1. COURSE INFORMATION
The following infomation package details both the course of study,
and what will be expected of you in this course.
Geography is a mandatory subject in Ontario for all Grade 9
students. Fortunately, primarily because of its breadth, the subject
of Geography is arguably one of the most diverse, fascinating and
entertaining fields of study.
GEOGRAPHY Course Text: Making Connections: Canada's Geography 2nd
Edition, Clark et al., Pearson Education Canada, 2006
OF CANADA Course Curriculum: Canadian and World Studies, The Ontario
Curriculum, Grades 9 and 10, 2005, revised
CGC1D1
COURSE OF STUDY:
✥
Unit 1 Introduction to Canadian Geography
and Geographic Inquiry
CANADIAN AND WORLD Unit 2 Natural Systems: Physical Geography
STUDIES DEPARTMENT Unit 3 Economic and Urban Geography
Unit 4 Resource Geography
Port Perry High School Unit 5 Historical and Cultural Geography
ACADEMIC Unit 1: Introduction to Canadian Geography
Geographic Inquiry
and
What is Geography? Why Study Geography? Spatial and
Physical Systems, Branches of Geography; Urban, Physical,
COURSE DESCRIPTION: Resources, Geomatics, Economic, Fundamentals of Cartography
and Geographic Information systems. GIS Computer Systems,
This course explores Canada's GPS and Compass Orienteering, Initiative Games.
distinct and changing character and
Duration: Approx 18 Periods
the geographic systems and
relationships that shape it.
Students will investigate the Unit 2 : Natural Systems: Physical Geography
interactions of natural and human
systems within Canada, as well as Describe the components and patterns of Canada’s spatial
Canada's economic, cultural, and organization; demonstrate an understanding of the regional
environmental connections to diversity of Canada’s natural and human systems; analyse local
other countries. Students will use a and regional factors that affect Canada’s natural and human
variety of geotechnologies and systems; analyse connections between Canada and other
inquiry and communication countries; explain how global economic and environmental
methods to analyse and evaluate factors affect individual choices; use the methods and tools of
geographic issues and present geographic inquiry to locate, gather, evaluate, and organize
information about Canada’s natural and human systems;
their findings. communicate the results of geographic inquiries, using a variety
of forms and techniques.
Duration: Approx 18 Periods

2. GEOGRAPHY Unit 3: Economic and Urban Geography
Demonstrate an understanding of the regional diversity of
OF CANADA Canada’s natural and human systems; analyse local and
regional factors that affect Canada’s natural and human
systems; analyse the ways in which natural systems interact
CGC1D1 with human systems and make predictions about the outcomes
of these interactions; evaluate various ways of ensuring
resource sustainability in Canada; describe how Canada’s
diverse geography affects its economic, cultural, and
environmental links to other countries; analyse connections
GEOGRAPHIC STRANDS: between Canada and other countries; report on global issues
that affect Canadians;
Our Units of Study are also organized
Duration: Approx 18 Periods
into various “strands” The strands or
concepts addressed in this course are
as follows; Unit 4 Resource Geography
1. Geographic Foundations: Space and Demonstrate an understanding of the regional diversity of
Systems. Canada’s natural and human systems; explain the relationship
of Canada’s renewable and non-renewable resources to the
2. Human-Environment Interactions Canadian economy; analyse the ways in which natural
systems interact with human systems and make predictions
3. Global Connections about the outcomes of these interactions; evaluate various
4. Understanding and Managing ways of ensuring resource sustainability in Canada; describe
Change how Canada’s diverse geography affects its economic, cultural,
and environmental links to other countries; report on global
issues that affect Canadians; predict how current or
5. Methods of Geographic Inquiry. anticipated changes in the geography of Canada will affect the
country’s future economic, social, and environmental well-
being; use the methods and tools of geographic inquiry to
locate, gather, evaluate, and organize information about
Canada’s natural and human systems; 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.
Duration: Approx 18 Periods
Unit 5: Historical and Cultural Geography
Describe how Canada’s diverse geography affects its
economic, cultural, and environmental links to other countries;
analyse connections between Canada and other countries;
report on global issues that affect Canadians; explain how
natural and human systems change over time and from place
to place; predict how current or anticipated changes in the
geography of Canada will affect the country’s future economic,
social, and environmental well-being; use the methods and
tools of geographic inquiry to locate, gather, evaluate, and
organize information about Canada’s natural and human
systems; 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.
Duration: Approx 18 Periods

3. GEOGRAPHY EVALUATION AND ASSESSMENT:
OF CANADA Please note that the following guidelines are consistent with school-
wide and Board-wide assessment and evaluation policy. If you have
any questions regarding any of the following procedures, please see
CGC1D1 your teacher. This document should be shared with your parents.
TYPES OF ASSESSMENTS:
Teachers may use diagnostic testing.
OVERALL EXPECTATIONS:
Teachers use ongoing formative assessment, such as homework,
• describe the components and patterns of worksheets, small group discussions, quizzes, and writing assignments,
Canada’s spatial organization; to monitor the student's performance and to provide feedback to
• demonstrate an understanding of the
improve learning and instruction.
regional diversity of Canada’s natural and
human systems;
• analyse local and regional factors that Teachers use information from summative assessments to evaluate the
affect Canada’s natural and human student's performance. Summative assessment occurs after the
systems. student has an opportunity to develop the required knowledge and
• explain the relationship of Canada’s re n skills, and is used to demonstrate learning. Summative assessments
ewa ble and non-renewable resources to focus on key curriculum expectations.
the Canadian economy ;
• analyse the ways in which natural LEARNING SKILLS:
systems interact with human systems and
make predictions about the outcomes of In addition to course expectations, students are to demonstrate learning
these interactions;
skills, according to the five learning skill categories: Works
• evaluate various ways of ensuring
Independently; Teamwork; Organization; Work Habits; Initiative. For
resource sustainability in Canada.
• describe how Canada’s diverse geography instance, they are expected to be in the classroom ready to begin work
affects its economic, cultural, and when the bell rings. They should bring all of the necessary classroom
environmental tools in order to participate in class: pens, pencils, notebooks, paper,
links to other countries; rulers, coloured pencils and completed homework. If a student needs
• analyse connections between Canada and to be excused from class for washroom breaks, they must have their
other countries; agenda with them. All students are expected to participate in a mature,
• report on global issues that affect respectful, and responsible manner in class.
Canadians.
• explain how natural and human systems Learning skills are not part of the student's course percent grade,
change over time and from place to place;
except in specific cases where a learning skill is embedded as a
• predict how current or anticipated
curriculum expectation. Learning skills are reported on the Provincial
changes in the geography of Canada will
affect the country’s future economic, Report card separately from the achievement of course expectations.
social, and environmental well-being;
• use the methods and tools of geographic POLICY FOR ASSIGNMENTS AND TESTS:
inquiry to locate, gather, evaluate, and
organize information about Canada’s Teachers will provide students with numerous and varied opportunities
natural and human systems; to demonstrate their achievement of the curriculum expectations,
• analyse and interpret data gathered in across all four categories of achievement; knowledge / understanding,
inquiries into the geography of Canada, thinking / inquiry, communication and application.
using a variety of methods and
geotechnologies;
Late penalties may be applied to assignments of a summative nature.
• explain how global economic and
environmental factors affect individual
choices. 1. Summative Assessments:
Some summative tasks have due dates that are absolute and non-
negotiable. Students will be given fair and sufficient advance notice
for due dates of this nature. A student may receive >0' for all or part of
any summative assignment not submitted on or before the absolute /
negotiated deadline. The dates for seminars and other oral
presentations are also absolute as the teacher and the class depend on
their delivery as scheduled. Work may only be accepted after the
absolute deadline in the case of pass / fail (credit recovery).

4.
GEOGRAPHY 2. Formative Assessments:
If a student is absent for illness or suspension, he/she is responsible for
OF CANADA obtaining homework assignments and catching up on missed class work
as early as possible. It is the student's responsibility to negotiate with
CGC1D1 each classroom teacher, well in advance of an extended absence such
as a family vacation, the due date(s) of all assignment tasks that will be
missed during the absence.
TRIP ELIGIBILITY: Trips and outdoor
field activities are the best part of the
Students will be informed of tests in advance; it is the responsibility of
course. Only those students who
the student to know test dates, to prepare for them, and to write them
demonstrate exemplary reliability,
on the set date. If a test is missed due to illness or other legitimate
attendance, maturity, leadership, and
reason, it is the responsibility of the student to make alternate test date
behavior will be permitted to participate in
arrangements. If a student has a previously scheduled absence,
experiential activities. Due to the nature
(school trips, sports, appointments), the student must notify the teacher
of the course and its associated activities,
prior to the test date in order to negotiate an alternative date.
it is expected that a student’s behavioural
expectations exceed those of a normal
A legitimate absence from school is defined as missing classes for any
classroom setting. Poor behavior and
of the following reasons: school-sanctioned absence, illness or family
attendance will not be tolerated, as these
emergency, which is documented by supporting notes of evidence.
actions may jeopardize both the safety
When absences fall within the above definition, students will be given
and learning experience of the
make-up opportunities for all missed summative evaluations without
class/group.r
penalty.
Students who do not complete all
A student will receive a consequence, which may be a mark of zero, if
their written assignments will not
he/she skips class on a test date. A note from the Vice Principal to verify
be eligible for trips and special
legitimacy of an absence may be required.
activities UNTIL all work has been
completed and submitted.
3. Academic integrity:
Honest efforts are expected from all students. Direct or indirect
A student’s participation in any
plagiarism -- direct copying or the overuse of paraphrasing from a
trip or field activity is up to the
secondary source like the Internet, a text, a peer -- may result in a mark of
sole discretion of the teachers in
zero. This offense is considered very seriously and consequences will
charge of the field activity.ular
apply.
outdoor activities, such as canoe
training.ot complete all their
FINAL EVALUATION:
written assignments will not be
eligible for trips and special Your final mark will be determined as follows;
activities UNTIL all work have
been completed and submitted. Achievement Catagories % Value
They must also be present for all
trip training and planning days Knowledge/Understanding 25
regardless of the reason.
Thinking/Inquiry 25
A
s Application 25
t
u Communication 25
d
e Mark Summary % Value
n
t’ Term Work: Evaluated using the four 70%
s achievement catagories.
p Independent Study Unit 10%
a
rt Final Examination: 20%
ic Total: 100%
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