OERB Canada World Studies Units for all Grades 2010 by 3gz600u

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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.



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           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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