CGU 4U
World Geography: Human Patterns & Interactions
Canadian & World Studies Department
Colonel By Secondary School

Course Outline:

This course examines how cultures in different parts of the world interact with their environments and with each other. Students will use geographic concepts, methods, and tools to explore settlement patterns, human migration, cultural change, globalization, environmental issues, and other topics relevant to an understanding of how spatial, political, economic, and social factors affect settled environments and human activities.

Prerequisite: Any university or university/college preparation course in Canadian and World Studies, English, or Social Sciences and Humanities.

Strands:
—Geographic Foundations: Space and Systems
—Human-Environment Interactions
—Global Connections
—Understanding and Managing Change
—Methods of Geographic Inquiry

Topics of Study:
UNIT 1: Introduction to Issues within the Geographic Context

UNIT 2: Quality of Life and Social Issues
• Maslow’s Need Hierarchy, Food Issues (Hunger & famine, food supply, Green Revolution), Health Issues (Diseases, AIDS, Pesticides & chemicals), Water Issues (Fresh & Oceans), Human Rights (Women, children, gender issues, UNHDR)

UNIT 3: Population and Economic Issues
• World population trends and patterns, viewpoints, the Demographic Transition Model, Migration, Disparity & Poverty, International Debt, Economic Globalization

UNIT 4: Environmental and Resource Management Issues
• Look at issues dealing with energy, forests, the land, the air, biodiversity & endangered species, Global Warming & Kyoto, culture, people and management strategies

UNIT 5: Geopolitical and Conflict Issues
• Nationalism vs. Independence, Boundaries, Conflict & Arms trade, terrorism, Intervention, Refugees and Urbanization

Assessment & Evaluation:
Assessment and evaluation are tools to aid in and develop the learning process. Students should differentiate between the two, incorporating the feedback and measure of their progress into their own strategies for success. Should any questions about either assessment or evaluation arise at any time throughout the course, it is imperative answers be sought.

Assessment and Evaluation will reflect student learning and curriculum expectations in the following categories of achievement: Knowledge & Understanding, Thinking & Inquiry, Application, and Communication.

Knowledge & Understanding:
-knowledge of facts and terms
-understanding of concepts principles and theories
-understanding of relationships between concepts

Thinking & Inquiry:
-critical thinking skills (e.g., conducting analysis, detecting point of view and bias)
-creative thinking skills (e.g., problem solving that uses multiple perspectives)
-inquiry skills (e.g., formulating questions; organising and conducting research; analysing, interpreting, and evaluating information; drawing conclusions)

Application:
-application of concepts, skills, and procedures in familiar context
-transfer of concepts, skills, and procedures to new contexts
-making logical conclusions or generalizations
-making predictions and planning courses of action
-use of technology, equipment, and materials
-making connections (e.g., between past, present, and future contexts and roles; between subjects; between subjects and the world outside the school)

Communication:
-oral communication (e.g., debates, role playing) for different audiences and purposes
-written communication (e.g., reviews, short essays, long essays, letters) for different audiences and purposes

Summative Evaluation:
The sum of student learning and skills development will be measured within the last 30 days of the course in the four categories of achievement (above). This summative evaluation will comprise 30% of the final grade for the course.

Textbook:

Course is taught making heavy use of current documentation and sources. No formal textbook is assigned.