Unit 4: Human Impact in Europe and the Americas
1. Mapping
www.infoplease.com/atlas/central-america
geoalliance.asu.edu/sites/default/files/maps/EU-NAME.pdf
geoalliance.asu.edu/sites/default/files/maps/s-america-caps.pdf
https://www.worldatlas.com/webimage/countrys/carib.htm
www.infoplease.com/atlas/central-america
geoalliance.asu.edu/sites/default/files/maps/EU-NAME.pdf
geoalliance.asu.edu/sites/default/files/maps/s-america-caps.pdf
https://www.worldatlas.com/webimage/countrys/carib.htm
2. Countries to Know
South America
Brazil
Peru
Argentina
Columbia
Chile
Europe
France
Spain
Portugal
Germany
Italy
Switzerland
United Kingdom
The Netherlands
Ireland
Greece
Ukraine
Russia
Denmark
Sweden
Norway
Finland
Austria
Hungary
North America
Canada
USA (and Alaska)
Mexico
Haiti
Panama
Costa Rica
Cuba
Guatemala
South America
Brazil
Peru
Argentina
Columbia
Chile
Europe
France
Spain
Portugal
Germany
Italy
Switzerland
United Kingdom
The Netherlands
Ireland
Greece
Ukraine
Russia
Denmark
Sweden
Norway
Finland
Austria
Hungary
North America
Canada
USA (and Alaska)
Mexico
Haiti
Panama
Costa Rica
Cuba
Guatemala
Country web Assignment
most_and_developed_countries.pdf | |
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country_web.pdf | |
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map_criteria.pdf | |
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Refugees, Asylum Seekers & Migrants
Map of current conflicts www.cfr.org/report/conflicts-watch-2024
Videos for Refugee, Asylum Seekers and MIgrants assingment
https://www.unhcr.org/news/stories/my-journey-playing-football-afghanistan-founding-girl-power
https://www.unhcr.org/news/rohingya-refugee-women-gain-skills-and-voice-making-eco-friendly-products
https://www.unhcr.org/news/stories/microcredit-helps-ukrainian-refugees-start-businesses-georgia
https://www.unhcr.org/news/stories/community-radio-fosters-refugee-inclusion-malawi
https://www.unhcr.org/news/stories/stateless-rohingya-turns-bodybuilding-dream-reality
https://www.unhcr.org/news/stories/eli-s-chicago-cheesecake-creates-winning-recipe-refugee-inclusion
https://www.unhcr.org/news/stories/sudanese-youth-and-refugee-volunteers-team-help-people-fleeing-khartoum
https://www.unhcr.org/news/stories/refugees-and-locals-join-hands-restore-environment-rwanda
https://www.unhcr.org/news/stories/exiled-afghan-women-s-football-team-scores-goals-australia
https://www.unhcr.org/news/stories/syrian-refugee-turns-trash-treasure-jordan
https://www.unhcr.org/news/rohingya-refugee-women-gain-skills-and-voice-making-eco-friendly-products
https://www.unhcr.org/news/stories/microcredit-helps-ukrainian-refugees-start-businesses-georgia
https://www.unhcr.org/news/stories/community-radio-fosters-refugee-inclusion-malawi
https://www.unhcr.org/news/stories/stateless-rohingya-turns-bodybuilding-dream-reality
https://www.unhcr.org/news/stories/eli-s-chicago-cheesecake-creates-winning-recipe-refugee-inclusion
https://www.unhcr.org/news/stories/sudanese-youth-and-refugee-volunteers-team-help-people-fleeing-khartoum
https://www.unhcr.org/news/stories/refugees-and-locals-join-hands-restore-environment-rwanda
https://www.unhcr.org/news/stories/exiled-afghan-women-s-football-team-scores-goals-australia
https://www.unhcr.org/news/stories/syrian-refugee-turns-trash-treasure-jordan
Child & Forced Labor Assignment
Child Labor & Forced Labor Assignment
The Research
The Research
- What is the area (industry) you will focus on?
- What is your thesis? (The point you are making)
- What is your logos? Find a statistic to back up your claim.
- What is your source?
- Are you writing a letter or making a video?
- Who is your audience?
- What will you do to appeal to the audience?
- If you’re creating a video, make a storyboard outline. (This can be done as a group or individually)
- If you’re writing a letter, make an outline for each paragraph. Proper formatting (Dear, Sincerely, the date, etc) should be followed.
- If you're making a poster, consider adding infographics
canadas_cultural_identity.pdf | |
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https://worldpopulationreview.com/country-rankings/market-economy-countries
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Links for Child Labor & Forced Labor assignment
Child Labor Robs Children of Their Future - YouTube
Uncovering Eight-Year-Old Children Working in Factories - YouTube
The clothes on your back: Factory kids (youtube.com)
The dark side of Shein's success | China Tonight | ABC News (youtube.com)
Shein retailer accused of forced labour and ripped off designs (youtube.com)
Special report : Inside the Congo cobalt mines that exploit children (youtube.com)
The Dark Secret Behind Your Favorite Makeup Products | Shady | Refinery29 (youtube.com)
Influencers on blast: how a Shein factory trip backfired | About That (youtube.com)
Iconic chocolate brand linked to child labor in Ghana (youtube.com)
What can you do?
What can Canada do? Liberals aim to prevent Canadian companies from using slave, child labour: minister - National | Globalnews.ca
Child Labor Robs Children of Their Future - YouTube
Uncovering Eight-Year-Old Children Working in Factories - YouTube
The clothes on your back: Factory kids (youtube.com)
The dark side of Shein's success | China Tonight | ABC News (youtube.com)
Shein retailer accused of forced labour and ripped off designs (youtube.com)
Special report : Inside the Congo cobalt mines that exploit children (youtube.com)
The Dark Secret Behind Your Favorite Makeup Products | Shady | Refinery29 (youtube.com)
Influencers on blast: how a Shein factory trip backfired | About That (youtube.com)
Iconic chocolate brand linked to child labor in Ghana (youtube.com)
What can you do?
What can Canada do? Liberals aim to prevent Canadian companies from using slave, child labour: minister - National | Globalnews.ca
decolonization.docx | |
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Links to see how the world has changed:
https://www.youtube.com/watch?v=QrNqDfK0uw4
https://www.youtube.com/watch?v=Fbb7nbIUUEM
https://www.youtube.com/watch?v=yOMx4Edz3Pk
https://www.youtube.com/watch?v=QrNqDfK0uw4
https://www.youtube.com/watch?v=Fbb7nbIUUEM
https://www.youtube.com/watch?v=yOMx4Edz3Pk
What you need to know about the news | |
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nmc_news_tonight.pdf | |
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How to write a news report | |
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Global Quality of Life
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https://kidshealth.org/en/kids/bullies.html
https://ccla.org/major-cases-and-reports/racial-profiling/
https://www.timeforkids.com/g56/war-in-ukraine-2/?rl=en-880
https://www.edutopia.org/article/giving-students-more-authority-classroom-discussions/
https://ccla.org/major-cases-and-reports/racial-profiling/
https://www.timeforkids.com/g56/war-in-ukraine-2/?rl=en-880
https://www.edutopia.org/article/giving-students-more-authority-classroom-discussions/
Model United Nations Inquiry: How can we all live 'the good life'?
un_resolution_and_voting.pdf | |
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Security This committee calls upon developed counties such as Canada, USA, or China to provide 3% of their GDP to help in locations with high percentages of homelessness.
Economic This committee calls upon the developed nations to donate 5% to promote the creation of sustainable resources in undeveloped countries because these countries need to find a way to sustain their futures.
Human rights This committee calls upon developed countries to help with funding and to send over teachers to help in the process of building an all-girls school in undeveloped, African countries since girls don’t have equal education opportunities.
Admin This committee calls upon the UN and all participating nations to lower green gas emission by 0.25% each year for the next five years by finding better, more climate friendly energy sources because the greenhouse gasses we are emitting are destroying the environment.
un_speech_outline.pdf | |
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un_joining_a_committee.docx | |
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writing_a_united_nations_resolution.docx | |
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Group 1: South Africa
Calla, Rocky, Lexie, Iggy, Farham, Gianni
Group 2: Brazil
Hans, Uliana, Katie, Anson, Serafina, Rowan
Group 3: India
Giovanna, Evelyn, Willow, Jordyn, Marcus, Toby
Group 4: Chad
Milana, Talia, Dennison, Ben, Nathan, Jane
Group 5: The Netherlands
Irene, Henry, Fede, Ivy, Yugyeong, Yarden
Group 6: USA
Jonathan, Rylan, Isla, Mathis, Mae, Dreyven
Group 7: Australia
Danyal, Noah, Ryan, Rodney, Daniel, Erin
Group 8: China
Kai, Alex, Leo G., Leo Z., Parsa, Shivay
Calla, Rocky, Lexie, Iggy, Farham, Gianni
Group 2: Brazil
Hans, Uliana, Katie, Anson, Serafina, Rowan
Group 3: India
Giovanna, Evelyn, Willow, Jordyn, Marcus, Toby
Group 4: Chad
Milana, Talia, Dennison, Ben, Nathan, Jane
Group 5: The Netherlands
Irene, Henry, Fede, Ivy, Yugyeong, Yarden
Group 6: USA
Jonathan, Rylan, Isla, Mathis, Mae, Dreyven
Group 7: Australia
Danyal, Noah, Ryan, Rodney, Daniel, Erin
Group 8: China
Kai, Alex, Leo G., Leo Z., Parsa, Shivay
the_good_life_comparison_chart.docx | |
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Welcome to Social Studies!
People and Places in the World
This year, we will focus on environmental, social, and cultural factors that affect quality of life for people in various places in the world. We’ll study physical and human geography, global trends like population growth and migration, explore ways of life in other places and examine how various factors shape ways of life in a contemporary society of Asia, Africa, or Australasia.
We’ll consider the human impact of urbanization and technological change on Europe and the Americas and explore global challenges and opportunities.
In social studies we learn through:
Unit 1: World Geography
Students examine human and physical geography and their connections. This study includes a focus on maps and mapping, population clusters, principal regions, bodies of water, vegetation and climatic zones, more- and less-developed nations, and time zones.
Unit 2: Global Quality of Life
Students examine environmental, social, and cultural factors that affect quality of life for people in Canada and other places in the world. This study includes a focus on concepts related to universal human rights, diverse cultural perspectives, citizenship and democracy, identity, and discrimination.
Unit 3: Ways of Life in Asia, Africa or Australia
Students examine how various factors shape ways of life in one contemporary society, selected from a choice of Asia, Africa, or Australasia. This study includes a focus on environmental, historical, social, political, and cultural issues, as well as a focus on indigenous peoples. Students also explore economic activities, including work and trade, and consider the impact of technological change, urbanization, industrialization, and westernization within the selected society.
Unit 4: Human Impact in Europe or the Americas
Students examine the impact of human activities in Europe or the Americas. This study includes a focus on environmental, social, political, cultural, and economic issues. Students explore historical events, climate change, technological development and urbanization, use of natural resources, food production and distribution, and consumerism. They also consider concepts related to sustainable development. Finally, as students assess the consequences of their personal actions and choices, they come to understand their roles as citizens in an increasingly interdependent world.
This year, we will focus on environmental, social, and cultural factors that affect quality of life for people in various places in the world. We’ll study physical and human geography, global trends like population growth and migration, explore ways of life in other places and examine how various factors shape ways of life in a contemporary society of Asia, Africa, or Australasia.
We’ll consider the human impact of urbanization and technological change on Europe and the Americas and explore global challenges and opportunities.
In social studies we learn through:
- Class discussions
- Presentations
- Consuming media (televised news, articles, relevant social media)
- Visuals: videos, movies, infographics, images
- Hands-on learning
Unit 1: World Geography
Students examine human and physical geography and their connections. This study includes a focus on maps and mapping, population clusters, principal regions, bodies of water, vegetation and climatic zones, more- and less-developed nations, and time zones.
Unit 2: Global Quality of Life
Students examine environmental, social, and cultural factors that affect quality of life for people in Canada and other places in the world. This study includes a focus on concepts related to universal human rights, diverse cultural perspectives, citizenship and democracy, identity, and discrimination.
Unit 3: Ways of Life in Asia, Africa or Australia
Students examine how various factors shape ways of life in one contemporary society, selected from a choice of Asia, Africa, or Australasia. This study includes a focus on environmental, historical, social, political, and cultural issues, as well as a focus on indigenous peoples. Students also explore economic activities, including work and trade, and consider the impact of technological change, urbanization, industrialization, and westernization within the selected society.
Unit 4: Human Impact in Europe or the Americas
Students examine the impact of human activities in Europe or the Americas. This study includes a focus on environmental, social, political, cultural, and economic issues. Students explore historical events, climate change, technological development and urbanization, use of natural resources, food production and distribution, and consumerism. They also consider concepts related to sustainable development. Finally, as students assess the consequences of their personal actions and choices, they come to understand their roles as citizens in an increasingly interdependent world.
Unit 1: World Geography
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barcelona.pdf | |
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