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IssuesinCanadianGeography,Grade9Academic(CGC1D4/5)
ONEFULL-CREDIT,NOPREREQUISITE
SocialandGlobalStudiesDepartment HarbordCollegiateInstitute,TorontoDistrictSchoolBoard(TDSB)1. COURSEDESCRIPTION
ThiscourseexaminesinterrelationshipswithinandbetweenCanada’snaturalandhumansystemsandhowthesesystemsinterconnectwiththoseinotherpartsoftheworld.Studentswillexploreenvironmental,economic,andsocialgeographicissuesrelatingtotopicssuchastransportationoptions,energychoices,andurbandevelopment.Studentswillapplytheconceptsofgeographicthinkingandthegeographicinquiryprocess,includingspatialtechnologies,toinvestigatevariousgeographicissuesandtodeveloppossibleapproachesformakingCanadaamoresustainableplaceinwhichtolive.2. TEACHINGSTRATEGIES
Studentswillworkindividuallyandingroupstoinvestigategeographicissuesandanalysetheinfluencesandinterrelationshipsthatgiveaplaceitsdistinctivecharacteristicsandthusitsspatialimportance.Specifically,studentswillapplytheconceptsofgeographicthinkingthroughaseriesofdifferentiatedlearningactivities,suchas:interactivesmallgroupwork,Web-basedmapping,documentariesandmediaclips,on-lineresearchactivities,PowerPointpresentations,simulations,writingprojects,presentations,andfieldstudiesdesignedtostimulateandteachcriticalthinking.Studentswillconductprimaryandsecondaryresearchtoexplorerelevantandcurrentissuesfromphysical,economic,political,human,andculturalgeographicalperspectives.3. TEXTS
Clarke,B.W.,J.KWallace&K.M.Earl(2006).GéographieduCanada–Influencesetliaisons,2eédition.Lachenelière,Montréal.
*Thistextbookwillbeusedasanin-classresourceandwhennecessarymaybesignedouttostudentsonashort-termloanbasis.Studentswhohave signedabookoutwill be responsible for returning thebook in good conditionwithnormalwear and tear.Damagedor losttextbooksmustbereplacedbythestudent.Replacementcosttostudent:$104,95.
4. INSTRUCTORS
RichardLeBlanc,SarahToma
Your parent/guardian/caregiver may contact your teacher, Richard LeBlanc, in the Modern Languages Office(Room226)at416.393.1650x.20091orviaemail:richard.leblanc@tdsb.on.ca*TheAssistantCurriculumLeader(ACL)forSocialandGlobalStudiesisA.Magney.Hecanbereachedat416.393.1650x.20085.
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5. UNITDESCRIPTIONSANDEVALUATION
• CourseWork(Units1-4)isworth70%ofyouroverallmark,witheachofthesevenassignmentsworth10%.• Course Culminating Activity is worth 30% of your overall mark, with the Product worth 20% and the
Presentationworth10%.Allcourseworkevaluationsaredesignedtoallowthestudenttheopportunitytoexhibitlearningequallyacrossthefourcategories(Knowledge/Understanding,Thinking,Communication,Application)oftheAchievementChartforCanadianandWorldStudies.Culminatingactivitiesarealsoequallyweightedacrossthefourcategories.ThevalueoftheCulminatingActivitiesisinthechartbelow.TheAchievementChartispublishedinTheOntarioCurriculum,Grades11and12:CanadianandWorldStudies,2013.UNITTITLE(Topics) EVALUATION(Assignment)Unit1:Mappingskills
• Latitude&longitude,scale,compass,roadmap,GIS
• HydrographicmapofCanada• MajorcitiesmapofCanada• MajorBodiesofwatermapofCanada
Unit2:InteractionsinthePhysicalEnvironment• PhysicalProcesses&NaturalSystems• Canada&GlobalClimateChange• NaturalEvents,Hazards,andDisasters
• GeographyintheNewspresentation• ExploringNaturalEventsinCanadaArcGISMap&
Analysis
Unit3:ChangingPopulations• PopulationGrowth&Change• SettlementPatterns&Trends• Immigration&CulturalDiversity
• IsodemographicmapofCanada• 1minutedocumentary
Unit4:ManagingCanada'sResources&Industries• Industries&EconomicDevelopment• ResourceDevelopmentinCanada
ResourceManagementinCanada
• Canada’sNaturalResourceIndustriesArcGISStoryMap
Unit5:LiveableCommunities• Land-UseCharacteristicsinCanada• InfluenceofUrbanGrowth• SustainableUrbanCommunities
• UrbanLandUseArcGISStoryMap&Reflection
CourseCulminatingActivity• SustainableCitiesinCanadaProject
• Product(20%OfOverallMark)• Presentation(10%ofOverallMark)
AllEvaluationsaresubjecttochangebasedoninformedprofessional judgmentoftheinstructor,otherteachersdeliveringthecourseandtheACLofSocialandGlobalStudies.Thiscourseincorporates,asappropriate,considerationsforprogramplanningthatalignwithministryandboardpolicyandinitiatives(e.g.,planningrelatedtostudentswithspecialeducationneeds,Englishlanguagelearners,environmentaleducation,equityandinclusiveeducation,financialliteracyeducation,theOntarioFirstNation,Métis,andInuiteducationpolicyframework,theroleofinformationandcommunicationstechnology,careereducation,cooperativeeducation,healthandsafety).Everyeffortismadetomaximisestudentlearningandsuccesswithintheguidelines,policiesandproceduresspecifiedbyGrowingSuccess,Assessment,EvaluationandReportinginOntarioSchoolsandtheTorontoDistrictSchoolBoard.
6. LATEANDMISSINGASSIGNMENTSPOLICY
AspecificandseparatepolicyfromtheSocialandGlobalStudiesdepartmentwillbeforthcoming.ThispolicywillbebasedonGrowingSuccessandhighlightstudents’responsibility‘forprovidingevidenceoftheirachievementoftheoverallexpectationswithinthetimeframespecifiedbytheteacherandinaformapprovedbytheteacher.’7. COURSEEXPECTATIONS
Thiscourse,CGC1D,isbasedonTheOntarioCurriculum,Grades9,10:CanadianandWorldStudies,2013,studentswillbeexpectedtodemonstratethefollowingMinistryCurriculumExpectations:
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StrandA:GeographicInquiryandSkillDevelopment
A1.GeographicInquiry:usethegeographicinquiryprocessandtheconceptsofgeographicthinkingwheninvestigatingissuesrelatingtoCanadiangeography.A2.DevelopingTransferableSkills:applyineverydaycontextsskills,includingspatialtechnologyskills,developedthroughtheinvestigationofCanadiangeography,andidentifysomecareersinwhichabackgroundingeographymightbeanasset.OverallExpectationsandRelatedConceptsofGeographicThinking
BigIdeas* FramingQuestions*
StrandB:InteractionsinthePhysicalEnvironment
B1.ThePhysicalEnvironmentandHumanActivities:analysevariousinteractionsbetweenphysicalprocesses,phenomena,andeventsandhumanactivitiesinCanada(Interrelationships;GeographicPerspective)
CanadaandGlobalClimateChangePeoplehavedifferentbeliefsabouttheimpactofhumanactionsonthenaturalenvironmentandglobalsystems.
HowdothenaturalcharacteristicsofCanadaandhumanactivityinfluenceeachother?WhyshouldCanadian’scareaboutglobalclimatechange?
B2.InterrelationshipsbetweenPhysicalSystems,Processes,andEvents:analysecharacteristicsofvariousphysicalprocesses,phenomena,andeventsaffectingCanadaandtheirinterrelationshipwithglobalphysicalsystems(PatternsandTrends;Interrelationships)
NaturalEvents,Hazards,andDisastersGeological,climatic,andhydrologicalprocesses,phenomena,andeventshaveshaped,andcontinuetoshape,Canada’snaturallandscape.
InwhatwaysdoEarth’snaturalprocesses,phenomena,andeventsinfluenceCanada’snaturalcharacteristics?Howcanwerespondeffectivelytonaturalhazards?
B3.TheCharacteristicsofCanada’sNaturalEnvironment:describevariouscharacteristicsofthenaturalenvironmentandthespatialdistributionofphysicalfeaturesinCanada,andexplaintheroleofphysicalprocesses,phenomena,andeventsinshapingthem(SpatialSignificance;PatternsandTrends)
PhysicalProcessesandNaturalSystemsNaturalenvironmentalcharacteristics,suchasclimate,geology,drainagepatterns,andvegetation,definethephysicalregionsofCanada.
HowdowedetermineCanada’snaturalregions?HoweffectivearestrategiestoprotectCanada’snaturalenvironment?
StrandC:ManagingCanada’sResourcesandIndustries
C1.TheSustainabilityofResources:analyseimpactsofresourcepolicy,resourcemanagement,andconsumerchoicesonresourcesustainabilityinCanadaInterrelationships;GeographicPerspective)
ResourceManagementinCanadaThewayCanada’sresourcesareusedhasadirectimpactontheavailabilityofresourcesforthefuture.
Howdowebalanceourneedsandwantswithsustainableresourcedevelopment?HowshouldCanadamanageitsresources?
C2.TheDevelopmentofResources:analyseissuesrelatedtothedistribution,availability,anddevelopmentofnaturalresourcesinCanadafromageographicperspective(Interrelationships;GeographicPerspective)
ResourceDevelopmentinCanadaPeoplehavedifferentpointsofviewabouthowCanada’snaturalresourcesshouldbedeveloped.
WhatcriteriashouldwesetfortheextractionanddevelopmentofCanada’snaturalresources?HowdoesresourcedevelopmentaffectCanada?
C3.IndustriesandEconomicDevelopment:assesstherelativeimportanceofdifferentindustrialsectorstotheCanadianeconomyandCanada’splaceintheglobaleconomy,andanalysefactorsthatinfluencethelocationofindustriesinthesesectors(SpatialSignificance;PatternsandTrends)
IndustriesandEconomicDevelopmentCanada’seconomicwell-beingreliesonthedevelopmentofbothnaturalandhumanresources.
WhichresourcesandindustrieswouldyouconsidertobemostvaluabletoCanada?HowmightCanada’sdependencyonitsresourceschangeovertime?
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OverallExpectationsandRelatedConceptsofGeographicThinking
BigIdeas* FramingQuestions*
StrandD.ChangingPopulations
D1.PopulationIssues:analyseselectednationalandglobalpopulationissuesandtheirimplicationsforCanada(FOCUSON:Interrelationships;PatternsandTrends)
PopulationGrowthandChangeGlobalpopulationtrendsandsocio-economicissuescanaffectCanadiancommunities.
HowmightCanada’sresponsetoglobalpopulationissuesaffectCanadiancommunities?HowisCanadaconnectedtoworldpopulationgrowth?
D2.ImmigrationandCulturalDiversity:describethediversityofCanada’spopulation,andassesssomesocial,economic,political,andenvironmentalimplicationsofimmigrationanddiversityforCanada(FOCUSON:SpatialSignificance;GeographicPerspective)
ImmigrationandCulturalDiversityImmigrationandculturaldiversitypresentbothopportunitiesandchallengesforCanadiancommunities.
WhatcriteriashouldbeusedtodetermineCanadianimmigrationpolicy?HowmightimmigrationhelpmeetCanada’sdemographicneeds?
D3.DemographicPatternsandTrends:analysepatternsofpopulationsettlementandvariousdemographiccharacteristicsoftheCanadianpopulation(FOCUSON:SpatialSignificance;PatternsandTrends)
SettlementPatternsandTrendsThedistributionandcharacteristicsofhumansettlementinCanadaaredeterminedbymanyfactorsandmaychangeovertime.
InwhatwaysdodemographiccharacteristicsaffectcommunitiesinCanada?HowareCanada’ssettlementpatternschanging?
E.LiveableCommunities
E1.TheSustainabilityofHumanSystems:analyseissuesrelatingtothesustainabilityofhumansystemsinCanada(FOCUSON:Interrelationships;GeographicPerspective)
SustainableUrbanCommunitiesPeoplehavearoleindeterminingthesustainabilityofhumansystems,suchasfoodproductionandtransportation,withinCanadiancommunities.
Whatcriteriashouldweusewhendeterminingfuturedevelopmentplansforcommunities?Howdoesonechoosebetweenconflictingland-useoptionsforthesamespace?
E2.ImpactsofUrbanGrowth:analyseimpactsofurbangrowthinCanada(FOCUSON:SpatialSignificance;GeographicPerspective)
InfluenceofUrbanGrowthThegrowthofurbansettlementshasanimpactontheeconomy,thenaturalenvironment,society,andpolitics.
Inwhatwaysdoesurbangrowthaffectthequalityoflifeofaplace?HowmighturbangrowthresultinopportunitiesandchallengesforCanadiancommunities?
E3.CharacteristicsofLandUseinCanada:analysecharacteristicsoflanduseinvariousCanadiancommunities,andexplainhowsomefactorsinfluenceland-usepatterns(FOCUSON:SpatialSignificance;PatternsandTrends)
Land-UseCharacteristicsinCanadaLandisusedinavarietyofways,andthewayitisuseddependsupontheneedsofacommunityandthephysicalfeaturesofthesite.
WhataresomesimilaritiesanddifferencesinlanduseindifferentCanadiancommunities?HowareCanadiancommunitiesdesigned?
*A“bigidea”isanenduringunderstanding,anideathatwewantstudentstodelveintoandretainlongaftertheyhaveforgottenmanyofthedetailsofthecoursecontent.Thebigideasaddressbasicquestionssuchas“WhyamIlearningthis?”or“Whatisthepoint?”Throughexplorationofthebigideas,studentsareencouragedtobecomecreatorsoftheirunderstandingsandnotpassivereceiversofinformation.Manyofthebigideasaretransferabletoothersubjectsand,morebroadly,tolifeitself.Inmanycases,theyprovidetheopportunityforstudentstothinkacrossdisciplinesinanintegratedway.Inthisdocument,thebigideasareconnectedtotheoverallexpectationsandtherelatedconceptsofdisciplinarythinkingineachstrand.Thebigideasarealsoconnectedtothegeneralframingquestionsthatareprovidedforeachstrand.Thebigideascombinedwiththeframingquestionsareintendedtostimulatestudents’curiosityandcriticalthinkingandtoheightentherelevanceofwhattheyarestudying.Theframingquestionsarebroadandoftenopen-endedandcanbeusedtoframeasetofexpectationsoranentirestrand.
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