Part B: Learning Plan
This allows students to use maps in authentic learning experiences.
Students will:
- Examine the multiple effects of globalization, by considering the economic, environmental, and cultural effects on the lives of people in Canada and in circumpolar and Pacific Rim countries.
- Consider the impact that technology has had on globalization.
- Analyze the relationship between current and historical events and the physical and social environments in Canada and in a selection of Pacific Rim and circumpolar countries.
- Explain the role of barter, trade and sharing in traditional economies in Canada and circumpolar and Pacific Rim Countries.
Teachers should also continue to help students note themes that are surfacing.
Students are comparing the Canadian experiences to countries bordering the Pacific Rim and northern circumpolar countries. In some cases, teachers may wish to begin with the exploration of Canada’s experiences so that any misunderstandings about what student will be asked to research could be clarified. Have students apply their understandings of terminology and concepts by researching selected countries in the Pacific Rim and northern circumpolar countries.
QUESTIONS TO GUIDE INQUIRY
Teachers may want to consider putting the questions into a “Before, During, After” chart to note the changes in students’ thinking as a result of the inquiries.
- How do you influence others?
- What is the impact of those influences: positive or negative?
- Is it possible to control the impact of those influences?
- What impacts on the world does our lifestyle create?
- If opinions are personal perceptions then can everyone’s opinion, be right?
- What might be another perspective?
- What role does evidence play in forming opinion?
- What impact does past experience have on your decision-making?
- How important is understanding historical events to understanding current decision-making?
- What causes you to change your mind?
- What does it take for society to make a change?
- How does the natural environment affect the development of society?
- In what ways does your environment and where you live affect how your cultural and social behaviours develop?
- Are you a user or protector of the environment?
- Does the environment or your relationship with the environment impact your beliefs and values?
Vocabulary
- Barter
- Common Good
- Ecological
- Ecological stewardship
- Economics
- Ethnocide
- Exploitation
- Export
- Globalization
- Marginalization
- Opinion
- Social Environment
- Stewardship
- Sustainable/sustainability
- Trade
Divide class into groups and have each group choose a specific country to learn about and present to class. Each group must find out the information in the frameworks and inquiries posed below. Teachers are encouraged to identify specific countries and have students study those same countries repeatedly so that students can gain a stronger understanding of the issues facing the citizens of those countries and diversity of solutions of those countries. At the end of the studies the students will be experts on a particular country and will share their knowledge with their classmates.
Encourage students to present information learned in a variety of modes including speaking, writing, drama, multimedia, etc. so that all students have an entrance point for demonstrating their learning and understanding.
Guiding questions are suggested to support teachers as they explore the essential questions. Teachers are encouraged to use the questions that support their classroom work and to make wording changes or add additional questions as required. Guiding questions are more closely related to the inquiry.
For all areas of study in Grade 7 students will be comparing the Canadian experiences to countries bordering the Pacific Rim and northern circumpolar countries. For these inquiries teachers may choose to begin with the examination of Canada’s experiences so that any misunderstandings about what students are asked to research can be clarified. Students can then apply their understandings of terminology and concepts by researching selected countries in the Pacific Rim and northern circumpolar countries.
CONNECT TO TOPIC AND SURFACE STUDENTS’ THINKING ABOUT …
This inquiry has students examine the effects of globalization on the lives of people in Canada and in circumpolar and Pacific Rim countries. Students will also begin to consider the impact of their life-style and decisions on the global economy.
- How do you influence others?
- What is the impact of those influences: positive or negative?
- Is it possible to control the impact of those influences?
- What influences does our life-style create?
- on people?
- on the world?
- What are the impacts of supporting my life-style on my local community and the global community?
- What is the impact of those influences: positive or negative?
- Is it possible to control the impact of those influences?
- What are my responsibilities regarding the impacts of my life-style as a global citizen?
- Do different cultures view their responsibility to the environment differently?
Pose questions to students, post student thinking for reflection after study. Surface additional questions.
In groups, have students think about and talk about their understanding of the following words and/or concepts:
- Common Good
- What is common good? How is common good determined?
Develop a list of criteria with students to describe common good.
- Whose perspective is represented in the discussion of common good? Why is this?
- Whose perspective is not represented? Why is this?
- Is common good constant? What impacts common good?
Check the identified criteria to determine how universal the application of that criteria is.
- How does culture and community impact the idea of common good?
It is important for students to consider whether common good is indeed constant for all Canadian citizens.
- Globalization
- What is globalization?
- What might be the benefits of globalization?
- What might be the negative effects of globalization?
- What might be another perspective on the effects of globalization?
- What is the cost of globalization?
- How do our lifestyle choices contribute to globalization?
- How are Globalization and Common Good connected? or
- What is the relationship between globalization and common good?
- Can there be “Global Common Good”? What would it include?
- What themes are emerging?
- What are the similarities and differences?
- Why do students think this is so?
The independence level of the class, will determine how much teacher direction is required to do this.
DEVELOPING UNDERSTANDING
Plot countries of origin on a map for all survey results to help students gain a sense of which countries are having the most impact on Canada.
See the appendix for graphic organizers to support student organization.
- What is the current impact of globalization on your everyday life?
Brainstorm with students, items they use on a regular basis or people with whom they come in regular contact. Classify their answers within three categories:
- Basic Needs, Technology and Social Contexts
Survey
Divide students into groups and give each group responsibility to conduct a survey and identify the countries of origin of:
- Basic Needs
- foods in grocery stores vegetables, fruits, meats
- clothing that students wear, stores where students shop
- Social Context Friends: classmates, teachers, people in students’ lives
- Technology: personal objects or tools used by students e.g., electronic equipment, favourite websites
If…
“Globalization is the process of ideas, products, and people moving around the planet with greater ease and efficiency. Globalization takes advantage of cheaper labor in less developed nations but increases free trade between nations and the free flow of capital.”
Vocabulary.com
Then (based on their survey research) consider…
- How large a role does globalization play on the everyday lives of students in the classroom?
- Could students live without these goods? People? Technology?
- How would students classify the globalization connections in the room?
- Local, national, international?
- How would students rate the impact: positive or negative/risks or benefits?
- Would students say they have benefited from globalization?
- Have there been any detrimental impacts from globalization?
- To the local community? To other communities? Explain.
- What has been the impact on the common good of the student community?
- Rate each area of impact – Need, Social Contexts, Technology – according to amount of impact – most impact (3) to least impact (1)
Have each group develop a summary statement in response to the questions posed above. Compare student thoughts for similarities and differences. Look for themes.
Post for later reflection.
- What questions are students asking as a result of this new information?
- Why is this information important to know?
APPLY AND EXTEND KNOWLEDGE
Divide students into groups and using the results from the previous survey of produce, goods, and clothing used by students, do a comparative analysis of the distance that the goods had to travel to get to your community and the cost to import these items.
Each group has responsibility for one category on the survey. Use current fuel prices to obtain an approximate fuel cost for the produce and/or materials.
See appendix for graphic organizers to support student research.
Each group has responsibility for one category on the survey. Use current fuel prices to obtain an approximate fuel cost for the produce and/or materials.
See appendix for graphic organizers to support student research.
- What does globalization cost the environment?
- Does the cost of the produce/goods/technology to the consumer reflect the cost to transport the item?
- How would students assess/appraise the cost to the environment of having a variety of food in their grocery store?
- How would students assess/appraise the cost to the environment of having access to the goods/technology they commonly use?
- How sustainable is the practice of transporting these goods to suit student’s lifestyle?
- Would students describe the effects of having access to global food/goods/technology as positive or negative? Explain their thinking.
- What has been the impact on the global common good of the students’ lifestyle?
- What is the student’s responsibility as a global citizen to control the effects of their lifestyle?
Post student responses.
Watch video – Story of Stuff – found at: https://storyofstuff.org/ under movies tab or at:
http://storyofstuff.org/movies/story-of-stuff/
- What stands out for students in this video?
- What did they learn about the effects of consumerism?
Revisit questions asking students to appraise the cost to the environment of their lifestyle and evaluate the sustainability of this practice.
- How has student thinking changed as a result of the information learned in the video?
- What answers are different, why?
Continue to link inquiry findings to these questions.
- What are the impacts of supporting my life-style on (my local community and) the global community?
- What are my responsibilities regarding the impacts of my life-style as a global citizen?
- What might be another perspective on the effects of globalization?
- What is the cost of globalization?
- How do our lifestyle choices contribute to globalization?
Refer back to the survey results that examined the impact of globalization. Have students choose one item of interest and research the impact of providing these goods to people in the country of origin.
- How might students in the country of origin be impacted by providing these goods for students in Canada?
- How might students in the countries of origin view the effects of globalization? Explain your thinking.
- What would be/might be the impact of globalization on the common good in the country of origin?
- How sustainable is this practice of providing these goods to you to the country of origin?
Students may not be able to answer all the questions about the impact on students in countries of origin but it is important to have them begin to think about this. Connect back to essential questions about how you influence others. Post student thoughts and continue to revisit to note how thinking has changed.
Students are invited to think about the effects of providing goods to Canadian citizens from the perspective of the countries providing the goods.
See appendix for graphic organizer to support student research.
CONNECT TO TOPIC AND SURFACE STUDENTS’ THINKING ABOUT…
Students have been learning about personal decision making in health and the importance of obtaining relevant, accurate information to support their decisions. These introductory questions ask them to think about how history, beliefs, and our environment affect past and present decisions. Students will ultimately consider the quality of the decisions made by a country for its citizens.
How have the experiences of Canada in the past affected the Canada we live in now?
- How did we get the country we have today? How did history and historical events influence the country we have? How did our environment influence the country we have? Why do people live where they live?
In this inquiry, students will consider the influences on their decision-making and analyze the effects of decisions on the development of the country. The inquiry begins with examination of the effect of geographic and historical events, natural and man-made, on people and cultures. Students will consider where people choose to live – population distribution, and the influence of history and geography on economic and governmental decisions.
For all areas of research, students are encouraged to use a variety of maps (physical, political, geographical, and population) in their research and in their presentations.
- What impact does past experience have on your decision-making?
- How important is understanding history to understanding the reasons for current decisions?
- What can history teach us about why we think the way we do?
- Whose history is represented?
- What is the relationship between the natural environment/geography and your activities/ life-style choices?
- How much do you think about the environment?
- Are you a user or protector of the environment? Give examples to support your thinking.
- How often does the environment affect what you do?
Teachers should also continue to help students note themes that are surfacing.
Students are comparing the Canadian experiences to countries bordering the Pacific Rim and northern circumpolar countries. In some cases, teachers may wish to begin with the exploration of Canada’s experiences so that any misunderstandings about what student will be asked to research could be clarified. Have students apply their understandings of terminology and concepts by researching selected countries in the Pacific Rim and northern circumpolar countries.
Use a Before, During, and After chart to note changes in students’ thinking from the beginning to the end of the inquiry.
- How does the natural environment/geography affect the development of society/our country?
- How much does the environment affect your actions?
- What is the relationship of First Nations people to the environment? How did their connection to the environment impact their life-style choices?
- Were First Nations users or protectors of their environment? Give examples to support your thinking.
- What role did the environment and geography play in developing Canada? Other countries?
- Identify specific Pacific Rim cultures to research and then compare their cultural responses to the environment.
- How did history influence the development of our country?
- How does history impact the present?
- What can history teach us about why we think the way we do?
- How important is understanding history to understanding current decisions?
- What does it take to make a change?
Have students examine a map of Saskatchewan to identify where people live.
- https://web.archive.org/web/20180901224357/http://www.worldpopulationstatistics.com/canada-provinces-and-territories/
- https://web.archive.org/web/20180708123513/http://www.worldpopulationstatistics.com/saskatchewan-population/
- http://www.citypopulation.de/Canada-Saskatchewan.html
- http://discovery-guide.sasktourism.com/app.php?RelId=6.7.0.14.6 (link no longer active) or search:
- http://discovery-guide.sasktourism.com (link no longer active)
Canadian Natural Catastrophes for Research
These sites give some information on natural catastrophes from which teachers may choose to have students research.
- https://www.thecanadianencyclopedia.ca/en/collection/disasters or
- http://www.thecanadianencyclopedia.ca – search Natural Disasters
- https://www.publicsafety.gc.ca/cnt/rsrcs/cndn-dsstr-dtbs/index-en.aspx
For the current perspectives research consider Canada and specific countries bordering the Pacific Rim. Students are becoming experts on one country and continue to add to their understanding of their respective country.
See appendix for organizers to support student research.
- Have students brainstorm answers. Analyze and look for categories within their responses i.e. social environments, cultural interactions, population dynamics
- What causes population to increase or decrease in a particular area?
- What creates changes in population composition/makeup?
- Have students develop some hypotheses. Establish link between economic development, geography, and technology.
- Begin with Canada to make sure students understand what they will be researching. Then have students choose a Pacific Rim and circumpolar countries.
- Choose a specific area of Canada, i.e. Western Canada, Central Canada, Eastern Canada, Northern Canada, and have students find the answers to the following for their areas. Create a timeline of the identified events to explore the impact of technology on the population growth of the area.
Examine and identify the impact of:
- the historical events that had an impact on the formation of your specific area of the country.
- the natural or human catastrophes in the specific area.
- For each:
- outline the history of human habitation of the region
- identify location, affected populations, and describe impact
- Present information on the appropriate maps
- What is the impact of these historical event(s) on the present?
Try to develop summary statements.
What is the impact of these historical event(s) on the present?
- What role did physical environments/geography play in shaping the following political events?
- Sovereignty over the North-West Passage (Canada)
- Western intervention in other countries
- Political alliances
- Adoption of a system of government
- What is the impact of these historical event(s) on the present?
Analyze the influence of European contact on:
- TheAboriginal /indigenous peoples of Canada, Mexico, and Australia specifically,
- First Nations children in Canada and Australia abducted from their homes to attend residential schools
- The Acadian deportation
- The treatment of European immigrants during WWI
- The internment of Japanese-Canadians in WW2
Assess the effects of relocations and deportations of affected groups.
- What did the Europeans believe about the people in your research?
- What was the result of their beliefs on the identified people?
What is the impact of these historical event(s) on the present?
What is the impact of these historical event(s) on the present?
Current/present perspectives
Role of geography in shaping economic activity:
- Economic alliances
- Trading partners
- Use of resources
- Impact of the reserve system on First Nations populations
- Explain the role of barter and trade and sharing
- Describe examples and role play the practices
- Present the experiences of Elders and senior citizens
- Rate the sustainability of economies based on:
- barter
- trade
- sharing
- Which is preferable in the student’s mind?
- Why do the current political and economic relationships exist/work?
- What are the benefits?
- What are the negative effects?
APPLY AND EXTEND KNOWLEDGE
- What is Canada’s position with respect to climate change?
- What are the positions with respect to climate change of students’ specific Pacific Rim and northern circumpolar countries?
- What are the similarities in positions? What are the differences? What accounts for those differences?
- Have students debate the merits of specific positions of a chosen country.
EVIDENCE OF LEARNING
The forms of assessment of the learning will vary but should allow students to demonstrate their learning and understanding in a variety of ways.
Essential Questions
- How do you influence others?
- What is the impact of those influences: positive or negative?
- Is it possible to control the impact of those influences?
- What influences does our lifestyle create?
- on people?
- on the world?
- What are the impacts of supporting my life-style on (my local community and) the global community?
- What are my responsibilities regarding the impacts of my lifestyle as a global citizen?
- What might be another perspective on the effects of globalization?
- What is the cost of globalization?
- How do our lifestyle choices contribute to globalization?
- How does globalization affect citizens in Canada, northern circumpolar and Pacific Rim countries?
- What are the benefits? What are the concerns? (Articulate and interpret the main arguments for and against globalization.)
- What accounts for the differences in the effects of globalization?
- What is my responsibility as a global citizen to deal with the effects of globalization?
Have a debate with the students. One group is for globalization and the other is against globalization. Have students develop positive statements and opposing statements based on their research.
See appendix for additional assessment suggestions.
Students should be able demonstrate an understanding of:
- How geography can affect a region, economically and socially.
- How historical events can affect a region and its people.
What is the relationship between historical events, the environment, and where people live?
- Pick a significant historic and/or environmental event that had a significant impact on the development of the Canada that we have today and show why you think it was important.
- Pick an historic and/or environmental event that had a significant impact on the global trading patterns of today and tell why you think it was important.
STUDENT CITIZENSHIP JOURNAL OPPORTUNITIES
Students are keeping a Citizenship Journal to reflect upon their developing views of citizenship. This section provides prompts for student journals. Students are invited to choose one that interests them. Encourage students to include a variety of representation methods including artwork, drawings, and sketches.
Prompts are suggestions that may or may not be used. Students are encouraged to develop their own prompts and write on any topic they wish. Students may respond to any of the essential questions.
- Many citizens of Canada have access to a number of luxuries not seen by students in other countries. As a “global citizen” how do you feel about the inequities that maintaining your lifestyle creates?“Canada must acknowledge its past history of shameful treatment of Indigenous peoples,” said Inuk leader John Amagoalik. “It must acknowledge its racist legacy. It should not only acknowledge these facts, but also take steps to make sure that the country’s history books reflect these realities.”
- What is your response to this statement?“Healing is a gradual process–the legacy of residential schools is still very much alive in our cities and communities and affects Indigenous and non-Indigenous Canadians alike.” Legacy of Hope website
- What would you tell your Member of Parliament to do to address the ongoing issues created by residential schools?
- What suggestions do you have for improvement?
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