Course Outlines
I.S.A. differs only in the Major Projects (refer to Geohazard Web Page)
Mr. Melnyk
The following pages outline the basic course requirements. Each topic should be self explanatory. Specific details are explained in class.
Course Rationale
This course attempts to give students the opportunity to learn about and study the world around them. Geography studies the people, places, cultures, economy, history and environment of different areas of the world. Students must understand the importance of the environmental component as people are the principal agents of change. The Geography of Quebec and Canada focuses on the study of space, resources and economic activity.
The Ministry of Education focuses on six guiding principles.
The program:
Aims
The program emphasizes learning content and the development of skills likely to help students find their place in an environment that they must discover and learn to appreciate and protect. To this end the students:
Objectives
On completion of the Geography of Quebec and Canada course, Secondary III students should:
The Geography of Quebec and Canada is divided into six interrelated modules. A portion of Module 4 - Energy, will be run as an Independent Study Unit in preparation for a research paper, a group presentation, followed by a debate on different forms of energy. The requirements for Unit 4 are outlined under the appropriate heading.
Course Content and Design
1. Quebec and Canada in the World To understand the main characteristics of the geographic and geopolitical position of Quebec and Canada in the world. Content -Administrative, geographic and geopolitical divisions of Quebec.-To locate Canada, Canadian provinces and territories.
2. Mineral and Water Resources To understand the importance of the mineral and water resources of Quebec and Canada. Content-Physiographic regions, mines in Quebec, water as a resource.
3. Forest Resources and Agriculture To understand the importance of forest resources and agriculture in Quebec and Canada. Content-vegetation, pulp and paper, agriculture, dairy, grain, and agri-food industry.
4. Energy To understand the importance of energy in Quebec and Canada. Content-importance of hydroelectricity, fossil fuels in Quebec.-to study different and alternate types of energy sources.
5. Population To understand the main characteristics of the population of Quebec and Canada. Content-analyze changes and composition in population.-distribution, urban/rural, linguistic groups.-Native peoples of Quebec.
6. The Regions of Canada To understand the importance of the resources and economic activity of each region of Canada. Content -profile each region of Canada. Space, Natural resources, population and economic activity.
Ministry of Education guidelines: "A number of assessment procedures should be used to evaluate student achievement in senior grades. Although teachers are encouraged to experiment with a variety of procedures, the following shall be included among them: daily classroom work, unit tests,and at least one formal examination, one research paper, one seminar presentation, and one independent study unit."
Accordingly, the following methods of evaluation are used in this course.Weightings are approximate. Details will be explained in class.
TESTS & QUIZZES = 45% - at announced intervals, to assess course content & understanding
EXAMINATION = 25% - at the end of the course to assess overall course competency.
RESEARCH PAPER = 5% - on a selected topic (see following instructions)
SEMINAR PRESENTATION/DEBATE = 10% - see following instructions
INDEPENDENT STUDY UNIT = 5% - see following instructions
DAILY CLASSROOM WORK = 10% - commitment mark based on: attendance, punctuality, notebook, oral participation, overall effort.
COMPUTER ELEMENT = depending on the availability of computers, many projects will be published on student web pages. (Details will be described in Class Web Pages that will be constantly under construction).
Learning Experiences
A wide variety of learning/teaching methods are used in this course ranging from student-centred to teacher-centred. Methods include: socratic(question-answer); lectures; group work; seminars; independent study; audio-visuals; guest speakers; and enhancing computer skills through Internet Projects.
Seminars
Seminars constitute the major group assignment for the course. Group size will depend on the class size, but each group will consist of 2-3 students. Each topic will be one period in length.
Regular consultations with the teacher are expected prior to presentation. The following sequence should be followed.
(a) seminar topic and group members at top
(b) readings from class texts + any handouts
(c) headings & outline of seminar
(d) questions for class to answer
(e) quotations for class discussion
6. Presentation should not be in the form of a lecture or notes that are read verbatim; seminar leaders should be chairing a class discussion; class to be active participants, not merely spectators; presentation should be more than mere factual data, and should argue a point of view on the topic.
7. Seminar Follow-up - Each student is to submit his/her personal research notes prepared for the seminar presentation. These notes do not need to be essay form, but should give a clear indication of the scope of the research conducted.
NOTE: The seminars will be followed by a class debate.
Independent Study Unit
Module 4 will be studied independently. An overview of the unit will be given, as well as some suggestions for study. At the end of the unit study (about two weeks), each student is to submit his/her study notes for the unit, long with a research paper on their chosen energy source. There will be seminars and a debate to follow the Independent Study Unit. There will also be a unit test at the conclusion of the independent study period.
INDEPENDENT STUDY UNIT - MODULE 4
FORMAT FOR STUDY
This independent study unit should be one of the most challenging, stimulating sections of the course. The following format spells out our discussions on how the unit should be approached.
HOW EVALUATED?
1 - whole Module to be worth approx. 10% of the course
2 - 5% - for unit test AND research paper-
3 - 5% - for personal notes made during the study period (to be submitted when unit test is written) +/- subjective mark on overall commitment to the process of studying this unit
4 - This unit will also lead to the major presentation and debate session. (worth 10% of the final mark for the course).
EXPECTATIONS?
Daily attendance; diligence; high motivation and self-motivation; sensitivity and respect for the learning of fellow students
SUGGESTIONS?
1 - study completely independently
2 - set up study groups (2-4 members) to share information; jigsaw method
3 - work with one other student
TEACHER'S ROLE?
1 - present occasional lecture and/or audio-visual materials as overviews for unit topics
2 - act as tutor/mentor whenever requested
3 - individual consultations with each class member to discuss student progress in course so far
4 - prepare a study outline for the Module
UNIT 4: INDEPENDENT STUDY OUTLINE
Readings: To be Announced
EXPECTATIONS
GOOD LUCK WITH THIS UNIT!
Secondary IV
Mr. Melnyk
The following pages outline the basic course requirements. Each topic should be self explanatory. Specific details are explained in class.
Course Rationale
This course is intended to familiarize students with the progress of the society within which they live. Quebec holds an interesting place within Canadian society and its historical development. The social, regional, linguistic, ethnic, and religious groups which coexist in Quebec society attest strongly to its diversity, the richness which creates the need for informed citizens who are capable of objectivity and are capable of mutual respect. Yet, openness to the many different values found in the community should not make a person indifferent to them or indecisive about them. On the contrary, it should indicate the need for making clear and concrete choices. Quebec continues to change with many needs, therefore, the community must develop its ability to be critical yet open minded toward new realities in order to adapt to changes, and develop informed opinions.
Aims
On completion of the History of Quebec and Canada course, pupils should:
Objectives & Course Content and Design
Module, General Objectives & Terminal Objectives
1. The French Empire in America To understand the foundations of the French Empire in America. 1. To describe the conditions which affected French exploration in America.2. To explain the role of the fur trade in the French Empire and its influence on cultural relations between the Amerindians and the French.
2 Canadian Society during the French Regime To understand the development of the St. Lawrence colony. 1. To describe and explain the settlement and economic activities of the Canadian colony.2. To describe the strucure of Canadian society at the time.
3 The Conquest and the start of British Rule To understand the effects of the Conquest and of the American Revolution on the St. Lawrence colony. 1. To explain the causes and immediate effects of the Conquest.2. To describe the main consequences of the American Revolution for the Province of Quebec.
4. The early stages of parliamentary government To understand the socio-economic changes and clashes which marked the early stages of government. 1. To explain how society in Lower Canada evolved between 1791 and 1840.2. To describe events of 1837-1838 and the beginning of the union of the two Canadas.
5 Quebec and Confederation To understand the new developments in Quebec and Canada in the second half of the 19th Century. 1. To explain the origins of the Canadian federation and the main terms of the BNA Act.2. To describe and explain the evolution of Quebec within the new Canadian context.
6. Industrial development To understand the main economic, political, and social factors which marked the second phase of industrialization in Quebec. 1. To describe the principal effects on Quebec and Canada of North American expansion between 1896 and 1929.2. To evaluate the effects of the Depression on Canada and Quebec.
7. Contemporary Quebec To understand the principal changes which have taken place in Quebec society since 1939. 1. To analyze some of the reprecussions of WW II on Quebec.2. To analyze the conflict between traditionalism and the changes which took place in Quebec society during the Duplessis era.3. To describe and explain the "Quiet Revolution" and subsequent years.
Evaluation
Handout to follow.
This course is followed by a Ministry Leaving Examination. Students must pass this province-wide exam to gain credit in the course, and eventually graduate. Historically, some students experience difficulty with the Ministry exam. For this reason, beginning in mid-September, supplementary sessions will be held every Tuesday and Thursday morning for students who wish to ask questions, receive extra help, and practice for the exam. Times will be announced in class, but will probably run from 8:15-8:45am.
Secondary IV- Part One 1900-1945
Secondary V - Part Two 1945-Present
Mr. Melnyk
The following pages outline the basic course requirements. Each topic should be self explanatory. Specific details are explained in class.
Course Rationale
This course seeks to give students a comprehensive grasp of our intellectual heritage through an examination of the main developments in knowledge,philosophy, politics, society, the arts, economics, and technology over the last century. The main goals of this course are to help students develop: critical thinking skills; reading, writing and oral skills; empathy for various cultures and civilizations; understanding of the nature of causation in history; various research skills; good citizenship in the class, school, community, and world. The "ideas" approach, which presupposes a fundamental grasp of students of the impact of events and the role of individuals, has given the study of history a special fascination. An understanding of the ways in which ideas affect history and a grasp of key political, social, economic,and aesthetic concepts will prepare students for full citizenship in an exciting and
changing world. The use of skills to process, communicate,and apply this knowledge will enhance students' active and thoughtful participation in society as we enter the new millenium.
Aims
This course shall assist and encourage students to:
Objectives
(A) SKILLS - Students should develop the ability to:
(B) ATTITUDES - Students should develop:
(C) KNOWLEDGE - Students should develop an understanding of:
Course Content and Design
This course examines a number of the major themes and concepts that are relevant to the study of the 20th Century. Although we will proceed in a relatively chronological manner, it is necessary for students to concentrate and focus on the currents and themes that endure throughout history to attain some perspective of the events that shape our world today.
THEMES
The course will tie the themes listed above with some of the major events of the 20th Century. To avoid a "Eurocentric" or event focused approach, students will be encouraged to focus themselves to different areas of the World in their seminars, readings and research papers. Unit 4 will be studied independently, taking approximately two weeks. Students will focus on the development of Arts, Culture & Society: Art, Music, Architecture, Culture & Traditions, Literature and Economy in the early 20th Century.
UNITS
Secondary IV World History: Turn of the Century, 1900-1945
Unit 1 Introduction: The Nature of History, What is History? Why study History? Philosophy of History, Media Literacy & Current Events: Interpreting the news, who writes the news
Unit 2 Turn of the Century: Philosophies of the 1800s that influenced the 20th Century, the nature of society in different areas of the world.
Unit 3 World War One, 1914-1918: Colonialism, Imperialism, Militarism, Alliances, Russian Revolution, the "Great War", Canada's Role
Unit 4 Independent Study Unit Arts, Culture & Society: Art, Music, Architecture, Culture & Traditions, Literature, and Economy in the early 20th Century. Focus should be on the 1920s-1930s.
Unit 5 World War Two, 1939-1945: Hitler's Germany, the Holocaust, the Road to War, Appeasement, Canada's Role, Stalin's Russia.
Unit 6 Research Project Preparation
Secondary V World History: Our Times, 1945-Present
Unit 1 Introduction: The Nature of History, What is History? Why study History? Philosophy of History, Media Literacy & Current Events: Interpreting the news, who writes the news
Unit 2 Peace: The United Nations, After the Holocaust, The World that emerges out of WWII
Unit 3 Cold War: Development of Soviet and Chinese Communism, NATO, Warsaw Pact, Development of Democracy, the Nuclear Age, the Berlin Wall, the Cuban Missle Crisis, the Hungarian uprising, Czecholslovakia, the European Community
Unit 4 Independent Study Unit Arts, Culture & Society: Art, Music, Architecture, Culture & Traditions, Literature in the 20th Century.
Unit 5 Human Rights: Gandhi, India, Civil Rights in America, Martin Luther King Jr., Malcolm X
Unit 6 Wars and Conflict: The Arab-Israeli Conflict, Korea, Vietnam, Gulf War, Bosnia, Somalia
Unit 7 Science & Technology: The space race, computerization, DNA & genetic engineering
Unit 8 The Future
Evaluation
Ministry of Education guidelines: "A number of assessment procedures should be used to evaluate student achievement in senior grades. Although teachers are encouraged to experiment with a variety of procedures, the following shall be included among them: daily classroom work, unit tests,and at least one formal examination, one research paper, one seminar presentation,and one independent study unit."
Accordingly, the following methods of evaluation are used in this course.Weightings are approximate. Details will be explained in class.
TESTS & QUIZZES = 30% - at announced intervals, to assess course content & understanding.
EXAMINATION = 20% - at the end of the course to assess overall course competency.
RESEARCH PAPER = 20% - on a selected topic (see following instructions)
SEMINAR PRESENTATION = 15% - see following instructions
INDEPENDENT STUDY UNIT = 10% - see following instructions
DAILY CLASSROOM WORK = 5% - commitment mark based on: attendance, punctuality,notebook, oral participation, overall effort.
Learning Experiences
A wide variety of learning/teaching methods are used in this course ranging from student-centred to teacher-centred. Methods include: socratic(question-answer); lectures; group work; seminars; independent study; audio-visuals; guest speakers.
Major Course Assignment- Research Paper
Refer to ISA Personal Project Outline
Seminars
Seminars constitute the major group assignment for the course. Group size will depend on the class size, but each group will consist of 2-3 students. Each topic will be one period in length. Regular consultations with the teacher are expected prior to presentation. The following sequence should be followed.
1. selection of topic and group members
2. clarification of topic with teacher to determine nature and scope of the topic
3. period of research - to compile working bibliography, possible thesis, arguments, research notes
4. discussion with the teacher of format for seminar presentation; rough outline to be submitted at this stage
5. in the class prior to the presentation, hand out to the class a typed outline of the seminar with the following information:
6. Presentation should not be in the form of a lecture or notes that are read verbatim; seminar
leaders should be chairing a class discussion; class to be active participants, not merely spectators; presentation should be more than mere factual data, and should argue a point of view on the topic.
7. Seminar Follow up - Each student is to submit his/her personal research notes prepared for the seminar presentation. These notes do not need to be essay form, but should give a clear indication of the scope of the research conducted.
SEMINAR TOPICS
Each seminar group will select ONE of the course's themes and then apply it to ONE of the course's study units.
Independent Study Unit
Unit 4 will be studied independently. An overview of the unit will be given, as well as some suggestions for study. At the end of the unit study (about two weeks), each student is to submit his/her study notes for the unit, along with a daily study journal for the unit. There will be a unit test at the conclusion of the independent study period.
INDEPENDENT STUDY UNIT - UNIT 4
FORMAT FOR STUDY
The Ministry of Education requires that all senior courses contain an independent study component. In this course, this requirement is met through the research stages of the essay, as well as the study unit which is outlined below.
This independent study unit should be one of the most challenging, stimulating sections of the course. The following format spells out our discussions on how the unit should be approached.
HOW EVALUATED?
1 - whole unit to be worth approx. 10% of the course
2 - 5% - for unit test -
3 - 5% - for personal notes made during the study period (to be submitted when unit test is written) +/- subjective mark on overall commitment to the process of studying this unit
EXPECTATIONS?
Daily attendance; diligence; high motivation and self-motivation; sensitivity and respect for the learning of fellow students
SUGGESTIONS?
1 - study completely independently
2 - set up study groups (2-4 members) to share information; jigsaw method
3 - work with one other student
TEACHER'S ROLE?
1 - present occasional lecture and/or audio-visual materials as overviews for unit topics
2 - act as tutor/mentor whenever requested
3 - individual consultations with each class member to discuss student progress in course so far
4 - prepare a study outline for the unit
UNIT 4: INDEPENDENT STUDY OUTLINE
Arts, Culture & Society: Art, Music, Architecture, Culture & Traditions, Literature in the 20th Century.
Readings: To be Announced
