Course Profile
The
Unit
1: Defining the
Time: 25 hours
Activity 1.1 | Activity
1.2 | Activity 1.3 | Activity 1.4 | Activity
1.5 | Activity 1.6 | Activity 1.7 | Activity
1.8
In
this introductory unit, students explore the differences and similarities among
the differing and disparate regions of the Americas. As some students have not
had the opportunity to study Geography in Grade 10, this unit provides them
with chances to revisit skills and knowledge from their Grade 9 Geography
classes. Students begin their study of physical geography by examining patterns
within differing regions. They develop an understanding of human geography
through comparisons of colonization history and data analysis. Economic and
political issues are introduced through Library/Resource Centre and Internet
research and issues interpretation. By focusing on skill development, students
begin to grasp the complexity of studying such a large region and learn to
break down information into meaningful patterns. In the unit culminating
activity, students design a mind-map or conceptual model illustrating selected
patterns of disparity in the Americas. This skill is also applied in the course
culminating activity where students are required to develop a mind-map, a
conceptual model to show the pattern and content of the newsletter or website
design.
Note: Throughout this unit, it is
suggested that students participate in developing a Class Inventory File, which
is a collection of current newspaper and periodical articles. This can be
organized by week and/or by subject heading (people, politics, economics,
environment). Students should be required to contribute a selected number of
items throughout the unit and record the bibliographic information. The Class
Inventory File is used in Activity 1.8 and may serve as the basis for ongoing
research throughout the course.
|
Activity |
Time |
Expectations |
Assessment/ Evaluation |
Tasks |
|
1.1: Introducing the Americas |
180 min |
SSV.01, GI2.04, GI1.02, GIV.02, HE1.04, SS2.01 |
Diagnostic K/U Formative –Peer/Teacher assessment Self-assessment |
Ecozone Matching Review Organizer –Atlas research and interpretation Poster design Quiz |
|
1.2: Who lives where |
210 min |
HEV.01, HE1.04, SSV.02, SS1.02, UCV.01, UC1.01 |
K/U, T/I Teacher Evaluation-A summative |
Brainstorming Completing organizer Researching, report writing Test-case study analysis |
|
1.3: Mapping Populations – GIS |
210 min |
HEV.01, HEV.04, GIV.02, SS1.01, GI2.03 |
Observation K/U-formative Mapping checklist Application |
Mapping and population terms Creating maps Interpreting findings |
|
1.4: Planning Populations |
120 min |
SSV.02, HEV.04, HE2.04, GI2.06 |
K,U-Observation Concept map rating scale-C, A |
Article summary Creating concept map Summarizing |
|
1.5: After colonization |
180 min |
HEV.01, HEV.04, SSV.01, GIV.02, UCV.01, HE1.04, SS1.01, SS1.02, UC1.01 |
K/U-Teacher observation Peer –anecdotal Teacher-formative-C/A |
Teacher-completion of T-chart Mapping Article analysis – T-chart-pairs Five-paragraph essay |
|
1.6: How do you measure standard of living? |
210 min |
GIV.01, GCV.04, SSV.03, GI3.01, GC2.02, GC1.06, SS2.03 |
K/U, T/I, A Teacher rubric |
Class discussion Population pyramid organizer Analysis/gathering of statistics Computer-generated graphs Flow chart |
|
1.7: Shaping the development of the |
210 min |
GIV.02, GCV.03, GCV.04, GC1.03, GC1.04, GI3.03 |
Peer and Teacher assessment of website evaluation-K/U, T/I Teacher Evaluation - Fact Sheet-C/A |
Brainstorming Interpretation of perspective Internet-based research Website evaluation Fact sheet |
|
1.8: Culminating Activity - Disparity Concept Map |
180 min |
GIV.01, GIV.03 SSV.03, GI2.01, GI2.06, SS2.02 |
Teacher Summative Evaluation – Rubric K/U, T/I C, A |
Article summary Reviewing and selecting Unit 1 Information; summarizing in a concept map |
K/U =
Knowledge/Understanding C
= Communication
T/I =
Thinking/Inquiry A
= Application
Time: 180 minutes
In the
first activity, the student’s background knowledge of the environment and
ecosystems needs to be reviewed; then put into the context of the
Overall
Expectations
SSV.01 -
compare the natural characteristics of the equatorial, midlatitude and polar
regions of the
Specific
Expectations
SS2.01 -
compare the major characteristics of an ecosystem in the midlatitudes with
those of a polar ecosystem and an equatorial system;
HE1.04 -
explain how the natural characteristics of selected regions have encouraged the
development of primary industry;
GIV.02 -
select and use geographic skills, methods, and technologies to gather,
interpret, analyse, evaluate, and communicate information effectively;
GI2.04 -
use maps effectively at various scales to illustrate geographic patterns;
GI1.02 -
describe various geographic tools and technologies and their most appropriate
use.
Students
should have knowledge of the relationship between climate and latitude and that
there are relationships between climate and other characteristics (e.g.,
vegetation, land use, population, location).
Teachers
need copies of a matching activity. Students should also be provided with an
atlas that shows the ecozones and their names. It would also be beneficial for
teachers to have visual representations of the various ecozones (e.g., the
ecozone poster series by the Ministry of the Environment). Students need an
atlas for their group work to get information on their climatic zone. Supplies
of poster paper and markers are required. Prepare blank copies of climate
graphs.
l. Hand out Appendix 1 that connects
2. Divide students into four groups representing
the climatic zones (midlatitude is divided into north and south). Students
decide their ‘job,’ for example: two people to create the poster, two people to
summarize the brainstorming of information on the board next class, two people
to create climate graphs, two people to collect images that reflect their zone
(i.e., images from the Internet,
CD-ROM, or from magazines), and two people to create the written summary of the
zone. For homework, all students collect the atlas information for the
brainstorming next class. Students completing climate graphs should decide upon
the places they will represent and students creating the poster should have an
outline of their ‘zone’ ready for next day (leaving room around the map to add
information, pictures and a couple of climate graphs).
3. Provide each of the groups with the
Appendix 2 – Climate Zone Organizer. Suggested headings are: countries, major
features, climate (temperature, precipitation., winds), vegetation,
agriculture, resources, population density/distribution. The organizer should
also be divided into coastal, interior, and mountain, to provide a little more
detail and clarity. Students work together to complete the poster and to ensure
its completeness. The posters can be put up in the room and the teacher can
collect the organizers.
·
This
activity is largely diagnostic and is meant for reviewing geographic skills
that some students may not have used for two years. As a result, the assessment
is formative and meant to give the teacher an idea of the skill level and
background knowledge of the class, while at the same time providing a review of
terms and concepts for all students.
·
Formal
evaluation could include a student self-evaluation, which would indicate
whether they completed the necessary homework, worked well within the group,
and the level of understanding of the material covered. A quiz provides a
formative assessment (Knowledge/Understanding).
·
Students
could complete the climate zone organizer for each region individually but do
the atlas work to collect the information in smaller groups of four. This may
reduce the amount of time needed to organize students and allow more time for
discussion and review.
·
Some
students may need to have the introductory matching activity modified so that
it is less a review and more of an introduction to what an ecozone is and their
characteristics and how they would personally describe the location in which
they live. The teacher may also want to develop a vocabulary list from their
atlas work on the polar, equatorial, and midlatitude zones to deal with the
many terms that are introduced.
Class
set of Atlases –
Canada’s Ecozones posters (Environment Canada)
Haggett,
Peter, ed. Encyclopaedia of World
Geography.
http://www.funkandwagnalls.com/atlas/
– on-line searchable World Atlas
Appendix
1 – Matching Activity
Appendix
2 – Climate Zone Organizer
Appendix
3 – Quiz
Time: 200 minutes
Students
are introduced to patterns of changing population distribution and trends found
with European colonizing culture, for a number of nations within the
The
initial reading-response process provides students with starting points for
considering how colonization trends changed the people and the environment in
different nations. Working in pairs, students practise research and analysis
skills to demonstrate their understanding of the processes set out in the
beginning activity. Changing population patterns connect to issues of growth,
economy, technology, and wealth, which are all important for a later
examination of the after effects of colonizing that can be linked to
present-day disparity among nations in the
Overall
Expectations
HEV.01 -
analyse the causes and effects of human-environment interactions in various
ecological zones of the
SSV.02 -
demonstrate an understanding of the human systems and cultural realms of the
UCV.01 -
demonstrate an understanding of how change affects physical and human
environments in the
Specific
Expectations
HE1.04 -
explain how the natural characteristics of selected regions have encouraged the
development of primary industry;
SS1.02 -
identify how colonizing countries have influenced people and the environment in
selected regions;
UC1.01 -
describe how population distribution in the
Atlas
skills are required to identify various characteristics of a region. Students
are expected to able to read a short article, identify key points, and prepare
a summary. Research and use of school resource centre in collaboration with the
teacher-librarian.
Post the
large organizers completed by students in Activity 1.1. Have on hand a class
map of
l. Ask students “Where do people live in
2. Distribute a copy of the Appendix 4
– Background Reading Page and Organizer. Students work individually to read the
article and complete the organizer in class. As a class, discuss the key
issues. Extension: Prepare additional articles (e.g.,
3. Use a map of
4. Lead the class through a discussion that
identifies a common sequence of events involving colonization in the
5. Organize students to work in three large
groups that each focus on one region of the Americas (e.g., western North
America, eastern North America, Mesoamerica, Northeastern South America, and
Andean South America.) Within each group, pairs of students (or students
working independently) create a report on one nation within that region.
Provide students with reference materials and resources to complete research
about the background of a nation. As students work on their research, remind
them to confer with other students in the larger regional group. They need to
look for similarities and differences among the different nations within their
region. Ask them to prepare info cards for the key issues (colonizer, primary
resource, people, land use, economic changes, urban centres, population
changes, independence, modern economy) for their assigned nation. Students then
post their cards on a large class map of the
6. Consolidate and reinforce student learning by
reviewing the pattern of colonization. Colonizers seek wealth; their
interactions with indigenous people lead to widespread death; developing
resources changes the social patterns of people.
7. Quiz students on their acquired knowledge and
skills. This could include a case study analysis or an outline of an inquiry
plan for a research project.
·
Individual
organizers and group reports: The focus is to identify the student’s ability to
understand concepts, and understand the relationships between concepts
(colonization patterns and recent population changes).
·
Region
graphic and reports: The focus of these presentations is to identify how well
students can apply their knowledge of concepts to a new situation with limited
research.
·
Quiz:
The focus is to identify how well a student analyses trends clearly and
effectively.
Students
in the ESL program may benefit from a mini-lesson that identifies key
vocabulary terms for the reading and research activity. Limit the number of
language-based resources used in class, and focus on the student skill of
organizing information correctly. Another accommodation is to allow students to
collect information in their first language. Students with learning
disabilities may need additional teacher support to find and organize
information. Start with one reading instead of several. Guide the class to help
them complete the organizer. Where appropriate, some students may work better
alone, rather than in groups.
“Hidden
History:
Kurlansky,
Mark. A Continent of
www.uwec.edu/Academic/Geography/Ivogeler/w111
– Course materials – European Colonialism in the
Appendix
4 – Background Reading Page and Organizer
Time: 210 minutes
Students
gain experience with GIS (using ArcView
as the mapping software) to create introductory, graduated colour maps of
population characteristics of countries in North and
Note: Because of scale and the fact that
maps can usually only be printed on 8 ½" x 11" paper, it is difficult
to create one map showing all the countries of the
Overall
Expectations
GIV.02 -
select and use geographic skills, methods and technologies to gather,
interpret, analyse, evaluate, and communicate information effectively;
HEV.01 - analyse the causes and effects of
human-environment interactions in various ecological zones of the
HEV.04 -
analyse the linkages between population shifts and changes in physical and
human environments.
Specific
Expectations
GI2.03 -
use geographic technologies and resources effectively to gather, process, and
synthesize information related to geographic issues;
SS1.01 -
describe the cultural realms and other major human patterns of the
Students
are creating computer-generated maps but they still need to be reminded of
basic mapping rules and skills (components of a map, use of colour, units in
legend, etc.). Students should know what the population terms that are going to
be mapped are and how they are measured, such as: percent urban population,
population growth, population density.
The data
to complete the mapping activities can be found on the ArcCanada CD (Ontario Ministry licensed) divided into data for
1. Review/introduce population terms and units,
such as population density, population growth, percent urban population. One
option for the teacher is to use class time to explain and calculate the
statistics above and ensure the units being used. (The units will not be
clearly presented in the ArcView
data tables).
2. The data in GIS is organized into tables so
that data can be clearly organized in a logical format. The teacher can draw an
outline of a portion of the hallway, with classrooms, on the board using a data
table with columns representing: population (
3. Students should now think about how they are
going to represent the different values on a map. Graduated colour maps should
now be reviewed/explained. How are they going to determine the number of
categories and what will be the range of values for each category? It may help
to refer to some examples in the atlas for examples.
4. Students should choose from one of the areas
to focus on for their mapping exercise;
5. Students
may now begin to work on their mapping assignment. Refer to the instructions
for a general outline of the steps students should follow. It will take
students approximately 100 minutes to complete the work in ArcView on the computer. Students should make enough copies for
each in the pair, another for posting in the class, and a copy for the teacher.
6. Students
complete a summary of what their map shows; countries with high and low values
and attempt to explain differences between countries (perhaps based upon
location, size, development). What predictions would they make about these
countries 25 years from now? Which will have the greatest growth? Look at maps
for the other areas. How do the maps compare? Are there differences (why or why
not)? What other statistics might be helpful to map to understand the
population characteristics?
·
Map
checklist for components of a map (title, legend, units, scale, border)
·
Summary
paragraph – formative evaluation (K/I)
·
The
class could all create the same map for analysis as an example. This may
alleviate difficulty in determining the number of categories to map. Other
accommodations may lie in the introduction of statistics, units, and mapping
analysis. The teacher may want to refer directly to atlas examples of graduated
colour mapping.
·
To
extend this activity, students can run queries of other data on top of the
graduated colour map to determine relationships between different statistics.
Students would just add the boundary shape and another table such as economic.
They would then query the economic data to determine relationships between
factors like population growth and GNP, percent urban population and literacy,
percent in primary industry and urban population.
ArcVoyageur (Ontario Ministry licensed
software) or ArcView
ArcCanada CD ROM (provided with ArcVoyageur and ArcView) (to attain any of the Ministry-licensed software contact
your Board)
Giran,
Susan, ed. Canadian Global Almanac 2000.
Purpose: To use ArcView to
create a series of maps illustrating the distribution of a variety of
population characteristics by country and area of the
Themes: for North or
Functions: Join tables, edit tables, Legend Editor-unique value, Legend
Editor-graduated colour, create a layout to print
1. Save the project as ‘Population’ and create a
blank view with your map title (Urban population, population growth, etc.).
Give the map units by going to View, Properties and selecting decimal degrees
and kilometres.
2. Add the themes; NA or SA/cnty_bnd.shp,
cities.shp
3. Go to the Project Window and Tables, Add. Add
the table NA or SA/tables/pop.dbf. (at this point the table can be updated by
going into Table, Start Editing and adding a new column for the data and
entering the data for each country. You will need to go to Table, Stop Editing
and save the changes)
4. The table is just a database and needs to be
attached to the country shape file so that the data can be mapped. Make sure
Cnty_bnd.shp is the active theme and open its table. To join the tables click
on the field ‘country’ in the pop.dbf, then on the same field in the country
shape table and click the join button. Now the data is ‘attached’ to the
country shape to be mapped.
5. Make
cites.shp the active theme and open its Legend Editor. Change the Legend type
to Unique Value and give capital cities and major cities two different symbols
(double-click on the symbol that came up to get the symbol palette). Go to
Theme properties and change the title to Major Cities, for example.
6. To create the graduated colour map, open the
Legend Editor for cnry_bnd.shp. Change the Legend Type to Graduated Colour. The
default colour will be shades of red and the number of categories will be five,
including the null value countries (-99, countries with no data). Click on the
Null Value button in the Legend Editor and type –99 (this will eliminate the
countries with no data). If you would like more or less than five categories of
data, click on Classify, and change the number of categories. The colour
gradient may also be changed under Colour Ramps at the bottom of the Legend Editor.
Also, any colour in the categories may be changed by double-clicking on the
colour. Click Apply to make the changes to your legend so it will now be
graduated colours. You can easily go back and make further changes to the
categories and colours by opening the Legend Editor again.
7. The title of this theme no longer reflects
the graduated colour map so you need to change its name under Theme,
Properties. The Units could be added after the title in brackets so that they
are given in the legend. If you have created a map with all of North and
8. At this point, the teacher can extend this
activity so that students compare other statistics with the population
characteristic they have mapped. The student would add the country shape again
and open the necessary table of statistics and join them (e.g., economic for
GNP data or education for literacy rates). Next they would change the symbol in
the legend to a stripe or dot pattern with a transparent background (this way
you can still see the graduated colours underneath). Students are just going to
query the new table of data and the answers will be highlighted in yellow over
the map. For example, students could query (button with a hammer and question
mark) which countries have a GNP/capita over $10 000? Does this correspond at
all to countries with high urban populations? Does it relate to countries with
high or low growth rates?
9. When students have created the graduated
colour map and made changes to the legend, they produce a layout. Go to the
Project Window and Layout, New. Decide whether the Page Setup should be
landscape or portrait. Make the layout as large as you can on your screen.
There is a drop-down bar called View Frames that you select to draw the map,
legend, scale and north arrow. Using the text tool, students add a title, date,
and their names. They should also draw a border around the map. Next, the map
needs to be printed. If there is no colour printer available you can use
pattern gradients instead of colour (i.e., increasing density of dots for
higher values).
Time: 120 minutes
Students gain an understanding of
some of the population issues facing the
Overall
Expectations
SSV.02 - demonstrate an understanding of the
human systems and cultural realms of the
HEV.04 -
analyse the linkages between population shifts and changes in physical and
human environments.
Specific
Expectations
HE2.04 -
explain the effects of people’s migration on selected natural and human
environments;
GI2.06 -
use written, oral and visual communication skills to present the results of
geographic inquiry and analysis effectively.
Students
should have an understanding of the population distribution through the
Make
copies of an article or case study dealing with a country that developed
specific government policy on changing or affecting settlement/distribution of
its people. For example, creating a new capital –
1. Assign the reading and organizer as homework.
As a large group, the class should discuss the issue, key information,
supporting details, and points of view on the issue.
2. Record on the board what students listed as
the key points from the article (approximately four to six) Each student should
then assess whether their summarizing sentence reflects what has been developed
in the class and their key points are similar to those put on the board.
3. Under the teacher’s direction, the class as a
whole reviews the supporting facts and details and assesses any bias in the
article. Remind students to think about any information that is ‘missing’ from
the article that might be useful to know. They should also record any questions
they have as a result of reading this article (the answers to these might
provide more detail or a better standing of other points of view). The missing
information and resulting questions would likely be important parts of their
concept map.
4. The teacher begins to develop the concept map
by establishing the framework, or the first ‘branches’ of the map – the focus
and the key points. Next, one key point could be used to develop other branches
on the concept map that would also show links between different facts/concepts.
For example the focus, or centre, of the concept map from an article on
5. In the following class, students could post
their concept maps around the room for others to examine, allowing them to see
various ways the map could be developed and linkages that could be made between
the concepts. This may help ensure that anyone who struggled with their own map
can easily edit their own work to improve their understanding of both the
process and the issue.
Observation
– the teacher can get an understanding of how well students summarized the
article during the class brainstorming which summarizes the issues, the key
points, and details. Each student should be able to provide one piece of
information. Since this activity focuses on developing the skill of concept
mapping, students do not hand their work in for formal evaluation. Peer
assessment of concept maps.
·
The
teacher could make copies of each student’s concept map and, in small groups, students
could look at the work of others and, with discussion, further develop their
own map.
·
The
article summary and concept maps may also be done in pairs or in small groups
to facilitate language difficulties. The teacher could spend a portion of the
period with each group in ‘consultation’ to help explain concepts or answer
questions.
Newspaper
or magazine articles (check Class Inventory File)
Colonization
& the Environment: Land Settlement Projects in
www.unu.edu/unupress/unupbooks/80653e/80653E00.htm
Case
Study from Gilbert, Alan.
Appendix
8 – Article Organizer
Appendix
5 – Concept Map Rating Scale
Time: 180 minutes
Students
begin to identify how the primary resource that attracted colonization affected
the direction of development for different nations and the disparity that
exists among some of these nations. The teacher leads a Socratic lesson that
reviews key points of colonization in
Overall
Expectations
HEV.01 -
analyse the causes and effects of human-environment interactions in various
ecological zones of the
HEV.04 -
analyse the linkages between population shifts and changes in physical and
human environments;
SSV.01 -
demonstrate an understanding of the human systems and cultural realms of the
GIV.02 -
select and use geographic skills, methods, and technologies to gather,
interpret, analyse, evaluate, and communicate information effectively;
UCV.01 -
demonstrate an understanding of how change affects physical and human environments
in the
Specific
Expectations
HE1.04 -
explain how the natural characteristics of selected regions have encouraged the
development of primary industry;
SS1.01 -
describe the cultural realms and other major human patterns of the
SS1.02 -
identify how colonizing countries have influenced people and the environment in
selected regions;
UC1.01 -
describe how population distribution in the
Students
are familiar with the early settlement of
Obtain a
map that shows the route of French occupation of
1. Ask students a series of questions: “What was
the first resource collected by the French in
2. Make a T-chart on the board to compare the
impact of European colonizers in
3. Give students an outline map of
4. Contrast the historical background to the
current unrest in
5. Each pair of students completes a T-chart
using similar headings to above with the title: The impact of colonization on
6. Each student writes a five-paragraph essay
answering the question: “How have the elements of colonial background, physical
resources, and interactions with people impacted on the current standard of
living?”
·
T-Chart
– assess for accuracy ensuring that students have selected appropriate
information
·
Short
essay – formative assessment focusing on student’s ability to summarize and
draw conclusions.
Provide
short readings and maps for students who are unfamiliar with
Kereen,
Benjamin.
Knox,
Paul. “
Knox,
Paul. “ Insurgency pauses for a close-up,” Globe
and Mail.
Knox,
Paul. “ Zapatista rebels play to the people,” Globe and Mail.
www.Virtualschool.edu/mon/News/ChiapasRevoltMexico.html
www.indians.org/welker/carlosfu.htm
http://flag.blackened.net/revolt/mexico/articl.html
Columbian Exchange and Sword and the Cross. (two videos from the “
Time: 200 minutes
Students
are now in a position to look at a number of different factors that contribute
to population growth and economic disparity among nations of the
Students
demonstrate their ability to collect and select information that can then be
entered into a spreadsheet application. Using the application, they explore a
number of ways of graphing this data and displaying it. By comparing the
characteristics of many nations, students identify patterns of disparity and
consider factors that have contributed to this situation.
Overall
Expectations
GIV.01 -
use planning, forecasting, decision-making, and problem-solving techniques
appropriately to interpret and analyse trends, patterns, and issues;
GCV.04 -
assess the roles of current and emerging major powers in the
SSV.03 -
analyse the political, economic, and social factors that contribute to disparities
in economic development within the
Specific
Expectations
GI3.01 - use models to analyse and solve
geographic questions;
GC1.06 - identify criteria that can be used to
characterize emerging powers;
GC2.02 - analyse economic data to determine the
global ranking of the
SS2.03 -
analyse development patterns in a region of the
Students
are familiar with several factors that affect population distribution in a
nation. Review how to read a population pyramid and information from a graph.
Students can make reference to material completed in other activities to add to
the material directly presented here. Students are expected to have knowledge
of a spreadsheet application (e.g., Excel)
and be familiar with sorting and graphing functions.
Prepare a
class set of copies of the Population Pyramids Organizer and current population
pyramids for
1. Present students with current population
pyramids for
2. Organize students into groups to gather data
about a nation, as assigned (such as the
3. Once the data is collected, direct students
to enter the data into a spreadsheet application. Student groups can then sort
the data using different criteria based on their research. Ask the class which
sort criteria helped them better understand the population pyramid of the
nation investigated. Direct students to print the data chart and one display
chart.
4. Ask students to post their information. Allow
students a few minutes for a gallery walk to see the results. Ask the class to
rank these nations according to different factors such as population growth,
literacy rate, infant mortality rate, and GDP. Ask students to identify the
nations with the greatest disparity. Ask students to find nations that have
similar characteristics. “What are the factors that lead to disparity?” Refer
students back to their earlier work with physical geography, colonizing
influences and changing demands for resources. Assign students to sketch a flow
chart that connects the population pyramid and current standard of living to
the physical geography and colonization patterns of the nation. Students should
exchange flow charts to see if they are clear.
·
Observation
of student analytical work
·
Formative
assessment of flow chart
Discuss
the analysis of the first population pyramids. Reduce the number of nations
assigned to students for research. Limit the number of factors for the
Organizers included. Review the vocabulary and post words with definitions
throughout this activity.
Mason,
Paul, ed. Economically Developing
Countries series.
Population
pyramids background information –
http://geography.miningco.com/science/geography/library/weekly/aa071497.htm
Population
pyramids by country – www.census.gov/ipc/www/idbpyr.html
World
bank website – www.worldbank.org
Appendix
6 – Standard of Living Organizer
Time: 200 minutes
Students
work in pairs or individually to prepare a Fact Sheet on one government or
non-government organization in the
Overall
Expectations
GIV.02 -
select and use geographical skills, methods and technologies to gather,
interpret, analyse, evaluate and communicate information effectively;
GCV.03 -
analyse the economic and geopolitical implications of trading blocs and
agreements such as NAFTA and MERCOSUR, multilateral organization such as the
OAS and selected bilateral agreements and alliances;
GCV.04 -
assess the roles of current and emerging major powers in the
Specific
Expectations
GI3.03 -
demonstrate an understanding of different points of view on an issue;
GC1.03 -
describe the various political and economic organizations of the
GC1.04 -
explain the significance of the
Through
other courses in Canadian and World Studies, students have had the opportunity
to learn about international organizations. Students should have experience in
using the Internet for research purposes and assessing articles and websites
for bias.
Order a
short video that highlights the selected issue (e.g., CBC News in Review – Free Trade,
l. Divide students into groups. Each group
brainstorms issues under their particular category for five minutes; then
exchanges their sheet with another group. The categories should include
politics, economics, tourism, trade, culture, environment, and human rights.
Continue this process until all groups have had a chance to think about each
category.
2. Explore students’ awareness of international
groups that respond to these issues. Ask students what perspectives these
groups take and discuss why groups have conflicting ideas about similar issues.
Introduce the idea of the political spectrum e.g., left wing, right wing, etc.
3. Introduce a controversial topic such as Free
Trade. (The CBC News in Review
episode on Free Trade provides a nice summary of the original NAFTA agreement.)
Hand out prepared points of view/ statements to each student. Ask students to
read aloud and decide where the opinion would be placed on the political
spectrum (i.e., left , right, centre). Students physically move into a line
representing the political spectrum or have them place their statement on a
bulletin board. Students then explain the reasons for locating where they did.
Ask who are the groups that are further left or right or in the centre and why
some groups are easier to identify than others.
4. Explain to students that they are responsible
for researching and preparing a fact sheet on one international agency –
government or non-Government – that deals with issues in the
·
Peer
assessment of website evaluations.
·
Formative
assessment ensuring students are aware of the need to critically analyse
research sources.
·
Fact
sheet assessment for appropriate selection and assessment of information.
·
Students
with physical or learning disabilities may need to work with one-on-one
assistance.
·
Pair
students who need help with Internet searching with students who are skilled in
this area.
·
ESL
students may research websites in their home languages to develop critical
analysis skills.
The
British Library of Political and Economic Science – International Organizations
– links and lists –
www.blpes.Ise.ac.uk/collections/govpubs/igoweb.html
CBC News in Review.
Appendix
7 – Website Evaluation Criteria
Time: 180 minutes
In this
final activity, students link concepts and skills to explore and find patterns
in a contemporary issue/event in the
Overall
Expectations
GIV.01 -
use planning, forecasting, decision-making and problem-solving techniques
appropriately to interpret and analyse trends, patterns, and issues;
GIV.03 -
plan and produce an independent study that applies appropriate knowledge,
skills, and methods to a selected geographic issue dealing with the
SSV.03 -
analyse the political economic and social factors that contribute to
disparities in economic development within the
Specific
Expectations
GI2.01 -
use decision-making and problem-solving techniques effectively to interpret and
analyse geographic issues;
GI2.06 -
use written oral and visual communication skills to present the results of
geographic inquiry and analysis effectively;
SS2.02 -
analyse the factors affecting the economic development of different regions in
the
Students
need analytical and interpretive skills for maps, graphs, and statistics to
identify key ideas and make connections among different concepts and sources in
order to create a concept map. Students are expected to draw on their knowledge
of the land, climate, resources, colonization history, disparities, and
partnerships introduced throughout Unit 1.
Before
starting this activity, review the Inventory File. Select enough diverse
articles so that each group of students has a copy of the same article. Make
copies of the organizer Appendix 8 – The Americas: A Current Issue/Event (or an
overhead for students to copy), Appendix 5 – Concept Map Rating Scale, and
Appendix 10 – Culminating Activity Rubric for each student.
l. Organize students into groups of four. Each
group selects one article from the choices available. Have students read their
article and then discuss and prepare a summary statement to be recorded on
Appendix 8, the organizer. Next, students discuss and record the factors that
are mentioned directly, then brainstorm any additional factors associated with
the issue/event in the article.
2. Review the Appendix 5 Concept Map rating
scale and the Appendix 9 Rubric with students. Explain that each student must
complete a concept map using their selected article as the focus point.
Students review previous notes and data studied in Unit 1 and integrate any
relevant information into their concept map. (See Prior Knowledge & Skills
for a complete listing.) Students’ concept maps should reflect their
interpretation of why disparity has occurred in the
3. Assign students to complete a summary of the
concept map, which should be three paragraphs: an introduction (article focus,
summary), body (explanation of the issue and connections made from the unit),
and a conclusion (impact of the issue, further questions to be answered).
·
Interim
evaluation of Concept Map
·
Summative
evaluation of the Concept Map
·
Summative
evaluation of student learning by way of Personal Response
·
Adapt
articles for student use; include word lists, vocabulary games, and listening
exercises.
·
Monitor
appointments for groups as they complete the organizer and then build the
concept map. Scaffold for concept map. Limit the number of articles so there
are some repetitions.
Class
inventory file
Altieri,
Miguel and Alejandro Rojas. “Lessons from a Latin American Partner.” Alternatives Journal. Vol. 24(4): 24-29,
Fall 1998.
Alves,
Diana. “
Herscovici,
Alan. “Forgotten Story: “ The impact of “animal rights” campaigns on the
Inuit.” – www.indians.org/library/inuit.html
Appendix
5 - Concept Map Rating Scale
Appendix
8 – The
Appendix
9 – Culminating Activity Rubric
There may
be more than one description.
|
1. Arctic Cordillera ____ |
a. mixed forest with moderate to high precipitation |
|
2. Northern Arctic ____ |
b. mountainous with alpine & arctic tundra |
|
3. Southern Arctic ____ |
c. flat with some foothills, mixed forests |
|
4. Taiga Plain ____ |
d. very cold and dry, some herb-lichen |
|
5. Taiga Shield ____ |
e. cold, flat, with wetlands and some conifer stands |
|
6. Boreal Shield ____ |
f. highest precipitation |
|
7. Atlantic Maritime ____ |
g. flat, subarctic, with wetlands and shrubs |
|
8. Mixed-wood Plain ____ |
h. highly productive black soil |
|
9. Boreal Plain ____ |
i. cold,
coniferous & broadleaf forests, covers most of |
|
10. Prairie Plain ____ |
j. climate and vegetation varies a great deal |
|
11. Tundra Cordillera ____ |
k. boreal to subarctic climate with tundra & woodlands |
|
12. Boreal Cordillera ____ |
l. boreal to subarctic climate with tundra & woodlands |
|
13. Pacific Maritime ____ |
m. extremely cold & dry (cold desert), little or no soil |
|
14. Montane Cordillera ____ |
n. mix of agriculture, logging and mining |
|
15. Hudson Plains ____ |
o. natural vegetation is largely grasslands |
|
|
p. cold and dry, some shrubs and arctic tundra |
|
|
q. coniferous and deciduous trees, warm/hot summers, farming |
|
|
r. many lakes and wetlands |
|
|
s. has temperate rainforests |
|
|
t. highest population |
Answers:
1 – l, 2 – d, 3 – p, 4 – g, 5 – k, 6 – i & r, 7 – a & m, 8 – t & q,
9 – c, 10 – h & o, 11 – b, 12 – n,
13 – f
& s, 14 – j, 15 – e.
|
Zone |
Major Features (countries, cities,
landforms) |
Climate (temperature, winds,
precipitation) |
Vegetation |
Population |
Land Use |
Biomes |
|
Equatorial |
|
|
|
|
|
|
|
Midlatitude (North) |
|
|
|
|
|
|
|
Midlatitude (South) |
|
|
|
|
|
|
|
Polar |
|
|
|
|
|
|
(Supply
students with a black line master of the
1. On your map of the
2. On your map, roughly outline and label the
location of the
3. On your map, locate and name:
4. The driest place in the
5.
6. What are two examples of vegetation common to
the polar region? (1)
7. Which natural vegetation would you most
likely see through the interior of
8. On your map, outline and label an area where
we would find temperate rainforests. (1)
9. Beside the following cities, identify the
climate zone in which they would be found. (3)
Background
Reading Page –
The gold
deposits on the island helped focus attention here. Extracting the gold
demanded that people do very difficult labour. Ruling Spanish colonizers were
each assigned an area for encomienda. People in the area were obliged to make
payments of gold or labour. Colonizers founded the town of
Most of
the indigenous population died from abuse or disease by 1550. The colonizers
looked for a new labour force on other islands and then the north coast of
Sugar
cane arrived in the
Continued
deforestation in
Background
Reading Organizer
|
Nation |
|
Location |
|
Physical Features |
|
Colonizer |
|
Primary/Initial Resource |
|
People |
|
Land Use |
|
Urban Centres |
|
Current Economy |
(used in
Activity 1.4 and Culminating Activity)
Content (understanding of the issue and ability to
draw out the key points)
1 2 3 4 5
Accuracy
(there
are direct references to the article/case study using specific details)
1 2 3 4 5
Connections
(the
number of ‘levels’ or extensions out from the centre made showing causes and
effects)
1 2 3 4 5
Links (various details
and issues are bridged showing the relationships between factors within the
Issue)
1 2 3 4 5
|
Development Status |
|
|
|
|
Pyramid Shape |
|
|
|
|
Population |
|
|
|
|
Birth Rate |
|
|
|
|
Infant Mortality |
|
|
|
|
Literacy Rate |
|
|
|
|
Gross Domestic Product |
|
|
|
|
Accessibility |
Accuracy |
Appropriateness |
|
Dependability |
Credible source/author |
Effective use of pictures/diagrams |
|
Loading time |
Evidence of bias/believable |
Pictures/diagrams relate and enrich site |
|
Ease of Navigation |
Recent and current information |
|
Article
title and source:
Author:
Summary
Statement (What is the article about? 1 or 2 sentences)
Factors
Mentioned (e.g., resources, climate, population, development)
Associated
Factors (e.g., colonial history? Cultural realm? Associations?)
3-5 main
points with some details
Are there
any experts quoted? What did they say?
Is there
a point of view or a series of points of view expressed?
|
Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/ Understanding of relationships between concepts |
- demonstrates in their concept map and its summary, limited understanding of problems addressed in the article and topics discussed in class |
- demonstrates in their concept map and its summary, some understanding of problems addressed in the article and topics discussed in class |
- demonstrates in their concept map and its summary, considerable understanding of problems addressed in the article and topics discussed in class |
- demonstrates in their concept map and its summary, thorough and insightful understanding of problems addressed in the article and topics discussed in class |
|
Thinking/Inquiry (e.g., applies skills involved in an inquiry process) |
- applies few of the inquiry skills to summarize key points from their article, interpret and analyse the issues and supporting facts |
- applies some of the inquiry skills to summarize key points from their article, interpret and analyse the issues and supporting facts |
- applies most of the inquiry skills to summarize key points from their article, interpret and analyse the issues and supporting facts |
- applies all of the inquiry skills effectively to summarize key points from their article, interpret and analyse the issues and supporting facts |
|
Communication Written communication of information and ideas |
- communicates with limited effectiveness, in their
concept map summary, the supporting facts, viewpoints, and relationships
between issues in their article |
- communicates with some effectiveness, in their concept
map summary, the supporting facts, viewpoints, and relationships between
issues in their article |
- communicates with considerable effectiveness, in their
concept map summary, the supporting facts, viewpoints, and relationships
between issues in their article |
- communicates with a high degree of effectiveness, in
their concept map summary, the supporting facts, viewpoints, and
relationships between issues in their article |
|
Application Makes predictions, regarding the path the issue will take in the future in a logical fashion. |
- applies concepts skills and procedures to make predictions about the impact of the issue in the future on the country with limited effectiveness |
- applies concepts skills and procedures to make predictions about the impact of the issue in the future on the country with moderate effectiveness |
- applies concepts skills and procedures to make predictions about the impact of the issue in the future on the country with considerable effectiveness |
- applies concepts skills and procedures to make predictions about the impact of the issue in the future on the country with a high degree of effectiveness |
Note: A student whose achievement is below level 1
(50%) has not met the expectations for this assignment or activity.
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