World Map a Developing World Yukon Territory Grade 6

WORLD MAP – A DEVELOPING WORLD YUKON TERRITORY – GRADE 6

Global Citizenship

Lesson Overview

In this lesson, students are introduced to the idea of global citizenship. They will complete a global citizenship activity using the Canadian Geographic–CIDA map A Developing World.

Grade Level

Grades 6–8

Time Required

One 60-minute lesson

Curriculum Connection

Yukon: Social Studies Grade 6—Politics and Law

· Demonstrate an understanding of global citizenship

Link to Canadian National Geography Standards

Essential Element # 1 (Grades 6–8) – The World in Spatial Terms

· Major countries of the world

Essential Element # 4 (Grades 6–8) – Human Systems

· Regional development in Canada and the world

Geographic Skills # 2 (Grades 6–8) – Acquiring Geographic Information

· Use maps to collect and/or compile geographic information

Canadian Geographic–CIDA Map

Students will use the Canadian Geographic–CIDA map A Developing World to complete a global citizenship activity. Although this lesson was developed with the intention of using the print version of the map, it could be adapted to use the interactive map found at www.canadiangeographic.ca/worldmap. Classroom sets of the printed map are available. Click here to order.

Additional Resources, Materials, and Equipment Required

· Copies of the map A Developing World, with the Canada and the World map on the back

· Copies of the Student Activity Sheet: Global Citizenship Activity for each student

· Blank world maps (these can be downloaded from http://atlas.gc.ca/rasterimages/english/maps/reference/outlineworld/world01.pdf)

· Teacher Answer Guide for Parts B and C of the Global Citizenship Activity

Main Objective

Students will demonstrate an understanding of global citizenship, using the map A Developing World and the map Canada and the World.

Learning Outcomes

By the end of the lesson, students will be able to:

· describe and identify the United Nations Millennium Development Goals;

· work collaboratively to locate countries and regions using a world map;

· appreciate the diversity of Canada’s involvement in global affairs;

· use maps to collect geographic information;

· create a map that is labelled with the names of countries and regions from the scavenger hunt activity;

· create a thematic map that illustrates the Human Development Index (HDI) ranking for various countries.

The Lesson

The lesson is based on the map A Developing World. It also makes use of the content on the reverse side of this poster map, Canada and the World.

Teacher Activity / Student Activity

Introduction

/ · Brainstorming Activity: Ask students “What does it mean to be a global citizen?”
· Compile a list of student ideas on the board or on a flip chart.
· Introduce the map A Developing World. Explain that this map was produced in the hopes that students would become informed and active global citizens. / · The students brainstorm ideas about global citizenship.

Lesson Development

/ · Divide students into groups. Arrange the desks to form a large enough surface for the map to be completely open.
· Distribute the poster map. Distribute the Global Citizenship Activity sheet and a blank world map to each student in each group.
· Explain to students that they will use the information from the maps to complete an activity about global citizenship. Explain the activity using the instructions provided on the handout.
· Monitor students as they work through the activity. Remind students that their maps should have all the important map elements (title, legend, direction, border, date, and author). / · Form groups, and rearrange workspace as required.
· Students complete the Global Citizenship Activity.
Teacher Activity / Student Activity

Conclusion

/ · Take up the answers to the Global Citizenship Activity as a class activity. Collect the maps or use them as the first piece of work in a portfolio, if this is part of a larger unit on global issues. / · Students participate in self-assessment of answers to the Global Citizenship Activity during class discussion. Submit the map to the teacher.

Lesson Extension

Based on the information contained on the map A Developing World, implement the following suggested instructional strategy from the Grade 6 integrated resource package (IRP):

Using cutouts of keys, ask students to develop a key chain of characteristics to create a profile of a global citizen. Ask them to report on how well they fit this profile in order to obtain “global passports.”

Assessment of Student Learning

Students can complete a self-assessment of the Global Citizenship Activity. Teachers could collect the maps and evaluate them, or use them as part of a portfolio of student work.

Student Activity Sheet:

Global Citizenship Activity

Complete the following activity to become a more informed global citizen!

Part A: Millennium Development Goals (MDGs)

Use the map entitled A Developing World for this section of the activity.

1. Read the paragraph under the title “Canadians Making a Difference in the World.” Record the following information in the space below.

· What are the Millennium Development Goals?

· When did the leaders of the world agree to them?

· By what year is it hoped that the MDGs will be achieved?

______

2. Use the lower section of the map to record the Millennium Development Goal and Target for each of the following categories.

Category / Millennium Development Goal / Target
Education
Poverty and Hunger
Environment
Health
HIV/AIDS

Where are global development and citizenship activities taking place? Complete the scavenger hunt in Part B to find out!

Part B: Global Citizenship Scavenger Hunt

Canada has social, cultural, environmental, and economic connections with many countries and regions around the world. The facts below are some examples of Canada’s global citizenship. Follow these instructions to complete the scavenger hunt.

1. Find the countries or regions that match the facts below, using the map Canada and the World. (Hint: There are 16 different countries to find.)

2. Write the name of the country or region beside the fact.

3. Label the countries and regions on a blank world map provided by your teacher.

Scavenger Hunt Facts

Country/Region

/
A 6-year-old boy from Ottawa raised $2,000 in 1998 to build a well for a primary school in this country.
Canadian World, a theme park in this country, features a replica of the house, church, and school in Anne of Green Gables.
With technology developed by Conserval Engineering of Toronto, a factory in this country is using solar power to dry marigolds for animal feed.
Founded in 1983 during the drought in this country, Canadian Physicians for Aid and Relief provides medical and food aid and natural resource management.
By adapting the Canadian Forest Fire Danger Rating System to the local vegetation and climate in these two countries, agencies here are now able to produce their own fire-danger ratings. / ------
Second only to Canada in national participation is this country’s annual Terry Fox Run.
Inukshuk, a two-metre-high sculpture by Inuit artist David Ruben Piqtoukun, stands in the Institute of Northern Peoples in this country. Inuksuit are Inuit landmarks and represent human solidarity.
Project Seahorse, headed by Amanda Vincent of British Columbia’s Fisheries Centre, is trying to save this endangered species by working with agencies here.
Cirque du Monde is an offshoot of Canada’s Cirque du Soleil. It operates in this country to boost self-esteem and provide life skills for street kids.
Canadian scientists are working in a drought-stricken and densely populated region in this country to develop groundwater resources for rural people.
Montréaler Antoine Larose has been operating L’Envol Québécois (the Quebec take-off), a bar-restaurant that offers such Québécois dishes as tourtière, cretons, tarte au sucre, and fèves au lard.
The Canadian Embassy founded the Siawan House Museum in this country to provide an example of a dwelling built according to ancient methods.
In Riyadh, the curved limestone wall of The National Museum of this country sweeps dramatically along Murabba Square toward Mecca. It was designed by a Canadian architect.
Scientists study the Axolotl salamander because of its unique ability to regenerate body parts, but it is vanishing from its polluted habitat south of here. The Metro Toronto Zoo is part of an international team working to protect the salamander’s environment and reintroduce salamanders currently in captivity back into the wild.
This country was a recent stop for PhotoSensitive, a group of photographers dedicated to exposing social problems around the world. Founded by Canadians Andrew Stawicki and Peter Robertson in 1990, PhotoSensitive toured an exhibit titled "HIVpositive, celebrating the resilience of Africans living with HIV/AIDS."

Part C: Mapping the Human Development Index (HDI)

Use your labelled world map from Part B and the poster map A Developing World to complete the final section of this activity.

The countries on the map are shaded in red, orange, yellow, or grey. This is an example of a thematic map. The theme being mapped is the HDI or Human Development Index.

1. What is the HDI? (Hint: Look in the Legend.)

______

2. List each country/region from the scavenger hunt in Part B and its HDI ranking (H, M, L) in the table below.

Country/Region / HDI Ranking (H, M, L)

3. Use the world map that you created in Part B to create your own thematic map. Shade the countries in the list above according to their ranking in the HDI. (Choose appropriate colours. Make sure your map title indicates the data that you have mapped, and that you have included a legend.)

4. Circle the countries/regions in the table above that you think are the focus of the Millennium Development Goals outlined in Part A. Explain why you have circled these countries.

Congratulations!

You are now a more informed global citizen with a thematic map to prove it!

Global Citizenship Activity (Parts B and C):

Global Citizenship Scavenger Hunt and Mapping the Human Development Index—Teacher Answer Guide

Here are the countries/regions in the order that they are listed in the table (Part B) and their corresponding HDI ranking (Part C):

Uganda (L)

Japan (H)

India (M)

Ethiopia (L)

Malaysia (M) and Indonesia (M)

Cuba (H)

Russia (M)

China (Hong Kong SAR) (H)

Burkina Faso (L)

Brazil (M)

France (H)

Egypt (L)

Saudi Arabia (M)

Mexico (M)

Zambia (L)

Canadian Council of Geographic Education 1