MOVIES...
"Eclipse" comes out tonight... I am going to a midnight screening with my sister in Calgary. Should be fun. I can't wait to line up with people that are mostly the age of my students. I don't care... I will stand up with pride and say, "Yes I am not a teenager... and yes I love the Twilight series!" Actually I probably wont say that... well only if my sister encourages me!
I went... I watched... I loved the movie "Eclipse". I don't want to give away anything or create any spoilers... but it is now my absolute favorite movie of the three Twilight sagas... Best action and dialogue. Yes, my husband still wants to throw up every time I mention it... but to all Twilight fans - young and old(er)... you will love it.
Oh by the way, the wait in line was interesting... Yes, it was as suspected, my sister and I and a handfull of adults... standing amoungst many, many, many excited tweens, teens and twenty somethings...
There were many true fans... the t-shirt wearing, cullen look a likes and those with their copies of Eclipse in hand. I really felt unprepared showing up to stand in line with my coffee and my sister's blanket. Yes those fans were true fans... all willing to sit, stand and read while standing in line. Waiting... Some waited for 12 hours - yes 12 hours to get in to the 12 am performance. I waited for 2 hours... yes I did question my sanity a few times while standing in line... but we bought the tickets and there was no backing out...
And regardless of what some may say... I still don't care... I loved it! I think seeing it in a theatre with hundreds of other fans really helped to add to the excitement. I had to chuckle a few times when members of the audience clapped over a few scenes or when a random person in the audience yelped, "YES" when Edward asked Bella a certain question... (you know the question if you are a true fan!) Not to mention the super hilarious young guy sitting next to my sister and I, who kept squirming and leaning forward to listen more carefully to Bella's dialogue with Jacob and Edward. There were a few times my sister wanted to clobber the girl sitting next to her that kept giggling and jumping up and down in her seat everytime something exciting happened... apparently it didn't take much for her to get excited...
Anyways... overall the action was better (better cinematography), the dialogue was funnier, and the hair was better. Jasper's hair is way better than in New Moon... and really that sums up the hair issue... for anyone who happens to also get annoyed by bad wigs and predictable sucky dialogue.... If you hate Twilight, like my husband, you are probably thinking, "Isn't that the whole movie?? All the movies?? All the books?? Isn't everything predictable and overly sappy?? Maybe... but I still like them... (Sigh)
Other movies to recommend so far for this summer
RENTERS...
"Slum Dog Millionaire" - Watch it with your parents... some scenes pretty shocking - but not over the top. Good movie for teens and adults... very real.
If you have any to recommend, then send me an e-mail.... yes I know you are on holidays. As you can see, so am I!
BOOKS...
Uglies, Pretties, Specials... teen fiction. Highly recommended by a couple of my students. Very good books, interesting social messages, sci fi... I would recommend for teens.
Hunger Games, Catching Fire and in August... the next book comes out!!! I absolutely love this series! It's great for teens or adults.
The Short Second Life of Bree Tanner - a novella by Stephenie Meyer
MUSIC
"I Don't Want to Know" - David Myles... A little "folkie" but I like it...
Tuesday, June 29, 2010
Sunday, June 27, 2010
Me to We Leadership Stuff
Here's some information on the ME to WE charity (Part of Craig Kielburger's Free the Children). Watch the clip if you are interested.
Wednesday, June 16, 2010
French Vacation Assignment
DUE: FRIDAY, JUNE 18
* Individual assignment
* Powerpoint or a glog (must have a glog account already set up with me)
* Word Doc. - Report with pictures
Glogs - Post (Save and Publish) at Glogster.com
Powerpoints - e-mail to me at jstewiestewie@hotmail.com or j.stewart-mitchell@rcs.sk.ca
Tasks - Include information on the following:
1. Flight times and destination (round trip)
2. Other transportation - trains, buses, taxis, tour buses
3. hotels, hostels, places to stay
4. 10 tourist attractions (museums, historical sites, theme parks, fun activities
5. plan for at least 3 activities that you will do.
6. Include 5 restaurants that you will visit.
7. Write in French - 50% or half of the sentences must be written by YOU not a translator program. For mor complex sentences, you may use googletranslator to help you.
Sentences - Use the handout: "Vive Les Vacances" it has most of the vocabulary that you will need.
Basic verb structure: Je vais ... (I'm going ... FUTUR PROCHE tense)
EXAMPLE SENTENCES FOR YOUR GLOG. (NOTE THAT I CAN'T CREATE FRENCH ACCENTS ON THIS BLOG).
Ex: Je vais visiter....( I am going to visit...)
Je vais manger a ... (I am going to eat at ... (the a has the accent on it).
Je vais prendre un promenade sur la plage. (I am going to take a walk on the beach).
Je vais prendre un autobus (I am going to tak a bus)
Je vais prendre un metro (....... subway)
Je vais faire un randonnee ( I am going to do a hike)
Je vais acheter un aller et retour (I am going to buy a round trip ticket).
Je vais arriver a l'aeroport a:________(time in blank) - (I am going to arrive at the airport at:___)
Je vais arriver a ______________( name of place you are going).
J'ai visiter l'agence de voyage (I visited the travel agency).
Je vais faire de la natation (I am going to go swimming)
Je vais faire du roller.
Je vais faire de la natation
Je vais faire du ski nautique
Je vais faire du snow-boarding
Je vais faire une promenade.
Je vais prendre un autobus.
Je vais prendre un autocar
Je vais prendre un avion
Je vais prendre un bateau
Je suis monter a la montagne (I climb a mountain)
J'ai fait du bronzage (I suntanned).
J'ai lu des livres. (I read books)
J'ai fait du camping
J'ai nage dans la piscine
J'ai voyage. (I travelled)
J'ai pris des photos (I took photos)
Je suis alle a la peche (I went fishing)
J'ai fait du sport (I played some sports)
J'ai marche dans le foret (I walked in the forest)
J'ai mange dans les restaurants. (I ate in restaurants)
J'ai fait du velo ( I cycled)
J'ai fait un voyage dans les montagnes. (I travelled in the mountains).
EVALUATION:
1. Content: all tasks listed above are included. /10
2. Sentences - At least 1/2 of the sentences are written by the student and relate to the activities or vacation. The other sentences may be written with the aid of a translator site. /10
3. Mechanics - Correct spelling, capitalization, grammar, punctuation. /5
4. Vocabulary reflects learning in class or use of resources from class and other resources. Correct French names of countries or cities. /5
4 Layout and Design - Pictures that show activities or attractions of the place. All attractively designed. /10
TOTAL - /40
DUE: FRIDAY, JUNE 18
* Individual assignment
* Powerpoint or a glog (must have a glog account already set up with me)
* Word Doc. - Report with pictures
Glogs - Post (Save and Publish) at Glogster.com
Powerpoints - e-mail to me at jstewiestewie@hotmail.com or j.stewart-mitchell@rcs.sk.ca
Tasks - Include information on the following:
1. Flight times and destination (round trip)
2. Other transportation - trains, buses, taxis, tour buses
3. hotels, hostels, places to stay
4. 10 tourist attractions (museums, historical sites, theme parks, fun activities
5. plan for at least 3 activities that you will do.
6. Include 5 restaurants that you will visit.
7. Write in French - 50% or half of the sentences must be written by YOU not a translator program. For mor complex sentences, you may use googletranslator to help you.
Sentences - Use the handout: "Vive Les Vacances" it has most of the vocabulary that you will need.
Basic verb structure: Je vais ... (I'm going ... FUTUR PROCHE tense)
EXAMPLE SENTENCES FOR YOUR GLOG. (NOTE THAT I CAN'T CREATE FRENCH ACCENTS ON THIS BLOG).
Ex: Je vais visiter....( I am going to visit...)
Je vais manger a ... (I am going to eat at ... (the a has the accent on it).
Je vais prendre un promenade sur la plage. (I am going to take a walk on the beach).
Je vais prendre un autobus (I am going to tak a bus)
Je vais prendre un metro (....... subway)
Je vais faire un randonnee ( I am going to do a hike)
Je vais acheter un aller et retour (I am going to buy a round trip ticket).
Je vais arriver a l'aeroport a:________(time in blank) - (I am going to arrive at the airport at:___)
Je vais arriver a ______________( name of place you are going).
J'ai visiter l'agence de voyage (I visited the travel agency).
Je vais faire de la natation (I am going to go swimming)
Je vais faire du roller.
Je vais faire de la natation
Je vais faire du ski nautique
Je vais faire du snow-boarding
Je vais faire une promenade.
Je vais prendre un autobus.
Je vais prendre un autocar
Je vais prendre un avion
Je vais prendre un bateau
Je suis monter a la montagne (I climb a mountain)
J'ai fait du bronzage (I suntanned).
J'ai lu des livres. (I read books)
J'ai fait du camping
J'ai nage dans la piscine
J'ai voyage. (I travelled)
J'ai pris des photos (I took photos)
Je suis alle a la peche (I went fishing)
J'ai fait du sport (I played some sports)
J'ai marche dans le foret (I walked in the forest)
J'ai mange dans les restaurants. (I ate in restaurants)
J'ai fait du velo ( I cycled)
J'ai fait un voyage dans les montagnes. (I travelled in the mountains).
EVALUATION:
1. Content: all tasks listed above are included. /10
2. Sentences - At least 1/2 of the sentences are written by the student and relate to the activities or vacation. The other sentences may be written with the aid of a translator site. /10
3. Mechanics - Correct spelling, capitalization, grammar, punctuation. /5
4. Vocabulary reflects learning in class or use of resources from class and other resources. Correct French names of countries or cities. /5
4 Layout and Design - Pictures that show activities or attractions of the place. All attractively designed. /10
TOTAL - /40
Monday, June 14, 2010
Adding Integer Video with good music!!
Here's a video that I "borrowed" from another teacher from the U.S. that commented on my blog. As you know I really don't need much encouragement to blog... but it made my day anyways! It turns out she has good math videos. Oh by the way, she liked my way of explaining multiplying and dividing integers using the "Integer Party" analogy.
Pretty cool!!
Linear Equations made simple, with an awesome video from the ZeroSumRuler teacher from the U.S.. Seriously, it's a whole unit of study condensed into a short video with cool music. Really, this made may day... again!! Stewie... Then again, I'm probably just overtired....
Pretty cool!!
Linear Equations made simple, with an awesome video from the ZeroSumRuler teacher from the U.S.. Seriously, it's a whole unit of study condensed into a short video with cool music. Really, this made may day... again!! Stewie... Then again, I'm probably just overtired....
Viewing Questions
The following Viewing Questions can be printed off. They go with the blog titled, "Say No to Plastic"
ELA – Viewing Questions “Step Up” Videos
Video Slideshow – “Yours Truly, BP”
1. What did BP CEO, Tony Hayward say about how much oil has escaped?
2. How do the following 2 images contrast what he said?
3. State one other quote from the video.
4. What is the overall message of the video? How does the creator paint this picture?
5. How do the lyrics of the song help to send the message?
“Rich Fish”
1. What is the “bright side” stated in the video?
2. How much “money” could each fish have coated on them?
3. When fish have been coated with oil twice, what did the spokesperson say was the “appropriate phrase”?
4. What was the final comment from the spokesperson? “We’re not spilling _______, we are spreading ___________________ around.”
5. Explain why this video is a “spoof” of an actual BP apology video.
“Say No to Plastic” video with catchy music…
Complete the phrases…
1. “No Matter ____________________, what you _______ affects our _____________.
2. Why are the oceans in peril (danger)? We use _______________________________.
3. Every year, Americans throw away _______ million plastic ____________________.
4. Worldwide, we go through 10 ________________ plastic bags per week.
5. We create enough plastic film to shrinkwrap ________________ (name of American state).
6. Every piece of plastic ever made _____________________________.
7. Every piece of plastic ends up in the ______________.
8. List 2 ways you can help save the oceans.
“The Story of Bottled Water” (2010)
1. What is manufactured demand?
2. Which product do people usually prefer in taste tests? Bottled or tap?
3. How much more does bottled water cost in comparison to tap? _____________ times more.
4. How did the bottled water industry create manufactured demand?
a. Make people ____________ about tap water.
b. Create fantasy by __________________________________.
c. Bottled water is especially bad because bottled water containers are made of ____________________. This substance is made from __________________.
d. Energy is used to make the bottle, more energy is used to ship it around the planet, then we drink it about ________minutes.
5. Where do all the recycled bottles go?
6. What does downcycle mean? Bottles turned into __________ quality products that are later thrown away.
7. How can you “take back the tap”? Name 2 ways.
8. Around the world a__________________ people do not have access to clean water.
“Charles Moore – The Great Pacific Plastic Trash Island” (2009)
1. What was “throw away living”? Why was it "celebrated"?
2. There are 2 _______________plastic beverage bottles are used in the US every 5 minutes.
3. Off of Baha, California there is a bottle depo, which is very close to a bird sanctuary. What is scattered all over the beaches?
4. Hundreds of thousands of albatross chicks are dying from eating something in the oceans. Describe the contents of what the Laysan albatross chicks are eating.
5. Why do they eat these things?
6. There is more _____________ than plankton in many areas of the ocean.
7. Why can fisherman NOT sell organic fish that has been caught wild in the ocean?
8. Moore believes you ________________ clean up the oceans, but he believes people can help by…
9. Plastic is not purified when it is recycled. Therefore it cannot be recycled to make high quality consumer products. What does this mean to you?
ELA – Viewing Questions “Step Up” Videos
Video Slideshow – “Yours Truly, BP”
1. What did BP CEO, Tony Hayward say about how much oil has escaped?
2. How do the following 2 images contrast what he said?
3. State one other quote from the video.
4. What is the overall message of the video? How does the creator paint this picture?
5. How do the lyrics of the song help to send the message?
“Rich Fish”
1. What is the “bright side” stated in the video?
2. How much “money” could each fish have coated on them?
3. When fish have been coated with oil twice, what did the spokesperson say was the “appropriate phrase”?
4. What was the final comment from the spokesperson? “We’re not spilling _______, we are spreading ___________________ around.”
5. Explain why this video is a “spoof” of an actual BP apology video.
“Say No to Plastic” video with catchy music…
Complete the phrases…
1. “No Matter ____________________, what you _______ affects our _____________.
2. Why are the oceans in peril (danger)? We use _______________________________.
3. Every year, Americans throw away _______ million plastic ____________________.
4. Worldwide, we go through 10 ________________ plastic bags per week.
5. We create enough plastic film to shrinkwrap ________________ (name of American state).
6. Every piece of plastic ever made _____________________________.
7. Every piece of plastic ends up in the ______________.
8. List 2 ways you can help save the oceans.
“The Story of Bottled Water” (2010)
1. What is manufactured demand?
2. Which product do people usually prefer in taste tests? Bottled or tap?
3. How much more does bottled water cost in comparison to tap? _____________ times more.
4. How did the bottled water industry create manufactured demand?
a. Make people ____________ about tap water.
b. Create fantasy by __________________________________.
c. Bottled water is especially bad because bottled water containers are made of ____________________. This substance is made from __________________.
d. Energy is used to make the bottle, more energy is used to ship it around the planet, then we drink it about ________minutes.
5. Where do all the recycled bottles go?
6. What does downcycle mean? Bottles turned into __________ quality products that are later thrown away.
7. How can you “take back the tap”? Name 2 ways.
8. Around the world a__________________ people do not have access to clean water.
“Charles Moore – The Great Pacific Plastic Trash Island” (2009)
1. What was “throw away living”? Why was it "celebrated"?
2. There are 2 _______________plastic beverage bottles are used in the US every 5 minutes.
3. Off of Baha, California there is a bottle depo, which is very close to a bird sanctuary. What is scattered all over the beaches?
4. Hundreds of thousands of albatross chicks are dying from eating something in the oceans. Describe the contents of what the Laysan albatross chicks are eating.
5. Why do they eat these things?
6. There is more _____________ than plankton in many areas of the ocean.
7. Why can fisherman NOT sell organic fish that has been caught wild in the ocean?
8. Moore believes you ________________ clean up the oceans, but he believes people can help by…
9. Plastic is not purified when it is recycled. Therefore it cannot be recycled to make high quality consumer products. What does this mean to you?
Sunday, June 13, 2010
global warming and water protection videos
He's more than just an actor...
More from Leonardo's website...
www.leonardodicaprio.org/
More from Leonardo's website...
www.leonardodicaprio.org/
Take Action today to Save Our Oceans: Learn about plastics and sign the pledge to reduce your plastics use!
"I'm soooo sorry!" love, B.P.
Ever wonder what kind of surface area the Gulf oil spill would take up if it was in your back yard?? Click on the link below and find your area on the map.
http://www.ifitwasmyhome.com/
Video "It's Oil We Use It Everyday" - Reflection on our dependence on Oil...Just more to think about... Are we really doing our part to make a difference?? How dependent are you??
Watch the video and check out the statements from British Petroleum. Notice how the photos are organized to contrast B.P.'s quotes.
Rich Fish... Satire video
http://www.ifitwasmyhome.com/
Video "It's Oil We Use It Everyday" - Reflection on our dependence on Oil...Just more to think about... Are we really doing our part to make a difference?? How dependent are you??
Watch the video and check out the statements from British Petroleum. Notice how the photos are organized to contrast B.P.'s quotes.
Rich Fish... Satire video
Say no to plastic...
The Story of Bottled Water...
20/20 Bottled Water Video
Plastics in the Ocean
North Pacific Gyre
Images in a slide show of the Great Garbage Patch
Thursday, June 10, 2010
Math Practice grade 8
1. What is a perfect square?
an answer when a number is multiplied by itself.
12 x 12 = 144 so 144 is a perfect square.
- calculator - hit the square root, if a decimal not a perfect square.
2. square root - 351 is between which 2 numbers?
18.73 18 and 19
3. Ratio - 12:16 what is it in lowest terms? (divide 4 ) 3:4
4. 8 students are in band. This is 20% of the class, how big is the class?
20% = (divide by 100) 8/? = 20%... 100 / 20 = 5 x 8 = 40 students are in the class.
5. A c.d. player costs $90 and the GST is 6%. How much is the c.d. player in total.
90 x 0.06 = _____ + 90 = total.
6. 3 1/2 pies to share between 5 people. How much pie does each person get?
3 1/2 = 7/2 divided by 5 =
7. Nolan has a $3000 bond that pay
7. Nolan has a $3000 bond that pays 7% interest / year. How much money (including interest) will he have after 4 years?
$3000 x 0.07 = _____ + 3000 = ____ (year 1)
(year 1 total) x 0.07 = ________ +3000 (year 2)
8. 4m + 5 k
k if m=3 and k=(-2)
9. Carl has some c.d's and d.v.d's.
He has 15 more dvd's than twice the number of c.d.'s.
He has 50 dvd's
How many c.d's does he have?
4 x 3 + 5 x (-2)
an answer when a number is multiplied by itself.
12 x 12 = 144 so 144 is a perfect square.
- calculator - hit the square root, if a decimal not a perfect square.
2. square root - 351 is between which 2 numbers?
18.73 18 and 19
3. Ratio - 12:16 what is it in lowest terms? (divide 4 ) 3:4
4. 8 students are in band. This is 20% of the class, how big is the class?
20% = (divide by 100) 8/? = 20%... 100 / 20 = 5 x 8 = 40 students are in the class.
5. A c.d. player costs $90 and the GST is 6%. How much is the c.d. player in total.
90 x 0.06 = _____ + 90 = total.
6. 3 1/2 pies to share between 5 people. How much pie does each person get?
3 1/2 = 7/2 divided by 5 =
7. Nolan has a $3000 bond that pay
7. Nolan has a $3000 bond that pays 7% interest / year. How much money (including interest) will he have after 4 years?
$3000 x 0.07 = _____ + 3000 = ____ (year 1)
(year 1 total) x 0.07 = ________ +3000 (year 2)
8. 4m + 5 k
k if m=3 and k=(-2)
9. Carl has some c.d's and d.v.d's.
He has 15 more dvd's than twice the number of c.d.'s.
He has 50 dvd's
How many c.d's does he have?
4 x 3 + 5 x (-2)
Tuesday, June 8, 2010
Math Diagnostic Review Grade 7 and 8
Grade 7/8 Math Final Assessment (Regina Catholic Schools Diagnostic Review Test)
Dates: Friday, June 11th and Monday, June 14th
**** Marks will count on the reportcard. Students should prepare in advance, using the review sheet; especially those going to track.
**** You will need your TEXTBOOK for the REVIEW!!!
Grade 8 RCS – Math Assessment – Review
*** A big thank you to Mr. McCulloch for compiling these review sheets.
Section 1: Multiple Choice
1. pg 85 #7
2. pg 99 #5 & 7
3. pg 51 #5 &6
4. pg 142 #5
5. pg 145 – Example 1
6. pg 203 #9
7. pg 151 #14
8. pg 49 – Example 2
9. pg 396 – Example 2
10. pg 385 #7
11. pg 385 #12
12. pg 64 – Example 1
13. Ms. S-M – Demo (Linear Graphs)
14. pg 107 – Example 1
15. pg 137 – Example 1
16. pg 107 – Example 1
17. pg 175 #13
18. pg 180 #5
19. pg 29 – Example 1
20. omit
21. Ms. S-M – Demo (Nets)
22. pg 29 – Example 1
23. pg 29 – Example 1
24. pg 423 - #3
25. pg 29 – Example 1
Section 2: Problem Solving
Section 3: Basic Math Computation
Grade 7 RCS – Math Assessment – Review
Section 1: Multiple Choice
1. pg 207 #8
2. pg 130 #14 & 15
3. pg 138 #12
4. pg 138 #14
5. pg 314 #9
6. pg 234 #8 & pg 242 #6
7. pg 143 #9 (a)
8. pg 143 #10
9. pg 128 – Key Ideas Diagrams
10. pg 130 #15
11. pg 130 #23
12. pg 58 #10
13. pg 406 #6
14. pg 412 #15
15. pg 355 #9
16. pg 340 #14
17. pg 368 #5,6, & 7
18. pg 278 #3
19. Omit
20. pg 98 #8
21. pg 27 #14
22. pg 285 #4
23. graphing
24. pg 426 #4
25. pg 163 #5
Section 2 – Problem Solving
Section 3 – Basic Math Computation
Dates: Friday, June 11th and Monday, June 14th
**** Marks will count on the reportcard. Students should prepare in advance, using the review sheet; especially those going to track.
**** You will need your TEXTBOOK for the REVIEW!!!
Grade 8 RCS – Math Assessment – Review
*** A big thank you to Mr. McCulloch for compiling these review sheets.
Section 1: Multiple Choice
1. pg 85 #7
2. pg 99 #5 & 7
3. pg 51 #5 &6
4. pg 142 #5
5. pg 145 – Example 1
6. pg 203 #9
7. pg 151 #14
8. pg 49 – Example 2
9. pg 396 – Example 2
10. pg 385 #7
11. pg 385 #12
12. pg 64 – Example 1
13. Ms. S-M – Demo (Linear Graphs)
14. pg 107 – Example 1
15. pg 137 – Example 1
16. pg 107 – Example 1
17. pg 175 #13
18. pg 180 #5
19. pg 29 – Example 1
20. omit
21. Ms. S-M – Demo (Nets)
22. pg 29 – Example 1
23. pg 29 – Example 1
24. pg 423 - #3
25. pg 29 – Example 1
Section 2: Problem Solving
Section 3: Basic Math Computation
Grade 7 RCS – Math Assessment – Review
Section 1: Multiple Choice
1. pg 207 #8
2. pg 130 #14 & 15
3. pg 138 #12
4. pg 138 #14
5. pg 314 #9
6. pg 234 #8 & pg 242 #6
7. pg 143 #9 (a)
8. pg 143 #10
9. pg 128 – Key Ideas Diagrams
10. pg 130 #15
11. pg 130 #23
12. pg 58 #10
13. pg 406 #6
14. pg 412 #15
15. pg 355 #9
16. pg 340 #14
17. pg 368 #5,6, & 7
18. pg 278 #3
19. Omit
20. pg 98 #8
21. pg 27 #14
22. pg 285 #4
23. graphing
24. pg 426 #4
25. pg 163 #5
Section 2 – Problem Solving
Section 3 – Basic Math Computation
Monday, June 7, 2010
Development Assistance Glog Assignment
SOCIAL - DEVELOPMENT ASSISTANCE ASSIGNMENT
Due Date: Monday, June 14.
Evaluation:
1) Part A - Research Chart - Homework Check
2) Part B - Questions on the types of assistance and the MDG that it connects to. (10 minimum reasons etc.... see questions. Jot note responses. - Homework Check.
3) Part C - Report your Findings in the form of Glog (use your glogster.com account)
GLOG FORMAT -
TITLE: Social - Development Assistance (write your first name ONLY)
BRANCH OF CIDA: (look at your handouts)
WHAT TO INCLUDE IN YOUR GLOG:
- Map of the country (countries) that needs assistance.
- Name of country that needs
- MDG that will be targeted
- Type of Development Assistance that this country (countries) need.
- 5-10 reasons why you think this
- images/photos that relate to the facts or connect to the country (Google images/tag galaxy)
- Extras: music that connects to the assignment, graphics etc.
EVALUATION CRITERIA
1. Engagement with key concepts – Glog demonstrates engagement with the important issues raised through through the Development Assistance Analysis of Chart
2. Facts and Content-
- How will you help the country? What are these country’s needs? What MDG (Millenium Development Goal) does this connect to?
- At least 10 specific facts (that demonstrate a correct understanding of map) and the facts on the map. Facts must support response and make sense.
- MDG that you are targeting.
3. Visuals Chosen-
- a map of the region to be helped must be included (arrows etc pointing to the country)
- photos or images that show the type of aid needed and images of people in the country that reflect the aid needed or images of the country.
4. Layout/Design/ “Extras”
- Background design must fit the assignment.
- All images must be appropriate and connect to what is learned.
- Images must be placed in a meaningful way.
- Music or extra graphics must fit the assignment.
Due Date: Monday, June 14.
Evaluation:
1) Part A - Research Chart - Homework Check
2) Part B - Questions on the types of assistance and the MDG that it connects to. (10 minimum reasons etc.... see questions. Jot note responses. - Homework Check.
3) Part C - Report your Findings in the form of Glog (use your glogster.com account)
GLOG FORMAT -
TITLE: Social - Development Assistance (write your first name ONLY)
BRANCH OF CIDA: (look at your handouts)
WHAT TO INCLUDE IN YOUR GLOG:
- Map of the country (countries) that needs assistance.
- Name of country that needs
- MDG that will be targeted
- Type of Development Assistance that this country (countries) need.
- 5-10 reasons why you think this
- images/photos that relate to the facts or connect to the country (Google images/tag galaxy)
- Extras: music that connects to the assignment, graphics etc.
EVALUATION CRITERIA
1. Engagement with key concepts – Glog demonstrates engagement with the important issues raised through through the Development Assistance Analysis of Chart
2. Facts and Content-
- How will you help the country? What are these country’s needs? What MDG (Millenium Development Goal) does this connect to?
- At least 10 specific facts (that demonstrate a correct understanding of map) and the facts on the map. Facts must support response and make sense.
- MDG that you are targeting.
3. Visuals Chosen-
- a map of the region to be helped must be included (arrows etc pointing to the country)
- photos or images that show the type of aid needed and images of people in the country that reflect the aid needed or images of the country.
4. Layout/Design/ “Extras”
- Background design must fit the assignment.
- All images must be appropriate and connect to what is learned.
- Images must be placed in a meaningful way.
- Music or extra graphics must fit the assignment.
Friday, June 4, 2010
REAL LIFE LORAX BLOG RESPONSE
REAL LIFE LORAX BLOG RESPONSE
Students you still need to create a 1-3 paragraph blog on your thoughts on the oil spill. Ensure that you have proper paragraph organization and that it is edited for mechanical errors etc. You can post the blog (include your initials or a nickname that I can recognize with your blog please).
Here are some depressing and shocking photos from the spill in the Gulf of Mexico. Click on the links to the ctv website.
Brown Pelicans in oil
http://www.ctv.ca/gallery/html/oil-animals-pelicans-birds-200604/index_.html
Wild life affected by oilspill
http://www.ctv.ca/gallery/html/oil-spill-wildlife-damage-20100528/index_.html
Effort to contain Gulf spill stalls as oil spreads
http://www.ctv.ca/CTVNews/Health/20100602/oil-florida-100602/?s_name=&no_ads=
Leonardo de Caprios Eco website... lots of great stuff on the oil spill.
Students you still need to create a 1-3 paragraph blog on your thoughts on the oil spill. Ensure that you have proper paragraph organization and that it is edited for mechanical errors etc. You can post the blog (include your initials or a nickname that I can recognize with your blog please).
Here are some depressing and shocking photos from the spill in the Gulf of Mexico. Click on the links to the ctv website.
Brown Pelicans in oil
http://www.ctv.ca/gallery/html/oil-animals-pelicans-birds-200604/index_.html
Wild life affected by oilspill
http://www.ctv.ca/gallery/html/oil-spill-wildlife-damage-20100528/index_.html
Effort to contain Gulf spill stalls as oil spreads
http://www.ctv.ca/CTVNews/Health/20100602/oil-florida-100602/?s_name=&no_ads=
Leonardo de Caprios Eco website... lots of great stuff on the oil spill.
 Gulf 'media blackout' triggers journalist fury CBS, CNN, the New York Times — these are not fringe media outlets. And when Anderson Cooper and Katie Couric complain about press barricades, you know that not only is the rumored media blackout very real, but it is clearly also very serious.  Gulf Oil Spill: BP’s Poor Record So Far Dulls Hope for Future In the more than seven weeks since its deep-sea well exploded and began belching oil and gas into the Gulf of Mexico, all BP has done is make the leak worse.  From the Ground: BP Censoring Media, Destroying Evidence Orange Beach, Alabama -- While President Obama insists that the federal government is firmly in control of the response to BP's spill in the Gulf, people in coastal communities where I visited last week in Louisiana and Alabama know an inconvenient truth: BP -- not our president -- controls the response. In fact, people on the ground say things are out of control in the gulf.  Want to Avoid Using Oil? It’s in Everything from Shampoo to Vitamins Washington(AP) -- So the Gulf oil spill has you ready to quit petroleum cold turkey? Louisiana's brown pelicans have more of a chance of avoiding Big Oil than you do.  Oil-Coated Birds Could Be Cooked Alive as Gulf Heats Up Things keep getting worse and worse for the bird populations around the Gulf Coast. First, experts revealed that once a bird is coated in oil, it's almost certain to die -- citing that less than 1% survive, even if they're thoroughly cleaned. Now, scientists are worried that oil-covered birds will literally be cooked alive by the heat-absorbing oil.  Obama overlooked key points in offshore drilling review Washington — Weeks before the world had ever heard of the Deepwater Horizon oil rig, President Barack Obama stood in the Roosevelt Room of the White House poring over maps of oil drilling sites in the Gulf of Mexico, Alaska and elsewhere. For more news... Mother Nature Network Huffington Post Green Treehugger DeSmog Blog It's Getting Hot in Here |
Thursday, June 3, 2010
MATH DIAGNOSTIC ASSESSMENT "FINAL"
The Grade 7/8's are going to be given a math "final" test on Friday, June 11 and Monday, June 14. This test is provided by the Regina Catholic School Board and the results will be submitted to the board as well. All students in our school division are expected to complete this test appropriate for their grade/learning level.
We will be doing some practice for the assessment in class, but students are encouraged to do some of the review on their own time. This test is culmination of different skills and tasks that they have learned in Math over the course of this year. It will be made up of calculations (operations) as well as questions that involve problem solving. The questions will be very similar to the types of tasks the students completed this year in assignments, quizzes and tests. The final grade the students receive will be incorporated into reportcard marks, however it will not have more weight than any other tests or quizzes.
If you have any questions feel free to call me at the school.
Ms. Stewart-Mitchell
We will be doing some practice for the assessment in class, but students are encouraged to do some of the review on their own time. This test is culmination of different skills and tasks that they have learned in Math over the course of this year. It will be made up of calculations (operations) as well as questions that involve problem solving. The questions will be very similar to the types of tasks the students completed this year in assignments, quizzes and tests. The final grade the students receive will be incorporated into reportcard marks, however it will not have more weight than any other tests or quizzes.
If you have any questions feel free to call me at the school.
Ms. Stewart-Mitchell
Wednesday, June 2, 2010
GLOGGING FYI
TO STUDENTS IF YOU ARE GLOGGING ANY ASSIGNMENTS (ELA AND SOCIAL), you need to have a glog account created with me. REMEMBER to keep your ID and PASSWORD with you. You need that information to access eduglogs.com. To find the glog site you can click on "stewie" in the glog (poster) to the right (as your cursor passes over it, it will show up with pink circle around it.) "stewie" is hyperlinked to the glog...just click and you will access the site. Click on the LOGIN area on the top right corner of the webpage.
REMEMBER to keep all CONTENT APPROPRIATE, if it is not... your account will be DELETED.
Stewie
REMEMBER to keep all CONTENT APPROPRIATE, if it is not... your account will be DELETED.
Stewie
Friday, May 28, 2010
A World of Extremes (terminology and activity sheet)
A WORLD OF EXTREMES
I. Vocabulary Concepts – Listen and define the following words.
HDI – Human Development Index
Statistics – data or information that applies to a particular concept
Disparity –
Continent –
Life Expectancy –
Gross Domestic Product (GDP) –
Infant Mortality –
Literacy –
II. The Developing World / Student Activity Sheet – Complete the information on the handout using either the website (see the handout) or the maps posted.
III. Reflection and Observations…
In partners, brainstorm 5 questions using some of the “Stems” below that relate to this mapping assignment.
• I wonder…
• In noticed that…
• Why is it that…
• When you compare…. and ….
• Maybe the reason…
• The disparity we noticed between ____ and _____ might be because…
• In order to reduce/help ____, some countries around the world are…
STANDARD OF LIVING COMPARISONS
I. Vocabuary Concepts – Define these words AFTER our lesson on Standard of Living in the World
Standard of Living
Gross Domestic Product and PPP – New REVISED definition ( Explain how they are connected)
Longevity
The United Nations – Brief Summary…
Reference: Extracted from: Basic Facts About the United Nations 2000; www.un.org
The name "United Nations", coined by United States President Franklin D. Roosevelt, was first used in the "Declaration by United Nations" of 1 January 1942, during the Second World War, when representatives of 26 nations pledged their Governments to continue fighting together against the Axis Powers.
States first established international organizations to cooperate on specific matters. The International Telecommunication Union was founded in 1865 as the International Telegraph Union, and the Universal Postal Union was established in 1874. Both are now United Nations specialized agencies.
In 1899, the International Peace Conference was held in The Hague to elaborate instruments for settling crises peacefully, preventing wars and codifying rules of warfare. It adopted the Convention for the Pacific Settlement of International Disputes and established the Permanent Court of Arbitration, which began work in 1902.
The forerunner of the United Nations was the League of Nations, an organization conceived in similar circumstances during the first World War, and established in 1919 under the Treaty of Versailles "to promote international cooperation and to achieve peace and security." The International Labour Organization was also created under the Treaty of Versailles as an affiliated agency of the League. The League of Nations ceased its activities after failing to prevent the Second World War.
In 1945, representatives of 50 countries met in San Francisco at the United Nations Conference on International Organization to draw up the United Nations Charter. Those delegates deliberated on the basis of proposals worked out by the representatives of China, the Soviet Union, the United Kingdom and the United States at Dumbarton Oaks, United States in August-October 1944. The Charter was signed on 26 June 1945 by the representatives of the 50 countries. Poland, which was not represented at the Conference, signed it later and became one of the original 51 Member States.
The United Nations officially came into existence on 24 October 1945, when the Charter had been ratified by China, France, the Soviet Union, the United Kingdom, the United States and by a majority of other signatories. United Nations Day is celebrated on 24 October each year.
MILES STONES FOR THE ACCOMPLISHMENTS OF THE UNITED NATIONS
The United Nations was established in the aftermath of a devastating war to help stabilize international relations and give peace a more secure foundation.
Amid the threat of nuclear war and seemingly endless regional conflicts, peace-keeping has become an overriding concern of the United Nations. In the process, the activities of blue-helmeted peace-keepers have emerged as the most visible role associated with the world organization.
The United Nations, however, is much more than a peace-keeper and forum for conflict resolution. Often without attracting attention, the United Nations and its family of agencies are engaged in a vast array of work that touches every aspect of people's lives around the world.
Child survival and development. Environmental protection. Human rights. Health and medical research. Alleviation of poverty and economic development. Agricultural development and fisheries. Education. Family planning. Emergency and disaster relief. Air and sea travel. Peaceful uses of atomic energy. Labour and workers' rights. The list goes on. Here, in brief, is a sampling of what the United Nations organizations have accomplished since 1945 when the world organization was founded.
1. Maintaining peace and security - By having deployed a total of 54 peace-keeping forces and observer missions as of September 2001, the United Nations has been able to restore calm to allow the negotiating process to go forward while saving millions of people from becoming casualties of conflicts. There are presently 15 active peace-keeping forces in operation.
2. Making peace - Since 1945, the United Nations has been credited with negotiating many peaceful settlements that have ended regional conflicts. Recent cases include an end to the Iran-Iraq war, the withdrawal of Soviet troops from Afghanistan, and an end to the civil war in El Salvador. The United Nations has used quiet diplomacy to avert imminent wars.
3. Promoting democracy - The United Nations has enabled people in many countries to participate in free and fair elections, including those held in Cambodia, Namibia, El Salvador, Eritrea, Mozambique, Nicaragua, South Africa, Kosovo and East Timor. It has provided electoral advice, assistance, and monitoring of results.
4. Promoting development - The UN system has devoted more attention and resources to the promotion of the development of human skills and potentials than any other external assistance effort. The system's annual disbursements, including loans and grants, amount to more than $10 billion. The UN Development Programme (UNDP), in close cooperation with over 170 Member States and other UN agencies, designs and implements projects for agriculture, industry, education, and the environment. It supports more than 5,000 projects with a budget of $1.3 billion. It is the largest multilateral source of grant development assistance. The World Bank, at the forefront in mobilizing support for developing countries worldwide, has alone loaned $333 billion for development projects since 1946. In addition, UNICEF spends more than $800 million a year, primarily on immunization, health care, nutrition and basic education in 138 countries.
5. Promoting human rights Since adopting the Universal Declaration of Human Rights in 1948, the United Nations has helped enact dozens of comprehensive agreements on political, civil, economic, social and cultural rights. By investigating individual complaints of human rights abuses, the UN Human Rights Commission has focused world attention on cases of torture, disappearance, and arbitrary detention and has generated international pressure to be brought on governments to improve their human rights records.
6. Protecting the environment - The United Nations has played a vital role in fashioning a global programme designed to protect the environment. The "Earth Summit," the UN Conference on Environment and Development held in Rio de Janeiro in 1992, resulted in treaties on biodiversity and climate change, and all countries adopted "Agenda 21" - a blueprint to promote sustainable development or the concept of economic growth while protecting natural resources.
7. Preventing nuclear proliferation - The United Nations, through the International Atomic Energy Agency, has helped minimize the threat of a nuclear war by inspecting nuclear reactors in 90 countries to ensure that nuclear materials are not diverted for military purposes.
8. Promoting self determination and independence - The United Nations has played a role in bringing about independence in countries that are now among its Member States.
9. Strengthening international law - Over 300 international treaties, on topics as varied as human rights conventions to agreements on the use of outer space and seabed, have been enacted through the efforts of the United Nations.
10. Handing down judicial settlements of major international disputes - By giving judgments and advisory opinions, the International Court of Justice has helped settle international disputes involving territorial issues, non-interference in the internal affairs of States, diplomatic relations, hostage-taking, the right of asylum, rights of passage and economic rights.
11. Ending apartheid in South Africa - By imposing measures ranging from an arms embargo to a convention against segregated sporting events, the United Nations was a major factor in bringing about the downfall of the apartheid system, which the General Assembly called "a crime against humanity." Elections were held in April 1994 in which all South Africans were allowed to participate on an equal basis, followed by the establishment of a majority government.
12. Providing humanitarian aid to victims of conflict - More than 30 million refugees fleeing war, famine or persecution have received aid from the UN High Commissioner for Refugees since 1951 in a continuing effort coordinated by the United Nations that often involves other agencies. There are more than 19 million refugees, mostly women and children, who are receiving food, shelter, medical aid, education and repatriation assistance.
II. The Developing World / Standard of Living Comparison Sheet – Complete the information on the handout using either the website (see the handout) or the maps posted.
III. Reflection and Observations…
What is the relationship between GDP and Literacy Rates?
What did you notice about the diverse range of standards of living around the world? What solutions can you think of to solve the problem of unequal distribution of wealth in the world? Write your answer in the form of a neat web with many branches and details to support your ideas.
ECONOMICS AND CULTURE – “3 PLUS U”
Looking at Global Economies…
What does it mean to have a “global economy””
How does the spending of consumers in Canada, impact life or work in other countries?
Why should we care about work and labour conditions in other countries?
What does it mean to be a reflective or a “moral” consumer?
In the following lesson, we are going to reflect on the above questions in addition to other tasks or assignments…
Go to the following website… Bring your earphones, it has sound effects and music.
http://cyberschoolbus.un.org/3PLUSU/index.html
EXPLORING GLOBALIZATION
What is “globalization”? In this part of the lesson, you will be exploring what that term means, then thinking about the advantages and disadvantages of this term.
I. Pre-mapping Discussion
What is globalization? – Discuss and write your own definition.
How has globalization affected you?
In groups brainstorm in the form of the web how you are impacted by globalization.
(Do on white paper using a ruler)
II. Mapping Activity/Student Activity Sheet – Assessing Canada’s Role in Globalization
• Complete the information on the handout using either the website (see the handout) or the maps posted.
• You will 2 maps: Canada and the World and The Developing World
III. Reflection
International Development – What is your definition??
Google- World Bank and skim/scan the information on the site. This website relates to International Development. Find out what the exact definition of the term is…
IV. What are the advantages and Disadvantages of Globalization?? Persuasive Paragraph – Choose a side! You are working for the World Bank and you want to persuade nations around the world that either globalization is a benefit… or it is not a benefit. In a short response of 3 paragraphs you are going to present your reasons using actual facts from our discussion in this lesson, websites or other factual sources.
Use the Persuasive Argument to structure your response.
1. Introduction to issue
2. Present your side
3. Give 3-4 reasons well explained with support and reasons using persuasive language.
4. Present reasons – lead with your Ace and end with your King… Listen and find out what that means.
5. Conclusion – Wrap it up/summarize and end with a clincher to leave your audience convinced!
I. Vocabulary Concepts – Listen and define the following words.
HDI – Human Development Index
Statistics – data or information that applies to a particular concept
Disparity –
Continent –
Life Expectancy –
Gross Domestic Product (GDP) –
Infant Mortality –
Literacy –
II. The Developing World / Student Activity Sheet – Complete the information on the handout using either the website (see the handout) or the maps posted.
III. Reflection and Observations…
In partners, brainstorm 5 questions using some of the “Stems” below that relate to this mapping assignment.
• I wonder…
• In noticed that…
• Why is it that…
• When you compare…. and ….
• Maybe the reason…
• The disparity we noticed between ____ and _____ might be because…
• In order to reduce/help ____, some countries around the world are…
STANDARD OF LIVING COMPARISONS
I. Vocabuary Concepts – Define these words AFTER our lesson on Standard of Living in the World
Standard of Living
Gross Domestic Product and PPP – New REVISED definition ( Explain how they are connected)
Longevity
The United Nations – Brief Summary…
Reference: Extracted from: Basic Facts About the United Nations 2000; www.un.org
The name "United Nations", coined by United States President Franklin D. Roosevelt, was first used in the "Declaration by United Nations" of 1 January 1942, during the Second World War, when representatives of 26 nations pledged their Governments to continue fighting together against the Axis Powers.
States first established international organizations to cooperate on specific matters. The International Telecommunication Union was founded in 1865 as the International Telegraph Union, and the Universal Postal Union was established in 1874. Both are now United Nations specialized agencies.
In 1899, the International Peace Conference was held in The Hague to elaborate instruments for settling crises peacefully, preventing wars and codifying rules of warfare. It adopted the Convention for the Pacific Settlement of International Disputes and established the Permanent Court of Arbitration, which began work in 1902.
The forerunner of the United Nations was the League of Nations, an organization conceived in similar circumstances during the first World War, and established in 1919 under the Treaty of Versailles "to promote international cooperation and to achieve peace and security." The International Labour Organization was also created under the Treaty of Versailles as an affiliated agency of the League. The League of Nations ceased its activities after failing to prevent the Second World War.
In 1945, representatives of 50 countries met in San Francisco at the United Nations Conference on International Organization to draw up the United Nations Charter. Those delegates deliberated on the basis of proposals worked out by the representatives of China, the Soviet Union, the United Kingdom and the United States at Dumbarton Oaks, United States in August-October 1944. The Charter was signed on 26 June 1945 by the representatives of the 50 countries. Poland, which was not represented at the Conference, signed it later and became one of the original 51 Member States.
The United Nations officially came into existence on 24 October 1945, when the Charter had been ratified by China, France, the Soviet Union, the United Kingdom, the United States and by a majority of other signatories. United Nations Day is celebrated on 24 October each year.
MILES STONES FOR THE ACCOMPLISHMENTS OF THE UNITED NATIONS
The United Nations was established in the aftermath of a devastating war to help stabilize international relations and give peace a more secure foundation.
Amid the threat of nuclear war and seemingly endless regional conflicts, peace-keeping has become an overriding concern of the United Nations. In the process, the activities of blue-helmeted peace-keepers have emerged as the most visible role associated with the world organization.
The United Nations, however, is much more than a peace-keeper and forum for conflict resolution. Often without attracting attention, the United Nations and its family of agencies are engaged in a vast array of work that touches every aspect of people's lives around the world.
Child survival and development. Environmental protection. Human rights. Health and medical research. Alleviation of poverty and economic development. Agricultural development and fisheries. Education. Family planning. Emergency and disaster relief. Air and sea travel. Peaceful uses of atomic energy. Labour and workers' rights. The list goes on. Here, in brief, is a sampling of what the United Nations organizations have accomplished since 1945 when the world organization was founded.
1. Maintaining peace and security - By having deployed a total of 54 peace-keeping forces and observer missions as of September 2001, the United Nations has been able to restore calm to allow the negotiating process to go forward while saving millions of people from becoming casualties of conflicts. There are presently 15 active peace-keeping forces in operation.
2. Making peace - Since 1945, the United Nations has been credited with negotiating many peaceful settlements that have ended regional conflicts. Recent cases include an end to the Iran-Iraq war, the withdrawal of Soviet troops from Afghanistan, and an end to the civil war in El Salvador. The United Nations has used quiet diplomacy to avert imminent wars.
3. Promoting democracy - The United Nations has enabled people in many countries to participate in free and fair elections, including those held in Cambodia, Namibia, El Salvador, Eritrea, Mozambique, Nicaragua, South Africa, Kosovo and East Timor. It has provided electoral advice, assistance, and monitoring of results.
4. Promoting development - The UN system has devoted more attention and resources to the promotion of the development of human skills and potentials than any other external assistance effort. The system's annual disbursements, including loans and grants, amount to more than $10 billion. The UN Development Programme (UNDP), in close cooperation with over 170 Member States and other UN agencies, designs and implements projects for agriculture, industry, education, and the environment. It supports more than 5,000 projects with a budget of $1.3 billion. It is the largest multilateral source of grant development assistance. The World Bank, at the forefront in mobilizing support for developing countries worldwide, has alone loaned $333 billion for development projects since 1946. In addition, UNICEF spends more than $800 million a year, primarily on immunization, health care, nutrition and basic education in 138 countries.
5. Promoting human rights Since adopting the Universal Declaration of Human Rights in 1948, the United Nations has helped enact dozens of comprehensive agreements on political, civil, economic, social and cultural rights. By investigating individual complaints of human rights abuses, the UN Human Rights Commission has focused world attention on cases of torture, disappearance, and arbitrary detention and has generated international pressure to be brought on governments to improve their human rights records.
6. Protecting the environment - The United Nations has played a vital role in fashioning a global programme designed to protect the environment. The "Earth Summit," the UN Conference on Environment and Development held in Rio de Janeiro in 1992, resulted in treaties on biodiversity and climate change, and all countries adopted "Agenda 21" - a blueprint to promote sustainable development or the concept of economic growth while protecting natural resources.
7. Preventing nuclear proliferation - The United Nations, through the International Atomic Energy Agency, has helped minimize the threat of a nuclear war by inspecting nuclear reactors in 90 countries to ensure that nuclear materials are not diverted for military purposes.
8. Promoting self determination and independence - The United Nations has played a role in bringing about independence in countries that are now among its Member States.
9. Strengthening international law - Over 300 international treaties, on topics as varied as human rights conventions to agreements on the use of outer space and seabed, have been enacted through the efforts of the United Nations.
10. Handing down judicial settlements of major international disputes - By giving judgments and advisory opinions, the International Court of Justice has helped settle international disputes involving territorial issues, non-interference in the internal affairs of States, diplomatic relations, hostage-taking, the right of asylum, rights of passage and economic rights.
11. Ending apartheid in South Africa - By imposing measures ranging from an arms embargo to a convention against segregated sporting events, the United Nations was a major factor in bringing about the downfall of the apartheid system, which the General Assembly called "a crime against humanity." Elections were held in April 1994 in which all South Africans were allowed to participate on an equal basis, followed by the establishment of a majority government.
12. Providing humanitarian aid to victims of conflict - More than 30 million refugees fleeing war, famine or persecution have received aid from the UN High Commissioner for Refugees since 1951 in a continuing effort coordinated by the United Nations that often involves other agencies. There are more than 19 million refugees, mostly women and children, who are receiving food, shelter, medical aid, education and repatriation assistance.
II. The Developing World / Standard of Living Comparison Sheet – Complete the information on the handout using either the website (see the handout) or the maps posted.
III. Reflection and Observations…
What is the relationship between GDP and Literacy Rates?
What did you notice about the diverse range of standards of living around the world? What solutions can you think of to solve the problem of unequal distribution of wealth in the world? Write your answer in the form of a neat web with many branches and details to support your ideas.
ECONOMICS AND CULTURE – “3 PLUS U”
Looking at Global Economies…
What does it mean to have a “global economy””
How does the spending of consumers in Canada, impact life or work in other countries?
Why should we care about work and labour conditions in other countries?
What does it mean to be a reflective or a “moral” consumer?
In the following lesson, we are going to reflect on the above questions in addition to other tasks or assignments…
Go to the following website… Bring your earphones, it has sound effects and music.
http://cyberschoolbus.un.org/3PLUSU/index.html
EXPLORING GLOBALIZATION
What is “globalization”? In this part of the lesson, you will be exploring what that term means, then thinking about the advantages and disadvantages of this term.
I. Pre-mapping Discussion
What is globalization? – Discuss and write your own definition.
How has globalization affected you?
In groups brainstorm in the form of the web how you are impacted by globalization.
(Do on white paper using a ruler)
II. Mapping Activity/Student Activity Sheet – Assessing Canada’s Role in Globalization
• Complete the information on the handout using either the website (see the handout) or the maps posted.
• You will 2 maps: Canada and the World and The Developing World
III. Reflection
International Development – What is your definition??
Google- World Bank and skim/scan the information on the site. This website relates to International Development. Find out what the exact definition of the term is…
IV. What are the advantages and Disadvantages of Globalization?? Persuasive Paragraph – Choose a side! You are working for the World Bank and you want to persuade nations around the world that either globalization is a benefit… or it is not a benefit. In a short response of 3 paragraphs you are going to present your reasons using actual facts from our discussion in this lesson, websites or other factual sources.
Use the Persuasive Argument to structure your response.
1. Introduction to issue
2. Present your side
3. Give 3-4 reasons well explained with support and reasons using persuasive language.
4. Present reasons – lead with your Ace and end with your King… Listen and find out what that means.
5. Conclusion – Wrap it up/summarize and end with a clincher to leave your audience convinced!
A World of Extremes (notes)
A WORLD OF EXTREMES
I. Vocabulary Concepts – Listen and define the following words.
HDI – Human Development Index
Statistics – data or information that applies to a particular concept
Disparity –
Continent –
Life Expectancy –
Gross Domestic Product (GDP) –
Infant Mortality –
Literacy –
II. The Developing World / Student Activity Sheet – Complete the information on the handout using either the website (see the handout) or the maps posted.
III. Reflection and Observations…
In partners, brainstorm 5 questions using some of the “Stems” below that relate to this mapping assignment.
• I wonder…
• In noticed that…
• Why is it that…
• When you compare…. and ….
• Maybe the reason…
• The disparity we noticed between ____ and _____ might be because…
• In order to reduce/help ____, some countries around the world are..
STANDARD OF LIVING COMPARISONS
I. Vocabuary Concepts – Define these words AFTER our lesson on Standard of Living in the World
Standard of Living
Gross Domestic Product and PPP – New REVISED definition ( Explain how they are connected)
Longevity
The United Nations – Brief Summary…
Reference: Extracted from: Basic Facts About the United Nations 2000; www.un.org
The name "United Nations", coined by United States President Franklin D. Roosevelt, was first used in the "Declaration by United Nations" of 1 January 1942, during the Second World War, when representatives of 26 nations pledged their Governments to continue fighting together against the Axis Powers.
States first established international organizations to cooperate on specific matters. The International Telecommunication Union was founded in 1865 as the International Telegraph Union, and the Universal Postal Union was established in 1874. Both are now United Nations specialized agencies.
In 1899, the International Peace Conference was held in The Hague to elaborate instruments for settling crises peacefully, preventing wars and codifying rules of warfare. It adopted the Convention for the Pacific Settlement of International Disputes and established the Permanent Court of Arbitration, which began work in 1902.
The forerunner of the United Nations was the League of Nations, an organization conceived in similar circumstances during the first World War, and established in 1919 under the Treaty of Versailles "to promote international cooperation and to achieve peace and security." The International Labour Organization was also created under the Treaty of Versailles as an affiliated agency of the League. The League of Nations ceased its activities after failing to prevent the Second World War.
In 1945, representatives of 50 countries met in San Francisco at the United Nations Conference on International Organization to draw up the United Nations Charter. Those delegates deliberated on the basis of proposals worked out by the representatives of China, the Soviet Union, the United Kingdom and the United States at Dumbarton Oaks, United States in August-October 1944. The Charter was signed on 26 June 1945 by the representatives of the 50 countries. Poland, which was not represented at the Conference, signed it later and became one of the original 51 Member States.
The United Nations officially came into existence on 24 October 1945, when the Charter had been ratified by China, France, the Soviet Union, the United Kingdom, the United States and by a majority of other signatories. United Nations Day is celebrated on 24 October each year.
MILES STONES FOR THE ACCOMPLISHMENTS OF THE UNITED NATIONS
The United Nations was established in the aftermath of a devastating war to help stabilize international relations and give peace a more secure foundation.
Amid the threat of nuclear war and seemingly endless regional conflicts, peace-keeping has become an overriding concern of the United Nations. In the process, the activities of blue-helmeted peace-keepers have emerged as the most visible role associated with the world organization.
The United Nations, however, is much more than a peace-keeper and forum for conflict resolution. Often without attracting attention, the United Nations and its family of agencies are engaged in a vast array of work that touches every aspect of people's lives around the world.
Child survival and development. Environmental protection. Human rights. Health and medical research. Alleviation of poverty and economic development. Agricultural development and fisheries. Education. Family planning. Emergency and disaster relief. Air and sea travel. Peaceful uses of atomic energy. Labour and workers' rights. The list goes on. Here, in brief, is a sampling of what the United Nations organizations have accomplished since 1945 when the world organization was founded.
1. Maintaining peace and security - By having deployed a total of 54 peace-keeping forces and observer missions as of September 2001, the United Nations has been able to restore calm to allow the negotiating process to go forward while saving millions of people from becoming casualties of conflicts. There are presently 15 active peace-keeping forces in operation.
2. Making peace - Since 1945, the United Nations has been credited with negotiating many peaceful settlements that have ended regional conflicts. Recent cases include an end to the Iran-Iraq war, the withdrawal of Soviet troops from Afghanistan, and an end to the civil war in El Salvador. The United Nations has used quiet diplomacy to avert imminent wars.
3. Promoting democracy - The United Nations has enabled people in many countries to participate in free and fair elections, including those held in Cambodia, Namibia, El Salvador, Eritrea, Mozambique, Nicaragua, South Africa, Kosovo and East Timor. It has provided electoral advice, assistance, and monitoring of results.
4. Promoting development - The UN system has devoted more attention and resources to the promotion of the development of human skills and potentials than any other external assistance effort. The system's annual disbursements, including loans and grants, amount to more than $10 billion. The UN Development Programme (UNDP), in close cooperation with over 170 Member States and other UN agencies, designs and implements projects for agriculture, industry, education, and the environment. It supports more than 5,000 projects with a budget of $1.3 billion. It is the largest multilateral source of grant development assistance. The World Bank, at the forefront in mobilizing support for developing countries worldwide, has alone loaned $333 billion for development projects since 1946. In addition, UNICEF spends more than $800 million a year, primarily on immunization, health care, nutrition and basic education in 138 countries.
5. Promoting human rights Since adopting the Universal Declaration of Human Rights in 1948, the United Nations has helped enact dozens of comprehensive agreements on political, civil, economic, social and cultural rights. By investigating individual complaints of human rights abuses, the UN Human Rights Commission has focused world attention on cases of torture, disappearance, and arbitrary detention and has generated international pressure to be brought on governments to improve their human rights records.
6. Protecting the environment - The United Nations has played a vital role in fashioning a global programme designed to protect the environment. The "Earth Summit," the UN Conference on Environment and Development held in Rio de Janeiro in 1992, resulted in treaties on biodiversity and climate change, and all countries adopted "Agenda 21" - a blueprint to promote sustainable development or the concept of economic growth while protecting natural resources.
7. Preventing nuclear proliferation - The United Nations, through the International Atomic Energy Agency, has helped minimize the threat of a nuclear war by inspecting nuclear reactors in 90 countries to ensure that nuclear materials are not diverted for military purposes.
8. Promoting self determination and independence - The United Nations has played a role in bringing about independence in countries that are now among its Member States.
9. Strengthening international law - Over 300 international treaties, on topics as varied as human rights conventions to agreements on the use of outer space and seabed, have been enacted through the efforts of the United Nations.
10. Handing down judicial settlements of major international disputes - By giving judgments and advisory opinions, the International Court of Justice has helped settle international disputes involving territorial issues, non-interference in the internal affairs of States, diplomatic relations, hostage-taking, the right of asylum, rights of passage and economic rights.
11. Ending apartheid in South Africa - By imposing measures ranging from an arms embargo to a convention against segregated sporting events, the United Nations was a major factor in bringing about the downfall of the apartheid system, which the General Assembly called "a crime against humanity." Elections were held in April 1994 in which all South Africans were allowed to participate on an equal basis, followed by the establishment of a majority government.
12. Providing humanitarian aid to victims of conflict - More than 30 million refugees fleeing war, famine or persecution have received aid from the UN High Commissioner for Refugees since 1951 in a continuing effort coordinated by the United Nations that often involves other agencies. There are more than 19 million refugees, mostly women and children, who are receiving food, shelter, medical aid, education and repatriation assistance.
II. The Developing World / Standard of Living Comparison Sheet – Complete the information on the handout using either the website (see the handout) or the maps posted.
III. Reflection and Observations…
What is the relationship between GDP and Literacy Rates?
What did you notice about the diverse range of standards of living around the world? What solutions can you think of to solve the problem of unequal distribution of wealth in the world? Write your answer in the form of a neat web with many branches and details to support your ideas.
ECONOMICS AND CULTURE – “3 PLUS U”
Looking at Global Economies…
What does it mean to have a “global economy””
How does the spending of consumers in Canada, impact life or work in other countries?
Why should we care about work and labour conditions in other countries?
What does it mean to be a reflective or a “moral” consumer?
In the following lesson, we are going to reflect on the above questions in addition to other tasks or assignments…
Go to the following website… Bring your earphones, it has sound effects and music.
http://cyberschoolbus.un.org/3PLUSU/index.html
EXPLORING GLOBALIZATION
What is “globalization”? In this part of the lesson, you will be exploring what that term means, then thinking about the advantages and disadvantages of this term.
I. Pre-mapping Discussion
What is globalization? – Discuss and write your own definition.
How has globalization affected you?
In groups brainstorm in the form of the web how you are impacted by globalization.
(Do on white paper using a ruler)
II. Mapping Activity/Student Activity Sheet – Assessing Canada’s Role in Globalization
• Complete the information on the handout using either the website (see the handout) or the maps posted.
• You will 2 maps: Canada and the World and The Developing World
III. Reflection
International Development – What is your definition??
Google- World Bank and skim/scan the information on the site. This website relates to International Development. Find out what the exact definition of the term is…
IV. What are the advantages and Disadvantages of Globalization?? Persuasive Paragraph – Choose a side! You are working for the World Bank and you want to persuade nations around the world that either globalization is a benefit… or it is not a benefit. In a short response of 3 paragraphs you are going to present your reasons using actual facts from our discussion in this lesson, websites or other factual sources.
Use the Persuasive Argument to structure your response.
1. Introduction to issue
2. Present your side
3. Give 3-4 reasons well explained with support and reasons using persuasive language.
4. Present reasons – lead with your Ace and end with your King… Listen and find out what that means.
5. Conclusion – Wrap it up/summarize and end with a clincher to leave your audience convinced!
I. Vocabulary Concepts – Listen and define the following words.
HDI – Human Development Index
Statistics – data or information that applies to a particular concept
Disparity –
Continent –
Life Expectancy –
Gross Domestic Product (GDP) –
Infant Mortality –
Literacy –
II. The Developing World / Student Activity Sheet – Complete the information on the handout using either the website (see the handout) or the maps posted.
III. Reflection and Observations…
In partners, brainstorm 5 questions using some of the “Stems” below that relate to this mapping assignment.
• I wonder…
• In noticed that…
• Why is it that…
• When you compare…. and ….
• Maybe the reason…
• The disparity we noticed between ____ and _____ might be because…
• In order to reduce/help ____, some countries around the world are..
STANDARD OF LIVING COMPARISONS
I. Vocabuary Concepts – Define these words AFTER our lesson on Standard of Living in the World
Standard of Living
Gross Domestic Product and PPP – New REVISED definition ( Explain how they are connected)
Longevity
The United Nations – Brief Summary…
Reference: Extracted from: Basic Facts About the United Nations 2000; www.un.org
The name "United Nations", coined by United States President Franklin D. Roosevelt, was first used in the "Declaration by United Nations" of 1 January 1942, during the Second World War, when representatives of 26 nations pledged their Governments to continue fighting together against the Axis Powers.
States first established international organizations to cooperate on specific matters. The International Telecommunication Union was founded in 1865 as the International Telegraph Union, and the Universal Postal Union was established in 1874. Both are now United Nations specialized agencies.
In 1899, the International Peace Conference was held in The Hague to elaborate instruments for settling crises peacefully, preventing wars and codifying rules of warfare. It adopted the Convention for the Pacific Settlement of International Disputes and established the Permanent Court of Arbitration, which began work in 1902.
The forerunner of the United Nations was the League of Nations, an organization conceived in similar circumstances during the first World War, and established in 1919 under the Treaty of Versailles "to promote international cooperation and to achieve peace and security." The International Labour Organization was also created under the Treaty of Versailles as an affiliated agency of the League. The League of Nations ceased its activities after failing to prevent the Second World War.
In 1945, representatives of 50 countries met in San Francisco at the United Nations Conference on International Organization to draw up the United Nations Charter. Those delegates deliberated on the basis of proposals worked out by the representatives of China, the Soviet Union, the United Kingdom and the United States at Dumbarton Oaks, United States in August-October 1944. The Charter was signed on 26 June 1945 by the representatives of the 50 countries. Poland, which was not represented at the Conference, signed it later and became one of the original 51 Member States.
The United Nations officially came into existence on 24 October 1945, when the Charter had been ratified by China, France, the Soviet Union, the United Kingdom, the United States and by a majority of other signatories. United Nations Day is celebrated on 24 October each year.
MILES STONES FOR THE ACCOMPLISHMENTS OF THE UNITED NATIONS
The United Nations was established in the aftermath of a devastating war to help stabilize international relations and give peace a more secure foundation.
Amid the threat of nuclear war and seemingly endless regional conflicts, peace-keeping has become an overriding concern of the United Nations. In the process, the activities of blue-helmeted peace-keepers have emerged as the most visible role associated with the world organization.
The United Nations, however, is much more than a peace-keeper and forum for conflict resolution. Often without attracting attention, the United Nations and its family of agencies are engaged in a vast array of work that touches every aspect of people's lives around the world.
Child survival and development. Environmental protection. Human rights. Health and medical research. Alleviation of poverty and economic development. Agricultural development and fisheries. Education. Family planning. Emergency and disaster relief. Air and sea travel. Peaceful uses of atomic energy. Labour and workers' rights. The list goes on. Here, in brief, is a sampling of what the United Nations organizations have accomplished since 1945 when the world organization was founded.
1. Maintaining peace and security - By having deployed a total of 54 peace-keeping forces and observer missions as of September 2001, the United Nations has been able to restore calm to allow the negotiating process to go forward while saving millions of people from becoming casualties of conflicts. There are presently 15 active peace-keeping forces in operation.
2. Making peace - Since 1945, the United Nations has been credited with negotiating many peaceful settlements that have ended regional conflicts. Recent cases include an end to the Iran-Iraq war, the withdrawal of Soviet troops from Afghanistan, and an end to the civil war in El Salvador. The United Nations has used quiet diplomacy to avert imminent wars.
3. Promoting democracy - The United Nations has enabled people in many countries to participate in free and fair elections, including those held in Cambodia, Namibia, El Salvador, Eritrea, Mozambique, Nicaragua, South Africa, Kosovo and East Timor. It has provided electoral advice, assistance, and monitoring of results.
4. Promoting development - The UN system has devoted more attention and resources to the promotion of the development of human skills and potentials than any other external assistance effort. The system's annual disbursements, including loans and grants, amount to more than $10 billion. The UN Development Programme (UNDP), in close cooperation with over 170 Member States and other UN agencies, designs and implements projects for agriculture, industry, education, and the environment. It supports more than 5,000 projects with a budget of $1.3 billion. It is the largest multilateral source of grant development assistance. The World Bank, at the forefront in mobilizing support for developing countries worldwide, has alone loaned $333 billion for development projects since 1946. In addition, UNICEF spends more than $800 million a year, primarily on immunization, health care, nutrition and basic education in 138 countries.
5. Promoting human rights Since adopting the Universal Declaration of Human Rights in 1948, the United Nations has helped enact dozens of comprehensive agreements on political, civil, economic, social and cultural rights. By investigating individual complaints of human rights abuses, the UN Human Rights Commission has focused world attention on cases of torture, disappearance, and arbitrary detention and has generated international pressure to be brought on governments to improve their human rights records.
6. Protecting the environment - The United Nations has played a vital role in fashioning a global programme designed to protect the environment. The "Earth Summit," the UN Conference on Environment and Development held in Rio de Janeiro in 1992, resulted in treaties on biodiversity and climate change, and all countries adopted "Agenda 21" - a blueprint to promote sustainable development or the concept of economic growth while protecting natural resources.
7. Preventing nuclear proliferation - The United Nations, through the International Atomic Energy Agency, has helped minimize the threat of a nuclear war by inspecting nuclear reactors in 90 countries to ensure that nuclear materials are not diverted for military purposes.
8. Promoting self determination and independence - The United Nations has played a role in bringing about independence in countries that are now among its Member States.
9. Strengthening international law - Over 300 international treaties, on topics as varied as human rights conventions to agreements on the use of outer space and seabed, have been enacted through the efforts of the United Nations.
10. Handing down judicial settlements of major international disputes - By giving judgments and advisory opinions, the International Court of Justice has helped settle international disputes involving territorial issues, non-interference in the internal affairs of States, diplomatic relations, hostage-taking, the right of asylum, rights of passage and economic rights.
11. Ending apartheid in South Africa - By imposing measures ranging from an arms embargo to a convention against segregated sporting events, the United Nations was a major factor in bringing about the downfall of the apartheid system, which the General Assembly called "a crime against humanity." Elections were held in April 1994 in which all South Africans were allowed to participate on an equal basis, followed by the establishment of a majority government.
12. Providing humanitarian aid to victims of conflict - More than 30 million refugees fleeing war, famine or persecution have received aid from the UN High Commissioner for Refugees since 1951 in a continuing effort coordinated by the United Nations that often involves other agencies. There are more than 19 million refugees, mostly women and children, who are receiving food, shelter, medical aid, education and repatriation assistance.
II. The Developing World / Standard of Living Comparison Sheet – Complete the information on the handout using either the website (see the handout) or the maps posted.
III. Reflection and Observations…
What is the relationship between GDP and Literacy Rates?
What did you notice about the diverse range of standards of living around the world? What solutions can you think of to solve the problem of unequal distribution of wealth in the world? Write your answer in the form of a neat web with many branches and details to support your ideas.
ECONOMICS AND CULTURE – “3 PLUS U”
Looking at Global Economies…
What does it mean to have a “global economy””
How does the spending of consumers in Canada, impact life or work in other countries?
Why should we care about work and labour conditions in other countries?
What does it mean to be a reflective or a “moral” consumer?
In the following lesson, we are going to reflect on the above questions in addition to other tasks or assignments…
Go to the following website… Bring your earphones, it has sound effects and music.
http://cyberschoolbus.un.org/3PLUSU/index.html
EXPLORING GLOBALIZATION
What is “globalization”? In this part of the lesson, you will be exploring what that term means, then thinking about the advantages and disadvantages of this term.
I. Pre-mapping Discussion
What is globalization? – Discuss and write your own definition.
How has globalization affected you?
In groups brainstorm in the form of the web how you are impacted by globalization.
(Do on white paper using a ruler)
II. Mapping Activity/Student Activity Sheet – Assessing Canada’s Role in Globalization
• Complete the information on the handout using either the website (see the handout) or the maps posted.
• You will 2 maps: Canada and the World and The Developing World
III. Reflection
International Development – What is your definition??
Google- World Bank and skim/scan the information on the site. This website relates to International Development. Find out what the exact definition of the term is…
IV. What are the advantages and Disadvantages of Globalization?? Persuasive Paragraph – Choose a side! You are working for the World Bank and you want to persuade nations around the world that either globalization is a benefit… or it is not a benefit. In a short response of 3 paragraphs you are going to present your reasons using actual facts from our discussion in this lesson, websites or other factual sources.
Use the Persuasive Argument to structure your response.
1. Introduction to issue
2. Present your side
3. Give 3-4 reasons well explained with support and reasons using persuasive language.
4. Present reasons – lead with your Ace and end with your King… Listen and find out what that means.
5. Conclusion – Wrap it up/summarize and end with a clincher to leave your audience convinced!
What Affects Quality of Life (Notes)
WHAT AFFECTS QUALITY OF LIFE?? Ref: p.46, Human Geography 8, Pearson
I. Discussion on Shocking Statistics…
If you were living in sub-Saharan Africa you would be living on less than $1/day. What can you purchase with just $1 in our country? How is your life compared to a person living in Sub-Saharan Africa??
Examine the map, A Developing World, and locate Sub-Saharan Africa. Based on the statistics on the map, for a classroom of about 30 students, 8% of the students would have HIV/AIDS; only 51-75% would have access to clean drinking water; 46% would live on less than $1 / day; 50% of the girls would not be able to read, and 30% of the boys would not be able to read.
What do people need in order to live a decent life? (At least one with some quality??)These statements suggest some ideas: safety from danger, an environment with clean air and water, food and education. What other things do people need for a life with quality? What do the following headlines show about our world today?
Food Bank Running Low Environment Tops Worry List
Canadian Women Live to 83 Daily Life Dangerous in Gaghdad
The Universal Declaration of Human Rights
You might be surprised that Canada played a very important part in identifying what people really need (and have the right to). The United Nations (UN) was founded in 1945. The following year, Canadian lawyer John Peters Humphrey formed its Human Rights Division. He worked with a small group of people who drew up the list of basic human rights. The UN adopted his final version of the Universal Declaration of Human Rights in 1948.
Universal Declaration of Human Rights
Article 1.
All human beings are born free and equal in dignity and rights.They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.
Article 2.
Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty.
Article 3.
Everyone has the right to life, liberty and security of person.
Article 4.
No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in all their forms.
Article 5.
No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment.
Article 6.
Everyone has the right to recognition everywhere as a person before the law.
Article 7.
All are equal before the law and are entitled without any discrimination to equal protection of the law. All are entitled to equal protection against any discrimination in violation of this Declaration and against any incitement to such discrimination.
Article 8.
Everyone has the right to an effective remedy by the competent national tribunals for acts violating the fundamental rights granted him by the constitution or by law.
Article 9.
No one shall be subjected to arbitrary arrest, detention or exile.
Article 10.
Everyone is entitled in full equality to a fair and public hearing by an independent and impartial tribunal, in the determination of his rights and obligations and of any criminal charge against him.
The Three “L's"
When the UN Declaration refers to health, well being and education; it is highlighting the importance of the three “L”s: life expectancy, living standard and literacy. Each one is a measure of quality of life. Life expectancy is how long a person can expect to live. Long life shows a good health care system. Living standard estimates the average purchasing power a person has, based on where they live. There are actual great differences in wealth within most countries. The literacy rate measures basic education; expressed as a percentage of people who can read and write.
Freedoms
Quality of life means more than just health, wealth and education. Think about a typical newscast. Many people around the world don not have the basic freedoms which we enjoy in Canada. There are cases in which human rights are being violated. Warfare, terrorist bombings and military governments are examples of how life can be extremely different than what we are used to in Canada.
From the UN Declaration of Human Rights…
Article 18.
Everyone has the right to freedom of thought, conscience and religion…
Article 19.
Everyone has the right to freedom of opinion and expression…
Article 20.
Everyone has the right to freedom of peaceful assembly and association…
Article 21.
Everyone has the right to take part in the government of his country, directly or through freely chosen representatives.
II. Examining Human Rights in Our World - “IGNORED OR DEMONSTRATED”
Using your knowledge of current events, complete a visual that shows Canadian and world situations in which specific Universal Declaration of Human Rights articles…
A) Are very much in evidence
B) Seem to be largely ignored
Do you think the UN Declaration is being followed in the world today?? Explain your views.
COMPARING LEVELS OF DEVELOPMENT Ref: Human Geography 8, Pearson
I. Discussion – Read the following article for discussion
UN Report on best places in the world to live in the world
(10 November 2006)
This week, the UN once again named Norway as the best place in the world to live, a title it has enjoyed since 2001. Norway is able provide its 4.5 million citizens with high-quality and low-cost education, health care, and social services, thanks to substantial income from oil exports.
Next in the list, placing second through eighth, are Iceland, Australia, Ireland, Sweden, Canada, Japan and the United States.
Annually since 1990, the UN Development Report Office has compared the 177 countries for which statistics are available. Data used to create the rankings relate to the ability of people to reach their full potential to be healthy and live long lives, to be able to read and write, to have access to resources like clean water, and to be able to participate freely in the decisions of their community. In those countries near the bottom of the ranking list, these basic needs often go unmet.
HDI: The Bottom 8 - 2006 Countries
170 Ethiopia
171 Chad
172 Central African Republic
173 Guinea Bissau
174 Burkina Faso
175 Mali
176 Sierra Leone
177 Niger
You may be wondering why Canada didn’t rank first. After all, we led the United Nations’ annual ratings for consecutive years before Norway took the lead. However, Canada is in the top 3%, net to some very strong competition. Now take a look at the chart in the margin showing the bottom 8 countries on the HDI list. What do these countries have in common? How are they different from the top ranking countries listed above? Think of this in terms of geographical and environmental factors such as location, natural resources, industry and climate.
What supports a long, healthy life? Genetics and healthy choices are not the only things that affect life expectancy. In a country such as Canada, a wealth of natural resources and advanced economy mean that most people have access to clean water and food. If someone gets sick or injured, they have access to health care. The system is not always perfect, but on average, Canadian live long lives.
However, in many countries in the world, average life expectancy is low. Life can be short in nations torn apart by years of war and political turmoil – countries like Afghanistan or Mozambique. Many countries face problems that contribute to lower life expectancy. The lack of clean drinking water or famines caused by drought can result in malnutrition and disease. Severe shortages of hospitals, medicine and doctors reduce the odds of recovery for someone who is ill or injured. Parts of Africa face another huge threat to life expectancy – the AIDS epidemic. AIDS has caused the deaths of large numbers of adults in many African countries and has lowered life expectancy to 40 years or less.
Literacy is a good measure of access to education. While the UN Declaration states that everyone has the right to at least elementary schooling, the map above shows that this is not happening in many parts of the world. In Niger, for example, fewer than one person in six has basic literacy skills.
Nations with low literacy levels often lack many basic requirements for schools. Shortages of money, building materials, school supplies, and trained teachers are immediate problems. As well, there may be a lack of roads, power, and other services to support a school. In many developing countries, rural families need their children at home to help with crops, animal care, and household tasks. In these societies, anything more than basic schooling is a luxury that many cannot afford. This can limit opportunities for people, generation after generation. Think about your school experience up until now. How does a country such as Canada support education and literacy?
Gross domestic product (GDP) and Gross national product (GNP) are 2 similar ways to describe the value of all goods and services produced by the people of a country in one year. They are used to measure the size of a country’s economy, and can indicate the living standards of the country. GDP and GNP can also be calculated per person, or “per capita”. In 2005, Canada’s GDP per capita was $35 494 ($US), ninth in the world. But don’t ask for your share to spend. GDP per capita refers only to the production of goods and services, not the actual amount you can spend on things. It is a national average, including everyone from millionaires to Grade 8 students.
How does GDP per capita show living standard? Improvement in a country’s economic performance can mean better public services, a cleaner environment, and better production for workers. However, this is not always completely true. What might happen if economic wealth was not distributed evenly among all citizens?
III. Reflection
Explore the “Developing World” map. Examine the statistics given for literacy, GDP and life expectancy. What patterns have you noticed? How are all these factors connected? Why is this? Share reasons in small groups. Create a diagram that shows the connections below… Feel free to add in other factors such as water and other resources.
What Does the HDI Score Mean??
The UN Human Development Index brings all the measures of education, health, and wealth together into one big picture. What might an HDI score mean to a country? If you were leading a country’s government, what would you do if your nation were awarded a very high or very low HDI score? How might that score affect your popularity and power among the people?
I. Pre- Activity: Complete the Student Activity Sheet #1:
Human Geography Terms to reinforce what you have learned so far.
II. Read “A Case Study – Mauritius a Success Story”
III. Reflection
Examining "The Developing World Map"
1. Use the information on life expectancy on the map and compare Africa to the rest of the world. List 5 reasons to explain this pattern.
2. Compare literacy and standard of living or GDP around the world. What patterns do you notice?
3. Could Mauritius’ formula for success be applied to other developing countries? Explain.
DEVELOPMENT AID AND DEVELOPMENT ASSISTANCE
I. Discussion
Imagine that you could do something to improve the quality of life in some part of the world. What important changes would you make? How would you get your message out to others? In 2005, top music performers donated their talents for Live 8 rock concerts in the leading developing countries including Canada. They wanted to raise awareness of world poverty and urge developed countries to contribute to more solutions. What have young Canadian artists composed recently to help a country in need??
Types of Aid
Foreign Aid describes the flow of assistance between governments. Money, loans, trained people, supplies and equipment can move from one nation to another. The following information describes different forms of aid.
• Bilateral Aid –This type of aid connects two countries together: a donor and a recipient. Countries may have bilateral aid ties with strategic military allies or with former colonies. At other times, aid may be a response to a crisis. Canada’s official foreign aid is handled by CIDA, the Canadian International Development Agency. In 2004, CIDA coordinated the Canadian effort to help countries affected by the tsunami in South Asia. What has CIDA recently coordinated just this year?
• Multilateral Aid – This type of aid comes from more than one country. The best known multilateral aid organization is the UN. Contributing countries work together to support thousands of development projects around the world. Organizations such as the World Health Organization (WHO), the Food and Agriculture Organization (FAO) and other agencies are employed to bring humanitarian aid where it is needed.
• Tied Aid – This aid comes with conditions that tie the receiving country to the donor. It is like a gift card that must be spent in one store, whether you want to shop there or not. Tied aid requires that the receiving country must buy supplies and equipment from the donor country. For example, money needed to fight AIDS in Africa may only be given if they money is used to buy the necessary drugs from the donor country.
• NGO – Non-Governmental Organizations are aid agencies which are not part of the government. Examples include: Oxfam or the International Red Cross or Free the Children.
• World Bank – The World Bank is a multilateral organization that supports international development. Governments and banks invest large amounts of money in the International Monetary Fund (IMF). The World Bank then lends the money to countries for specific projects. Between July 2006 and June 2007, the World Bank distributed 24.7 billion dollars ($US).
Heroes and Villains
The World Bank is large source of foreign aid loans. Officials say that they are successfully fighting poverty, while critics claim the bank is actually causing it. For example, farm poverty is widespread in developing countries, but between 2001 and 2005, only 1/10 of the funds went to rural development projects. Critics point out that loans for large scale projects such as dams, pipelines and airports are favoured instead. Loan conditions are strict. Sometimes countries must cut social services (schools and hospitals) in order to continue to making payments. For these reasons, protestors gather whenever the World Bank meets with global leaders.
Some of the criticism of the World Bank is one sided. It overlooks how large scale projects could support long-term economic growth. For example, if a country has petroleum deposits, construction of a pipeline would allow it to export oil. This might improve living standards, but there is no guarantee. Niger (Africa) exports oil, but remains near the bottom of the UN Human Development Index. Airport construction is another criticized project, yet the important part of Mauritius was the construction of an international airport which improved trade, tourism – thereby raising the GDP per capita.
Does large scale technology always benefit everyone? Big projects such as hydroelectric dams cost a lot of money, and sometimes the benefits do not filter down to help people in rural areas. So an approach to development called appropriate technology has become increasingly popular. The Play Pump is an example of this technology. It is called “appropriate” because the technologies look at the locally available materials or power sources. It does not require large investment, high tech equipment or fossil fuels. It aims to improve people’s ability to feed, clothe and shelter families. Ideally appropriate technology should be “green” and use renewable energy sources.
Questions to Ensure Understanding…
a) Explain examples of the following types of development projects: bilateral tied aid; multilateral aid from an NGO; locally made appropriate technology
b) What is the difference between large scale aid projects and appropriate technology? Give an example of each concept.
c) How would you convince the World Bank to direct more of its loans to appropriate technology solutions?
Are Canadians Doing Enough??
Yes No
In 2006, the Canadian government spent more than $3 billion on foreign aid. That amounts to about $100/Canadian. This is proportionally much higher than the U.S. or Japan. Canadians also respond very generously to NGO relief efforts like the Asian tsunami disaster in 2004 and Haiti Earthquake 2010. The United Nations recommends that that developed countries give 0.7% of their GDP to foreign aid. That amounts to 7 cents on every $10. Canada pledged to meet this goal, but currently gives 0.3% of the GDP. Most European countries exceed Canada’s rate, and 5 of them met the UN standards in 2006.
Make Poverty History is a Canadian NGO that wants to end poverty worldwide. Their goals include increasing Canada’s foreign aid to 0.7% and canceling the huge debts owed by developing nations. The organization urges people to support fair trade products, such as coffee, clothing and craft goods. (Fair trade is trade that gives fair prices to small, independent producers on a wide variety of goods). What is happening in our community to fight poverty? How can fair trade items help poor countries? What is your view?? Reflect on the following:
• Canada must increase its foreign aid level to 0.7% of its national income.
• Both large and small retailers in Canada should support fair trade.
II. Student Activity Sheet: Development Assistance Simulation
To complete this activity you will need both the map, “A Developing World” and access to the on-line map. You will also need access to the Internet to choose your Millennium Development Goal (MDG).
Complete and research answer to the information on the following activity handouts,
Development Status Organizer
Decision Making
Then prepare for a presentation on your findings.
III. Development Assistance Presentation and Vote
Present your groups findings; be sure to have all necessary visual aids.
Practice the order of how facts will be presented and who will say each part.
The Vote! Members of the class are going to watch the presentations and complete a vote ranking the branches.
Groups will use the Voting Organizer sheet.
I. Discussion on Shocking Statistics…
If you were living in sub-Saharan Africa you would be living on less than $1/day. What can you purchase with just $1 in our country? How is your life compared to a person living in Sub-Saharan Africa??
Examine the map, A Developing World, and locate Sub-Saharan Africa. Based on the statistics on the map, for a classroom of about 30 students, 8% of the students would have HIV/AIDS; only 51-75% would have access to clean drinking water; 46% would live on less than $1 / day; 50% of the girls would not be able to read, and 30% of the boys would not be able to read.
What do people need in order to live a decent life? (At least one with some quality??)These statements suggest some ideas: safety from danger, an environment with clean air and water, food and education. What other things do people need for a life with quality? What do the following headlines show about our world today?
Food Bank Running Low Environment Tops Worry List
Canadian Women Live to 83 Daily Life Dangerous in Gaghdad
The Universal Declaration of Human Rights
You might be surprised that Canada played a very important part in identifying what people really need (and have the right to). The United Nations (UN) was founded in 1945. The following year, Canadian lawyer John Peters Humphrey formed its Human Rights Division. He worked with a small group of people who drew up the list of basic human rights. The UN adopted his final version of the Universal Declaration of Human Rights in 1948.
Universal Declaration of Human Rights
Article 1.
All human beings are born free and equal in dignity and rights.They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.
Article 2.
Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty.
Article 3.
Everyone has the right to life, liberty and security of person.
Article 4.
No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in all their forms.
Article 5.
No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment.
Article 6.
Everyone has the right to recognition everywhere as a person before the law.
Article 7.
All are equal before the law and are entitled without any discrimination to equal protection of the law. All are entitled to equal protection against any discrimination in violation of this Declaration and against any incitement to such discrimination.
Article 8.
Everyone has the right to an effective remedy by the competent national tribunals for acts violating the fundamental rights granted him by the constitution or by law.
Article 9.
No one shall be subjected to arbitrary arrest, detention or exile.
Article 10.
Everyone is entitled in full equality to a fair and public hearing by an independent and impartial tribunal, in the determination of his rights and obligations and of any criminal charge against him.
The Three “L's"
When the UN Declaration refers to health, well being and education; it is highlighting the importance of the three “L”s: life expectancy, living standard and literacy. Each one is a measure of quality of life. Life expectancy is how long a person can expect to live. Long life shows a good health care system. Living standard estimates the average purchasing power a person has, based on where they live. There are actual great differences in wealth within most countries. The literacy rate measures basic education; expressed as a percentage of people who can read and write.
Freedoms
Quality of life means more than just health, wealth and education. Think about a typical newscast. Many people around the world don not have the basic freedoms which we enjoy in Canada. There are cases in which human rights are being violated. Warfare, terrorist bombings and military governments are examples of how life can be extremely different than what we are used to in Canada.
From the UN Declaration of Human Rights…
Article 18.
Everyone has the right to freedom of thought, conscience and religion…
Article 19.
Everyone has the right to freedom of opinion and expression…
Article 20.
Everyone has the right to freedom of peaceful assembly and association…
Article 21.
Everyone has the right to take part in the government of his country, directly or through freely chosen representatives.
II. Examining Human Rights in Our World - “IGNORED OR DEMONSTRATED”
Using your knowledge of current events, complete a visual that shows Canadian and world situations in which specific Universal Declaration of Human Rights articles…
A) Are very much in evidence
B) Seem to be largely ignored
Do you think the UN Declaration is being followed in the world today?? Explain your views.
COMPARING LEVELS OF DEVELOPMENT Ref: Human Geography 8, Pearson
I. Discussion – Read the following article for discussion
UN Report on best places in the world to live in the world
(10 November 2006)
This week, the UN once again named Norway as the best place in the world to live, a title it has enjoyed since 2001. Norway is able provide its 4.5 million citizens with high-quality and low-cost education, health care, and social services, thanks to substantial income from oil exports.
Next in the list, placing second through eighth, are Iceland, Australia, Ireland, Sweden, Canada, Japan and the United States.
Annually since 1990, the UN Development Report Office has compared the 177 countries for which statistics are available. Data used to create the rankings relate to the ability of people to reach their full potential to be healthy and live long lives, to be able to read and write, to have access to resources like clean water, and to be able to participate freely in the decisions of their community. In those countries near the bottom of the ranking list, these basic needs often go unmet.
HDI: The Bottom 8 - 2006 Countries
170 Ethiopia
171 Chad
172 Central African Republic
173 Guinea Bissau
174 Burkina Faso
175 Mali
176 Sierra Leone
177 Niger
You may be wondering why Canada didn’t rank first. After all, we led the United Nations’ annual ratings for consecutive years before Norway took the lead. However, Canada is in the top 3%, net to some very strong competition. Now take a look at the chart in the margin showing the bottom 8 countries on the HDI list. What do these countries have in common? How are they different from the top ranking countries listed above? Think of this in terms of geographical and environmental factors such as location, natural resources, industry and climate.
What supports a long, healthy life? Genetics and healthy choices are not the only things that affect life expectancy. In a country such as Canada, a wealth of natural resources and advanced economy mean that most people have access to clean water and food. If someone gets sick or injured, they have access to health care. The system is not always perfect, but on average, Canadian live long lives.
However, in many countries in the world, average life expectancy is low. Life can be short in nations torn apart by years of war and political turmoil – countries like Afghanistan or Mozambique. Many countries face problems that contribute to lower life expectancy. The lack of clean drinking water or famines caused by drought can result in malnutrition and disease. Severe shortages of hospitals, medicine and doctors reduce the odds of recovery for someone who is ill or injured. Parts of Africa face another huge threat to life expectancy – the AIDS epidemic. AIDS has caused the deaths of large numbers of adults in many African countries and has lowered life expectancy to 40 years or less.
Literacy is a good measure of access to education. While the UN Declaration states that everyone has the right to at least elementary schooling, the map above shows that this is not happening in many parts of the world. In Niger, for example, fewer than one person in six has basic literacy skills.
Nations with low literacy levels often lack many basic requirements for schools. Shortages of money, building materials, school supplies, and trained teachers are immediate problems. As well, there may be a lack of roads, power, and other services to support a school. In many developing countries, rural families need their children at home to help with crops, animal care, and household tasks. In these societies, anything more than basic schooling is a luxury that many cannot afford. This can limit opportunities for people, generation after generation. Think about your school experience up until now. How does a country such as Canada support education and literacy?
Gross domestic product (GDP) and Gross national product (GNP) are 2 similar ways to describe the value of all goods and services produced by the people of a country in one year. They are used to measure the size of a country’s economy, and can indicate the living standards of the country. GDP and GNP can also be calculated per person, or “per capita”. In 2005, Canada’s GDP per capita was $35 494 ($US), ninth in the world. But don’t ask for your share to spend. GDP per capita refers only to the production of goods and services, not the actual amount you can spend on things. It is a national average, including everyone from millionaires to Grade 8 students.
How does GDP per capita show living standard? Improvement in a country’s economic performance can mean better public services, a cleaner environment, and better production for workers. However, this is not always completely true. What might happen if economic wealth was not distributed evenly among all citizens?
III. Reflection
Explore the “Developing World” map. Examine the statistics given for literacy, GDP and life expectancy. What patterns have you noticed? How are all these factors connected? Why is this? Share reasons in small groups. Create a diagram that shows the connections below… Feel free to add in other factors such as water and other resources.
What Does the HDI Score Mean??
The UN Human Development Index brings all the measures of education, health, and wealth together into one big picture. What might an HDI score mean to a country? If you were leading a country’s government, what would you do if your nation were awarded a very high or very low HDI score? How might that score affect your popularity and power among the people?
I. Pre- Activity: Complete the Student Activity Sheet #1:
Human Geography Terms to reinforce what you have learned so far.
II. Read “A Case Study – Mauritius a Success Story”
III. Reflection
Examining "The Developing World Map"
1. Use the information on life expectancy on the map and compare Africa to the rest of the world. List 5 reasons to explain this pattern.
2. Compare literacy and standard of living or GDP around the world. What patterns do you notice?
3. Could Mauritius’ formula for success be applied to other developing countries? Explain.
DEVELOPMENT AID AND DEVELOPMENT ASSISTANCE
I. Discussion
Imagine that you could do something to improve the quality of life in some part of the world. What important changes would you make? How would you get your message out to others? In 2005, top music performers donated their talents for Live 8 rock concerts in the leading developing countries including Canada. They wanted to raise awareness of world poverty and urge developed countries to contribute to more solutions. What have young Canadian artists composed recently to help a country in need??
Types of Aid
Foreign Aid describes the flow of assistance between governments. Money, loans, trained people, supplies and equipment can move from one nation to another. The following information describes different forms of aid.
• Bilateral Aid –This type of aid connects two countries together: a donor and a recipient. Countries may have bilateral aid ties with strategic military allies or with former colonies. At other times, aid may be a response to a crisis. Canada’s official foreign aid is handled by CIDA, the Canadian International Development Agency. In 2004, CIDA coordinated the Canadian effort to help countries affected by the tsunami in South Asia. What has CIDA recently coordinated just this year?
• Multilateral Aid – This type of aid comes from more than one country. The best known multilateral aid organization is the UN. Contributing countries work together to support thousands of development projects around the world. Organizations such as the World Health Organization (WHO), the Food and Agriculture Organization (FAO) and other agencies are employed to bring humanitarian aid where it is needed.
• Tied Aid – This aid comes with conditions that tie the receiving country to the donor. It is like a gift card that must be spent in one store, whether you want to shop there or not. Tied aid requires that the receiving country must buy supplies and equipment from the donor country. For example, money needed to fight AIDS in Africa may only be given if they money is used to buy the necessary drugs from the donor country.
• NGO – Non-Governmental Organizations are aid agencies which are not part of the government. Examples include: Oxfam or the International Red Cross or Free the Children.
• World Bank – The World Bank is a multilateral organization that supports international development. Governments and banks invest large amounts of money in the International Monetary Fund (IMF). The World Bank then lends the money to countries for specific projects. Between July 2006 and June 2007, the World Bank distributed 24.7 billion dollars ($US).
Heroes and Villains
The World Bank is large source of foreign aid loans. Officials say that they are successfully fighting poverty, while critics claim the bank is actually causing it. For example, farm poverty is widespread in developing countries, but between 2001 and 2005, only 1/10 of the funds went to rural development projects. Critics point out that loans for large scale projects such as dams, pipelines and airports are favoured instead. Loan conditions are strict. Sometimes countries must cut social services (schools and hospitals) in order to continue to making payments. For these reasons, protestors gather whenever the World Bank meets with global leaders.
Some of the criticism of the World Bank is one sided. It overlooks how large scale projects could support long-term economic growth. For example, if a country has petroleum deposits, construction of a pipeline would allow it to export oil. This might improve living standards, but there is no guarantee. Niger (Africa) exports oil, but remains near the bottom of the UN Human Development Index. Airport construction is another criticized project, yet the important part of Mauritius was the construction of an international airport which improved trade, tourism – thereby raising the GDP per capita.
Does large scale technology always benefit everyone? Big projects such as hydroelectric dams cost a lot of money, and sometimes the benefits do not filter down to help people in rural areas. So an approach to development called appropriate technology has become increasingly popular. The Play Pump is an example of this technology. It is called “appropriate” because the technologies look at the locally available materials or power sources. It does not require large investment, high tech equipment or fossil fuels. It aims to improve people’s ability to feed, clothe and shelter families. Ideally appropriate technology should be “green” and use renewable energy sources.
Questions to Ensure Understanding…
a) Explain examples of the following types of development projects: bilateral tied aid; multilateral aid from an NGO; locally made appropriate technology
b) What is the difference between large scale aid projects and appropriate technology? Give an example of each concept.
c) How would you convince the World Bank to direct more of its loans to appropriate technology solutions?
Are Canadians Doing Enough??
Yes No
In 2006, the Canadian government spent more than $3 billion on foreign aid. That amounts to about $100/Canadian. This is proportionally much higher than the U.S. or Japan. Canadians also respond very generously to NGO relief efforts like the Asian tsunami disaster in 2004 and Haiti Earthquake 2010. The United Nations recommends that that developed countries give 0.7% of their GDP to foreign aid. That amounts to 7 cents on every $10. Canada pledged to meet this goal, but currently gives 0.3% of the GDP. Most European countries exceed Canada’s rate, and 5 of them met the UN standards in 2006.
Make Poverty History is a Canadian NGO that wants to end poverty worldwide. Their goals include increasing Canada’s foreign aid to 0.7% and canceling the huge debts owed by developing nations. The organization urges people to support fair trade products, such as coffee, clothing and craft goods. (Fair trade is trade that gives fair prices to small, independent producers on a wide variety of goods). What is happening in our community to fight poverty? How can fair trade items help poor countries? What is your view?? Reflect on the following:
• Canada must increase its foreign aid level to 0.7% of its national income.
• Both large and small retailers in Canada should support fair trade.
II. Student Activity Sheet: Development Assistance Simulation
To complete this activity you will need both the map, “A Developing World” and access to the on-line map. You will also need access to the Internet to choose your Millennium Development Goal (MDG).
Complete and research answer to the information on the following activity handouts,
Development Status Organizer
Decision Making
Then prepare for a presentation on your findings.
III. Development Assistance Presentation and Vote
Present your groups findings; be sure to have all necessary visual aids.
Practice the order of how facts will be presented and who will say each part.
The Vote! Members of the class are going to watch the presentations and complete a vote ranking the branches.
Groups will use the Voting Organizer sheet.
Thursday, May 27, 2010
Social Outline
Here's a rough OUTLINE for the SOCIAL TEST... DISTRIBUTION OF WEALTH IN THE WORLD
1) UN history (notes and questions)
2) What happened in Rwanda? Who is Romeo Daillaire? How did he make an impact and help those living in Rwanda in the midst of a genocide?
3) What makes up the Human Development Index (HDI)?
Know key terminology Longevity, GDP, Literacy ... (see your handouts for this)
4) Why was the Human Development Index created? What are they key statistics on the HDI Map (the one posted in class)? Explain why
How do all these concepts connect? (Longevity, GDP, Literacy)
- Remember the web we created in class and the other factors that impact the HDI. Name and explain 4 other factors and the impact these these factors have on the Human Development Index. (Factors may include: population, war, stable government, resource availability.)
5) Millenium Development Goals - What are they? Why were they created? What was the initial goal when they were created? Does it seems realistic?
- Explain why it is or isn't using examples of what we studied in class.
Why are they important for the Distribution of Wealth?? What Millenium goals are explored in the 2 case studies (gender issues in schools in Senegal and HIV/AIDS issues in Mozambique).
6) What are the 3 "pieces of the puzzle" when looking at sustainability and wdevelopment in the world? What does sustainability mean when looking at Global development? Why is it important for governments to take this into consideration?
7) Why is it important for students to study global economics and the human development index?
*REMEMBER you are allowed to bring in a STUDY SHEET. MAKE THE EFFORT TO CREATE ONE BASED ON THESE QUESTIONS. BE SURE TO HAVE ALL YOUR NOTES AND QUESTIONS.
1) UN history (notes and questions)
2) What happened in Rwanda? Who is Romeo Daillaire? How did he make an impact and help those living in Rwanda in the midst of a genocide?
3) What makes up the Human Development Index (HDI)?
Know key terminology Longevity, GDP, Literacy ... (see your handouts for this)
4) Why was the Human Development Index created? What are they key statistics on the HDI Map (the one posted in class)? Explain why
How do all these concepts connect? (Longevity, GDP, Literacy)
- Remember the web we created in class and the other factors that impact the HDI. Name and explain 4 other factors and the impact these these factors have on the Human Development Index. (Factors may include: population, war, stable government, resource availability.)
5) Millenium Development Goals - What are they? Why were they created? What was the initial goal when they were created? Does it seems realistic?
- Explain why it is or isn't using examples of what we studied in class.
Why are they important for the Distribution of Wealth?? What Millenium goals are explored in the 2 case studies (gender issues in schools in Senegal and HIV/AIDS issues in Mozambique).
6) What are the 3 "pieces of the puzzle" when looking at sustainability and wdevelopment in the world? What does sustainability mean when looking at Global development? Why is it important for governments to take this into consideration?
7) Why is it important for students to study global economics and the human development index?
*REMEMBER you are allowed to bring in a STUDY SHEET. MAKE THE EFFORT TO CREATE ONE BASED ON THESE QUESTIONS. BE SURE TO HAVE ALL YOUR NOTES AND QUESTIONS.
Tuesday, May 25, 2010
Grade 8 Math Quiz Practice
Do these questions for practice for the quiz. You can print them out or copy them.
1. Create a diagram to show the following equations. You can use a number line or “circle integer disks”.
a) (-10) + (+5)
b) (-15) – (+4)
c) (+4) x (-5)
2. Short Answer – For all problems, be sure to write your answer in a sentence.
a. Water freezes at 0 °C. If water at 97 °C is cooled at a rate of 6 °C per minute, will it be frozen in 16 min? Show a mathematical statement and all your work.
b. Gold’s Gym charges its members $250/year. If a member makes a single payment to pay for the next 3 years, there is a discount of $5/month. How much is a single payment?
1. Create a diagram to show the following equations. You can use a number line or “circle integer disks”.
a) (-10) + (+5)
b) (-15) – (+4)
c) (+4) x (-5)
2. Short Answer – For all problems, be sure to write your answer in a sentence.
a. Water freezes at 0 °C. If water at 97 °C is cooled at a rate of 6 °C per minute, will it be frozen in 16 min? Show a mathematical statement and all your work.
b. Gold’s Gym charges its members $250/year. If a member makes a single payment to pay for the next 3 years, there is a discount of $5/month. How much is a single payment?
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