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Click
here to go to the Ontario Ministry of Education Website to see the
curriculum documents related to this course.|
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Unit 1: Approaches to Canadian and World Issues
Expectations : Be on time. Do the work. Do the work yourself. Discuss. Show respect for yourself, your classmates, and the teacher. Buy a dictionary and bring it with you to class. |
Think
of the MOST IMPORTANT DECISION you ever made.
1. Write a brief description of the circumstances surrounding the decision, 2. Why was it the most important decision you ever made? 3. List the chain of events that happened BECAUSE of that decision. Due Date: Hand in this assignment at the end of the period. Deadline: Beginning of the period tomorrow. |
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Define the term decision.
What are the steps that lead to a decision being made? What if the "wrong" decision was made? How do you correct it? Is "correction" possible? Why or why not? Give examples. Discuss. |
In your notebook:
Write 5 arguments in support of each side of the discussion that occurred in class. |
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CBC
RADIO SERIES: "Sez Who" 
Does our current information environment provide us with the tools we need to make decisions and act, or does it paralyze us? Article: Tips for living more consciously. The Globe and Mail, Tues. Jan. 14, 2003 |
Look up the definition of the term
opinion.
Write your opinion to the question asked in the subtitle of the radio show. (10 marks in the Thinking category) Summarize the Tips for living... article in exactly 10 sentences. Hand the summary in with your opinion response. (10 marks in the Communication category). Due Date: Hand in this assignment at the end of the period. Deadline: Before the beginning of the period tomorrow. |
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Handout
textbooks, course outlines, evaluation policies, and ISU.
Definition of "Issue" Why do we study issues? Click
here to see the instructions for ISP submissions
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Read the two paragraphs
of text on pg. 3 of
your textbook starting with the sentence "As global citizens,.....".
Three of the five examples of issues listed are NOT issues. 1. Which three are not issues and why are they not issues? 2. What are they examples of? 3. Rephrase the three misnamed "issues" so that they are issues, or come up with three new examples of real issues. |
| Sept. 9 | Lorenz's Butterfly effect, Attractor, Chaos Theory. |
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| Sept. 10 | Article:
Do only 5 degrees separate all earthlings?
Article: The future of forecasting looks dim. Handout: The weather network Dr. Weaver watches isn't on Television Article: Baby, the rain must fall. The Globe and Mail. Wed. May 7, 2003. Complexity Theory, emergent properties, emergent behaviour, phase transition Article: Monkeys jump on the chance for bestseller. The Globe and Mail. Sat. May 10, 2003 |
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| Sept. 11 | Edge
of Chaos and Order
Economics agents versus Physics agents Lock-in, Rule of Thumb, Open system, Darwinism, Fitness Landscape (rubber landscape of co-evolution), Perpetual Novelty, Gaia Hypothesis. Expectations : explain the complex nature of the earth’s natural and human systems |
Geographical
Approaches to World Issues Web Diagram Assignment
Marked out of / 35 in the Application category. |
| Sept. 12 | Unit 2: Man vs. Man (Man
vs. man?) (man vs. Man?)
Population (Text Chapter 2) Personal
space overhead
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Click here to
see an up to the second tally of the World's population
Read pgs. 28 - 30
Make sure you know the definitions of the terms Absolute population change, Relative change, and Rule of 70. (See text pg. 30) |
| Sept. 15 | Web
diagram assignment due (35 marks Application) Deadline: Tomorrow, before
the beginning of the period.
Population Pyramids - Expansive vs. Stationary |
In
your notebook: Define and sketch stationary
and expansive population graphs
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| Sept. 16 | Evolution
of a population pyramid
Canada 1851 vs. Canada 2003 Expectations: describe selected world demographic trends and explain the factors influencing them. |
Read pgs. 43 - 46 (Demographic
Transition)
Do Qs 30 & 31 on pg. 43. |
| Sept. 17 | Demographic
Transition Model (Note and diagram)
Expectations: describe selected world demographic trends and explain the factors influencing them. |
The Demographic Transition Model shows 5 phases that
the typical nation would go through on its path from a least-developed
to a most-highly developed state. It is an important model, so therefore,
many references to it will be made throughout this unit.
LEARN IT WELL! (hint, hint!) |
| Sept. 18 | Population policies.
Article: Where are all the mommies? The Globe and Mail, Sat. July 12, 2003 The social costs of a particular attitude towards motherhood. Expectations: explain how economic and cultural considerations (e.g., the need for resources or workers, cultural or religious beliefs about child bearing) influence a country’s population policies (e.g., China's “one child” policy); |
Population policies are used to
try to control population growth; therefore they are somewhat unnatural,
and have many social costs.
1. In your notes, outline the costs of incentive programs, which are designed to increase birth rates; penalty programs, which try to decrease birth rates; and the costs to society, of either of these schemes. 2. Why do population policies focus on birth rates and not death rates? |
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Article: Mao's Birth
Control Creating Crisis For The Elderly
Article: Some aspects of population control in India |
Read Case in Point - China and the Czech Republic pgs.
48 - 52
Do Qs 36, 37, and 38 on pgs. 51 and 52. |
| Sept. 22 | Can
Humanity Survive Unrestricted Population Growth? - Article & Debate
Expectations: predict global demographic changes for the future and assess their economic, environmental, and social implications |
In
your notebook:
Write 15 arguments in support of each side of the debate that occurred in class. Population Patterns Crossword Puzzle |
| Sept. 23 | Collect 15 arguments from yesterday's class.
Defining development Levels of development Mapping assignment : Who's Who? Expectations: identify different methods of grouping countries (e.g., by level of development, political or economic affiliation, cultural characteristics) and evaluate the implications of categorizing countries in these ways; |
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| North-South Gap
Development Indicator: Resource base
Expectations: identify different methods of grouping countries (e.g., by level of development, political or economic affiliation, cultural characteristics) and evaluate the implications of categorizing countries in these ways; |
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| Sept. 24 | Economic Development
The 5 stages of Rostow's modernization theory (text pg. 57) -good diagram in EaP pg. 327 Four sectors of the economy Clark-Fisher Sector model Expectations: Analyse the causes and effects of economic disparities around the world. |
Handout: Economic Development.
Answer Q1 on "pg. 411" but don't do "take contrasting countries..." part. Q2 on pg 413, Q4 &5 on pg 415, Q6b on pg 416, and Q7 on pg. 417. Text reading:
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| Sept. 25 | Core - Periphery (text pgs. 59 - 61)
Core - Periphery regional relationships (note) Article: Power to all the people. The Globe and Mail. Mon. May 5, 2003. |
Read pgs. 59 - 61.
Answer Q#6 on pg. 61. |
| Sept. 26 | Human Development Index (text pg. 66)
Article: "Canada garners praise and blame" Article: Woe Canada: Best No More. Maclean’s Magazine. July 16, 2001 Competition - Darwinism Article: It helps to be rich. The Globe and Mail. Fri. May 9, 2003. Expectations: select and compare statistical indicators of quality of life |
Read pgs 64 - 67
Do Qs 17 & 20. |
| Sept. 29 | Global
vs. Individual
-needs, rights, equality, equity< Human Rights Everyman concept -global commons&nbssp; Article: Canada pleads case for U.N. intervention. The Toronto Star. Fri. Sept. 15, 2000. Article: Intervene in Ugandan war, Axworthy says. The Globe and Mail, Wed. July 16, 2003. Video: CBC News in Review. Children in War: Victims and Aggressors. Oct. 2000. Article: U.S. solidifies its ranking as the world's biggest jailer. The Globe and Mail. Tues. Aug. 27, 2002. |
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| Sept. 30 | Disparity and Migration (text pg. 78)
Refugees  Video:
Asylum. The National Film Board of Canada, 1998. 78 min. (refugee process
in Canada)
Expectations: analyse the causes and consequences of recent events involving refugees in Canada or in another part of the world and evaluate the effectiveness of the relevant policies for dealing with refugees |
Read pgs. 78 - 82
Do Qs 39 & 41 |
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Gender inequality (text pg. 292)
Handout: The Girl Child. Article: Selling your daughter for worldly goods, The Globe and Mail, April 2001 Article: A learning experience. The Toronto Star, Sun. Aug. 4, 2002 Article: India praises defiant bride who scorned dowry greed. The Globe and Mail. Sat. May 17, 2003. Expectations: Demonstrate an understanding of the roles and status of men and women in different parts of the world. |
Read pgs. 292 - 294
Answer Qs 16 and 17 on pg. 295 |
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Unit 3: Perception vs. Reality
-definitions of terms: fact, opinion, bias Media influence - perspective -ethnocentrism -anthropocentrism Article: Media have fallen for PLO images, lawyer says. The Toronto Star. Mon. Nov. 6, 2000. Article: Climate change is natural. The Globe and Mail. Tues. Nov. 19, 2002. Article: Ireland facing an epidemic of drunkenness. The Globe and Mail. Thurs. May 22, 2003. Expectations: explain how point of view influences an individual's perceptions of a place |
Video: Manufacturing Consent |
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First Test : Units 1 and 2
(knowledge, thinking, communication, application evaluation) |
Who's Who? - Make sure you know where in the world these countries are for part of the knowledge evaluation. (20 marks) |
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Article: Baltic states cleaning up to impress
EU. The Globe and Mail. Wed., Aug. 14, 2002
Article: Ontario Toughens fines for polluters. Article: War in the Woods. The Globe and Mail. Sat. Nov. 4, 2000. Expectations: explain how people perceive resources and sustainable development differently at different times and in different places. |
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Ignorance vs. Idiocy
Radioactive pollution |
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Video: Niagara Falls: A Cautionary Tale. | |
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Article: Toxic-waste incinerator plan hit snag.
The Globe and Mail, Thurs. Nov. 14, 2002
Article: Pickering reactor to start up. The Globe and Mail. Tues. May 6, 2003. Article: Safety lapses found at nuclear plant. The Globe and Mail. Fri. May 16, 2003 |
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Paradigm shift | |
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Epiphany | |
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Unit 4: Man vs. Nature (Nature vs. Man) | |
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Productivity / Biodiversity
Expectations: compare the productivity and biodiversity of selected ecosystems |
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Expectations: analyse examples of efforts to increase the productivity of a selected natural environment (e.g., Chinese model of land use, polders in the Netherlands, hydroponic farming, wetland reclamation, hillside terracing, fish farming) and their short- and long-term economic, social, and environmental impacts; | |
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Article: A bitter brew for coffee farmers.
The Toronto Star. Sun. Aug. 4, 2002.
Expectations: evaluate factors (e.g., physical geography, growing of cash crops, foreign monetary assistance) that may compound problems of hunger and poverty in a selected country |
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Human / Environment Interactions
-Evidence of climatic change from human records -Microscale change -Urban climate in Shanghai and Johannesburg Expectations: analyse the impact of selected humans on natural systems; analyse the impact of past and current trends in agriculture (e.g., Green Revolution, corporate farming, biotechnology, monoculture, organic farming) |
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Overcoming disparity
Biotechnology Article: Yes, we'll have no bananas. The Globe and Mail, Sat. July 19, 2003 Article: West Nile Solution: Kill them all. The Globe and Mail. Sat. May 17, 2003. Article: Saving Seeds Alternatives Journal 25:1 Winter 1999. Expectations: demonstrate an understanding of how human-induced changes in natural systems can diminish their capacity for supporting human activity; explain how new technology affects employment (e.g., skill requirements, proportion of workers in different sectors of the economy) and resource management (e.g., rate of use of resources, labour requirements). |
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Global Connections (Offsetting imbalances through trade
and cooperation)
Expectations: demonstrate an understanding of the interdependence of countries in the global economy |
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International Aid (text pg. 72)
Issues of aid (EaP pg. 421) Article: Bangladesh most corrupt, study says. The Globe and Mail. Thurs. Aug. 29, 2002. |
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Second Test : Units 3 and 4
(knowledge, thinking, communication, application evaluation) |
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Unit 5: Environment vs. Economy
Sustainable Development? (Chapter 5) Asymptote Malthus revisited. Carrying capacity (threshold) Predictions of future relationships between population and resources. The Club of Rome Predictions. Expectations: evaluate the sustainability of selected trends related to consumption of the earth’s resources; identify current global sustainability issues and environmental threats |
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Strangford Lough: Salmon farming?
Arguments for and against shrimp farming The costs and benefits of tourism in cold environments Expectations: evaluate the economic, social, and ecological impact of current methods for raising or harvesting a selected resource |
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Water (Chapter 6)
-Water diversion - Aral Sea Click
here to see 3 landsat images of the Aral Sea
Article: A dying lake, a human diet of chalk Article: Water Wars: Should Canada sell its water. Maclean’s Magazine. March 6, 2000. Article: New battles loom over Russia's great lake. The Globe and Mail. Aug. 13, 2002. Expectations: produce a case study of a specific situation in which resource development has contributed to the disruption of an ecosystem |
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Centralization vs. Decentralization
-The Communist Economic Model vs. the Caapitalist Economic Model Expectations: analyse the changing spatial distribution of political systems (e.g., democracy, socialism, communism, military dictatorship) around the world; |
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Who has control? Who are the decision-makers?
Urban governance South Africa and Lima Peru Expectations: explain how local participation in the development process can build sustainable communities |
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Article: Water report criticizes privatization.
The Globe and Mail, Wed. July 16, 2003
Expectations: assess the environmental and economic impacts of a selected case of environmental deregulation in Canada; |
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Expectations: explain, using specific examples, how strategic lawsuits against public participation (SLAPPs) affect the public participation process; | |
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Transnational companies
Seven key issues concerning the role and impact of TNCs (EaP pg. 420) Article: Canadian Mining Companies Build a Shaky Reputation Abroad. Alternatives Journal 25:4 Fall, 1999. Article: No risk, no reward, oil firms, miners say. The Globe and Mail, Mon. Sept. 20, 1999. Expectations: explain ways in which trade policies or agreements (e.g., fair trade cooperatives, North American Free Trade Agreement) may affect the environment; evaluate the performance of a selected transnational corporation with respect to the promotion of environmental sustainability and human rights |
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Article: Tango at the abyss. The Globe
and Mail. Wed. Aug. 14, 2002.
Expectations: demonstrate an understanding of how economies and environments in some places may be affected by decisions made in other places; |
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Article: New Approach to African aid merely
opens a different can of worms. The Globe and Mail. Sat., June 29,
2002.
Expectations: analyse the economic and environmental consequences for selected countries of colonialism in the past and economic colonialism in the present |
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Third Test : Unit 5
(knowledge, thinking, communication, application evaluation) |
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Unit 6: Maintenance vs. Change
Understanding and managing change Geopolitics (text chapter 7) Expectations: analyse geopolitical relationships between selected countries and regions |
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Tribalism vs. Globalism (text chapter 9)
Article: Argentina's Luddite rulers. The Globe and Mail. Thurs. Apr. 24, 2003. Article: Canadian's embracing patriotism, poll shows. The Globe and Mail. June 29, 2002. Article: In Lithuanian bar, peasants toast Europe. The Globe and Mail. Sat. May 17, 2003. Article: Greenland confronts Canadian issues. The Globe and Mail. Tues. Dec. 3, 2002. Expectations: predict geographic consequences of separation or independence for a region or cultural group that is now part of a larger country (e.g., changes in boundaries, trade flows, economic development, involvement in international organizations); analyse the evolving global geopolitical role of a selected region or country (e.g., European Union, Russia, Asia Pacific nations) and evaluate how its actions contribute to cooperation or conflict. |
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Isolation vs. Assimilation
Article: For Quebec, there's a catch to globalization. The Globe and Mail. Sat. Sept. 5, 1998. Article: To be distinct is a balancing act. The Globe and Mail, Sat. Nov. 18, 2000. Article: Jungle for Sale. The Globe and Mail. Sat. Jun. 29, 2002. Article: Argentines see a U.S. dollar in their future. Article: Britain says no to euro - for now, at least. The Globe and Mail. Tues. Jun. 10, 2003. Article: We think global but still act local. The Globe and Mail. Fri. May 9, 2003. |
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Urbanization (text chapter 10)
-London smogs: 1950s Atmospheric pollution in Tokyo Article: Pollution blamed for African drought. The Toronto Star. Mon. July 22, 2002. Article: Raw sewage poses risk for Rio swimmers. The Globe and Mail. Oct. 28, 2000 Expectations: analyse the impact of urbanization and urban growth |
Questions and map
SO2 reductions in Europe. |
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Cooperation vs. Conflict
The Baltic Sea - victim of marine pollution Acid rain - a transnational problem. Video: CBC News in Review. Environmental Clean-ups: Who Pays? Oct. 1998. Article: Nuclear subs serious risk, Graham says. The Globe and Mail. Wed. Nov. 27, 2002. Expectations: identify ways in which countries and regions of the world are becoming increasingly interdependent; |
Create a choropleth map to show
SO2 Emission reductions in Europe
from 1980 -1987. |
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Expectations: demonstrate an understanding of how scarcities and inequities in the distribution of resources (e.g., water scarcity, unequal land distribution, confiscation of land) contribute to uprisings and conflicts | |
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Article: Russia must protect aid, Graham says.
The Globe and Mail. Tues. Nov. 26, 2002.
Expectations: analyse instances of international cooperation and conflict and identify factors that contribute to each: research and report on the human and ecological cost of global military spending |
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Energy Inputs
-change of state vs. change of temperatuure vs. staying the same Story: The One Hundred Hungry Ants. Expectations: analyse the economic and environmental consequences for selected countries of colonialism in the past and economic colonialism in the present |
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Unit 7: Future World
Predictions and forecasts for a sustainable future Expectations: demonstrate an understanding of how the work of the United Nations and other organizations on poverty, disease, and the environment is directly related to their own lives |
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Simulation: CO2
Expectations: evaluate the effectiveness of an international strategy and agreement. |
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Where do we go from here?
Butterfly revisited. |