Course Profile
Geography
of Canada, Grade 9 academic, Catholic
Course
Overview
Course Profiles are
professional development materials designed to help teachers implement the new Grade
9 secondary school curriculum. These materials were created by writing
partnerships of school boards and subject associations. The development of
these resources was funded by the Ontario Ministry of Education and Training.
This document reflects the views of the developers and not necessarily those of
the Ministry. Permission is given to reproduce these materials for any purpose
except profit. Teachers are also encouraged to amend, revise, edit, cut, paste
and otherwise adapt this material for educational purposes.
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document to particular commercial resources, learning materials, equipment, or
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Profile, and do not reflect any official endorsement by the Ministry of
Education and Training or by the Partnership of School Boards that supported
the production of this document.
©Queen’s Printer for
Ontario
Course
Overview
Geography, Academic, Grade 9
Identifying Information:
School:
St. Thomas Aquinas High School Department:
Social Sciences
Catholic Central High School Course Developer(s):
Marion Austin,John
District:
London District Catholic School Marinelli,
Steve Patterson, Jim Sweeney
Course Title:
Geography of Canada Development Date:
February 28, 1999
Grade: 9 Course
Revisors: John Ruypers,
Course Type: Academic Bill
McCormack,
Ministry Course Code:
CGAID Annette
Marentette, Mike Taylor
Secondary Policy Document: Revision
Date: April 6, 1999
The
Ontario Curriculum Additional
Codes:
Grade
9 and 10 World Studies
Publication Date:
1999
Credit Value:
1
Description/Rationale
This
course uses a variety of frameworks, including ecozones and principles of
physical, human and economic geography, to explore Canada’s distinct and
evolving character. Students will investigate the interconnections among the
landforms, climate, soils, plants, animals and human activities in Canadian
ecozones to develop geographic knowledge and skills that contribute to an
understanding of Canada’s diversity and its role in the world.
How This
Course Supports The Ontario Catholic School Graduate Expectations
The
Ontario Catholic graduate will be able to achieve many of the expectations in
their study of geography. Through their examination, evaluation and application
of knowledge of interdependent systems (especially physical, ecological and
socio-economic), students will discover what is necessary for the development
of a just and compassionate society. This course will help in the development
of a responsible Catholic citizen who respects and affirms the diversity and
interdependence of the world’s different peoples, respects the environments,
and promotes the wise use of resources. Furthermore, it is expected that
Catholic students of geography will promote the dignity of humankind and
realize the nature of stewardship bestowed upon them as children of God.
Unit
Titles (Time and Sequence)
|
Unit
1 |
Canada’s
Global Connections |
22
Hours |
|
Unit
2 |
Canada’s
Natural Diversity |
35
Hours |
|
Unit
3 |
Canada’s
People |
18
Hours |
|
Unit
4 |
Canada’s
Resource Stewardship |
18
Hours |
|
Unit
5 |
Canada’s
Economic Diversity |
17
Hours |
Unit
Organization
Unit # 1: Canada’s Global Connections
Time: 22 hours
Description
This
unit has a dual purpose: to introduce students to the study of geography and to
help students begin to develop a global perspective. Students will appreciate
that geography has both human and physical aspects. They will become familiar
with the tools which a geographer employs and with some of the career
opportunities available. The unit will also reinforce skills such as scale,
direction, and latitude and longitude which have been previously taught in the
elementary programs. Students will also begin to understand Canada’s
connections to the world through their study of trade and development. Finally,
students will examine Canada’s involvement in world organizations. This unit
will begin students’ journey in understanding their responsibility as stewards
of the earth and the need for social justice in the world.
Ontario Catholic School Graduate
Expectations: 2b,2c,3c,3f,4a,5a,5e,5g,7e,7f
Strand(s): Global
Connections/Understanding and Managing Change/Methods of Geographic Inquiry
Overall Expectations: GCVO1D,GCVO2B,GCV03B,UMVO3B,MIVO1B,MIVO2B,MIVO3D
Specific Expectations: GCIO1D,GCIO2D,GCI03B,GCI05B,GC202D,GC3O1D,UM204D
MI101B,MI102B,MI201D,MI203D,MI204B,MI206B,MI208B,MI210D,MI211D,MI304D
Unit # 2: Canada’s Natural Diversity
Time: 25 hours
Description
The
focus of the unit is on the Ecozones of Canada; the content covers the Physical,
Climate, Vegetation and Soil Regions of Canada. The major task of the unit
which is outlined in activity #6, asks the students to discover the number and
extent of the ecozones of Canada and to consider the results of human and
natural impacts on these ecozones. The goal of the final activity of the unit
is to heighten awareness of the responsibility involved in good stewardship
from the perspective of Catholic Church teachings. The subsequent units on
Canada’s Resource Stewardship and Canada’s Economic Diversity will continue to
explore this theme. Essential to our faith is the call “to realize our
responsibility within creation and our duty towards nature and the Creator?”
Joannes Paulus II, 1989
Ontario Catholic School Graduate
Expectations: 2c,2e,3f,4a,4f,5a,5e,5g,7f,7i,7j
Strand(s): Geographic
Foundations, Methods of Geographic Inquiry, Human-Environment Interactions,
Understanding and Managing Change
Overall Expectations:
SSVO1B,SSVO2B,SSVO3B,SSVO4B,SSVO5B,MIVO1B,MIVO2B,MIVO3D
Specific Expectations: HEIO1B,HEI02B,HEI03B,HEIO5D,HE205B,SSI01B,SSI02B,SSI03B,SSI05D,
SS3O1D,SS3O4D,SS3O5B,GCIO5B,GC303D,UMI102B,UM201B,UM202B,UM203B,MI101B,MI102B,
MI201D,MI202B,MI203D,MI204B,MI208B,MI209D,MI210D,MI211D,MI212B,MI213B,MI214B,MI301B,
MI302D,MI303B,MI304D,MI305B
Unit # 3: Canada’s People
Time: 21 hours
Description
Canada’s
human systems are as diverse and as ever-changing as our natural systems. In
this unit, students demonstrate their understanding of the concepts of cultural
diversity within the Canadian mosaic, population distribution and migration
trends, and urban and rural population trends. Students are called upon to
respect and celebrate the rich historical and cultural heritage of Canadian
society and to promote the dignity of the individual as a gift from God. The
unit culminates with a celebration of the cultural diversity represented within
the fabric of Canadian society.
Ontario Catholic School Graduate
Expectations: 1e,1h,2e,3f,4a,5e,7g
Strand(s):
Geographic Foundations, Understanding and Managing Change, Methods of
Geographic Inquiry
Overall Expectations:
SSVO1B,SSVO3B,SSVO5B,UMVO1B,UMVO2B,MIVO1B,MIVO2B
Specific Expectations:
SSI04B,SSI05B,SS202D,SS203D,SS204D,SS205D,SS305B,SS306B,UMI01B,
UMI02B,UMI03D,UM201B,UM202B,UM302D,MI102B,MI201D,MI203D,MI205B,MI207B,MI208B,MI211D,
MI213B,MI303B
Unit # 4: Canada’s Resource Stewardship
Time: 22 hours
Description
Canada
has been blessed by God with an abundance of physical natural resources. We have
a rich tradition of responsible stewardship from our Aboriginal peoples and
early settlers. Students are expected to critically examine our use and
management of resources; promote the wise use of resources; and cherish our
resources as gifts to be used and shared by God. In this unit students
demonstrate an understanding of Canada’s resource utilization and the
distribution and sustainability of selected Canadian resources. Energy
management is examined in an energy megaproject and municipalities' use of
water in waste management.The unit culminates with students simulating a
government committee charged with the task of developing a set of criteria to
determine whether a specified area of crown land should be open to resource
development.
Ontario Catholic School Graduate
Expectations: 1d,2e,3f,4f,5e,7h,7i
Strand(s):
Human Environmental Interactions; Global Connections; Understanding and
Managing Change; Geographic Inquiry.
Overall Expectations:
HEVO1D,HEVO3B,HEVO4D,GCVO3B,UMVO2B,MIVO3D,
Specific Expectations: HEIO2B,HEIO4B,
HEIO5D, HE2O1D,HE202D,HE203D,HE301D,HE302D,HE303D,
GC301D,
GCSE10,UM201B,UM204D,UM302D,MI101B,MI102B,MI201D,MI202B,MI203D,MI204B, MI207B,
MI21OD,MI211D,MI214B,MI301B,MI302D,MI303B,MI304D
Unit # 5: Canada’s Economic Diversity
Time: 20 hours
Description
Canada
is becoming influenced more and more by a global economy. In this unit,
students study Canada’s trade relations and NAFTA, economic networks,
requirements of industry, types of industries and the careers they offer, the
networks involved in manufacturing selected products; and the industrial and
governmental collaboration used to solve an environmental problem. The unit
culminates in a case study that examines a local municipality’s zoning of land
for industrial use. The move to a global economy has marginalized some people
and put the environment at risk. Students are encouraged to critically examine
issues in light of Catholic social teaching related to the promotion of peace,
justice and prosperity for all.
Ontario Catholic School Graduate
Expectations: 1d, 2e, 3f, 5e, 7e
Strand(s):
Managing Change, Global Connections, Human-Environment Interactions, Global
Foundations, Geographic Inquiry
Overall Expectations:
UMVO1B,UMVO2B,GCVO2B,GCVO3B,HEVO2D,SSVO5B,
Specific Expectations: SS104B,SSI06D SSE02D,
HEI02B,HE205B,HE303D,GC101D GC203D,
UM201B,UM203B,UM204D,UM302D,UM303D,UM304D,MI101B,MI202B,MI208B,MI210D,MI212B,MI213B,MI302D,
MI304D
|
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 according to an identified
pattern. Cooperative Learning - small group investigation or problem
solving. Conferencing - student to student or student to teacher
discussion. Computer-assisted
learning - use of a computer to learn or reinforce material. Diagraming - synthesizing concept information into
visual illustration. Discussion/Debate - exchange of ideas on an issue for
clarification of views. Graphing - visual tool for problem solving. Guest Speakers - experts in the field. Lectures - dissemination of information by speakers
or teachers. Mapping - representing physical, demographic,
numerical data through visual forms. 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 leading to a desired product. Poster Making - synthesizing information or concepts to
deliver a message or advertisement. Presentation/Report - oral, written and visual presentation of
researched topic to a specified audience or person. Reading - periodicals, articles, journals, newspapers,
magazines or scripture for information on a selected topic or issue. Scenario Writing - describes a situation |
Main Resources • Canada: Exploring
New Directions, 4th edition, Fitzhenry & Whiteside
(Markham, 1999) • Making
Connections: Canada’s Geography, Prentice Hall Ginn (Scarborough,
May 1999) • Canada, Land of
Diversity,3rd edition, Prentice Hall Ginn (Scarborough, 1996) • Canada School
Atlas, Oxford University Press (Toronto 1998) • Canada and the
World Atlas Resource, Prentice Hall Ginn (Scarborough, 1996) • Geolab 1 and Geolab
2, McGraw Hill Ryerson (Toronto 1981) • Jerusalem Bible • Guidance Career
Monographs • Newspaper and
Magazines • Canadian Geographic
Magazine • Articles in ‘The
Monograph’ (OAGEE) • Do Justice! CCB
Toronto (1987) • Christian Justice,
St. Mary’s Press, Minnesota (1995) • Proclaiming Justice
and Peace, Papal Documents from Rerum Novarum through Centesisnus Annus Computer Software • M F Teach • pcglobe • Mac Globe • Internet Sites Cited • Choices • Longitude Latitude • Geographic
Information Systems: Arc View, Idrisi, Map
Info, Spans Map Audio Visual • Palau Fragile
Ecosystems • National Geographic, Voyage of Discovery |
Assessment
Strategies
Throughout this entire
course a variety of assessment methods, strategies and instruments will be
employed. This chart can assist teachers in selecting a variety of appropriate
assessment strategies.
|
Method |
Sample Strategies |
Sample Instruments |
|
Reflection |
||
|
Method
used to determine how and why students learn to assess dimensions of learning
not easily observed or measured through tasks; to assess student
understanding of personal growth and development |
self-assessment peer-assessment response
journals learning
logs wrap-up
activities |
probe
questions probe
statements learning
rubrics anecdotal
comments checklists surveys |
|
Observation |
||
|
Method
used to monitor and assess intellectual, social, emotional and spiritual
growth and development not otherwise easily measured or inferred |
formal
teacher observation informal
teacher observation student
observation |
checklists teacher
logs student
profile sheets developmental
profiles anecdotal
notes rubrics rating
scales |
|
Conferencing |
||
|
Method
used to collect evidence of student learning through listening, questioning,
responding, explaining; to assess communication and thinking skills; to
monitor personal growth and development and attitudes toward learning |
student-teacher
conferencing parent-teacher
conferencing peer
conferencing roving
conference |
anecdotal
notes teacher
logs probe
questions checklists surveys inventories |
|
Paper & Pencil Tests |
||
|
Method
used to assess students’ achievement of particular knowledge or skills in
depth |
standard
tests teacher-made
(standards referenced) tests criterion-reference
achievement tests provincial
(standards referenced) tests diagnostic
tests standardized
(norm-referenced) tests |
teacher
tests commercially
prepared tests Canadian
Achievement tests Provincial
tests student
profiles developmental
tracking records |
|
Performance Assessments |
||
|
Method
used to assess students’ ability to apply, integrate and transfer their
knowledge, skills and values; to evaluate student progress and achievement of
learning expectations and standards; to determine expanded opportunities for
individual students |
presentations,
performances exhibitions,
demonstrations role
performance/role simulations formal
written assignments (essays,
reports...) graphic
organizers projects writing
folders portfolios |
rubrics checklists logs peer
assessment developmental
profiles rating
scales anecdotal
notes video/audio
taping exemplars standards mind
maps, Venn diagrams, T-charts right angles |
*Evaluation
of Student Achievement
|
Knowledge/Skill Category Weighting Final Examination: Summative at end of course •Knowledge/Understanding •Thinking/Inquiry/Problem
Solving •Communication •Application/Making
Connections Final Assignment: Portfolio Submission •Knowledge/Understanding •Thinking/Inquiry/Problem
Solving •Communication •Application/Making
Connections Performance Tasks: Presentation, Displays, Case Studies •Knowledge/Understanding •Thinking/Inquiry/Problem
Solving •Communication •Application/Making
Connections Lab Exercises: Maps,
Graphs, Organizers •Knowledge/Understanding •Thinking/Inquiry/Problem
Solving •Communication •Application/Making
Connections Tests: Quizzer, Unit Tests •Knowledge/Understanding •Thinking/Inquiry/Problem
Solving •Communication •Application/Making
Connections |
% 35 25 20 20 15 40 25 20 15 15 40 30 15 35 15 35 50 25 10 15 |
Course Grade Weighting Final
Examination Final
Assignment Performance
Tasks Lab
Exercises Tests Course
Grade |
% 20 10 30 20 20 100 |
*
To reflect the academic nature of this course, student assessment strategies
will place more emphasis on theoretical learning than on applications.
Course Notes
At
the end of the course a final assignment will be submitted identifying the best
place to live in Canada. This final assignment will take the form of an answer
to a preassigned question to be submitted at the time of the final course exam.
The question should be outlined at the beginning of the course and the answer
should be written in a two-page essay format.
The
methods of geographic inquiry skills have been integrated throughout the five
units of study. Wherever activities call for collaborative rubric creation
between the teacher and students, the Achievement Chart model should be used as
a guide to the levels of achievement.
Teachers
must be aware of special needs students on IEP and become familiar with these
students’ strengths, needs, social skills and instructional strategies that
have been effective in the past. Consult with appropriate itinerant or support
staff for specific accommodations for students on IEP. Refer to appendices A
& B for an overview of a range of modifications for special learners in
secondary schools The “Special Education Guide” (MET) is an excellent resource
to consult for specific recommendations for assisting students with identified
difficulties.
Many
of the activities in this profile require students to conduct research using
the Internet. The teacher must assess the students’ skill level in using the
Internet as a research tool and the students’ ability to have access to the
Internet. The teacher must familiarize the students with the local board’s
policy regarding the safe use of the Internet and obtain the necessary parental
permission forms. The students must be aware of what to do if they become
exposed to inappropriate sites. The students must use the Internet in a manner
which reflects the local boards’ Catholic Mission Statements.
OSS Policy
Applications
This
course gives consideration to integrating technology across the curriculum,
career education, students with special needs, community as a resource and
using the school library information centre.
Course
Evaluation
It
is recommended that the teacher keep a reflection log after each activity in the
unit as a tool for making adjustments to future delivery of the course.
Teachers should ensure that all expectations for the course have been addressed
and assessed using a tracking checklist. It is recommended that students be
involved in the evaluation of the course using periodic short checklists and a
more detailed summative evaluation at the end of the course.
Ontario Catholic School Graduate
Expectations
The graduate is expected to be:
A Discerning Believer Formed in the
Catholic Faith Community who
CGE1a
-illustrates a basic understanding of
the saving story of our Christian
faith;
CGE1b -participates
in the sacramental life of the
church and demonstrates an understanding of the centrality of the Eucharist to
our Catholic story;
CGE1c
-actively reflects on God’s Word as communicated through the
Hebrew and Christian scriptures;
CGE1d -develops attitudes
and values founded on Catholic social
teaching and acts to promote social responsibility, human solidarity and
the common good;
CGE1e -speaks the language of life... “recognizing that
life is an unearned gift and that a person entrusted with life does not own it
but that one is called to protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks intimacy with
God and celebrates communion with
God, others and creation through prayer and worship;
CGE1g -understands that
one’s purpose or call in life comes
from God and strives to discern and live out this call throughout life’s
journey;
CGE1h -respects the faith traditions, world religions and
the life-journeys of all people of good
will;
CGE1i -integrates faith with life;
CGE1j -recognizes that “sin,
human weakness, conflict and forgiveness are part of the human journey” and that
the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)
An
Effective Communicator
who
CGE2a -listens actively and
critically to understand and learn in light of gospel values;
CGE2b -reads, understands and uses written
materials effectively;
CGE2c -presents information and ideas clearly and
honestly and with sensitivity to others;
CGE2d -writes and speaks fluently one or both of
Canada’s official languages;
CGE2e -uses and integrates
the Catholic faith tradition, in the critical analysis of the arts, media,
technology and information systems to enhance the quality of life.
A
Reflective and Creative Thinker who
CGE3a -recognizes there is more grace in our world
than sin and that hope is essential in facing all challenges;
CGE3b -creates, adapts,
evaluates new ideas in light of the common good;
CGE3c -thinks reflectively
and creatively to evaluate situations and solve problems;
CGE3d -makes decisions in light of gospel values
with an informed moral conscience;
CGE3e -adopts a holistic approach to life by
integrating learning from various subject areas and experience;
CGE3f -examines, evaluates
and applies knowledge of interdependent systems (physical, political, ethical,
socio-economic and ecological) for the development of a just and compassionate
society.
A
Self-Directed, Responsible, Life Long Learner
who
CGE4a -demonstrates a
confident and positive sense of self and respect for the dignity and welfare of
others;
CGE4b -demonstrates flexibility and adaptability;
CGE4c -takes initiative and
demonstrates Christian leadership;
CGE4d -responds to, manages
and constructively influences change in a discerning manner;
CGE4e -sets appropriate goals and priorities in
school, work and personal life;
CGE4f -applies effective
communication, decision-making, problem-solving, time and resource management
skills;
CGE4g -examines and reflects
on one’s personal values, abilities and aspirations influencing life’s choices
and opportunities;
CGE4h -participates in
leisure and fitness activities for a balanced and healthy lifestyle.
A
Collaborative Contributor who
CGE5a -works effectively as
an interdependent team member;
CGE5b -thinks critically about the meaning and
purpose of work;
CGE5c -develops one’s
God-given potential and makes a meaningful contribution to society;
CGE5d -finds meaning,
dignity, fulfillment and vocation in work which contributes to the common good;
CGE5e -respects the rights,
responsibilities and contributions of self and others;
CGE5f
-exercises Christian leadership in the
achievement of individual and group goals;
CGE5g -achieves excellence,
originality, and integrity in one’s own work and supports these qualities in
the work of others;
CGE5h -applies skills for
employability, self-employment and entrepreneurship relative to Christian
vocation.
A
Caring Family Member who
CGE6a -relates to family
members in a loving, compassionate and respectful manner;
CGE6b -recognizes human
intimacy and sexuality as God given gifts, to be used as the creator intended;
CGE6c -values and honours
the important role of the family in society;
CGE6d -values and nurtures
opportunities for family prayer;
CGE6e -ministers to the
family, school, parish, and wider community through service.
A
Responsible Citizen who
CGE7a -acts morally and
legally as a person formed in Catholic traditions;
CGE7b -accepts accountability for one’s own
actions;
CGE7c -seeks and grants forgiveness;
CGE7d -promotes the sacredness of life;
CGE7e -witnesses Catholic social teaching by
promoting equality, democracy, and solidarity for a just, peaceful and
compassionate society;
CGE7f -respects and affirms
the diversity and interdependence of the world’s peoples and cultures;
CGE7g -respects and understands the history,
cultural heritage and pluralism of today’s contemporary society;
CGE7h -exercises the rights and responsibilities
of Canadian citizenship;
CGE7i -respects the environment and uses
resources wisely;
CGE7j -contributes to the common good.
Title: Geography,
Academic, Grade 9 Expectation Codes
Strand: Geographic
Foundations: Space and Systems (SS)
Overall Expectations:
At the end of Grade 9,
students will:
SSV01B demonstrate an understanding of spatial
organization components (e.g., place, location, region, pattern);
SSV02B describe selected Canadian ecozones and
identify the processes that shape them;
SSV03B identify and analyse patterns of spatial
organization, including land use, population distribution, and ecozones;
SSV04B demonstrates an understanding of the
regional diversity of Canada’s natural systems (e.g., natural vegetation,
climate zones) and human systems (e.g., transportation links, urban
hierarchies);
SSV05B analyse factors that affect natural and
human systems in Canada using local and regional examples.
Specific Expectations:
By the end of the course
students will:
SSI01B
demonstrate an understanding of
the terms and concepts associated with regions (e.g., bioregion, ecozone,
ecological footprint, boundaries, transition zone, ecumene);
SSI02B demonstrate an understanding of the
characteristics of natural systems (e.g., climate, landforms, soils, natural
vegetation, wildlife);
SSI03B demonstrate an understanding of how
natural and human systems interact within ecozones;
SSI04B demonstrate an understanding of the
characteristics of human systems (e.g., transportation, population,
communication, energy networks, industry);
SSI05D distinguish between the characteristics
of urban and rural environments (e.g., population density, land use, forms of
settlement, development patterns);
SSI06D explain the geographical requirement
that determine the location of businesses, industries, and transportation
systems, and make predictions about future locations of these enterprises and
systems.
SS2O1D produce a set of criteria for identifying
regions, including ecozones;
SS202D analyse statistical data on population
density to identify trends and variations;
SS203D identify patterns of migration within
Canada, and between Canada and other countries;
SS204D identify and explain the regional
distribution patterns of various people across Canada (e.g., Aboriginal
peoples, Francophones, immigrant groups);
SS205D analyse the location pattern of recent
native land claims in Canada;
SS301D use knowledge of the local bioregion to
generate manageable research questions;
SS302D produce a research paper evaluating the
effect of government land use policy and produce on evaluation of its effect on
planning in the local community;
SS303D identify the best place in Canada to
live using a reasoned argument to justify this choice;
SS304D identify how they can contribute to the
quality of life in their homes, local bioregions, province, nation, and the
world;
SS305B describe how the arts (e.g., dance,
drama, literature, music, visual arts) in Canada reflect natural or cultural
landscapes;
SS306B make recommendations for appropriate
forms of human systems (e.g., transportation, social services, political
structures, resource management) for the territory of Nunavut.
Strand: Human-Environment Interactions
Overall Expectations:
At the end of Grade 9,
students will:
HEV01D analyse the ways in which natural systems
interact with human systems, then make predictions about the outcomes of these
interactions;
HEV02D describe Canada’s renewable and
non-renewable resource bases, and explain their relationship to the Canadian
economy;
HEV03B demonstrate an understanding of the
challenges associated with achieving resource sustainability, and explain the
implications of meeting or not meeting those challenges for future resource use
in Canada.
HEV04D explain the role of government in managing
resources and protecting the environment.
Specific Expectations:
By the end of the course
students will:
HEI01B demonstrate an understanding of what is
meant by an “ecological footprint”;
HEI02B demonstrate an understanding of how
human activities (e.g., agricultural and urban development, waste management,
park development, forest harvesting, land reclamation) affect the environment;
HEI03B demonstrate an understanding of how
natural systems (e.g., climate, soils, landforms, natural vegetation, wildlife)
influence cultural and economic activities (e.g., recreation, transportation,
employment opportunities.
HEI04B identify the regional distribution of
Canada’s energy sources and describe the relative importance of each source;
HEI05D demonstrate an understanding of the ways
in which the traditional ecological knowledge of Aboriginal peoples influences
how they interact with their environments, including their concepts of place,
wilderness and boundaries;
HE201D develop and test criteria to determine
the value of natural resources including agricultural lands and wilderness;
HE202D produce an evaluation of the feasibility
of using selected renewable and alternative energy sources (e.g., solar, wind,
tidal, hydrogen fuel cell) and implementing conservation strategies;
HE203D evaluate differing viewpoints on the
benefits and disadvantages of selected energy megaprojects (e.g., James Bay,
Hibernia, Athabaska tar sands, Churchill falls);
HE204D explain how the effects of urban growth
(e.g., development on former farm lands, destruction of wildlife habitats,
draining of marshes) alter the natural environment;
HE205B research and report on ways of improving
the balance between human needs and natural systems (e.g., recycling, river
clean-ups, ecological restoration of local wood-lots or schoolyards, industrial
initiatives to reduce pollution);
HE301D analyse and evaluate the success, in
environmental and economic terms, of local waste management methods;
HE302D produce an evaluation of methods used by
the local community to promote efficiency in energy and water use;
HE303D produce an evaluation of proposed
solutions to environmental problems (e.g., by government, industry, other
interested groups) and make recommendations for sustainable resource use.
Strand: Global
Connections
Overall Expectations:
At the end of Grade 9,
students will:
GCV01D demonstrate an understanding of how
Canada’s diverse geography affects its economic, cultural, and environmental
links to other countries;
GCV02B analyse connections between different
parts of Canada, and between Canada and other countries (e.g., migration
patterns, cultural activities, foreign ownership, trade);
GCV03B research and report on global concerns
that affect Canadians (e.g., wilderness protection, economic impact of
globalization).
Specific Expectations:
By the end of the course
students will:
GCI01D analyse the global distribution of major
international agreements and organizations in which Canada participates (e.g.,
United Nations, North American Free Trade Agreement, Commonwealth, Sommet de la
francophonie);
GCI02D explain the mandate of selected
international organizations to which Canada belongs and evaluate their
effectiveness in addressing global concerns (e.g., World Health Organization,
North Atlantic Treaty Organization);
GCI03B demonstrate a knowledge of Canada’s
significant world contributions (e.g., peace-keeping, telecommunications
technology);
GCI04D demonstrate an understanding of the interdependence
of Canadian and world economies;
GCI05D explain how Canada’s natural systems form
part of global natural systems (e.g., Pacific Ring of Fire, continental
shelves, global biomass);
GC201D compare approaches to environmental
concerns in Canada with those practised in other nations (e.g., deforestation,
regulations regarding pesticide use, pollution that crosses international
borders);
GC202D evaluate Canada’s participation in
organizations that deal with global issues (e.g., global warming, biodiversity,
human rights);
GC203D research the impact of transnational
corporations and international trade on people and the environment.
GC301D calculate Canada’s share of selected
world commodities (e.g., minerals, fuels, forest and agricultural products,
manufactured goods and services);
GC302D compare, in terms of resource use and
consumption, the ecological footprint of an average Canadian with that of an
average citizen in a developing country;
GC303D produce a proposal for a solution to a
global geographic or environmental issue.
Strand: Understanding
and Managing Change
Overall Expectations:
At the end of Grade 9,
students will:
UMVO1B demonstrate an understanding of how natural
and human systems change over time and from place to place;
UMV02B synthesize information on changes in the
geography of Canada, such as changes in land use, and urban patterns, as well
as resource depletion, in order to plan for the future;
UMV03B demonstrate an understanding of how global
economic and environmental factors affect individual career and lifestyle
opportunities.
Specific Expectations:
By the end of the course
students will:
UMI01B demonstrate an understanding of
similarities among cultures and the need to respect cultural differences;
UMI02B demonstrate an understanding of selected
factors that cause change in human and natural systems (e.g., technological
change, corporate and government policies, zoning bylaw changes, natural
hazards);
UMI03D demonstrate an understanding of the
factors influencing demographics and migration in Canada;
UM201B research different perspectives on a
geographic issue (e.g., clear-cutting, waste disposal) and present arguments
supporting a point of view;
UM202B predict the consequences of human
activities (e.g., agriculture, recreation) on natural systems (e.g., soil
depletion, climate change);
UM203B identify and analyse the positive and
negative impacts on people and the environment of the manufacture,
transportation to market, and consumption of selected products (e.g., cars,
clothing, tropical food products);
UM204D research and identify the educational
requirements for a career related to geography;
UM301D produce and evaluate a set of criteria
(e.g., in terms of religious and political pluralism, bilingualism, contributions
of ethnic-cultural groups) to describe Canadian identity);
UM302D select appropriate problem-solving
strategies (e.g., decision-making matrix, round table discussion) and apply
them to a case study (e.g., designate a World Heritage site, select best site
for particular manufacturing industry);
UM303D evaluate the impact of change (e.g., new
technologies) on a selected planning project (e.g., residential or resort
development, urban renewal, water and sewage systems);
UM304D predict job and career opportunities that
may be available in all sectors of the Canadian economy in the twenty-first
century (e.g., in primary, secondary, tertiary, quaternary sectors).
Strand: Methods
of Geographic Inquiry
Overall Expectations:
At the end of Grade 9, students
will:
MIV01B demonstrate an ability to collect,
organize, and synthesize information from a variety of sources (e.g., atlases,
photographs, hypermedia) to identify the characteristics of Canada’s geography;
MIV02B select and use appropriate methods and
organizers to analyse the economic, social, and natural factors that contribute
to the characteristics of selected regions and systems in Canada;
MIV03D select and use appropriate methods and
technology to communicate the results of geographic inquiries, and present a
variety of viewpoints on issues affecting Canadians.
Specific Expectations:
By the end of the course
students will:
MI101B demonstrate an understanding of the
technologies used in geographic inquiry (e.g., Geographic Information Systems
(GIS), hypermedia;
MI102B demonstrate an understanding of the
methods used to collect, organize, manipulate, and interpret geographic data;
MI201D use geographic terms correctly in written
and oral communication (e.g., location, place, region, pattern, urban,
suburban, rural, wilderness);
MI202B develop and use appropriate questions to
define a topic, problem, or issue, and use these questions to focus a
geographic inquiry;
MI203D locate and use effectively geographic
material from primary sources (e.g., field research, surveys, interviews) and
secondary sources (e.g., field research, surveys, interviews) and secondary
sources (e.g., mainstream and alternative media, CD-ROMs, Internet) to research
a geographic issue;
MI204B use graphic organizers (e.g., semantic
webs, timelines, future wheels, analogy charts, Venn diagrams) effectively to
visualize, clarify, and interpret geographic information;
MI205B distinguish among opinion, argument and
fact in research sources;
MI206B describe biases in information and
identify what types of information are relevant to particular inquiries;
MI207B decide whether or not the questions they
have used for a geographic inquiry have been answered or the problems
addressed;
MI208B select and use appropriate methods for
displaying geographic data;
MI209D collect (e.g., through observation,
surveying, interviewing) and synthesize information about the local bioregion;
MI210D select and use appropriate technology (e.g.,
computer-generated maps, graphs, air photos, digital maps) to present
geographic information;
MI211D create and use effectively photographs,
charts, graphs, models, and diagrams;
MI212B use different types of maps (e.g., road,
topographical, thematic) to interpret geographic relationships, including
changes over time in a specific location;
MI213B use cartographic conventions correctly
when constructing maps (e.g., scale, legend, direction);
MI214B use statistical methods (e.g., average,
median, correlation) effectively when analysing geographic information
MI301B determine whether or not a conclusion or
solution arrived at during an inquiry can be transferred to another context
(e.g., determine if local waste management solution would be appropriate for
another community);
MI302D map existing transportation,
communication, and energy networks in order to plan and make decisions
concerning a regional community;
MI303B select and use an organizer or
decision-making model effectively to study a regional or national geographic
issue;
MI304D use geographic data to support
conclusions and opinions;
MI305B use computer technology effectively to
communicate with students in different regions.