Curriculum Coordinator and Learning Strategist

Dr. Karen McCloskey

MA, PhD, QM Quality Matters

CGU4M

Grade 12

University Preparation

World Geography: Urban Patterns and the Social, Economic, and Environmental Impacts

Find additional course details below, including delivery format, course availability, course duration, prerequisite, tuition fee, hardware/software requirements, etc.

CGU4M

Grade 12

University Preparation

World Geography: Urban Patterns and the Social, Economic, and Environmental Impacts

Find additional course details below, including delivery format, course availability, course duration, prerequisite, tuition fee, hardware/software requirements, etc.

Course Details

Course Code

CGU4M

Course Name

World Geography: Urban Patterns and the Social, Economic, and Environmental Impacts

Grade

Grade 12

Course Type

University Preparation

Format

Asynchronous Delivery

Prerequisite

Any university/college preparation course in Canadian and world studies, English, or social sciences and humanities

Tuition Fee

$500.00

Course Duration

At Your Own Pace (4 weeks to 12 months)

Credit Value

1.0

Availability

Start Anytime

Course Reviser/Developer

Dr. Karen McCloskey

Latest Revision Date

August, 2024

Curriculum

None

Course Description, Unit Overview, Timeline

The world’s population is growing, it is moving and intermixing, and it is increasingly found in cities. This course explores these changes and the challenges that come with them. It investigates the forces that are shaping the world’s communities, the patterns of interaction between them, the quality of life within them, and their impact on the world around them. Students will apply the concepts of geographic thinking, the geographic inquiry process, and spatial skills and technologies as they investigate issues related to population change and urban life and propose ways of enhancing the sustainability of communities around the world.

Prerequisite: Any university, university/college, or college preparation course in Canadian and world studies, English, or social sciences and humanities

Outlined below is a description of each unit, including what students will learn and the recommended hours for completion.

Unit Title & Description

Time Allocated

Unit 1: Investigating Global Challenges

Dive into the world of global challenges by exploring resource distribution and population growth. Understand how these issues impact different regions and how they can be addressed. You will analyze case studies, create infographics, and participate in engaging quizzes. Your reflections on these activities will help deepen your understanding of the topics.

20 Hours

Unit 2: Protecting Our Planet

Learn about environmental stewardship and sustainability initiatives. Analyze the impact of human activities on natural systems and debate the management of common resources. This unit includes reviewing strategies, creating presentations, and engaging in simulations, allowing you to see the real-world applications of these concepts.

20 Hours

Unit 3: Global Connections and Their Impacts

Discover how global connections through trade and immigration shape our world. Analyze the impact of globalization on economies and societies. You will create policy briefs, write impactful essays, and participate in quizzes that challenge your understanding of globalization. Reflecting on these activities will enhance your learning experience.

20 Hours

Unit 4: Leaders and Changemakers

Examine how leaders and changemakers influence social change and improve quality of life. Analyze the impact of various agents of change and ongoing global challenges. This unit includes creating reports, conducting case studies, and reflecting on leadership roles, giving you a comprehensive understanding of social change dynamics.

20 Hours

Unit 5: Geographic Inquiry Skills

Develop and apply geographic inquiry skills to investigate world issues. Learn to use geographic thinking concepts to tackle real-world problems. You will engage in projects, exercises, and assessments that refine your inquiry skills, preparing you for real-world applications.

15 Hours

Final Exam

Integrate knowledge from all units to solve a real-world problem related to world issues. Research, develop a comprehensive project report, and reflect on your learning journey. This unit culminates in a final presentation and a digital portfolio, showcasing your work and reflections throughout the course.

15 Hours

Total Hours

110 Hours

Teaching and Learning Strategies

Case-Based Learning Use real-world scenarios to help students apply theoretical concepts to practical situations. Example: Analyzing case studies on resource distribution to understand the complexities of global challenges.

Project-Based Learning Engage students in projects that require them to investigate and respond to complex questions or challenges. Example: Developing a comprehensive project report on a global issue as part of the final project.

Simulations Use simulations to help students understand different perspectives and the impact of their decisions. Example: Participating in a simulation on resource management and debating the outcomes.

Inquiry-Based Learning Encourage students to ask questions, conduct research, and explore topics in depth. Example: Conducting geographic inquiry projects on global issues to develop critical thinking skills.

Reflective Practice Incorporate regular reflection activities to help students think critically about their learning experiences. Example: Writing reflections on leadership roles and the impact of various agents of change on society.

Collaborative Learning (Adapted for Individual Study) Adapt collaborative learning strategies for individual study in a rolling enrollment course. Example: Using AI tools to simulate debates and discussions on key topics, allowing students to engage with multiple perspectives without needing peer interaction.

Use of Multimedia Resources Incorporate videos, podcasts, and interactive websites to provide diverse learning materials. Example: Using TED Talks to study the impact of changemakers and creating multimedia presentations on globalization.

Formative Assessment and Feedback Provide ongoing feedback through formative assessments to help students improve their understanding and performance. Example: Using auto-graded quizzes and AI tools like Grammarly for initial essay feedback to guide student learning.

Self-Assessment Encourage students to assess their own work to develop critical evaluation skills. Example: Students reflecting on their work in a digital portfolio and using self-assessment tools to evaluate their progress. Self-assessment fosters independence and accountability in learning.

Use of Technology and Online Tools Leverage online tools and technologies to facilitate learning and assessment. Example: Utilizing Google Scholar for research,and Canva for creating visual projects.

Assessment and Evaluation

A wide variety of assessment and evaluation tools will be used to earn credits towards the Ontario Secondary School Diploma at Royal Ontario Academy including quizzes, tests, projects, essays, journals, and final assessments.
The final exam is a closed book, online test that is proctored and has a time limit. Students may also be required to appear on video for other assessments in certain courses.

All OSSD courses follow a simple evaluation breakdown at our virtual high school:
70% of the grade will be based on evaluations conducted throughout the online course. The remaining 30% of the grade will be based on a final evaluation or exam. This may be a final exam, a final project/report, or a combination of both an exam and a project.

Students will receive two reports per course:

First Mid Term Report: Reflects achievement and development after the first 4 Units.

Final Report: Reflects overall achievement and development for the entire course.

According to Growing Success First Edition, Grades 1 to 12, 2010, the primary purpose of assessment and evaluation is to improve student learning. To ensure that assessment, evaluation, and reporting are valid and reliable, and that they lead to the improvement of learning for all students, Royal Ontario Academy teachers use practices and procedures that:

are fair, transparent, and equitable for all students;
support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Métis, or Inuit;
are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;
are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course;
are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;
develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.

Accommodations and IEP for Students

At Royal Ontario Academy, we believe that all OSSD students can benefit from a more accommodating online learning experience Accommodations allow for increased access to the course, without any changes to the knowledge and skills the student is expected to demonstrate.

An Individual Education Plan (IEP)is a personalized document that outlines a student’s learning needs, as well as the accommodations or services they require to succeed in their courses. At Royal Ontario Academy, our flexible online learning environment already addresses many common accommodation needs, but if a student requires additional support, our Principal is ready to help you!

– Students with Existing IEP: If a student has an existing IEP from another elementary or secondary school, Royal Ontario Academy can implement the listed accommodations, provided they are applicable within our online learning environment. To do so, a copy of the student’s IEP must be submitted to our Principal for review.

– Students Without IEP: If a student requires accommodations but does not currently have an IEP, our Principal will work with the student to assess their learning needs and develop a path forward. In this case, students will need to submit supporting documentation to help determine the appropriate accommodations.

– English Language Learners:Students who enroll at Royal Ontario Academy can provide information about their English language proficiency during the registration process. This information helps our teachers and Principal to tailor their teaching strategies and implement accommodations that support English language learners effectively.

For students and parents wishing to submit IEP documentation or request accommodations, please contact our Principal at info@royalontarioacademy.com

Resources Required by the Student

General Resources Students Should Have Access To

Microphone:Needed for presentations and participating in any interactive activities requiring audio input.
Word or Google docs:For submitting reports.
Google slides or Powerpoint: For submitting presentations.

Frequently Asked Questions (FAQs)

1. What is CGU4M?
CGU4M is a Grade 12 Geography course at University Preparation level.

2. What are 4M – (eg: 4M in CGU4M)
4M for the CGU4M refers to the grade level and the course type. 4 refers to the 12TH Grade and the second digit refers to the University Preparation course type.

3. What is the prerequisite for CGU4M?
The prerequisite for CGU4M is any university or university/college preparation course in Canadian and world studies, English, or social sciences and humanities

4. How long does it take to complete the CGU4M online course?
The completion of the CGU4M course varies depending on the availability and pace of each student. However, the course can be completed in minimum of 4 weeks to maximum of 12 months.

5. Will my marks be sent directly to OUAC or OCAS?
Yes. We can send your CGU4M online course marks to OUAC (Ontario University’ Application Centre) or OCAS (Ontario College Application Service).

6. How lessons are delivered for the CGU4M?
At Royal Ontario Academy, course learning is asynchronously delivered for the CGU4M in various formats such as videos, question and answers, interactive tools, written notes, simulations, presentations, and external websites/links depending on the subject material of the course.

7. What is the withdrawal policy?
For students registered in Grade 9 and 10 courses, withdrawals can be made at any time and are not recorded on the Ontario Student Transcript (OST).
For students registered in Grade 11 and 12 courses, withdrawals made within 5 days of the issuance of the first (mid-term) report card from Royal Ontario Academy will result in the mark not being recorded on the Ontario Student Transcript (OST). Withdrawals after 5 days of the issuance of the first (mid term) report card will result in a “W” being entered in the “Credit” column of the OST, along with the mark at the time of withdrawal.

8. What is the due date of my course?
Since your course is self-paced, there are no set due dates, allowing you to progress at your own speed. However, please be mindful of any deadlines for university or college applications.

9. Can I earn my OSSD (Ontario secondary school diploma) credits through online courses?
Yes, you can earn your Ontario Secondary School Diploma (OSSD) credits fully online through Royal Ontario Academy. To earn OSSD credits, you will need to complete 30 credits (18 compulsory and 12 optional), pass the Ontario Secondary School Literacy Test, and fulfill 40 hours of community involvement.

Price Detail

$500

/ 1 Course

$800

/ 2 Course

$1050

/ 3 Course

Start your learning journey with us.

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World Geography: Urban Patterns and the Social, Economic, and Environmental Impacts