Course Information Sheet

Date: September 2011

Secondary School: Marshall McLuhan

Department Head: Ms. Scarangella

Teacher: Ms Vieira

Department: Canadian and World Studies

Curriculum Policy Document

/ The Ontario Curriculum, Grades 9-10, Canadian and World Studies, 2005

Course Title

/ The Geography of Canada /

Course Code

/ CGC1D1
Grade & Type

Pre-requisite

Full Year / Semester / Full Year /

Credit Value

/ 1
Course Description
This course uses a variety of frameworks, including ecozones and principles of physical, human and
economic geography, to explore Canada’s distinct and evolving character. Students will investigate
the interconnections among the landforms, climate, soils, plants, animals and human activities in
Canadian ecozones to develop geographic knowledge and skills that contribute to an understanding of
Canada’s diversity and its role in the world. Through their examination, evaluation and application of knowledge of interdependent systems (especially physical, ecological and socio-economic), students will discover what is necessary for the development of a just and compassionate society. This course will help in the development of a responsible Catholic citizen who respects and affirms the diversity and interdependence of the world’s different peoples, respects the environments, and promotes the wise use of resources.
Listed in order of instructional delivery

Strand / Unit Titles

/ HOURS /

Overall Expectations / Unit Description

Canada’s Global Connections / 22 / This unit has a dual purpose: to introduce students to the study of geography and to help students begin to develop a global perspective. Students will appreciate that geography has both human and physical aspects. They will become familiar with the tools which a geographer employs and with some of the career opportunities available. The unit will also reinforce skills such as scale, direction, and latitude and longitude which have been previously taught in the elementary programs. Students
will also begin to understand Canada’s connections to the world through their study of trade and development. Finally, students will examine Canada’s involvement in world organizations.
Canada’s Natural Diversity / 25 / The focus of the unit is on the Ecozones of Canada; the content covers the Physical, Climate, Vegetation and Soil Regions of Canada. The major task of the unit which is outlined in activity #6,
asks the students to discover the number and extent of the ecozones of Canada and to consider the results of human and natural impacts on these ecozones. The goal of the final activity of the unit is to heighten awareness of the responsibility involved in good stewardship from the perspective of Catholic Church teachings.
Canada’s People / 21 / Canada’s human systems are as diverse and as ever-changing as our natural systems. In this unit, students demonstrate their understanding of the concepts of cultural diversity within the Canadian mosaic, population distribution and migration trends, and urban and rural population trends. Students are called upon to respect and celebrate the rich historical and cultural heritage of Canadian society and to promote the dignity of the individual as a gift from God.
Canada’s Resource Stewardship / 22 / Canada has been blessed by God with an abundance of physical natural resources. We have a rich tradition of responsible stewardship from our Aboriginal peoples and early settlers. Students are expected to critically examine our use and management of resources; promote the wise use of resources; and cherish our resources as gifts to be used and shared by God. In this unit students demonstrate an understanding of Canada’s resource utilization and the distribution and sustainability of selected Canadian resources.
Student Evaluation Criteria
Term – 70% / Final – 30% / Final Report Card Grade Calculation – 100%
10 ≤ Relative Emphasis / Weighting ≤ 40 / Relative Emphasis / Weighting / Term Total + Final Total = Report Card Mark
Knowledge/Understanding / 17.5 / Mid Term / 15

Inquiry/Thinking

/ 17.5 / Final Exam / 15
Communication / 17.5
Application / 17.5
Term Total / 70 / Final Total / 30
Assessment Format Used
Written / Performance / Other
Case Studies / Online Discussion
Maps / Conferences
Quizzes / Discussions
Unit Tests / Oral assessment
Paragraph writing
Resources
making Connections / Bruce W. Clark
Policies & Procedures
Tests/Quizzes / There are several unit tests which will be included as part of your evaluation. If you are absent for a test, you must provide a medical reason explaining your absence. If it is discovered that a student has skipped class the day of the test or quiz, an automatic mark of zero will be given.
Late Assignments/Projects / The student is responsible for completing assignments and submitting them on time. Any outstanding assignments submitted after other students’ assignments have been evaluated and returned will not be accepted.
Plagiarism / See school agenda “Assessment & Evaluation Guidelines”
Homework / Every possible attempt will be made to provide students with ample time to begin the exercises in class. Work will be checked and evaluated regularly and it is your responsibility to have it completed for the following class. Being absent the day prior to an exercise check does not excuse its incompletion. Homework assignments will be posted on eclass.
Learning Skills Criteria
In each reporting period, report on the quality of the learning skills demonstrated by the student in each of the categories identified on the report card using the following letter symbols.
E–Excellent G–Good S–Satisfactory N–Needs Improvement
SKILL: Works Independently
Indicators:
• accomplishes tasks independently
• accepts responsibility for completing tasks
• follows instructions
• regularly completes assignments on time and with care
• demonstrates self-direction in learning
• independently selects, evaluates, and uses appropriate learning materials, resources, and activities / • demonstrates persistence in bringing tasks to completion
• uses time effectively
• uses prior knowledge and experience to solve problems and make decisions
• reflects on learning experiences
SKILL: Organization
Indicators:
• organizes work when faced with a number of tasks
• devises and follows a coherent plan to complete a task
• follows specific steps to reach goals or to make improvements
• revises steps and strategies when necessary to achieve a goal / • manages and uses time effectively and creatively
• demonstrates ability to organize and manage information
• follows an effective process for inquiry and research
• uses appropriate information technologies to organize information and tasks
SKILL: Initiative
Indicators:
• seeks out new opportunities for learning
• responds to challenges and takes risks
• demonstrates interest and curiosity about concepts, objects, events, and resources
• seeks necessary and additional information in print, electronic, and media resources
• identifies problems to solve, conducts investigations, and generates questions for further inquiry
• requires little prompting to complete a task, displaying self-motivation and self-direction / • approaches new learning situations with confidence and a positive attitude
• develops original ideas and devises innovative procedures
• attempts a variety of learning activities
• seeks assistance when needed
• uses information technologies in creative ways to improve learning for self or others
SKILL: Teamwork
Indicators:
• works willingly and cooperatively with others
• shares resources, materials, and equipment with others
• responds and is sensitive to the needs and welfare of others
• solves problems collaboratively
• accepts various roles, including leadership roles
• takes responsibility for his or her own share of the work to be done
• works to help achieve the goals of the group or the class
• helps to motivate others, encouraging them to participate
• contributes information and ideas to solve problems and make decisions / • questions the ideas of the group to seek clarification, test thinking, or reach agreement
• shows respect for the ideas and opinions of others in the group or class
• listens attentively, without interrupting
• in discussions, paraphrases points of view and asks questions to clarify meaning and promote understanding
• recognizes the contribution of group members by means of encouragement, support, or praise
• seeks consensus and negotiates agreement before making decisions
SKILL: Work Habits/Homework
Indicators:
• completes homework on time and with care
• puts forth consistent effort
• follows directions
• shows attention to detail
• uses materials and equipment effectively / • begins work promptly and uses time effectively
• perseveres with complex projects that require sustained effort
• applies effective study practices

NOTE: The above chart is a reformatting of the skills identified in the Ministry of Education’s Guide to the Provincial Report Card, Grades 9 – 12 : Appendix C: pages 27 to 29 .