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Course Profile World Geography: Human Patterns and
Interactions (CGU4U), Grade 12, University Preparation, Catholic
Course Overview
Prerequisite: Any University or University/College Preparation course in
Canadian
and World Studies, English, or Social Sciences and Humanities
This
course examines how cultures in different parts of the world interact with
their environments and with each other. Students will use geographic concepts,
methods, and tools to explore settlement patterns, human migration, cultural
change, globalization, environmental issues, and other topics relevant to an
understanding of how spatial, political, economic, and social factors affect
settled environments and human activities.
This
course provides an excellent environment for students to demonstrate their
commitment to, and, apply the teachings of, the Catholic Church. Using
geographic skills as a vehicle for studying people and culture, students
identify the factors that contribute to the development of the world’s
communities. Students are required to be both educated supporters and educated
critics of past and present decisions that have created both boundaries and
barricades between regions of the world. This course provides an opportunity
for students to understand the history, cultural heritage, and pluralism of
today’s global society as well as the role they play in shaping its future.
Students employ values forged in the Catholic tradition to analyse the impact
of mass movements of people, the role globalization plays in promoting both
economic equity and disparity, and the results of cultural diffusion. Upon
completion of this course, students are asked to demonstrate their commitment
to the faith through their actions towards people of different cultures, their
initiative in promoting global equality, and their desire to share their good
fortune with others.
In all
units of this Course Profile students:
·
identify
physical factors and human decisions that formed both past and present
settlement patterns;
·
demonstrate
an understanding of the causes and effects of human migration;
·
analyse
the economic, social, and political actions that contribute to cultural convergence
and divergence;
·
evaluate
the role of globalization in promoting both equity and disparity;
·
apply
geographic techniques, quantitative methodologies, and geotechnologies to
complete an inquiry.
This
course can be approached in two ways. The approach taken in this Course Profile
isolates vital components of Human Geography, such as settlement, migration,
and globalization, and draws from the various regions of the world for examples
of human and physical interactions. Depending on available resources, teachers
may instead choose to divide the world into regions first, isolate the
settlements within the region, and proceed to apply the components of human
geography to that area. In both approaches, it is vital that all areas of the world
are included in this study. Students must be able to identify major settlements
and recognize both the physical and human regions to which these settlements
belong.
This
Course Profile reflects the overall and specific expectations outlined in the
five strands of The
The
activities are designed to reflect both the knowledge and skills expected of
geography students at this level. Keeping in mind the destination of the
course, effort has been made to emphasize the importance of independent
learning, being familiar with quantitative methodologies, and using
geotechnologies for both inquiry and presentation. Opportunities for assessment
and evaluation have been suggested; the use of culminating unit activities is
recommended. Lab activities, which focus on skills and the application of geotechnologies,
should be an integral part of each unit of study.
Unit 5: A
Study in Human Geography provides time for students to further their inquiry
and develop their quantitative and geotechnical skills. The independent study
should be introduced in Unit 1 and revisited several times during the course.
Two hours in each of the first four units are designated for conferencing and
inquiry development. Students are expected to select a topic, complete their research,
and conduct any necessary field studies prior to the beginning of Unit 5. A
suggested approach to the inquiry is provided in the Unit 5 Overview.
Regardless
of their postsecondary plans, the skills and knowledge acquired in this course
are transferable and enhance all academic disciplines. A student who leaves
secondary school with knowledge of global religions, political and physical
systems, as well as cultural and ethnic development, is a student well prepared
for postsecondary studies and, more importantly, well prepared for life.
Opportunities
for students to learn the history, customs, and beliefs of today’s societies,
as well as the su
This
course provides an opportunity to study the dynamics of culture. Activities
dealing with cultural divergences, unless treated with considerable knowledge
and sensitivity, may produce difficult situations.
Teachers should:
·
balance
discussions on cultural differences with cultural similarities;
·
be
aware that multicultural events in the school should go beyond costume, food,
and dance as indicators of cultural traits and interactions;
·
be
sensitive to the multicultural nature of students in the classroom and the
experiences of their immediate families;
·
be
aware that specific expectations deal with cultural conflict, disharmony, and
confrontations;
·
use
examples from a variety of regions in the world, particularly when discussing
religions, customs, values, ethnicity, race, and the interactions of these
human variables.
World
Geography: Human Interactions is a University Preparation course. The content
and expected skills are designed to meet the entrance requirements for
university programs. The delivery of this course must emphasize theoretical
aspects of the content and include concrete applications. Emphasis should be
placed on independent research skills and independent learning skills. Teachers
should liaise with universities to ensure necessary skills in quantitative
methodologies and geotechnologies are being addressed.
Both
the assessment and evaluation of student work should be conducted for the
purpose of improving student performance. As stated in Program Planning and Assessment, “Seventy per cent of the grade
will be based on assessments and evaluations conducted throughout the course.
Thirty per cent of the grade will be based on a final evaluation in the form of
an examination, performance, essay, and/or other methods of evaluation.”
Teachers
measure student performance often and in conjunction with the four Achievement
Chart categories. Student tasks should be clearly stated and based on the
expectations of the course. Rubrics should be used when appropriate and should
be constructed in a way that clearly identifies for the student the
expectations that are being measured, the level the student is achieving, and a
place for personalized comment. Rating scales and checklists are also good
tools for tracking student progress and achievement of learning expectations.
Seventy
per cent of a student’s grade is based on evaluations conducted throughout the
course. Lab reports and culminating activities that require students to use
geographic information systems, research skills, case studies, quantitative
methods, correlation techniques, graphs, maps, and electronic print resources
are highly recommended. Tests, demonstrations, presentations, oral reports,
portfolios, inventories, organizers, debates, quizzes, and conferencing are
suggested strategies for students to demonstrate their achievement of the
expectations.
It
is recommended that the final evaluation consist of a formal examination on the
year’s work and a course culminating activity that requires students to
demonstrate their technical skills and knowledge in the form of an inquiry.
Students can, therefore, demonstrate their level of achievement within the
framework of two evaluation techniques that are consistent with postsecondary
practices.
In
Unit 5, an example of a culminating task has been provided. To enrich the
learning experience, the teacher may provide a list of parameters within which
students can design their own inquiry - one which piques their interest and
requires them to make use of a number of overall and specific expectations from
the five strands.
In the
inquiry, students must include a range of specific and overall expectations and
demonstrate their ability to use research, analysis, and presentation skills
effectively.
The use of geotechnologies not only
enhances students’ abilities to develop their inquiry skills, it is a
provincial expectation in all Geography courses offered in Ontario Secondary
Schools. Software, such as ArcView 3.2,
ArcCanada 2.0, and MFTeach, are
Ministry-licensed resources that can be used effectively throughout this
course. Support services for teachers and students, GIS lessons, and links to
additional databases can be found on their respective websites.
Having
been introduced to GIS in Grade 9, students should be encouraged to view the
software as more than a tool to execute prescribed exercises. A review of
general skills, such as creating shape files, editing tables, creating
definitions and queries, creating charts, importing data, using the calculator,
hot linking information to maps, and creating original layouts, can assist
students in their independent study.
Students
should also be made aware of the link between Global Positioning Systems and
GIS. Hand-held devices could be used to collect local data. The data could then
be imported into programs, e.g.,
ArcView 3.2, to conduct a spatial analysis.
If site
licences have been purchased for the Esri extensions, students should be
encouraged to make use of the extensions for their course culminating activity.
Their use would also be appropriate for enrichment opportunity and for the
modifications of activities in Unit 1.
|
* Unit 1 |
Settlement Patterns and Interactions |
23 hours + 2 hours CA |
|
Unit 2 |
Human Migrations |
23 hours + 2 hours CA |
|
Unit 3 |
The Dynamics of Culture |
23 hours + 2 hours CA |
|
Unit 4 |
Globalization |
23 hours + 2 hours CA |
|
Unit 5 |
Human Geography Culminating Activity – Independent Inquiry (CA) |
10 hours |
* This
unit is fully developed in this Course Profile. CA = Culminating Activity
Time: 23 hours + 2 hours (CA)
Unit
Description
An ecumene can be defined as a settled
environment. Although ecumenes consume a relatively small amount of the earth’s
surface, the impact they have on both humans and the surrounding environment is
considerable. In this unit, students examine the physical, social, cultural,
and political factors that contribute to the formation of various settlement
patterns. Students assess the ability of selected settlements, both in the
present and past, to meet human needs. Students evaluate the impact
concentrations of people have on a physical site as well as the role physical
phenomena play in the form and function of a community. To support their
studies, students use examples drawn from North, Central, and
Unit
Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus |
|
1 |
SSV.01, SSV.03, GIV.01, SSV.02, HEV.01, HEV.03, SS1.01, SS3.03, SS3.01, UC2.01, SS1.03, SS2.02, GI2.03, GI3.03, GI2.01, GI2.02, SS1.02, GI1.01, HE2.05, GI2.04, HE2.01, GI2.07 CGE2b, 3c, 5g, 4b, 3b |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
What are ecumenes? How have they developed? ·
Patterns – rural and urban ·
Patterns – global and regional ·
Density and distribution ·
Changing patterns ·
Meeting human needs |
|
2 |
HEV.04, HE1.03, UC1.06, GI2.01, GI2.03, SS1.03, SS2.02, GI2.05, GC3.05, GI2.07, HE2.05, HE2.01, HE1.01, HE1.04, HE3.04, GI1.06 CGE7i, 5e, 1e, 7d |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
How does the physical environment affect settlement patterns? ·
Site and Situation ·
Defining regions ·
Natural resources ·
Natural phenomenon |
|
3 |
SSV.01, GCV.01, GIV.02, SS2.01, SS1.04, GI3.01, GC3.01, GC2.04, HE1.01, GI2.01, GI2.05, GI2.07, GI3.02, HE1.02 CGE4c, 5e,
4e |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
In what ways do human activities influence settled environments? ·
Human culture ·
Human function ·
Effects on settled patterns |
Time: 23 hours + 2 hours (CA)
Unit
Description
Mass
migration has profoundly affected previously settled regions or countries by
changing the cultural and physical landscape. Historically, human beings have
migrated as a result of social, political, cultural, and economic factors. In
this unit, students demonstrate an understanding of these factors as they lead
to cultural interdependence and the promotion of social equity. Students
analyse the various reasons people leave a rural area to move to cities and the
consequences of these movements for rural and urban landscapes. Students
describe the influence of mass migrations on culture. By analysing regions of
the world that have experienced large-scale immigration or emigration, students
assess how push-and-pull factors contribute to the processes. Students assess
the impact of migration on ecosystems and other natural or human-made
environments. Students demonstrate their responsibility as both Canadian and
global citizens who respect the diversity of the world’s peoples and cultures.
They are humble listeners, compassionate observers, and, most importantly,
witnesses to the Catholic social teachings by promoting equality, democracy,
and solidarity for a just, peaceful, and compassionate society.
Unit
Overview Chart
|
Activity |
Learning
Expectations |
Assessment
Categories |
Focus |
|
1 |
SSV.03, UCV.01, GIV.01, GIV.02, UC1.01, UC2.01, UC3.01, GI2.01, GI2.02, GI2.03, GI2.06, SS3.02, GI2.07 CGE4a, 7g |
Knowledge/ Understanding Thinking/ Inquiry |
Why do people migrate? ·
Past and present reasons ·
Push-and-pull factors |
|
2 |
UC1.02, UC1.03, HEV.03, UC1.04, UC3.01, UC3.02, UC2.01, UC2.02, HEV.04, GIV.01, GIV.02, GC3.01, GI2.05, GI2.07, GI3.01, GI3.02, GI3.04 |
Knowledge/ Understanding Thinking/ Inquiry Communication |
What factors lead to mass migration? ·
Social ·
Economic ·
Religious ·
Cultural ·
Political |
|
3 |
HEV.03, HE2.04, HE2.02, GC2.04, GC3.04, GIV.01, GIV.03, GI2.05, GI2.07, GI3.01, GI3.02, GI3.04 |
Knowledge/ Understanding Communication |
How does rural-to-urban migration impact on urban systems? ·
Rural-to-urban shift ·
Urban stress ·
Urban sprawl |
|
4 |
HEV.02, HE2.03, HE3.03, UC2.03, UC2.05, UC2.08, GIV.01, GIV.02, GIV.03, GI1.01, GI2.05, GI2.06, GI2.07, GI3.01 |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
What are the implications of migration for human and natural systems? ·
Cooperation ·
Conflict ·
Development ·
Disparity |
Time: 23 hours + 2 hours (CA)
Unit
Description
Canada,
like other nations, has witnessed a whirlwind of changes, as our world becomes
more and more multicultural on local, national, and global scales. In this
unit, students explain how cultural characteristics act as linking factors
within and between regions and examine the role the Catholic Church has played
in the promotion of unity in diversity through cultural respect and equity.
Students analyse economic, social, and cultural factors that create these
links. In addition, students assess the impact of cultural convergence and
divergence and explain the influence on human environments and activities.
Students must be responsible citizens who have a “heart felt” respect for, and
a deep understanding of, the history, cultural heritage, and pluralism of
today’s contemporary society.
Unit
Overview Chart
|
Activity |
Learning
Expectations |
Assessment
Categories |
Focus |
|
1 |
SS1.04, GC1.01 |
Knowledge/ Understanding |
What is culture? ·
Similarities ·
Differences |
|
2 |
GCV.02, GC1.03, GC1.04, GC2.02, GI2.06, GI2.06 |
Knowledge/ Understanding Thinking/ Inquiry |
What do the terms cultural divergence and cultural convergence imply? What factors contribute to cultural convergence and divergence? ·
Social ·
Economic ·
Religious ·
Cultural ·
Political |
|
3 |
SS3.03, GC1.04, GC2.02, GC2.04, UC2.06, GC3.02, UC2.03 |
Thinking/ Inquiry Application |
How do cultures meet changing needs? ·
Role of church and state ·
Traditions ·
Modernization |
|
4 |
SS3.04, SSV.03, GCV.01, GCV.02, GC1.03, GC2.01, GC3.04,
GC3.01, UC2.03, HE2.02, GIV.01, GIV.02, GIV.03, GI2.04, GI2.07 |
Thinking/ Inquiry Communication Application |
How does culture influence human environments and activities? ·
Customs ·
Celebrations ·
Sacred places |
Time: 23 hours + 2 hours (CA)
Unit
Description
Globalization
is a process that implies prosperity to some and disparity to others. In this
unit, students evaluate the positive and negative effects of the information
revolution, technological progress, and global trade on world regions and the
impact these factors have on cultural/economic convergence and divergence. By
examining the role of international organizations, students assess the extent
to which globalization fosters economic cooperation and promotes cultural
understanding. Students conduct their analysis and draw their conclusions in
light of gospel values with an informed moral conscience. They demonstrate,
through their discussions, writings, and actions, a positive sense of self and
respect for the dignity and welfare of others. Students evaluate the impact of
economic globalization on faith, human dignity, empowerment, family, justice,
and stewardship.
Unit
Overview Chart
|
Activity |
Learning
Expectations |
Assessment
Categories |
Focus |
|
1 |
SSV.03, GCV.02, GC1.04, GC1.03, GC2.04, GIV.02 CGE3f, 7e |
Knowledge/ Understanding |
What is globalization? ·
Information revolution ·
Technological progress ·
Multinational cooperation |
|
2 |
SSV.03, GCV.02, GCV.03, GC2.02, GC2.04, UCV.03, UC3.02, GI2.01, GI2.06 CGE2e |
Knowledge/ Understanding Thinking/ Inquiry |
How does globalization facilitate economic development? ·
Global trade ·
A ·
Development of resources ·
General Agreement on Tarifs and Trades (GATT), European Economic
Community (EEC), and North American Free Trade Association (NAFTA) |
|
3 |
SSV.03, GCV.02, GCV.03, GC1.03, GC1.04, UCV.02, UC1.05, UC2.04, UC2.05, UC3.03, GC2.04, GIV.03, GI2.07 CGE7e, 7g |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
How does globalization contribute to economic disparity? ·
Depletion of source resources ·
Labour inequities ·
Factory production vs. family production ·
Supplying global needs vs. local needs |
|
4 |
SSV.03, GCV.02, GC1.04, GC1.03, GC2.04, GI2.06, GI2.06, GI2.07 CGE1d, 2c, 7e |
Knowledge/ Understanding Thinking/ Inquiry |
How does globalization contribute to political and social conflict? ·
Spheres of influence ·
World forums and protests to them |
|
5 |
SSV.03, GCV.02, GC1.01, GC1.02, GC2.02, GC2.03, GC2.04, GC3.03, UC2.08, UC3.03, HE3.01, GI2.06, UC2.07, GI2.07 CGE2e |
Knowledge/ Understanding Thinking/ Inquiry |
How does globalization foster political and social cooperation? ·
Foreign aid |
|
6 |
GIV.04, GI1.01, GI1.02, GI2.05, GI3.04, GI3.05, GI3.03, GI3.05 |
Knowledge/ Understanding Application |
What employment opportunities and/or barriers might result from globalization? ·
Technology exchange ·
Employment exchange ·
Inability to compete |
Time: 10 hours
Unit Description
Students
conduct independent inquiries that require a critical analysis of the impact
the diffusion of popular customs has had on selected developing regions of the
world. Students address:
·
the
host region’s susceptibility to the threat of domination and economic
colonialism;
·
the
impact popular customs have on natural environments, particularly those
vulnerable to human activities and change;
·
the
loss of folk customs;
·
the
positive and negative effects of global
assimilation upon traditional culture;
·
the
impact of rapid development and the depletion of source resources;
·
the
effect on faith communities, family, and political structures;
·
the
effect of popular customs on a region’s carrying capacity, ecumene patterns,
and urban development.
Students
select from the regions of Eastern Asia, Eastern Europe, the Middle East, or
Central Africa to conduct their inquiry. The selection process begins in Unit 1
and the development of the inquiry continues through Unit 5. Time has been
allocated in each unit for student/teacher conferencing, goal setting, and
assessment of progress.
Students
are responsible for collecting print, visual, and empirical resources to support
their inquiry. They organize their materials and manipulate data to support
their study. Field studies, where appropriate, should be conducted. Students
may present their findings in print; however, they should be encouraged to
submit their report electronically. In both cases, students’ abilities to
conduct an inquiry, manipulate data, think critically, use geotechnologies, and
draw conclusions are evaluated.
Although
the course culminating activity is introduced in Unit 1, the remaining ten
hours in Unit 5 should be used to extend students’ analytical, geotechnical,
and quantitative skills. Students are given time to complete their inquiry,
manipulate data, and present their findings in a comprehensive fashion.
Students review methods in quantitative assessment, such as correlation
coefficients and the application of geotechnologies in spatial analysis. In the
written report, students demonstrate an awareness of cultural and religious
sensitivity and make use of equitable language in reporting their findings.
Student/teacher conferencing and frequent assessment during the final ten hours
of the course ensure student su
During
this course culminating activity, students are expected to be self-directed
learners who achieve excellence, originality, and integrity in their work and
support these qualities in the work of others.
Unit
Overview Chart
|
Activity |
Learning
Expectations |
Assessment
Categories |
Focus |
|
1 |
GIV.01, GIV.02, GIV.03, GI3.02, HE3.01, HE2.05, GI2.01, GI2.04,
GI2.05, GI2.06, GI2.07, GI3.03 |
Knowledge/ Understanding |
How can geotechnologies be used for analysis and
presentation? |
The
following are some teaching/learning strategies teachers may employ throughout
the course.
Note: Coded expectations and activity
numbers for Unit 1 are included to indicate where the particular strategy may
be appropriate.
·
Brainstorming
– small or large group generation of initial ideas (SS2.01) – 1.2
·
Conferencing
– student-to-student or teacher-to-student discussion (GC1.02) – 1.12
·
Discussion/Debate
– exchange of points of view (SS2.01) – 1.11
·
Experiential
learning - teachers draw on student experiences (SSV.03) – 1.3
·
Classifying
– group a
·
Video
– visual presentation (SS3.04) – 1.10
·
Field
Excursion – class trip to reinforce classroom learning (SS3.01) – 1.2
·
Games
– team quizzes (HE3.01)
·
Note
Making – summarizing written text, oral descriptions, or film (HE1.01) – 1.10
·
Lectures
– for the purpose of disseminating knowledge (HEV.02) – 1.4
·
Role
Playing – immersion of self into other perspectives (GC2.03)
·
Reading
– periodicals, articles, journals, newspapers, and magazines for the purpose of
furthering knowledge (GC2.03) – 1.2
·
Researching
– use of a variety of sources (written, graphics, empirical data) for the
purpose of supporting an inquiry (SS3.01) – 1.12
·
Presentation/Report
– oral, written, and visual (GI2.07) – 1.4
·
Case
Study – investigating a real or simulated situation (HE3.02) – 1.6
·
Seminars
– oral presentation of an inquiry supported with a variety of presentation
tools (film, audio, models, computers) (GI2.07) – 1.11
·
Quantitative
and Qualitative Assessment – fieldwork methods of data collection (GI2.04) –
1.5
·
Geographical
Information Systems (GI2.01) – 1.5
·
Cooperative
Learning – small-group investigation or problem solving (GI3.03) – 1.3
·
Poster
Making – collective (or individual) approach to depicting a message or
promoting a cause (GC1.02)
·
Surveys
– development of appropriate questionnaires to acquire data related to a
geographical issue (SS3.03)
·
Guest
Speakers – experts in the field (GIV.04) – 1.2
·
Mapping
– representing physical, demographic, and numerical data through visual forms
(GI2.01) – 1.7
·
Graphing
– visual tool for problem solving (GI2.04) – 1.3
·
Diagramming
– conceptual visualization (GI2.03)
·
Model
Building – reproduction of a concept (GIV.03)
·
Organizers
– creation of cells for the purpose of clustering information (HE3.01) – 1.2
·
Quantitative
Assessment – prove or disprove an inquiry (GI3.04) – 1.5
·
Debates/Discussion
(UC1.03) – 1.11
A
The
following a
·
Provide
flexible timelines regarding the completion of projects and assignments.
·
Contact
parent/guardian for support and suggestions.
·
Adapt
handouts in terms of language, content, font, and font size.
·
Arrange
for peer assistance.
·
Provide
a simplified list of terminology prior to the activity.
·
Provide
oral preplanning of activities.
·
Provide
opportunities for students to redo all or part of a task.
·
Adapt
tests and exams as recommended in student’s IEP, e.g., time, use of technology,
use of a scribe.
Consideration for English As a Second Language
students is also necessary. The classroom teacher should be familiar with The Ontario Curriculum, Grades 9 to 12,
English As a Second Language and English Literacy Development, 1999.
The
following a
·
Provide
student/teacher conferencing.
·
Arrange
for peer assistance.
·
Combine
both written and verbal instructions.
·
Highlight
keywords/phrases to be incorporated into the “students’ dictionary”.
·
Group
students a
·
Allow
practice sessions for oral presentations.
·
Provide
sets of reference notes, outlines, or critical information, as well as models
of charts, timelines, and diagrams.
·
Reinforce
main ideas by using the think/pair/share peer-assessment strategy.
·
Videotape
student presentations to a
·
Develop
a vocabulary list to a
Units in
this Course Profile make reference to the use of specific texts, magazines,
films, videos, and websites. The teachers need to consult their board policies
regarding use of any copyrighted materials. Before reproducing materials for
student use from printed publications, teachers need to ensure that their board
has a Cancopy licence and that this licence covers the resources they wish to
use. Before screening videos/films with 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. The teachers are reminded that much of the material on the Internet is
protected by copyright. The copyright is usually owned by the person or
organization that created the work. Reproduction of any work or substantial
part of any work from the Internet is not allowed without the permission of the
owner.
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Paul L. Places and Regions in a Global
Contest: Human Geography. Prentice Hall, 2001.
Rowtree,
Lester, Marti Lewis, Marie Price, and William Whchoff. Diversity Amid Globalization. Prentice Hall, 2000. ISBN
0-13088423-5
Peterson,
Dean R., Delores F. Wundor, and Harlan L. Mueller. Social Problems: Globalization in
the 21st Century. Prentice Hall, 1999.
Rubenstein,
James M. The Cultural Landscape: An
Introduction to Human Geography, 2nd
ed. Prentice Hall, spring 2002. ISBN 013-0910821-5
Stanford,
Quentin, ed. Canadian Oxford School
Atlas, 7th ed. Oxford University Press, 2000.
ISBN 19-5413091
Boehm,
Richard G. World Geography, Teacher’s
Wrap Around Edition. Toronto: McGraw-Hill Ryerson, 2000. ISBN 0-02-821714-4
Corbin,
Barry, John Trites, and Jim Taylor. Global
Connections: Geography for the 21st Century, Teacher’s Resource. Oxford
University Press, 2000. ISBN 19-5413423
Crewe,
James R., Barry Corbin, Malcolm Squires, and John Trites. World Geography, Teacher’s Resource Binder. Oxford University
Press, 2000. ISBN 19-5413121
Hannell,
Christine and Stewart Dunlop. Discovering
the Human World, Teacher’s Resource. Toronto: Oxford University Press,
2000. ISBN 19-5413458
Smith,
Barry and Daniel Francis. Canadian Oxford
School Atlas, 7th Edition, Teacher’s Resource. Oxford University Press,
2000. ISBN 19-5413350
National Geographic, Canadian Geographic,
Monograph, Time
National Geographic, ArcView 3.2, ArcCanada
2.0, MFTeach, OAGEE
Best of the Monograph.
The URLs
for the websites were 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.
General
ESRI
Canada – http://www.esricanada.com/k-12/ (Schools and Libraries, GIS support
and lessons.)
National
Geographic – http://www.nationalgeographic.org (Readings, visuals, and case
studies of both physical and human geography, as well as human ecology.)
National
Geographic Xpeditions –
http://www.nationalgeographic.com/xpeditions/lessons/index.html (Geography
lessons based on advanced academic standards – data, resources, and
activities.)
OAGEE
– http://oagee.org/ (resource section. Search can be directed to specific
course. Electronic and print resources are rated.)
UNESCO
Institute for Statistics – http://www.uis.unesco.org/ (Up-to-date global data
source, activities, and readings suited for a study in human geography.)
United
Nations – http://www.un.org/ (Applicable readings, links, and data).
World
Bank – http://econ.worldbank.org/ (Statistics, readings, and links.)
Unit
1: Settlement Patterns and Interactions
International
Fund for Agricultural Development – http://www.ifad.org/ (Rural Development
Projects database and up-to-date global agricultural projects.)
United
Nations Centre for Human Settlement – http://www.unchs.org/ (The mission of
UNCHS (Habitat) is to promote socially and environmentally sustainable human
settlements development and the achievement of adequate shelter for all.)
UNCHS:
Global Urban Observatory – http://www.unchs.org/guo/ (An system that contains a
set of 23 key indicators and nine lists of qualitative data for 120 cities of
the world.)
World
Bank: Rural Development Projects –
http://www.worldbank.org/research/projects/rural.htm (Global examples or
rural-to-urban shift patterns and impact.)
World Bank:
Urbanization – http://www.worldbank.org/html/schools/issues/urban.htm (Large
global database, readings, statistics, and present projects for 140 countries
of the world. Navigate to Urban Development in the world regions.)
Unit
2: Human Migration
Centre
for Migration Studies – http://www.cmsny.org/ (Resources and links to NGO and
links to UN.)
International
Organization for Migration – http://www.iom.int/index2.htm (Conduct search on
issues related to human migration.)
National
Geographic Xpeditions – http://www.nationalgeographic.com/xpeditions/ (Lesson
plans and activities, links to other resources, a good section dealing with
Human Migrations.)
Unit
3: The Dynamics of Culture
Citizenship
and Immigration Canada – http://cwr.utoronto.ca/cultural/ (Cultural Profiles –
background information on societies of the world and a navigation map.)
Cultural
Survival – http://www.cs.org/ (Articles, links, and up-to-date a
UN
Refugee Agency – http://www.unhr.ch/cgi-bin/texis/utx/home (Resource on issues
related to refugees around the world.)
UNESCO –
http://www.unesco.org/ (Cultural data, links, and search abilities.)
Unit
4: Globalization
International
Monetary Fund – http://www.imf.org/external/np/exr/ib/2000/041200.htm (Globalization:
threat or opportunity? – forum report, links, and support.)
World
Bank – http://econ.worldbank.org/ (The benefits and drawbacks of global
economic activity.)
World
Trade Organization – http://www.wto.org/ (Navigate to search for globalization – many articles,
documents, and sites for further investigation.)
Unit
5: Human Geography Culminating Activity
– Independent Inquiry
Statistics
Canada – http://www.statcan.ca/english/Pgdb/Land/geogra.htm (Data tables on
Canada’s land area, resources, water, and weather.)
UNCHS:
Best Practices – http://www.bestpractices.org/ (Human settlement database.)
UNCHS:
Sustainable Development – http://www.sustainabledevelopment.org/blp/ (Search
all topics related to world geography and human interactions.)
Upon the
su
Coded
Expectations, World Geography: Human Patterns and Interactions, Grade 12,
University Preparation, CGU4U
SSV.01 · analyse the characteristics of
selected ecumenes (settled environments) and explain why they differ from place
to place and from one period of time to another;
SSV.02 · demonstrate an understanding of
basic concepts of spatial interaction and analyse the impact of spatial factors
on human systems;
SSV.03 · explain the influence of social,
political, cultural, and economic factors on human environments and activities.
Understanding
Concepts
SS1.01 – compare the capacity of selected
ecumenes in the past and in the present to meet human needs;
SS1.02 – demonstrate an understanding of
concepts of spatial interaction (e.g., intervening opportunities,
complementarity, distance decay) and use them to explain patterns of movement
and interactions between places (e.g., trade patterns, transportation
patterns);
SS1.03 – identify boundaries a
SS1.04 – explain how culture (e.g.,
religion, gender roles, social values, food preferences) and function (e.g.,
finance, trade, government, education, manufacturing) affect the
characteristics of a place.
Developing
and Practising Skills
SS2.01 – explain why groups of people in
similar environments (e.g., deserts) may have different ways of life;
SS2.02 – explain how and why national and
regional boundaries evolve.
Learning
Through Application
SS3.01 – analyse a major geographic
characteristic of the Great Lakes megalopolis (e.g., spatial organization,
urban systems, demography) and determine the factors that have shaped its
present pattern;
SS3.02 – explain selected movements of
goods and people, using concepts of spatial interaction;
SS3.03 – produce a case study to show how
characteristics of their local area have evolved to meet changing human needs;
SS3.04 – assess the influence of different
cultures on their local area (e.g., cultural centres, food, celebrations,
customs).
HEV.01 · explain how humans have modified
the natural environment;
HEV.02 · evaluate the impact of mass migrations
on ecosystems;
HEV.03 · analyse the effects of
large-scale rural-to-urban migration on the environments of urban areas;
HEV.04 · explain how the natural
environment and natural phenomena affect human activities.
Understanding
Concepts
HE1.01 – identify examples from each
continent of positive and negative effects of human activities on the natural
environment;
HE1.02 – describe selected examples of
distinctive alterations of the physical environment by humans (e.g., terraced
hillsides of Thailand, polders in the Netherlands) and explain the reasons for
these adaptations;
HE1.03 – describe how landforms, climate,
soils, and vegetation influence settlement patterns;
HE1.04 – demonstrate an understanding of
the locational advantages and disadvantages of different sites for human
activities (e.g., Nile or Brahmaputra flood plains, coastal wetland zones,
river crossings).
Developing
and Practising Skills
HE2.01 – analyse the advantages and
disadvantages of intensive human use of selected physical features (e.g.,
Yellow River valley);
HE2.02 – evaluate the impacts of
urbanization on selected environments (e.g., air pollution in Los Angeles or
Hong Kong, slums in Mexico City);
HE2.03 – analyse the effects of mass
migrations on various terrestrial ecosystems;
HE2.04 – explain the reasons causing
people to leave rural areas and move to cities in large numbers and the
consequences of these movements for rural and urban landscapes;
HE2.05 – explain why various environments
have differing capacities to support population growth and industrial
development.
Learning
Through Application
HE3.01 – assess the costs and benefits of
a solution to national or regional development needs that involves major
environmental changes (e.g., China’s Three Gorges project), taking into
consideration short- and long-term economic and environmental consequences and
human impacts;
HE3.02 – produce a case study that
analyses an aspect of human-environment interaction in their local area;
HE3.03 – produce a case study of the
effects of human migration on selected ecosystems (e.g., refugee movements into
fragile environments in Africa or Asia);
HE3.04 – explain how natural hazards
(e.g., drought, flooding, typhoons, landslides, earthquakes) and environmental
problems caused by human activities (e.g., oil spills, acid rain) affect
development in selected regions.
GCV.01 · analyse the impact of culture on
settlement patterns and human activities;
GCV.02 · analyse the factors influencing
cultural/economic convergence and divergence;
GCV.03 · evaluate the effects of the
information revolution, technological progress, and global trade on world
regions.
Understanding
Concepts
GC1.01 – explain how cultural
characteristics (e.g., religion, language, ethnicity) act as linking factors
within and between regions;
GC1.02 – explain the role of international
organizations (e.g., United Nations, World Bank, World Health Organization, Red
Cross, Amnesty International) in fostering contact between world peoples;
GC1.03 – identify cultural and economic factors that
trigger conflict or ecological disintegration (e.g., national, ethnic, and
religious differences, unequal resource distribution, trade blocs);
GC1.04 – explain how technology
contributes to cultural/economic convergence (e.g., facilitation of
cross-cultural contact) and divergence (e.g., reinforcement of nationalism,
religious fundamentalism, cultural separation, economic protectionism).
Developing
and Practising Skills
GC2.01 – analyse examples of the influence
of culture on human activities (e.g., pilgrimages, tourism);
GC2.02 – analyse examples of social
phenomena that contribute to cultural and economic convergence (e.g.,
widespread use of English in business, ethnic quarters in large cities,
cultural associations and centres), peace, and good international relations;
GC2.03 – explain how people in different
countries can work together to solve international problems (e.g., the Land
Mine Treaty campaign);
GC2.04 – assess the impact of
technological change in a region of the world.
Learning
Through Application
GC3.01 – analyse selected settlement
patterns around the world to show how they have been influenced by cultural
factors (e.g., inheritance systems, land settlement systems);
GC3.02 – compare economic opportunities
for men, women, and children in selected regions or countries (e.g., Canada,
North Africa, Scandinavia, Japan);
GC3.03 – evaluate the role of
international organizations in maintaining peace between countries (e.g.,
United Nations, North Atlantic Treaty Organization, economic organizations);
GC3.04 – explain the role played by
culture and economics in selected incidents of conflict or cooperation;
GC3.05 – conduct a case study of a country
that depends on a single resource (e.g., oil in Nigeria or a Middle Eastern
country) to illustrate the positive and negative impacts of this type of
economy on cultural, political, and social life.
UCV.01 · demonstrate an understanding of
human migrations and their causes and effects;
UCV.02 · demonstrate an understanding of regional
economic disparities and factors affecting them;
UCV.03 · assess the effectiveness of
measures to alleviate regional economic disparities and conflict.
Understanding
Concepts
UC1.01 – identify different types of
migration (e.g., immigration, forced migration, economic migration, seasonal
migration);
UC1.02 – explain how international
migrations are affected by political conditions, economic incentives, and
religious and family ties;
UC1.03 – explain how government policies
can either encourage or discourage mass migrations;
UC1.04 – identify world regions that have
experienced considerable international migration and explain the reasons for
those movements;
UC1.05 – explain what is meant by regional
economic disparities and identify examples in different parts of the world;
UC1.06 – explain the consequences of being
a landlocked country (e.g., with respect to imports/exports, sharing of
offshore resources) and describe how such a country responds to its position
(e.g., Switzerland, Rwanda, Luxembourg).
Developing
and Practising Skills
UC2.01 – analyse the causes of selected great
migrations of history and explain their effects on settlement patterns;
UC2.02 – evaluate the positive and
negative aspects of migration policies on human movements;
UC2.03 – describe how mass migrations
influence the spread of cultures and affect understanding between peoples;
UC2.04 – analyse the causes of selected
examples of regional economic disparity;
UC2.05 – explain, through the analysis of
selected examples, the relationship between population movements and economic
disparities;
UC2.06 – analyse selected social and
economic changes in a rural region of the world;
UC2.07 – explain how international aid has
brought about change in disadvantaged countries;
UC2.08 – propose solutions to selected
boundary conflicts and internal disputes.
Learning
Through Application
UC3.01 – explain why push factors are more
significant contributors to international migration today than pull factors;
UC3.02 – evaluate the political, economic,
and social impacts of a selected development project on the ability of people
to control their land and lifestyles;
UC3.03 – produce a case study of regional
planning in a developing country aimed at reducing regional disparities and
improving economic and social well-being.
GIV.01 · apply geographic skills, methods,
and technologies to gather, analyse, synthesize, and communicate information on
world geography;
GIV.02 · conduct an independent inquiry
that applies geographic knowledge, skills, and methods effectively to a study
of places and human patterns;
GIV.03 · use forecasting, problem-solving,
and decision-making models to develop solutions for geographic issues and
problems;
GIV.04 · evaluate career options in human
geography and related social sciences.
Understanding
Concepts
GI1.01 – explain how geographic knowledge
and skills and geotechnologies can contribute to the resolution of major world
social and economic problems;
GI1.02 – identify careers that require
knowledge and skills related to the study of human geography.
Developing
and Practising Skills
GI2.01 – analyse and synthesize
information from remote sensing, geographic information systems, and maps and
present conclusions;
GI2.02 – use sequences of maps, aerial
photographs, and satellite images as a basis for describing, comparing, and
analysing changes over time and for making predictions about trends and
patterns in human geography;
GI2.03 – illustrate global human patterns,
using a variety of thematic mapping techniques (e.g., proportional flow lines,
choropleths);
GI2.04 – use statistical analysis
techniques (e.g., correlational analysis) to analyse and interpret data;
GI2.05 – choose the most appropriate methods for
forecasting, problem solving, and decision making to support their independent
study;
GI2.06 – assess the relevance and bias of information
gathered from different sources;
GI2.07 – use written, oral, and visual
communication skills to present the results of geographic inquiry and analysis
effectively.
Learning
Through Application
GI3.01 – evaluate the positions of
different groups on selected issues related to human geography;
GI3.02 – conduct an independent inquiry on
a political, economic, cultural, or social issue related to a region or nation
in Africa, Asia, or Oceania, using key concepts and methods presented in the
course;
GI3.03 – describe practical and
community-related applications of the conclusions reached in the independent
inquiry;
GI3.04 – forecast future trends relating
to a selected issue in human geography (e.g., rural-to-urban migration in
Asia);
GI3.05 – analyse educational requirements,
job descriptions, current opportunities, and future prospects for a selected
career related to human geography.
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 -a
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.