GRADE 11 

SELECT YOUR AREA OF INTEREST

 

AVI3M VISUAL ARTS – GRADE 11

PREREQUISITE: Visual Arts, Grade 9 or 10, Open

GRADE: 11 (University/College)

AVAILABILITY: WISS Online

AVI3M online enables students to further develop their knowledge and skills in visual arts. Students will use the creative process to explore a wide range of themes through studio work that may include drawing, painting, sculpting, and printmaking, as well as the creation of collage, multimedia works, and works using emerging technologies. Students will use the critical analysis process when evaluating their own work and the work of others. AVI3M online may be delivered as a comprehensive program or through a program focused on a particular art form (e.g., photography, video, computer graphics, information design).

UNIT ONE

Building Foundations: What are media arts?

Essential Question: What is the creative process? How does it serve artists? How do sketchbooks serve artists? How does property law serve artists?

  • In this unit, students will be reintroduced to the terminology and applications of the elements and principles of design. Students will review the critical analysis process, which they will apply when reviewing their own work and critiquing the work of others. Students will learn the preferred format for sketchbook page submissions for this course. They will examine how Canadian copyright law influences the professional activities of artists.

UNIT TWO

Drawing the Portrait in Graphite

Essential Question: How has the human form been portrayed by different cultures? What are the strengths and challenges of graphite as a medium?

  • In this unit, students will practice the techniques used by graphite artists to create texture and changes in value. Students will experiment with a variety of pencil densities, complete sketchbook pages, and a final artwork. Students will learn about two artists whose work has impacted the history of art in Canada, especially in the field of drawing. Students will also learn about communicating narrative, as they complete your final artwork.

UNIT THREE

Depicting Space in Pen and Ink

Essential Question: How can space and volume be described in two-dimensions? How have Canadian artists of diverse backgrounds used ink drawing/ink painting to communicate? What are the strengths and challenges of ink as a medium?

  • In this unit, students will learn how to use technical pens, employing a variety of shading techniques. Students will be introduced to two Canadian artists whose work in pen and ink show very different approaches to illustrating aspects of Canadian identity. Students will also create, and comment on, their own unique works in pen.

UNIT FOUR

Painting Still-Life with Watercolour

Essential Question: How is painting unlike dry media? How have Canadian artists of diverse backgrounds used watercolour painting to communicate? What are the strengths and challenges of watercolour as a medium?

  • In this unit, students will be introduced to painting with watercolours, a medium with a rich history in Canada. Students will learn different aspects of colour theory and colour mixing, different paint application techniques, and about the different qualities of watercolour materials. Students will learn about Canadian watercolour artists who have drawn from the natural beauty of the country, and they will paint objects from nature in their own still-life.

UNIT FIVE

Relief Sculpture in Clay

Essential Question: How are 3-dimensional media unlike 2-dimensional media? How have Canadian artists of diverse backgrounds used relief sculpture to communicate? What are the strengths and challenges of clay sculpture as a medium?

  • In this unit, students will learn about the relief sculpting illustration techniques of Barbara Reid, as well as other Canadian relief sculptors. Students will experiment with Reid’s medium, before creating a final work that reflects their own ideas about Canada. Students will be able to apply their knowledge of colour mixing in this novel context, and learn to change lighting conditions while photographing sculpture.

CULMINATING PROJECT

30% of Final Grade

  • This project is the final evaluation of AVI3M online. In this final unit, students will apply all the knowledge and skills they have developed over the course. This project will be worth 30% of the final grade.

AWQ3M VISUAL ARTS:

PHOTOGRAPHY – GRADE 11

 

PREREQUISITE: Visual Arts, Grade 9 or 10, Open

GRADE: 11 (University/College)

AVAILABILITY: WISS Online

AWQ3M online enables students to further develop their knowledge and skills in visual arts. Students will use the creative process to explore a wide range of themes through studio work that may include drawing, painting, sculpting, and printmaking, as well as the creation of collage, multimedia works, and works using emerging technologies. Students will use the critical analysis process when evaluating their own work and the work of others. The course may be delivered as a comprehensive program or through a program focused on a particular art form (e.g., photography, video, computer graphics, information design). AWQ3M online will focus on photography.

UNIT ONE

Camera Basics & Camera Controls

Essential Question: What Camera is right for you & how do you manipulate it? What are your rights as a photographer? What are the Elements & Principles of design and how do they apply to photography?

  • In this unit, students will look up cameras and learn about them. If the student already has a camera they will be using, they will research that camera and find out what it can do. Chances are that students may not know what every setting is for on their camera and what it does. This is a good opportunity to find out. Get out the owner’s manual, look it over, compare the camera with other cameras out there. Point and Shoot cameras are updated almost twice a year, so it doesn’t take long for them to add new features to the camera purchased.

UNIT TWO

Camera Techniques

Essential Question: What factors affect your camera’s ability to correctly focus? How do you capture correct exposure? How do you use Aperture to control light and depth of field? What is shutter speed and how is it used to capture blur movement and action shots?

  • In this unit, students will explore different camera techniques. Students will learn about autofocus, exposure, aperture and blur movement. Students will practice taking action shots.

UNIT THREE

Photography as an Art

Essential Question: How do we critique photography and write about Art? How do we use Photoshop to create a Panorama and touch up photos?

  • In this unit, students will explore the Art of Photography and discover how their creations are an outward projection of their inner state of being. Students will learn how to critique art, take panorama shots, and how to edit photos with photoshop. Explore, Experiment and Enjoy!

UNIT FOUR

Photographic Techniques

Essential Question: What is the importance of Light in Photography? What is ISO? How do you bracket to ensure proper exposure? How to photograph Line and Texture?

  • In this unit, students will be presented with some very useful photography techniques and photo tutorials which will help them to experiment and capture optimal photographs to build their creative skill sets that may be applied in a broad variety creative fields.

UNIT FIVE

Photographic Styles of Interest

Essential Question: What are the photography genres and how do you classify them? What is a genre and what is a technique?

  • In this unit, students will get the chance to study five different photography styles. Their task will be to pick two of the five styles provided to explore, experiment and photograph them.

CULMINATING PROJECT

30% of Final Grade

  • This project is the final evaluation of AWQ3M online. Students’ work in this assignment will showcase all of what they have learned in this course. This project is worth 30% of the final grade.

BAF3M FINANCIAL ACCOUNTING FUNDAMENTALS – GRADE 11

 

PREREQUISITE: None

GRADE: 11 (University/College)

AVAILABILITY: WISS Online

BAF3M online introduces students to the fundamental principles and procedures of accounting. Students will develop financial analysis and decision-making skills that will assist them in future studies and/or career opportunities in business. In BAF3M online, students will acquire an understanding of accounting for a service and a merchandising business, computerized accounting, financial analysis, and ethics and current issues in accounting.

UNIT ONE

What is Accounting?

Essential Question: Who are the users of Accounting information?

  • In this unit, students will be introduced to the fundamentals of Accounting. They will study how this applies to a person and a business. Accounting is the language of business. From the local corner store to the world’s largest corporation, businesses use accounting to organize, understand and communicate their financial position. Students who learn not only the fundamentals of accounting but also how to think and apply that knowledge will have the confidence to integrate accounting principles and practices into their work in a wide variety of careers.

UNIT TWO

Completing the Accounting Cycle

Essential Question: Why do companies complete an accounting cycle each fiscal cycle?

  • In this unit, students will learn one of the fundamental principles of accounting; the double-entry bookkeeping system. This forms the basis for how transactions are recorded. Students will learn how to record business transactions in the ledger as well as taking a trial balance to verify that the transactions have been recorded correctly.

UNIT THREE

Accounting for Merchandising Companies

Essential Question: What is the purpose of using source documents?

  • In this unit, students will be introduced to accounting for merchandising companies. There are significant differences that they will see compared to service businesses. For example, there are different items such as assets that need to be accounted for. There will be changes to income statement where Cost of goods sold is a significant aspect in coming up with the net income.

UNIT FOUR

Using QuickBooks for Accounting

Essential Question: How do computerized accounting systems help companies plan, allocate and organize resources?

  • In this unit, students will learn how to navigate and use QuickBooks to perform a variety of accounting fundamentals for a Company. QuickBooks Online is a tool that is used to do a wide range of accounting fundamentals.

UNIT FIVE

Internal Control, Financial Analysis, and Decision Making

Essential Question: Why does a company need internal controls to ensure there is no fraud?

  • In this unit, students will be introduced to looking at short ratio calculations that will help with analyzing how well a company is doing. This is necessary because ratios offer useful information for both internal and external users.

UNIT SIX

Careers in Accounting

Essential Question: What factors and skills need to be considered when pursuing a career in Accounting?

  • In this unit, students will be looking into accounting career opportunities and various changes in the accounting industry.

CULMINATING PROJECT

10% of Final Grade

  • This project is one of the final evaluations of BAF3M online. This project will require students to use all the knowledge they have learnt in this course. It is worth 10% of the final grade.

FINAL EXAM

Proctored Exam

20% of Final Grade

  • This exam is the final evaluation of BAF3M online. Students need to arrange their final exam 10 days in advance. All coursework should be completed and submitted before writing the final exam, please be advised that once the exam is written, any outstanding coursework will be given a grade of zero. The exam will be two hours.

CGD3M REGIONAL GEOGRAPHY – GRADE 11

PREREQUISITE: Issues in Canadian Geography, Grade 9, Academic or Applied

GRADE: 11 (University/College)

AVAILABILITY: WISS Online

 

CGD3M online explores interrelationships between the land and people in a selected region as well as interconnections between this region and the rest of the world. Students will explore the region’s environmental, socio-economic, and cultural characteristics and will investigate issues related to natural resources, economic development and sustainability, population change, globalization, and quality of life. In CGD3M online, students will apply the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, to investigate a range of geographic issues in the region.

UNIT ONE

Overview of Geography and Regions

Essential Question: What are the five Themes of Geography and what exemplifies each theme?

  • In this unit, students will have the opportunity to review the fundamentals of Geography and the interaction of People and their physical environment. Students will also review the five central themes of Geography. Students will learn about regions and how to define them, the difference between a formal & informal region as well as inter-regions.

UNIT TWO

Landscapes & Water

Essential Question: What are the implications of the dynamic relationship between the physical processes involved and water and the human implications?

  • In this unit, students will have the opportunity to identify and recognize various physical landforms and waterways and examine the scope of the physical landforms and waterways throughout a region. Students will explore the dynamic relationships between Physical landforms and waterways and human activity and settlement. Students will also identify how Physical landforms and waterways exhibit a regional influence.

UNIT THREE

Climate

Essential Question: What are the characteristics that define a climate region, and where are the predominant climate zones?

  • In this unit, students will have the opportunity to understand climate classifications and define their characteristics and identify characteristics that influence varying climates across a region. Students will identify resulting land cover and land use as a result of regional climate and interpret data and graphs to identify seasonal climate patterns. Students will apply climate analysis to Australia and its impact on population distribution, vegetation, and habitat.

UNIT FOUR

Natural Resources

Essential Question: Where can we find natural resources, and how does their development impact the population of a region?

  • In this unit, students will have the opportunity to identify some of the major natural resources abundant in the region and analyze regional concentrations of where the resources are in abundance. Students will explore some of the regional development that has been influenced by natural resource development. Students will discover the diversity of natural resources in Nicaragua ranging from mineral resources to agricultural products.

UNIT FIVE

Economics

Essential Question: What dictates economic disparity among regions?

  • In this unit, students will have the opportunity to will identify the fundamental concepts of regional economic development and analyze international trade, and global trade relationships. Students will examine regional and economic development areas of function and patterns of activity and identify the advantages to attract organizations and people to the region. Students will also explore the economic specialization and strength in Singapore.

UNIT SIX

Culture

Essential Question: What are the regional influences of culture and how are they portrayed throughout society?

  • In this unit, students will have the opportunity to identify the numerous and various elements of culture and summarize their own culture and how it is influenced. Students will identify the symbolism of culture, and how culture is represented as well as examine the influences of culture from a historical, present, and future perspective. Students will explore the unique culture of Austria and the elements that shape the Austrian culture. Students will also explore the unique regions of Salzburg and explore the representations and influence of one of the World’s most distinct cultural regions.

UNIT SEVEN

Population and Demographics

Essential Question: How can data be utilized to identify regional trends and future implications?

  • In this unit, students will have the opportunity to explore and interpret a variety of demographic features within a region and compare regional demographics. Students will use statistics and data to infer demographic trends and differentiate between population density and distribution. Students will also use graphical methods to display and summarize demographic information.

UNIT EIGHT

Politics

Essential Question: What are the categories of regional political structures and how do they impact their regional populations?

  • In this unit, students will have the opportunity to understand the fundamentals of Political Geography. Students will identify the occurrences and impacts of colonialism and imperialism and explore the concept of Supranationalism and identify International Relations. Students will explore the function of Brussels, Belgium as a political capital, and a major global city, and political headquarters.

FINAL EXAM

Proctored Exam

30% of Final Grade

  • This exam is the final evaluation of CGD3M online. Students need to arrange their final exam 10 days in advance. All coursework should be completed and submitted before writing the final exam, please be advised that once the exam is written, any outstanding coursework will be given a grade of zero. The exam will be two hours. 

CGF3M FORCES OF NATURE: PHYSICAL PROCESSES AND NATURAL DISASTERS – GRADE 11

 

PREREQUISITE: Issues in Canadian Geography, Grade 9, Academic or Applied

GRADE: 11 (University/College)

AVAILABILITY: WISS Online

In CGF3M online, students will explore physical processes related to the earth’s water, land, and air. They will investigate how these processes shape the planet’s natural characteristics and affect human systems, how they are involved in the creation of natural disasters, and how they influence the impacts of human disasters. Throughout CGF3M online, students will apply the concepts of geographic thinking and the geographic inquiry process and use spatial technologies to analyze these processes, make predictions related to natural disasters, and assess ways of responding to them.

UNIT ONE

Geography and Mapping Overview

Essential Question: How can spatial analysis tools such as GIS and Remote Sensing be used to analyze geographic processes?

  • In this unit, students will have the opportunity to identify concepts and examples related to the five themes of Geography and utilize the Geographic Method for inquiry tasks. Students will learn to understand how Earth acts as an open and closed system and then apply geographic location and mapping techniques through the use of Geographic Information Systems.

UNIT TWO

Atmosphere

Essential Question: How does the atmosphere, as well as the dynamic relationship between the Earth and the Sun influence life processes throughout Earth?

  • In this unit, students will focus on the atmosphere and will have the opportunity to understand the dynamic relationship between the Earth and the Sun and identify and analyze the properties of heat transfer and albedo. Students will learn to differentiate the functions and characteristics of different zones of the atmosphere and discover different controls impacting temperature.

UNIT THREE

Hydrosphere

Essential Question: How does the process of the hydrological cycle impact weather patterns?

  • In this unit, students will focus on the hydrosphere with an emphasis on weather. Throughout the unit, students will have the opportunity to demonstrate the development of clouds and fog and identify the processes in which they form. Students will begin to understand the concepts and changes related to changes of state as it relates to condensation in the atmosphere and how that impacts weather. Students will analyze weather patterns utilizing weather maps and applying information related to weather systems. Students will also identify the processes related to the development of extreme weather, and the impact to the physical and human environment.

UNIT FOUR

Lithosphere

Essential Question: What are the implications and resulting landscapes from the processes of the Rock Cycle and Plate Tectonics?

  • In this unit, students will focus on the building and development of the earth and its components. Throughout this unit, students will have the opportunity to gain an awareness of geologic time and geologic history and understand the processes involved in the creation and modification of rock types. Students will identify the dynamics of plate tectonics and the impact the process has on shaping landscapes and analyze the development of volcanoes and differentiate volcanic characteristics. Students will also analyze the conditions creating earthquakes, and the impact earthquakes have, as well as identifying the epicentre of an earthquake.

UNIT FIVE

Weathering and Erosion

Essential Question: How do global citizens play their role in reducing the impacts of natural disasters on human populations?

  • In this unit, students will focus on the atmosphere and will have the opportunity to understand the dynamic relationship between the Earth and the Sun and identify and analyze the properties of heat transfer and albedo. Students will learn to differentiate the functions and characteristics of different zones of the atmosphere and discover different controls impacting temperature. They will also learn how to assess the role and effectiveness of various options for reducing impacts of natural disasters on human populations.

FINAL EXAM

Proctored Exam

30% of Final Grade

  • This exam is the final evaluation of CGF3M online. Students need to arrange their final exam 10 days in advance. All coursework should be completed and submitted before writing the final exam, please be advised that once the exam is written, any outstanding coursework will be given a grade of zero. The exam will be two hours.

CGG3O TRAVEL AND TOURISM: A GEOGRAPHIC PERSPECTIVE – GRADE 11

 

PREREQUISITE: Issues in Canadian Geography, Grade 9, Academic or Applied

GRADE: 11 (Open)

AVAILABILITY: WISS Online

CGG3O online focuses on issues related to travel and tourism within and between various regions of the world. Students will investigate unique environmental, sociocultural, economic, and political characteristics of selected world regions. They will explore travel patterns and trends as well as tensions related to tourism and will predict future tourism destinations. In CGG3O online, students will apply the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, to investigate the impact of the travel industry on natural environments and human communities.

UNIT ONE

The Dynamics of Travel

Essential Question: What are the travel trends, factors, and considerations related to the travel industry?

  • In this unit, students will explore the most popular tourist destinations. They will look at different methods of travel and accommodation as well as tourism trends and the different types of tourism.

UNIT TWO

Caribbean (Climate Travel)

Essential Question: What are the motivators, de-motivators, and travel implications for the Caribbean region?

  • In this unit, students will take a look at the Caribbean. They will learn about the role of climate in travel by examining the region’s unique climate patterns. Students will also study the physical landforms of the Caribbean, as well as its varied culture, and key travel destinations throughout the region.

UNIT THREE

Central and South America (Eco-Tourism)

Essential Question: What are the motivators, de-motivators, and travel implications for the Central and South American regions?

  • In this unit, students will discover Central and South America. Students will explore the unique and varied travel experiences and identify the varying climate zones. Students will discover a variety of landscapes and unique ecosystems and examine the impact of eco-tourism. They will also explore some of the cultural expressions of the region.

UNIT FOUR

Europe (Cultural Destinations)

Essential Question: What are the motivators, de-motivators, and travel implications for the European region?

  • In this unit, students will experience a European adventure. Students will discover a variety of travel experiences, the distinct climate zones and regional characteristics. They will also examine a variety of cultural experiences and various methods of European travel and accommodations.

UNIT FIVE

Africa (Wildlife Tourism)

Essential Question: What are the motivators, de-motivators, and travel implications for the African region?

  • In this unit, students will learn about African travels, they will examine influential climate patterns and how climate impacts vegetation zones. Students will also look at how climate and vegetation create unique wildlife habitat as well as the distinct physical landforms and the implications of Wildlife tourism.

UNIT SIX

Asia

Essential Question: What are the motivators, de-motivators, and travel implications for the Asian region?

  • In this unit, students will discover Asia, they will explore ancient civilization and cultural remnants. Students will look at the 4 distinct regions of Asia, regional tourism opportunities and a variety of physical landscapes.

UNIT SEVEN

Australia & New Zealand

Essential Question: What are the motivators, de-motivators, and travel implications for the Australian region?

  • In this unit, students will explore Australia and New Zealand. They will examine very distinct climate and vegetation zones. Students will look at various cultural cities of entertainment and snorkelling at the Great Barrier Reef. Students will also look at the relationships between Native populations, tourism, and government.

FINAL EXAM

Proctored Exam

30% of Final Grade

  • This exam is the final evaluation of CGG3O online. Students need to arrange their final exam 10 days in advance. All coursework should be completed and submitted before writing the final exam, please be advised that once the exam is written, any outstanding coursework will be given a grade of zero. The exam will be two hours.

CHA3U AMERICAN HISTORY – GRADE 11

 

PREREQUISITE: Canadian History since World War I, Grade 10, Academic or Applied

GRADE: 11 (University)

AVAILABILITY: WISS Online

CHA3U online explores key aspects of the social, economic, and political development of the United States from pre-contact to the present. Students will examine the contributions of groups and individuals to the country’s evolution and will explore the historical context of key issues, trends, and events that have had an impact on the United States, its identity and culture, and its role in the global community. In CHA3U online, students will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating various forces that helped shape American history.

UNIT ONE

Discovery & Settlement

Essential Question: How did the relationship between Native Americans and European settlers develop with the expansion of colonization? What persuaded colonists to move away from Britain to make a new life in the American colonies?

  • In this unit, students will explore the initial discovery of the New World and the beginning of settlement. There are many different people and countries that were involved in this process, and they all had different impacts on the United States as we know it today.

UNIT TWO

Revolution

Essential Question: How did ongoing conflict with the British Empire generate American nationalism? What international relationships were forged and broken during the revolution?

  • In this unit, students will explore the causes of the American Revolution, important historical figures involved and events that took place, as well as the aftermath and repercussions while forming an independent nation.

UNIT THREE

Civil War and Expansion

Essential Question: What were the short and long term effects of slavery? What impacts are still felt in modern American society from this time period?

  • In this unit, students will explore the causes and significant battles of the Civil War, and the reconstruction required following the war.

UNIT FOUR

World Wars

Essential Question: Under what circumstances did the United States shift from practicing isolationism to becoming an integral power in foreign conflicts? How can we evaluate the ethics and deciding factors that led to the use of atomic bombs in warfare?

  • In this unit, students will explore the United States’ involvement in World War One and World War Two, including the “between” years of the Roaring 20’s and the Great Depression.

UNIT FIVE

Cold War and Civil Rights

Essential Question: How did domestic and foreign conflicts inform social perspectives and political initiatives in the United States during the 1950s and 60s?

  • In this unit, students will focus on American involvement in the Cold War and the rise of Communism, the Civil Rights Movement, and the Kennedy Years.

UNIT SIX

Modern America

Essential Question: How will the American government and its citizens be able to affect change and tackle issues such as social equality and threat of domestic and foreign terrorism?

  • In this unit, students will explore Modern Day United States, evaluating issues the United States experienced in the 1990’s, International Terrorism, and current events.

FINAL EXAM

Proctored Exam

30% of Final Grade

  • This exam is the final evaluation of CHA3U online. Students need to arrange their final exam 10 days in advance. All coursework should be completed and submitted before writing the final exam, please be advised that once the exam is written, any outstanding coursework will be given a grade of zero. The exam will be two hours.

CIE3M ECONOMICS: THE INDIVIDUAL AND THE

ECONOMY – GRADE 11

PREREQUISITE: Canadian History since World War I, Grade 10, Academic or Applied

GRADE: 11 (University/College)

AVAILABILITY: WISS Online

 

CIE3M online explores challenges facing the Canadian economy as well as the implications of various responses to these challenges. Students will explore the economic role of business, labour, and government, as well as their own role as individual consumers and contributors, and how all of these influence stability and variability in the Canadian economy. In CIE3M online, students will apply the concepts of economic thinking and the economic inquiry process, including economic models, to investigate the impact of economic decisions.

UNIT ONE

Introduction to Economics

Essential Question: Why is there economic inequality in Canada? How is it addressed?

  • In this unit, students will be introduced to the study of economics. Students will begin exploring economic inquiry and economic thinking in investigating current economic issues in Canada. Students will explore economic decision making and concepts of scarcity and choice including models that can be used to evaluate these choices. In addition, they will begin to explore the role of government and political entities in making economic decisions.

UNIT TWO

The Canadian Labour Market

Essential Question: What impact do people's short and long term financial goals have on their economic decisions?

  • In this unit, students will explore the market systems, organized and unorganized workers in Canada, employment patterns and trends, and causes and measures of economic inequality in Canada. Students will continue to develop transferable skills and continue to develop economic thinking as it applies to current issues of labour and employment in Canada.

UNIT THREE

Financial Management and Business Organization

Essential Question: How do different stakeholders in Canada respond to issues related to scarcity?

  • In this unit, students will explore and expand upon political and economic systems that were addressed in Unit 1. Students will also gain an opportunity to integrate personal financial decision-making into existing understandings of economic decision making. In addition, students will explore the role of cost-benefit analyses into personal financial decisions.

UNIT FOUR

Economic Stability in Canada

Essential Question: What are the employment patterns in Canada?

  • In this unit, students will explore how producers and consumers participate in the Canadian economy and ways that governments affect this participation. They will explore how the governments in Canada intervene in the economy and explain the roles, perspectives and influence of various economic citizens in Canada.

UNIT FIVE

Canada and the Global Economy

Essential Question: What factors influence business decisions in Canada?

  • In this unit, students will explore the role of perspectives on scarcity and sustainability and assess their significance in Canada. Students will also weigh the trade-offs in decision making for governments and explore the criteria these governments use. Students will apply their new learning to current issues in economics and assess the impact of globalization including international trade and investment on the Canadian economy.

FINAL EXAM

Proctored Exam

30% of Final Grade

  • This exam is the final evaluation of CIE3M online. Students need to arrange their final exam 10 days in advance. All coursework should be completed and submitted before writing the final exam, please be advised that once the exam is written, any outstanding coursework will be given a grade of zero. The exam will be two hours.

CLU3M UNDERSTANDING CANADIAN LAW – GRADE 11

PREREQUISITE: Canadian History since World War I, Grade 10, Academic or Applied

GRADE: 11 (University/College)

AVAILABILITY: WISS Online

 

CLU3M online explores Canadian law, with a focus on legal issues that are relevant to the lives of people in Canada. Students will gain an understanding of rights and freedoms in Canada, our legal system, and family, contract, employment, tort, and criminal law. In CLU3M online, students will use case studies and apply the concepts of legal thinking and the legal inquiry process to develop legal reasoning skills and to formulate and communicate informed interpretations of legal issues, and they will develop the ability to advocate for new laws.

UNIT ONE

Legal Heritage

Essential Question: What societies have shaped Canadian legal institutions?

  • In this unit, students will develop an understanding of what law is and why societies have laws. An examination of the historical roots of Canadian law assists students to develop an understanding of the Canadian legal system. Students will examine the role of government, its agencies, and the courts in making, changing, or interpreting the law. Throughout the unit, students will incorporate many of the methods of legal inquiry.

UNIT TWO

Criminal Law

Essential Question: How has Canadian criminal law been influenced by the past? What defines a crime?

  • In this unit, students are introduced to the main concepts of criminal law in Canada. Students will first examine specific terms that govern both the existence and classification of crime. They will then apply some of those understandings to the study of youth crime and how Canadian society deals with this issue. Students will 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 will look at the decision-making process involved in sentencing criminals to prison, and the rights of victims in these situations.

UNIT THREE

Civil and Contract Law

Essential Question: What has influenced the development of civil law? How does civil law shape our society?

  • In this unit, students will study the structure of the Canadian private law system. The unit is divided into four areas of concentration. The sub-topics within the unit are organized in a manner that builds upon the understanding of the differences between criminal and civil law, which leads to an examination of how the processes, legal institutions, and methods involved in bringing a civil dispute to trial operate. This leads to an examination of how the law applies to family matters. Finally, students will analyze the role of law as it applies to contractual obligations, torts, and claims for compensation for personal loss. Students will 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.

UNIT FOUR

Family Law

Essential Question: What constitutes family law? How does society shape family law? How has family law evolved?

  • In this unit, students will examine family law in Canada and Ontario. The unit looks at the entire process of family law: common law relationships, marriages, marital breakdown, and the concerns of children within the family unit. Students will also further develop their understanding of the differences between public and private law; they will also see how family law and straddle both public and private law, especially when it comes to issues surrounding children. Students will analyze how to apply various laws and pieces of legislation to specific situations and see how different organizations operate within the sphere of family law. This unit offers students an opportunity to further develop their research, communication and presentation skills.

FINAL EXAM

Proctored Exam

30% of Final Grade

  • This exam is the final evaluation of CLU3M online. Students need to arrange their final exam 10 days in advance. All coursework should be completed and submitted before writing the final exam, please be advised that once the exam is written, any outstanding coursework will be given a grade of zero. The exam will be two hours.

ENG3U ENGLISH – GRADE 11

 

PREREQUISITE: English, Grade 10, Academic

GRADE: 11 (University)

AVAILABILITY: WISS Online

ENG3U online emphasizes the development of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyze challenging literary texts from various periods, countries, and cultures, as well as a range of informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on using language with precision and clarity and incorporating stylistic devices appropriately and effectively. ENG3U online is intended to prepare students for the compulsory grade 12 university or college preparation course.

UNIT ONE

Short Stories and Non Fiction

Essential Question: How do literary elements contribute to written works?

  • In this unit, students will be introduced to the major terms and concepts that will build the foundation for this course. Within the unit, students will be examining a variety of short stories and non-fiction pieces using a variety of mediums and media styles.

UNIT TWO

Novel Study: The Catcher in the Rye

Essential Question: How do we use context clues to determine or clarify meaning?

  • In this unit, students will examine J.D. Salinger’s The Catcher in the Rye. Students will focus on theme, character development and point of view. Though the novel was written seventy years ago, the messages and issues are still extremely relevant. Students will explore issues and challenges the protagonist faces, including family relationships, personal faith and the death of loved ones. Students will also learn about formal essay writing and apply this knowledge in a working essay submission.

UNIT THREE

Elizabethan Drama: Macbeth

Essential Question: What is the definition of a tragic hero?

  • In this unit, students will examine William Shakespeare’s Macbeth. They will explore the definition of a tragic hero, different types of conflict and the dramatic purpose of a scene. While studying these elements, students will continue to work on literary analysis, oral communication and presentation skills.

UNIT FOUR

Contemporary Novel: A Complicated Kindness

Essential Question: What can the experiences of others teach us about ourselves?

  • In this unit, students will be working with the winner of the Governor General’s award, A Complicated Kindness written by Miriam Toews. This Canadian novel explores the life of Mennonite teenager Nomi Nickel while she struggles to find her place in life. This is an Independent Study. As students read the novel, they will be expected to compile annotated notes. They will be expected to explore the novel’s plot, themes, conflicts and symbolic elements while they continue to develop their written and oral communication skills through the included assessments.

FINAL EXAM

Proctored Exam

30% of Final Grade

  • This exam is the final evaluation of ENG3U online. Students need to arrange their final exam 10 days in advance. All coursework should be completed and submitted before writing the final exam, please be advised that once the exam is written, any outstanding coursework will be given a grade of zero. The exam will be two hours. 

FSF3U CORE FRENCH – GRADE 11

 

PREREQUISITE: Core French, Grade 10, Academic

GRADE: 11 (University)

AVAILABILITY: WISS Online

FSF3U online offers students extended opportunities to speak and interact in real-life situations in French with greater independence. Students will develop their creative and critical thinking skills through responding to and exploring a variety of oral and written texts. In FSF3U online, students will continue to broaden their understanding and appreciation of diverse French-speaking communities and to develop the skills necessary for life-long language learning.

UNIT ONE

Les Journaux français

Essential Question: How can we use effective strategies to comprehend a variety of texts? How does the learning of grammar structures aid our understanding of a second language?

  • Cette unité se concentre sur les journaux et la compréhension de lecture. On va réviser le présent, le futur, le passé composé, et l’imparfait et apprendre de nouveaux mots de vocabulaire. On va discuter des stratégies pour la compréhension de lecture et on va pratiquer ces stratégies.

  • In this unit, students will focus on newspapers and reading comprehension. Students will revise the present, the future, the past and the imperfect grammar tenses and learn new vocabulary words. Students will look at reading comprehension strategies put these skills into practice.

UNIT TWO

Poésie

Essential Question: How can texts like poetry help use develop speaking skills? What is the role of poetry in French culture?

  • Cette unité se concentre sur la poésie française et le français oral. Nous allons pratiquer la bonne prononciation des consonnes et voyelles. Nous lirons la poésie française et discuterons de différents poètes bien connus.

  • In this unit, students will focus on French poetry and oral communication. Students will analyze famous French poems and poets and explore the poetry form and said authors use these techniques to express their thoughts and emotions. Students will also practice the correct pronunciation of consonants and vowels.

UNIT THREE

Autour du monde

Essential Question: What does it mean to be a French speaker around the world?

  • Cette unité se concentre sur la communauté française autour du monde. Nous allons apprendre comment conjuguer le futur antérieur, le conditionnel et le plus-que-parfait. Nous allons aussi apprendre comment utiliser les bonnes prépositions.

  • In this unit, students will focus on the French community around the world. Students will learn how to conjugate important French tenses that will allow them to communicate their ideas and thoughts regarding global French culture and language. Students will also learn how to use the prepositions correctly.

UNIT FOUR

La Musique française

Essential Question: How can oral texts like poetry and music aid our understanding of a second language?

  • Cette unité se concentre sur la musique française et la culture française reliée à la musique. Nous allons apprendre comment utiliser les différents pronoms et apprendre de nouveaux mots de vocabulaire. Nous discuterons des différences entre le langage soutenu et l’argot.

  • In this unit, students focus on French music and how it reflects French culture. Students will learn how to use the different pronouns, in addition to learning new vocabulary words. Students will also discuss the differences between traditional and colloquial language.

UNIT FIVE

Écrivains

Essential Question:What is the role of fables, folk tales, and fairy tales in French culture? How does the reading of authentic texts aid in our learning of a second language?

  • Cette unité se concentre sur les histoires françaises. Nous allons lire différentes fables et contes folkloriques et discuter des différences entre les deux genres. Nous allons apprendre comment identifier le passé simple.

  • In this unit, students will focus on French stories. Students will read different fables and folklores and discuss the differences between the two genres. Students will also learn how to identify the simple past tense within their studied texts.

FINAL EXAM

Proctored Exam

30% of Final Grade

  • This exam is the final evaluation of FSF3U online. Students need to arrange their final exam 10 days in advance. All coursework should be completed and submitted before writing the final exam, please be advised that once the exam is written, any outstanding coursework will be given a grade of zero. The exam will be two hours.

HRT3M WORLD RELIGIONS AND BELIEF

TRADITIONS – GRADE 11 

 

PREREQUISITE: None

GRADE: 11 (University/College)

AVAILABILITY: WISS Online

HRT3M online provides students with opportunities to explore various world religions and belief traditions. Students will develop knowledge of the terms and concepts relevant to this area of study, will examine the ways in which religions and belief traditions meet various human needs, and will learn about the relationship between belief and action. In HRT3M online, students will examine sacred writings and teachings, consider how concepts of time and place influence different religions and belief traditions, and develop research and inquiry skills related to the study of human expressions of belief.

UNIT ONE

Why Religion?

Essential Question: What role does religion play in our lives?

  • In this unit, students will dig right into the why and how of religion in their modern lives. Students will familiarize themselves with some basic methodology for studying World Religions and some religious terminology. Students will also seek to learn why humans have religious beliefs, what questions religion seeks to answer and the basic differences between a scientific worldview and a religious one.

UNIT TWO

Religion, Cult and Culture

Essential Question: What are components of a religion? How does religion differ from a cult?

  • In this unit, students will continue their introduction to the vast process that is studying religion. Students will look at the different classifications/types of religious belief, the difference between religion and cults, the interaction between religion and culture, and the organization the units of study that explores the individual religions they will look at in this course.

UNIT THREE

Hinduism

Essential Question: What are the main beliefs and practices of Hinduism? What makes a place sacred?

  • In this unit, students will begin to explore one the oldest religions in the world, Hinduism. Students will learn about how Hinduism and its origins serve as the basis for many eastern religions, and how the connections between ancient ideas can have strong connections to modern ideas and existence. Students will also begin their experiential learning assignment Sacred Spaces.

UNIT FOUR

Buddhism

Essential Question: What are the main beliefs and practices of Buddhism? How do religion share roots in their practices?

  • In this unit, students will explore the Buddhist religion, noting it’s rich history and unique concepts about suffering and enlightenment, as well as its similarities and differences to Hinduism.

UNIT FIVE

Judaism

Essential Question: What are the main beliefs and practices of Judaism? What is the significance of the Holocaust?

  • In this unit, students will learn about the Jewish faith. Judaism is oldest monotheistic religion and the root of all the Western Religions.

UNIT SIX

Christianity

Essential Question: What are the main beliefs and practices of Christianity?

  • In this unit, students will get a crash course in Christianity. As one of the most influential and far-reaching religions in the western world with approximately 2.1 billion followers, students will explore how its impacts cultural development, as well as how it has evolved over time.

UNIT SEVEN

Islam

Essential Question: What are the main beliefs and practices of Islam?

  • In this unit, students will begin looking at the Islamic faith. Islam traces its roots back to Abraham, the Patriarch of Judaism, thus sharing a belief in the same God as Christians and Jews, and is the fastest growing world religion.

UNIT EIGHT 

Sikhism

Essential Question: What are the main beliefs and practices of Sikhism?

  • In this unit, students will have the opportunity to explore Sikhism using the skills and knowledge they have already acquired learning about other world religions throughout this course. Sikhism is the newest of the world religions students will be studying. It emerged in the Punjab which now falls into the present-day states of India and Pakistan. As such elements of Hinduism and Islam can be seen within this unique faith that blends Eastern and Western faith traditions.

UNIT NINE

Aboriginal Spiritualities

Essential Question: What are the main beliefs and practices in Aboriginal Spiritualities?

  • In this unit, students will look at some of the aspects of Native/Aboriginal Spirituality as part of the rich history of Canadian. This faith tradition falls into the “Balance Tradition” category which aims to maintain balance and connectedness within themselves, their communities and the natural world.

FINAL EXAM

Proctored Exam

30% of Final Grade

  • This exam is the final evaluation of HRT3M online. Students need to arrange their final exam 10 days in advance. All coursework should be completed and submitted before writing the final exam, please be advised that once the exam is written, any outstanding coursework will be given a grade of zero. The exam will be two hours.

HSG3M GENDER STUDIES – GRADE 11

 

PREREQUISITE: None

GRADE: 11 (University/College)

AVAILABILITY: WISS Online

HSG3M online enables students to explore the social construction of gender. Students will learn about the dynamic nature of gender roles and norms; sexism and power relations; and the impact of representations of women and men in the media, popular culture, and the arts. Students will analyze a range of gender equity issues, including gender-based violence and workplace equity, in both Canadian and global contexts. In HSG3M online, students will develop and apply research skills and will design and implement a social action initiative relating to gender equity.

UNIT ONE

The Construction of Gender

Essential Question: What does the term "gender" really mean? How is gender affected by our social interactions? How does media influence our ideas about gender?

  • In this unit, students will explore the notion of gender as a construction, as something that is taught and learned, and can, therefore, be changed, instead of something intrinsic and fixed that they are born with. The goal of the work in this unit is to familiarize themselves with important terms and concepts required to discuss gender and its personal, social, and political implications, as well as give students an opportunity to begin to examine how gender plays a role in their own life.

UNIT TWO

Power and Relationships

Essential Question: What kind of social power do men and women hold? How are power and violence linked? How can we use power responsibly?

  • In this unit, students will learn what power means in social relationships and consider examining their own personal power. Students will learn about the connections between power, gender, and violence, and think about how gender-based violence can be prevented both at home and abroad.

UNIT THREE

Gender Rights and Challenges

Essential Question: What kind of gender-related rights do we have? How can I conduct social science research?

  • In this unit, students should keep in mind this important observation by Nelson Mandela, “To deny people their human rights is to challenge their very humanity”. Students will explore the laws and organizations that work to educate and protect human rights in Canada and around the world. Throughout these lessons, students will learn about issues that affect them now, either at home or at school, as well as important topics that they will encounter later in life through work, education, and relationships.

UNIT FOUR

Social Action and You

Essential Question: What do I think about gender? What am I willing to do to work for gender rights?

  • In this unit, students will challenge themselves to question ideas and practices as they learn about social justice initiatives around the world. Students will also consider how they can have an impact on the way they consider gender in their daily lives. In addition to exploring the work of others, students will have the opportunity to focus their learning on a topic of personal interest using all the skills they have learned throughout the course.

FINAL EXAM

Proctored Exam

30% of Final Grade

  • This exam is the final evaluation of HSG3M online. Students need to arrange their final exam 10 days in advance. All coursework should be completed and submitted before writing the final exam, please be advised that once the exam is written, any outstanding coursework will be given a grade of zero. The exam will be two hours.

HSP3U INTRO TO ANTHROPOLOGY, PSYCHOLOGY & SOCIOLOGY – GRADE 11

 

PREREQUISITE: The Grade 10 academic course in English, or the Grade 10 academic history course (Canadian and world studies)

GRADE: 11 (University)

AVAILABILITY: WISS Online

HSP3U online provides students with opportunities to think critically about theories, questions, and issues related to anthropology, psychology, and sociology. Students will develop an understanding of the approaches and research methods used by social scientists. In HSP3U online, students will be given opportunities to explore theories from a variety of perspectives, to conduct social science, and to become familiar with current thinking on a range of issues within the three disciplines.

UNIT ONE

Self and Others

Essential Question: What are the foundations of the social sciences, and how can we apply them in our lives?

  • In this unit, students will learn about their relation to others around themselves. Students will learn about the basics of anthropology, psychology, and sociology, as well as the pioneer social scientists from each field.

UNIT TWO

Social Structures

Essential Question: How do social structures in Canadian society run? How do they support those with mental disorders?

  • In unit two, students will learn about the social structures in their lives as well as more specific concepts related to the ‘psychology’ portion of the course. Students will also begin to think about the ISU and topics they wish to survey their peers about in their independent study.

UNIT THREE

Social Organizations

Essential Question: How does the process of socialization affect humans at various points in one's life? To what extent does socialization affect the social organizations around us?

  • In this unit, students will learn about social organizations affecting them. Students will focus more on anthropology and sociology and make connections between the course and various social organizations around us. Students will conclude the ISU research report.

FINAL EXAM

Proctored Exam

30% of Final Grade

  • This exam is the final evaluation of HSP3U online. Students need to arrange their final exam 10 days in advance. All coursework should be completed and submitted before writing the final exam, please be advised that once the exam is written, any outstanding coursework will be given a grade of zero. The exam will be two hours.

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