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CGW4U, Geography

CGW4U, Canadian and world issues 12U

Canadian and World Issues, CGW4U, Grade 12, University Preparation

Reference: http://www.edu.gov.on.ca/eng/curriculum/secondary/canworld1112curr.pdf Course Description This course examines the global challenges of creating a sustainable and equitable future, focusing on current issues that illustrate these challenges. Students will investigate a range of topics, including cultural, economic and geopolitical relationships, regional disparities in the ability to meet basic human needs, and protection of the natural environment. Students will use geotechnologies and skills of geographic inquiry and analysis to develop and communicate balanced opinions about the complex issues facing Canada and a world that is interdependent and constantly changing. Prerequisite: Any Grade 11 or 12 university or university/college preparation course in Canadian and world studies, English, or social sciences and humanities

Summary of Units and Timelines

Below is the suggested sequence of course unit delivery as well as the recommended number of hours to complete the respective unit. For complete details of targeted expectations within each unit and activity, please see each Unit Overview found in the course profile.

Unit Order

Unit Name

Suggested Time

Evaluations

Unit 1

Studying Issues: Ways of Seeing

20 hours

Unit Test

Awareness Assignment

Unit 2

Geopolitics: Patterns of Power

20 hours

Unit Test

Mapping Assignment

Mid Semester Point

Unit 3

Demographics: Challenge and Change

20 hours

Unit Test

Careers Assignment

Unit 4

Interdependence: Environment and Economy

20 hours

Unit Test

Change Maker Assignment

Unit 5

Sustainability

20 hours

Unit Test

Case Study Assignment

Final

Independent Study Unit

10 hours

Final Exam

Culminating Activity

 

 

Total: 110 hours

 

 

Fundamental Concepts Covered in This Course Systems and Structures: The ways humans and nature are organized. Humans have created systems and structures to allow societies to function; natural systems and structures have developed in response to a variety of natural factors. Interactions and Interdependence: The influences shaping relationships within and among human and natural systems and structures. Human and natural processes and components connect with, adapt to, and have an impact on one another. Environment: The natural and built elements of which the earth is composed, and the complex web they form. Change and Continuity: The fundamental criteria for assessing the development of human and natural systems and structures. Change is manifested by differences over time, and is recognized by comparing phenomena and contexts as they exist at different times. Continuity represents consistency and connectedness over time, and is recognized by exploring the forces within nature and human societies that create stability and link the past with the present. Culture: Expressions of humanity learned and shared within a specified population, influenced by the physical environment. Culture provides a conceptual framework for interpreting the world, and influences the perception of time, place, identity, significance, and change. Power and Governance: The means and supporting structures whereby laws and rules are enforced in a society and in the global community.

Course Notes

This course is designed to provide students with the necessary skills and knowledge as well as a development of an attitude that supports these skills and knowledge responsibly. The course design is geared to meet and exceed the prerequisite requirements for studying geography at the University level. The framework of course delivery focuses the “big ideas” through the lens of the goals of the Canadian and world studies program as outlined on page 3 of the Ontario Ministry of Education document:

  • Develop the knowledge and values they need to become responsible, active, and informed Canadian citizens in the twenty-first century;
  • Develop practical skills (such as critical-thinking, research, and communication skills), some of which are particular to a given subject in Canadian and world studies and some of which are common to all the subjects in the discipline;
  • Apply the knowledge and skills they acquire in Canadian and world studies courses to better understand their interactions with the natural environment; the political, economic, and cultural interactions among groups of people; the relationship between technology and society; and the factors contributing to society’s continual evolution .

The organization of the course is packaged into five distinct topical units. A sixth unit, Independent Study Project, will be developed throughout the first two-thirds of the course so that students can learn, develop and build on skills as they work through the research project.

Teaching and Learning Strategies

Teachers will bring enthusiasm and varied teaching and assessment approaches to the classroom, addressing individual students’ needs and ensuring sound learning opportunities for every student. The activities offered should enable students to relate and apply these concepts to the social, environmental, and economical conditions and concerns of the world in which they live. Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners. Teachers will help students understand that problem solving of any kind often requires a considerable expenditure of time and energy and a good deal of perseverance. Teachers also will encourage students to investigate, to reason, to explore alternative solutions and to take the risks necessary to become successful problem solvers. Effective instructional approaches and learning activities draw on students’ prior knowledge, capture their interest, and encourage meaningful practise both inside and outside the classroom. Students will be engaged when they are able to see the connection between the mathematical concepts they are learning and their application in the world around them and in real-life situations. Due to its importance, students will have opportunities to learn in a variety of ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice. The approaches and strategies teachers use will vary according to both the object of the learning and the needs of the students. Teachers will accomplish this in an on-line environment with the use of on-line simulations, animations, videos, discussion forums, live chat and other interactive objects. Online & Offline Components The design of this course is intended to offer a rich balance between online and offline elements. The following is a summary of the course components and their delivery format. Please refer to the individual unit outlines for specific details. Course content & instruction: online Communication between teacher and students: online & offline Collaboration between students: online Assessment & evaluation: online & offline Practice exercises, textbook work, readings etc: offline

Assessment & Evaluation for Student Achievement

As summarized in Growing Success 2010, the primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course. This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement. Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. All curriculum expectations must be accounted for in instruction, but evaluation focuses on students’ achievement of the overall expectations. A students’ achievement of the overall expectations is evaluated on the basis of his or her achievement of related specific expectations. Teachers will use their professional judgement to determine which specific expectations should be used to evaluate achievement of overall expectations, and which ones will be covered in instruction and assessment but not necessarily evaluated. In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies that:

  • Address both what students learn and how well they learn;
  • Are based both on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart
  • Are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning;
  • Are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students;
  • Are fair to all students;
  • Accommodate students with special education needs, consistent with the strategies outlined in their Individual Education Plan;
  • Accommodate the needs of students who are learning the language of instruction;
  • Ensure that each student is given clear directions for improvement;
  • Promote students’ ability to assess their own learning and to set specific goals
  • Include the use of samples of students’ work that provide evidence of their achievement;
  • Are communicated clearly to students and parents at the beginning of the school year and at other appropriate points throughout the school year.

The achievement chart for mathematics outlines four categories of knowledge and skills. They include; knowledge and understanding, thinking, communication and application. Teachers will ensure that student work is assessed and/or evaluated in a balanced manner with respect to the four categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade is recorded for this course, and a credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade for this course will be determined as follows:

  • Seventy percent of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement. The seventy percent will be distributed in the following achievement chart categories: 25% Knowledge and understanding, 25% application, 25% communication and 25% thinking.
  • Thirty percent of the grade will be based on a final evaluation in the form of an examination administered towards the end of the course and a summative project which students can work on throughout the course.

Accommodations

All students can succeed. Some students are able, with certain accommodations, to participate in the regular course curriculum and to demonstrate learning independently. Accommodations allow access to the course without any changes to the knowledge and skills the student is expected to demonstrate. The accommodations required to facilitate the student’s learning can be identified by the teacher, but recommendations from a School Board generated Individual Education Plan (IEP) if available can also be consulted. Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners. Examples of accommodations (but not limited to) include:

  • Adjustment and or extension of time required to complete assignments or summative tasks
  • Providing alternative assignments or summative tasks
  • Use of scribes and/or other assistive technologies
  • Simplifying the language of instruction

Resources

Teachers will bring additional resources and teaching materials that provide a rich and diverse learning environment. Units in this course profile make specific reference to the intended textbook for this course but can be substituted for any relevant and approved text. Clark, Bruce, and John Wallace. Global Connections: Canadian and World Issues, 2nd Edition. Toronto: Pearson Education Canada, 2008. ISBN 9780132069403

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