| Content |
relationships between cultural traits, use of physical space, and impacts on the environment |
Human Geography 12 |
No CCG |
|
| Content |
demographic patterns of growth, decline, and movement |
Human Geography 12 |
No CCG |
|
| Curricular Competency |
Make reasoned ethical judgments about controversial actions in the past or present, and determine whether we have a responsibility to respond (geographical value judgments) |
Human Geography 12 |
No CCG |
|
| Curricular Competency |
Identify and assess how human and environmental factors and events influence each other (interactions and associations) |
Human Geography 12 |
No CCG |
|
| Curricular Competency |
Evaluate features or aspects of geographic phenomena or locations to explain what makes them worthy of attention or recognition (geographical importance) |
Human Geography 12 |
No CCG |
| Keyword: Evaluate features or aspects of geographic phenomena or locations to explain what makes them worthy of attention or recognition |
Elaboration: Key questions:What key features do cities have? Why are so many people moving to cities?Which farming methods are most sustainable?Why is English the main language of business, academia, and the Internet around the world?Why are so many human communities situated along coastlines?Sample activities:Explore a piece of music, a piece of art, or a story from somewhere else in the world, and describe the place it came from and the artist who created it. How does it reflect the place it came from?Research the significance of key cultural places (e.g., the Vatican, the Taj Mahal, Saint Basil’s Cathedral, the Great Wall of China). Why are they significant and to whom? |
|
| Curricular Competency |
Evaluate how particular geographic actions or events influence human practices or outcomes (geographical value judgments) |
Human Geography 12 |
No CCG |
|
| Curricular Competency |
Draw conclusions about the variation and distribution of geographic phenomena over time and space (patterns and trends) |
Human Geography 12 |
No CCG |
| Keyword: Draw conclusions about the variation and distribution of geographic phenomena over time and space |
Elaboration: Key questions:What are some reasons that a company might move manufacturing of certain goods from one country to another?Is resource use and development always harmful to the landscape?How have our Canadian eating patterns changed over the last 100 years? Where did our food come from then? Where does it come from now? What do we eat now that we didn’t used to eat? Where does it come from?Sample activities:Research a specific product (e.g., toothbrush, basketball, avocado). Where is it grown/sourced, manufactured and then sold?Find historical photos of the town you live in/were born in and compare them with how the town looks now. What changes happened and why?Compare political systems in Canada with those in another country. What differences in values and beliefs might account for the very different ways countries govern themselves? |
|
| Curricular Competency |
Assess a variety of interpretations of geographic evidence after investigating different perspectives, reliability of sources, and adequacy of evidence (evidence and interpretation) |
Human Geography 12 |
No CCG |
| Keyword: Assess a variety of interpretations of geographic evidence after investigating different perspectives, reliability of sources, and adequacy of evidence |
Elaboration: Sample activities: Research a contentious geographic issue by examining different sides of the issue, comparing the evidence, and reaching a conclusion. The following are some possible issues to research:buying local versus imported produceenvironmental impact of living in cities versus living in rural areasimpact of climate change on northern regions versus equatorial regions Compare different versions of a world map and talk about what the differences mean (e.g., Mercator projection makes Africa and Greenland look the same size even though they aren’t). |
|
| Curricular Competency |
Assess the significance of places by identifying the physical and/or human features that characterize them (sense of place) |
Human Geography 12 |
No CCG |
|
| Curricular Competency |
Use geographic inquiry processes and skills to ask questions; gather, interpret, and analyze data and ideas; and communicate findings and decisions |
Human Geography 12 |
No CCG |
| Keyword: Use geographic inquiry processes and skills to ask questions; gather, interpret, and analyze data and ideas; and communicate findings and decisions |
Elaboration: Sample topics: Map skills:Use a map for navigation.Understand a map legend.Use map scales.Understand latitude and longitude.Understand topographic maps and contour lines. Mapping software and GIS tools Interpreting satellite images and photos |
|
| Big Ideas |
Becoming more proficient in a new language enables us to explore global issues. |
American Sign Language (ASL) 12 |
No CCG |
|
| Big Ideas |
Exploring diverse forms of cultural expression promotes greater understanding and appreciation of cultures worldwide. |
American Sign Language (ASL) 12 |
No CCG |
| Keyword: forms of cultural expression |
Elaboration: represent the experience of the people from whose culture they are drawn; for example, celebrations, customs, folklore, language use, traditions, and creative works (e.g., books, paintings, pictures, sculpture, theatre, dance, poetry and prose, filmmaking, musical composition, architecture) |
|
| Big Ideas |
With increased language proficiency, we can discuss and justify opinions with nuance and clarity. |
American Sign Language (ASL) 12 |
No CCG |
|
| Big Ideas |
Sharing our feelings, opinions, and beliefs in a new language contributes to our identity. |
American Sign Language (ASL) 12 |
No CCG |
|
| Big Ideas |
Language learning is a lifelong process. |
American Sign Language (ASL) 12 |
No CCG |
|