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Course Profile Canadian and World Issues: A Geographic
Analysis (CGW4U), 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 draws on geographic concepts, skills, methods, and technologies to
analyse significant issues facing Canadians as citizens of an interdependent
world. Students examine the challenges of creating a sustainable and equitable
future through the study of a range of topics, including economic
interdependence, geopolitical conflict, regional disparities in the ability to
meet basic human needs, and protection of the planet’s life support systems.
We live
in a world of crises. Whether it is war, global hunger, environmental
degradation, or human rights violations, we are desperately seeking to analyse
and seek solutions to our world problems. As we begin the twenty-first century,
we realize that we cannot ignore, nor should we ignore, these global concerns.
Geographically the earth is a holistic entity. We now realize that our world is
also holistically a political, economic, and social entity. As Catholics, we
have to ask ourselves how we will respond to our many global challenges and
whether we have an articulate response to these issues. Unit topics encourage
students to develop moral, ethical, and realistic decision-making in an effort
to develop as conscientious Christian citizens. Students develop a respect for
humanity and the environment based upon the study of issues presented in this
course. They also have the opportunity to develop Christian values, Catholic
understandings, and possible solutions to help them create a Catholic vision of
the future that inspires hope, confidence, and the development of a just and
compassionate global society.
This
course provides a systematic approach to the analysis of Canadian and World
Issues derived from the strands and expectations in the
All
of the problems suggested in this Course Profile are complex, interrelated, and
controversial. They are real problems that students will face and make
decisions about throughout their lives. Students have opportunities to consider
issues by analysing different perspectives and by learning how they can effect
change by harnessing their emerging analytical abilities to consider solutions
to the myriad of challenges. In this way, students may develop a positive
proactive view to the future.
The controversial nature of many of
the issues examined may prove challenging both to teachers and students. Our
students reflect a broad spectrum of values and beliefs and discussions may be
highly charged. Some suggestions about dealing with controversial issues in the
classroom include explaining the need to respect others’ opinions, beliefs, and
interests, and being sure the classroom is a safe place for learning by helping
students to actively listen to each other. The teacher should reinforce the
idea that opinions are not right or wrong, but facts might be. They should stop
heated debates and emphasize the need for obtaining factual information before
drawing conclusions. It is important that students acknowledge the value of
personal, cultural, and religious beliefs without making generalizations.
An
important consideration for the teacher is the a
In
Unit 1, students are introduced to a number of selected issues. They begin to
develop issue analysis techniques that are applied throughout the course. Su
|
* Unit
1 |
Introduction:
The |
20
hours |
|
Unit 2 |
Interdependence |
20
hours |
|
Unit 3 |
Challenges
to Diversity |
25
hours |
|
Unit 4 |
Sustainability
of Communities |
25
hours |
|
Unit 5 |
Culminating
Activity: Current Events Seminar |
20
hours (Includes in-class research time) |
* These
units are fully developed in this Course Profile.
Time: 20
hours
Unit
Description
Inequality
of resources and economic capability creates an increasing “gap” between those
nations possessing and developing the means of growth and those experiencing
severe economic hardships and a
Unit
1 provides a firm foundation for understanding the terminology and key issues
presented in the remainder of the course. This unit familiarizes students with
the issues relating to human and environmental geography and introduces them to
the skills and technology used in geographic study. Students use issue analysis
as a means to break down complex global issues. It should be noted that a more
detailed analysis of global issues o
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
SSV.01,
UCV.01, GIV.04, UC3.01, SS1.03, SS1.06, SS1.08, GI1.01, GI1.06, GI2.06,
GI2.09 |
Knowledge/Understanding |
Defining
global issues: survey |
|
2 |
GI1.04,
GI2.01, SS1.04, SS1.06 |
Thinking/Inquiry |
Perspectives
on global classification systems |
|
3 |
GIV.01,
GI2.07, GI2.08, GI3.02, SS3.01, GC3.01 |
Knowledge/Understanding |
Indicators
of the quality of life |
|
4 |
HEV.01,
HE1.02, UC1.01, SS1.06, SS1.09, GI1.01, GI2.02, GI2.05, GI2.06, GI2.08 |
Knowledge/Understanding |
Demographic
patterns: blueprint for the future |
|
5 |
SSV.01,
HEV.02, SS2.01, SS3.01, GIV.01, HE3.01 |
Knowledge/Understanding |
Human
and natural systems: relationships and interactions |
|
6 |
UCV.02,
SS1.01, UC1.04, GIV.01, GI2.02, GC1.01 |
Knowledge/Understanding |
Rethinking
environmental determinism |
|
7 |
UCV.01, HEV.02, GIV.01, SSV.01, GC1.01,
UC3.05, GI2.05, GI1.01, GI1.07, GI2.06, SS1.01, SS1.06, HE3.01 |
Knowledge/Understanding |
Culminating Activity: a futures wheel and
scenario building or unit test |
Culminating
Activity
Students
create a “futures wheel” showing possible global changes to the year 2010 and
beyond, based on trends of resource use. They present their rationale for their
selected scenario and discuss the positive and negative aspects of creating a
futures wheel.
A
unit test is an option, instead of the futures wheel, as the culminating
activity. Students must have a firm background in basic geographical skills and
knowledge in order to su
Time:
20 hours
Unit
Description
In
a global society, as we are sustained and supported by others, we in turn
sustain and support others (mutuality). In the concept of interdependence, we
are each better off by sharing the individual gifts that God has provided.
Also, the whole of society suffers when one component or individual is altered
adversely or has been marginalized.
The
focus of this unit is world interdependence at all scales: international,
national, regional, and local. Students examine the challenges and
opportunities created by our increasingly integrated planet. Using the resource
file introduced in Unit 1, students construct proportional flow maps
illustrating
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
GCV.01,
GIV.01, SSV.01, GC2.02, GI2.03, GI2.07, GI2.10, SS1.05 |
Communication |
|
|
2 |
SSV.03,
GCV.03, GIV.03, GC1.03, GC2.03, GC3.05, GI2.06, SS1.04 |
Knowledge/Understanding |
Taking
charge: organizations and individuals that affect change |
|
3 |
GIV.01,
GIV.02, GC2.03, GC3.04, GI1.01, GI1.05 |
Thinking/Inquiry |
Impact
of the past on the present: colonial legacies |
|
4 |
GC3.02,
GC2.01, HE2.01, GI2.01, GI2.04, SS2.03 |
Knowledge/Understanding |
Human
links: population movements and impacts |
|
5 |
GC3.02, GC1.04, HE3.04, GI2.10, GI2.03,
GI1.05 |
Knowledge/Understanding |
Connections between resource use and human
population |
|
6 |
GCV.03,
SSV.03, SS1.05, GC2.03, GC2.02, GI2.10, GI2.03, GI1.05 |
Knowledge/Understanding |
Sharing
the blame: sharing the solution - international treaties |
Culminating
Activity
Issues
analysis techniques practised in Unit 2, such as developing a graphic organizer
and writing in role to represent different viewpoints, including that of the
Catholic Church, are applied to the examination of a number of international
treaties and their impact on a local, regional, and global level.
Time:
25 hours
Unit
Description
The
human condition often creates a recurring situation; people, while o
In
this unit, students examine the many differences in the world. Students are
introduced to the study of geopolitics and the importance of homelands to
different cultural groups. Statistical analysis of economic variables in Canada
and worldwide helps students see the varying levels of economic opportunity in
a global context. As natural resources are distributed unequally around the
globe, a
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
GCV.02,
GI1.04, SS1.02, SS1.07, GC2.02, GI2.07, SS1.03 |
Knowledge/Understanding |
Sense
of place: an introduction to geopolitics |
|
2 |
UCV.03,
GC2.03, GC1.05, SS1.02, SS1.08; SS1.09, SS2.02, SS3.04 |
Knowledge/Understanding |
Boundaries
and homelands: regional and international |
|
3 |
GC1.02,
GI2.08, SSV.02, SS2.02, SS3.02 |
Communication |
Global
economies: impact of disparity |
|
4 |
SSV.02, SS3.02, SS3.03, GI2.08, GC3.03,
HE2.06 |
Knowledge/Understanding |
Regional economic disparities: a Canadian
perspective |
|
5 |
GC1.01,
GC3.03, GI1.02, GI3.01, HE1.01, SS1.01 |
Thinking/Inquiry |
Pattern
of environmental disparity: using GIS |
|
6 |
SS2.04,
UC1.03, UC2.03, GI1.05, HE2.06 |
Knowledge/Understanding |
Readdressing
the balance: a |
|
7 |
HE3.01,
GCV.02, GC1.02, SSV.02, SS1.07, GIV.02, GI3.02 |
Knowledge/Understanding |
Culminating
Activity: conflict and disparity map: Christ-centred directive and action
plan |
Culminating
Activity
Students
create a series of maps, graphs, and images to illustrate the relationship
between conflict and disparity in a selected location of the world. Students
also develop a Christ-centred doctrine or directive supported with an action
plan that tries to resolve these conflicts to maintain the concept of community
and the common good.
Time:
25 hours
Unit
Description
Recognition
of the gifts of creation requires the responsible use of available resources.
Everything we possess we hold in trust for all, including future generations.
Problems of global scarcity and environmental pollution demand renewed efforts
at preservation, conservation, and sustainable development.
God’s
creation is a sacred gift, entrusted to our care. Stewardship means acting as
managers for God and respecting God’s laws which we find embedded in reality.
This
unit introduces students to the concepts and terms associated with
sustainability. Through the use of a number of activities, such as surveys,
examination of statistics and graphs, and role-playing, students examine how
different social and cultural differences can influence people’s attitudes
towards resource sustainability. Students research individuals or groups who
have contributed to sustainable community projects.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
HE1.03,
UC2.02, GI1.01, GI1.04 |
Knowledge/Understanding |
Defining
sustainability |
|
2 |
UC2.02,
GI2.01, GI.104, GI2.03 |
Knowledge/Understanding |
Determining
resource sustainability |
|
3 |
UC1.01, UC1.02, UC2.01, GI1.05, GI1.06 |
Communication |
Dynamic populations |
|
4 |
HEV.03,
HE2.03, HE2.05, GI1.05, UC1.02, UC3.02, UC3.06 |
Knowledge/Understanding |
Urban
wonders |
|
5 |
HE2.02,
HE3.02, GI2.02, GI2.03 |
Thinking/Inquiry |
Feeding
the future |
|
6 |
HE2.04,
GC3.02, UC3.03, HE3.03, GI2.06, GI2.02, GCV.03 |
Knowledge/Understanding |
Balancing
resource use |
|
7 |
UC3.05,
UC3.04, GI3.03, GI2.03, GI3.04, GI2.06, HE2.05, GI1.03, GI2.09, UC1.02 |
Knowledge/Understanding |
Sustaining
our local community: action plan |
Culminating
Activity
Students
examine a local environmental problem and write a report that includes
strategies to implement a sustainable action plan in their community.
Time:
20 hours (including in-class research time)
Unit
Description
All
peoples and nations of the world are members of an increasingly interdependent,
political-economic and environmental unit or global community.
Each
student selects a global issue not covered in detail in the course. Students
deliver a seminar and produce an essay on that issue towards the end of the
course. The teacher provides a list of seminar/essay topics.
Students
collect and analyse a number of articles that reflect a variety of viewpoints on
their topic (Class Resource File). As the skill of critical reading has been
developing throughout the course, analysis of the viewpoints presented is a key
aspect of this task. Students distribute one article that best expresses their
perspective, develop a set of discussion questions with model answers, and
create maps, graphs, or other images to analyse the spatial and quantitative
aspects of their issues. Their reports contain summarized research information,
questions and model answers, maps, graphs, future predictions, and a
bibliography. Leading a seminar based on independent research about a
student-selected topic provides a forum for the development of interactive
discussion and critical analysis skills.
It is
suggested that this seminar/essay be worth 10% of the final grade, with a final
exam emphasizing analysis and application being worth 20%. There is an
expectation that students actively participate in each other’s seminars.
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
Final
Summative Activity: |
GIV.04,
GI1.01, GI2.01, GI2.03, GI2.06, GI2.10 |
Knowledge/
Understanding |
Researched
information, discussion-based essay to compliment seminar |
|
2 |
GIV.04, GI1.01, GI2.01, GI2.03, GI2.06,
GI2.10 |
Knowledge/ Understanding |
A concise, provocative, and balanced oral
seminar on a global issue |
|
3 |
GIV.04,
GI1.01, GI2.01, GI2.03, GI2.10 |
Thinking/Inquiry |
Analysis
and application based exam question items |
Recognizing
the diverse backgrounds and the multiple intelligences of our students it is
essential that a variety of teaching/learning strategies be employed to ensure
student su
Aerial
Photo Analysis –
examine photos of landforms for common characteristics
Brainstorming
– group generation
of initial ideas expressed without analysis and/or evaluation
Case
Study –
investigating a real or simulated problem
Classifying – grouping a
Cooperative
Learning – small
group investigation or problem solving
Conferencing – student-to-student, or
student-to-teacher discussion
Computer-assisted
learning – use of a
computer to learn or reinforce material
Debate – informed research topics
articulated in a formal process
Diagramming – synthesizing concept information
into visual illustration
Direct
Instruction –
teacher-led lessons
Discussion – exchange of ideas on an issue for
clarification of views
Field
trips – practical
application of geographic inquiry skills
Games – team quizzes
Geographic
Information Systems (GIS)
Graphing – visual tool for problem solving
Guest
Speakers – experts
in the field
Internet
Research
Lectures – dissemination of information by
speakers or teachers
Mapping – representing physical,
demographic, and numerical data through visual forms
Mind
Mapping – mental
images drawn on paper
Note
Making –
summarizing text
Organizers – an organized outline, based on a
pattern, provided as a direction to be followed leading
to a desired
product
Portfolio – collection of student work
Poster
Making –
synthesizing information or concepts to deliver a message or advertisement
Presentation/Report – oral, written, and visual presentation
of researched topic to a specific audience
or
person
Quantitative
and qualitative assessment – field collection of data and interpretation
Reading
– periodicals,
articles, journals, newspapers, magazines for information on a selected
topic/issue
Researching
– use of a variety
of sources for the purpose of supporting an inquiry
Role
playing/Simulations
– enhances metacognition, serves as a hypothesis for predicting actions
Scenario
Writing – describes
a situation
Seminars – presentation of an opinion or
thesis
Statistical
analysis –
collection and reporting of data
Survey
design
Video analysis – viewing with a purpose
Web Pages
Design
The
primary purpose of assessment and evaluation is to improve student learning.
Assessment and evaluation in this course is based upon the achievement chart in
The Ontario Curriculum, Grades 11
and 12 Canadian and World Studies pp.246-247. The four categories
identified are: Knowledge/Understanding, Thinking/Inquiry, Communication, and
Application. The provincial standard for student achievement is Level 3. In
this course profile, suggestions for both formative and summative assessment
strategies and tools are given. Sample rubrics, checklists, and rating scales
are provided for some of the major activities and for the unit culminating
activity.
Before
teaching this course, it is highly recommended that the teacher create an
assessment and evaluation plan for the entire course. This should include the
main items that will be collected and assessed by the teacher for each unit.
Selecting two or three main pieces of student work per unit that result from a
task based on cover a number of key expectations provides a snapshot of how
well students are achieving. A number of suggestions for formative assessment
have been made throughout the profile. Sharing this plan with students at the
beginning of the term informs them of what is expected of them. In order for
students to improve their learning, diagnostic and formative assessment must be
on-going. Providing descriptive feedback, suggesting next steps, and
encouraging students to become critical of their own work through a variety of
means helps students develop competencies that are far-reaching. The teacher
should consider what opportunity students are given to demonstrate their
learning and how they can be clear on the expectations.
Seventy
per cent of the grade is based on assessments and evaluations conducted
throughout the course. Thirty per cent of the grade is based on a final
evaluation in the form of an examination, performance, essay, and/or other
methods of evaluation. For the 30% culminating evaluation, it is suggested that
10% be assigned to the seminar presentation and essay, the other 20% to a final
examination. This examination could take the format of a case study analysis or
an in-class essay, due to the emphasis on the issues approach taken in the
course.
Every
effort is made to assist all students in achieving su
There are a variety of strategies that can be used for
those students with IEPs and ESL students:
·
providing
flexible timelines regarding the completion of projects and assignments;
·
modifying
hand-outs in terms of language and content used and size and easy-to-read font;
·
arranging
for peer assistance;
·
providing
a list of terminology prior to the activity;
·
allowing
students to write tests in an alternate setting
·
providing
opportunities to redo all or part of a task;
·
combining
both written and verbal instructions.
Units in
this Course Profile make reference to the use of specific texts, magazines,
films, videos, and websites. The teacher needs to consult their district school
board policies regarding use of any copyrighted materials. Before reproducing
materials for student use from printed publications, the teacher needs 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,
the teacher needs 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 teacher is reminded that much of
the material on the Internet is protected by copyright. The person or
organization that created the work usually owns the copyright. Reproduction of
any work or substantial part of any work on the Internet is not allowed without
the permission of the owner.
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Gregor and Bruce Litteljohn. Voices for the Watershed: Environmental Issues
in the Great Lakes-St. Lawrence Drainage Basin. Montreal: McGill-Queen’s
University Press, 2000.
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Wendell. In the presence of fear: three essays for a changed world.
Orion Society, 2001.
Blouet,
Brian and Olwyn Blouet. Latin America and the Caribbean: A Systematic and
Regional Survey. New York: John Wiley, 1997.
Brown,
Lester R. and H. French. State of the World 2000. W.W. Norton and
Company, 2001.
Canadian
Global Almanac 2002.
Toronto: Macmillan Publishers, 2001. ISBN 1-55335-006-5
Cartwright,
Fraser, Kim Earle, and Kingsley Hurlington. On the Threshold: Analysing
Canadian and World Issues. Toronto: Gage Publishing, 2002. ISBN 7715-82358
Chasmer,
Ron and Pamela Perry-Globa. Facing the Future. Global Issues in the 21st.
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Clark,
Bruce and John K. Wallace. Global Connections: Canadian and World Issues.
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Clawson,
David L. World Regional Geography: A Development Approach, 7th ed.
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Dianne. Our Environment: A Canadian Perspective, 2nd ed. Nelson Thomson
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De
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J., et al. A Geography of the Third World, 2nd ed. New York: Routledge,
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Gilson,
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world agriculture focusing on government policies and needed reforms.
Hackett,
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of Guelph.
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Geoffrey J. and Robert Morrow Jr. Canada and the World: An Atlas Resource,
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Molyneux,
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Mungall,
Constance and Digby J. McLaren, ed. Planet Under Stress: The challenge of
global change. Toronto: Oxford University Press, 1991. ISBN 0-19-540731-8
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Prescott,
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Suzuki,
David. Earth Times. Toronto: Stoddart Publishing Co., 1998.
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United
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World
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Vital
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in Association with the Worldwatch Institute, 2001. ISBN 185-3838322
Catechism
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Catholic
New Times
Catholic
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Catholic
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Canadian
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Donders,
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John-Paul
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The
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Laborem
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Proclaiming
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Papal Documents from Rerum Novarum through Centesisnus Annus
Smith,
Mary, Ed. Shaping a New World: A Challenge for the 21st Century, sixth
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National
Catholic Social Justice Lobby Network, 1998 – http://www.networklobby.org
Contains an outline of Catholic social justice teachings and direction on how
to develop societal structures and relationships based on the Gospel of Jesus.
Also contains articles about current threats to social/global justice.
Sheridan,
E.F., Ed. Do Justice. The Jesuit Centre for Social Faith and Justice,
1987.
Smith,
Pamela. What Are They Saying About Environmental Ethics? New York:
Paulist Press, 1997.
United
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The
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action in environmental justice issues.)
Global
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Hope
for a Renewed Earth
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from the Catholic Church’s perspective.)
Way of
the Cross: Toward Justice and Peace. ISBN 1-57455-235-X
Canadian
Geographic Magazine
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Canadian
Journal of Environmental Education – http://www.edu.uleth.ca/ictrd/cjee/
Canadian
Social Trends –
http://www.cansim.com/english/kits/social.htm
Current
History
Foreign
Policy
Macleans
Magazine –
http://www.macleans.com/
The
Monograph –
http://oagee.org/region11.htm
National
Geographic –
http://www.nationalgeographic.com/main.html
New
Internationalist –
http://www.oneworld.org/ni/index4.html
Newsweek
– http://www.msnbc.com/news/NW-front_Front.asp
Time
Magazine –
http://www.time.com/time/
UNESCO
Courier –
http://www.unesco.org/webworld/news/00_special_courrier.shtm
Resource
Centre for the Americas. The Cost of Your Shirt. (Real-life drama of Guatemalan
textile workers)
Resource
Centre for the Americas. The New Global Economy: A View from the Bottom Up.
(Transnational corporations, structural adjustment, human migration, and free
trade)
Awakening
Giant. 1993. 60
min. Southern China is booming and looks set to create the greatest economic
miracle ever seen. Lifting 1.2 billion people from poverty and creating an
economy bigger than America’s.
Creation:
Environmental Action”
VISION. 1998. 30 min.
Marilyn
Waring on Women & Economics. National Film Board (0386), 1996, 30 min. Women make up more than 50 %
of the world’s population, yet hold no more than 10 % of the seats in
legislation. This video takes a hard look at the disparity between what women
contribute to communities and how their work is valued.
“Water
is for Fighting Over.” Human Geography: people, places and change.
Series. The Open University. 1995. 27 min.
Water
Supply in Canada.
Classroom Video. 1998. 26 min.
“What
Border?” The National. News Series. CBC. 1997.
Sustainable
Development- Zero Emissions Production. Classroom Video. 1999. 14 min.
Sustainable
development and the ecosystem approach. National Film Board. 15 min. This describes
the spectrum of environmental thinking from exploitation of the environment for
purely economic reasons to strict environmental protection to the exclusion of
economics on the other.
“Trading
Futures-Living in the Global Economy.” CBC Nature of Things, 1993. 120
min.
“Water:
To The Last Drop.” CBC Nature of Things.
World
Water Resources: sample studies of China, Israel and Australia. Classroom Video. 2000.
22 min.
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.
Canadian
International Development Agency – http://www.acdi-cida.gc.ca/health.htm
Canada
Centre for Remote Sensing – www.
Ducks
Unlimited – www.ducks.ca/edu/resource.html
Earth
Week – www.earthweek.com
Weekly updates on environmental issues around the world
Ecological
Footprint - Resource Page –
http://www.rprogress.org/resources/nip/ef/ef_nations.html
This page allows the user to a
Ecological
Footprint – http://www.olywa.net/roundtable/footprint/
Focus on sustainability for the future
Environment
Canada – http://www.ec.gc.ca
A comprehensive overview of the Canadian environmental issues
Environmental
Atlas – www.rri.org/envatlas/index.html
Internet-based tool for researching environmental policies worldwide
ESRI
Canada. – www.esri.com
The home page of the creator of two widely used GIS software
Food
and Agriculture Organization – http://www.fao.org/
Offers relevant facts, figures, and discussions on all matters related to
agricultural activity and food supply
First
Nations History Theme Page - Community Learning Network
– www.cln.org/themes/fn_history.html
Links to many sites about First Nations in Canada
Geography
– http://geography.about.com
Navigate to library (blank outline maps of countries, continents), teacher, and
student website
Indigenous
Lands and Power Mapping in the Americas: Merging Technologies Winter 1999,
Native Americas Journal – http://nativeamericas.aip.cornell.edu
International
Forum on Globalization – http://www.ifg.org/
Brings together leading activists concerned with the consequences of
globalization processes
Latin
America Development Archive at John Hopkins University –
www.jhu.edu/~soc/ladark.html
Data sets, social science information that can be copied
National
Council for Geographic Education – www.ncge.org
A site for professional geography educators
National
Environmental Satellite, Data, and Information Service
– http://ns.noaa.gov/NESDIS/NESDIS_Home.html
A
Organization
of American States – www.sice.oas.org (trade information)
Population
Research Project – http://www.statcan.ca/english/kits/popll.htm
Students select and use geographic materials and organizers to analyse the
economic and social factors that contribute to the demographic characteristics
of Canada. Students will select and use appropriate methods and technology to
communicate the results of geographic inquiries.
Reading
the Clouds: Native Perspectives on Southwestern Environments Journal focusing
on native rights and issues in the Americas. Some articles online, backorders
and subscriptions can be ordered.
Resource
Centre of the Americas – www.americas.org
A search engine for articles related to human economic and environmental.
Resources
for Indigenous Peoples around the World – www.nativeweb.org
A powerful search engine and links
Statistics
Canada – http://www.statcan.ca/start.html
TED
Case Studies: An On-line Journal – www.american.edu/ted/all/htm
Case studies dealing with the impact of globalization.
US
Population Reference Bureau – www.prb.org
Statistics for countries and selected articles relating to population, and the
environment
United
Nations – http://www.bestpractices.org/
Contains over 1100 proven solutions from 120 countries to the common social,
economic, and environmental problems of an urbanizing world
UNESCO
– http://www.unesco.org/
Home page, information on global cultural issues
United
Nations Environmental Programme (UNEP) – http://www.grida.no/
A comprehensive, informative, and reliable website on global environmental
issues
United
Nations High Commission on Refugees – http://www.unhcr.ch/
Provides information and commentary
United
Nations Population Fund – http://www.unfpa.org/
Covers a wide range of topics and regularly updated
United
Nations World Food Programme – http://www.wfp.org/index.htm
On matters of hunger and famine in a global context
University
of California Scholarly Internet Resource Collection –
http://informine.ucr.edu/
A powerful search engine and a
US
Census Bureau – http://www.census.gov/
Home page, links to population estimates on a daily basis
US
Government site - Earthshots – http://edcwww.cr.usgs.gov/earthshots
Satellite images of environmental change, photos, and interpretation
Perry
Castaneda Library Map Collection –
www.lib.utexas.edu/Libs/PCL/Map_collection/americas.html Great sources of maps
Virtual
Text on Canada and Germany
– www.wlu.ca/~wwwgeog/special/vgt/English/can_mod2/quest.htm
Online textbook focusing on Canada but also deals with economic issues
Worldwatch
Institute – http://www.worldwatch.org/
Offers regularly updated survey of human impacts on environment
The
World Fact Book – http://www.odci.gov/gov/cia/publications/factbook/index.html
World
Bank Group – http://www.worldbank.org/data/countrydata/countrydata
World
Bank – www.worldbank.org (statistical databank)
Women’s
Environment and Development Organization – http://www.wedo.org
World
Future Fund-Global Future Watch Indicators System –
http://www.worldfuturefund.org/wff-indicatorslist.htm
World
Health Organization – http://www.who.int/
Home page, material on world health issues
World
Vision – http://worldvision.ca
World
Wildlife Foundation – http://www.wwfcanada.org
This
profile is designed to aid the teacher in developing and delivering the course Canadian
and World Issues: A Geographic Analysis. This course would fulfill the
requirement for an additional credit in Canadian and World Studies within the
18 compulsory credits required for an Ontario Secondary School Diploma in
Section 3.1.1. (p.9), and Appendix 5 (p. 72) of Ontario Schools, Grades
9-12, Program and Diploma Requirements, 1999. The needs of university bound
students have been considered and the activities have been constructed with a
balance of theory, communication, and application. Expectations for a
Coded
Expectations, Canadian and World Issues: A Geographic Analysis, Grade 12,
University Preparation, CGW4U
SSV.01 · explain the complex nature of the
earth’s natural and human systems;
SSV.02 · analyse the causes and effects of
economic disparities around the world;
SSV.03 · demonstrate an understanding of
the cultural, economic, and political aspirations of selected groups and the
effects of their actions on local, national, and global issues.
Understanding
Concepts
SS1.01 – demonstrate an understanding of
the interdependence of ecology and economics;
SS1.02 – explain why places and regions
are important to the identities of selected human groups
(e.g., Jerusalem as a holy city for Christians, Jews, and Muslims);
SS1.03 – explain how points of view and
paradigms influence an individual’s perceptions of a place
(e.g., a developer and an environmentalist differ on the best use for a
wetland, indigenous peoples differ with other cultural groups on what
constitutes a wilderness);
SS1.04 – identify different methods of
grouping countries (e.g., by level of development, political or economic
affiliation, cultural characteristics) and evaluate the implications of
categorizing countries in these ways;
SS1.05 – identify ways in which countries
and regions of the world are becoming increasingly interdependent;
SS1.06 – identify the social, economic,
cultural, and political components of selected geographic issues;
SS1.07 – identify similarities and
differences in the economic and political aspirations of selected regional or
cultural groups within different countries;
SS1.08 – demonstrate an understanding of
the need to respect the cultural and religious traditions of others;
SS1.09 – demonstrate an understanding of
the roles and status of men and women in different parts of the world.
Developing
and Practising Skills
SS2.01 – analyse the distribution of the
world’s major biomes and determine the reasons for the observed patterns;
SS2.02 – analyse the changing spatial
distribution of political systems (e.g., democracy, socialism, communism,
military dictatorship) around the world;
SS2.03 – analyse the causes and
consequences of recent events involving refugees in Canada or in another part
of the world and evaluate the effectiveness of the relevant policies for
dealing with refugees;
SS2.04 – evaluate the significance of the participation
of people in non-violent movements to protect resources and environments (e.g.,
Chipko women’s movement in India, protests against clear-cutting in Canada).
Learning
Through Application
SS3.01 – compare the productivity and
biodiversity of selected ecosystems (e.g., low productivity and biodiversity of
deserts, high productivity of tropical rain forests);
SS3.02 – select and compare statistical
indicators of quality of life (e.g., those relating to population, culture,
resources, technology, military expenditure, literacy, medical care) for a
variety of developed and developing countries in different parts of the world;
SS3.03 – analyse the causes of selected
examples of economic disparity in the local or regional community;
SS3.04 – predict geographic consequences
of separation or independence for a region or cultural group that is now part
of a larger country (e.g., changes in boundaries, trade flows, economic
development, involvement in international organizations).
HEV.01 · analyse selected global trends
and evaluate their effects on people and environments at the local, national,
and global level;
HEV.02 · analyse geographic issues that
arise from the impact of human activities on the environment in different
regions of the world;
HEV.03 · evaluate approaches, policies,
and principles relating to the protection and sustainability of the planet’s
life-support systems.
Understanding
Concepts
HE1.01 – demonstrate an understanding of
how human-induced changes in natural systems can diminish their capacity for
supporting human activity (e.g., excessive use of the Ogallala aquifer of the
midwestern United States, desertification in the Sahel region of Africa);
HE1.02 – describe selected world
demographic trends and explain the factors influencing them;
HE1.03 – explain how people perceive
resources and sustainable development differently at different times and in
different places.
Developing
and Practising Skills
HE2.01 – analyse the impact of selected
human migrations on natural and human systems;
HE2.02 – analyse the impact of past and
current trends in agriculture (e.g., Green Revolution, corporate farming,
biotechnology, monoculture, organic farming) on natural and human systems;
HE2.03 – analyse the impact of
urbanization and urban growth (e.g., destruction of wildlife habitat, traffic
congestion, land use conflicts) on natural and human systems;
HE2.04 – evaluate the economic, social,
and ecological impact of current methods for raising or harvesting a selected
resource (e.g., clear-cutting of forests, development of wildlife habitat
areas, monoculture);
HE2.05 – evaluate some of the ways of
promoting sustainable development (e.g., polluter-pays principle, zero
population growth, local community initiatives) and assess their effectiveness
in selected places and regions of the world;
HE2.06 – explain ways in which trade
policies or agreements (e.g., fair trade cooperatives, North American Free
Trade Agreement) may affect the environment.
Learning
Through Application
HE3.01 – explain the interactive nature of
selected natural and human systems;
HE3.02 – analyse examples of efforts to
increase the productivity of a selected natural environment (e.g., Chinese
model of land use, polders in the Netherlands, hydroponic farming, wetland
reclamation, hillside terracing, fish farming) and their short- and long-term
economic, social, and environmental impacts;
HE3.03 – assess the contribution of
selected government policies to sustainable resource development in Canada;
HE3.04 – produce a case study of a
specific situation in which resource development has contributed to the
disruption of an ecosystem (e.g., hydroelectric dams in Canada or Asia, mining
development in Indonesia, tourism in Antarctica).
GCV.01 · demonstrate an understanding of
the interdependence of countries in the global economy;
GCV.02 · analyse instances of
international cooperation and conflict and identify factors that contribute to
each;
GCV.03 · identify the contributions made
by a variety of individuals, organizations, and institutions to sustainable
development strategies for the developing world, and evaluate their economic,
environmental, and social impacts.
Understanding
Concepts
GC1.01 – identify current global
sustainability issues and environmental threats;
GC1.02 – demonstrate an understanding of
how scarcities and inequities in the distribution of resources (e.g., water
scarcity, unequal land distribution, confiscation of land) contribute to
uprisings and conflicts;
GC1.03 – describe the structure,
membership, and activities of an international economic alliance in Africa or
Asia (e.g., Organization of African States, Association of Southeast Asian
Nations);
GC1.04 – demonstrate an understanding of
how economies and environments in some places may be affected by decisions made
in other places (e.g., the Matamoros region of Mexico is affected by decisions
made by parent companies in Canada or the United States; the delta region of
Bangladesh experiences flooding that is partly due to the clearing of forested
slopes in the Himalayas);
GC1.05 – identify individuals who have
made significant contributions to addressing global issues (e.g., Nelson
Mandela and human rights; Gro Harlem Bruntland, former prime minister of
Norway, and sustainable development; Jody Williams, Nobel peace prize winner,
and land mine treaty negotiations) and evaluate their impacts.
Developing
and Practising Skills
GC2.01 – analyse the economic and
environmental consequences for selected countries of colonialism in the past
and economic colonialism in the present;
GC2.02– analyse geopolitical relationships
between selected countries and regions (e.g., between countries sharing the
waters of the Nile or countries sharing the Grand Banks fishing grounds);
GC2.03 – analyse the evolving global
geopolitical role of a selected region or country (e.g., European Union,
Russia, Asia Pacific nations) and evaluate how its actions contribute to
cooperation or conflict.
Learning
Through Application
GC3.01 – demonstrate an understanding of
how quality of life and employment prospects are related to the global economy;
GC3.02 – evaluate the performance of a
selected transnational corporation with respect to the promotion of
environmental sustainability and human rights;
GC3.03 – research and report on the human
and ecological cost of global military spending;
GC3.04 – evaluate factors (e.g., physical
geography, growing of cash crops, foreign monetary assistance) that may
compound problems of hunger and poverty in a selected country;
GC3.05 – demonstrate an understanding of
how the work of the United Nations and other organizations on poverty, disease,
and the environment is directly related to their own lives.
UCV.01 · analyse, forecast, and evaluate
changes in the human use of the earth and its resources;
UCV.02 · evaluate the cultural, economic,
and environmental impact of changing technology;
UCV.03 · evaluate the effectiveness of
methods used by different organizations, governments, and industries to find
short- and long-term solutions to geographic problems and issues at the local,
national, and global level.
Understanding
Concepts
UC1.01 – explain how economic and cultural
considerations (e.g., the need for resources or workers, cultural or religious
beliefs about child bearing) influence a country’s population policies (e.g.,
China’s one child policy);
UC1.02 – explain how local participation
in the development process can build sustainable communities;
UC1.03 – explain, using specific examples,
how strategic lawsuits against public participation (SLAPPs) affect the public
participation process;
UC1.04 – explain how new technology
affects employment (e.g., skill requirements, proportion of workers in
different sectors of the economy) and resource management (e.g., rate of use of
resources, labour requirements).
Developing
and Practising Skills
UC2.01 – predict global demographic
changes for the future and assess their economic, environmental, and social
implications;
UC2.02 – evaluate the sustainability of
selected trends related to consumption of the earth’s resources;
UC2.03 – evaluate the role played by
non-governmental organizations and local community initiatives in different
parts of the world (e.g., the Grameen Bank in Bangladesh) in promoting
sustainable development and resource management.
Learning
Through Application
UC3.01 – identify awareness levels and
viewpoints relating to a geographic issue by conducting a survey in the school
or local community;
UC3.02 – evaluate and communicate (e.g.,
in a round-table discussion or mock hearing) the perspectives and arguments of
various stakeholders involved in a geographic issue;
UC3.03 – assess the environmental and
economic impacts of a selected case of environmental deregulation in Canada;
UC3.04 – produce an action plan for a
local community initiative that contributes to the sustainability of a selected
global resource;
UC3.05 – produce scenarios for probable
and desirable futures based on current trends in the human use of the earth and
its resources, including trends in technology;
UC3.06 – evaluate the effectiveness of an
international strategy and agreement (e.g., Kyoto Protocol, Convention on
Biodiversity, Montreal Protocol, Law of the Sea) that has been designed to
protect the global commons (e.g., air, water, oceans, biodiversity) or address
global issues.
GIV.01 · select and apply geographic skills, methods,
and technologies to gather, analyse, and synthesize ideas and information;
GIV.02 · use a variety of methods and
technologies to communicate the results of geographic inquiry and analysis
effectively;
GIV.03 · select and apply appropriate
decision-making and problem-solving strategies to develop solutions for
geographic problems and issues;
GIV.04 · conduct an independent inquiry
that effectively applies geographic knowledge, skills, methods, and
technologies to a selected local, national, or global geographic issue.
Understanding
Concepts
GI1.01 – use geographic terms correctly in
written and oral communication (e.g., region, pattern, interdependence,
global perspective, global commons, disparity, equity, carrying capacity, Gaia
hypothesis, ethnocentrism, anthropocentrism, sustainable development, human
development index);
GI1.02 – demonstrate an understanding of
the technologies used in the analysis and synthesis of geographic data (e.g.,
remote sensing, information technology, geographic information systems,
hypermedia);
GI1.03 – demonstrate an understanding of
the value and use of geographic representations and methods;
GI1.04 – describe biases that may inform
different viewpoints and perspectives on geographic issues;
GI1.05 – demonstrate an understanding of
the possibility of a number of alternative solutions to any geographic problem
or issue;
GI1.06 – demonstrate an understanding of
the need to consider social differences (e.g., race, gender, class) when
analysing global problems and issues;
GI1.07 – explain why it is difficult to
make a
Developing
and Practising Skills
GI2.01 – demonstrate an ability to
distinguish between fact and opinion in information sources;
GI2.02 – analyse cause and effect and
sequence relationships in geographic data;
GI2.03 – evaluate and effectively use
information from a variety of primary and secondary sources (including
mainstream and alternative print, broadcasting, and electronic sources) when
conducting geographic inquiries, and apply relevant data when making decisions
and solving problems;
GI2.04 – analyse how the media influence
public opinion on geographic issues (e.g., our perceptions of developing
countries and their inhabitants);
GI2.05 – evaluate the effectiveness of
techniques used to predict the future (e.g., forecasting, backcasting, future
wheel);
GI2.06 – draw conclusions or make
judgements or predictions on the basis of reasoned analysis;
GI2.07 – produce mental, thematic, and
choropleth maps to illustrate local or global patterns;
GI2.08 – use statistical analysis
techniques (e.g., correlational analysis) to interpret and analyse data;
GI2.09 – collect data, using field study
techniques, and analyse the data to identify patterns and relationships;
GI2.10 – use written, oral, and visual communication
skills to present the results of geographic inquiry and analysis effectively.
Learning
Through Application
GI3.01 – use different types of maps and
images (e.g., topographic maps, thematic maps, satellite imagery) to analyse
the consequences of human activities or environmental phenomena (e.g., impact
of a tropical storm on an island nation, effects of forest harvesting on a
watershed);
GI3.02 – use maps to analyse change over
time in a place;
GI3.03 – produce a plan of action and
conduct an independent inquiry that synthesizes concepts, skills, and
applications related to a geographic issue;
GI3.04 – identify practical applications
in the local community of conclusions reached in the independent inquiry.
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.