Course Profile Canadian and World Issues: A Geographic Analysis (CGW4U), Grade 12, University Preparation, Public
Unit 2: Interdependence
Time: 25 hours
Activity
2.1 | Activity 2.2 | Activity 2.3 | Activity 2.4
| Activity 2.5 | Activity
2.6
Unit Description
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. Using the resource file introduced in Unit 1,
students construct proportional flow maps illustrating Canada’s global
connections. Organizations and individuals that cause change are examined and
students decide how they would allocate funds to humanitarian organizations.
The colonial legacy is examined and, through a mini-debate process, the impact
of colonialism is discussed. Population movements and decision making about
environmental issues are analysed through an issues analysis approach.
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Tasks |
|
2.1 |
3 hours |
GCV.01, GIV.01,
SSV.01, GC2.02, GI2.03, GI2.07, GI2.10, SS1.04, SS1.05 |
Communication
Application |
Classification of
newspaper articles showing Canada’s connections ·
Proportional
arrow map ·
Article
summaries |
|
2.2 |
4 hours |
SSV.03, GCV.03,
GIV.03, GC1.03, GC2.03, GC3.05, GI3.03, GI2.06, SS1.04 |
Knowledge/
Understanding Thinking/ Inquiry Application |
Assessment of UN
and other humanitarian organizations ·
Graphic
organizer ·
Internet
research ·
Decision-making
matrix ·
Letter writing |
|
2.3 |
4 hours |
GIV.01, GIV.02,
GC2.03, GC3.04, GI1.01, GI1.05 |
Communication
Application |
Past and present
impact of colonialism ·
Identification ·
Mini-debate ·
Flow chart |
|
2.4 |
5 hours |
SSV.02, GIV.01,
GI2.01, GI2.03, GI2.04, HEV.02, HE2.01 |
Knowledge/
Understanding Thinking/ Inquiry |
Causes and effects
of refugee dislocation ·
Note-taking ·
Article
analysis ·
Thematic
mapping ·
Virtual tour ·
Visual
representation |
|
2.5 |
4 hours |
GIV.03, GI1.05,
GI2.03, GI2.10, GC1.02, GC1.04, HE3.04, SS1.03, UC2.02 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Assessment of a
mega-dam project ·
Issues analysis ·
Role playing ·
Report writing |
|
2.6 |
5 hours |
UCV.03, HEV.03, GI1.05, HE2.06, UC3.06 |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
How countries work together to solve global issues ·
Research ·
Issues analysis ·
Graphic
organizer ·
Speech writing |
Time: 3 hours
Students use newspaper
and magazine articles to develop a shaded or proportional width arrow map that
classifies the type of issues (e.g., environmental, geopolitical, economic,
social) Canada is involved in and the regional connections in the world.
Students first draw on their resource files to collect a variety of articles
about issues in which Canada is directly involved and summarize the article on
a ‘Global Connection’ card that all the groups post around a large map. These
cards allow students to pull together all the issues to develop categories and
create a shaded or proportional width arrow map that shows the relative number
and type of connections Canada has to regions around the world. Students
debrief why certain international connections exist. This activity not only
helps students to see Canada’s relationships throughout the world but also
helps familiarize them with the names and locations of more regions and
countries of the world. It also broadens their knowledge and use of a variety
of mapping skills that may prove useful throughout the course.
Strand(s): Global Connections; Methods of Geographic Inquiry;
Geographic
Foundations: Space and Systems
Overall
Expectations
GCV.01 - demonstrate
an understanding of the interdependence of countries in the global economy;
GIV.01 - select and
apply geographic skills, methods, and technologies to gather, analyse and
synthesize ideas and information;
SSV.01 - explain the
complex nature of the earth’s natural and human systems.
Specific
Expectations
GC2.02 - analyse
geopolitical relationships between selected countries and regions;
SS1.04 - identify
different methods of grouping countries and evaluate the implications of
categorizing countries in these ways;
SS1.05 - identify
ways in which countries and regions of the world are becoming increasingly
interdependent;
GI2.03 - evaluate
and effectively use information from a variety of primary and secondary sources
when conducting geographic inquiries, and apply relevant data in making decisions
and solving problems;
GI2.07 - produce
mental, thematic, and chloropleth maps to illustrate local or global patterns;
GI2.10 - use
written, oral and visual communication skills to present the results of
geographic inquiry and analysis effectively.
·
If students have
not yet practiced any mapping skills in the course, basic mapping conventions
and expectations may need to be reviewed for this activity.
·
Remind students
to collect newspapers, magazines/journals, and articles from the Internet for
the Class Resource File, which is an excellent source of material for this
activity.
·
The number and
type of articles could be more controlled if the teacher believes it will be
difficult for students to draw out of the Class Resource enough relevant
articles to use in the activity.
·
Have
approximately 10-15 Global Connection Cards for each group so that they can
summarize their articles. This will allow the articles to be kept on file and
used again. (Appendix 2.1.1)
·
A large map of
the world will be needed for students to plot Global Connection Cards and flow
arrows. (This could be commercially produced or student-made from material
provided.) A laminated map with washable felt pens will work best.
·
Each student
requires an outline map of the world to do their individual proportional width
arrow map at the end of the activity.
·
Develop a rating
scale for map analysis.
·
Make copies of
the mapping checklist (Appendix 2.1.2)
·
Depending on
class access to, and ability with, computing, students may use GIS for the
mapping, analysis, and presentation aspects of this activity.
1. To introduce this topic, the class should
brainstorm the connections that Canada has in the world. Students, in groups of
four, choose 10-15 articles from the resource file. The articles should reflect
an issue in which Canada is connected to another country or region in the
world. For example, an article might focus on Canada providing aid to Ethiopia
or a Canadian mine in Peru. Next, students group the articles under a maximum
of four categories based upon the focus of the issue in the article. Possible
categories for the issues could be resource, social, economic, and
geopolitical, environmental. Depending upon the class, the teacher may either
provide the categories for issues or wait and see what students develop in
their groups and come to a consensus on as a class.
2. The teacher leads a discussion on the
difficulty of categorizing some issues, and how they often cross over into a
number of areas (for example, aid may be considered an economic issue but could
also be a social or resource issue). For the purposes of this activity, the
categorization of an issue should reflect the focus of the article to which
they are referring.
3. Students complete Global Connection Cards
(Appendix 2.1.1) for each of the ten articles. For each article they summarize
on the card: the type of issue, the country/region connection, the reason for
the connection (a two-sentence synopsis of the article).
4. Each group posts their cards on the map in
association with the country or region to which Canada is being connected. They
draw a coloured arrow, representing the type of issue, from Canada to the
respective country or region where their card is located. If this is done on a
large laminated map the arrow could be drawn on with a water-soluble overhead
pen. Coloured string could also be used.
5. Students create individual flow maps with
proportional width arrows representing all the information gathered from the
groups. Provide students with copies of Appendix 2.1.2, a checklist to show
students mapping requirements. The teacher (possibly with the help of the
class) determines how to group the information to show more general patterns in
Canada’s connections throughout the world. For example, will the arrows flow
from Canada to regions of the world (Middle East, Central America, Caribbean)
or more generally to continents? Students also have to consider showing the
direction of the links, i.e., to or from Canada. Once this has been decided,
the students determine the total number of connections that have been made
under each of the four categories of issues. Next they determine the widths
they will use to represent each connection and the colour of arrow for each category.
Samples of maps showing proportional width arrows, such as migration or energy
flows, could be used to assist students in visualizing the final product.
6. When students have completed their maps they
should analyse any patterns that have developed and attempt to explain them.
Focus questions for this could include: Where does Canada have most of its
links? How do the types/categories of links vary with the different regions or
continents of the world? Why? How might this map look different if it had been
done six months ago? Why? Are there other issues developing in Canada or the
world that might make this map different in only a few months? The questions
should help students think about the dynamic nature of issues in the world and
how events within Canada might affect its connections outside (e.g., a
recession in Canada might affect the amount of aid we give to a country).
·
For this
introductory assignment, formative assessment could be based on how students
categorize the links.
·
Students could be
provided with a map checklist for self-assessment (Appendix 2.1.2).
·
Summative
evaluation of the map and the patterns that developed can be done by using a
rating scale that would reflect students’ ability to interpret the map, explain
patterns, and make predictions.
·
Depending upon
the students mapping abilities, the teacher may want to go through the process
of completing the map as a class.
·
Analysis of the
final map could be done as a group to help students who may have less geography
background and have difficulties analysing spatial patterns.
The Class
Resource File of newspaper and magazine articles
Atlases to
model examples of maps using proportional width arrows
Large world map posted
with space for Global Connection Cards to be posted around
Appendix 2.1.1 –
Global Connection Cards
Appendix 2.1.2 –
Mapping Checklist
Time: 4 hours
Students examine the
roles of international, regional, and humanitarian organizations in affecting
change throughout the world. This helps students to understand the different
scales at which groups work. They use the United Nations (UN) as a model to
describe the mandate, structure, goals, and accomplishments of an international
organization working on a number of issues throughout the world. The teacher
leads an assessment of the United Nations that acts as a model for students who
then assess regional economic associations meant to deal with specific regional
needs and concerns (for example, the African Development Fund). Students
evaluate the websites of several humanitarian organizations to determine which
organization they would support through a financial donation.
Strand(s):
Geographic
Foundations: Space and Systems; Global Connections;
Methods of
Geographic Inquiry
Overall
Expectations
SSV.03 - demonstrate
an understanding of the cultural, economic, and political aspirations of selected
groups and the effects of their actions on local, national and global issues;
GCV.03 - identify
the contributions made by a variety of individuals, organizations and
institutions to sustainable development strategies for the developing world and
evaluate their economic, social and environmental impacts;
GIV.03 - select and
apply appropriate decision-making and problem-solving strategies to develop
solutions for geographic problems and issues.
Specific
Expectations
GC1.03 - describe
the structure, membership, and activities of an international economic alliance
in Africa or Asia;
GC2.03 - analyse the
evolving global geopolitical role of a selected region or country (e.g., EU,
Russia, Asian-Pacific Nations) and evaluate how its actions contribute to
cooperation or conflict;
GC3.05 - demonstrate
an understanding of how the work of the United Nations and other organizations
on poverty, disease, and the environment is directly related to their own
lives;
GI2.06 - draw
conclusions or make judgements or predictions on the basis of reasoned
analysis;
GI3.03 - produce a
plan of action and conduct an independent inquiry that synthesizes concepts,
skills and applications related to a geographic issue;
SS1.04 - identify
different methods of grouping countries (e.g., by level of development,
political or economic affiliation) and evaluate the implications of
categorizing in these ways.
·
Students refer to
the categories developed for issues and relate them to the work of different
international organizations.
·
Students may
build upon their global map of connections developed in the first activity by
adding examples of work by humanitarian agencies on a variety of issues.
·
Each student
needs a copy of each of the organizers (Appendix 2.2.1, 2.2.2, 2.2.4, and
2.2.5)
·
It may be
beneficial for students to also have a copy of the website addresses (Appendix
2.2.3).
·
If Internet
access is not available, the activity could be modified so that students refer
to the brochures of humanitarian organizations and subsequently evaluate the
brochure as opposed to the website.
·
If Internet
access is limited, the teacher could provide the students with printed website
or textbook information from the UN and any of the other organizations being
examined. Also, teachers could request brochures be sent from a variety of
humanitarian organizations for students to assess in a similar way.
·
Teachers may
contact humanitarian organizations to see if representatives can speak to the
class or if they have videos available on the work they do.
·
Students could
become involved in the 30-hour Famine Project or start a cause-related club.
·
Some students may
research the involvement of the Canadian International Development Agency
(CIDA) in humanitarian aid following the UN model used as a class.
1. Students examine the United Nations (UN) as
an example of a global organization working on many issues around the world.
Using Appendix 2.2.1, they initially brainstorm what they know about the UN
under the headings of History, Mandate, Structure, Activities, Role in
Conflict/Cooperation, and Criticisms and Problems. The heading of activities
could be further subdivided into the four categories of issues developed in
Activity 2.1. A video on the UN could be used to supplement the information
they have so far. (See Resources for a list of possible videos and their
descriptions.)
2. Next, students examine the United Nations
website to further complete the summary sheet of the structure and work of the
organization. The website leads them through the structure of the organization,
the member countries, and examples of work in the areas of cooperation and
conflict. Each student, or pair of students, finds an example of cooperation or
conflict where the UN is involved and creates a UN summary card, similar to
that done in Activity 2.1. The card is placed on the world map used in the
first activity. The card would state the country(ies) involved, the category of
the issue, a summary of the issue in terms of the UN’s role, and whether it is
an example of conflict or cooperation. To distinguish these cards from the ones
in the first activity they could be done on different coloured paper to
represent the UN. Connecting arrows should follow the established legend for Activity
2.1
3. Students have examined the UN as a model of
an international organization and are now going to apply this type of analysis
to a number of regional organizations in Africa and Asia using the Appendix
2.2.2 organizer. The focus is to examine ways countries group together on a
smaller scale to address specific issues within their region. The structure,
mandate, and activities of groups such as the African Development Fund (AFD)
and the Association of Southeast Asian Nations are examined. A list of websites
that can be used for this activity is included in Appendix 2.2.3. Students
should choose approximately four websites to summarize and assess in their
organizer. In groups of four, students should share the information they have
collected. Their discussion should focus on establishing a set of criteria to
compare these organizations and their effectiveness.
4. Students personalize the role they can play
in global issues through a variety of humanitarian organizations. Suggest the
following scenario to the class: Their Canadian and World Issues class has just
completed a fundraising project and they have raised $1000. They must decide to
which humanitarian organization(s) they will donate the money. They may decide
to support one or two organizations. Students evaluate the websites (Appendix
2.2.3) of five humanitarian organizations to determine which they would
support. In doing this students are also assessing the websites of the
organization to decide if they effectively convey the message of the work
organizations do. Students use the website evaluation sheet in Appendix 2.2.4
in this process. To conclude, each student could give a brief explanation of
the humanitarian organization they chose to support and why. Discussion could
also centre around the role and importance of humanitarian organizations, which
ones are working in developed countries like Canada and whether there will be a
time when they would not be necessary?
5. Students can use Appendix 2.2.5 to summarize
their website evaluations and how they decided to distribute their donation
money. Debriefing this activity should include a class discussion on
humanitarian aid issues, e.g., how problems in delivering aid vary by scale and
location. This provides a tie-in with the issues analysis activities in
subsequent activities.
·
Formative
assessment of students’ ability to summarize information and apply inquiry
skills to analyse, interpret, and evaluate the information of a number of
organizations and put it into a context that relates to what is important to
themselves
Print
Chasmer, Ron
and Pamela Perry-Globa. Facing the Future. Toronto: Oxford University
Press Canada. 1998. pp. 380-385.
Drainie, Bronwyn.
“Passion is not enough.” Globe and Mail (December 5, 2001).
Non-print Materials
“NATO at 50: A New Role.” CBC News in Review.
Videocassette. CBC. October
1999.
“UN Peacekeeping in the New Millenium.” CBC
News in Review. Videocassette.
CBC. Nov. 2000.
“UN
Struggling at 50.” CBC News in Review. Videocassette. CBC September 1995.
“Year in Review.” UN Productions. Videocassette. 1995.
Appendix 2.2.1 –
United Nations Organizer
Appendix 2.2.2 –
Organizer for African and Asia Associations
Appendix 2.2.3 –
Websites Addresses
Appendix 2.2.4 –
Website Evaluation
Appendix 2.2.5 –
Decision-Making Matrix
Time: 4 hours
Students
examine the past and present effects of colonialism. Through a mini-debate (in
pairs) they examine both the positive and negative effects of these events on
the colonized country. The debate focus could be:
The countries of the North and the corporate
powers are often accused of using the developing world as a cheap source of materials
and labour. Is this criticism justified?
After the debates
there should be a class debriefing that addresses the main arguments used by
each side, and personal views on the issue. To summarize the information that
has been addressed, the class develops a flow chart showing the sequence of
events of colonization based on their case study. The flow chart will have two
branches reflecting the positive and negative aspects of colonization.
Strand(s): Geographic Foundations:
Space and Systems; Methods of Geographic Inquiry
Overall
Expectations
GIV.01 - select and
apply geographic skills, methods and technologies to gather, analyse, and
synthesize ideas and information;
GIV.02 - use a
variety of methods and technologies to communicate the results of geographic
inquiry and analysis effectively.
Specific
Expectations
GC2.01 - analyse the
economic and environmental consequences for selected countries of colonialism
in the past and economic colonialism in the present;
GC3.04 - evaluate
factors that may compound problems of hunger and poverty in a selected country;
GI1.01 - use
geographic terms correctly in written and oral communication;
GI1.05 - demonstrate
an understanding of the need to consider social differences (e.g., race,
gender, class) when analysing global problems and issues.
·
The teacher
reviews definitions and background to colonialism. Maps that show past colonial
patterns in different regions could be referred to. This may help students to
visualize the extent to which many regions were colonized. The teacher situates
Canada within the context of colonial patterns.
·
Refer to the
Grade 11 Course Profile The Americas: Geographic Patterns and Issues, for
further background, articles, and activities relating to colonialism.
·
Make copies of
the Investigating Links question sheet (Appendix 2.3.1).
·
Refer to websites
that deal with developing flow charts (see Resources) to review this technique.
·
To help students
further understand the relationships from colonialism, there could be further
atlas study of maps referring to topics such as periods of colonial
independence, predominant languages, and religions
1. To introduce the topic of colonialism,
students complete the Quiz - Investigating Links, relating to the vestiges of
colonial rule around the world. (See Appendix 2.3.1 for sample questions.) They
answer as many questions as possible on their own, or in small groups, then use
an atlas to collect additional information. Students who have knowledge of
other countries may also want to pose their own questions to the class.
Students may also be asked about what they know about Canada’s colonial past
and its links to the Commonwealth.
2. Divide students into pairs or groups of four.
Students are provided with readings emphasizing both positive and negative
perspectives of colonialism. Students complete the reading and summarize the
arguments for their position.
In their pairs students complete a mini debate:
a) Each student provides an introduction that summarizes their point of view and what arguments they will use to support it (2 minutes each).
b) Each student presents the main arguments with supporting facts/information (3-4 minutes each).
c) Each student presents a rebuttal. This involves stating counter arguments and arguing the weaknesses of what the other person has said (2 minutes each).
d) Each student gives a conclusion which summarizes the main points, and could address flaws in the other person’s arguments.
3. The class, working together, develops lists
summarizing the two sides of colonialism. The discussion can focus on students’
opinions before and after the debate what other information they need to make
an informed decision, and the issue of ethnocentricity when examining
colonialism, e.g., Does your background play a role in your views on this
issue? To bring it into a present-day context, the teacher may introduce the
idea of foreign economic dominance and present other examples or case studies.
4. Using the information from the debates and
discussion, the teacher leads the class in developing and modelling the
creation of a flow chart on the issue of colonialism. The flow charts should be
introduced as an effective way of expressing the cause-and-effect nature of
issues like colonialism. Context for flow diagrams could also be explained in
terms of how they are used in computer programming and science, for example.
The class could think of other issues where flow charts might effectively be
used to show cause/effect relationships.
This flow chart begins with the history of the particular colonizing event used
in class. To complete the two opposing sides of the flow chart, there are two
possible approaches. One would be for the class as a whole to complete one
side, e.g., the pro colonialism, and then have the students complete the other
side in groups. The other approach could be to divide the class into the two
different sides based on what they debated, and have the two groups develop
each of their sides of the flow chart. They would then both be brought together
in the larger group to complete the chart.
·
Peer assessment -
Appendix 2.3.2 – Rating Scale of mini-debate
·
Formative
assessment - Appendix 2.3.3 – Flow-chart rating scale
·
The teacher could
provide examples of completed flow charts on a variety of topics.
·
The flow charts
could be developed by the whole class to ensure that students have a well
organized and structured model from which to work in the future
·
Students may use
a computer program such as Inspiration to generate their flow charts.
Colonialism
Chasmer, Ron
and Pamela Perry-Globa. Facing the Future. Toronto: Oxford University
Press Canada. 1998. ISBN 0-19-541136-6, pp.166-171
Galeano,
Eduardo. Open Veins of Latin America: Five Centuries of the Pillage of a
Continent. New York: Monthly Review Press, 1997. ISBN 0-85345-990-8
Political
Discourse Theories of Colonialism and Postcolonialism
– http://www.scholars.nus.edu.sg/landow/
Colonialism
and Africa’s Technology – http://members.aol.com/afriforum/colonial.htm
Journal of
Colonialism and Colonial History
– http://muse.jhu.edu/journals/ journal_of_colonialism_and_colonial_history
Colonialism
and Imperialism – http://dewey.chs.chico.k12.ca.us/imp.html
The Myth of
Neo-Colonialism – http://www.afbis.com/analysis/neo-colonialism.htm
Colonialism, and
Neo-Colonialism – http://www.arm.arc.co.uk/CronOfColonialism.html
Flow Charts
Flow Charts
– http://deming.eng.clemson.edu/pub/tutorials/qctools/flowm.htm#Example
A Fresh look
at Flowcharting – http://www.q-skills.com/flowchrt.html
Make a Flow
Chart – http://www.cabrillo.cc.ca.us/instruct/tlc/online/flowcht.html
Flowchart
Web Links – http://www.flowcharts.com/Border/about.html
Process Flow
Charts – http://sol.brunel.ac.uk/~jarvis/bola/quality/pfc.html
Data Flow
Diagrams – http://spot.colorado.edu/~kozar/DFD.html
Professional
Flowcharting Software – http://www.rff.com/
Data Flow Diagram
Examples – http://www.umsl.edu/~sauter/analysis/dfd/dfd.htm
Appendix 2.3.1 –
Quiz – Investigating Links
Appendix 2.3.2 –
Mini-Debate Rating Scale
Appendix 2.3.3 –
Flow Chart - Rating Scale
Time: 5 hours
Students examine the
movement, conditions, and effects of refugee dislocation in different regions
around the world. The class focuses on a case study of one group of refugees
analysing the cause and effect of their situation. Students collect and
summarize articles that represent examples of the causes of displacement.
Students build a map that shows these patterns. By viewing videos, reading
fiction or non-fiction short stories, and taking a virtual tour of refugee
camps, students see the realities of being a refugee. Students create a visual
representation of one of the aspects of the refugee camp.
Strand(s): Methods of Geographic Inquiry; Human-Environment
Interactions;
Geographic
Foundations: Space and Systems
Overall Expectations
GIV.01 - select and
apply geographic skills, methods and technologies to gather, analyse and
synthesize ideas and information;
HEV.02 - analyse
geographic issues that arise from the impact of human activities on the
environment in different regions of the world;
SSV.02 - explain the
causes and effects of economic disparities around the world.
Specific
Expectations
GI2.01 - demonstrate
an ability to distinguish between fact and opinion in information sources;
GI2.04 - analyse how
the media influence public opinion on geographic issues;
SS2.03 - analyse the
causes and consequences of recent events involving refugees in Canada or in
another part of the world and evaluate the effectiveness of the relevant
policies for dealing with refugees;
HE2.01 - analyse the
impact of selected human migrations on natural and human systems.
·
Students use
their skills at detecting bias and perspectives in this activity.
·
A review of terms
dealing with human movement and migration from Grade 9 Geography, such as push
and pull factors, may be necessary.
·
Students should
refer to the Class Resource File for relevant articles/information on the topic
of human flows and specifically, refugees.
·
Specific care
must be taken to consider the reaction of any students who were or are
refugees. Teachers should be sensitive to the personal nature of the
experience, and support students in avoiding disclosure and discussion of
sensitive issues in the classroom context.
·
To complete the
virtual tour of a refugee camp students require Internet access. If this is not
available then information from the site may need to be discussed.
·
Students may need
to collect images from magazines and newspapers prior to the class for their
visual representation.
·
If there is difficulty
locating the actual numbers of people going into particular countries, students
could add a bar graph overlay of the origins of refugees by each country by
region.
·
Instead of
creating a visual presentation of a refugee camp, students could write a short
report that reviews what they have learned about the refugee crisis and what
are the potential and actual connections between people in Canada and refugees
around the world.
·
Select and
examine one issue from the on-line Refugees Magazine – www.unhcr.ch/.
1. The teacher leads a discussion on the reasons
for conflicts that result in individuals becoming refugees. These conflicts
might be economic/resource, cultural, religious, and political or civil
conflicts. Environmental refugees have been affected by natural and human
disasters, such as flooding and deforestation. The class should focus on one
specific case study concerning refugee dislocation so students are able to see
cause and effect patterns. Class discussions should focus on the following
questions: Why have these people been forced to move? Where have they moved?
How did they move? How have they been treated in their new location? What
problems do they face? Students should complete notes that answer these questions.
2. Distribute copies of Appendix 2.4.1 –
Estimated number of persons who fall under the mandate of the United Nations
High Commission on Refugees. Ask students why these patterns exist. Divide
students into groups of five representing one region of the world. Each student
should find an article and present a summary about refugees in that region. The
above questions should be included in their summaries. Each group develops a
thematic map that shows the countries and categories their articles represent.
Further statistics for the number of refugees leaving any country are available
on the United Nations High Commission on Refugees (UNHCR) website –
www.unhcr.ch. Groups present their maps and findings to the class.
3. The teacher leads a class discussion about
refugees in Canada. Using videos, such as CBC News in Review, the class can
examine attitudes toward refugees and examples of specific events. Students
should take notes that focus on the following:
What perspective is taken in the video? Is there evidence of bias? What has the
developed World done to aggravate or alleviate the refugee crisis? What happens
when refugees enter Canada? What are peoples’ attitudes in Canada towards
refugees? Where do refugees enter Canada? Where do they live and why? How does
our geographic location impact refugees? Can a person be who has no resources
be a refugee if they have paid large sums of money for transportation? What are
the implications for those trying to become?
To gain a better understanding of the struggles that peers/neighbours who are
refugees may have gone through, students should read non-fiction/fictional
accounts of the experiences of refugees.
4. Students next take a virtual tour of a
refugee camp on the Doctors Without Borders website (the tour begins at
www.msf.ca/refugeecamp/about.htm and can be done in English or French). The
website provides images of life in a refugee camp along with information on the
issues related to creating and maintaining one. The information on the camps is
divided into categories: shelter, food, water, latrines, clinics, cholera,
vaccination, and nutrition. Students should go through each of these sections
and get a sense of what the issue is and how it is addressed in the camp. They
could then focus on a particular segment to gain a deeper understanding of the
problems. Students could give a short presentation to the class on the area
they chose to examine more closely.
5. There should be a debriefing that focuses on
life as a refugee and Canada’s policies. The discussion should focus on the
issues that arise from refugee movements; the issues that refugees face; and
the issues that refugees create. To conclude, in small groups, students create
a visual presentation of a refugee camp. The images used could have captions that
relate back to the various categories of issues dealt with on the website for
Doctors Without Borders. Groups assess each other’s posters and the class
discusses the characteristics of effective posters.
·
Formative
assessment of students’ analysis and synthesis of issues relating to refugee
camps and the impact of these human migrations on the people and the
environment
·
Peer assessment
of visual presentations that focus on how well students represent the issue
Avery,
Donald. “Peopling Canada: Spur to Canada’s population growth and economic
development immigration has also held a mirror to Canadian’s values and
temperament.” Beaver. (Feb-March 2000): 28-37.
“Human
rights,” Canada and the World Backgrounder. (May 1997).
“Resettlement of
refugees with special needs.” Migration World (29, 3 2001): 21-24. SIRS
Researcher on the Web. (23 Nov. 2001). http://skss5.sirs.com
Non-print Materials
“Canada’s record as a host nation for refugees
and existing policy.” CBC News in Review. March 1994.
“Chinese
boat people: human cargo.” CBC News in Review. Videocassette. October
1999.
“Strangers
Becoming Us.” Classroom Connections. Audio cassette and teachers guide.
2001.
“Rwandan Refugees.” CBC
News in Review. Videocassette. CBC. February 1997.
Websites
CBC News
Online Backgrounder. “After the attacks: the plight of refugees”
–
http://www.cbc.ca/news/indepth/targetterrorism/backgrounders/wtc-afghanrefugees.html
Citizenship
and Immigration Canada – http://www.cic.gc.ca/english/index.html
Immigration
and Refugee Board – http://www.cisr.gc.ca/
International
Organization for Migration – http://www.iom.int/index_flash.htmCIA
World Fact
Book – http://www.odci.gov/cia/publications/factbook/indexgeo.html
Migration
– http://www.oneworld.org/ni//issue305/facts.html
Migration
News – http://migration.ucdavis.edu/mn/index.html
Migration
Research Unit – http://www.geog.ucl.ac.uk/mru/
New
Internationalist - Migration –
http://www.oneworld.org/ni//issue305/contents.html One World
One
World-Refugees – http://www.oneworld.org/guides/refugees/index.html
UN
Global Statistics – http://www.un.org/Depts/unsd/sd_natstat.htm
United
Nations High Commission on Refugees (UNHCR) –
http://www.unhcr.ch/cgi-bin/texis/vtx/home
United
Nations Office for the Coordination of Humanitarian Affairs
– http://www.reliefweb.int/w/rwb.nsf
World Refugees –
http://www.worldrefugee.com/
Appendix 2.4.1 –
Estimated Number of Persons Who Fall Under the Mandate of UNHCR
Time: 4 hours
Students examine the
relationship between countries by studying the development of a mega-dam
project. This builds on the issue of human flows and the relationship between
countries, where one country can have an impact upon the people and the
environment of another place. Using the Issues Analysis framework provided,
students examine the viewpoints behind the construction of a dam such as the
Three Gorges in China. By taking on specific roles, including government
officials, displaced citizens, environmentalists, and industry experts, they
develop detailed information about the various perspectives. Each of these
interest groups develop Role Cards outlining their particular side. The cards
are provided to each of the other groups. In the end, the class must make a
decision about the fate of the project through this issues approach.
Strand(s): Methods of Geographic Inquiry; Global
Connections; Human-Environment Interactions;
Geographic
Foundations; Space and Systems; Understanding and Managing Change
Overall
Expectations
GIV.03 - select and
apply appropriate decision-making and problem-solving strategies to develop
solutions for geographic problems and issues.
Specific
Expectations
GC1.02 - demonstrate
an understanding of how scarcities and inequities in the distribution of
resources contribute to uprisings and conflicts;
GC1.04 - demonstrate
an understanding of how economies and environments in some places may be
affected by decisions made in other places;
HE3.04 - produce a
case study of a specific situation in which resource development has
contributed to the disruption of an ecosystem;
GI1.05 - demonstrate
and understanding of the possibility of a number of alternative solutions to
any geographic problem or issue;
GI2.03 - evaluate
and effectively use information from a variety of primary and secondary sources
when conducting geographic inquiries, and apply relevant data when making
decisions and solving problems;
GI2.10 - use
written, oral and visual communication skills to present the results of
geographic inquiry and analysis effectively;
SS1.03 - explain how
points of view and paradigms influence an individuals’ perceptions of a place;
UC2.02 - evaluate
the sustainability of selected trends related to consumption of the earth’s
resources.
·
Students should
be able to interpret maps dealing with energy sources and consumption and
demonstrate an understanding of basic units of energy measurement and their
equivalents from different sources and geographic distribution of consumption
and production.
·
Students should
be able to identify bias and perspective in news articles.
·
Students should
have an understanding of resource development.
·
Ensure continued
collection of articles for the Class Resource File on this topic.
·
Book videos or
news clips for viewing background information on the issue.
·
Make copies of
Appendix 2.5.2 for each student.
·
While this
activity focuses on the Three Gorges Dam, the teacher can decide what project
or projects students can examine. The class could be divided into groups, each
studying a different dam project and comparisons can be made in the debriefing.
·
The teacher may
do a lesson that introduces dams if the students’ background knowledge seems
weak. This may include the difference between renewable and non-renewable
energy sources and the general advantages and disadvantages of dams. This may
also include applying the Issues Analysis approach to an issue they are all
familiar with (for example, council debate on allowing ‘Raves’ in their
community)
1. To introduce the topic of mega-dam projects,
students should use their atlases to locate information on the proportion of
Canada’s electricity that comes from hydroelectricity and the number of rivers
that are dammed for hydroelectricity. Discussions should focus on the impact on
the physical and human geography. This data can then be compared to the case
study to be used in this activity, e.g., Three Gorges Dam in China. Discussion
might also centre on Canada’s expertise in this area and how Canadians are
often involved internationally in these projects.
2. The students learn how to use
the Issues Analysis Approach to examine the topic of mega-dams. This approach
involves the following steps:
i) Identify the Stakeholders – the people who are involved in, affected by, or concerned with the issue
ii) State the issue – define the aspects that are considered important, which often includes factors centring around economic, environmental, cultural, and social issues
iii) Define the Viewpoints – once you know the stakeholders and the surrounding issues you must put the information together to define what the views of each stakeholder are and why they are held. It is important that they distinguish between fact and opinion, and are critical of the facts they do find. The opinions of experts, however, can be relevant to an argument or position.
iv) Evaluate the Viewpoints – once students have all the viewpoints they can then consider the following: Has the viewpoint been presented honestly? Have holders of this view been fair in their use of evidence? Who will benefit if this viewpoint succeeds? Who will be harmed if this viewpoint succeeds?
v) Decide for yourself – after hearing all information the students make an informed opinion about the issue. They may also consider a plan of action. This can in turn be followed up with activities such as letter writing, hearings, position papers, editorials, etc.
3. In order to complete the issues approach,
students must collect information on the topic. The Resource File is a good
source of information. In small groups students determine who they think the
stakeholders are for this issue and identify the positions they would hold.
They then use this information to develop a concept web that integrates all
this information. Students should post their webs in the classroom and give a
brief verbal report. Four major interest groups, government and industry
experts in support of the project and environmentalists and citizens
(especially those who may be displaced) in opposition, should be identified.
4. Divide the class into the four general
categories of roles mentioned above. A list of possible roles is suggested in
Appendix 2.5.1. Any students without defined roles could be advisors to support
the government representatives and citizens’ groups. A number of students could
also represent the international press corps. Each group organizes their
information into key arguments with supporting information. This is summarized
on the Role Cards (Appendix 2.5.2). Each character (with advisors) prepares a
five-minute summary of his/her perspective and the preferred future of the
project. Encourage students to refer to Writing in Role Checklist (Appendix
2.5.3) when developing their statements for the panel discussion.
5. In the format of a panel discussion, students
present their perspectives on the mega-dam project. The press corps should be
responsible for asking questions of the panel members. Then in pairs that
represent different viewpoints, students work to develop two questions and
counterarguments that challenge each other’s perspectives.
6. In groups of four, students share their
questions and counterarguments. Individual students write a report highlighting
the different perspectives.
·
Formative
assessment observing students’ use of the Issues Analysis model for studying
the project and their particular role within it
·
Formative
assessment of the report summarizing the various perspectives
Cohen,
Martin Regg. “Villages of the Damned.” The Toronto Star. (13 January 2,
2002). Section B1, B3, B4.
Ward,
Geoffrey. “Hotspots: India’s Western Ghats.” National Geographic, Volume
101 Number 1 (January 2002):84-109.
Zich, Arthur.
“Before the Flood.” National Geographic, Volume 96 Number 9. (September
1997): 2-33.
Non-print Materials
“The
Dammed.” Nature of Things. CBC. 1995. 50 minutes.
“Footprints
in the Delta.” National Film Board of Canada. 1999. 60 minutes.
“Narmada: A
valley rises.” The Passionate Eye. CBC. 1992. 50 minutes.
“Riding the
Great White Whale.” National Film Board of Canada. 1994. 60 minutes
“The Three Gorges
Dam.” Nature of Things. CBC 1996. 50 minutes.
Websites
Action
Against Mega-dams – http:/www.
/atlas.bok.net/zpajol/archive/199911/msg00055.html
Campaign
Against Mega-Dams – http:/www. perc.ca/PEN/2001-03/s-mills2.html
Case Study:
Three Gorges Dam – http://www.american.edu/ted/threedam.htm (case study on the
project)
China on
Line – http://www.chinaonline.com/refer/ministry-profiles/threegorgesdam.asp
(broad range of information and includes and organizer on various positions on
the issue and why)
Chinese
Embassy – http://www.chinaembassy.org/eng/c2718.html (President Jiang Zemin’s
speech on the Three Gorges Dam)
CNN Report
on the Three Gorges Dam
– http://www.cnn.com/SPECIALS/1999/china.50/asian.superpower/three.gorges/
Dams –
http://www.ens.lycos.com ens/nov2000/2000L-11-16-02.html/
Friends of
the River Narmada – http://www.narmada,org
Human Rights
Watch – www.hrw.org/hrw/summaries/s.china952.html (Human Rights Watch
–relocation of citizens)
Narmada Dam
(New Internationalist) –http://www.oneworld.org/ni/issue336/contents.htm
Newshour
report on the Three Gorges Dam
– http://www.pbs.org/newshour/bb/asia/july-dec97/gorges_10-8.html
Probe
International – http://www.probeinternational.org/pi/index.cfm
(links from
here go to the Three Gorges project and other large scale electricity projects
in India and Africa)
World Bank
(dams and reservoirs) – http://www.worldbank.org./htm/extdr/thematic.htm
The World
Commission on Dams – http://www. perc.ca/PEN/2001-03/s-mills2.html
International Rivers
Network – http://www.irn.org
Appendix 2.5.1 –
Character Roles
Appendix 2.5.2 –
Role Card
Appendix 2.5.3 –
Writing-in-Role Checklist
Time: 3 hours
In this culminating activity students apply the
issue analysis knowledge and skills they developed in the previous activity and
apply them to an international agreement that relates to an environmental
issue. Students randomly draw the agreement on which they will focus, along
with the role/perspective they will adopt. Students work in groups of four,
each representing the same agreement, but different perspectives. Students
conduct background research, create a concept web of the various perspectives
and supporting information, then develop a focussed analysis of their particular
role. From this the groups of four students create a short presentation on
their agreement and present this to another group of students such as students
in the grade nine course as part of (or background for) their Global
Connections unit.
Strand(s): Understanding and Managing
Change; Human-Environment Interactions;
Methods of
Geographic Inquiry
Overall
Expectations
UCV.03 - evaluate
the effectiveness of methods used by different organizations, governments and
industries to find short and long-term solutions to geographic problems and
issues at the local, national and global level;
HEV.03 - evaluate
approaches, policies, and principles relating to the protection and
sustainability of the planet’s life-support systems.
Specific
Expectations
GI1.05 - demonstrate
an understanding of the possibility of a number of alternative solutions to any
geographic problem or issue;
HE2.06 - explain
ways in which trade policies or agreements may affect the environment;
UC3.06 - evaluate
the effectiveness of an international strategy and agreement that has been
designed to protect the global commons or address global issues.
·
Students use the
skills they developed from Activity 2.4, to create a concept web relating to a
specific international agreement.
·
Students also use
their Issues Analysis model from Activity 2.5 to examine the issues surrounding
the international agreement they have chosen.
·
The teacher may
have some videos/news clips on the different topics ready for students to use
in their research.
·
Have a list of
the international agreements. Be sure to include agreements that involve
Canada.
·
Provide copies of
the in-role script rubric (Appendix 2.6.1) and writing-in-role checklist
(Appendix 2.5.3).
·
Speeches could be
presented to the class, a guest panel or Grade 9 students in their Global
Connections unit. If presenting to the Grade 9 students, they could prepare a
summary (using the issues analysis headings in Activity 2.6) and a set of questions
for the Grade 9 students to answer from their presentation.
1. Students, in groups of four, examine the
issues and perspectives of an international agreement. The perspective that
students take could be determined by a lottery system. From one hat they pick
the agreement they will be studying and from the other hat they pick the role
they will have (e.g., government, environmental group, industry representative,
scientists, or citizens). Students should be able to further develop their
roles by deciding upon an appropriate government official they could portray or
a particular industry with a stake in the agreement; for example,
Kyoto Protocol – Canadian Foreign Affairs Minister – John Manley; CEO for GM
Canada; Greenpeace; Renewable Energy and Sustainable Energy Organization
– www.newenergy.org/organizaitons.html Canadian Wind Energy Association. Review
In-Role Script Rubric Appendix 2.6.1 with students so they are aware of the
activity expectations.
2. Following the Issues Analysis model, students
conduct some background research on the agreement and the various points of
view. Their research should include whether the agreement has succeeded or
failed in mitigating environmental damage, as well as an analysis of implications
of the success and/or failure on specific geographic locations. When students
have done this they should come together with the others working on the same
agreements but with different viewpoints and begin to construct their concept
web. This provides an overview of the topic and supplies each person with some
idea of other perspectives and their biases.
3. Each student writes in role a speech
outlining his or her position with supporting arguments and facts.
·
Summative
evaluation of each students’ issue analysis and written (or oral) presentation
of his or her position (Appendix 2.6.1) to be included in 70% summative
evaluation plan.
International
Agreements (Treaties)
United
Nation Treaty Collection - Web Sites of International Treaties
– http://www. untreaty.un.org/English/treaty.asp
Montreal
Protocol on Substances that Deplete the Ozone layer – http://www.unep.org/ozone
United
Nations Framework Convention on Climate Change – Kyoto Protocol on Climate
Change
– http://unfcc.int/resource/convkp.html
UN Agreement
Relating to Conservation and Management of Fish Stocks
Climate
Change Convention – http://www.unfcc.de
Biodiversity
Convention – http://www.biodiv.org
CITES –
http://www.cites.org
Ramsar Wetlands
Convention – http://www.ramsar.org
Basel
Convention on Hazardous Wastes – http://www.basel.int
Migratory
Species Convention – http://www.wcmc.org.uk/cms
Rotterdam
Convention on Hazardous Chemicals – http://www.nicnas.gov.au/foreign/pic.htm
UN Convention
on the Law of the Sea – http://www.un.org/Depts/los/index.htm
UN Treaty on
Terrorism – http://untreaty.un.org/English/Terrorism.as
Appendix 2.5.3 –
Writing-in-Role Checklist
Appendix 2.6.1 –
In-Role Script Rubric
|
Headline:
__________________________________________________________________________ |
|
Canada’s
Connection to: ______________________________________________________________ |
|
Type of Issue:
______________________________________________________________________ |
|
Article Summary:
___________________________________________________________________ |
|
Title |
Yes |
No |
|
· printed neatly |
q |
q |
|
· located at top of page |
q |
q |
|
· clearly reflects topic |
q |
q |
|
Border |
|
|
|
· surrounds entire map |
q |
q |
|
· neatly drawn with a ruler |
q |
q |
|
Legend |
|
|
|
· well-positioned |
q |
q |
|
· framed using ruler |
q |
q |
|
· colour codes for arrows |
q |
q |
|
· scale for arrow widths |
q |
q |
|
· data ranges well chosen |
q |
q |
|
North Arrow
included · accurate and neat |
q |
q |
|
Cards are matched
to countries |
q |
q |
|
Arrows clearly
match with regions |
q |
q |
|
Regions are
clearly labelled |
q |
q |
|
Overall appearance |
|
|
|
· appropriate use of colour |
q |
q |
|
· consistent shading |
q |
q |
|
· use of ruler |
q |
q |
|
Accurate |
q |
q |
|
Appropriate use of
colour consistent shading |
q |
q |
|
Name and Date |
q |
q |
|
Mandate |
Member Countries and History |
||
|
Activities |
United |
Structure/Flow Chart of Organization |
|
|
Criticisms/Problems |
Role in Conflict/Cooperation |
||
|
Organization |
Member Countries |
Mandate/Aims |
Activities |
Your perceived value or importance of group |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
A. United Nations
United
Nations – http://www.un.org/
Websites of
United Nations Organizations – http://www.unsystem.org/
About the
United Nations/History – http://www.un.org/UN50/index.html
Model United
Nations in Canada – http://www.unac.org/mun/
United
Nations Foundation – http://www.unfoundation.org/
United
Nations Development Programme – http://www.undp.org/
United
Nations Environment Programme – http://www.unep.org/
United
Nations Population Fund – http://www.unep.org/
United
Nations Industrial Development Organization – http://www.unep.org/
Food and Agricultural
Organization of the United Nations – http://www.fao.org/
United
Nations Save the Children Fund – http://www.unicef.org/
United
Nations Volunteers for Peace and Development – http://www.unv.org/
United
Nations Research Institute for Social Development – http://netec.mimas.ac.uk/
United
Nations Centre for Human Development – http://www.unchs.org/
Milestones
in United Nations History – http://www.un.org/Overview/ milesto4.htm
United Nations Links
– http://www.undcp.org/unlinks.html
B. Asian/African Economic Organizations
Directory of
Economic Commodity and Development Organizations
– http://www.imf.org/external/np/sec/decdo/contents.htm –
This link in
the IMF site provides a listing of most economic organizations
African
Development Fund – http://www.afdb.org/
Asia Pacific
Economic Cooperation – http://www.apecsec.org.sg/
Commonwealth
– http://www.thecommonwealth.org/whoweare/comm.html
Organization
of Petroleum Exporting Countries (OPEC) –http://www.opec.org
International
Monetary Fund (IMF) –http://www.imf.org/external/np/exr/center/action/eng/
Group of 77
– http://www.g77.org/
Arab Fund
for Economic and Social Development – http://www.arabfund.org/
World Bank –
http://www.worldbank.org/
Asian
Development Bank – http://www.adb.org/default.asp
Association
of Southeast Asian Nations – http://www.aseansec.org/800x600.html
East African
Development Bank – http://www.transafrica.org/eadb/
South Asian
Association for Regional Cooperation – http://www.transafrica.org/eadb/
Asian Pacific
Centre for Transfer of Technology – http://www.apctt.org/
Asian and
Pacific Coconut Community – http://www.apcc.org.sg/
Common
Market for Eastern and Southern Africa – http://www.comesa.int/
League of
Arab States – http://www.leagueofafricanstates.org
World Trade
Organization – http://www.wto.org
Organization of
African Unity – http://www.oau-oua.org
C. Humanitarian Organizations
Directory of
Non Governmental Organizations
– http://www.reliefweb.int/contacts/dirhome page.html#ngo
This website
provides the urls for many NGOs in throughout the world
Red Cross –
http://www.redcross.ca/index_english.html
Doctors of
the World – http://www.doctorsoftheworld.org/
Care –
http://www.care.ca/care_e.shtm
Save the
Children – http://www.savethechildren.ca/
Doctors
Without Borders – http://www.doctors withoutborders.org
Care Canada
– http://www.care.ca/care_e.shtm
World Vision
– http://www.worldvision.ca/
World Relief
– http://www.worldreliefcanada.org/
Partnership
Walk – http://www.partnership walk.com/
World Literacy
– http://www.nald.ca/wlc.htm
Oxfam –
http://www.oxfam.ca/what/canada/index.html
UNICEF –
http://www.unicef.ca/eng/travail/main.html
Canadian
Hunger Foundation – http://www.partners.ca/
Shelter Now
International – http://www.shelter.org/about.html
Aga Khan
Foundation – http://www.akdn.org/agency/akf.html
Plan
International – http://www.plan international.org/canada/about/where/where
Partners –
http://www.partners.ca/
American
Refugee Committee – http://www.archq.org
Centre for
victims of Torture – http://www.cvt.org
International
Rescue Committee (refugees) –http://www.intrescom.org/whoweare/index.cfm
National
Peace Foundation – http://www.nationalpeace.org
War Child Canada –
http://www.warchild.ca/
|
URL: |
Organization: |
||||
|
Level of language
used is appropriate for the average person investigating the site |
|||||
|
(yes) 5 |
4 |
3 |
2 |
1 (no) |
|
|
Clearly explains
the mandate and structure of the organization |
|||||
|
(yes) 5 |
4 |
3 |
2 |
1 (no) |
|
|
Provides you with
an idea of how funds are spent and the impact the organization has |
|||||
|
(yes) 5 |
4 |
3 |
2 |
1 (no) |
|
|
Overall function
of site – easy to navigate and find information, appropriate information,
understandable |
|||||
|
(yes) 5 |
4 |
3 |
2 |
1 (no) |
|
|
Value you assign
to the work the organization does |
|||||
|
(high) 5 |
4 |
3 |
2 |
1 (low) |
|
|
Total- /25 |
|||||
|
Organization |
Evaluation (Total) |
Donation Amount |
Explanation of Decision |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Questions
1. What is the most popular sport in India?
2. Where did the United Kingdom send many of its
criminals in the 1800s?
3. Which is the city with the largest number of
Portuguese-speaking people?
4. What is the most widely spoken language in
the following countries?
|
Angola |
Haiti |
Nigeria |
Chile |
5. What is the most popular sport throughout
South and Central America?
6. What is the most common religion in the
Congo?
7. To which country do most Algerians migrate?
8. Silver from which country financed Spanish
wars in the 17th and 18th century?
9. Where did many of the towns and rivers of
Ontario get their names?
10. What is the common language of some cities
along the west coast of India?
11. Where does the term Banana Republic come from?
Answers
1. Cricket
2. Australia
3. Sao Paulo
4. Portuguese, French, English, Spanish
5. Soccer
6. Christianity
7. France
8. Mexico
9. England (United Kingdom)
10. Portuguese (they controlled some port cities
along this coast while India was under British rule)
11. Banana republic referred to nations that were
practically owned by American Banana importers. Countries like Ecuador and
Honduras relied so much on the export of their banana crops that they had to
comply with the companies’ wishes. Today it refers to any country that relies
on one or two agricultural products. (Facing the Future, p.170)
|
Researched well,
organized, and prepared to debate |
excellent |
satisfactory |
needs work |
|
Position is
clearly stated |
excellent |
satisfactory |
needs work |
|
Supporting arguments
are reasoned and persuasive |
excellent |
satisfactory |
needs work |
|
Other positions
considered and countered |
excellent |
satisfactory |
needs work |
|
Opposing views
effectively critiqued and questioned |
excellent |
satisfactory |
needs work |
(Rate student chart
on 5 point scale – 1 is low)
|
Content
(understanding of the issue and ability to draw out the key points) |
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|
5 |
4 |
3 |
2 |
1 |
|
Accuracy (there
are direct references to the article/case study using specific details) |
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|
5 |
4 |
3 |
2 |
1 |
|
Connections (the
number of extensions out showing causes and effects) |
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|
5 |
4 |
3 |
2 |
1 |
|
Links (details and
issues are bridged showing the relationships between factors within the
Issue) |
||||
|
5 |
4 |
3 |
2 |
1 |
|
Region |
1 January 2001 |
|
Asia |
8 450 000 |
|
Africa |
6 072 900 |
|
Europe |
5 571 700 |
|
North America |
1 047 100 |
|
Latin America and
the Caribbean |
575 600 |
|
Oceania |
76 000 |
|
Total |
21 793 3000 |
Character Roles
(based on Three Gorges Dam)
(These characters are real and
are involved in this project.)
Lu Fang - a farmer
on the banks of the Yangtse River
You are a
fourth-generation farmer who lives in a small village on the lower banks of the
Yangtse River. You have been told by the government that your farm will be
flooded and covered by a reservoir when the Three Gorges dam is built. The
government has promised your family a new house, a cheap supply of electricity,
and a sum of money, if you relocate. The farming area to which you will be moving
has steeper land and the climate is less suitable for the growth of your orange
crop. As a village leader and local Communist Party Secretary you feel that you
should move for the common good, but you are afraid that your way of life and
traditions will be destroyed.
Fuying Liu -
Director of the Bureau of Resettlement
As the government
official in charge of resettlement you concede that relocating the inhabitants
has been a challenging task, but you feel that it will benefit the people in
the long term. The old villages had houses without windows, running water, or
electricity. The new settlements have modern buildings with affordable
electricity and wide roads. By creating better ports and a power supply, the
new dam will provide future jobs and increased prosperity in a depressed area.
Patricia Adams -
Toronto-based environmentalist with Probe International
As an
environmentalist, you are concerned about the impact the dam will have on a
unique ecosystem of plants and animals. It has been estimated that two thirds
of the present land will be destroyed. The pollution in the Yangtse River will
be increased as toxic chemicals leach out of drowned factories and human and
industrial waste is dumped into a static lake rather than being washed away by
the river. You are also concerned about the silt build up in the dam that will
hit the fisheries and agriculture downstream and could make the dam useless
within 12 years. The weight of the lake on a fault line may trigger earthquakes
causing the dam to collapse. You propose that the megadam be replaced by a
series of small dams built on tributaries.
Lu You Mei - Deputy
Chief of the Three Gorges Planning Office
You sincerely
believe that this project will provide a major impetus for the Chinese economy.
The hydroelectricity produced will provide a clean energy alternative that will
reduce China’s dependence on coal as fuel and reduce global warming. The dam
will provide irrigation and help prevent flooding and loss of lives. The
controlled river will have better and safer navigation and the beautiful lake
and dam created will be major tourist attractions.
Nelly Ng - Toronto
doctor who chairs the Canadian Foundation for the Preservation of Chinese
Cultural and Historical Treasures.
When the Yangtse
rises, historic and tourist sites all along the river will be flooded,
including whole villages with their ancient temples, monuments, and burial
grounds, which have great significance for the local people. A priceless
archaeological heritage which includes Precious Stone Fortress, the Zhang Fei
Temple as the well as the Moyo Cliff carvings (over 100 years old) will be lost
forever. Surveys have identified more than 1000 relics that merit protection in
the area of the planned reservoir.
Shiela
Campelli-Senior for Advisor Acres International
(Canadian
Engineering and and Consulting Firm involved in the project)
You appreciate the
technical challenge of this project and have earned substantial amounts of
money by helping design and construct the dam. A Canadian feasibility study of
the dam in the 1980s came out strongly in favour of the construction of the dam
and resettlement of the population. This led the way to lucrative export
contracts many of which went to Canadian companies. Large amounts of capital
have been invested by Canadian industry and thousands of Canadian jobs depend
on the construction of the many generators, turbines, and super computers
required in this project.
|
Individual Role: |
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|
Position Summary |
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Main Points |
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1. |
2. |
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3. |
4. |
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Evidence: |
|
When you are
preparing your statement for the panel discussion, make sure that what you say
is consistent with the role that you are playing. Here are a few guidelines to
help you prepare:
I have:
q included
a balance of information between personal feelings and fact;
q developed
a role that is believable within the context of the issue;
q planned
my statement to ensure it is organized and engages the audience.
I have rehearsed to
maintain the role throughout the panel discussion by:
q conveying
appropriate emotions and actions;
q expressing
my character’s unique personality;
q using
appropriate body language and facial expression;
q providing
insights into characters’ actions and motives.
Student’s Name: ____________________________________ Role: ____________________
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding - understands
relative success of international agreements in protecting the environment GI1.05 |
- demonstrates
limited understanding of the variety of opinions and solutions possible for
an issue |
- demonstrates
some understanding of the variety of opinions and solutions possible for an
issue |
- demonstrates
with a great deal of understanding the variety of opinions and solutions
possible for an issue |
- demonstrates a
thorough and insightful understanding of a specific point of view on the
success or failure of international agreements to protect the environment |
|
Thinking/
Inquiry - evaluates
international agreements and their impact on the environment HEV.03 |
- applies few of
the inquiry (Issues Approach) skills to evaluate the policies or approaches
taken in dealing with a global issue |
- applies some of
the inquiry (Issues Analysis) skills to evaluate the policies or approaches
taken in dealing with a global issue |
- applies most of
the inquiry (Issues Analysis) skills to evaluate the policies or approaches
taken in dealing with a global issue |
- applies all of
the inquiry (Issues Analysis) skills to evaluate international agreements and
their impact on the environment |
|
Communication - articulates
effect of trade policies and agreement on the environment HE2.06 |
- explains in
writing with little effectiveness the way trade policies or agreements affect
the environment |
- explains in
writing with some effectiveness the way trade policies or agreements affect
the environment |
- explains in
writing with considerable effectiveness the way trade policies or agreements
affect the environment |
- explains by
writing in role, with a great deal of effectiveness the way trade policies or
agreements affect the environment |
|
Application - successfully
makes valid conclusions about the impact of international agreements on the
environment UC3.06 |
- transfers the
Issues Analysis model with limited effectiveness to evaluate the
effectiveness of an international agreement or strategy |
- transfers the
Issues Analysis model with some effectiveness to evaluate the effectiveness
of an international agreement or strategy |
- transfers the
Issues Analysis model with considerable effectiveness to evaluate the
effectiveness of an international agreement or strategy |
- always or almost
always makes logical conclusions or generalizations of the impact
International Agreements on the environment that keep with the perspective
they are presenting |
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment or activity.
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