Outcomes


 * Canada and Our Pacific and Northern Neighbours **


 * Goal: To examine the local, indigenous, and global interactions and interdependence of individuals, societies, cultures, and nations. (IN) **

**1**. **Have students randomly draw names of circumpolar and Pacific Rim countries.** They will have one country that they research as we are working through the various outcomes throughout the year. They will record the things they are learning about their country on the class wiki site on their countries page. **2**. **Investigate the relationship between these countries and Canada.** Post findings to blog and share with rest of class. **1**. **Think-Pair-Share** What do you think globalization means? What are some of the words you think of when you hear the word globalization? Give students 3-4 minutes to think about it. Get into small groups and share what you know. Come up with at least one advantage and one disadvantage to share with the rest of the group. Brainstorm as a large group and make web of ideas. **2**. **Review vocabulary**: interdependence, cooperation and conflict-discuss how they might relate to globalization **3**. **Examine the outcome together and decide what it means**. What are circumpolar countries? What are pacific rim countries? **4**. **Check out tags on clothing and other things** in the room to see where they are made. **5**. **Watch videos**: [|Globalization: What does it mean?] [|Globalization and the Coca-Cola Company] [|McDonalds Globablization] Before watching the video, have students fold a piece of paper in four pieces and answer one of the following questions in each section while watching: **6**. **Class discussion on what we have seen and recorded**. What are some examples of globalization in Estevan? Do the economic benefits of globalization out weigh the affects on the environment and people? **7. Students will go to their blogs** and write about their opinion of globalization taking into consideration everything we have seen and discussed so far. **8. Brainstorm for questions to ask the Mayor of Estevan** about globalization and how it affects us here in Estevan and in Saskatchewan. ** 9. Blog post about mayor questions-instructions put on class wiki site for students to access. ** Go to your blog and write your thoughts on our discussion with the mayor. What did you learn? What things do you have in your notes? Did you think this was a good way to gather information? Why or why not? If you were not taking notes, you will have to find someone who was and use their notes. This will require you to think about how globalization effects Estevan and/or Saskatchewan.
 * **N7.1 Investigate examples of conflict, cooperation, and interdependence between Canada and circumpolar** (Russia, Norway, Sweden, Finland, USA (Alaska), Greenland, Iceland ) **and Pacific Rim countries**(Australia, Brunei, Cambodia, Chili, China, Columbia, Costa Rica, Ecuador, Guatemala, Honduras, Indonesia, Japan, Malaysia, Mexico, New Zealand, Vietnam, United States, Thailand, Taiwan, Russia, Singapore, South Korea, Nicaragua, North Korea, Panama, Paupua New Guinea, Peru, Philippines)
 * How is Canada in conflict with your country?
 * How is Canada cooperating with your country?
 * How is Canada interdependent with your country?
 * **IN7.2 Examine the effects of globalization on the lives of people in Canada and in circumpolar and Pacific Rim countries.**
 * One thing you did not know about globalization.
 * One way the Coca-Cola Company is affected by globalization
 * One positive affect that McDonald's has had because of globalization
 * One negative affect that McDonald's has had because of globalization
 * Arrange to have a Skype or Adobe connect conversation with the mayor.
 * **IN7.3 Analyze the relationship of technology to globalization.**
 * 1) Working in groups discuss the positives and negatives of technology. Students will write 2 of each down to share with the big group.
 * 2) Large group discussion-make a list of the advantages and disadvantages of technology.
 * 3) A discussion may be needed about what technology is because students will stick with computers and cell phones.
 * Final Evaluation: Creating a Voicethread to show learning **
 * Watch some examples of voicethreads and co-construct a rubric listing what would make a good voicethread.
 * Divide students into partners and use planning sheet and rubric to decide what images to use and what will be said in the script
 * [[image:https://ssl.wikicdn.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png width="32" height="32" caption="voicethreadplanner.docx" link="file:voicethreadplanner.docx"]][[file:voicethreadplanner.docx|voicethreadplanner.docx]]
 * Details
 * [[file:voicethreadplanner.docx|Download]]
 * 10 KB
 * [[image:https://ssl.wikicdn.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png width="32" height="32" caption="globalvoicethreadrubric.docx" link="file:globalvoicethreadrubric.docx"]][[file:globalvoicethreadrubric.docx|globalvoicethreadrubric.docx]]
 * Details
 * [[file:globalvoicethreadrubric.docx|Download]]
 * 14 KB
 * [|Voicethread.com]
 * Construct voicethreads
 * Watch as a class


 * Goal: To analyze the dynamic relationships of people with land, environments, events, and ideas as they have affected the past, shape the present, and influence the future. (DR) **


 * **DR7.1** Analyze and use various types of maps (that provide differing perspectives and information for differing purposes) in order to situate current issues in Canada, and in a selection of Pacific Rim and northern circumpolar countries.
 * **DR7.2** Appraise the impact of human habitation on the natural environment in Canada, and in a selection of Pacific Rim and northern circumpolar countries.
 * [| http://www.earthbeat.sk.ca/worldbeat/]
 * **DR7.3** Analyze the relationship between current and historical events and the physical and social environments in Pacific and northern Canada and in a selection of Pacific Rim and circumpolar countries.


 * Goal: To investigate the processes and structures of power and authority, and the implications for individuals, communities, and nations. (PA) **


 * **PA7.1** Compare the sources of power for individuals, nations, and regions in a selection of Pacific Rim and circumpolar countries.
 * **PA7.2** Investigate the structures and processes of democratic government in Canada.
 * **PA7.3** Compare the strengths and weaknesses of oligarchy, dictatorship, and democracy as systems of government.


 * Goal: To examine various worldviews about the use and distribution of resources and wealth in relation to the needs of individuals, communities, nations, and the natural environment and contribute to sustainable development. (RW) **

1. Research on laptops Information should be saved in a word document and should be in own words to participate in class discussion.
 * **RW7.1** Explain the role of barter, trade, and sharing in traditional economies in Canada and the circumpolar and Pacific Rim countries.
 * **RW7.2** Investigate the influence of resources upon economic conditions of peoples in circumpolar and Pacific Rim countries.
 * **RW7.2** Investigate the influence of resources upon economic conditions of peoples in circumpolar and Pacific Rim countries.
 * What is a resource?
 * What conditions have to be in place for something to become a resource?
 * What is the difference between a renewable and non-renewable resource?
 * What is the difference between a need and a want?
 * Make a list of 5 needs and 5 wants.
 * **RW7.3** Assess the ecological stewardship of economies of Canada and the circumpolar and Pacific Rim countries.

[|Renegotiation of Treaty 4]