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UNITDESIGNTheAmericas:GeographicPatternsandIssues

JenniferBoggs,RyanChapman,EwaSitarz,DaveWang

CGD3M‐TheAmericas:GeographicPatternsandIssues(Grade11) JenniferBoggs,RyanChapman,EwaSitarz,DaveWang(2008)

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Statement of Beliefs Geography is everything. When you take the time to stop and think about what it is, you find yourself forever adding new things that can be considered as geography. The geographer examines the whole world – the sky, the sea, the snow, the rain, the hills, the fields, the towns, the people, the history, the biology, the economics, the sights, the sounds, the smells, and beyond and the relations between. Teaching geography as such opens unlimited possibilities and it is essential for a well rounded geography student to have had an opportunity to experience everything. In a world that is changing as fast as ours, the increasing interdependence of economies, governments, and peoples, and with continual and considerable environmental changes, a sound knowledge of geography is not only important but vital. That’s where the Americas: Geographic Patterns and Issues comes in. The Americas is a fantastic course enabling teachers to have unlimited choice in the nature of what is studied and allows students to have a broad exposure to the diverse faces of geography. Elements of every other course offered in Ontario and beyond can appear in this course making it, in our humble opinion, the one course every student should have an opportunity to study, but very few ever do. We hope this unit will encourage geography teachers to explore the endless potential this course offers and start working toward bringing it to their school. Rationale for the Inclusion of this Unit in the Course This unit and its’ culminating activity are designed to give students a solid entry point into the political, social, and economic disparities that exist between the developed and the developing Americas. The lessons are designed to build on prior knowledge in order to gain new understanding of the issues. By focusing on one country as a case study, students are encouraged to unpack the complex nature of different realities. Students are encouraged to develop their critical thinking skills by considering multiple perspectives. Lastly, students learn to develop their research skills by critically selecting and using research material. All of these skills are valuable skills for future inquiry and understanding of the complex relationships between the Americas.


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Expectations Overall Expectations:

• Analyse the political, economic and social factors that contribute to disparities in economic development within the Americas

• Assess the role of current emerging major powers in the Americas • Analyse and interpret data gathered through research and investigation, using a

variety of methods and geotechnologies Specific Expectations:

• Explain the relationships among patterns of settlement, resource distribution, development and migration in selected regions of the Americas

• Analyse economic and quality-of-life data (e.g., infant mortality rates, gender inequality at work, life expectancy, per capita income) to identify patterns of socio-economic inequality within the Americas

• Analyse the effects of rural-to-urban population shifts on mega-cities of the Americas (e.g., Mexico City, Sao Paulo, Toronto, New York City)

• Analyse how human migrations have affected selected natural and human environments in the Americas (e.g., settlers in the Amazon, Basin, squatters in Caracas or Rio de Janeiro)

• Describe how disparities between rich and poor nations in the Americas affect interactions between them (e.g., transborder resource needs, trade, migration)

• Describe Canada’s responsibilities to the rest of the countries of the Americas (e.g., to provide humanitarian assistance, engage in political dialogue, promote economic cooperation)


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Assessment and Evaluation Summary Chart

Type of Assessment When? Description Diagnostic Day 1 -Matching Activity

-Trivia Challenge Diagnostic Day 2 -Order Placement Cards (to indicate

what students know about coffee production)

Diagnostic Day 3 -Mind Map (to indicate what students know about Colombia)

Formative Day 3 -Graphic Organizer (fill in key information regarding civil war in Colombia)

Formative Day 5 -Webquest Questions (answer questions to be handed in to teacher at the end of class to check for understanding)

Formative Days 6 & 7 -Student/Teacher Interviews (with respect to progress on culminating task)

Formative Day 9 -Data Analysis Assignment (collect graphing and analysis assignment at the end of day 9 to check for understanding)

Summative/Evaluation Days 10, 11 & 12

-Student Presentations (i.e. culminating task part 2; to be graded based on rubric) -(group grade assigned)

Summative/Evaluation Day 12 -Student Written Report (i.e. culminating task part 1; to be graded using checklist) -(individual grades assigned)


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Grade11Geography:TheAmericas Culminating Activity (Parts 1 and 2): Rationale and Teacher Notes

Part 1 Part 1 of the culminating activity is an individual written report. In this report, students will use the following skills learned from prior lessons:

- Selecting a developing country - Giving background information about that country (lesson from day 1) - Identifying a prominent issue in that country and researching using viable sources

(lessons from days 2, 3, 4 and 5) - Including a graph or chart in their paper, with a written explanation (interpretation)

of that data (lessons from days 8 and 9) With respect to the curriculum expectations, part 1 of the culminating task addresses three overall expectations: Expectation Met How? Analyse the political, economic and social factors that contribute to disparities in economic development within the Americas

By examining their chosen issue, and how that leads to disparities (e.g. coffee trade workers in Colombia reap far fewer rewards than retailers in the developed Americas).

Assess the role of current emerging major powers in the Americas

By researching their particular country, or by looking at the relationships between their country and an emerging power.

Analyse and interpret data gathered through research and investigation, using a variety of methods and geotechnologies

By interpreting graphical/numerical data in written form.

Part 1 will be evaluated using a checklist because the research paper is extremely direct, focused, and concise. Thus, the checklist will ensure that the students stay on topic and fulfill all requirements of the assignment sheet. Part 2 Part 2 of the culminating activity is a group presentation. The presentation will use similar (if not the same) research information from part 1 of their culminating task, and thus uses all the skills from previous lessons as mentioned above. The presentation also promotes creativity, and allows the teacher to evaluate a student’s oral communication skills. In addition, the teacher will evaluate the presentation using a rubric which covers all four learning competencies (KICA).


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Culminating Task Part 1: Written Report

Guidelines: For this summative assignment, you will need to select a developing country (not Colombia) and write a report about a pressing issue facing that country (i.e. economic, political, social, environmental, etc.). In writing your report, please answer the following guided questions:

(1) Provide a brief background about the country you have chosen (e.g. physical geography, political structure, social/cultural landscape, etc.). Try to keep your description to roughly 1/2 a page.

(2) Describe a major issue facing that country. Is there an organization from

the developed Americas which is helping your country? Explain. This section should be roughly 1 page.

(3) Research and find a graph (related to your issue) and interpret the meaning

of that graph. In other words, explain what the graph is telling us and why the information is significant. This section should be roughly 1/2 a page.

(4) If you could personally help improve this issue, what would you do and why?

Please keep your response to about 1/2 a page for this section.


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Culminating Task Part 2: Group Presentation

Guidelines: You and your group are a powerful Canadian media conglomerate. Your job is to provide news to the Canadian people, to educate us about an issue facing a developing nation in the Americas. Your tasks are to:

(1) Create a name for your media conglomerate. (2) As a group, decide on one major issue to present. (Refer to the topics that

you wrote about in your papers). (3) Decide on a creative way to present your issue. Some examples of

presentation suggestions are: a news broadcast, a documentary, a radio broadcast, a dramatic play, an interview, a song, or anything else that you can think of.

(4) During your presentation, each group member must contribute. Find a way to ensure that everyone participates!

(5) Suggest three ways you could take action on this issue, and rank them in their order of importance.

(6) Conclude your presentation by stating your opinions/thoughts/feelings on this issue.

Finally, remember your audience, eh – the Canadian people. Many of us will not know very much about your issue, so ensure that your presentation is clear, informative, and one that will leave a lasting impression.


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Culminating Task Part 1: Checklist/Marking Guide

Total: /20 Question 1: Provide a brief background about the country you have chosen (e.g. physical geography, political structure, social/cultural landscape, etc.). Try to keep your description to roughly 1/2 a page. (3 marks) Background information is succinct and concise (stays roughly within ½ page limit): _____ (1 mark) Background information stays on topic (e.g. discussion on physical geography does not deviate/go off topic): _____ (1 mark) Prose is free of spelling/grammar errors: _____ (1 mark) Question 2: Describe a major issue facing that country. Is there an organization from the developed Americas which is helping your country? Explain. This section should be roughly 1 page. (8 marks) Issue is clearly identified: _____ (1 mark) Issue is discussed with ample depth: _____ (3 marks) Relationship between developing and developed Americas is addressed: _____ (3 marks) Stays within page limit: _____ (1 mark) Question 3: Research and find a graph (related to your issue) and interpret the meaning of that graph. In other words, explain what the graph is telling us and why the information is significant. This section should be roughly 1/2 a page. (5 marks) A relevant graph/chart is included: _____ (1 mark) A sound analysis of the graph/chart is provided (e.g. explanation of what the graph is showing, the significance of the data, the accuracy of the interpretation): _____ (3 marks) Stays within page limit: _____ (1 mark) If you could personally help improve this issue, what would you do and why? Please keep your response to about 1/2 a page for this section. (4 marks) Clear explanation of how the student would take on activist stance: _____ (1 mark for identifying how they would help, 3 marks for explaining the steps they would need to take in order to help) Stays within page limit: _____ (1 mark)


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Culminating Task Part 2 Grading Rubric Criteria Level 4 (80-

100%) Level 3 (70-

79%) Level 2

(60-69%) Level 1

(50-59%)

Thinking / Inquiry

The student... -thoroughly demonstrates: (1) an understanding of their issue, (2) an ability to research (using reputable sources for information and also synthesizing information effectively), (3) an ability to form and support an opinion

-demonstrates a thorough degree of analysis, organization and interpretation of the chosen issue -researches with outstanding effectiveness -thoroughly formulates a viewpoint about their issue

-demonstrates a considerable degree of analysis, organization and interpretation of the chosen issue -researches with considerable effectiveness -effectively formulates a viewpoint about their issue

-demonstrates a some degree of analysis, organization and interpretation of the chosen issue -researches with some effectiveness -formulates a viewpoint about their issue

-demonstrates a limited degree of analysis, organization and interpretation of the chosen issue -researches with limited effectiveness -formulates a viewpoint about their issue with limited effectiveness

Commu-nication

The student... -communicates: (1) the issue with depth and clarity (2) in an extremely clear speaking tone (3) using visual aids to strengthen understanding (4) equitably within a group context (5) in an organized and prepared manner

-communicates the issue thoroughly to the audience -uses extremely clear tone of voice and method of delivery -uses visual aids with extreme effectiveness -extremely equitable distribution of work within the group -presentation has a high degree of organization and preparation

-communicates the issue with considerable effectiveness to the audience -uses clear tone of voice and method of delivery -uses visual aids with considerable effectiveness -considerably equitable distribution of work within the group -presentation has a considerable degree of organization and preparation

-communicates the issue with some effectiveness to the audience -uses somewhat clear tone of voice and method of delivery -uses visual aids with some effectiveness -equitable distribution of work within the group -presentation has some degree of organization and preparation

-communicates the issue with limited effectiveness to the audience -uses unclear tone of voice and method of delivery -uses visual aids with limited effectiveness -inequitable distribution of work within the group -presentation has a limited degree of organization and preparation

Applica-tion

The student... (1) very effectively conveys connections, conclusions and activism (2) shows high level of thought in terms of presentation

-makes connections, conclusions, and promotes activism with a high degree of effectiveness -approach shows high degree of creativity in presentation

-makes connections, conclusions, and promotes activism with considerable effectiveness -approach shows considerable creativity in presentation

-makes connections, conclusions, and promotes activism with some effectiveness -approach shows some creativity in

-makes connections, conclusions, and promotes activism with limited effectiveness -approach shows limited creativity in presentation


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creativity (unique presentation style)

(unique presentation style)

presentation (unique presentation style)

(unique presentation style)

Know-ledge /

Understanding

The student... -thoroughly demonstrates: (1) a sound level of comprehension of their topic/issue (2) presentation of relevant information

-demonstrates high level of understanding of the chosen issue -provides extremely relevant information with a high degree of effectiveness

-demonstrates considerable understanding of the chosen issue -provides relevant information with a considerable degree of effectiveness

-demonstrates some understanding of the chosen issue -provides somewhat relevant information with a degree of effectiveness

-demonstrates limited understanding of the chosen issue -provides irrelevant information with a questionable degree of effectiveness


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Grade11Geography:TheAmericasTitle: Introduction to the Americas Time: 75 minutes Description: Students will be introduced to the Americas, via map activities. They will gain an understanding of the relationships between the developed (North America) and the developing America (South America). Strands and Expectations: At the end of this lesson, students will be able to:

• Explain the relationships among patterns of settlement, resource distribution, development and migration in selected regions of the Americas

• Describe how disparities between rich and poor nations in the Americas affect interactions between them (e.g., transborder resource needs, trade, migration)

• Analyse how human migrations have affected selected natural and human environments in the Americas (e.g., settlers in the Amazon, Basin, squatters in Caracas or Rio de Janeiro)

Planning Notes: Reminder: print out maps, bring atlas of Canada for students, and print out trivia worksheets for students. Prior Knowledge Required: Know major countries in North and South America and be able to locate on map Have a basic knowledge of significant resources found in dominant countries in South America Know the different locations of landform and ecozones in North America Basic knowledge of why there are gaps between North and South America Are aware of NGO’s and there goals/purposes Teaching and Learning Strategies: Introduction to the Americas- Map Activity (~20 minutes)

Students will be introduced to the Americas via a map activity Students all receive a blank map outlining North and South America

(appendix #1) Students fill out the map by locating and labelling as many countries with

what they are familiar with. They are then given an Atlas

To check that they properly identified countries correctly To complete the rest of the map by labelling the rest of the countries

They are then given a sheet of paper that contains “interesting facts” about some of the countries (appendix #2). As a group, they will have to try and figure out which “fact” corresponds to that country

Example- Chichén Itzá, one of the 7 wonders of the World is found in what country? (Answer- Mexico)


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Presentations of “Hook” (~10 min) Students will look at slides of different countries in South America As a class we will go through them together and students must guess which country that particular slide represents (appendix #3- CD)

Class Discussion (~15 min): As a class we take up the map activity and talk about some of the more dominant countries in more detail Focus on countries such as Peru, Brazil, Colombia, Venezuela, Chile, Cuba, Dominican Republic Outlining Physical features of each Culture issues Resource distribution Poverty Developing versus Developed World and why a gab exists NGO’s and their supportive roles

Trivia Activity- Working in pairs (~20 min) To further understand and become familiar with the Americas, students will receive a trivia worksheet (appendix #4) that they must fill out in pairs Diagnostic assessment- shows what they already know Many questions require Atlas usage Fun, interesting questions which allows students to think and become more familiar with the different countries Wrap up- (~10 min): As a class, we will take up some of the trivia questions (answers in appendix 5) The rest is for homework (can research on internet or borrow atlas) Lastly, briefly introduce Unit expectations- general overview of the unit The accommodating task- what they are expected to do as final product (appendix #6) Assessment/Evaluation Techniques: Diagnostic assessment- map worksheet (appendix #1 and 2), trivia worksheet (appendix #3) Evaluation- trivia worksheet, handed in following day and marked accordingly Resources/Learning Materials: Blank map of North and South America (appendix #1) Atlas Interesting Facts worksheet (appendix #2) CD containing several images (appendix #3) Trivia worksheet (appendix #4) Accommodating Task Assignment outline and Rubric (appendix #5) Accommodations/Modifications:


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Introduction to the Americas- Map Activity If students take too long answering and labelling map, assign as homework

Presentations of “Hook” If students feel rushed with first activity, then do not show all the slides (so that they have time to complete other activity- trivia worksheet)

Wrap up: If students find trivia activity very engaging and most are doing their work, then introduce accommodating task the following day (first thing next lesson) Give option to class if they prefer working on trivia worksheet or introduce accommodating task (ONLY- if working cooperatively) Other If students are finding material difficult (overload) Give more time to hand in homework Make self more available for assistance


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Appendix #1 The Americas- Map Activity


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Appendix #2

Which Country Is It?? Matching: Match column A with correct answer in column B

COLUMN A COLUMN B 1. My country crosses both the equator Peru and Tropics of Capricorn 2. Hi, my name is Fidel Castro, and I am Colombia the leader of this country? 3. We love wine, actually we are ranked 5th for world’s greatest exporters Mexico 4. I am known for my rainforest Ecuador 5. The coffee you probably drink everyday Paraguay comes from my country 6. I’m one of the only two landlocked Brazil countries in South America (along with Bolivia) 7. I straddle the equator, this is partially how Cuba I got my name 8. The petroleum sector dominates my country Costa Rica 9. Chichén Itzá, one of the 7 Wonders of the World is found in my country Chile 10. You can find the Andes Mountains here Venezuela


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Appendix #3 Teacher’s Slideshow Answers

Figure #: 1. Columbia 2. Peru/ Ecuador 3. Mexico 4. Peru 5. Paraguay 6. Chile 7. Brazil 8. Costa Rica 9. Cuba

** See attached CD for images**


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Appendix #4 NAME_____________ Student Trivia Worksheet 1. Argentina shares a 5,150 kilometre (3,200 mile) border with Chile. It also shares borders with Bolivia, Brazil, Paraguay, and Uruguay. With which of those four countries does it share the longest border?

a. Paraguay b. Brazil c. Bolivia d. Uruguay

2. Brazil is the largest country in area and population in South America. Where does it rank worldwide in area?

a. third b. fourth c. fifth d. sixth

3. What language is the official language of Brazil?

a. English b. Portuguese c. Spanish d. Dutch

4. All of Brazil lies south of the equator. True or false? 5. What is the largest city in Brazil?

a. Rio de Janeiro b. Sao Paulo c. Brasilia d. Belem

6. What is the only South American mainland country other than Ecuador not to border Brazil?

a. Chile b. Brazil c. Cuba d. Mexico

7. We know there is 'an awful lot of coffee in Brazil', but of which one of these other products is Brazil a leading producer?

a. Sugar b. Wheat


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c. Corn d. Tea

8. No quiz on Brazil would be complete without a question or two on the Amazon. For how much of its length is the Amazon navigable by ocean going ships?

a. 1,300 miles b. 2,300 miles c. 4,300 miles d. 300 miles

9. What is true about Colombia?

a. is the oldest democracy in Latin America b. all of them are true c. has the largest number of species of orchids in the world d. is the 3rd largest manufacture of lingerie in the world

10. Flowers production is another strong point of Colombia. Colombia is #1 in production of which of these flowers

a. Tulips b. Sunflowers c. Roses d. Carnations

11. The five-time inline speed skating world champion is from Colombia. What is her name?

a. Cecilia Baena b. Ewa Sitarz c. Maria Foxer d. Ella Mintly

12. How many countries share borders with Colombia?

a. 6 b. 4 c. 5 d. 3

13. What currency is used in Colombia?

a. Bolivar b. Sucre c. Real d. Peso


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14. What is Colombia’s main river? a. Atrato b. Cauca c. Magdalena d. Amazon

15. Coffee is one of Colombia's main products. Colombia is one of the world's top four coffee producers. True or False 16. Colombians love soccer. How many times has Colombia been in World Cup Soccer?

a. 4 b. 5 c. 6 d. none

17. Which city is the capital of Peru?

a. Santiago b. Arequipa c. Machu Picchu d. Lima

18. Peru borders which ocean?

a. Atlantic b. Pacific c. Indian d. Artic

19. Potatoes are believed to be originated from Peru. True or False? 20. What is the capital of Ecuador?

a. Quito b. Cuenca c. La Mitad d. Guayaquil

21. Which of these countries does Ecuador NOT border?

a. Peru b. Colombia c. Chile d. It boarders all three

22. Paraguay is surrounded by other countries and has no sea coast. What is the geographical term for this?


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23. Paraguay belongs to the OAS. A stands for American S stands for States. What does the O stand for? 24. Chile has had some political conflicts with what country over territory this country lost during a war.

a. Uruguay b. New Zealand c. Ecuador d. Bolivia

25. How many different landscape geographical regions does Venezuela have?

a. 3 b. 9 c. 8 d. 7


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Appendix #5

Teacher Trivia Worksheet Answer Key

1. a 2. c 3. b 4.false 5. b 6. a 7. a 8. b 9. b 10.d 11. a 12. b 13. d 14. c 15. true 16. a 17. d 18. c 19. true 20. a 21. c 22. landlocked 23. organization 24. d 25. b


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Grade11Geography:TheAmericas Title: The 3 C’s Coffee, Cocaine, and Colombia Time: 75 minutes Description: This activity is designed to allow students to understand two important facets of the Colombian economy – coffee and cocaine. Both products bring in considerable dollars into Colombia for better or worse. The goal of this lesson links to the culminating activity by having students understand connections made in trade. Strands and Expectations: At the end of this lesson, students will be able to:

• Analyse the political, economic and social factors that contribute to disparities in economic development within the Americas

• Describe Canada’s responsibilities to the rest of the countries of the Americas • Describe how disparities between rich and poor nations in the Americas affect

interactions between them (e.g., transborder resource needs, trade, migration) Planning Notes: Bring to class enough coffee beans for each student and hand out a bean to each student as they enter the classroom. Prior to class, the various photos and information from the “Cocaine and Colombia” part of the lesson should be hung up around the room in separate stations. Prior Knowledge Required: n/a Teaching and Learning Strategies: There are 4 parts of this lesson. 1 – Coffee Bean Zen – 10 minutes – the hook of the lesson will have students each given a coffee bean. They are to hold the bean in their hands quietly for 1 minute thinking about the bean – where it comes from? How it got to Canada? Etc. Randomly chosen students will then be asked to share their ideas. 2 – Coffee Puzzle – 10 minutes – students will have the opportunity in 5 different groups to try to organize cards on how they think coffee production is done. This activity is to increase student's knowledge of where coffee comes from, how it is grown, and ultimately allow students to see how many people are involved. 3 – Coffee Role Play – 25 minutes – this activity is designed to show students how the Colombian coffee trade works – who benefits and who loses. 4 – Cocaine and Colombia – 30 minutes – students will have the opportunity to examine different facets of the cocaine trade and how it affects not only Colombia but also how it affects the Americas and relates to coffee. Assessment/Evaluation Techniques: Throughout the activity, students will consider cause and effect relationships between various positive and negative trade goods (coffee and cocaine in particular) through a series of formative assessment questions. Resources/Learning Materials: See Appendixes 1 (Coffee Puzzle), 2 (Coffee Role Play), and 3 (Cocaine and Colombia) – each include teacher notes and the associated activity.


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Accommodations/Modifications: Throughout the lesson, the teacher can modify his/her pace depending on the comfort level of the students. Consult your students’ IEPs and make the necessary accommodations. During the “Cocaine and Colombia stations” part of the lesson which requires students to move around the classroom, students with physical disabilities may choose to have their own individual copies of the stations or could become their group’s “director-general” whereby they remain stationary collecting their group members’ information and directing what information is missing.


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Appendix 1 Coffee Puzzle – Teacher’s Notes

Purpose: The purpose of this activity is to increase student's knowledge of where coffee comes from, how it is grown, and ultimately allow students to see how many people are involved. Time: Approximately 10 minutes How the activity works: Few people realise that coffee grows on trees. Ask students where coffee comes from and what it looks like before it got into the jar. Students whose families come from parts of Africa, the Indian subcontinent, or Latin America may have seen coffee growing. Once you have established that coffee grows on trees in tropical countries, use the boxes below for a sequencing activity. Copy the cards from this and the next page and cut up the statements for 5 groups of students. Ask them to read them then place them in sequence at the appropriate point. Note, the cards are already organized in the proper order. Source: Adapted from Development Organization Project (DEP) http://www.dep.org.uk/activities/ge-activities/13/ge13activities.htm The Cards:

Thousands of carefully selected beans are planted close together in the nursery and covered with rich soil.

After eight weeks the seeds sprout and roots develop. The best plants are selected, transplanted and looked after for six months.

When the plants are two feet tall they are planted out in the coffee plantation.

It takes three to four years for a coffee tree to grow to full size. The first fruit appears six months later.

When the fruits are a rich red colour they are ready for harvesting and are picked by hand.

The fruits are put into bags, loaded onto mules or donkeys and taken to the de-pulping machine.


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The machine removes the pulp from the two seeds (or beans) that are inside the fruit.

The beans soak in tanks of cold mountain water for 24 hours and are then carefully washed in fresh water.

The beans are scooped up into straw baskets and then spread out to dry on open-air terraces.

When dry the beans are taken to the mill where machines remove the husk and skin.

The olive green beans are tested for quality.

The beans are packed for the journey to factories in other countries where they will be roasted, ground and packed for sale.


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Appendix 2

Coffee Role Play – Teacher’s Notes Purpose: This activity is designed to show students how the Colombian coffee trade works – who benefits and who loses. Time: Approximately 25 minutes How the activity works: Split the class into five groups and give each a role card. (Don't give out the whole page.) Give each group a short time to think about their role - what problems might they face and what strengths do they have? Hold up a jar of coffee and tell them it costs $3.20 to buy in Canada. Ask each group to decide how much of the selling price they should get for their work, then report back with their reasons. Record each amount in the first column of the grid below, copied onto the board. Add up the amounts which may come to more than $3.20 and then negotiate with the groups to bring the total amount to $3.20. Put the finally agreed amounts in the second column. Then reveal the actual proportions (marked in the coffee jar graphic) to show the amounts that the different groups would receive. Allow time for discussion around how the different groups felt about what happened. What could be done to improve the situation for some groups? Talk about fairly traded coffee. Further Notes: The Actual proportion for a $3.20 jar of coffee: 16¢ to the growers 16¢ to the exporters 80¢ to the retailers $2.08 to the shippers and roasters Source: Adapted from Development Organization Project (DEP) http://www.dep.org.uk/activities/ge-activities/13/ge13activities.htm


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Coffee Role Play Part 1 Coffee growers You live in a rural part of Colombia. You have about two acres of land to farm and your main source of income is from growing and selling coffee. You plant the coffee trees and weed the ground. The trees require lots of regular work and attention to keep them healthy so they bear fruit well. You harvest the coffee 'cherries' by hand when they are ripe. You dry them in the sun and sell them to a visiting buyer. The money you earn from the coffee is essential to pay for your children's school and the family's medical bills. Every 15 years you need to buy seedlings to replace old trees.

Initial amount Agreed amount Growers Exporters Shippers Roasters Retailers


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Coffee Role Play Part 2 Coffee exporters You visit the growers to buy their coffee. The growers are scattered over a wide area, so you have to pay for transport and fuel to collect the coffee. Your factory processes the coffee 'cherries' to extract the 'green beans'. You sort the beans, pack them in bags and transport them to the coast where you sell them to a shipping company. The market for coffee is unpredictable, so you sometimes have to pay to have it stored. You also need money to renew and repair expensive machinery in the factory and to pay skilled people to operate it.



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Coffee Role Play Part 3 The Shipping Companies You buy the bags of 'green' coffee beans from the coffee exporter, load them on to your ship, and transport them to the Canada, where you sell them to the coffee roaster. You have to pay highly skilled people to operate your ships. There are risks involved and you have to take out insurance for the ships and their cargoes, as well as pay for fuel. You also need to pay fees for using the ports and taxes for importing the coffee.



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Coffee Role Play Part 4 The Roasters You buy the 'green' coffee beans from a shipping company and mix the different varieties of bean to get a 'blend'. You roast the beans and process them to make instant coffee then package it into jars and sell it to the retailers. It is a very competitive business and so you have to spend large amounts of money to advertise your brand and to provide attractive packaging. You constantly need to invest money to improve the taste of your blend and keep ahead of the competition.



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Coffee Role Play Part 5 The Retailers You buy the instant coffee from the wholesaler (the roaster) store it until you need it label it with the price put it on display and sell it to the customer. You have to pay high rents to sell your goods at a busy location. You have to make your shop attractive which means expensive decoration and you need to train and pay a large sales force to provide a good service to the customer.



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Appendix 3

Cocaine and Colombia – Teacher’s Notes Purpose: This activity is designed to teach students how cocaine relates to the Colombian economy and society. Time: Approximately 30 minutes How the activity works: Create stations around the classroom with the photos and text on the subsequent pages. Students, in groups, should move around the classroom at approximately 4 minute intervals answering the appropriate questions – 12 questions are provided. Further Notes: Make sure that students are very aware of the dangers of using cocaine. The dangers should be implicit, but better safe than sorry! Source: Adapted from: Global Eye – Eye on Colombia, http://www.globaleye.org.uk/secondary_autumn04/eyeon/drugtraffic.html With additional resources from http://www.alternativegrounds.com and http://www.greenrow.co.uk


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Cocaine and Colombia Questions 1. What are coca leaves? 2. How many kilograms of coca leaves are needed for 1 kilogram of cocaine? 3. What can 1 kilogram of cocaine buy? 4. What are some alternatives to coca crops? Why aren’t these alternatives always successful? 5. What is “Plan Colombia” and what are some of the problems associated with it? 6. What is FARC? What does it do? 7. List 3 interesting facts in order of what you consider to be most important about cocaine and the United States. 8. How do smugglers transport cocaine? 9. Where is Cali and what is it significant about it? 10. What significance does coffee have with the cocaine trade? 11. What percentage of Colombian children lives in poverty? What percentage has been forced to leave their homes or witnessed massacres and assassinations? What percentage does not attend school? What percentage is violently killed each year? What percentage is employed in dangerous jobs? 12. Who are the winners? Who are the losers?


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Farmer harvesting coca leaves on the mountain slopes of the Andes.

After two years, a coca bush is ready to be picked. The leaves are then dried, ready for processing into cocaine. It takes about 360 kg of dry coca leaves to yield one kg of cocaine. Chemicals used to spray coca fields are destroying the land and livelihoods of farmers in the Andes. They pollute rivers, destroy forests and contaminate fields of food.


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Colombian farmers turn the coca leaves into paste, ready to process into cocaine.

About 1.5 million people are dependent on coca farming in the Andean mountain valleys of Colombia, Peru and Bolivia. Living standards in these regions are very low. Alternatives to coca growing do not offer much hope to Colombia’s farmers. Cash crops like pineapples make only a fraction of the money that they receive from a crop of coca leaves. Traffickers use advanced technology to obtain bigger coca harvests and produce higher quality cocaine. They have sophisticated communications equipment and radar-equipped aircraft to smuggle the processed cocaine.


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The rebel army, FARC pays for arms through the sale of cocaine.

For the FARC, a kilo of cocaine sold on the streets of New York or London is enough to pay for a month’s wages of 250 fighters, or buy 180 AK-47 rifles. The FARC began in 1966 to fight for a better deal for poor Colombian families. Some say that the FARC army now has more soldiers than the Colombian national army. In a country where about 3% of landowners control 70% of the country's farmland the FARC demand that land should be shared more equally amongst Colombians. Others see the FARC as a terrorist organization that uses violence to frighten people. In the countryside FARC followers have forced farmers off their land, leaving them with nowhere to go. People living in cities live in fear too as a number of high profile Colombians have been kidnapped or assassinated.


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Customs officers seize cocaine smuggled in an avocado.

Thanks to 'Plan Colombia' Colombia is now the sixth largest recipient of USA aid. The USA has spent more money on this 'war on drugs' than on the Vietnam war. But critics argue that 'Plan Colombia' is deepening the conflict between the Colombian government and rebel groups like the FARC that control much of the drug trade. Others argue that Plan Colombia is a cover for protecting oil pipelines partly owned by US companies, and to open up the possibility of building a second canal to the Pacific alongside the Panama Canal.


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Cocaine has become a drug of choice amongst some clubbers in North America and Europe.

The USA is the biggest market for cocaine. Six million Americans spend at least $46 billion a year on cocaine or heroin, most of it from Colombia, and the USA has more drug offenders in jail than the whole prison population of Europe.


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Some cocaine is smuggled out of Colombia by fishing boat to other parts of the Caribbean.

The Caribbean has long been a favoured route for the cocaine trade, particularly Puerto Rico and Haiti. Smugglers prefer to use airdrops from small planes specially adapted for drug smuggling, or “go-fasts”, small multi-engine boats that carry 500-1,500 kg of cocaine on each trip.


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Before reaching the European or North American markets, some cocaine is smuggled by post to other countries where organized crime

takes control.

According to Interpol, as much as 80% of the world’s cocaine is exported from Colombia. Gangsters from cities like Medellín and Cali formed groups known as cartels to control the production of cocaine and its illegal sale to drug users elsewhere. These drug cartels used violence to see off competitors and bribed police, politicians and customs officers to protect their business deals. The cocaine industry is increasingly controlled by smaller, independent groups, as well as rebel groups fighting the civil war against the Colombian government. In 1995, the Colombian and Peruvian authorities celebrated significant successes in smashing the drug cartels that controlled the border region between Peru and Colombia – seven of the eight drug mafia leaders in Cali were arrested.


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Paez children. Paez is the largest indigenous group in Colombia.

Colombia is one of the most difficult places to grow up. Colombia tops a world league table of violence, and has the highest murder rate in the world - 40 times greater than Canada. Of the 17 million children in Colombia: 6,500,000 live in poverty Over a million have been forced to leave their homes or witnessed massacres and assassinations 2,700,000 do not attend school 2,000,000 are violently killed each year 1,500,000 are employed in dangerous jobs 30,000 live on the streets of towns and cities


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Fair Trade Coffee.

Some say that the USA would be better off sorting out its own problems back home by stamping out drug abuse by Americans. Meanwhile, aid to Colombia could be better spent on supporting fair trade coffee instead of military hardware. With a better chance of making a living wage from coffee, farmers are less likely to switch to coca or poppy fields. Already, the Colombian fair trade co-operative has been successful in destroying 180 hectares of coca, and preventing another 600 hectares being turned over to coca and poppy cultivation.


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Grade11Geography:TheAmericas Title: A Closer Look at Colombia’s Internal Conflict Time: 75 minutes Description: This activity provides a more in depth background view of what is happening in Colombia politically, economically and socially. This is more of a teacher-directed lecture designed to provide an overview of the conflict and how North America is implicated. Students are encouraged to make connections. Strands and Expectations: At the end of this lesson, students will be able to:

• Describe how the disparities between rich and poor nations in the Americas affect interactions between them

• Identify patterns of socio-economic inequality within the Americas • Describe Canada’s responsibilities to the rest of the countries in the Americas ( to

provide humanitarian assistance, engage in political dialogue, promote economic cooperation)

Planning Notes: Book an LCD projector so that a PowerPoint presentation can be used. Photocopy graphic organizer. Prior Knowledge Required: A brief understanding of Colombia provided by the previous lesson. How to fill-out a graphic organizer. Teaching and Learning Strategies:

• A mind map to review what students know about Colombia • A PowerPoint presentation with many slides over-viewing the internal conflict in

Colombia and who is involved • A graphic organizer is handed out and filled-in throughout the lesson • Small group discussions at the end of the presentation prompted by questions

and followed up by the entire class • A short written reflection on what you learned today and what you want to learn

more about

Assessment / Evaluation: Students will hand in their graphic organizer and short reflection on what they learned/want to learn. (formative assessment) Resources/Learning Materials: The research must be done by the teacher ahead of time. Suggested are a few websites that would make the search for useful information easier. A PowerPoint with lots of colourful slides also needs to be created.


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Accommodations/Modifications: Throughout the lesson, the teacher can stop the PowerPoint to ask critical questions and check understanding. For ELL learners, the teacher would provide a list of key vocabulary and their meaning. Teacher Notes: The majority of this lesson does require research and understanding from the teacher. Here are few good sites that will help you to find good information. Google Images provides some interesting photos. www.colombiajournal.org/photogallery.htm www.videogoogle.com plan Colombia (many great speakers like Noam Chompsky www.globaleye.org.uk/secondary_autumn04/eyeon/coffeetrade.html http://hrw.org/reports/2007/colombia0707/feature


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Appendix 1 Small Group Discussion Questions: 1. Who is the conflict between? What groups work together? What groups work against each other? 2. Why would farmers want to grow coca instead of coffee or bananas? 3. What can we do as Canadians to encourage alternative choices for Colombian farmers? 4. What role do North Americans play in this conflict? 5. Why are some Colombian people and human rights activists upset about the United States Military action ‘ Plan Colombia’? 6. What is fumigation? Who is doing it? How is it affecting the people of Colombia and its environment? 7. What role does Coca production play in the conflict?

Reflection: Write a brief reflection to be handed in at the end of class. A couple of sentences for each question. What you learned? What you want to learn about?


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Graphic Organizer:


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Grade11Geography:TheAmericas Title: Soldiers of Peace: A video exploration Time: 75 minutes Description: Students will watch a short 18 minute video and explore various questions that explore it’s content. The video follows 5 young Colombian teens and their stories of growing up during Colombia’s internal conflict. These 5 youth are workers for Peace. Strands and Expectations:

• Describe Canada’s responsibilities to the rest of the countries of the Americas. ( to provide humanitarian assistance, engage political dialogue, promote economic cooperation)

• Describe how disparities between rich and poor nations in the Americas affect interactions between them ( transborder resource needs, trade, migration)

Planning Notes: Need to order the video; Soldiers of Peace from CNN or UNICEF. It does cost $100. Check with the board Media Centre. Prepare work sheets for students Book TV and Video player. Prior Knowledge Required: Some background knowledge of Colombia’s civil war. This knowledge was provided in the previous lesson. Teaching and Learning Strategies: This lesson helps students to make further connections and to build on their previous knowledge. It also engages the students with the experiences of young people their age.

• Uses engaging emotional video • Students use higher order thinking skills as they rank human rights • Students imagine what it would be like to be in someone else’s shoes by writing

a short journal entry of one of the Colombian youth • Students use cooperative learning to discuss and negotiate the definition of

PEACE. Assessment/Evaluation Techniques: Students will hand in their short journal entry Teacher will monitor how students work in groups


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Resources/Learning Materials: Questions were adapted from the CNN perspectives website. www.turnerlearning.com/cnn/soldiers/profiles.html download the Human Rights Ballot from the CNN education website activities guide above. and you can order the video at the following website: www.unicef.org/videoaudio/video_4696.html Accommodations/Modifications Create well-balanced groups for small group discussion Pre – teach vocabulary Make sure that the sound and the sight-lines of the video are appropriate Always check IEPs Teacher’s Notes: Purpose: The purpose of this activity is to get students to understand the affects of war and that young people can and do have a voice that can take action for social justice. It is also intended to get students to think about the importance of PEACE education. Alternative Lesson Plan: If you are unable to afford the video, another suggestion is to arrange for a guest speaker to come in and talk about Colombia’s conflict and what we can do to help. Some possible resources in Toronto include: NGO’s UNICEF TDSB – West Toronto – Start me up program The Centre for Spanish Speaking peoples Perhaps there are connections within your school community Still, students would spend a portion of the class working on peace education activities.


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Appendix 1 Video Activities: Soldiers of Peace Description: Soldiers of peace tells the extraordinary story of how these young people have risked their lives to vote for peace where adults have failed. Seen through the eyes of five teenage leaders of the Children’s Peace Movement, the film takes us on a journey of hope through Colombia’s landscape of terror. Before Viewing:

• Download the human rights ballot for each group. Students must read all 12 and as a group they must choose the 2 most important rights

• Students read quotes from Colombian teens in the video While Viewing:

• Listen to the stories of all five teens. Choose one of them and write a short journal entry from their point of view. (a typical day, thoughts, hopes, dreams)

Second Viewing:

• Pay attention to the social, economic and political factors that promote violence. Students list what they think are the major problems. Categorize them as social, political or economic. (see next page)

After Viewing:

• Have them create a definition for PEACE in groups based on children’s quotes (All of these activities are adapted from the CNN perspective series website.) Imagine that you are of one of the teens in the video. Write a short journal entry(6-10 sentences) from their point of view. (eg. Describe a typical morning breakfast or what they are thinking before they go to sleep) Be Creative! Use descriptive words!


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Social Factors Political Factors Economic Factors


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Grade11Geography:TheAmericas Title: Colombia and the Internet, A Webquest Time: 75 minutes Description: This activity is designed to allow students evaluate the positive and negatives of internet sources – allowing students to become critical thinkers online. Students will also have the opportunity to consider similar websites to help them for their research into the culminating activity. Strands and Expectations: At the end of this lesson, students will be able to:

• Assess the role of current emerging major powers in the Americas • Analyse and interpret data gathered through research and investigation, using a

variety of methods and geotechnologies • Explain the relationships among patterns of settlement, resource distribution,

development and migration in selected regions of the Americas • Use a variety of geotechnologies to interpret, analyse, and synthesize information

in connection with a geographic inquiry (e.g., geographic information systems[GIS], global positioning system [GPS], hypermedia)

Planning Notes: A computer lab needs to be booked for this activity – ideally 1 computer per student. Prior Knowledge Required: Internet navigation skills Teaching and Learning Strategies: This lesson compels students to consider the usefulness of websites, to add to their understanding of Colombia, and to help break stereotypes that might have been formed in their heads. Assessment/Evaluation Techniques: Throughout the activity, students will consider explore the internet and attempt to answer a series of formative assessment questions based on the websites provided. Resources/Learning Materials: See Appendix 1 – it include teacher notes and the associated activity. Accommodations/Modifications: Throughout the lesson, the teacher can modify his/her pace depending on the comfort level of the students. Consult your students’ IEPs and make the necessary accommodations. Arrangements should exist within the school ensuring computer lab is fully accessible to all students. Websites and questions could be provided in advance for slow learners.


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Appendix 1

Colombia and the Internet, A Webquest – Teacher’s Notes

Purpose: The purpose of this activity is to have students recognize 2 things – first to help break the stereotypes of Colombia – thus far, students have only learnt about that Colombia is coffee, crime, and drugs. There are a lot of other things often forgotten. Secondly, students are to learn that the internet contains both good information and bad information and that they need to learn to be critical thinkers or “street smart” when considering the internet as a source for future research. The websites also provide great examples that students can use toward helping better understand the countries their groups will have chosen for the culminating activity. Time: Approximately 75 minutes How the activity works: Using a computer, each student will be given the entire class time to search the internet to attempt to answer the provided questions through a series of internet sources.


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Colombia and the Internet, A Webquest The internet is a great resource for us. There’s so much information out there, but some isn’t always so good. It’s important for us to become critical thinkers online – able to determine what is good and what is bad. The list below, is a list of very good resources for Colombia: City of Bogota Tourism - http://english.bogotaturismo.gov.co/ FIFA - http://www.fifa.com/associations/association=col/ Grupo Fantasia - http://www.grupofantasia.com/ Lonely Planet - http://www.lonelyplanet.com/worldguide/colombia/ Museum of Gold - http://www.banrep.gov.co/museo/eng/home4.htm The Other Look of Colombia - http://www.theotherlookofcolombia.com UNESCO - http://whc.unesco.org/en/statesparties/co World Bank - http://www.worldbank.org/co Questions (you’ll need to use the above websites to help answer these questions! Note, copy and paste is NOT acceptable as answers to these questions) 1. The New York Times recently listed the City of Bogota (Colombia’s capital) as #21 on the list of the top 58 places we should visit in 2008 (http://www.nytimes.com/ref/travel/20071209_WHERE_GRAPHIC.html?hp#goto21), but it’s write up is very simple and short. Using the City of Bogota Tourism website, pick any 3 sites you think are interesting and write a short (2-3 sentence) explanation of each. 2. Using the FIFA website, what is the “Goal Programme” of the Federación Colombiana de Fútbol? Which groups will benefit from it? 3. Visit the Grupo Fantasia website. What is Cumbia? How did Cumbia originate in Colombia? 4. Go on the Lonely Planet website. Click on “Video” and choose any of the videos on the map by clicking on one of the buttons labelled “TV”. Watch the video and complete a chart like the one at the top of the next page. Feel free to add more than 3 blanks!


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I see… I think… 1. 1. 2. 2. 3. 3. Therefore… 5. Visit the Museum of Gold website. Now you are the museum’s curator and you must decide on one region’s masterpieces to advertise internationally. Click on “masterpieces” and look through the various regions’ masterpieces (click ‘next’ below each photo). After you go through all the masterpieces, choose which region you would highlight and explain why this would be perfect for international advertising. 6. Explore The Other Look of Colombia website. List five different Colombian people and briefly list their unique accomplishments. Do not pick the first five people on this site. Skim through and pick things that you didn’t know about before or are interesting to you. 7. On the UNESCO website, consider the tentative properties. Click on the links for each and read the descriptions. Also, follow any links provided about each property to learn more about each. After reading each, put yourself in the shoes of a UNESCO World Heritage Site judge. You have to choose only one site to be added to Colombia’s list of cultural or natural properties. Which one would you choose? Write a brief explanation of the site and evaluate its potential value as a world heritage site. What does it offer moreso than the other tentative properties? 8. On the World Bank website, click on “Projects and Programmes.” Choose any 3 of the projects and programmes listed and write a brief (1-2 sentence each) summary of them. Then, rank the 3 projects and programmes in order of what you think could have the most benefit to Colombian society and write a brief response (3-4 sentence) explaining why you ordered them the way you did. 9. Now consider all the websites. Why are these sources better for research than using Wikipedia (http://en.wikipedia.org/wiki/Colombia)? Similarly, what benefits can Wikipedia offer us?


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Grade11Geography:TheAmericasTitle: Compiling, Graphing, and Interpreting Data Time: 150 minutes (2 periods) Description: This lesson will teach students about data analysis by examining the following questions: why is data intake and analysis important? What information can we gather from data? How can we interpret data to find meaning? In answering these questions, the teacher will cover the concepts of population pyramids, life expectancy and infant mortality rate, and migration patterns (with respect to selected areas of the Americas, building upon prior knowledge acquired from previous lessons). Strands and Expectations: At the end of this lesson, students will be able to:

Analyse and interpret data gathered through research and investigation, using a variety of methods and geotechnologies (overall expectation)

Analyse economic and quality-of-life data (e.g., infant mortality rates, gender inequality at work, life expectancy, per capita income) to identify patterns of socio-economic inequality within the Americas (specific expectation)

Planning Notes: The teacher will teach graphing and analysis techniques on the overhead projector or chalk board. Prior Knowledge Required: Students should have a general understanding about the quality of life data in the developed versus developing Americas. Students should also have general graphing skills (which will also be reviewed in extensive detail). Teaching and Learning Strategies: This lesson will begin with a hook. The teacher will take a census of the class, by having the students fill out a survey to indicate age, gender, courses currently taken, and favourite music. The teacher will then compile this data on an overhead or the chalkboard and ask the students what they could do with this information. Students would then proceed to “do something” with this data (e.g. graph it). In doing so, the teacher will point out that new relationships begin to gain clarity (e.g. a bar graph clearly shows the proportion of boys vs. girls in the class). The lesson itself will teach students how to make three different kinds of graphs (using real life data as examples):

(a) Population pyramids (bar graph) (b) Life expectancy and infant mortality rate graphs (line graph) (c) Migration trends (bar graph with 2 quadrants – positive and negative migration)

Students will also be taught how to calculate the slope of a line, and what that numerical value means. Assessment/Evaluation Techniques: At the end of this lesson, students will be given a set of data for each of the graphs mentioned above (e.g. population pyramid, LE/IMR, and migration trends) comparing a developed country versus a developing country. After


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they finish graphing, students will then be asked to interpret the meaning of each graph by performing tasks such as: slope calculation, trends observed, and answering discussion questions. Resources/Learning Materials: See Assignment Sheets Accommodations/Modifications:

During the lesson, the teacher can modify his/her pace depending on the comfort level of the students

During the assessment/evaluation, the teacher can provide extra assistance to students by carefully monitoring their progress, or by suggesting that students work together in pairs or groups


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Appendix 1 The Americas: Data Analysis Assignment

You will be given time in class (today) and all day tomorrow to work on this assignment. You must hand it in by the end of tomorrow’s class. Assignment Total: /51 Task # 1 Examine the population pyramid data for USA and Paraguay from the year 2000. Draw a population pyramid for both countries (include both males and females, e.g. columns 2 and 3 from the data given). Make sure that your graph contains: a title and properly labelled axes. Do not worry about graphing to the exact number; it is perfectly fine to estimate especially when the numbers are so big (e.g. 20 345 912 is roughly the same as 20 000 000). (8 Marks) When you have finished graphing, answer the following questions:

(1) Classify each country’s population pyramid as: “expanding”, “stationary”, or “shrinking”. Explain how you were able to reach that conclusion based on the shape of your graph. (4 Marks)

(2) List two reasons (social, political, economic) to account for the similarities or

differences of the population pyramid of USA versus the population pyramid of Paraguay. (2 Marks)

Task # 2 Examine the life expectancy and infant mortality rate data for Canada and Mexico. You are given data for: 1995, 2005, 2015 (projected) and 2025 (projected). Create a life expectancy line graph, placing both Canada’s data and Mexico’s data on the same graph. Remember that you are looking at four data points (the four years given above). Therefore, your graph will have four points (then you will connect the dots). You will need to use a colour coded legend to differentiate between the two countries. Do the same thing for the infant mortality rate data. (20 Marks for both graphs)


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When you have finished graphing, answer the following questions:

(1) Which country has the higher life expectancy and infant mortality rate? How can you deduce this information by looking at your graph? (2 Marks)

(2) What is the general trend of each line? (i.e. increasing, decreasing, stable).

Explain why you think these observed trends are prevalent. (2 Marks) Task # 3 Examine the migration data for Canada and The Bahamas. You are given data for 1995, 2005, 2015 (projected) and 2025 (projected). Create a bar graph, placing both Canada’s data and The Bahamas’ data on the same graph. Remember that migration can either show a surplus (e.g. positive) or show a deficit (e.g. negative). You will need to therefore construct a graph that has 2 quadrants (as shown in our lesson). (10 Marks) When you have finished graphing, answer the following questions:

(1) Based on your graph, what general conclusion can you make about the in-migration patterns of Canada and The Bahamas? (2 Marks)

(2) Suggest a reason for your conclusion you made in question 1. (1 Mark)


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Task #1 Data Population Data for the United States (2000) Source: International Database (http://www.census.gov/ipc/www/idb/index.html) Age (Years) Population Male Population Female 0-4 9, 813, 175 9, 386, 999 5-9 10, 488, 829 9, 994, 277 10-14 10, 560, 818 10, 047, 597 15-19 10, 412, 689 9, 873, 270 20-24 9, 821, 860 9, 363, 402 25-29 9, 363, 303 9, 531, 418 30-34 10, 372, 884 10, 214, 189 35-39 11, 304, 995 11, 343, 359 40-44 11, 179, 973 11, 355, 295 45-49 9, 959, 447 10, 271, 081 50-54 8, 706, 996 9, 083, 620 55-59 6, 553, 207 7, 005, 944 60-64 5, 165, 703 5, 699, 027 65-69 4, 402, 884 5, 131, 111 70-74 3, 904, 321 4, 945, 625 74-79 3, 051, 227 4, 374, 151 80+ 3, 093, 305 6, 158, 663 Population Data for Paraguay (2000) Source: International Database (http://www.census.gov/ipc/www/idb/index.html) Age (Years) Population Male Population Female 0-4 411, 071 396, 372 5-9 370, 478 358, 485 10-14 326, 858 318, 038 15-19 279, 200 276, 108 20-24 238, 941 241, 707 25-29 208, 817 215, 114 30-34 183, 248 184, 513 35-39 167, 671 164, 226 40-44 152, 848 147, 175 45-49 119, 855 113, 401 50-54 93, 096 89, 354 55-59 76, 059 75, 090 60-64 56, 286 57, 416 65-69 45, 233 48, 523 70-74 35, 777 40, 405 74-79 23, 621 28, 825 80+ 19, 433 29, 079


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Task # 2 Data: Country Summary: Canada Demographic Indicators (Figures refer to calendar years.) Indicators 2007 1995 2005 2015 2025 Fertility Total fertility rate (births per woman) 1.6 1.7 1.6 1.6 1.7 Crude birth rate (per 1,000 population) 11 13 11 11 10 Births 358,944 383,270 355,607 379,708 384,318 Mortality Life expectancy at birth (years) 80 79 80 81 82 Infant mortality rate (per 1,000 births) 5 6 5 4 4 Under 5 mortality rate (per 1,000 births) 6 7 6 5 4 Crude death rate (per 1,000 population) 8 7 8 8 9 Deaths 262,447 212,961 253,583 297,706 360,656 Migration Net migration rate (per 1,000 population) 6 8 6 5 5 Net number of migrants 193,329 227,474 193,550 192,885 192,731 Source: U.S. Census Bureau, International Data Base. Country Summary: Mexico Demographic Indicators (Figures refer to calendar years.) Indicators 2007 1995 2005 2015 2025 Fertility Total fertility rate (births per woman) 2.4 3.0 2.5 2.2 2.1 Crude birth rate (per 1,000 population) 20 26 21 18 16 Births (in thousands) 2,213 2,390 2,231 2,146 2,069 Mortality Life expectancy at birth (years) 76 73 75 77 79 Infant mortality rate (per 1,000 births) 20 31 21 15 11 Under 5 mortality rate (per 1,000 births) 22 36 24 17 13 Crude death rate (per 1,000 population) 5 5 5 5 6 Deaths (in thousands) 517 447 502 596 736 Migration Net migration rate (per 1,000 population) -4 -4 -5 -3 -2 Net number of migrants (in thousands) -443 -415 -485 -325 -275 Source: U.S. Census Bureau, International Data Base.


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Task # 3 Data: Country Summary: Canada Demographic Indicators (Figures refer to calendar years.) Indicators 2007 1995 2005 2015 2025 Fertility Total fertility rate (births per woman) 1.6 1.7 1.6 1.6 1.7 Crude birth rate (per 1,000 population) 11 13 11 11 10 Births 358,944 383,270 355,607 379,708 384,318 Mortality Life expectancy at birth (years) 80 79 80 81 82 Infant mortality rate (per 1,000 births) 5 6 5 4 4 Under 5 mortality rate (per 1,000 births) 6 7 6 5 4 Crude death rate (per 1,000 population) 8 7 8 8 9 Deaths 262,447 212,961 253,583 297,706 360,656 Migration Net migration rate (per 1,000 population) 6 8 6 5 5 Net number of migrants 193,329 227,474 193,550 192,885 192,731 Source: U.S. Census Bureau, International Data Base. Country Summary: The Bahamas Demographic Indicators (Figures refer to calendar years.) Indicators 2007 1995 2005 2015 2025 Fertility Total fertility rate (births per woman) 2.2 2.6 2.2 2.0 1.9 Crude birth rate (per 1,000 population) 17 23 18 16 14 Births 5,288 6,252 5,393 4,986 4,553 Mortality Life expectancy at birth (years) 66 66 66 67 70 Infant mortality rate (per 1,000 births) 24 32 25 20 15 Under 5 mortality rate (per 1,000 births) 33 42 34 27 21 Crude death rate (per 1,000 population) 9 8 9 10 10 Deaths 2,791 2,191 2,707 3,079 3,276 Migration Net migration rate (per 1,000 population) -2 -2 -2 -2 -2 Net number of migrants -657 -600 -658 -658 -658 Source: U.S. Census Bureau, International Data Base.


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Appendix 2 The Americas: Data Analysis Assignment – Answer Key/Marking Aid

You will be given time in class (today) and all day tomorrow to work on this assignment. You must hand it in by the end of tomorrow’s class. This assignment has a value of 51 marks. This will be a formative assessment. Task # 1 Examine the population pyramid data for USA and Paraguay from the year 2000. Draw a population pyramid for both countries (include both males and females, e.g. columns 2 and 3 from the data given). Make sure that your graph contains: a title and properly labelled axes. Do not worry about graphing to the exact number; it is perfectly fine to estimate especially when the numbers are so big (e.g. 20 345 912 is roughly the same as 20 000 000). (8 Marks) Students should have created two graphs. Total marks for graphs will be 8 marks (4 marks for each graph). Marks awarded for: -Proper title -Labelled axes -Separation of Male and Female data -Data plotted properly as a bar graph When you have finished graphing, answer the following questions:

(3) Classify each country’s population pyramid as: “expanding”, “stationary”, or “shrinking”. Explain how you were able to reach that conclusion based on the shape of your graph. (4 Marks)

USA – stationary (1) because the proportion of children is smaller than the proportion of adults. Graph has a columnar shape thus indicating slow growth (1). Paraguay – expanding (1) because there is a high proportion of children in the population. The shape of the graph is pyramidal, thus indicating an expanding population (1).

(4) List two reasons (social, political, economic) to account for the similarities or differences of the population pyramid of USA versus the population pyramid of Paraguay. (2 Marks)

Accept a variety of answers.


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Task # 2 Examine the life expectancy and infant mortality rate data for Canada and Mexico. You are given data for: 1995, 2005, 2015 (projected) and 2025 (projected). Create a life expectancy line graph, placing both Canada’s data and Mexico’s data on the same graph. Remember that you are looking at four data points (the four years given above). Therefore, your graph will have four points (then you will connect the dots). You will need to use a colour coded legend to differentiate between the two countries. Do the same thing for the infant mortality rate data. (20 Marks for both graphs) Life Expectancy Graph Students should have created one graph with two lines. Total marks for graph will be 10 marks. Marks awarded for: -Proper title -Labelled axes -2 lines -Legend which clearly differentiates Canada from Mexico -Data plotted properly as line graphs Infant Mortality Graph Students should have created one graph with two lines. Total marks for graph will be 10 marks. Marks awarded for: -Proper title -Labelled axes -2 lines -Legend which clearly differentiates Canada from Mexico -Data plotted properly as line graphs When you have finished graphing, answer the following questions:

(3) Which country has the higher life expectancy and infant mortality rate? How can you deduce this information by looking at your graph? (2 Marks)

Canada has a higher life expectancy because its trend line is higher than Mexico’s (1). Mexico has the higher infant mortality rate because its trend line is higher than Canada’s (1).

(4) What is the general trend of each line? (i.e. increasing, decreasing, stable).

Explain why you think these observed trends are prevalent. (2 Marks) Both lines are fairly constant/stable (neither increasing nor decreasing at an observable rate) (1). This is likely because there is not enough data to observe a significant trend (1).


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Task # 3 Examine the migration data for Canada and The Bahamas. You are given data for 1995, 2005, 2015 (projected) and 2025 (projected). Create a bar graph, placing both Canada’s data and The Bahamas’ data on the same graph. Remember that migration can either show a surplus (e.g. positive) or show a deficit (e.g. negative). You will need to therefore construct a graph that has 2 quadrants (as shown in our lesson). (10 marks) Students should have created one graph with both countries on the same graph. Total marks for graph will be 10 marks. Marks awarded for: -Proper title -Labelled axes with proper quadrants (e.g. need one positive and one negative quadrant) -2 bars -Legend which clearly differentiates Canada from The Bahamas -Data plotted properly as bars When you have finished graphing, answer the following questions:

(3) Based on your graph, what general conclusion can you make about the in-migration patterns of Canada and The Bahamas? (2 Marks)

Canada has a net surplus of migrants (1), Bahamas has a net deficit of migrants (1).

(4) Suggest a reason for the conclusion you made in question 1. (1 Mark) Accept a variety of answers (1).


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Table of Contents Page Topic

1 Statement of Beliefs and Rationale 2 Expectations: Overall and Specific 3 Assessment and Evaluation 4 Culminating Activity: Rationale and Teacher’s Notes 5 Culminating Activity: Student Worksheets 7 Culminating Activity: Checklist/Marking Guide 8 Culminating Activity: Rubric

10 Activity 1: Introduction to the Americas 13 Activity 1: Appendix 1 14 Activity 1: Appendix 2 15 Activity 1: Appendix 3 16 Activity 1: Appendix 4 17 Activity 1: Appendix 5 21 Activity 2: The 3 C’s, Coffee, Cocaine, and Colombia 23 Activity 2: Appendix 1 25 Activity 2: Appendix 2 31 Activity 2: Appendix 3 42 Activity 3: A Closer Look at Colombia’s Internal Conflict 44 Activity 3: Appendix 46 Activity 4: Soldiers of Peace: A Video Exploration 48 Activity 4: Appendix 50 Activity 5: Colombia and the Internet, A Webquest 51 Activity 5: Appendix 54 Activity 6: Compiling, Graphing, and Interpreting Data 56 Activity 6: Appendix 1 61 Activity 6: Appendix 2

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