Course Profile
Geography of Canada, Grade 9 academic, Public
Unit 4: Global Interactions
Activity 1 | Activity 2
| Activity 3 | Activity 4 | Activity 5 | Activity 6 | Activity
7 | Activity 8
Development Date: August 12, 1999
This unit focusses on the systematic, environmental, economic, and cultural linkages existing between Canada and the world. The culminating activity for the unit encourages students to address global problems and develop solutions for problems which have been discussed throughout the unit. Students create an Atlas of Canada’s Global Connections.
Strand(s): Geographic Foundations: Space and Systems, Human-Environment Interactions, Global Connections, Understanding and Managing Change, Methods of Geographic Inquiry
Overall Expectations: SSV.01B, SSV.03B, HEV.01D, GCV.01D, GCV.02B, GCV.03B, UMV.01B, UMV.02B, UMV.03B, MIV.01B.
Specific Expectations: SS1.01B, SS2.03D, SS3.04D, HE1.02B, HE2.05B, HE3.03D, GC1.01D, GC1.02D, GC1.03B, GC1.04D, GC1.05D, GC2.01D, GC2.02D, GC2.03D, GC3.01D, GC3.03D, UM1.02B, UM2.01B, UM2.02B, UM2.03B, UM3.02D, MI2.03D, MI2.04B, MI2.05B, MI2.06B.
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Activity 1 |
Identifying Canada’s Global Connections |
60 minutes |
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Activity 2 |
Understanding Canada’s Cultural Mosaic |
60 minutes |
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Activity 3 |
Investigating Economic and Moral Aspects of International Trade |
240 minutes |
|
Activity 4 |
Analysing Globalization and Multinational Corporations |
120 minutes |
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Activity 5 |
Examining Human Rights and Canadian Peacekeeping |
180 minutes |
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Activity 6 |
Researching Canada’s Role in the International Ban on Landmines |
210 minutes |
|
Activity 7 |
Interpreting Information on Global Environment Issues |
270 minutes |
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Activity 8 |
Solving a Global Problem: History of the Future |
360 minutes |
Students draw on their learning from the Canada and World Connections strand in the Social Studies curriculum for Grade 6, as well as from Patterns in Human Geography, Economic Systems and Migration from Grade 8, and from Unit 2 in this course. As well they continue to use methods of geographic inquiry developed throughout this course.
· Collect relevant and recent posters, advertisements, and articles from newspaper magazines and set up as a bulletin board display in the classroom for the start of the unit, both to elicit student interest and to have visual references for many of the discussion topics in the activities.
· Prepare a blank political world map template for student use, and a large one for class use.
· Review the planning notes for each activity to ensure appropriate resources are gathered beforehand.
· Determine extent of computer use possible and make appropriate arrangements.
· Consult with teacher/librarian to ensure an adequate supply of textual and graphic resources.
· Consider using guest speakers in Activity 9 and make appropriate arrangements.
· Ensure materials are available for student use to make posters, graphs, etc.
· Review recommended web sites.
· Plan to introduce the culminating activity early in the unit, and to emphasize throughout the activities the possible future trends of each of Canada’s global connections.
Student learning takes place in this unit through involvement in a variety of the following:
· Socratic lessons;
· brainstorming;
· simulation and role playing;
· map construction and analysis;
· graph construction and analysis;
· small group and class discussion;
· analysis of articles;
· oral and visual presentation;
· research of secondary sources;
· written responses;
· textbook assignments;
· data gathering.
While many of these activities can be done in pairs and groups, they can also be carried out as individual activities.
In addition to checklists and rating scales being used for formative and summative assessment a number of quizzes and tests are also suggested in this unit. Emphasis is also placed on assessment of a variety of written responses, organizers and graphs. Rubrics continue to be used as outlined for Unit 4 to assess complex tasks and assist with improving student learning.
The resources listed in the Resources section of Phase I provide many good references for this unit. The textbooks which have been approved for use with this course, and which are listed in Unit 3, are also useful with this unit. Specific references are also provided with individual activities.
Time: 60 minutes
This activity introduces Canada’s relations with other countries through the movement of goods, ideas, people, and natural systems. This activity introduces a map which students use throughout the unit to illustrate Canada’s global connections. Students are introduced to the culminating activity (Activity 9).
Strand(s): Geographic Foundations: Space and Systems, Global Connections
Overall Expectations: SSV.01B, GCV.01D, GCV.02B.
Specific Expectations: SS2.03D, GC1.04D, GC2.03D.
· Ensure each student has access to blank political world maps and a world atlas.
· Prepare a list of international sports in which Canada participates to supplement the student list, and consider information on other sports besides hockey to supplement that discussion (e.g., figure skating).
· Review the reading and figures in Perspectives (p. 248).
· Bring some extra clothing from home that has different worldwide manufacturing nations on the label.
· Assign homework question before activity begins.
Students draw on their knowledge of Canada’s trading partners from Grade 6, economic systems from Grade 8, and natural and human systems from earlier in the course.
1. Students share their responses to the homework question “How does Canada connect to the rest of the world?” The teacher directs the responses from the homework into the following categories: The Movement of Goods, Ideas, People, and Natural Systems.
Students read the labels in their clothing and write down where they were made (include shoes). Once they have made their lists, students enter the items on their own blank world map according to origin, and then on a class map
Students decide on an appropriate title for their map and keep it in their notebooks. Throughout this unit, each student produces an Atlas of Canada’s Global Connections, consisting of all the maps they have developed in each activity. The students write a paragraph for each map that answers questions such as: What does the map show? What patterns are evident on your map? What future trends may develop? Appropriate symbols and titles must be emphasized by the teacher. This atlas is to be completed prior to the culminating activity.
Students then brainstorm some countries that have distinctive exports that each student may recognize to expand the concept of international trade beyond clothing. The teacher discusses the movement of natural systems (air currents, water currents, animal migration).
The teacher then introduces other types of connections between countries by using the increased number of Europeans playing in the NHL. The teacher leads a discussion on the impact this has on the view of Canadians towards hockey and on the worldwide popularity of hockey. (Hockey has never been so popular worldwide since such European stars as Teemu Selanne (Finland), Jaremir Jagr (Czech Rep), and Pavel Bure (Russia) have graced the ice.) Students enter the names of famous sporting figures and their country of origin on their map
In small groups, students generate a list of at least 10 international sporting events at which Canada is represented and then suggest three ways that participating in international sports benefits a nation such as Canada.
Students write a point form summary to the original homework question, using the categories as headings, and incorporating what they have learned during the activity.
|
Tool |
Purpose |
Who |
Activity |
|
Checklist (teacher generated) |
formative |
teacher/students |
Map |
|
Checklist (teacher generated) |
formative |
teacher |
Point Form Summary |
Perspectives, questions #2-5 on p. 249
· Provide assistance to groups as they generate a list of events.
· Group the students so that an individual with an interest in sports is in each group
Time: 60 minutes
In this activity students learn about Canada as a cultural mosaic and how this diversity helps define the country today and into the future.
Strands: Global Connections
Overall Expectations: GCV.02B.
Specific Expectations: GC1.03B.
Students draw on learning from Unit 2 Human Systems.
2. The teacher refers to Activity 4 in Unit 2 where origins of their family were investigated and cultural contributions mentioned. The teacher then summarizes the countries on the board. The students locate the family origins of the class on a new world map and retain it for their Atlas of Canada’s Global Connections.
Students compile a list of the things that each of the countries mentioned have added to Canada (music, celebrations, food, religion, sports, business opportunities, new ideas, building racial tolerance).
The teacher introduces the idea of “cultural mosaic” and “cultural diversity”, and leads a discussion as to the benefits of each to Canadians in the past, today, and in the future.
Students develop definition/picture of a “typical” Canadian and share it with the class.
The teacher emphasizes to students that Canada’s cultural diversity strengthens our appreciation of the global community and our involvement in international organizations. Teacher leads the discussion and refers to the culminating activity.
Students write a response to the ways in which they can enhance Canada’s cultural connections.
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Tool |
Purpose |
Who |
Activity |
|
Checklist - teacher generated |
formative |
teacher/students |
Definition/Picture |
|
Checklist - teacher generated |
formative |
teacher |
Response Paper |
Canada: Exploring New Directions, pp. 400-403
Making Connections, pp. 436-437
National Geographic, Vol. 196, No. 2, August 1999 - “Global Culture”
Perspectives, pp. 228-231
· Use visual materials to reinforce the concepts discussed.
Time: 240 minutes
In this activity students examine the importance of imports and exports, both in their own lives and the lives of Canadians as a whole. They also investigate what role moral standards should play in Canada’s trade policies. Groups address different moral dilemmas by incorporating their own feelings and beliefs, as well as researching the issue, and then present their information in an informal presentation.
Strand(s): Global Connections, Understanding and Managing Change
Overall Expectations: GCV.02B, GCV.03B, UMV.02B.
Specific Expectations: GC1.04D, GC2.02D, GC2.03D, GC3.01D, UM2.01B, UM3.02D.
Students draw upon prior learning in Grades 7 and 8 to demonstrate understanding of the theme of interaction, utilize mapping and graphing skills, and understand and describe the economic relationship between Canada and the global community
· Assign students the task of finding the origin of 20 items in their home before beginning this activity (they are to find out where the product was made)
· Arrange for Internet access if desired.
· Prepare materials required.
3. The teacher introduces a discussion and note-taking session with reference to the 1999 UN statistic on Canada being the best place to live in order to identify that the countries of the world are compared on the basis of their economic (e.g., GDP) and social (e.g., Health care, education, etc.) development. The teacher presents the criteria involved in a country’s economic and social development and groups countries as developed, newly industrializing, and developing. The teacher may choose to use the exercise in Making Connections: Canada’s Geography (pp. 406-410) for concept development. Optional: Simulation Appendix 4.3.1 and 4.3.2.
Students use their list of items and origins from their homework (see planning notes) and add them to a blank map of the world (the third page of their Atlas of Canada’s Global Connections). The teacher lists the countries on the board or on chart paper and students add their items under the appropriate country. (This exercise could be done as students come into class.)
Students then brainstorm reasons why imports and exports are important for Canadians. They can refer to fig. 20.13 on page 444 in Contact Canada: Second Edition or p. 240, fig. 7.6a in Perspectives: Canadian Geography to help them and summarize in their notebooks.
Students complete activity 3, 4, and 5 on pp. 436-437 of Contact Canada: Second Edition or a similar exercise to determine whether Canada is primarily an importing or an exporting nation according to the following categories: food and beverages, natural resources, fabricated products, and finished products. Students display their information in a comparative bar graph and make notes on the overall nature of Canada’s trade patterns.
Students use their new understanding of Canada in a global economy to examine the role of ethics (moral standards) in Canada’s trade policies. The teacher divides them into five groups and gives each group a scenario depicting a moral standards trade issue. See Appendix 4.3.3 for scenarios. The teacher may include additional scenarios on child labour practices, treatment of women, sweat-shops, and the disposal of waste.
As a group, students examine the arguments for and against the moral issue. They may want to use the Internet or library resources to develop their points. Their own feelings and opinions can also be included. Students record their information on chart paper and attempt to come to consensus on the issue as a group
Each group presents their moral issue and discusses their group’s feelings and facts with the class.
|
Tool |
Purpose |
Who |
Activity |
|
checklist (teacher-generated) |
formative |
teacher |
Map |
|
checklist (teacher-generated) |
formative |
teacher |
Comparative Graph |
|
rating scale (teacher-generated) |
formative |
teacher |
Presentation |
|
rating scale (Appendix A from Phase I) |
formative/ learning skills |
student |
Group Work |
Textbooks
· Pair students to complete comparative bar graph activity and calculations
· Allocate roles in group work to build on student strengths.
· Extension: Global Challenge Simulation (Appendices 4.3.1 and 4.3.2).
Time: 120 minutes
In this activity, students are introduced to the concept of multinational corporations and related concepts such as globalization, branch plants, and competitive advantage. Students analyse information on multinationals, suggest possible risks, and opportunities offered by multinationals and discern fact from opinion in two written points of view towards foreign ownership. Students may debate multinationals on the Internet and respond to a recent article. Finally, students simulate the role of the Prime Minister, developing important policies related to MNCs in Canada.
Strand(s): Global Connections
Overall Expectations: GCV.02B, GCV.03B.
Specific Expectations: GC1.04D, GC2.03D.
Students draw on their understanding of Canada’s trading partners and economic systems from the elementary curriculum.
· Prepare copies of articles and worksheets.
· Make arrangements for Internet access if needed.
4. The teacher provides examples of foreign-owned multinationals operating in Canada (e.g., Ford, G.M., IBM, Kraft, and Proctor and Gamble), as well as Canadian-owned multinationals operating in other countries (e.g., Alcan, Bombardier, INCO, and Toronto Dominion Bank).
The teacher then introduces the concepts of globalization, multinational corporations, branch plants, and competitive advantage using a source such as the “Canada’s Economic Links” section on p. 418 of Making Connections: Canada’s Geography. Using information from one of the textbooks or other sources, students map Canada’s Economic Links on a blank world map and add it to their Atlas of Canada’s Global Connections.
The teacher informs students that foreign-owned multinational corporations make up part of foreign investment in Canada and that:
· due to its small population, Canada has always relied heavily on foreign investment.
· the U.S. has replaced England as the dominant source of foreign investment in Canada.
· Canada’s proximity to the U.S., political stability, similar language and resource wealth attracts enormous foreign investment from the U.S.
· other significant sources of investment include Britain, Japan and Hong Kong.
Students generate ideas on:
· why a multinational company might set up a branch plant in Canada (e.g., highly educated work force, cheap raw materials, a stable society and economy, or a low dollar);
· why a multinational company might set up a branch plant elsewhere in the world.
Students then generate ideas on risks and opportunities of:
· multinational corporations operating in Canada;
· Canadian corporations operating branch plants in foreign countries.
The teacher discusses the results recorded by students using the perspectives in the following chart.
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Risks and
Opportunities of Multinational Corporations |
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Risks |
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If the international business community feels that other areas have a competitive advantage then they can move jobs out of Canada and devastate our economy. To prevent this, Canadian business and government sometimes feel they have to work towards lower wage rates and relaxed environmental controls to ensure Canada remains internationally competitive. Many Canadians are fighting this because they feel it would lower the quality of life for the average Canadian. |
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With 60% foreign ownership in petroleum and natural gas and 55% foreign ownership in manufacturing, mining, and smelting, there is a concern that Canada’s independence is threatened and its economy and environment will be dominated by the U.S. |
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Resentment that huge profits and dividends totaling $20 billion a year flow out of Canada and into the U.S. |
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Closure of American-owned businesses in Canada, without the say of Canadians, causes unemployment and reduction of taxes from income. |
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Environmental disruption and pollution caused by U.S. funded projects that generate electricity for export to the U.S. |
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Opportunities |
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If the international business community feels that Canada has a competitive advantage then it will expand its operations here, thereby creating jobs and helping our economy to grow. |
The teacher may personalize the issue by asking the class questions such as:
· If you were a worker at Ford Motor Company, how might you feel about foreign ownership?
· If you were an independent grocer, how would you feel?
Students read the articles from Appendix 4.4.1 - Foreign Ownership Readings and complete Appendix 4.4.2 - Foreign Ownership Student Worksheet. The teacher then summarizes the opinions in class concerning the issue and leads a discussion examining people’s value systems to explain why everyone’s opinion was not the same.
Students complete a simulation such as that described in question 9 on p. 420 of Making Connections. (This question has students simulate the role of the Prime Minister in assessing and devising strategies towards expanding MNCs in Canada.)
|
Tool |
Purpose |
Who |
Activity |
|
Rating Scale (teacher-generated) |
formative |
teacher |
Simulation |
|
Rating Scale (teacher-generated) |
summative |
teacher |
Worksheet |
|
Rubric (teacher-generated) |
summative |
teacher |
Written Response |
Making Connections, p. 418
· Use written comments on post-it notes when generating ideas rather than oral discussions to encourage input from less vocal members of the group
· Provide assistance with the grouping of ideas.
· Provide assistance with the readings and a guide for discerning fact from opinion.
Time: 180 minutes
This activity introduces the concept of human rights, both in Canada and internationally and then looks at Canada’s role as a defender of human rights and as a peacekeeper.
Strand(s): Global Connections
Overall Expectations: GCV.03B.
Specific Expectations: GC1.03B; GC2.02D.
From the Grade 7 and 8 curriculum for Geography, it is expected that the student be familiar with the five themes of geographic inquiry, especially understanding global patterns in human geography
· Collect news articles related to human rights issues for use on bulletin board.
· Collect magazines for cutting and pasting (or suggest the students bring them from home).
· Arrange to rent the video Rights From the Heart (for a nominal fee) from the National Film Board (NFB) ahead of time if it is to be used.
· If using music, have a song available both in print and recorded.
5. Students record a list of at least five items that they consider as basic human rights. They share their list with a partner and combine to form a new list. They form groups of four and combine ideas to create a list of seven to ten human rights on chart paper which they post around the room. The teacher uses their ideas to discuss human rights, what they are, and why they are important - focussing on three characteristics that the human rights share - they are universal (everyone is entitled to them); they are inalienable (cannot be given or taken away); and they are absolute (necessary either for survival or human development). Together they generate a class list of seven to ten rights that they believe each person in the world should have (food, water, safety, liveable wages, medical care, education, etc.). The teacher records this Human Rights Charter for the Planet Earth on chart paper and posts it in the room.
By referring to news articles on the bulletin boards and to their own background knowledge students generate examples (local to global) of human rights abuses. Each student produces an 8 ˝ x 11 poster focussed on human rights for the planet for display.
(Optional) The teacher shows the video Rights From the Heart (33 minutes) or other appropriate video and students list the ideals proclaimed on behalf of the world’s children.
(Optional) The class listens to musical accounts of human rights abuses and investigates the full story behind them. (See Resources for some examples.)
Students examine Canada’s peacekeeping role through reading appropriate sections in one of the textbooks and discussing them afterwards. Some of the peacekeeping missions Canada has participated in are located on a world map, and included in the Atlas of Canada’s Global Connections.
While the United Nations reimburses some of the expenses of peacekeeping, a part of the cost of peacekeeping is borne by the country sending the peacekeepers. Over the years, Canada has spent a considerable amount of money on peacekeeping in other parts of the world. Students write a one-page essay responding to the following question: Do you think that Canada should continue to support peacekeeping in view of these costs? Students include reasons for their answers (Perspectives, p. 253). The students can work on a rough copy in class and complete the good copy for homework.
|
Tool |
Purpose |
Who |
Activity |
|
Checklist (teacher-generated) |
summative |
teacher |
Poster of Human Rights |
|
Rubric (teacher-generated) |
summative |
teacher |
Essay on Peacekeeping |
Canada: Exploring New Directions, pp. 383-388
Making Connections, pp. 416-417
Perspectives: Canadian Geography, Chapter 7.10 (pp. 250-253)
“Biko” by Peter Gabriel
“They Dance Alone” by Sting
Rights from the Heart. National Film Board of Canada, 1992. 1-800-267-7710
A collection of seven short, animated films based on the United Nations Convention on the Rights of the Child. It is about peace, dignity, tolerance, freedom, equality, and solidarity. 33 minutes
www.dfait-maeci.gc.ca/peacekeeping/menu-e.asp
www.un.org/Pubs/CyberSchoolBus/peacekeeping/index.html
· Use video, visual, or audio options to address different learning styles.
Time: 210 minutes
In this activity, students use the Internet to participate in fact-finding mission and debate regarding landmines and the Ottawa Process.
Strand(s): Global Interaction, Understanding and Managing Change, Methods of Geographic Inquiry
Overall Expectations: GCV .01D, GCV.03B, UMV.03B, MIV.01B.
Specific Expectations: GC1.01D, GC1.03B, GC2.02D, GC2.03D, UM2.01B, UM2.03B, MI2.03D, MI2.04B, MI2.05B, MI2.06B.
Students use research skills developed in Grades 7 and 8 and earlier in the course.
· Make arrangements for access to computers or download information for student use.
6. The teacher introduces the landmines issue with reference to newspaper or magazine articles and discusses Canada’s involvement at the forefront of the movement to ban landmines worldwide (see Appendix 4.6.1 - The Ottawa Process). The teacher introduces the term AP (Anti-personnel) Landmines and the facts that illustrate their scourge (see Appendix 4.6.2 - Mine Facts).
Students access the web site www.mines.gc.ca as a launching point and complete the following:
· Research background information on the landmine issue using at least two different web sites to compare facts and opinions.
· Synthesize information to describe how landmines present a deadly obstacle to development.
· Construct a time-line that highlights the key events and dates of the Ottawa Process leading up to the signing of the treaty banning the use, production, transfer and stockpiling of AP mines (the Ottawa Treaty), and predict future steps in reaching a total ban.
· Provide background information on one of the world’s six most mine-affected countries and a description of Canada’s mine action program in this country.
· Produce a map of the world showing all of the countries that have signed the treaty to the present date (to be included in their Atlas of Canada’s Global Connections).
The students carry out the following research, with the teacher providing appropriate support and follow-up discussion:
Landmines and The Ottawa Process
A Fact-finding Mission Using the Internet
Visit the web site below and follow the links to get to the Banning Landmines section:
www.mines.gc.ca
English
Banning Landmines
1. Landmines: The Indiscriminate Killers
a) Why is the title of this section appropriate?
b) Read through the information in the first section of the web page Landmines: The Indiscriminate Killers. Gather and organize your information in a chart. Include your own categories of facts at the bottom of the chart. For web site 2, use the Related Links heading to get to an appropriate site.
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Topic |
Web Site 1 www.mines.gc.ca |
Web Site 2 ______________ |
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Land mine numbers and production |
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Types of mines listed |
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Examples of countries using AP mines |
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|
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Numbers of victims |
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How landmines affect victims |
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|
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Cost of landmines/Cost of removal |
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|
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c) Write a brief comparison of the information from the two sites. What are the actual sources of the information - who produced the site and are other sources given? Explain the differences or similarities in the information.
Go back to http://www.mines.gc.ca/english/banning/index.html to answer the following:
2. The Invisible Barrier to Development
Landmines are a serious obstacle to meaningful development in many of the world's poorest countries. The frequent use of landmines as a weapon of terror against civilian populations means that fields, roads, bridges and entire communities have been mined. Read and make brief notes to describe how each of the following are devastated by landmines:
Refugees and Internally Displaced People Productive Land, Farming and Herding
Transport and Communications Soil and Water
Economic Resources Human Lives
Communities
Create a concept map showing how the removal of land mines solves development problems in many areas.
3. The Ottawa Process and the International
Movement to Ban Landmines
a) Create a time line to illustrate the Ottawa Process from its origins in the late 1980's to the Ottawa Conference and the signing of the AP Mine Ban Convention, December 2-4, 1997. In addition to the dates, include the event(s), where it took place and who was involved.
b) Describe the significance of the AP Mine Ban Convention.
c) Explain the role and steps Canada took for the AP Mine Ban Convention to succeed.
d) What is Ottawa Process II?
e) Meeting the challenges within the next decade will require united, coherent action to focus the available resources, political will and practical skills. Important first steps are being taken. What are each of the following doing?:
NGOs (non-governmental organizations)
The UN (United Nations)
Mine action partners
f) What steps are required for a global ban on the use, production, transfer, and stockpiling of AP mines?
4. Canadian Mine Action Programs
The teacher assigns each student to one of the world's six most severely mine-affected states.
Afghanistan Angola Bosnia and Herzegovina Cambodia Mozambique Nicaragua
Using the information from the site, provide background information on the landmine problem in this country and describe Canada’s action response to the situation.
When complete, place students in expert groups with other students who were assigned the same country in order to discuss the information. Then place students in home groups with students who have each been assigned a different country. Each student is responsible for presenting their information to the group.
5. Ottawa Treaty Update
Select the HOME link then The Ottawa Treaty Update.
This is a list of the Signatories to the Convention on the Prohibition of the Use, Stockpiling, Production and Transfer of Anti-Personnel Mines and on Their Destruction.
On a blank world map indicate each of the countries listed with an appropriate symbol, then give the map a suitable title. This map is included in their Atlas of Canada’s Global Connections. Optional: the students may add countries where landmines are a significant problem and also countries that produce landmines.
|
Tool |
Purpose |
Who |
Activity |
|
Checklist (teacher-generated) |
summative |
teacher |
Worksheet and Map |
|
Quiz (teacher-generated) |
summative |
teacher |
Landmines |
Children at Risk Tool Kits: Land Minds (World Vision Canada)
One Deadly Step: Understanding the Curse of Landmines (World Vision Canada)
A Catastrophe for Children gopher
//gopher.unicef.org:70/00/.cefdata/.booklet94/landmine
Dept. of Foreign Affairs and International Trade (Canada)
www.dfait-maeci.gc.ca
Handicap International
www.mediartis.fr/handicap/
Human Rights Watch (USA)
www.hrw.org/campaigns/mines/
Humanitarian Foundation of People Against Landmines
www.dsk.de/mgm/
International Committee of the Red Cross
www.icrc.org
Mines Action Canada/Physicians for Global Survival (Canada)
www.web.apc.org/~pgs/
Norwegian People’s Aid - International Demining Activities www.uib.no/People/mfakh/LM/LMreport.html
One World Online
www.oneworld.org/index_bytheme.html
UN Cyber School Bus
www.un.org/Pubs/CyberSchoolBus/banmines/index.html
United Nations Demining Database
www.un.org/Depts/Landmine/
Vietnam Veterans of America Foundation/Campaign to Ban Landmines
www.vvaf.org/landmine.html
AP Mine Ban: Progress Report. 1-613-995-1874
Ban Landmines: The Ottawa Process. 1-613-944-4000
· Pair students for this activity.
· Use a special education resource teacher to assist students that may have difficulty reading at the language level in which the articles have been written or provide articles at different reading levels.
· Encourage peer interaction.
Time: 270 minutes
Topics such as global warming, ozone depletion, deforestation, and endangered species are recognized as global concerns that affect all nations, and a resolution must be a worldwide effort. In this activity students will examine the causes, effects, and possible solutions to some of the most recognized global environmental issues and demonstrate an understanding of Canada’s involvement in international environmental agreements.
Strand(s): Geographic Foundations: Space and Systems, Human-Environment Interactions, Global Connections, Understanding and Managing Change
Overall Expectations: SSV.01B, SSV.03B, HEV.01D, GCV.01D, GCV.02B, GCV.03B, UMV.01B, UMV.02B, UMV.03B.
Specific Expectations: SS1.01B, SS3.04D, HE1.02B, HE2.05B, HE3.03D, GC1.05D, GC2.01D, GC3.03D, UM1.02B, UM2.01B, UM2.02B.
Students utilize their understanding of the place, location, environmental, region, interaction and movement themes as well as their ability to produce a wide variety of maps, charts, and graphs.
· Chapter 35 in Making Connections provides some excellent background to global warming.
· Provide students with graph paper and appropriate maps.
· Obtain information on key world conferences such as Rio Summit and Montreal Protocol.
· Reserve the Nature of Things: Climate For Change video.
· Write to WWF Canada or go to their web site to obtain a list of endangered species in Canada.
· Consider having senior students assist with groups or make presentations on the issues.
7. The teacher refers to the natural systems that the globe shares and to the students’ responses in Activity 1 to introduce the global environmental issues. The teacher stresses the importance of having information on these issues in order to make decisions for the future.
The teacher introduces the issue of Global Warming by discussing how a car heats up when the windows are closed - even if it is cool outside. Discuss how a greenhouse works the same way in that long wave radiation (heat) cannot escape through the glass, and the temperature in the greenhouse increases. Make a clear distinction between global warming, greenhouse effect, and greenhouse gases.
Scientists generally agree that the greenhouse effect is about to produce the most rapid change in climate in the history of civilization. Students produce an organizer titled How Will a Warmer Earth Affect Us? Using the categories Benefits and Consequences, students organize some of the possible effects of global warming and share their ideas with the class. Some effects are not as obvious and should be recognized by the teacher: agriculture (consider growing season and precipitation patterns); health (consider the possible spread of diseases normally associated with areas near the equator); forests (consider forest pests and parasites); agricultural land (consider changes in growing season, precipitation patterns, and erosion agents); oceans (consider currents, levels of water, and fishing grounds); wildlife (consider the effect on natural habitats).
Using a map of the world, students label some of the benefits and consequences of global warming, to get a spatial understanding as to where these changes are evident. This map is included in their Atlas of Canada’s Global Connections. In Contact Canada: 2nd edition (p. 122) there are some examples of the effects within Canada. The teacher should extend these effects globally, giving the students a general idea as to the ecological “hot spots” most affected by global warming.
On the overhead or blackboard, the teacher draws the Carbon Cycle, showing that plants produce oxygen which is used for breathing (respiration) and burning (combustion) in which carbon dioxide is produced and then used by the plants again. The teacher asks students how levels of carbon dioxide have increased over the past 100 years, making reference to Activity 5 from Unit 3. They should recognize such factors as the invention of the automobile, burning of forests, heating homes with fossil fuels, and the large-scale removal of trees (deforestation). Students graph the data (on a line graph) - Carbon Dioxide in Our Atmosphere and label five causes of the drastic increase in CO2 levels - directly on the graph.
|
Year |
CO2
Level (ppm) |
Year |
CO2
Level (ppm) |
Year |
CO2
Level (ppm) |
Year |
CO2
Level (ppm) |
|
1900 |
292 |
1925 |
298 |
1950 |
304 |
1975 |
328 |
|
1905 |
294 |
1930 |
298 |
1955 |
307 |
1980 |
335 |
|
1910 |
294 |
1935 |
299 |
1960 |
310 |
1985 |
345 |
|
1915 |
295 |
1940 |
300 |
1965 |
315 |
1990 |
355 |
|
1920 |
296 |
1945 |
301 |
1970 |
320 |
1995 |
375 |
Have students continue the line to the year 2020 and, at this rate, predict the level of carbon dioxide in decades to come. What does the graph tell you?
The teacher asks the students why this is a global issue and what can we do to slow down global warming. The class then brainstorms solutions such as reforestation, car pooling, alternate energy sources, and carbon tax for industries. Considering the solutions, why would it be easier to reduce carbon dioxide levels over a country like Canada (developed), as opposed to a country like Brazil (developing)? Why does this have to be a global effort? India produces twice as much carbon dioxide as Canada, but has 20 times the population. On a per capita basis, we are producing more than our “fair share”. Is that necessary? Discuss the United Nations Framework Convention on Climate Change (Rio Summit) in 1992 where nations of the world banned together to combat the increasing levels of carbon dioxide.
A one-degree change in temperature is minor in day-to-day weather patterns. A similar change in the world's climatic pattern, however, could have major environmental effects. The teacher has students briefly explain the difference between a one-degree weather change in temperature and a one-degree climatic change in temperature.
The video Nature of Things: Climate For Change provides excellent clips to support this topic. The teacher discusses local initiatives such as the Drive Clean Program our province has introduced and what implications this has on global warming.
The teacher introduces the topic of Ozone Depletion explaining that although ozone is a tiny component of the earth’s atmosphere, it plays a crucial role in filtering out ultraviolet radiation, which in large doses would destroy life on this planet. The teacher constructs an organizer with the students that shows the problem of ozone depletion (the cause, the effects, and the solutions) being sure to distinguish between ozone depletion and global warming and to recognize that there are no benefits of an increase in UV radiation.
Using Canada and the World: An Atlas Resource, the teacher develops questions based on the maps, graphs, and charts displayed on pages 119-120. The Teacher’s Guide provides some excellent ideas.
The teacher introduces the issue of Endangered Species, inviting students to recall the work they completed on National Parks, and understand the link between protecting habitat in order to preserve species (Endangered Spaces Campaign by Canadian Parks and Wilderness Society is an excellent example). The teacher defines the five classifications of at-risk species: vulnerable, threatened, endangered, extirpated, and extinct. The class then brainstorms species that might fall into one of the categories (Canadian lists are available at the WWF web site or on p. 128 in Perspectives.) The teacher provides a list of endangered species worldwide, and has the students locate their habitat on a blank world map (to be included in their Atlas of Canada’s Global Connections).
The teacher creates an organizational table that compares the pros and cons of possible efforts to protect endangered species:
a) worldwide bans on the sale of such items as ivory, fur, alligators;
b) quotas on fishing, hunting, trapping;
c) the establishment of national parks that prevent urban development;
d) stopping the destruction of rain forest.
The students create a scattergraph to show the importance of a national parks system. What does the graph show? In what direction should the countries of the world be headed if we want to protect endangered species?
|
Habitat Area
and the Loss of Species in North American Parks |
||
|
National Parks |
Area (km2) |
Per cent of
Species Lost in the last 100 years |
|
Banff-Jasper |
20736 |
0 |
|
Yellowstone |
10328 |
4 |
|
Gros Morne |
4627 |
7 |
|
Sequoia-Kings Canyon |
3389 |
23 |
|
Yosemite Dan |
2083 |
25 |
|
Rocky Mountains |
1049 |
31 |
|
Mount Rainier |
976 |
32 |
|
Crater Lake |
641 |
31 |
|
Zion |
588 |
36 |
|
Lassen Volcano |
426 |
43 |
|
Bryce Canyon |
144 |
36 |
The teacher introduces the issue of Deforestation, drawing on the understanding developed in Activity 8 in Unit 3, by having students brainstorm or use atlases to identify the benefits available from forests and then classify these benefits into two groups: Benefits that require cutting down the trees; Benefits that require preserving trees. They then reclassify the benefits into three groups: Economically Beneficial; Environmentally Beneficial; Socially Beneficial. The class then discusses what type of benefits come from exploiting forests? What type of benefits comes from preserving forests? (Students probably conclude that the exploitive benefits tend to be economic whereas the preservation benefits tend to be environmental. Some social benefits may come from preservation and others from exploitation.)
Percentage Changes in Forested Area from 1989-1999 in Selected Countries. Note: The percentage changes shown are for the decade, they are not annual rates. Students produce a chloropleth world map to show the world’s deforestation and reforestation, using a strong green for those countries with a percentage change of at least +10% or more, a weak green for those between +0.1% and +10%, a weak red for counties with a percentage change between -0.1% and -10% and a strong red for countries with a percentage change of less than -10%. This map is included in their Atlas of Canada’s Global Connections.
|
Country |
% Change |
Country |
% Change |
Country |
% Change |
|
Canada |
5.8 |
Sudan |
-6.5 |
Japan |
1.5 |
|
Argentina |
-1.3 |
United Kingdom |
13.8 |
Saudi Arabia |
-11.8 |
|
United States |
-1.1 |
Chad |
-5.5 |
Brazil |
-9.2 |
|
China |
-7.7 |
India |
-10.5 |
Cuba |
11.8 |
|
Russia |
1.1 |
Zaire |
-11.3 |
Sweden |
1.7 |
|
Ecuador |
-21.1 |
Germany |
1.2 |
Spain |
5.3 |
|
Australia |
0.4 |
Mexico |
-12.1 |
France |
13.6 |
Students describe the pattern produced. From where are most of the world’s forests disappearing? Why? What areas have seen an increase in forested area? Why?
Students complete their Atlas of Canada’s Global Connections as a homework exercise by organizing their atlas, with an appropriate title page, table of contents, introduction describing the contents of their atlas, and a conclusion analysing Canada’s international connections.
|
Tools |
Purpose |
Who |
Activity |
|
Checklist (teacher-generated) |
formative |
self |
Global Warming Organizer |
|
Checklist (teacher-generated) |
formative |
teacher |
Carbon Dioxide Line Graph & Questions |
|
Checklist (teacher-generated) |
formative |
self/peer |
Ozone Organizer |
|
Checklist (teacher-generated) |
formative |
teacher |
Endangered Species Organizer & Scattergraph |
|
Checklist (teacher-generated) |
formative |
teacher |
Deforestation Organizer |
|
Test (teacher generated) |
summative |
teacher |
Global Environmental Issues Test |
|
Rubric (teacher generated) |
summative |
teacher |
Atlas of Canada’s Global Connections |
Atlases and textbooks
Government Site
www.doe.ca/climate
Sierra Club
www.sierraclub.org/global-warming/
United Nations
www.unfcc.de/index.html
WWF
www.wwfcanada.org
Nature of Things: Climate For Change
· Prepare any organizers ahead of time and produce a global warming map (already labeled) if time is limited.
· Have students submit maps, charts, and graphs in a folder.
· Use world atlases where needed and encourage peer interaction.
· Use large print for easier reading of charts.
Time: 360 minutes
After learning about many of the global concerns facing Canada and other countries, students are provided with an opportunity to investigate international organizations responsible for action on some of these concerns. They evaluate the role of Canada and Canadians in such organizations and develop their own plan to solve a global problem as a director for one of the organizations. Finally, they interview another director (student) and write an article about the success of that organization.
Strand(s): Global Connections, Understanding and Managing Change
Overall Expectations: GCV.02B, GCV.03B, UMV.01B.
Specific Expectations: GC1.02D, GC2.02D, GC3.03D, UM1.02B.
· Obtain copies of information from various international organizations to which Canada belongs (see listings under resources).
· Consider using guest speakers from organizations such as Greenpeace, World Vision.
· Collect magazines, pamphlets and art supplies for the activity.
Students draw on previous learning from the unit.
8. The teacher reviews the issues that have been encountered throughout the unit and students choose one they would like to address: human rights, war/conflict, landmines, trade/child labour, a specific environmental issue, or a topic from their portfolio collection. Each student is responsible for finding an organization in Canada currently trying to solve that problem.
The teacher presents the following chart on the board or overhead. Students complete the organizer using information from individual research. They should be prepared to describe their findings to the class under the following headings.
|
Organization |
Headquarters |
Mission and Mandate |
Location of work |
Recent accomplishments |
Canada's role or membership responsibilities e.g.,
individual, governmental |
|
|
|
|
|
|
|
Students report findings to class. The teacher records findings on a master chart. Students add information to their own charts.
In a class discussion students highlight steps taken by organizations to solve a problem and comment on each of the organizations, stating whether they think Canada (and Canadians) should continue, increase, or decrease its role.
In an effort to increase youth understanding of global issues, appoint each student as a director of the organization of their choice, based in Canada, whose work is in the problem area chosen. They choose an organization from the class study or a new one to investigate. Students show the results of their investigation including name of organization, its logo (or reasonable facsimile), a description of its mandate, a map indicating global areas of significance, and a brief explanation of what they would do as director of the organization to improve its cause.
Have students imagine they are living in the future. The world has just achieved a major accomplishment: the end of a global problem (as chosen by each student in strategy 5). Their organization was the reason for the success. Each student shows how this was done in a “photo” album looking back to the origin of the organization. The process will be broken into a series of 5 - 10 steps shown through drawings or photos from magazines with captions indicating the sequence to create the change. The pictures will be placed on a poster, with the original information, to be displayed in the classroom to celebrate the success.
Pair students to interview each other about the organization and its work. Each interviewer is writing an article for a Canadian newspaper describing the organization and its solution to the global problem. The teacher provides an interview format and explains the main ideas required in the article: What was the initial problem and why was it significant? What were the most important factors leading to change? Did other organizations or individuals help in the solution? Were there specific locations that needed attention? Where were they? What were the main obstacles to the change? How long did the solution take to work? How will the solution affect Canadians? The writers should also answer the question: Is the plan reasonable and effective? Students should consider the style of media articles collected for portfolios when writing their own.
|
Tool |
Purpose |
Who |
Activity |
|
Checklist (teacher-generated) |
formative |
self/teacher |
Organization chart |
|
Rubric (Appendix 4.8.1) |
summative |
teacher |
Poster |
|
Rubric (Appendix 4.8.2) |
summative |
teacher |
Article |
Education for Development. ISBN 0034061904X
Possible Non-Governmental Organizations based in Canada:
Culture AFS Interculture Canada
http://www.afs.org
Development Aga Khan Foundation Canada
http://www.akfc.ca
International Trade/Child Labour Free the Children http
//www.freethechildren.org
Foreign Aid Canadian Feed the Children
http://www.canadianfeedthechildren.ca
Human Rights Amnesty International Canada
http://www.amnesty.ca
Peacekeeping Canadian Centres for Teaching Peace
http://www.peace.ca
Landmines Canadian Red Cross
http://www.redcross.ca
Environment Greenpeace Canada
http://www.greenpeace.ca
Friends of the Earth, Canada
http://www.foecanada.org
· Provide detailed organization information for students.
· Provide library/resource centre time and individualized instruction opportunities.
· Assign students a specific problem to solve.
· Provide a number of sample solutions to problems.
· Have students work in pairs.
· Provide an Interview sheet with questions to ask.
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