Course Profile
The
Unit
4: Geopolitics in the
Time: 25 hours
Activity 4.1 | Activity
4.2 | Activity 4.3 | Activity 4.4 | Activity
4.5 | Activity 4.6 | Activity 4.7
Students
identify and analyse the impact of international aid on the Americas, the
geopolitical role of countries, and the trade patterns and alliances in
selected regions of the Americas. Canada has a significant role in developing
humanitarian assistance, political dialogue, and economic cooperation with the
rest of the countries in the Americas. The backdrop of this unit is the
examination of national and international pathways and barriers that countries
face in fulfilling their economic, social, and cultural aspirations. Throughout
history, the United States has commanded an important economic and geopolitical
role in the development of the Americas and students debate the merits of that
involvement. The culminating activity of this unit involves students in
developing a rationale for a Social Justice and Development symposium, in light
of Gospel values and Catholic social teachings. This rationale may include
various governmental, non-governmental, and transnational organizations to give
a balanced perspective on the issues of social justice and development in the
Americas.
|
Activity |
Time |
Expectations |
Assessment |
Student Tasks |
|
4.1: Foreign Aid in the Americas |
200 min |
GCV.01, UCV.02, UCV.03, GC1.08, UC1.03, UC1.04, GI2.04; CGE 1d, 2a, 5e, 7h |
Knowledge/ |
Aid comparison chart Supported opinion paper |
|
4.2: Case Study: Foreign Aid in Selected Countries of the Americas |
200 min |
GCV.01, UCV.02, UCV.03, GIV.04, UC1.02, UC1.05, UC2.04, UC3.03, GC1.05, GI2.03; CGE 1e, 2c, 3a, 4d, 7e |
Knowledge/ Thinking/Inquiry Communication Application |
Group work Oral presentation |
|
4.3: United States Foreign Policy in the Americas |
200 min |
GCV.01, GCV.03, GIV.01, GC1.02, GC2.04, GC3.01, GI3.02; CGE 1h, 2b, 3f, 7g |
Knowledge/ Thinking/Inquiry Communication Application |
Group work Mapping Note taking |
|
4.4: The Role of the Transnationals in the Americas |
200 min |
GCV.01, UCV.02, GIV.02, GC3.01, GC3.04, UC1.05, GI3.02; CGE 2c, 4a, 7g |
Knowledge/ Thinking/Inquiry Communication |
Graphing Mapping Supported opinion paper |
|
4.5: Emerging Powers: Statistical Analysis of the |
200 min |
GCV.03, GCV.04, UCV.01, GIV.02, GC1.02, GC1.06, UC1.05, GI2.03; CGE 2a, 3f |
Thinking/Inquiry Application |
Group work Statistical analysis |
|
4.6: Trade Alliances: Their Implication and Future |
300 min |
GCV.03, GCV.04, UCV.01, GC3.02, GC3.05, SS1.04; CGE 3c, 3f, 7f |
Knowledge/ Thinking/Inquiry |
Group work Mapping Supported opinion paper Oral presentation |
|
4.7: Culminating Activity/
Symposium on the |
200 min |
UCV.03, GIV.03, GI2.01, GI2.05, GI3.03, GC3.05, UC1.05; CGE 1g, 1h, 1i, 4c, 5a, 5c, 5d, 5f |
Knowledge/ Thinking/Inquiry |
Group work Research process Oral presentation Supported opinion paper |
Time: 200 minutes
This
activity allows the student to examine the benefits to
CGE 1d -
develops attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity, and the common good;
CGE 2a -
listens actively and critically to understand and learn in light of gospel
values;
CGE 5e -
respects the rights, responsibilities, and contributions of self and others;
CGE 7h -
exercises the rights and responsibilities of Canadian citizenship.
Overall
Expectations
GCV.01 -
evaluate the impact of the global economy on the environment and peoples of the
UCV.02 -
demonstrate an understanding of the problem of underdevelopment and the difficulties
of alleviating it;
UCV.03 -
describe and evaluate aid programs and their impacts;
GIV.02 -
select and use geographic skills, methods, and technologies to gather,
interpret, analyse, evaluate, and communicate information effectively.
Specific
Expectations
GC1.08 -
describe
UC1.03 -
explain the role of the Canadian International Development Agency (CIDA) in the
UC1.04 -
describe what is meant by NGOs (non-governmental organizations) and describe
their contributions to selected countries of the
GI2.04 -
use maps (e.g., sketch maps, thematic maps, mental maps) effectively at various
scales to illustrate geographic patterns.
·
an
understanding of the economic and social conditions found in developing
countries in relation to the HDI from Unit 3
·
an
understanding of the role and principles of CIDA and how to write a supported
opinion paper from the Grade 9 Canadian Geography course and Grade 10 Canadian
History course
·
Book
computer lab and Library/Resource Centre.
·
Attain
a copy of the most recent CIDA annual report.
·
Gather
concise readings on the different views on aid.
1. The teacher leads students in a brainstorming
exercise answering the following questions:
What are the characteristics of developed and underdeveloped countries?
What criteria from the HDI could effectively measure the degree of development
in a poor nation?
2. The teacher shows the video entitled Water, Land, and Survival. Using an
organizer designed in class, students in small groups identify the causes and
effects of underdevelopment in Third-World Countries, using
3. Using the Human Development Index chloropleth
map from Unit 3, Activity 2, students should analyse the patterns of high,
medium, and low human development. Students should answer the following
question “Which countries should be the focus of
4. The teacher introduces
5. With the aid of the World Wide Web, students
investigate the impact that CIDA and NGOs have on selected countries in the
6. Students should read the articles entitled A
Handout Instead of a Hand up: Where Foreign Aid Fails and The World Can’t
Survive Poverty Gap, for homework, and highlight in their notes both views of
the issue. The teacher should lead a discussion on the pros and cons for
7. The teacher has students read a brief excerpt
entitled Justice and Solidarity Among Nations from the Catechism of the Catholic Church (versus 2437-2440). Given the
position of the Catholic Church, students are invited to reflect on the reading
and write a one to two-page supporting opinion paper on the following question:
“Should Canadian society continue to provide aid to poor nations?”
·
Formative
teacher assessment of the aid comparison chart for completion and accuracy
(Knowledge/Understanding, Thinking/Inquiry)
·
Formative
teacher assessment of the supported opinion (Appendix 4.1.1)
·
For
enrichment, the following extension exercise could be added to Strategy 5.
Students develop an aid program that will have the greatest positive impact on
HDI. Each aid program must first establish its priorities, two short-term and
two long-term aid strategies. In both situations, students must provide
rationale for each of their aid programs and assess their strengths and
weaknesses.
·
The
teacher should review individual IEP to determine the reading level of the
student in order to determine the difficulty of the reading to be assigned to
him/her.
·
If
a student’s writing skills are weak then he or she may communicate the research
orally.
Catechism of the Catholic Church.
Crane, D. “The World Can’t Survive Poverty
Gap,” The
A
Handout Instead of a Handup: Where Foreign Aid Fails –
http://www.frasierinstitute.ca/publications/pps/30/
CIDA
Institute
of the
World
Accord – http:// www.accord.org/Programming/international/international.htm,
http://www.accord.org/programming/update/eventupdates.html
Water, Land, and Survival. “
Canadian
Council of International Cooperation – http://fly.web.net/ccic/devpolicy.htm
Rubric
for Supported Opinion Paper
|
Categories/ Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/ Understanding of concept |
- demonstrates a limited understanding of the concepts |
- demonstrates some understanding of the concepts |
- demonstrates a considerable understanding of the concepts |
- demonstrates a high degree of understanding of the concepts |
|
Thinking/ Use of critical thinking skills |
- applies creative thinking skills in writing of opinion paper with limited effectiveness |
- applies creative thinking skills in writing of opinion paper with moderate effectiveness |
- applies creative thinking skills in writing of opinion paper with considerable effectiveness |
- applies creative thinking skills in writing of opinion paper with a high degree of effectiveness |
|
Communication Communicates information through writing |
- illustrates concept through writing of the opinion paper with limited effectiveness |
- illustrates concept through writing of opinion paper with some effectiveness |
- illustrates concept through writing of opinion paper with clarity |
- illustrates concept through writing of opinion paper with a high degree of clarity |
|
Application Application of concept |
- demonstrates difficulty in applying the concepts |
- demonstrates some ability in applying the concepts |
- clearly able to apply the concepts |
- applies the concepts effectively |
Overall
Level: Student
Name:
Comments: Strengths:
Areas to
Review: Next
Steps:
Note: A student whose achievement is below level 1
(50%) has not met the expectations for this assignment or activity.
Time: 200 minutes
This
activity allows students to research, write a report, and present the impact
that foreign aid has on selected countries in the
An
evaluation of CIDA and NGO programs, their impacts, and limitations is done.
CGE 1e -
speaks the language of life…” recognizing that life is an unearned gift and
that a person
Entrusted
with life does not own it but that one is called to protect and cherish it”
(Witness to Faith);
CGE 2c -
presents information and ideas clearly and honestly and with sensitivity to
others;
CGE 3a -
recognizes there is more grace in our world than sin and that hope is essential
in facing all challenges;
CGE 4d -
responds to, manages, and constructively influences change in a discerning
manner;
CGE 7e -
witnesses Catholic social teaching by promoting equality, democracy, and
solidarity for a just, peaceful and compassionate society.
Overall
Expectations
GCV.01-
evaluates the impact of the global economy on the environment and peoples of
the
UCV.02 -
demonstrates an understanding of the problem of underdevelopment and the
difficulties of alleviating it;
UCV.03 -
describes and evaluates aid programs and their impacts;
GIV.02 -
selects and uses geographic skills, methods, and technologies to gather,
interpret, analyse, evaluate, and communicate information effectively.
Specific
Expectations
GC1.05 -
describe various ways in which individuals, multinational corporations, and
governments participate in the international relations of the countries of the
UC1.02 -
describe how development projects in a country affect local environments and
economies, indigenous peoples, and other countries;
UC1 05 -
identify national and international obstacles that make it difficult for
various countries to fulfill their economic, social and cultural aspirations;
UC2.04 -
analyse the positive and negative impacts of international aid on the poorest
countries of the
UC3.03 -
evaluate
GI2.03 -
use geographic technologies and resources effectively (e.g., Internet) to
gather, process, and synthesize information related to geographic issues.
·
an
understanding of the role of transnational corporations from Unit 3 and the
Grade 9 Canadian Geography course; executing Internet searches for research
from Units 1, 2 and 3
·
Book
computer lab and Library/Resource Centre.
·
Provide
students with a list of the poorest countries in the
·
Provide
students with a variety of sources from electronic data bases and other
websites.
1. The teacher introduces a report/presentation
activity of a country in the
2. Students are instructed to find information
that answers the following questions:
·
What
are the economic and social conditions challenging their selected country?
·
What
are the priorities and responsibilities of CIDA in terms of aid in this
country?
·
What
is the role of other organizations (e.g., NGOs, transnational corporations,
environmental groups, and educational institutions) and what impact have they
had on addressing the development concerns of this country?
·
What
has been the impact of development projects on the economy, local environment,
and indigenous people of the selected country?
·
How
does government (CIDA) aid differ in approach versus NGOs? Are there any
differences/similarities in their programs?
·
What
are the limitations facing the aid programs from the CIDA and NGOs?
·
Does
the aid given to the selected country address the issues of social justice as
discussed in Activity 1? Provide examples.
3. Students are allotted 3-5 minutes to make a
brief presentation of their selected country. The rest of the class takes notes
on each presentation, highlighting the organizations involved in aid, their
goals, the impact, and their limitations.
·
Formative
assessment of group work
·
A
presentation rubric, designed and discussed by the class to assess the
presentations
(Appendix 4.2.1)
·
Review
individual IEP to determine the reading level of the student in order to
determine the difficulty of reading assigned to them.
·
Limit
the number of resources required for the exercise.
·
Arrange
for a peer to assist with the use of technology.
CIDA
CIDA
and the
Institute
of the
World
Accord – http://www.worldaccord.org/Programming/international/international/htm
http://www.worldaccord.org/programming/update/eventupdates.html
United
Nations Development Programs – http://www.undp.org/popin/regional/latam/lac.htm
North
American Congress of
Caza
Alianza – http://www.casa-alianza.org/EN/index-en.html
pp. 38-40.
Development
and Peace – http://www.devp.org/testA/overseas.htm, http://www.devp.org/test
A/public/globalvillagevoicev24n2.htm#peru, http://www.devp.org/testA/news.htm
|
Categories |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/
Understanding |
- demonstrates limited knowledge of relevant facts and terms, understanding of relevant concepts, understanding of how concepts are related |
- demonstrates some knowledge of relevant facts and terms, understanding of relevant concepts, understanding of how concepts are related |
- demonstrates considerable knowledge of relevant facts and terms, understanding of relevant concepts, understanding of how concepts are related |
- demonstrates thorough knowledge of relevant facts and terms, understanding of relevant concepts, understanding of how concepts are related |
|
Thinking/ Inquiry |
- demonstrates limited awareness of points of view when presenting information - responses are unclear and may lack appropriateness |
- demonstrates some awareness of points of view when presenting information - responses are somewhat clear and appropriate |
- takes into account points of view when presenting information - responses are clear and appropriate |
- skilfully acknowledges points of view when presenting information - responses are clear, appropriate, and insightful |
|
Communication |
- opening lacks clarity - information is presented with significant lapses in logic - conclusion lacks clarity - use of visuals may be ineffective |
- opening introduces topic - information is presented with some lapses in logic - conclusion partially clear - use of visuals is effective to some degree |
- opening clearly introduces topic - information is presented in a logical sequence - conclusion is clear and effective - use of visuals is effective |
- opening is engaging and though-provoking - information is presented in a logically and insightfully - conclusion is clear, effective, and insightful - visuals are used in highly effective ways |
|
Communication (Language) |
- majority of the language used is hard to follow and understand: questions are formulated with limited focus |
- some of the language used is difficult to follow and questions are formulated with some focus |
- most of the language, terms, and questions used are easy to follow and understand |
- language, terms, and questions used are well chosen, easy to follow and understand |
|
Application and
Making Connections |
- shows limited insight in applying findings to other situations |
- shows some insight in applying findings to other situations |
- demonstrates good insight in applying findings to other situations |
- clearly and creatively shows insight in applying findings to other situations |
Overall
Level: Student
Name:
Strengths: Areas
to Review:
Next
Steps:
Note: A student whose achievement is below level 1
(50%) has not met the expectations for this assignment or activity.
Time: 200 minutes
Students
examine the military and political impact the
CGE 1h -
respects the faith traditions, world religions and the life-journeys of all
people of good will;
CGE 2b -
reads, understands, and uses written materials effectively;
CGE 3f -
examines, evaluates, and applies knowledge of interdependent systems for the
development of a just and compassionate society;
CGE 7g -
respects and understands the history, cultural heritage and pluralism of
today’s contemporary society.
Overall
Expectations
GCV.01 -
evaluate the impact of the global economy on the environment and peoples of the
GCV.03 -
analyse the economic and geopolitical implications of trading blocs and
agreements such as the North American Free Trade Agreement (NAFTA) and Mercosur
(
GIV.01 -
use planning, forecasting, decision-making and problem solving techniques
appropriately to interpret and analyse trends and issues.
Specific
Expectations
GC1.02 - identify factors that lead to the
grouping of nations for military and economic purposes;
GC2.04 -
analyse key aspects of the geopolitical role played by the
GC3.01 - identify and analyse selected examples
of relationships that have developed between regions because of environmental
problems, resource needs, and border conflicts;
GI3.03 -
demonstrate an understanding of different points of view on an issue.
·
an
understanding of reasons for military alliances; in particular, the North
Atlantic Treaty Organization (NATO) and the North American Aerospace Defence
Agreement (NORAD) from Grade 10 History
·
·
Book
the Library/Resource Centre or computer lab.
·
Gather
statistical, military, and historical data for selected countries of the
·
Prepare
brief readings on specific military events involving the
1. The teacher should lead the class in a brief
review exercise answering the following question: “What is the definition of
foreign policy?” (Foreign policy is a collection of goals and objectives which
one government tries to obtain in its relations with other countries.) Reach a
class consensus on the definition and place it on the board.
2. Have students construct a timeline, from 1776
to the present, of American foreign policy events using various references (one
can be constructed for them prior to this lesson to conform to time
constraints). Instruct each student to identify one major event in
3. Have students read an article such as
“Current Issues in Global Education” and discuss specific foreign policies,
such as isolationism, imperialism, containment, and Manifest Destiny.
4. Instruct students to choose one of the above
policies and direct them to relate those policies to specific crises in Latin
America (Isolationism?-Falkland Islands War; Monroe Doctrine-1823-independence
movements in Mexico, Venezuela, Cuba, Panama, Nicaragua; Big Stick Policy-1900-American
business interests in Cuba, Dominican Republic and Panama; Dollar
Diplomacy-1910 to1930-American business interests; Good Neighbour
policy-1930s-Mexico controlled foreign businesses; Organization of American
States (OAS)-1948; Alliance for Progress-1960s-fostering democracy and
promoting economic development; Containment of Communist Revolutions-1970s and
1980s-Supply arms to Honduras, El Salvador, Nicaragua, and invasions of
Grenada, Haiti and Panama). Students should take notes that address the following:
policy, countries involved, when and why did it occur, and historical
background of the period. Do not allow students to become bogged down in overly
complex analysis of
5. Using
a blank map of the
6. Use class time to share and discuss who makes
US foreign policy, describe how policy is formulated, and describe changes in
US foreign policy throughout history.
7. Conclude
by using the series of questions listed below, to spark a discussion in which
students speculate on future
·
How
will the
·
Will
·
Will
·
How
can the
·
What
should be the role of the
8. Possible extensions are a Human Interactive
Outline to diagram a hypothetical crisis on the board. Illustrate a continuing
escalation of violence (may involve drug cartels or guerrilla insurgence and
have students determine the scope of
·
Roving
conferences to ensure students stay on track (Learning Skills)
·
Formative
teacher assessment of completion and accuracy of notes (Knowledge/Understanding)
·
Formative
teacher assessment of maps using the Map Scoring Tool (Appendix 4.3.1)
·
Accommodations
should be made for students who have difficulty recording and/or synthesizing
information. Individuals with these special needs could be grouped with
students who are able to assist with their needs.
·
Provide
a summary of notes or a scribe for students with visual, copy, or output
problems.
·
Preview
specific vocabulary with students or provide a glossary of terms for reference.
·
For
enrichment, the extension exercise in Strategy 8 should be used.
Fryer,
Wesley A. Mexican Security, (24
August/93) – http://wtvi.com/wesley/mexicansecurity.html
Just the Facts: A Civilian Guide to
the
Jefferson,
Carolyn, et al. “Current Issues in Global Education,” The Centre for Learning,
1998. Villa
Kagan,
Robert, “There to Stay: The
Kennedy,
Edward M. “The
Lee
Van Cott, Donna. Defiant Again:
Indigenous Peoples and Latin American Security. McNair Paper 53.
Zelinski,
Draper, Quinlan, and McFadden. Twentieth
Century Viewpoints: An Interpretive History.
Appendix
4.3.1 – Map Scoring Tool
Map
Topic: ________________________ Name:
_________________________
|
Checklist |
Description |
Score |
|
Title |
printed neatly, located at the top of the page, clearly reflects the topic |
2 |
|
Legend |
positioned in an appropriate place, quality construction, accuracy of labels and symbols, useful to reader |
2 |
|
Labels |
printed neatly, aligned carefully, conventions followed, correct spelling, features labelled |
2 |
|
Direction Indicator |
positioned in an appropriate area, quality construction, printed neatly, aligned carefully |
2 |
|
Scale |
positioned in an appropriate area, quality construction, printed neatly, accurate |
2 |
|
Border |
drawn neatly, aligned carefully, conventions followed |
2 |
|
Appearance |
- effective use of colour, shading and/or ruler |
4 |
|
Features Mapped |
- accuracy of features mapped |
6 |
Time:
200
minutes
Students
identify and evaluate the role of a selected transnational corporation in
several countries in the
CGE 2c -
presents information and ideas clearly and honestly and with sensitivity to
others;
CGE 4a -
demonstrates a confident and positive sense of self and respect for the dignity
and welfare of others;
CGE 7g -
respects and understands the history, cultural heritage, and pluralism of
today’s contemporary society.
Overall
Expectations
GCV.01 -
evaluate the impact of the global economy on the environment and the peoples of
the
UCV.02 -
demonstrate an understanding of the problem of underdevelopment and the
difficulties of alleviating it;
GIV.02 -
select and use geographic skills, methods, and technologies to gather,
interpret, analyse, evaluate, and communicate information effectively.
Specific
Expectations
GC3.01 -
identify and analyse selected examples of relationships that have developed
between regions because of environmental problems, resource needs, and border
conflicts;
GC3.04 -
evaluate the role played by a selected transnational corporation in the
economic development of a region in the
UC1.05 - identify national and international
obstacles that make it difficult for various countries to fulfill their
economic, social, and cultural aspirations;
GI3.02 -
demonstrate an understanding of different points of view on an issue.
·
an
understanding of how
·
an
understanding of how world trade impacts on
·
graphing
and mapping skills from the Grade 9 Canadian Geography course
·
Gather
statistical trade data for selected transnational corporations and selected
countries.
·
Prepare
brief readings on each of the selected transnational corporations and selected
countries.
1. Students create a line graph showing the
“Foreign Direct Investment to
2. Students create a proportional map
(isotransnational map) showing the share of transnational subsidiaries in
3. Students should notice trends and patterns
(e.g., certain countries have a large export of hard currency to foreign
countries). Students are to brainstorm the effects of this movement of money on
those countries most affected.
4. For homework, students read four short
articles indicating the benefits and consequences of allowing transnational
corporations in a developed country. The articles “FDI by Transnationals May
Top US$1 Trillion This Year: UNCTAD,” Asia
Pulse, 10-04-2000 and “Trade-Latam: Record growth in Foreign Direct
Investment,” Inter Press Service News Wire, 10-05-2000 show the benefits
of having transnational corporations and the next two articles, “Economy: Latin
America Takes One Step Forward, One Step back,” Inter Press Service English
Wire, 05-08-2000 and “Earth Predators (transnational corporations),” Dollars and Sense, 07-17-1998, pp. 7
(1), show the consequences. Students then develop a benefit/consequence
organizer for transnational corporations.
5. Once students complete the organizer, the
teacher aids students to synthesis the responses in the organizer. Then the
teacher hands out articles on a specific transnational corporation for
homework. Students create a list of the accomplishments and drawbacks that this
corporation has exhibited in economic development of a developed country.
6. Once the case study is complete, students
read excerpts from the Catechism of the
Catholic Church on economic activity and social justice (verses 2426 to
2463) and write a 200- to 300-word, supported opinion paper on the topic – “Are
transnational corporations good for Latin American countries?”
·
Summative
assessments using the opinion paper rubric. (4.1.1) (Thinking/Inquiry,
Communication)
·
Formative
assessment of graphs (Appendix 4.4.1) maps (Appendix 4.3.2), and organizer.
·
Review
student’s IEP and determine if particular accommodations are required.
·
Provide
individual support in locating countries, creating map, and graphs.
·
For
students who are gifted or academically talented the following extension
exercise could be added to Strategy 6. As an extension, students develop a
multimedia approach that would encourage transnational corporations to become
good corporate citizens providing rationale for their position.
Bouabid,
Ihsan. “Indigenous people fight globalization” Terraviva: Inter Press Service Daily Journal, Vol. 8 No. 95.
Catechism of the Catholic Church. Doubleday, 1995.
“Earth
Predators. (transnational corporations),” Dollars
and Sense,
Economic
data – http://sima-ext.worldbank.org
“Economic
Justice For All.” US National Conference of Catholic Bishops, 1995.
“Economy:
“FDI
by Transnationals May Top US$1 Trillion This Year: UNCTAD.
Guinness,
P. and G. Nagle.
pp. 291-294
“In
praise of the family firm: it persists for good reasons.” The Economist, Vol. 338,
pp. 16 (1).
Korten,
David C. “Corporate Accountability: Playing by The Market Rules.” UN Commission
on Sustainable Development, Panel on Corporate Accountability, 1999.
http://www.ngos.net/globaloney.html
Rojas,
Robinson. “Transnational corporations and developing countries.” The Robinson
Rojas Archive Libraries. 2001. http://www.rrojasdatabank.org/capital6.htm
Sandrasagra,
Mithre J. “Development: FDI to exceed 1 trillion dollars.” Inter Press
Service English Wire,
“Trade-Latam:
Record growth in Foreign Direct Investment.” Inter Press Service News Wire,
“World
Investment Report 2000.” United Nations Conference on Trade and Development,
Appendix
4.4.1 – Graphing Checklist
|
1. Descriptive Title
which answers |
||
|
- What? Where? When? |
Yes |
No |
|
2. Axis Labels |
||
|
- Both axes labelled |
Yes |
No |
|
- Numbers with units |
Yes |
No |
|
3. Bar Graph |
||
|
- Bars drawn with ruler |
Yes |
No |
|
- Appropriate colours |
Yes |
No |
|
3. Line Graph |
||
|
- Smooth curve drawn |
Yes |
No |
|
- Data dots are inconspicuous |
Yes |
No |
|
3. Divided Circle
Graph |
||
|
- Calculations are correct |
Yes |
No |
|
- Divisions drawn with a ruler |
Yes |
No |
|
- Appropriately shaded |
Yes |
No |
|
4. Attention to
Detail |
||
|
- Data plotted accurately |
Yes |
No |
|
- Ruler used for axes |
Yes |
No |
|
- Neatness |
Yes |
No |
|
- Graph centred on the page |
Yes |
No |
Time: 200 minutes
Students
examine why countries group together to form trading blocs, alliances, and
other organizations. Students determine what criteria can be used to classify a
country as emerging.
CGE 2a -
listens actively and critically to understand and learn in light of gospel
values;
CGE 3f -
examines, evaluates, and applies knowledge of interdependent systems (physical,
political, ethical, socio-economic, and ecological) for the development of a
just and compassionate society.
Overall
Expectations
GCV.03 - analyse the economic and
geopolitical implications of trading blocs and agreements such as the North
American Free Trade Agreement (NAFTA) and Mercosur (
GCV.04 - assess the roles of current and
emerging major powers in the
UCV.0 - demonstrate an understanding of how
change (e.g., political, economic, social and technological) affects physical
and human environments in the
GIV.02 -
select and use geographic skills, methods, and technologies to gather,
interpret, analyse.
Specific
Expectations
GC1.02 -
identify factors that lead to the grouping of nations for military and economic
purposes;
GC1.06 -
identify criteria that can be used to characterize emerging powers (e.g.,
literacy rates, gross national product (GNP), and other social and economic
indicators, military strength, population);
UC1.05 -
identify national and international obstacles that make it difficult for
various countries to fulfil their economic, social, and cultural aspirations;
GI2.03 -
use geographic technologies and resources effectively (e.g., remote sensing
data, geographic information systems, Internet resources) to gather, process,
and synthesize information related to geographic issues.
·
an
understanding of reasons for military alliances; in particular, NATO and NORAD
from the
Grade 10 Canadian History course
·
an
understanding of emerging powers and the human development index from Unit 3
·
Reserve
the Library/Resource Centre or computer lab.
·
Prepare
brief reading on each of the major organizations of the
1. The teacher leads the class in a brief
brainstorming exercise answering the following question: “Why do countries form
organizations, alliances, or group together?” A brainstorming web should be
used to record student responses. Some of the reasons that countries form
alliances could be: foreign aid, increase in trade, military security, cultural
ties, political ideology, historical considerations, geographic settings,
environmental beliefs, economic and social status, etc.
2. Using the web, the class identifies
groups/organizations/alliances that match each of their reasons (e.g.,
trade–Mercosur, military security–NORAD, cultural and trade–Caribbean Common
Market (Caricom)).
3. The teacher reviews the concept of emerging
powers and HDI from Unit 3.
4. In small groups of three or four, students
answer the following questions:
·
What
characteristics determine whether a country can be considered an emerging
power?
·
Looking
at percentage change (B-A/A ´ 100) over time, will an increase or
decrease indicate a country is emerging?
A
student in each group is given the responsibility to record, on the chalk
board/chart paper, the different characteristics identified by each group. A
teacher-directed class discussion could then be used to generate a list of most
significant characteristics (e.g., infant mortality, GNP, GNP per capita, HDI
(life expectancy, educational attainment, real GNP per capita)).
5. Using student-gathered data that reflects the
characteristics discussed in Strategy 4, groups of three or four complete the
chart, Statistics for Selected Countries of the
·
calculate
percentage change from year to year for each of the characteristics;
·
rank
all countries within each of the characteristics;
·
add
a country’s ranking in each characteristic to determine an overall ranking.
Ask the class to explain any
patterns or anomalies they notice (e.g.,
·
Formative
assessment of group dynamics
·
Formative
teacher assessment for completion and accuracy of the chart
·
Review
student’s IEP and determine if particular accommodations are required.
·
Organize
groups so that students with strong skills can complement other students.
Economic
data – http://sima-ext.worldbank.org
Human
Development Index – http://www.undp.org/hdro
Morici,
P. “An architecture for free trade in the
Socio-economic
data – http://www.lanic.utexas.edu/project/aid/aid96
Swanson,
L.D. “Making regional marketplaces international,”
Appendix
4.5.1 – Statistics for Selected Countries of the
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% –
represents percentage change from one year to the next
Rank –
represents the rank for that particular characteristic
Time: 300 minutes
Students
are given an opportunity to examine the implications and the future of selected
trade alliances (e.g., NAFTA, Mercosur). The extension activity allows students
to write a proposal that would establish a new trade alliance focusing on
CGE 3c -
thinks reflectively and creativity to evaluate situations and solve problems;
CGE 3f -
examines, evaluates, and applies knowledge of interdependent systems (physical,
political, ethical, socio-economic, and ecological) for the development of a
just and compassionate society;
CGE 7f -
respects and affirms the diversity and interdependence of the world’s peoples
and cultures.
Overall
Expectations
GCV.03 -
analyse the economic and geopolitical implications of trading blocs and
agreements such as the North American Free Trade Agreement (NAFTA) and Mercosur
(
GCV.04 -
assess the roles of current and emerging major powers in the
UCV.01 -
demonstrate an understanding of how change (e.g., political, economic, social
and technological) affects physical and human environments in the
Specific
Expectations
SS1.04 -
describe trade patterns within and between selected economic regions of the
GC3.02 -
evaluate the feasibility of expanding existing trade alliances (e.g., Mercosur)
in the
GC3.05 -
analyse the evolution and evaluate the current international status of a
selected South American emerging power (e.g.,
·
cartographic
conventions from the Grade 9 Canadian Geography course
·
how
to write a supported opinion paper from the Grade 10 Canadian History course
·
Obtain
reading resources for each of the trading blocs.
·
Obtain
and photocopy a map of the
1. Using
Mexico, Chile, and Brazil as examples of emerging powers, the teacher can then
run a jigsaw activity whereby groups (homogeneous in nature) research only one
country and share their findings with classmates (in heterogeneous groups) who
have researched the other two countries. The focus of the research is to
determine why these countries are considered emerging. With that in mind, the
teacher should conduct a class discussion of what material needs to be
researched in order to declare a country emerging (e.g., history, economic
history, changes in economic systems, economic problems, trade relations,
etc.). Once the heterogeneous groups are finished their discussion, they should
be asked to answer the following: “Would the criteria discussed today have been
useful in determining a definition of emerging countries in Unit 3? If not, what
criteria would you now use?”
2. Students are encouraged to design an
organizer that lists several of the major bilateral and multilateral
pacts/organizations found in the
3. Using their organizer, students draft a map
showing the various pacts/organizations. (Students are encouraged to use
cartographic conventions when designing their map.) The teacher should conduct
a brief class discussion on the best way to identify countries that are part of
more than one pact/organization (e.g., a blend of colour and shading patterns
may work best). The teacher may ask students to make general statements about
their map noting geographical characteristics of the pacts/organizations,
social and economic considerations, and any deviations from their
generalization (e.g.,
4. Trade alliances in the
·
What
are the problems facing the trading bloc?
·
Can
these problems be solved? If they can, how could it be done?
·
What
are the future plans for the trade alliance? (Are the member states planning to
abandon the alliance or are they planning to increase the number of member
states?)
5. As an extension exercise, the teacher divides
the class into small groups. Students, in the groups, act as highly respected
international trade consultants and address the following scenario: “Your
consulting firm has been asked by the president of
·
Formative
teacher assessment of group work
·
Formative
teacher assessment of map using map scoring rubric (Appendix 4.3.2)
·
Formative
teacher assessment of supported opinion paper (Appendix 4.1.1)
·
Formative
teacher assessment of the presentation (Appendix 4.2.1)
·
The
teacher should review individual IEP and match the reading level of student in
to the difficulty of the reading to be assigned to them.
·
If
a student’s writing skills are weak, they may orally communicate the research
information to their heterogeneous group once the teacher has reviewed the information.
·
If
students are gifted or academically talented, they could be directed to use the
Heritage Foundation Internet site and the Ecologist magazine as sources to
complete Strategy 4.
Foreign
Trade Information System, Organization of American States –
http://www.sice.oas.org/
Government
of
http://www.parl.gc.ca/english/senate/com-e/fore-e/31ev-e.htm
Heritage
Foundation – http://www.heritage.org/library/keyissues/latinamerica/
Inter-American
Development Bank – http://www.iadb.org/exr/speeches/s30999e.htm
Latin
American Economic System – http://lanic.utexas.edu/project/sela/english.htm
Mercosur
Economic Research Network –
http://www.redmercosur.org.uy/english/project/project2.html
NAFTA
Secretariat – http://www.nafta-sec-alena.org/english/index.htm
NAFTA and
Time: 200 minutes
The
culminating activity of this unit has students developing a rationale for a
Social Justice and Development symposium, which may include various
governmental, non-governmental, and transnational organizations in order to
give a balanced perspective on the issues of social justice and development in
the
CGE1g -
understands that one’s purpose or call in life comes from God and strives to
discern and live out this call throughout life’s journey;
CGE1h -
respects the faith traditions, world religions, and the life-journeys of all
people of good will;
CGE1i -
integrates faith with life;
CGE4c -
takes initiative and demonstrates Christian leadership;
CGE5a -
works effectively as an interdependent team member;
CGE5c -
develops one’s God-given potential and makes a meaningful contribution to
society;
CGE5d -
finds meaning, dignity, fulfillment, and vocation in work that contributes to
the common good;
CGE5f -
exercises Christian leadership in the achievement of individual and group
goals.
Overall
Expectations
UCV.03 -
describe and evaluate aid programs and their impacts;
GIV.03 -
plan and produce an independent study that applies appropriate knowledge,
skills, and methods to a selected geographic issue dealing with the
Specific
Expectations
GI2.01 -
use decision-making and problem-solving techniques effectively to interpret and
analyse geographic issues;
GI2.05 -
evaluate the accuracy and reliability of information obtained from various
sources;
GI3.03 -
demonstrate an understanding of different points of view on an issue;
GC3.05 -
analyse the evolution and evaluate the current international status of a
selected South American emerging power, using data on military strength and
social and economic development;
UC1.05 -
identify national and international obstacles that make it difficult for
various countries to fulfill their economic, social, and cultural aspirations.
·
development
of supportive opinion paper, thesis writing, supporting paragraphs, and oral
presentations from the Grade 9 Geography course and Grade 10 History course
·
steps
in organizing data and developing a decision-making matrix from the Grade 9 and
10 courses
·
Internet
and Library/Resource Centre research skills
·
knowledge
and understanding of social justice concepts from the Grade 10 Religion course
·
Introduce
this activity at the beginning of the unit to allow development of symposium
rationale.
·
Book
computer lab and Library/Resource Centre.
·
Review
components of a supportive opinion paper and oral presentation.
1. The teacher outlines the process for
development of the symposium, including dates for formative assessment (working
bibliography, thesis, and outline) and conferencing.
2. The class will brainstorm a list of
groups/organizations/countries under the following categories, transnational
corporations, governments and other groups involved in the
3. Each pair of students researches the chosen
item. They develop a one-page synopsis and present their findings to the class
in a 5-minute oral presentation that may include posters/charts/data sheets.
The synopsis should include why the group is involved in the
4. Students complete a data organizer, based on
the criteria in Strategy 3, on all groups presented.
5. Once students have accumulated all necessary
data, they develop a decision-making matrix to aid in the choosing of speakers.
They then develop a rationale of who would be the ideal speakers at a social
justice symposium on the
·
Formative
assessment of group dynamics
·
Formative
teacher assessment for completion and accuracy of the working bibliography,
thesis and outline of oral presentations
·
Summative
assessment of oral presentation (Appendix 4.2.1)
·
Summative
assessment of the symposium rationale using supportive opinion paper rubric
(Appendix 4.1.1)
·
Review
student’s IEP and determine if particular accommodations are required.
·
Organize
groups so that students with strong skills can complement other students.
·
Provide
non-threatening environments for presentations or provide electronic medium for
presentations.
Appendix
4.1.1 – Supportive Opinion Paper Rubric
Appendix
4.2.1 – Oral Presentation Rubric
Course
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