Issues in Canadian Geography (CGC 1P)

Course Overview

Course Title: Issues in Canadian Geography, Grade 9
Course Code: CGC 1P
Grade: 9
Course Type: Applied
Credit Value: 1.0
Prerequisite: None required
Department: Social Studies and Humanities
Tuition Fee (CAD): $529

The course focuses on current geographic issues that affect Canadians. Students will draw on their personal and everyday experiences as they explore issues relating to food and water supplies, competing land uses, interactions with the natural environment, and other topics relevant to sustainable living in Canada. They will also develop awareness that issues that affect their lives in Canada are interconnected with issues in other parts of the world. Throughout the course, students will use the concepts of geographic thinking, the geographic inquiry process, and spatial technologies to guide and support their investigations.

Overall Curriculum Expectations

By the end of the course, students will gain proficiency in the following areas:

Geographical Inquiry and Skill Development
  • Geographic Inquiry: use the geographic inquiry process and the concepts of geographic thinking when investigating issues relating to Canadian geography;
  • Developing Transferable Skills: apply in everyday contexts skills, including spatial technology skills, developed through the investigation of Canadian geography, and identify some careers in which a background in geography might be an asset

Interactions in the Physical Environment
  • Natural Processes and Human Activity: analyse some interactions between physical processes, events, and phenomena and human activities in Canada
  • Influence of the Natural Environment on Human Activity: explain how physical processes and the natural environment influence human activity in Canada
  • Characteristics of Canada’s Natural Environment: describe some natural processes and key characteristics of the natural environment in Canada

Managing Canada’s Resources and Industries
  • Managing Resources: assess the influence of personal choices and community actions on the use of natural resources in Canada
  • Canadian Industries: describe the economic, environmental, social, and political significance of selected aspects of Canada’s resources and industries
  • The Use of Natural Resources: describe the distribution and use of selected natural resources in Canada

Changing Populations
  • Population Trends and Their Impacts: assess the impact on Canadian communities of changes in the characteristics of Canada’s population, and describe ways of responding to these changes
  • Immigration Trends: analyse recent immigration trends in Canada
  • Population Characteristics: describe key characteristics of population settlements in Canada and the major demographic characteristics of the Canadian population
Livable Communities
  • Sustainable Communities: identify factors that affect the sustainability of communities, and describe strategies for improving their sustainability
  • Impacts of Land Use: analyse impacts of land use in Canada on communities and the natural environment
  • Patterns of Land Use: describe patterns of land use in their local community

Unit Overview

Unit 1: Why is Canada Special?
You will learn to apply some specific geographic skills and tools as you learn about the forces that shape and change Canada, the various natural characteristics and human activities of different regions in Canada, and how all of these interact and help explain why we live where we live in Canada. You will learn some tips on how to read and interpret maps and graphs. You will investigate Canada’s National Park system to gain a deeper understanding of Canada’s differing landscapes and how humans interact with our natural systems. You will conduct an inquiry about the natural characteristics found in your own community or local region.
10 hours
Unit 2: Natural Disasters
You will learn about the various types of natural events that occur in Canada. You will develop a criteria to judge when a natural event becomes a natural disaster. You will investigate various types of natural disasters using infographics and a federally run database. You will learn about the impact that climate change is having on natural disasters and what different levels of governments and individuals are doing to minimize this impact.
15 hours
Unit 3: Resources and Industries
You will learn about Canada’s natural resources and industrial sectors. You will learn about the various resources that are used to create everyday items that you use. You will investigate the issues around access to freshwater in Canada. You will also investigate issues around the importance of energy production to Canada and the role that individuals and governments play in minimizing the impact this sector has on the environment. You will create an infographic that explains the minerals that are used to create various sporting equipment. You will also begin to assess your own learning skills while you investigate various jobs that are connected to the resource sector and the environment.
25 hours
Unit 4: Changing Populations
You will learn about demographics, the study of human population, and how that research helps governments and businesses predict future trends and make necessary changes. You will investigate a number of issues related to changes in Canada’s population characteristics, including our aging population, migration patterns both within Canada and to Canada, and benefits and tensions from cultural diversity. You will look at how these changing population patterns and related issues may have an impact on your community now or in the future.
20 hours
Unit 5: Livable Communities
You will learn about and investigate liveable communities. At the end of the unit, you will create a personal plan of action for something that you can do to make your community more liveable; more sustainable. When you see Change Makers, take a moment to stop and listen to the voices and their message of hope. The ideas of these people will help you as you progress through these activities and begin to think about your own personal plan of action for something that you can do to make your community more liveable; more sustainable. You will also conduct an inquiry into land use conflict in your own community.
25 hours
Unit 6: Culminating Activity
Throughout the course, you have been busy collecting newspaper articles and completing issue analysis frameworks. The final unit will complete the course and it consists of three parts.
15 hours
Total Hours110 hours
Teaching and Learning Strategies

Enthusiastic teachers and instructors bring unique teaching and assessment methods to the classroom because students learn best when they are engaged in a range of different learning techniques. The activities allow students to apply learned concepts to current world social, economic, and environmental issues which impact daily life. Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners. Instructors also inspire students to become successful problem solvers by investigating, providing alternative reasoning and solutions to problems as well as dedicating time and energy to the tasks at hand.

Effective instructional techniques utilize students’ existing knowledge and by capturing their interest and engaging in meaningful participation. Students will be engaged when they are able to see the correlation between the learned concepts and their ability to apply them to the world around them and in real-life situations. Students will have the chance to learn using a wide range of methods which include self-learning, cooperative learning as well as learning through teacher guidance as well has hands-on experiences. The methods and strategies teachers implement will be tailored to the learning requirements and the individual needs of the students. Teachers will achieve effective instruction in an online environment by using videos, interactive animations and virtual labs and discussion forums and video conferencing/live chat.

Individualized Accommodations for Students

Our methodology for student assessment follows the Growing Success Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010) manual published by the Ontario Ministry of Education. Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. Assessment tools are designed to improve student learning which includes descriptive feedback, coaching, observations and self-assessments. In addition, student can be independent and set individual goals, monitor progress against these goals, determine next steps and reflect on their thinking and learning.

For a student with special education needs who requires modified or alternative expectations, assessment and evaluation of his or her achievement will be based on the modified curriculum expectations or alternative expectations outlined in the student’s Individual Education Plan (IEP). Accommodations required to facilitate the student’s learning may be identified by the teacher, however recommendations from a School Board generated in the form of an Individual Education Plan (IEP) should be used, if available. 


For a student with special education needs who requires “accommodations only”, as described in his or her IEP, assessment and evaluation of achievement will be based on the appropriate subject/ grade/course curriculum expectations and the achievement levels outlined in the curriculum documents.

A student’s Individual Education Plan (IEP) describes his or her educational program and any accommodations that may be required. The IEP specifies whether the student requires:
accommodations only; or
modified learning expectations, with the possibility of accommodations;

Assessment accommodations are changes in procedures that enable the student to demonstrate his
or her learning. These may include:
visual supports to clarify verbal instructions, assistive devices, or some form of human support;
alternative methods for the student to demonstrate his or her achievement of expectations (e.g., allowing the student to take tests orally) or the allowance of extra time to complete the assessment;
alternative settings that may be more suitable for the student to demonstrate his or her learning.

If accommodations are required to assess and evaluate student learning, the strategies to be used are outlined in the student’s IEP.
For further details about the different types of accommodations, modified learning expectation and alternative programs please refer to Growing Success Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010)

Materials Required

Standard Computer Requirements for all courses:
-Processor speed of 2 GHz or faster
-Memory of 4 GB RAM or greater
-A high speed internet connection with a connection speed of 10 MB/s or better.
-Monitor and video card with 1024×768 or greater resolution
-Keyboard and Mouse is recommended
-Speakers/Headphones