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Course Profile Canadian and World Issues: A Geographic
Analysis (CGW4U), Grade 12, University 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 draws on geographic concepts, skills, methods, and technologies to
analyse significant issues facing Canadians as citizens of an interdependent
world. Students will examine the challenges of creating a sustainable and
equitable future through the study of a range of topics, including economic
interdependence, geopolitical conflict, regional disparities in the ability to
meet basic human needs, and protection of the planet’s life support systems.
This
course has been designed to provide a systematic approach to the analysis of
Canadian and World Issues related to the strands and expectations in The
Expectations
were clustered to form a broad framework for the study of world issues,
focusing on development and reinforcement of skills through an issues analysis
approach, while taking into consideration the need to be flexible in terms of
actual content. Threads that run through the course are quality of life,
regional disparity, groups influencing change, and future predictions.
All of
the topics suggested in this Course Profile are complex, relevant, and
interrelated. They are real problems that students will face and have to make
decisions about throughout their lives. Students have opportunities to consider
these issues by analysing different perspectives and by learning how they can
effect change by harnessing their emerging analytical abilities to consider
solutions to the myriad of challenges. In this way, students may develop a
positive proactive view to the future.
The
contentious nature of many of the issues examined may prove challenging both to
teachers and to students. Students reflect a broad spectrum of values and
beliefs and discussions may be highly charged. Some suggestions about dealing
with controversial issues in the classroom include explaining the need to
respect others opinions, beliefs and interests; being firm about making the
classroom a safe place for learning, by helping students to actively listen to
each other; not being afraid to shut down heated debates; reinforcing that
opinions are not right or wrong, but facts might be; emphasizing the need for
obtaining factual information before drawing conclusions; acknowledging the
value of personal, cultural and religious beliefs without making
generalizations; not imposing the teacher’s social, religious or political view
on the discussion; and by emphasizing how tragic any loss of life is.
An
important consideration for teachers is the a
Opportunities
for the integration of various geotechnologies to enhance student learning and
provide for the development of crucial Information Technology skills must also
be planned. Suggestions for using Geographic Information Systems (GIS) are
offered in a number of activities.
As many
students may not have taken geography in several years, many activities in Unit
1 focus on a review of pertinent fundamentals. Students take a broad stroke
approach to a number of selected issues. They begin to develop issues analysis
techniques that will be applied throughout the course. Teachers introduce the
Class Resource File collection responsibilities and topics. Each subsequent
unit has been designed to provide scaffolding of essential critical skills to
create an informed consciousness. Activities focus on viewing perspectives,
developing tactical reading skills, statistical analysis and developing
multiple modes of expression. Unit 2 builds on the introductory activities
where the geographic frame of reference was established. The concept of
interdependence at the local, national, regional and international scales is
considered with specific reference to the consequences of decisions made. Unit
3 emphasizes the economic, cultural, and political differences in the world
through the study of geopolitics and a
|
Unit 1 |
Introduction:
Studying Issues |
15
hours |
|
* Unit
2 |
Interdependence |
25
hours |
|
Unit 3 |
Challenges
of Diversity and Disparity |
25
hours |
|
Unit 4 |
Towards
a Sustainable Global Community |
25
hours |
|
Unit 5 |
Culminating
Activity: Current Events Seminar |
20
hours (includes in-class research time) |
* This
unit is fully developed in this Course Profile.
Time: 15 hours
Unit 1
provides a foundation for understanding the terminology and key issues
presented in the remainder of the course. This unit familiarizes the students
with the issues relating to human and environmental geography and introduces
them to the skills and technology used in geographic study. Students use issues
analysis as a means to break down complex issues, cartoon interpretation to
gain insight about how the media influences public perceptions of world issues
and statistical and mapping techniques to understand global patterns. They
begin to collect articles for the Class Resource File.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
SSV.01,
UCV.01, GIV.04, UC3.01, SS1.03, SS1.06, SS1.08, GI1.01, GI1.06, GI2.05,
GI2.06, GI2.09 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Defining
global issues: a survey |
|
2 |
GI1.04, GI2.01, SS1.04, SS1.06 |
Thinking/Inquiry |
Perspectives on global classification systems |
|
3 |
GIV.01,
GI2.07, GI2.08, GI3.02, SS3.01, GC3.01 |
Knowledge/Understanding
Thinking/Inquiry |
Indicators
of quality of life |
|
4 |
HEV.01,
HE1.02, UC1.01, UC3.05, SS1.06, SS1.09, GI1.05, GI1.07, GI2.02, GI2.08 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Demographic
patterns: blueprint for the future |
|
5 |
HEV.02,
GIV.01, GI1.03, SSV.01, SS2.01, SS3.01, GC1.01 |
Knowledge/Understanding
Application |
Human
and natural systems: relationships and interactions |
|
6 |
SSV.01,
SS1.01, UCV.02, UC1.04, GIV.01, GI2.02, HE3.01 |
Knowledge/Understanding
Thinking/Inquiry |
Rethinking
environmental determinism |
|
7 |
UCV.01,
HEV.02, GIV.01, SSV.01, GC1.01, UC3.05, GI2.05, GI1.07, SS1.01, SS1.06,
HE3.01 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Unit
test with questions that cover the skills and topics in this unit |
Culminating
Activity for Unit 1
A unit
test is suggested as the culminating activity. Students must have a firm
background in basic geographical skills and knowledge in order to su
Time:
25 hours
The focus
of this unit is world interdependence at all scales; international, national,
regional, and local. Students examine the challenges and opportunities created
by our increasingly integrated planet. Using the resource file introduced in
Unit 1, students construct proportional flow maps illustrating
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
GCV.01,
GIV.01, SSV.01, GC2.02, GI2.03, GI2.07, GI2.10, SS1.04, SS1.05, HE2.06 |
Communication
Application |
|
|
2 |
SSV.03,
SS1.04, GCV.02, GCV.03, GC1.03, GC2.03, GC3.05, GIV.03, GI2.06, GI3.03,
UCV.03 |
Knowledge/Understanding
Thinking/Inquiry Application |
Organizations
and individuals that cause change |
|
3 |
GIV.01,
GIV.02, GC2.01, GC2.03, GC3.04, GI1.01, GI1.05 |
Communication
Application |
Impact
of the past on the present: colonial and neo-colonial legacies |
|
4 |
GIV.01, GI2.01, GI2.03, GI2.04, HEV.02,
HE2.01, SSV.02, SS2.03 |
Knowledge/Understanding Thinking/Inquiry |
The human legacy of a hostile world: Refugee
movements and impacts |
|
5 |
GIV.03,
GI1.05, GI2.03, GI2.10, GC1.04, HEV.03, HE3.04, SS1.03 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Connections
between resource use and human populations |
|
6 |
UCV.03,
UC3.06, HEV.03, HE2.06, GI1.05, GCV.02 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
International
agreements: sharing the responsibility, sharing the solution |
Culminating
Activity for Unit 2
Issues
analysis techniques practiced in Unit 2, such as developing a graphic organizer
and writing in role to represent different viewpoints, are applied to the
examination of a number of international treaties and their impact on all
stakeholders. Students select agreements that relate directly to topics covered
in this unit.
Time: 25 hours
In this
unit, students examine the many differences in the world and the challenges
posed by increasing global integration. Students are introduced to the study of
geopolitics and the importance of homelands to cultural groups. Statistical
analysis of economic variables in
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
GI1.04,
SS1.02, SS1.07, GC2.02, GI2.07, SS1.03 |
Knowledge/Understanding |
Sense
of place in a global context |
|
2 |
UCV.03,
UC3.02, GC1.05, GC2.03, SS1.02, SS1.08, SS1.09, SS2.02, SS3.04 |
Knowledge/Understanding
Thinking/Inquiry |
Boundaries
and homelands: the importance of geopolitics |
|
3 |
GC1.02,
GI2.08, SSV.02, SS2.02, SS3.02 |
Communication |
Global
economic disparity |
|
4 |
SSV.02,
SS3.02, SS3.03, GI2.08, GC3.03 |
Knowledge/Understanding
Thinking/Inquiry |
Regional
economic disparities: a Canadian perspective |
|
5 |
GC1.01,
GC3.03, GI1.02, GI3.01, HE1.01, SS1.01 |
Thinking/Inquiry |
Patterns
of environmental disparity: using GIS |
|
6 |
SS2.04,
UC1.03, UC2.03, GI3.03, GI1.05 |
Knowledge/Understanding
Thinking/Inquiry |
Redressing
the balance: local responses to global issues |
|
7 |
HE3.01, GCV.02, GC1.02, SSV.02, SS1.07,
GIV.01, GIV.02, GI3.02 |
Knowledge/Understanding Thinking/Inquiry
Communication |
Culminating Activity: Conflict and Disparity
Map |
Culminating
Activity for Unit 3
Students
create a series of maps, graphs, and images to illustrate the relationship
between conflict and disparity in a selected geographic location. Through the
use of statistics showing standards and quality of living, economic activity,
ethnicity, geopolitical aspects, and availability of, and a
Time: 25 hours
This unit
introduces students to the concepts and terms associated with sustainability.
Through the use of a number of activities such as surveys, examination of
statistics and graphs, analysis of case studies and role-playing, students
examine how different social, economic and cultural differences can influence
people's attitudes towards resource sustainability. Students research
individuals and community groups who have contributed to sustainable community
projects.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
HE1.03,
UC2.02, GI2.10, GI1.04 |
Knowledge/Understanding |
Defining
sustainability |
|
2 |
UC2.02,
GI2.01, GI1.04, GI2.03 |
Knowledge/Understanding
Thinking/Inquiry Application |
Perceptions
of resource sustainability |
|
3 |
UC1.01, UC1.02,
UC2.01, GI1.05, GI1.06 |
Communication |
Populations:
dynamics and diversity |
|
4 |
HE2.03,
HE2.05, GI1.05, UC1.02, UC3.04 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Urban
growth and sustainability |
|
5 |
HE2.02,
HE3.02, GI2.02, GI2.03 |
Thinking/Inquiry
Communication |
Food
and agriculture |
|
6 |
HE2.04,
GC3.02, UC3.03, HE3.03, GI2.06, GI2.02, GCV.03 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Sustainable
resource management |
|
7 |
UC3.04,
UC3.05, GI1.07, GI2.03, GI2.05, GI2.06, GI3.04, HE2.05, GI1.03, GI2.09,
UC1.02 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Assessing
plans for sustainability |
Culminating
Activity for Unit 4
Students
examine a global environmental problem that is manifested in their local
environment. They design and conduct a local survey and locate local and
regional resources related to this issue. The final report includes strategies
to implement a sustainable action plan in their community.
Time: 20 hours
Each
student selects a global issue not covered in detail in the course and delivers
a seminar towards the end of the course. Students collect a number of articles
that reflect a variety of viewpoints on their topic. As the skill of critical
reading has been developing throughout the course, analysis of the viewpoints
presented is a key aspect of this task. They distribute one article that best
expresses their perspective, develop a set of discussion questions with model
answers, and create a map to analyse the spatial aspects of their issues. The
reports include a summary of the research, questions, and model answers, a map,
future predictions and a bibliography. Leading a seminar, based on independent
research on a student-selected topic, provides a forum for intellectual
activity and the development of interactive discussion and critical analysis
skills.
There is
an expectation that students will actively participate in each other’s
seminars.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
SSV.03,
SS1.06, HEV.01, GC1.02, GC1.05, UC3.02, GI.03, GI2.03, GI3.03 |
Knowledge/Understanding
Thinking/Inquiry Communication Application |
Current
Events Seminar |
Recognizing
the diverse backgrounds and the multiple intelligences of students, it is
essential that a variety of teaching/learning strategies be employed to ensure
student su
Following are some teaching/learning strategies that can be
used in the geography classroom:
Aerial
Photo Analysis –
examine photos of landforms for common characteristics
Brainstorming
– group generation
of initial ideas expressed without analysis
Case
Study –
investigating a real or simulated problem
Classifying
– grouping a
Cooperative
Learning – small
group investigation or problem solving
Conferencing
–
student-to-student or student-to-teacher discussion
Computer
modeling – using
databases to build simulated models as an illustration of a concept
Debate
– informed research
topics articulated in a formal process
Diagramming
– synthesizing
concept information into visual illustration
Direct
Instruction –
teacher-led lessons
Discussion
– exchange of ideas
on an issue for clarification of views
Field
trips – practical
application of geographic inquiry skills
Games
– team quizzes
Geographic
Information Systems –
use of existing software and data bases
Graphing
– visual tool for
problem solving
Guest
Speakers – experts
in the field
Internet
Research
Journal
writing –
reflective writing to share goals, ideas
Lectures
– dissemination of
information by speakers or teachers
Mapping
– representing
physical, demographic, numerical data through visual forms
Model
building – tactile
reproduction of a concept
Mind
Mapping – mental
images drawn on paper
Note
Making –
summarizing text
Organizers
– an organized
outline, based on a pattern, provided as a direction to be followed and leading
to a desired product
Portfolio
– collection of
student’s work
Poster
Making –
synthesizing information or concepts to deliver a message or advertisement
Presentation/Report
– oral, written,
and visual presentation of researched topic to a specific audience or person
Quantitative
and qualitative assessment – field collection of data and interpretation
Researching
– use of a variety
of sources for the purpose of supporting an inquiry
Role
playing/Simulations –
enhances metacognition/serves as a hypothesis for predicting actions
Scenario
Writing – describes
a situation
Seminars
– presentation of
an opinion or thesis
Statistical
analysis –
collection and reporting of data
Survey
design – adhering
to standard principles
Video
analysis – viewing
with a purpose
Webpage
design – meeting
standards common to the field
The
primary purpose of assessment and evaluation is to improve student learning.
Assessment and evaluation in this course is based upon the Achievement Chart in
The
Before
teaching this course, it is highly recommended that teachers create a summative
evaluation and formative assessment plan for the entire course. This should
include the main items that will be collected and evaluated by the teacher for
each unit. Selecting two or three main pieces of student work per unit that
cover a number of key expectations will provide a snapshot of how well students
are achieving. Suggestions for summative evaluation have been made throughout
the profile and may be included in the 70% portion of the final grade. Sharing
this plan with the students at the beginning of the term, informs them about
what is expected of them.
In order for students to improve
their learning, diagnostic and formative assessment must be on-going. Providing
descriptive feedback, suggesting next steps and encouraging students to become
critical of their own work through a variety of means help students to develop
competencies that are far-reaching. Teachers should consider what opportunity
students would be given to demonstrate their learning and inform students about
how they will be evaluated.
Seventy
percent of the grade is based on assessments and evaluations conducted
throughout the course. Thirty percent of the grade is based on a final
evaluation in the form of an examination, performance, essay, and/or other
methods of evaluation. The examination could take the format of a case study
analysis or an in-class essay, due to the emphasis on the issues approach taken
in the course.
Every
effort should be made to assist all students in achieving su
The
following suggestions are examples of recommendations which may be found in
IEPs.
·
Maintaining
a consistent classroom structure;
·
Providing
for flexible timelines regarding the completion of projects and assignments;
·
Modifying
hand-outs in terms of language and content used and size and easy-to-read font;
·
Arranging
for peer assistance;
·
Providing
a list of terminology prior to the activity;
·
Allowing
students to work in an alternate setting, e.g., resource room, where students
may receive assistance;
·
Providing
opportunities to redo all or part of a task;
·
Adapting
text and exams as recommended by IEP;
·
Combining
both written and verbal instructions.
Units in this Course Profile make
reference to the use of specific texts, magazines, films, videos and websites.
Teachers need to consult their board policies regarding use of any copyrighted
materials. Before reproducing materials for student use from printed
publications, teachers need to ensure that their board has a Cancopy licence
and that this licence covers the resources they wish to use. Before screening
videos/films with 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. Teachers
are reminded that much of the material on the Internet is protected by
copyright. The copyright is usually owned by the person or organization that
created the work. Reproduction of any work or substantial part of any work on
the Internet is not allowed without the permission of the owner.
Berry,
Wendell. In the presence of fear: three essays for a changed world.
Orion Society, 2001.
Canadian
Global Almanac 2002.
Cartwright,
Fraser, Kim Earle, and Kingsley Hurlington. On the Threshold: Analysing
Canadian and World Issues.
Chasmer,
Ron and Pamela Perry-Globa. Facing the Future. Global Issues in the 21st.
Century.
Clark,
Bruce and John K Wallace. Global Connections: Canadian and World Issues.
Draper,
Graham and Patricia Healy. Geonexus: Canadian and World Issues.
Hackett,
Robert A. and Richard Gruneau. Missing News: Filters and Blindspots in
Harshman,
Robert and Christine Hannel. World Issues in the Global Community.
Homer-Dixon,
Thomas F. Environment, Scarcity and Violence.
Homer-Dixon,
Thomas F. The Ingenuity Gap: Can we solve the problems of the future?
Human
Development Report 2000.
Kolpin,
Robert. Global Links: Connecting
ISBN 0-195-413-334
Mathews,
Geoffrey J. and Robert Morrow, Jr.
Molyneux,
John and Marilyn Mackenzie. World Prospects: A Contemporary Study.
Prescott-Allen,
Robert. The Wellbeing of Nations. A Country-by-Country Index of Quality of
Life and Environment.
Rampton,
Sheldon and John Stauber. Trust Us, We’re Experts! How industry manipulates
science and gambles with your future.
Stanford,
Quentin.
ISBN 0-19-541309-1
World
Development Report 2000/2001: Attacking Poverty.
World
Resources 1998-99: A guide to the global environment.
World
Resources 2000-2001–People and Ecosystems: The Fraying Web of Life.
Worldwatch
Institute. State of the World 2001: A Worldwatch Institute Report on
Progress Toward a Sustainable Society.
Worldwatch
Institute. Vital Signs 2001-2002: The Trends that are Shaping Our Future.
World
Almanac and Book of Facts 2002.
Canadian
Geographical Magazine – http://www.cangeo.ca/default.asp
Canadian
Journal of Environmental Education – http://www.edu.uleth.ca/ictrd/cjee/
Canadian
Social Trends – http://www.cansim.com/english/kits/social.htm
Emagazine
– http://www.emagazine.com/
Economist
– http://www.economist.com/index.cfm
Geographical
Magazine – www.geographical.co.UK
Green
Teacher – http://www.greenteacher.com//
Macleans
– http://www.macleans.com/
Monograph
– http://oagee.org/region11.htm
National
Geographic – http://www.nationalgeographic.org
New
Scientist – http://www.newscientist.com/
New
Internationalist – http://www.oneworld.org/ni/index4.html
New
Internationalist in Easier English –
http://www2.gol.com/users/bobkeim/contents.html
Newsweek
– http://www.msnbc.com/news/NW-front_Front.asp
Time Magazine
– http://www.time.com/time/
UNESCO Courier
– http://www.unesco.org/webworld/news/00_special_courrier.shtm
“Aftermath:
The Remnants of War.” National Film Board of
“Between
the Lines.” Highlight Films. McNabb & Connolly. 2000. 58 minutes.
“Coping
with terrorism.” McNabb & Connolly. 2001-2. Eight 30-minute videos
“Honour
of the Crown.” National Film Board of
“Life:
A series about globalization.” TVE International. Bullfrog Films. Distributed
by McNabb &
Connelly.
2000. Thirty 24-minute VHS videos.
“Looking
for Answers.” ITF/VEC. 60 minutes.
“No
time for play: working children in
“The
Global Generation: The human face behind globalization.” Kineticvideo.com.
2001.
Six 25-minutes videos.
“People
Power: how to bring about change using democratic processes.” Classroom Video.
2001.
22 minutes.
“Rising
Waters: Global Warming and the Fate of the
“Spirits
of
“Sustainable
Development- Zero Emissions Production.” Classroom Video. 1999. 14 minutes.
“The
Taliban Legacy.” Filmmakers. McNabb & Connolly. 2001. 35 minutes.
“Target
“The
Human Race: A Species at the Crossroads.” National Film Board of
“Trail
of a Terrorist.” ITF/VEC. 2001. 60 minutes.
“Woman
by Woman: New hope for the villages of
“World
Water Resources: sample studies of
22 minutes.
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.
CIA
World Fact Book – http://www.odci.gov/cia/publications/factbook/index.html
Canadian
Encyclopedia –
http://66.59.133.172/index.cfm?PgNm=ExploreCanada&CFID=1014&CFTOKEN=31217452&TCE_Version=A
Canadian
International Development Agency – http://www.acdi-cida.gc.ca/health.htm
Citizenship
Education - the Global Dimension – web links on International Development
– http://www.citizenship-global.org.uk/sites.html
David
Suzuki Foundation – http://www.davidsuzuki.org/
Earth
Council – http://www.ecouncil.ac.cr/
Earth
on the Edge – Bill Moyers Report – PBS Video report on the State of the World's
environment
– http://www.pbs.org/earthonedge/program/index.html
Energy
Information Administration - Country Analysis Brief –
http://www.eia.doe.gov/emeu/cabs/
Environment
Canada – http://www.ec.gc.ca/envhome.html
Environment
– http://www.cites.ec.gc.ca/cites/html/eng/sct0/index_e.htm
Foreign
Government resources on the Web –
http://www.odci.gov/cia/publications/factbook/index.html
Forum
Habitat - List of NGOs dealing with international cooperation, housing, poverty
health, technology and human rights –
http://www.forumhabitat.polito.it/links/default.htm
Future
culture-Links to other countries in the world –
http://www.wcpworld.com/future/culture.htm
Geogratis-geospatial
data of
Geosource-Geographical
Web Links – http://www.
Government
of
Global
Ecovillage Network - links to sustainable communities throughout the world
– http://www.gaia.org/index.asp
Global
eye – http://www.globaleye.org.uk/index.html
Global
Network of Environment and Technology – http://www.gnet.org/
Human
Rights Watch – http://www.hrw.org/wr2k1/index.html
InfoNation
– Database of United Nations Members
– http://www.un.org/Pubs/CyberSchoolBus/infonation/e_i_map.htm
International
Development Research Centre – http://www.idrc.ca/
Links
to National and Regional Governments throughout the World –
http://www.gksoft.com/govt/en/
Mapquest
– http://www.mapquest.com/
National
Atlas of
New
Internationalist Magazine – http://www.oneworld.net/partners/index.
News
in Review – http://www.cbc.ca/insidecbc/newsinreview/
Newspaper
Links-links to Canadian Newspapers
– http://www.newspaperlinks.com/newspaperlist.cfm?sid=on
Political
cartoons – http://cagle.slate.msn.com/politicalcartoons/
Population
Reference Bureau – http://www.prb.org/
Remote
sensing – http://www.geographynetwork.com
SchoolNet
– http://www.schoolnet.ca/home/e/
Statistics
UNICEF
Statistical Data – http://www.unicef.org/statis/index.html
UN
site lists countries statistical offices –
http://www.un.org/Depts/unsd/sd_natstat.htm
UN
statistical division – http://www.un.org/depts/unsd/
US
Environmental Protection Agency – http://www.epa.gov/
World
Bank – www.worldbank.org/poverty/
World
Gazetteer - Data on population and cities – http://www.gazetteer.de/home.html
World News-Links to newspapers and radio
stations around the globe
– http://www.worldnews.com/
World
Resources Institute - Environmental think tank trying to find practical ways to
protect the earth and improve people’s lives – http://www.wri.org/wri/wri.html
Books
Allaby,
Michael. Biomes of the World, 9 Vols.
Mazar,
Michael J. Global Trends 2005: An Owner’s Manual for the Next Decade.
Stevenson,
L. Harold and Bruce C. Wyman, eds. Facts on File Dictionary of Environmental
Science, New ed.
Articles
Bissell,
Richard E. “The
Bright,
Chris. “Chocolate Could Bring the
Chwialkowska,
Luiza. “UN Rankings Split Hairs, not Countries: Poor Indicators.” National
Post (
“Climate
Change.”
Crane,
David. “Conflicting Signals Muddy the Economy.” The
“Democracy.”
Dunn,
Seth. “Can the North and South Get in Step?” World Watch (Nov./Dec.
1998): 19-27. SIRS Researcher on the Web. (
Eberstadt,
Nicholas. “The Population Implosion.” Foreign Policy (March/April 2001):
42-53. SIRS Researcher on the Web. (
Gordon,
David and Derik Broekhoff. “The Northern Forests.” Common Future Autumn
(1995): 12-20. SIRS Researcher on the Web. (
Jimenez,
Lewis,
Martin W. “Is There a Third World?” Current History (Nov. 1999):
355-358. SIRS Researcher on the Web. (
“North/South.”
“World
Trade.”
Videos
“Softwood
Dispute: Tariffs And Subsidies.” CBC New in Review. Videocassette. CBC,
May 2001.
“World
Trade: The Subsidy War.” CBC New in Review. Videocassette. CBC, February
2000.
Websites
Geo
Teacher’s Geography Classroom.
<http://home.att.net/~geographyclassroom/generalgeography.html>.
Global
Education Network. [Homepage].
Books
Cook,
Chris. Facts on File World Political Almanac: From 1945 to the Present,
4th ed.
Duncan,
Andrew and Michael Opatowski. Trouble Spots: The World Atlas of Strategic
Information. Stroud, [
Getting
to Know Desktop GIS.
Lang,
Laura. Managing Natural Resources with GIS.
Micklethwait,
John and Adrian Wooldridge. Future Perfect: The Challenge and Hidden Promise
of Globalization.
Articles
Anthony,
Lorrayne. “
Belt,
Don. “ In focus: World of Islam.” National Geographic, Volume 101.
Number 1. (January 2002).
Hausmann,
Ricardo. “Prisoners of Geography.” Foreign Policy (Jan./Feb. 2001): 44-53.
SIRS Researcher on the Web. (
Hussain,
Mushahid. “
Non-Print
Materials
“Against
the Grain: Biotechnology: The Corporate Takeover of Your Food.” Video Project.
1999. McNabb and Connelly. 13 minutes.
“A
Time to Act for Family Farms.” Video Project. 1999. McNabb and Connelly. 28
minutes.
“Beyond
Organic: The Vision of
“Big
Spuds, Little Spuds.” Bullfrog. 2000. McNabb and Connelly. 52 minutes.
“Food
for Thought.” Video Project. 1999. McNabb and Connelly. 28 minutes.
“Genetic
Time Bomb.” Video Project. 1997. McNabb and Connelly. 45 minutes.
“
“Risky
Business: Biotechnology and Agriculture.” Bullfrog. 1996. McNabb and Connelly.
24 minutes.
“The
Websites
Canadian
Centre for Remote Sensing. Welcome.
–http://www.
Geographic
Information Systems.
–http://www.usgs.gov/research/gis/title.html.
Government
of
Remote
Sensing Tutorial.
WWW
Virtual Library: Remote Sensing.
Your
Internet Guide to Geographic Information Systems.
Books
Ross, Nicola. Healing the Landscape:
Celebrating
Wallpaper,
Jay, Jon Spayde and the Editors of Utne Reader. Visionaries.
Articles
Allen,
T. “The Future is Calling.” National Geographicm, Volume 100. No. 12
(December 2001): 76-83.
Bahgat,
Gawdat. “The Geopolitics Of Natural Gas.” Internationale Politik (Summer
2001): 90-96. SIRS Researcher on the Web. (
Chipman,
John. “Life with 9 Billion People.” National Post (3 Aug.
2001). Virtual News
Library. (
“Citizen-Powered
Democracy.” Orion Afield, Volume 6 Number 1. (Winter 2001/02).
“Energy.”
Kutty,
Faisal. “The Population Myth; Agenda is Driven by Sentiment of: Will They
Starve Gracefully or Ask for Their Fair Share?” The
Long,
Brent. “Architects Consider How Terrorist Attacks Could Change Cities.” The
Kitchener-Waterloo Record (
May,
Kathryn. “Majority Immune to Biotech Health Scare: Poll: Willing to Take
Risks.” National Post (
Pink,
Dave. “Farm of the Future: Dairy Farm Uses State-of-the-Art Green Methods.” The
Kitchener-Waterloo Record (
Potter,
Mitch. “Rhetoric Rules in Altered-Food Debate.” The
“Saving
Stories,” Orion Afield, Volume 5 Number 4 (Autumn 2001).
“Sustainable
Development.”
Wallpaper,
Jay. “Another World is Possible.” Utne Reader, No.108.
(November-December 2001): 64-77.
Wallpaper,
Jay. “7 Urban Wonders: Enlightened Cities Around the World.” Utne Reader,
No. 108. (November-December 2001): 80-83.
Non-Print
Materials
“Building
Sustainability with the Natural Step.” Video Project. 1999. McNabb &
Connolly. 22 minutes.
“Foot-and-mouth:
A Transborder Crisis.” CBC News in Review. Videocassette. CBC, April
2001.
“Native
Rights: Sharing Resources.” CBC News in Review. Videocassette. CBC, November 1999.
“Rising
Prices: The New Energy Crisis.” CBC News in Review. Videocassette. CBC,
April 2000.
“The
Straw Bale Solution” Video Project. 1999. McNabb & Connolly. 30 minutes.
“Worst
Case Scenario” National Film Board of
Websites
Sustainability Report.
This profile
is designed to aid the teacher in developing and delivering the course Canadian
and World Issues. This course would fulfill the requirement for an additional
credit in Canadian and World Studies within the 18 compulsory credits required
for an Ontario Secondary School Diploma in section 3.1.1.
(p. 9) and Appendix 5 (p. 72) of Ontario Schools, Grades 9-12, Program and
Diploma Requirements, 1999. The needs of university bound students have
been considered and the activities have been constructed with a balance of
theory and application. Expectations for a
Coded
Expectations, Canadian and World Issues: A Geographic Analysis, Grade 12,
University Preparation, CGW4U
SSV.01 · explain the complex nature of the
earth’s natural and human systems;
SSV.02 · analyse the causes and effects of
economic disparities around the world;
SSV.03 · demonstrate an understanding of
the cultural, economic, and political aspirations of selected groups and the
effects of their actions on local, national, and global issues.
Understanding
Concepts
SS1.01 – demonstrate an understanding of
the interdependence of ecology and economics;
SS1.02 – explain why places and regions
are important to the identities of selected human groups
(e.g.,
SS1.03 – explain how points of view and
paradigms influence an individual’s perceptions of a place
(e.g., a developer and an environmentalist differ on the best use for a
wetland, indigenous peoples differ with other cultural groups on what
constitutes a wilderness);
SS1.04 – identify different methods of
grouping countries (e.g., by level of development, political or economic
affiliation, cultural characteristics) and evaluate the implications of
categorizing countries in these ways;
SS1.05 – identify ways in which countries
and regions of the world are becoming increasingly interdependent;
SS1.06 – identify the social, economic,
cultural, and political components of selected geographic issues;
SS1.07 – identify similarities and
differences in the economic and political aspirations of selected regional or
cultural groups within different countries;
SS1.08 – demonstrate an understanding of
the need to respect the cultural and religious traditions of others;
SS1.09 – demonstrate an understanding of
the roles and status of men and women in different parts of the world.
Developing
and Practising Skills
SS2.01 – analyse the distribution of the
world’s major biomes and determine the reasons for the observed patterns;
SS2.02 – analyse the changing spatial
distribution of political systems (e.g., democracy, socialism, communism,
military dictatorship) around the world;
SS2.03 – analyse the causes and
consequences of recent events involving refugees in
SS2.04 – evaluate the significance of the
participation of people in non-violent movements to protect resources and
environments (e.g., Chipko women’s movement in
Learning
Through Application
SS3.01 – compare the productivity and
biodiversity of selected ecosystems (e.g., low productivity and biodiversity of
deserts, high productivity of tropical rain forests);
SS3.02 – select and compare statistical indicators
of quality of life (e.g., those relating to population, culture, resources,
technology, military expenditure, literacy, medical care) for a variety of
developed and developing countries in different parts of the world;
SS3.03 – analyse the causes of selected
examples of economic disparity in the local or regional community;
SS3.04 – predict geographic consequences
of separation or independence for a region or cultural group that is now part
of a larger country (e.g., changes in boundaries, trade flows, economic
development, involvement in international organizations).
HEV.01 · analyse selected global trends
and evaluate their effects on people and environments at the local, national,
and global level;
HEV.02 · analyse geographic issues that
arise from the impact of human activities on the environment in different
regions of the world;
HEV.03 · evaluate approaches, policies,
and principles relating to the protection and sustainability of the planet’s
life-support systems.
Understanding
Concepts
HE1.01 – demonstrate an understanding of
how human-induced changes in natural systems can diminish their capacity for
supporting human activity (e.g., excessive use of the Ogallala aquifer of the
midwestern United States, desertification in the Sahel region of Africa);
HE1.02 – describe selected world
demographic trends and explain the factors influencing them;
HE1.03 – explain how people perceive
resources and sustainable development differently at different times and in
different places.
Developing
and Practising Skills
HE2.01 – analyse the impact of selected
human migrations on natural and human systems;
HE2.02 – analyse the impact of past and
current trends in agriculture (e.g., Green Revolution, corporate farming,
biotechnology, monoculture, organic farming) on natural and human systems;
HE2.03 – analyse the impact of
urbanization and urban growth (e.g., destruction of wildlife habitat, traffic
congestion, land use conflicts) on natural and human systems;
HE2.04 – evaluate the economic, social,
and ecological impact of current methods for raising or harvesting a selected
resource (e.g., clear-cutting of forests, development of wildlife habitat
areas, monoculture);
HE2.05 – evaluate some of the ways of
promoting sustainable development (e.g., polluter-pays principle, zero
population growth, local community initiatives) and assess their effectiveness
in selected places and regions of the world;
HE2.06 – explain ways in which trade
policies or agreements (e.g., fair trade cooperatives, North American Free
Trade Agreement) may affect the environment.
Learning
Through Application
HE3.01 – explain the interactive nature of
selected natural and human systems;
HE3.02 – analyse examples of efforts to
increase the productivity of a selected natural environment (e.g., Chinese
model of land use, polders in the Netherlands, hydroponic farming, wetland
reclamation, hillside terracing, fish farming) and their short- and long-term
economic, social, and environmental impacts;
HE3.03 – assess the contribution of
selected government policies to sustainable resource development in
HE3.04 – produce a case study of a
specific situation in which resource development has contributed to the
disruption of an ecosystem (e.g., hydroelectric dams in
GCV.01 · demonstrate an understanding of
the interdependence of countries in the global economy;
GCV.02 · analyse instances of
international cooperation and conflict and identify factors that contribute to
each;
GCV.03 · identify the contributions made
by a variety of individuals, organizations, and institutions to sustainable
development strategies for the developing world, and evaluate their economic,
environmental, and social impacts.
Understanding
Concepts
GC1.01 – identify current global
sustainability issues and environmental threats;
GC1.02 – demonstrate an understanding of
how scarcities and inequities in the distribution of resources (e.g., water
scarcity, unequal land distribution, confiscation of land) contribute to
uprisings and conflicts;
GC1.03 – describe the structure,
membership, and activities of an international economic alliance in
GC1.04 – demonstrate an understanding of
how economies and environments in some places may be affected by decisions made
in other places (e.g., the Matamoros region of Mexico is affected by decisions
made by parent companies in Canada or the United States; the delta region of
Bangladesh experiences flooding that is partly due to the clearing of forested
slopes in the Himalayas);
GC1.05 – identify individuals who have
made significant contributions to addressing global issues (e.g., Nelson
Mandela and human rights; Gro Harlem Bruntland, former prime minister of
Developing
and Practising Skills
GC2.01 – analyse the economic and
environmental consequences for selected countries of colonialism in the past
and economic colonialism in the present;
GC2.02– analyse geopolitical relationships
between selected countries and regions (e.g., between countries sharing the
waters of the
GC2.03 – analyse the evolving global
geopolitical role of a selected region or country (e.g.,
Learning
Through Application
GC3.01 – demonstrate an understanding of
how quality of life and employment prospects are related to the global economy;
GC3.02 – evaluate the performance of a
selected transnational corporation with respect to the promotion of
environmental sustainability and human rights;
GC3.03 – research and report on the human
and ecological cost of global military spending;
GC3.04 – evaluate factors (e.g., physical
geography, growing of cash crops, foreign monetary assistance) that may
compound problems of hunger and poverty in a selected country;
GC3.05 – demonstrate an understanding of
how the work of the United Nations and other organizations on poverty, disease,
and the environment is directly related to their own lives.
UCV.01 · analyse, forecast, and evaluate
changes in the human use of the earth and its resources;
UCV.02 · evaluate the cultural, economic,
and environmental impact of changing technology;
UCV.03 · evaluate the effectiveness of
methods used by different organizations, governments, and industries to find
short- and long-term solutions to geographic problems and issues at the local,
national, and global level.
Understanding
Concepts
UC1.01 – explain how economic and cultural
considerations (e.g., the need for resources or workers, cultural or religious
beliefs about child bearing) influence a country’s population policies (e.g.,
UC1.02 – explain how local participation
in the development process can build sustainable communities;
UC1.03 – explain, using specific examples,
how strategic lawsuits against public participation (SLAPPs) affect the public
participation process;
UC1.04 – explain how new technology
affects employment (e.g., skill requirements, proportion of workers in
different sectors of the economy) and resource management (e.g., rate of use of
resources, labour requirements).
Developing
and Practising Skills
UC2.01 – predict global demographic
changes for the future and assess their economic, environmental, and social
implications;
UC2.02 – evaluate the sustainability of
selected trends related to consumption of the earth’s resources;
UC2.03 – evaluate the role played by
non-governmental organizations and local community initiatives in different
parts of the world (e.g., the Grameen Bank in
Learning
Through Application
UC3.01 – identify awareness levels and
viewpoints relating to a geographic issue by conducting a survey in the school
or local community;
UC3.02 – evaluate and communicate (e.g.,
in a round-table discussion or mock hearing) the perspectives and arguments of
various stakeholders involved in a geographic issue;
UC3.03 – assess the environmental and
economic impacts of a selected case of environmental deregulation in
UC3.04 – produce an action plan for a
local community initiative that contributes to the sustainability of a selected
global resource;
UC3.05 – produce scenarios for probable
and desirable futures based on current trends in the human use of the earth and
its resources, including trends in technology;
UC3.06 – evaluate the effectiveness of an
international strategy and agreement (e.g., Kyoto Protocol, Convention on
Biodiversity, Montreal Protocol, Law of the Sea) that has been designed to
protect the global commons (e.g., air, water, oceans, biodiversity) or address
global issues.
GIV.01 · select and apply geographic skills, methods,
and technologies to gather, analyse, and synthesize ideas and information;
GIV.02 · use a variety of methods and
technologies to communicate the results of geographic inquiry and analysis
effectively;
GIV.03 · select and apply appropriate
decision-making and problem-solving strategies to develop solutions for
geographic problems and issues;
GIV.04 · conduct an independent inquiry
that effectively applies geographic knowledge, skills, methods, and
technologies to a selected local, national, or global geographic issue.
Understanding
Concepts
GI1.01 – use geographic terms correctly in
written and oral communication (e.g., region, pattern, interdependence,
global perspective, global commons, disparity, equity, carrying capacity, Gaia
hypothesis, ethnocentrism, anthropocentrism, sustainable development, human
development index);
GI1.02 – demonstrate an understanding of
the technologies used in the analysis and synthesis of geographic data (e.g.,
remote sensing, information technology, geographic information systems,
hypermedia);
GI1.03 – demonstrate an understanding of
the value and use of geographic representations and methods;
GI1.04 – describe biases that may inform
different viewpoints and perspectives on geographic issues;
GI1.05 – demonstrate an understanding of
the possibility of a number of alternative solutions to any geographic problem
or issue;
GI1.06 – demonstrate an understanding of
the need to consider social differences (e.g., race, gender, class) when
analysing global problems and issues;
GI1.07 – explain why it is difficult to
make a
Developing
and Practising Skills
GI2.01 – demonstrate an ability to distinguish
between fact and opinion in information sources;
GI2.02 – analyse cause and effect and
sequence relationships in geographic data;
GI2.03 – evaluate and effectively use
information from a variety of primary and secondary sources (including mainstream
and alternative print, broadcasting, and electronic sources) when conducting
geographic inquiries, and apply relevant data when making decisions and solving
problems;
GI2.04 – analyse how the media influence
public opinion on geographic issues (e.g., our perceptions of developing
countries and their inhabitants);
GI2.05 – evaluate the effectiveness of
techniques used to predict the future (e.g., forecasting, backcasting, future
wheel);
GI2.06 – draw conclusions or make
judgements or predictions on the basis of reasoned analysis;
GI2.07 – produce mental, thematic, and
choropleth maps to illustrate local or global patterns;
GI2.08 – use statistical analysis
techniques (e.g., correlational analysis) to interpret and analyse data;
GI2.09 – collect data, using field study
techniques, and analyse the data to identify patterns and relationships;
GI2.10 – use written, oral, and visual
communication skills to present the results of geographic inquiry and analysis
effectively.
Learning
Through Application
GI3.01 – use different types of maps and
images (e.g., topographic maps, thematic maps, satellite imagery) to analyse
the consequences of human activities or environmental phenomena (e.g., impact
of a tropical storm on an island nation, effects of forest harvesting on a
watershed);
GI3.02 – use maps to analyse change over
time in a place;
GI3.03 – produce a plan of action and
conduct an independent inquiry that synthesizes concepts, skills, and
applications related to a geographic issue;
GI3.04 – identify practical applications in the local community of conclusions reached in the independent inquiry.
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