Pse4u Syllabus

Required Textbooks:

• Exercise Science: An Introduction to Health and Physical Education, 2000. Exercise Science, University Preparation (Curriculum Services Canada) 2002

Course Description:

The course focuses on the study of human movement and of systems, factors, and principles involved in human development. Students will learn about the effects of physical activity on health performance, the evolution of physical activity and sports, and the factors that influence an individual’s participation in physical activity. The course prepares students for university programs in physical education, kinesiology, recreation and sports administration.

Units and Titles:

Unit 1	Anatomy Physiology	25 Hours
Unit 2	Human Performance	30 Hours
Unit 3	Motor Development	25 Hours
Unit 4	Evolution of Physical Activity and Sports	17.5 Hours
Unit 5	Relationship of Society and Culture to Physical Activity and Sport	12.5 Hours

LVV Syllabus

Course Description

This course allows you to explore the beliefs and achievements of the classical world, which have shaped Western thought and civilization. You will investigate such aspects of classical culture as its mythology, art, literature, and philosophy, as well as elements of ancient Greek and Latin, through a variety of activities such as dramatizations, audio-visual presentations, and discussions.

By reading classical authors in English and examining archaeological evidence, yous will enhance both your communication skills and your ability to think critically and creatively.

The study of Latin, ancient Greek and Classical Civilization introduces students to some of the significant cultural and linguistic roots of Western societies.

The knowledge students gain of the literature, mythology, and art as well as of the commercial and social practices of ancient civilizations enables them to better appreciate and respect their own heritage and that of others.

The discoveries of archaeology have contributed significantly to our knowledge of the geography and history of the Classical world as well as to our understanding of its culture, particularly its art and architecture. For this reason, archaeology and its developments play an important part in Classical studies.

Unit 1 – Early Greece

The investigation of Bronze Age Greece is important for understanding the later developments of Greek culture. Therefore, significant time is assigned to this particular era. This era can be most easily divided into four sections as follows:

A: Classical Theories of the Origins of the Universe

This section introduces students to the geography, chronology, and mythology associated with ancient Greek theories of the origins of the universe, using such sources as Hesiod and Homer. The concepts of myth (e.g., what is myth?), pre-history, and the genealogy of the gods are explored.

B: The Minoans

In this section, students are introduced to the art, architecture, and archaeology (including the excavations of Arthur Evans) of the Minoan civilization. Minoan culture, aspects of religion, and the correlation with later Greek mythology and civilization are also explored. In addition, the theories regarding the fall of Minoan civilization after the eruption of Thera are discussed.

C: The Mycenaeans

The culture of the Mycenaeans is explored here through their architecture, related mythology, and the archaeological evidence of Mycenaean sites including tombs and artifacts. In addition, their connection to other cultures within the Mediterranean world at this time is explored, as well as their influence on later Greek civilization.

D: The Trojan War

This section presents the historical and archaeological record of the Trojan war, particularly Heinrich Schliemann’s excavation, in connection with the associated mythology (the Apple of Discord, The Decision of Paris, the Abduction of Helen and so forth) and the representation of these events in Homer’s Iliad and Odyssey. The representation of the Trojan War in later Greek and Roman art (the Laocoon group, Aeneas and Anchises sculpture, etc.), and literature (e.g., Trojan Women, Iphegenia at Aulis, Aeneid, etc.) may also be explored.

Course Evaluation:

This course combines various forms of evaluation allowing each student to create work that contains their own creativity and ingenuity. The course is divided into 5 units and each unit contains several assignments, projects and occasionally tests and quizzes. Students will also be required to complete a major essay project and a final examination worth 30% on your final grade. The breakdown of your final grade is shown below.

Grade Breakdown:
Tests (Knowledge, Inquiry, Application)
15%
Assignments/Projects (Knowledge, Inquiry, Communication, Application)
35%
Journal Entries (Knowledge, Inquiry, Communication)
10%
Oral Presentations (Knowledge, Inquiry, Communication)
10%
Final Examination (Knowledge, Inquiry, Communication, Application)
30%
TOTAL
100%

Classical Civilization (LVV4U)

Course Description

This course allows you to explore the beliefs and achievements of the classical world, which have shaped Western thought and civilization. You will investigate such aspects of classical culture as its mythology, art, literature, and philosophy, as well as elements of ancient Greek and Latin, through a variety of activities such as dramatizations, audio-visual presentations, and discussions.

By reading classical authors in English and examining archaeological evidence, yous will enhance both your communication skills and your ability to think critically and creatively.

The study of Latin, ancient Greek and Classical Civilization introduces students to some of the significant cultural and linguistic roots of Western societies.

The knowledge students gain of the literature, mythology, and art as well as of the commercial and social practices of ancient civilizations enables them to better appreciate and respect their own heritage and that of others.

The discoveries of archaeology have contributed significantly to our knowledge of the geography and history of the Classical world as well as to our understanding of its culture, particularly its art and architecture. For this reason, archaeology and its developments play an important part in Classical studies.

Unit 1 – Early Greece

The investigation of Bronze Age Greece is important for understanding the later developments of Greek culture. Therefore, significant time is assigned to this particular era. This era can be most easily divided into four sections as follows:

A: Classical Theories of the Origins of the Universe

This section introduces students to the geography, chronology, and mythology associated with ancient Greek theories of the origins of the universe, using such sources as Hesiod and Homer. The concepts of myth (e.g., what is myth?), pre-history, and the genealogy of the gods are explored.

B: The Minoans

In this section, students are introduced to the art, architecture, and archaeology (including the excavations of Arthur Evans) of the Minoan civilization. Minoan culture, aspects of religion, and the correlation with later Greek mythology and civilization are also explored. In addition, the theories regarding the fall of Minoan civilization after the eruption of Thera are discussed.

C: The Mycenaeans

The culture of the Mycenaeans is explored here through their architecture, related mythology, and the archaeological evidence of Mycenaean sites including tombs and artifacts. In addition, their connection to other cultures within the Mediterranean world at this time is explored, as well as their influence on later Greek civilization.

D: The Trojan War

This section presents the historical and archaeological record of the Trojan war, particularly Heinrich Schliemann’s excavation, in connection with the associated mythology (the Apple of Discord, The Decision of Paris, the Abduction of Helen and so forth) and the representation of these events in Homer’s Iliad and Odyssey. The representation of the Trojan War in later Greek and Roman art (the Laocoon group, Aeneas and Anchises sculpture, etc.), and literature (e.g., Trojan Women, Iphegenia at Aulis, Aeneid, etc.) may also be explored.

Course Evaluation:

This course combines various forms of evaluation allowing each student to create work that contains their own creativity and ingenuity. The course is divided into 5 units and each unit contains several assignments, projects and occasionally tests and quizzes. Students will also be required to complete a major essay project and a final examination worth 30% on your final grade. The breakdown of your final grade is shown below.

Grade Breakdown:
Tests (Knowledge, Inquiry, Application)
15%
Assignments/Projects (Knowledge, Inquiry, Communication, Application)
35%
Journal Entries (Knowledge, Inquiry, Communication)
10%
Oral Presentations (Knowledge, Inquiry, Communication)
10%
Final Examination (Knowledge, Inquiry, Communication, Application)
30%
TOTAL
100%

Check this website for the myths you are looking at today!!!!!!

CGW4U Unit 3

Overview of Unit 3: Challenges to Diversity

In this unit, students examine the many differences in the world and the challenges posed by increasing global integration.

Students are introduced to the study of geopolitics and the importance of homelands to cultural groups. Statistical analysis of economic variables in Canada and worldwide help students to see the varying levels of economic opportunity in a global context.

As natural resources are distributed unequally around the globe, access to and ownership of them may determine economic disparity.

The impact of these disparities based on historical and geopolitical factors, in combination with strong cultural needs and wants, have resulted in global conflict hot spots.

CGW4U Unit 2

Overview of Unit 2: Interdependence

The focus of this unit is world interdependence at all scales; international, national, regional, and local.

Students examine the challenges and opportunities created by our increasingly integrated planet.

Organizations and individuals that cause change are examined and students decide how they would allocate funds to humanitarian organizations.

The impact of colonialism is discussed. Population movements and decision making about environmental issues are analysed through an issues analysis approach.

CGW4U Unit 1

Overview of Unit 1: Introduction: Studying Issues

This introductory unit provides a foundation for understanding the terminology and key issues presented in the remainder of the course --starting with clarifying the distinction between what we will mean by "issues" versus "problems".

This unit familiarizes the students with the issues relating to human and environmental geography and introduces them to the skills and technology used in geographic study.

Students use issues analysis as a means to break down complex issues, cartoon interpretation to gain insight about how the media influences public perceptions of world issues and statistical and mapping techniques to understand global patterns. They begin to collect articles for the Class Resource File.

Esl C Unit 2 Canadian Dreams and Realities

Unit Description

After reading an essay about Canada as a land of dreams, students consider the dreams that brought them and their families to Canada and use this as a basis for a collage or Venn diagram. From this essay, current issues in Canadian society are identified.

Students discover the historical and geographical basis for these issues. Students gather information in a variety of graphic organizers and search newspapers and the Internet to discover how these issues impact life in Canada today.

This information forms the basis for the culminating activity, a group presentation. The language emphasis of the unit is on modal verbs, letter writing, and the present perfect.

Students prepare group collages or Venn diagrams which reflect on the visions/ideas that they had about Canada before they came and the realities of life in Canada. Students read and discuss an essay about Canada as a land of dreams and complete comprehension and vocabulary exercises on it.

Using examples from the essay, students learn the meanings of various modal verbs and use these to write a letter of advice to a friend. They include this letter in their Autobiographical Portfolio.

· Where were you when you were told you were immigrating to Canada?

· Who told you?

· How did you feel?

· Was it a surprise or had you been part of the plans?

· How did the other members of your family feel about coming to Canada?

· What were your first thoughts about Canada when you heard the news?

· What did other people in your country tell you about Canada?

· How did you picture your social life?

· How did your friends react to the news that you were immigrating to Canada?

· How did you imagine Canada would look?

· What did you think school would be like?

· What did you think your new home would be like?

· What did you think you would miss the most?

Unit 3 – Literature

Literature.

The poetry, drama, novels, historical writings, and speeches of classical authors have
served as models for later writers and provide insights into the thoughts, beliefs, and feelings of
the people of antiquity.These works bring history to life.

By studying them, students will gain a deeper understanding and appreciation of other forms of literature and of their own place in the world.



Overall Expectations


• demonstrate knowledge of a variety of genres and themes in classical literature, as well as an
understanding of Latin and ancient Greek terms used in literature;

• identify the similarities between the themes and genres of classical literature and those that
appear in the literature of later cultures;

• identify some of the ways in which classical literature has influenced the literature (e.g., plays,
poetry, novels) and other art forms (e.g., sculpture, painting) of later cultures.

explain literary terms taken directly from ancient Greek and Latin (e.g., deus ex
machina, dramatis personae, exit, exeunt

read classical works and analyse them with reference to plot, characterization, and stylistic devices (e.g., use of metaphors,
similes, allusions, personification, foreshadowing)

trace the development of themes in a play or other work of literature;

write a journal commenting on the changing role of women in ancient Greece or Rome; write from the point of view of a character in a work studied;

Unit 2 – Archaic, Classical, and Hellenistic Greece

This is the most expansive era of Greek culture for which much archaeological, artistic, literary, and historical evidence exists. In order to make manageable the abundance of content available, this time period has been sub-divided into three sections as follows:

A: Archaic Greece

Here, archaic Greek art (particularly pottery and statuary) is presented, along with the development of archaic Greek government, the origins of philosophy, temple construction, and early Greek literature. At this time in history, Greek culture truly emerged from the Dark Ages following the fall of the Mycenaean and Minoan civilizations.

B: Classical Greece

The Classical period marks the peak of the Greek civilization in such areas as drama, literature, art, archaeology, religion, philosophy, and government. It marks the defining moment in the evolution of Greek culture, which has had an enormous and enduring effect on later Western cultures.

C: Philip of Macedon and Alexander the Great

Under Philip of Macedon, the Greek city-states were united for the first time, constituting a significant shift in Greek politics, linguistic influence (since Greek became a world language at this time), and culture, continued by Alexander. The expansion of Alexander’s empire, and its subsequent dissolution, represent an important milestone in the Greek world.