Issues in Canadian Geography, Grade 9, Academic s1

Course Outline Issues In Canadian Geography, Grade 9, Academic

CGC1D Semester I, 2017-2018

Teachers: Mr. Mooney and Mr. Johnson

Emails: [email protected] [email protected]

Textbook: Making Connections: Canada’s Geography, 3rd edition. Pearson Canada, 2015, Clark Bruce & John Wallace.

Credit Value: 1.0

Prerequisite: None Wikispace: main.torontoprepschool.com ______

Course Description:

This course examines interrelationships within and between Canada’s natural and human systems and how these systems interconnect with those in other parts of the world. Students will explore environmental, economic, and social geographic issues relating to topics such as transportation options, energy choices, and urban development. Students will apply the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, to investigate various geographic issues and to develop possible approaches for making Canada a more sustainable place in which to live.

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Overall Course Expectations By Strand

1 A. GEOGRAPHIC INQUIRY AND SKILL DEVELOPMENT

 A1. Geographic Inquiry: use the geographic inquiry process and the concepts of geographic thinking when investigating issues relating to Canadian geography;

 A2. Developing Transferable Skills: apply in everyday contexts skills, including spatial technology skills, developed through the investigation of Canadian geography, and identify some careers in which a background in geography might be an asset.

B. INTERACTIONS IN THE PHYSICAL ENVIRONMENT

 B1. The Physical Environment and Human Activities: analyse various interactions between physical processes, phenomena, and events and human activities in Canada (FOCUS ON: Interrelationships; Geographic Perspective)

 B2. Interrelationships between Physical Systems, Processes, and Events: analyse characteristics of various physical processes, phenomena, and events affecting Canada and their interrelationship with global physical systems (FOCUS ON: Patterns and Trends; Interrelationships)

 B3. The Characteristics of Canada’s Natural Environment: describe various characteristics of the natural environment and the spatial distribution of physical features in Canada, and explain the role of physical processes, phenomena, and events in shaping them (FOCUS ON: Spatial Significance; Patterns and Trends)

C. MANAGING CANADA’S RESOURCES AND INDUSTRIES

 C1. The Sustainability of Resources: analyse impacts of resource policy, resource management, and consumer choices on resource sustainability in Canada (FOCUS ON: Interrelationships; Geographic Perspective)

 C2. The Development of Resources: analyse issues related to the distribution, availability, and development of natural resources in Canada from a geographic perspective (FOCUS ON: Interrelationships; Geographic Perspective)

 C3. Industries and Economic Development: assess the relative importance of different industrial sectors to the Canadian economy and Canada’s place in the global economy, and analyse factors that influence the location of industries in these sectors (FOCUS ON: Spatial Significance; Patterns and Trends)

D. CHANGING POPULATIONS

2  D1. Population Issues: analyse selected national and global population issues and their implications for Canada (FOCUS ON: Interrelationships; Patterns and Trends)

 D2. Immigration and Cultural Diversity: describe the diversity of Canada’s population, and assess some social, economic, political, and environmental implications of immigration and diversity for Canada (FOCUS ON: Spatial Significance; Geographic Perspective)

 D3.Demographic Patterns and Trends: analyse patterns of population settlement and various demographic characteristics of the Canadian population (FOCUS ON: Spatial Significance; Patterns and Trends)

E. LIVEABLE COMMUNITIES

 E1. The Sustainability of Human Systems: analyse issues relating to the sustainability of human systems in Canada (FOCUS ON: Interrelationships; Geographic Perspective)

 E2. Impacts of Urban Growth: analyse impacts of urban growth in Canada (FOCUSON: Spatial Significance; Geographic Perspective)

 E3. Characteristics of Land Use in Canada: analyse characteristics of land use in various Canadian communities, and explain how some factors influence land-use patterns (FOCUS ON: Spatial Significance; Patterns and Trends)

Units/Topics

Unit 1 – Geographic Inquiry and Skill Development (20 Hours) Students will learn the methods of geographic inquiry as well as basic skills of geography. Example topics include reading, interpreting and creating maps.

Unit 2 – Interactions In The Physical Environment (25 Hours) Students will examine the physical environment of Canada and gain an understanding of the processes that created such varied landscapes.

Unit 3 – Changing Populations (25 Hours) This unit focuses on the study of human geography. Specifically, students will study Canadian demographics and various models of transition.

Unit 4 – Managing Canada’s Resources and Industries (20 Hours) This unit examines the natural resource industries of Canada, as well as the pillars of the Canadian economy.

Unit 5 – Liveable Communities (20 Hours) Students will learn about the themes of sustainability, and globalization. Additionally, students will look at topics such as Canada’s relationships with other nations. 3 Unit Length 1. Geographic Inquiry and Skill development 20 2. Interactions in the Physical Environment 25 3. Changing Populations 25 4. Managing Canada’s Resources and Industries 20 5. Liveable Communities 20 Total 110

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Assessment/Evaluation

Term Work: 70% (unit tests, assignments, quizzes, etc.)

Final Evaluation: 30% (final exam)

Breakdown: Knowledge & Understanding 25% Thinking & Inquiry 25% Communication 25% Application 25%

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Class Expectations

1. You are expected to be on time for each class.

2. Textbooks and/or supplemental materials are to accompany you to each class.

3. You are responsible for taking lecture notes, as well as completing all homework found on the wikispace.

4. Homework will be checked daily and taken up in class. 5. If a test is missed, the student must bring a note from the parent stating the reason for the absence; otherwise the student will receive a zero. 6. It is your responsibility to catch up on all missed classes/assignments.

7. Refer to the Academic Due Date Policy sheet for specific guidelines regarding late assignments.

4 Extra Help: If at any point, you are having problems with the materials and require assistance, please seek extra help immediately. We are available from 9:00-9:55 AM Monday through Friday and after school by appointment.

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Academic Due Date Policy

All assignments and projects will have a due date.

The due date is the beginning of the period for that given class. For example if a project is due for the period one class it must be submitted at 10:00 AM, if it is due for the period four class on a Wednesday, then it is due at 2:49 PM.

The due date represents the date in which the assignment/project is due. Students should

5 submit the assignment/project to their subject teacher on the due date. If a student does not submit the task on the due date the subject teacher will contact the parents/ guardian to notify them of the outstanding work that day. The subject teacher will not provide support after the due date has passed.

Late marks will be deducted on late assignments. This strategy is in keeping with the Ministry’s policy document “Growing Success”. Late projects/assignments will be assessed at a reduction of 5% per day for the first two days and 10% per day after that to a maximum of 50%. Each project will be assessed for the 100% of its original value, and late marks will be clearly stated on the final evaluation. After 6 school days, a student will receive a zero. Students are strongly encouraged to still hand in late projects for assessment and written feedback. A Saturday Club inclusion will be made within the 6 days.

Projects/assignments turned into the teacher after they have been marked and returned to students, will not be awarded a grade if the project/assignment is one the teacher believes can be copied from peers (at teacher’s discretion), however, written feedback on the assignment will be given. (For example: journals, reflection pieces, etc.)

Extension Request Form

There is a procedure for students to seek relief from a due date and extend a deadline without academic penalty. In extraordinary circumstances, extensions may be granted, if an Extension Request Form is filled out by the student and signed by a parent and approved by the teacher at least one day before the due date. It is up to the discretion of the teacher and the school administration whether or not to accept the Extension Request. A student may request an extension to the maximum of 2 times in each course and for no more than 3 days. After the allotted time has passed and the assignment has not been submitted then late marks will be assigned. Our policy recognizes that extenuating circumstances may legitimately prevent a student from meeting a due date. The Extension Request Form may be garnered from the principal or vice-principal.

Illness/Doctor’s Notes

If a student is absent on the due date, a doctor’s note (or parental note in case of a family emergency) must be provided to the subject teacher in order for the student to submit the assignment. The assignment must be submitted upon the first day the student returns.

Parental Communication

Parents will be contacted if the assignment/project is not submitted on the due date.

Email receipt of Assignments

Since weekend days will be included in the late policy, the submitted time and date will be based on the time that the assignment arrives in the teacher’s email in-box.

Turnitin Policy

As per the student handbook and turnitin manual, all work must be submitted through turnitin at the teacher’s request. Failure to do so will be considered incomplete or late work. Work to be submitted through turnitin may be written, oral presentations, multimedia presentations etc. 6 Students will be given a Toronto Prep School email address to access turnitin. Students must use this email address to submit their work.

The school’s plagiarism policy is posted in the student handbook as well the turnitin manual with FAQs and examples of proper referencing styles. Please speak with your teacher should you have questions about what constitutes plagiarism and how to use turnitin.