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Course Profile World Geography: Human Patterns and
Interactions (CGU4U), Grade 12, University/College Preparation, Public
Course Overview
Prerequisite: Any University or University/College Preparation course in Canadian and
World
Studies, English, or Social Sciences and Humanities
This
course examines how cultures in different parts of the world interact with
their environments and with each other. Students will use geographic concepts,
methods, and tools to explore settlement patterns, human migration, cultural
change, globalization, environmental issues, and other topics relevant to an
understanding of how spatial, political, economic, and social factors affect
settled environments and human activities.
The
following statements, summarized from the expectations of the course, form the
conceptual planning framework outlined in this profile. Upon completion of this
course, students are expected to:
·
identify
physical factors and human decisions that resulted in past and present
settlement patterns;
·
demonstrate
an understanding of the causes and effects of human migration;
·
analyse
the economic, social, and political actions that contribute to cultural
convergence and divergence;
·
identify
how globalization can create both equity and disparity;
·
apply
geographic techniques, quantitative methodologies and geotechnologies to
complete an inquiry;
·
relate
career and job opportunities to World Geography.
Students
use geographic methods and tools such as spatial and quantitative assessment,
data collection and statistical analysis and geographic information systems to
broaden understanding of important geographic concepts such as spatial
interaction, cultural and economic convergence and divergence, and economic
disparity. Forecasting, decision-making and problem-solving models are widely
used to address geographic issues and problems.
The
delivery of this course should emphasize geographic theory with authentic and
concrete applications of geographic concepts and skills. There should also be
an emphasis on independent research and learning skills to form the basis for
development of life-long learners. In addition, students should engage in
rigorous self-assessment and reflection to broaden their understanding of their
own learning styles, strengths, and needs.
This
course profile reflects the overall and specific expectations in The
Many students enrolled in World
Geography may have lapses or interruptions in their geographic knowledge and
skills. As a result, they may require regular and ongoing diagnostic assessment
and review/remedial interventions to achieve su
A study
of World Geography benefits all students. Regardless of their post secondary
plans, the skills and knowledge acquired in this course are transferable and
enhance many academic disciplines including Mathematics, Science, English, or
Social Sciences. Geography teachers may wish to highlight the value of the
course by having students participate in high profile local and national
events, activities (e.g., development of a peace garden, packing an aid
container for Afghanistan), conferences, (e.g., Grasping Globalization) and
displays.
Students
studying World Geography (CCU4U) bring a wide range of geographic understanding
and skill level to the class. For students under
This
course culminating activity planning is designed to provide time during the
course and in the last unit of the course, to further quantitative and
geotechnical skills. It is recommended that the culminating research and
presentation activity is introduced in Unit One and that students select a
topic, complete the research, and conduct the majority of the necessary field
work, and participate in considerable self-assessment prior to the final unit.
A suggested outline for this activity is included in this overview.
This
course provides excellent opportunities to study the dynamics of culture.
During the planning stages of this profile, a considerable amount of time was
devoted to consideration of the implications for classroom practice of studying
a wide range of cultural practices and values. It is expected that teachers be
aware of the potential for disharmony around cultural issues and ensure the
following o
·
create
an inclusive, anti-discriminatory, and supportive classroom environment;
·
foster
a culture of respect in the classroom;
·
use
examples from a variety of regions around the world when discussing religions,
customs, values, ethnicity, and race;
·
develop
partnerships that represent a wide variety of community members for guest
speakers, field work, samplings, interview participants;
·
ensure
that the content material used in World Geography reflects the lives all
students in the classroom;
·
be
knowledgeable of specific student needs, experiences and sensitivities when
studying cultural issues.
The
use of geotechnologies such as geographic information systems (GIS) and
satellite imaging enhance the ability of students to develop their inquiry
skills using current, authentic application software and technologies. Software
such as ArcView 3.2, Arc Canada 2.0, and MF Teach is licensed for use in all
secondary schools in Ontario. Support for teachers and students, GIS lessons
and links to additional databases, can be found on a range of websites listed
in the resources listing in this overview. The teacher is encouraged to use GIS
as a tool for enhancing the critical thinking and problem solving process,
rather than simply a mechanism to complete prescribed exercises.
|
Unit 1 |
Settlement
Patterns and Interactions |
23
hours + 2 hours course culminating activity |
|
* Unit
2 |
Human
Migrations |
23
hours + 2 hours course culminating activity |
|
Unit 3 |
The
Dynamics of Culture |
23
hours + 2 hours course culminating activity |
|
Unit 4 |
Globalization |
23
hours + 2 hours course culminating activity |
|
Final
Evaluation |
Course
Culminating Activity (CCA) |
10
hours |
* This
unit is fully developed in this course profile.
Time:
23 hours + 2 hours for CCA (course culminating activity)
Unit
Description
The
first unit of the course outlines the characteristics of human settlement patterns
(e.g., characteristics of ecumenes), including a historical analysis of why
they differ from place to place and time to time. Students investigate these
patterns, using geographic methods in data analysis and geotechnologies (e.g.,
geographic information systems, satellite images) to develop an understanding
of the concepts of spatial interaction. A large format graphic/visual depiction
of historical patterns is completed and displayed in the classroom. The
influence of the physical landscapes, and human cultural, economic, and
political activities, on settlement patterns is a major focus of this unit.
Students create a profile of a settled area highlighting the relationship of
the physical landscape to human activity.
The
unit culminating activity is an impact study about change in world settlement
patterns over time and there is a prediction component to the activity. Using
geographic information systems (GIS) and other technologies, students carry out
an impact study by selecting a world region, identifying the existing patterns
of settlement, researching the variables/effects of human activity and then
extrapolating future trends for that region. The final report illustrates and
justifies the findings. A test o
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
SSV.01,
SSV.03, GIV.01, SSV.02, SS1.01, SS3.01, SS3.03, UC2.01, SS1.03, SS2.02,
GI2.03, GI3.03, GI2.01, GI2.02, SS1.02, GI1.01, HE2.05, GI2.04, HE2.01,
GI2.07 |
Knowledge/
Understanding |
What
are ecumenes? How have they developed? What do they look like? |
|
2 |
HEV.01,
HEV.04, HE1.01, GI2.03, HE1.03, HE1.04, GC3.05, SS2.02, UC1.06, SS1.03,
GI2.05, HE2.05, HE2.01, GI2.07, HE3.04, GI2.01, GI1.06 |
Knowledge/
Understanding |
How
does the physical landscape affect settlement patterns? |
|
3 |
SSV.01,
GCV.01, GIV.02, SS2.01, GC2.04, GC3.01, SS1.04, HE1.01, HE1.02, GI3.01,
GI3.02, GI2.04, GI2.07, GI2.0, GI2.05, SS3.02 |
Knowledge/
Understanding |
In what
ways do human activities affect and alter settled environments? How do human
activities affect the physical environment? |
Time:
23 hours + 2 hours for CCA
Unit
Description
Mass
migration has profound effects on previously settled regions and countries by
changing the cultural and physical landscapes immediately and over time.
Historically, people migrate as a result of social, political, cultural,
economic, and environmental factors. In this unit, students demonstrate an
understanding of how these factors result in significant international
migrations and how these migrations alter the physical and human environments
of the destination regions. An issues-based approach is used to analyse and
compare the catalysts of migration and repatriation issues. Students also
analyse the trend of rural-to-urban migration and how cultures (e.g., language,
religion, social customs) spread through the diffusion.
The
culminating activity for this unit has two integrated parts. The first part is
a test that focuses on analysis and synthesis skills. Prior to the test,
students choose a region of the world that has experienced significant
migration/immigration and identify a specific issue for that region. The test
requires that students answer a question about their chosen region using the
information in their notes and texts gathered during the course so far. The
second component of the unit culminating activity is a United Nations Migration
Summit simulation. Students take on the roles of members of the United Nations
Migration Council, who represent their chosen region and make recommendation in
the form of a Manifesto to governments on issues of migration and immigration.
Unit
Overview Chart
|
Activity |
Learning
Expectations |
Assessment
Categories |
Focus |
|
1 |
SSV.03, UCV.01, GIV.01, GIV.02,
UC1.01, UC2.01, UC3.01, GI2.01, GI2.02, GI2.03, GI2.06, GI2.07, SS3.01 |
Knowledge/ Understanding |
Why do people migrate? Where in the world do they go? |
|
2 |
UC1.02, UC1.03, HEV.03, UC1.04,
UC3.01, UC3.02, UC2.01, UC2.02, HEV.04, GIV.01, GIV.02, GC3.01, GI2.05,
GI2.07, GI3.01, GI3.02, GI3.04 |
Knowledge/ Understanding |
What factors lead to mass migration? What are the effects of these migrations on natural and human systems? |
|
3 |
HEV.03, HE2.04, HE2.02, GC2.04, GC3.04, GIV.01, GIV.03, GI2.05,
GI2.07, GI3.01, GI3.02, GI3.04 |
Knowledge/ Understanding |
How does rural-to-urban migration impact on urban systems? What economic, political, and environmental conditions affect migration? |
|
4 |
HEV.02, HE2.03, HE3.03, UC2.03, UC2.05, UC2.08, GIV.01,
GIV.02, GIV.03, GI1.01, GI2.05, GI2.06, GI2.07, GI3.01 |
Knowledge/ Understanding |
What are the implications of migration for human and natural systems? What recommendations can be made for regions setting immigration policies? |
Time:
23 hours + 2 hours for CCA
Unit
Description
As a
direct result of migration and immigration, the cultural dynamic in many
regions of the world is diverse and multi-faceted. In this unit, students
research factors that influence the spread of cultures, affect international
relations, and result in incidents of cooperation and/or conflict. The results
of, and the factors that contribute to, cultural convergence and divergence are
studied. Students map the history and movement of various cultural groups in
their own community. Students engage in reflective activities, such as sharing
of personal stories that encourage understanding of diverse cultures while
minimizing the potential for conflict between groups. For the culminating task,
students select two culturally different world regions (one may be their own)
and compare them by identifying the cultural history of the region including
migration patterns, social phenomenon, contributions to cultural convergence
and divergence, and the influence of various cultures in the regions. Students
are expected to read literature and poetry, listen to the music and/or view
videos specific to the two regions, and to describe the imprints of culture
such as religion, language, food, and social customs. Recommendations are made
to encourage international relations between the two regions, and to reduce
conflict.
Unit
Overview Chart
|
Activity |
Learning
Expectations |
Assessment
Categories |
Focus |
|
1 |
SS1.04, GC1.01 |
Knowledge/ Understanding |
What is culture? |
|
2 |
GCV.02, GC1.03, GC1.04, GC2.02,
GI2.06, GI2.06 |
Knowledge/ Understanding |
What do the terms cultural convergence and cultural divergence imply? What factors contribute to cultural convergence and divergence? |
|
3 |
SS3.03, GC1.04, GC2.02, GC2.04, UC2.06, GC3.02, UC2.03 |
Knowledge/ Understanding |
How do cultures evolve to meet the changing needs of the community for economic, social, and political systems? |
|
4 |
SS3.04, SSV.03, GCV.01, GCV.02, GC1.03, GC2.01, GC3.04,
GC3.01, UC2.03, HE2.02, GIV.01, GIV.02, GIV.03, GI2.04, GI2.07 |
Thinking/ Inquiry |
How does culture influence human environments, systems and activities? How does culture affect how people view environmental issues? |
Time: 23 hours + 2 hours for CCA
Unit
Description
The
process of globalization is dynamic and all encompassing. As human systems
become increasingly interconnected around the globe, issues critical to our
economic, social, and environmental health come to the forefront of current
discourse. In this unit, students analyse and evaluate the components of
globalization by studying the issues surrounding topics such as the information
revolution, technological advancements, global trade, and cultural diffusion.
By studying the role of international organizations such as Organization for
Economic Co-operation and Development (OECD), World Trade Organization (WTO),
International Monetary Fund (IMF), World Bank and economic alliances such as
North America Free Trade Agreement (NAFTA), Association of Southeast Asian
Nations (ASEAN), Asian Pacific Economic Cooperation (APEC), European Union
(EU), students assess the extent to which globalization affects or results in
economic cooperation, cultural understanding and altered environmental
conditions. During this unit, students develop complex skills, including
debate, critical written analysis and statistical manipulation, interpretation
and synthesis, and prediction. The unit culminating activity is the development
of a model for international relations that includes a description of an issue
arising from globalization, an outline of the present situation/conditions
surrounding that issue, a framework built on suggestions for international
cooperation, a prediction for the next 10 years, and a rationale/justification
for the prediction.
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
SSV.03, GCV.02, HE3.02, GC1.04, GC1.03, GC2.04, GIV.02 |
Knowledge/ Understanding |
What is globalization? How has technology increased the speed of the process of globalization? |
|
2 |
SSV.03, GCV.02, GCV.03, GC2.02, GC2.04, UCV.03, UC3.02,
GI2.01, GI2.06, HE3.01 |
Knowledge/ Understanding |
How does globalization facilitate economic development? What people/countries benefit from this development? |
|
3 |
SSV.03, GCV.02, GCV.03, GC1.03, GC1.04, UCV.02, UC1.05,
UC2.04, UC2.05, UC3.03, GC2.04, GIV.03, GI2.07 |
Knowledge/ Understanding |
How does globalization contribute to economic disparity? How is disparity manifested in developing and developed countries? |
|
4 |
SSV.03, GCV.02, GC1.04, GC1.03,
GC2.04, GI2.06, GI2.06, GI2.07 |
Knowledge/ Understanding |
How does globalization contribute to political and social conflict? |
|
5 |
SSV.03, GCV.02, GC1.01, GC1.02,
GC2.02, GC2.03, GC2.04, GC3.03, UC2.07, UC2.08, UC3.03, HE3.01, GI2.06,
GI2.07 |
Knowledge/ Understanding |
How does globalization foster political and social cooperation? |
|
6 |
GIV.04, GI1.01, GI1.02, GI2.05, GI3.04, GI3.05, GI3.03, GI3.05 |
Knowledge/ Understanding |
What employment opportunities and/or barriers result from globalization? |
Time:
2 hours per unit and 10 hours at the end of the course
Description
During
this 10-hour time block, students receive support/feedback to complete the
course culminating activity, Interactions in Human Geography and complete the
final presentations. This activity is introduced in Unit One and time is
allotted during each unit of the course for research, use of technology,
conferencing, reflection, and group/peer assessment. Students focus on a
large-scale project or event such as the Chinas Three Gorges Project, tourist
resort development in Mexico, hydro-electric power development in Canada, clear
cutting in the Amazon, land development /creation in Hong Kong, port
development in St. Petersburg, Russia, industrial regions in the Asian Pacific
Rim, for this research project. A detailed case study is produced, supported by
primary or secondary data, and presented in both written essay and oral
formats. Students are expected to enhance their presentations by using
available technologies.
Course
Culminating Activity (CCA) Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
HE3.01,
HE2.05, GI3.02, GI2.05, GI2.04 |
Knowledge/
Understanding |
How
might the costs and benefits of a large-scale project or event be assessed? |
|
2 |
GIV.01,
GIV.02, GIV.03, GI2.01 |
Knowledge/
Understanding |
How can
geotechnologies be effectively used for analysis and presentation? |
|
3 |
GI2.05, GI2.07 |
Thinking/Inquiry |
How can conferencing and reflection benefit
the inquiry process? |
|
4 |
GI2.06,
GI2.07, GI2.05 |
Thinking/Inquiry |
What
factors contribute to an effective presentation? |
The
teaching and learning strategies employed in this course reflect the variety of
learning styles, specific needs of students, and the university destination.
The following are some teaching/learning strategies the teacher may wish to
employ throughout the course. Specific suggestions are included as related to
some student tasks in the unit synopsis charts. The codes and numbers indicate
one activity in Unit 2 where this strategy is used.
Modelling the teacher demonstrates writing
forms or use of technology (GI2.07 - 2.3).
Class
discussion/brainstorming issues-based discussion (GI3.04 - 2.4).
Conferencing
reflection and
assessment (GI2.05 - CCA).
Classifying organizing components and
variables to support an inquiry.
Note
taking for use
with open-book tests/quizzes and home study (SSV.03 - 2.1).
Lectures
for use with
open-book tests/quizzes and research support.
Oral
reading
clarifying information or reading personal a
Debate issues-based focus to demonstrate
oral presentation skills (GI2.07 - 2.4).
Field
study collection
of primary source data.
Focused
reading for
purpose of answering inquiry questions (GI2.06-2.3).
Skimming/scanning categorizing, selecting
appropriate information (GI2.01-2.1).
Interviews primary source research
(UCV.01-2.1).
Writing
for a specific audience a report, journal, open-book test (HE2.04-2.3).
Case
study to make
inferences, develop critical-thinking skills (GI2.06-2.1).
Seminars consolidate learning, clarify
understandings.
Geotechnologies develop interpretive and
problem-solving skills.
Data
collection and interpretation primary and secondary source research (GIV.02-2.1).
Reflection
and self-assessment activities increase independent work habits, consolidate learning (GI2.05-2.2).
Cooperative
learning learn
from peers, share responsibilities (GI3.01-2.4).
Surveys/questionnaires primary source data, writing for
purpose and audience.
Peer
assessment/feedback
improve student achievement (GIV.01-2.2).
Concept
attainment learn
and compare new concepts, test hypotheses.
Placemat
strategy each
member contributes to a common page, each group rotates around the room to view
the ideas and add their own (GI2.07-2.3).
Jigsaw
strategy home
groups to expert groups, students teach others (UC2.08-2.4).
Guest
speakers primary
source data, enrich learning, bring authentic experiences to class.
Model
building support
for multiple intelligences.
Role
play increase
verbal acuity, improve understanding of others (UC1.01-2.1).
Debates/seminars enhance communication skills and
critical-thinking skills.
Visual
organizers
multiple intelligences, post for display purposes (GI2.07-2.2).
Graphing use of data, visual
representation of data, basis for analysis.
Presentation
software improve
presentation and oral skills, address technology in the curriculum, multiple
intelligences.
Mapping
application of
geographic skills, presentation visuals (GIV.01-2.3).
The
primary purpose of assessment and evaluation is to improve student learning. In
order to give students many opportunities to improve their learning in this
course, a variety of formative and summative assessment tools are used in this
partial profile. The achievement chart found on page 246 of The Ontario
Curriculum, Grades 11 and 12, Canadian and World Studies, 2000, provides a
reference point for all assessment practices and a framework within which to
assess and evaluate student achievement. The four categories, Knowledge/Understanding,
Thinking/Inquiry, Communication and Application encompass all expectations of
Canadian and World Studies documents. The descriptions at Level 3 represent the
provincial standard for student achievement. The Ontario Curriculum, Program
Planning and Assessment, Grades 9 to 12, 2000, outlines the philosophy and
guiding principles concerning assessment and evaluation for Ontario teachers.
The teacher ensures there is a balance of approaches to assessment, with
students actively involved in the establishment of task criteria and assessment
tools including rubrics. Prior learning and skill level are determined by the
teacher through diagnostic assessment, and suggestions for these are outlined
in the unit developed in this partial profile. The teacher collects a range of
exemplars of student tasks to support student achievement.
As
outlined in The Ontario Curriculum, Grades 9 to 12, Program Planning and
Assessment, 2000, the final evaluation a
The
course culminating activity, Interactions in Human Geography, consists of three
components.
1. Students are required to select a world
geographic issue based on a topic of study and design an inquiry that reflects
the expectations of this course. Over the entire class, topics should be varied
and illustrate a variety of world regions. The role of the teacher in this
process is facilitator, guide, and mentor and ultimately assessor and
evaluator. The topic selection process begins in Unit One and the development
of the inquiry/research continues through Unit 5. Time is allotted in each unit
for student-teacher conferencing, goal setting, and self/peer/teacher
assessment. The final 10 hours of the course includes time for presentations.
2. Students
are responsible for collecting print, visual, and data-based resources to
support their inquiry. Field studies and use of GIS, where appropriate and
available, are encouraged and recommended.
3. Students present their results in print and
through a presentation format. If available, presentation software may be used.
Use of visuals is strongly encouraged.
The
teacher is encouraged to use a variety of examination formats including
in-class open-book and take home assessment tools. These formats generate a
wide range of opportunities for students to illustrate independent, cooperative
learning and complex analysis skills. The examination should allow students to:
·
have
the opportunity to clarify difficult readings or instructions prior to the
exam;
·
have
the opportunity to use knowledge and skills developed in this course in a new
context or problem-solving task;
·
illustrate
authentic learning and achievement rather than rote memorization of
information;
·
have
the opportunity to demonstrate the ability to synthesize learning by selecting
relevant information from their own notes, texts, and reflection activities;
·
experience
an instructional and assessment model that supports independent, life-long
learning.
30%
Final Evaluation
|
Task(s) |
Achievement Chart Focus |
Weight % |
|
Examination |
All
categories |
|
|
CCA-
Interactions in Human Geography: (see CCA below) |
All
categories |
|
70%
Course Work
Unit
1: How
do settlement patterns reflect human movement and activity in world regions?
|
Task(s) |
Achievement Chart Focus |
Due Date |
|
Settlement
Impact Study |
Knowledge/Understanding |
|
|
Spatial
Investigation (GIS) |
Thinking/Inquiry |
|
|
Unit
Test |
Knowledge/Understanding |
|
Unit
2: Why
and where do people migrate and what cultural and physical patterns and changes
result?
|
Task(s) |
Achievement Chart Focus |
Due Date |
|
Regional
Migration Case |
Knowledge/Understanding |
|
|
Comparison
of government policies |
Knowledge/Understanding |
|
|
Personal
Letter-writing assignment |
Knowledge/Understanding |
|
|
Two
part integrated assessment |
All
categories |
|
Unit
3: How
does culture spread and change? How does it alter physical and human
environments and systems?
|
Task(s) |
Achievement Chart Focus |
Due Date |
|
Historical
graphic organizer |
Knowledge/
Understanding |
|
|
Local
cultural study |
Knowledge/Understanding |
|
|
Comparison
of culture in two regions |
All
categories |
|
Unit
4: How
does globalization affect economic, social, political, and environmental
development?
|
Task(s) |
Achievement Chart Focus |
Due Date |
|
Research
outline and report |
Knowledge/Understanding |
|
|
Employment
brief |
Communication |
|
|
Model
for cooperative international relations |
Application |
|
Course
culminating activity (CCA): Interactions
in Human Geography
|
Task(s) |
Achievement Chart Focus |
Due Date |
|
Research
paper |
All
categories |
|
|
Oral/Visual
Presentation |
Communication |
|
|
Examination |
All
categories |
|
A
To a
·
provide
flexible timelines for completion of projects and assignments;
·
arrange
for peer tutoring/assistance;
·
provide
advance key terminology;
·
provide
oral and written instructions;
·
provide
opportunities to redo portions of a task;
·
adapt
tests and exams as recommended in the IEPs (e.g., time, use of a scribe, use of
technology).
A
·
provide
teacher/student conferencing;
·
arrange
peer tutor/assistance;
·
combine
written and verbal instructions;
·
group
students in first language brainstorming/review sessions;
·
encourage
practice sessions for oral presentations in a small group, supportive
environment;
·
provide
sets of reference notes, outlines, or critical information as well as charts,
maps, models, timelines, and diagrams;
·
allow
students to use support materials during unit tests;
·
consider
cloze sentences, filling in of charts, and other graphic organizers for quizzes
or tests;
·
reinforce
main ideas by using think/pair/share peer assessment strategies;
·
develop
personal or class vocabulary lists;
·
consider
reduced number of contacts for primary source activities such as interviews or
surveys.
Units in
this profile make reference to the use of specific texts, magazines, films and
videos. Before reproducing materials for student use from books and magazines,
the teacher needs to ensure that their board has a Cancopy licence and that
resources they may wish to use are covered by this licence. Before screening
videos for their students, teachers need to ensure that their board/school has
obtained the appropriate public performance videocassette licence from an
authorized distributor (e.g., Audio Cine Films Inc.). The teacher is also
reminded that much of the material on the Internet is protected by copyright.
That copyright is usually owned by the person or organization that created the
work. Reproduction of any work or a substantial part of any work on the
Internet is not allowed without the permission of the owner.
Baerwald,
Thomas J. and Celeste Fraser. World
Geography: Building a Global Perspective. Massachusetts: Prentice Hall,
2000. ISBN 0-13-435990-9
Boehm,
Richard and the National Geographic Society. World Geography. Ohio: Glencoe/McGraw Hill. 1997. ISBN
0-02-821737-3
Brown,
Lester R., Michael Renner, and Christopher Flavin. Vital Signs: The Environmental Trends that are Shaping our Future.
Worldwatch Institute, 1998 and 2001. ISBN 0-393-31762-5
Budhos,
Marina. Conversations with Immigrant
Teenagers. Henry Holt: New York, 1999.
ISBN 0-8050-5113-9
Cha,
Dia. Dias Story Cloth: The Hmong
Peoples Journey of Freedom. New York: Lee & Low Books, 1996. ISBN
1-880000-63-6
Canada at a Glance, Statistics Canada, 2000.
Canada Yearbook, Statistics Canada, yearly
publications.
Canadian Social Trends, 100 Years of
Immigration,
Statistics Canada, Autumn 2000, No. 58.
Canadian Social Trends, 100 Years of
Urban Development, Education, Income and Expenditures, Statistics Canada, Winter, 2000.
No. 59.
Chasmer,
Ron and Pamela Perry-Globa. Facing the
Future. Oxford University Press, 2000.
ISBN 0-19-541136-6
CIDA.
CIDA, women and empowerment in developing
countries. Canadian International Development Agency. 1995. ISBN
0-662-23678-5
Corbin,
Barry, John Trites and Jim Taylor. Global
Connections: Geography for the 21st Century. Oxford University
Press, 2000. ISBN 19-541342-3
Crane,
David. Uneven globalization exacts a terrible price. The Toronto Star, Nov. 1, 2001.
De
Blij H.J. and Alexander B. Murphy. Human
Geography: Culture, Society and Space, 6th ed. New York: John Wiley &
Sons, 1999. ISBN 0-471-24208-X
De
Blij, H.J. & Peter Muller. Geography:
Realms Regions and Concepts 2000. New York: John Wiley & Sons, 2000.
ISBN 0-471-31424-2
Drury,
S.A. Images of the Earth: A Guide to
Remote Sensing. Oxford Publications, 1998.
Dr.
Seuss. The Butter Battle Book. New
York: Random House, 1984. ISBN 0-394-86580-4
Elliott,
Jennifer. An Introduction to Sustainable
Development. London: Routledge, 1999.
ISBN 0-415-19151-3
Ellwood,
Wayne. The No-Nonsense Guide to
Globalization. United Kingdom: New Internationalist, 2001. ISBN
1-85984-336-0
Emergency Food Aid: Learning the
Lessons of History.
Canadian International Development Agency, 1994. ISBN 0-662-61401-1
Food Aid: What Canada Supplies and
Why. Canadian
International Development Agency, 1994.
ISBN 0-662-61400-3
Granfield,
Linda. Pier 21: Gateway of Hope.
Toronto: McLellan & Stewart, 2000.
ISBN 0-88776-517-3
Hellman,
Judith A. Mexican Lives. New York:
The New Press, 1994. ISBN 1-56584-177-8
Immigration
and Refugee Board. Refugee Determination: What it is and how it works.
Federal Government of Canada. ISBN 0-662-16582-9
Information
Services Department (ed.). Hong Kong 1999.
Hong Kong SAR Government, 2000.
ISBN 962-02-0283-X
Mayhew,
Susan. Oxford Dictionary of Geography, 2nd ed. New York: Oxford
University Press, 1997. ISBN 0-19-280034-5
Our Global Neighborhood: The Report
of the Commission on Global Governance. Oxford University Press, 1998. ISBN
0-19-827997-3
The Historical Statistics of Canada, Statistics Canada. Statistics from
1867 to the mid-1970s The Futurist.
MacCharles,
Tonda. Safe Haven, The Toronto Star.
October 6, 2001.
Martin,
Hans-Peter & Harald Schumann. The
Global Trap: Globalization & the Assault on Democracy & Prosperity.
Montreal: Black Rose Books, 1997. ISBN 1-55164-114-3
McCurry,
Steve. Portraits. London: Phaidon
Press, 1999. ISBN 0-7148-3839-X
Moravec,
Ivo. Tightrope Passage: Along the Refugee
Route to Canada. Toronto: McClelland and Stewart, 1997. ISBN 0-7710-6500-0
National Geographic. Global Culture, Vol. 196. No. 2
(August, 1999)
National Geographic. Population, Migration. No. 4
(October, 1998)
North American Transportation in
Figures, Statistics
Canada, 1996.
Norton,
William. Human Geography, 3rd ed.
Toronto: Oxford University Press, 1998.
ISBN0-19-541316-4
Overholt,
William. China: The Next Economic
Superpower. London: Weidenfeld Nicolson, 1998.
Reynolds,
Francis D. The Transportation System of the Future, The Futurist. September/October, 2001. Volume 35, No.5
Saliani,
Dom. Immigrant Experiences. Toronto:
Harcourt Brace, 1995. ISBN 0-7747-1398-4
Shihab
Nye, Naomi. Come with Me: Poems for a
Journey. Hong Kong South China Printing Company, 2000. ISBN 0-688-15946-X
Sharma,
Parnesh. Aboriginal Fishing Rights: Laws,
Courts, Politics. Halifax: Fernwood Publishing, 1998. ISBN 1-895686-98-9
Shrybman,
Steven. The World Trade Organization,
2nd ed. Toronto: The Canadian Centre for Policy Alternatives, 2001. ISBN
1-55028-735-4
Stalker,
Peter. The No-Nonsense guide to International Migration. The New
Internationalist Publications and Between the Lines. Toronto, 2001. ISBN
1-896357-53-9
Stubbs,
Richard & Geoffrey Underhill (eds.). Political
Economy and the Changing Global World Order. Oxford University Press, 2000.
ISBN 0-19-541464-0
Terpening,
John. Insights: Cultures, Exploring
Fiction, Poetry, and Non-Fiction. Toronto: Harcourt Brace Canada, 1996.
ISBN 0-7747-0148-X
Vital Signs 2001. The Worldwatch Institute. New
York: W.W. Norton & Company, 2001.
ISBN 0-393-32176-2
Waldron,
Ian and Nancy Steinhauer (ed.). Global
Matters. Toronto: McGraw Hill Ryerson Limited, 1995. ISBN 0-07-551702-7
We are all related: A Celebration of
our cultural heritage.
Vancouver: G.T. Cunningham Elementary School, 1996. ISBN 0-9680479-0-4
Wells,
S.F., B. Hager, K, Crane, P., Tibbitts, K., Zietlow. The Quest for Sustained Growth: Southeast Asia and Southeast European
Cases. Washington: Woodrow Wilson Centre Press, 1999.
ISBN 0-943875-94-3
White,
Randall. Ontario Since 1985. Toronto:
Eastend Books, 1998. ISBN 1-896973-12-4
World Resources, 1996-1997. New York: Oxford University Press,
1996. ISBN 0-19-521160-X
National
Geographic Magazine on CD
ArcView
3.2 & ArcCanada 2.0
MF
Teach
OAGEE,
Best of the Monograph, 2001
Winters Coming, Music CD, James Galway and Phil Coulter, 54
min., RCA Victor and BMG Entertainment, New York, 1998.
Note: The dates of production of several
of these video resources reflect the historical perspective of some
expectations of this course.
Asylum. The National Film Board of Canada, 1998. 78
min. (refugee process in Canada) (video)
A Far Cry from the Beach. National Film Board of Canada,
1993. 18 min. (video-squatter settlements)
Bierut, the Fragrance of Days Gone
By. Cinefete, 1997.
(Video)
Cultures of Europe. Visual Education Centre, 1999.
(Video)
Emigrante. National Film Board of Canada,
1970, 13 min. (video)
Escaping from History. The National Film Board of Canada,
1994. 51 min. (Mexico video)
For Man Must Work: or the End of
Work. National Film
Board of Canada, 2000. 52 min. (video)
Globalization:
Winners and Losers.
Films for the Humanities and Science, www.films.com (video)
My Mothers Village. The National Film Board of Canada,
2001. 101 min. (from Ukraine to Canada- video)
Population
2000 Video Series including Six Million
People & The New Giant Cities. SVE/Churchill Media, 1999.
Some Kind of Arrangement. The National Film Board of Canada,
1998. 45 min. (cultural diffusion) (video)
Something to Hide. NLC, 1999. 25 min. (video)
Stop Sweatshops. 8 min. UNITE. 1-212-265-7000.
(video)
The Dreams of the Night Cleaners. National Film Board of Canada,
1996. 46 min. (video)
The Emporers New Clothes. The National Film Board of Canada,
1995. 53 min. (NAFTA in Mexico - video)
The Gypsies of Svinia. The National Film Board of Canada,
1998. 95 min. (video)
The Human Race: A Species at the
Crossroads. The
National Film Board of Canada, 1994. 52 min. (includes The Bomb Under the
World, The Tribal Mind, The Gods of our Fathers, Escaping from History- video)
The Thirsty Cities: Latin America. The National Film Board of Canada,
1993. 55 min. (video)
Through Innocent Eyes: the effects
of armed conflict on children today and the possibilities of peace. World Vision. 1998. 15 min.
(video)
Turbulence, The National Film Board of Canada.
1998. 52 min. (globalization-financial - video)
Voices of Change. The National Film Board of Canada,
1995. 91 min. (video)
When Strangers Re-unite. The National Film Board of Canada,
1999. 52 min. (video)
Why is there a crisis? Environmental Exploitation. Video,
Films for the Humanities and Science, www.films.com (video)
The URLs
for the websites were verified by the writers prior to publication. Given the
frequency with which these designations change, teachers should always verify
the websites prior to assigning them for student use.
Agriculture
and Agrifood Canada, Trade Ageements http://www.agr.ca/itpd-dpci/ta5.html
African
Development Institute http://africainstitute.com/
Canadian
Centre for Policy Alternatives http://www.policyalternatives.ca
Canadian
Council of Social Development http://www.
Canadian
Labour Congress (CLC) www.clc-ctc.ca
Centre
for Migration Studies http:// www.cmsny.org
Citizenship
and Immigration Canada http://cwr.utoronto.ca/cultural/
Corporate
Watch www.corpwatch.org/trac/globalization
Cultural
Survival http://www.cs.org/
European
Economic and Social Committee http://www.ces.eu.int/en/default.htm
Free
Trade Area of the Americas http//www.alca-ftaa.org
Globalization
and Business Practice: Managing Across Boundaries
http://www.seattleeu.edu/~parker/homepage.html
Government
of Japan, Ministry of International Trade and Industry
http//www.miti.go.jp/index-e.html
Human
Rights Web Resources Page http://www.hrweb.org
International
Fund on Globalization http://www.ifg.org/index.html
International
Fund for Agricultural Development: http://www.ifad.org
International
Monetary Fund http://www.imf.org/external/np/exr/ib/2000/041200.htm
International
Organization for Migration http://www.iom.int/index2.htm
Library
of Congress Country Studies http://Icweb.loc.gov/homepage/lchp.html
Mexico
Online NAFTA/Mexico Resource Directory www.mexonline.com/nafta.htm
NGO-Related
Resource Site http://www.xs4all.nl
OAGEE
http://oagee.org/
Organization
for Economic Co-operation and Development http//www.oecd.org
OXFAM
www.oxfam.ca
The
Diversity Webpage of the History/Social Studies Web Site for K-12 teachers.
http://www.execpc.com/~dboals/diversit.html
The
ERIC Clearinghouse on Urban Education http://eric-web.tc.columbia.edu
Third
World Network www.twnside.org/sg
Statistics
Canada http://www.statcan.ca/english/Pgdb/land/geogra.htm
Traces
(Mexico) http://www.trace-sc.com/index1.htm
Universal
Survey of Languages http://teleport.com:80/~napoleon/
United
Nations http://www.un.org
United
Nations Environment Program http://www.unep.ch
UNESCO-
Institute of Statistics http://www.uis.unesco.org
UNCHS
-Global Urban Observatory http://www.unchs.org
UNCHS
Sustainable Development http://www.sustainabledevelopment.org/blp
U.S.
Race and Ethnicity Resources http://www.contact.org/usrace.htm
World
Bank Rural Development http://www.worldbank.org/research/projects/rural.htm
World
Bank Urbanization http://worldbank.org/html/schools/issues/urban.htm
World Trade
Organization http://wto.org
World
Geography: Human Patterns and Interactions, CGU4U is a university preparation
course. The content and skills are designed to meet the entrance requirements
of a range of university programs. As it is an optional course, prerequisites
may include any university or university/college preparation course in Canadian
and World Studies, English or Social Sciences and Humanities.
Considerations
for a
Additional
considerations for the role of technology in the curriculum, especially the use
of geotechnologies (e.g., geographic information systems), and English as a
Second Language and English Literacy Development (ESL/ESD) in this course, are
found on pp. 242-243 of The Ontario Curriculum, Grades 11 and 12, Canadian
and World Studies. Choices Into Action: Guidance and Career Education
Program Policy for Ontario Elementary and Secondary Schools validates the
use of career exploration/education activities (pp. 19-20, 5.2). Section 7.5
outlines the cooperative education opportunities for students in this course.
International cooperative programs may be available in local boards. The
foundations for assessment, evaluation, and reporting practices are outlined on
pp. 8-9 of The Ontario Curriculum, Grades 9 to 12, Program Planning and
Assessment, 2000.
Students
Name _______________________________________________________
Teacher _______________ Peer ________ Name ______________ Self _________
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding |
- assesses the cost/benefits of a
development project with limited effectiveness |
- assesses the cost/benefits of a development project with some effectiveness |
- assesses the cost/benefits of a development project with considerable effectiveness |
- assesses the cost/benefits of a development project with a high degree of effectiveness |
|
Thinking/
Inquiry |
- identifies how self-reflection and conferencing benefit the inquiry process with limited clarity |
- identifies how self-reflection and conferencing benefit the inquiry process with some clarity |
- identifies how self-reflection and conferencing benefit the inquiry process with considerable clarity |
- identifies how self-reflection and conferencing benefit the inquiry process with a high degree of clarity |
|
Communication |
- uses geo-technologies with limited su |
- uses geo-technologies with some su |
- uses geo-technologies with considerable su |
- uses geo-technologies with a high degree of su |
|
Application |
- identifies factors for an effective presentation with
limited su |
- identifies factors for an effective presentation with
some su |
- identifies factors for an effective presentation with
considerable su |
- identifies factors for an effective presentation with a
high degree of su |
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment or activity.
Coded
Expectations, World Geography: Human Patterns and Interactions, Grade 12,
University Preparation, CGU4U
SSV.01 · analyse the characteristics of
selected ecumenes (settled environments) and explain why they differ from place
to place and from one period of time to another;
SSV.02 · demonstrate an understanding of
basic concepts of spatial interaction and analyse the impact of spatial factors
on human systems;
SSV.03 · explain the influence of social,
political, cultural, and economic factors on human environments and activities.
Understanding
Concepts
SS1.01 compare the capacity of selected
ecumenes in the past and in the present to meet human needs;
SS1.02 demonstrate an understanding of
concepts of spatial interaction (e.g., intervening opportunities,
complementarity, distance decay) and use them to explain patterns of movement
and interactions between places (e.g., trade patterns, transportation
patterns);
SS1.03 identify boundaries a
SS1.04 explain how culture (e.g.,
religion, gender roles, social values, food preferences) and function (e.g.,
finance, trade, government, education, manufacturing) affect the
characteristics of a place.
Developing
and Practising Skills
SS2.01 explain why groups of people in
similar environments (e.g., deserts) may have different ways of life;
SS2.02 explain how and why national and
regional boundaries evolve.
Learning
Through Application
SS3.01 analyse a major geographic
characteristic of the Great Lakes megalopolis (e.g., spatial organization, urban
systems, demography) and determine the factors that have shaped its present
pattern;
SS3.02 explain selected movements of
goods and people, using concepts of spatial interaction;
SS3.03 produce a case study to show how
characteristics of their local area have evolved to meet changing human needs;
SS3.04 assess the influence of different
cultures on their local area (e.g., cultural centres, food, celebrations,
customs).
HEV.01 · explain how humans have modified
the natural environment;
HEV.02 · evaluate the impact of mass
migrations on ecosystems;
HEV.03 · analyse the effects of
large-scale rural-to-urban migration on the environments of urban areas;
HEV.04 · explain how the natural
environment and natural phenomena affect human activities.
Understanding
Concepts
HE1.01 identify examples from each
continent of positive and negative effects of human activities on the natural
environment;
HE1.02 describe selected examples of distinctive
alterations of the physical environment by humans (e.g., terraced hillsides of
Thailand, polders in the Netherlands) and explain the reasons for these
adaptations;
HE1.03 describe how landforms, climate,
soils, and vegetation influence settlement patterns;
HE1.04 demonstrate an understanding of
the locational advantages and disadvantages of different sites for human
activities (e.g., Nile or Brahmaputra flood plains, coastal wetland zones,
river crossings).
Developing
and Practising Skills
HE2.01 analyse the advantages and
disadvantages of intensive human use of selected physical features (e.g.,
Yellow River valley);
HE2.02 evaluate the impacts of
urbanization on selected environments (e.g., air pollution in Los Angeles or
Hong Kong, slums in Mexico City);
HE2.03 analyse the effects of mass
migrations on various terrestrial ecosystems;
HE2.04 explain the reasons causing
people to leave rural areas and move to cities in large numbers and the
consequences of these movements for rural and urban landscapes;
HE2.05 explain why various environments
have differing capacities to support population growth and industrial
development.
Learning
Through Application
HE3.01 assess the costs and benefits of
a solution to national or regional development needs that involves major
environmental changes (e.g., Chinas Three Gorges project), taking into
consideration short- and long-term economic and environmental consequences and
human impacts;
HE3.02 produce a case study that
analyses an aspect of human-environment interaction in their local area;
HE3.03 produce a case study of the
effects of human migration on selected ecosystems (e.g., refugee movements into
fragile environments in Africa or Asia);
HE3.04 explain how natural hazards
(e.g., drought, flooding, typhoons, landslides, earthquakes) and environmental
problems caused by human activities (e.g., oil spills, acid rain) affect
development in selected regions.
GCV.01 · analyse the impact of culture on
settlement patterns and human activities;
GCV.02 · analyse the factors influencing
cultural/economic convergence and divergence;
GCV.03 · evaluate the effects of the
information revolution, technological progress, and global trade on world
regions.
Understanding
Concepts
GC1.01 explain how cultural
characteristics (e.g., religion, language, ethnicity) act as linking factors
within and between regions;
GC1.02 explain the role of international
organizations (e.g., United Nations, World Bank, World Health Organization, Red
Cross, Amnesty International) in fostering contact between world peoples;
GC1.03 identify cultural and economic factors that
trigger conflict or ecological disintegration (e.g., national, ethnic, and
religious differences, unequal resource distribution, trade blocs);
GC1.04 explain how technology
contributes to cultural/economic convergence (e.g., facilitation of
cross-cultural contact) and divergence (e.g., reinforcement of nationalism,
religious fundamentalism, cultural separation, economic protectionism).
Developing
and Practising Skills
GC2.01 analyse examples of the influence
of culture on human activities (e.g., pilgrimages, tourism);
GC2.02 analyse examples of social
phenomena that contribute to cultural and economic convergence (e.g.,
widespread use of English in business, ethnic quarters in large cities,
cultural associations and centres), peace, and good international relations;
GC2.03 explain how people in different
countries can work together to solve international problems (e.g., the Land
Mine Treaty campaign);
GC2.04 assess the impact of
technological change in a region of the world.
Learning
Through Application
GC3.01 analyse selected settlement
patterns around the world to show how they have been influenced by cultural
factors (e.g., inheritance systems, land settlement systems);
GC3.02 compare economic opportunities
for men, women, and children in selected regions or countries (e.g., Canada,
North Africa, Scandinavia, Japan);
GC3.03 evaluate the role of
international organizations in maintaining peace between countries (e.g.,
United Nations, North Atlantic Treaty Organization, economic organizations);
GC3.04 explain the role played by
culture and economics in selected incidents of conflict or cooperation;
GC3.05 conduct a case study of a country
that depends on a single resource (e.g., oil in Nigeria or a Middle Eastern
country) to illustrate the positive and negative impacts of this type of
economy on cultural, political, and social life.
UCV.01 · demonstrate an understanding of
human migrations and their causes and effects;
UCV.02 · demonstrate an understanding of
regional economic disparities and factors affecting them;
UCV.03 · assess the effectiveness of
measures to alleviate regional economic disparities and conflict.
Understanding
Concepts
UC1.01 identify different types of
migration (e.g., immigration, forced migration, economic migration, seasonal
migration);
UC1.02 explain how international
migrations are affected by political conditions, economic incentives, and
religious and family ties;
UC1.03 explain how government policies
can either encourage or discourage mass migrations;
UC1.04 identify world regions that have
experienced considerable international migration and explain the reasons for
those movements;
UC1.05 explain what is meant by regional
economic disparities and identify examples in different parts of the world;
UC1.06 explain the consequences of being
a landlocked country (e.g., with respect to imports/exports, sharing of
offshore resources) and describe how such a country responds to its position (e.g.,
Switzerland, Rwanda, Luxembourg).
Developing
and Practising Skills
UC2.01 analyse the causes of selected great
migrations of history and explain their effects on settlement patterns;
UC2.02 evaluate the positive and
negative aspects of migration policies on human movements;
UC2.03 describe how mass migrations
influence the spread of cultures and affect understanding between peoples;
UC2.04 analyse the causes of selected
examples of regional economic disparity;
UC2.05 explain, through the analysis of
selected examples, the relationship between population movements and economic
disparities;
UC2.06 analyse selected social and
economic changes in a rural region of the world;
UC2.07 explain how international aid has
brought about change in disadvantaged countries;
UC2.08 propose solutions to selected
boundary conflicts and internal disputes.
Learning
Through Application
UC3.01 explain why push factors are more
significant contributors to international migration today than pull factors;
UC3.02 evaluate the political, economic,
and social impacts of a selected development project on the ability of people
to control their land and lifestyles;
UC3.03 produce a case study of regional
planning in a developing country aimed at reducing regional disparities and
improving economic and social well-being.
GIV.01 · apply geographic skills, methods,
and technologies to gather, analyse, synthesize, and communicate information on
world geography;
GIV.02 · conduct an independent inquiry
that applies geographic knowledge, skills, and methods effectively to a study
of places and human patterns;
GIV.03 · use forecasting, problem-solving,
and decision-making models to develop solutions for geographic issues and
problems;
GIV.04 · evaluate career options in human
geography and related social sciences.
Understanding
Concepts
GI1.01 explain how geographic knowledge
and skills and geotechnologies can contribute to the resolution of major world
social and economic problems;
GI1.02 identify careers that require
knowledge and skills related to the study of human geography.
Developing
and Practising Skills
GI2.01 analyse and synthesize
information from remote sensing, geographic information systems, and maps and
present conclusions;
GI2.02 use sequences of maps, aerial
photographs, and satellite images as a basis for describing, comparing, and
analysing changes over time and for making predictions about trends and
patterns in human geography;
GI2.03 illustrate global human patterns,
using a variety of thematic mapping techniques (e.g., proportional flow lines,
choropleths);
GI2.04 use statistical analysis
techniques (e.g., correlational analysis) to analyse and interpret data;
GI2.05 choose the most appropriate methods for
forecasting, problem solving, and decision making to support their independent
study;
GI2.06 assess the relevance and bias of information
gathered from different sources;
GI2.07 use written, oral, and visual
communication skills to present the results of geographic inquiry and analysis
effectively.
Learning
Through Application
GI3.01 evaluate the positions of
different groups on selected issues related to human geography;
GI3.02 conduct an independent inquiry on
a political, economic, cultural, or social issue related to a region or nation
in Africa, Asia, or Oceania, using key concepts and methods presented in the
course;
GI3.03 describe practical and
community-related applications of the conclusions reached in the independent
inquiry;
GI3.04 forecast future trends relating
to a selected issue in human geography (e.g., rural-to-urban migration in
Asia);
GI3.05 analyse educational requirements, job descriptions, current opportunities, and future prospects for a selected career related to human geography.
Unit 2 | Course Profiles Main Menu