Course
Profile Geography of
Canada, Grade 9 academic, Public
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.
Any references in this
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 the document.
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Acknowledgments
Public District School
Board Writing Team - Canadian and World Studies
Lead Board
Kawartha Pine Ridge District School
Board
Fiona White, Manager
Course Profile Writing
Team
Rob Andrews, Kawartha Pine Ridge
District School Board
Charlotte Barnoski, Kawartha Pine
Ridge District School Board
Ron Chasmer, York Region District
School Board
Doug Hinan, Kawartha Pine Ridge
District School Board
Mark Lowry, Toronto District School
Board
Dan Macmaster, Kawartha Pine Ridge
District School Board
Todd Pottle, Kawartha Pine Ridge
District School Board
Jeanette van Loon, Kawartha Pine Ridge District School Board
Internal Review &
Support Team
Laina Andrews, Kawartha Pine Ridge
District School Board
Bruce Brydges, Kawartha Pine Ridge
District School Board
Carol Carr, Kawartha Pine Ridge
District School Board
Leigh Facey-Crowther, Kawartha Pine
Ridge District School Board
Mike Filip, Kawartha Pine Ridge
District School Board
Kim Kasperski, Kawartha Pine Ridge
District School Board
Cec Knight, Kawartha Pine Ridge
District School Board
Sonja Vandermeer, Trillium Lakelands District School Board
Course Overview
Canadian
and World Studies, Academic, Grade 9
Identifying
Information:
School: Course
Developer(s):
Department:
District:
Course Title: Geography of Canada
Grade: 9 Development
Date:
Course Type: Academic Course
Revisor(s):
Ministry
Course Code:
CGC 1D
Credit Value: 1.0 Revision
Date:
Description/Rationale
This course draws on a
variety of frameworks, such as the ecozone framework, 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.
Students will examine the components of natural and human
systems, how they interact and influence one another, and Canada’s
relationships with the global community as they work towards a culminating unit
on sustainable development.
Unit
Titles (Time and Sequence)
|
Unit 1 |
Natural Systems |
25 hours |
|
Unit 2 |
Human Systems |
25 hours |
|
Unit 3 |
Humans in the
Environment |
25 hours |
|
Unit 4 |
Global Interactions |
25 hours |
|
Unit 5 |
Sustainable
Development |
10 hours |
Unit Organization
Unit #1: Natural
Systems
Time: 25 hours
Description
In their study of
natural systems, students will use the concept of a region in their
investigation of Canada’s ecozones and the physical processes which shape them.
Their work on National Parks and on planning a tour of ecozones will develop
their decision-making skills and provide a foundation of knowledge regarding
Canada’s varied and extensive natural systems. Students will apply these skills
and concepts in the two final activities by creating a travel brochure and
participating in a simulation aimed at selecting an ecozone for protection.
Strands: Geographic
Foundations: Space and Systems, Human-Environment Interactions, Global
Connections, Understanding and Managing Change, Methods of Geographic Inquiry
Overall Expectations: SSV.01B, SSV.02B,
SSV.03B, SSV.O4B, SSV.O5B, HEV.O1D, HEV.04D, GCV.02B, UMV.01B, MIV.01B,
MIV.02B, MIV.03D
Specific Expectations: SSI.01B, SSI.02B, SSI.04B, SSI.05D,
SS2.01D, SS3.01D, SS3.03D, SS3.04D, SS3.05B, HE1.03B, HE3.03D, GC1.05D,
UM1.02B, MI1L01B, MI1.02B, MI2.01D, MI2.02B, MI2.03D, MI2.04B, MI2.08B,
MI2.09D, MI2.10D, MI2.11D, M12.12B, MI2.13B, MI3.04D
Unit #2: Human
Systems
Time: 25 hours
Description
In this investigation
of human systems students are given the opportunity to develop skills in
geographic inquiry through the creation, analysis, and interpretation of a
variety of geographic representations, including graphs, maps, data charts, and
organizers. The relationships between human systems and ecozones are also
explored. Students apply the knowledge and skills developed during the unit to
a culminating task which involves planning a conference on demographic issues
facing Canada.
Strands: Geographic
Foundations: Space and Systems, Global Connections, Understanding and Managing
Change, Methods of Geographic Inquiry
Overall Expectations: SSV.01B, SSV.03B,
SSV.04B, SSV.05B, UMV.01B, UMV.02B, GCV.02B, MIV.01B,MIV.02B, MIV.03D
Specific Expectations: SSI.03B, SSI.04B, SSI.05D, SS2.02D,
SS2.04D, SS2.05D, UM1.02B, UM1.03D, MI1.01B, MI1.02B, MI2.01D, MI2.02B,
MI2.03D, MI2.04B, MI2.05B, MI2.06B, M12.07B, MI2.08B, MI2.09D, MI2.10D,
M12.11D, M12.12B, MI2.13B, M12.14B, M13.01B, MI3.03B, MI3.04D, MI3.05B
Unit #3: Humans in
the Environment
Time: 25 hours
Description
In this unit students
will develop research skills as they explore the relationship between humans
and their environment with a focus on the interaction of human and natural
systems. Students will use case studies and analysis of systems management to
investigate issues related to natural resources, energy and waste.
Strands: Geographic
Foundations: Space and Systems, Human-Environment Interactions, Global
Connections, Understanding and Managing Change, Methods of Geographic Inquiry
Overall Expectations: SSV.02B, SSV.03B,
HEV.01O, HEV.02D, HEV.03B, HEV.04D, GCV.03B UMV.01B, UMV.02B, MIV.01B, MIV.02B,
MIV.03D
Specific Expectations: SS1.03B, SS1.04B, SS3.01D, SS3.04D,
HE1,01B, HE1.02B, HE1.04B, HE2.01D, HE2.02D, HE2.03D, HE2.04D, HE2.05B,
GC2.01D, GC3.02D, UM1.02B, UM2.01B, UN2.02B, UM2.03B, UM2.04D, UM3.03D,
MI1.01B, MI1.02B, MI2.03D, MI2.04B, MI2.05B, MI2.06B, MI2.07B, MI2.08B,
MI2.10D, MI3.01B, MI3.02D, MI3.04D
Unit #4: Global
Interactions
Time: 25 hours
Description
This unit focuses on
the environmental, economic, cultural and systematic linkages which exist
between Canada and the world around us. Special attention will be paid to the
unique connections which Canada shares with the United States.
Strands: Geographic
Foundations: Space and Systems, Human-Environment Interactions, Global
Connections, Understanding and Managing Change, Methods of Geographic Inquiry
Overall Expectations: SSV.01B, SSV.03B, HEV.01D,
HEV.04D, GCV.01D, GCV.02B. GCV.03B, UMV.01B, UMV.03B. MIV.03D
Specific Expectations: SS2.01D, SS2.03D, SS3.04D, HE1.02B,
HE2.05B, HE3.03D, GC1.01D, GC1.02D, GC1.03B, GC1.04D, GC1.05D, GC2.02D,
GC2.03D, GC3.01D, GC3.02D, GC3.03D, UM1.01B, UM1.02B, UM1.03D, UM2.01B,
UM2.02B, UM3.02D, UM3.03D, MI1.01B, MI1.02B, MI2.01D, MI2.02B, MI2.03D,
MI2.04B, MI2.05B, MI2.06B, MI2.07B, MI2.08B, MI2.10D, MI2.11D, MI2.12B,
MI2.13B, MI2.14B, MI3.01B, MI3.03B, MI3.04D, MI3.05D
Unit #5: Sustainable Development
Time: 10
hours
Description
Building on skills and
concepts developed throughout the course, students will complete a multi-level
assignment with a focus on the protection and/or management of a global
resource. The aim will be the development of an environmental intervention
strategy that will help ensure the preservation of environment and/or resources
for future generations. Students will work with their classmates, and, where
possible, through electronic conferencing with their peers throughout the
province, to simulate a world-wide conference on the environment.
Strands: Geographic
Foundations: Space and Systems, Human-Environment Interactions, Global
Connections, Understanding and Managing Change, Methods of Geographic Inquiry
Overall Expectations: SSV.05B, HEV.03B,
HEV.04D, GCV.03B, UMV.02B, MIV.01B, MIV.02B,MIV.03D
Specific Expectations: SSI.02B, SSI.03B, SS3.01D, SS3.02D,
SS3.06B, HE1.02B, HE1.03B, HE1.05D, HE2.03D, HE2.04D, HE2.05B, HE3.01D,
UM1.02B, UM2.01B, UM2.02B, UM2.03B, UM3.03D, MI1.01B, MI1.02B, MI2.01D,
MI2.02B, MI2.03D, MI2.04B, MI2.07B, MI2.08B, MI2.09D, MI2.11D, MI2.12B,
MI2.13B, MI2.14B, MI3.01B, MI3.03B, MI3.04D
Course
Notes
This sequence of units
was developed with the intent of providing a logistical framework for
organizing the strands and expectations outlined in the Canadian and World
Studies policy document. Working towards a culminating unit based on
sustainable development, students will develop their understanding of systems
by examining natural and human systems in Canada, how they interact and
influence one another, and Canada’s relationships with the global community.
There is a recurring theme of national parks to provide a basis for
understanding the concept of sustainable development.
Students are
introduced to the concept of systems in the first unit through an examination
of natural systems. While the focus is on natural systems, it is intended that
human systems will also be addressed and then developed more fully in the
second unit. This will allow students to develop a basis for understanding
systems so that the characteristics of systems can be addressed more explicitly
in the third and fourth units, when the complex interactions of systems that
form our world can be explored.
Each unit has been
designed to have a set of activities which lead up to the performance of a
culminating activity. The skills and knowledge developed in each activity are
used in the culminating activity.
Practising geographers
use a vast array of geotechnological and spatial approaches in their work, and
these approaches are increasingly being applied in other disciplines as well.
This is reflected in the curriculum policy documents through the many
references to spatial information systems. In order to facilitate spending
approximately 20% of class time on geotechnologies a number of the activities
were designed to include their use. The variety of technological environments
in Ontario schools makes the universal application of geotechnologies and the
related resources impossible, so the activities can also be completed without
them.
It
is important that teachers be familiar with the elementary curriculum for
Social Studies, Grades 1-6) and Geography and History, Grades 7-8 and the Earth
and Space Systems strand in Science and Technology, Grades 1-8 in order to
provide continuity for the students in their learning. The learning activities
in this profile build on those which will have taken place in Grades 7 and 8
and earlier. However, some time is necessary both to assess prior learning and
to consolidate skills required. This is especially important during the first
years of implementation of the elementary curriculum.
The concepts and
skills developed in this course will especially complement those that are
developed in the Grade 9 courses in Mathematics, Science and English. Teachers
should be familiar with the content for those courses so that connections can
be articulated for students, and collaboration on some topics with teachers of
those subjects may be worthwhile. However, where skills and concepts are
similar, the emphasis should always be made on the approach taken within the
discipline of geography.
While suggestions for
possible accommodations accompany each activity, these are just general
starting points. Teachers should consider the individuals in the class(es) they
will be teaching as they begin planning for course delivery, identifying any
physical or learning exceptionalities and the types of accommodations that will
be needed. The Special Education teachers in the school can be of assistance in
this planning.
Teaching/Learning
Strategies
Students learn
geography in this course through being involved in a variety of individual,
small group and whole class tasks which provide a range of opportunities for
oral and written communication with an emphasis on concept generalization. In
addition the tasks are designed to develop the skills and concepts through
active generation and interpretation of a variety of geographic representations such as maps, charts, graphs, and
organizers.
A variety of
cooperative learning strategies are suggested in the activities. Teachers can
locate additional information on these in the references listed under
Assessment and Teaching Strategies in the Resources section.
The strategies used
are varied to meet the needs and the range of learning styles encountered in
any group of students and include the following:
|
Visual Presentation Problem Solving Decision Making Textbook Use Direct Instruction Data Analysis Oral Presentation |
Debate Journal Portfolio Report Overlay Graphing Mapping |
Small Group
Cooperative Learning Multimedia
Presentation Work & Task
Sheets Guided internet
search Socratic discussions Problem-based Learning Teacher Led Review |
Concept Webs Transparency Field Trips Research Simulations Role Playing Video Analysis |
Assessment/Evaluation
The approach to
assessment, evaluation, and
reporting that is presented in The Ontario
Curriculum Grades 9 and 10 Program Planning and Assessment represents a
significant change in practice for Ontario teachers. Implementation of this
approach will be an ongoing process. A variety of supports are needed to
develop classroom practice to match the policy. Sections of the document are
included here for emphasis and are italicized below. Also presented are
practical suggestions and implications for teachers as they use the material
presented in this course profile.
The primary purpose of
assessment and evaluation is to improve student learning. Information gathered through assessment
helps teachers to determine students’ strengths and weaknesses in their
achievement of the curriculum expectations in each course. This information
also serves to guide teachers in adapting curriculum and instructional
approaches to students’ needs and in assessing the overall effectiveness of
programs and classroom practice.
Assessment is the
process of gathering information from a variety of sources (including assignments, demonstrations,
project, performances, and tests) that accurately reflects how well a student
is achieving the curriculum expectations in a course. As part of assessment,
teachers provide students with descriptive feedback that guides their efforts
towards improvement.
• In
order to give students opportunities to improve their learning, diagnostic and
formative assessment is needed as well as summative assessment. As students carry out the activities designed
to help them achieve the expectations, teachers must have considered the
following questions: What will be the evidence you accept that students have
achieved the expectations? What opportunities will you give students to
demonstrate their learning? How will you make the expectations clear to the
students? How will you gather information? What information will you gather?
What is the purpose? How will you use the information? How is the information
connected to the expectations?
Evaluation refers to
the process of judging the quality of student work on the basis of established
criteria, and assigning a value to represent that quality.
• Units for this profile
were developed to allow students to demonstrate their learning through a
variety of activities leading up to a culminating task. This enables the use of
formative assessment as they develop the skills and concepts as
well as a final, performance-based, assessment at the end of the unit.
The last unit is
designed as an opportunity for a comprehensive demonstration of a range of
expectations from the course, which can also serve as a major component of the
final evaluation for the course.
Assessment and
evaluation will be based on the provincial curriculum expectations and the
achievement levels outlined in this document and in the curriculum policy
document for each discipline.
• The activities within each unit are developed
to address a cluster of expectations.
The achievement chart for each discipline is included in the
curriculum policy document for that discipline. While the chart is broad in
scope and general in nature, it provides a reference point for all assessment
practice and a framework within which to assess and evaluate student
achievement.
• The
activities can be assessed with a rubric based on the achievement expectations.
This enables efficient assessment of the cluster of expectations addressed in
that activity.
Each chart is organized into four broad categories of
knowledge and skills: Knowledge/Understanding, Thinking/Inquiry, Communication,
and Application/Making Connections. The achievement chart also describes the
levels of achievement of the curriculum expectations within each category. The
descriptions associated with each level serve as a guide for gathering assessment
information and enable teachers to make consistent judgments about the quality
of student work and to provide clear and specific feedback to students and
parents.
• In order to implement
reporting by achievement levels alternate strategies are needed for teachers to
collect and aggregate the data which can be used to document the achievement of
expectations by students.
Some strategies, which
are consistent with the assessment techniques referred to in the activities,
are presented below:
• Use a few generic or comprehensive rubrics
for a variety of activities so that the process is not overwhelming for
students and teachers.
• Share the rubrics for culminating activities
at the beginning of the unit, so expectations are clear for students and can be
used to support the learning in all activities in the unit.
• Develop rubrics with students, or involve
them in translating them into student language.
• Emphasize the language of assessment and
evaluation in your discussions with students
• Provide sample work demonstrating achievement
at different levels for students.
• Use the results of diagnostic and formative
assessment to modify the delivery of the unit.
• Provide different opportunities to assess the
achievement of the expectations.
• Use portfolios as a way for students to
collect information (assignments, tests) which can then be used with a rubric
to document achievement of the expectations.
• Provide opportunities for self and peer
assessment to be used as formative assessment to support and improve student
learning.
• Provide multiple opportunities for students
to demonstrate their achievement of expectations.
• Provide opportunities for students to retry
assignments until they can demonstrate their learning.
• Develop tests that provide opportunities to
demonstrate all categories on the achievement chart (not just knowledge) at all
levels.
• Give practise tests as an opportunity for
formative assessment.
• Use mechanisms for calculating marks that
allow for assessments to be either formative or summative (e.g., give students
options of excluding certain marks, or of choosing the best.)
• Use assessment tools that are appropriate for
the expectations being addressed and which relate to the categories on the
achievement charts.
• Provide prompt feedback so that students can
use it to improve their learning.
While many strategies
will be common to both types of courses, additional strategies that are
especially appropriate for an academic course include the following:
• If rubrics are used analytically to generate
marks then give more weight to the criteria for Knowledge/Understanding and
Thinking/Inquiry
• Emphasize theoretical generalizations and
extensions in the tasks assigned.
• Incorporate more opportunities for written
communication in both product and performance tasks.
A variety of
assessment tools and techniques are suggested throughout this profile, and for
each activity are summarized using the following format, which allows for
identification of the type of product or performance being assessed, whether it
is formative or summative, and whether self, peer or teacher assessment is
involved.
|
Tool |
Purpose |
Who |
Activity |
|
|
|
|
|
Resources:
|
Texts, Periodicals and Atlases |
Multimedia and Software |
Geotechnology Programs and Data |
|
1999 Governor
General’s Map of Canada to include Nunavut |
Enviro Canada Series
1 Posters, J&L MacPherson Educational Services Ltd., Kelowna, B.C., 250-769-4321 |
OAGEE GR9
GEOTECHNOLOGIES TOOLKIT |
|
OAGEE Monograph |
Ecological
Footprints kit |
ARCVOYAGER-ESRI
Canada |
|
Magazines such as: Canadian Geographic Seasons Nature Canada The Green Teacher |
The Ecozone Posters
produced by Environment Canada (ISBN:
0-660-16665-8, Cat No. En21-157
1996E) |
ARCVIEW ESRI Canada |
|
Canadian Oxford School Atlas,
7th edition, Oxford University Press (and teacher manual) |
Canada’s Landform
Regions-NFB-V |
ArcCanada CD data |
|
Canada Land of Diversity 2nd
edition, Prentice-Hall Ginn |
1998 Grolier
Multimedia Encyclopedia |
E-stats-data, Stats
Canada |
|
Contact Canada, 2nd ed.
F. Cartwright, G. Birchall, G. Pierce, Oxford University Press, 1996. |
Encyclopedia
Britannica CD-ROM |
Idrisi-Clark
University |
|
Investigating Canada |
Info-finder World
Book |
Autocad Map |
|
Canada: Exploring New Directions,
4th edition Fitzhenry & Whiteside |
Facts on File |
SpansMap-PCI |
|
State of Canada’s Environment Report-Ottawa.
Government of Canada Depository Services Program |
Microsoft Publisher |
MFTeach-Thinkspace |
|
Canada and The World: an Atlas Resource,
2nd ed., Scarborough, Prentice-Hall Ginn, 1995. |
Corel Draw / Chart /
PhotoPaint |
Mapinfo |
|
A Brief History of Canada’s National Parks. W.F.
Lothian Ottawa, Environment
Canada, Parks, 1987 |
Claris Works |
Compusearch-Ontario
Street Files |
|
A Visitors Guide: Canada’s National Parks, M.
Stephenson |
Microsoft Works |
Ontario Base Maps.
Ministry of Natural Resources-Ontario |
|
Organizations and Internet Sites |
Assessment and Teaching Strategies |
|
Ontario Association
of Geographers and Environmental Educators, www.oagee.org |
Geography for Life, National
Geographic Standards, 1994 National Geographic
Society, 1994. ISBN 0792227751 |
|
Parks Canada www.pc.ca |
Classroom Assessment-Changing the Face, Facing the Change
Earl . Lorna and Cousins, Bradley. OPSTF, 1995. |
|
Canadian Communities
School Atlas www.//cgdi.gc.ca/ccatlas |
Communicating Student Learning,
Guskey, Tom, ed. ASCD Yearbook, 1996. |
|
Stats Canada http://www.statcan.ca/english/Estat/estat.htm |
Assessing Student Outcomes: Performance AssessmentUsing
Dimensions of Learning, Marzano, R., Pickering D., and
McTighe, J. ASCD, 1993. ISBN 0871202255 |
|
Environment Canada:
Ecozones of Canada, www.ec.gc.ca |
The Mindful School – How to Grade for Learning,
O’Connor, K Skylight, 1998. ISBN 1575171236 |
|
www.canada.gc.ca./canadiana/cdaind_e.html |
Project Wild |
|
www.ns.ec.gc.ca:4000/envcan.html |
Student-Centered Classroom Assessment
2nd ed., Stiggins ,R. Maxwell Macmillan |
|
www.cmc.ec.gc.ca/climate |
Cooperative Learning, Where Heart Meets Mind.
Toronto: Bennett, B. et al Educational Connections, 1991. ISBN 0969538804 |
|
www.199.212.18.77/~vigettes/terr.html |
Together We Learn, Clarke, J. et al Prentice Hall Canada
Inc. ISBN 0139245561 |
|
Canadian Centre for
Inland Waters www.glimr.cciw.ca |
Educative Assessment: Designing Assessments to Improve
Student Learning, Wiggins, G. Canadian Distributer is Prentice
Hall, 539 Collier McMillan Dr., Cambridge, Ont., N1R 5W9, 1-800-567-3800 ISBN 0787908487 |
|
Canadian Council For
Geographic Education. http://www.ccge.org |
Understanding by Design, Wiggins,
G., McTighe, J., ASCD 1198 |
|
The Royal Canadian
Geographic Society. http://www.rcgs.org |
Multiple Intelligences In the Classroom. Armstrong,
T., ASCD 1994. ISBN 0871202301, Stock # 1-94055 |
|
Natural Resources Canada http://www.NRCan.gc.ca |
Assessing in the Learning Organization.
Costa Arthur, C. & Kallick, B. ASCD 1995. ISBN 0871202506 |
Coded Expectations: Canadian and World Studies, Academic,
Grade 9
The Ontario
Curriculum, Grades 9 and 10: Canadian and World Studies
Geographic Foundations:
Space and Systems
Overall Expectations
By the end of the course, students will:
SSV.01B
- demonstrate an understanding of
spatial organization components (e.g., place, location,
region, pattern);
SSV.02B
- describe selected Canadian ecozones
and identify the processes that shape them;
SSV.03B
- identify and analyse patterns of
spatial organization, including land use, population
distribution, and ecozones;
SSV.04B
- demonstrate 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);
SSV.05B
- analyse factors that affect natural
and human systems in Canada using local and regional
examples.
Specific Expectations
Understanding Concepts
By the end of the course, students will:
SSI.01B
- demonstrate an understanding of the
terms and concepts associated with regions (e.g.,
bioregion, ecozone, ecological
footprint, boundaries, transition zone, ecumene);
SSI.02B
- demonstrate an understanding of the characteristics
of natural systems (e.g., climate,
landforms, soils, natural
vegetation, wildlife);
SSI.03B
- demonstrate an understanding of how
natural and human systems interact within ecozones;
SSI.04B
- demonstrate an understanding of the
characteristics of human systems (e.g., transportation, population,
communication, energy networks, industry);
SSI.05D
- distinguish between the
characteristics of urban and rural environments (e.g., population
density, land use, forms of
settlement, development patterns);
SSI.06D
- explain the geographical requirements
that determine the location of businesses, industries,
and transportation systems, and make
predictions about future locations of these enterprises
and systems.
Developing and
Practising Skills
By the end of the course, students will:
SS2.01D
- produce a set of criteria for
identifying regions, including ecozones;
SS2.02D
- analyse statistical data on
population density to identify trends and variations;
SS2.03D
- identify patterns of migration within
Canada, and between Canada and other countries;
SS2.04D
- identify and explain the regional
distribution patterns of various peoples across Canada (e.g.,
Aboriginal peoples, Francophones,
immigrant groups);
SS2.05D
- analyse the location pattern of recent
Native land claims in Canada.
Learning Through
Application
By the end of the course, students will:
SS3.01D
- use knowledge of the local bioregion
to generate manageable research questions;
SS3.02D
- produce a research paper evaluating the
effect of government land use policy and produce an
evaluation of its effect on planning
in the local community;
SS3.03D
- identify the best place in Canada to
live using a reasoned argument to justify this choice;
SS3.04D
- identify how they can contribute to
the quality of life in their homes, local bioregions,
province, nation, and the world;
SS3.05B
- describe how the arts (e.g., dance,
drama, literature, music, visual arts) in Canada reflect
natural or cultural landscapes;
SS3.06B
- make recommendations for appropriate
forms of human systems (e.g., transportation, social
services, political structures,
resource management) for the territory of Nunavut.
Human-Environment
Interactions
Overall Expectations
By the end of the course, students will:
HEV.01D
- analyse the ways in which natural
systems interact with human systems, then make
predictions about the outcomes of
these interactions;
HEV.02D
- describe Canada's renewable and
non-renewable resource bases, and explain their relationship
to the Canadian economy;
HEV.03B
- 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;
HEV.04D
- explain the role of government in
managing resources and protecting the environment.
Specific Expectations
Understanding Concepts
By the end of the course, students will:
HEI.01B
- demonstrate an understanding of what
is meant by an "ecological footprint";
HEI.02B
- demonstrate an understanding of how
human activities (e.g., agricultural and urban
development, waste management, parks
development, forest harvesting, land reclamation)
affect the environment;
HEI.03B
- 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);
HEI.04B
- identify the regional distribution of
Canada's energy sources and describe the relative
importance of each source;
HEI.05D
- 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.
Developing and
Practising Skills
By the end of the course, students will:
HE2.01D
- develop and test criteria to
determine the value of natural resources, including agricultural
lands and wilderness;
HE2.02D
- produce and evaluation of the
feasibility of using selected renewable and alternative energy
sources (e.g., solar, wind, tidal,
hydrogen fuel cell) and implementing conservation strategies;
HE2.03D
- evaluate differing viewpoints on the
benefits and disadvantages of selected energy
megaprojects (e.g., James Bay,
Hibernia, Athabaska tar sands, Churchill Falls);
HE2.04D
- 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;
HE2.05B
- 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 woodlots or
schoolyards, industrial initiatives
to reduce pollution).
Learning Through
Application
By the end of the course, students will:
HE3.01D
- analyse and evaluate the success, in
environmental and economic terms, of local waste
management methods;
HE3.02D
- produce an evaluation of methods used
by the local community to promote efficiency in
energy and water use;
HE3.03D
- produce an evaluation of proposed
solutions to environmental problems (e.g., by
government, industry, other
interested groups) and make recommendations for sustainable
resource use.
Global Connections
Overall Expectations
By the end of the course, students will:
GCV.01D
- demonstrate an understanding of how
Canada's diverse geography affects its economic,
cultural, and environmental links to
other countries;
GCV.02B
- analyse connections between different
parts of Canada, and between Canada and other
countries (e.g., migration patterns,
cultural activities, foreign ownership, trade);
GCV.03B
- research and report on global
concerns that affect Canadians (e.g., wilderness protection,
economic impact of globalization).
Specific Expectations
Understanding Concepts
By the end of the course, students will:
GCI.01D
- analyse the global distribution of
major international agreements and organizations in which
Canada participates (e.g., United
Nations, North American Free Trade Agreement, Common
Wealth, Sommet de la francophonie);
GCI.02D
- 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);
GCI.03B
- demonstrate a knowledge of Canada's
significant world contributions (.e.g, peace-keeping,
telecommunications technology);
GCI.04D
- demonstrate an understanding of the
interdependence of Canadian and world economies;
GCI.05D
- explain how Canada's natural systems
form part of global natural systems (e.g., Pacific Ring
of Fire, continental shelves, global
biomes);
Developing and Practising
Skills
By the end of the course, students will:
GC2.01D
- 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);
GC2.02D
- evaluate Canada's participation in
organizations that deal with global issues (e.g., global
warming, biodiversity, human
rights);
GC2.03D
- research the impact of transnational
corporations and international trade on people and the
environment.
Learning Through
Application
By the end of the course, students will:
GC3.01D
- calculate Canada's share of selected
world commodities (e.g., minerals, fuels, forest and
agricultural products, manufactured
goods and services);
GC3.02D
- 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;
GC3.03D
- produce a proposal for a solution to
a global geographic or environmental issue.
Understanding and Managing
Change
Overall Expectations
By the end of the course, students will:
UMV.01B
- demonstrate an understanding of how
natural and human systems change over time and from
place to place;
UMV.02B
- 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;
UMV.03B
- demonstrate an understanding of how
global economic and environmental factors affect
individual career and lifestyle
opportunities.
Specific Expectations
Understanding Concepts
By the end of the course, students will:
UMI.01B
- demonstrate an understanding of
similarities among cultures and the need to respect cultural
differences;
UMI.02B
- 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);
UMI.03D
- demonstrate an understanding of the
factors influencing demographics and migration in
Canada.
Developing and
Practising Skills
By the end of the course, students will:
UM2.01B
- research different perspectives on a
geographic issue (e.g., clear-cutting, waste disposal) and
present arguments supporting a point
of view;
UM2.02B
- predict the consequences of human
activities (e.g., agriculture, recreation) on natural systems
(e.g., soil depletion, climate
change);
UM2.03B
- 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);
UM2.04D
- research and identify the educational
requirements for a career related to geography.
Learning Through
Application
By the end of the course, students will:
UM3.01D
- produce and evaluate a set of
criteria (e.g., in terms of religious and political pluralism,
bilingualism, contributions of
ethnocultural groups) to describe Canadian identity);
UM3.02D
- 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);
UM3.03D
- 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);
UM3.04D
- 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).
Methods of Geographic
Inquiry
Overall Expectations
By the end of the course, students will:
MIV.01B
- 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;
MIV.02B
- 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;
MIV.03D
- 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
Understanding Concepts
By the end of the course, students will:
MI1.01B
- demonstrate an understanding of the
technologies used in geographic inquiry (e.g., Geographic
Information Systems (GIS),
hypermedia);
MI1.02B
- demonstrate an understanding of the
methods used to collect, organize, manipulate, and
interpret geographic data.
Developing and
Practising Skills
By the end of the course, students will:
MI2.01D
- use geographic terms correctly in
written and oral communication (e.g., location, place,
region, pattern, urban, suburban,
rural, wilderness);
MI2.02B
- develop and use appropriate questions
to define a topic, problem, or issue, and use these
questions to focus a geographic
inquiry;
MI2.03D
- locate and use effectively geographic
material from primary sources (e.g., field research,
surveys, interviews) and secondary
sources (e.g., mainstream and alternative media,
CD-ROMs, Internet) to research a
geographic issue;
MI2.04B
- use graphic
organizers (e.g., semantic webs, timelines, future wheels, analogy charts, Venn
diagrams) effectively to visualize,
clarify, and interpret geographic information;
MI2.05B
- demonstrate an ability to distinguish
among opinion, argument, and fact in research sources;
MI2.06B
- describe biases in information and
identify what types of information are relevant to
particular inquiries;
MI2.07B
- decide whether or not the questions
they have used for a geographic inquiry have been
answered or the problems addressed;
MI2.08B
- select and use appropriate methods
for displaying geographic data;
MI2.09D
- collect (e.g., through observation,
surveying, interviewing) and synthesize information about
the local bioregion;
MI2.10D
- select and use appropriate technology
(e.g., computer-generated maps, graphs, air photos,
digital maps) to present geographic
information;
MI2.11D
- create and use effectively
photographs, charts, graphs, models, and diagrams;
MI2.12B
- use different types of maps (e.g.,
road, topographical, thematic) to interpret geographic
relationships, including changes
over time in a specific location;
MI2.13B
- use cartographic conventions
correctly when constructing maps (e.g., scale, legend,
direction);
MI2.14B
- use statistical methods (e.g.,
average, median, correlation) effectively when analysing
geographic information.
Learning Through
Application
By the end of the course, students will:
MI3.01B
- 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);
MI3.02D
- map existing transportation,
communication, and energy networks in order to plan and make
decisions concerning a regional
community;
MI3.03B
- select and use an organizer or
decision-making model effectively to study a regional or
national geographic issue;
MI3.04D
- use geographic data to support
conclusions and opinions;
MI3.05B
-
use computer technology effectively to
communicate with students in different regions.