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Canadian & World Studies Units in the Ontario Educational Resource Bank Geography Course: Descriptor: CGC1D CGC1D: Unit 1 - Entire Unit: Natural Systems and their Diversity Geography of Resource ID: ELO1099830 Canada Description: In this unit, students review the processes that make the earth dynamic. Climate, landform and vegetation as well as Grade 9 human activity are examined in the development of the concept of the ecozone. In the summative task for this unit, students explore Academic the characteristics of one of Canada's 15 ecozones. CGC1D: Unit 2 - Entire Unit: Demographics and Human Systems Resource ID: ELO1099890 Description: Canada is a country of diversities with various landforms and cultures. The concepts of population, migration, infrastructure, and urban planning are examined. With the assistance of computer software, findings from research are depicted by maps, graphic organizers, charts or slide shows. Discussions, role-playing, interviews, and case study are also practiced in this unit. CGC1D: Unit 3 - Entire Unit: Global Connections Resource ID: ELO1099900 Description: Canada is very active on the world stage. It is a founding member of several international organizations. Being part of the Ring of Fire, Canada is physically connected to other parts of the world. It is along this ring that international trade has developed. Canada is one of the world’s main trading nations. However, industrialization brings with it the issues of trans-boundary pollution and global warming. With the deepening problems of pollution, it seems tourism is the most desirable industry of all. CGC1D: Unit 4 - Entire Unit: Humans in the Environment Resource ID: ELO1099910 Description: In this unit the students examine the various types of industry, their contributions to the Canadian economy and the conflicts with the environment. In the summative task the students explore the human connections to the environment through the examination of views expressed in art. CGC1D: Unit 5 - Entire Unit: Sustainable Development Resource ID: ELO1099940 Description: In this unit the students explore the human impact on environmental and social issues. They examine what is being done at the government, group and individual levels. In the unit's summative activity the students research an energy mega project in Canada and write an illustrative case study to demonstrate their learning. CGC1D: Unit 6 - Entire Unit: Culminating Activity Resource ID: ELO1100120 Description: This is the culminating activity of the course. Students will determine the ideal location in Canada in which to develop an industry or make a product. A variety of social, economic and environmental factors need to be considered. To support the final decision, students are to use the knowledge and skills learned in the course to complete the task. CGC1P CGC1P: Unit 1 - Entire Unit: The Diversity of Canada's Natural Landscape Geography of Resource ID: ELO1070180 Canada Description: The interconnection of climate, soils and living things will be examined in the 11 activities of this unit. The students will Grade 9 develop an understanding of regions and ecozones. They will also appreciate their impact on the environment by considering their Applied own ecological footprint. Activity 11 is the culminating activity in which students will apply all their knowledge and research skills in order to create their own charts and graphic organizers about an ecozone. CGC1P: Unit 2 - Entire Unit: Natural Resources: The Challenge of Sustainability Resource ID: ELO1070270 Description: 6-activity unit. Activities 1 through 5 are didactic, activity 6 is the summative task. Students are introduced to the concepts of stewardship, sustainability and ecological footprint. By examining natural resources, urban planning, agricultural practices, energy sources and water resources the students will develop an understanding of the links between the economy and the environment and the role that they play. In Activity 6, students will prepare for and engage in a formal debate on sustainability issues. CGC1P: Unit 3 - Entire Unit: People, Places, and Patterns Resource ID: ELO1070370 Description: 8-activity unit. The connection between human systems and the physical environment is examined in this unit. Students will demonstrate their understanding of location, place, human-environment interaction, movement and region. They will also consider how the past influences present patterns and relationships. Other major topics include population pyramids, cultural diversity, aboriginal issues, urbanization, selected urban issues, and land use. Activity 8 is the culminating activity. Students get to plan a trip to a destination in Canada. CGC1P: Unit 4 - Entire Unit: Canadian Industries: Location, Impact, Opportunity Resource ID: ELO1070500 Description: In this unit, students will examine the various sectors of the Canadian economy. Primary, secondary, tertiary and quaternary industries will be investigated and the dignity of work and role of technology considered. The students will link their learning to their roles within the community. CGC1P: Unit 5 - Entire Unit: Canada and the World Resource ID: ELO1070540 Description: Unit 5 consists of 2 activities. In Activity 1, students compare Canada to other countries, so as to appreciate the benefits of residence in their nation. In Activity 2, they will compose a formal report summarizing their research on Canada's role in global issues of geo-political significance (e.g.: environment, peace-keeping, etc.). Teachers please note that the "drop-box" feature of this resource has been disabled. Teachers wishing to have students submit their work electronically will need to set up an e-discussion board outside this resource, or simply have students send their work to an already established e-mail. CGC1P: Unit 6 - Entire Unit: Course Culminating Activity Resource ID: ELO1070550 Description: "Activity 1" is the sole activity that comprises all of "Unit 6." For this course culminating activity the students design a sustainable community somewhere in Ontario. Students will determine the community's location, based on pre-determined criteria, create zoning by-laws, and justify their selection. CGF3M CGF3M: Unit 1 - Entire Unit: Planetary Systems Geography: Resource ID: ELO1090510 Patterns, Description: This unit introduces the systems concept. Topics include the universe, our solar system, the earth as a system, spheres of Processes, & the earth and the earth’s crust. Students will study natural hazards and their effects on humans as well as human effects on the Interactions environment. Grade 11 CGF3M: Unit 2 - Entire Unit: Structure of the Earth College/University Resource ID: ELO1090850 Description: This unit concentrates on all structures of the Earth. Students will study geological time, the internal structure of the Earth, plate tectonics as well as rocks and minerals. With this newly acquired knowledge, students will observe the various types of plate movements and their effects such as earthquakes and volcanoes. They will then establish the effects of the Earth’s crust on humans and the effects of humans on the Earth. CGF3M: Unit 3 - Entire Unit: Gradational Processes Resource ID: ELO1091290 Description: Unit 3 of CGF3M will give students the opportunity to explore the various gradational processes found on our planet. They will begin with a basic overview of the two different types of weathering. Through diagrams, charts and note making, students will also examine erosion, glaciers, rivers and coastal features. The final activities in the unit will examine human impacts on gradational processes and resource extraction. A final unit test will determine a summative evaluation of the student’s progress. CGF3M: Unit 4 - Entire Unit: Weather and Climate Resource ID: ELO1091390 Description: Unit 4 of CGF3M examines weather and climate. Students will learn what factors affect climate and the different climatic zones around the world. Major influences on climate, including mountains, ocean currents, and El Niño will be studied. Weather forecasting will be introduced to allow students to understand complex weather systems and help predict thunderstorms, tornadoes and hurricanes. Human influence on climate will be addressed and how climate change will impact our planets future. CGF3M CGF3M (Immersion): Unité 1 - Unité Entière: De quoi te souviens-tu? Geography: Resource ID: ELO1198260 Patterns, Description: Dans cette unité les élèves seront donné une révision de ce qu’ils ont appris en 9e année-La Géographie du Canada. Processes, & Premièrement, une introduction du glossaire et comment ca marche va commencer l‘unité. En plus, ils vont réviser les parties d’une Interactions carte (légende, échelle, etc.) et la carte mondiale, du Canada, et de l’Ontario. Une belle carte interactif va leurs aider à mémoriser tous Grade 11 les parties. Aussi, une révision des industries et le commerce, la démographie, la technologie et finalement leur rôle sur la terre College/University (empreinte écologique). Un teste d’unité est l’évaluation sommative. A la fin, les élèves vont réfléchir sur ce qu’ils ont révisé et ce Immersion qu’ils on apprit dans cette unité et comment ils vont l’utiliser dans l’avenir. (Unit 2 Overview CGF3M (Immersion): Unité 3 - Unité Entière: Composition de l’écorce terrestre missing; individual Resource ID: ELO1202110 lessons available Description: Dans unité 3, la concentration est sur la composition de l’écorce terrestre, comme toujours avec le concept de la for Unit 2) durabilité très proche à la surface. Une exploration des couches de la lithosphère, de la croûte terrestre jusqu’au noyau magmatique, à l’aide d’un activité d’apprentissage multimédias commence notre voyage. Activité 2 vise plutôt les composants de la lithosphère tel que les roches, les minéraux, les éléments, le pétrole, le gaz naturel, etc. De plus nous discutons de l’industrie minière, son économie, ses dangers, et ses défis. La troisième activité est une étude de cas d’une famille francophone de la ville minière de Sudbury en Ontario. Nous découvrons bien des similarités et des différences sociaux et économiques entre la vie dans une ville minière du nord et nos chez nous. L’activité cumulative de cette unité place les élèves à l’avenir. Ils ont besoin de préparer et enregistrer une entrevue pour la radio au sujet d’un nouveau bloc appartement qui se fait bâtir à Sudbury sous la terre dans une des vieilles mines abandonnées. Ils ont besoin d’appliquer leur apprentissage pour déduire les raisons pour un tel projet et projeter des défis et des solutions possibles. Vive la durabilité ! CGF3M (Immersion): Unité 4 - Unité Entière: La Géomorphologie Resource ID: ELO1200190 Description: Dans cette unité, les élèves seront présentés la définition de la Géomorphologie. Dans le dictionnaire la géomorphologie est défini comme « l'étude des formes du relief et des processus qui créent ou modifient ces formes. Cette discipline est commune à la Géographie et à la Géologie. » Chaque activité dans cette unité expliquera les différentes sens de ce mot. Par exemple, les élèves vont regarder tous les ères géologiques et les caractéristiques de chaque ère et les organiser ensemble selon ce qu’ils ont appris. Aussi, une étude sur les volcans, les failles, et les plissements va leurs aider à plus apprécier la mobilité de l’écorce terrestre et comment ca peux changer le monde. Une recherche des carrières en géologie va, on espère, créer des idées qu’il y a quelque chose pour tous les types de personne en géographie et encourager les étudiants dans leurs études. La chance sera donner aux élèves de créer un message aux gens du monde âpres un désastre naturel (un mouvement tectonique) pour leurs aider à être plus préparer la prochaine fois. Finalement, dans leur calepin géographique, les élèves vont se préparer au cas où il y a un désastre naturel chez eux. Ils vont écrire un plan d’évacuation et une liste de besoin pour eux et leurs famille. CGF3M (Immersion): Unité 5 - Unité Entière: Le Temps et le climat Resource ID: ELO1202200 Description: Le thème principal de ce cours est toujours “La Durabilité”. Cette idée se base sur l’espérance qu’avec un mariage entre les solutions scientifiques technologiques et des modifications de nos comportements quotidiens qu’on sera capable de vivre sur la Terre pour toujours. Avec cela dans la tête cette unité a été écris pour présenter les élèves aux dommages jusqu’à date, et quelques- uns qui sont prévus pour l’avenir, par conséquence des changements climatiques amplifiés par le réchauffement de la planète et la pollution. Les élèves apprendront à lire des cartes climatiques et leurs symboles météorologiques. La complexité de la relation d’arme à double-tranchant entre la technologie et la durabilité est explorée aussi. Les paroles de la chanson « Plus Rien » du groupe québécois « Les Cowboys Fringants », qui peint un tableau beaucoup plus noir qu’on espère pour notre avenir, sont étudiées. Les élèves auront aussi la chance d’améliorer leurs habilités de recherche en ligne en recherchant un artiste de leur choix qui a une influence sur « La Durabilité ». Vive la durabilité ! CGF3M (Immersion): Unité 6 - Unité Entière : Les humains et l’environnement Resource ID: ELO1200260 Description: Dans cette unité les élèves seront présentés les liaisons entre les humains et l’environnement. Ils vont réviser les écozones du Canada et en groupe créer un avertissement d’un des huit écozones du monde. Aussi ils vont compléter une présentation orale au sujet d’un problème avec un des nos ressources naturelles. Une étude sur nos activités et les changements causer par eux sur l’environnement régionaux et globaux expliquera comment on peut mieux prendre soin de notre terre. Les élèves vont aussi choisir se qu’ils pensent sont les choses les plus importantes pour survivre un tremblement de terre, ce que peux être très réel même ici au Canada. Finalement, chaque étudiant réfléchira sur ce qu’ils ont appris dans cette unité et comment « Les Humains et l’Environnement » peux causer des problèmes géopolitiques autour du monde. CGF3M (Immersion): Unité 7 - Unité Entière : La durabilité et toi Resource ID: ELO1200370 Description: La première activité touche sur la compréhension de la durabilité que tu as développé en complétant ce cours et pourquoi elle est tellement importante à notre avenir. Une révision de ton "Calepin Géographique" des unités précédentes et de tes évaluations sommatives est nécessaire pour décider leur relation à la durabilité. L'attente est que tu réviseras ces activités basé sur les évaluations de ton professeur et ton propre apprentissage pour produire une bonne copie de ton activité culminant au niveau écrit de la publication. L'idée n'est pas de simplement redonner tes activités culminantes de chaque unité ; il est nécessaire de démontrer le nouvel apprentissage qui s'est passé à travers le cours. Avec ceci de base tu créeras une revue audio et visuelle qui représente le thème du cours-la durabilité. CGG3O CGG3O: Unit 1 - Entire Unit: What is Travel and Tourism? Travel & Tourism: Resource ID: ELO1095530 A Regional Description: In this unit, students will learn about the travel and tourism industry. They will plan their own trip using the information Geographic about the motivations for travel. They will study the different regions people travel to and what patterns develop because of the Perspective different travel destinations. They will look at growth in relation to regions and types of tourism. They will also try to predict what Grade 11 some of the growing destinations will be like in the future. They will come to understand the interconnectedness of the travel and Open tourism industry and they will research a career of their choice in the industry. There will be case studies, interactive quizzes, (Unit 3 Overview editorials, pie graph creation and analysis and many other interesting activities for students to do to understand their first unit of Missing; individual CGG30. lessons available CGG3O: Unit 2 - Entire Unit: Tourism and the Economy for unit 3) Resource ID: ELO1096230 Description: Unit 2 of CGG30 provides students with the opportunity to explore the effects of the economics of a region on its travel and tourism statistics. This unit focuses on the economic development and impacts of travel and tourism on world regions. Students analyse the economic effects associated with economic disparities, travel balances and political policies that affect specifically tourism. They compare tourism characteristics of two city-centred regions (New York vs. Rio de Janeiro). Students look specifically at a region's dependency on tourism and what effect that has on the economy of the regions of Canada. They also look at how advertising and marketing effect tourism levels in Canada and create their own advertisement for Canada’s attractions. The culminating activity has them apply their knowledge of tourism and the economy by participating in an economic forum or discussion board about the do’s and don’ts of the tourism industry from an economic standpoint. CGG3O: Unit 4 - Entire Unit: Tourism and the Environment Resource ID: ELO1095720 Description: Unit 4 of CGG30 will give students the opportunity to explore the effects of travel and tourism activities on the natural environment. Through photos, charts, case studies and note taking, students will also identify the natural resources that attract tourists and direct their inquiries to how natural factors affect tourism and conversely, how tourism activities (human factors) alter the natural environment. They will pay particular attention to sensitive environmental habitats such as the rainforest, mountains, and aquatic regions. The final activity will include a jeopardy review and written test which has students review and communicate their understanding of key concepts from the unit. The course culminating activity will have them create their own code of behaviour which they can use for their unit 6 portfolio assignment. CGR4M CGR4M: Unit 1 – Entire Unit: Natural Systems The Environment Resource ID: ELO1188800 & Resource Description: In this introductory unit students will review previous knowledge about the components that make up the earth, the Management atmosphere, hydrosphere, lithosphere and biosphere. They will further develop this knowledge by learning about the processes of Grade 12 each and how these interact with the other spheres. The sun’s role, in this interaction, as the key energy producer, will also be College/University examined. They will discover that the result of this environmental interaction is the ecology of the world. To advance their knowledge, about the world, students will examine biomes and consider the advantages of living in one of their choice. They will learn how the earth is self-sustaining and about how energy and matter flow through the ecosystems in food chains and the carbon cycle. In the summative assignment the students demonstrate their learning by creating a Field Study Guide to teach others about an ecosystem. CGR4M: Unit 2 - Entire Unit: Human Interaction with the Environment Resource ID: ELO1188810 Description: In this unit students will be introduced to the various aspects of human interaction with the environment. They first consider the demands on the environment by a growing human population and by the demands placed on the earth by an increasing lifestyle of a greater number of people. They will then develop an understanding that the demands occur at various levels and that each level poses different problems. At the personal level students will examine their impact on the environment by calculating their ecological footprint. An appreciation of the impact that the environment has on them will be considered as they look at the many chemicals that are present in their bodies. At the next level they will look at the local impact of human waste removal while at the regional level they will consider how the quality of air is affected by industry and the problems of smog. Endangered animals are considered at the national level where laws and regulations are enacted to protect species such as the spotted owl. Finally they will examine the problem of transboundary air pollution where local and regional air quality problems are transferred to other countries through global weather systems. To demonstrate their understanding of the complexity of the interaction they will create a graphic representation of the human interaction with the environment. CGR4M: Unit 3 – Entire Unit: Human Impact on the Environment Resource ID: ELO1188820 Description: In this unit, students examine different aspects of human impact on the environment including warfare, advances in technology, disasters and consumerism. Students first learn about the historical impact, particularly the move of people into the cities. They will gain an understanding that the impact on the environment is immense and quite varied. Students will also acquire knowledge about the impact that energy resource development has on the environment and will consider the impact human development has on the water supply. To demonstrate their skills, students will research the topics associated with this human impact and communicate their learning in reports, reviews, artwork and debate. In the culminating activity, they will write a position paper on a specific environmental issue. Note: Link in Activity 6 assignment.html (Lifecycle of a cellular phone) has been updated to: http://www.epa.gov/epawaste/index.htm CGR4M: Unit 4 - Entire Unit: Solving the Problems Resource ID: ELO1188830 Description: In this unit students will examine the various ways to solve the environmental problems that exist today. They will learn how environmentalist, businesses and politicians promote alternative energy sources, agree to solve global environmental issues, and create reserves to conserve our natural heritage. The ultimate goal of these is to achieve sustainability, to maintain both the economy and the environment for future generation. Students will also examine their own personal contribution to the solution of the environmental problems. They will evaluate the success of these groups and themselves towards this goal. In the culminating activity they will apply the skills that they have acquired to propose a new natural World Heritage Site and explain the rationale for choosing the site. CGU4U CGU4U: Unité 3 (version complète) : Mondialisation World Geography: Resource ID: ELO1190770 Human Patterns Description: Dans cette unité, l’élève étudiera l’influence des facteurs sociaux, politiques, culturels et économiques sur & Interactions l’environnement et l’activité humaine et la façon dont des facteurs socioéconomiques et culturels façonnent un lieu donné. Grade 12 CGU4U : Unité 4 (version complète) : Disparités régionales et mondiales University Resource ID: ELO1291330 Immersion Description: Dans cette unité, l’élève apprendra sur les disparités régionales et mondiales. L’élève étudiera les grands mouvements (Units 1 & 2 de population dans le monde, politiques d'immigration et d'intégration culturelle, les disparités économiques mondiales ainsi que Overviews les problématiques mondiales. missing; individual lessons available for units 1 & 2) CGW4U CGW4U: Unit 1 - Entire Unit: The Future We Want Canadian & World Resource ID: ELO1074840 Issues: A Description: In this unit, students examine the idea of perspective and how one might perceive issues in the world. They apply the Geographic strategies of FOCUS and PEES to research and examine issues. As well, they will explore how great theorists perceive the world. Analysis World trends and demographic changes are also examined. In the culminating activity, Canada is compared to other countries in the Grade 12 world. Note: To access article by Joel Cohen, users should go to: http://www.environmentalreview.org/archives/vol03/cohen.html University Also, the address for the U.S. Census Bureau International Data Base has been moved to: http://www.census.gov/ipc/www/idb/ (Unit 2 Overview CGW4U: Unit 3 - Entire Unit: Interdependence missing; individual Resource ID: ELO1075080 lessons available Description: Developed for use in CGW4U. The notion of interdependence among nations is examined in this 9-activity unit. for unit 2) Students will explore the concept of [a nation's] development, and consider the many ways in which it can be measured; as for example, in the United Nation's Millennium Development Goals. A guided tour of the United Nations website is provided in the unit summative assessment/culminating activity. This resource will encourage students to examine, evaluate and apply knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society. Secondarily, it will encourage students to respect and affirm the diversity and interdependence of the world's peoples and cultures. CGW4U: Unit 4 - Entire Unit: Sustainability of Communities Resource ID: ELO1075210 Description: This 10-activity unit explores the concept of sustainability. Students will examine, using a variety of learning strategies, natural systems, resource management, environmental issues, urbanization, globalization, developing nations, preservation and conservation. In the culminating activity, the student will create an action plan to rehabilitate a local environment. CGW4U: Unit 5 - Entire Unit: Course Culminating Activity - Index of Development Potential Resource ID: ELO1075290 Description: "Activity 1," the sole activity in the unit, comprises all of "Unit 5." In this culminating activity the students draw on their knowledge from the entire course CGW4U, to determine which of a list of countries has the most potential for development. Statistical analysis is used to support the student's answer. History: CHC2D CHC2D: Unit 1 - Entire Unit: Canada in World War One, 1914-1919 Canada History Resource ID: ELO1109860 Since World War I Description: Students will be introduced to many aspects of the First World War and how this war affected Canada both at that Grade 10 time and today. Students will work on developing positions on issues, researching and analyzing the positions of others and Academic critiquing these positions. Students will develop their ability to organize both their research and their ideas in a way that will help them to express and support themselves better. Students are encouraged to look beyond the superficial content of what they study and look for greater levels of meaning in the materials they come into contact with and make connections with a diverse set of materials. CHC2D: Unit 2 - Entire Unit: The Roaring Twenties and the Depression Resource ID: ELO1109950 Description: Students investigate the Winnipeg General Strike and make judgments about the actions of those involved in the strike, presenting their conclusions in a formative argumentative essay and in a discussion. After conducting research, students participate in a discussion to share their observations and conclusions about the lives of women in the 1920's. Students investigate the laws regulating public morality in the 1920's, and write a diary entry from the point of view of a person of the time. Students investigate the new cultural influences in Canada in the 1920's and 1930's and create a collage to present their findings. Students investigate the development of the automobile, bush plane, and snowmobile in the 1920's and 1930's, and then report their conclusions in the form of an argumentative paragraph. They participate in an interactive Stock Market simulation. Students prepare a graph using wheat prices and use it to make observations and predictions about their impact. Students organize information about the experience of individual Canadians during the Depression, and participate in a discussion. Students plan and write a letter in-role from a Depression-era Canadian to Prime Minister Bennett, describing their life during the 1920's and 1930's. This is the Culminating Activity for the Unit. CHC2D: Unit 3 - Entire Unit: Canada in World War II (1939-1945) Resource ID: ELO1110060 Description: Students are introduced to the many aspects of the Second World War and how this war affected Canada both at that time and today. Students will reflect on the differences and similarities between the First and Second World War and continue to work on developing positions on issues, researching and analyzing the positions of others and critiquing these positions. Students will develop their ability to organize both their research and their ideas in a way that will help them to better express and support their views. Students are encouraged to look beyond the superficial content of what they study and look for greater levels of meaning in the materials they come into contact with and make connections with a diverse set of materials. Note: Resource links for War Museum and Canadian Forces are broken. Users may access these sites through: http://www.warmuseum.ca and http://www.forces.gc.ca CHC2D: Unit 4 - Entire Unit: Post-War Boom (1946-1967) Resource ID: ELO1110260 Description: Students will analyze a series of charts to develop a thesis about post-war Canada economic trends. They will investigate Canadian involvement in the events occurring during the Cold War, both at the international and domestic level. Students will investigate and organize information about Canada’s post-war economy, develop a thesis and defend it both in written form and in a threaded discussion. Students will explore life in the suburbs in the 1950's and write a diary entry from the point of view of a suburban housewife. They will explore life for young people in the 1950's and 1960's and report their findings in the form of a diary entry written by a teenager in 1966. Students will look at the experiences of various immigrant groups in the years following World War Two, and report their findings in a flyer format. They will examine the development of nationalism in Quebec from 1940 - 1970. Students will look at how the flag debate and Canada’s Centennial helped to define Canadian identity. Students will examine the careers of John G. Diefenbaker and Lester B. Pearson. Students will formulate a thesis about which was the greater Prime Minister and express and prove the thesis in the form of an argumentative paragraph and a threaded discussion. As the culminating activity, students will use the knowledge that they have learned about the 1946-1967 era, and the skills that they have acquired in developing and defending a thesis to write an essay on the quality of life 1946-1967. Note: Broken link in Activity 6 - page for Citizenship and Immigration Canada has been moved to: http://www.cic.gc.ca/english/index.asp In Activity 8, SCAA page has been moved to: http://scaa.sk.ca/ CHC2D: Unit 5 - Entire Unit: 1968 - Present Resource ID: ELO1110550 Description: Students will study the changes in immigration patterns since 1967 and profile an individual immigrant of the twentieth century. They will investigate the background of regionalism within Canada. Students will look at the history of Aboriginal Canadians and their relationship with the Canadian government. They will develop an understanding for the point of view of the Québécois by planning and writing two diary entries. Students will look at the attempts to reform the Constitution since 1982, and draw conclusions about what changes should be made. In addition, students will examine Canada’s changing role in the world from the perspectives of military involvement, non-military roles, and globalization. They will also study changes in the approaches to civil and social rights in Ontario and Canada during this time period and the effects of these changes. In their Unit Culminating Activities, students will reflect on the changes that they have studied and how they influence Canada’s identity today in comparison to the late 1960s. CHC2D: Unit 6 - Entire Unit: Culminating Unit Resource ID: ELO1110750 Description: This unit gives students an opportunity to bring together various strands in Twentieth Century Canadian history. The first activity involves planning and presenting a slide show which storyboards a Millennium Film to showcase the greatest achievements of Canada in the Twentieth Century. Following that, students focus on a specific theme in Canada's Twentieth Century, and plan and write an essay which looks at three defining moments related to that theme. CHC2P CHC2P: Unit 1 - Entire Unit: 1914 - 1919: Forming Identity Canada History Resource ID: ELO1065720 Since World War I Description: 9-activity unit. Students will explore issues that played a role in triggering World War I and the conditions of those who Grade 10 fought in the war as well as those on the home front. Students will also examine specific individuals and groups, their contributions Applied to the Canadian war effort, as well as the politics of conscription and the technology of war. They will then investigate the end of World War I, the Treaty of Versailles and events in Canada in 1919. As the unit culminating activity, students will synthesize information from this unit in a letter writing exercise. Please note that Activity 1, which asked students to establish and keep a "Class Notebook," was deleted because it was specific to online learning only. Students will still need to create a "Class Notebook," in order to maintain their learning logs throughout the unit. Students may find it advantageous to print out ahead of time all the assignment sheets, since some assignment sheets apply to more than one activity, and are not duplicated. CHC2P: Unit 2 - Entire Unit: 1920s - 1930s: Growth and Sacrifice Resource ID: ELO1065840 Description: Students will learn about Canada's politics, life and economic conditions in the 1920s and 30s. Student will also investigate the forging of the Canadian identity. Key topics include: women’s and native suffrage, Prohibition, the Great Depression, the causes of World War II, and the emergence of new political parties both in Canada and Germany. CHC2P: Unit 3 - Entire Unit: 1939 - 1959: War and Peace Resource ID: ELO1065850 Description: In this 11-activity unit, students will learn about World War II, Canada's involvement in it and how various ethnic groups were treated. They will also look at the formation of the United Nations, how World War II affected Canada's economy, and the Cold War. In activity 11, the unit Culminating Activity, they will choose among topics of World War II, the Holocaust, Canada in the '50s and the Korean War. Students will document their findings in a presentation including primary and secondary research, a time line, and a works consulted. Proper works consulted APA format will be reviewed. Students working through the entire unit are advised to print out the "assignment sheets" for activities 1, 4, and 8 before hand, as these contain all the questions relevant to activities 1 through 10. Activity 11 has its own assignment sheet CHC2P: Unit 4 - Entire Unit: 1960s-1980s: A Nation's Challenges Resource ID: ELO1065900 Description: The impact of immigration, social programs and the Monarchy on Canadian identity will be explored. Students will also investigate Nationalism, Separatism and the Trudeau years. CHC2P: Unit 5 - Entire Unit: Canada's Century Resource ID: ELO1065940 Description: Students will look both to the past and to the future. The continuing evolution of Canada as a work in progress will be the subject of study. Among the topics to be examined: Aboriginal People, Women’s Rights, Canadian-American Relations, the Canadian Worker, and Canada in the Global Community. CHA3U CHA3U: Unit 1 - Entire Unit: Establishing the American Nation 1608-1791 American History Resource ID: ELO1051290 Grade 11 Description: This 9-activity unit examines politics, government, and daily life in the American colonies ca. 1600 to 1800. After University examining the early years, the unit moves on to present the causes and subsequent unfolding of the insurgencies collectively known as "the American Revolution." The ensuing creation of a new nation, and the special needs of its requisite constitution are the focus of the remaining activities. At the end of the unit, activity 9 presents the unit culminating task in which students use their research, role-playing, and debating skills in order to demonstrate their overall mastery the unit's objectives; that is, a solid basic grasp of this seminal period in American history, and some insights into the lesson it provides for students of political science. CHA3U: Unit 2 - Entire Unit: Consolidating the American Nation 1792-1849 Resource ID: ELO1053180 Description: The current United States government system is studied by exploring its origins in the late 18th and early 19th centuries. The concepts of American expansionism, civil disobedience, and technological development are examined. The course culminating activity – a research essay – is introduced. Preliminary work, including a thesis statement, supporting opinions and proper historical citations, is begun. CHA3U: Unit 3 - Entire Unit: Fracturing the American Nation 1850-1876 Resource ID: ELO1052720 Description: Unit consists of 7 activities that are designed to help develop a foundation from which to understand the basic disagreements between the North and the South that threatened to fracture America in the mid-nineteenth century. Students examine the different economies and evolving cultures of the northern and southern United States during this era. News reports from both Northern and Southern perspectives are created. Rivalries, technology, and visual art from the period are examined. CHA3U: Unit 4 - Entire Unit: An Industrious Nation Develops Resource ID: ELO1052660 Description: In the years following the Civil War, America continued to develop westward and became more modern, urban, and industrial. American treatment of aboriginals, immigrants, and minority groups, as well as American industrialism, imperialism, and frontier life are examined. The powerful signposts of World War I, the Roaring Twenties, the Depression, the New Deal, and World War II are studied. Group work, letter-writing, primary document study, and speech-making are practiced. CHA3U: Unit 5 - Entire Unit: Post-World War America Resource ID: ELO1052730 Description: The Cold War, the Vietnam War, civil rights, popular culture, and nonconformity are studied. Role-playing, discussion and research tools are further explored. A culminating research essay is written. CHA3U: Unit 6 - Entire Unit: Course Culminating Activity Resource ID: ELO1052740 Description: There is only the one single extended activity in this unit. As a culminating activity for this course students will undertake an historical research essay that will require them to research and develop a thesis argument within their paper. They may be given a list of essay topics. Each essay topic will contain a built-in question to be discussed in the paper. CHI4U CHI4U: Unit 1 - Entire Unit: Foundations of Canada (Prehistory to 1763) Canada: History, Resource ID: ELO1198560 Identity, & Description: This unit examines Canada’s prehistory through the earliest sporadic contact with Europeans to the battle for control Culture of North America and the lucrative fur trade. Students will explore the contributions made by all three of Canada’s founding nations Grade 12 to Canada’s political, economic and social foundations. University CHI4U: Unit 3 - Entire Unit: Dominion to Canadian Nation (1867 – 1918) (Unit 2 Overview Resource ID: ELO1198860 missing; individual Description: Although Canada would officially become a nation in 1867, it would be many years before our fledgling country lessons available achieved true independence. This unit looks at Canada’s struggle for independence and the country’s efforts to establish for unit 2) sovereignty from sea to sea. The concepts of regionalism, immigration and industrialism are examined in light of their effect on a young Canada. The First World War will also be explored as both a challenge and an opportunity for Canada. CHI4U: Unit 4 – Entire Unit: Toward an Independent Nation (1918-1945) Resource ID: ELO1198950 Description: Canada has a long history of protest and this activity looks at several voices of protest. War will be considered as both a divisive and unifying force. The Conscription Crisis will also be examined. CHI4U: Unit 5 – Entire Unit: Post WWII Canada: Changing Roles and Values (1945-Present) Resource ID: ELO1199280 Description: This unit explores some of the critical changes that occurred within Canada during the postwar period. The political, economic, social and cultural challenges and compromises that occurred within Canadian society during this period are examined. CHI4U: Unit 6 – Entire Unit: Culminating Activity Resource ID: ELO1199340 Description: This unit serves as the final culminating activity for CHI4U. In a series of four activities, students will prepare for their final task – the creation of an essay or virtual museum exhibit highlighting the major forces in the creation of the Canadian identity. Note: Users may access the Museum of Civilization website at http://www.civilization.ca/cmc/index_e.aspx?ArticleID=16451 CHV2O CHV2O: Unit on Citizenship and Government Civics Resource ID: ELO1061360 Grade 10 Description: In this unit, students will explain the legal rights and responsibilities associated with Canadian Citizenship. The activities Open in this unit include: A Word Splash on Democracy; Authoritarian and Democratic Leadership Styles; Pillars of Democracy and an end of unit culminating task. Creator Name: e-LO Note: This course CHV2O: Unit 2: Rights & Responsibilities of Citizenship (Series Title: Civics Public) was one of the Resource ID: ELO1008070 first developed by Description: Students will learn about the rights and responsibilities that accompany citizenship in Canada. Important events, issues e-LO. Therefore, and personalities in Canada's legal system will be examined to deepen the pupil's sense of (democratic) conflict resolution in the the units are Canadian context. Teachers using this resource are advised to ascertain the availability and suitability of the recommended organized website(s)/hyperlink(s) beforehand. differently from Creator Name: e-LO Uploaded Date: 2006-06-12 the other courses. CHV2O: Unit 3: Activity 1: Introduction to Global Citizenship (Series Title: Unit 3: Global Citizenship) The search here Resource ID: ELO1008140 was done as a Description: Students will demonstrate their understanding of the role of citizenship in defending and promoting human rights as Simple Search: the basis of democracy in the world community. Teachers using this resource are advised to ascertain the availability and suitability “CHV2O unit”. of the recommended website(s)/hyperlink(s) beforehand. Creator Name: e-LO Uploaded Date: 2006-06-12 CHV2O: Unit 4 - Entire Unit: Course Culminating Project - The Active Citizen Resource ID: ELO1008150 Description: This is the final culminating project of this Civics course. It requires students to identify, research, analyze, and take action on a local issue. The focus of this project will be to prepare them for full citizenship in order to influence public decision- making. Students will become actively engaged with a community issue of interest to them. Creator Name: e-LO Uploaded Date: 2006-06-12 CHY4C CHY4U: Unit 1 - Entire Unit: Foundations and Institutions Challenged 1500-1715 World History: Resource ID: ELO1101820 The West & the Description: Students refresh their understanding of the importance of Roman and Medieval civilization. Students study certain World aspects of life in the Middle Ages: art, justice, and religion. In the discussion assignment, students are invited to present their Grade 12 perspectives on the Roman Catholic religion today compared to the Middle Ages. Students study a series of primary documents College from the Renaissance period, including a print document and three visual documents. Based on their study of the evidence presented, students draw conclusions about the mind set and attitudes of Renaissance people. Students come to an understanding of the reasons for European voyages of exploration in the 16th and 17th centuries and the reasons for the subsequent European domination in parts of the world. Students study maps and primary documents as they examine such issues as trade, slavery, religion, and the influence of non-Western culture on Europeans. Students also develop a knowledge and appreciation of the culture of the indigenous people in the Americas. Students study the nature and consequences of the changes brought about by Martin Luther in the 16th century. Students examine continuity and change in the Roman Catholic Church from the 16th century to the present. Students further their understanding of the Protestant Reformation by studying the ideas and actions of John Calvin, Henry VIII, John Knox, and George Fox. Students develop an appreciation of the similarities and differences between various religious communities. Students analyze the revolutionary changes in thought and belief that came with a series of scientific discoveries in the 17th century. Students study the political concept of absolutism, especially as it was manifested by King Louis XIV in France. They examine the philosophical and religious arguments in favour of absolutism as presented by Thomas Hobbes and Bishop Bossuet respectively. Students analyze the palace and grounds of Versailles as symbols of absolutism. To come to an understanding of 17th century challenges to the status quo, students study the ideas of John Locke and Baron de Montesquieu. Students analyze excerpts from a primary document – Montesquieu’s The Persian Letters, and complete a number of exercises related to this document. A research essay is an important component of any senior level History course. Students research a selected topic and argue a thesis related to the topic. Students submit an essay outline that is critiqued by the teacher. Note: Broken link in Activity 5 - as an alternative, information about Jean de Brebeuf may be located at http://en.wikipedia.org/wiki/Jean_de_Br%C3%A9beuf CHY4U: Unit 2 - Entire Unit: Tradition, Absolutism, and Revolution 1715-1815 Resource ID: ELO1101940 Description: Students analyze the time period of 1715-1815 through the study of art, primary source documents and web resources. Focus will include the role of ideas, individuals and the masses on the direction and influences that would ultimately shape the period. CHY4U: Unit 3 - Entire Unit: A Century in Transition, 1815 - 1914 Resource ID: ELO1102030 Description: The study of the 1815-1914 period will focus upon the transitional nature of the era between 'old Europe' and the 20th century. Particular focus will include the growth of a number of modern concepts such as nationalism, imperialism, liberalism, industrialism and women's rights. Teachers using this resource are advised to ascertain the availability and suitability of the recommended website(s)/hyperlink(s) beforehand. CHY4U: Unit 4 - Entire Unit: A Century of Extremes Resource ID: ELO1102130 Description: Students focus on the Twentieth Century to gain greater understanding of the many key events that shaped Europe and the wider world during this period such as: World War One, the rise of Communism and Fascism, World War Two, the Holocaust, the Cold War, post-colonial independence movements, and the collapse of the Soviet Union. CIA4U CIA4U: Unit 1 - Entire Unit: Applying Theories of Economic Choice Analysing Current Resource ID: ELO1163730 Economic Issues Description: In this unit students will examine the basic concepts and applications of the social science called economics. They will Grade 12 develop an understanding of economic terminology, problems, systems, models, and theories. They will look at the economic issues University and goals we face in Canada, and how our economic situation differs from other countries. CIA4U: Unit 2 - Entire Unit: Economics of Demand and Supply Resource ID: ELO1173670 Description: In this unit, you will examine basic economic concepts related to the relationship between the supply and demand of a product and how price affects these concepts. This relationship can be described using statistics, charts and graphs and you will learn to analyze and manipulate these economic tools. You will learn the meaning of elasticity. You will examine the four basic market structures, two of which are competitive and two are concentrated. The nature of business in Canada will be examined both in terms of broad categorization and individual business decision-making, e.g. start-up and shut-down. You will learn about the relationship between private business and the government and how this relationship has an impact on economic stakeholders and economic decision- making. There are a variety of activities including: group discussions, charting and graphing, reading and answering questions and research and writing short reports. CIA4U: Unit 3 - Entire Unit: Economic Measures of Performance Resource ID: ELO1173680 Description: This unit explores macroeconomic indicators, such as GDP, CPI, Unemployment Rate, Labour Issues and Government Budget Options. Students will become familiar with these major terms and explore their value as tools of comparison between large scale economies. CIA4U: Unit 4 - Entire Unit: The Role of Government and the Canadian Economy Resource ID: ELO1175470 Description: In this unit, you will examine the role of government and the policy instruments that are used to ensure macro- economic stability. You will examine the basic concepts and applications associated with these policy instruments. You will develop an understanding of economic terminology, problems, systems, models, and theories associated with the role of governance. You will look at the political economic factors that inform government decisions in Canada and and how these choices influence the Canadian citizen. CIA4U: Unit 5 - Entire Unit: International Trade Resource ID: ELO1173690 Description: As Canadians, we realize the importance of reaching beyond our borders to satisfy our economic needs. As an open economy, Canadians have encouraged an open trading policy with many different countries over the years. This economic advantage as allowed us to prosper and expand our economy and its standard of living over the years. Canada could not exist today without international trade despite this many concerns about globalization and trade exist. What are the key concepts of international trade? How can Canada and Canadians be wary of unforeseen challenges which may affect our livelihood in the future? This unit will allow students to find answers to some of these all important questions. CIA4U: Unit 6 - Entire Unit: Culminating Activity Resource ID: ELO1166190 Description: In this culminating activity unit, you will write a formal essay that responds to a focus question. This activity requires you to research an economics-related topic of interest to you, develop a thesis, and use facts, quotations and evidence to support your thesis throughout the essay. CLN4U CLN4U: Unit 1 - Entire Unit: Heritage Canadian & Resource ID: ELO1196700 International Law Description: In this unit, students will investigate the historical and philosophical origins of law. They will demonstrate an Grade 12 understanding of the connection and relevance of the historical and philosophical origins of law to contemporary society. Different University concepts, principles, philosophers, and theories of law will be examined and evaluated. Students will consider the relationship between legal and societal values. They will assess the influence of individual and collective actions on the evolution of the law. Students will demonstrate and apply their knowledge through detailed notes, organizers, discussions, and a detailed legal case study. CLN4U: Unit 2 - Entire Unit: Rights and Freedoms Resource ID : ELO1196710 Description : In this unit, students will demonstrate an understanding of the historical development of human rights legislation in Canada and explain the development of Canadian constitutional law. In their examination of the Canadian Charter of Rights and Freedoms, students will develop an understanding of the rights and responsibilities of individuals. They will explain the roles of the legislature and the judiciary in defining, interpreting, and enforcing Charter rights in Canada. Students analyze the conflicts between rights and freedoms and between minority and majority rights in a democratic society and they describe the methods available to resolve these conflicts. Students will demonstrate their knowledge and understanding of legal rights and freedoms in Canada through a series of activities, including: notes, organizers, discussions, and a detailed legal case study. CLN4U: Unit 3 - Entire Unit: Criminal Law and Procedure Resource ID: ELO1198590 Description: In this unit, students will examine the theories on criminal conduct. They will analyze the nature of criminal behaviour and investigate what a crime is in Canada. They will examine the concepts of justice and criminal trial procedures. Pre-trial procedures, the trial process, legal defences, and sentencing will be examined by students. Students will also examine what happens when the principles of justice have been violated. CLN4U: Unit 4 - Entire Unit: Regulation and Dispute Resolution Resource ID: ELO1198610 Description: In this unit, students will examine the role of governments, courts, unions and individuals in the workplace. They will examine environmental law and analyse how the legal system is used to protect the environment. They will investigate the main concepts and principles of international law and analyze global issues. They will evaluate how agencies currently enforce international law and the effectiveness of treaties in resolving global conflicts. CLN4U: Unit 5 - Entire Unit: Final Culminating Activity Resource ID: ELO1198620 Description: In this Unit, you will explore various essay topics, compose research questions to provide a focus for your research paper and use proper bibliographic format associated with legal studies. CLU3E CLU3E: Unit 1 - Entire Unit: Our Legal Heritage Understanding Resource ID: ELO1177500 Canadian Law Description: Students are introduced to the role that law plays in our society, and use a simulation exercise to think about the most Grade 11 essential rules or laws that society needs. They investigate the development of government systems and codes of law in the Ancient Essential World, England, France, and the Iroquois Nation, and use the information that they gather to participate in discussions and (Unit 4 Overview complete brief writing tasks. Students will familiarize themselves with the history of the development of Canada’s Constitution and missing; individual Charter of Rights and Freedoms. After looking at the process to create a law, they write a brief news article on a current bill or lessons available recently passed law, and then research and prepare a newspaper article on a Canadian individual or group who has made a for unit 4) difference in Canadian law or government policy by engaging in active citizenship. They learn about the various categories of law in Canada, and after completing a couple of exercises to help them further understand them, attempt a practice quiz. They complete a multiple choice test to demonstrate their grasp of the knowledge in Unit One. Finally, they demonstrate their mastery of the skills of writing a newspaper article by researching and writing about a famous trial of the past. This and the test are the culminating activities for the unit. CLU3E: Unit 2 - Entire Unit: The Charter of Rights and Freedoms Resource ID: ELO1177610 Description: In this unit, students explore the history of human rights in Canada and create a flyer on an event in Canada’s history that illustrates a positive or negative side of our record. Students will be introduced to two key pieces of Canadian human rights legislation and focus on a profile of one of the men who created them. Students examine the Charter of Rights and Freedoms in detail and how it has been applied to cases over the past 25 years. After reviewing the role of the courts (especially the Supreme Court) in applying the Charter of Rights and Freedoms, students will create their own “Charter Challenge” and present it to the Supreme Court of their peers. Students look at the ways in which the Charter of Rights and Freedoms and the Ontario Human Rights Code define discrimination and apply that knowledge to their personal experiences in a discussion. They are taken step-by-step through the process of filing a human rights complaint in the Province of Ontario. Students will complete a multiple-choice test on the Charter of Rights and Freedoms and how it applies to Canadians. Finally, after selecting a Charter Case that students find to be of particular interest, they will conduct research on the topic and create a flyer highlighting the facts of the case as well as their conclusions. CLU3E: Unit 3 - Entire Unit: Criminal Law Resource ID: ELO1177770 Description: In this unit, students will look at the definitions of criminal activity and possible penalties, apply that knowledge to some specific cases, and complete a fill-in-the-blank quiz to review terms and concepts. They will examine the role of police in maintaining law and order and the methods used by the police to collect, analyze and use physical evidence in a criminal investigation. They will also learn about the procedure followed by the police in conducting searches, questioning suspects, and making arrests, and express opinions about the rights of Canadians in relation to police searches in a discussion. Students will examine the structure and operation of the criminal court system in Canada and follow a case from beginning to end. They will investigate the sentencing options available in the Canadian criminal justice system. After applying their knowledge to some practice exercises, students will look at the issue of the death penalty and write a paragraph and participate in a discussion expressing their opinion on that issue. They will see the experience of a young person with the Youth Criminal Justice System. Students then express their opinion about the Youth Criminal Justice Act in a paragraph and a discussion and complete a review quiz on criminal law in Canada. Students will complete a test on criminal law in Canada and create and submit a brochure on a career in the field of justice or law enforcement. CLU3E: Unit 5 - Entire Unit: Culminating Activity Resource ID: ELO1178050 Description: In this Culminating Unit, students prepare for the multiple-choice exam by completing review exercises. As well, students write a 400-500 word research essay on an issue in Canadian law. CLU3M CLU3M: Unit 1 - Entire Unit: Heritage Understanding Resource ID: ELO1043060 Canadian Law Description: In this introductory unit, students develop an understanding of what law is and why societies have laws. An Grade 11 examination of the historical roots of Canadian law helps students to develop an understanding of the Canadian legal system. College/University Students examine the role of government, its agencies, and the courts, in making, changing, or interpreting the law. Throughout the unit, students incorporate many of the methods of legal inquiry. With the culminating activity, students are asked to create a constitution for a new colony on Mars. CLU3M: Unit 2 - Entire Unit: Rights and Freedoms Resource ID: ELO1052360 Description: Versatile resource. Also viable for use in CLN4U. This 8-activity unit explores the sources of Canadian rights and freedoms. Students examine how rights and freedoms may differ and conflict. An examination of historical and contemporary barriers to the equal enjoyment of human rights in Canada helps students evaluate the impact of these barriers. Finally, as a result of their study of the rights and freedoms enshrined in Canadian law, students develop an understanding of how these rights and freedoms are interpreted, limited, and enforced in Canada and in Ontario. CLU3M: Unit 3 - Entire Unit: Criminal Law and Procedures Resource ID: ELO1043260 Description: This unit introduces students to the main concepts of criminal law in Canada. They first examine specific terms that govern both the existence and classification of crime. They then apply some of those understandings to the study of youth crime and how Canadian society deals with this issue. Students then look at the investigation of crime and the role of police in investigation and arrest. An examination of the courts and trial process gives students a deeper understanding of the adversarial system and the roles of various officials and citizens in the court. Students look at the decision-making process involved in sentencing criminals to prison, and the rights of victims in these situations. Teachers using this resource are advised to ascertain the availability and suitability of the recommended website(s)/hyperlink(s) beforehand. CLU3M: Unit 4 - Entire Unit: Regulations and Dispute Resolution Resource ID: ELO1000503 Description: This unit moves us away from criminal law into civil law. Students will explore how conflict and dispute is legally resolved within our system. A comparison will be made between criminal and civil law and how they are tried in the courtroom. Further, students will investigate relationship laws including common-law, marriage, separation and divorce along with the topics of contractual obligations and torts. Students continue to expand their skills of legal inquiry in this unit. This unit offers students an excellent opportunity to further develop research skills in the analysis and interpretation of data related to private and civil law. Teachers using this resource are advised that it requires at least one visit to the school's library/resource centre, and to confer with the teacher-librarian before hand to ascertain the availability of relevant materials. Students may visit the library outside of class time. Teachers using this resource are advised that they must print out and distribute materials ahead of time. CLU3M: Unit 5 - Entire Unit: Course Culminating Assignment Resource ID: ELO1043350 Description: Versatile resource, designed for use in CLU3M; but also viable for use in CLN4U. This unit introduces the course's Final Culminating Assignment - A Research Essay. In order to facilitate the research and writing of this essay, students will be introduced to a number of activities - from picking a topic to outlining their essay. CPW4U CPW4U : Unité 1 (version complète) : Idéologies politiques Canadian & World Resource ID: ELO1200770 Politics Description: Dans cette unité, l’élève fait un survol des principales idéologies politiques de l'histoire et de leurs caractéristiques. Grade 12 L'élève voit aussi les idéologies en tant que sources de conflits et le rôle du nationalisme ethnique et religieux dans certains conflits University contemporains. Immersion CPW4U : Unité 2 (version complète) : Pouvoir et puissance Resource ID: ELO1200780 Description: Dans cette unité, l’élève étudie le pouvoir et la puissance des États, le rôle des divers types d'acteurs sur la scène internationale, leurs objectifs respectifs et la qualité des relations entre eux. Il étudie aussi l'incidence des nouvelles technologies sur l'organisation et le fonctionnement des acteurs sur le plan international. CPW4U : Unité 3 (version complète) : Canada et le monde Resource ID: ELO1200800 Description: Dans cette unité, l’élève étudie les fondements de la puissance du Canada en tant que puissance moyenne, l'évolution et l'importance de la politique étrangère du Canada et les accords internationaux signés par le Canada. L’élève étudie aussi la contribution d'individus, d'origine canadienne ou autre, sur le plan international et sur le rôle du Canada dans la coopération internationale. CPW4U : Unité 4 (version complète) : Communauté internationale Resource ID: ELO1200810 Description: Dans cette unité, l’élève étudie les fondements de certains organismes et traités internationaux, l'expansion du modèle démocratique dans le monde et la contribution du Canada pour défendre les droits de la personne sur la scène internationale. De plus, il étudie les types et les causes de conflits, l'incidence de certaines sources d'influence sur la société et les politiques canadiennes et le phénomène de la mondialisation. Finalement, l’élève apprend quels sont les effets de la création de pouvoirs supranationaux sur la souveraineté des États. Do you need the Answers to Tests, Exams, or Worksheets in the OERB? Some resources provide answers, while others do not. If you wish to determine whether answers exist, follow the directions below: Locate the resource. To the left of the resource, the words Preview, Download, and Detail appear in the leftside bar. Click on Download. A file download window will appear. Click on Save and choose where the resource will be saved on your computer and click save again. The resource was downloaded to your computer as a zipped file. The title of the file begins with the course code, e.g. MFM2Pxxxx. 1. Locate the downloaded file on your computer. Open this file folder. There is a subfolder with the same title inside. Open this. 2. Click on the ‘docs’ or ‘answers’ subfolder. 3. Click on the pdf or rtf entitled ‘teachernotes’. Voilà! If available, the tests, exams, worksheets or solutions appear here.
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