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COURSE OUTLINE

Course Title: Geography of Canada
Course Code: CGC1D
Grade: 9
Course Type: Academic
Credit Value: 1
Prerequisite: None
Curriculum Policy Document: Canadian and World Studies, The Ontario Curriculum, Grades 9 and 10, 2005, revised
Department: Canadian and World Studies
Course Developer: Dr. Al Hecht
Development Date: August 2004
Course Revised by: Various
Revision Date: August 2005

Course Description:

This course explores Canada's distinct and changing character and the geographic systems and relationships that shape it. Students will investigate the interactions of natural and human systems within Canada, as well as Canada's economic, cultural, and environmental connections to other countries. Students will use a variety of geotechnologies and inquiry and communication methods to analyse and evaluate geographic issues and present their findings.

Unit	Titles and Descriptions	Time and Sequence
Unit 1	Introduction to Canadian Geography In this unit students will be introduced to the concepts examined by the discipline of geography and the tools that geographers use. An introduction of the geography of Canada will survey the physical landscape of Canada, its ecology and evolution with respect to its population. Students will conclude the unit by reviewing the concepts of primary and secondary resources and their role in Canada.	27 hours
Unit 2	Economic and Urban Geography of Canada This unit begins by introducing the functions of the G8 and Canada’s role in it. From there students will examine the sectors of mining, forestry, energy, fisheries, fur, agriculture, manufacturing, service and transportation and their role in Canada’s economy past and present.	27 hours
Unit 3	Canadian Resource Geography This unit will look at the environmental challenges and threats being imposed on this nation. Such an exploration leads naturally into an examination of Canada’s First Nations peoples and finally, the unit concludes with an exploration of Canada’s rich ecotourism industry.	27 hours
Unit 4	Historical and Cultural Geography of Canada This unit pursues various case studies that will succeed in developing a sense of the nation’s historical and cultural geography. These case studies include: the Arctic and Inuit, the Newfoundland fisheries, the Quebec fur trade, the occupation of the prairies and the renewal of aboriginal culture.	27 hours
	Final Examination	2 hours
	Total	110 hours

Teaching / Learning Strategies:

Since the over-riding aim of this course is to help students use language skillfully, confidently and flexibly, a wide variety of instructional strategies are used to provide learning opportunities to accommodate a variety of learning styles, interests and ability levels. These include:

Guided Writing	Independent Research	Directed Reading Activities
Visuals	Direct Instruction	Writing to Learn
Independent Study	Writing Processes	Multimedia Productions
Map Analysis	Chart Analysis	Expressing Points of View
Terminology	Guided Internet Research

Assessment and Evaluation Strategies of Student Performance:

Assessment is a systematic process of collecting information or evidence about student learning. Evaluation is the judgment we make about the assessments of student learning based on established criteria. The purpose of assessment is to improve student learning. This means that judgments of student performance must be criterion-referenced so that feedback can be given that includes clearly expressed next steps for improvement. Tools of varying complexity are used by the teacher to facilitate this. For the more complex evaluations, the criteria are incorporated into a rubric where levels of performance for each criterion are stated in language that can be understood by students.

Strategy	Purpose	Who	Assessment Tool
Discussion Postings	Diagnostic	Teacher	Anecdotal records
Self-Tests	Diagnostic	Self	Checklist
Creative Writing	Assessment	Self/peer/teacher	Anecdotal records
Internet Research - Multimedia Presentation	Assessment	Peer/teacher	Rating scale
Research Projects	Assessment	Peer/Teacher	Anecdotal records
Issue Based Analysis	Assessment	Teacher	Checklist
Simulation	Assessment	Teacher	Anecdotal records
Interpreting Primary Documents	Assessment	Teacher	Marking Scheme
Interpreting Pictures	Evaluation	Teacher	Rating scale
Interpreting Maps	Evaluation	Teacher	Rating scale
Independent Research	Evaluation	Teacher	Anecdotal records
Data Analysis	Evaluation	Teacher	Marking scheme
Article Analysis	Evaluation	Teacher	Anecdotal records
Creative Writing - Dilemma Alternatives	Evaluation	Teacher	Anecdotal records
Research Paper	Evaluation	Teacher	Rubric
Terms	Evaluation	Teacher	Marking scheme
Investigations	Evaluation	Teacher	Marking scheme
Unit Tests	Evaluation	Teacher	Checklist
Final Exam	Evaluation	Teacher	Marking Scheme and Checklist

Assessment is embedded within the instructional process throughout each unit rather than being an isolated event at the end. Often, the learning and assessment tasks are the same, with formative assessment provided throughout the unit. In every case, the desired demonstration of learning is articulated clearly and the learning activity is planned to make that demonstration possible. This process of beginning with the end in mind helps to keep focus on the expectations of the course as stated in the course guideline. The evaluations are expressed as a percentage based upon the levels of achievement.

Overall Expectations - CGC1D

Geographic Foundations: Space and Systems
Overall Expectations
GGF.01	describe the components and patterns of Canada’s spatial organization;
GGF.02	demonstrate an understanding of the regional diversity of Canada’s natural and human systems;
GGF.03	analyse local and regional factors that affect Canada’s natural and human systems.
Human-Environment Interactions
Overall Expectations
GHE.01	explain the relationship of Canada’s renewable and non-renewable resources to the Canadian economy;
GHE.02	analyse the ways in which natural systems interact with human systems and make predictions about the outcomes of these interactions;
GHE.03	evaluate various ways of ensuring resource sustainability in Canada.
Global Connections
Overall Expectations
GGC.01	describe how Canada’s diverse geography affects its economic, cultural, and environmental links to other countries;
GGC.02	analyse connections between Canada and other countries;
GGC.03	report on global issues that affect Canadians..
Understanding and Managing Change
Overall Expectations
GUM.01	explain how natural and human systems change over time and from place to place;
GUM.02	predict how current or anticipated changes in the geography of Canada will affect the country’s future economic, social, and environmental well-being;
GUM.03	predict how current or anticipated changes in the geography of Canada will affect the country’s future economic, social, and environmental well-being;
Methods of Geographic Inquiry and Communication
Overall Expectations
GMG.01	use the methods and tools of geographic inquiry to locate, gather, evaluate, and organize information about Canada’s natural and human systems;
GMG.02	analyse and interpret data gathered in inquiries into the geography of Canada, using a variety of methods and geotechnologies;
GMG.03	communicate the results of geographic inquiries, using appropriate terms and concepts and a variety of forms and techniques.

The Final Grade:

The evaluation for this course is based on the student's achievement of curriculum expectations and the demonstrated skills required for effective learning.

The percentage grade represents the quality of the student's overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline.

A credit is granted and recorded for this course if the student's grade is 50% or higher. The final grade for this course will be determined as follows:

• 70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will reflect the student's most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement.



• 30% of the grade will be based on a final examination administered at the end of the course. This exam will be based on an evaluation of achievement from all four categories of the Achievement Chart for the course and of expectations from all units of the course. This exam includes well-formulated multiple-choice questions as well as long-answer type questions.

The report card will focus on two distinct but related aspects of student achievement; the achievement of curriculum expectations and the development of learning skills. The report card will contain separate sections for the reporting of these two aspects.

A Summary Description of Achievement in Each Percentage Grade Range and Corresponding Level of Achievement
Percentage Grade Range	Achievement Level	Summary Description
80-100%	Level 4	A very high to outstanding level of achievement. Achievement is above the provincial standard.
70-79%	Level 3	A high level of achievement. Achievement is at the provincial standard.
60-69%	Level 2	A moderate level of achievement. Achievement is below, but approaching, the provincial standard.
50-59%	Level 1	A passable level of achievement. Achievement is below the provincial standard.
below 50%	Level R	Insufficient achievement of curriculum expectations. A credit will not be granted.

Achievement Chart: Canadian and World Studies, Grades 9-12

Categories	50-59% (Level 1)	60-69% (Level 2)	70-79% (Level 3)	80-100% (Level 4)
Knowledge and Understanding - Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding)
	The student:
Knowledge of content (e.g., facts, terms, definitions)	demonstrates limited knowledge of content	demonstrates some knowledge of content	demonstrates considerable knowledge of content	demonstrates thorough knowledge of content
Understanding of content (e.g., concepts, ideas, theories, procedures, processes, methodologies, and/or technologies)	demonstrates limited understanding of content	demonstrates some understanding of content	demonstrates considerable understanding of content	demonstrates thorough and insightful understanding of content
Thinking - The use of critical and creative thinking skills and/or processes
	The student:
Use of planning skills (e.g., focusing research, gathering information, organizing an inquiry, asking questions, setting goals)	uses planning skills with limited effectiveness	uses planning skills with moderate effectiveness	uses planning skills with considerable effectiveness	uses planning skills with a high degree of effectiveness
Use of processing skills (e.g., inquiry process, problem-solving process, decision-making process, research process)	uses processing skills with limited effectiveness	uses processing skills with some effectiveness	uses processing skills with considerable effectiveness	uses processing skills with a high degree of effectiveness
Use of critical/creative thinking processess (e.g., oral discourse, research, critical analysis, critical literacy, metacognition, creative process)	uses critical / creative thinking processes with limited effectiveness	uses critical / creative thinking processes with some effectiveness	uses critical / creative thinking processes with considerable effectiveness	uses critical / creative thinking processes with a high degree of effectiveness
Communication - The conveying of meaning through various forms
	The student:
Expression and organization of ideas and information (e.g., clear expression, logical organization) in oral, graphic, and written forms, including media forms	expresses and organizes ideas and information with limited effectiveness	expresses and organizes ideas and information with some effectiveness	expresses and organizes ideas and information with considerable effectiveness	expresses and organizes ideas and information with a high degree of effectiveness
Communication for different audiences (e.g., peers, adults) and purposes (e.g., to inform,to persuade) in oral, written, and visual forms	communicates for different audiences and purposes with limited effectiveness	communicates for different audiences and purposes with some effectiveness	communicates for different audiences and purposes with considerable effectiveness	communicates for different audiences and purposes with a high degree of effectiveness
Use of conventions (e.g., conventions of form, map conventions), vocabulary, and terminology of the discipline in oral, written, and visual forms	uses conventions, vocabulary, and terminology of the discipline with limited effectiveness	uses conventions, vocabulary, and terminology of the discipline with some effectiveness	uses conventions, vocabulary, and terminology of the discipline with considerable effectiveness	uses conventions, vocabulary, and terminology of the discipline with a high degree of effectiveness
Application - The use of knowledge and skills to make connections within and between various contexts
	The student:
Application of knowledge and skills (e.g., concepts, procedures, processes, and/or technologies) in familiar contexts	applies knowledge and skills in familiar contexts with limited effectiveness	applies knowledge and skills in familiar contexts with some effectiveness	applies knowledge and skills in familiar contexts with considerable effectiveness	applies knowledge and skills in familiar contexts with a high degree of effectiveness
Transfer of knowledge and skills (e.g., concepts, procedures, methodologies, technologies) to new contexts	transfers knowledge and skills to new contexts with limited effectiveness	transfers knowledge and skills to new contexts with some effectiveness	transfers knowledge and skills to new contexts with considerable effectiveness	transfers knowledge and skills to new contexts with a high degree of effectiveness
Making connections within and between various contexts (e.g., past, present, and future; environmental; social; cultural; spatial; personal; multidisciplinary)	makes connections within and between various contexts with limited effectiveness	makes connections within and between various contexts with some effectiveness	makes connections within and between various contexts with considerable effectiveness	makes connections within and between various contexts with a high degree of effectiveness

Resources:

• CGC1D online course of study
• various primary and source documents
• visuals
• maps
• charts of data
• dictionary
• various internet websites

Reference Texts:

• Encounter Canada: Land, People, Environment, Healy et al., Oxford University Press Canada, 2007
• Making Connections: Canada's Geography 2nd Edition, Clark et al., Pearson Education Canada, 2006

Program Planning Considerations for Canadian and World Studies:

Teachers who are planning a program in Canadian and World Studies must take into account considerations in a number of important areas. Essential information that pertains to all disciplines is provided in the companion piece to this document, The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000. The areas of concern to all teachers that are outlined there include the following:

• types of secondary school courses
• education for exceptional students
• the role of technology in the curriculum
• English as a second language (ESL) and English literacy development (ELD)
• career education
• cooperative education and other workplace experiences
• health and safety

Considerations relating to the areas listed above that have particular relevance for program planning in Canadian and World Studies are noted here.

Education for Exceptional Students. In planning courses in Canadian and World Studies, teachers should take into account the needs of exceptional students as set out in their Individual Education Plan. Canadian and World Studies courses reflect the real world, which offers a vast array of opportunities for exceptional students. Students who use alternative techniques for communication may find a venue for their talents as historians, politicians, political analysts, etc. Canadian and World Studies courses respond to the needs and demands of the real Canadian world.

The Role of Technology in the Curriculum. Information technology is considered a learning tool that must be accessed by Canadian and World Studies students when the situation is appropriate. As a result, students will develop transferable skills through their experience with word processing, internet research, presentation software, and telecommunication tools, as would be expected in any modern learning environment. 

English As a Second Language and English Literacy Development (ESL/ELD). This Canadian and World Studies course can provide a wide range of options to address the needs of ESL/ELD students. Assessment and evaluation exercises will help ESL students in mastering the English language and all of its idiosyncrasies. In addition, since all occupations require employees with a wide range of English skills and abilities, many students will learn how their own historical backgrounds can contribute to their success in the larger world. In particular, students have ample opportunities to demonstrate skills in interpretation of data and trends as well as problem solving in new and varied situations.

Career Education. Canadian and World Studies definitely helps prepare students for employment in a huge number of diverse areas. The skills, knowledge and creativity that students acquire through this course are essential for a wide range of careers. Being able to express oneself in a clear concise manner without ambiguity, interpretation of data, and overall communication in an electronic environment would be overall intentions of this Canadian and World Studies course, as these processes help students prepare for success in their working lives.

Cooperative Education and Other Workplace Experiences. By applying the skills they have developed, students will readily connect their classroom learning to real-life activities in the world in which they live. Cooperative education and other workplace experiences will broaden their knowledge of employment opportunities in a wide range of fields. In addition, students will increase their understanding of workplace practices and the nature of the employer-employee relationship. Teachers of Canadian and World Studies should maintain links with community-based businesses to share with the students to ensure that they have access to hands-on experiences that will reinforce the knowledge they have gained in school.

Health and Safety. The Canadian and World Studies program provides the reading and analytical skills for the student to be able to explore the variety of concepts relating to health and safety in the workplace. Teachers who provide support for students in workplace learning placements need to assess placements for safety and ensure that students can read and understand the importance of issues relating to health and safety in the workplace.