Geography of Canada Grade 9 Academic CGC1D
An Introduction to Geography Course of Study
1.0 Credit
The Ontario Curriculum, Grades 9 and 10: Canadian and World Studies
Ridley College
P.O. Box 3013
St. Catharines, Ontario L2R 7C3
Canadian Association of Independent Schools (CAIS)
Department of Geography (Head of Department: G.R. Park)
Course Designed by: Nicholas A. Ronald
Course Development Date: July 2002; Revised July 2003
Course Internet URL: http://nick_ronald.ridley.on.ca/
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Page 1
Course Description
This course draws upon a variety of frameworks, such as the ecozone framework, and principles of
physical, human, and economic geography, to explore Canada’s distinct and evolving character.
Students will investigate the interconnections among the landforms, climate, soils, plants, animals, and
human activities in Canadian ecozones to develop geographic knowledge and skills that contribute to an
understanding of Canada’s diversity and its role in the world. It is in this course that students are first
introduced to the Well Informed Students Enriching (WISE) Canada initiative (N.A. Ronald &
K.A. Becken 2000).
WISE Canada adopts a multimedia, student-centred and cross-curricular approach to learning.
Emphasis is placed upon the development of critical-thinking, problem-solving and effective decisionmaking skills. Knowledge is converted into intelligence whenever it is applied to derive new ideas or solve a real problem. The WISE
Canada program teaches students to turn information into something which is much more valuable - knowledge.
Prerequisite: None.
Unit Titles
Unit Number
1
2
3
4
5
6
7
8
9
10
11
12
Unit Title
Geography – The Queenly Science
Soil Landscape of Canada
WISE Canada Regional Overview
Rocks, Ecozone and Landforms
Location and Time
How to Write a Geography Argumentative Style Essay
The Regional Municipality of Niagara
WISE Canada Environmental Issues
Let’s Examine Canada’s Demographics
Topographic Maps and Digital Elevation Models
Natural Vegetation Regions of Canada
Canada’s Climate and Weather
Nicholas A. Ronald 24.07.2002; Revised 8.07.2003 NAR
Total Classroom Hours (110 Total)
12
7
14
7
6
8
10
12
12
7
6
9
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Unit Descriptions and Associated Curriculum Strands
(For a detailed Course Outline link to Appendix I. To review the Ontario Ministry of Education Guidelines for this Course link to Appendix II)
Unit One: Geography – The Queenly Science
This unit begins by asking the students to consider the question ‘What are geographers doing looking at disease and health?”
Students learn about the field of medical geography through the completion of a short project on Severe Acute Respiratory
Syndrome (SARS) and a look at the work of John Snow. The opening to this unit is designed to show students just how
dynamic and far reaching a subject geography is. The unit continues by addressing the question of why it is important to study
geography. The concept of integration, the hallmark of geographic studies, is discussed. James Michener’s short essay
Geography – The Queenly Science (1970) serves as the springboard for this discussion. An oral current events assignment
highlights the dynamic and all encompassing nature of geography. Students are introduced to the WISE Canada Project in
which they will actively participate in for the entire academic year. The concept of the well-informed society is addressed
through a presentation on ‘education for a sustainable and healthy future’ and students proceed to work through two short
WISE Canada exercises – a Symbols of Canada interactive written paper and a fictional literature examination of Canadian
cultural landscapes. This latter exercise is an extension of an earlier look at mental maps. The unit concludes with a short
hands-on mapping exercise that provides the student with an opportunity to review the geographic locations of Canadian
provinces and territories, capital and other major cities and, important bodies of water.
Associated Curriculum Strands
demonstrate an understanding of spatial organization components (Geographic Foundations: Space and Systems,
Overall Expectations).
describe how the arts in Canada reflect natural or cultural landscapes (Geographic Foundations: Space and Systems,
Specific Expectations).
analyse connections between different parts of Canada, and between Canada and other countries (Global Connections,
Overall Expectations).
demonstrate an understanding of similarities among cultures and the need to respect cultural differences
(Understanding and Managing Change, Specific Expectations).
produce and evaluate a set of criteria to describe Canadian identity (Understanding and Managing Change, Specific
Expectations).
demonstrate an ability to collect, organize, and synthesize information from a variety of sources to identify the
characteristics of Canada’s geography (Methods of Geographic Inquiry, Overall Expectations).
Nicholas A. Ronald 24.07.2002; Revised 8.07.2003 NAR
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use geographic terms correctly in written and oral communication (Methods of Geographic Inquiry, Specific
Expectations).
use geographic data to support conclusions and opinions (Methods of Geographic Inquiry, Specific Expectations).
Unit Two: Soil Landscapes of Canada
In this unit students learn about the essential functions provided by soil e.g. supports the growth and diversity of plants and
animals by providing a physical, chemical, and biological environment for the exchange of water, nutrients, energy and air.
The question of why it is important to study soil is broached. Soil formation processes (i.e. physical and chemical weathering,
leaching and calcification) are reviewed. The Canadian Soil Classification System and the four components of soil – minerals,
water, air, organic – are introduced. The topic of soil quality is briefly introduced with the focus being on the physical soil
quality indicator of soil texture. Students review the principle of triangulation (GPS) and are shown how to take proper soil
samples. All students then participate in a mini-field lab in which they determine the soil texture by both feel and graduated
cylinder at the Burgoyne Outdoor Education Centre property. Students are taught the technique for taking proper soil samples.
The process of writing a formal lab report is explained.
Associated Curriculum Strands
demonstrate an understanding of the regional diversity of Canada’s natural systems and human systems (Geographic
Foundations: Space and Systems, Overall Expectations).
demonstrate an understanding of the characteristics of natural systems (Geographic Foundations: Space and Systems,
Overall Expectations).
analyse the ways in which natural systems interact with human systems, then make predictions about the outcomes of
these interactions (Human-Environment Interactions, Overall Expectations).
explain the role of government in managing resources and protecting the environment (Human-Environment
Interactions, Overall Expectations).
demonstrate an understanding of how human activities affect the environment (Human-Environment Interactions,
Specific Expectations).
demonstrate an understanding of how natural systems influence cultural and economic activities (Human-Environment
Interactions, Specific Expectations).
demonstrate an understanding of how natural and human systems change over time and from place to place
(Understanding and Managing Change, Overall Expectations).
predict the consequences of human activities on natural systems (Understanding and Managing Change, Specific
Expectations).
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demonstrate an ability to collect, organize, and synthesize information from a variety of sources to identify the
characteristics of Canada’s geography (Methods of Geographic Inquiry, Overall Expectations).
demonstrate an understanding of the technologies used in geographic inquiry (Methods of Geographic Inquiry, Specific
Expectations).
demonstrate an understanding of the methods used to collect, organize, manipulate, and interpret geographic data
(Methods of Geographic Inquiry, Specific Expectations).
decide whether or not the questions they have used for a geographic inquiry have been answered or the problems
addressed (Methods of Geographic Inquiry, Specific Expectations).
use geographic terms correctly in written and oral communication (Methods of Geographic Inquiry, Specific
Expectations).
collect and synthesize information about the local bioregion (Methods of Geographic Inquiry, Specific Expectations).
locate and use effectively geographic material from primary sources and secondary sources to research a geographic
issue (Methods of Geographic Inquiry, Specific Expectations).
use graphic organizers effectively to visualize, clarify, and interpret geographic information (Methods of Geographic
Inquiry, Specific Expectations).
use geographical data to support conclusions and opinions (Methods of Geographic Inquiry, Specific Expectations).
Unit Three: WISE Canada Regional Overview
This unit begins with a look at the concept of realms and regions. Both terms are defined and then the value of each is
discussed. Students are then introduced to basic and advanced GIScience theory. Topics covered include: what is
GIScience?; what is a Geographic Information System (GIS)?; components of a GIS; map analysis (e.g. gis overlay); the raster
and vector data models; relational databases (tabular data); remote sensing basics (i.e. the remote sensing process, the
electromagnetic spectrum, Radarsat-I). An in-depth discussion/demonstration of ArcView GIS 3.2a basics and the elements of
thematic map composition (design process, required elements, planner organization elements) prepare students for the onscreen (heads-up) digitizing component of the WISE Canada Regional Overview Project that they will complete later on in this
unit using ArcView GIS within the Citrix environment. The GIScience component of this unit demonstrates to students that
Geographic Information System (GIS) technology is not simply a tool which they can use to enrich their study of current
intermediate-senior level curricula; but, that it is also a powerful vehicle which stimulates the growth of technological selfassurance, a vital attribute which they will require if they are to actively participate in this age of information technology. This
component also provides the students with an opportunity to enhance their understanding of GIScience theory through
technical, hands-on experiences. A short lesson on the multimedia concept is all that remains before students join their WISE
Canada regional groups (i.e. British Columbia, the Prairies, Ontario, Quebec, Atlantic Canada and Newfoundland-Labrador or
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the Territories) to work through their interactive, web-based, multimedia regional projects. This project asks students to:
prepare a streamed QuickTime video clip (2-3 minutes) using I-Movie that features one or more group members and
introduces their region; heads-up digitize a map of their region using ArcView GIS in the Citrix environment; search for and
insert regional images with descriptive captions; include images and descriptions of the provincial bird, flower and one other
regional symbol; discuss defining moments in the history of the region; provide information on the physical geography,
economy, environment, government, culture and history of the region; briefly discuss a current and significant regional news
issue; and, insert and explain a Radarsat or Landsat TM image of their region.
Associated Curriculum Strands
demonstrate an understanding of spatial organization components (Geographic Foundations: Space and Systems,
Overall Expectations).
analyse factors that affect natural and human systems in Canada, using local and regional examples (Geographic
Foundations: Space and Systems, Overall Expectations).
demonstrate an understanding of the characteristics of natural systems (Geographic Foundations: Space and Systems,
Specific Expectations).
make recommendations for appropriate forms of human systems for the territory of Nunavut (Geographic Foundations:
Space and Systems, Specific Expectations).
describe Canada’s renewable and non-renewable resource bases, and explain their relationship to the Canadian
economy (Human-Environment Interactions, Overall Expectations).
demonstrate an understanding of how natural systems influence cultural and economic activities (Human-Environment
Interactions, Specific Expectations).
analyse connections between different parts of Canada, and between Canada and other countries (Global Connections,
Overall Expectations).
demonstrate an understanding of how natural and human systems change over time and from place to place
(Understanding and Managing Change, Overall Expectations).
produce and evaluate a set of criteria to describe Canadian identity (Understanding and Managing Change, Specific
Expectations).
demonstrate an ability to collect, organize, and synthesize information from a variety of sources to identify the
characteristics of Canada’s geography (Methods of Geographic Inquiry, Overall Expectations).
select and use appropriate methods and organizers to analyse the economic, social, and natural factors that contribute to
the characteristics of selected regions and systems in Canada (Methods of Geographic Inquiry, Overall Expectations).
select and use appropriate methods and technology to communicate the results of geographic inquiries, and present a
Nicholas A. Ronald 24.07.2002; Revised 8.07.2003 NAR
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variety of viewpoints on issues affecting Canadians (Methods of Geographic Inquiry, Overall Expectations).
demonstrate an understanding of the technologies used in geographic inquiry (Methods of Geographic Inquiry, Specific
Expectations).
demonstrate an understanding of the methods used to collect, organize, manipulate, and interpret geographic data
(Methods of Geographic Inquiry, Specific Expectations).
use geographic terms correctly in written and oral communication (Methods of Geographic Inquiry, Specific
Expectations).
develop and use appropriate questions to define a topic, problem, or issue, and use these questions to focus a
geographic inquiry (Methods of Geographic Inquiry, Specific Expectations).
locate and use effectively geographic material from primary sources and secondary sources to research a geographic
issue (Methods of Geographic Inquiry, Specific Expectations).
use graphic organizers effectively to visualize, clarify, and interpret geographic information (Methods of Geographic
Inquiry, Specific Expectations).
select and use appropriate methods for displaying geographic data (Methods of Geographic Inquiry, Specific
Expectations).
select and use appropriate technology to present geographic information (Methods of Geographic Inquiry, Specific
Expectations).
use cartographic conventions correctly when constructing maps (Methods of Geographic Inquiry, Specific
Expectations).
use geographic data to support conclusions and opinions (Methods of Geographic Inquiry, Specific Expectations).
Unit Four: Rocks, Ecozones and Landforms
The rock cycle and Canada’s terrestrial ecozones and natural landform regions are the topics covered in this short unit of study.
Students are first taught the basics of the rock cycle and then participate in a hands-on exploration of igneous, sedimentary and
metamorphic rock types. Prior to completing a detailed Rock Cycle Review Crossword puzzle students are asked to ponder
the meaning of the phrase ‘THE ROCK CYCLE NEVER STOPS.’ The unit continues with an overview of Canada’s Terrestrial
Ecozones via the Canadian Council on Ecological Areas (CCEA) website. The term ecozone is clearly defined and students
are then asked to consider the characteristics of this geographic designation that make it a useful way to study Canada. The
unit concludes with a brief look at the Natural Landform regions of Canada. A special focus is placed upon the Pre-Cambrian
(Canadian) Shield and Canada’s Highland Regions.
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Associated Curriculum Strands
demonstrate an understanding of spatial organization components (Geographic Foundations: Space and Systems,
Overall Expectations).
describe selected Canadian ecozones and identify the processes that shape them (Geographic Foundations: Space and
Systems, Overall Expectations).
demonstrate an understanding of the regional diversity of Canada’s natural systems and human systems (Geographic
Foundations: Space and Systems, Overall Expectations).
demonstrate an understanding of the characteristics of natural systems (Geographic Foundations: Space and Systems,
Specific Expectations).
produce a set of criteria for identifying regions, including ecozones (Geographic Foundations: Space and Systems,
Specific Expectations).
analyse the ways in which natural systems interact with human systems, then make predictions about the outcomes of
these interactions (Human-Environment Interactions, Overall Expectations).
demonstrate an understanding of how natural systems influence cultural and economic activities (Human-Environment
Interactions, Specific Expectations).
demonstrate an understanding of how natural and human systems change over time and from place to place
(Understanding and Managing Change, Overall Expectations).
demonstrate an ability to collect, organize, and synthesize information from a variety of sources to identify the
characteristics of Canada’s geography (Methods of Geographic Inquiry, Overall Expectations).
select and use appropriate methods and organizers to analyse the economic, social, and natural factors that contribute to
the characteristics of selected regions and systems in Canada (Methods of Geographic Inquiry, Overall Expectations).
demonstrate an understanding of the methods used to collect, organize, manipulate, and interpret geographic data
(Methods of Geographic Inquiry, Specific Expectations).
use geographic terms correctly in written and oral communication (Methods of Geographic Inquiry, Specific
Expectations).
use graphic organizers effectively to visualize, clarify, and interpret geographic information (Methods of Geographic
Inquiry, Specific Expectations).
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Unit Five: Location and Time
In this unit students learn about absolute and relative location. The component that deals with the study of abosolute location
covers such topics as: the difference between parallels and meridians, hemispheres, the location of important parallels and
meridians (including the Arctic Circle, the Anatarctic Circle, the Tropic of Cancer, the Tropic of Capricorn and the Equator)
small and great circles etc. Students are shown how sailors used to depend upon Polaris (the North Star) for navigation
purposes. Prior to discussing the significance of major lines of longitude such as the Prime Meridian and the International
Data Line, students study about John Harrison and his search for longitude. A short exercise in relative location allows
students to distinguish between it an absolute location. The final section of this unit deals with time zones. Students are
introduced to Sir Sandford Fleming and his contributions towards the development of a standard system of time. Although the
focus is upon learning the relationships between Canada’s time zones and the Prime Meridian students are expected to be able
to apply their knowledge of how time zones work in order to determine time differences around the world.
Associated Curriculum Strands
demonstrate an understanding of spatial components (Geographic Foundations: Space and Systems, Overall
Expectations).
analyse factors that affect natural and human systems in Canada, using local and regional examples (Geographic
Foundations: Space and Systems, Overall Expectations).
demonstrate an understanding of the characteristics of human systems (Geographic Foundations: Space and Systems,
Specific Expectations).
demonstrate a knowledge of Canada’s significant world contributions (Global Connections, Specific Expectations).
demonstrate an understanding of how natural and human systems change over time and from place to place
(Understanding and Managing Change, Overall Expectations).
synthesize information on changes in the geography of Canada, such as changes in land use and urban patterns, as well
as resource depletion, in order to plan for the future (Understanding and Managing Change, Overall Expectations).
demonstrate an ability to collect, organize, and synthesize information from a variety of sources to identify the
characteristics of Canada’s geography (Methods of Geographic Inquiry, Overall Expectations).
select and use appropriate methods for displaying geographic data (Methods of Geographic Inquiry, Specific
Expectations).
use different types of maps to interpret geographic relationships, including changes over time in a specific location
(Methods of Geographic Inquiry, Specific Expectations).
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Unit Six: How to Write a Geography Argumentative Style Essay
The aim of this unit is to have students take the first step towards developing an effective style of geographic argumentative
essay writing. Students are learn about: the pre-writing stage, the importance of the essay title, thesis statement construction,
how to write effective paragraphs (transitions and topic sentences), the essay conclusion, format and style, handling quotations
and referencing (both endnotes and parenthetical styles) and, how to prepare a works cited or bibliography page. The
importance of being able to communicate one’s thoughts through the written word is stressed throughout the unit. While a
variety of topics could be assigned to students for the short interactive argumentative style essay they are asked to complete at
unit’s end, a favourite of the designer of this course (N.A. Ronald) is that of the Empress of Ireland and the Edmund
Fitzgerald. This topic serves as an introduction to the students study of shipping along the St. Lawrence Seaway and Welland
Canal in a later unit. It also allows for brief introduction to a subject that will be introduced in Unit Seven i.e. the economics
and environmental aspects of moving cargoes by ship using containerization. Formerly the ‘Titanic’ of Great Lakes cargo
vessels the Edmund Fitzgerald serves as the perfect example for an argumentative essay on the ethical (moral) issues
surrounding disturbance of shipwrecks. The fact that the Edmund Fitzgerald was used to carry iron ore pellets also opens the
door for a discussion of the coal/steel industry around the Great Lakes Basin, population distribution around the Great Lakes
etc.
Associated Curriculum Strands
identify and analyse patterns of spatial organization, including land use, population distribution, and ecozone
(Geographic Foundations: Space and Systems, Overall Expectations).
explain the geographical requirements that determine the location of businesses, industries, and transportation systems,
and make predictions about future locations of these enterprises and systems (Geographic Foundations: Space and
Systems, Specific Expectations).
analyse connections between different parts of Canada, and between Canada and other countries (Global Connections,
Overall Expectations).
research and report on global concerns that affect Canadians (Global Connections, Overall Expectations).
produce a solution to a global geographic or environmental issue (Global Connections: Specific Expectations).
demonstrate an understanding of the factors influencing demographics and migration in Canada (Understanding and
Managing Change, Specific Expectations).
research different perspectives on a geographic issue and present arguments supporting a point of view (Understanding
and Managing Change, Specific Expectations).
select and use appropriate methods and technology to communicate the results of geographic inquiries, and present a
variety of viewpoints on issues affecting Canadians (Methods of Geographic Inquiry, Overall Expectations).
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demonstrate an ability to distinguish among opinion, argument, and fact in research sources (Methods of Geographic
Inquiry, Specific Expectations).
describe biases in information and identify what types of information are relevant to particular inquiries (Methods of
Geographic Inquiry, Specific Expectations).
decide whether or not the questions they have used for a geographic inquiry have been answered or the problems
addressed (Methods of Geographic Inquiry, Specific Expectations).
determine whether or not a conclusion or solution arrived at during an inquiry can be transferred to another context
(Methods of Geographic Inquiry, Specific Expectations).
Unit Seven: The Regional Municipality of Niagara
Regional geography on the micro-scale (local bioregion) is the theme of this unit. Students develop a detailed profile of the
Regional Municipality of Niagara – history, demographics, the Great Lakes-St. Lawrence Seaway System, the Welland Canal,
the Niagara Grape and Tender Fruit Industry and the physical geography of Niagara (the Niagara Escarpment etc.). Students
complete a short statistical analysis of the Niagara Tender Fruit Industry. The well-informed society concepts resurfaces in
connection with a look at a current issue in Niagara (e.g waste disposal, the Mid Peninsula Highway). A highlight of this unit
is an analysis of the Niagara Region through poetry. This particular component re-emphasizes for the student the value of
literature in geographic studies. The poetry of Archibald Lampman, the Reverand James L. Alexander, Elizabeth Florence
West and Donal Lashelle are only some of the poets whose works students are introduced to. Early on in the unit students
complete a heads-up digitized map of the Niagara Region. Attaching external data to digital maps, graduated symbol maps,
metadata and some of the statistical capabilities of ArcView GIS are among the new GIScience related concepts that the
students learn. The unit concludes with students being assigned one of Niagara’s twelve municipalities on which they will
prepare a brief multimedia geographic overview. This entire unit compliments an annual Grade 9 Niagara Region field-trip
conducted in late September during which students get to experience first hand many of the topics covered in this unit.
Associated Curriculum Strands
demonstrate an understanding of spatial organization components (Geographic Foundations: Space and Systems,
Overall Expectations).
identify and analyse patterns of spatial organization, including land use, population distribution, and ecozones
(Geographic Foundations: Space and Systems, Overall Expectations).
analyse factors that affect natural and human systems in Canada, using local and regional examples (Geographic
Foundations: Space and Systems, Overall Expectations).
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demonstrate an understanding of the terms and concepts associated with regions (Geographic Foundations: Space and
Systems, Specific Expectations).
demonstrate an understanding of the characteristics of human system (Geographic Foundations: Space and Systems,
Specific Expectations).
explain the geographical requirements that determine the location of businesses, industries, and transportation systems,
and make predictions about future locations of these enterprises and systems (Geographic Foundations: Space and
Systems, Specific Expectations).
use knowledge of the local bioregion to generate manageable research questions (Geographic Foundations: Space and
Systems, Specific Expectations).
explain the role of government in managing resources and protecting the environment (Human-Environment
Interactions, Overall Expectations).
demonstrate an understanding of how human activities affect the environment (Human-Environment Interactions,
Specific Expectations).
analyse and evaluate the success, in environmental and economic terms, of local waste management methods (HumanEnvironment Interactions, Specific Expectations).
analyse connections between different parts of Canada, and between Canada and other countries (Global Connections,
Overall Expectations).
demonstrate an understanding of the interdependence of Canadian and world economies (Global Connections, Specific
Expectations).
demonstrate an understanding of the factors influencing demographics and migration in Canada (Understanding and
Managing Change, Specific Expectations).
demonstrate an ability to collect, organize, and synthesize information from a variety of sources to identify the
characteristics of Canada’s geography (Methods of Geographic Inquiry, Overall Expectations).
demonstrate an understanding of the technologies used in geographic inquiry (Methods of Geographic Inquiry, Specific
Expectations).
decide whether or not the questions they have used for a geographic inquiry have been answered or the problems
addressed (Methods of Geographic Inquiry, Specific Expectations).
select and use appropriate methods for displaying geographic data (Methods of Geographic Inquiry, Specific
Expectations).
collect and synthesize information about the local bioregion (Methods of Geographic Inquiry, Specific Expectations).
locate and use effectively geographic material from primary sources to research a geographic issue (Methods of
Geographic Inquiry, Specific Expectations).
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use statistical methods effectively when analyzing geographic information (Methods of Geographic Inquiry, Specific
Expectations).
select and use an organizer or decision-making model effectively to study a regional or national geographic issue
(Methods of Geographic Inquiry, Specific Expectations).
use geographic data to support conclusions and opinions (Methods of Geographic Inquiry, Specific Expectations).
Unit Eight: WISE Canada Environmental Issues
In this WISE Canada unit of study each student and the other members of your WISE Canada regional group are assigned an
important environmental issue within their region to research (e.g. Industrial Clear Cut Logging of Canadian Coastal
Temperate Rainforest in British Columbia and the Collapse of the Newfoundland Cod Fishery in Atlantic Canada and
Newfoundland Labrador.) Each group then researches and prepares an interactive written report on their environmental issue.
This report subsequently forms one section of a combined Geography 9 - Civics 9 paper. To complete the geography
component of this report student must: write a brief summary of the environmental issue - who, what, why, when, where;
locate and insert a map that pinpoints the location of the effected region; prepare an historical overview of the environmental
issue; create an INSPIRATION 6.0 web diagram that shows the economic, environmental, social and political factors that
surround the issue; with reference to their completed web diagram evaluate the environmental issue from the perspective of a
four quadrants approach to the environment; and, finally comment upon a passage from Rachel Carson’s Silent Spring (1962)
in relation to their environmental issue. In order to write knowledgeably and effectively about their environmental issue
student are taught about several key environmental concepts including: bias, stakeholder, sustainability, the ecosystem and
four quadrants approaches, ecological footprints and, the environment versus the economy. The well-informed society concept
is reviewed once again with emphasis being placed this time on the term society. All Grade 9 students participate in
participating geography and civics classes participate in a round table discussion in late May at which time a key question with
environmental connotations is addressed.
Associated Curriculum Strands
analyse factors that affect natural and human systems in Canada, using local and regional examples (Geographic
Foundations: Space and Systems, Overall Expectations).
demonstrate an understanding of the terms and concepts associated with regions (Geographic Foundations: Space
and Systems, Specific Expectations).
analyse the location pattern of recent Native land claims in Canada (Geographic Foundations: Space and Systems,
Specific Expectations).
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identify how they can contribute to the quality of life in their home, local bioregion, province, nation, and the world
(Geographic Foundations: Space and Systems, Specific Expectations).
analyse the ways in which natural systems interact with human systems, then make predictions about the outcomes
of these interactions (Human-Environment Interactions, Overall Expectations).
describe Canada’s renewable and non-renewable resource bases, and explain their relationship to the Canadian
economy (Humankind-Environment Interactions, Overall Expectations).
demonstrate an understanding of the challenges associated with achieving resource sustainability, and explain the
implications of meeting or not meeting those challenges for future resource use in Canada (HumankindEnvironment Interactions, Overall Expectations).
explain the role of government in managing resources and protecting the environment (Humankind-Environment
Interactions, Overall Expectations).
demonstrate an understanding of what is meant by an ‘ecological footprint’ (Humankind-Environment Interactions,
Specific Expectations).
demonstrate an understanding of how human activities affect the environment (Humankind-Environment
Interactions, Specific Expectations).
evaluate differing viewpoints on the benefits and disadvantages of selected energy megaprojects (HumankindEnvironment Interactions, Specific Expectations).
research and report on ways of improving the balance between human needs and natural systems (HumankindEnvironment Interactions, Specific Expectations).
demonstrate an understanding of the ways in which the traditional ecological knowledge of Aboriginal peoples
influences how they interact with their environments, including their concepts of place, wilderness, and boundaries
(Humankind-Environment Interactions, Specific Expectations).
produce an evaluation of proposed solutions to environmental problems and make recommendations for sustainable
resource use (Humankind-Environment Interactions, Specific Expectations).
analyse connections between different parts of Canada, and between Canada and other countries (Global
Connections, Overall Expectations).
compare, in terms of resource use and consumption, the ecological footprint or an average Canadian with that of an
average citizen in a developing country (Global Connections, Specific Expectations).
synthesize information on changes in the geography of Canada, such as changes in land use and urban patterns, as
well as resource depletion, in order to plan for the future (Understanding and Managing Change, Overall
Expectations).
demonstrate an understanding of how global economic and environmental factors affect individual career and
lifestyle opportunities (Understanding and Managing Change, Overall Expectations).
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demonstrate an understanding of selected factors that cause change in human and natural systems (Understanding
and Managing Change, Specific Expectations).
research different perspectives on a geographic issue and present arguments supporting a point of view
(Understanding and Managing Change, Specific Expectations).
predict the consequences of human activities on natural systems (Understanding and Managing Change, Specific
Expectations).
demonstrate an ability to collect, organize, and synthesize information from a variety of sources to identify the
characteristics of Canada’s geography (Methods of Geographic Inquiry, Overall Expectations).
select and use appropriate methods and organizers to analyse the economic, social, and natural factors that
contribute to the characteristics of selected regions and systems in Canada (Methods of Geographic Inquiry, Overall
Expectations).
select and use appropriate methods and technology to communicate the results of geographic inquiries, and present
a variety of viewpoints on issues affecting Canadians (Methods of Geographic Inquiry, Overall Expectations).
demonstrate an understanding of the technologies used in geographic inquiry (Methods of Geographic Inquiry,
Specific Expectations).
demonstrate an ability to distinguish among opinion, argument, and fact in research sources (Methods of
Geographic Inquiry, Specific Expectations).
describe biases in information and identify what types of information are relevant to particular inquiries (Methods
of Geographic Inquiry, Specific Expectations).
decide whether or not the questions they have used for a geographic inquiry have been answered or the problems
addressed (Methods of Geographic Inquiry, Specific Expectations).
use geographic terms correctly in written and oral communication (Methods of Geographic Inquiry, Specific
Expectations).
develop and use appropriate questions to define a topic, problem, or issue, and use these questions to focus a
geographic inquiry (Methods of Geographic Inquiry, Specific Expectations).
locate and use effectively geographic material from primary sources and secondary sources to research a
geographic issue (Methods of Geographic Inquiry, Specific Expectations).
use graphic organizers effectively to visualize, clarify, and interpret geographic information (Methods of
Geographic Inquiry, Specific Expectations).
use statistical methods effectively when analysing geographic information (Methods of Geographic Inquiry,
Specific Expectations).
determine whether or not a conclusion or solution arrived at during an inquiry can be transferred to another context
(Methods of Geographic Inquiry, Specific Expectations).
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select and use an organizer or decision-making model effectively to study a regional or national geographic issue
(Methods of Geographic Inquiry, Specific Expectations).
use geographic data to support conclusions and opinions (Methods of Geographic Inquiry, Specific Expectations).
Unit Nine: Let’s Examine Canada’s Demographics!
What is demography? This is the first question students are asked to consider in this unit of study. Although a slightly older
reference now, the ideas on Canadian demographics expressed by Dr. David Foot in his Boom, Bust and Echo texts are used as
a framework for an examination of why demographics is, “the most powerful and most under-utilized tool that we have to
understand the past and foretell the future” (Foot 1996). Data from the 2001 Census of Canada is used to explore such
demographic issues as: the reasons behind slow population growth in Canada and the continuing urbanization of Canada
(includes a look at Canada’s population density in 2001 and an overview of some of the country’s major urban regions).
Students construct and analyze age-sex (population) pyramids and a graph showing annualized growth in Canada for the last
150 years in order to more fully understand why age is one of the most important variable for describing a population. Students
work in small groups to a complete a multimedia, information technology based demographic analysis entitled ‘An Analysis of
Population Growth in Canada 1851 to 2031.’ The unit concludes with a review of Canada’s immigration history and current
immigration policy.
Associated Curriculum Strands
analyse statistical data on population density to indentify trends and variations (Geographic Foundations: Space and
Systems, Specfic Expectations).
identify patterns of migration within Canada, and between Canada and other countries (Geographic Foundations:
Space and Systems, Specific Expectations).
identify and explain the regional distribution patterns of various peoples across Canada (Geographic Foundations:
Space and Systems, Specific Expectiatons).
explain how the effects of urban growth alter the natural environment (Human-Environment Interactions, Specific
Expectations).
analyse connections between different parts of Canada, and between Canada and other countries (Global Connections,
Overall Expectations).
synthesize information on changes in the geography of Canada, such as changes in land use and urban patterns, as well
as resource depletion, in order to plan for the future (Understanding and Managing Change, Overall Expectations).
demonstrate an understanding of similarities among cultures and the need to respect cultural differences
(Understanding and Managing Change, Specific Expectations).
Nicholas A. Ronald 24.07.2002; Revised 8.07.2003 NAR
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produce and evaluate a set of criteria to describe Canadian identity (Understanding and Managing Change, Specific
Expectations).
demonstrate an understanding of the factors influencing demographics and migration in Canada (Understanding and
Managing Change, Specific Expectations).
predict job and career opportunities that may be available in all sectors of the Canadian economy in the twenty-first
century (Understanding and Managing Change, Specific Expectations).
demonstrate an ability to collect, organize, and synthesize information from a variety of sources to identify the
characteristics of selected regions and systems in Canada (Methods of Geographic Inquiry, Overall Expectations).
select and use appropriate methods and organizers to analyse the economic, social, and natural factors that contribute to
the characteristics of selected regions and systems in Canada (Methods of Geographic Inquiry, Overall Expectations).
select and use appropriate methods and technology to communicate the results of geographic inquiries, and present a
variety of viewpoints on issues affecting Canadians (Methods of Geographic Inquiry, Overall Expectations).
demonstrate an understanding of the technologies used in geographic inquiry (Methods of Geographic Inquiry, Specific
Expectations).
decide whether or not the questions they have used for a geographic inquiry have been answered or the problems
addressed (Methods of Geographic Inquiry, Specific Expectations).
select and use appropriate methods for displaying geographic data (Methods of Geographic Inquiry, Specific
Expectations).
use geographic terms correctly in written and oral communication (Methods of Geographic Inquiry, Specific
Expectations).
locate and use effectively geographic material from primary sources and secondary sources to research a geographic
issue (Methods of Geographic Inquiry, Specific Expectations).
use cartographic conventions correctly when constructing maps (Methods of Geographic Inquiry, Specific
Expectations).
use statistical methods effectively when analysing geographic information (Methods of Geographic Inquiry, Specific
Expectations).
use geographic data to support conclusions and opinions (Methods of Geographic Inquiry, Specific Expectations).
Unit Ten: Topographic Maps and Digital Elevation Models
In this unit students are introduced to topographical maps. What are topographical maps, why do we study topographical maps
in Grade 9 geography and, how to interpret these maps are the major points of study addressed in the first part of this unit.
Students learn to interpret features on a topographical map through the shape of the contours and/or the symbols used to denote
Nicholas A. Ronald 24.07.2002; Revised 8.07.2003 NAR
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specific features. An introduction to the Universal Transverse Mercator (UTM) grid system builds upon the knowledge of the
latitude and longitude co-ordinate system students were exposed to earlier on in the course. How to work with different map
scale (large and small), compass points and bearings, intervisibility and calculating gradient are other skills student will be
expected to become comfortable with. A hands-on topographic maps assignment provides students with the opportunity to
combine all of the different elements of topographical map use they have learned. The unit concludes with an introduction to
digital elevation models (DEMs). Real-world used of these digital models are discussed. A technical overview of DEM
derivatives (slope, aspect and shaded relief) precedes a hands-on, ArcView GIS 3.2a based exercise in terrain modelling.
Triangulated irregular networks (TINs) and Delaunay Triangulation are discussed as these concepts relate directly to the
modelling exercise..
Associated Curriculum Strands
identify and analyse patterns of spatial organization, including land use, population distribution, and ecozones
(Geographic Foundations: Space and Systems, Overall Expectations).
analyse factors that affect natural and human systems in Canada, using local and regional examples (Geographic
Foundations: Space and Systems, Overall Expectations).
distinguish between the characteristics of urban and rural environments (Geographic Foundations: Space and Systems,
Specific Expectations).
analyse the ways in which natural systems interact with human systems, then make prediction about the outcomes of
these interactions (Human-Environment Interactions, Overall Expectations).
demonstrate an understanding of how natural systems influence cultural and economic activities (Human-Environment
Interactions, Specific Expectations).
explain how the effects of urban growth alter the natural environment (Human-Environment Interactions, Specific
Expectations).
demonstrate an understanding of how natural and human systems change over time and from place to place
(Understanding and Managing Change, Overall Expectations).
demonstrate an ability to collect, organize, and synthesize information from a variety of sources (Methods of
Geographic Inquiry, Overall Expectations).
demonstrate an understanding of the technologies used in geographic inquiry (Methods of Geographic Inquiry, Specific
Expectations).
demonstrate an understanding of the methods used to collect, organize, manipulate, and interpret geographic data
(Methods of Geographic Inquiry, Specific Expectations).
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select and use appropriate methods for displaying geographic data (Methods of Geographic Inquiry, Specific
Expectations).
use different types of maps to interpret geographic relationships, including changes over time in a specific location
(Methods of Geographic Inquiry, Specific Expectations).
use statistical methods effectively when analysis geographic information (Methods of Geographic Inquiry, Specific
Expectations).
Unit Eleven: Canada’s Natural Vegetation Regions
In this short unit students study Canada’s Forest (Natural Vegetation) Regions e.g. Tundra, Grasslands, Acadian. An oncampus field trip provides the opportunity to identify and distinguish between coniferous and deciduous trees. Students build
upon their previous introduction to remote sensing with a look at the Natural Differential Vegetation Index (NDVI) and how
this index is used to monitor the vegetation health around the world. At the end of this unit students are given the opportunity
to complete a nature journaling exercise at the Burgoyne Outdoor Education and Research Centre.
Associated Curriculum Strands
demonstrate and analyse patterns of spatial organization, including land use, population distribution, and ecozones
(Geographic Foundations: Space and Systems, Overall Expectations).
demonstrate an understanding of the regional diversity of Canada’s natural systems and human systems (Geographic
Foundations: Space and Systems, Overall Expectations).
demonstrate an understanding of the terms and concepts associated with regions (Geographic Foundations: Space and
Systems, Specific Expectations).
demonstrate an understanding of the characteristics of natural systems (Geographic Foundations: Space and Systems,
Specific Expectations).
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analyse the ways in which natural systems interact with human systems, then make predictions about the outcomes of
these interactions (Human-Environment Interactions, Overall Expectations).
demonstrate an understanding of how Canada’s diverse geography affects its economic, cultural, and environmental
links to other countries (Global Connections, Overall Expectations).
calculate Canada’s share of selected world commodities (Global Connections, Specific Expectations).
explain how Canada’s natural systems form part of global natural systems (Global Connections, Specific Expectations).
demonstrate an understanding of how natural and human systems change over time and from place to place
(Understanding and Managing Change, Overall Expectations).
demonstrate an understanding of the technologies used in geographic inquiry (Methods of Geographic Inquiry, Overall
Expectations).
use geographic terms correctly in written and oral communication (Methods of Geographic Inquiry, Specific
Expectations).
Unit Twelve: Canada’s Climate and Weather
This unit begins with an overview of Canada’s Climate Regions e.g. Arctic, Taiga, The Prairies. Students are then asked to
consider why it is important to consider climate. An examination of the causes of temperature (continental and marine
climates, latitude, relief and elevation, the moderating effect of water and prevailing winds) follows. After an introduction to
the concepts of evaporation and condensation, students examine different types of precipitation including, orographic (relief),
convectional and cyclonic. Each student then prepares climate graphs using a standard spreadsheet package for a variety of
region around Canada after which, they prepare possible explanations for the different patterns visible in each graph using the
knowledge they gained in the lessons on causes of temperature and precipitation. The unit concludes with a look at remote
sensing and meteorology and, a comparison of the remote sensing satellites Radarsat-I (Canada) and Landsat-7 (United States).
Associated Curriculum Strands
demonstrate an understanding of spatial organization components (Geographic Foundations: Space and Systems,
Overall Expectations).
demonstrate an understanding of the regional diversity of Canada’s natural systems and human systems (Geographic
Foundations: Space and Systems, Overall Expectations).
analyse factors that affect natural and human systems in Canada, using local and regional examples (Geographic
Foundations: Overall Expectations).
demonstrate an understanding of the terms and concepts associated with regions (Geographic Foundations: Specific
Expectations).
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demonstrate an understanding of the characteristics of natural systems (Geographic Foundations: Specific
Expectations).
demonstrate an understanding of how natural and human systems change over time and from place to place
(Understanding and Managing Change, Overall Expectations).
predict the consequences of human activities on natural systems (Understanding and Managing Change, Specific
Expectations).
demonstrate an ability to collect, organize, and synthesize information from a variety of sources to identify the
characteristics of Canada’s geography (Methods of Geographic Inquiry, Overall Expectations).
demonstrate an understanding of the technologies used in geographic inquiry (Methods of Geographic Inquiry, Specific
Expectations).
select and use appropriate methods for displaying geographic data (Methods of Geographic Inquiry, Specific
Expectations).
create and use effectively photographs, charts, graphs, models, and diagrams (Methods of Geographic Inquiry, Specific
Expectations).
Course Notes
The sequencing of the units is important. For instance, the opening unit, What is Geography? An Introduction to Geographic
Studies, provides students with a platform from which to develop a comprehensive knowledge and understanding of the
Geography of Canada. Key course concepts such as the Well-Informed Society, cultural landscape and symbolism are
introduced. The completion of this unit will enable the student to more fully appreciate and grasp the content of each of the
units that follow. In all units students are given the opportunity to build upon their knowledge and understanding of how to use
technology to enhance the learning process.
Technology plays a significant role in this course. It allows the teacher to step aside and let the students carry forward i.e. the
teacher becomes a facilitator or team leader as opposed to the primary purveyors of knowledge.
Knowledge is converted into intelligence whenever it is applied to derive new ideas or solve a real problem; therefore, all
lesson materials presented in this course are real-world, relevant and holistic. The goal of this course is to teach students to turn
information into something which is much more valuable - knowledge. A multimedia, learner-centred approach is adopted.
Students are encouraged to utilize and enhance prior knowledge.
Geography’s strong cross-curricular links with other disciplines (English, Mathematics, History, Science etc.) are emphasized.
The dynamic nature of Geography is also highlighted.
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Teaching and Learning Strategies
The very nature of being educated means that one must embrace almost every available medium. Students learn differently. Each
student will have preferred ways of receiving information. It is important, therefore, that information be distributed in a variety of
ways to meet the needs of each student. As a result a wide variety of teaching and learning strategies will be employed in this
Course.
Teaching and Learning Strategies
Activity Based
Debate an issue.
Project-based learning.
Conducting a field labs at the Burgoyne Outdoor Education Centre (BOERC) property e.g. soil texture, nature
journaling.
Field trip(s) e.g. Introduction to the Niagara Region (in the early Autumn)
Independent Learning
Independent reading.
Independent study.
‘Fun’Work assignments.
Research and write an argumentative style geography essay.
Prepare for a round table discussion.
Cooperative Learning
Collaborative and Cooperative Learning.
Across-Group Help.
Discovery-Based Learning.
Active-Engaged Learning.
Engaged Learning.
Cooperative reading.
Small group discussions.
Group projects and presentations.
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Simulations (round tables).
Design and prepare a section of the class website.
Shared leadership.
Semantic mapping.
Brainstorming.
Direct Instruction
Guided reading.
Guided writing.
‘Fun’Work.
Some lecture.
Worksheets for specific issues.
Thinking Skills
Basic Inquiry Model (BIM)
Global models
Problem-Based Learning.
Advanced Organizers (verbal and visual).
Information Technology
Computer assisted learning.
Multimedia.
Internet search exercises.
Use of word processors.
Use of GIScience (Geographic Information System, Distributed Geographic Information, Remote Sensing, Global
Positioning System) technologies to solve real-world problems.
Use of word processors.
Creation, manipulation and use of databases.
Creation of flowcharts.
Use of website design software; Adobe software, multimedia software and hardware etc. to prepare interactive project,
research, written work.
Use of graphics programs for projects.
Use of the Ridley College Local Area Network (LAN)
Use of the Internet for Research purposes.
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Special Accommodations
The progress of ESL and ‘identified’ students will be monitored on a routine basis with reports being circulated Academics,
Housemasters and Advisors.
Teacher assistance with writing and study skills.
Multi-Dimensional Assessment and Recording Strategies
The major focus of evaluation throughout the course will be project based, learner-centred initiatives. Students will be asked to
demonstrate competence in a variety of skills as outlined in the unit plans.
Multi-Dimensional Assessment Strategies
The assessment in this course is ongoing as opposed to episodic. It also reflects an understanding of learning as
multidimensional, integrated, and revealed in performance over time. In an effort to move beyond the traditional
assessment of verbal and logical abilities only, a variety of assessment mechanisms are used in order to assess student
abilities that lie in spheres such as the visual, the auditory and the interpersonal. Some of these mechanisms will engage
students in complex and meaningful problem solving tasks; and/or, collaborative group work. All of the mechanisms listed
below demand that the student be able to think critically.
1. Performance and problem recognition tasks
2. Classroom presentations
3. Argumentative style essays
4. Investigative reports
5. Directed paraphrasing
6. Hands-on computer modeling real world problems.
7. Unit tests (closed book, take-home, practical etc.)
8. Interactive, Adobe Based Unit Tests
9. Practical and Written mid-term and final examinations.
10. Observing Student Performance.
11. Listening.
12. Round table discussions.
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Page 24
13. Reviewing students backgrounds and previous performances.
14. Building upon the strengths of learners.
15. Critiquing student products.
16. Conducting interviews with students.
17. Debating Issues.
Recording Devices
Anecdotal Records.
Checklists.
Rating Scales.
Mr. Ronald’s Geography Argumentative Essay Mark Criteria 2002-2003 [Appendix III]
Mr. Ronald’s Interactive Research Group Report General Components Marking Scheme 2002-2003 [Appendix IV]
Mr. Ronald’s 2003-2004 Mark Scheme [Appendix V]
Resource Summary
Overview
Given the dynamic nature of the course content, students will be expected to use current and reliable sources of information
that are focused on some aspect of Canada’s environment and economy. These will include periodicals, journals,
newspaper, government statistical data and Internet sources.
There is still a formal course textbook for the 2002-2003 academic year – Making Connections: Canada’s Geography
(Clark and Wallace 1999 Prentice-Hall Canada). This is a paperless course – all lesson material is presented to students in
an interactive format using Adobe Acrobat 5.0 and other information technologies. Most Course readings and other
materials are drawn from periodicals, journals, newspapers, video and audio resources and the Internet and, are often as
current as the previous day’s news. The teacher who designed this course (N.A. Ronald) has ‘seen the future and IT
works.’ He is convinced that the days of issuing students, in geography at least, with formal textbooks are over.
The course teacher(s), the Geography Department and the Matthews Library at Ridley College have available extensive
collections of video and audio resources.
A complete listing of course Internet resources can be found at the following Internet URL:
http://www.nick_ronald.ridley.on.ca/cgc9_internet_urls.htm
Nicholas A. Ronald 24.07.2002; Revised 8.07.2003 NAR
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Technology
Hardware/Operating Systems
PC and Macintosh Desktop/Laptop Computers
Scanners
Digital Video and Still Cameras
Digitizing Tablets
CD and DVD Disc Burners
Citrix
Mac OS 9.2 and X
GIScience Software Packages
ArcView GIS 3.2a
o Spatial Analyst Extension
o 3D Analyst
ArcExplorer 2.0
MFWorks 2.5+
Autodesk MapGuide 6.0
o Other DGI: MapQuest, MapBlast!, ArcIMS, MapMachine, National Atlas of Canada, Health Canada’s Disease
Surveillance Online.
Web Creation, Graphic and Media Software Packages
Claris HomePage 3.0
Adobe PhotoDeluxe
Graphic Converter 4.3
GifBuilder 2.0
QuickTime
RealPlayer One
Windows Media Player
Final Cut Pro
Nicholas A. Ronald 24.07.2002; Revised 8.07.2003 NAR
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Other
Adobe Acrobat 5.0
Microsoft Office 2000 (Word, Excel and PowerPoint)
Microsoft Internet Explorer 5.0+
Netscape Communicator 4.7+
Inspiration 6.0
IMovie
ITunes
WinZip and DropStuff/Stuffit Expander
First Class Client 5.06+
Assessment and Evaluation of the Program
Course evaluation will be both formal and informal. Informal evaluation will take place on a routine basis through regular
meetings and discussions within the Department. Formal evaluation will be conducted at the conclusion of the Course and will
take the form of a series of evaluations conducted by the Course teacher(s). The evaluations will examine and assess the content,
timing and effectiveness of each unit of study. Particular focus will be directed at determining the level of student skills
development.
Expectations
Periodic review of the program using the following focus questions:
Have course expectations remained consistent with Ministry guidelines?
Do the students clearly understand the expectations?
Teaching and Learning Strategies
Periodic review of the program using the following focus questions:
Do the strategies meet student needs and abilities?
Are the approaches used reviewed often?
Have I considered the variety of student learning styles?
Have I been flexible in applying the strategies?
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Do the strategies support the expectations?
Do the strategies allow the students to develop their ability to think critically and make more well informed decisions?
Assessment Strategies
Periodic review of the program using the following focus questions:
Did I encourage students to evaluate their own performance?
Did I allow for the use of peer evaluation?
Did I use assessment strategies for effective remediation?
Do the strategies support the teaching and learning strategies?
Were the strategies effective in evaluating student performance?
Student Performance
Have the students met the standards for the Course set by the Ontario Ministry of Education?
Did I provide the students with a challenging Course of study?
APPROXIMATE WEIGHTING FOR ALL TERM WORK
Tests:
Assignments:
Nightwork etc.:
Essays:
Labs:
20%
30%
Term 1
Dec. exam
Term 2
Term 3
June exam
TOTAL
100
40
100
100
90
430
10%
10%
30%
or
or
or
or
or
or
23.3%
9 %
23.3%
23.3%
21 %
100 %
Nicholas A. Ronald 24.07.2002; Revised 8.07.2003 NAR
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APPROXIMATE WEIGHTING BY ACHEIVEMENT CATEGORY
Knowledge and Understanding - 20%
Thinking and Inquiry - 20%
Communication - 15%
Application/Making Connections - 15%
(1-4 based upon: Field Labs, Written Work, Assignments, Projects etc.)
5. Evaluation (Quizzes, Tests, Mid-Year Exam; Final Exam) - 30%
1.
2.
3.
4.
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Appendix One
Geography of Canada Course Outline Units and Subtopics by Term
Term One
Unit 1 (3 weeks)
Geography – The Queenly Science
1.1 What are geographers doing looking at disease and health?
1.11 Severe Acute Respiratory Syndrome (SARS): A Medical
Geography Issue
An Introduction to Medical Geography
-John Snow and the Broad Streeet Pump Outbreak
-Cholera and the Development of Geographic Information
Systems (GIS)
-Key Terms: aetiology, cholera, epidemiology, four humours,
four quadrants approach, geographic information system,
pandemic, public health, spatial analysis, voronoi diagram
1.12 Distributed GI Explained
GIS in Action: The Ontario Ministry of Natural Resources –
Queen’s University GIS Lab Rabies Control Project
What is a Distributed Geographic Information (DGI) System?
-How is a DGI different from a more traditional GIS?
Autodesk MapGuide 6.0 and Citrix Systems Inc.
-World SARS Cases (Autodesk MapGuide)
1.2 Geography – Dynamic, Interconnected and Real World
Why do we study geography?
The Road Less Traveled
-The Road Not Taken (Robert Frost)
-Health and the Well-Informed Society
-The Early Years and Knowledge Matters
-What is sustainable development? (The Four Quadrants Approach,
Intertwined, Balanced, System)
-Education for a Sustainable and Healthy Future
-Curriculum Development
-Obstacles to be Overcome
-'I took the one less traveled by, / And that has made all the
difference'?
Readings, Assessment and Other
‘SARS – The True Story’ (Nature of Things with David Suzuki 29.06.2003)
Assignment: Severe Acute Respiratory Syndrome (SARS): A Medical
Geography Issue (25 marks)
The John Snow Case Study (RealOne Presentation UNC School of Public Health)
with Class Discussion Questions
SARS Research (Compiled by N.A. Ronald Spring-Summer 2003)
Please Don’t Eat the Animals (The Globe and Mail 7.07.2003)
Assignment: The Ministry of Natural Resources Rabies Reporter (20 marks)
Raccoon rabies vaccination program takes to the aier in Ontario (Canadian Press
20.08.2001)
Stowaway raccoons bring rabies to eastern Ontario (Canadian Press 19.06.2001)
Internet Mapping Application: Distributed Geographic Information (DGI) System
(NRCAN)
Not Much New Summary of Rabies in Ontario (The Rabies Reporter 2002 Feb)
Update: Raccon Rabies Epizootic – United States and Canada 1999 (MMWR)
Extra Credit Exercises: Explore PEI (DGI) and GIS on the Internet
Geography – The Queenly Science (Michener, J. 1970)
The Road Less Traveled (Presentation by N.A. Ronald and his Students
27.02.2003) with Class Discussion Questions
Canada Superlatives
Facts about Canada – More General Superlatives (The Atlas of Canada)
Assignment: Current Oral Presentation (15 marks)
How to Use Mental Maps to Organize Information about Places, and
Environments in a Spatial Context (National Geographic XPeditions 2001)
In-Class Exercise #1: Your Mental Map of Canada
Health and the Well-Informed Society Multimedia (N. Ronald 2000)
In-Class Exercise #2: Well-Informed Society Discussion Questions
Assignment: Symbols of Canada Interactive Written Paper (20 marks)
‘I am Canadian!’ (QuickTime)
In-Class Exercise #3: Identification of Canadian Symbols and class
discussion of their meaning
‘The Sweater’ (NFB 1995 10:21) *based on the popular story by Roch
Carrier.
Nicholas A. Ronald 6.07.2002; Revised 8.07.2003 NAR (Mr. Ronald’s Class Version of Canadian Geography 9 Course Outline)
Page 1
Canadian Superlatives
An Overview of the Different Branches of Geography
What is a mental map?
1.3 Symbols and Landscapes
1.32 Symbols of Canada
-An Overview of WISE Canada (N.A. Ronald and K.A. Becken
(2001 to present)
-What is a symbol?
1.33 Cultural Landscape Analysis
-Cultural Geography and the Cultural Landscape defined
1.4 Canada Locations
-Introduction Nunavut: Cartographic Visualization on the Internet
Unit 2 (2.5 weeks)
Soil Landscapes of Canada
2.1 All About Global Positioning Systems
Why GPS?
What is GPS?
How GPS works in 5 logical steps
-Triangulating from Satellites
-Measuring Distance from a Satellite
-Getting Perfect Timing
-Knowing where a Satellite is in Space
-Correcting Errors (Selective Availability, Differential GPS)
2.2 Soil Landscapes of Canada
2.21 Soil Landscapes of Canada
What is Soil?
A review of the Four Main Constituents of Soil
-mineral matter; organic matter; air and water.
Glacial till
Soil profiles
Why Study Soils?
The Canadian Soil Classification System
-The Ten Soil Orders (regosolic, chernozemic, brunisolic,
greysolic, podzolic, luvisolic, solonetzic, organic, crysolic,
vertisolic.)
Soil Horizons
Processes of Soil Formation
In 250-350 words explain: what it mean to you to be a Canadian; or, your
impressions of Canada as a visitor to the country.
Assignment: How Canada Looks – A Cultural Geography Landscape
Analysis (10 marks)
Extra-Credit Exercise: Decoding a Cultural Landscape
CGC 9 Canada Mapping Exercise (20 marks)
All About GPS
GPS Conquers NOMAD’s Land (Trimble)
Measuring Mount Everest (Trimble)
Triangulation (QuickTime)
GPS Walk (N.A. Ronald)
The Soil Base (Course Textbook, Chapter 13, pages 145-148)
Soil Landscapes of Canada (Multimedia NAR CGC9 CGR4M Revised 2002)
Why soil – and soil science – matters, millennium essay (NATURE 21.09.2000)
Soil Orders of Canada (QuickTime)
In-Class Exercise: Soil Class Discussion Questions 1-6
Assignment: Soil Texture Field Lab at the Burgoyne Outdoor Education and
Research Centre (35 marks) *N.A. Ronald’s Sections
Soil Texture from Sand to Clay
Guide to Determining Soil Texture by Feel
Nicholas A. Ronald 6.07.2002; Revised 8.07.2003 NAR (Mr. Ronald’s Class Version of Canadian Geography 9 Course Outline)
Page 2
-Physical and Chemical Weathering; Leaching and Calcification
Brief Overview of Soil Quality
-What is soil quality
-Symbol for soil quality explained
2.22 Soil Texture Field Lab
Soil Texture: A Physical Soil Quality Indicator
-Why is it important to know the soil texture?
-A Note on Soil Samples
-Using a GPS receiver and triangulation to determine soil sample
location.
-Determining Soil Texture by Feel
-Determining Soil Texture by Settling Column
-USDA Soil Texture Triangle
-Writing a Lab Report
Unit 3 (3.5 weeks)
Canada Regional Geography
3.1 WISE Canada Regional Overview
3.11 Realms and Regions
Realms Defined
Realm Criteria
Regions Defined
-Absolute and Relative Location
The Value of Regions
3.12 WISE Canada Regional Overview
Review of the MULTIMEDIA concept.
What is on-screen (heads-up) digitizing
3.2 Geographic Information and Remote Sensing System Introduction
Introduction
GIS defined
Components of a GIS
Data for GIS Applications
Map Analysis
-GIS Overlay
-Raster and Vector Data Models (Advantages and Disadvantages;
Relational Databases)
Remote Sensing
-The Remote Sensing Process Explained
-Electromagnetic Spectrum
Assignment: WISE Canada Regional Overview Multimedia Term Project
(N.A. Ronald) (70 marks)
-Term Project Component: On-Screen Digitizing Regional Vector Map
GIS QUEST (Sun Microsystmes and ESRI)
Raster and Vector Data Models (QuickTime Videoclips)
A Refresher on ArcView Data Structure (ArcView Help Files)
Watching Over our Planet from Space – What is Remote Sensing? (CCRS)
Using ArcView Maps on your Web Page (ESRI)
Frequent ArcView GIS 3.2a Tasks (NAR)
Assignment: Radarsat – Applications in Action! (10 marks)
ArcView Basics Lab Exercises (The Conservation GIS Consortium)
1. Viewing and Querying Geographic Information
2. Examining Protected Areas in Relation to Hot Spots of Biodiversity and
Endemism
3. Producing a Final Map
Glossary of GIScience Terms (NAR)
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Page 3
-Radarsat-1: Canada’s First Remote Sensing Satellite
-Radarsat Applications in Action
GIS Applications (Real-World Examples)
Elements of Thematic Map Composition
-The Design Process
-Required Map Elements
-Planner Organization Elements
GIS Overlay Operations
3.3 ArcView GIS Basics
Common ArcView GIS Tasks
-How to display geographic data; how to work with tables to identify
features in a view; how to produce a simple map layout
Term Two
Unit 4 (2 weeks)
Rocks, Ecozones and Landforms
4.1 The Rock Cycle Never Stops
The Rock Cycle Explained
Examples of Igneous, Sedimentary and Metamorphic Rock
The Rock Cycle Song
4.2 The Terrestrial Ecozones of Canada
What is an ecozone?
Characteristics of the ecozone that make it a useful way to study
Canada.
The different ecozones of Canada.
Glossary of Key Ecozone Terms
4.3 Canada’s Natural Landform Regions
In-Class Focus: The Pre-Cambrian (Canadian) Shield and Canada’s
Highland Areas (Appalachian Mountians, Innuitian Mountains and
Western Cordillera)
Unit 5 (2 weeks)
Location and Time
5.1 Absolute and Relative Location
Absolute Location: An Introduction
-Parallels and Meridians
-A Note about Hemispheres
-Lines of Latitude (Parallels)
Arctic Circle; Antarctic Circle; Tropic of Cancer; Tropic of
Capricorn; Equator
‘Rock Cycle’ (Christopherson, R.W. 1992)
The Rock Cycle (BrainPops Flash Presentation)
Assignment: Mr. Ronald’s Grade 9 Rock Cycle Crossword Puzzle
(20 marks)
An Introduction to Ecozones (E.B. Wilken)
Canada’s Ecozones (Course Textbook; Chapter 14; pp. 157-161)
An exploration of Canada’s Terrestrial Ecozones via the Canadian
Council on Ecological Areas (CCEA) website.
In-Class Exercise #1: Ecozone Class Discussion Questions
Canada’s Natural Landform Regions (Course Textbook; Chapter 11; pp. 101-116)
In-Class Exercise #2: Pre-Cambrian (Canadian) Shield Class Discussion
Questions;
Assignment: Landform Connections WordSearch “A core of ancient rock,
surrounded by lowlands and then highlands on three sides …” (20 marks)
The Longitude Problem
A Note About Small Circles and Great Circles (Christopherson 1992)
Find Your Longitude Game (Macromedia Shockwave)
In-Class Exercise: Major Parallels and Meridians
In-Class Exercise: Determine the Absolute Location of …
Assignment: Mr. Ronald’s CGC Classes Cross Canada Adventure
(15 marks)
Assignment: An Exercise in Relative Location (10 marks)
Longitude and Time Zones (Course Textbook; Chapter 3; pages 37-40)
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Polaris (North Star)
Lines of Longitude (Meridians)
o The Search for Longitude
o John Harrison and the Harrison Initiative
-Relative Location Defined
5.2 All About Time Zones
Introduction
Prime Meridian and Standard Time; Sir Sandford Fleming
Unit 6 (2 weeks)
How to Write a Geography Argumentative Essay
6.1 Great Lakes Shipping
Moving Cargo by Ship on the Great Lakes
6.2 The Empress of Ireland
The Collision – Empress of Ireland and the Storstad at Point au Pere (29
May 1914)
6.3 The Wreck of the Edmund Fitzgerald
What is a Geography Argumentative Essay?
-The Argumentative Essay
-Pre-Writing Stage
-Importance of the Essay Title
-Thesis Statements
Seven key questions to ask yourself
-How to write effective paragraphs
Transitions and Topic Sentences
-Essay Conclusion
-Essay Format and Style Tips
-Handling Quotations and Referencing
Endnotes and Paranthetical Styles Discussed
Works Cited Page or Bibliography format
text with one author; text with two authors; internet documents;
census data; journal citations.
-Miscellaneous Tips
-Useful Internet URLs
The Wreck of the Edmund Fitzgerald
-The Great Lakes (Superior, Michigan, Huron, Erie, Ontario)
-Did You Know That?
-The Edmund Fitzgerald
Unit 7 (3 weeks)
Sir Sandford Fleming (The Heritage Post)
Sir Sandford Fleming (Canada Heritage Minute QuickTime)
Nunavut time springs forward, falls back, stays same (CBC.ca 31.03.2001)
It’s About Time (Canadian Geographic 1998)
The International Meridian Conference (October 1884)
Assignment: Time Zones (31 marks)
In-Class Exercise: Time Zones Class Practice Questions
Canals, Shipping and Transportation (Great Lakes Atlas 3rd Editon)
Video Clips: Montrealais with tug at Duluth; Oglebay Norton departing
SMET and out the Duluth Ship Canal; Coal loading process at SMET.
Moving Cargo By Ship (Course Textbook; Chapter 28; pages 384-386)
In-Class Exercise: Answer Question 3; page 388
Empress of Ireland collector ready to sell to American buyer (CBC.ca 20.12.2002)
Lost Liners: Empress of Ireland
Various Empress of Ireland clips (Flash and Quicktime)
Video: Journey to Oblivion (NFB)
In-Class Exercise: Mapping the Great Lakes Basin
Standard Argumentative Essay Title Page
Creating an Essay Outline
Excerpt from British Columbia: Globalization or Fragmentation?
What’s an Argument?
Mr. Ronald’s Argumentative Essay and Report Mark Scheme 2002-2003
Mr. Ronald’s Interactive Group Research Paper Marking Scheme 2002-2003
No survivors found from sunken ship
Edmund Fitzgerald Revisited: Documentary Explores Demise of the Titanic of
Great Lakes
Edmund Fitzgerald – 25 Years of Speculation, Mystery, Fascination and Grieving
Wreck of the Edmund Fitzgerald (Lyrics)
The Fateful Voyage of the Edmund Fitzgerald
The Sinking of the S.S. Edmund Fitzgerald November 10, 1975
Critics say Edmund Fitzgerald memorial project violates salvage ethics
The Wreck of the Edmund Fitzgerald (QuickTime Video; NAR 1998)
‘Shipwreck: The Mystery of the Edmund Fitzgerald’ (Video Documentary 48 m)
In-Class Exercise: Video Class Discussion Questions
Assignment: Geography Argumentative Essay (50 marks)
Ethical (Moral) Issues of Disturbing Shipwrecks
Niagara Region Overview Presentation (QuickTime N.Ronald 2002)
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The Regional Municipality of Niagara
What is Regional Geography? (Review)
A Profile of the Niagara Region
-History of Niagara
Mapping the Region
-A Refresher on ArcView GIS Data Structure
-Metadata: ‘data about data’
-What exactly is an ArcView Project (.apr) file?
-A Refresher on Relational Databases (Tabular Data)
-Graduated Symbol Maps
-Chart Maps and Basic Statistics in ArcView GIS
-A Refresher on Hotlinking
Niagara Demographics
The Great Lakes-St. Lawrence Seaway System: Canada’s 4th Seacoast
The Welland Canal: Gateway to the Upper Great Lakes
-The Welland Canal Math Trail
-How the Welland Canal Works
-Behind the Scenes at the Welland Canal
-Containerized shipping
The Niagara Grape and Tender Fruit Industry
-The Niagara Fruit Belt
The Physical Geography of Niagara
-The Niagara Escarpment
-The Geography of Niagara Explained
Sapping Process
The Wisconsin Glacier in Niagara
Glacial Lakes (Iroquois, Tonawanda)
Birth of Niagara Falls
The Whirlpool-St.David’s Buried Gorge
Niagara Issues
-Waste Disposal in the Niagara Region
-The Mid Peninsula Highway
-The Well-Informed Society Concept Re-visited
An Analysis of the Niagara Region through Poetry
Unit 8 (3 weeks)
WISE Canada Environmental Issues
-What is the Environment?
Rachel Carson and Silent Spring (1962)
A Little Bit of History (About Niagara)
In-Class Exercise: Niagara Profile Class Discussion Questions
Assignment: Mapping the Niagara Region (25 marks)
Assignment: Niagara Region Municipality Profile Multimedia Presentation
(25 marks)
The Great Lakes-St. Lawrence Seaway System: Linking the Heartland of North
America to the World (Saint Lawrence Seaway Development Corporation)
St. Lawrence Seaway System Fact Sheet
‘Great Lakes Ships’ by David MacAdam (RealPlayer 3:42)
In-Class Exercise: About the Seaway Class Discussion Questions
The Welland Canals Past and Present (A St. Catharines Historical Museum Video
Presentation (VHS 26 minutes).
History of the Welland Canal
Assignment: Fourth Welland Canal News Clipping (10 marks)
‘A Niagara Landscape’ by Archibald Lampman
Case Study: The Niagara Fruit Belt (Contact Canada 1993)
In-Class Exercise: About the Fruit Belt Class Discussion Questions
Niagara’s Bounty: The Tender Fruit Industry in Ontario (Slingerland, K. 1999)
In-Class Exercise: About the Niagara Tender Fruit Industry Class
Discussion Questions (includes a graphing component)
Niagara Falls Geological History (Info Niagara 2002)
In-Class Exercise: What is the Niagara Escarpment Class Discussion
Questions
It’s Time to Get Serious about Waste Disposal (St. Catharines Standard 2001)
Solid Waste Long Range Planning (The Regional Municipality of Niagara 2002 –
updated July 2003)
Transport Ministry Ignores Public Calls for Examination of Alternatives to MidPeninsula HWY
Ontario government abandoned highway plan (Globe and Mail 28.06.2003)
In-Class Exercise: Re-thinking your responses to the Well-Informed
Society Discussion Questions.
A Visit to Niagara 1825 by Reverand James L. Alexander (1800-1879)
Niagara-on-the-Lake (Elizabeth Florence West 1916)
The River Niagara (Donald Lashelle 1938)
There’s Poison All Around Us Now (New York Times 23.09.1962)
Silent Spring Review
Reducing the Size of your Ecological Footprint (Course Textbook, Chapter 36,
pages 473-479)
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Sustainable Development Explained
The Road Not Taken
-Canadian Environmental Issues (by WISE Canada region)
British Columbia
Industrial Clear Cut Logging of Canadian Coastal Temperate
Rainforest (Issue 1)
Deep Water Sponge Reefs (Issue 2)
The Prairies
Cancellation of the Proposed Meridian Dam near the AlbertaSaskatchewan Boundary (Issue 1)
The Alberta Oil Sands Projects (Issue 2)
Ontario
The Niagara River Area of Concern – AOC (Issue 1)
Inside Walkerton – A Water Tragedy (Issue 2)
Quebec
La Grande Complex (James Bay Hydro-Electric) (Issue 1)
Quebec Hog Farms – Environmental and Health Concerns (Issue 2)
Atlantic Canada and Newfoundland-Labrador
The Sydney Tar Ponds (Issue 1)
The Collapse of the Newfoundland Cod Fishery (Issue 2)
The Territories
The Distant Early Warning (DEW) Line (Issue 1)
Mackenzie Valley Natural Gas Pipeline (Issue 2)
-Key Environmental Concepts
bias, ecosystem, stakeholder, ecological footprint, sustainability,
sustainable development (objectives), ecosystem approach, fourquadrants approach (balance), environment, economy, society, wellinformed
-The Round Table Process
Term Three
Unit 9 (3 weeks)
Let’s Examine Canada’s Demographics!
9.1 Canada Population Growth
Introduction: Demography is …
The Boom, Bust and Echo Generations
-Dr. David K. Foot
Slow Population Growth in Canada
-Canada by the Numbers
In-Class Exercise: Ecological Footprint Class Discussion Questions 1 (all
parts), 2 (all parts) and 3 (a).
The East Coast Fishery (Course Textbook, Chapter 21, pages 250-255)
*Supplemental Reading Atlantic Canada Newfoundland-Labrador WISE
Our Forest Resources (Course Textbook, Chapter 23, pages 279, 283-285, 290
-293) *Supplemental Reading British Columbia WISE
Sources of Canada’s Oil and Gas (Course Textbook, Chapter 25, pages 326-328)
*Supplemental Reading Prairies WISE
Numerous Appendices associated with all of the Environmental Issues
Assignment: WISE Canada Regional Environment Issue Interactive Report
(50 marks)
In-Class Exercise Two: Round Table Debriefing Class Discussion
Questions
An Introduction to the Study of Populations (Course Textbook; Chapter 15; pages
168-176)
‘Fun’Work: Questions 1 (all parts); 2, 3, 4 (all parts), 5 (all parts) and 10
(a)(b)
In-Step with the Millenium: Investor Canada Speaks with David Foot (.mp3)
(written transcript of interview included)
The Boom, Bust and Echo Economy (real audio)
In-Class Exercise: In-Step with the Millenium Class Discussion
Questions
Nicholas A. Ronald 6.07.2002; Revised 8.07.2003 NAR (Mr. Ronald’s Class Version of Canadian Geography 9 Course Outline)
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What is the Census of Population?
-Census Geography Game
-Statistics Canada
The Continuing Urbanization of Canada
-Canada’s Population Density 2001
-A look at Canada’s four major urban regions (Ontario’ extended
Golden Horseshoe; Montreal and adjacent region; British Columbia’s
Lower Mainland and Southern Vancouver Island; Calgary-Edmonton
corridor.)
Trying to Explain one of the trends in the population of Canada evident
in the 2001 Census.
Describing the Age of Canada’s Population
-Age-Sex (Population) Pyramids
-Median Age
-Age Dependency Ratios
-Annualized Growth Rates
Glossary of Key Demographic Terms
Annualized Growth Rates (AGRs); Census Metropolitan Area
(CMA); Census of Population; Cohort; Constant Rate; Demography;
Emigration; Population Density; Population Distribution; Population
Distribution Factor
9.2 Immigration and Canada
Canada’s Immigration History
Unit 10 (2 weeks)
Topographic Maps and Digital Elevation Models
10.1 An Overview of Topographic Maps
What is a topographic map?
Why do we study topographic maps in Grade 9 Geography?
How do we interpret a contour map?
-Symbol interpretation
-Vertical datum, Contour interval, Index contours, Contour spacing
-What do different features look like on a contour map?
-Grid References
General Principles
-A Note About Map Scale
Large-and-Small Scale Maps
Canada is 30 million but will it last? (Globe and Mail 13.03.2002)
1996 Census of Population Sample
In-Class Exercise: Census Geography Game
Statistics Canada (Flash Presentation)
1996 Census of Canada Sample
A Look ahead to Canada Census 2006
In-Class Exercise: Mapping the Change in Canada’s Census Metropolitan
Areas since 1996
Urbanization of Canada (RealVideos)
Population Pyramids (Course Textbook; Chapter 15; pages 172-173)
In-Class Exercise: Canada Age-Sex (Population) Pyramid 2001 Class
Discussion Questions
Assignment: Canada Population Pyramids and Analysis – by Province /
Territory (20 marks)
Assignment: Canada Dependency Rations Mapping and Analysis (20 marks)
An Analysis of Population Growth in Canada 1851 to 2031 (35 marks)
Immigration (Course Textbook; Chapter 17; pages 191-199)
‘Fun’work: Answer Questions 3 (all parts); 4 (all parts); 10 (all parts); 11
(all parts)
‘The Building of the CPR’ Lily Cheng (excerpt from Grade 6 Canada
Multimedia Westdale Park Public School, Napanee, ON 1998).
In-Class Exercise: Passages to Canada – A Search for Belonging
Select two of the following six personal stories of immigration and
respond to the activity questions.
‘Fun’Work: Critical Thinking Question(s)
Topographic Maps (Course Textbook; Chapter Two; pages 23-25)
Topographic Maps
Topographic Map Symbols
In-Class Exercise: Basic Topographical Map Skills (Fonthill, Ontario
Map and Figure 2.9 Course Textbook page 25)
In-Class Exercise: Contour Line Class Discussion Questions
In-Class Exercise: Topographic Map Symbol Identification Exercise
(Fonthill, Ontario Map)
Large-and-Small Scale Maps (Course Textbook; Chapter Two; page 22)
Using Map Scales (Course Textbook; Chapter Four; pages 43-46)
Compass Points and Bearings (Course Textbook; Chapter Three; pages 27-28)
Various Topographic Map Feature QuickTime VRs
Niagara Topographic Map Assignment (38 marks)
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Methods of Expressing Scale (direct statement, line,
representative fraction)
-Compass Points and Bearings
-Intervisibility (Drawing Profiles)
-Calculating Gradient
10.2 Introduction to Digital Elevation Models (DEMs)
What is a DEM?
Uses of DEMs
DEM Derivatives
-Slope, Aspect and Shaded Relief
DEM Quality: The Stairstep Effect
Interpolative Methods of Spatial Data Transformation
-gridding, contouring (surface modeling); triangulated irregular
network (TIN),
-triangulation, breaklines hillshade, azimuth (other key
terms)
Unit 11 (1.5 week)
Natural Vegetation Regions of Canada
Introduction
-Digital Mosaic of Canada
-Natural Vegetation defined
A Look at Canada’s Forest (Natural Vegetation) Regions
-Tundra, Boreal (forest and barren), Boreal, Boreal (forest and
grass), Sub-Alpine, Coast, Montane, Columbia, Grasslands, Great
Lakes-St. Lawrence, Acadian, Deciduous (Carolinian)
Coniferous versus Deciduous Trees
-Differences between …
-Identification of …
The Natural Differential Vegetation Index (NDVI)
Nature Journalling
Unit 12 (2.5 weeks)
Canada’s Climate and Weather
12.1 Canada’s Climate and Weather
12.11 Meteorology and Remote Sensing
-Canada Weather Extremes
-Meteorology, Remote Sensing, Satellite, Vapour, Geostationary
Satellite, Polar Orbiting Satellite, Electromagnetic Spectrum
-The Advanced Very High Resolution Radiometer (AVHRR)
General Questions
Cultural Features: Examine the Niagara Map
Physical Features: Examine the Niagara Map
Your Cross Section Challenge and ‘Mountain Blows its Top’ (10 marks)
In-Class Exercise: Calculating Gradient Practice Questions
An Introduction to Digital Elevation Models (DEMs)
In-Class Exercise: Class Discussion Questions – Understanding Slope
and Aspect
In-Class Exercise: Class Discussion Questions Triangulation
DEM Based Terrain Modeling Lesson - ArcUser Magazine (10 marks)
Exercise Questions
USGS 7.5’ DEM (Quad 29 Homer – northwest of Cortland County, NY)
Import71 e00 utility, ArcView 3D Analyst, ArcView Spatial Analyst
Extra-Credit Exercise: Spatial Data Transformations – Delaunay
Triangulation
Vegetation Regions (Course Textbook, Chapter 13, pages 148 to 155)
In-Class Exercise: Natural Vegetation Class Discussion Questions 1
through 6.
Canada’s Forest Regions
Assignment: Tree Group Identification Quiz (12 marks)
Natural Differential Vegetation Index (NDVI) Demonstration and Analysis
(CCRS)
Assignment: Keeping a Nature Journal – An Extended Exercise in Ecology
(30 marks) *A BOERC Field Exercise
The Climate, What a Difference a Degree Makes (Environment Canada)
Climate, Worth Considering (Environment Canada Multimedia Presentation)
Climate Connections (Course Textbook, Chapter 12, pages 127-139)
In-Class Exercise: Canada’s Climate Regions Class Discussion
Questions (1-4)
Waiting for Rain (QuickTime)
Orographic Rainfall (QuickTime)
Assignment: Climate Graphs and Analsysis – Canada Cities (25 marks)
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Sensor
-The National Oceanic and Atmospheric Administration
(NOAA)
-The Field of Remote Sensing Enters the Space Age
The TIROS Program
MetSat Applications
-Types of MetSat Images (Visible, Water Vapour, Infrared,
Enhanced Infrared)
12.12 Causes of Climate
-Causes of Temperature
-Continental and Maritime Climates
-Latitude, Relief and Elevation, the Moderating Effect of
Water, Prevailing Winds
-Precipitation
-Evaporation and Condensation
Orographic (Relief) Precipitation (leeward, windward,
rain shadow)
Convectional Precipitation
Cyclonic Precipitation
-What is a Climate Graph?
12.13 An Overview of Canada’s Climate Regions
-Arctic, Sub-Arctic Taiga, Boreal, Pacific Maritime, South
Cordilleran, The Prairies, The Great Lakes-St. Lawrence
Region, Atlantic Canada
12.2 Satellite Imagery
12.21 The Radarsat and Landsat Remote Sensing Satellite Programs
12.22 Using Images
Remote Sensing: Views from Space (Course Textbook, Chapter 7, pages 61-66)
In-Class Exercise: Remote Sensing Class Discussion Questions 1, 2,
3 (all parts), 4 and 5 (all parts) page 66
Meteorology and Remote Sensing (Multimedia NAR)
In-Class Exercise: Meteorology and Remote Sensing Class
Discussion Questions
Assignment: Weather or Not? (10 marks)
Assignment: A Comparison of the Radarsat-1 and Landsat-7 Remote
Sensing Satellites (30 marks)
Using Images Exercises (The Conservation GIS Consortium)
1. Displaying Images
2. Using Images to Check the Accuracy of another Theme
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Appendix Two
8
Geography of Canada, Grade 9, Academic
(CGC1D)
This course draws on a variety of frameworks, such as the ecozone framework, and principles of
physical, human, and economic geography, to explore Canada’s distinct and evolving character.
Students will investigate the interconnections among the landforms, climate, soils, plants, animals, and human activities in Canadian ecozones to develop geographic knowledge and skills
that contribute to an understanding of Canada’s diversity and its role in the world.
9
GEOGRAPHY OF CANADA, GRADE 9, ACADEMIC (CGC1D)
Geographic Foundations: Space and Systems
Overall Expectations
By the end of the course, students will:
• demonstrate an understanding of spatial organization components (e.g., place, location,
region, pattern);
• describe selected Canadian ecozones and identify the processes that shape them;
• identify and analyse patterns of spatial organization, including land use, population distribution, and ecozones;
• demonstrate an understanding of the regional diversity of Canada’s natural systems
(e.g., natural vegetation, climate zones) and human systems (e.g., transportation links,
urban hierarchies);
• analyse factors that affect natural and human systems in Canada, using local and regional
examples.
Specific Expectations
Understanding Concepts
By the end of the course, students will:
Developing and Practising Skills
By the end of the course, students will:
– demonstrate an understanding of the terms
and concepts associated with regions (e.g.,
bioregion, ecozone, ecological footprint,
boundaries, transition zone, ecumene);
– produce a set of criteria for identifying
regions, including ecozones;
– demonstrate an understanding of the characteristics of natural systems (e.g., climate,
landforms, soils, natural vegetation,
wildlife);
– identify patterns of migration within
Canada, and between Canada and other
countries;
– demonstrate an understanding of how
natural and human systems interact within
ecozones;
– demonstrate an understanding of the characteristics of human systems (e.g., transportation, population, communication,
energy networks, industry);
– distinguish between the characteristics of
urban and rural environments (e.g., population density, land use, forms of settlement,
development patterns);
– explain the geographical requirements that
determine the location of businesses,
industries, and transportation systems, and
make predictions about future locations of
these enterprises and systems.
– analyse statistical data on population density to identify trends and variations;
– identify and explain the regional distribution patterns of various peoples across
Canada (e.g., Aboriginal peoples, francophones, immigrant groups);
– analyse the location pattern of recent
Native land claims in Canada.
Learning Through Application
By the end of the course, students will:
– use knowledge of the local bioregion to
generate manageable research questions;
– produce a research paper evaluating the
effect of government land use policy on
planning in the local community;
– identify the best place in Canada to live,
using a reasoned argument to justify this
choice;
10
THE ONTARIO CURRICULUM, GRADES 9 AND 10: CANADIAN AND WORLD STUDIES
– identify how they can contribute to the
quality of life in their home, local bioregion, province, nation, and the world;
– describe how the arts (e.g., dance, drama,
literature, music, visual arts) in Canada
reflect natural or cultural landscapes;
– make recommendations for appropriate
forms of human systems (e.g., transportation, social services, political structures,
resource management) for the territory of
Nunavut.
11
GEOGRAPHY OF CANADA, GRADE 9, ACADEMIC (CGC1D)
Human-Environment Interactions
Overall Expectations
By the end of the course, students will:
• analyse the ways in which natural systems interact with human systems, then make predictions
about the outcomes of these interactions;
• describe Canada’s renewable and non-renewable resource bases, and explain their relationship to the Canadian economy;
• demonstrate an understanding of the challenges associated with achieving resource sustainability, and explain the implications of meeting or not meeting those challenges for future
resource use in Canada;
• explain the role of government in managing resources and protecting the environment.
Specific Expectations
Understanding Concepts
By the end of the course, students will:
Developing and Practising Skills
By the end of the course, students will:
– demonstrate an understanding of what is
meant by an “ecological footprint”;
– develop and test criteria to determine the
value of natural resources, including agricultural lands and wilderness;
– demonstrate an understanding of how
human activities (e.g., agricultural and
urban development, waste management,
parks development, forest harvesting, land
reclamation) affect the environment;
– demonstrate an understanding of how natural systems (e.g., climate, soils, landforms,
natural vegetation, wildlife) influence
cultural and economic activities (e.g.,
recreation, transportation, employment
opportunities);
– produce an evaluation of the feasibility of
using selected renewable and alternative
energy sources (e.g., solar, wind, tidal,
hydrogen fuel cell) and implementing
conservation strategies;
– evaluate differing viewpoints on the benefits and disadvantages of selected energy
megaprojects (e.g., James Bay, Hibernia,
Athabaska tar sands, Churchill Falls);
– identify the regional distribution of
Canada’s energy sources and describe the
relative importance of each source;
– explain how the effects of urban growth
(e.g., development on former farm lands,
destruction of wildlife habitats, draining of
marshes) alter the natural environment;
– demonstrate an understanding of the ways
in which the traditional ecological knowledge of Aboriginal peoples influences how
they interact with their environments,
including their concepts of place, wilderness, and boundaries.
– research and report on ways of improving
the balance between human needs and
natural systems (e.g., recycling, river cleanups, ecological restoration of local woodlots or schoolyards, industrial initiatives to
reduce pollution).
12
THE ONTARIO CURRICULUM, GRADES 9 AND 10: CANADIAN AND WORLD STUDIES
Learning Through Application
By the end of the course, students will:
– analyse and evaluate the success, in environmental and economic terms, of local
waste management methods;
– produce an evaluation of methods used by
the local community to promote efficiency in energy and water use;
– produce an evaluation of proposed solutions to environmental problems (e.g., by
government, industry, other interested
groups) and make recommendations for
sustainable resource use.
13
GEOGRAPHY OF CANADA, GRADE 9, ACADEMIC (CGC1D)
Global Connections
Overall Expectations
By the end of the course, students will:
• demonstrate an understanding of how Canada’s diverse geography affects its economic,
cultural, and environmental links to other countries;
• analyse connections between different parts of Canada, and between Canada and other
countries (e.g., migration patterns, cultural activities, foreign ownership, trade);
• research and report on global concerns that affect Canadians (e.g., wilderness protection,
economic impact of globalization).
Specific Expectations
Understanding Concepts
By the end of the course, students will:
Developing and Practising Skills
By the end of the course, students will:
– analyse the global distribution of major
international agreements and organizations
in which Canada participates (e.g., United
Nations, North American Free Trade
Agreement, Commonwealth, Sommet de
la francophonie);
– compare approaches to environmental
concerns in Canada with those practised
in other nations (e.g., deforestation, regulations regarding pesticide use, pollution
that crosses international borders);
– explain the mandate of selected international organizations to which Canada
belongs and evaluate their effectiveness in
addressing global concerns (e.g.,World
Health Organization, North Atlantic Treaty
Organization);
– evaluate Canada’s participation in organizations that deal with global issues (e.g.,
global warming, biodiversity, human
rights);
– research the impact of transnational corporations and international trade on people and the environment.
– demonstrate a knowledge of Canada’s significant world contributions (e.g., peacekeeping, telecommunications technology);
Learning Through Application
By the end of the course, students will:
– demonstrate an understanding of the interdependence of Canadian and world
economies;
– calculate Canada’s share of selected world
commodities (e.g., minerals, fuels, forest
and agricultural products, manufactured
goods and services);
– explain how Canada’s natural systems form
part of global natural systems (e.g., Pacific
Ring of Fire, continental shelves, global
biomes);
– compare, in terms of resource use and
consumption, the ecological footprint of
an average Canadian with that of an average citizen in a developing country;
– produce a proposal for a solution to a
global geographic or environmental issue.
14
THE ONTARIO CURRICULUM, GRADES 9 AND 10: CANADIAN AND WORLD STUDIES
Understanding and Managing Change
Overall Expectations
By the end of the course, students will:
• demonstrate an understanding of how natural and human systems change over time and
from place to place;
• synthesize information on changes in the geography of Canada, such as changes in land use
and urban patterns, as well as resource depletion, in order to plan for the future;
• demonstrate an understanding of how global economic and environmental factors affect
individual career and lifestyle opportunities.
Specific Expectations
Understanding Concepts
By the end of the course, students will:
Learning Through Application
By the end of the course, students will:
– demonstrate an understanding of similarities among cultures and the need to
respect cultural differences;
– produce and evaluate a set of criteria
(e.g., in terms of religious and political
pluralism, bilingualism, contributions of
ethnocultural groups) to describe
Canadian identity);
– demonstrate an understanding of selected
factors that cause change in human and
natural systems (e.g., technological change,
corporate and government policies, zoning
bylaw changes, natural hazards);
– demonstrate an understanding of the
factors influencing demographics and
migration in Canada.
Developing and Practising Skills
By the end of the course, students will:
– research different perspectives on a geographic issue (e.g., clear-cutting, waste disposal) and present arguments supporting a
point of view;
– predict the consequences of human activities (e.g., agriculture, recreation) on natural
systems (e.g., soil depletion, climate
change);
– identify and analyse the positive and negative impacts on people and the environment
of the manufacture, transportation to market, and consumption of selected products
(e.g., cars, clothing, tropical food products);
– research and identify the educational
requirements for a career related to
geography.
– select appropriate problem-solving strategies (e.g., decision-making matrix, round
table discussion) and apply them to a case
study (e.g., designate a World Heritage
site, select best site for particular manufacturing industry);
– evaluate the impact of change (e.g., new
technologies) on a selected planning project (e.g., residential or resort development,
urban renewal, water and sewage systems);
– predict job and career opportunities that
may be available in all sectors of the
Canadian economy in the twenty-first
century (e.g., in primary, secondary, tertiary, quaternary sectors).
15
GEOGRAPHY OF CANADA, GRADE 9, ACADEMIC (CGC1D)
Methods of Geographic Inquiry
Overall Expectations
By the end of the course, students will:
• demonstrate an ability to collect, organize, and synthesize information from a variety of
sources (e.g., atlases, photographs, hypermedia) to identify the characteristics of Canada’s
geography;
• select and use appropriate methods and organizers to analyse the economic, social, and natural factors that contribute to the characteristics of selected regions and systems in Canada;
• select and use appropriate methods and technology to communicate the results of geographic inquiries, and present a variety of viewpoints on issues affecting Canadians.
Specific Expectations
Understanding Concepts
By the end of the course, students will:
– demonstrate an understanding of the technologies used in geographic inquiry (e.g.,
Geographic Information Systems (GIS),
hypermedia);
– demonstrate an ability to distinguish
among opinion, argument, and fact in
research sources;
– describe biases in information and identify
what types of information are relevant to
particular inquiries;
– demonstrate an understanding of the
methods used to collect, organize, manipulate, and interpret geographic data.
– decide whether or not the questions they
have used for a geographic inquiry have
been answered or the problems addressed;
Developing and Practising Skills
By the end of the course, students will:
– select and use appropriate methods for
displaying geographic data;
– use geographic terms correctly in written
and oral communication (e.g., location,
place, region, pattern, urban, suburban,
rural, wilderness);
– collect (e.g., through observation, surveying, interviewing) and synthesize information about the local bioregion;
– develop and use appropriate questions to
define a topic, problem, or issue, and use
these questions to focus a geographic
inquiry;
– locate and use effectively geographic material from primary sources (e.g., field
research, surveys, interviews) and secondary sources (e.g., mainstream and alternative media, CD-ROMs, Internet) to
research a geographic issue;
– use graphic organizers (e.g., semantic
webs, timelines, future wheels, analogy
charts,Venn diagrams) effectively to
visualize, clarify, and interpret geographic
information;
– select and use appropriate technology
(e.g., computer-generated maps, graphs, air
photos, digital maps) to present geographic information;
– create and use effectively photographs,
charts, graphs, models, and diagrams;
– use different types of maps (e.g., road,
topographical, thematic) to interpret geographic relationships, including changes
over time in a specific location;
– use cartographic conventions correctly
when constructing maps (e.g., scale, legend, direction);
– use statistical methods (e.g., average,
median, correlation) effectively when
analysing geographic information.
16
THE ONTARIO CURRICULUM, GRADES 9 AND 10: CANADIAN AND WORLD STUDIES
Learning Through Application
By the end of the course, students will:
– determine whether or not a conclusion or
solution arrived at during an inquiry can
be transferred to another context (e.g.,
determine whether a local waste management solution would be appropriate for
another community);
– map existing transportation, communication, and energy networks in order to plan
and make decisions concerning a regional
community;
– select and use an organizer or decisionmaking model effectively to study a
regional or national geographic issue;
– use geographic data to support conclusions and opinions;
– use computer technology effectively to
communicate with students in different
regions.
Appendix Three
Student Name(s): _________________________
Essay Due Date: _____________________ Course: _______________
Mr. Ronald’s Geography Argumentative Essay
and Report Marking Scheme 2003-2004
"The more I work in the social-studies field the more convinced I
become that Geography is the foundation of all”
James A. Michener in Geography the Queenly Science 1970
ESSAY TOPIC
________________________________________________________________________________
________________________________________________________________________________
ESSAY TITLE
______________________________________________________________________________
FORMAT AND STYLE ( ____ MARKS)
Reminder: All essays must be e-mailed
to me by 11:59 pm on the date they are
due. 10% per day will be deducted from
a late essay for a maximum of 5 days.
After 8 days I will no longer accept your
essay and a score of 0 will be recorded.
Please meet deadlines. There are very
few acceptable reasons for submitting
late work. – Mr. Ronald
____________ words in length. ( )
Double-spaced. ( )
Word-processed. ( )
Pages paper-clipped together, not stapled. ( )
Use of proper essay paper 8.5” x 11” ( )
Indent the first word of each new paragraph five spaces. ( )
1.0” left and right hand margins. ( )
Left-justification. ( )
12-point Times New Roman font. ( )
Pages clearly numbered at the bottom or top centre or right of each page. Do not number page 1. ( )
Title of paper centred and underlined atop the first page of writing. ( )
Proper use of the parenthetical referencing style or Endnotes. ( )
A title page with all of the relevant information. ( )
Lively or at least informative title. ( )
Works cited page or Bibliography with a minimum of _____ references. ( )
Proper spelling, punctuation, sentence structure and grammar. Evidence of proof-reading. ( )
Good essay style and tone.
- clear, concise, vigorous ( )
- effective transitions into quotes ( )
- avoids use of personal pronouns ( )
- avoids use of conjunctions to begin sentences ( )
- the essay provides the sense of a beginning, middle and end ( )
- needless words have been eliminated ( )
- avoids use of contractions ( )
- does not begin consecutive sentences with the same word or phrase ( )
- does not use passive or present tense over active voice ( )
- does not overuse clichés ( )
- Other ( ) _______________________________________________________________________________
________________________________________________________________________________________
CONTENT ( ____ MARKS)
Informative, interesting and effective introductory paragraph that encourages the reader to read on. ( )
A clearly defined central thesis statement stated near the start of the essay. ( )
A strong concluding paragraph. ( )
Strong supporting arguments. ( )
Evidence of research. ( )
A minimum of ____ direct quotes from a secondary source that directly supports your thesis. ( )
6.01.2001 Nicholas A. Ronald; Last Revised NAR 3.07.2002
Page 1
Effective paragraphs.
- coherent ( )
- express distinct units of thought ( )
- length of paragraph varies ( )
- effective paragraph transitions / each paragraph leads logically to the next ( )
- strong topic sentences ( )
Other ( ) ___________________________________________________________________________
___________________________________________________________________________________
MARKING SYMBOLS AND THEIR MEANING
ab (incorrect abbreviation); amb (ambiguous i.e. what you have written is confusing); awk (awkward expression of
construction); bib (incorrect bibliography entry); cit/p (incorrect citation using parenthetical referencing); def (define);
ev (specific evidence required); id (idiom); num (mistake in use of numbers/page numbers); pass (mistake in use of
passive voice); pn (review pronoun use); sp (incorrect spelling); tf (incorrect tense form); trans (transition needed);
# (add a space); no # (remove spaces); no-p (paragraph break unnecessary); p (paragraph break required); p-un
(paragraph lacks unity).
USEFUL CLASS PDFS
Mr. Ronald’s Geography Argumentative Essay Writing Guidelines: Key Lesson Points (NAR; Revised 3.07.2002)
Mr. Ronald’s Interactive Research Group Report General Components Marking Scheme 2002-2003 (NAR; 3.07.2002)
MLA Style Electronic Formats (M.E. Guffy 1997)
What is an argument? (adapted from http://www.fas.harvard.edu/~wricntr/argument.html)
COMMENTS
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
ESSAY MARK BREAKDOWN
Research Notes: _____ marks out of _____ marks (applicable? Yes No)
Thesis: _____ marks out of _____ marks (applicable? Yes No)
Outline: _____ marks out of _____ marks (applicable? Yes No)
Rough Draft: _____ marks out of _____ marks (applicable? Yes No)
Format and Style: _____ marks out of _____ marks
Content: _____ marks out of _____ marks
Multimedia-Interactive Component: _____ marks out of _____ marks (applicable? Yes No)
Collaboration: ______ marks out of ______ marks (applicable? Yes No)
Total Marks out of ______ marks = ______ marks = ______ % = ______
6.01.2001 Nicholas A. Ronald; Last Revised NAR 3.07.2002
Page 2
Appendix Four
Mr. Ronald’s Interactive Research Group Report
General Components Marking Scheme 2002-2003
In addition to a score for project requirements, all projects will receive a score out of 15 based on the criteria below.
Multimedia (Interactive) Component
The integration of media objects such as text, graphics, video, animation, and sound to represent
and convey information. Videotapes which include sound and images fit this definition.
5
4
3
2
1
Students have used multimedia in creative and effective ways that exploit the particular
strengths of the chosen format. All elements make a contribution. There are few technical
problems and none of a serious nature.
Presentation blends three or more multimedia elements in a balanced, aesthetically pleasing,
easy-to-follow format. Elements include original student work. With minor exceptions, all
elements contribute rather than detract from the presentation’s overall effectiveness.
Presentation uses two or more media. There are some technical problems, but the viewer is
able to follow the presentation with few difficulties.
Presentation uses two or more media, but technical difficulties seriously interfere with the
viewer’s ability to see, hear, or understand content.
Multimedia is absent from the presentation.
Collaboration
Working together jointly to accomplish a common intellectual purpose in a manner superior to what
might have been accomplished working alone.
5
4
3
2
1
Students were a very effective team. Division of responsibilities capitalized on the strengths of each
team member. The final product was shaped by all members and represents something that would not
have been possible to accomplish working alone.
Students worked together as a team on all aspects of the project. There was an effort to assign roles
based on the skills and talents of individual members. All members strove to fulfill their
responsibilities.
Students worked together on the project as a team with defined roles to play. Most members fulfilled
their responsibilities. Disagreements were resolved or managed productively.
Presentation is the result of a group effort, but only some members of the group contributed. There is
evidence of poor communication, unresolved conflict, or failure to collaborate on important aspects
of the work.
Presentation was created by one student working more or less alone (though may have received
guidance or help from others).
Content
The topics, ideas, concepts, knowledge, and opinions that constitute the substance of the
presentation.
5
4
3
2
1
NAR
Meets all criteria of the previous and one or more of the following: reflects broad research and
application of critical thinking skills; shows notable insight or understanding of the topic; compels the
audiences attention.
The project has a clear goal related to a significant topic or issue. Information included has been
compiled from several relevant sources. The project is useful to an audience beyond the students who
created it.
The project presents information in an accurate and organized manner that can be understood by the
intended audience. There is a focus that is maintained throughout the piece.
The project has focus but may stray from it at times. There is an organizational structure,
though it may not be carried through consistently. There may be factual errors or
inconsistencies, but they are relatively minor.
Project seems haphazard, hurried or unfinished. There are significant factual errors,
misconceptions, or misunderstandings.
1
Appendix Five
Our Geographic Studies Assessment Rubric both developed and adapted by N.A. Ronald for use in his CGC9, CGR4M and CGO4M Classes
*Canadian and World Studies Achievement Chart Categories
Categories
Level Level Knowledge /
Understanding
Few or no key concepts,
themes, issues, ideas are
identified, defined and
described.
Some key concepts,
themes, issues and ideas
are identified, defined
and described.
Facts, supporting details
are not included.
Information is largely
inaccurate or irrelevant.
Few facts, supporting
details, are included.
Has some correct and
some incorrect
information.
Knowledge of
evidence from the
social sciences: facts
and supporting details;
themes and issues;
concepts and ideas.
Demonstrates limited
understanding of
relationships between
concepts.
Demonstrates some
understanding of
relationships between
concepts.
Your Level:
Thinking / Inquiry
Analysis, evaluation
and synthesis of
evidence
Creative thinking skills
(e.g. problem solving
that uses multiple
perspectives)
Demonstrates
considerable
understanding of
relationships between
concepts.
Significant facts,
supporting details are
included and accurately
described. No factual
inaccuracies.
Demonstrates thorough
and insightful
understanding of
relationships between
concepts.
Identifies some of the
relevant evidence but
omits other evidence.
Identifies and logically
organizes most of the
relevant evidence.
Identifies and logically
organizes all relevant
evidence.
Uses unclear or
inappropriate critical
thinking skills and
habits of mind to
analyze, evaluate and
synthesize evidence.
Uses incomplete critical
thinking skills and
habits of mind to
analyze, evaluate and
synthesize evidence.
At least partially uses
appropriate and critical
thinking skills and
habits of mind to
analyze, evaluate and
synthesize evidence.
Uses appropriate and
comprehensive critical
thinking skills and
habits of mind to
analyze, evaluate, and
synthesize evidence.
Reaches informed
conclusions based on
the evidence.
Reaches informed
conclusions based on
the evidence.
Applies creative
thinking skills with
considerable
effectiveness.
Applies creative
thinking skills with a
high degree of
effectiveness.
Most ideas in the
presentation are
expressed in a way that
provides evidence of the
student’s knowledge
and reasoning
processes.
All ideas in the
presentation are
expressed in a way that
provides evidence of the
student’s knowledge
and reasoning
processes.
The presentation
demonstrates a focus
and thesis with minimal
narrative gaps.
The presentation is well
focused with a welldefined thesis.
Reaches inaccurate
conclusions based on
the evidence.
Reaches incomplete
conclusions based on
the evidence.
Applies creative
thinking skills with
moderate effectiveness.
Your Level:
Demonstrates
knowledge and
reasoning through oral,
written, visual,
dramatic or mixed
media presentation.
Some facts and
supporting details are
included. Has minor
factual inaccuracies but
most information is
correct.
Level Key concepts, themes,
issues and ideas are
thoroughly identified,
defined and described.
Identifies little relevant
evidence and omits
most of the evidence.
Applies creative
thinking skills with
limited effectiveness.
Communication
Level Key concepts, themes,
issues and ideas are
considerably or at least
partially identified,
defined and described.
Most ideas in the
presentation are not
clearly expressed.
The presentation
demonstrates
insufficient focus and a
poorly defined thesis.
Presentation
demonstrates
inadequate or
insufficient evidence of
organization.
Your Level:
Nicholas A. Ronald 9.07.2003
http://www.nick_ronald.ridley.on.ca/
Few ideas in the
presentation are
expressed in a way that
provides evidence of the
student’s knowledge
and thinking processes.
The presentation
demonstrates an
inadequate focus and
thesis.
Presentation
demonstrates adequate
evidence of
organization.
Presentation shows
sufficient evidence of
organization.
Presentation shows
substantial evidence of
organization.
Page 1
Categories
Level Level Level Level Application /
Making
Connections
Applies concepts, skills,
and procedures in
familiar contexts with
limited effectiveness.
Applies concepts, skills,
and procedures in
familiar contexts with
moderate effectiveness.
Transfers concepts,
skills and procedures to
new contexts with
limited effectiveness.
Uses technology,
equipment, and
materials safely and
correctly only with
supervision.
Transfers concepts,
skills, and procedures to
new contexts with
moderate effectiveness.
Uses technology,
equipment, and
materials safely and
correctly with some
supervision.
Applies concepts, skills,
and procedures in
familiar contexts with
considerable
effectiveness.
Applies concepts, skills,
and procedures in
familiar contexts with a
high degree of
effectiveness.
Transfers concepts,
skills, and procedures to
new contexts with
considerable
effectiveness.
Transfers concepts,
skills, and procedures to
new contexts with a
high degree of
effectiveness.
Makes connections (e.g.
between past, present
and future contexts and
roles; between subjects;
between subjects and
the world outside the
school) with limited
effectiveness.
Makes connections (e.g.
between past, present
and future contexts and
roles; between subjects;
between subjects and
the world outside the
school) with moderate
effectiveness.
Uses technology,
equipment, and
materials safely and
correctly.
Demonstrates and
promotes the safe and
correct use of
technology, equipment
and materials.
Makes connections (e.g.
between past, present
and future contexts and
roles; between subjects;
between subjects and
the world outside the
school) with
considerable degree of
effectiveness.
Makes connections (e.g.
between past, present
and future contexts and
roles; between subjects;
between subjects and
the world outside the
school) with a high
degree of effectiveness.
Your Level:
*Geography Multimedia and Group Work
Presentation uses two or
Multimedia /
more media, but
Interactive
technical difficulties
seriously interfere with
The integrations of
the viewer’s ability to
media objects such as
see, hear or understand
text, graphics, video,
content.
animation, and sound
to represent and
convey information
(click here
)
Presentation uses two or
more media. There are
some technical
problems, but the
viewer is able to follow
the presentation with
few difficulties.
Presentation blends
three or more
multimedia elements in
a balanced, aesthetically
pleasing, easy-to-follow
format. Elements
include original student
work. With minor
exceptions, all elements
contribute rather than
detract from the
presentation’s overall
effectiveness.
Students have used
multimedia in creative
and effective ways that
exploit the particular
strengths of the chosen
format. All elements
make a contribution.
There are few technical
problems and none of a
serious nature.
Students worked
together on the project
as a team with defined
roles to play. Most
members fulfilled their
responsibilities.
Disagreements were
resolved or managed
productively.
Students worked
together as a team on all
aspects of the project.
There was an effort to
assign roles based on
the skills and talents of
individual members.
All members strove to
fulfill their
responsibilities.
Students were a very
effective team.
Division of
responsibilities
capitalized on the
strengths of each team
member. The final
product was shaped by
all members and
represents something
that would not have
been possible to
accomplish alone.
Your Level:
Collaboration
Working together
jointly to accomplish a
common intellectual
purpose in a manner
superior to what might
have been
accomplished working
alone.
Presentation is the result
of a group effort but
only some members of
the group contributed.
There is evidence of
poor communication,
unresolved conflict, or
failure to collaborate on
important aspects of the
work.
Your Level:
Nicholas A. Ronald 9.07.2003
http://www.nick_ronald.ridley.on.ca/
Page 2
*Thematic Map Composition (click here
)
Categories
Level Level Level Level Thematic Map
Composition
Data presentation
includes only one or
two of the required
thematic map elements.
Data presentation
includes three or four of
the required thematic
map elements.
Data presentation
includes all of the
required thematic map
elements.
Data presentation
includes all of the
required thematic map
elements.
No organization of map
elements i.e. balance,
focus of attention,
separations between,
text placement.
Fair organization of
map elements i.e.
balance, focus of
attention, separations
between, text
placement.
Good organization of
map elements i.e.
balance, focus of
attention, separations
between, text
placement.
Excellent organization
of map elements i.e.
balance, focus of
attention, separations
between, text
placement.
Title somewhat reflects
purpose of map.
Title generally reflects
purpose of map.
Title clearly reflects
purpose of map.
No effort has been made
to select proper map
projection, legend
type(s) and scale.
Some effort has been
made to select proper
map projection, legend
type(s) and scale.
Correct map projection,
legend type(s) and scale
selected.
Correct map projection,
legend type(s) and scale
selected.
No or poor use of
colour to enhance the
ability of the map to
communicate spatial
information.
An attempt has been
made to use colour to
enhance the ability of
the map to
communicate spatial
information.
Appropriate use of
colour to enhance the
ability of the map to
communicate spatial
information.
Superior use of colour
to enhance the ability of
the map to
communicate spatial
information.
Illustrating one subject
either quantitatively or
qualitatively on a map.
Thematic map
elements include: title,
sub-title, scale, neat
line border, legend,
credits, data source,
north arrow, graticule.
Your Level:
Title is either missing or
does not reflect the
purpose of the map.
*Geography Argumentative and Review Papers (click here
and here
Paper does not
Information supports
Content
successfully identify a
thesis at times.
thesis. Analysis is
Analysis is basic or
vague or not evident.
general.
Reader is confused or
may be misinformed.
Reader gains few
insights.
The purpose is
generally unclear.
The purpose is not
always clear.
The writing lacks any
semblance of logical
organization. The
reader cannot identify a
line of reasoning and
loses interest.
The writing is not
arranged logically.
Frequently, ideas fail to
make sense together.
Reader can figure out
what writer probably
intends but may not be
motivated to do so.
Your Level:
Nicholas A. Ronald 9.07.2003
http://www.nick_ronald.ridley.on.ca/
to view N.A. Ronald’s detailed Essay Guidelines)
Information provides
Even, balanced
firm support for thesis
information clearly and
and displays evidence
effectively supports a
of basic analysis of a
central purpose or thesis
sufficiently limited
and displays a
topic.
thoughtful, in-depth
analysis of a sufficiently
Reader gains some
limited topic.
insights.
Reader gains insights.
The writing has a firm
purpose, but may
The writer’s purpose is
occasionally digress
readily apparent to the
from the purpose.
reader.
The ideas are arranged
logically to support the
thesis. They are usually
clearly linked to each
other. For the most
part, reader can follow
line of reasoning.
The ideas are arranged
logically to support the
thesis. They flow
smoothly from one to
another and are clearly
linked to each other.
Reader can follow line
of reasoning.
Page 3
Categories
Format and Style
Level The writing has little
personality. The
audience quickly loses
interest and stops
reading.
Errors in sentence
structure are frequent
enough to represent a
major distraction to the
reader.
Many words are used
inappropriately,
confusing the reader.
The writer uses clichés
and colloquial language.
Level The writing is generally
engaging, but
occasionally pedantic.
The communication is
generally focused and
interesting.
Some sentences are
awkwardly constructed,
and they represent an
occasionally distraction
for the reader.
Sentences are well
phrased and
demonstrate some
variety in length and
structure. The flow
from sentence to
sentence is generally
smooth.
Word choice is merely
adequate, and the range
of words is limited.
Some words are used
inappropriately.
Level The writing is
compelling. It hooks
the reader and sustains
interest throughout.
Sentences are well
phrased and varied in
length and structure.
They flow smoothly
from one to another.
Word choice is
consistently precise.
Works cited is
inaccurate or missing.
Works cited lacks
sufficient resources.
Word choice is
generally good. The
writer goes beyond the
generic word to find
one more precise and
effective.
Works cited includes
sufficient sources.
No institutions are
consulted.
Sources consulted
include at least one
institution.
Sources consulted
include one or two
institutions.
Sources consulted
include several
institutions.
Works cited includes an
insufficient number of
primary and secondary
sources.
Works cited includes a
sufficient number of
primary and secondary
sources.
Works cited includes a
wide variety of primary
and secondary sources.
Your Level:
Quality of
Resources
Level The writing is dull and
perfunctory. Though
the paper may have
some interesting parts,
readers find it difficult
to maintain interest.
Your Level:
Nicholas A. Ronald 9.07.2003
http://www.nick_ronald.ridley.on.ca/
Works cited include
exceptional sources.
Page 4