Social Studies Grade Three

Unit 4: Decision Making

Module Three - Our Changing World

Concepts

decision making, change, choices, future
Knowledge Objectives
Students will know that:

decisions often result in change.
Skills/Abilities Objectives
Students will:

identify and compare decisions that resulted in change.
make decisions.
Attitudes/Values Objectives
Students will:

appreciate decisions for positive changes.
Citizen Action Objectives
Students may:

plan and create a community of the future.
Suggested Approaches

Using examples of projects in the communities under study or those included in the activity guide, identify decisions made for change. Ask students, "What were the decisions in this project?" "What changes resulted from those decisions? "
Make comparisons of both the decisions and the resulting changes.
The teacher and students may choose as a culminating activity to create a community on another planet. This could be a class project or one developed by groups or individual students. The project might include a model showing the natural and constructed environment, a brief history recorded on audiotape, interviews with residents of the community or major news stories recorded on videotape, maps, a chart describing the community, recipes of favourite foods, plans for a major celebration, information about interdependence with earth, pictures of wildlife and plants, and/or plans for the future.

Module 3: Activity Guide
Communities change
Using the local community as well as the others under study, discuss how they have changed in the past and will perhaps change in the future. Make comparisons. Consider the following:

Reserves
Canada's North
Developing World Community
Space Community
Hong Kong
South Korea
Chinatown in a large Canadian city
Examples of change

Hong Kong
Pose the following problem situation.
Draw a very hilly land on the board and shade in some water (the bay) in the foreground. Ask, "If you were choosing a site for an airport what type of location would you choose? Guide students to see that airports need a stretch of flat ground in order to make a runway.
Present the problem:

There was a very hilly country. They had very little flat space. They certainly didn't have enough flat space for an airport. The country kept growing and growing. They realized they would need a big international airport.
What do you think they did? Have students work with a partner to discuss the question. Share ideas with the class.
Explain that Hong Kong had similar problems. There the decision was made to level some land by moving part of a hill and putting the dirt in the bay. They then built an airstrip. That way they gained some flat ground and an airstrip. Adjust your picture to show this.
Locate Hong Kong on a map of the world. Discuss the changes that resulted from these decisions.
Hong Kong harbour is particularly fascinating and is one of the busiest in the world. The teacher may choose to use Global Atlas p. 29, "Shipping", to discuss different methods of communication used by the business people of Hong Kong as they contact their clients in Hong Kong and around the world. The students will probably enjoy learning about people who spend their whole lives on floating villages made up of sampans.

South Korea
South Korea has one of the fastest growing economies in the world. Trade with South Korea is growing. More and more of the goods available to us are made in South Korea. The dynamic economy and unique culture provide an interesting and timely context for study.
Ask students if they (or their parents) have purchased any products made in Korea. Consider shoes, clothing, family car, sports equipment, stereo, television, and other electronic equipment.
Use the following scenario from South Korea to focus on agricultural changes.
South Korean farmers wanted their government to protect rice production. They did not want the government to allow the import of cheaper rice from other countries. In October 1993 rice farmers from South Korea and dairy farmers in Quebec joined together in an effort to persuade their governments to protect their crops. The Quebec farmers wanted dairy products protected from cheaper imports.
Discuss the changes that resulted from these decisions.
South Korea is one of the world's major steel producers. Coal and iron ore are needed for steel production. Korea must import both of these. Two sources of coal and iron ore are Australia and Canada.
Identify decisions people in Korea would have to make regarding coal and iron ore. Discuss the changes that would result.
Community of the future
Apply student learnings by planning a community of the future.
Incorporate concepts studies throughout the year. Choose a location, and identify climate and natural features.
The teacher may choose to use a similation of landing on a planet and establishing a community there.
Have the students identify the immediate basic needs of the crew (food, water, air, shelter) and and establish how these will be provided in the short and long term. Consider things like growing food in greenhouses and hydroponic gardening.
Consider the following questions:

How will the colony deal with waste?
Will it take measures to conserve resources?
Are there any natural resources on the planet?
Will there be mining?
Will there be industry?
What will have to be imported from earth and other planets?
What will the costs of importing goods and materials be?
Will the community produce anything for export?
Will there be immigration from earth?
What services will be provided? Who will provide them?
How will you meet the spiritual needs of the community members?
What will you provide for entertainment?
How will the community be governed?
How will decisions be made? Who will make them?
Will you continue to observe the celebrations you observed on earth?
Will there be any new holidays, for example "Founder's Day"?
Will the community members represent different cultures?
How will you facilitate cultural differences?
Was ther life on the planet when you arrived?

Suggested Resources
(listed in other bibliographies and catalogues)
Resources - Canada's North
Children of the Yukon Ted Harrison (ELA)
The Enchanted Caribou Elizabeth Cleaver (ELA)
The Eye of the Needle Teri Sloat (ELA)
Hay River, N.W.T. (MHP, V6616)
The Very Last First Time Jan Andrews (ELA)
Resources - Space community
Our Future In Space (MHP, V3459)
The Space Shuttle (MHP, V3456)