Canadian and World Studies
Notre Dame Catholic Secondary School
Course Code: CGC1D1
Course Name: Geography of Canada
Level: ACADEMIC
Instructor: Mr. Sammut
Period:
Room Number:
Course Overview: This course explores Canada’s distinct and changing character and the
geographic systems and relationships that shape it. Students will investigate the interactions of
natural and human systems within Canada, as well as Canada’s economic, cultural, and
environmental connections to other countries. Students will use a variety of geotechnologies
and inquiry and communication methods to analyze and evaluate geographic issues and
present their findings.
Specific Strands of Study and Expectations include:
Geographic Foundations: Space and Systems
By the end of this course, students will:

describe the components and patterns of Canada’s spatial organization;

demonstrate an understanding of the regional diversity of Canada’s natural and human systems;

analyze local and regional factors that affect Canada’s natural and human systems.
Human-Environment Interactions
By the end of this course, students will:

explain the relationship of Canada’s renewable and non-renewable resources to the Canadian economy;

analyze the ways in which natural systems interact with human systems and make predictions about the outcomes of these interactions;

evaluate various ways of ensuring resource sustainability in Canada.
Global Connections
By the end of this course, students will:

describe how Canada’s diverse geography affects its economic, cultural, and environmental links to other countries;

analyze connections between Canada and other countries;

report on global issues that affect Canadians.
Understanding and Managing Change
By the end of this course, students will:

explain how natural and human systems change over time and from place to place;

predict how current or anticipated changes in the geography of Canada will affect the country’s future economic, social, and environmental wellbeing;

explain how global economic and environmental factors affect individual choices.
Methods of Geographic Inquiry and Communication
By the end of this course, students will:

use the methods and tools of geographic inquiry to locate, gather, evaluate, and organize information about Canada’s natural and human systems;

analyze and interpret data gathered in inquiries into the geography of Canada, using a variety of methods and geotechnologies;
 communicate the results of geographic inquiries, using appropriate terms and concepts and a variety of forms and techniques.
Efforts will be made to meet the individual learning needs of students in order
to ensure these expectations are being met.
Course Breakdown
Unit 1 – Mapping Skills
Unit 2 – Physical Connections
(2 parts)
Unit 3 – Cultural Connection
Unit 4 -- Global Connections
Resources:
The course will use a variety of resources including video,
CD-ROM, Internet Applications and a variety of print
sources. The textbook Making Connections will be
distributed to students during the first week of the
course. The text and all other resources assigned to
students are the responsibility of the student. Any
damage incurred will result in payment for replacement.
Replacement cost for the text is $90.00.
Evaluation Structure::
Knowledge/Understanding
Thinking
Communication
Application
30%
25%
20%
25%
The above is reflected both in the term work (worth 70% of the
final mark) and the summative work (worth 30% of the final
mark). Summative work consists of the Final Exam (20%) and a
Culminating Activity (10%).
Evaluation Policy
Students will be assessed & evaluated according to the work produced & skills displayed. Methods of providing feedback will include assessing work in process &
evaluating completed assignments, tests, co-operative learning activities, simulations and presentations. Peer & self-evaluations will also be utilized.
Student marks will be determined by evaluating process & product according to 4 categories & 4 levels. Please see the chart below for specific skills and key words
used to determine student competency in the different categories.
Level 1:
Level 2:
Level 3:
Level 4:
Level
50-59%
60-69%
70-79%
80-100%
Category
Limited
Some
Considerable
Thorough
Knowledge/Understanding
display of
success in
display of
understanding

Knowledge of content (e.g., facts, terms, definitions)
knowledge,
displaying
knowledge
of concepts

Understanding of content (e.g., concepts, ideas, theories, procedures, processes,
skills and
knowledge,
skills and
and ability to
methodologies, and/or technologies)
ability to
skills and
ability to
communicate,
Thinking
apply
application
apply
think

Use of planning skills (e.g., focusing research, gathering information, organizing an
concepts
of concepts
concepts
creatively and
inquiry, asking questions, setting goals)
apply concepts

Use of processing skills (e.g., analyzing, generating, integrating, synthesizing,
evaluating, detecting point of view and bias)

Use of critical/creative thinking processes (e.g., inquiry process, problem-solving
process, decision-making process, research process)
Communication

Expression and organization of ideas and information (e.g., clear expression, logical
organization) in oral, written, and visual forms Oral & written communication

Communication for different audiences (e.g., peers, adults) and purposes (e.g., to
inform, to persuade) in oral, written, and visual forms

Use of conventions (e.g., conventions of form, map conventions), vocabulary, and
terminology of the discipline in oral, written, and visual forms
Application

Application of knowledge and skills (e.g., concepts, procedures, processes, and/or
technologies) in familiar contexts

Transfer of knowledge and skills (e.g., concepts, procedures, methodologies,
technologies) to new contexts

Making connections within and between various contexts (e.g., past, present, and
future; environmental; social; cultural; spatial; personal; multidisciplinary)
A student whose achievement is below 50% at the end of the course will not obtain a credit for the course.
Feedback will also be provided for student learning skills. Skills like working independently, team work, organization, work habits and homework, and initiative are
assessed independently student achievement and will be conducted through the use of a rubric indicating specific criteria to be achieved to receive each of the following
letter grades:
E –Excellent
G – Good
S – Satisfactory
N - Needs Improvement
Other Evaluation Issues

LATE ASSIGNMENTS. Assignments submitted after the Primary Due Date established by the teacher will be accepted with a penalty of 5%
off for the first day late and 2% for subsequent days to a maximum of 10%. This four-day Penalty Zone is the maximum time allowed for
submissions. The fourth day after the assignment is due is considered the Closure Date upon which no further assignments will be accepted.
If the teacher returns the marked assignments within the four day penalty zone, the date of return is considered the closure date. Repeated
lateness in submissions indicates poor organization skills and will result in parental contact and will be reflected in the learning skills section of
the report card.

INCOMPLETE ASSSIGNMENTS Assignments will be graded according to the extent with which they meet the criteria established in the
rubric or evaluation structure.

MISSED TESTS Tests missed with a legitimate reason will be written within a few days of the student returning from the absence. Student
eligibility to write the test and the date of writing will be at the discretion of the teacher in consultation with the department head.

CULMINATING ACTIVITIES These activities will be due toward the end of the course. They are valued between 5 and 15 per cent of the
final mark and will reflect course material and competencies not otherwise reflected on the final exam.

Plagiarism in any form reflects academic dishonesty and will result in a mark of zero for the assignment in question.