|
Activity
|
Methodology
|
Resources
|
|
1. Introduction to World Geography
|
|
a. Place names
|
Complete a diagnostic quiz that asks students for their general knowledge on a series of world geography questions and issues.
Review the location of series of place names in the world of economic, trade, political, and current affairs significance. Label the world using G.I.S. software and printing the result. Complete a short organizer from teacher lecture about these places.
|
Do You Know the World Quiz
Label the World assignment
|
|
2. Country Profiles
|
|
|
Choose a country from each of six continents, and using available Atlas resources profile each each of these countries in terms of its climate, natural environmental, demographic social indicators, nutrition, economy and transportation, agriculture, energy, minerals and trade. Profiles are completed on blank profile worksheets
|
Country Profiles assignment sheet
|
|
3. World Development
|
|
a. Degrees of development
|
Complete a worksheet on developed and developing countries based on a textbook reading.
|
Developed and Developing Countries worksheet; Making Connections p. 406-409
|
|
b. Quality of life
|
Evaluate your own quality of life using a rating scale worksheet. Compare this to the quality of life in several other countries in the world.
|
My Quality of Life worksheet based on Perspectives p. 256 question 2
|
|
c. Canada's foreign aid
|
Complete definitions of types of foreign aid provided by Canadian government (ODA). Examples include clean water, sanitation, infrastructure, human rights, democraticization, and environmental protection. Tied aid and the role of NGOs is also considered.
|
|
|
4. Trade
|
|
a. Trade connections
b. Multinational corporations and sweatshops
c. Fair Trade
|
Using an organizer, take notes and record teacher and class generated examples about how Canada connects with the rest of the world in terms of trade in goods, peacekeeping/diplomacy, culture, sports, immigration, development, organizations, and tourism. Complete questions based on organizer and a textbook reading
Complete a text note on the ubiquity of multinational corporations, globalization, and typical conditions in many sweatshops run by multinationals.
Read excerpts from an article in the Village Voice discussing how a consumer struck back at Nike and its reputation for sweatshops. Answer comprehension questions on these excerpts.
Complete an assignment requiring examining articles of clothing for country of manufacture. Compare this information with data provided about a series of brands and the conditions in their factories.
Watch the humorous movie The Big One in which movie-maker Michael Moore investigates multinationals, lay-offs, and Nike. Answer interpretation questions based on this viewing.
Complete a worksheet on fair trade. Answer questions from a reading about how fair trade reduces the injustices of globalization.
|
Global Connections Canada worksheet; Making Connections p. 422-424.
Making Nike Sweat Questions worksheet; excerpts from the Village Voice
Behind the Label assignment sheet; data from No Logo by Naomi Klein
The Big One Questions worksheet; video of The Big One
Fair Trade Canada; readings from Perspectives p. 191-193
|
|
5. Global Environmental Issues
|
|
a. Global warming
|
Take a graphic and text note on the greenhouse effect and global warming using the organizer provided. Include the impacts that it will have on Canada, and Northern Ontario (e.g. winter roads), and the Kyoto accord and its intentions. Answer thought questions based on this information.
|
Global Warming Canada; sources from the Internet
|
|
b. Ozone depletion
|
Take a graphic and text note on the ozone layer and its depletion. Include a discussion on the health and environmental impacts associated with this.
|
|
|
c. Advocating for the environment
|
Using selected Internet resources, gather information on global warming, ozone depletion, or the destruction of wildlife habitat. Following steps on an assignment sheet, compose a short letter to an appropriate level of government (Prime Minister's Office, United Nations) that is brief, focused, clear about views and positions, not emotional, and requests a reply with a specific question. The letter is sent.
|
Letter Writing for a Better Planet assignment sheet; notes from Perspectives p. 268-269
|
|
6. Unit Test & Review
|
|
|
Complete a review of all knowledge and skills developed in the unit
Write a paper and pencil test.
|
Unit 4 Review worksheet
Unit 4 Test
|
