Interactions and Interdependence
IN7.1 Investigate examples of conflict, cooperation, and interdependence between Canada and circumpolar and Pacific Rim countries.
o I can investigate examples of conflict, cooperation, and interdependence between Canada and circumpolar and Pacific Rim countries.
The Big Idea: What is Canada’s role in this interdependent world? What relationship do we have with these countries? What are the advantages and
disadvantages of those relationships? What are some examples of conflict, cooperation, and interdependence between Canada and Pacific Rim
countries.
Indicators
a. Examine the mission, goals, and structure
of an organization whose mandate is
national or international co-operation (e.g.,
United Nations, NORAD, NAFTA, APEC,
Organization of American States,
Association of Southeast Asian Nations,
Western Aboriginal Development Alliance).
I can examine a national or international
organization whose role is to encourage
co-operation (e.g., United Nations, NORAD,
NAFTA, APEC, etc.).
I can explore the organization’s mission,
goals, and structure.
Print Resources
Globalization – publisher from recommended resource – Oxford Publisher (comes with Teacher Guide)
Websites:
 http://www.eduplace.com/ss/act/change.html - An activity that encourages students to use a
comic-strip format to show change development in various aspects of everyday life.
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United Nations Cyberschoolbus lessons – quizzes and games, stop disasters, etc. – role of Unicef
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Oxfam Cool Planet for Kids: The growth of a banana – following this in terms of fair trade, role of
organizations
http://www.unac.org/learn/wrld/fac.htm you learn about the UN and Canada and global
issues- there are lesson plans at this site.
http://asiasociety.org/education-learning This site has links in it that lead you to see about the
culture in Asian society.
http://www.unccd.int/knowledge/menu.php -On this page, you will find online versions of
publications and other information materials produced by the UNCCD secretariat or in
cooperation with its partners.
http://www.unac.org/learn/wrld/fac.htm- The United Nations Association in Canada engages
the Canadian public in the work of the United Nations and the critical international issues which
affect us all. This section of the site provides lesson materials and suggested activities for the
students and teachers to learn about the United Nations and Canada's contributions to global
issues.
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Ideas for the Classroom:
 Student Resources: Levelled reading resource from Danielle - ???
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b. Critique the influence of an organization
with a mandate for national or
international co-operation in terms of its
contributions toward conflict, cooperation,
Lesson Idea: International Agencies Jigsaw Research (package provided from numerous
sources)Jigsaw activity for each organization
Print Resources
Websites:
 http://www.eduplace.com/ss/act/change.html - An activity that encourages students to use a
Sun West Grade 7 Social Studies Collaboration Project with the Ministry of Education – April 11, 2011 draft
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self-reliance, and interdependence.
I can analyze an organization in terms of its
contributions toward conflict, cooperation,
self-reliance, and interdependence.
c. Diagnose reasons for a current or
historical conflict involving Canada and a
circumpolar or Pacific Rim country.
I can explore the reasons behind any
conflict, either currently or in the past,
between Canada and a circumpolar or
Pacific Rim country.
d. Create an inventory illustrating the
interdependence of Canada and
circumpolar and Pacific Rim countries.
I can list different examples of
interdependence of Canada and
circumpolar and Pacific Rim countries.
comic-strip format to show change development in various aspects of everyday life.
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http://www.unac.org/learn/wrld/fac.htm- The United Nations Association in Canada engages
the Canadian public in the work of the United Nations and the critical international issues which
affect us all. This section of the site provides lesson materials and suggested activities for the
students and teachers to learn about the United Nations and Canada's contributions to global
issues.
Ideas for the Classroom:
 Lesson idea: International Agencies Jigsaw
Print Resources
Websites:
 http://www.eduplace.com/ss/act/change.html - This activity encourages students to use a
comic-strip format to show change development in various aspects of everyday life.
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Oxfam – be a Global Citizen – recent things in Afghanistan relating to students’ perspectives
http://www.unac.org/learn/wrld/fac.htm- The United Nations Association in Canada engages
the Canadian public in the work of the United Nations and the critical international issues which
affect us all. This section of the site provides lesson materials and suggested activities for the
students and teachers to learn about the United Nations and Canada's contributions to global
issues.
Ideas for the Classroom:
 Teachers may want look at current events periodically throughout the year; could do current
events on days when a substitute is there to reduce amount of planning
 United Nations Cyber School Bus website activity
 Oxfam Cool Planet Webquest
Print Resources
Websites:
 http://www.eduplace.com/ss/act/change.html - An activity that encourages students to use a
comic-strip format to show change development in various aspects of everyday life.
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Outcome IN7.2 d)- http://www.dubble.co.uk/ -The Dubble website is an important part of the
Dubble story as we believe that the ‘bean to bar’ journey of chocolate is a great way to
introduce young people to the world of Fairtrade and the producers behind the products. This
site was recommended as part of the SCIC Worldbeat project on labour.
Ideas for the Classroom:
 Create a matrix or chart structure for showing interdependence
 Oxfam Cool Planet “Around the World”
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Research a Pacific Rim Country
Comments:
Question: How do we “hook” students on this topic?
Suggest Starting here!
Resources:
Refer to page 9 for a list of suggested Pacific Rim countries
Helpful websites for many indicators
 Oxfam resource – http://www.oxfam.org.uk/education/resources/
 http://www.oxfam.org.uk/education/?coolplanet/teachers/mdg/index.htm- Part of Oxfam's 'Cool Planet' site, this section highlights the
'Change the World in Eight Steps' poster set. The goal is to raise awareness and develop solutions for problems such as poverty, education,
gender equity, the environment, disease, and motherhood. The site is easy to navigate, the information including the downloadable
documents easy to access and the information concise, interesting and readable. Student’s attention and interest would be easily captured
by the case studies which reflect the situations of young people of their own age.
 United Nations
 Cyberschoolbus
 http://asiasociety.org/education-learning/students Covers a variety of topics that relate to many different outcomes from the Social 7
curriculum. Has some fun activities for students but overall information geared towards being used as a teacher resource. Articles are mainly
focused on China and United States.
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CIA – The World Factbook: https://www.cia.gov/library/publications/the-world-factbook/index.htmlFacts, International Organizations and
much more!
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Nuclear Age Peace Foundation – Committed to a World Free of Nuclear Weaponshttp://www.wagingpeace.org/
Recommended text - Perspectives on Globalization Oxford (free online resource)
 Book resource: Global Teacher: Global Learner (text)
 Sask Council for International Cooperation- graphic novels (refer to Carolyn’s list)
 Stepping Up Unit – Nelson Literacy
 Technology Unit – Nelson Literacy
IN7.2 Examine the effects of globalization on the lives of people in Canada and in circumpolar and Pacific Rim countries.
o I can examine the effects of globalization on the lives of people in Canada and in circumpolar and Pacific Rim countries.
The Big Idea: What is globalization? (may be many different definitions) How does globalization affect me as a Grade 7 student in Canada? How
does globalization affect others in the circumpolar and Pacific Rim countries?
Indicators
a. Identify the countries of origin of people,
or of personal objects or tools (e.g.,
clothing, foods, friends, classmates,
teachers, electronic equipment, favourite
Print Resources
Video Resource:
 The History of Stuff – video available on You Tube
Sun West Grade 7 Social Studies Collaboration Project with the Ministry of Education – April 11, 2011 draft
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websites).
I can identify the countries of origin of
people, or of personal objects or tools
(e.g., clothing, foods, friends, classmates,
teachers, electronic equipment, and
favourite websites).
Websites:
 http://www.eduplace.com/ss/act/change.html - An activity that encourages students to use a
comic-strip format to show change development in various aspects of everyday life.
Ideas for the Classroom:
 They are part of the globalization process.
 Explore why we have items, people from other parts of the world.
 ‘Globingo’ Class Activity Global Teacher, Global Learner
 ‘At Home Search: Identify Country of Origin’ handout
 The History of Stuff – online
 Sorting the Groceries – from the old curriculum (from Canada and the Pacific Rim page 90)
b. Investigate the international links of a
Saskatchewan business.
Print Resources
 from Canada and the Pacific Rim page 90 - Sorting the Groceries – from the old curriculum
I can investigate the international links of a
Saskatchewan business.
Websites:
 http://www.eduplace.com/ss/act/change.html - An activity that encourages students to use a
comic-strip format to show change development in various aspects of everyday life.
Ideas for the Classroom:
 Oxfam Cool Planet Website: Food
 ‘Sorting Our Groceries’ Supermarket field trip
c. Define globalization, and identify
examples of globalization in the local
community.
I can define globalization, and identify
examples of globalization in the local
community.
Print Resources
Websites:
 http://www.sasked.gov.sk.ca/docs/midlsoc/gr7/74overview.html - Grade 7 – Unit 4 – Change
This unit introduces students to the implications of change. Change is a phenomenon that
affects individuals and nations. Resources and technology play a major role in bringing about
change that subsequently affects a country’s economic and social organization. Some
countries respond to change caused by factors such as new technology by creating new
political and social structures. In this unit students will examine the consequences of decision
making and understand that change is something all societies have to deal with.
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http://www.oxfam.org.uk/education/resources/change_the_world_in_eight_steps/
Themes such as reducing poverty, educating children, fighting disease, and cleaning up the
environment are all covered. The countries profiled by each poster include: Peru, Mali, Liberia,
Burkina Faso, Nepal, Thailand, Haiti plus a final case study on the G8.
Ideas for the Classroom:
 Sorting the Groceries – from the old curriculum (from Canada and the Pacific Rim page 90)
Sun West Grade 7 Social Studies Collaboration Project with the Ministry of Education – April 11, 2011 draft
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d. Analyze the economic impact of
globalization in relation to the effects on
the environment.
I can analyze the economic impact of
globalization and how it effects the
environment.
 Oxfam Cool Planet – Food Link: Food from Around the World (traces to the source of food)
 Hutterian communities – immigration from Germany – historical perspective
 Hutterite Colonies rely on global markets - selling
Print Resources
Websites:
 http://www.sasked.gov.sk.ca/docs/midlsoc/gr7/74overview.html Grade 7 – Unit 4 – Change
This unit introduces students to the implications of change. Change is a phenomenon that
affects individuals and nations. Resources and technology play a major role in bringing about
change that subsequently affects a country’s economic and social organization. Some
countries respond to change caused by factors such as new technology by creating new
political and social structures. In this unit students will examine the consequences of decision
making and understand that change is something all societies have to deal with.
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e. Articulate and interpret the main
arguments for and against globalization.
I can explain (or debate) the main
arguments for and against globalization.
Oxfam Cool Planet – Food Link: Food from Around the World - Sugar Cane
Ideas for the Classroom:
 Globalization Pros and Cons Classroom Debate/Chart
 UN Materials: Top Ten Questions About Globalization
Print Resources
Websites:
 http://www.sasked.gov.sk.ca/docs/midlsoc/gr7/74overview.html Grade 7 – Unit 4 – Change
This unit introduces students to the implications of change. Change is a phenomenon that
affects individuals and nations. Resources and technology play a major role in bringing about
change that subsequently affects a country’s economic and social organization. Some
countries respond to change caused by factors such as new technology by creating new
political and social structures. In this unit students will examine the consequences of decision
making and understand that change is something all societies have to deal with.
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4Real Schools – http://www.4real.com/school/ Videos, instructional supports (handouts),
global citizenship (K’naan and Somalia)
Ideas for the Classroom:
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Students may get the perception that globalization is good for them (e.g. playing electronics
with people across the world)
Explore the perspective of people from developing countries
Explore some video resources to support this
Globalization of ideas – labour laws; compare and contrast with other countries
Globalization: It Takes a Village to Raise a Child
handout
Sun West Grade 7 Social Studies Collaboration Project with the Ministry of Education – April 11, 2011 draft
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f. Conduct an inquiry to determine the
effects of globalization on the local
community.
I can use the inquiry approach to
determine the effects of globalization on
my local community. (inquiry)
Print Resources
Websites:
 http://www.sasked.gov.sk.ca/docs/midlsoc/gr7/74overview.html Grade 7 – Unit 4 – Change
This unit introduces students to the implications of change. Change is a phenomenon that
affects individuals and nations. Resources and technology play a major role in bringing about
change that subsequently affects a country’s economic and social organization. Some
countries respond to change caused by factors such as new technology by creating new
political and social structures. In this unit students will examine the consequences of decision
making and understand that change is something all societies have to deal with.
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Stats Can - Article. International trade (See the International Trade Overview in the current
Canada Year Book (Teacher’s resource) 2008 article:
http://www41.statcan.ca/2008/1130/ceb1130_000_e.htm.
All editions: http://www.statcan.gc.ca/kits-trousses/edu01a_0000-eng.htm
http://www.sierraclub.ca/national/programs/health-environment/food-agriculture/index.shtml
Ideas for the Classroom:
Inquiry Unit – This would form the umbrella for the unit – all other pieces fit within this context of inquiry
learning.
Comments:
Notes from March 18th: After learning about this, bring it back to the students in your classroom: how does this affect me?
Resources:
 Oxford Press Perspectives on Globalization – first chapter explores Understanding Globalization
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Global Education: 172 lesson plans related to globalization! http://www.globaled.org/database/BrowseResources.php
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http://www.nationalgeographic.com/xpeditions/lessons/13/g68/eurounion.html IN 7.2 General support for IN 7.2 here
IN7.3 Analyze the relationship of technology to globalization.
o I can analyze the relationship of technology to globalization.
The Big Idea: What is technology? What is globalization? How has technology affected globalization? How has globalization affected technology?
What impact has technology and globalization had on societies? What are the advantages and disadvantages of technology?
Indicators
a. Identify technological connections that
exist in the student’s life, and classify them
Print Resources
 Lesson from old text: Analyzing Global Linkages (local, national, global)
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as local, national, or international.
I can identify technological connections
that exist in the student’s life, and classify
them as local, national, or international.
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Culture Quest lesson: TV debate (page 17)
Culture Question lesson: Internet and the Global Village (page 56, 57)
Websites:
 http://www.sasked.gov.sk.ca/docs/midlsoc/gr7/74overview.html - Grade 7 – Unit 4 – Change
This unit introduces students to the implications of change. Change is a phenomenon that
affects individuals and nations. Resources and technology play a major role in bringing about
change that subsequently affects a country’s economic and social organization. Some
countries respond to change caused by factors such as new technology by creating new
political and social structures. In this unit students will examine the consequences of decision
making and understand that change is something all societies have to deal with.
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E – Pals - http://www.epals.com/
Indian and Northern Affairs Canada: Kids Stop www.ainc-inac.gc.ca (right of home page):
Under `People and History` Section there is information in nice concise form on Success
featuring Eel First Nation School
Ideas for the Classroom:
 Discussion of Facebook, You tube, Twitter, how they impacted the Egyptian “revolution”;
attempts to restrict technology (comparison Canada to other countries with less technology)
 Explore Impact of technology on student lives
 Hutterian and technology in agriculture – benefits
 Agriculture and Technology
 Explore newspapers: local, national, international
 Interview with a Family Member (parent) – new technologies (connect to ELA)
 Analyzing Global Links Research Clarion, Star Phoenix,
 Individuals and Culture ‘Track a Day in Your Life’ chart p.7 Culture Quest
b. Analyze the risks and benefits related to
various technologies.
I can analyze the risks and benefits related
to various technologies.
Print Resources
Websites:
 http://www.sasked.gov.sk.ca/docs/midlsoc/gr7/74overview.html Grade 7 – Unit 4 – Change
This unit introduces students to the implications of change. Change is a phenomenon that
affects individuals and nations. Resources and technology play a major role in bringing about
change that subsequently affects a country’s economic and social organization. Some
countries respond to change caused by factors such as new technology by creating new
political and social structures. In this unit students will examine the consequences of decision
making and understand that change is something all societies have to deal with.
Ideas for the Classroom:
 Pros and cons of any new technologies
 Explore who should/does control technology?
 India – developed a car that you can buy for under $2000; more affordable for families but also
impacts the environment
Sun West Grade 7 Social Studies Collaboration Project with the Ministry of Education – April 11, 2011 draft
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Who Killed the Electric Car – related to power – who controls the technology?
Online Identities and Digital Citizenship
 Does Television Hurt our Culture’ Culture Quest p. 17‘The internet and the Global Village’
Culture Quest p. 57 ‘Poverty and Technology’
Print Resources
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c. Develop an argument that addresses
the impact of technology and
globalization on societies.
I can develop an argument that addresses
the impact of technology and
globalization on societies. (inquiry)
Websites:
 http://www.sasked.gov.sk.ca/docs/midlsoc/gr7/74overview.html Grade 7 – Unit 4 – Change
This unit introduces students to the implications of change. Change is a phenomenon that
affects individuals and nations. Resources and technology play a major role in bringing about
change that subsequently affects a country’s economic and social organization. Some
countries respond to change caused by factors such as new technology by creating new
political and social structures. In this unit students will examine the consequences of decision
making and understand that change is something all societies have to deal with.
Ideas for the Classroom:
Inquiry Unit indicator
Explore our own perceptions: Are we as technologically advanced as others? NO!
 ‘A Closer Look’ Oral History’ pp 16-17 Culture Quest
 Teaching Treaties in the Classroom
 Conduct an Interview: senior pp 18-19 Culture Quest
Comments:
Culture Quest textbook (core resource) – links to interactive activities for students
Dynamic Relationships
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.
I can analyze and use various types of maps in order to situate current issues in Canada, and in a selection of Pacific Rim and northern
circumpolar countries.
The Big Idea: Why do people use maps? What are different types of maps? How can I use different maps for different purposes?
Indicators
Print Resources
a. Locate the continents and significant
physical features (e.g., landforms, water
What is the Pacific Rim and Where is it? Rainbow Horizons
bodies, climatic zones, vegetation zones)
The World (political and relief maps) Reference Maps and Forms p.8,16,22,23,80,81,89,90
on a world map.
World Climate Zones Hands on Geography p. 23
What is the Pacific Rim and Where is it? Rainbow Horizons
The World (political and relief maps) Reference Maps and Forms p.8,16,22,23,80,81,89,90
World Climate Zones Hands on Geography p. 23
I can locate the continents and significant
Sun West Grade 7 Social Studies Collaboration Project with the Ministry of Education – April 11, 2011 draft
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physical features (e.g., landforms, water
bodies, climatic zones, vegetation zones)
on a world map.
Websites:
 Saskatoon Public site – Smartboard lessons and activities: www.olc.spsd.ca
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GIS software –
http://www.google.com/enterprise/earthmaps/engineering.html#utm_medium=et&utm_source
=eng
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Canadian Council for Geographic Education: Map Maker A tool that makes it easy for you to
make maps of Canada today.
http://ccge.org/resources/learning_centre/classroom_activities/default.asp
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The National Topographic System of Canada
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Information on symbols and other conventions used on maps of Canada.
http://maps.nrcan.gc.ca/topo_e.php
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Atlas of Canada (Skill Path, Practise It!) - This site offers a number of maps of Canada organized
into categories such as People & Society, Economy, and History. To access the map of trends in
greenhouse gas emissions in Canada, click on “Climate Change” and then “Stress to the
Atmosphere.” By clicking on “Climate Warning,” you will be taken to global and national
temperature scenario maps for the years 2050 and 2100, while the “Economy” menu has a link
to maps on “Renewable Energy.” http://atlas.nrcan.gc.ca/site/english/index.html
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http://atlas.nrcan.gc.ca/site/english/index.html This is an interactive site that uses student
friendly language giving information on mapping and examples of various maps that we use
throughout Canada. Outcome: D.R. 9.1
http://www.beworldwise.org/index.php- Welcome to BeWorldWise.org where you can explore
the world as a virtual voyager onboard the Barque Picton Castle.
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http://www.rethinkingschools.org/just_fun/games/mapgame.html An interactive site where the
students can practise their map skills for the Middle East and Northern Africa. Students need to
drag and drop the name of the country to its proper location. The site was created by
"Rethinking Schools".
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Outline Maps http://www.eduplace.com/ss/maps/ These maps may be printed and copied for
personal or classroom use.
http://atlas.nrcan.gc.ca/site/english/index.html- This interactive site focuses on Canada and its
geography, by providing maps on many themes.
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Ideas for the Classroom:
Print Resources
b. Identify the major clusters in Canada,
and in a selection of Pacific Rim and
Culture Quest Inquiry Focus Cultural Regions in Our World pp 20-25
northern circumpolar countries and locate
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them on a map.
I can identify the major population clusters
in Canada, and in a selection of Pacific
Rim and northern circumpolar countries
and locate them on a map.
Websites:
 Statistics Canada: Check out the statistics of how many people live in your province and how
many immigrated there. http://www40.statcan.gc.ca/l01/cst01/demo33b-eng.htm
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Animated map: “Canada. 50 years of population change”:
http://www12.statcan.gc.ca/census-recensement/2006/as-sa/97-550/mapscartes/animations/Canada/06map.swf
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Mapping tool: Build your own map using E-STAT:E-STAT can be used to create population density
maps for Canada and/or the provinces: http://www.statcan.gc.ca/estat/licence-eng.htm
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Canadian Council for Geographic Education – scope and skills http://www.ccge.org/
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Stats Canada: Good visual aid for population clusters in Canada
http://www12.statcan.gc.ca/census-recensement/2006/as-sa/97-550/mapscartes/animations/Canada/06map.swf
Extended Golden Horseshoe (Ontario) (0.8 MB)
Montréal and Adjacent Region (0.8 MB)
Lower Mainland and Southern Vancouver Island (0.9 MB)
Calgary - Edmonton Corridor (0.5 MB)
Ideas for the Classroom:
c. Locate and identify Treaty territories on
a map of Canada.
I can locate and identify Treaty territories
on a map of Canada.
Print Resources
Teaching Treaties in The Classroom Treaties Kit (Available in every school)
Use the Treaty Video Library from the Treaty Kit
Treaty Mapping from Treaties of Saskatchewan Sask. School Boards Assoc. p.21
Websites:
Ideas for the Classroom:
d. Examine maps of various projections
and scales (e.g., Mercator, Peters,
circumpolar, plate tectonics, Phillips) in
order to determine the characteristics and
application of each map.
Print Resources
Investigate Mapping Projections; The World - The Reference Maps and Forms p.14 – 15
Plate Tectonics and Ring of Fire Pacific Rim Countries
I can examine maps of various projections
and scales (e.g., Mercator, Peters,
Ideas for the Classroom:
Websites:
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circumpolar, plate tectonics) to explore
the different characteristics and uses of
each map.
e. Examine and propose the advantages,
limitations, and potential uses of a variety
of types of maps (e.g., Mercator, Peters,
circumpolar, plate tectonics, Phillips).
I can examine advantages, limitations,
and potential uses of a variety of types of
maps (e.g., Mercator, Peters, circumpolar,
plate tectonics).
f. Describe the nature of the physical,
political, and population geography of
Pacific and northern Canada, and of a
selection of Pacific Rim and circumpolar
countries using data from various maps,
charts, and graphs.
Print Resources
Websites:
 http://www.ssec.wisc.edu/data/index.html- This page contains several different types and
locations of satellite images of the earth.
Ideas for the Classroom:
Compare and Contrast advantages, limitations of various maps - chart handout
John shared some of the limitations of technology may be the scale of the map when moving from
close to far
Compare paper, vs GPS, vs technologies (e.g. Google Maps)
Discuss the role of paper maps and atlases: why are paper maps are good
Print Resources
Websites:
 www.lonelyplanet.com Visual and written information on major regions of the World Provides
cultural, travel, historical information.
 http://www.eduplace.com/ss/maps/ DR7.1 f)
I can use information from various types of
maps to describe the physical, political,
and population geography of Pacific and
northern Canada.
Ideas for the Classroom:
g. ct generalizations about the nature of
the physical, political, and population
geography in Pacific and northern
Canada, and in a selection of Pacific Rim
and circumpolar countries.
Print Resources
Culture Quest Think it Through/ Find Out: Thematic Maps pp. 26-29
Culture Quest Map Snap Shots p. 31
Culture Quest Research a Country p.32
I can apply this knowledge to a selection
of Pacific Rim and circumpolar countries. I
can use maps to create some
generalizations about the nature of the
physical, political, and population
geography in Pacific and northern
Canada and in Pacific Rim & circumpolar
countries.
Websites:
 Canadian Council for Geographic Education: Map Maker A tool that makes it easy for you to
make maps of Canada today.
 http://ccge.org/resources/learning_centre/classroom_activities/default.asp
Ideas for the Classroom:
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Comments:
http://www.guardian.co.uk/environment/series/satelliteeye These are satellite images to support this outcome.
Outcome- DR7.1 http://dms.wcs.k12.va.us/geography.htm- This is a webquest that has a goal to create and present a multimedia project for the
United Nations Millennium Conference.
Outcome DR7.1 http://web-japan.org/kidsweb/index.html ( This site is about the way of life in Japan, there is info., and activites as well.)
http://www.lib.utexas.edu/maps/index.html DR7.1
http://www.ssec.wisc.edu/data/index.html
DR 7.1 – global satellite images of many types
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.
I can analyze the impact of human habitation on the natural environment in Canada, and in a selection of Pacific Rim and northern
circumpolar countries.
The Big Idea: How do people impact the natural environment? How does the natural environment influence people? What is our responsibility as
humans to the environment? What happens when we don’t take responsibility for our environmental actions (stewardship)? (Look to examples both
locally and to countries in the Pacific Rim.)
National Geographic http://www.nationalgeographic.com/xpeditions/lessons/14/g912/whom.html
Indicators
Lesson Plan that gives a good outline for setting up a research project, could be used as PBL. Most of
the sites that are linked to this page have either been shut down or contain very dated information but
it still has a good basis in the lesson plan to get students started on assignment but requires some
research to find more up to date sites for this topic.
Print Resources
a. Identify the influence of physical
features such as water bodies,
Culture Quest - Environment and Culture pp. 68-72 - Jigsaw Activity
topography, and natural resources on the
Video Resource:
location of people in Pacific and northern
Canada (including the traditional
Interactive Resource Eekoworld http://pbskids.org/eekoworld/
homelands of indigenous peoples) and in
a selection of Pacific Rim and circumpolar
Websites:
countries.
 Exploring the Environment: An Overview of Biome, Terrestrial Eco-zones of Canada, Eco
climates of Canada online quiz
I can identify how physical features such as
 This NASA Classroom of the Future site provides an easy-to-understand summary of Earth’s
water bodies, topography, and natural
biomes.
resources influence where people in
Pacific and northern Canada (including
 http://www.cotf.edu/ete/modules/k4/biomes/Boverview1.html
the traditional homelands of indigenous
peoples) choose to live.
 Canadian Council for Geographic Education: Map Maker A tool that makes it easy for you to
make maps of Canada today.
I can explore these issues in a selection of
http://ccge.org/resources/learning_centre/classroom_activities/default.asp
Pacific Rim and circumpolar countries.
Sun West Grade 7 Social Studies Collaboration Project with the Ministry of Education – April 11, 2011 draft
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o

The Kids’ Site of Canadian Settlement: Mi’kmaq. Information, interactive games and art
activities about the history and culture of the Mi’kmaq.
http://www.collectionscanada.gc.ca/settlement/kids/021013-1607-e.html

A Magical Journey to Visit Angulalik
This site provides a visit with an Inuit fur trader named Angulalik. Learn about life in the far north
of Canada in the past. Words in red can be heard in Inuktitut. Flashplayer required.
http://www.kitikmeotheritage.ca/magicaljourney/English.htm

United Nations Convention to Combat Desertification
http://www.unccd.int/knowledge/menu.php This UN site discusses land degradation in arid,
semi-arid and dry sub-humid areas resulting from various factors, including climatic variations
and human activities. The science of desertification is discussed as well as the social and
human consequences. An action programme section is also included. Teachers can go to the
Education Kit section to find useful information to be used in a classroom.
Ideas for the Classroom:
b. Examine the effects of humans and their
technology on the natural environment in
Canada, and in a selection of Pacific Rim
and circumpolar countries, including the
consequences for indigenous peoples who
inhabit those regions (e.g., over harvesting
of salmon fishery, increased incidence of
severe weather, influence of logging
industry on the natural world and
ecosystems, effects of deforestation and
coral removal, and efforts to reclaim
shorelines and restore the natural barriers).
I can examine the effects of humans and
their technology on the natural
environment in Canada.
I can explore the consequences for
indigenous peoples who inhabit those
regions (e.g., over harvesting of salmon
fishery, influence of logging industry on the
natural world and ecosystems, effects of
deforestation and coral removal, and
Print Resources
Culture Quest - Chapter on Culture and The Environment pp. 78-93
Global Teacher: Global Learner print resource: Unit 10 Simulations (timber) Role Play/Simulation – 75
paper cups representing rainforest (page 205-212)
Websites:
 Welcome to the Rainforest
This site, while run by a company who sell nutritional products, is a source of information on
many rainforest issues, including the wealth of the rainforest, its plants, and its animals. It also
has links to help you with projects on the rainforest. http://www.rain-tree.com/index.html

Exploring the Environment: Tropical Poison
Read through this site and the links on the left to gather information about the destruction that
is taking place in our forests throughout the world. ** This site has teacher modules and
activities.
http://www.cotf.edu/ete/modules/troppois/tpslashburn.html

Protecting Forests Clearcutting and Logging: The War of the Woods
This series of videos by CBC television shows some of the concerns and issues dealing with the
logging industry in Canada, and the growing concern over the cutting down of our forests.
http://archives.cbc.ca/environment/environmental_protection/topics/679/
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efforts to reclaim shorelines and restore the
natural barriers).

National Geographic’s Human Impact
Flash and video examples and information about how deforestation is affecting life on our
planet. http://www.nationalgeographic.com/eye/impact.html
I can explore these issues in a selection of
Pacific Rim and circumpolar countries.

A Student Guide to Tropical Forest Conservation
Information about the value of rainforests and what people can do to stop deforestation.
http://www.fs.fed.us/global/lzone/student/tropical.htm

Fished Out: The Rise and Fall of the Cod Fishery
A multimedia presentation including the history of the Atlantic cod fishery and the effects of
the fishery’s collapse on the people
http://archives.cbc.ca/economy_business/natural_resources/topics/1595/

Lifelines: Canada’s East Coast Fisheries
Click on the headings to read about the history of the East Coast fisheries, including Aboriginal
fishing, the cod fishery, the sea mammal harvest, and the lobster fishery
http://www.civilization.ca/cmc/exhibitions/hist/lifelines/lifea01e.shtml

Coca Cola Company in Belize

Archaeology Channel: Two Worlds Touch video:
http://www.archaeologychannel.org/content/video/twoworlds.html

Topic Six: Technology and Change –
http://www.sasked.gov.sk.ca/docs/midlsoc/gr7/74topics.html#t6
This topic illustrates the range of technological and industrial inventiveness that began around
1700 and has continued until today.
Students examine both the positive and negative consequences of changes brought about by
industrialization.
United Nations Convention to Combat Desertification
http://www.unccd.int/knowledge/menu.php
Appraise the impact of human habitation on the natural environment in Canada, and in a
selection of Pacific rim and northern circumpolar countries.
This UN site discusses land degradation in arid, semi-arid and dry sub-humid areas resulting from
various factors, including climatic variations and human activities. The science of
desertification is discussed as well as the social and human consequences. An action
programme section is also included.
Teachers can go to the Education Kit section to find useful information to be used in a
classroom.
 Indian and Northern Affairs Canada: www.ainc-inac.gc.ca Environment and natural resources
link, follow climate change link, and adapting to climate change link (right hand side). Also,
Canada`s Northern Strategy link on right side of screen. Provides basic information on changes
Sun West Grade 7 Social Studies Collaboration Project with the Ministry of Education – April 11, 2011 draft
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
in the Canadian north and the adaptations. Useful as teacher background information.
Ideas for the Classroom:
c. Explore situations where changes in the
environment, induced naturally or by
humans, have resulted in the relocation of
peoples in Canada, and in a selection of
Pacific Rim and circumpolar countries,
including indigenous peoples who inhabit
those regions. Explain the reasons for the
relocation and its consequences.
I can explore situations in Canada where
changes in the environment, (by natural or
human causes) have resulted in the
relocation of people, including indigenous
peoples who inhabit those regions.
I can explain the reasons for the relocation
and its consequences.
I can explore these issues in a selection of
Pacific Rim and circumpolar countries.
Print Resources
Culture Quest
Culture Quest ‘The Connections Between Culture and the Environment’ pp.78-80
Culture Quest ‘Snapshots: Brazil and Chile’
Culture Quest Make Comparisons/ Chart Information/ Analyze the Information/ Communicate Your
Feelings p .83
Culture Quest ‘People of the Amazon Rainforest’ pp. 83-93
Culture Quest Culture Quest Website p.93
Global Teacher: Global Learner print resource
Video Resource:
‘Two World’s Touch’ National Geographic Human Impact – Floods and Dams: Deforestation’ website
video
Websites:
 Climate Change North is an educational website created for northerners by northerners. It's
about understanding how climate change affects us, and what we can do about it. On the
Climate Change North website, you'll find Backgrounders, Lesson Plans, Curriculum Links,
Resources, Glossary, and a Student Exchange where students can post their work and see
what others have done. Materials cover all subject areas for learners K-12. Developed for
Yukon, NWT and Nunavut.
http://www.climatechangenorth.ca/

Climate change Information Centre: Mapping the Effects of climate change on Human
Migration http://www.careclimatechange.org/personal-stories

Overpopulations trends, Population Growth: TED talk
http://www.ted.com/talks/hans_rosling_on_global_population_growth.html




Links from Culture Quest Online Student Resource:
UN World Refugee Day Focuses on Youth An article describing some of the situations in which
the United Nations High Commissioner for Refugees tries to help out.
http://news.nationalgeographic.com/news/2003/06/0620_030620_refugeeposters.html
What’s Going On? Child Refugees in Tanzania Several stories of refugees and how UNHCR is
Sun West Grade 7 Social Studies Collaboration Project with the Ministry of Education – April 11, 2011 draft
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working to help them. http://www.un.org/works/goingon/refugees/goingon_refugees.html


The Refugee Story in Statistics A table summary of information about the number of refugees
listed by the United Nations.
Life as a refugee Oxfam describes life in some of the refugee situations around the world,
including a story from a young person of his life as a refugee.
http://www.oxfam.org.uk/coolplanet/kidsweb/refugee/index.htm

Refugees – forced migration: Refugee Game Against All Odds Simulation Game - United
Nations Cyberschoolbus




Human Created and Natural Disasters – Chernobyl, Beaupol, India, etc.
Residential schools (loss of traditional ways of life)
Indigenous populations in non-Canadian settings
Maps of Canada: Source: Human Activity and the Environment: Annual Statistics. Find links to
all editions through http://www.statcan.gc.ca/kits-trousses/edu01f_0000-eng.htm. Each edition
includes a feature article plus updated maps, charts and tables.
Topic Six: Technology and Change –
http://www.sasked.gov.sk.ca/docs/midlsoc/gr7/74topics.html#t6
This topic illustrates the range of technological and industrial inventiveness that began around
1700 and has continued until today.
Students examine both the positive and negative consequences of changes brought about by
industrialization.

Ideas for the Classroom:
Connects to Health – empathy
Ecology and Biomes connect to Science
Doing Our Part for Planet Earth – ELA
Committing Oneself – Grade 7 Health (when conflict arises)
Grade 7 AFL practice reading relates to smallpox (2009) The Stranger (need to relocate)
Cyberschoolbus: World Refugee Day – focus on the youth – video contest, refugee story and statistics
d. Trace examples of current effects of
climate change on the movement of
peoples (e.g., melting of the polar icecap
and greater accessibility to the North-West
Passage and the oil underneath) and
hypothesize about the potential effects of
climate change on the movement of
peoples in the future.
Print Resources
Websites:
Environment Canada Website (if there is a one degree increase, two degree increase – impact –
check this out) Danielle has seen this! So has Scott!
Inconvenient Truth – every school has a copy of this video (ROVER??)
Flood Simulation Map: http://flood.firetree.net/
I can trace examples of current effects of
climate change on the movement of
Oxford University Press
Sun West Grade 7 Social Studies Collaboration Project with the Ministry of Education – April 11, 2011 draft
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peoples (e.g., melting of the polar icecap
and greater accessibility to the North-West
Passage and the oil underneath). I can
make an educated guess about possible
effects of climate change on the
movement of peoples in the future.
e. Explore the Treaty relationship and the
values and beliefs associated with sharing
the land.
I can explore the Treaty relationship and
the values and beliefs associated with
sharing the land.
http://www.oupcanada.com/school/companion/9780195423662/students/unit02.html
Climate Change Basics - Student Resource
Ideas for the Classroom:
Print Resources
‘The Following Articles all come from the Treaty Resource Kit, available in every School:
 What is a Treaty?’
 ‘We’re All Treaty People’
 Benefits of a Treaty’
 ‘Treaty Rights’
 ‘Chronology of the Indian Act’
From Treaty Kit: Understanding Our People Sask. School Boards Assoc.

Video Resource:
YouTube:
 CBC Broadcast: Stolen Children
 Canadian Residential School Propaganda Video 1955
http://www.youtube.com/watch?v=s_V4d7sXoqU
 Residential schools apology, National Day of Action
http://www.youtube.com/watch?v=u79Qw3sFnRE
Guest Speaker Option:
Beechy: Speaker Sandy Lougheed – highly recommended by Lisa Grande (pay mileage only)
Websites:

Indian and Northern Affairs Canada: Kids Stop www.ainc-inac.gc.ca (right of home page):
Under `People and History` Section there is information in nice concise form on Treaties in kid
friendly language
Ideas for the Classroom:
Comments:
We are encouraged to explore a traditional Indigenous perspective to the natural environment. We can also compare to those who have similar
views on protecting the environment.
Indicators c and d can be taught together.
http://www.guardian.co.uk/environment/series/satelliteeye These are satellite images to support this outcome.
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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.
o I can 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.
Brent’s Big Idea: How has the history of this region influenced the people and vice versa? How does the physical environment impact people?
Types of Governments – This resource can be used for a variety of different indicators.
Indicators
http://users.erols.com/mwhite28/20c-govt.htm
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.
Using graphs, interactive maps, charts, along with brief definitions, this website describes various forms of
government that existed in the 20th century. Democracy, communism, monarchies, and authoritarian
states are examined. World maps at the start of each decade from 1900 to 1990 illustrate which
countries had a particular form of government.
Has a great deal of information but will likely need to be adapted to be appropriate for the grade level
of students.
http://www.guardian.co.uk/environment/series/satelliteeye These are satellite images to support this
outcome.
Print Resources
a. Relate current issues to location by
using physical maps, political maps, and
Culture Quest - Push and Pull Factors in Migration p.49-50
population maps of Canada, and a
selection of Pacific Rim and circumpolar
The Following Article is from the Treaty Resource Kit, available in every School:
countries in order to understand the role
of geography in shaping political events
 ‘Chronology of the Indian Act’
(e.g., sovereignty over the North-West
Video Resource:
Passage, Western intervention in other
countries, political alliances, adoption of
 YouTube: CBC Broadcast: Stolen Children
a system of government) and economic
activity (e.g., economic alliances, trading Websites:
partners, exploitation of resources, impact
of the reserve system on First Nations
 Lands and Trust Services has authored a set of digital Provincial and Territorial maps to provide
populations) in Canada, and a selection
users with information pertaining to First Nation Lands. Each map opens with minimum detail
of Pacific Rim and circumpolar countries.
showing but the more you zoom in on a particular area the more details or "Layers" show up on
the map and in the legend. http://geoportail-geoportal.ainc-inac.gc.ca/mp-prd/gov-02_e.html
I can use various maps (physical, political,
 http://www.beworldwise.org/index.php- Welcome to BeWorldWise.org where you can explore
population) to locate places and regions
the world as a virtual voyager onboard the Barque Picton Castle.
currently in the news.
I can explore how geography plays a role Ideas for the Classroom:
in political events (e.g. Western
intervention in other countries, political
alliances, etc.).
Sun West Grade 7 Social Studies Collaboration Project with the Ministry of Education – April 11, 2011 draft
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I can explore how geography plays a role
in economy (e.g., trading partners,
exploitation of resources, impact of the
reserve system on First Nations
populations).
I can explore the reasons behind current
political and economic relationships
within and among select circumpolar and
Pacific Rim countries.
b. Examine the effects of natural or
human catastrophes on affected
populations, and, by extension, on the
history of human habitation of the region.
Print Resources
Culture Quest - Push and Pull Factors in Migration p.49-50
I can examine the effects of natural or
human catastrophes on the people of
these areas. I can explore how these
events may affect future habitation of the
region.

Video Resource:
 5 part documentary from CBC – residential schools – Lost Heritage: Canada’s – 14 clips (audio
and video History of Residential Schools) Also in grade 8 curriculum (link???)
Grade 7 AFL practice reading relates to smallpox (2009) The Stranger
Websites:

United Nations Work: what’s Going On.... Hollywood stars report on ‘What’s Going On’ This lesson
presents an overview of where, why, how and in what conditions persons become refugees and
internally displaced peoples (IDPs). The activity defines the terms for both groups and examines
what conditions persons leave their homes and countries. Students will learn that refugees and
internally displaced children face serious problems. Not only do they lose their homes and
everything that is familiar to them, but sometimes they become separated from their parents.
This lesson examines the fragility of refugees and internally displaced peoples and what
international documents protect their human rights. This site is AMAZING!*** It comes with video
clips/ complete lesson plans/ indicators/ assessment/ links to other websites.
http://www.un.org/works/goingon/refugees/lessonplan_refugees.html

MIGRATION: WHY PEOPLE MOVE: Overview: The idea for this lesson plan was inspired by Marie
Loiselle of the Maharishi School in Fairfield, Iowa, who received a teacher grant from the
National Geographic Education Foundation in support of a project called Geographic Learning
and City Growth.
Since the dawn of human evolution, humans have migrated across continents in search of food,
shelter, safety, and hospitable weather. People still move for these reasons, but new reasons for
human migration are arising, such as job relocation and overpopulation.
http://www.nationalgeographic.com/xpeditions/lessons/09/g68/tgmigration.html


Teachnology Online Resource
Killer Wave: Tsunami- Read about Tsunamis at this National Geographic WORLD site This lesson
will help students to understand earthquakes.http://www.teach-
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nology.com/teachers/lesson_plans/science/earth_sciences/tsunamis/


A Forced Migration: Features a map of the Balkans, demonstrating the flow of migration during
the refugee crisis and the volumes of people displaced
http://webarchive.nationalarchives.gov.uk/+/http://www.defencedynamics.mod.uk/lesson/232Migration/episode/143-2_Forced_migration
Amnesty International – Canada http://www.amnesty.ca/
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. May be appropriate for some students but language is too advanced for some
students and it is an information or news site, with ability to search previous stories it has
published.
Ideas for the Classroom:
c. Analyze the influence of contact with
another culture on the Aboriginal peoples
of Canada, circumpolar countries, and a
selection of Pacific Rim countries (e.g.,
the influence of Europeans on the
indigenous peoples of Canada, Mexico,
and Australia).
Print Resources
Culture Quest - Forced Migration p. 51
I can analyze how Aboriginal peoples in
Canada have been affected by contact
with other cultures (e.g., the influence of
Europeans on the indigenous peoples of
Canada, Mexico, and Australia).
Websites:
 United Nations cyber School Bus: Indigenous People The learning activities presented in each
section are student-centered. They are designed as informal, participatory exercises or
suggestions for students to take further action. With a little teacher ingenuity, however, these
activities could easily be adapted as formal lesson plans. All of the case study pages can be
printed and photocopied as supplemental classroom resources. In addition, there are many online resources provided in each section of this site. Some are focused on education, while others
are more oriented towards the issues http://cyberschoolbus.un.org/indigenous/index.asp
Treaty Kit: Contains Maps, Articles, Short Stories, Video
Video Resource:
 YouTube: CBC Broadcast: Stolen Children

United Nations Cyber School Bus: Refugee Simulation Game. This interactive online game was
created by UNHCR to increase students' awareness and knowledge about refugee situations by
putting players in the position of a refugee. http://www.playagainstallodds.com/
Ideas for the Classroom:
Print Resources
d. Assess the effects of relocations and
deportations of affected groups in
Culture Quest - Test pg. 53 provides weblinks to UN High Commission for refugees, people smuggling,
Canada, and in circumpolar and Pacific
brain drain
Rim countries (e.g., the Acadian
Culture Quest - Factors Affecting Migration Culture Quest pp.49
deportation, the treatment of European
Sun West Grade 7 Social Studies Collaboration Project with the Ministry of Education – April 11, 2011 draft
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immigrants during WWI, the internment of
Japanese-Canadians in WW2, First
Nations children in Canada and Australia
abducted from their homes to attend
residential schools).
I can explore how different groups of
people have been relocated or (e.g., the
Acadians, European immigrants during
WWI, the Japanese-Canadian
internment, residential schools in Canada
and Australia).
Websites:
 UN World Refugee Day Focuses on Youth

What’s Going On? Child Refugees in Tanzania

The Refugee Story in Statistics

Life as a refugee

Amnesty International – Canada http://www.amnesty.ca/
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. May be appropriate for some students but language is too advanced for some
students and it is an information or news site, with ability to search previous stories it has
published.

Indian and Northern Affairs Canada: Kids Stop www.ainc-inac.gc.ca (right of home page):
Under `People and History` Section there is information in nice concise form on Residential
Schools in kid friendly language
Ideas for the Classroom:
e. Conduct an inquiry synthesizing the link
between historical events, population
dynamics, and environment.
I can conduct an inquiry that shows the
relationships among historical events,
population dynamics, and environment.
Print Resources
Websites:
 Amnesty International – Canada http://www.amnesty.ca/ 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. May be appropriate for
some students but language is too advanced for some students and it is an information or news
site, with ability to search previous stories it has published.
 Indian and Northern Affairs Canada: Kids Stop www.ainc-inac.gc.ca (right of home page):
Under `People and History` Section there is information in nice concise form on Success Stories
Vignettes that have short video clips (3-4 minutes) of examples of economic partnersnhips,
cooperation and sustainability. (includes Whitecap Dakota First Nation, Inuvialuit Regional Corp.,
Membertou)
 http://www.lib.utexas.edu/maps/index.html- This site contains a variety of links to map resources
including gazeteer, cartographs, weather and relief.
Ideas for the Classroom:
 Research and Make a Poster (Culture Quest websites United Nation High Commissioner for
Refugees, Canada Immigration Act, People Smuggling)
Sun West Grade 7 Social Studies Collaboration Project with the Ministry of Education – April 11, 2011 draft
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


f. Investigate relationships within and
among select circumpolar and Pacific
Rim countries to determine reasons for
current political and economic
relationships.
I can investigate the relationships among
a group of selected countries to
determine reasons why current political
and economic relationships exist.
g. Debate the positions of circumpolar
and Pacific Rim countries with respect to
climate change.
I can debate viewpoints on climate
change from the point of view of various
circumpolar and Pacific Rim countries.
The causes of Hutterite and Mennonite Movement
Nettie’s Journey – Adele Dueck from Lucky Lake wrote that book
examples to support this indicator (possible link to ELA - Environmental Unit) – Nelson Literacy 7
resource
Print Resources
Websites:
Ideas for the Classroom:
 cause and effect study of different examples
 Saskatchewan Resources going to other countries (e.g. Potash Corp) and international trade
Print Resources
Websites:

www.makepovertyhistory.org, follow link to trade justice, link to trade issues, link at bottom left,
``change trade not our climate``. Leads to www.waronwant.org has 3 videos debating the
influence of world trade on climate change (6 mins)
Ideas for the Classroom:
 Elocution Debate Society
 John debated Kyota last year with his class
 Candace’s hard copy list needs to be included here: including Cool Kids’ Club (It’s a Gas) to do
 Brisbane: International Conference on Climate Change (latest)
 Eco Kids – Climate Change
 examples to support this indicator (possible link to ELA - Environmental Unit) – Nelson Literacy 7
resource
 opportunity for students to explore different topics (connect to immigration in Grade 8 Social)
Power and Authority
Outcome PA7.1 I can compare the sources of power for individuals, nations, and regions in a selection of Pacific Rim and circumpolar countries.
Brent’s Big Idea: What is power? What are the forms of power? Who has power? Who does not have power?
Grade 7 – Unit Three – Power http://www.sasked.gov.sk.ca/docs/midlsoc/gr7/73overview.html
Indicators
This unit focuses on the concept of power—the power of individuals, collectives and nations. Power in
the form of authority, influence or force is acquired by having superior resources, greater numbers or
Sun West Grade 7 Social Studies Collaboration Project with the Ministry of Education – April 11, 2011 draft
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a. Describe the source of power
(resources, numbers, organization) and
forms of power (force, authority,
influence) used by individuals in a position
of leadership in the local community or a
local organization.
I can describe the sources of power
(resources, numbers, organization) and
forms of power (force, authority,
influence) used by the leaders of my
community or leaders of a local
organization.
b. Analyze the sources of power, including
organization, resources (technological,
human, and military), and numbers,
evidenced in the exercise of power by an
individual, organization, or nation as
described in a current events article.
I can analyze the sources of power,
including organization, resources
(technological, human, and military), and
numbers that are used by individuals,
organizations or countries.
I can apply this knowledge current issues
and events.
more effective organization. Government structures such as democracy, autocracy and oligarchy
obtain and use their power in different ways. Some government structures use their power to help the
people, while others use their power to control the people. The abuse of government power is common
in some regimes. Individuals often set up cooperative organizations that give them collective power in
a variety of production, consumer and development situations.
This old unit from the previous Saskatchewan curriculum is very valuable for the PA unit for the new
curriculum.
Print Resources
People and Places 7: Chapter 6 Democratic Citizenship
The World Today Chapter 7 ‘Power and Wealth in Today’s World pp 108-118
Websites:
 Evergreen Curriculum On line: Unit 3
http://www.sasked.gov.sk.ca/docs/midlsoc/gr7/73overview.html
Ideas for the Classroom:
Print Resources
The World Today Chapter 7 ‘Power and Wealth in Today’s World pp 108-118
Websites:
 Evergreen Curriculum On line: Unit 3
http://www.sasked.gov.sk.ca/docs/midlsoc/gr7/73overview.html
 Sask. Youth Heritage Fair Online Portal
(lesson plans and inquiry based projects)

Indian and Northern Affairs Canada: Kids Stop www.ainc-inac.gc.ca (right of home page):
Under `People and History` Section there is information in nice concise form on Success Stories
Vignettes that have short video clips (3-4 minutes): Westbank

Ideas for the Classroom:
c. Assess the sources of power held by the Print Resources
First Nations and the Europeans
Culture Quest:
respectively in the negotiations of the
 Types of Government page 130
treaty which governs the local area.
 Traditional Government of the Mi’kmaq Nation pp.131-132
Sun West Grade 7 Social Studies Collaboration Project with the Ministry of Education – April 11, 2011 draft
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Identify examples of the use of cooperation balance and d. harmony as a
sources of power used to effect change in
the local, provincial, national, or
international community (e.g., service
Snapshot: China’s Government: pp. 133 - 138
Websites:
Ideas for the Classroom:
organizations, trade unions, First Nations and Métis
organizations, co-operative movements, advocacy
groups).
I can assess the sources of power held by
the First Nations and the Europeans and
show how these sources affected the
development of treaties in my local area.
d. Identify examples of the use of cooperation balance and harmony as a
sources of power used to effect change in
the local, provincial, national, or
international community (e.g., service
organizations, trade unions, First Nations
and Métis organizations, co-operative
movements, advocacy groups).
Print Resources
The World Today Chapter 6 ‘Democratic Values and Principles’
Websites:
Ideas for the Classroom:
What are power dynamics of treaty making process?
I can identify examples of the use of cooperation balance and harmony as a
source of power used locally, provincially,
nationally, or internationally (e.g., service
organizations, trade unions, First Nations
and Métis organizations, co-operative
movements, advocacy groups).
f. Analyze the sources of power of a
national leader of a Pacific Rim or
circumpolar country.
I can analyze the sources of power of a
national leader of a Pacific Rim or
circumpolar country.
Print Resources
Websites:
 Country Reports: Interactive
Gather basic information about countries throughout the world.
http://www.countryreports.org/
Ideas for the Classroom:
Print Resources
Websites:
Sun West Grade 7 Social Studies Collaboration Project with the Ministry of Education – April 11, 2011 draft
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Old Curriculum??
Outcome PA:
http://www.sasklearning.gov.sk.ca/branches/curr/sci_tech/social/ssti/2000/ellen_story_pegg.html
Documents
http://www.sasklearning.gov.sk.ca/branches/curr/sci_tech/social/ssti/2000/ellen_story_pegg.html#ellen
1.pdf
Outcome PA- https://www.k12.gov.sk.ca/docs/midlsoc/gr7/73topics.html#URLDB_8105
Document- https://www.k12.gov.sk.ca/docs/midlsoc/gr7/72info.html#P4369_189333Ideas for the Classroom:
Outcome PA7.2 I can investigate the structures and processes of democratic government in Canada.
Brent’s Big Idea: We know what happens in Canada … Compare to Pacific Rim country; Grade 6 compared to Atlantic country
About Parliament – Teacher’s Guide – This resource will correlate to many of the indicators in 7.2.
Indicators
http://www.parl.gc.ca/common/AboutParl_Education.asp?Language=E
PA7.2 – Investigate the structures and processes of democratic government in Canada
Scope and Sequence of Government Grade 2 (community government)
Grade 4 (Saskatchewan)
Grade 5 (Canada)
Grade 7 (quick review)
Grade 8 (Canada in different detail)
Grade 10 Social Studies (currently)
Grade 12 (federal government)
Government of Canada site contains a collection of suggested activities that teachers can use to
teach about Parliament and the Canadian government.
Educational Programs and Products – Grade-specific programs and products for you and your students
Classroom Resources – Ready-made activities for the classroom
Background Resources for Educators – Background resources to assist teachers in planning their lessons
about the Senate and the House of Commons
Lots of age appropriate activities and information
Mock Legislature; http://www.assembly.ab.ca/visitor/Teachers/Mock.htm- The Mock Legislature is a
simulation activity for students and an opportunity to experience what it's like to be part of the
parliamentary process. This challenging activity is structured so that every student can participate in the
debate. Using replicas of the apparel and the symbolic items actually used in the Legislature, students
are guided through the stages of the passage of a bill.
a. Survey the principles of democracy as
defined by family, school, & community
members, and synthesize into a definition
of democracy.
Print Resources
Websites:
 Evergreen Curriculum On line: Unit 3
http://www.sasked.gov.sk.ca/docs/midlsoc/gr7/73overview.html
Sun West Grade 7 Social Studies Collaboration Project with the Ministry of Education – April 11, 2011 draft
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Outcome PA7.2 I can investigate the structures and processes of democratic government in Canada.
Brent’s Big Idea: We know what happens in Canada … Compare to Pacific Rim country; Grade 6 compared to Atlantic country
I can develop a definition of democracy
by exploring the principles of democracy
 Canada online
as defined by family, school, and
http://canadaonline.about.com/od/cangovlessonsel/Canadian_Government_Lesson_Plans_K8.
community members.
htm

http://www.sasklearning.gov.sk.ca/branches/curr/sci_tech/social/ssti/2001/sheldon.html
Provides a lesson plan for PA 7.2 a and b
http://canada.gc.ca/aboutgov-ausujetgouv/structure-eng.html PA 7.2 a-e

Ideas for the Classroom:
b. Compare the responsibilities of
municipal, provincial or territorial, and
federal and First Nations governments in
Canada.
I can compare the responsibilities of
municipal, provincial or territorial, and
federal and First Nations governments in
Canada.
Print Resources
Websites:
 Collections Canada: Canada’s Constitutional Evolution
Read about responsible government, then click on ‘Exhibition’ to go through various events in
Canada’s constitutional history. Before you leave the site don’t forget to play the games to
make all this information come to life.
http://epe.lac-bac.gc.ca/100/200/301/lac-bac/constitution-ef/0511/0511_e.html
 http://www.parl.gc.ca/common/index.asp?Language=E This site is all about the federal
government. Understanding Parliament leads young people to appreciate their roles as
citizens, their responsibilities and obligations, their rights and freedoms. Why do we vote? Why
do we pay taxes? Why do we obey laws? How do the decisions made in Parliament affect us?
By creating a scenario for young people to assume the roles of parliamentarians, we offer them
an unique opportunity to understand this fundamental institution. Everything a teacher needs to
recreate the functioning of Parliament.
This site also has an area designed to introduce students to the House of Commons and the role
of its elected members. This resource includes a video, classroom activities and supporting
teacher materials.
 http://www.legassembly.sk.ca/ This is a site all about the provincial government. There is a
student area that explains the provincial roles of the elected representatives, election process,
and structure of the provincial government

This is a final project after having already taught the legislative process and role of our
parliamentary members. It is based on the provincial government. This is from the old curriculum
and is organized by Knowledge, Skills and Values.
http://www.sasked.gov.sk.ca/branches/curr/sci_tech/social/ssti/2003/mark/mark.html

From Sask Learning: A sample lesson where students: a) understand and appreciate the roles
and responsibilities of the three levels of government found in Canada's parliamentary
democratic system; and, b) better understand why certain roles are more suited towards
Sun West Grade 7 Social Studies Collaboration Project with the Ministry of Education – April 11, 2011 draft
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Outcome PA7.2 I can investigate the structures and processes of democratic government in Canada.
Brent’s Big Idea: We know what happens in Canada … Compare to Pacific Rim country; Grade 6 compared to Atlantic country
certain levels of government, while other responsibilities require the attention of more than just
one level of government.
http://www.sasklearning.gov.sk.ca/branches/curr/sci_tech/social/ssti/whos_responsible.html
 http://www.sasklearning.gov.sk.ca/branches/curr/sci_tech/social/ssti/2001/sheldon.html
Provides a lesson plan for PA 7.2 a and b

http://canada.gc.ca/aboutgov-ausujetgouv/structure-eng.html
 http://www.sasklearning.gov.sk.ca/branches/curr/sci_tech/social/ssti/2000/bev_hunter.htmlThe students will learn that the three basic principles of democracy are equality, freedom and
fraternity, broadening their definition of the word "democracy" while learning how democracy
functions in our society.
Ideas for the Classroom:
c. Describe the roles of the elected
representatives in the local (reeve, mayor,
councillor), provincial or territorial
(member of the legislative assembly),
federal (member of parliament), First
Nations (councillor, chief) system of
government and Métis governance
structures.
I can describe the roles of the elected
representatives in the local (reeve, mayor,
councillor), provincial or territorial
(member of the legislative assembly),
federal (member of parliament), First
Nations (councillor, chief) system of
government and Métis governance
structures.
Print Resources
Websites:
 Office of the Prime Minister of Canada
See photos and biographies of our current federal cabinet ministers.
http://pm.gc.ca/eng/cabinet.asp

Historica Minutes: Building Democracy
View television reenactments of the events leading up to responsible government in Canada.
http://www.histori.ca/minutes/theme.do?id=10015&className=ca.histori.minutes.entity.Classic
Minute

http://www.parl.gc.ca/common/index.asp?Language=E This site is all about the federal
government. Understanding Parliament leads young people to appreciate their roles as
citizens, their responsibilities and obligations, their rights and freedoms. Why do we vote? Why
do we pay taxes? Why do we obey laws? How do the decisions made in Parliament affect us?
By creating a scenario for young people to assume the roles of parliamentarians, we offer them
an unique opportunity to understand this fundamental institution. Everything a teacher needs to
recreate the functioning of Parliament.
This site also has an area designed to introduce students to the House of Commons and the role
of its elected members. This resource includes a video, classroom activities and supporting
teacher materials.
http://www.legassembly.sk.ca/ This is a site all about the provincial government. There is a
student area that explains the provincial roles of the elected representatives, election process,
and structure of the provincial government


This is a final project after having already taught the legislative process and role of our
parliamentary members. It is based on the provincial government. This is from the old curriculum
and is organized by Knowledge, Skills and Values.
Sun West Grade 7 Social Studies Collaboration Project with the Ministry of Education – April 11, 2011 draft
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Outcome PA7.2 I can investigate the structures and processes of democratic government in Canada.
Brent’s Big Idea: We know what happens in Canada … Compare to Pacific Rim country; Grade 6 compared to Atlantic country
http://www.sasked.gov.sk.ca/branches/curr/sci_tech/social/ssti/2003/mark/mark.html
 From Sask Learning: A sample lesson where students: a) understand and appreciate the roles
and responsibilities of the three levels of government found in Canada's parliamentary
democratic system; and, b) better understand why certain roles are more suited towards
certain levels of government, while other responsibilities require the attention of more than just
one level of government.
http://www.sasklearning.gov.sk.ca/branches/curr/sci_tech/social/ssti/whos_responsible.html
 http://canada.gc.ca/aboutgov-ausujetgouv/structure-eng.html
 http://www.sasklearning.gov.sk.ca/branches/curr/sci_tech/social/ssti/2000/bev_hunter.htmlThe students will learn that the three basic principles of democracy are equality, freedom and
fraternity, broadening their definition of the word "democracy" while learning how democracy
functions in our society.
 http://www.sasklearning.gov.sk.ca/branches/curr/sci_tech/social/ssti/2004/curtis/curtis.shtml
Learn how to successfully lobby the provincial government

Ideas for the Classroom:
d. Investigate the federal, provincial or
territorial, or local election processes in
Canada.
I can investigate the federal, provincial or
territorial, or local election processes in
Canada.
Print Resources
Websites:
 http://www.parl.gc.ca/common/index.asp?Language=E This site is all about the federal
government. Understanding Parliament leads young people to appreciate their roles as
citizens, their responsibilities and obligations, their rights and freedoms. Why do we vote? Why
do we pay taxes? Why do we obey laws? How do the decisions made in Parliament affect us?
By creating a scenario for young people to assume the roles of parliamentarians, we offer them
an unique opportunity to understand this fundamental institution. Everything a teacher needs to
recreate the functioning of Parliament.
This site also has an area designed to introduce students to the House of Commons and the role
of its elected members. This resource includes a video, classroom activities and supporting
teacher materials.
 http://www.legassembly.sk.ca/ This is a site all about the provincial government. There is a
student area that explains the provincial roles of the elected representatives, election process,
and structure of the provincial government


This is a final project after having already taught the legislative process and role of our
parliamentary members. It is based on the provincial government. This is from the old curriculum
and is organized by Knowledge, Skills and Values.
http://www.sasked.gov.sk.ca/branches/curr/sci_tech/social/ssti/2003/mark/mark.html
http://canada.gc.ca/aboutgov-ausujetgouv/structure-eng.html PA 7.2 a-e
Sun West Grade 7 Social Studies Collaboration Project with the Ministry of Education – April 11, 2011 draft
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Outcome PA7.2 I can investigate the structures and processes of democratic government in Canada.
Brent’s Big Idea: We know what happens in Canada … Compare to Pacific Rim country; Grade 6 compared to Atlantic country
 http://www.sasklearning.gov.sk.ca/branches/curr/sci_tech/social/ssti/2004/curtis/curtis.shtml
Learn how to successfully lobby the provincial government
Ideas for the Classroom:
e. Chart the structures of Canadian
government at the local, provincial, and
national levels.
I can chart the structures of Canadian
government at the local, provincial, and
national levels.
Print Resources
Websites:
 http://www.parl.gc.ca/common/index.asp?Language=E This site is all about the federal
government. Understanding Parliament leads young people to appreciate their roles as
citizens, their responsibilities and obligations, their rights and freedoms. Why do we vote? Why
do we pay taxes? Why do we obey laws? How do the decisions made in Parliament affect us?
By creating a scenario for young people to assume the roles of parliamentarians, we offer them
an unique opportunity to understand this fundamental institution. Everything a teacher needs to
recreate the functioning of Parliament.
This site also has an area designed to introduce students to the House of Commons and the role
of its elected members. This resource includes a video, classroom activities and supporting
teacher materials.
 http://www.legassembly.sk.ca/ This is a site all about the provincial government. There is a
student area that explains the provincial roles of the elected representatives, election process,
and structure of the provincial government

This is a final project after having already taught the legislative process and role of our
parliamentary members. It is based on the provincial government. This is from the old curriculum
and is organized by Knowledge, Skills and Values.
http://www.sasked.gov.sk.ca/branches/curr/sci_tech/social/ssti/2003/mark/mark.html

From Sask Learning: A sample lesson where students: a) understand and appreciate the roles
and responsibilities of the three levels of government found in Canada's parliamentary
democratic system; and, b) better understand why certain roles are more suited towards
certain levels of government, while other responsibilities require the attention of more than just
one level of government.
http://www.sasklearning.gov.sk.ca/branches/curr/sci_tech/social/ssti/whos_responsible.html
SSTI lesson - compare the legislative, executive, and judicial branches of the Canadian and
American governments
http://www.sasklearning.gov.sk.ca/branches/curr/sci_tech/social/ssti/2002/ssti_template/2002/
wayne/wayne.html

Sun West Grade 7 Social Studies Collaboration Project with the Ministry of Education – April 11, 2011 draft
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Outcome PA7.2 I can investigate the structures and processes of democratic government in Canada.
Brent’s Big Idea: We know what happens in Canada … Compare to Pacific Rim country; Grade 6 compared to Atlantic country
Ideas for the Classroom:
Comments:
Outcome PA7.3 I can compare the strengths and weaknesses of oligarchy, dictatorship, and democracy as systems of government.
Brent’s Big Idea: Define the terms: oligarchy, dictatorship, democracy. How are they alike? How are they different?
Indicators
a. Examine the systems of government of
circumpolar or Pacific Rim countries which
are not democracies (e.g., China, North
Korea, Vietnam, Fiji).
I can examine the systems of government
of circumpolar or Pacific Rim countries
which are not democracies (e.g., China,
North Korea, Vietnam, Fiji).
b. Contrast the systems of government of
the non-democracies in circumpolar and
Pacific Rim countries with Canada’s system
of government.
I can compare and contrast the systems of
government of the non-democracies in
circumpolar and Pacific Rim countries with
Canada’s system of government.
c. Identify the criteria by which countries
are described as dictatorships, oligarchies,
or democracies.
I can determine if a country is described as
Print Resources
Websites:
 Types of Government
Provides short definitions of the different types of government around the world
http://news.bbc.co.uk/cbbcnews/hi/find_out/guides/world/united_nations/types_of_governm
ent/
Ideas for the Classroom:
Print Resources
Websites:
 Webquest: http://www.stjoanofarc.org/school/grade7/government/govquest.htm
Ideas for the Classroom:
Print Resources
Websites:
 Types of Government
Provides short definitions of the different types of government around the world
Sun West Grade 7 Social Studies Collaboration Project with the Ministry of Education – April 11, 2011 draft
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dictatorships, oligarchies, or democracies
by making a list of characteristics for each
type of government.

http://news.bbc.co.uk/cbbcnews/hi/find_out/guides/world/united_nations/types_of_governm
ent/
http://users.erols.com/mwhite28/20c-govt.htm#not- Using graphs, interactive maps, charts,
along with brief definitions, this excellent website describes various forms of government that
existsed in the 20th century. Democracy, communism, monarchies, and authoritarian states are
examined. World maps at the start of each decade from 1900 to 1990 illustrate which countries
had a particular form of government.

Ideas for the Classroom:
d. Analyze the strengths and weaknesses of
democracy, oligarchy, and dictatorship as
systems of government.
I can analyze both the strengths and
weaknesses of democracy, oligarchy, and
dictatorship as systems of government.
Print Resources
Websites:
 http://archives.cbc.ca/politics/elections/topics/1181/ Is a series of videos that are for both
teachers and students for PA 7.3 d
Ideas for the Classroom:
Comments:
Lisa – indicated that there are resource difficulties for this unit.
Use Old curriculum and do correlations
BBC Site about different types of government: http://news.bbc.co.uk/cbbcnews/hi/find_out/guides/world/united_nations/types_of_government/
Resources and Wealth
Outcome RW7.1 I can explain the role of barter, trade, and sharing in traditional economies in Canada and the circumpolar and Pacific Rim
countries.
Brent’s Big Idea: What is barter? What is trade? What is sharing? What are the differences between these terms?
Indicators
a. Role play the practices of barter, trade,
and sharing used to obtain goods and
services.
I can role play the practices of barter,
trade, and sharing as a way to obtain
Print Resources
Culture Quest: Chapter 10 ‘Economy and Culture’
Websites:
 United Nations Cyber School Bus: Country at a Glance
http://cyberschoolbus.un.org/infonation/index.asp?id=124
Sun West Grade 7 Social Studies Collaboration Project with the Ministry of Education – April 11, 2011 draft
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goods and services.
Ideas for the Classroom:
b. Describe examples of barter, trade, and
sharing in the local community.
Print Resources
Websites:
I can describe examples of barter, trade,
and sharing in my local community.
Ideas for the Classroom:
c. Present the experiences of Elders and
senior citizens in the local community
regarding barter, sharing, and trade.
I can present the experiences of Elders and
senior citizens in my local community
regarding barter, sharing, and trade.
d. Question whether economies based on
barter, trade, and sharing are sustainable.
I can explore whether economies based
on barter, trade, and sharing are
sustainable.
Print Resources
Websites:
Ideas for the Classroom:
Print Resources
Websites:
 Agriculture and Agri-Foods Canada - http://www4.agr.gc.ca/AAFC-AAC/displayafficher.do?id=1175533355176&lang=eng
Sustainable Development Strategy
Sustainable Agriculture: Our Path Forward
This report presents Agriculture and Agri-Food Canada's third sustainable development strategy
(SDS), aimed at supporting sustainable agriculture - producing and processing agricultural
products in a way that can be carried out over the long term, in a manner that supports or
enhances the high quality of life we enjoy in Canada today. The site gives background
information for teachers. It is not written in a format easily understood by grade 7 students.
 www.makepovertyhistory.org Information on 2005 Make Poverty History campaign which
attempted to raise the awareness of people around the world to combat poverty on a global
scale.
Ideas for the Classroom:
Sun West Grade 7 Social Studies Collaboration Project with the Ministry of Education – April 11, 2011 draft
32
Comments:
Terry – still lots of barter in communities (construction, farming,
Do you know if there is barter happening in our community? – why – to avoid the tax man!!
What are the legal implications … the economic implications
Danielle – Trade Centre activity
Inquiry??
From Old Curriculum??
Outcomes RW- https://www.k12.gov.sk.ca/docs/midlsoc/gr7/pdf/72handouts.pdf
Document- https://www.k12.gov.sk.ca/docs/midlsoc/gr7/pdf/71topics.pdf
https://www.k12.gov.sk.ca/docs/midlsoc/gr7/71map.html#P1447_63701
https://www.k12.gov.sk.ca/docs/midlsoc/gr7/71map.html#P1459_63782
https://www.k12.gov.sk.ca/docs/midlsoc/gr7/71map.html#P1465_63823
https://www.k12.gov.sk.ca/docs/midlsoc/gr7/71map.html#P1453_63739
https://www.k12.gov.sk.ca/docs/midlsoc/gr7/71overheads.html
https://www.k12.gov.sk.ca/docs/midlsoc/gr7/pdf/71handouts.pdf
https://www.k12.gov.sk.ca/docs/midlsoc/gr7/73handouts2.html#7
https://www.k12.gov.sk.ca/docs/midlsoc/gr7/73handouts2.html#8
https://www.k12.gov.sk.ca/docs/midlsoc/gr7/pdf/hout39.pdf
Outcome RW7.2 I can investigate the influence of resources upon economic conditions of peoples in circumpolar and Pacific Rim countries.
Brent’s Big Idea: How do resources affect the economy of a region? What are natural resources? Renewable and non-renewable? What are the
benefits of having natural resources? What are the potential downfalls (e.g. potash tailings)?
National Geographic http://www.nationalgeographic.com/xpeditions/lessons/14/g912/whom.html
Indicators
Lesson Plan that gives a good outline for setting up a research project, could be used as PBL. Most of
the sites that are linked to this page have either been shut down or contain very dated information but
it still has a good basis in the lesson plan to get students started on assignment but requires some
research to find more up to date sites for this topic.
a. Formulate a definition of a natural
resource, and differentiate between
renewable and non-renewable resources.
Print Resources
People and Places 7 Unit 4
Websites:
I can develop a definition of a natural
resource, and tell the difference between
renewable and non-renewable resources.
Ideas for the Classroom:
b. Identify the locations of natural
resources of circumpolar and Pacific Rim
Print Resources
People and Places 7 Unit 4
Sun West Grade 7 Social Studies Collaboration Project with the Ministry of Education – April 11, 2011 draft
33
countries using appropriate maps, and
analyse the impact of the resources on
local communities.
I can locate natural resources of
circumpolar and Pacific Rim countries
using appropriate maps.
I can analyse the impact of these
resources on local communities.
Websites:
 http://atlas.nrcan.gc.ca/site/english/index.html- This interactive site focuses on Canada and its
geography, by providing maps on many themes.

http://www.ec.gc.ca/eau-water/
Ideas for the Classroom:
c. Differentiate between primary,
secondary, and tertiary industry.
Print Resources
People and Places 7 Unit 4
I can show the difference between
primary, secondary, and tertiary industry.
Websites:
 http://www.globaled.org/vietnamandcambodia/lessons/southeastasiaproduction.php
Ideas for the Classroom:
d. Correlate the presence of resources and
industries to the gross national product of
circumpolar and Pacific Rim countries.
Print Resources
Culture Quest: Chapter 10 ‘Economy and Culture’
Websites:
I can show how having resources and
industries influences the gross national
product (GNP) of circumpolar and Pacific
Rim countries.

http://www.globaled.org/vietnamandcambodia/lessons/southeastasiaproduction.php
7.2 c, d
RW
Ideas for the Classroom:
e. Draw conclusions about the standard of
living of people in Pacific Rim and
circumpolar countries using material
wealth measures (gross national product,
gross domestic product) and non-material
measures (the quality of life index,
happiness index).
Print Resources
Culture Quest: Chapter 10 ‘Economy and Culture’
Websites:
 http://www.canadiangeographic.ca/worldmap/

http://www.canadiangeographic.com/worldmap/cida/lessons/pdf/CG-CIDA_SK_912_Compare.pdf This website is designed for Grade Ten students, but can be adapted to use
with Grade Seven students. It is useful for Standard of Living comparison
I can draw conclusions about the standard
of living of people in Pacific Rim and
circumpolar countries using material
Ideas for the Classroom:
wealth measures (gross national product,
gross domestic product) and non-material
measures (the quality of life index,
happiness index).
Sun West Grade 7 Social Studies Collaboration Project with the Ministry of Education – April 11, 2011 draft
34
Comments:
CSIDC in Outlook works with Egyptian agencies
d) GDP by province, with analysis: Provincial and Territorial Economic Accounts Review
2008 Preliminary Estimates
(See HTML > View for graph of GDP by province)
(See Highlights on sidebar for province/territory details)
http://www.statcan.gc.ca/bsolc/olc-cel/olc-cel?catno=13-016-XWE&lang=eng
Note: this link goes to the Product Main Page. It will always lead to the latest edition of this publication.
Outcome RW7.3 I can assess the ecological stewardship of economies of Canada and the circumpolar and Pacific Rim countries.
Brent’s Big Idea: What does sustainability mean: environmentally, economically and social sustainability? What does it mean to have ecological
stewardship
National Geographic http://www.nationalgeographic.com/xpeditions/lessons/14/g912/whom.html
Indicators
Lesson Plan that gives a good outline for setting up a research project, could be used as PBL. Most of
the sites that are linked to this page have either been shut down or contain very dated information but
it still has a good basis in the lesson plan to get students started on assignment but requires some
research to find more up to date sites for this topic.
a. Research and illustrate the origins and
current meanings of the words “steward”
and “stewardship”.
I can research and show the origins and
current meanings of the words “steward”
and “stewardship”.
Print Resources
The World Today Chapter 19
Websites:
 EnerAction has released an exciting new unit on Sustainable Transportation. It features three
detailed lesson plans for Grades 4 to 7: Lesson #12 – Ride, Roll and Stroll, Lesson #13 – Back to
the Future, and Lesson #14 – Once Upon a Bike. The lessons are supported by a set of ten
Sustainable Transportation Case
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http://www.greenlearning.ca/
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A Virtual Keeping House – First Nations Galleryhttp://www.sicc.sk.ca/keepinghouse/tofc.html
The Keeping House is a means of Aboriginal people and those interested in Indian culture in
Saskatchewan to view the Saskatchewan Indian Cultural Centre's permanent Aboriginal art
collection and also its collection of artifacts.
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Sustainability (not a Canadian site, but there may still be value)
http://education.qld.gov.au/curriculum/learning/sustainability/activities.html
EduGreen http://edugreen.teri.res.in/explore/climate/climate.htm
Cool Climate Kid’s club (it’s a Gas) http://www.coolclimate.org/itsagas.htm
EPA Kids’ Site (Greenhouse Effect)
Solar School http://das.ee.unsw.edu.au/`solar/classrooms/1
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35
Ideas for the Classroom:
b. Define the word “sustainable”, and
discriminate between the concepts of
sustainable and unsustainable as they
apply to resources and industry.
I can define the word “sustainable”.
I can describe the differences between
the concepts of sustainable and
unsustainable as they relate to resources
and industry.
c. Examine the sustainability of the
economies of a selection of circumpolar
and Pacific Rim countries, and propose
practices which might increase the level
of sustainability.
I can examine the sustainability of the
economies of a selection of circumpolar
and Pacific Rim countries.
Print Resources
The World Today Chapter 19
Websites:
 SunWind - Solar Energy Links : Numerous Interactive Links: You can view complete lesson plans
on-line. You can then download the plan as a ... This fulsome site keeps growing and is a good
resource for teachers. .... powerful Canadian site for Renewable Energy and Sustainable Energy
in Canada. http://www.sunwindsolar.com/a_solar/solar_energy_links.htm
 http://www.oxfam.ca/news-and-publications/educational-resources/workshop-resourcematerials/OxfamWorkshopActivitiesforTradeandGlobalization.doc This provides teacher
resource to create workshops for students.
 http://www.stepin.org/ For RW7.3 b Contains Teacher resources and lesson plans and student
activities
Ideas for the Classroom:
Possibly PBL opportunity with river in China
Print Resources
The World Today Chapter 19
Websites:
 Indian and Northern Affairs Canada: Kids Stop www.ainc-inac.gc.ca (right of home page):
Under `People and History` Section there is information in nice concise form on community
developing partnerships to develop economies in kid friendly language

Indian and Northern Affairs Canada: Kids Stop www.ainc-inac.gc.ca (right of home page):
Under `People and History` Section there is information in nice concise form on Success Stories
Vignettes that have short video clips (3-4 minutes) of examples of economic partnersnhips,
cooperation and sustainability. (includes Whitecap Dakota First Nation, Inuvialuit Regional Corp.,
Membertou)
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http://www.oxfam.ca/news-and-publications/educational-resources/workshop-resourcematerials/OxfamWorkshopActivitiesforTradeandGlobalization.doc RW7.3 b and c provides
teacher resource to create workshops for students
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Mosaic – (United Nations Association of
Canada)http://www.unac.org/youth_sd/youth_e/index.htm Mosaic is a national directory of
success stories of youth-for-youth projects about sustainable development. On Mosaic you can
learn more about projects developed by young Canadians who are effectively addressing
social, economic, cultural and environmental issues in their schools, communities, provinces and
country.
I can propose practices that might lead
to more sustainability.
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36

Consumption Challenge – United Nations Association of Canada
http://www.unac.org/youth_sd/youth_e/index.htm Join young people around Canada and
the United States in simple actions that are making a difference to reduce our individual and
collective impact on the planet!

Sustainable Technology Education Projecthttp://www.stepin.org/ Practical Action have looked
far and wide to find the most useful and relevant Sustainable Design resources for teachers including the best of both STEP and SDA websites - and combined them in one easy to use
database. To have a look for yourself go to www.practicalaction.org.uk/education
Ideas for the Classroom:
We could focus more on this: I can examine the sustainability of the economies of a selection of
circumpolar and Pacific Rim countries. I can propose practices that might lead to more sustainability.
Comments:
What is the relationship between sustainability in terms of economics, social, and environment?
Rural recycling program is strong
Environment Canada: http://www.ec.gc.ca/eau-water/- Developed for school students by Environment Canada, this well-designed website
contains a variety of resources and activities related to fresh water and its management. Topics such as Water in Canada, How We Use It, How We
Manage It, and Dos and Don'ts are included. This site was recommended as part of the SCIC Worldbeat project.
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