Algonquin & Lakeshorecatholicdistrictschool Board

Algonquin & LakeshoreCatholicDistrictSchool Board

Course Outline

HolyCrossCatholicSecondary School

Department: Social Sciences

Ministry Document: The Ontario Curriculum, Grades 9 and 10, Canadian and World Studies, 2005

Course Title: Geography of Canada

Grade: Grade 9

Credit Value: 1.0

Teacher(s):

Date of Development: January, 2007

Department Head: J. Drumm

Course Code: CGC 1D1

Course Type: Academic

Prerequisite:

Corequisite:

Course Developer(s): J. Drumm

Date Reviewed:

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 where physical, social, or political events or processes occur helps students gain a spatial perspective on them. Understanding the processes that shape the earth and knowing how life forms interact with the environment allow them to view events from an ecological perspective. Historical and economic perspectives help students understand the relationship between people and their environments, as well as interactions that occur among groups of people. Studying geography, students receive practical guidance for decision making and problem solving in geographic planning, economic development, and environmental and resource management.

Course Description:

This course explores Canada’s distinct and changing character and the geographic systems and relationships that shape it. Students will investigate the interactions of natural and human systems within Canada, as well as Canada’s economic, cultural and environmental connections to other countries. Students will use a variety of geotechnologies and inquiry and communication methods to analyse and evaluate geographic issues and present their findings.

How This Course Supports the Ontario Catholic Graduate Expectations

The Ontario Catholic graduate will be able to achieve many of the expectations in their study of geography. Through their examination, evaluation and application of knowledge of interdependent systems (especially physical, ecological and socio-economic), students will discover what is necessary for the development of a just and compassionate society. The course helps in the development of a responsible Catholic citizen who respects and affirms the diversity and interdependence of the world’s different peoples, respects the environments, and promotes the wise use of resources. Furthermore, it is expected that Catholic students of geography will promote the dignity of humankind and realize the nature of stewardship bestowed upon them as children of God.

1. Overall Expectations For Student Learning

By the end of this course students will demonstrate these enduring understandings in the following strands:

Geographic Foundations: Space and Systems

• Describe the components and patterns of Canada’s spatial organization;
• Demonstrate an understanding of the regional diversity of Canada’s natural and human systems;
• Analyse local and regional factors that affect Canada’s natural and human systems.

Human-Environment Interactions

• Explain the relationship of Canada’s renewable and non-renewable resources to the Canadian economy;
• Analyse the ways in which natural systems interact with human systems and make predictions about the outcomes of these interactions;
• Evaluate various ways of ensuring resource sustainability in Canada.

Global Connections

• Describe how Canada’s diversity geography affects its economic, cultural, and environmental links to other countries;
• Analyse connections between Canada and other countries;
• Report on global issues that affect Canadians.

Understanding and Managing Change

• Explain how natural and human systems change over time and from place to place;
• Predict how current or anticipated changes in the geography of Canada will affect the country’s future economic, social, and environmental well-being;
• Explain how global economic and environmental factors affect the individual choices.

Methods of Geographic Inquiry and Communication

• Use the methods and tools of geographic inquiry to locate, gather, evaluate, and organize information about Canada’s natural and human systems;
• Analyse and interpret data gathered in inquiries into the geography of Canada, using a variety of methods and geotechnologies;
• Communicate the results of geographic inquiries, using appropriate terms and concepts and a variety of forms and techniques.
  

2. Units of Study

Unit 1:Canadian Connections: An Introduction

Unit 2:Physical Connections: Canada’s Natural Diversity

Unit 3:Cultural Connections: Canada’s People

Unit 4:Canada’s Resource Stewardship

Unit 5: Canada’s Economic Diversity

3. Expectations Regarding Learning Skills

An important key to success in this course is a positive attitude toward learning and to the investigative nature of the study of geography. Maximum use of class time is crucial to obtain the support of the teacher and peers. Homework will be the continuation of work begun in class and should be completed to obtain the practice and reinforcement needed to succeed on summative evaluations. In accordance with ALCDS Board policy, parents will be contacted when unsatisfactory learning skills place a student’s credit in jeopardy. Learning skills will be assessed accurately and rigorously in the following areas:

•Responsibility

• Independent Work

•Organization

• Collaboration

•Initiative

• Self-Regulation

A student’s demonstration of learning skills will be reported separately from achievement of curriculum expectations using a four-point scale: E - excellent, G - good, S - satisfactory, and N - needs improvement. Although learning skills may have an effect on achievement, evaluation of the learning skills will not be included in the determination of the student’s percentage grade.

4. Supports For Higher Learning

Whenever accommodations are made to address student learning needs, or alternative or modified expectations are identified for a student, these accommodations, modifications, or alternative expectations will be outlined in an Individual Education Plan (IEP), and will be communicated to parents.

5. The Role of Technology in the Curriculum

Information and communications technology (ICT) provides a range of tools that can significantly extend and enrich teachers’ instructional strategies and support students’ learning in Canadian and world studies. These tools include simulations, multimedia resources, databases, and computer-assisted learning modules. Teachers can use ICT tools and resources for both whole 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 the global community into the local classroom. Through Internet websites and CD-ROM technology, students can now access primary resources held in museums, libraries, archives, and public institutions across the country and around the world. ICT resources allow secondary students to conduct more far-ranging and authentic research than ever before.

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

6. Assessment and Evaluation of Student Achievement

Assessment practices will be aligned with curriculum expectations and will incorporate a variety of appropriate and authentic assessment methods, strategies, and instruments. The Achievement Chart for Geography from the Ontario Curriculum will be used to provide a reference point for all assessment practice, including the assignment of percentage grades. In accordance with ALCDS Board policy and the concept of assessment for learning, students will be given a variety of opportunities, appropriate to their learning needs, to demonstrate what they know and can do. Student achievement of the overall expectations will be evaluated in a balanced manner among the four learning categories:

• Knowledge and Understanding:
• Thinking:
• Communication:
• Application

All summative evaluation activities are due on the date specified by the teacher. In accordance with ALCDS Board policy, once assignments (class set) have been returned to students, a teacher is under no obligation to accept late work. If a student misses a summative evaluation, it is the student’s responsibility to discuss the completion of the activity and subsequent consequences with the teacher on the day of the student’s return to school. However, extenuating circumstances may warrant, at the teacher’s discretion, an extension or an alternative demonstration of the expectations.

Seventy percent of the grade will be based on evaluations conducted throughout the course. This portion of the grade will reflect the student’s most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement.

Thirty percent of the grade will be based on final evaluation in the form of an examination (20 %) and a culminating task (10 %).

7. Key Dates, Special Events, Additional Considerations

8. Teaching / Learning Strategies

Students learn best when they are engaged in a variety of ways of learning. Canadian and world studies courses lend themselves to a wide range of approaches requiring students to research, think critically, work cooperatively, discuss relevant issues, and make decisions about historic theories and significant human concerns. When students are engaged in such active learning strategies, 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-life issues and situations.

Some of the teaching and learning strategies that may be used in this course are data collection, cooperative small-group learning, role playing, simulations, brainstorming, mind mapping, creating scenarios for decision making, independent research, personal reflection, seminar presentations, Socratic lessons, and constructive or creative dialogue. In combination, such approaches will promote the acquisition of knowledge, foster positive attitudes toward learning, and students to become lifelong learners.

9. Career Education in Canadian and World Studies

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

10. Learning Resources

• The Ontario Curriculum, Grades 9 and 10, Canadian and World Studies, 2005
• Clarke, Wallace, Earle. Making Connections: Canada’s Geography, Scarborough: Prentice Hall GinnCanada, 2006

11. Board, School, Department and Classroom Policies

The following apply to this course:

□Section 16 of ALCDSB Assessment, Evaluation and Reporting – Gr 1 – 12 Administrative Procedures, Sept. 2010 (draft policy).

□School Evaluation Policy (if applicable);

□Social Science Department Evaluation Policy (if available)