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COURSE OUTLINE

Course Title: Canadian and World Issues: A Geographic Anaylsis
Course Code: CGW4U
Grade: 12
Course Type: University Preparation
Credit Value: 1
Prerequisite: Any 3U or 3M level Canadian and World Studies, English or Social Studies and Humanities course
Curriculum Policy Document: Canadian and World Studies, The Ontario Curriculum, Grades 11 and 12, Revised 2005
Department: Canadian and World Studies
Course Developer: Edward Sommerville
Development Date: Winter 2007
Course Revised by: -
Revision Date: -

Course Description:

This course examines the global challenges of creating a sustainable and equitable future, focusing on current issues that illustrate these challenges. Students will investigate a range of topics including culture, economic, and geopolitical relationships, regional disparities in the ability to meet basic human needs, and protection of the natural environment. Students will use geo-technologies and skills of geographic inquiry and analysis to develop and communicate balanced opinions about the complex issues facing Canada and a world that is interdependent and constantly changing.

Unit	Titles and Descriptions	Time and Sequence
Unit 1	One World This unit begins by addressing the questions; What is an issue? What makes one issue Canadian but another a world issue? And how ought the analysis of issues of these kinds be approached and carried out? Rather than plunging headlong into a detailed study of any of the issue areas covered in the course, the next section of the unit focuses on two preliminary but important matters: the basic facts of world geography today and a familiarization with westernization, modernization and globalization. Finally, the unit concludes by introducing the Independent Study Project requirements and procedures.	15 hours
Unit 2	The Population Factor The unit begins with an examination of the terminology and basic tools of Demography including population trends world wide, evolutionary patterns of world population growth, population projections and policies. From there students will account for the rising volume of international migration around the world in recent years, the types and incidence of migration flows, impacts of international migrant flows, and international migration issues occurring in the world. After these examinations of growth and mobility the unit will focus on the third of these attributes of human population: distribution. In particular students will learn about the phenomenon of urbanization, and megacity population concentration.	15 hours
Unit 3	Economic Development Three facets of global disparity in material standard of living are explored in this unit. These are first, its dimensions and geography; second, its underlying causes and the issues it typically gives rise to in both rich and poor regions; and third, its possible remedies.	15 hours
Unit 4	Resources and Environments It is the branch of the humanity/nature tradition of geographic inquiry that studies the role of humanity as an agent of environmental change that gives direction to this unit to help students appreciate the nature, scope and seriousness of human-induced environmental deterioration around the globe; to provide them with some historical perspective on the present status of the planetary environment; to give students opportunities to analyze specific environmental quality issues and to familiarize them with the ideas and practices of managing resources and environments according to the precepts of sustainable development.	15 hours
Unit 5	One World Divided Perhaps it is no exaggeration to say that this unit---covering the nature, dimensions, causes, consequences and possible cures of conflict—deals with the most significant set of issues in the entire course. Then students will investigate a current conflict of their own choice to apply what they have learned about conflict analysis in general to a specific case study and to come up with recommendations as to its disposition.	15 hours
Unit 6	Canada and the World As befits the concluding unit of any course of study, all its central concerns---Population, economic development, resources and environments and conflict are brought together to provide students with a convenient summary of all they have learned. However, the opportunity this affords students to apply what they have learned to imagine the future and their country’s role in its making that is of most and lasting significance.	15 hours
	Final Evaluation 30% of the grade will be based on a final assessment task that occurs at or near the end of the course. In the case of this course, this final assessment task will take the form of an independent study project worth 20% of the final mark and a final examination which will be completed online under the supervision of a pre-approved proctor which is worth 10% of the student’s final mark in the course.	30 hours
	Total	110 hours

Teaching / Learning Strategies:

A wide range of teaching and learning strategies are employed including inductive reasoning exercises, reading text and articles, answering questions, completing graphic organizers, research and reporting, map making, essay writing, research essay writing skills, interpreting data from tables, graphs, graphing, predicting, pursuing case studies, creating case studies, test writing, creating power point presentations and finding and posting resources.

Assessment and Evaluation Strategies of Student Performance:

Assessment is a systematic process of collecting information or evidence about a student’s progress towards meeting the learning expectations. Assessment is embedded in the instructional activities throughout a unit. The expectations for the assessment tasks are clearly articulated 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. The purpose of assessment is to gather the data or evidence and to provide meaningful feedback to the student about how to improve or sustain the performance in the course. Scaled criteria designed as rubrics are often used to help the student to recognize their level of achievement and to provide guidance on how to achieve the next level. Although assessment information can be gathered from a number of sources (the student himself, the student’s course mates, the teacher), evaluation is the responsibility of only the teacher. For evaluation is the process of making a judgment about the assessment information and determining the percentage grade or level.

Overall Expectations - CGW4U

Geographic Foundations: Space and Systems
Overall Expectations
GGF.01	explain how the earth’s natural and human systems are interconnected in multiple, complex ways;
GGF.02	analyse the causes and effects of economic disparities around the world;
GGF.03	compare the cultural, economic, and political aspirations of selected groups and the effects of their actions on local, national, and global geographic issues.
Human-Environment Interactions
Overall Expectations
GHE.01	analyse the impact of selected global trends on people and environments at the local,national, and global level;
GHE.02	analyse geographic issues that arise from the impact of human activities on the environment in different regions of the world;
GHE.03	evaluate approaches, policies, and principles relating to the protection and sustainability of the planet’s life-support systems.
Global Connections
Overall Expectations
GGC.01	analyse the influences that increase the interdependence of countries around the world;
GGC.02	analyse instances of international cooperation and conflict and explain the factors that contributed to each;
GGC.03	evaluate the social, economic, and environmental impact of the strategies for sustainable development implemented by a variety of individuals, organizations, and institutions.
Understanding and Managing Change
Overall Expectations
GUM.01	analyse trends and predict changes in the human use of the earth and its resources;
GUM.02	evaluate the cultural, economic, and environmental impact of changing technology;
GUM.03	evaluate the effectiveness of short-term and long-term solutions to geographic problems and issues at the local, national, and global level.
Methods of Geographic Inquiry and Communication
Overall Expectations
GMG.01	uuse the methods and tools of geographic inquiry to locate, gather, evaluate, and organize information;
GMG.02	analyse and interpret data gathered through research and investigation, 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 of the student’s achievement in this course is based on the student’s achievement of the curriculum expectations. The percentage grade represents the student’s overall achievement and reflects the corresponding level of achievement as described in the Achievement chart for this discipline. A credit will be granted if the final percentage awarded is 50% or more.

The final grade will be determined as follows:

• 70% of the grade will be based upon assessment tasks completed 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 the most recent evidence of achievement.



• 30% of the grade will be based on a final assessment task that occurs at or near the end of the course. In the case of this course, this final assessment task will take the form of an independent study project worth 20% of the final mark and a final examination which will be completed online under the supervision of a pre-approved proctor which is worth 10% of the student’s final mark in the course.

The Report Card:

The report card will focus on two distinct but related components 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:

In addition to the lessons and activities found in this course, students are also referred to major newspapers, Google search engines, and external articles from respected journals such as The Futurist, Foreign Affairs, and Canadian Geographic. Students will download and use map making tools such as Enlarge, Map Machine, Encarta’s Atlas, world countries. They will employ data from the Population Reference Bureau and numerous websites like those of CIDA. Students will also have access to a number of useful resources for research essay writing skill development.

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 creative part of our literary 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 writers. Just as Canadian and World Studies courses respond to the needs and demands of the greater world of work, Canadian and World Studies courses are largely shaped by the needs and demands of students who will all eventually end up in this greater 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 business 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. Detailed analysis of the parts of speech, vocabulary and sentence, paragraph and essay structure 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 backgrounds and language skills can contribute to their success in the larger world.

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 Canadian and World Studies course are essential for a wide range of careers. Being able to express oneself in a clear concise manner without ambiguity would be an overall intention of this English course, as it helps 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 ensure that students 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 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.