significant effects of the interactions between Aboriginal commu-nities and the colonizers;

• analyse the principal characteristics of the French and English colonial experience inCanada;

• assess the significance of successive waves of immigration in the development of regional,provincial, and national identities in Canada;

• evaluate Canada’s changing role on the international stage.


Aboriginal Peoples


– describe various aspects of Aboriginal life prior to contact with Europeans (e.g., traditional economies, spirituality,relationship with the environment, politi-cal organization);

– analyse significant aspects and effects of theinteractions between Aboriginal peoplesand European colonists (e.g., spread of disease; introduction of new weapons;missions; Aboriginal peoples’ sharing ofenvironmental knowledge with Europeans;the Royal Proclamation of 1763; territor-ial relocation; emergence of the Métis;treaties; Riel Rebellion; movementtowards self-government);

– assess the extent to which Canadian iden-tity and culture have been influenced byAboriginal peoples.

Colonial Canada


– compare the colonizing policies of theFrench (e.g., Company of One HundredAssociates, Catholic missionaries, Colbert’scompact in Laurentian society, seigneurialsystem) and the British (e.g., absentee

landlords in Prince Edward Island, settle-ment of Napoleonic War veterans, Clergyand Crown Reserves in Upper Canada) incolonial Canada;

– describe significant sectarian divisionswithin colonial society and how theyshaped the political and cultural issues ofthe period (e.g., tensions between earlyand late Loyalists; Ryerson’s Methodismand its conflict with the Church ofEngland; Irish–Scottish tensions);

– explain how French and British colonialhistory contributed to the concept ofCanada as a product of “two foundingnations” (e.g., Royal Proclamation of1763; Quebec Act, 1774; ConstitutionalAct, 1791; Lord Durham’s Report;Confederation).

Immigration and Identity


– describe significant immigration waves(e.g., influx of United Empire Loyalists inthe late 1700s; Black immigration in theearly 1800s; British immigration in the1840s; eastern European immigration inthe early 1900s; post–World War II immi-gration of refugees; Asian,African, and


Caribbean immigration in the 1990s) andsettlement patterns, and how they helpedshape Canadian identity and culture;

– describe significant changes in Canadianimmigration policy since Confederation(e.g., Immigration Acts, open door policy,Chinese head tax, British Home Children,enemy aliens, point system);

– describe how ethnocultural identities havebeen expressed in different provinces andregions at different times (e.g., Blacks inNova Scotia, Chinese labourers in BritishColumbia, Ukrainian grain farmers on thePrairies, post–World War II Italian andPortuguese immigrants in Ontario, Inuitin Nunavut).

Canada’s International Role


– explain how the role Canada has played ininternational events and organizations haschanged the way the country has beenperceived by Canadians and/or the inter-national community (e.g.,War of 1812,Fenian Raids, Boer War,World War I,World War II, Korean War, Suez Crisis,Gulf War; United Nations, the Common-wealth of Nations, la Francophonie, NorthAtlantic Treaty Organization [NATO],International Court of Justice at The Hague);

– analyse the steps through which Canadahas achieved autonomy (e.g., Borden’sNaval Bill Aid;Vimy Ridge; Paris PeaceConference; Chanak affair; Statute ofWestminster; Canada Act, 1982);

– evaluate the extent to which Canada’s reputation as a humanitarian nation ismerited (e.g., Canadian treatment ofAboriginal peoples, Canada as a destina-tion for escaping slaves in the nineteenthcentury and refugees in the twentiethcentury, peacekeeping efforts, UnitedNations rankings).

.





• analyse how Canada’s relationships with France, Britain, and the United States have influ-enced Canada’s identity and culture;

• evaluate the role of east-west and north-south ties in the development of Canada;

• assess changes in Canada’s rural-agricultural and urban-industrial communities;

• analyse the relationship between major technological and social changes in Canada;

• evaluate the extent to which Canada has been transformed into a pluralistic society.


Transformation of Canadian Identity


– analyse important issues in the changingrelationship between settlers and Europeancolonial institutions and policies (e.g., Laval’s theocratic rule, expulsion ofthe Acadians, British military policy,Family Compact, Château Clique,Durham Report);

– analyse how conflicts and compromisesbetween Canada and the United Stateshave helped to shape Canadian identity(e.g., migration of the United EmpireLoyalists; War of 1812; AnnexationManifesto, 1849; Confederation; NorthAmerican Air Defence Command[NORAD]; relations with Cuba; Trudeau’srecognition of the People’s Republic ofChina; North American Free TradeAgreement [NAFTA]; invasion of Iraq,2003);

– assess the effectiveness of attempts to protect Canadian culture from Americandomination (e.g., creation of the CBC,Canadian content rules in broadcasting,the Governor General’s Awards, the Orderof Canada, attempts to protect culturalindustries in trade agreements).

East–West and North–South Forces


– analyse the causes and implications ofCanadian regional differences (e.g., eco-nomic disparity between Central andAtlantic Canada, cultural differencesbetween Quebec and the rest of Canada,geographic separation of westernCanada);

– analyse the reasons for Canada’s closepolitical and economic relationship withthe United States (e.g., extended border,concentration of American ownership inthe Canadian economy).

Rural and Urban Communities


– assess the effects of industrialization onvarious regions and peoples of Canada(e.g., urbanization, growth of slums, pollu-tion, poverty, workers’ organizations, ruraldepopulation, economic disparity, increasein GDP);

– evaluate the changing economic and cul-tural contributions of Canadian agricul-tural and resource-based communities(e.g., fishing villages, mining and milltowns, Prairie breadbasket, oil sands;


country and Celtic music, folk art; cul-tural figures such as Thomas ChandlerHaliburton, Pauline Johnson, L.M.Montgomery, Ringuet,W.O. Mitchell,William Kurelek);

– evaluate the changing economic and cul-tural contributions of Canadian cities(e.g., role as service and financial centres;multicultural diversity, architectural inno-vation, art galleries, theatrical companies,symphony orchestras; cultural figures suchas Mordecai Richler, Margaret Atwood,Marie-Claire Blais,Austin Clarke, GlennGould).

Technology and Society


– analyse how changes in transportation andcommunications technology (e.g., theCanadian Pacific Railway, publicly ownedtransportation and communication links,Diefenbaker’s Roads to Resources pro-gram,Anik satellite) have influencedCanadian society and identity;

– analyse how changes in technology (e.g., introduction of steam power, com-bustion engine, automation, mechaniza-tion, electricity, telephone, labour-savingappliances, radio, television, computers)have affected Canadian homes and workplaces.

Cultural Pluralism


– assess whether British colonial policieswere directed towards the creation of ahomogeneous society in Canada (e.g.,articles of capitulation, 1760; Treaty ofParis, 1763; Quebec Act, 1774; Act ofUnion, 1840; nineteenth-century immi-gration policies);

– explain the objectives of the official policyof multiculturalism, its relationship tobilingualism and biculturalism, and howsupport for and opposition to this policyhas changed over time;

– assess the difficulties involved in maintain-ing a united country while promotingdiversity through multiculturalism.





• analyse the evolution of citizenship in Canada;

• analyse how various francophone communities have defined themselves and their place inCanada;

• assess the role played by literature, the arts, and popular culture in the development ofCanadian identity;

• evaluate the claim that Canada is a just society, by examining issues related to human rights.


Canadian Citizenship


– explain how and why the concept of citi-zenship in Canada has changed over time(e.g., from British subject to Canadian citizen);

– explain how citizenship rights have beendenied to certain groups in Canada at various times since Confederation (e.g.,Aboriginal peoples, women, Blacks,Irish, Chinese, Ukrainians, Japanese).

French-Canadian Identity


– describe the development and changingcharacter of francophone communitiesacross Canada (e.g.,Acadians, Québécois,Franco-Ontarians, Franco-Manitobans,Métis);

– describe the historical roots and modernmanifestations of bilingualism and bicul-turalism and how support for or opposi-tion to these policies has changed overtime (e.g., immersion schools, RoyalCommission on Bilingualism andBiculturalism);

– analyse how the people of Quebec haveacted to preserve their political identity (e.g., Rebellion of 1837–38 in LowerCanada, responses to the Act of Union and Confederation, opposition to con-scription, the Quiet Revolution, the

Royal Commission on Bilingualism and Biculturalism, Bill 101, sovereignty-association, response to the Meech LakeAccord);

– describe the role of significant French-Canadian political and cultural figures inthe development of the French presencein Canada (e.g., Louis-HippolyteLaFontaine, Gabriel Dumont, HenriBourassa, Maurice Duplessis, LouisRobichaud, Pierre Trudeau, RenéLévesque, Jeanne Sauvé; Louis Hémon,Antonine Maillet, Gabrielle Roy, MichelTremblay, Clarence Gagnon, GillesVigneault, Claude Jutra).

Culture and Identity


– analyse how selected writers, visual artists,musicians, composers, filmmakers, actors,and athletes have contributed to Canadianidentity (e.g., Susanna Moodie, GabrielleRoy, Marshall McLuhan, MichaelOndaatje; Emily Carr, Group of Seven,Robert Bateman; Oscar Peterson, SusanAglukark, Céline Dion; Denys Arcand,Alanis Obomsawin, Deepa Mehta; MaryPickford, Graham Greene, Mike Myers;Tom Longboat, Ethel Catherwood,Marilyn Bell,Wayne Gretzky);


– analyse how American movies, television,music, advertising, professional sports, andconsumer products have posed challengesto the creation of a distinctive Canadianculture;

– analyse how Canadian governments havepromoted and protected Canadian culture(e.g., national anthem, Canadian flag,Canadian Broadcasting Corporation, laSociété Radio-Canada, National FilmBoard, Canadian Radio-television andTelecommunications Commission[CRTC], Canada Council for the Arts,Governor General’s Awards,Trillium BookAward/Prix Trillium).

Human Rights in a Just Society


– analyse the causes and effects of prejudiceand discrimination throughout Canadianhistory (e.g., expulsion of Acadians, resi-dential schools for Aboriginal children,wartime internment camps, Christie Pitsriot, unwillingness to admit Jewishrefugees fleeing Nazism,Africville, glassceiling, discrimination in hiring peoplewith disabilities);

– evaluate efforts on the part of individuals,groups, and government to promotehuman rights in Canada (e.g., JohnHoward Society; J.J. Kelso and children’srights; first- and second-wave women’smovement; campaigns for relief for theunemployed;Viola Desmond and civilrights; Canadian Bill of Rights, 1960;Ontario Human Rights Code; movementfor Aboriginal self-government; gay rightsmovement; rights for people with disabili-ties; reparations for Japanese-Canadianinternees and Aboriginal residential schoolstudents).





• analyse changes in Canadian social programs and policies over time;

• analyse the changing roles and contributions of women in Canada;

• evaluate the impact of Canada’s national and international economic policies on Canadianidentity and sovereignty;

• describe the nature of the Canadian political system and the groups and individuals whohave contributed to its development;

• assess the efforts of popular movements to reform Canadian society.


Social Programs and Policies


– describe the history, development, andextent of Canada’s social programs (e.g.,unemployment/employment insurance,family allowance, medicare, pension plans,welfare/social assistance, subsidized daycare);

– assess the extent to which education andhealth care have shaped regional, provin-cial, and national identities (e.g., Jesuitschools, Egerton Ryerson’s public schoolsystem, the Manitoba Schools question,public and separate school systems, resi-dential schools for Aboriginal children,Bill 101; Saskatchewan medicare act, 1961;Canada Health Act, 1984; RomanowReport, 2002);

– assess the causes and effects of changes inlabour legislation (e.g., Royal Commissionon the Relations of Labor and Capital,anti–child labour advocates, labour unions,strikes, women’s movement, businesslobby; minimum wage, child labour, payequity, and anti-union legislation).

Women in Canada


– analyse the extent to which women’s tra-ditional roles as wives and mothers andtheir status in Canadian society havechanged since Victorian times;

– analyse women’s changing participation,both paid and unpaid, in the Canadianeconomy;

– analyse the contributions of women to theCanadian identity (e.g., MargueriteBourgeoys, Mary Ann Shadd, PaulineJohnson,Agnes Macphail, Emily Carr,Marie Lacoste-Gérin-Lajoie, MargaretLaurence, Bertha Wilson, Roberta Bondar,Jeanne Sauvé, Rosalie Abella).

Economic Relations and Policies


– compare John A. Macdonald’s NationalPolicy with other economic visions ofCanada (e.g.,Wilfrid Laurier’s reciprocity;Gordon Commission; Third Option;visions of the cooperative movement,Business Council on National Issues,Council of Canadians, anti-globalizationmovement);

– analyse the extent to which trade policiesand agreements have challenged Canadiansovereignty (e.g., mercantilism, reciprocity,the Auto Pact, General Agreement onTariffs and Trade [GATT], Canada–U.S.Free Trade Agreement, North AmericanFree Trade Agreement [NAFTA],Asia-Pacific Economic Cooperation [APEC],World Trade Organization [WTO]);


– assess the relationship between Canadianeconomic practices and humanitarianprinciples (e.g., trade with Cuba andChina, trade embargos, boycotts, sale ofCANDU reactors, wheat aid);

– assess the effectiveness of various economic policies and initiatives in pro-moting Canadian sovereignty (e.g.,National Policy; Halibut Treaty, 1923;Foreign Investment Review Agency;National Energy Program; ArcticEnvironmental Protection Strategy, 1991;Turbot War, 1995).

Political Structures


– describe past and present Aboriginal polit-ical organizations (e.g., Ojibwa clan sys-tem, Iroquois Confederacy, Inuit Tapirisatof Canada,Assembly of First Nations,Métis National Council);

– explain the role of significant events andlegislation in the development of the cur-rent Canadian political system (e.g., theConquest; the British North America Act;the Balfour Report; the Canada Act,1982; the Charlottetown Accord; electoralreforms; changes in political parties);

– analyse the principles of the Canadianpolitical system (e.g.,“peace, order andgood government”; concept of federalism;parliamentary democracy; cabinet system);

– analyse the causes and effects of the devel-opment of new political parties (e.g., Clear Grits/Reform Party, 1840s;United Farmers of Alberta; Co-operativeCommonwealth Federation; SocialCredit; Progressive Conservatives; PartiQuébécois; Reform Party, 1990s);

– assess the impact of selected political figures (e.g., Jean Talon, George Brown,George-Étienne Cartier, Louis Riel,

Wilfrid Laurier, Henri Bourassa, theFamous Five,William Lyon MackenzieKing, Maurice Duplessis, Pierre Trudeau,René Lévesque, Rosemary Brown,AnneCools, Jeanne Sauvé, Ovide Mercredi,Elijah Harper, Matthew Coon Come,Adrienne Clarkson) on changes inCanadian politics.

Popular Reform Movements


– analyse the impact of the women’s move-ment in Canada (e.g., married women’sproperty reform,Woman’s ChristianTemperance Union,Young Women’sChristian Association, the Persons Case,paid maternity leave, Royal Commissionon the Status of Women, Irene Murdochand changes to divorce law, JeannetteCorbière Lavell and changes to Aboriginalwomen’s status);

– analyse the development of the labourmovement in Canada (e.g., Knights ofLabor,Winnipeg General Strike, One BigUnion, Hal Banks and the CanadianSeamen’s Union,Asbestos Strike, CanadianLabour Congress, United/Canadian AutoWorkers, public sector unions);

– assess the influence of anti-war sentimentin Canadian history (e. g . , J. S.Wo o d swo rt h ,opposition to conscription, conscientiousobjectors,“Ban the Bomb” demonstra-tions,Voice of Women, protests against theVietnam War and the invasion of Iraq);

– analyse the growth of environmentalism(e.g., establishment of national parks,Federation of Ontario Naturalists, work ofJane Jacobs, Greenpeace, Lubicon-Daishowa dispute, James Bay hydroelectricproject protests, ratification of the KyotoProtocol on Climate Change) and itsinfluence on how Canadians live.









Research


– formulate questions for research andinquiry (e.g.,To what extent have tradeagreements challenged Canadian sover-eignty over time? How have FrenchCanadians attempted to preserve theirpolitical and cultural identity?) anddevelop a plan to guide research;








– compare key interpretations and theoriesof Canadian history (e.g., limited identitiesthesis, fragment thesis, decapitation thesis;conservative, liberal, Marxist, feminist,postmodernist interpretations);

– analyse historical events and issues fromthe perspectives of different participants inthose events and issues (e.g., early Frenchcolonization from the perspective ofAboriginal peoples, Jesuit missionaries, andrepresentatives of the French government;the Red River Rebellion from the per-spectives of the followers of Louis Riel,the Canadian Party, and the Macdonaldgovernment; the Great Depression fromthe perspectives of the urban unemployed,farmers in Saskatchewan, and founders ofSocial Credit and the Co-operativeCommonwealth Federation);





Communication





193

World Histor y : The West and the W o r l d , ( C H Y 4 U )Grade 12, U n i ve r sity Pr e p a r a t i o n

This course investigates the major trends in Western civilization and world history from thesixteenth century to the present. Students will learn about the interaction between the emerg-ing West and other regions of the world and about the development of modern social, political,and economic systems. They will use critical-thinking and communication skills to investigatethe historical roots of contemporary issues and present their conclusions.






• analyse a variety of types of communities that have evolved since the sixteenth century;

• assess various types of interactions that have occurred among diverse peoples and cultures,and the impact of these interactions, since the sixteenth century;

• evaluate the factors that have led to conflict and war or to cooperation and peace betweenand within various communities from the sixteenth century to the present.


Types of Communities and Their Development


– analyse the roots and nature of a variety ofcommunities and groups founded on reli-gious, ethnic, and/or intellectual principles(e.g., Zen Buddhists, Jesuits, Sikhs,Mennonites, Christian Scientists, B’naiB’rith, pacifists, environmentalists);

– compare diverse rural communities thathave developed in the West and the rest ofthe world (e.g., traditional communal vil-lages, seigneurial and manorial systems,family farms and large farms or planta-tions, farms involved in internationalagribusiness; differing roles of families andof elders, men, women, and children);

– describe the development of urbanizationand its impact on various communities andthe environment (e.g., development ofadministrative, market, commercial, andindustrial towns and cities; the rise of themetropolis and metropolitan sprawl; issuesof inner cities and suburbia; issues of law,order, and infrastructure; cycles of con-struction and destruction of the urbanlandscape; loss of agricultural land;pollution).

The Nature of Interactions Among

Communities


– describe factors that have prompted andfacilitated increasing interaction betweenpeoples since the sixteenth century (e.g., trade; exploration; economic gain;modern technologies and inventions;demographic pressures; religious, dynastic,and national ambitions);

– analyse the impact of We s t e rn colonizationon both the colonizer and the colonized( e. g . ,e n richment and impove ri s h m e n t ;exploitation of re s o u rces and indigenousp o p u l a t i o n s ; cultural transfers ; e x p o s u re tohighly contagious diseases; i n t roduction ofnon-indigenous species; assimilation andacculturation; ethnic cleansing; revival ofcommitment to indigenous cultural identities);

– analyse the processes and implications ofimperialism, decolonization, and nationbuilding in various parts of the world(e.g., historical interpretations of imperial-ism, including world systems theory,Whig,Marxist, and modernist;Western imperial-ism; growth of multinational and transna-tional corporations; “Hollywoodization”;rise of militant Islam; Persian Gulf Wars;ethnic conflicts in Africa).

195W O R L D H I S T O R Y : T H E W E S T A N D T H E W O R L D , G R A D E 1 2 , U N I V E R S I T Y P R E P A R A T I O N ( C H Y 4 U )



– assess the reasons for the success or failureof selected approaches to maintaininginternational order (e.g., the Westphalianstate system; cultural, racial, or religiousunity; international working-class solidar-ity; Wilsonian internationalism; move-ments to defend and promote universalhuman rights);

– analyse key fa c t o rs that have led to confli c tand war (e. g . ,d e m ographic pre s s u re s , as inthe dislocation of A b o ri ginal populations;re l i gi o u s ,c u l t u r a l , and racial issues, as in theRussian pogro m s , the A m e rican Civil Wa r,the Mahdist insurre c t i o n s , the Eri t rean c ri s i s ; national and imperial riva l ri e s , as inthe Seven Ye a rs’ Wa r, the Napoleonic Wa rs ,World War I,World War II, the Cold Wa r;g e n o c i d e s , including the Holocaust;re s o u rce-based confli c t , as in the Boer Wa rand the Congo);

– evaluate the course and consequences ofselected conflicts and wars since the six-teenth century (e.g., types of weaponsused, guerrilla war versus set battles, civil-ian involvement, treatment of prisoners;casualties,“collateral damage”, refugees,destruction of property, economic andpolitical readjustment, entrenchment ofattitudes of superiority and resistance,changes in social structures and genderrelations, technological and medicaladvances);

– describe the key factors that have moti-vated people to seek peace (e.g., desire tomaintain the status quo, war weariness,pacifism, mutual advantages of protectivealliances and friendships);

– identify significant organizations peoplehave established to promote internationalcooperation (e.g., Congress of Vienna,Geneva Protocols, League of Nations,United Nations,Wa rs aw Pa c t ,O r g a n i z a t i o nof American States,African Union [AU],International Court of Justice) and assesstheir effectiveness.





• demonstrate an understanding of how the historical concept of change is used to analysedevelopments in the West and throughout the world since the sixteenth century;

• demonstrate an understanding of how the historical concept of continuity is used to analysedevelopments in the West and throughout the world since the sixteenth century;

• demonstrate an understanding of the importance and use of chronology and cause and effectin historical analyses of developments in the West and throughout the world since the six-teenth century.


Change in History


– identify forces that have facilitated theprocess of change (e.g., increase in literacy;humanism and liberalism; scientific inno-vation) and those that have tended toimpede it (e.g., rigid class or caste systems,reactionary or conservative philosophies,traditional customs);

– assess the influence of individuals andgroups who have helped shape Westernattitudes to change (e.g., JohannesGutenberg, Martin Luther, Galileo,Montesquieu, James Watt, MaryWollstonecraft, Michael Faraday, CharlesDarwin, Karl Marx,Thomas Edison, MarieCurie, Henry Ford, Albert Einstein,Simone de Beauvoir, Stephen Hawking;explorers and innovators, Luddites,Fabians, futurists, environmentalists);

– assess the variety, intensity, and breadth ofchange that has taken place from the six-teenth century to the present (e.g., devel-opments in religion, changing views of theuniverse, technological advances, demo-graphic changes, medical discoveries, socialreform);

– describe various ways in which the processof historical change can be viewed (e.g., aslinear, cyclical, fatalist, providential; how itis viewed by Marxist historians, progressivehistorians).



– demonstrate an understanding of howinstitutions and organizations have rein-forced or contributed to a sense of conti-nuity (e.g., religious, political, and legalinstitutions; bureaucracy; schools; media;inherited class positions; gender roles;rituals and traditions);

– describe key factors that contribute tomaintaining the flow of historical conti-nuity (e.g., popular allegiance to andacceptance of tradition, the effectiveness of appeals to continuity in resolving issues,fear of change).



– demonstrate an understanding of theimportance of chronology as a tool inanalysing the history of events in the Westand the rest of the world since the sixteenth century (e.g., by tracing theexpansion of political enfranchisement,military and technological innovation,agricultural and scientific developments);

– explain how viewing events in chronolog-ical order and within a specific periodiza-tion provides a basis for historical understanding;


– explain how and why an understanding of cause-and-effect relationships is anessential tool for historical analysis (e.g., Gutenberg’s printing press and theProtestant Reformation, land redistribu-tion by the conquistadors and contempo-rary Latin American social inequality,social Darwinism and modern hypothesesof racial superiority, the Long March andthe victory of the Chinese CommunistParty).





• explain how key Western beliefs, philosophies, and ideologies have shaped the West and therest of the world since the sixteenth century;

• analyse how non-Western ideas and culture have influenced the course of world historysince the sixteenth century;

• analyse different forms of artistic expression and how they have reflected or challenged thesocieties in which they have appeared;

• assess the range and diversity of concepts of citizenship and human rights that have devel-oped since the sixteenth century.


Western Beliefs, Philosophies, and Ideologies


– describe the main tenets of key modernbeliefs and philosophies and explain howthey have shaped Western thought (e.g., the Reformation and Calvinism,rationalism and empiricism, romanticism,various forms of socialism, Darwinism,Marxism-Leninism, fascism and Nazism,liberal democracy, feminism, consumerism,environmentalism, conflicting conceptionsof globalization);

– explain the impact of Western thought oneconomic, political, and social develop-ments in the West since the sixteenth cen-tury (e.g., the development of mercantileand laissez-faire economies, national iden-tification and the rise of the sovereignnation-state system, socialism and labourmovements, humanism and the concept ofpositive progress, the spread of populardemocracy);

– describe key examples of the impact ofWestern thought on the non-Westernworld since the sixteenth century (e.g.,transformation or loss of indigenous spiri-tual beliefs, cultures, and economies;creation of new national boundaries andidentities, as in Africa and South Asia;

adaptation of Western political ideas, suchas liberalism, social democracy, and com-mu n i s m , in Ja p a n ,I n d i a ,C h i n a ,Ta n g a ny i k a /Tanzania, South Africa).

Ideas and Cultures of the Non-Western World


– describe key characteristics of and signifi-cant ideas and trends emerging from vari-ous non-Western cultures and evaluatetheir influence on societies around theworld (e.g., tribalism in indigenous soci-eties, Chinese and Indian dynastic abso-lutism, Ottoman imperialism and thespread of Islam, effect of Samurai code onJapan, characteristics of Latin AmericanCreole and mestizo culture);

– explain how European imperialismaffected values, practices, and traditions inthe non-Western world (e.g., changes intechnology and in the approach to thenatural world, changing social and politicalelites in India, development of theencomienda system of land holding inLatin America, influence of Christian mis-sionaries in China and Africa, severing oftraditional communities in Africa, transfor-mation of agriculture in Africa andSoutheast Asia);


– explain the ways in which non-Westerncultures have attempted to resist the spreadof Western influences (e.g., isolationism inJapan under the Tokugawa,Aboriginalresistance to European settlement, theOpium Wars, Gandhi’s passive resistance,the Great Proletarian Cultural Revolu-tion, decolonization, anti-globalizationmovement).

Artistic Expression


– describe key developments in a variety ofmodes of artistic expression in the Westand the rest of the world since the six-teenth century (e.g., classical, baroque,romantic, and modern music and art;developments in literature; traditional andmodern architectural styles; rise of popularculture and entertainment);

– analyse the impact of a variety of forcesthat have helped to bring about changesin Western artistic expression since thesixteenth century (e.g., the ScientificRevolution, the Enlightenment, contactwith the non-Western world, industrial-ization, urbanization, electrification,computerization);

– assess the extent to which art has rein-forced and/or challenged prevailing socialand political values (e.g., plays byShakespeare, Molière, Lillian Hellman,Arthur Miller,Tom Stoppard; novels byDickens, Sand,Achebe, Gordimer,Rushdie; music by Mozart, Stravinsky,R. Murray Schafer, Bob Dylan; visual artby Poussin, Goya, Cassatt, Picasso,Warhol;films by Eisenstein, Disney, Bergman,Kurosawa, Kubrick).

Citizenship and Human Rights


– describe a variety of forms of humanservitude (e.g., slavery, indenture, gender-role restrictions, child labour);

– describe the methods and impact of indi-viduals, groups, and international organi-zations that have facilitated the advance-ment of human rights and/or social justice(e.g., John Locke, Jean-Jacques Rousseau,Harriet Tubman, Elizabeth Fry, PeterKropotkin, Mohandas Gandhi, EleanorRoosevelt,Andrei Sakharov, NelsonMandela, Martin Luther King Jr.,VaclavHavel, Rigoberta Menchu, Shirin Ebadi;French National Assembly of 1789, femi-nist and gay rights organizations, UnitedNations,Amnesty International, Mothersof the Plaza de Mayo, InternationalCriminal Court);

– assess the factors that have hindered theadvancement of human rights (e.g.,poverty, religious intolerance, anti–Semitism, racial bias and profiling, eugen-ics, imperialism, authoritarian govern-ments, class and caste systems, sexual dis-crimination, homophobia, discriminationagainst people with disabilities).





• describe diverse social structures and principles that have guided social organization inWestern and non-Western societies since the sixteenth century;

• analyse significant economic developments in the West and the rest of the world since thesixteenth century;

• describe key developments and innovations in political organization in the West and the restof the world since the sixteenth century;

• analyse changing aspects of women’s economic, social, and political lives in Western andnon-Western societies since the sixteenth century.


Social Structures


– describe a variety of types of social organi-zation and social relationships that haveevolved since the sixteenth century (e.g., communal relationships, rigid classand caste systems, minorities and majori-ties, client-patron relationships, relation-ships and systems involving discrimination,systems based on equality of opportunityversus those based on equality of condi-tion, virtual communities);

– evaluate the impact of technological innovations on social structures (e.g., printand marketplace revolutions, industrializa-tion, urbanization, demographic changes,impact of reproductive technology andcomputers);

– describe developments in attitudes towardsreligion and religious observance since thesixteenth century (e.g., changing relation-ships between individuals, groups, and reli-gious institutions; Enlightenment deism,agnosticism, and atheism; disputes betweenDarwinists and creationists; revivals of fundamentalism);

– describe how family structures and thegender roles within them have changed or why they have remained stable in various societies throughout the world (e.g., extended and nuclear families,matrilineal and patrilineal succession,marriage conventions, status of childrenand of the elderly, single and same-sexparents, economic and parental roles ofmen and women).

Economic Structures


– describe the attributes of pre-industrialeconomies (e.g., subsistence and marketagriculture, barter, cottage industries, guildinstitutions, commercial entrepôts);

– analyse the effects of industrialization andfree enterprise capitalism on theeconomies and environment of the Westand the rest of the world (e.g., unprece-dented increase in material wealth,creation of large factories and industrialcities, increase in resource and marketimperialism, rise of consumerism; resourcedepletion, air and water pollution);


– assess the consequences of internationaleconomic interrelationships that havedeveloped since the sixteenth century(e.g., labour and resource exploitation of poor countries, widening disparities of economic opportunity and wealth,environmental degradation, culturalhomogenization, globalized productionand marketing, revival of economic andcultural nationalism, increased demand forrights for women and children);

– identify the central tenets of the majorschools of modern economic thought anddescribe how they were applied in thepost–World War II era (e.g., collectivism,Keynesianism, monetarism, free trade).

Political Organization


– explain the factors that contributed to therise of the modern nation state in the Westand subsequently in the rest of the world(e.g., the military and price revolutions,the renaissance monarchy and nationaladministrative bureaucracies, political rev-olution, romantic and liberal nationalism,wars of national liberation);

– assess the significant ideologies on thepolitical spectrum (e.g., anarchism, com-mu n i s m ,s o c i a l i s m ,l i b e r a l i s m ,c o n s e rva t i s m ,fascism) and identify the individuals andpolitical methods associated with thoseideologies (e.g., Emma Goldman, KarlMarx, Robert Owen, J.S. Mill,AdamSmith,Adolf Hitler; violent protest, prole-tarian revolution, democratic elections,coup d’état);

– describe various government responses tothe consequences of significant economicchanges in the West and the rest of theworld (e.g., liberalized or protectionisttrade legislation, labour and social welfarelegislation, nationalization of essentialindustries).

Women’s Experience


– describe the roles of women in pre-industrial societies (e.g., family roles,economic and political participation) andfactors that influenced their status in thosesocieties (e.g., traditional cultural limita-tions, property rights, limited access toeducation);

– analyse key factors that have influencedthe status of women in the West and therest of the world since the IndustrialRevolution (e.g., changing work and fam-ily roles with industrialization and urban-ization; impact of labour-saving deviceswith modernization; impact of new medi-cines, medical procedures, birthing andreproductive technologies, governmentlegislation regarding public health, labourlegislation, maternity leave, public educa-tion, trade unions);

– describe various obstacles to equality thatwomen have faced in Western and non-Western societies since the sixteenth century (e.g., role restrictions based onscripture and religious teachings, restric-tions on access to education and thelabour force, traditional gender roles,reproductive issues, lack of the franchise,perception as “weaker sex”,“separatespheres”,“glass ceiling”);

– assess the achievements of significant indi-viduals and groups who have challengedthe obstacles to women’s equality in soci-ety (e.g., Elizabeth I, Mme Roland, MaryWollstonecraft, Florence Nightingale,Sojourner Truth, Susan B. Anthony,Emmeline Pankhurst, Rosa Luxemburg,Emily Murphy, Mary Pickford,WinnieMandela, Gloria Steinem,WangariMaathai; Women’s Social and PoliticalUnion, UN Commission on the Status ofWomen, National Action Committee onthe Status of Women,African GenderInstitute).









Research


– formulate questions for research andinquiry into topics drawn from Westernand world history (e.g.,What were thecauses of the Seven Years’War? Whatimpact did the Industrial Revolution haveon women? What were the consequencesof isolating Germany and Russia at theend of World War I? How was the processof decolonization in India different fromthat in South Africa?) and develop a planto guide research;




– identify various career opportunitiesrelated to the study of history, and theeducational requirements for them (e.g., researcher, museum or archive curator, teacher, journalist, writer, lawyer,archaeologist).




– compare key interpretations and theoriesof world history (e.g., conservative, liberal,Marxist, feminist, structuralist, post-modernist);

– analyse historical events and issues fromthe perspectives of different participants inthose events and issues (e.g., the use ofchild labour during industrialization fromthe perspective of the working child,impoverished families, factory owners,child welfare advocates; the Cold Warfrom the perspectives of Stalinists,McCarthyites, Soviet and American dissidents, opponents of the arms race);





Communication





204

World Histor y : The West and the W o r l d , ( C H Y 4 C )Grade 12, C o l l e ge Pr e p a r a t i o n

This course explores the history of the world since the sixteenth century, emphasizing theinteraction between the emerging West and other regions of the world. Students will learnabout a variety of economic, social, and political systems and the changes they have undergoneover time. Students will apply their developing skills of historical inquiry to understand andcommunicate ideas about the forces that have formed our modern world.


205W O R L D H I S T O R Y : T H E W E S T A N D T H E W O R L D , G R A D E 1 2 , C O L L E G E P R E P A R A T I O N ( C H Y 4 C )




• demonstrate an understanding of a variety of types of communities that have evolved sincethe sixteenth century;

• compare elements of various types of interactions that have occurred among diverse peoplesand cultures since the sixteenth century;

• evaluate factors that have led to conflict and war or to cooperation and peace between vari-ous communities since the sixteenth century.


Types of Communities and Their Development


– describe the nature of a variety of commu-nities and groups founded on religious,ethnocultural, and/or intellectual princi-ples (e.g., Zen Buddhists, Jesuits, Sikhs,Mennonites, Christian Scientists, B’naiB’rith, pacifists, environmentalists);

– describe aspects of the character of ruralcommunities that have developed in theWest and the rest of the world (e.g., tradi-tional communal villages, seigneurial andmanorial systems, family farms and largefarms or plantations, farms involved inmodern international agribusiness; differ-ing roles of elders, men, women, and children);

– identify pivotal developments and issues inthe process of urbanization and describetheir impact on the environment (e.g., development of administrative, mar-ket, commercial, and industrial towns andcities; the rise of the metropolis and met-ropolitan sprawl; issues of inner cities andsuburbia; issues of law, order, and infra-structure; cycles of construction anddestruction of the urban landscape; loss ofagricultural land; pollution).

The Nature of Interactions Among

Communities


– describe key factors that have promptedand facilitated increasing interactionbetween peoples since the sixteenth cen-tury (e.g., trade; exploration; economicgain; modern technologies and inventions;demographic pressures; religious, dynastic,and national ambitions);

– describe aspects of the impact of Westerncolonization on both the colonizer andthe colonized (e.g., enrichment andimpoverishment; exploitation of resourcesand indigenous peoples; cultural transfers;exposure to highly contagious diseases;introduction of non-indigenous species;assimilation and acculturation; ethniccleansing; revival of commitment toindigenous cultural identities);

– describe pivotal events, issues, and person-alities associated with the process of decol-onization and nation building from 1945to the present (e.g., Gandhi and Nehru,Cold War and post–Cold War tensions,Aboriginal land claims, the Arab-Israeliconflict, apartheid and Nelson Mandela,the Khomeni revolution and the rise ofIslamic theocracy, rise of multinationalcorporations).




– explain the reasons for the success or fail-ure of selected approaches to maintaininginternational order (e.g., the Westphaliannation-state system; cultural, racial, or reli-gious unity; international working-classsolidarity; Wilsonian internationalism;movement to defend and promote univer-sal human rights);

– describe the key factors that have led toconflict and war (e.g., population andresource-based conflicts, as in the disloca-tion of Aboriginal populations of Nigeria;religious, cultural, and racial issues, as inthe Russian pogroms, conflict inNorthern Ireland and Kashmir, theHolocaust, genocides in Armenia,Ukraine, and Cambodia; national andimperial rivalries, as in the Seven Years’War, the Napoleonic Wars, the AmericanCivil War,World War I,World War II, theCold War);

– describe the course and consequences ofselected conflicts and wars since the six-teenth century (e.g., types of weaponsused, guerrilla war versus set battles, civil-ian involvement, treatment of prisoners;casualties,“collateral damage”, refugees,destruction of property, economic andpolitical readjustment, entrenchment ofattitudes of superiority and resistance,changes in social structures and genderrelations, technological and medicaladvances);

– identify key factors that have motivatedpeople to seek peace and to cooperatewith others (e.g., desire to maintain thestatus quo, war weariness, pacifism, mutualadvantages of protective alliances andfriendships).





• describe how the historical concept of change is used to analyse developments in the Westand throughout the world since the sixteenth century;

• describe how the historical concept of continuity is used to analyse developments in theWest and throughout the world since the sixteenth century;

• describe the use and importance of chronology and cause and effect in historical analyses ofdevelopments in the West and throughout the world since the sixteenth century.


Change in History


– identify internal and external forces thathave influenced the process and scope ofchange that has occurred in differentregions from the sixteenth century to thepresent (e.g., developments in religion;changing views of the universe, from thegeocentric to the heliocentric to notionsof an expanding universe; social reform;disease; limited resources; conflict and war;human migration; climate change);

– evaluate the influence of significant indi-viduals and groups who have helped shapeWestern attitudes to change (e.g., JohannesGutenberg, Martin Luther, Galileo,Montesquieu, James Watt, MaryWollstonecraft, Michael Faraday, CharlesDarwin, Karl Marx,Thomas Edison, MarieCurie, Henry Ford, Albert Einstein,Simone de Beauvoir, Stephen Hawking;explorers and innovators, Luddites,Fabians, futurists, environmentalists);

– describe the nature of selected technologi-cal changes and their impact on individu-als, social structures, communities, and theenvironment (e.g., the printing press, mod-ern shipbuilding and navigation, steam andelectric power, petro-chemicals, radio andtelecommunications, modern medical andreproductive technology, nuclear power).



– describe the role of institutions in rein-forcing continuity in history (e.g., reli-gious institutions, schools, class and caste,family and gender roles, rituals and tradi-tions, governments and political bureau-cracies, legal traditions and systems, guilds,financial policies and institutions, multi-lateral economic relationships);

– describe key factors that contribute tomaintaining the flow of historical conti-nuity (e.g., popular allegiance to andacceptance of tradition, the effectiveness ofappeals to continuity in resolving issues,fear of change).


By the end of the course, students will:

– demonstrate an understanding of theimportance of chronology as a tool inanalysing the history of events in the Westand the rest of the world since the six-teenth century (e.g., by tracing the expan-sion of political enfranchisement, militaryor technological innovation, agriculturalor scientific developments);

– explain how viewing events in chrono-l ogical order and within a specific peri o d -ization provides a basis for histori c a lunderstanding;


– describe how an understanding of cause-and-effect relationships serves as an essen-tial tool for historical analysis (e.g.,Gutenberg’s printing press and theProtestant Reformation, land redistribu-tion by the conquistadors and contempo-rary Latin American social inequality,social Darwinism and modern hypothesesof racial superiority, the Long March andthe victory of the Chinese CommunistParty).





• describe key Western beliefs, philosophies, and ideologies that have shaped the West and therest of the world since the sixteenth century;

• explain how non-Western beliefs, philosophies, and ideologies have shaped the West and therest of the world since the sixteenth century;

• analyse different forms of artistic expression and how they have reflected and/or challengedthe societies in which they have appeared;

• describe the range and diversity of concepts of citizenship and human rights that have devel-oped since the sixteenth century.


Western Beliefs, Philosophies, and Ideologies


– describe the main tenets of some keymodern beliefs and philosophies and howthey have shaped Western thought (e.g., the Reformation and Calvinism,rationalism and empiricism, romanticism,socialism, Darwinism, Marxism-Leninism,fascism and Nazism, liberal democracy,feminism, environmentalism, competingconcepts of globalization);

– describe examples of the pivotal influenceof modern Western thought on economic,political, and social developments in theWest since the sixteenth century (e.g., thedevelopment of mercantile and laissez-faireeconomies, national identification and therise of the sovereign nation-state system,socialism and labour movements, human-ism and the concept of positive progress,the spread of popular democracy);

– describe some key examples of the impactof Western thought on the non-Westernworld (e.g., transformation or loss ofindigenous spiritual beliefs, cultures, andeconomies; creation of new nationalboundaries and identities; adaptation ofWestern political ideas, such as liberalism,social democracy, and communism).

Ideas and Cultures of the Non-Western World


– identify key characteristics of and signifi-cant ideas and trends emerging from vari-ous non-Western cultures, and describetheir influence on societies around theworld (e.g., tribalism in indigenous soci-eties, Chinese and Indian dynastic abso-lutism, Ottoman Empire and the spread ofIslam, characteristics of Latin AmericanCreole and mestizo culture);

– describe how European imperialism hasaffected values, practices, and traditions inthe non-Western world (e.g., changes intechnology and in the approach to thenatural world, changing social and politicalelites in India, development of theencomienda system of land holding inLatin America, influence of Christian mis-sionaries in China and Africa, severing oftraditional communities in Africa, transfor-mation of agriculture in Africa andSoutheast Asia);

– describe how non-Western cultures haveattempted to resist the spread of Westerninfluences (e.g., isolationism in Japanunder the Tokugawa,Aboriginal resistanceto European settlement, the Opium Wars,Gandhi’s passive resistance, the GreatProletarian Cultural Revolution, anti-globalization movement).


Artistic Expression


– describe key developments in a variety ofmodes of artistic expression in the Westand the rest of the world since the six-teenth century (e.g., classical, baroque,romantic, and modern music and art;developments in literature; traditional andmodern architectural styles; rise of popularculture and entertainment);

– describe selected forces that have influ-enced changes in artistic expression in theWest since the sixteenth century (e.g., theScientific Revolution, the Enlightenment,contact with the non-Western world,industrialization, urbanization, electrifica-tion, computerization);

– assess the extent to which art has rein-forced and/or challenged prevailing socialand political values (e.g., plays byShakespeare, Molière, Lillian Hellman,Arthur Miller,Tom Stoppard; novels byDickens, Sand, Gordimer, Rushdie,Mistry; music by Mozart, Stravinsky,R. Murray Schafer, Bob Dylan; visual artby Poussin, Goya, Cassatt, Picasso,Warhol;films by Eisenstein, Disney, Bergman,Kurosawa, Kubrick).

Citizenship and Human Rights


– describe various forms of human servitude(e.g., slavery, indenture, gender-rolerestrictions, child labour);

– describe the contribution of individuals,groups, and international organizationswho facilitated the advancement of indi-vidual and collective human rights (e.g., John Locke, Jean-Jacques Rousseau,Harriet Tubman, Elizabeth Fry, PeterKropotkin, Mohandas Gandhi, EleanorRoosevelt,Andrei Sakharov, MartinLuther King Jr., Nelson Mandela,VaclavHavel, Rigoberta Menchú, Shirin Ebadi;National Assembly of 1789, feminist andgay rights organizations, United Nations,Amnesty International, Mothers of thePlaza de Mayo, International CriminalCourt);

– explain how fa c t o rs have impeded thea d vancement of human rights (e. g . ,p ove rt y, re l i gious intolerance, a n t i –S e m i t i s m , racial bias and pro fil i n g ,e u g e n-i c s ,i m p e ri a l i s m ,a u t h o ri t a rian gove rn m e n t s ,class and caste systems, lack of education,sexual discri m i n a t i o n ,h o m o p h o b i a ) .





• describe selected social structures and principles that have guided social organization in bothWestern and non-Western societies since the sixteenth century;

• explain significant economic developments in the West and the rest of the world since thesixteenth century;

• describe key developments and innovations in political organization in the West and the restof the world since the sixteenth century;

• describe the changing roles that women have played in various communities throughout theworld since the sixteenth century.


Social Structures


– describe various types of social organiza-tion and social relationships that haveevolved since the sixteenth century (e.g., communal relationships, rigid classand caste systems, minorities and majori-ties, client-patron relationships, relation-ships and systems involving discrimination,systems based on equality of opportunityversus those based on equality of condi-tion, virtual communities);

– identify developments in religion and reli-gious observance in the West since the sixteenth century (e.g., changing relation-ships between individuals, groups, and religious institutions; Enlightenmentdeism, agnosticism, and atheism; disputesbetween Darwinists and creationists;revivals of fundamentalism);

– describe how and why family structureshave changed or why they have remainedstable in various societies throughout theworld (e.g., extended and nuclear families,matrilineal and patrilineal succession, mar-riage conventions, status of children and ofthe elderly, single and same-sex parents).

Economic Structures


– identify key elements of pre-industrialeconomies (e.g., subsistence and marketagriculture, barter, cottage industries, guildinstitutions, commercial entrepôts);

– describe the effects of industrialization andfree enterprise capitalism on theeconomies and environment of the Westand the rest of the world (e.g., unprece-dented increase in material wealth, cre-ation of large factories and industrialcities, increase in resource and marketimperialism, rise of consumerism; resourcedepletion, air and water pollution);

– d e s c ribe the consequences of global eco-nomic interrelationships that developed in the twentieth century (e.g., labour andresource exploitation, widening disparitiesof economic opportunity and wealth,e nv i ronmental degr a d a t i o n , cultural homo-genization, globalized production andmarketing, revival of economic and cultural nationalism, increased demand for rights for women and children).


Political Organization


– compare changing concepts of statehoodin the world over time;

– describe the various ideological positionsthat are represented in the political spec-trum (e.g., communism, socialism, liberal-ism, conservatism, fascism);

– identify government responses to the con-sequences of significant economic changesin the West and the rest of the world (e.g., expansionist or protectionist tradelegislation, labour and social welfare legislation, nationalization of essentialindustries);

– describe selected examples of efforts tocreate international governmental andjudicial structures (e.g., Congress ofVienna, League of Nations, UnitedNations, European Union,African Union, Organization of American States, International Criminal Court).

Women’s Experience


– describe various roles of women in pre-industrial societies (e.g., family roles, eco-nomic and political participation) and keyfactors that influenced their status in thosesocieties (e.g., traditional cultural limita-tions, property rights, limited access toeducation);

– identify key factors that have influencedthe status of women in the West and therest of the world since the IndustrialRevolution (e.g., changing work and fam-ily roles with industrialization and urban-ization; impact of labour-saving deviceswith modernization; impact of new medicines, medical procedures, birthingand reproductive technologies, govern-ment legislation regarding public health,labour legislation, maternity leave, publiceducation, trade unions);

– identify various obstacles to equality thatwomen have faced in Western and non-Western societies since the sixteenth century (e.g., role restrictions based onscripture and religious teachings, restric-tions on access to education and thelabour force, traditional gender roles,reproductive issues, lack of the franchise,perception as “weaker sex”,“separatespheres”,“glass ceiling”);

– describe the achievements of significantindividuals and groups who have chal-lenged the obstacles to women’s equalityin society (e.g., Elizabeth I, Mme Roland,Mary Wollstonecraft, FlorenceNightingale, Sojourner Truth, Susan B.Anthony, Emmeline Pankhurst, RosaLuxemburg, Emily Murphy, MaryPickford,Winnie Mandela, GloriaSteinem,Wangari Maathai; Women’sSocial and Political Union, UNCommission on the Status of Women,National Action Committee on the Statusof Women,African Gender Institute).









Research


– formulate questions for research andinquiry into topics drawn from Westernand world history (e.g.,What were theeffects of the power loom on British soci-ety? What were the causes of World War I?How did the atomic bomb change thenature of global relations?) and develop aplan to guide research;




– identify various career opportunitiesrelated to the study of history, and theeducational requirements for them (e.g., researcher, museum or archive cura-tor or assistant, teacher, journalist, writer,lawyer).




– compare key interpretations of world history (e.g., conservative, liberal, Marxist,feminist, postmodernist);

– analyse historical events and issues fromthe perspectives of different participants inthose events and issues (e.g., the use ofchild labour during industrialization fromthe perspective of the working child,impoverished families, factory owners,child welfare advocates; the RussianRevolution from the perspectives of thetsarist government, the Bolshevik revolu-tionaries, Russia’s allies in World War I);





Communication





215

A d ve n t u r es in World History, ( C H M 4 E )Grade 12,Workplace Pr e p a r a t i o n

This course explores a variety of human experiences in world history from earliest times to thepresent. Students will learn about a wide range of societies and cultures, examining such thingsas systems of government, technological developments, work, art, and religion. Students willapply methods of research and inquiry to examine human societies in many different times andplaces and to communicate points of view about their findings.

Prerequisite: Canadian History Since World War I, Grade 10, Academic or Applied. (Withthe approval of the ministry, a locally developed Grade 10 course in Canadian History may alsoserve as the prerequisite.)


Communities: Local, National and Global



• explain how people in different communities have developed skills and created implementsin order to work productively;

• explain the effects of pivotal inventions and technological innovations on community life;

• explain why various structures were built, what function they served, and what theyreflected about the communities that built them.


Work and the Community


– identify selected developments in toolmaking from the Stone Age to the present(e.g., fashioning of stone and obsidianimplements, invention and uses of thewheel, development of measuring systemsand devices);

– explain the roles and processes of educa-tion and skills training in different com-munities at different times (e.g., learningby example in Inuit or traditional Chinesefamilies, medieval guilds and apprentice-ships, modern trade schools and indepen-dent learning facilities);

– evaluate changes in selected trades andprofessions throughout the ages (e.g., specialization, hierarchies, wages and working conditions).

Technology and the Community


– identify developments in commu n i c a t i o n st e c h n o l ogies from the Stone Age to thep resent (e. g . , w ritten language and alpha-b e t s , paper making, the printing pre s s ,w i re and wireless transmission, s a t e l l i t et e l e c o m munications) and describe theireffects on interactions between c o m mu n i t i e s ;

– identify developments in transport a t i o nt e c h n o l ogies from the Stone Age to thep resent (e. g . , domestication of animals,

d evelopment of astronomical nav i g a t i o ns y s t e m s ,d evelopment of sail and steamt e c h n o l ogi e s , i nvention of the intern a lc o m bustion engi n e, a e rospace innova-tions) and describe their effects on inter-actions between commu n i t i e s ;

– d e s c ribe developments in scientific andmedical technologies from the Stone A g eto the present (e. g . , d evelopment of d i f f e rent calendar systems, c h a n ging per-ceptions of geogr a p hy and astro n o my,d evelopments in modern medicine) andtheir impact on community life.

Construction as a Reflection of Community


– explain the role or function of a variety ofsignificant structures built by peoplethroughout the ages (e.g., Great Wall ofChina, Rome’s Colosseum, carved stonefigures on Easter Island, Eiffel Tower,CN Tower);

– describe a variety of ceremonial monu-ments (e.g., Egyptian and Mayan pyra-mids; cathedrals, mosques, and temples;triumphal arches and war memorials);

– explain how different types of humandwellings reflect the society that producedthem (e.g., prehistoric caves, dwellings inNeolithic fishing villages, Roman tene-ments, castles and châteaux, Huron long-houses, modern detached single-familyhomes, high-rise apartments).

217A D V E N T U R E S I N W O R L D H I S T O R Y , G R A D E 1 2 , W O R K P L A C E P R E P A R A T I O N ( C H M 4 E )




• describe the factors that have facilitated change and maintained continuity throughout history;

• explain how and why societies have changed from rural to urban;

• analyse how people throughout history have dealt with conflict and maintained peace.


Change and Continuity in History


– identify factors that have led to the migration of peoples (e.g., economic andpolitical pressures) and describe the effectsof such movements (e.g., demographicchanges, language and cultural adaptations);

– explain why empires have risen and fallen(e.g.,Assyrian, Meso-American, andRoman empires; Chinese dynasties; earlyEuropean and modern empires).

Rural and Urban Societies


– describe developments in agriculturethroughout the course of history (e.g., innovations of the NeolithicRevolution, terrace farming in China and Peru, European manorialism, thegrowth of modern agribusiness);

– identify reasons for the growth of cities(e.g.,Alexandria, Rome, London, Beijing,New York) and describe problems associ-ated with their development (e.g., crowd-ing, slums, poor sanitation and its effectson health);

– identify factors that set the stage for industrial revolutions (e.g., relatively stablesociety, technological innovation, availabil-ity of capital for investment) and describe

the outcomes of these revolutions (e.g., development of industrial centres,exploitation of labour, altered environment).

Conflict and Its Resolution


– describe organizations that societies havecreated to wage war (e.g., regular armiesand paramilitary organizations) and thosethey have created to maintain order (e.g., Roman censors and aediles, Londonbobbies, Muslim ulema, Royal CanadianMounted Police, KGB, Interpol);

– identify different types of conflicts andprotests, ranging from social unrest towars, that have occurred throughout history (e.g., food riots and peasant revolts,civil rights demonstrations, religious wars,civil wars, open and cold wars);

– explain various non-violent means thatpeople have used to resolve or manageconflicts and to maintain peace (e.g.,negotiation, mediation, intervention ofinternational organizations, non-violentdemonstrations).





• compare forms of spiritual expression in different societies;

• describe types of group membership and their influence on both individuals and society;

• describe various forms of artistic and cultural expression.


Spiritual Expression


– identify unique and common characteris-tics of mythologies and hero legendsthroughout the world (e.g., the Epic ofGilgamesh, the Odyssey, the Ramayana,“Casey at the Bat”);

– compare different perceptions of creationand the afterlife (e.g., Christian, NativeNorth American, Buddhist; as reflected inEgyptian, Chinese, and Incan burials; beliefin reincarnation or heaven and hell);

– describe fundamental beliefs of the greatreligions (e.g., Judaism, Hinduism,Taoism,Buddhism, Christianity, Islam).

The Need to Belong


– describe the types of interpersonal rela-tionships that have characterized smallsocial groups (e.g., traditional and non-traditional families, Scottish clans,Africantribes, Japanese villages);

– explain how and why people have cometogether to form and maintain groups dis-tinct from the larger society (e.g., monasticorders, Sufi mystics, guilds and unions,Acadians or Franco-Ontarians,“hippies”);

– identify a variety of factors that have con-tributed to people’s membership in andpolitical identification with their largersocieties (e.g., heredity and tradition,nationality, language, ethnicity, religion,formally accorded citizenship).

Artistic and Cultural Expression


– define the terms culture and civilization(e.g., culture as the totality of a people’slifestyle and behaviour; civilization ascharacterized by a society’s longevity andits enduring legacy);

– describe the artistic expressions of diversepeoples and cultures (e.g., pottery of theMing dynasty and silk painting of theSung dynasty, Islamic poetry and architec-ture,African and Inuit sculpture, modernWestern artistic and literary styles);

– describe a variety of forms of entertain-ment that people have created (e.g., vari-ous musical styles and theatrical forms;ancient games and modern amateur andprofessional sports; cinema, television,telecommunications).





• compare the roles and functions of individuals and groups in different societies and at different times;

• describe changes in commercial exchange from antiquity to the present day;

• compare political systems and processes that have been involved in the exercise of power and authority throughout history.


Society and the Individual


– identify a variety of social customs andexplain their functions in different societiesand at different times (e.g., protocol, as inthe courts of imperial China and Russiaand at the United Nations; etiquette, fromRoman banquets to Amy Vanderbilt; fash-ions such as foot binding, corsets, andneckties);

– identify a variety of determinants of classand social standing throughout history(e.g., heredity, as in India’s caste system;economics, as in Marx’s proletariat andbourgeoisie; personal achievement, asreflected by notables in industry, sports,and entertainment);

– identify the different roles played bywomen, men, children, and the aged inselected societies and at different times(e.g., matriarch, gatherer, hunter, breadwin-ner, child labourer, student, tribal elder);

– assess the contributions to society of significant individuals throughout history(e.g., Moses, Julius Caesar,William theConqueror, Galileo, Harriet Tubman,Marie Curie, Sun Yat-sen,Albert Einstein,Mohandas Gandhi, Nelson Mandela,Mother Teresa, Bill Gates).

Commercial Exchange


– describe the development of currenciesand credit systems, from early barter to themodern Western consumer economy (e.g., wampum, weights and measures,minted coins, paper money, Renaissancebanking and double-entry bookkeeping,stock markets, personal credit, electronicbanking);

– identify the location and purposes of different trade routes (e.g., the Silk Road;the Atlantic Tri a n g l e ; the Ya n g t z e, M e ko n g ,Nile, Indus, Mississippi, and St. LawrenceRivers; routes along canal and railway systems);

– identify important examples and the eco-nomic consequences of the human driveto explore new frontiers (e.g., Marco Poloand the reawakening of overland Asiantrade routes; conquistadors, Incan gold,and the sixteenth-century “price revolu-tion”; aerospace programs and their influence on the telecommunicationsindustry).


Power and Authority


– describe the structure and function of avariety of political systems throughout history (e.g.,Athenian and modern demo-cracy, Roman republicanism, Chinesedynastic system, Iroquois confederacy,fascist dictatorships);

– explain the nature of the relationshipbetween social or economic position andpolitical influence in different periods ofhistory (e.g., slave and master; serf andfeudal lord; women and men in patriar-chal societies);

– describe key differences between authori-tarian and cooperative models of powerand authority throughout history (e.g., access to information and decisionmaking; right of assembly and dissent;persecution; regimes of Rameses II,Alexander the Great, Genghis Khan,Stalin, and Pol Pot contrasted withselected modern liberal democracies).









Research


– formulate questions for research andinquiry (e.g.,What were the effects ofsome of the technological developments infarming during the Neolithic era? Whatwere the motives for building the GreatWall of China? What are the characteristicsof a “civilization”?) and develop a plan toguide research;




– identify various career opportunitiesrelated to the study of history, and theeducational requirements for them (e.g., researcher, museum or archive cura-tor or assistant, teacher, journalist).




– identify key interpretations of world his-tory (e.g., conservative, liberal, Marxist,feminist, postmodernist);

– analyse historical events and issues fromthe perspectives of different participants inthose events and issues (e.g., peasantrevolts from the perspectives of the peas-ants and those in authority; slavery fromthe perspectives of slaves and masters);

– make connections between historical situations studied in the course and similarsituations in new or unfamiliar contexts;




Communication





223

L aw

Overview

Students should know about the historical development and philosophical foundations ofour legal system. Students need to develop respect for the law, an understanding of its re l e-vance to everyday life, and an appreciation of the benefits of a dynamic legal system. Thestudy of law enhances students’ ability to participate effectively in society and to think criti-cally and communicate effectively.

Strands

Law courses are organized into the following five strands.

Heritage. This strand relates to the historical and philosophical roots of our legal system.Canadian law is drawn from a number of sources, including English and French law. As well,its philosophic base and concepts of justice and equity have been shaped by the work of vari-ous philosophers of natural and positive law. Through study of these sources, students willunderstand not only where our legal system has come from but also how it may change anddevelop in the future.

Rights and Freedoms. This strand focuses on human rights and freedoms as seen from a histor-ical and philosophical point of view. Students will examine what is meant by a right and howrights can be claimed. They will also investigate how the concept of human rights has evolvedin Canada and the world, how minority rights are recognized, and how the conflict betweenminority and majority rights can be resolved in a democratic society.

Criminal Law and Procedures. This strand deals with the way society defines criminal actionsand behaviour and with the systems and structures established to investigate, prosecute, andimpose sanctions on what is considered criminal. Embedded in these definitions and structuresis the concept of justice. Students will study and evaluate both the principles and the proce-dures of the criminal justice system.

Regulation and Dispute Resolution. Law deals with the regulation of conduct, the settling ofdisputes, and the resolution of conflicts. Civil law may include tort, contract, family, andemployment law. Students will study both traditional and non-traditional methods of control-ling or regulating conduct and settling disputes. In addition to investigating how disputes aresettled in Canada, students will also examine international law and consider questions aboutthe international implementation and enforcement of law.

Methods of Legal Inquiry and Communication. Students of law draw on a wide range of skillsand information technologies. Students will integrate primary sources such as court visits, trialtranscripts, and original documents with secondary sources such as newspaper articles or text-books. They will also justify and support opinions on a variety of legal issues, using properlegal terminology. They will examine career opportunities in the legal field and work to com-municate their findings effectively in written, oral, or visual forms.

224

U n d e r standing Canadian Law, ( C L U 3 M )Grade 11, U n i ve rs i t y / C o l l e ge Pr e p a r a t i o n

This course explores Canadian law with a focus on legal issues that are relevant to people’severyday lives. Students will investigate fundamental legal concepts and processes to gain apractical understanding of Canada’s legal system, including the criminal justice system.Students will use critical-thinking, inquiry, and communication skills to develop informedopinions on legal issues and apply this knowledge in a variety of ways and settings, includingcase analysis, legal research projects, mock trials, and debates.


225U N D E R S T A N D I N G C A N A D I A N L A W , G R A D E 1 1 , U N I V E R S I T Y / C O L L E G E P R E P A R A T I O N ( C L U 3 M )

H e r i t a g e



• explain what law is and why societies have laws, and describe the different categories of law;

• analyse the contemporary impact of major historical developments in Canadian law;

• explain the law-making process in Canada, including how laws are deve l o p e d ,i n t e rp re t e d ,a p p l i e d ,c h a l l e n g e d , and enforc e d .


Law and Society


– explain the meaning and function of lawin Canadian society;

– explain why all societies need laws;

– distinguish between the various categoriesof law (e.g., substantive/procedural, com-mon/statute, public/private);

– differentiate among various types of publicand private laws (e.g., criminal, constitu-tional, administrative, family, tort, labour,environmental) with respect to the areas ofhuman activity they regulate and the legalinstitutions and processes associated witheach type.

The Historical Roots of Law


– assess the contributions to contemporaryCanadian law of early legal systems (e.g.,the Code of Hammurabi, Mosaic law,Roman law);

– describe key developments in Englishcommon law and explain their influenceon Canadian law (e.g., the adversarial sys-tem, Magna Carta, the importance ofprecedent, the rule of law, the concept ofequity);

– explain how Roman law and codes of lawsuch as Justinian’s Code and the Napo-leonic Code influenced the developmentof Quebec civil law.

Law Making


– identify the key components of theConstitution of Canada, including thedivision of powers between the two levelsof government;

– analyse the roles of the three branches ofgovernment (e.g., legislature, executive,judiciary) in making, changing, or inter-preting the law;

– explain the reasons for various initiativesby individuals and lobby groups to intro-duce new laws or change existing laws;

– describe the process by which a billbecomes law.


Rights and Freedoms



• describe the sources of rights and freedoms in Canada and explain how particular rights andfreedoms may conflict;

• describe historical and contemporary barriers to the equal enjoyment of human rights inCanada;

• describe the rights and freedoms enshrined in Canadian law and explain how they are inter-preted, how they may be limited, and how they are enforced in Canada and in Ontario.


Rights and Freedoms


– identify the influences on the developmentof human rights legislation in Canada (e. g . ,Magna Carta, the American Bill of Rights,the French Declaration of the Rights ofMan and of the Citizen, the Canadian Billof Rights, the Universal Declaration ofHuman Rights);

– explain key concepts associated withhuman rights;

– analyse situations in which rights and free-doms may compete or conflict (e.g., whenthe right to freedom of expression confli c t swith legislation to ban hate literature ) .

Barriers to Human Rights


– d e s c ribe historical and contemporary situa-tions in which rights in Canada have beendenied (e. g . , rights of Japanese duri n gWorld War II, F i rst Nation rights to landand ve t e r a n s ’b e n e fit s , wo m e n ’s ri g h t s ,rights of physically or mentally challengedp e rs o n s ) ;

– evaluate the contri bution of individual citi-zens and organizations in developing andi n c reasing awa reness of human rights issues( e. g . , Emily Murp hy and the Famous Five,John Diefenbake r, P i e rre Elliott Tru d e a u ,the A s s e m bly of First Nations, M o t h e rsAgainst Drunk Driv i n g , the Civil Libert i e sA s s o c i a t i o n , the Wo m e n ’s Legal Education

and Action Fund, the Association in Defence ofthe W rongly Conv i c t e d ) .

Human Rights Legislation in Canada

and in Ontario


– describe the rights and freedoms found inthe Canadian Charter of Rights andFreedoms;

– analyse situations in which a right or a free-dom may be justifiably limited (e.g., libellaws that limit the freedom of the press);

– explain how human rights legislation andthe courts attempt to balance minority andmajority rights (e.g., in the sentencing ofAboriginal people);

– explain the role of the judiciary (e.g., theimportance of judicial independence andimpartiality, the decision-making process),especially the Supreme Court of Canada, ininterpreting the Charter, and the role ofgovernment in enforcing Charter rights;

– explain the protections provided under theOntario Human Rights Code;

– distinguish between the protections offeredunder the (federal) Charter of Rights andFreedoms and those provided by theOntario Human Rights Code;

– describe procedures for hearing complaintsabout human rights violations (e.g., the roleof the Ontario Human Rights Commission,the Board of Inquiry [Human RightsCode], the Office of the Ombudsman).


Criminal Law and Procedures



• explain how a criminal offence is defined in Canada;

• describe the processes, legal institutions, and methods involved in bringing a criminal case totrial and in resolving it;

• analyse the purposes of sentencing, including those relating to alternative methods of impos-ing sanctions or regulating behaviour;

• explain how the criminal law applies to young people.


What Is a Crime?


– describe the elements that must exist for aperson to be convicted of a crime underCanadian law;

– describe the differences between thevarious types of criminal offences(e.g., summary conviction, indictable andhybrid offence);

– explain the key elements of crimesdescribed in the Canadian Criminal Codeand related federal statutes (e.g., crimesagainst the person, murder, manslaughter,assault).

Pre-trial Procedures


– describe the process of a police investiga-tion (e.g., questioning of an accused,gathering of evidence);

– identify the elements of a legal arrest(e.g., rights of an accused under arrestor detention);

– describe different types of pre-trial releasemechanisms (e.g., own recognizance, bail).

Trial Procedures


– summarize the structure of the criminalcourt system, including alternative optionsand avenues of appeal (e.g., restorativejustice);

– describe the roles of various individualsinvolved in a criminal trial (e.g., judge,jury, lawyer, Crown attorney, dutycounsel);

– explain key aspects of the criminal trialprocess, including jury selection and rulesabout the admissibility of evidence andthe burden of proof;

– identify legally accepted defences tocriminal charges.

Sentencing


– describe the main purposes of sentencing(e.g., punishment, deterrence, society’sprotection, reintegration);

– explain the various sentencing optionsavailable, including alternative options(e.g., peer sentencing, victim-offenderprograms);

– analyse the role of victims and victimimpact statements in sentencing;

– explain the role of the prison system.

Criminal Law and Young People


– d e s c ribe the key differences among theJu venile Delinquents Act (1929), the Yo u n gO f f e n d e rs Act (1984), and the Yo u t hC riminal Justice Act (2003);

– identify controve rsial aspects of the Yo u t hC riminal Justice Act and outline the argu-ments on both sides of these controve rs i e s ;


– analyse areas of criminal law, besides thosecovered in the Youth Criminal Justice Act,that may apply to young people (e.g.,drinking and driving laws; alcohol,tobacco, and narcotics laws; laws relatingto violence, sexual assault, or harassment).


Regulation and Dispute Resolution



• distinguish between private and public law;

• describe the processes, legal institutions, and methods involved in bringing a civil dispute totrial and resolution;

• explain how the law applies to family matters;

• analyse the role of law as it applies to contractual obligations and claims for compensationfor personal injury or loss;

• explain the dynamic nature of law, including the way in which it evolves in response totechnology and changes in societal values.


Private and Public Law


– describe the differences between publiclaw (e.g., constitutional law, criminal law,labour law) and private law (e.g., familylaw, contract law, tort law);

– describe the various areas of civil (i.e., pri-vate) law (e.g., family, contract, tort).

Dispute Resolution


– describe the courts that try civil actionsand the types of cases tried in each (e.g.,small claims court, landlord and tenantcourt, family court);

– summarize the conventional and alterna-tive procedures involved in bringing a civilaction (e.g., statement of claim, statementof defence, examination for discovery) andresolving a civil action (e.g., mediation,arbitration);

– describe the types of damages recognizedin civil court and the remedies available fore n f o rcing a judgement (e. g . ,s p e c i a l ,g e n e r a l ,n o m i n a l , or punitive damages; i n j u n c t i o n s ) .

Family Matters


– distinguish between federal and provincialpowers in the area of family law;

– outline the legal requirements of a validmarriage;

– explain matrimonial property law as itapplies in marriage, common-law relation-ships, separation and divorce, and on thedeath of a spouse;

– explain divorce and the procedures avail-able for resolving family disputes;

– explain the rights of support, custody, andaccess, and what the state can do toenforce support or assume custody.

Contractual Obligations and Torts


– define the elements of a legal contract(e.g., offer and acceptance, consideration);

– explain when contractual performancecan be excused, who is provided extraprotection in contract law, and what reme-dies are available in law for breach of contract;

– explain what is an intentional tort andwhat constitutes negligence in tort law;

– describe legally acceptable defences andlegal remedies to intentional and uninten-tional torts.


The Evolving Nature of Law


– explain how changes in attitudes and soci-etal values bring about changes in the law( e. g . ,c e n s o rs h i p, g a m bl i n g , and dri n k i n gand driving law s ; l aws relating to wo m e nand childre n ; l aws protecting the env i ro n-m e n t ; l aws regulating the wo r k p l a c e ; l e g a lre q u i rements of a valid marri a g e ) ;

– evaluate the impact of scientific and/ort e c h n o l ogical change on the law (e. g . ,s c i e n t i fic advances related to humanc l o n i n g ; I n t e rnet capability for dow n -loading music or conducting industri a le s p i o n a g e ) ;

– p redict possible future developments in lawand the Canadian legal system based onchanges in our society.


Methods of Legal Inquiry and Communication



• use appropriate research methods to gather, organize, evaluate, and synthesize information;

• apply the steps in the process of legal interpretation and analysis;

• explain, discuss, and interpret legal issues using a variety of formats and forms of communication.


Research


– formulate questions that lead to a deeperunderstanding of a legal issue;

– conduct research on legal topics, using traditional and non-traditional sources ofinformation (e.g., law-related websites,primary and secondary source documents,legal professionals);

– evaluate the credibility of sources andinformation by checking for logical errors,accuracy, and underlying assumptions,including prejudices, biases, stereotyping,or a lack of substantiation for statements,arguments, and opinions;

– classify and clarify information using orga-nizers, graphs, charts, and diagrams;

– compile summary notes in a variety offorms and for a variety of purposes (e.g., research and preparation for debates,oral presentations, mock trials, tests,examinations);

– describe career opportunities in the legalfield.



– distinguish among opinions, facts, andarguments in sources;

– draw conclusions based on analysis ofinformation gathered through researchand awareness of diverse legal interpreta-tions (e.g., case studies);

– apply an analytical/inquiry method tojuridical questions (e.g., choose a subject,formulate a question, develop a researchplan, gather information, distinguishbetween opinions and facts, decide on aninterpretation, write and present theiranalysis).

Communication


– express opinions, ideas, arguments, andconclusions, as appropriate for differentaudiences and purposes, using a variety ofstyles and forms (e.g., mock trials, casestudies, interviews, debates, reports, papers,seminars), as well as visual supports (e.g.,graphs, charts, organizers, illustrations);


– use correct legal terminology to commu-nicate legal concepts, opinions, and arguments.

232

U n d e r standing Canadian Law, ( C L U 3 E )Grade 11,Workplace Pr e p a r a t i o n

This course gives students practical information about legal issues that directly affect their lives.Students will examine the need for laws in society, the roots of Canada’s legal system, the rightsand freedoms that people in Canada enjoy, and the basic elements of criminal law and disputeresolution. Through experiences such as mock trials, debates, and case studies, students willapply inquiry and communication skills to develop and express opinions on legal topics ofinterest to them.

Prerequisite: Canadian History Since World War I, Grade 10,Academic or Applied. (Withthe approval of the ministry, a locally developed Grade 10 course in Canadian History may alsoserve as the prerequisite.)

233U N D E R S T A N D I N G C A N A D I A N L A W , G R A D E 1 1 , W O R K P L A C E P R E P A R A T I O N ( C L U 3 E )

H e r i t a g e



• explain what law is and why we need laws;

• describe the historical development of Canadian law;

• distinguish among the various types and categories of Canadian law.


The Need for Law


– explain the difference between laws andrules;

– describe the connections among religion,morality, and law;

– explain the purpose of law in ourcommunity.

The Development of Law


– identify the sources of our body of law(e.g., the Code of Hammurabi, Mosaic law,Roman law, English common law, Frenchcivil law);

– explain the meaning of the term the rule oflaw;

– explain how statutes are developed andpassed into law;

– explain the role of judges in the legal sys-tem and why they must be independentand impartial;

– analyse the contributions of groups andindividuals in Canada who have influencedthe making of new laws or the modifica-tion of old laws (e.g., Mothers AgainstDrunk Driving, Civil Liberties Association,Women’s Legal Education and ActionFund, Barbara Turnbull – advocate for per-sons with disabilities, Rob Ellis – safetyadvocate).

Types and Categories of Law


– explain the difference between civil andcriminal law;

– compare common law and statute law;

– differentiate among traditional categoriesof law (e.g., family, tort, contract, labour,criminal).


Rights and Freedoms



• explain how recognition of rights, responsibilities, and freedoms has developed in Canada;

• explain the rights and freedoms outlined in the Canadian Charter of Rights and Freedomsand how people can exercise them.


Rights and Freedoms in Canada


– describe the development of rights legisla-tion in Canada (e.g., Canadian Charter ofRights and Freedoms, Ontario HumanRights Code);

– identify individuals and groups who havecontributed to the development of rightslegislation in Canada (e.g., Emily Murphyand the Famous Five, John Diefenbaker,Pierre Elliott Trudeau, First Nation groups,women’s groups);

– explain the responsibilities of Canadiancitizenship (e.g., to pay taxes, obey laws,serve on juries).

The Canadian Charter of Rights and Freedoms


– identify the legal rights and fundamentalfreedoms outlined in the Charter ofRights and Freedoms;

– explain how rights and freedoms may belimited under the Charter;

– explain the importance of minority rightsand how they are protected under theCharter;

– describe how a citizen makes a complaintconcerning a violation of Charter rights;

– describe the remedies available to citizenswhose rights have been violated under theCharter.





• explain how a criminal offence is defined under federal and provincial jurisdictions;

• describe the criminal trial process;

• identify the sentencing options available to judges in a criminal trial or a provincial prosecution;

• explain how criminal and provincial laws apply to young people.


Types of Offences


– describe the elements the Crown mustprove for an action to be considered acrime;

– explain the key characteristics and mainelements of selected offences under theCriminal Code (e.g., crimes against theperson), federal statutes (e.g., drug-relatedoffences), and the Provincial Offences Act(e.g., motor vehicle offences).

Investigation and Trial


– describe the role of the police and ofprovincial and municipal officials (e.g., inspectors) in maintaining orderand peace in our society;

– describe the criminal court structure andorganization;

– d e s c ribe the pro c e d u res that take an accusedfrom being charged to being tried in court(e.g., arrest and release procedures).

– explain the concepts of “innocent untilproven guilty” and “the right to a defence”in a trial procedure;

– explain how judges and juries make deci-sions on whether an accused is guilty ornot guilty.

Sentencing


– explain the purpose and principles ofsentencing;

– describe sentencing options available toa judge in a criminal trial;

– describe the role of the probation officerin sentencing recommendations.

Law and Young People


– describe the main provisions and the con-troversial aspects of the Youth CriminalJustice Act (2003);

– describe areas of law, besides those coveredin the Youth Criminal Justice Act (2003),that apply to young people (e.g., drinkingand driving laws; laws relating to violenceand sexual assault; laws dealing withdrugs, alcohol, and tobacco; child protec-tion laws).





• describe the process for taking a civil case to trial and resolution;

• explain how the law applies to family matters;

• investigate the role of law in everyday contractual matters;

• examine how tort law supports people who are injured or harmed;

• describe the role of law in the workplace.


Civil Litigation


– identify (e.g., by creating a chart) thecourts that try civil actions;

– identify the types of cases tried in eachkind of civil court (e.g., small claims court,family court);

– summarize the options available forbringing a civil case to resolution(e.g.,Alternative Dispute Resolution,pre-trial settlement, trial);

– describe the types of damages recognizedin civil court (e.g., special, general,nominal).

Family Law


– define what is meant by a legal marriage;

– describe the steps necessary to obtain alegal divorce;

– describe important provisions in key areasof family law (e.g., property division uponseparation, rights of common-law partners,same-sex spousal rights, children’s rightsand responsibilities, custody and support,wills and estates).

Contractual Obligations


– explain what is meant by a contract inl aw and what happens when a contract isb ro ken (e. g . , types of contract, re q u i re-ments of a valid contract, c a n c e l l a t i o np ro t o c o l s ) ;

– d e s c ribe the special protections afford e dto young people in making contracts;

– d e s c ribe situations where it may be neces-s a ry to apply the law in a civil dispute( e. g . , l a n d l o rd-tenant disputes, m o rt g a g eor credit issues, consumer complaints).

Tort Law


– define a tort and distinguish betweenintentional torts (e.g., assault and battery,trespass, libel and slander) and uninten-tional torts (e.g., negligence);

– outline defences to torts (e.g., self-defence,discipline, voluntary assumption of risk,inevitable accident) and possible remediesavailable to victims (e.g., legal aid, con-sumer protection associations).


Law and the Workplace


– describe protections that are afforded toworkers by federal and provincial legislation(e.g., laws relating to workers’ compensa-tion, employment insurance, harassmentand discrimination);

– investigate major differences in employer-employee relations in unionized and non-unionized environments (e.g., with respectto the negotiation of contracts, severance,job security, pensions and benefits);

– describe steps that can be taken in responseto the violation of employee rights(e.g., mediation, grievance, formal com-plaint to labour boards) and the remediesprovided (e.g., sanctions against employers,employee compensation).







• explain, discuss, and interpret legal issues using a variety of formats and forms of communi-cation.


Research





– classify and clarify information using organizers, graphs, charts, and diagrams;


– describe career opportunities in the legalfield (e.g., bailiff, correctional officer, courtclerk).





– apply an analytical/inquiry method tojuridical questions (e.g., choose a subject,formulate a question, develop a researchplan, gather information, distinguishbetween opinions and facts, decide on aninterpretation, write and present theiranalysis).

Communication




– use correct legal terminology to com-municate legal concepts, opinions, and arguments.

239

Canadian and International Law, ( C L N 4 U )Grade 12, U n i ve r sity Pr e p a r a t i o n

This course examines elements of Canadian and international law in social, p o l i t i c a l , and globalc o n t e x t s . Students will study the historical and philosophical sources of law and the pri n c i p l e sand practices of international law and will learn to relate them to issues in Canadian society andthe wider wo r l d . Students will use critical-thinking and communication skills to analyse legali s s u e s , conduct independent re s e a rc h , and present the results of their inquiries in a va riety ofway s .



H e r i t a g e



• explain the historical and philosophical origins of law and their connection and relevance tocontemporary society;

• evaluate different concepts, principles, philosophies, and theories of law;

• describe the relationship between law and societal values;

• assess the influence of individual and collective action on the evolution of law.


Sources of Law


– trace the development of law from its pri-mary sources in religion, customs, andsocial and political philosophy;

– distinguish between primary and sec-ondary sources of law (e.g., constitutions,statutes, court decisions; legal writings);

– explain the distinctions between commonand civil law, substantive and procedurallaw, domestic and international law, andprivate and public law;

– compare various historical methods andsystems of adjudication (e.g., trial by ordealversus trial by combat, adversarial versusinquisitorial systems).

Theories and Concepts


– explain legal concepts such as democracy,justice, equity, equality, rule of law, sover-eignty, and primacy of the right;

– analyse the views of historical and con-temporary philosophers of law (e.g.,Socrates,Aristotle, John Locke, JeremyBentham,Thomas Hobbes, R.M.Dworkin, Henry Shue, H.L.A. Hart);

– evaluate the strengths and weaknesses ofdifferent theories of law (e.g., natural andpositive law, legal realism, feminist law);

– explain the concept of justice as defined byphilosophers and legal scholars;

– analyse contemporary legal situations thatraise the question of conflict betweenwhat may be legally correct but is gener-ally viewed as unjust.

Law and Society


– explain the interrelation of law, morality,and religion;

– analyse how society uses law to express itsvalues;

– analyse contemporary events and issuesthat demonstrate a possible conflictbetween the law and societal values.

Law Reform


– evaluate the influence of individual citi-zens who have fought to change the law(e.g., Dr. Henry Morgentaler, Dr. DavidSuzuki, Nelson Mandela, Sue Rodriguez,David Lepofsky, Rosalie Abella);

– assess the role of collective action inchanging the law in democracies (e.g.,activities of lobby and pressure groups,voting at the polls, citizen petitions);

– assess the power of the individual citizento change or modify our laws, and deter-mine under what circumstances individu-als have a responsibility to seek legalreform (e.g., civil rights violations, policebrutality, privacy issues).

241C A N A D I A N A N D I N T E R N A T I O N A L L A W , G R A D E 1 2 , U N I V E R S I T Y P R E P A R A T I O N ( C L N 4 U )

Rights and Freedoms



• describe the historical development of human rights legislation in Canada;

• explain the development of constitutional law in Canada;

• explain the rights and responsibilities of individuals under the Canadian Charter of Rightsand Freedoms;

• explain the roles of the legislature and the judiciary in defining, interpreting, and enforcingCharter rights in Canada;

• analyse the conflicts between minority and majority rights and responsibilities in a democra-tic society, and examine the methods available to resolve these conflicts.


Human Rights in Canada


– explain the evolution of Canadian humanrights legislation from English commonlaw to the Canadian Bill of Rights andthen the Canadian Charter of Rights andFreedoms;

– evaluate the protections provided byfederal and provincial human rightslegislation (e.g., Canadian Human RightsAct, Ontario Human Rights Code);

– identify historical and contemporarybarriers to the equal enjoyment of humanrights faced by individuals and groups inCanada, and analyse their effects.

Canadian Constitutional Law


– distinguish between the law-makingpowers of the federal, provincial, andmunicipal governments;

– explain what a constitution is and why itis necessary;

– explain the role of the courts in determin-ing law-making jurisdiction;

– explain the significance of key events inCanadian constitutional history (e.g., theBritish North America Act, 1867; theStatute of Westminster, 1931; the

Constitution Act, 1982; the Meech LakeAccord, 1987; the Charlottetown Accord,1992).

The Canadian Charter of Rights and Freedoms


– explain what is meant by entrenchingrights in a written constitution;

– analyse how rights and freedoms are pro-tected under the Charter of Rights andFreedoms (e.g., fundamental freedoms;democratic, mobility, legal, equality, andlanguage rights);

– explain how rights included in theCharter are accompanied by correspond-ing responsibilities or obligations;

– explain how citizens can exercise theirrights under the Charter (e.g., by initiatingCharter challenges in the courts to legisla-tion or government action; by raising theCharter as a defence when charged withan offence).

The Legislature and the Judiciary


– explain how rights may be limited oroverruled according to the Charter (e.g.,section 1, section 33);


– evaluate the role of the courts and tri-bunals and, in particular, the SupremeCourt of Canada, in interpreting Charterrights;

– describe how Charter rights are enforced.

Minority and Majority Rights


– identify historical and contemporaryexamples of conflicts between minorityand majority rights (e.g., Riel Rebellion,the Quebec sovereignty debate, FirstNation land claims);

– explain why it is difficult but essential tobalance majority and minority rights in ademocracy;

– evaluate the political and legal avenuesavailable for resolving conflicts (e.g., thecourts, tribunals, legislation, referendums).





• analyse theories about criminal conduct and the nature of criminal behaviour, and explainwhat constitutes a crime in Canadian law;

• analyse the Canadian criminal trial process;

• compare the competing concepts of justice as they apply to the criminal justice system.


Theories of Crime


– analyse the main theories that philosophers ,psychologists, sociologists, and criminolo-gists use to explain deviant behaviour;

– explain the relationship between criminallaw and morality and what is meant by“criminal conduct”;

– explain the legal definition of a crime andthe concepts of mens rea, actus reus, andstrict and absolute liability;

– explain the purpose of criminal law;

– compare summary, hybrid, and indictableoffences as they relate to criminal law.

The Criminal Trial Process


– explain the processes of police investiga-tion, arrest, search, and interrogation ofsuspects;

– explain pre-trial procedures, including pleabargaining and release procedures;

– identify key features of the criminal trialprocess (e.g., burden of proof, admissibilityof evidence, roles of the judge and court-room personnel, selection and role of thejury);

– outline legally acceptable defences tocriminal conduct, and evaluate some ofthe more controversial defences (e.g.,“bat-tered spouse syndrome” defence; defenceof diminished responsibility as a result ofdrunkenness);

– evaluate the different types and purposesof sentences imposed in criminal law.

Concepts of Justice


– explain the concepts and principles of justice as they apply to criminal law (e.g.,rule of law, presumption of innocence);

– analyse situations in Canadian law inwhich principles of justice conflict (e.g., victims’ rights versus the rights of the accused);

– analyse cases in which the principles ofjustice have been violated (e.g., the casesof Donald Marshall, David Milgaard, GuyPaul Morin, Roméo Phillion).





• evaluate the effectiveness of governments, courts, and individual and collective action in protecting the environment;

• analyse the legal process, legal systems, and sanctions used to protect the rights of theemployer and the employee in the workplace;

• explain the major concepts, principles, and purposes of international law;

• evaluate the effectiveness of international laws, treaties, and agreements in resolving conflictsof a global nature;

• explain the factors that make framing, interpreting, and enforcing law on a global scale acomplex and difficult process.


Environmental Law


– explain the role of governments and thecourts in developing and enforcing lawsrelating to the environment;

– evaluate the importance of the role ofindividuals or organizations in lobbying for laws to protect the environment;

– evaluate the effectiveness of the majorenvironmental statutes in Ontario andCanada (e.g., the EnvironmentalProtection Act, the EnvironmentalAssessment Act).

Labour Law


– explain the role of the federal and provincial governments in developing laws relating to labour and the workplace;

– explain the intent of key components offederal and provincial labour legislation(e.g., Canada Labour Code, OntarioLabour Relations Act, OntarioEmployment Standards Act);

– analyse the major differences inemployer/employee situations in non-unionized and unionized environments(e.g., with respect to the negotiation ofcontracts, severance, security);

– explain why unions were formed;

– assess the utility of the collective bargain-ing process;

– analyse the impact of developments suchas free trade, globalization, and changingtechnology on the future of collective bargaining and workplace regulation.

Principles of International Law


– explain the major concepts (e.g., extradi-tion, customary law, diplomatic immunity)and principles (e.g., general principles,treaties and customs) of international law;

– explain why the sovereignty of nation-states is an overriding principle of interna-tional law;

– identify global issues that may be gov-erned by international law (e.g., humanrights, jurisdictional disputes, refugees and asylum, collective security, tradeagreements);

– explain the role and jurisdiction of theagencies responsible for defining, regulat-ing, and enforcing international laws (e.g., United Nations,World HealthOrganization, war crimes tribunals,International Monetary Fund, Interpol).


International Treaties and Agreements


– explain the impact of international tradeagreements on sovereignty by examiningselected trade agreements (e.g., GeneralAgreement on Tariffs and Trade [GATT],World Trade Organization [WTO], NorthAmerican Free Trade Agreement[NAFTA],Asia-Pacific EconomicCooperation [APEC]);

– evaluate the effectiveness of internationaltreaties for the protection of the environ-ment (e. g . , Kyoto Pro t o c o l ,2 0 0 2 ; Jo h a n n e s -burg Summit;World Summit on Sustainabl eDevelopment);

– explain the purpose of international juris-dictional and boundary treaties (e.g.,United Nations Convention on the Lawof the Sea; Outer Space Treaty, 1967);

– evaluate the effectiveness of internationaltreaties for the protection of human rights(e.g., Universal Declaration of HumanRights, Convention on the Rights of theChild);

– explain the role of the International Courtof Justice in the Hague in resolving issuesbetween nations.

Global Conflicts and Resolution


– explain how and why the use of force toresolve conflicts is limited in internationallaw;

– compare (e.g., with respect to theprocesses involved, relative effectiveness)methods of resolving conflicts by peacefulmeans (e.g., international diplomacy, sanc-tions, arbitration, mediation);

– identify domestic laws, past and present,in various countries (e.g., NurembergLaws, laws on apartheid, U.S. Patriot Act)that conflict with the principles of inter-national law and explain how they violatethose principles;

– describe the difficulties and evaluate theeffectiveness of international interventionin conflicts between nations;

– evaluate Canada’s role as a member ofNATO, NORAD, and the UnitedNations, and its role in internationalpeacekeeping.







• explain, discuss, and interpret legal issues using a variety of formats and forms of communication.


Research





– classify and clarify information using organizers, graphs, charts, and diagrams;


– identify various career opportunities in thelegal field (e.g., paralegal, community legalworker, criminologist).





– apply an analytical/inquiry method tolegal issues (e.g., choose a subject, formu-late a question, develop a research plan,gather information, distinguish betweenopinions and facts, decide on an interpre-tation, write and present their analysis).

Communication




– use correct legal terminology to com-municate legal concepts, opinions, andarguments.

247

Po l i t i c s

Overview

Politics is about systems of power, public decision making, and ways in which citizens can takepublic action. To become informed citizens in a democratic society, capable of participatingfully in decision making, exercising their democratic rights, and assuming the responsibilitiesof citizenship, students need to understand how political decisions are made.

Strands

The curriculum expectations for the Grade 11 and 12 courses in politics are organized intoseveral strands. The strands for the Grade 11 course are as follows:

– Citizenship, Democracy, and Participation

– Power, Influence, and the Resolution of Differences

– Decision-Making Systems and Processes

– Values, Beliefs, and Ideologies

– Methods of Political Inquiry and Communication

The strands for the Grade 12 course are as follows:

– Participation in the International Community

– Power, Influence, and the Resolution of Differences

– Values, Beliefs, and Ideologies

– Methods of Political Inquiry and Communication

The focus of each strand is briefly described below.

Citizenship, Democracy, and Participation.The participation of citizens in a democracy is botha right and a responsibility. At various times and for various reasons, the nature of such partici-pation has been shaped and limited by differences in region, race, ethnicity, religion, language,culture, gender, age, and class. In a democracy, well-informed citizens should understand suchprinciples as equality under the law, majority rule, and minority representation. Students needto understand that widespread, informed, and effective citizen participation is the hallmark ofdemocracy, as well as an important part of the development and social well-being of individualcitizens.

Participation in the International Community. Citizens, groups, and states all participate in theinternational community, have rights and responsibilities associated with this participation, andboth cooperate and dispute with one another. Among the organizations that interact inter-nationally are transnational corporations, non-governmental organizations such as AmnestyI n t e rn a t i o n a l , and international cooperation organizations such as the World Health Organization.Canada’s international involvement, both historically and today, includes a number of commit-ments, agreements, and conflicts. Students should understand the impact of such commitmentsand agreements, as well as ways in which international conflicts are resolved. Finally, studentsshould be familiar with the international human rights protection system, including the agen-cies that enforce human rights and their founding documents.


Power, Influence, and the Resolution of Differences. An understanding of the diverse nature andexercise of power and influence is central to the study of politics. Power and influence areforms of authority and are essential to the everyday workings of, and the resolution of differ-ences in, the political life of groups, cities, provinces, countries, and nations. They are character-ized by a variety of styles and methods, ranging from open democratic debate to closedauthoritarian repression, and may be gained through a variety of ways – from free elections, toconsensual traditions and agreements, to forced assumption. The exercise of power and influ-ence can range from reaching peaceful agreements to waging war. To understand the intrica-cies of power and influence, and their relationship to resolving differences, students need toexamine Canadian and international politics.

Decision-Making Systems and Processes. People create political systems and processes to dealin a predictable way with persistent political issues. Governments and other decision-makingbodies evolve over time and are shaped by the traditions and pressures of the communities theygovern. At the same time, people’s opinions and actions are often influenced by the systemsand processes that they have created. Students need to identify the roles that individuals playwithin political systems and processes.To accomplish this, they should examine how politicalsystems and processes function in a global context, evaluate the extent to which these systemsand processes are democratic and effective, and compare the involvement of citizens in deci-sion-making processes in Canada and around the world. Students should also understand therole of regulatory, adjudicative, and quasi-judicial agencies in our democratic society.

Values, Beliefs, and Ideologies.Values, beliefs, and ideologies are the key elements in individualand group identities.They are significant motivators for political behaviour and important by-products of political, economic, and social change. Students should recognize how the politicaldecisions and choices they make are shaped by their values, beliefs, and ideas.

Methods of Political Inquiry and Communication. To understand political issues and to act asresponsible citizens of their local, national, and world communities, students must first be ableto use the skills and methods of political scientists.They need to learn how to pose cogentquestions; to locate, record, and organize information; and to evaluate the veracity of the opin-ions and analyses of their sources. Students also need to communicate their findings and analy-ses using various oral, written, and visual forms. Ultimately, students should demonstrate theirunderstanding of politics and political methodology by knowledgeably and actively participat-ing in the political life of their varied communities.

249

Canadian Politics and Citizenship, ( C P C 3 O )Grade 11, O p e n

This course explores the role of politics in people’s lives and the importance of being an activecitizen in a democratic society. Students will examine the ways in which individuals andgroups participate in the political process, the ways in which they can influence political deci-sion making and public policy, and the effectiveness of political systems and institutions inmeeting societal needs. Students will apply inquiry and communication skills to analyse andreport on political issues, events, and trends of interest to them.



Citizenship, Democracy, and Pa r t i c i p a t i o n



• describe the key features of citizenship and democracy;

• evaluate the influence of various forms of citizen action on public policy;

• explain ways in which social and cultural identity influence political participation.


Principles of Democracy


– explain the importance of democraticprinciples such as political equality; major-ity rule; minority rights and representa-tion; responsible government; representa-tion by population; decision making forthe common good; the rule of law; anduniversal human rights, freedoms, andresponsibilities;

– identify important milestones (e. g . ,A t h e n i a ndemocracy, the Magna Carta, the FrenchRevolution, the Emancipation Proclama-tion) and contributions of individuals (e.g.,Pericles, Jean-Jacques Rousseau, JohnStuart Mill, John Locke, Mary Wollstone-craft, Martin Luther King, Jr.) in the development of democratic thought;

– describe landmark Canadian struggles forthe expansion of democratic rights (e.g.,for female suffrage, labour legislation, theCharter of Rights and Freedoms, the right to vote for First Nation peoples,the creation of Nunavut).

Active Citizenship


– identify opportunities for citizens to par-ticipate in governmental and non-govern-mental political decision making at thecommunity, municipal, provincial, federal,and international levels (e.g., elections, lob-bying, demonstrations, petitions, publicconsultation on proposed changes in laws);

– explain how political participation benefitsindividuals, groups, communities, andsocieties, and describe the challenges asso-ciated with enabling equal participation ofdiverse groups;

– evaluate the contributions of individualsand groups that have had an influence ondifferent levels of government (e.g.,AgnesMacphail, Elijah Harper, Sheela Basrur,Mothers Against Drunk Driving, DavidLepofsky, Ontarians With Disabilities ActCommittee, People or Planes);

– apply the techniques of democratic partic-ipation (e.g., signing petitions; creatingposters or newsletters; lobbying; speakingto schools or community groups; writingletters to the editor, songs, and otherforms of artistic expression) to a politicalquestion under investigation.

Identity and Participation


– analyse the extent to which various seg-ments of Canadian society (e.g., women,the disabled, First Nation peoples, racialminorities, rural and northern communi-ties) participate in formal local, provincial,and/or national political processes (e.g.,election campaigns) and informal politicalbodies (e.g., parent councils, neighbour-hood associations);

– evaluate Canada’s multiculturalism policyin terms of its ability to promote bothgreater pluralism and participation insocial and political affairs;

251C A N A D I A N P O L I T I C S A N D C I T I Z E N S H I P , G R A D E 1 1 , O P E N ( C P C 3 O )

– describe the barriers to participation (e.g., language, homelessness, ethnicity,disability) and representation in the politi-cal process faced by various social groups,and identify strategies to overcome thesebarriers through the legislative process.


Power, Influence, and the Resolution of Differences



• explain power relationships among individuals, groups, and governments;

• analyse how pressure groups, media, technology, and governments influence the politicalprocess;

• evaluate different approaches to conflict resolution.


Power Relationships


– explain examples of tensions between individuals and groups with respect totheir needs and wants, using concepts suchas gender, lifestyle, ethnicity, and socio-economic status;

– compare selected theories on the purposeof government and on ways in which government powers are acquired, used,and justified (e.g., the theories of ThomasHobbes, John Locke, Jean-JacquesRousseau);

– describe different leadership styles (e.g.,democratic, authoritarian, laissez-faire);

– differentiate between the legitimate andillegitimate exercise of power by individu-als, groups, and governments.

Influences on Canadian Politics


– identify the types of pressure and interestgroups that can legally participate in theCanadian political system (e.g., unions,professional associations, ethnoculturalorganizations, local interest groups);

– describe the ways in which media andtechnology can influence the Canadianpolitical process (e.g., through politicaladvertising, opinion polls, feature films,websites, databases);

– describe how various pressure and interestgroups (e.g., National Council of Women,Canadian Auto Workers, Hockey Canada,Child Welfare League of Canada,Assemblyof First Nations) act or have acted toinfluence government policies;

– explain ways in which Canadian govern-ments affect and are affected by globalpolitical and economic actions and agree-ments (e.g., International Campaign toBan Landmines, Kyoto Protocol, NorthAmerican Free Trade Agreement).

Conflict Resolution Strategies


– identify the key stages in resolving con-flicts (i.e., gathering information, identify-ing points of view and values, recom-mending solutions, identifying potentialconsequences and alternative courses ofaction, taking action);

– evaluate the effectiveness and/or appro p ri-ateness of a gove rn m e n t ’s approach toresolving a significant conflict (e. g . ,t h ro u g hm e d i a t i o n ,a r b i t r a t i o n ,l e gi s l a t ive sanctions);

– apply an appropriate conflict resolutionmodel to a political issue that needs to beresolved.


Decision-Making Systems and Processes



• describe the main characteristics of the Canadian political system and of government decision-making processes;

• evaluate the role and influence of key participants in Canadian government decision making;

• describe the extent to which political and economic systems and institutions in Canadameet people’s needs and promote the common good.


Canada’s System of Government


– describe the organizing principles thatshape Canadian government (e.g., consti-tutional monarchy, federated union, parlia-mentary system);

– explain the purposes and functions of thevarious decision-making bodies in Canada(e.g., cabinet; National Parole Board;human rights commissions; governmentd e p a rt m e n t s ,m i n i s t ri e s , and agencies; re g u-latory bodies such as the CRTC and SportCanada);

– describe how well the Canadian electoralprocess succeeds in choosing representativeand popularly supported leaders at all levelsof government.

Key Roles in Decision Making


– compare the roles in the Canadian deci-sion-making process of the following: theprime minister, premiers, cabinet ministers,MPs, MPPs and MLAs, senators, mayors,and councillors;

– explain the intended function of the par-liamentary opposition, including theOfficial Opposition, and evaluate its effec-tiveness in performing that function;

– explain the role in government decisionmaking of unelected key players (e.g., members of the judiciary, political

party strategists, senior bureaucrats, thegovernor general, lieutenant-governors,senators).

Making Decisions for the Common Good


– explain how selected choices made inCanada (e.g., ratification of the KyotoProtocol, Ontario’s Drive Clean program,NAFTA, the ban on cod fishing) are likelyto affect the current and future well-beingof people and environments in Canadaand around the world;

– identify the types of decisions made bygovernment that are critical for protectingindividual rights and promoting the com-mon good (e.g., non-smoking legislation,RIDE programs and legislation againstdrunk driving, gun control legislation, theFreedom of Information and Protection ofPrivacy Act, decisions of the Ombudsman,anti-hate crime legislation);

– explain how the Canadian Charter ofRights and Freedoms has influenced deci-sions in a variety of areas (e.g., employ-ment and pay equity, antidiscriminationl e gislation and measures in the wo r k p l a c e ) ;

– evaluate recommendations (e.g., for elec-tion of senators, proportional representa-tion, election campaign finance reform)for making the Canadian political systemfunction in a more democratic way.


Values, Beliefs, and Ideologies



• explain how political ideologies and the political spectrum in Canada influence debates on current issues;

• evaluate the major historical, geographic, economic, and cultural influences that shapeCanadian political ideologies;

• describe the factors that shape the political values and beliefs of Canadians.


Political Ideologies


– explain the relationship between the waysin which individuals and groups live andthe values and beliefs they hold;

– relate specific ideologies and positions onthe political spectrum to the interests ofvarious individuals and groups;

– explain key features of both “old style”fascism, conservatism, liberalism, socialism,and communism and the “neo” forms ofeach of these (e.g., neo-fascism, neo-conservatism, neo-liberalism).

Influences on Political Ideologies


– evaluate the influence of history and culture on Canadian political values;

– explain the relationship between politicalideologies and features of economic sys-tems (e.g., marketing boards, equalizationpayments, government ownership or regulation);

– describe the relationship between majorCanadian political ideologies and particu-lar real-life policies or programs (e.g.,social democracy and medicare, neo-conservatism and neo-liberalism).

Political Socialization


– compare the processes of political social-ization and political indoctrination withregard to their effects on individuals,families, groups, and governments;

– analyse the variety of political messagesthat Canadian youth receive from keyagents of socialization (e.g., the family, theschool, peers, the media, ethnoculturalbackground);

– evaluate ways in which major agents ofpolitical socialization (e.g., religion, themedia, political parties, socio-economicstatus) influence the ways in which Cana-dians participate formally and informallyin politics.


Methods of Political Inquiry and Communication



• use methods of political science inquiry to locate, gather, evaluate, and organize informationfrom a variety of sources;

• analyse information gathered about current events and political trends according to funda-mental principles of political interpretation and analysis;

• communicate knowledge, opinions, and interpretations about events, issues, and trends relat-ing to politics and citizenship, using a variety of forms of communication.


Research


– formulate questions that lead to a deeperunderstanding of a political issue and anawareness of the different ways in whichthe issue can be approached;

– collect data from a range of media andinformation sources (e.g., print or elec-tronic media, interviews, government andcommunity agencies);

– evaluate the credibility of sources andinformation (e.g., by considering theauthority, impartiality, and expertise of thesource and checking the information foraccuracy, logical errors, underlying assump-tions, prejudice, and bias);

– organize research findings, using a varietyof methods and forms (e.g., note taking,graphs, charts, maps, diagrams);

– describe various careers related to thestudy of politics (e.g., law clerk, researcher,civil servant, journalist).



– detect bias, prejudice, stereotyping, or alack of substantiation in statements,arguments, and opinions;

– demonstrate an understanding that politi-cal events can be interpreted from multi-ple perspectives (e.g., gender, cultural,economic);

– draw appropriate conclusions, based onanalysis (e.g., taking into account chronol-ogy, cause and effect, similarities and dif-ferences), about political events, issues, andtrends and their relationship to social,economic, and cultural systems.

Communication


– express ideas, understandings, arguments,and conclusions, as appropriate for differ-ent audiences and purposes, using a vari-ety of styles and forms (e.g., role plays,interviews, simulations, debates, grouppresentations, seminars, reports, essays);


– use appropriate terminology to communi-cate political concepts, opinions, andarguments.


Canadian and World P o l i t i c s , ( C P W 4 U )Grade 12, U n i ve r sity Pr e p a r a t i o n

This course examines Canadian and world politics from a variety of perspectives. Students willinvestigate the ways in which individuals, groups, and states work to influence domestic andworld events, the role of political ideologies in national and international politics, and thedynamics of international cooperation and conflict resolution. Students will apply critical-thinking and communication skills to develop and support informed opinions about currentpolitical conflicts, events, and issues.

Prerequisite: Any university or university/college preparation course in Canadian and world studies, English, or social sciences and humanities

257C A N A D I A N A N D W O R L D P O L I T I C S , G R A D E 1 2 , U N I V E R S I T Y P R E P A R A T I O N ( C P W 4 U )

Participation in the International Community



• explain the rights and responsibilities of individual citizens, groups, and states in the international community;

• describe the main ways in which sovereign states and non-state participants cooperate anddeal with international conflicts;

• evaluate the role of Canada and Canadians in the international community;

• d e s c ribe the stru c t u re and function of international intergove rnmental and non-gove rn m e n t a lorganizations;

• evaluate the role and operation of the international human rights protection system.


Rights and Responsibilities of International

Participation


– evaluate the extent to which the rights andresponsibilities of states in the internationalcommunity are parallel to the rights andresponsibilities of citizens in democraticnational communities (e.g., based onanalysis of the Universal Declaration ofHuman Rights and Geneva Conventions,and the mandate/work of the U.N. andCanadian Commissions on Human Rightsand on the Status of Women);

– describe the rights and obligations ofselected international groups (e.g.,UNESCO, International Monetary Fund[IMF], environmental lobby groups);

– describe the actions of individuals, includ-ing Canadians, who have influenced globala f fa i rs (e. g . , Nelson Mandela, J i m my Cart e r,Kim Dae-jung,Aung San Suu Ky i , PopeJohn Paul II, Lester B. Pearson, DavidSuzuki, Stephen Lewis, Craig Kielburger).

International Conflict and Cooperation


– analyse the participation of governmentand non-governmental organizations inthe global community (e.g., in the areas ofhumanitarian assistance, collective security,diplomacy, technical cooperation);

– identify ways of preventing war and con-flict between states (e.g., military prepara-tion, international law, peace movements);

– explain the effects on national sovereigntyof the trend towards global decision mak-ing (e.g., with reference to the EuropeanUnion [EU], Free Trade Area of theAmericas [FTAA]);

– identify the causes and consequences ofnon-governmental international conflictand violence (e.g., terrorism, ethnic con-flict, organized crime).

Canada’s International Role


– explain the types of commitments madeby Canada to other nations or to interna-tional or extranational organizations (e.g.,membership in the Commonwealth ofNations, la Francophonie, or the NorthAtlantic Treaty Organization; participationin the United Nations and in peacekeep-ing missions);

– evaluate the extent to which key agree-ments and treaties signed by Canada (e.g., NAFTA, Comprehensive Test BanTreaty [CTBT]) contribute to the well-being of Canadians and the world in general;


– explain how Canada tries to settle itse x t e rnal conflicts (e. g . ,t h rough negotiation,arbitration, international cooperation);

– explain the role of government agencies(e.g., Foreign Affairs Canada and Inter-national Trade Canada, the CanadianInternational Development Agency) informulating and implementing Canada’sforeign policy;

– evaluate the role of pressure groups in for-mulating and implementing Canada’s for-eign policy (e.g., anti-landmine activists,the environmentalist lobby, the media, theAlliance of Manufacturers and ExportersCanada).

International Intergovernmental and

Non-governmental Organizations


– explain the origins, functions, and objec-tives of selected international non-governmental organizations (NGOs) (e.g., International Committee of the Red Cross/Red Crescent,AmnestyInternational, Greenpeace);

– explain the origins, functions, and objec-tives of international cooperation organi-zations (e.g.,Asia-Pacific EconomicCooperation [APEC],African Union[AU],World Health Organization[WHO]);

– evaluate the effectiveness of selected inter-national organizations (e.g., Organizationof the Petroleum Exporting Countries[OPEC], Non-aligned Conference,ArabLeague,World Bank) in meeting theirstated objectives;

– analyse the need for new internationalorganizations as a result of globalizationand the advent of new technologies (e.g., organizations for regulating extra-governmental firms, controlling drug traf-ficking, regulating activities in outerspace).

International Human Rights


– identify the most important internationalhuman rights documents (e.g., UniversalDeclaration of Human Rights, 1948;International Covenant on Economic,Social and Cultural Rights, 1976;Declaration of the Rights of the Child,1959; World Medical AssociationDeclaration of Helsinki, 1964) and assesstheir significance;

– explain the role of states and key agencies( e. g . , U. N. Commission on Human Rights,Commission on the Status of Women) ini n t e rnational controve rsies about humanri g h t s ;

– evaluate the effectiveness of the actions ofinternational organizations or states incases of human rights violations (e.g.,decisions of the International CriminalCourt and International Court of Justice,Amnesty International).


Power, Influence, and the Resolution of Differences



• analyse the factors that determine the power and influence of a country;

• analyse how international organizations, the media, and technology are able to influence theactions of sovereign states;

• evaluate Canada’s role and influence in international relations.


State Power


– analyse how natural resources and humanresources help to determine the power andinfluence of a country (e.g., geography,demography, economic resources and mar-kets, military strength and diplomatic traditions);

– evaluate the accuracy and usefulness ofcommon classifications of states (e.g.,developed or developing; Western and/ornon-aligned; major, medium, or smallpowers) used in describing relationshipsamong states;

– analyse the rise and development of non-governmental organizations (NGOs) andcorporations as world powers (e.g., Inter-national Committee of the Red Cross/Red Crescent, multinational corporationssuch as Nike, Shell, General Motors,Microsoft, Mitsubishi).

Influences on International Relations


– identify major influences on the develop-ment of international relations from antiq-uity to 1945 (e.g., the development ofempires and colonization, the impact ofreligions, the growth of nation states);

– describe how decolonization after WorldWar II transformed international politics,economics, technology, communications,and law;

– describe some major challenges and con-flicts caused by the end of the Cold War(e.g., political fragmentation in the formerSoviet Union and Yugoslavia; the positionof the United States as the sole “super-power” nation; the rise of a new nationalism);

– explain the relationship between changesin information, telecommunications, andmilitary technologies and their uses (e.g., development of the Internet; propa-ganda, military, and commercial uses ofsatellite telecommunications) and changesin international, political, and economicrelations.

Canada’s International Role and Influence


– describe some important factors shapingCanadian foreign policy (e.g., commit-ments under the 1997 Mine Ban Treaty,Kyoto Protocol, North American FreeTrade Agreement);

– describe the types of influence exerted byother nations and groups on Canada andCanadians;

– evaluate the nature and quality of Canada’sinfluence within selected world and re-gional organizations (e.g., United Nations,International Olympic Committee,Organization of American States, Groupof Eight [G-8], la Francophonie).

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Values, Beliefs, and Ideologies



• explain the role and function of ideologies in national and international politics;

• analyse how social and cultural beliefs and political ideologies influence national and international politics;

• compare the aspirations, expectations, and life conditions of people in developed and developing nations.


The International Influence of Ideologies


– explain the role of religious beliefs innational and international politics (e.g.,religious fundamentalism, secularism, rela-tionship between religions and states);

– describe the main characteristics of theworld’s major political ideologies (e.g., fascism, conservatism, liberalism,socialism, communism);

– explain the key arguments for and againstthe processes of “globalization” in eco-nomics, politics, and culture (e.g., opportu-nities for exchanges and internationalcooperation; likelihood of hegemony ordomination of weaker by stronger nations);

– analyse how predominant social and cul-tural beliefs and ideologies can affectminority groups both positively and nega-tively (e.g., through immigration policiesand multiculturalism programs; throughracial profiling, restriction of rights, geno-cide, or ethnic cleansing).

Nationalist and Internationalist Orientations


– identify the key components of nationalistideology (e.g., the definition of a nation,types of nationalism, the role of theoristsand groups, national symbols and images);

– determine the origins and effects ofnationalistic and ethnocentric conflictsand rivalries (e.g., between India andPakistan, between Israel and Arab nations,among the diverse peoples of Indonesia,between Croatians and Serbians in theBalkan region, between Hutus and Tutsisin Central Africa, between Protestants andRoman Catholics in Northern Ireland);

– explain how similar values, beliefs, andideologies (e.g., religions, nationalism,culture, social and economic values) can result in cooperation between governments;

– describe the peaceful legal means used toadjudicate conflicts between governments(e.g., Canadian federal-provincial confer-ences, the International Court of Justice)and explain their relationship to values,beliefs, and ideologies.

Developed and Developing Nations


– describe the main economic, political, andsocial characteristics of developed anddeveloping countries;

– compare key elements of selected theoriesconcerning the nature of effective devel-opment (e.g., in relation to human devel-opment, global industrialization, sustain-able national development, ecologicalpreservation);


– analyse the main differences between thesocial beliefs and ideologies in developedand developing countries (e.g., individualand community property ownership, vari-ous degrees of state ownership of produc-tion, inter-party democracy and intra-party democracy, public programs andprivatization);

– demonstrate an understanding of thecommonality of human aspirations for abetter, more secure life.

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Methods of Political Inquiry and Communication



• use methods of political science inquiry to locate, gather, evaluate, and synthesize information;

• analyse information gathered about political events, issues, and trends according to fundamental principles of political interpretation and analysis;

• communicate knowledge, opinions, and interpretations about events, issues, and trends relating to politics and citizenship, using a variety of forms of communication.


Research


– formulate questions that lead to a deeperunderstanding of a political issue and anawareness of the different ways in whichthe issue can be approached;

– conduct research by selecting and using avariety of relevant and reliable primary andsecondary sources (e.g., written, visual,oral, and electronic) that present a range ofperspectives;

– evaluate the credibility of published andInternet sources and information (e.g., byconsidering the authority, impartiality, andexpertise of the source and checking theinformation for accuracy, logical errors,underlying assumptions, prejudice, andbias);

– organize research and information using avariety of methods and forms (e.g., notetaking, graphs, charts, organizers, timelines, diagrams, tables);

– describe various career opportunitiesrelated to the study of politics (e.g.,research, civil service, law, journalism,political life).



– distinguish among opinions, facts, andarguments, and judge arguments on thebasis of the quantity and quality of evi-

dence presented and the methods used byauthors to verify their claims;

– provide interpretations of political eventsfrom different perspectives (e.g., gender,cultural, economic);

– make inferences and draw conclusions,based on analysis of data and applicationof political theories, about political events,issues, and trends and their relationship tosocial, economic, and cultural systems.

Communication


– express opinions, understandings,arguments, and conclusions, as appropriatefor different audiences and purposes, usinga variety of styles and forms (e.g., roleplays, interviews, simulations, debates,group presentations, seminars, reports,essays);


– use appropriate terminology to communi-cate political concepts, opinions, andarguments.

The Ministry of Education wishes to acknowledgethe contribution of the many individuals, groups, andorganizations that participated in the developmentand refinement of this curriculum policy document.

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