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Course Profile
The
Course Overview
Course
Profiles are professional development materials designed to help teachers
implement the new Grade 11 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.
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 technology reflect only the opinions of the writers of
this sample Course Profile, and do not reflect any official endorsement by the
Ministry of Education or by the Partnership of School Boards that supported the
production of the document.
© Queen’s
Printer for
Public
and
Lead
Public Board –
Project
Leaders
Allan
Hux, President OHCA,
Ethel
Johnston,
Course
Profile Writing Team
Ethel
Johnston,
Tina
McPhee,
Leesa
Blake,
Internal
Reviewers
Michael
Ball,
Jack
Seigel,
Doug
McMillan,
Jock
Jan
Bivall,
Librarians
Esther
Rosenfeld, DWC, Library/Learning Resources, TDSB
Mark
Kaninski, Library Consultant, TDSB
Larry
Maenpaa, Teacher/Librarian
Associations
Lead
Catholic Board –
Project
Manager – Allan Mackey,
Course
Profile Writing Team
Ivan
Ius, (Lead Writer)
Michael
Costanza,
Maurice
Germinario,
Reviewers
Patrick
Collins,
Tina
D’Acunto,
Course
Overview
The
University/College Preparation, CGD3M
This
course explores the growing interdependence of the
As we
approach the twenty-first century, we live in a world where people are
increasingly environmentally, economically, politically, and socially
interdependent. It is no longer possible to plan for the future without looking
at options and issues from a global perspective. The purpose of this course is
to help students, through geographic inquiry, in light of Gospel values and
Catholic social teachings, to discern the differences in natural systems,
life-journeys of people, and the growing inequality of nations in the
This
course has been designed to provide a systematic approach based on the five
themes of geography and related to the strands and expectations in The
Another
important consideration for teachers is the accumulation of resources. Working
with teacher-librarians in unit planning to ensure a wide variety of learning
materials is critical. The integration of various geotechnologies enhances
student learning and provides for the development of crucial IT
skill sets. Teachers are encouraged to plan for this critical aspect of
geographic learning.
Students
may not have had the opportunity to practise their geographic skills and
knowledge since
Grade 9 and therefore they are reviewed in the first unit to provide the
context for learning about the
It is
suggested that the thirty percent of the grade to be administered near the end
of the course be based on a final examination and the culminating task. The
timelines suggested are meant to be flexible and can be used as a guideline
dependent on the specific needs of students.
|
* Unit 1 |
Defining the |
25 hours |
|
Unit 2 |
Changing Peoples, Changing Lands |
25 hours |
|
Unit 3 |
Economies in Transition |
20 hours |
|
* Unit 4 |
Geopolitics in the |
25 hours |
|
Unit 5 |
Speaking Out |
15 hours (some time should be integrated throughout the course) |
*These
units are fully developed in this Course Profile.
Unit
Description
In
this introductory unit, students explore the differences and similarities among
the differing and disparate regions of this geographic entity. As some students
have not had the opportunity to study Geography in Grade 10, this unit provides
them with chances to revisit skills and knowledge from their Grade 9 Geography
classes. Students begin their study of physical geography by examining patterns
within differing regions. They develop an understanding of human geography
through comparisons of colonization history and data analysis. Economic and
political issues are introduced through Library/Resource Centre and Internet
research and issues interpretation. By focusing on skill development, students
begin to grasp the complexity of studying such a large region and learn to
break down information into meaningful patterns. In the unit culminating
activity, students design a mind map or conceptual model illustrating selected
patterns of disparity in the
Note: Throughout this unit, it is
suggested that students participate in developing a Class Inventory File, which
is a collection of current newspaper and periodical articles. This can be
organized by week and/or by subject heading (people, politics, economics,
environment). Students should be required to contribute a selected number of
items throughout the unit and record the bibliographic information. The Class
Inventory File is used in Activity 1.8 and may serve as the basis for ongoing
research through the course.
Unit
Overview Chart
|
Act. |
Expectations |
Assessment |
Focus/Activity |
|
1.1 |
SSV.01, GI2.04, GI1.02, GIV.02, HE1.04, SS2.01; CGE 2b, 2e, 3c |
Knowledge/ |
What are the regions of the What are the similarities and differences? - climate, vegetation pattern, topography, resources, population distribution/density |
|
1.2 |
HEV.01, HE1.04, SSV.02, SS1.02, UCV.01, UC1.01; CGE 1h, 3c, 4f |
Knowledge/ Thinking/ |
How did European colonization affect patterns of population? Country comparisons: - who were the colonizers; why did they come; how did they affect land use; what economic changes followed; what urban centres developed; how were indigenous populations affected |
|
1.3 |
HEV.01, HEV.04, GIV.02, SS1.01, GI2.03; CGE 1h, 2c, 3c, 4f, 5a, 5g, 7f |
Knowledge/ |
What are the characteristics of the - GIS mapping activity and interpretation of graduated colour maps and predict future patterns |
|
1.4 |
SSV.02, HEV.04, HE2.04, GI2.06; CGE 3b, 4f |
Knowledge/ Communication Application |
What issues face the people of the - issue analysis and concept mapping (e.g., rural/urban migration, changing patterns of land use, employment) |
|
1.5 |
HEV.01, HEV.04, SSV.01, GIV.02, UCV.01, HE1.04, SS1.01, SS1.02, UC1.01; CGE 1h, 2c, 2d, 7f |
Knowledge/ Communication Application |
How did the development of natural resources impact the
development paths of countries in the - article analysis - comparison of e.g., primary resource, geography, resource harvesting, impact on populations, development status |
|
1.6 |
GIV.01, GCV.04, SSV.03, GI3.01, GC2.02, GC1.06, SS2.03; CGE 1d, 2a, 2c, 3c, 4g, 7b, 7i |
Knowledge/ Thinking/ Application |
How do you measure standard of living? - analysis of population pyramids; data gathering, reporting, and analysis of selected countries - comparison of standard of living – flow chart |
|
1.7 |
GIV.02, GCV.03, GCV.04, GC1.03, GC1.04, GI3.03; CGE 2e, 4f, 7f, 7g |
Knowledge/ Thinking/ Communication Application |
What government and non-government agencies impact
policy decisions in the - Internet research and website evaluation; Fact Sheet preparation - issue analysis; identification of location on the political spectrum |
|
1.8 |
GIV.01, GIV.03, SSV.03, GI2.01, GI2.06, SS2.02; CGE 2a, 2c, 3c, 3f, 4f, 7f, 7g |
Knowledge/ Thinking/ Communication Application |
Current issues in the - applying unit skills and knowledge to create a conceptual model on a current issue |
Unit
Description
This
unit provides opportunities for students to extend their studies of the human
and physical environment of the
In the unit culminating activity,
students write a case study focusing on how a specific country or region of
their choice is affected by a scarcity of clean water. This two-page issue
analysis concentrates on the relationship between human use of resources
impacting water quality. By learning how to frame an issue question and writing
a short case study, students prepare for their course culminating activity.
Unit
Overview Chart
|
Act. |
Expectations |
Assessment |
Focus/Activity |
|
2.1 |
HEV.04, HE1.03, HE2.04, UC1.01, UC2.01, UC3.01; CGE 2b, 3c, 4f |
Knowledge/ Thinking/ |
How have settlement patterns changed over time? e.g., historical map analysis, examine different regions, comparison |
|
2.2 |
HEV.03, SSV.02, SS1.03, SS1.02, SS3.02, HE2.02, GI2.04, GI2.05, GI3.01; CGE 1h, 2a, 2c, 3f, 4f, 7g |
Knowledge/ Thinking/ Communication Application |
How have Indigenous peoples adapted to their natural
environment? How has contact with other cultures impacted Indigenous peoples? (e.g., agricultural practises, land ownership, location of settlements) e.g., develop a model/flow chart |
|
2.3 |
GIV.02, SS3.03, HE1.02, HE1.04, HE3.02, HE3.03; CGE 2a, 2b, 4f, 7i |
Knowledge/ Thinking/ Communication Application |
How have development paths affected the natural
environment? - harvesting natural medicines - deforestation; agriculture - pesticides, soil degradation; mining - road & RR building, toxic wastes; sustainable development) e.g., issue analysis |
|
2.4 |
SSV.02, GIV.02, GIV.04, SS1.03, SS3.02, HE2.02, GI1.02, GI2.04, GI3.03, UC2.01; CGE 1h, 2c, 2e, 3e, 4f, 7f, 7g |
Knowledge/ Thinking/ Communication Application |
How have groups used Information Technology to inform the world about the impact development paths? (e.g., environmental and economic issues) What geographic skills could be used to solve an issue? (e.g., problem-solving cost-benefit analysis) |
|
2.5 |
HEV.04, HE1.03, HE2.04, SS2.03, UC.1.01, UC2.02, UC3.01; CGE 1a, 2a, 2c, 3c, 4a, 5e, 7g |
Thinking/ Communication Application |
What common problems has rural-urban migration caused? e.g., contrast What are the solutions? e.g., examine current patterns; research, and report - Street Kids International, Covenant House |
|
2.6 |
HEV.02, GIV.01, HE2.01, HE1.01, G12.02, GI2.03; CGE 2a, 2b, 3c, 3f, 4f, 7i |
Knowledge/ Thinking/ Communication Application |
What are the impacts of natural hazards? e.g., interpret aerial photos to show environmental impact; relate to environmental degradation; compare statistics indicating economic impacts |
|
2.7 |
HEV.02, GIV.01, HE2.01, HE1.01, G12.02, GI2.03 CGE 2a, 2b, 3c, 3f, 4f, 7i |
Knowledge/ Thinking/ Communication |
What natural hazards impact the mid-latitudes, polar, and equatorial regions? e.g., brainstorm hazards; identify location, use atlases to relate to local climatic data Potential impact of global warming and ozone depletion e.g., future extrapolation |
|
2.8 |
GIV.01, GIV.03, GI2.05, HE1.02, HE3.01 CGE 1h, 2c, 2d, 3e, 3f, 4b, 4f, 5g, 7f, 7i |
Knowledge/ Thinking/ Communication |
Culminating Activity: Develop a case study to examine how various regions are affected by and deal with scarcity of clean water to include references to environmental degradation and impact of natural hazards. |
Unit
Description
The
emphasis in this unit is on the creation of a perspective from a local towards
a global socio-economic spectrum in selected regions of the
Unit
Overview Chart
|
Act. |
Expectations |
Assessment |
Focus
Questions |
|
3.1 |
GCV.01, GCV.04, SSV.03, GC1.06, GC1.07, SS1.01, SS2.02; CGE 2a, 2c, 3c, 4f, 7f |
Knowledge/ Thinking/ |
What are the criteria used in characterizing economic development and emerging powers? |
|
3.2 |
GCV.01, GCV.02, SSV.03, GC1.01, GC2.01, SS3.01; CGE 1h, 2c, 2d, 4f, 5a |
Knowledge/ Thinking/ Communication |
What are the patterns of socio-economic disparities in
the e.g., develop a Human Development Index and chloropleth map |
|
3.3 |
GCV.01, GCV.02, GC3.01; CGE 2b, 3a, 7f |
Thinking/ |
What resource demands have promoted the development of relationship between regions? |
|
3.4 |
UCV.01, UCV.02, UC1.02, UC2.03; CGE 2c, 2d, 3a, 4a, 5a |
Thinking/ Communication |
How has travel and tourism affected various |
|
3.5 |
GCV.02, SSV.03, GC1.05, GC2.03, GC3.03, SS1.04; CGE 2a, 3a, 3d, 5e, 7h |
Knowledge/ Thinking/ |
How does e.g., examine trading patterns with How do countries in trading blocs cooperate and influence each other? (e.g., competitive index comparison of data – low budget deficits, high R&D) |
|
3.6 |
HEV.01, GCV.01, GCV.02, SSV.02, HE2.03, GC1.04, SS1.04; CGE 3d, 4a, 5e, 7f, 7g |
Knowledge/ Thinking/ Application |
How does world trade impact Central and e.g., create a Venn diagram of positive and negative factors in dispute over bananas – US and EU |
|
3.7 |
SSV.03, GIV.02, GIV.03, GCV.02, GI2.01, GI2.03, GI2.05, GC1.06, GC2.02, SS3.01; CGE 2c, 3b, 3c, 3f, 4b, 4f |
Thinking/ Communication Application |
Culminating Activity: What statistical data sets best describes
the socio-economic development of the |
Unit
Description
Students
identify and analyse the impact of international aid on the
Unit
Overview Chart
|
Act. |
Expectations |
Assessment |
Focus/Activity |
|
4.1 |
GCV.01, UCV.02, UCV.03, GC1.08, UC1.03, UC1.04, GI2.04; CGE 1d, 2a, 5e, 7h |
Knowledge/ Communication |
What are the benefits to What are NGOs and their role in development of countries? e.g., compare government-tied aid to NGO aid |
|
4.2 |
GCV.01, UCV.02, UCV.03, GIV.02, UC1.02, UC1.05, UC2.04, UC3.03, GC1.05, GI2.03; CGE 1e, 2c, 3a, 4d, 7e |
Knowledge/ Thinking/ Communication Application |
What impact do aid and development projects have on the
poorest countries of the e.g., case study analysis of individual countries ( |
|
4.3 |
GCV.01, GCV.03, GIV.01, GC1.02, GC2.04, GC3.01, GI3.03; CGE 1h, 2b, 3f, 7g |
Knowledge/ Thinking/ Communication Application |
Why has the e.g., complete an organizer |
|
4.4 |
GCV.01, GCV.03, UCV.02, GIV.02, GC3.01, GC3.04, UC1.04, UC1.05, GI3.02; CGE 2c, 4a, 7g |
Knowledge/ Understanding |
What economic role does the e.g., debate positive and negative impacts of government and transnational corporations |
|
4.5 |
GCV.03, GCV.04, UCV.01, GIV.02, GC1.02, GC1.06, UC1.05, GI2.03; CGE 2a, 3f |
Thinking/ Application |
What are the criteria used in characterizing emerging powers? e.g., brainstorm criteria and rank individual countries |
|
4.6 |
GCV.03, GCV.04, UCV.01, GC3.02, GC3.05, SS1.04; CGE 3c, 3f, 7f |
Knowledge/ Thinking/ |
What are the trade patterns/blocs and the factors that developed them in the Americas? How can the patterns be expanded? e.g., assess criteria and develop queries (GIS) for future expansion |
|
4.7 |
UCV.03, GIV.03, GI2.01, GI2.05, GI3.03, GC3.05, UC1.05; CGE 1i, 1g, 1h, 4c, 5a, 5c, 5d, 5f |
Knowledge/ Thinking/ |
Culminating Activity: Who would be ideal to participate in a social justice and development symposium of the Americas? e.g., speakers, groups: give a balance of perspectives and develop a rationale for their choices |
Unit
Description
Students
conduct an independent study. The study identifies characteristics, analyses
socio-economic patterns, future development, and the resulting environmental
and cultural impact on a selected country in the Americas. The teacher
generates the list of countries so there is no overlap of case studies used in
the course. The summative assignment is presented in the form of a newsletter
or website with links and a ‘soap box’ performance. It is important that this
task be introduced early in the course so all students can build the required
geographic and critical skills and also grasp the concepts introduced in the
curriculum. The newsletter or website should incorporate the themes of Units
2-4. The design should include sections dealing with the historical, cultural,
and physical background of the country, displayed as a graphic organizer; the
socio-economic patterns and issues and the political status; specific
statistical graphics concentrating on the most important issue facing the
country; two personal profiles (e.g., biographies of a political leader,
political activist, or a group of Indigenous peoples) that present a particular
perspective on the situation in the country and represent contrasting
viewpoints; and finally any future implications (e.g., development projects,
political action, economic trade, environmental sustainability). The suggested
length of the newsletter is eight panels, and the website can have a specified
number of links. The Internet, electronic databases, and teacher-librarians are
the fundamental resources for this summative task. In the speaker’s corner
performance, students verbally present a perspective on an issue facing their
selected country. This presentation should be concise and take a strong stance
on how the issue can be resolved. A five-minute time limit is suggested and the
session may be videotaped for effect.
Unit
Overview Chart – Final Summative Activity
|
Activity |
Expectations |
Assessment |
Focus Questions |
|
1. Newsletter or website with links |
GIV.01, GIV.02, GIV.03, SS3.03, UC3.02, GI1.01, GI1.03, GI2.01, GI2.02, GI2.05, GI3.03, GI3.04 CGE 1d, 1h, 2b, 2d, 3f, 4a, 4f, 7d, 7e, 7f |
Knowledge/ Thinking/ Inquiry Communication Application |
What are the historical, physical, cultural, environmental, economic, and geopolitical issues and patterns of a specific country in the Americas? How can this information be best displayed? |
|
2. Soap Box Performance |
CGE 1d, 2c, 2d, 4a, 4f, 5g, 7d, 7f |
Knowledge/ Communication Application |
How can the above information be verbally conveyed concisely and provocatively? |
Recognizing
the diverse backgrounds and the multiple intelligences of our students, it is
essential that a variety of teaching /learning strategies be employed to ensure
student success. Opportunities to develop critical thinking skills such as
formulating a hypothesis, identifying bias and viewpoints, collecting and
analysing research data are essential. Using computers to research and record
data as well as to indicate spatial relationships (GIS) will help students
develop essential technological skills. Individual, small group, and whole
class activities that provide opportunities for reading, writing, and sharing
of information will develop thinking skills and understanding of concepts.
Following are some Teaching/Learning Strategies that can be used in the
geography classroom.
Aerial
Photo Analysis –
examine photos of landforms for common characteristics
Brainstorming – group generation of initial ideas
expressed without analysis
Case Study
– investigating a
real or simulated problem
Classifying – grouping according to an
identified pattern
Cooperative
Learning – small
group investigation or problem solving
Conferencing
–
student-to-student and student-to-teacher discussion
Computer-Assisted
Learning – use of a
computer to learn or reinforce material
Debate – informed research topics
articulated in a formal process
Diagramming
– synthesizing
concept information into visual illustration
Direct
Instruction –
teacher-led lessons
Discussion
– exchange of ideas
on an issue for clarification of views
Field
trips – practical
application of geographic inquiry skills
Games – team quizzes
Graphing
– visual tool for
problem solving
Guest
Speakers – experts
in the field
Journal
writing –
reflective writing to share goals, ideas
Lectures – dissemination of information by speakers or
teachers
Mapping – representing physical, demographic, numerical
data through visual forms
Mind
Mapping – mental
images drawn on paper
Note
Making – summarizing
text
Organizers
– an organized
outline, based on a pattern, provided as a direction to be followed leading to
a desired product
Portfolio
– collection of
student’s work
Poster
Making –
synthesizing information or concepts to deliver a message or advertisement
Presentation/Report
– oral, written,
and visual presentation of researched topic to a specific audience or person
Reading
– periodicals,
articles, journals, newspapers, magazines, or scripture for information on a
selected topic or issue
Role
playing/Simulations –
enhances metacognition and serves as a hypothesis for predicting actions
Scenario
Writing – describes
a situation
Seminars
– presentation of
an opinion or thesis
Statistical
Analysis –
collection and reporting of data
Video
Analysis – viewing
with a purpose
The
primary purpose of assessment and evaluation is to improve student learning.
Seventy percent of the grade will be based on assessments and evaluations
conducted throughout the course. Thirty percent of the grade will be based on a
final evaluation. Assessment and evaluation in this course is based upon the
Achievement Chart in The Ontario
Curriculum, Grades 11 and 12, Canadian and World Studies,
pp. 246-247. The four categories identified are Knowledge/Understanding,
Thinking/Inquiry, Communication, and Application. The provincial standard for
student achievement is Level 3. It is suggested that each of these categories
be valued at 25% of the final grade. There are opportunities to evaluate any
one or all of the categories, within any of the clusters of expectations, for
each unit. In this course profile, suggestions for both formative and summative
evaluation strategies and tools are made. Sample rubrics are provided for some
of the major activities and for the unit culminating activity.
Teachers
should create a summative and formative assessment plan for the entire course.
By sharing this with students at the beginning, they are informed of what is
expected of them. In order for students to improve their learning, diagnostic
and formative assessment must be ongoing. Teachers consider how to clarify the
expectations and the opportunity students should be given to demonstrate their
learning.
The
culminating unit activity must be introduced early in course as students are
expected to select their topic early and apply the skills and knowledge
attained in each unit to their final product. For example, the culminating Unit
3 Activity requires students to collect and interpret quality of life data. In
the course culminating activity, they assess comparative data. It is suggested
that in the case of the unit and course culminating activities, all categories
should be assessed with equal value.
This
examination could take the format of a case study analysis due to the emphasis
on the issues approach taken in the course.
Following are some examples of
Assessment/Evaluation Techniques that might be employed.
|
Method |
Sample Strategies |
Sample Instruments |
|
Reflection Method used to determine how and why students learn to assess dimensions of learning not easily observed or measured through tasks; to assess student understanding of personal growth and development |
· self-assessment · peer assessment · response journals · learning logs · wrap-up activities |
· probe questions · probe statements · learning rubrics · anecdotal comments · checklists · surveys |
|
Observation Method used to monitor and assess intellectual, social, emotional, and spiritual growth and development not otherwise easily measured or inferred |
· formal teacher observation · informal teacher observation · student observation |
· checklists · teacher logs · student profile sheets · developmental profiles · anecdotal notes · rubrics · rating scales |
|
Conferencing Method used to collect evidence of student learning through listening, questioning, responding, explaining; to assess communication and thinking skills; to monitor personal growth and development and attitudes toward learning |
· student-teacher conferencing · parent-teacher conferencing · peer conferencing · roving conference |
· anecdotal notes · teacher logs · probe questions · checklists · surveys · inventories |
|
Paper-and-Pencil Tests Method used to assess student achievement of particular knowledge or skills in depth |
· standard tests · teacher-made (standards-referenced) tests · criterion-referenced achievement tests · provincial (standards-referenced) tests · diagnostic tests · standardized (norm-referenced) tests |
· teacher tests · commercially-prepared tests · Canadian Achievement tests · provincial tests · student profiles · developmental tracking records |
|
Performance Assessments Method used to assess student ability to apply, integrate, and transfer their knowledge, skills, and values; to evaluate student progress and achievement of learning expectations and standards; to determine expanded opportunities for individual students |
· presentations, performances, exhibitions, demonstrations, role performance/role simulations, formal written assignments, (essays, reports), graphic organizers, projects, writing folders, portfolios |
· rubrics, checklists · logs · peer assessment · developmental profiles · rating scales · anecdotal notes · video/audio taping · exemplars, standards · mind maps, Venn diagrams, T-charts · right angles |
Every
effort is made to assist all students in achieving success in this course. By
consulting the Individual Education Plans (IEPs) for exceptional students,
teachers can develop learning strategies that are appropriate. The proficiency
levels outlined in The Ontario
Curriculum, Grades 11 and 12, English as a Second Language and English Literacy
Development, provide teachers and school administrators with a guide to
receiving and accommodating these learners in the regular classroom. Students
who are currently enrolled in Level 3 or higher courses (ESL/ELD) have the
greatest chance of success in meeting the minimum requirements for a credit
with modifications.
A
variety of strategies can be used for those students who are identified as
exceptional. Teachers are encouraged to work with the Special Education teacher
to review students’ IEPs to decide on the best course of action to assist
students in meeting the expectations of the course. Students with specific
learning difficulties require specific accommodations to meet their particular
needs in terms of learning, communication, and expression, and may be
accommodated by receiving hand-outs adjusted in terms of language, content, and
font or providing simplified lists of activities or encouraging presentations
orally or electronically. Students with attention deficit and behavioural
challenges need to have opportunities for active learning and interaction
within a controlled environment. There are many enrichment opportunities for
gifted students who may explore the issues, personalities, literature, and arts
in greater depth or from different perspectives.
When
planning adaptation(s) for ESL students, teachers should recognize and reflect
on all aspects of language development. The academic needs of the newly arrived
student to Ontario who is an English language learner can be met with a program
and activities that encourage cognitive skill development through language
skills development. Dovetail the specific and overall expectations of The Ontario Curriculum, Grades 11 and 12,
Canadian and World Studies with those of the English as a Second Language and English Literacy Development
Curriculum Policy document.
Books
Beck,
Gregor and Bruce Litteljohn. Voices for
the Watershed: Environmental Issues in the Great Lakes-St. Lawrence Drainage
Basin. Montreal: McGill-Queen’s University Press, 2000.
Blouet,
Brian and Olwyn Blouet. Latin America and
the Caribbean: A Systematic and Regional Survey. New York: John Wiley,
1997.
Christian Justice. Minnesota: St. Mary’s Press, 1995.
Clawson,
David L. World Regional Geography: A
Development Approach, 7th ed.
Toronto: Prentice-Hall Inc., 2000.
Cultures of the World series. New York: Marshall
Cavendish, 1997.
Gonzalez,
Juan. Harvest of Empire: A History of
Latinos in America. Viking Penguin Group. 2000.
Latino
Encyclopaedia. New York: Marshall Cavendish, 1996.
Liebenson,
Maureen L., ed. The World Book
Encyclopaedia of People and Places. Chicago: World Book Inc., 1998.
Meere,
Kate, ed. World Travel Guide. London:
Columbus Publishing Ltd., 2000.
Proclaiming Justice and Peace, Papal
Documents from Rerum Novarum through Centesisnus Annus.
Rollas,
Roland. The Economist: Pocket Latin
America and the Caribbean. New York: Penguin Group, 1994.
Ruiz,
Octavio, Amy Sanders, and Meredith Sommers. Many
Faces of Mexico. Minneapolis: Resource Centre for the Americas, 1998.
World
Resources Institute. A Guide to the World
Environment. Toronto: Oxford University Press, 1998.
Alternatives
Foreign Policy
National Geographic
New Internationalist
Native Americas Journal
Outpost Magazine
Resource
Centre for the Americas. The Cost of Your
Shirt. (Real-life drama of Guatemalan textile workers)
Resource
Centre for the Americas. The New Global
Economy: A View from the Bottom Up. (transnational corporations, structural
adjustment, human migration, and free trade)
Creation: Environmental Action. VISION. 1998. 30 min.
“Water
is for Fighting Over,” Human Geography:
people, places, and change, series. The Open University, 1995. 27 min.
Water Supply in Canada. Classroom Video, 1998. 26 min.
“What
Border?” The National news series.
CBC, 1997.
Note: The URLs for the websites have been
verified by the writers prior to publication. Given the frequency with which
these designations change, teachers should always verify the websites prior to
assigning them for student use.
Native
Americas Journal – http://nativeamericas.aip.cornell.edu
Winter 1998, Indigenous Lands and Power Mapping in the Americas: Merging
Technologies
Winter 1999, Reading the Clouds: Native Perspectives on Southwestern
Environments
Journal focusing on native rights and Issues in the Americas. Some articles
online; backorders and subscriptions can be ordered
Resources
for Indigenous Peoples around the World – www.nativeweb.org
Powerful search engine and links
Organization
of American States – www.sice.oas.org (trade information)
Resource
Centre of the Americas – www.americas.org
Has a search engine for articles related to human economic and environmental
rights
World
Policy Institute – www.worldpolicy.org/americas/about.html
Human and political rights of countries in Latin America
Geography
– http://geography.about.comnavigate to library (blank outline maps of
countries, continents)
Focus
on Cuba – www.la.mvla.net/LC/CubaPoli/cuba_ndx.htm
Teacher and student website: Focus on US foreign policy in the Americas
Environmental
Atlas – www.rri.org/envatlas/index.html
Internet-based tool for researching environmental policies worldwide
Earth
Week – www.earthweek.com (weekly updates on environmental issues around the
world)
US
Population Reference Bureau – www.prb.org
Country statistics and selected articles relating to population, the
environment
North
American Congress on Latin America – www.nacla.org/
Latin America Development Archive at John
Hopkins University – www.jhu.edu/~soc/ladark.html
Data sets, social science information that can be copied
Latin
American Network Information Centre University Texas – http://lanic.utexas.edu/
Click on a topic for a list of organizations - many Spanish
The
Latin American Alliance – www.latinsynergy.org
World
Bank – www.worldbank.org (statistical databank)
University
of California Scholarly Internet Resource Collection –
http://informine.ucr.edu/
Powerful search engine and access to historical & current maps and GIS
US
Government site - Earthshots – http://edcwww.cr.usgs.gov/earthshots
Satellite Images of Environmental Change – photos and interpretation
First
Nations History Theme Page- Community Learning Network –
www.cln.org/themes/fn_history.html
Links to many sites about First Nations in Canada.
New
Internationalist Magazine –
www.oneworld.org/ni (on-line access to back issues)
Outpost
Magazine – www.outpostmagazine.com/ (off-beat travel magazine – articles
available on-line)
TED
Case Studies: An On-line Journal – www.american.edu/ted/all/htm
Excellent case studies dealing with the impact of globalization.
Perry
Castaneda Library Map Collection –
www.lib.utexas.edu/Libs/PCL/Map_collection/americas.html
Great sources of maps
Virtual
Text on Canada and Germany –
www.wlu.ca/~wwwgeog/special/vgt/English/can_mod2/quest.htm
On-line textbook focusing on Canada but also deals with economic issues
This
profile is designed to aid the teacher in developing and delivering The
Americas: Geographic Patterns and Issues. This course would fulfill the
requirement for an additional credit in Canadian and World Studies within the
18 compulsory credits required for an Ontario Secondary School Diploma in
section 3.1.1 (p. 9) and Appendix 5 (p. 72) of Ontario Secondary Schools, Grades 9-12, Program and Diploma
Requirements, 1999. The needs of both College and University-bound students
have been considered and the activities have been constructed with a balance of
theory and application. Expectations for accommodations are outlined in section
7.12 (pp. 56-58) and Appendix 6 (pp. 74-75). The basis for assessment,
evaluation, and reporting practices is outlined on pp. 13-16 of The Ontario Curriculum, Grades 9 to 12,
Program Planning and Assessment. Strategies for assessment and evaluation
are therefore based on the four categories of Achievements Chart as described
in the Canadian and World Studies Grade 11 and 12 2000 policy document.
The analytical skills that can be developed in this course can be applied in
various situations. By participating in co-op programs and working in the community,
students begin to understand the relevance of their studies. An essential
component of geographic study is learning to use computers to research and
interpret data. Geographic information systems, global positioning systems, and
spreadsheet software prepare students for the future.
Coded
Expectations, The Americas: Geographic Patterns and Issues,
Grade 11, University/College Preparation, CGD3M
SSV.01 · compare the natural characteristics
of the equatorial, midlatitude, and polar regions
of the Americas;
SSV.02 · demonstrate an understanding of
the human systems and cultural realms of the Americas;
SSV.03 · analyse the political, economic,
and social factors that contribute to disparities in economic development
within the Americas.
Understanding
Concepts
SS1.01 – describe the cultural realms
(e.g., Anglo-American, Francophone, Latin American, Caribbean) and other major
human patterns (e.g., economic activities, standard of living, demographics)
of the Americas;
SS1.02 – identify how colonizing countries
have influenced people and the environment
in selected regions;
SS1.03 – describe the patterns of
settlement, resource distribution, development, and migration in selected
regions and explain the relationships between them;
SS1.04 – describe trade patterns within
and between selected economic regions of the Americas and explain the factors
that have influenced them.
Developing
and Practising Skills
SS2.01 – compare the major characteristics
of an ecosystem in the midlatitudes with those of a polar ecosystem and an
equatorial ecosystem;
SS2.02 – analyse the factors affecting the
economic development of different regions in the Americas;
SS2.03 – compare the standard of living of
various groups (e.g., social classes, cultural groups) within selected
countries or regions of the Americas.
Learning
Through Application
SS3.01 – analyse economic and
quality-of-life data (e.g., infant mortality, life expectancy, per capita
income) to identify patterns of socio-economic inequality within the Americas;
SS3.02 – identify both the positive and
negative effects of contact with other cultures on indigenous peoples in
selected regions;
SS3.03 – analyse development patterns in a
region of the Americas (e.g., northeastern Brazil, the Caribbean, Bolivia),
explaining the reasons for the development paths taken and assessing the
benefits and disadvantages for the region.
HEV.01 · analyse the causes and effects of
human-environment interactions in various ecological zones of the Americas;
HEV.02 · evaluate the environmental and
economic consequences of natural hazards and
climatic variations;
HEV.03 · analyse how different indigenous peoples of
the Americas interact with their environments;
HEV.04 · analyse the linkages between population
shifts and changes in physical and human environments.
Understanding
Concepts
HE1.01 – describe different types of
natural disasters and climatic variations that affect the Americas (e.g.,
volcanoes, earthquakes, tornadoes, El Niños) and identify the regions that are
most
vulnerable to them;
HE1.02 – describe areas of major environmental
degradation in the Americas and identify the causes;
HE1.03 – identify major rural-to-urban
population shifts and describe their effects on major cities of the Americas
(e.g., Mexico City, São Paulo);
HE1.04 – explain how the natural
characteristics of selected regions have encouraged the development of primary
industry (e.g., agriculture, forestry, mining).
Developing
and Practising Skills
HE2.01 – analyse the short- and long-term
social, environmental, and economic impacts of natural hazards on selected
regions in the Americas (e.g., earthquakes in Central America, hurricanes in
the Caribbean and southern United States);
HE2.02 – compare the responses of selected
groups of indigenous peoples to the challenges and opportunities of their
environments (e.g., house design, tools, acquisition of food, transportation);
HE2.03 – evaluate the effects on Central
and South America of world demand for the regions’ products and resources
(e.g., local impacts of multinational companies);
HE2.04 – explain the effects of peoples’
migrations on selected natural and human environments (e.g., settlers in the
Amazon Basin, squatters in Caracas or Rio de Janeiro).
Learning
Through Application
HE3.01 – produce a case study that
demonstrates how various regions (e.g., central Mexico, southwest United
States) are affected by and deal with water scarcity;
HE3.02 – describe the long-term local and global
impacts of the destruction of major forest regions (e.g., boreal forest,
tropical rain forest);
HE3.03 – analyse the impact on natural ecosystems and
human societies of the production and transportation to market of a selected
resource (e.g., bananas, coffee, minerals, forest products).
GCV.01 · evaluate the impact of the global economy on
the environment and peoples of the Americas;
GCV.02 · assess the political, economic,
environmental, and social implications of intercontinental resource needs and
analyse the resulting interactions between the nations of the Americas;
GCV.03 · analyse the economic and geopolitical
implications of trading blocs and agreements such as the North American Free
Trade Agreement (NAFTA) and Mercosur (Brazil, Argentina, Uruguay, Paraguay, and
Chile), multilateral organizations such as the Organization of American States
(OAS), and selected bilateral agreements and alliances;
GCV.04 · assess the roles of current and emerging
major powers in the Americas.
Understanding
Concepts
GC1.01 – describe how disparities between
rich and poor nations affect interactions between them (e.g., transborder
resource needs, trade, migrations);
GC1.02 – identify factors that lead to the
grouping of nations for military and economic purposes;
GC1.03 – describe the various political and economic
organizations of the Americas (e.g., NAFTA, OAS, Mercosur, Caricom);
GC1.04 – explain the significance of the Americas in
the global economy with respect to the trade of selected products (e.g., wheat,
coffee, citrus fruits, bauxite);
GC1.05 – describe various ways in which individuals,
multinational corporations, and governments participate in the international
relations of the countries of the Americas (e.g., trade missions, cultural
exchanges, environmental movements, sanctions, foreign aid);
GC1.06 – identify criteria that can be used to
characterize emerging powers (e.g., literacy rates, gross national product
[GNP] and other social and economic indicators, military strength, population);
GC1.07 – explain the geographic advantages and
disadvantages of the richer nations of the Americas (e.g., location, size,
resources);
GC1.08 – describe Canada’s responsibilities to the
rest of the countries of the Americas (e.g., humanitarian assistance, political
dialogue, economic cooperation).
Developing
and Practising Skills
GC2.01 – explain the economic, social, and
environmental impact of the global economy on the people and environments of
selected countries, including Canada;
GC2.02 – analyse economic data to determine the
global ranking of the Americas and individual American nations as producers and
users of resources;
GC2.03 – evaluate the effectiveness of a selected
trading bloc in its use of a cooperative approach to resolving economic
differences between members;
GC2.04 – analyse key aspects of the geopolitical role
played by the United States in the Americas throughout its history (e.g., in
terms of economic power, military strength, political influence, corporate
policies).
Learning
Through Application
GC3.01 – identify and analyse selected examples of
relationships that have developed between regions because of environmental
problems (e.g., oil spills, ozone depletion), resource needs (energy exchanges,
water transfers), and border conflicts;
GC3.02 – evaluate the feasibility of expanding
existing trade alliances (e.g., Mercosur) in the Americas;
GC3.03 – explain the advantages and disadvantages of
Canadian investment in Latin America;
GC3.04 – evaluate the role played by a selected
transnational corporation in the economic development of a region in the
Americas;
GC3.05 – analyse the evolution and evaluate the
current international status of a selected South American emerging power (e.g.,
Brazil), using data on military strength and social and
economic development.
UCV.01 · demonstrate an understanding of how change
(e.g., political, economic, social, and technological) affects physical and
human environments in the Americas;
UCV.02 · demonstrate an understanding of the problem
of underdevelopment and the difficulties of alleviating it;
UCV.03 · describe and evaluate aid programs and their
impacts.
Understanding
Concepts
UC1.01 – describe how population distribution in the
Americas has changed over the past one hundred years as a result of changes in
population growth, the economy, and technology;
UC1.02 – describe how development projects in a
country affect local environments and economies, indigenous peoples, and other
countries;
UC1.03 – explain the role of the Canadian
International Development Agency (CIDA) in the Americas;
UC1.04 – describe what is meant by NGOs
(non-governmental organizations) and describe their contributions to selected
countries of the Americas;
UC1.05 – identify national and international
obstacles that make it difficult for various countries to fulfill their
economic, social, and cultural aspirations.
Developing
and Practising Skills
UC2.01 – compare the impact of the information
revolution on different countries in the Americas (e.g., Bolivia and Canada);
UC2.02 – propose solutions to overpopulation in the
cities of the Americas;
UC2.03 – analyse the impact of travel and tourism on
a selected Caribbean nation (e.g., Barbados,
the Bahamas);
UC2.04 – analyse the positive and negative impacts of
international aid on the poorest countries of the Americas (e.g., Dominican
Republic, Haiti).
Learning
Through Application
UC3.01 – compare the problems of living in a large
city in North America to those of living in one in South America;
UC3.02 – analyse a development project and explain
why it was undertaken and what its consequences were, including its impact on
indigenous peoples (e.g., mining in the Amazon, rural improvement projects in
Central America);
UC3.03 – evaluate Canada’s international aid program
as applied to one of the countries of the Americas (e.g., Honduras, Haiti).
GIV.01 · use planning, forecasting, decision-making,
and problem-solving techniques appropriately to interpret and analyse trends,
patterns, and issues;
GIV.02 · select and use geographic skills, methods,
and technologies to gather, interpret, analyse, evaluate, and communicate
information effectively;
GIV.03 · plan and produce an independent study that
applies appropriate knowledge, skills, and methods to a selected geographic
issue dealing with the Americas;
GIV.04 · identify careers related to geography.
Understanding
Concepts
GI1.01 – describe the steps involved in conducting a
geographic inquiry on a selected issue in the Americas;
GI1.02 – describe various geographic tools and
technologies (e.g., maps, aerial photographs, satellite images, geographic
information systems) and their most appropriate use;
GI1.03 – describe the components of a plan for
independent study.
Developing
and Practising Skills
GI2.01 – use decision-making and problem-solving
techniques effectively to interpret and analyse geographic issues;
GI2.02 – predict future economic development and
resulting environmental impacts in the Americas;
GI2.03 – use geographic technologies and resources
effectively (e.g., remote sensing data, geographic information systems,
Internet resources) to gather, process, and synthesize information related to
geographic issues;
GI2.04 – use maps (e.g., sketch maps, thematic maps,
mental maps) effectively at various scales to illustrate geographic patterns;
GI2.05 – evaluate the accuracy and reliability of
information obtained from various sources;
GI2.06 – use written, oral, and visual communication
skills to present the results of geographic inquiry and analysis effectively.
Learning
Through Application
GI3.01 – use models to analyse and solve geographic
questions;
GI3.02 – identify careers that require geographic
knowledge and skills;
GI3.03 – demonstrate an understanding of different
points of view on an issue (e.g., those of individuals, business organizations,
governments, and special interest groups);
GI3.04 – conduct an independent study that applies
appropriate knowledge, skills, and methods to a selected geographic issue.
Ontario
Catholic School Graduate Expectations
The
graduate is expected to be:
A
Discerning Believer Formed in the Catholic Faith Community
who
CGE1a -illustrates
a basic understanding of the saving story of our Christian faith;
CGE1b -participates
in the sacramental life of the church and demonstrates an understanding
of the centrality of the Eucharist to our Catholic story;
CGE1c -actively
reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
CGE1d -develops
attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE1e -speaks
the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks
intimacy with God and celebrates communion with God, others and creation
through prayer and worship;
CGE1g -understands
that one’s purpose or call in life comes from God and strives to discern
and live out this call throughout life’s journey;
CGE1h -respects
the faith traditions, world religions and the life-journeys of all
people of good will;
CGE1i -integrates
faith with life;
CGE1j -recognizes
that “sin, human weakness, conflict and forgiveness are part of the human
journey” and that the cross, the ultimate sign of forgiveness is at the heart
of redemption. (Witnesses to Faith)
An Effective
Communicator who
CGE2a -listens
actively and critically to understand and learn in light of gospel values;
CGE2b -reads,
understands and uses written materials effectively;
CGE2c -presents
information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes
and speaks fluently one or both of Canada’s official languages;
CGE2e -uses
and integrates the Catholic faith tradition, in the critical analysis of the
arts, media, technology and information systems to enhance the quality of life.
A
Reflective and Creative Thinker who
CGE3a -recognizes
there is more grace in our world than sin and that hope is essential in facing
all challenges;
CGE3b -creates,
adapts, evaluates new ideas in light of the common good;
CGE3c -thinks
reflectively and creatively to evaluate situations and solve problems;
CGE3d -makes
decisions in light of gospel values with an informed moral conscience;
CGE3e -adopts
a holistic approach to life by integrating learning from various subject areas
and experience;
CGE3f -examines,
evaluates and applies knowledge of interdependent systems (physical, political,
ethical, socio-economic and ecological) for the development of a just and
compassionate society.
A Self-Directed, Responsible, Life Long Learner
who
CGE4a -demonstrates
a confident and positive sense of self and respect for the dignity and welfare
of others;
CGE4b -demonstrates
flexibility and adaptability;
CGE4c -takes
initiative and demonstrates Christian leadership;
CGE4d -responds
to, manages and constructively influences change in a discerning manner;
CGE4e -sets
appropriate goals and priorities in school, work and personal life;
CGE4f -applies
effective communication, decision-making, problem-solving, time and resource management
skills;
CGE4g -examines
and reflects on one’s personal values, abilities and aspirations influencing
life’s choices and opportunities;
CGE4h -participates
in leisure and fitness activities for a balanced and healthy lifestyle.
A
Collaborative Contributor who
CGE5a -works
effectively as an interdependent team member;
CGE5b -thinks
critically about the meaning and purpose of work;
CGE5c -develops
one’s God-given potential and makes a meaningful contribution to society;
CGE5d -finds
meaning, dignity, fulfillment and vocation in work, which contributes to the
common good;
CGE5e -respects
the rights, responsibilities and contributions of self and others;
CGE5f -exercises
Christian leadership in the achievement of individual and group goals;
CGE5g -achieves
excellence, originality, and integrity in one’s own work and supports these
qualities in the work of others;
CGE5h -applies
skills for employability, self-employment and entrepreneurship relative to
Christian vocation.
A
Caring Family Member who
CGE6a -relates
to family members in a loving, compassionate and respectful manner;
CGE6b -recognizes
human intimacy and sexuality as God given gifts, to be used as the creator
intended;
CGE6c -values
and honours the important role of the family in society;
CGE6d -values
and nurtures opportunities for family prayer;
CGE6e -ministers
to the family, school, parish, and wider community through service.
A
Responsible Citizen who
CGE7a -acts
morally and legally as a person formed in Catholic traditions;
CGE7b -accepts
accountability for one’s own actions;
CGE7c -seeks
and grants forgiveness;
CGE7d -promotes
the sacredness of life;
CGE7e -witnesses
Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful and compassionate society;
CGE7f -respects
and affirms the diversity and interdependence of the world’s peoples and
cultures;
CGE7g -respects
and understands the history, cultural heritage and pluralism of today’s
contemporary society;
CGE7h -exercises
the rights and responsibilities of Canadian citizenship;
CGE7i -respects
the environment and uses resources wisely;
CGE7j -contributes
to the common good.
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