CLARKSON SECONDARY SCHOOL
Course Code: CGC1DO
Course Name: Grade 9, Geography of Canada, Academic
Prerequisite:
None
Course Description:
This course explores Canada’s distinct and changing character and the geographic
systems and relationships that shape it. Students will investigate the interactions of
natural and human systems within Canada, as well as Canada’s economic, c u l t u r
a l, and environmental connections to other countries. Students will use a variety of
geotechnologies and inquiry and communication methods to analyse and evaluate
geographic issues and present their findings.
Text: Making Connections
Prentice Hall
Replacement cost: $85.00
Overall Course Expectations
By the end of this course, students will:

describe the components and patterns of Canada’s spatial organization;

explain the relationship of Canada’s renewable and non-renewable resources to the Canadian economy ;

describe how Canada’s diverse geography affects its economic, cultural, and environmental links to other countries;

explain how natural and human systems change over time and from place to place.

use the methods and tools of geographic inquiry to locate, gather, evaluate, and organize information about Canada’s natural and
human systems;
ASSESSMENT BREAKDOWN INCLUDING CATEGORIES AND WEIGHTINGS
Formative assessments are learning practices that provide important feedback to student progress. Summative assessments form the
foundation for final mark allocation at the end of a unit, term and exam. Please note that all assessments are subject to change in order
to best reflect the learning styles of each class and to respond to significant events that might impact Canada and Canadians.
Summative Assessment Breakdown
Knowledge
Category
Examples of Summative Types
Tests
17.5
Thinking
Simulations
17.5
Application
Communication
Assignments
Presentations, written work…
17.5
17.5
ISU Essay (Independent Research Unit)
5 phase, structured research project
15
Exam
% allotments
15
Unit
Unit Breakdown

1. Geographic
Foundations: Space and
Systems


demonstrate an understanding of the regional diversity of Canada’s
natural and human systems;
analyse local and regional factors that affect Canada’s natural and
human systems.
2. Human-Environment
Interactions

analyse the ways in which natural systems interact with human systems
and make predictions about the outcomes of these interactions;
evaluate various ways of ensuring resource sustainability in Canada.
3. Global Connections


analyse connections between Canada and other countries;
report on global issues that affect Canadians.

predict how current or anticipated changes in the geography of Canada
will affect the country’s future economic, social, and environmental wellbeing;
explain how global economic and environmental factors affect individual
choices.
analyse and interpret data gathered in inquiries into the geography of
Canada, using a variety of methods and geotechnologies;
communicate the results of geographic inquiries, using appropriate terms
and concepts and a variety of forms and techniques.
4. Understanding and
Managing Change


5. Methods of
Geographic Inquiry and
Communication

Summative Assessments
Portfolio which may include the
following elements :
Research assignment, Written
reflection, organizer, presentation, etc.
Mind map,
Primary source analysis
Unit test
Draft essay
Note taking assignment
Unit test
Statistical Analysis
Research final essay
Unit test
Seminar presentation/ Essay
Audio-Visual Curriculum Delivery
Any Social Science curriculum has multi-media instruction as part of the delivery process. Peel District School Board
Policy requires parental permission for any media rated 14A-18A by the Ontario Film Board, regardless of the age of the
student. By signing this course outline, parents acknowledge that material up to and including 18A may be shown in the
classroom. If you have any specific concerns, contact the individual teacher.
Clarkson S.S. Assessment & Evaluation Policy
CHEATING:
Students are expected to demonstrate HONESTY and integrity and submit assessments that are reflective of their own work. Cheating is defined as
completing an assessment in a dishonest way through improper access to the answers. Examples include, but are not limited to; using another
student’s work as your own, using an unauthorized reference sheet during an assessment, receiving / sending an electronic message to another student
with test questions / answers, etc.
In order to ensure that all assessments are free from cheating:
Students will:

review school policy with regards to academic honesty

submit their own work for evaluation to show evidence of skill and knowledge

use only teacher approved materials during an evaluation

demonstrate the qualities of good character and good intention (honesty, caring, respectful, responsibility,) when preparing evidence of
their learning.
If a student cheats on an assessment:
Students may be:

required to complete an alternate evaluation under direct supervision in a timely manner

required to write a reflective piece which demonstrates an understanding of the character attribute of honesty.

assigned a mark deduction

referred to a vice-principal

assigned a zero
PLAGIARISM:
Students are expected to demonstrate HONESTY and use proper citations and referencing when completing assessments.
Plagiarism is defined as the unauthorized use or close imitation of the language and thoughts of another author and the representation of them as one's
own original work. Examples include, but are not limited to; copying another’s project (portions or whole) and paraphrasing parts of a book or article
without reference or citation.
In order to ensure that all assessments are free from plagiarism:
Students will:

Be required to complete a workshop in correct documentation

produce their own work

give credit through appropriate citations and referencing when quoting or paraphrasing the work of others

be diligent in maintaining and protecting their own work

seek clarification or assistance from teachers or other available resources
If an assessment is plagiarized:
Students may be:

required to rewrite or resubmit all or parts of the assignment

referred for remedial lessons on proper citation and references

required to do a reflection on the character attribute of honesty

referred to a vice-principal

required to sign a contract with the administration and teacher about commitment to academic honesty

assigned a zero.
LATE ASSIGNMENTS – assignments submitted after the due date and before the absolute deadline.
Students are expected to demonstrate RESPONSIBILITY and submit all assessments by the established due date. Students are responsible for
providing evidence of their achievement of the overall course expectations within the time frame specified by the teacher and in a form approved by the
teacher. There are consequences for not completing assignments for evaluation or for submitting those assignments late.
In order to ensure that all evaluations are submitted by the established due date:
Students will:

record due dates in personal organizers

consider other commitments including co-curricular activities in planning assignment completion

negotiate alternate due date well before due date, not last minute (a minimum of 24 hours in advance or at teachers discretion)

find out what they missed during absences

use school support systems (i.e. special education, counselors, extra help, …)
LATE ASSIGNMENTS: (cont…)
If an evaluation is submitted after the due date:
Students :

must notify the teacher and explain why the assignment was not submitted on the due date – in grades 9 & 10 a note from a
parent/guardian may be required

marks may be deducted for late assignments

may be required to complete the assignment with supervision

may be referred to a school based support team or a vice-principal

may be placed on a contract for assignment completion
MISSED ASSIGNMENTS – assignments either not submitted or submitted after the absolute deadline
In order to ensure that all evaluations are submitted:
Students will:

be responsible for meeting and knowing absolute deadlines for missed assignments

use personal organizers to manage time and meet deadlines

be responsible for maintaining on- going communication with their teacher

take responsibility for missed work during all absences
.
If an evaluation is submitted after the absolute deadline:
Students:

must notify the teacher and explain why the assignment was not submitted

students may be asked to provide a note from a parent/guardian

may be required to complete the assignment or an alternate assignment under supervision

may be referred to a school based support team or a vice-principal

may be placed on a contract for assignment completion

may be involved in an action plan to complete the required assignment within a given time frame

may be assigned a zero.
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Student/Parent Acknowledgement
Please complete and return to your child/ward’s teacher this section to indicate that you have been made aware by your child/ward of the
basic academic and behavioural expectations of this course department and school.
To ensure regular and efficient communication between yourself and the course teacher, please provide a current phone number and email
address so that you may be made aware of any concerns regarding the academic success of your ward/child.
If you have any comments, questions or concerns, please contact _____________________ at ______________________.
.
_________________________________________
Student Name (Print)
_______________________________________________
Student Signature:
__________________________________________
Parent(s)/Guardian(s) Name (Print)
_______________________________________________
Parent(s)/Guardian(s) Signature(s)
__________________________________________
Parent(s)/Guardian(s)Contact Phone #
________________________________________________
Parent(s)/Guardian(s) Email