Course Overview

Regional Geography: Travel and Tourism, Grade 11, CGG30

Course Description

This course focuses on travel and tourism to examine the unique characteristics of selected world regions from a geographic perspective. Students develop an understanding and appreciation of the ways in which the natural environments, economies, cultures, and other aspects of world regions interact.

Students understand the travel and tourism industry through a series of issues-based investigations that highlight the complexity of the industry and the interconnectedness of the components. Students learn to identify the benefits of travel while minimizing cultural and economic conflicts to achieve sustainable natural and human systems. Past and present patterns and trends are analysed in order to make predictions about the opportunities and possibilities for future travel and tourism. Students gain valuable skills, including the analysis of controversial issues and the use of geotechnologies to organize and synthesize information gathered from regional studies. This course includes a focus on the local community as a source of information about travel and tourism activities and businesses.

How This Course Supports the Ontario Catholic School Graduate Expectations

The Ontario Catholic graduate will be able to achieve many of the expectations in their study of travel and tourism. Through their examination, evaluation, and application of knowledge regarding the influences of travel and tourism, students discover what is necessary for all people of the world to enjoy travel and tourism while at the same time, sustaining natural systems, preserving cultural identities, and developing economies. The course helps in the development of a responsible Catholic citizen who respects and affirms the diversity and interdependence of the world’s peoples and their natural environment. Furthermore, it is expected that Catholic students of this course think reflectively and creatively, in light of gospel values, to evaluate situations and solve problems.

Course Notes

Students apply the geographic knowledge and skills gained in Grades 7, 8, and 9 to an issues-based approach for regional studies. Fundamental to this approach is an understanding of the complex and connected nature of the industry. While students investigate specific regional cultural, economic, and environmental aspects of travel and tourism, it is expected that they understand these in a broader holistic context and as part of a systems approach. An essential component of the course is the linking of expectations to local community businesses and recreational activities and the contributions of workers in the travel and tourism industry worldwide.

The four Achievement Chart categories appear in The Ontario Curriculum, Grades 9 and 10, Canadian and World Studies and The Ontario Curriculum, Grades 11 and 12, Canadian and World Studies. Together the Achievement Chart categories and levels of performance form the basis for the development of assessment and evaluation tools for teachers that clearly indicate the steps that students need to take to improve their performance.

The Open course provides students with many opportunities to engage in hands-on learning and to express their understanding in various ways. Students develop their reading and writing skills, and have numerous opportunities to research, model, debate, evaluate, interpret, and apply the products of their inquiries. Complex tasks, such as using technology for research and problem solving and making predictions for planning courses of action, draw on all categories of the Achievement Chart. Critical-thinking skills, such as conducting analysis and detecting point of view, are an important part of this course.

It is essential for teachers and students to be familiar with the course culminating activity, Travel and Tourism Report: A Case Study, at the beginning of the term. Teachers need to introduce and develop skills that are required for this activity throughout the course. Students are required to select a topic after the introductory unit and spend additional time outside class, reading, researching, and reflecting. It is essential that students and teachers develop organizational strategies for tracking progress in more than one assignment at a time. Considerable pre-planning is necessary to ensure the availability of resources and materials, and time in the Library/Resource Centre for researching and producing the Travel and Tourism Report: A Case Study.

During Unit 1, students choose a specific region in the world to be the case study for their course culminating activity. This may be any type of region, including city-centred regions, such as Hong Kong, New York, or Paris; fragile physical environments, such as Banff National Park, the rainforest of Costa Rica, or the coral reefs of Australia; a frontier region, such as Antarctica; an economic region, such as Cancun, Tremblant, or Berlin; or a cultural region, such as Central America or South Africa.

Students keep a portfolio containing: their rationale for the selected region; a preliminary plan including the use of geotechnologies; research information including updated websites, books, videos, and periodicals; maps, graphs, charts, and other visuals; primary source material, such as surveys and interviews gathered from community members and businesses; class notes specific to their region; and assessment materials from teacher conferences, peer feedback, and self-reflection notes.

The following is a sample of one Travel and Tourism Report: A Case Study students may complete as part of the course summative evaluation. It is meant as a guideline for teachers to use in their planning and does not rule out other choices students make. All student work related to the report is to be saved in a portfolio.

Sample Guidelines for Student Report

Unit 1: Choose a region of interest and develop a rationale and a preliminary plan for the report.

Unit 2: Outline the economic effects of travel and tourism in the region.

Unit 3: Identify the probability of cultural conflicts in the region.

Unit 4: Identify sensitive natural areas and suggest ways to minimize damage and promote tourism.

Unit 5: Predict the future of travel and tourism in the region.

Travel and Tourism Report: A Case Study: Use the portfolio of completed unit tasks to write the final report.

Units: Titles and Time

Unit 1	Understanding Travel and Tourism	15 hours (includes time for course culminating task)
Unit 2	Tourism and the Economy	24 hours (includes time for course culminating task)
Unit 3	Tourism and Culture	24 hours (includes time for course culminating task)
* Unit 4	Tourism and the Environment	24 hours (includes time for course culminating task)
* Unit 5	Planning for the Future of Travel and Tourism	23 hours (includes time for course culminating task)
Culminating Task	The Travel and Tourism Report: A Case Study	12.5 hours in-class time + 10 hours of independent research time

* These units are fully developed in this Course Profile.

Unit Overviews

Unit 1: Understanding Travel and Tourism

Time: 15 hours

Unit Description

This introductory unit provides students with a general overview of the travel and tourism industry as well as some insight into the patterns of travel and tourism in the world. By examining the various types of tourism, students come to an appreciation of why people travel. This knowledge enables students to analyse statistics pertaining to the pattern of travel and tourism and examine some recent trends in the industry. The unit concludes with students researching various international organizations and reporting on how they encourage travel amongst the various peoples of the world. Students choose a topic for the course culminating activity, The Travel and Tourism Report: A Case Study.

Unit 1 Culminating Activity

This activity directs groups of students to research an international organization such as the World Tourist Organization and analyse ways in which it encourages travel and tourism. Students then present the results of their research to the class by means of a short oral and visual presentation. Teachers are reminded that opportunities for individual accountability are required.

Unit 1 Overview Chart

Activity	Expectations	Assessment	Focus Question(s)
1	GCV.03, SSV.04, SS1.03, SS1.04, SS2.03 CGE3c	Knowledge/ Understanding Thinking/Inquiry	What is travel and tourism? Why do people travel?
2	GCV.01, SSV.03, GC1.04, GC2.01, GI2.03	Thinking/Inquiry Communication	What are the current travel and tourism global patterns?
3	UCV.01, GIV.02, GC2.06, UC1.01, UC1.03, GI2.05	Knowledge/ Understanding Thinking/Inquiry	What are the trends and where is the growth in the travel and tourism industry?
4	GIV.03, SS1.01, SS1.05, SS3.01 CGE2c	Knowledge/ Understanding Thinking/Inquiry Communication	How are the components of the travel and tourism industry interconnected?
5	GC2.05, GC3.04, SS3.01, GI1.01 CGE2b, 5g	Thinking/Inquiry Communication Application	Culminating Activity: How do international organizations such as the World Tourist Organization and the International Olympic Committee encourage travel and tourism?

Unit 2: Tourism and the Economy

Time: 24 hours

Unit Description

This unit focuses on the economic development and impacts of travel and tourism on world regions. Students apply the knowledge and skills learned in Unit 1 to analyse the economic effects associated with international sporting events, compare travel and tourism characteristics of two city-centred regions (e.g., New York, Mexico City, Bangkok, Sydney) and evaluate the impact of government policies on the economic aspects of travel and tourism in a selected region. An important part of the unit is the recognition of economic disparity as created by travel and tourism activities. Students illustrate their understanding of the effects of tourism on human economic systems by completing a map-based assignment and analysis of a specific city-centred region.

Unit 2 Culminating Activity

Using a series of map overlays or GIS constructions of human systems (e.g., transportation, housing/accommodation, retail/entertainment), students show how tourism in one city-centred region has created economic disparity between different groups. As part of the analysis, they take on the role of government tourism official to make suggestions to city planners about how to minimize these disparities.

Unit 2 Overview Chart

Activity	Expectations	Assessment	Focus Question(s)
1	UCV.02, UC1.02, SS1.02, SS3.02, GI3.03, GI2.03 CGE7j	Knowledge/Understanding	How does travel and tourism benefit a region economically?
2	UCV.02, UC3.05, UC3.01, GI1.04 CGE7h	Knowledge/Understanding Thinking/Inquiry	How do government policies affect the economics of tourism?
3	GC2.02, GC2.01, UC3.05, GC3.02, GC2.06	Knowledge/Understanding Thinking/Inquiry Communication	What are the economic characteristics of city-centred regions?
4	UC2.03, GI3.02, SS2.01, UC2.02, GI1.01, GI2.02 CGE3c	Thinking/Inquiry Application	How does marketing and advertising affect travel and tourism?
5	GCV.02, SSV.04, UC2.04, GC2.04, GI3.02, UC2.01, GI1.01 CGE3b, 4f	Application Communication	Culminating Activity: Do travel and tourism create economic disparities in regions and what can be done to minimize these?

Unit 3: Tourism and Culture

Time: 24 hours

Unit Description

This unit focuses on the effects of travel and tourism activities on the cultural and lifestyle aspects of destination regions. Students identify how local culture can be changed by activities such as construction of large entertainment complexes, sporting events, and exposure to other cultural values (e.g., religious beliefs, dress, eating habits). A study of the demonstration effect assists students in understanding the similarities and differences of those living in the region to themselves. Throughout the unit, students are challenged to identify the benefits of tourism activities while minimizing the cultural conflicts that may result.

Unit 3 Culminating Activity

Students draw up a business plan for an entertainment complex that benefits tourism but minimizes negative impacts on cultural values of a region. They present their business plan to a student committee comprised of representatives of local community groups (e.g., retail, religious, board of trade, heritage, social/religious interest groups) who will decide if the plan can proceed. Students may use this business plan as part of their course culminating activity.

Unit 3 Overview Chart

Activity	Expectations	Assessment	Focus Question(s)
1	SSV.02, SS2.02, SS2.04, UC2.01 CGE3f	Knowledge/Understanding Thinking/Inquiry	How does culture affect tourism-related development?
2	UCV.01, UC3.04, HE2.02, SS2.02, SS1.02 CGE7g	Thinking/Inquiry Communication	How does tourism-related development alter human systems?
3	UCV.02, UC3.01, GC3.03, GC2.03 CGE7b	Knowledge/Understanding Thinking/Inquiry	How do lifestyle changes in travellers affect travel and tourism?
4	GCV.02, GC1.03, GI2.01, GI2.02, GI1.04, GC1.02 CGE3d	Application Communication	What is the demonstration effect and how does it alter people’s lives or cause conflict between people?
5	SSV.01, GC1.02, GI1.04, SS1.05 CGE7f	Knowledge/Understanding Application Communication	Culminating Activity: What can be done to benefit all groups and minimize cultural conflict that results from travel and tourism?

Unit 4: Tourism and the Environment

Time: 24 hours

Unit Description

This unit applies the geographic knowledge and skills developed in Unit 1 to a focus on the effects of travel and tourism activities on the natural environment. After identifying the natural resources that attract tourists, students direct their inquiries to how natural factors affect tourism and conversely, how tourism activities alter the natural environment particularly in sensitive environmental habitats such as the rainforest, desert, mountain, and aquatic regions. A whale-watching role-play and roundtable discussions are important parts of the unit. At the end of the unit, students design an ecologically sensitive tour package, which is then checked by other students for its sustainability. During this process, they evaluate existing programs and policies for protecting natural resources.

Unit 4 Culminating Activity

Students research in small groups and design an ecologically sound tour package to a natural habitat. Each student completes one component of the package and the tour is presented to the class in a short, group presentation. The individual components include the development of a tour company brochure, a package itinerary, and an ad or commercial focusing on the company philosophy and description of the geographic area. Each student in the group completes a one-page rationale for the package. Guidelines for sustainable tourism developed earlier in the unit should be used by students for this activity. Students may select a natural habitat that coincides with their chosen destination for the course culminating activity, The Travel and Tourism Report: A Case Study, and time is incorporated into the unit for this task.

Unit 4 Overview Chart

Activity	Expectations	Assessment	Focus Question(s)
1	GIV.01, HE1.01, GI2.03, GI2.05C GE2b	Knowledge/ Understanding	What are the natural habitats (e.g., rainforest, desert, mountain, aquatic/marine) that attract tourism?
2	HEV.01, GCV.01, UCV.01, HE2.01, GI2.03, GI2.06 CGE2c	Knowledge/ Understanding Communication	Why do these natural habitats attract tourism and what patterns result?
3	HE2.01, HE3.02, GI2.04, GI1.01 CGE3c	Thinking/Inquiry Communication	How do natural factors or phenomenon affect tourism?
4	HEV.02, HE2.03, HE2.04, HE2.05, UC3.02, UC3.05, GI1.01, GI2.06 CGE7i	Knowledge/ Understanding Thinking/Inquiry Communication	What are the positive and negative effects of tourism on the natural environment?
5	HE2.05, HE3.01, UC3.05, GI1.01, GI2.06 CGE3f, 7i	Knowledge Application Communication	How can we minimize the effects of travel and tourism on fragile natural environments?
6	HEV.03, HE1.01, HE1.02, GC1.01, GI2.01, GI1.01, GI3.02, GI2.06 CGE4b	Knowledge/ Understanding Thinking/Inquiry Communication Application	Culminating Activity: How can we minimize the effects on fragile environments through programs and initiatives and how effective are these?

Unit 5: Planning for the Future of Travel and Tourism

Time: 23 hours

Unit Description

This unit has been organized to build towards the effective use of planning principles to design future tourist sites and activities. Students progress through a variety of activities that has them critically evaluate present tourist destinations and their success as significant tourist attractions. The tasks are designed for students to appreciate the value of tourism from a cultural, social, environmental, and economic perspective. Students are expected to understand the need for balancing employment and economic development while respecting the interdependence of the world’s people and cultures rooted in our Catholic teachings.

Unit 5 Culminating Activity

This unit focuses on the success of current global attractions and the planning considerations for a balanced approach to tourism. This enables students to work toward a possible travel/tourism activity of the future. Students plan and design a realistic activity in a somewhat untouched domain, such as space, that will be successful as a major tourist attraction while balancing the needs of a variety of people.

Unit 5 Overview Chart

Activity	Expectations	Assessment	Focus Question(s)
1	SSV.01, GCV.03, SS3.01, GC1.01, GC3.01, GI2.06 CGE3c, 5a	Knowledge/Understanding Thinking/Inquiry	What characteristics make global tourist attractions successful?
2	GIV.01, SS3.04, HE1.03, HE3.03, HE3.04 CGE7g, 7i	Knowledge/Understanding Thinking/Inquiry	What are World Heritage Sites and what criteria are used to designate them?
3	UCV.03, SS3.03, UC1.03, UC1.04, GI1.04 CGE3b, 7j	Application	What do planners need to consider in making travel and tourism a balanced approach?
4	UCV.01, GIV.05, UC2.02, GI1.02, GI3.01 CGE2b, 4g	Thinking/Inquiry Application	What will careers in travel and tourism be like in the future?
5	UCV.01, GIV.01, GIV.04, UC3.03, GI2.01 CGE3c, 5g	Thinking/Inquiry Communication Application	Culminating Activity: What will travel and tourism look like in the future?

Teaching/Learning Strategies

This course provides students with opportunities to explore and reflect on travel and tourism through diverse teaching and learning strategies including those achieved through direct community contact. Geographic inquiry skills, such as collecting, organizing, analysing, and synthesizing information, are a part of many activities and include the use of geotechnologies such as remote sensing and geographic information systems. Students have multiple opportunities to improve their skills in communication through presentations, reports, and the use of visual geographic tools such as graphic organizers, maps, and diagrams. The Internet and GIS software are useful tools for assisting students in meeting expectations. Cooperative group learning is an important strategy fundamental to some activities in this profile, in particular, those that involve group decision-making (e.g., achieving sustainable tourism in fragile habitats, minimizing cultural conflict, defining what travel and tourism will look like in the future). Tasks, such as carrying out interviews and role plays and designing commercial ads and posters, develop skills and concepts through a range of student learning styles. As a culminating task, students produce a case study report that reinforces and synthesizes the essential understandings from each unit and gives them a final opportunity to demonstrate competency in meeting the expectations of Regional Geography: Travel and Tourism.

Teachers of ESL students may find it useful to provide information and resources from students’ home countries for tasks and assignments. All students benefit from pre-reading discussions, posting of important vocabulary and terms, and reinforcement of oral instructions through the use of visual clues.

Assessment & Evaluation of Student Achievement

The primary purpose of assessment and evaluation is to improve student learning. In order to give students an opportunity to improve their learning in this course, a variety of formative and summative assessment tools are used. The Achievement Chart provides a reference point for all assessment practices and a framework within which to assess and evaluate student achievement. It is found on p. 246 of The Ontario Curriculum, Grades 11 and 12, Canadian and World Studies, 2000. The categories encompass the curriculum expectations in all courses in Canadian and World Studies. The descriptions at Level 3 represent the provincial standard for student achievement.

The Ontario Curriculum, Program Planning and Assessment, Grades 9 to 12, 2000, outlines the philosophy and guiding principles concerning assessment and evaluation for Ontario teachers.

Teachers ensure there is a balance of approaches to assessment, with students actively involved in the establishment of task criteria and assessment tools. Prior learning and level of skill are determined by the teacher through diagnostic assessment. Assessment strategies should be directly linked to specific expectations based on established criteria. Teachers collect exemplars of student tasks to support student achievement.

Course Evaluation and Culminating Task

As outlined in The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, the final evaluation accounts for 30% of the grade and 70% is assigned to the evaluations conducted throughout the course. In this profile, The Travel and Tourism Report is used as the course culminating activity and it is recommended that it count for part of the final evaluation.

Course Culminating Activity

The course culminating activity, Travel and Tourism Report: A Case Study, is not a separate unit; instead, it is the integrating theme introduced in Unit 1 which connects and flows through each of the following units. Based on the knowledge of world regions studied in Unit 1, students choose a focus region for the Travel Report. Teachers need to introduce and develop skills, such as collecting, analysing, and displaying data, using information from a variety of primary and secondary sources including those from community/business sources, and applying geotechnologies to regional geography. Time is allotted during the subsequent units (e.g., culture, economic, environmental, future) for students to add information to their case study, practise geographic skills, receive ongoing feedback about their report, and reflect on their achievement. During the last unit, students participate in a final teacher conferencing, self-assessment, and peer feedback; do final editing; and then submit the culminating activity for summative evaluation.

Many of the primary resources used in this course are located in businesses in the local community and many secondary sources are found on the Internet. Students are expected to spend additional time outside class during the course, researching electronically and preparing the course culminating activity.

Timeline for Course Culminating Activity

Unit	1	2	3	4	5
Time Allotted	75 minutes	150 minutes	150 minutes	150 minutes	225 minutes
Course Culminating Activity, Focus and Task	Introduce the report using a case study approach. Students make notes in report journal and choose a topic. Teacher checks.	Outline the framework of the report. Begin research and application of concepts. Teach introductory skills including GIS if available.	Continue research and application of concepts. Add new skills. Prepare rough notes for written report. Conference with teacher.	Continue research and application of concepts. Write rough draft. Self-check of rough draft using a checklist.	Work sessions with continued teacher and peer feedback. Final editing. Submission of final report.

Accommodations

With assistance and appropriate teaching and learning strategies, students are expected to achieve success in Geography. Appropriate adaptations in planning, assessment, and evaluation may include strategies such as granting extra time, using oral conferences and scribes, use of graphic organizers to organize information, and using cloze passages instead of essay questions on tests and assignments. Some students may require modifications to expectations (See Ontario Secondary Schools, Grades 9
to 12, 1999, p. 24 5.4.4). Individual Education Plans (IEPs) for exceptional students provide teachers with specific guidelines and suggestions for learning strategies that work best with individual learners. Geography teachers are encouraged to collaborate with the student and Special Education teacher to review students’ IEPs to decide the best ways to assist the individual in meeting the expectations of this course. Specific accommodations that may be required are:

· cue the student to record important information;

· provide reading materials at students’ instructional level;

· provide access to a computer for word processing;

· permit taping of notes;

· provide a printed copy of overhead or board notes;

· chunk assignments into manageable parts and monitor progress.

As well, the levels outlined in The Ontario Curriculum, Grades 9 to 12, English as a Second Language and English Literacy Development, 1999 provide teachers and school administrators with a guide to receiving and accommodating these learners in the regular classroom.

The subject discipline of Geography has its own particular ways in which language is used to express concepts. In order to help all students, but especially ESL/ELD students, teaching and learning strategies should show formative attention to the following aspects of language in written and oral forms:

· specialized geographic vocabulary;

· statements of opinion, interpretation, inference, and prediction;

· activities such as reading/listening tasks (case-study/video-viewing) need a specific and concrete product expected of students;

· completion of graphic organizers;

· note taking/summarizing.

All learners benefit if models or scaffolds for oral, written, and visual expression are initially provided by their teachers. Teachers are encouraged to be flexible in their planning and assessment to best meet the needs of individual students with specific needs.

Resources

Units in this profile make reference to the use of specific texts, magazines, films, and videos. Before reproducing materials for student use from books and magazines, teachers need to ensure that their board has a Cancopy licence and that resources they wish to use are covered by this licence. Before screening videos for their students, teachers need to ensure that their board/school has obtained the appropriate public performance videocassette licence from an authorized distributor (e.g., Audio Cine Films Inc.). Teachers are also reminded that much of the material on the Internet is protected by copyright. That copyright is usually owned by the person or organization that created the work. Reproduction of any work or a substantial part of any work on the Internet is not allowed without the permission of the owner.

Print

Benedict, Michael, ed. Maclean’s. Toronto.

Boychuk, Rick, ed. Canadian Geographic. Ottawa.

Brennan, Peter. “A Code of Environmental Ethics for Nature Travel.” CCGE, The Monograph, V.46, Issue 2 (1995): 12.

Canadian Oxford School Atlas, 7th ed. Toronto, 1999.

Canadian Tourism Human Resource Council. The Students Travel Map: A Guide to Tourism Careers, Education and Training. Ottawa, 1997. ISBN 1-896229-91-3

Cater, E. and G. Lowman. Ecotourism: A Sustainable Option. New York: John Wiley and Sons, 1994.

CCCB. Catechism of the Catholic Church. Ottawa: CCCB Publications Service, 1994.

Ecodecision (Spring 1996)

Elander, Magnus and Staffen Widstrand. Eco Touring: The Ultimate Guide. Toronto: Key Porter Books, 1997. ISBN 1-55013-894-4

The Globe and Mail, Travel Section, Saturday Edition.

Herridge, Doug and Barbara Chernin. Ecosystems. Toronto: Gage, 1995. ISBN 0-7715-8180-7

Human Resources Development Canada. Focus on Resumes (1998) LM-495-03-98E

Journal of Tourism Research.

Langford, Cooper, ed. Up Here: Life at the Top of the World. North West Territories.

LaPanche, Shirley. Stepping Lightly on Australia: A Traveller’s Guide to Ecotourism. USA: Globe Pequot, 1995.

National Geographic: Traveler Magazine.

NRSV Bible. Toronto: Oxford University Press, 1989.

Proclaiming Justice and Peace, Papal documents from Rerum Novarum through Centesisnus Annus.

Smith, Prior. “Effects of Hurricane Andrew still felt in Florida.” The Toronto Star (Dec. 23, 2000)

Staniforth, Sue. “ Protected Areas: The Arks of the 21st Century.” Green Teacher, Issue 56 (Fall 1998).

Thompson, Gareth. “Parks or Prisons.” Green Teacher, Issue 56 (Fall 1998).

The Toronto Star, Travel Section, Saturday Edition.

Travelog Magazine, “Trends and Cycles in Tourism as Revealed by the National Tourism Indicators”, “More Skiers and Snowboarders are Visiting Canadian Ski Areas”, “An Analysis of Developments in Tourism Markets in Latin America and Caribbean Regions.” Statistics Canada, E-STAT.

Wood, Chris. “A Whale of a Debate.” Maclean’s (January 26, 1998).

Non-print

Note: The URLs for the websites have been verified by the writer prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

Canadian Geographic – http://www.canadiangeographic.ca

Caribbean Alliance for Sustainable Tourism – http://www.cha-cast.com

Caribbean Hurricane Network Website – http://stormcarib.com/

Catechism of the Catholic Church – http:// www.christusrex.org/www1/CDHN/ccc.html

CBC News in Review. Video series in your school Library/Resource Centre

Ecological Travel Adventures – http://www.preferredadventures.com

Ecotourism. Classroom Video, 1998. 45 min.

Educational Websites (Tourism) – http://www.eduweb.com/ecotourism/eco1.html

Encyclicals and other Papal Documents – http:// listserve.American.edu/catholic/church/papal/papal.html

Fodors – http://www.fodors.com

Galapagos: Preservation or Profit. TVO, 1994. (video)

Hurricane Damage Reports Website – http://www.cieux.com/dmg.html

InfoHub – http://www.infohub.com

Lonely Planet – http://www.lonelyplanet.com

MapQuest – http://www.mapquest.com/

Nature Conservancy – http://www.natureconservancy.ca

National Geographic – http://www.nationalgeographic.com/ travel/index.html

Partners in Responsible Tourism. Traveler’s Code for Traveling Responsibly: Guidelines for Individuals – http://www.prt.org

Parks Canada – http://www.parkscanada.pch.gc.ca

Statistics Canada – http://www.statcan.ca

Sierra Club of Canada – http://www.sierra.ca

The Greatest Places. Omnimax/Imax in VHS video format, 1998.

Tourism Information Network – http://webhome.idirect.com/~tourism/

Tourism Statistics on the Net – http://www.tourismstatistics.com/

Travel Terrific – http://www.travelterrific.com

The Ultimate Trip Planner – http://www.theultimates.com/trip

UNESCO – http://www.unesco.org

Virtual Tourist Website – http://www.city.net

OSS Considerations

With an Open designation, Regional Geography: Travel and Tourism is appropriate for all students, many of whom will use it as an optional course. Students who take this course may earn either an optional credit, or a additional compulsory credit for diploma requirements. “These courses [Open] are designed to provide students with a broad educational base and to equip them for active and rewarding participation in society” (OSS, p. 18, 4.3.6). Considerations for accommodations and modifications of regular programs, for students with special education needs, are summarized in section 5.4 (pp. 22-27) and Appendix 6: Meeting the Needs of Exceptional Students, Ontario Secondary Schools, Grades 9-12, Program and Diploma Requirements, 1999. Additional considerations for the role of technology in the curriculum, especially the use of geotechnologies (e.g., geographic information systems), and English as a Second Language and English Literacy Development (ESL/ESD) in this course, are found on
pp. 242-243 of The Ontario Curriculum, Grades 11 and 12, Canadian and World Studies.

Choices Into Action: Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, 1999 validates the use of career exploration/education activities (pp. 19-20).

Open courses such as Regional Geography: Travel and Tourism may serve as the basis for cooperative education courses. This could include considerations for work experience and virtual work experience. Policy and procedure considerations are found in Cooperative Education and Other Forms of Experiential Learning, Policies and Procedures for Ontario Secondary Schools, 2000
(pp. 9-10, 28, 29, 32).

The foundations for assessment, evaluation, and reporting practices are outlined on pp. 8-9 of The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000.

Coded Expectations, Regional Geography: Travel and Tourism, Grade 11, Open, CGG3O

Geographic Foundations: Space and Systems

Overall Expectations

SSV.01 · demonstrate an understanding of themes and concepts related to regional geography, including region, pattern, movement, and interaction;

SSV.02 · analyse the influence of human systems on patterns of travel and tourism and, conversely, the influence of travel and tourism on human systems;

SSV.03 · analyse factors influencing movements of people and regional distribution patterns related to travel and tourism;

SSV.04 · demonstrate an understanding of selected characteristics of the travel and tourism industry from a geographic perspective.

Specific Expectations

Understanding Concepts

SS1.01 – demonstrate an understanding of how a variety of factors (e.g., physical, political, economic, cultural) are used to define regions;

SS1.02 – explain how natural and human criteria are used to establish regional boundaries;

SS1.03 – demonstrate an understanding of different types of regions (e.g., homogeneous, functional, multifactor, city-centred, frontier);

SS1.04 – identify selected factors (e.g., location, accessibility, cost, safety, amenities, personal preferences) that influence travellers’ destination choices;

SS1.05 – demonstrate an understanding that the travel and tourism industry consists of many interconnected components (e.g., accommodations, attractions, types of transportation).

Developing and Practising Skills

SS2.01 – analyse tourist travel within selected regions and explain reasons for the observed patterns;

SS2.02 – analyse the effects of human systems (e.g., transportation networks, time zones) on travel and tourism;

SS2.03 – classify different types of travel and tourism (e.g., adventure tourism, ecotourism, business travel) and explain the reasons why people travel (e.g., business, recreation, education, religion, geopolitical conflict);

SS2.04 – explain how tourism-related development can have important impacts on human systems (e.g., expansion of transportation networks, multiplier effects on the economy).

Learning Through Application

SS3.01 – research and report on the potential of natural and human factors to attract tourists to their local region;

SS3.02 – produce a case study analysing multiplier effects of tourism on the economy of their local region;

SS3.03 – analyse the distribution of Canada’s tourism regions and national parks and explain the observed patterns;

SS3.04 – analyse the major characteristics of selected tourist regions in terms of natural, cultural, economic, and political criteria.

Human-Environment Interactions

Overall Expectations

HEV.01 · explain the effects of natural systems on travel and tourism patterns;

HEV.02 · analyse the impact of different types of travel and tourism on the natural environment;

HEV.03 · evaluate programs and initiatives designed to manage and protect the resources on which tourism is based.

Specific Expectations

Understanding Concepts

HE1.01 – identify the natural resources on which tourism is based;

HE1.02 – demonstrate an understanding of the need for sustainable development and protection of the resources on which tourism is based;

HE1.03 – identify selected natural and cultural World Heritage Sites and the factors responsible for their selection.

Developing and Practising Skills

HE2.01 – explain the effects of selected natural systems and phenomena (e.g., climate, natural disasters, landforms) on travel and tourism;

HE2.02 – analyse the involvement of indigenous peoples in travel and tourism;

HE2.03 – analyse specific examples of how tourist activities can threaten fragile environments (e.g., big game safaris and wildlife, diving and coral reefs, golf courses and wetlands);

HE2.04 – compare viewpoints of individuals, businesses, non-governmental organizations, and other groups about sustainable use of the earth and its resources;

HE2.05 – analyse the positive and negative impacts of ecotourism on people and the natural environment in selected destination regions.

Learning Through Application

HE3.01 – produce a set of criteria for ecotourists to consider when travelling in fragile environments;

HE3.02 – research and report on the impact of a natural or human-caused disaster on travel and tourism in a selected region (e.g., a hurricane in a Caribbean country, an oil spill in a coastal region);

HE3.03 – evaluate the role of UNESCO in protecting significant natural and cultural sites around the world;

HE3.04 – evaluate criteria used to determine the selection of park locations for a selected country.

Global Connections

Overall Expectations

GCV.01 · analyse global patterns of tourism and the factors that affect them;

GCV.02 · explain the cultural and economic impacts of travel and tourism on destination regions;

GCV.03 · compare the nature and characteristics of selected tourist regions of the world.

Specific Expectations

Understanding Concepts

GC1.01 – identify significant global tourist attractions;

GC1.02 – demonstrate an understanding of the need to respect the cultural and religious traditions of others;

GC1.03 – demonstrate an understanding that cultural conflicts may result from the movement and interactions of people around the world;

GC1.04 – identify examples of countries with favourable and unfavourable tourism trade balances, including Canada and the United States, and explain the reasons for those balances.

Developing and Practising Skills

GC2.01 – analyse global tourist flows and explain the reasons for the observed patterns;

GC2.02 – compare rates of tourism and tourist spending for selected countries;

GC2.03 – explain the demonstration effect, in which tourists’ values and practices affect or replace local values and practices;

GC2.04 – analyse the causes and effects of economic disparities between selected world tourism regions;

GC2.05 – research and report on the economic, environmental, and cultural impacts of travel and tourism associated with international sporting events (e.g., Olympics, international soccer);

GC2.06 – select criteria and compare travel and tourism characteristics for two world class city–centred regions (e.g., Tokyo, Singapore, Cairo, Amsterdam, New York, Rio de Janeiro).

Learning Through Application

GC3.01 – evaluate the natural and human attributes that contribute to the success of selected globally significant tourist attractions;

GC3.02 – produce a case study analysing the relationship between tourism and level of development in a developing country;

GC3.03 – produce a case study analysing the impact of the demonstration effect in a selected tourism region;

GC3.04 – research and report on the role played by international organizations (e.g., World Tourist Organization, International Olympic Committee) in encouraging interaction among peoples of the world.

Understanding and Managing Change

Overall Expectations

UCV.01 · explain how changes and trends in society have an impact on travel and tourism patterns;

UCV.02 · analyse the economic, political, and cultural effects of tourism-related development on a community or region;

UCV.03 · evaluate the impact of planning, policies, and initiatives of governments, businesses, and other organizations on travel and tourism.

Specific Expectations

Understanding Concepts

UC1.01 – identify recent trends in travel and tourism (e.g., mass tourism, retirement travel, international business travel, government trade missions, adventure travel, ecotourism);

UC1.02 – identify the economic, cultural, political, and environmental components of selected issues related to travel and tourism (e.g., effects on local cultures, trade missions to countries with poor human rights records, unsustainable use of natural resources);

UC1.03 – demonstrate an understanding of the factors that contribute to the growth of tourism around the world;

UC1.04 – identify criteria that planners must consider when planning for tourism development within a region (e.g., balancing the needs of visitors and those of the local community, protecting natural environments and historical landmarks, encouraging economic diversification).

Developing and Practising Skills

UC2.01 – analyse the effects of cultural, economic, and political motivators and barriers (e.g., visas, tax incentives, currency fluctuations, conflict among cultures, activities of transnational corporations) on travel and tourism patterns;

UC2.02 – explain how changes in technology cause change in the travel and tourism industry and in travel and tourism patterns;

UC2.03 – analyse the impact of marketing and advertising on travel and tourism patterns;

UC2.04 – explain how geographers use the concept of regions in investigating and solving problems and issues.

Learning Through Application

UC3.01 – explain how a tourist activity may contribute to the exploitation of people;

UC3.02 – analyse the effects of an increase in tourism on the natural and human systems of a selected region (e.g., Banff National Park, Antarctica, Himalayas);

UC3.03 – produce a case study to investigate the future of tourism for a selected region or destination (e.g., Canadian Arctic, countries in Africa or Asia, space);

UC3.04 – analyse how changes in lifestyles (e.g., in disposable income, amount of leisure time, attitudes) have affected travel and tourism patterns in Canada or in their local region;

UC3.05 – evaluate the impact of government policies on travel and tourism in a selected region (e.g., promoting production of foreign films in Canada through tax incentives).

Methods of Geographic Inquiry

Overall Expectations

GIV.01 · demonstrate an ability to collect, organize, analyse, and synthesize information from a wide variety of sources to conduct geographic inquiries;

GIV.02 · select and apply geographic methods, tools, and technologies to analyse data and communicate the results of inquiries effectively;

GIV.03 · apply geographic themes and concepts appropriately to account for development and patterns in travel and tourism at the local, national, and global levels;

GIV.04 · conduct an independent geographic inquiry that effectively applies knowledge, skills, methods, and geotechnologies to a study of regional geography;

GIV.05 · identify careers associated with regional geography and the travel and tourism industry.

Specific Expectations

Understanding Concepts

GI1.01 – use geographic terms correctly in written and oral communication (e.g. region, pattern, spatial interaction, multiplier effect, demonstration effect, regional planning);

GI1.02 – explain the importance of geographic knowledge and skills in the travel and tourism industry;

GI1.03 – demonstrate an understanding of the steps involved in the geographic inquiry process;

GI1.04 – describe biases that may inform different viewpoints and perspectives on issues related to regional geography.

Developing and Practising Skills

GI2.01 – evaluate the quality and validity of information found in various sources;

GI2.02 – use information from a variety of primary and secondary sources (including mainstream and alternative print, broadcasting, and electronic sources) when conducting geographic inquiries;

GI2.03 – use statistics effectively to analyse travel and tourism patterns;

GI2.04 – apply geotechnologies (e.g., remote sensing, geographic information systems) to a study of regional geography;

GI2.05 – produce and interpret different types of maps, graphic organizers, and diagrams;

GI2.06 – communicate effectively in written, oral, and visual forms.

Learning Through Application

GI3.01 – identify careers associated with regional geography and the travel and tourism industry and predict possible changes in these careers in the future;

GI3.02 – produce a plan of action and conduct an independent inquiry that synthesizes concepts, skills, and applications relating to a geographic issue involving travel and tourism either within a region or on a global scale;

GI3.03 – collect data through field observation and apply these data to a study dealing with an aspect of travel and tourism in their local region.

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.

Unit 4 | Unit 5 | Course Profiles Main Menu

Acknowledgments

Course Description

How This Course Supports the Ontario Catholic School Graduate Expectations

Course Notes

Sample Guidelines for Student Report

Units: Titles and Time

Unit Overviews

Unit 1: Understanding Travel and Tourism

Unit 2: Tourism and the Economy

Unit 3: Tourism and Culture

Unit 4: Tourism and the Environment

Unit 5: Planning for the Future of Travel and Tourism

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Course Evaluation and Culminating Task

Course Culminating Activity

Accommodations

Resources

Print

Non-print

OSS Considerations

Geographic Foundations: Space and Systems

Overall Expectations

Specific Expectations

Human-Environment Interactions

Overall Expectations

Specific Expectations

Global Connections

Overall Expectations

Specific Expectations

Understanding and Managing Change

Overall Expectations

Specific Expectations

Methods of Geographic Inquiry

Overall Expectations

Specific Expectations