Social Studies Unit Plan

Overall critical question: Which of Canadas links to the world have the most significant impact on the quality of life and well being of Canadians and the global community? Overall Expectations 1. Identify and describe Canadas economic, political, social, and physical links with the United States and other regions of the world; 2. Use a variety of resources and tools to gather, process, and communicate information about the domestic and international effects of Canadas links with the United States and other areas of the world; 3. Explain the relevance to Canada of current global issues and influences Specific Expectations Knowledge and Understanding 1. Identify some countries with which Canada has links (e.g., in Europe, the Pacific Rim, the Americas, Asia, the Middle East, Africa). 2. Describe some of the connections Canada shares with the rest of the world (e.g., trade, history, geography, tourism, economic assistance, immigration, indigenous peoples, peacekeeping, media, culture). 3. Identify products that Canada imports and exports (e.g., imports: fruit, vegetables, chemicals, motor vehicles; exports: newsprint, grain, machinery, timber, telecommunications). 4. Identify the countries to which Canada exports goods (e.g., the United States, Japan, the United Kingdom, China, Germany). 5. Identify countries from which Canada imports goods (e.g., the United States, Japan, the United Kingdom, Germany, other European countries, Taiwan, South Korea, Mexico). 6. Identify some important international agreements in which Canada participates and describe their purpose (e.g., the United Nations, the World Trade Organization, the North American Free Trade Agreement, the World Health Organization, the North Atlantic Treaty Organization, the Commonwealth of Nations, la Francophonie, the Asia-Pacific Economic Cooperation [APEC] association). 7. Identify Canadas connections with the United States through the media, trade, immigration, culture, technology, tourism, history, and geography (e.g., television programs, trade in vehicles, historical roots, common geographical features, shared water-ways, common environmental initiatives) 8. Describe distinguishing characteristics of the United States (e.g., climate, physical features, political system, economic activities, international influence, celerations). 9. Describe distinguishing characteristics of a country in another region with which Canada has links (e.g., climate, physical features, political system, economic activities, international influence, celebrations). Inquiry/Research and Communication Skills 10. Formulate questions to develop research plans with a statement of purpose (e.g., How has Canada achieved its reputation as a leading peacekeeping country? How does tourism benefit Canadians? What are some current issues arising from Canadian /U.S. trade relations? Why does the U.S. government recognize Jays treaty but the Canadian government does not? Why do some Canadian companies choose to manufacture goods outside of North America?)

11. Use a variety of primary and secondary sources to locate and process relevant information about Canadas links with the world (e.g., primary sources: statistics, field trips, interviews, original documents; secondary sources: maps, illustrations, print materials, videos, CDROMs, Internet sites) 12. Use and construct a variety of graphic organizers to sort, classify, connect, and interpret information (e.g, tables to show countries and total trade; double bar graphs to compare imports to exports; circle graphs to show how tourist dollars are spent). 13. Observing bibliographic conventions, use media works, oral presentations, written descriptions, illustrations, tables, charts, maps and graphs to communicate main ideas, with supporting evidence, about the various regions of the United States and about one other country from another region of the world. 14. Use appropriate vocabulary (e.g., technology, culture, immigration, tourism, physical features, indigenous peoples, export, import, parallels, meridians, Pacific Rim, economics, media) to describe their inquiries and observations. Map, Globe, and Graphic Skills 15. Use base maps and a variety of information sources to sketch the relative position of places (e.g., location of trading partners, popular tourist areas of the United States and Canada). 16. Create maps using shading/colour to show details of the physical characteristics of regions (e.g., resources, agriculture, climate, elevation). 17. Use special purpose maps (e.g., contour maps, climatic maps, physical features maps) to find specific geographic information. 18. Use latitude and longitude coordinates to locate some major cities and countries of the world; 19. Compare various map projections of the world (e.g., Mercator Peters, Mollweide, Atlantic-centred and Pacific centred), and analyse their differences to determine the particular bias of each. Application 20. Use an appropriate presentation format to show how the contributions of an outstanding Canadian organization are recognized in the global community as well as in Canada (e.g, in dance, sports, music, literature, art, science, technology). 21. Describe some ways in which Canada has influenced other countries (e.g., through the arts, technology, sports, literature, media, satellites). 22. Describe some influences of other societies on contemporary Canadian society and the lifestyles of Canadians (e.g., technologies, diseases, heritage celebrations, foods, sports, entertainment) 23. Describe Canadas participation in international efforts to address global issues (peacekeeping, environmental initiatives, world health initiatives, disaster relief, regulation of child labour, human rights violations, acceptance of refugees). Lesson 1. Introduction Specific Expectations 1, 2 Critical Question/Task Introduction to unit. How are we connected to the world everyday? Lesson Overview Materials/Resources Assessment Teachers review journals. Self assessment

Students will have completed A Journals day in the life journal entry the day before. We will then discuss how the things that they use everyday or do everyday connect them to other countries (i.e, American television, Japanese, vehicle). They will have to come

2. Trade

2, 3, 5, 11

Examining the impact on our lives of not being able to import products/resources. (rework the piece)

3. Trade

1, 2, 3, 4, 5, 15, 17

Tracing the supply chain of a product that we use in Canada (decode the puzzle).

4. Trade

1 5, 6

Exports, balance of trade and trade agreement. Developing a trade agreement that improves well-being/quality of life in two countries (design to specs).

up with a list of countries they are connected to. Brief overview of what we will go over in the coming weeks. Over the course of a couple of days/periods, students will examine import statistics to determine what Canada imports and from which countries we import. They will complete graphs and rewrite their initial journal entry to describe how their lives would be affected if Canada could no longer import. Using a large-scale example, plot on a map of the world the supply chain of an iPod using coloured string and pushpins. Students will then have to choose another product from a selection. Over the course of several lessons, students will come to understand that to import products/resources, we also need to export. They will be introduced to the concept of balance of trade. They will examine a sample (simplified) trade agreement. Establish criteria for trade agreement. Using real country scenarios (simplified) describing climate resources, etc., students will participate in a simulation exercise in which they will develop trade agreements that meet established critical

Tables from statistics Canada (categories of import/exports, dollar values and countries of origin/destination)

Rubric based on criteria of good graphs. Teacher assessment of journals.

Large-scale blank map, pushpins, coloured string. Blank maps for students Sourcemap.org Tables from statistics Canada Trade agreement Country descriptions/ scenarios

Ticket out the door

Rubric that includes criteria for trade agreement Include a selfassessment component.

5. Technology

1, 2, 10, 11, 21

6. Technology

1, 2, 10, 11, 22

7.Culture

1, 2, 22

8. Culture

1, 2, 22

9. Tourism

1, 2, 10, 12, 18

challenge criteria. What is Canadas most Students will work in groups to significant technological research and select the most contribution to the rest of significant technological the world? (judge the contribution by applying the better or the best) established criteria. What technological Students will work in groups to innovation from another visit different centres with country has been the most information about different significant to Canadians? technological innovations from (judge the better or the other countries. They will have best) to decide, individually, which is the most significant by applying the same criteria. What are the causes and Students will examine statistics effects of multilingualism to make connection between the in Canada? Classify these languages spoken in Canada and as positive or negative where people are from. They effects. will also examine photographs of the community, and do their own observations (written, photos and sketches) of evidence of multilingualism in the community to determine what the effects are. How are we affected by art Students will sketch three pieces from around the world? of art each from a different part Field study: visit to the of the world. They will reflect AGO on why art galleries display art from around the world, why those pieces were chosen, how do we benefit. Where should Canadian Students will discover what the tourists go? Students will most popular tourist destinations assess the for Canadians are. We will merits/shortcomings of an develop criteria for what makes international destination a good tourist destination

Books, laptops (ipads, computers, what the school has available) Books, laptops (ipads, computers, what the school has available, one fore each centre),

Group presentation of chart (formative assessment) Individual written submission of same chart

Statistics Canada Tables on languages spoken in Canada and immigrant countries of origin over time

Cause and effect graphic organizer (assessment for learning)

Paper and pencils for sketching and taking notes

Sketches and reflection

Statistics Canada Tables for tourist destinations. Resources to find out about attractions,

Assessment of newspaper column

for Canadian tourists. (critique the piece)

10. Tourism

1, 2, 12, 13

11. International organizations

1, 2, 6, 23,

12. International organizations

1, 2, 20, 23

(climate, distance/accessibility, attractions, safety, cost). They will choose a destination to research and assess its merits/shortcomings based on the criteria. They will present this assessment in a newspaper column. What is the best Canadian Students will learn what destination for countries tourists come from. international tourists? They will have to choose a (design to specs) Canadian tourist destination that meets the criteria established (above) for a good tourist destination and create a brochure promoting this particular destination, showing that it meets the criteria. At the end, we will discuss as a class how the tourism industry affects the well-being of Canadians and the global community. Canadas role in We will establish criteria for international political what significant similarities or organizations differences are. Students will What are significant then have to choose two similarities and differences international organizations between Canadas roles in (NATO, WTO, WHO, etc.) and two different international identify significant similarities political organizations? and differences. Canadian international Preliminary research on the participation in organizations. What is a good humanitarian interview question? Students organizations. Field work: will put together interview If you could volunteer questions to ask the guest your time with one of the speaker. Students will write a humanitarian letter to a humanitarian

websites for airlines, hotels, municipal government websites with information about attractions, etc. Travel books from the library. Statistics Canada Tables for tourism in Canada Sample travel brochures Assessment of travel brochure

Textbooks, library and Ticket out the door internet sources.

Internet research. Guest speakers from 2 -3 different humanitarian organizations (Canadian Red Cross, Mdecins Sans

Assessment of interview questions and letter to organization, using a rubric

13. Peacekeeping

15, 23

organizations, which would you choose? (judge the better or the best) How has Canadas peacekeeping role changed over time? How peacekeeping improves well-being of the global community? Revisit overall question: Which of Canadas links to the world have the most significant impact on the quality of life and well being of Canadians and the global community?

14. Culminating activity

organization, explaining why they would like to volunteer for that organization someday. Students will explore the concepts of continuity and change. They will listen to radio clips and read news articles and complete a graphic organizer with the information about what has changed and what has stayed the same. Students will complete a choice board activity to answer overall question for the unit

Frontires) Radio clips from CBC archives Peacekeeper to the World News articles about Canadas participation in peacekeeping today Choice Board Poster for students to sign up Collect graphic organizers. Assessment for learning.

Differentiated summative assessment, using a rubric.

Next Steps: Specific Expectations 7, 8, 9, 16 and 19 listed above have not been addressed in this unit. A shorter, case-study based unit focusing on Canadas connection to the United States and one other country (maybe China) would follow this unit. ! ! ! ! !