IssuesinCanadianGeography,Grade9Academic(CGC1D4/5)

ONEFULL-CREDIT,NOPREREQUISITE

SocialandGlobalStudiesDepartment HarbordCollegiateInstitute,TorontoDistrictSchoolBoard(TDSB)1. COURSEDESCRIPTION

ThiscourseexaminesinterrelationshipswithinandbetweenCanada’snaturalandhumansystemsandhowthesesystemsinterconnectwiththoseinotherpartsoftheworld.Studentswillexploreenvironmental,economic,andsocialgeographicissuesrelatingtotopicssuchastransportationoptions,energychoices,andurbandevelopment.Studentswillapplytheconceptsofgeographicthinkingandthegeographicinquiryprocess,includingspatialtechnologies,toinvestigatevariousgeographicissuesandtodeveloppossibleapproachesformakingCanadaamoresustainableplaceinwhichtolive.2. TEACHINGSTRATEGIES

Studentswillworkindividuallyandingroupstoinvestigategeographicissuesandanalysetheinfluencesandinterrelationshipsthatgiveaplaceitsdistinctivecharacteristicsandthusitsspatialimportance.Specifically,studentswillapplytheconceptsofgeographicthinkingthroughaseriesofdifferentiatedlearningactivities,suchas:interactivesmallgroupwork,Web-basedmapping,documentariesandmediaclips,on-lineresearchactivities,PowerPointpresentations,simulations,writingprojects,presentations,andfieldstudiesdesignedtostimulateandteachcriticalthinking.Studentswillconductprimaryandsecondaryresearchtoexplorerelevantandcurrentissuesfromphysical,economic,political,human,andculturalgeographicalperspectives.3. TEXTS

Clarke,B.W.,J.KWallace&K.M.Earl(2006).GéographieduCanada–Influencesetliaisons,2eédition.Lachenelière,Montréal.

*Thistextbookwillbeusedasanin-classresourceandwhennecessarymaybesignedouttostudentsonashort-termloanbasis.Studentswhohave signedabookoutwill be responsible for returning thebook in good conditionwithnormalwear and tear.Damagedor losttextbooksmustbereplacedbythestudent.Replacementcosttostudent:$104,95.

4. INSTRUCTORS

RichardLeBlanc,SarahToma

Your parent/guardian/caregiver may contact your teacher, Richard LeBlanc, in the Modern Languages Office(Room226)at416.393.1650x.20091orviaemail:richard.leblanc@tdsb.on.ca*TheAssistantCurriculumLeader(ACL)forSocialandGlobalStudiesisA.Magney.Hecanbereachedat416.393.1650x.20085.

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5. UNITDESCRIPTIONSANDEVALUATION

• CourseWork(Units1-4)isworth70%ofyouroverallmark,witheachofthesevenassignmentsworth10%.• Course Culminating Activity is worth 30% of your overall mark, with the Product worth 20% and the

Presentationworth10%.Allcourseworkevaluationsaredesignedtoallowthestudenttheopportunitytoexhibitlearningequallyacrossthefourcategories(Knowledge/Understanding,Thinking,Communication,Application)oftheAchievementChartforCanadianandWorldStudies.Culminatingactivitiesarealsoequallyweightedacrossthefourcategories.ThevalueoftheCulminatingActivitiesisinthechartbelow.TheAchievementChartispublishedinTheOntarioCurriculum,Grades11and12:CanadianandWorldStudies,2013.UNITTITLE(Topics) EVALUATION(Assignment)Unit1:Mappingskills

• Latitude&longitude,scale,compass,roadmap,GIS

• HydrographicmapofCanada• MajorcitiesmapofCanada• MajorBodiesofwatermapofCanada

Unit2:InteractionsinthePhysicalEnvironment• PhysicalProcesses&NaturalSystems• Canada&GlobalClimateChange• NaturalEvents,Hazards,andDisasters

• GeographyintheNewspresentation• ExploringNaturalEventsinCanadaArcGISMap&

Analysis

Unit3:ChangingPopulations• PopulationGrowth&Change• SettlementPatterns&Trends• Immigration&CulturalDiversity

• IsodemographicmapofCanada• 1minutedocumentary

Unit4:ManagingCanada'sResources&Industries• Industries&EconomicDevelopment• ResourceDevelopmentinCanada

ResourceManagementinCanada

• Canada’sNaturalResourceIndustriesArcGISStoryMap

Unit5:LiveableCommunities• Land-UseCharacteristicsinCanada• InfluenceofUrbanGrowth• SustainableUrbanCommunities

• UrbanLandUseArcGISStoryMap&Reflection

CourseCulminatingActivity• SustainableCitiesinCanadaProject

• Product(20%OfOverallMark)• Presentation(10%ofOverallMark)

AllEvaluationsaresubjecttochangebasedoninformedprofessional judgmentoftheinstructor,otherteachersdeliveringthecourseandtheACLofSocialandGlobalStudies.Thiscourseincorporates,asappropriate,considerationsforprogramplanningthatalignwithministryandboardpolicyandinitiatives(e.g.,planningrelatedtostudentswithspecialeducationneeds,Englishlanguagelearners,environmentaleducation,equityandinclusiveeducation,financialliteracyeducation,theOntarioFirstNation,Métis,andInuiteducationpolicyframework,theroleofinformationandcommunicationstechnology,careereducation,cooperativeeducation,healthandsafety).Everyeffortismadetomaximisestudentlearningandsuccesswithintheguidelines,policiesandproceduresspecifiedbyGrowingSuccess,Assessment,EvaluationandReportinginOntarioSchoolsandtheTorontoDistrictSchoolBoard.

6. LATEANDMISSINGASSIGNMENTSPOLICY

AspecificandseparatepolicyfromtheSocialandGlobalStudiesdepartmentwillbeforthcoming.ThispolicywillbebasedonGrowingSuccessandhighlightstudents’responsibility‘forprovidingevidenceoftheirachievementoftheoverallexpectationswithinthetimeframespecifiedbytheteacherandinaformapprovedbytheteacher.’7. COURSEEXPECTATIONS

Thiscourse,CGC1D,isbasedonTheOntarioCurriculum,Grades9,10:CanadianandWorldStudies,2013,studentswillbeexpectedtodemonstratethefollowingMinistryCurriculumExpectations:

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StrandA:GeographicInquiryandSkillDevelopment

A1.GeographicInquiry:usethegeographicinquiryprocessandtheconceptsofgeographicthinkingwheninvestigatingissuesrelatingtoCanadiangeography.A2.DevelopingTransferableSkills:applyineverydaycontextsskills,includingspatialtechnologyskills,developedthroughtheinvestigationofCanadiangeography,andidentifysomecareersinwhichabackgroundingeographymightbeanasset.OverallExpectationsandRelatedConceptsofGeographicThinking

BigIdeas* FramingQuestions*

StrandB:InteractionsinthePhysicalEnvironment

B1.ThePhysicalEnvironmentandHumanActivities:analysevariousinteractionsbetweenphysicalprocesses,phenomena,andeventsandhumanactivitiesinCanada(Interrelationships;GeographicPerspective)

CanadaandGlobalClimateChangePeoplehavedifferentbeliefsabouttheimpactofhumanactionsonthenaturalenvironmentandglobalsystems.

HowdothenaturalcharacteristicsofCanadaandhumanactivityinfluenceeachother?WhyshouldCanadian’scareaboutglobalclimatechange?

B2.InterrelationshipsbetweenPhysicalSystems,Processes,andEvents:analysecharacteristicsofvariousphysicalprocesses,phenomena,andeventsaffectingCanadaandtheirinterrelationshipwithglobalphysicalsystems(PatternsandTrends;Interrelationships)

NaturalEvents,Hazards,andDisastersGeological,climatic,andhydrologicalprocesses,phenomena,andeventshaveshaped,andcontinuetoshape,Canada’snaturallandscape.

InwhatwaysdoEarth’snaturalprocesses,phenomena,andeventsinfluenceCanada’snaturalcharacteristics?Howcanwerespondeffectivelytonaturalhazards?

B3.TheCharacteristicsofCanada’sNaturalEnvironment:describevariouscharacteristicsofthenaturalenvironmentandthespatialdistributionofphysicalfeaturesinCanada,andexplaintheroleofphysicalprocesses,phenomena,andeventsinshapingthem(SpatialSignificance;PatternsandTrends)

PhysicalProcessesandNaturalSystemsNaturalenvironmentalcharacteristics,suchasclimate,geology,drainagepatterns,andvegetation,definethephysicalregionsofCanada.

HowdowedetermineCanada’snaturalregions?HoweffectivearestrategiestoprotectCanada’snaturalenvironment?

StrandC:ManagingCanada’sResourcesandIndustries

C1.TheSustainabilityofResources:analyseimpactsofresourcepolicy,resourcemanagement,andconsumerchoicesonresourcesustainabilityinCanadaInterrelationships;GeographicPerspective)

ResourceManagementinCanadaThewayCanada’sresourcesareusedhasadirectimpactontheavailabilityofresourcesforthefuture.

Howdowebalanceourneedsandwantswithsustainableresourcedevelopment?HowshouldCanadamanageitsresources?

C2.TheDevelopmentofResources:analyseissuesrelatedtothedistribution,availability,anddevelopmentofnaturalresourcesinCanadafromageographicperspective(Interrelationships;GeographicPerspective)

ResourceDevelopmentinCanadaPeoplehavedifferentpointsofviewabouthowCanada’snaturalresourcesshouldbedeveloped.

WhatcriteriashouldwesetfortheextractionanddevelopmentofCanada’snaturalresources?HowdoesresourcedevelopmentaffectCanada?

C3.IndustriesandEconomicDevelopment:assesstherelativeimportanceofdifferentindustrialsectorstotheCanadianeconomyandCanada’splaceintheglobaleconomy,andanalysefactorsthatinfluencethelocationofindustriesinthesesectors(SpatialSignificance;PatternsandTrends)

IndustriesandEconomicDevelopmentCanada’seconomicwell-beingreliesonthedevelopmentofbothnaturalandhumanresources.

WhichresourcesandindustrieswouldyouconsidertobemostvaluabletoCanada?HowmightCanada’sdependencyonitsresourceschangeovertime?

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OverallExpectationsandRelatedConceptsofGeographicThinking

BigIdeas* FramingQuestions*

StrandD.ChangingPopulations

D1.PopulationIssues:analyseselectednationalandglobalpopulationissuesandtheirimplicationsforCanada(FOCUSON:Interrelationships;PatternsandTrends)

PopulationGrowthandChangeGlobalpopulationtrendsandsocio-economicissuescanaffectCanadiancommunities.

HowmightCanada’sresponsetoglobalpopulationissuesaffectCanadiancommunities?HowisCanadaconnectedtoworldpopulationgrowth?

D2.ImmigrationandCulturalDiversity:describethediversityofCanada’spopulation,andassesssomesocial,economic,political,andenvironmentalimplicationsofimmigrationanddiversityforCanada(FOCUSON:SpatialSignificance;GeographicPerspective)

ImmigrationandCulturalDiversityImmigrationandculturaldiversitypresentbothopportunitiesandchallengesforCanadiancommunities.

WhatcriteriashouldbeusedtodetermineCanadianimmigrationpolicy?HowmightimmigrationhelpmeetCanada’sdemographicneeds?

D3.DemographicPatternsandTrends:analysepatternsofpopulationsettlementandvariousdemographiccharacteristicsoftheCanadianpopulation(FOCUSON:SpatialSignificance;PatternsandTrends)

SettlementPatternsandTrendsThedistributionandcharacteristicsofhumansettlementinCanadaaredeterminedbymanyfactorsandmaychangeovertime.

InwhatwaysdodemographiccharacteristicsaffectcommunitiesinCanada?HowareCanada’ssettlementpatternschanging?

E.LiveableCommunities

E1.TheSustainabilityofHumanSystems:analyseissuesrelatingtothesustainabilityofhumansystemsinCanada(FOCUSON:Interrelationships;GeographicPerspective)

SustainableUrbanCommunitiesPeoplehavearoleindeterminingthesustainabilityofhumansystems,suchasfoodproductionandtransportation,withinCanadiancommunities.

Whatcriteriashouldweusewhendeterminingfuturedevelopmentplansforcommunities?Howdoesonechoosebetweenconflictingland-useoptionsforthesamespace?

E2.ImpactsofUrbanGrowth:analyseimpactsofurbangrowthinCanada(FOCUSON:SpatialSignificance;GeographicPerspective)

InfluenceofUrbanGrowthThegrowthofurbansettlementshasanimpactontheeconomy,thenaturalenvironment,society,andpolitics.

Inwhatwaysdoesurbangrowthaffectthequalityoflifeofaplace?HowmighturbangrowthresultinopportunitiesandchallengesforCanadiancommunities?

E3.CharacteristicsofLandUseinCanada:analysecharacteristicsoflanduseinvariousCanadiancommunities,andexplainhowsomefactorsinfluenceland-usepatterns(FOCUSON:SpatialSignificance;PatternsandTrends)

Land-UseCharacteristicsinCanadaLandisusedinavarietyofways,andthewayitisuseddependsupontheneedsofacommunityandthephysicalfeaturesofthesite.

WhataresomesimilaritiesanddifferencesinlanduseindifferentCanadiancommunities?HowareCanadiancommunitiesdesigned?

*A“bigidea”isanenduringunderstanding,anideathatwewantstudentstodelveintoandretainlongaftertheyhaveforgottenmanyofthedetailsofthecoursecontent.Thebigideasaddressbasicquestionssuchas“WhyamIlearningthis?”or“Whatisthepoint?”Throughexplorationofthebigideas,studentsareencouragedtobecomecreatorsoftheirunderstandingsandnotpassivereceiversofinformation.Manyofthebigideasaretransferabletoothersubjectsand,morebroadly,tolifeitself.Inmanycases,theyprovidetheopportunityforstudentstothinkacrossdisciplinesinanintegratedway.Inthisdocument,thebigideasareconnectedtotheoverallexpectationsandtherelatedconceptsofdisciplinarythinkingineachstrand.Thebigideasarealsoconnectedtothegeneralframingquestionsthatareprovidedforeachstrand.Thebigideascombinedwiththeframingquestionsareintendedtostimulatestudents’curiosityandcriticalthinkingandtoheightentherelevanceofwhattheyarestudying.Theframingquestionsarebroadandoftenopen-endedandcanbeusedtoframeasetofexpectationsoranentirestrand.