Grade by Grade
D. Structures and Mechanisms · Systems in Action

How Society Shapes Systems: Evolving Systems and New Ways to Meet Needs

D2.10 D1.2 D1 A3.3About 50 minutes
Learning goals
  • I can identify social factors that influence how a system changes over time.
  • I can describe alternative ways of meeting needs that are now met by existing systems, including First Nations and Inuit food systems.
  • I can assess the impact of an alternative on individuals, society and the environment from different points of view.

Words to know

social factor
Something about people and society, such as needs, values, laws, safety concerns, population changes or cost, that influences how systems are designed and changed.
evolve
To change gradually over time.
alternative
Another way of meeting the same need.
point of view
How a situation looks to a particular person or group, based on their needs and experiences.
stakeholder
A person or group affected by a decision.
Three Sisters
Corn, beans and squash planted together, a food system developed by Haudenosaunee and other First Nations peoples.

Hook: the bus that kneels

Watch a modern city bus at a stop. It lowers itself toward the curb and a ramp slides out so a person using a wheelchair can roll on. A voice announces the next stop, and the stop name appears on a screen. Buses did not always work this way. They changed because people pushed for transit that everyone can use, and because Ontario passed accessibility laws. This is a system evolving because of social factors.

A city bus at a curb with its front door open and a wheelchair ramp extended to the sidewalk.
The fold-out ramp lets a person using a wheelchair board easily. Buses changed this way because people pushed for transit everyone can use. AI-generated image

Social factors that change systems (D2.10)

Systems are not only changed by new technology. They also change because of people and society:

  • Needs and values: people want accessibility, fairness, convenience or healthier food.
  • Laws and rules: for example the Accessibility for Ontarians with Disabilities Act (AODA) sets accessibility standards for services such as public transit.
  • Safety concerns: after injuries or accidents, people demand safer systems (seat belts, car seats, bike lanes).
  • Population changes: growing cities need more transit; an aging population needs more health care and accessible buildings.
  • Cost and the economy: systems change when people cannot afford them or find cheaper ways.
  • Environmental awareness: concern about climate change and waste leads to recycling programs, electric buses and bike lanes.
  • Culture and traditions: communities keep and adapt systems that matter to them.
  • Events: emergencies such as pandemics or ice storms show weaknesses and lead to change.
SystemHow it changedSocial factors that drove the change
Public transitlow-floor buses with ramps, audio and visual stop announcements, bike racks, electric busesaccessibility needs and laws, people cycling more, environmental concerns
Getting groceriesonline ordering, curbside pickup and home deliverybusy schedules, people who cannot easily get to a store, health concerns during the COVID-19 pandemic
Waste collectiongarbage only → blue bins → green bins for food wasteenvironmental awareness, full landfills, cost of new landfills
Carsseat belts, airbags, car seats for childrensafety concerns, laws requiring safety equipment
Systems evolve because of social factors, not only new technology.
Thengarbage onlygarbageLater+ blue bingarbageblue binNow+ green bingarbageblue bingreen binSocial factors that drove the change:landfills filling up, environmental awareness, the cost of new landfills,and food waste in landfills making methane
How many towns' waste collection systems evolved (the dates differ from town to town). The trucks and bins are technology, but social factors are why the system changed.

Alternative ways of meeting needs (D1.2)

For many needs, there is more than one system. Food is a good example. Most Canadians buy food in grocery stores supplied by long chains of farms, factories and trucks. But there are alternatives:

  • Community gardens and farmers' markets let people grow or buy food close to home.
  • Food banks and community meal programs help people who cannot afford enough food.
  • First Nations and Inuit food systems are living systems developed over thousands of years and practised today:
  • Haudenosaunee and other First Nations plant the Three Sisters together: the corn stalk supports the climbing beans, the beans add nitrogen that enriches the soil, and the large squash leaves shade the ground to hold moisture and block weeds.
  • Anishinaabe harvesters gather manoomin (wild rice) by canoe, gently knocking ripe grains into the canoe with sticks and leaving plenty to reseed the beds.
  • In many Inuit communities, country food such as caribou, seal, char and other fish is hunted, fished and shared, and many communities have community freezers where it is stored and shared.

These systems connect food with relationships, sharing and caring for the land and water (A3.3).

CORNtall stalk is a polefor the beansBEANSclimb the corn;add nitrogento the soilSQUASHbig leaves shade thesoil: hold moisture,block weeds
The Three Sisters planted together. Each plant helps the others, so the garden works as one system (simplified drawing, not to scale).
Worked example

Let's assess an alternative from different points of view

Many families drive students to school. An alternative is a walking school bus: a group of students walks to school together along a set route, led by adult volunteers, even in winter. Assess its impact on individuals, society and the environment, considering different points of view.

  1. Student: exercise, time with friends; but cold or slushy days can be unpleasant, so warm clothing and a cleared route matter.
  2. Parent who works early: may not be able to volunteer; needs a reliable schedule.
  3. Student who uses a wheelchair: the route must have cleared, curb-cut sidewalks, or this alternative leaves them out.
  4. Neighbours and the school: less traffic and safer drop-off; fewer idling cars near the school.
  5. Environment: fewer car trips means less fuel burned and less exhaust.
  6. Assessment: the walking school bus has strong benefits for health, safety and the environment, but it works only if routes are accessible and winter-maintained and enough volunteers are available. The school could keep bus and drop-off options for those who need them.

A good assessment names benefits and drawbacks for different people, and suggests how to include everyone.

Taking different points of view

When you assess an alternative, list the stakeholders first: who uses it, who runs it, who pays, who is left out, and what happens to the environment. Then ask, "How would this look to each of them?" A system that works well for one group might not work for another.

Hands-on activity

Then and now interview

You need: paper and a pencil (or a recording app, with permission), two or three people of different ages (a grandparent, parent, neighbour or older friend).

  1. Choose one need: getting groceries, getting to school, keeping in touch with family, or keeping warm in winter.
  2. Ask each person: When you were 13, how was this need met? What has changed since then? Why do you think it changed?
  3. Make a table: Then, Now, Social factors that caused the change.
  4. Identify one alternative way of meeting the same need. Assess it from three points of view and for the environment.
  5. Share what you learned with the people you interviewed.

What to look for: at least two clear changes, each linked to a social factor (needs, laws, safety, cost, environment, population, culture), and an assessment that considers more than one point of view.

Just for fun

Interview tip: if you ask an older relative how they got to school when they were 13, be ready for a story that includes deep snow, a long walk and possibly the phrase "uphill both ways". Write it down anyway: it is still data!

Your turn

1

What is a social factor?

2

Name two social factors that led to accessible features on city buses.

3

How do the Three Sisters help each other?

4

What is a community freezer, and why is it important in many Inuit communities?

5

Give one alternative to buying all your food at a supermarket.

6

Why is it important to consider different points of view when assessing an alternative?

7

Why did many towns add green bins for food waste?

More practice: warm-up

1

What does evolve mean?

2

What is an alternative?

3

Name the Three Sisters.

4

What is manoomin?

5

What is a stakeholder?

More practice: on your own

1

Explain how safety concerns changed the system of transporting young children in cars.

2

Assess a clothesline as an alternative to an electric clothes dryer from the points of view of a family, the environment and a person living in an apartment.

3

How did the COVID-19 pandemic change some systems for getting groceries?

4

Explain how the manoomin harvest shows care for the future.

5

Name a system in your community and predict one way it might change in the next 20 years. Which social factor would drive the change?

Challenge

1

A town plans to replace its weekly garbage pickup with pickup every two weeks, while keeping weekly green bin pickup. Assess this from the points of view of a large family, a person with limited mobility, the town council and the environment.

2

Compare a supermarket food system with an Inuit country food system in a northern community. Name one strength of each and one challenge of each.

3

Explain how social factors and technology work together when a system evolves. Use one example.

Check your understanding

Quiz

1.

Which is a social factor that can change a system?

2.

In the Three Sisters, what is the job of the corn?

3.

What is a walking school bus?

4.

Why is it important to look at different points of view when assessing an alternative?

5.

Which change to public transit was driven mainly by accessibility needs?

6.

In many Inuit communities, community freezers are used to...

For parents and teachers

Big idea (D2.10, D1.2): Students identify social factors that influence the evolution of a system and assess the impact on individuals, society and the environment of alternative ways of meeting needs ... taking different points of view into consideration. First Nations and Inuit food systems (Three Sisters, manoomin harvesting, country food sharing) are presented as living systems practised today (A3.3).

How to help: The interview activity is a great way to connect generations. Encourage your child to name who benefits and who might be left out of any system. If your family has its own food traditions, talk about how they are passed on and adapted.

Common difficulties:

  • Thinking only technology changes systems. Ask, "Why did people want this change?"
  • Assessing from only one point of view (usually their own). Require at least three stakeholders.
  • Describing First Nations and Inuit systems only in the past tense. These are living systems that communities continue to practise and adapt.