Course Profile
Geography of Canada, Grade 9 applied, Public
Unit 4: Global Interactions
Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity 6 | Activity 7 | Activity 8
Development Date: August 9, 1999
In this investigation of Canada’s links to the global community, students are given the opportunity to investigate our international role with respect to environmental, cultural, and economic activities. Students investigate the role that Canada plays with respect to the developed and less developed countries, emphasizing aid, economic, tourism, and recreational links. Also, there is a focus on the relationship of human and natural global systems affecting the quality of life for Canadians.
Strand(s): Space and Systems, Human-Environment Interactions, Understanding and Managing Change, Global Connections, Methods of Geographic Inquiry
Overall Expectations: SSV.01B, SSV.02B, SSV.05B, HEV.01P, UMV.01B, UMV.03B, GCV.01P, GCV.02B, GCV.03B, MIV.01B, MIV.02B, MIV.03P.
Specific Expectations: SS1.01B, SS1.05P, SS2.04P, HE1.03B, HE1.04B, HE2.02P, UM1.01B, UM1.02B, UM1.03P, UM2.01B, UM2.02B, UM3.04P, GC1.01P, GC1.02P, GC1.03B, GC1.04P, GC1.05P, GC2.01P, GC2.02P, GC2.03P, GC2.04P, GC3.01P, MI1.01B, MI1.02B, MI2.01P, MI2.02B, MI2.03P, M12.04B, MI2.05B, MI2.06B, MI2.08B, MI2.09P, MI2.11P, MI2.12B, MI2.13B, MI2.14B.
|
Activity 1 |
Identifying Cultural Origins and Diversity |
75 minutes |
|
Activity 2 |
Investigating Global Climate Change |
225 minutes |
|
Activity 3 |
Examining Quality of Life Issues |
150 minutes |
|
Activity 4 |
Researching International Trade and Occupations for a Global Economy |
225 minutes |
|
Activity 5 |
Conducting Mock Interviews on Canada’s Links with the World |
225 minutes |
|
Activity 6 |
Determining Canada’s Role in International Aid |
150 minutes |
|
Activity 7 |
Mapping and Graphing Tourism and Recreational Links in Canada |
150 minutes |
|
Activity 8 |
Analysing Canada’s Place in the Global Community |
300 minutes |
· Present culminating activity at the beginning of the unit to allow for student input.
· Book computer lab in advance for culminating unit.
· Review aid concepts such as bilateral and multilateral aid, long-term and disaster relief, and acronyms related to various governmental, and non-governmental national and international organizations. Develop list of key terms and acronyms for student use.
· Various geotechnologies are referenced throughout the unit, but activities can be done on paper if access is a problem.
· Check with history and civics teachers for overlap and/or resources.
· Check with art/dance/music for ideas/resources for culminating activity.
· Collect current resources from newspapers, video, radio, and Internet articles to keep the unit relevant. Consider displaying them on a bulletin board for visual references during the unit.
· Check with student services regarding career planning.
· Obtain an accurate up-to-date world map (check in the teacher guides for approved textbooks).
· The following framework was used in writing the unit; it may be useful in planning for teaching the unit, especially if modifications are made.
|
Activity |
Overall |
Specific |
Strategies |
Assessment |
Timing,
comments |
|
1. Identifying Cultural Origins and Diversity |
GCV.OIP, SSV.OIB, SSV.04B, UMV.OIB, MIV.03P |
GCI.05P, UMI.03P, SS2.05P, MI1.01B, MI1.02B, M12.04B, MI2.08B, MI2.11P, MI2.13B |
mapping using GIS tools, organizers, analysing, story writing |
checklist (formative, self - T/L 1) rating scale (formative, peer - T/L 4) rubric (summative, teacher - T/L 6) |
75 minutes |
|
2. Investigating Global Climate Change |
GCV.01P, GCV.02B, GCV.03B, UMV.01B, MIV.01B, MIV.02B, MIV.03B |
GC1.02P, GC1.04P, GC2.01P, 02P, UMI.02B, UM2.01B, UM2.02B, MI1.01P, MI2.05B, 06B, 09P |
ranking, assessment, quiz, role playing, note making, letter writing |
quiz (diagnostic, peer/self - T/L 3) rating scale (formative, teacher, self - T/L 4) rubric (summative, teacher - T/L 9) |
225 minutes Appendix 4.2.1 Appendix 4.2.2 |
|
3. Examining Quality of Life Issues |
SSV.05B, HEV.01B, MIV.01B, MIV.03P |
SS1.01B, SS1.05P, He1.04B, HE2.02P, UM3.04P, MI2.01P, MI2.08B |
class discussion, mapping, point form summary, story writing |
rating scale (formative, peer/self - T/L 3) rubric (formative, teacher - T/L 6) |
150 minutes Appendix 4.3. |
|
4. Researching International Trade and Occupations for a Global Economy |
GCV.01P, UMV.03B, MIV.01B, MIV.03P |
GC1.01P, GC3.01P, UM1.02B, UM2.01B, UM3.03P, MI1.02B, MI2.01P, MI2.03P, MI2.05B, MI1.06B, MI2.09P, MI2.03B |
discussion, definitions, mapping, compiling lists, poster, mini-debate |
checklist (formative, teacher - T/L Part 1 7) paragraph marking scheme (formative, peer/teacher - T/L Part 1 8) rubric (formative, teacher - Part 2 2) rubric (summative, teacher - Part 3) |
225 minutes |
|
5. Conducting Mock Interviews on Canada’s Links with the World |
GCV.01P, GCV.02B, MIV.01B, MIV.03P |
GC101P, GC1.02P, GC1.03B, MI1.02B, MI2.01P, 02B, 03P, 04B |
research, interviewing (drama), summary chart |
check list (formative, teacher - T/L 7) student generated rubric (formative, peer/teacher - T/L 3) |
225 minutes |
|
6. Determining Canada’s Role in International Aid |
GCV.01P, GCV.03B, UMV.03B, MIV.01B, MIV.03P |
GC1.01P, GC1.03B, GC2.01P, UM3.04P, MI1.01B, MI1.02B, MI2.03P, 11P, 12B |
articles/readings, spreadsheets, group research, portfolio |
portfolio/rubric (summative, teacher, self - T/L 1-4) |
150 minutes |
|
7. Mapping and Graphing Tourism and Recreational Links in Canada |
HEV.01P, GCV.01P, MIV.01B |
HEI.03B, GC1.04P, GC2.03P, GC2.04P, MI2.03P, MI2.03B, MI2.13B |
survey, summarizing information, class discussion, graph making, flow line mapping, report writing |
rating scale (formative, teacher/peer - T/L 8) marking scheme (summative, teacher - T/L 9) student-generated rubric (summative, teacher - T/L 10) |
150 minutes (refers back to Appendix 3.3.3) Appendix 4.7.1 |
|
8. Analysing Canada’s Place in the Global Community |
GCV.01P, GCV.02B, GCV.03B, MIV.01B, MIV.02B, MIV.03P |
GC1.03B, GC2.01P, GC3.01P, MI1.01B, MI1.02B, MI2.02B, 03P, 04B, 05B, 08B, 11P |
research report - written and creative elements |
student-generated Rubric - report (summative, teacher, self - T/L 3) student-generated Rubric – artistic (summative, teacher, self - T/L 3) |
300 minutes Appendix 4.8.1 |
From the Grade 7 and 8 curriculum, it is expected that students have some experience with:
· the themes of geographical inquiry (location, place, environment, region, interaction, and movement);
· using a variety of multi-level information sources;
· producing maps and graphs;
· an understanding of the concepts of sustainable development and the implications for the environment, and communicating results of their inquiries;
· an understanding of natural resources, both renewable and non-renewable.;
· an understanding of climate patterns and the effects of natural phenomena;
· characteristics of developed and developing countries;
· Canada’s economic role in the global community;
· migration and culture.
Students need to draw upon information learned in previous units:
· physical and human systems;
· relationship between human systems and ecozones;
· demographics, migration, and immigration;
· sustainability, resource management.
|
Thematic mapping |
Ranking and sorting |
Quiz |
|
Geotechnologies |
Summary statement |
Role playing |
|
Note making/taking |
Class discussion |
Research |
|
Letter writing |
Point-form summary |
Interviewing |
|
|
Story writing |
Drama |
|
|
Internet use |
Summary chart |
|
|
Article reading |
Survey |
|
|
Spreadsheet creation |
Graphing |
|
|
Group research |
Report writing |
|
|
Portfolio creation |
Art work |
During this unit checklists and rating scales are used to provide frequent feedback to support the development of good learning skills for the course. Self- and peer-assessment enables individual goal-setting. In addition, rubrics are used for the more complex tasks involved in the different types of written reports and maps. Students create rubrics, building on their input into rubric creation from the previous unit.
The teacher assists in the student-generated rubric for the two components of the culminating activity. Students should draw on outside experiences and interests when picking the creative element, as well as for their rubric creation.
In addition to the listings in the Resources section (Phase 1) the textbooks listed in Unit 3 are also useful references. Resources specific to each activity are listed with that activity.
Time: 75 minutes
In this activity, students use available texts to identify and explain the regional distribution patterns of Aboriginal peoples across Canada, i.e., where various peoples are located and why they settled there. This is linked to the distribution of mother tongue and visible ethnicity distribution by province.
Strand(s): Space and Systems, Global Connections, Understanding and Managing Change, Methods of Geographic Inquiry
Overall Expectations: GCV.O1P, SSV.O1B, SSV.02B, SSV.03B, MIV.01B, MIV.02B.
Specific Expectations: GC1.05P, UM1.01B, UM1.03P, SS2.05P, MI1.01B, MI1.02B, MI2.04B, MI2.08B, MI2.11P, MI2.13B.
· Arrange for student access to a computer lab that is loaded with a global GIS program with Canadian immigration data, e.g., OAGEE GEOtoolKIT. If access is not possible, activities can be done on paper.
· Plan to have students do the initial work in pairs and then increase to larger groups for sharing and assessment.
· Have students complete a family tree for countries of origin (where do their ancestors come from?) before the start of the lesson.
Students need to draw upon prior learning in Grades 7 and 8 to demonstrate an understanding of geographic inquiry and be able to gather, process, and communicate geographic information using a variety of tools and techniques, and identify patterns and trends in immigration and migration and their effects on Canada. Students also build on understanding of immigration from Unit 2.
1. Students identify the ethnocultural backgrounds within their community. Students write two summary statements: one statement describes the ethnocultural distribution of the community, and the other statement describes how they think the distribution in the community compares to Ontario and the rest of Canada.
On the board, draw a time line that begins 40,000 years ago to the present. Pose the following question to the class: “Who first settled Canada?” As students come up with responses, add them to the time line where appropriate:
· 40,000 years ago Canada’s first people migrated here over a land bridge that once extended across the Bering Sea from Asia
· groups spread throughout North, Central, and South America
· 1600s-1759 France supplied most of Canada’s immigrants
· 1759-1960s Great Britain was source of the largest number of new Canadians
· 1800-present - US supplied the second largest number of immigrants
· 1900-1920 great number of immigrants came from Eastern Europe
· Years following WWII - large number of Italians immigrated to Canada
· 1970s - present - many citizens of Hong Kong, India, African countries, and the West Indies have immigrated to Canada
Using available texts and/or atlases, students identify the regional distribution patterns of Canada’s First Nations.
Once students have located maps showing the distribution, they compare it to their ecozones map. Students write a journal response identifying reasons why different Aboriginal groups settled where they did.
Students look at present day maps that show the distribution of mother tongue and visible ethnicity distribution by province (if using the OAGEE CD-ROM, instructions are on the disk). Most atlases have maps showing these themes. Students note where Aboriginal people make up a significant part of the language/ethnicity. In pairs, students create an organizer to identify those individual provinces that have significant mother language or visible ethnicity (if using the OAGEE CD-ROM, detailed instructions are included and are available with the CD-ROM project).
Students write a story about what it would be like to be part of a minority group (if they are not part of one) or about what it would be like to be part of a majority group (if they are part of a minority group).
|
Tool |
Purpose |
Who |
Activity |
|
checklist (teacher-generated) |
formative |
self |
summary statements (Teaching/Learning Strategy 1) |
|
rating scale (teacher-generated) |
formative |
peer |
journal response (Teaching/Learning Strategy 4) |
|
rubric (teacher-generated) |
summative |
teacher |
story (Teaching/Learning Strategy 6) |
· Allow students to use oral story telling.
· Encourage peer interaction and support during computer-based activities.
Atlases
Canada census data by province
OAGEE GEOtoolKIT
Time: 225 minutes
Students write a summary paragraph on how they feel about global climate change (global warming). Students are given a short quiz on global climate change and then reassess their views on the subject based on the information they learned from the quiz. Students complete an activity that shows them how shorelines will change if we have an increase in the average temperature (Arcview activity, or can be done by hand). Students complete a role-playing activity about global climate change, generate a class note on the topic, and then write a letter to the government expressing their views.
Strand(s): Global Connections, Understanding and Managing Change, Methods of Geographic Inquiry
Overall Expectations: GCV.01P, GCV.02B, GCV.03B, UMV.01B, MIV.01B, MIV.02B, MIV.03P.
Specific Expectations: GC1.02P, GC1.04P, GC2.01P, GC2.02P, UMI.02B, UM2.01B, UM2.02B, MI1.01B, MI2.05B, MI2.06B, MI2.09P.
· Collect a variety of articles on global warming - Canada and the World Backgrounder’s September 1998 issue on Climate Change has a variety of articles
Students need to draw upon prior learning in Grades 7 and 8 to demonstrate an understanding of the five themes of geographic inquiry, use a variety of geographic representations, tools, and technologies to gather, process, and communicate geographic information, and understand how human activity affects Canada and the global environment.
2. Using an atlas, students look at different world maps - landforms, climates, biomes, etc. Students explain how Canada’s natural systems form parts of global systems. (Canada’s natural systems do not end at our borders.)
In the classroom, the teacher marks off a scale across the front of 1 to 5, and then asks students how they feel about global warming: 1 being don’t think it is a problem, to 5 being a serious problem. Students line up along the line where they feel they best fit. As a class make a summary statement(s) about the class’s perception on global warming.
Students complete a quiz on climate change (Appendix 4.2.1). The teacher takes up answers once everyone is finished.
The teacher then leads a class discussion about points they found interesting or didn’t already know. Students write a paragraph on how they would place themselves on the scale now, after having completed the quiz and why (Appendix 4.2.2).
Students complete Arcview activity on global warming (Making Connections, p. 467). If access to computers is limited, students can bring in pictures from magazines of shorelines. Using blue tissue paper, have them show the effects along the shoreline of a one-metre increase in sea level due to the melting of glaciers and polar ice sheets due to global warming. Students identify how this affects an area (e.g., tourism, beaches).
The teacher explains to students the purpose of the role-playing activity: They are representatives from a variety of countries, scientists, and special interest groups who are attending a forum on global climate change. Their job is to try and reach some sort of resolution on what, if anything, should be done about global climate change. Each representative is given time to introduce themselves and express their position on the matter. They then work together as a whole to try and reach a compromise that everyone at the forum can accept.
Students are given a role description from the teacher (see Appendix 4.2.3).
After the completion of the role-playing activity, students in small groups summarize their information on chart paper to post and share with the rest of the class. Using the chart paper information, the class generates a board note on global climate change. Areas to cover can include the following: greenhouse effect, causes of global warming, local effects, summits, and the politics involved.
The class brainstorms ways in which people can influence government decisions such as letter writing, protests, joining political parties, and phoning members of parliament. Students write a letter to the government which states their opinion on global warming, if it is a problem, the causes, and whether or not Canada is doing enough about it. Students must use facts to back up their opinions.
|
Tool |
Purpose |
Who |
Activity |
|
quiz (Appendix 4.2.1) |
diagnostic |
peer/self |
quiz on climate change (Teaching/Learning Strategy 3) |
|
marking scheme (Appendix 4.2.2) |
formative |
teacher/self |
paragraph (Teaching/Learning Strategy 4) |
|
rubric (teacher-generated - check with English department) |
summative |
teacher |
letter to government (Teaching/Learning Strategy 9) |
Arcview
Current Atlas
Canada and the World Backgrounder, Climate Change, September 1998 (E-mail:canworld@netcom.ca)
http://www.epa.gov/globalwarming/climate/index.html
http://www.epa.gov/globalwarming/actions/global/us/govpos.html
http://www.enviroweb.org/edf/ishappening/warmcentury/warmcent_tempcool.html
http://www.enviroweb.org/edf/ishappening/peopleemc2/peoplenenergy_globalper.html
http://www.gcrio.org/gwcc/booklet1.html
http://www.ec.gc.ca/climate/whatis/factors.html
http://www2.vivid.net/~ses/co2.html
http://www.api.org/globalclimate/page2bizandindustry.html
http://www.api.org/globalclimate/page2emitequitylink.htm
http://global.newscientist.com/nsplus/insight/global/politics.html
http://global.newscientist.com/nsplus/insight/global/focus.html
http://www.heartland.org/canada.htm
http://www.public-policy.org/~ncpa/ba/ba230.html
http://globalwarming.org/brochure.html
· Provide criteria where necessary for role characteristics.
· Encourage use of computer for writing letter
· Build in proof-reading time
· Read quiz questions out loud and allow for oral responses if necessary.
Time: 150 minutes
In this activity students learn about quality of life issues and how Canada compares to other countries in the world. Discussion evolves around the Human Development Index, comparisons of life styles, economic development, health care, and literacy.
Strand(s): Space and Systems, Human-Environment Interactions, Understanding and Managing Change, Methods of Geographic Inquiry
Overall Expectations: SSV.04B, HEV.01P, MIV.01B, MIV.03P.
Specific Expectations: SS1.01B, SS1.05P, HE1.04B, HE2.02P, UM3.04P, M12.01P, MI2.08B, MI2.08P.
· Prepare a blank map of the world.
· Book computers.
Students need to draw upon prior learning in Grades 7 and 8 in which they have an understanding of methods of geographic inquiry, the ability to analyse, synthesize, evaluate, and communicate information as well as an understanding of the characteristics of developed and developing countries.
3. The teacher leads a discussion on what makes up a person’s quality of life. The concept of Human Development Index (UN rating of countries quality of life measured by life expectancy, educational attainment, and adjusted income) is introduced. (A newspaper article such as Globe and Mail - “Canada again tops survey as best place to live”, July 12/99, p. A3, can be used to introduce topic)
By mapping selected countries on the world map (top and bottom 20 countries according to the Index) students learn the geographic location of these countries (see Appendix 4.3.1 for rankings).
Students discover the differences between the top and bottom 20 countries by constructing bar graphs for Canada, USA, Chad, and Afghanistan using the following criteria: GNP or GDP, literacy rate, number of doctors/capita, growth rates, and food supply. (The statistics can be found in an up-to-date atlas, or at http://www.undp.org/hdro/93hdi.htm.)
Students prepare a point form summary listing the characteristics of each group.
The teacher leads a de-briefing session summarizing the characteristics and introducing the terms: developed, developing, and underdeveloped. The teacher then discusses with the students the advantages and disadvantages of such groupings.
Students write a story describing what it would be like to live in an underdeveloped country. They summarize what they have learned by doing the above activity and expressing why they are fortunate to live in a developed country such as Canada where we have all the basic requirements. Students work with teacher to generate rubric for assessment.
|
Tool |
Purpose |
Who |
Activity |
|
rating scale (see Appendix 3.1.1) |
formative |
peer/self |
bar graph (Teaching/Learning Strategy 3) |
|
rubric (teacher/student-generated) |
formative |
teacher |
story (Teaching/Learning Strategy 6) |
· Encourage collaboration among students.
· Extend timelines.
· Provide clearly stated directions in printed form.
Atlas
Globe and Mail, July 12/99, p. A3 - can be obtained through local libraries
http://www.undp.org/hdro/98hdi.htm
http://www.undp.org/hdro/hd.htm
http://www.undp.org/hdro/HDI.html
http://www.undp.org/hdro
http://www,ybdo.org/hdro/HDImap.html
Time: 240 minutes
This activity is divided into three parts. In Part 1 the students construct posters to show the impact of international trade in Canada. The posters include a flow map of goods entering and leaving Canada. The poster acts as a springboard to further discussions in Part 2, where the students are asked to choose an occupation, which is related to geography, and complete an Internet research activity. Part 3 looks into the future in terms of occupations and discusses the role that trade agreements play now and will likely play in the future.
Strand(s): Global Connections, Understanding and Managing Change, Methods of Geographic Inquiry
Overall Expectations: GCV.01P, UMV.03B, MIV.01B, MIV.03P.
Specific Expectations: GC1.01P, GC3.01P, UM1.02B, UM2.01B, UM2.03B, UM3.03P, MI1.02B, MI2.01P, MI2.03P, MI2.05B, MI1.06B, MI2.08P, MI2.09B.
· Make sure blank maps of the world, markers, glue, and Bristol board are available for students.
· Arrange to have old magazines available for cutouts.
· Book computers.
· Arrange for time in Student Services and the Information Learning Center.
From the Grade 7 and 8 curriculum the students have an understanding of methods of geographic inquiry, the ability to analyse, synthesize, evaluate, and communicate information.
Part 1: Import/Export Poster
4. The project begins with a discussion and identification of products purchased by students in the class that originate from a foreign source. Students then attempt to list those products sold to foreign countries by Canada.
Teacher discusses the type of products (resources) that are traded (goods, commodities, services, ideas).
Students determine imports, exports, and trade balance (surplus/deficit).
Students determine which are Canada’s leading trade partners (imports/exports).
Students construct a flow map to indicate the amount and direction of trade.
Students compile a list of leading exports and imports.
Students construct a poster to display the map and the types of imports and exports. Graphs and charts are to be included on the poster.
Students write a paragraph explaining the importance of trade to Canada’s economy.
Part 2: Career Opportunities
5. The posters are displayed around the room. Students make a list of the various careers involved in the production of the goods and services displayed on the posters.
Students choose one geographic occupation of interest to them and write an employment ad which includes the nature of the occupation, education required, location of the occupation, salary range, and why a person would want to choose this occupation. (See Resources.)
Part 3: Careers of the Future
6. Teacher introduces the trade issues of Canada’s reliance on commodities exports (natural resources), “Putting our eggs in one basket”, 80% of our trade is with the USA, and the impact of NAFTA.
Students choose one of the issues and prepare arguments to support or oppose it.
The teacher organizes a mini-debate where students are asked to present their arguments. Students summarize their position in a paragraph.
Students write a paragraph on what impact their position will have on jobs in the future.
Students make a list of what they see as the five most important occupations in the future and explain why they chose these occupations.
|
Tool |
Purpose |
Who |
Activity |
|
checklist (teacher-generated) |
formative |
teacher |
poster (Teaching/Learning Strategy Part 1, 7) |
|
paragraph marking scheme (see Appendix 4.2.2 for example) |
formative |
peer/teacher |
paragraph explaining importance of trade to Canada (Teaching/Learning Strategy Part 1, 8) |
|
rubric (teacher-generated) |
formative |
teacher |
employment ad (Teaching/Learning Strategy Part 2, 2) |
|
rubric (teacher-generated) |
summative |
teacher |
report (Teaching/Learning Strategy Part 3) |
· Encourage collaboration among students.
· Extend timelines.
· Provide clear, printed directions.
· Allow students to work in pairs or small groups if needed.
· Provide examples of maps and graphs.
Atlas
Canada Year Book
Student Services career-related web sites
School Finder (self-assessment, career information, employment outlook)
Textbooks
http://www.schoolfinder.com/careers/interests.index.htm
Career questionnaire
http://collegeboard.org/career/html/searchQues.htm
Ontario Job Futures – Occupational Profiles
http://www.on.hrdc-drhc.gc.ca/english
College Link
http://www.edu.gov.on.ca/eng/general/list/college.html
University Link
http://www.edu.gov.on.ca/eng/general/list/univers.html
Free Trade Treaties
http://lexmercatoria.net
Time: 150 minutes
Students research and then conduct mock interviews about Canada’s involvement in the global community.
Strand(s): Global Connections, Methods of Geographic Inquiry
Overall Expectations: GCV.01P, GCV.02B, MIV.01B, MIV.03P.
Specific Expectations: GC1.01P, GC1.02P, GC1.03B, MI1.02B, MI2.01P, MI2.02B, MI2.03P, MI2.04B.
· If time is short, gather the research information in advance for students.
· Book the camcorder if needed.
Students need to draw on prior learning in Grades 7 and 8 in which they demonstrate an understanding of the themes of location, movement, and region, gather and communicate geographic information, and demonstrate an understanding of how countries interact.
7. Using teacher-generated lists, students work with a partner to find countries on a world map that are related to specific organizations and/or strategic partnerships to which Canada belongs (UN, NATO, NAFTA, Commonwealth, La Francophonie, CIDA, WHO, NORAD, etc.), using appropriate geotechnologies that include PCGlobe, Arcview, Arcvoyager, etc. This activity could be turned into a knock-out game where one partner times the ability of another as he/she identifies the different countries in specific organizations with the objective of an eventual class winner. This should not take more than 30 minutes.
Students work with a partner to research two different organizations to which Canada belongs.
Students interview each other about the two different organizations they researched. One student in the pair takes on the role of a news correspondent; the other takes on the role of a person involved with the organization. Once one of the partners has been interviewed, students switch roles and complete a second interview. The use of props, etc. is encouraged to help students adopt their roles.
Questions include the basic who, what, where, when, and why, as well as further analysis of Canada’s role in the organization. Students help generate a marking rubric for their interviews before they take place.
Interviews can be live or taped.
Students complete a facts chart as groups are presenting to help them summarize the information:
|
Organization |
Purpose |
Canada’s Role |
|
|
|
|
|
|
|
|
|
Tool |
Purpose |
Who |
Activity |
|
check list (teacher-generated) |
formative |
peer/self |
interviews (Teaching/Learning Strategy 6) |
|
rubric (student-generated) |
formative |
peer/teacher |
interviews (Teaching/Learning Strategy 3) |
Textbooks
Internet
· Provide alternatives to presentations such as having students tape their interview beforehand.
· Find articles for students ahead of time, and provide a reader or taped set if necessary.
· Have students use puppets, animation, or role play for interview.
Time: 150 minutes
This activity brings together the concepts of aid and demonstrates Canada’s role in Foreign Aid. Students use articles, spreadsheets, thematic maps, and organizers to exemplify their findings.
Strand(s): Global Connections, Methods of Geographic Inquiry, Understanding and Managing Change
Overall Expectations: GCV.01P, GCV.03B, UMV.03B MIV.01B, MIV.03P.
Specific Expectations: GCI.03B, GC1.01P, GC2.01P, UM3.04P, MI1.01B, MI1.02B, MI2.03P, M12.11P, MI2.12B.
· Obtain an article or reading that introduces the topic of International Aid - otherwise use a reading from one of the approved texts.
· Book computer lab for creating spreadsheets and GIS program or arrange for T/L Strategies 2 and 3 to be done as paper exercises. If there is no Internet access, students use the library for their research in T/L Strategy 4.
Students need to draw on prior learning in Grades 7 and 8 in which they gather and communicate geographic information, and demonstrate an understanding of Canada’s economic role in the global community, as well as the characteristics of developed and developing countries.
8. The teacher introduces the topic of Foreign Aid through an article or reading that identifies such terms as multilateral aid, bilateral aid, NGO’S’s, CIDA, ODA, various UN aid agencies, FAO, and WHO. Through the use of one or more articles, the teacher demonstrates the difference between aid that is given for long-term economic problems and disaster relief.
Using data on bilateral aid for selected countries (e.g., Canada: Exploring New Directions) the students create a spreadsheet to include the fields of Countries and Total Bilateral Aid. The spreadsheet could include other data such as Canada’s rank among aid donors and relationship to GNP. From this spreadsheet students then use a number of calculations that include sorting, ranking, and simple queries to group counties by regional areas.
Students then take the material generated by the spreadsheet and join it to a GIS program that has a world countries file (e.g., Arcview, Thinkspace, Arcvoyager). Students then create a thematic map to demonstrate the variations in aid grants. A second thematic map could be created that shows the countries’ GNP thematically. This can be done on paper if access to GIS is a problem.
Students, divided into groups, research one specific NGO. Students use the Internet to find out history, goals, and geographical area of operation. This organizer is linked to a portfolio that includes the spreadsheet, thematic maps, and the NGO’s organizer.
|
Tool |
Purpose |
Who |
Activity |
|
rubric (teacher-generated) |
summative |
teacher/self |
portfolio (Teaching/Learning Strategy 1-4) |
· Encourage peer interaction and support during computer activities.
· Give step-by-step instructions to students who have difficulty staying focussed, perhaps using checklists.
· Provide numerous opportunities to assess progress of tasks.
Atlases
Textbooks
GIS software
Time: 150 minutes
Students generate and then complete a survey on travel destinations for students in the class. Students create a map showing destinations of class travellers and one for Canadian travellers outside of Canada. Students then prepare a short report comparing their travel to the rest of Canadians.
Strand(s): Human-Environment Interactions, Global Connections, Methods of Geographic Inquiry
Overall Expectations: HEV.01P, GCV.01P, MIV.01B.
Specific Expectations: HE1.03B, GC2.04P, GC2.03P, MI2.03P, MI2.09B, MI2.13B.
· Produce and distribute blank maps of Ontario, Canada, and the world.
Students need to draw on prior learning in Grades 7 and 8 curriculum in which they demonstrate an understanding of geographic inquiry, as well as the ability to analyse, synthesize, evaluate, and communicate information.
9. Students do a quick tally of who has travelled to places in Ontario, Canada, USA, and the world. Have students generate questions they could ask to get information about travel in the class (where, when, reason, etc.).
Teacher puts up along the top of the blackboard the different regions - Ontario, Canada, USA, world. Have students come up and fill in information about their travels.
Students summarize information into their notes - type of travel most common, distance from home, etc.
Lead a class discussion on the importance of tourism to Canada (Canada: Exploring New Directions, pp. 398-399 and Perspectives, pp. 246-247).
Students brainstorm for locations of where people travel within Canada (major cities, National Parks, World Heritage Sites, etc.).
The teacher shows students a graph showing the popularity of Canada’s National Parks (Canada and the World, A Resource Atlas, 2nd ed.). Have students determine why attendance varies from park to park (distance, climate, landforms, etc.). Have students speculate on how much the physical landscape determines the types of activities carried out in the parks. Introduce topic of ecotourism, and relate to national parks.
Class discussion on World Heritage Sites within Canada and the world - purpose, type (natural, cultural), effectiveness.
Students complete a pie graph showing the sources of the largest number of visitors to Canada. (Use data from Canada: Exploring New Directions, pp. 398-399.)
Students complete a flow line map showing out of country destinations for Canadian tourists. (Use data from Perspectives, pp. 246-247.)
Prepare a formal paragraph comparing the travel of the class to that of Canada as a whole.
|
Tool |
Purpose |
Who |
Activity |
|
rating scale (see Appendix 3.2.3) |
formative |
teacher/peer |
pie graph (Teaching/Learning Strategy 8) |
|
marking scheme(see Appendix 4.7.1) |
summative |
teacher |
flow line map of tourist destinations (Teaching/Learning Strategy 9) |
|
rubric (student-generated) |
summative |
teacher |
comparison report (Teaching/Learning Strategy 10) |
Stephenson, M. Canada’s National Parks, A Visitors Guide. Prentice Hall Canada Inc.
Textbooks
http://www.e-view.com/canada/tourism/index.html
http://www.unesco.org/whc/nwhc/pages/home/pages/homepage.htm
http://www.unesco.org/whc/hwhc/pages/sites/main.htm
Ecotourism Classroom Video
· Provide step-by-step instructions for graphing.
· Provide examples of graphs and maps.
Time: 300 minutes
Students use a variety of media sources effectively to produce an independent research report on one of the following topic areas: sports, arts, media, entertainment, food, fashion, technology, medical research, retail, etc.
Strand(s): Global Connections, Methods of Geographic Inquiry
Overall Expectations: GCV.01P, GCV.02B, GCV.03B, MIV01.B, MIV.02B, MIV.03P.
Specific Expectations: GC1.03B, GC2.01P, GC3.01P, MI1.01B, MI1.02B, MI2.02B, MI2.03P, MI2.04B, MI2.05B, MI2.09B, MI2.11P.
· Book learning resource centre and computer lab
Students need to draw on prior learning in Grades 7 and 8 curriculum in which they demonstrate an understanding of geographic inquiry, the ability to analyse, synthesize, evaluate, and communicate information as well as the skills and information acquired during this unit.
10. The teacher leads a class discussion on what is culture, and what influences it. Students create a web diagram as an organizer for information derived from the discussion.
Students pick a topic area from the following list and work independently to produce a two-page research report. Students look at how Canada influences the rest of the world and how the rest of the world influences Canada. Students analyse Canada’s role in the global community, and determine what, if any, our influence is.
Topics: sports, arts, media, entertainment, food, fashion, technology, medical research, retail, etc.
The final report consists of two parts: 1. written report; and 2. creative element (paintings, dance, sports olympics for younger grades, music, poetry, video, etc.).
|
Tool |
Purpose |
Who |
Activity |
|
rubric (see Appendix 4.8.1) |
summative |
teacher/self |
written report (Teaching/Learning Strategy 3) |
|
rubric (student-generated*) |
summative |
teacher/self |
creative element (Teaching/Learning Strategy 3) |
* Because of the wide range of formats that can be used for the creative element, it is important that the students have a say in how it is evaluated.
Resources
Canadian Geographic
OAGEE Monograph
· Break down the task into small achievable parts, and check on progress repeatedly where assistance is required with organization.
· Use log sheets for tracking work.
· Use peer-helpers to keep students focussed.
· Provide access to computers for typing report.
· Extend timelines where required.
11. At present, human activity adds about three billion tonnes of carbon (in the form of CO2) to the air each year.
Scientific evidence indicates variations in global temperature are likely to be naturally occurring and cyclical over very long periods of time.
The highest smog concentrations in Canada are in the lower Fraser Valley in British Columbia and in southern New Brunswick.
Global warming is caused totally by human actions.
Between 1990 and 1997, Canada decreased its emission of greenhouse gases.
Businesses don’t want controls on greenhouse gases because it will cost them money to put pollution controls in place.
In a 1997 Environics poll, 61% of Canadians said governments should act now to reduce human impact on the world’s climate, even if there are major costs.
In 1998 Canada signed the Kyoto Protocol (global warming treaty), stating they must cut emissions 6% below 1990 levels.
Under the Kyoto Protocol, developing countries have to make severe cuts in emissions.
Under the Kyoto Protocol, forested countries will have to pay more because trees absorb carbon dioxide.
Answers:
1-T, 2-T, 3-T, 4-F (a combination of human and natural), 5-F (it increased by 13%), 6-T, 7-T, 8-T, 9-F (developing countries are not required to make any cuts), 10-F (they get a break on their targets - can build up credits by planting trees)
|
12. Intro Sentence |
0 |
1 |
2 |
|
|
|
|
|
(introduces topic, correct sentence structure, proper wording) |
|||||||
|
Body Sentences |
0 |
1 |
2 |
3 |
4 |
5 |
6 |
|
(relevant information, backs up intro sentence, correct sentence structure, proper wording) |
|||||||
|
Concluding Sentence |
0 |
1 |
2 |
|
|
|
|
|
(concludes paragraph, correct sentence structure, proper wording) |
|||||||
Total: _____/10
A Representative of the European Economic Community
(EEC)
The EEC wants to aggressively pursue an ambitious plan to reduce greenhouse gases 15% below the 1990 levels by the year 2010. Most people in Europe live in highly populated regions, and are already experiencing the effects of heavy air pollution. Some European nations have already put programs in place encouraging people to use cleaner energy, smaller homes, and smaller, more efficient cars/trucks.
The Secretary of the Environment for the United States
As the most powerful industrialized nation in the world, the United States must show leadership, but all countries must participate in the solution. However, the United States feels they cannot meet the targets put forth by the European Economic Community. Their reasoning is the cost, the greater distances, and the colder winters in northern states. The U.S. also feels more study needs to be made on the effects of climate change and the role of humans in the equation. The cost and the need for long-term solutions must also be addressed.
A Representative from the U.S. Petroleum Industry
This representative has serious doubts about the research done to date. The issue requires more serious inquiry and analysis. The industry is opposed to any sort of legally binding mandate and timetable for the reduction of carbon emissions. The industry is concerned about the consequences on our economy and feels that it is unfair to put controls on companies that have voluntarily put in place controls to reduce carbon emissions and improve energy efficiency. The industry feels that the average American will be hit hard as the price of gas would go up 50% if the United States reduces its levels of greenhouse gases to 7% lower than in 1990. The industry also feels that it is not fair that developing countries do not have to reduce their emissions as well.
Industrial Energy User Association
This association believes that the GDP of developed countries would shrink, jobs would be lost, wages would go down, and investment in businesses could decline if limits are put on greenhouse gas emissions. For the average consumer, this would mean a 40% increase in energy costs per household: higher costs for heating, cooling, and lighting. Prices would go up for consumer goods resulting in consumers buying less, jobs being lost, and slower economic growth. The only winner would be developing countries which would gain a competitive advantage at the expense of developed countries.
Minister of the Environment for Canada
Canada feels that global warming poses a real threat, but is not sure if humans are the primary cause. We should act on cutting back greenhouse gas emissions which would result in less pollution, better urban air quality, and a more efficient economy. As is the case with the United States, we have huge distances, more space, bigger homes, bigger cars, and cold, long winters. We have developed wasteful habits because of the abundant availability of energy resources. Global warming may not be a disaster, but if it is, we have to be ready for it.
A Representative from a Developing Country
Although the developing countries recognize the need to address the issue, we feel that it is not an issue of our making. More pressing to us is the need to develop our economy and increase the standard of living of our people. Due to our present state of technology more efficient forms of energy production are not available to us.
Environmental Organization Representative
We feel that one of the most important environmental issues facing human kind today is the build-up of greenhouse gases and their resulting consequences. We strongly endorse a 20% reduction in C02 emissions by industrialized countries by the year 2005. Our organization feels that developing new reserves of coal, oil, and natural gas should be stopped and investment in renewable/alternate sources of energy should be pursued.
Organization of Petroleum Exporting Countries (OPEC)
Representative
OPEC opposes limits to emissions of greenhouse gases to all developing and developed countries. The only way we will accept cuts is if compensation is given to us to protect against lost exports.
Insurance Industry Representative
The insurance industry supports limiting greenhouse gas emissions. We are worried that claims will rise due to climatic catastrophes such as storms, floods, and crop failures caused by global warming. If we don’t limit greenhouse gas emissions, our industry will become bankrupt.
A Scientific Community Representative
Scientists are divided over the causes and effects of global warming. Opinions range from global catastrophe to patterns that are cyclical in nature. In general scientists feel that it is an issue that needs our immediate attention and delaying any action could result in events that are difficult to reverse.
Source: Human Development Report, 1999 (www.undp.org/hdro/HDI.html)
Top 20 Countries:
1. Canada
2. France
3. Norway
4. USA
5. Iceland
6. Finland
7. Netherlands
8. Japan
9. New Zealand
10. Sweden
11. Spain
12. Belgium
13. Austria
14. United Kingdom
15. Australia
16. Switzerland
17. Ireland
18. Denmark
19. Germany
20. Greece
Bottom 20 Countries:
155. Benin
156. Tanzania, U. Republic of
157. Djibouti
158. Uganda
159. Malawi
160. Angola
161. Guinea
162. Chad
163. Gambia
164. Rwanda
165. Central African Republic
166. Mali
167. Eritrea
168. Guinea-Bissau
169. Mozambique
170. Burundi
171. Burkina Faso
172. Ethiopia
173. Niger
174. Sierra Leone
|
Six map elements |
0 |
1 |
2 |
3 |
4 |
5 |
6 |
|
(title, border, scale, legend, date, compass) |
|
|
|
|
|
|
|
|
Legend |
0 |
1 |
2 |
|
|
|
|
|
(range identified, consistent) |
|
|
|
|
|
|
|
|
Accuracy |
0 |
1 |
2 |
3 |
4 |
|
|
|
(correct locations, correct arrow widths) |
|
|
|
|
|
|
|
|
Appearance |
0 |
1 |
2 |
3 |
|
|
|
|
(ruler used, printing on map, effort) |
|
|
|
|
|
|
|
Total: _______/15
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Use of facts and terms /U |
You define geographic fact and terms with limited accuracy |
You define geographic terms with some accuracy, and attempt to use terms in context |
You define geographic terms, and use them in context most of the time |
You define geographic terms correctly, and use them in context all of the time |
|
Defining the issue T/I |
You define your issue with limited clarity and effectiveness |
You define your issue with moderate clarity and effectiveness |
You define your issue with considerable clarity and effectiveness |
You define your issue with a high degree of clarity and effectiveness |
|
Providing evidence T/I |
You have provided limited evidence |
You have provided some evidence |
You have provided considerable evidence |
You have provided evidence with a high degree of clarity and effectiveness |
|
Communicating information and ideas C |
You have written your report with limited effectiveness, you communicate information and ideas with limited clarity |
You have written your report with some effectiveness, you communicate information and ideas with some clarity |
You have written your report with considerable effectiveness, you communicate information and ideas with considerable clarity |
You have written your report with a high degree of effectiveness, you communicate information and ideas with a high degree of clarity and confidence |
|
Drawing logical conclusions/ generalizations on Canada’s role in the global community A |
You draw few conclusions, they need to be based on facts |
You draw some simple conclusions, based on some facts |
Your conclusions are based upon facts and are realistic |
Your conclusions are solidly based upon facts, imaginative, and informative |
Continue
to Unit 5 | Back to Unit 3 | Back
to Course Profiles main menu