2. Course Outline CGC 1D

CGC 1D - Academic

ISSUES In Canadian Geography

Teacher: Mr. McCloskey

Prerequisite Course: None

Description and Overall Expectations: 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.

GEOGRAPHIC INQUIRY AND SKILL DEVELOPMENT: use the geographic inquiry process and the concepts of geographic thinking when investigating issues relating to Canadian geography; 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.

INTERACTIONS IN THE PHYSICAL ENVIRONMENT: analyse various interactions between physical processes, events, and phenomena and human activities in Canada; analyse characteristics of various physical processes, phenomena, and events affecting Canada and their interrelationship with global physical systems; 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

MANAGING CANADA’S RESOURCES AND INDUSTRIES: analyse impacts of resource policy, resource management, and consumer choices on resource sustainability in Canada; analyse issues related to the distribution, availability, and development of natural resources in Canada from a geographic perspective; 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

CHANGING POPULATIONS: analyse selected national and global population issues and their implications for Canada; describe the diversity of Canada’s population, and assess some social, economic, political, and environmental implications of immigration and diversity for Canada; analyse patterns of population settlement and various demographic characteristics of the Canadian population

LIVEABLE COMMUNITIES: analyse issues relating to the sustainability of human systems in Canada; analyse impacts of urban growth in Canada; analyse characteristics of land use in various Canadian communities, and explain how some factors influence land-use patterns

COURSE RESOURCES: Text books, online class site, interactive sites, Youtube

CATHOLIC GRADUATE EXPECTATIONS: Our goal for all students is to experience an education based on our Catholic Graduate Expectations. We work in community to develop graduates that are:

● Discerning Believers Formed in the Catholic Faith Community

● Effective Communicators

● Reflective and Creative Thinkers

● Self-Directed, Responsible, Life-Long Learners

● Collaborative Contributors

● Caring Family Members

● Responsible Citizens

ASSESSMENT, EVALUATION AND REPORTING: The primary purpose of assessment and evaluation is to improve student learning. Students will understand what is expected of them, using learning goals, and success criteria, based on the overall expectations. Feedback (self, peer, teacher) supports learning, and plays a critical role in academic achievement and success.

The development of learning skills and work habits is a key indicator of future success. The following learning skills and work habits will be developed, assessed, and reported during this course:

1. Responsibility fulfills responsibilities and commitments (e.g. accepts and acts on feedback)

2. Organization manages time to complete tasks and achieve goals (e.g. meets goals, on time)

3. Independent work uses class time appropriately to complete tasks (e.g. monitors own learning)

4. Collaboration works with others, promotes critical thinking (e.g. provides feedback to peers)

5. Initiative demonstrates curiosity and an interest in learning (e.g. sets high goals)

6. Self-Regulation sets goals, monitors progress towards achieving goals (e.g. sets, reflects goals)

Group work supports collaboration, an important 21^st century skill. This will be assessed only as a learning skill. Homework may also be assessed as a learning skill. Evaluation completed in class will be based only on individual student work. Regular attendance is important to support group work, various forms of feedback, and to allow students to demonstrate evidence of their learning. Students are responsible for providing evidence of their own learning (with references where required), in class, within given timelines. Next steps in response to academic integrity issues, such as lack of work completion, plagiarism, or other forms of cheating, range from providing alternate opportunities, to a deduction of marks.

LEVELS OF ACHIEVEMENT

The achievement chart identifies four levels, based on achievement of the overall expectations:

Level 1 achievement falls below the provincial standard (50-59%)

Level 2 achievement approaches the provincial standard (60-69%)

Level 3 achievement is at the provincial standard (70-79%)

Level 4 achievement surpasses the provincial standard (80-100%)

The report card grade will be based on evidence of student performance, including observations, conversations and student products. Consideration will be given to more recent evidence (skill development) and the most consistent level of achievement.

MARK BREAKDOWN:

Term Work (70%) will include a variety of assessment tasks designed to demonstrate students’ development in their knowledge and understanding, thinking and inquiry, communication and application, of all overall expectations.

Summative evaluation (30%) takes place towards the end of the semester, is completed in class, and provides the final opportunity for students to demonstrate what they know, and the skills they have learned, based on the overall expectations. In CGC1D, the summative evaluation will consist of RST’s (10%) and a Final Exam (20%) at end of term.

AWARDING OF COURSE CREDIT: Students who demonstrate evidence of achievement of overall expectations, and earn a mark of 50% or greater, will earn one credit for the course with the following exception:

Students who do not complete their summative evaluations (exam and/or end of year summative task) will not earn their credit regardless of their mark.

____________________________________________

Student and Parent/Guardian Acknowledgement:

We have read the above course outline and are aware of the student responsibilities to attend class on a regular basis and to provide evidence of learning within the established timelines.

Student's Name (print): _______________________ Student's Signature: ____________________________

Parent/Guardian Name (print):_________________ Parent/Guardian Signature: __________________________