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Activity
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Methodology
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Resources
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1. Introduction to World Geography
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a. Place names
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Complete a diagnostic quiz that asks students for their general knowledge on a series of world geography questions and issues.
Find and label the location of series of place names (rivers, lakes, countries, continents, oceans) in the world which have economic, trade, political, and current affairs significance. Take notes on their importance.
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Do you know the world? Quiz worksheet (see CGC1D)
Label the World assignment
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b. Time zones
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Using a time zone map of the world, determine the times in different time zones. Also, determine the Central Time game time for NHL Hockey games taking place in various Canadian time zones.
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Times Around the World worksheet
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2. Tourism in Canada
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a. Where tourists come from
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Create a flow map showing the origins of people who come to Canada for a vacation. Included are several interpretation and thinking questions. Also compare the reasons why visitors come to Canada.
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A Tourist in Canada worksheet; data from Experience Canada p. 288-289
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b. Where do tourists go in Canada
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Read a selection on tourist destinations in Canada, including Banff National Park, Prince Edward Island, and the Polar Bear Express. Answer several questions about these places.
As a class discuss our own tourist destinations within Canada. And create a flow map indicating this. The origin of the arrow is Northwestern Ontario.
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Tourist Destinations in Canada worksheet; readings from Experience Canada p. 291-292
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c. Ecotourism advertising poster
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Create a list of things tourists would be interested to see and do in your community (ecotourism and cultural tourism). Then, create a full-colour poster advertising these.
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Come to my Community! Poster assignment
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3. Global Environmental Issues
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a. Global warming
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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.
Using Internet information, answer questions on a short global warming quiz. Answer thought questions based on this information.
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Global Warming Canada; sources from the Internet (e.g., www.epa.gov/ globalwarming
Global Warming Quiz worksheet
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b. Advocating for the environment
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Using selected Internet resources, gather information on global warming and its many and varied impacts on northern communities. 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. Students should make it personal and discuss how these changes will affect their home communities. The letter is sent.
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Letter Writing for a Better Planet assignment sheet; notes from Perspectives p. 268-269
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4. World Development
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a. Degrees of development
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Complete a worksheet on developed and developing countries requiring shading in of a map as a function of the top and bottom 20 countries on the human development index. Add HDI, developed and developing to the glossary. In addition compare Canada to a country low on the HDI using a table and a bar graph.
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Developed and Developing Countries worksheet; also see Wahsa Mod9 p. 2
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b. Quality of life
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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.
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My Quality of Life worksheet based on Perspectives p. 256 question 2
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c. Canada's foreign aid
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Complete definitions of types of foreign aid provided by Canadian government (ODA). Examples include clean water, sanitation, infrastructure, human rights, democratization, and environmental protection. Tied aid and the role of NGOs is also considered.
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Wahsa Mod10 p. 7-10
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d. Human rights and children
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Watch a video of cartoons summaring children's rights (produced by U.N.) Summarize each right and its implications.
Watch a video produced by War Child Canada about war in Sierra Leone.
Students complete a reflective response on these videos.
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Video U.N. Children's Rights Cartoons
Video Rascalz in Sierra Leone.
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5. International Connections
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a. What are they?
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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
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Global Connections Canada worksheet; Making Connections p. 422-424
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6. Unfair Trade
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a. Multinationals & sweatshops
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Complete a text note in the provided organizer on the ubiquity of multinational corporations, globalization, and typical conditions in many sweatshops run by multinationals.
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.
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Multinationals and Sweatshops worksheet
Behind the Label assignment sheet; data from No Logo by Naomi Klein
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b. Nike
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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.
Watch excerpts from the humorous movie The Big One in which movie-maker Michael Moore investigates Nike and its boss Phil Knight. Answer interpretation questions based on this viewing.
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Making Nike Sweat Questions worksheet; excerpts from the Village Voice
The Big One Questions worksheet; video of The Big One
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c. International Buy Nothing Day
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Students are provided with a selection of information on International Buy Nothing Day obtained from a variety of sources. They must complete an organizer with a series of pros and cons, and support an argument using evidence that this day is a GOOD or a BAD thing for Canada's underdeveloped or developing trading partners. The final product is a short written report.
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Buy Nothing Day Report assignment sheet; information sources
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7. Unit Test & Review
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Complete a review of all knowledge and skills developed in the unit
Write a paper and pencil test.
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Unit 4 Review worksheet
Unit 4 Test
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