Topic One: Resources Satisfy Needs and Wants Topic Two: Classification of Resources Topic Three: Necessary Conditions for a Resource to be Useful Topic Four: Resource Distribution Topic Five: The Land as a Resource Topic Six: Cooperation and Resources	Topic Seven: Cooperating to Make Wheat a Resource Topic Eight: Cooperatives Today - The Saskatchewan Wheat Pool Topic Nine: Resource Dependency and Scarcity Topic Ten: Resource Management Topic Eleven: Assessing Personal Resource Use
PDF file for all of Grade 7 Unit 2 Topics

Topic One: Resources Satisfy Needs and Wants

Learning Objectives
Knowledge/Content	Skills/Processes	Values/Attitudes
· Know that all people use resources to satisfy their needs and wants. (COM , CCT) · Know that people are resources as well. (COM , CCT )	· Cooperate effectively and appropriately in groups. (COM , PSVS) · Engage in a simulation activity. · Make an oral presentation. (COM, PSVS)	· Appreciate the importance of being able to function effectively and appropriately in cooperative groups. ( PSVS , CCT )

Procedure
Teacher Notes See pages 376-377 in this curriculum guide for instructional and assessment information for oral presentations When assessing group skills, it is important to focus on only three or four skills at one time.	Assessment Suggestions · Assess students' abilities to work effectively and appropriately in groups. · Assess students' oral presentation skills. · Make anecdotal notes about students' attitudes toward working in groups.
See pages 413, 414 and 417 in this curriculum guide for sample assessment templates for assessing cooperative group skills. See page 391 in this curriculum guide for information about conducting simulations.	Instruction Suggestions · Discuss with students the difference between needs and wants. · Have each student make a list of his or her needs and wants, and compare lists with three or four peers. · Ask students to respond to and discuss questions such as: · Did everyone have the same needs and wants? · Were some of the needs and wants similar? · Why might the lists differ? · What kinds of needs and wants would be similar? Why? · Engage students in the following simulation activity. · Divide the class into five groups and assign each group an environment using "Student Handouts #1A: Shipwreck; #1B: Colonization of the Moon; #1C: Survival in the Canadian Arctic; #1D: A Trip to Los Angeles; and #1E: Bomb Shelter." · Instruct each group to create a plan that shows how it would survive in the given situation. Each group must decide: · what needs and wants they have to satisfy · what resources are available for use · how they intend to use the resources most effectively. · Have students look at the five characters included with each situation in two ways: · look at the five characters as resources and possible means of satisfying needs and wants (skills, knowledge, etc.) · assume the identities of individual characters, and role play how each character would respond in the situation. · Have each group prepare an oral presentation that explains and defends its solutions to the rest of the class. The presentation should include: · a description of the situation · the needs and wants to be satisfied · resources available for use · the plan the group made to use the resources most effectively · justification for the plan.

Topic Two: Classification of Resources

Topic Three: Necessary Conditions for a Resource to be Useful

Procedure
Teacher Notes Unit 4 of Canada and its Pacific Neighbours, by David Evans, is useful for students to read about resources.	Assessment Suggestions · Assess students' map interpretation skills.
Necessary Conditions A culture or society must have a need or a want for the resource. A culture or society must have the technology (e.g., equipment and knowledge) to develop and/or use the resource. A culture or society must be able to develop and/or use the resource profitably. Import: to bring in from an outside source (e.g., from other countries on trade or for purchase). Export: to send to an outside source (e.g., to other countries on trade or for sale).	Instruction Suggestions Ask students to discuss the following questions with a partner: What makes something a resource? When is something not a resource? Remind students that we use resources to fulfill our needs and wants. Ask students the following questions: Is something a useful resource just because we need or want it? What other conditions must apply for something to be considered a useful resource? Explain to students the three necessary conditions for anything to be a useful resource. Give them some examples and have them generate some of their own (e.g., gold is not a resource if a culture or society does not have the equipment, knowledge and labour force to extract it from the ground; a forest is not a resource for producing paper if there are no pulp mills; water is not a resource if it is polluted and the culture or society does not have the technology or expertise to make it fit for human consumption). Explain to students that something that is a resource for one culture or society is not necessarily a resource for another culture or society. Discuss the concepts of import and export in the context of whether something is a resource for a culture or society. Discuss questions such as: How does a society get a resource it needs if it is not available in its country? How might a society develop the expertise needed to make something that they have into a resource? How might a society acquire the necessary technology to make something they have into a useful resource? Why would a country import and/or export its resources? What are some resources Canada imports? Exports? Have students use their atlases to identify the major resources of Canada and to label them on the maps they used in previous lessons. Have students use their atlases to identify the major resources of the Pacific Rim country they selected in a previous lesson, and to label these resources on their maps. Extended Learning: Have students create charts to compare the resources imported and exported by Canada and a Pacific Rim country.

Topic Four: Resource Distribution

Learning Objectives
Knowledge/Content	Skills/Processes	Values/Attitudes
· Know that resources are not distributed evenly in the world. (CCT) · Know the distribution of resources in Saskatchewan. (COM)	· Participate appropriately in a simulation activity. (COM, PSVS)	· Consider what they have, and understand that not all people have their needs and wants met. (PSVS, IL) · Appreciate the diversity of resources in Saskatchewan.

Procedure
Teacher Notes	Assessment Suggestions
For this simulation activity, you will require five bags of popcorn or potato chips. Distribution of resources in Saskatchewan: energy water minerals soils natural vegetation animals	Instruction Suggestions Have students participate in the following simulation activity (adapted from Fifty Years at the United Nations, 1995, p. 30). Divide the class into five groups: one group of three students, the rest of the students divided equally into the other four groups. Give each student in the group of three a bag of popcorn or potato chips. Give a single bag to each of the other four groups. Distribute these ceremoniously, emphasizing that the members of the small group received one bag each. Instruct the students to eat their popcorn. Encourage them to talk and interact. Give them no more instructions and do not answer their questions. Call time after 10 minutes. Debrief by discussing what occurred during the simulation. Generate discussion by asking questions such as: Is/are there any popcorn/chips left? Which groups had some left? How did each group feel about unequal distribution? Did the groups interact? If so, describe the interactions. What does this simulation represent? Discuss why resources, such as food, are distributed unequally in the world, in our country and even in our communities (e.g., homeless people and Food Banks are proof that some people do not have the resources required to meet their needs). Have students suggest what might be done about this, if anything. Ask student whose responsibility they think it is to make sure everyone has the resources to meet personal needs? Why? Give students a copy of "Student Handout #4: Outline Map of Saskatchewan". Have them label the map with major resources. Discuss the distribution of resources in Saskatchewan. Are resources equally distributed?

Topic Five: The Land as a Resource

Procedure
Teacher Notes	Assessment Suggestions
From the perspective of early settlers in Saskatchewan, the land was a valuable resource. It could provide for their needs and, possibly, generate extra income if crops, such as wheat, could be sold at a reasonable price.	Instruction Suggestions · Review the concepts Movement and communication from Unit One, Topic Eight. Ask students why they think the early settlers came to Saskatchewan (e.g., the promise of free land, persuasion by settlers who were already here, advertising by the CPR and the Canadian Government). · Brainstorm with students some of the impressions early pioneers might have had when they arrived in Saskatchewan (e.g., flat land, few people, lack of businesses and long distances between settlements). · Record students' ideas on the chalkboard. Highlight any remarks that refer to the land. · Read excerpts from a local history book that describes early settlers' impressions of the local landscape and some of the early difficulties faced by the settlers. · Instruct students to locate and study a physical map of Saskatchewan in their atlases. Explain that Saskatchewan was part of the Northwest Territories until 1905. · Have students identify the main geographical features of the province. Discuss some of the problems that settlers may have faced in different geographical regions (e.g., shortage of building materials and heating fuels, fresh water, wind, drought, early harsh winters, crossing rivers, distances to travel for supplies). · Give students copies of "Student Handout #5: The Natural Vegetation Zones of Saskatchewan" and "Student Handout #6: The Climatic Zones of Saskatchewan." Ask students to use the maps to help them identify where settlers chose to live in the province, and why they chose those particular regions. · Explain that the Aboriginal Peoples of Saskatchewan believed that land could not be owned, nor bought and sold. They believed in living in harmony with nature. The resources of the land were to be shared by all living things. Discuss how this view of the land was in direct contrast to the settlers' concept of land ownership. · Have students imagine that it is 1910 and they are responsible for the advertising campaign to attract homesteaders to Saskatchewan. Working in pairs, have students design a poster/advertisement to promote the land as a resource and to promote life on the Canadian prairies. And/Or · Have students research how the social and economic well-being of their present-day community is linked to the land as a resource for agricultural purposes. Create a web that shows the linkages between agriculture and their community. · Review the concepts of latitude and longitude presented in Unit One. Obtain a copy of your local Rural Municipality (R.M.) map. Have students find the absolute locations (legal land descriptions) for a number of sites in their community. · Invite the local reeve or R.M. Secretary to come to your class to discuss the type of information found on an R.M. map and legal land descriptions. Extended Learning: Invite a local pioneer, or the son or daughter of an early settler, to come to the classroom to discuss why his/her family immigrated to the prairies. Have the presenter focus on the importance and the value of the land to his/her family. Have students describe how the Aboriginal peoples might view the influx of homesteaders to the prairies, and how that influx might change their historical and traditional relationship with the land. Invite an Elder or other knowledgeable person to the classroom to talk about Aboriginal peoples' traditional relationship to the land. Discuss differences between this relationship and the settlers' view of the land as a resource.

Topic Six: Cooperation and Resources

Procedure
Teacher Notes Develop checklists of cooperation skills. See pages 346, 414 and 417 for information about instructing and assessing the skills of cooperative learning.	Assessment Suggestions · Assess students' understanding of the concept of cooperation, for themselves and others.
Settlers had a very limited social life. Loneliness was a common complaint of many. Visiting with neighbours was frequently the extent of the settlers' social life. For this activity you will need a number of decks of playing cards, bags of similar building materials for each group (e.g., index cards, rubber bands, small amounts of tape, paper clips, toilet paper rolls) and a metre stick. Cooperation and Masking Tape: For this activity, you will need a relatively large open area of the classroom or the gym floor. You will also need a large role of masking tape and a red marker. Cooperation is about people being active participants in the world. Cooperatives are living examples of cooperation in action. Cooperatives are developed when people come together, usually out of a group need that is not adequately being fulfilled.	Instruction Suggestions · Read an excerpt from a local history book or other historic source, that describes some of the hardships faced by the early settlers and/or Aboriginal peoples. · Discuss the difference between needs and wants. What needs have to be met for our survival? Today, most of us do not even think about these needs (e.g., food, shelter, heat for our homes). The Aboriginal peoples and/or early settlers could not take any of these needs for granted. Most had limited supplies and limited access to additional supplies. · Make three columns on the board. The heading of the first column should read Needs, the heading of the second column should read Today, and the heading of the third column should read Early Days. Ask students to give examples of our basic needs. List these under Needs. Examples of needs could include food, shelter, heat, medicine, clothing, etc. Together, with the students, complete the chart. Identify a need and write down how it is met today and how it might have been met during the early days. See example below. Needs: Food Today Grocery Store Farmers' Markets Early Days Wild berries gathered Gardens Meat from animals hunted or raised Eggs from chickens raised · Help students identify and understand the behaviours needed for group cooperation by doing Activity 1 or Activity 2. Activity 1: · Explain to students that most settlers could not meet even their basic needs without help from their neighbours. They needed assistance building their homes and barns. They needed help in times of difficulty and disaster. Relying on one another became a way of life. As a result, cooperation is a fundamental component of prairie culture. · Divide the class into groups of four to six students. Give each group a deck of cards. Tell the students that they have five minutes to build a structure a minimum of three levels high using only the cards. After five minutes, call time. Ask if any group was successful at completing the task. · Ask students who were not successful, what problems they encountered. If students were successful, ask them to explain why. · Write the word cooperation on the board. Ask students how they could have cooperated or worked together better to complete the task. List these behaviours on the board. · Tell students they will have another opportunity to work together. Give each group a bag of building supplies. Tell students they have ten minutes to build a structure that is a minimum one-metre high. · Call time after ten minutes. Use a metre stick to measure the height of the structures · Ask groups to comment on the building process and how successful they were at incorporating cooperative behaviours. Activity 2: · Prepare a playing area for each group. Each playing area is made by using masking tape to make a line along the floor approximately two metres long and 10 to 12 centimeters wide. Divide the line into two one-meter halves by using the red marker to mark the midpoint. · Explain to the students that they will be playing a cooperative game to demonstrate the value of cooperation. · Divide the students into groups of six. · Have each group move to one of the taped lines. Have students line up one behind the other along the line, three students on one side of the red mark and three students on the other side of the red mark. All students should face towards the centre of the line. · Explain to the students that they must, as a group, switch sides with their teammates, without stepping outside of the taped line. They must end up in the same order as they were before, but on the opposite side of the red mark. For example, whoever was closest to the red mark should still be closest to the red mark, but on the opposite side · After all groups have completed the task, ask the students the following questions: · How did your group accomplish the task? · What did you need to complete this task? · What could you have done differently to achieve your goal? · How did you feel about helping each other? · Would it have been possible to complete this activity without cooperation? · How does this activity relate to the type of cooperation required by the early settlers? Extended Learning: Have students explore cooperatives in their community. How have the members cooperated to meet a need? Invite a representative of a local cooperative to speak to your class to discuss the value and importance of cooperation.

Topic Seven: Cooperating to Make Wheat a Resource

Procedure
Teacher Notes	Assessment Suggestions
Farm Records Activity: The price that the farmers received for their wheat was beyond their control. They were at the mercy of elevator companies. The prices used in this exercise are based on actual prices farmers would have received for wheat during these years. This activity was not about winning or losing money. It was intended to give students some idea of how farmers felt during those early years. It was the unreliability of the marketplace that motivated many farmers to form their own cooperative businesses in order to have a ready and stable market for their agricultural resources.	Instruction Suggestions Explain to students that they are going to participate in an activity to learn about the production and marketing of wheat in Saskatchewan. They are going to experience a little of the life of the early Saskatchewan farmer. The year is 1919 and they are recent settlers to Saskatchewan. They have established homesteads in the new province and are now using the land to produce wheat as a resource for their own use and for sale. Divide students into groups of three. Each group is a farm unit. Give each group a copy of "Student Handout #7: Farm Records." Each group should select a recorder to complete the information on the handout. Instruct the groups to choose a name for their farm and a location in Saskatchewan. (Farms may be located in any region of the province, except the northern forests.) Once each group has chosen a location for its farm, distribute a map of Saskatchewan soil zones and the information about each zone to each group. ("Student Handout #8: The Soil Zones of Saskatchewan"). By studying the soil zone map, each group determines the zone in which its farm is located. (Farms located Circulate to assist students as they complete the first section of the handout. Explain to students that wheat crops were the most important resource of the early settlers of Saskatchewan. Although contemporary farmers grow diverse crops such as Canola and Mustard, wheat continues to be the most important crop in the province. A typical homesteader would have one-quarter section of land (160 acres or 64.75 hectares). Of this total, only a portion would be seeded. For the purposes of this activity, we will assume each farm has 100 acres cultivated and seeded to wheat.
For details about the farm records activity, see "Teacher Information Sheet #1: Prices Paid for Wheat", and "Teacher Information Sheet #2: The Early History of Wheat marketing in Saskatchewan".	· Play the first round . Explain to the students that the year is 1919. Although the armistice that put an end to World War I was signed November 11, 1918, the world is still recovering from four turbulent years of war. Wheat prices have skyrocketed. The Government of Canada is worried that wheat prices are rising too high and too fast. It moves quickly to control the situation by temporarily implementing a central marketing agency for all wheat produced in Canada. All farmers must now sell their wheat through the Canadian Wheat Board. Everyone will receive the same price for the same grade of wheat. Farmers receive an initial payment when they deliver their grain, an interim payment and a final payment when all the grain is sold. This concept of pooling was simple-the board assumed ownership of all wheat delivered to elevators, then sold the wheat and paid each farmer the same price per bushel. For each bushel sold, the farmer eventually received the average price the board had obtained for selling that grade of wheat. Tell students that, in 1919, farmers produce a "bumper" crop. All farms receive the average yield for their soil zone, plus a five-bushel per acre bonus. (E.g., the average yield for Zone 1 is 20 bushels per acre. Add the five bushel bonus for a "bumper" crop, total yield per acre is 25 bushels.) All farmers receive number one grade for their wheat. (Grain is graded according to quality: #1 is top quality, #2 is good quality, #3 is fair quality and feed is poor quality.) There is only one marketing option, the Canadian Wheat Board. All students receive the same price ($2.63 per bushel) for their wheat. Each group completes its Farm Records Sheet and calculates its gross revenue for the year. Play the second round . Explain to students that the year is 1920. The Canadian Government feels it can no longer justify the Canadian Wheat Board, which had temporarily instituted under the War Measures Act. The Board is disbanded. Farmers may sell their wheat to any of the elevator companies operating in their area. However, the 1920 crop is not as good as the previous year. Prices are low. Farms receive less than average crop yields. Deduct 5 bushels an acre from the average yield for the soil zone of your farm to calculate yield for the year. Each group must choose where to market its wheat. Groups may choose either Wild Oat Elevator company or Buffalo Elevator company. Once all groups have selected an elevator company, give students the following information: the groups that chose Wild Oat Elevator Co. received #1 grade for their wheat and the groups that chose Buffalo Elevator Co. received #2 grade for their wheat. Prices paid are $2.07 for #1 grade and $1.66 for #2 grade. Instruct students to calculate the gross revenue for their farms. Play the third round . Explain to students that the year is 1921. Farm production yields are average, but prices are low. Farms receive the average crop yields for their zone. Each group must again choose where to market its wheat. Groups may choose Wild Oat Elevator Co. or Buffalo Elevator Co. Once all groups have selected an elevator company, give students the following information: the groups that chose Wild Oat Elevator Co. received #2 grade for their wheat and the groups that chose Buffalo Elevator Co. received #1 grade for their wheat. Prices paid are $1.11 for #1 grade and $0.89 for #2 grade. Have students calculate the gross revenue for their farms. Play the fourth round . The year is 1922. Wheat yields are average, but prices are low again. Farms receive the average crop yields for their zone. Each group must again choose where to market its wheat. Groups may choose again either Wild Oat Elevator Co. or Buffalo Elevator Co. Once all groups have selected an elevator company, tell the students that both elevator companies are buying wheat only at #2 prices. Everyone receives $1.01 per bushel, which is the #2 price. Groups calculate the gross revenue for their farms.
The year is 1923. Discontent is spreading on the prairies. For three years, farmers have lobbied unsuccessfully for the re-establishment of the Canadian Wheat Board. They have formed political parties and sent representatives to Ottawa. However, a wheat board was not to be returned. The unreliability of the marketplace has forced farmers to consider another alternative. They decide to take matters into their own hands.	Ask students how satisfied they are with the prices they have been receiving for their wheat. Ask in which year they received the best price for their wheat. Explain to students that the purpose of this activity was to illustrate how frustrating it was for the early settlers. What the students have experienced was similar to what the early settlers experienced. Ask them: How satisfied are you with your farm revenues? In what year did your farm have its highest gross revenue?

Farmers in each of the prairie provinces have decided that they need to establish their own system to market wheat. The farmers decide to market wheat centrally through their own "wheat pool". In Saskatchewan, this marked the beginning of the Saskatchewan Wheat Pool. The Wheat Pool was organized as a farmers' cooperative, where the farmers were the owners and would control the business. In the fall of 1924, farmers began delivering wheat to their own marketing cooperative. The wheat would be "pooled" and marketed around the world. By establishing their own marketing co-op, the farmers had say in the marketplace and became agents of change.

How did you feel about the way the wheat was graded and the price you received? How do you think the farmers felt when they delivered their wheat to the elevator and had no idea what grade they would receive for it? How do you think the early farmers felt when each year the price they received for their wheat was lower? Explain to students that in 1924 the Saskatchewan Wheat Pool began operations.

Suggested Web sites: Canadian Wheat Board: http://www.cwb.ca Saskatchewan Agriculture and Food: http://www.agr.gov.sk.ca/ Saskatchewan Wheat Pool: http://www.swp.com The Western Producer: http://www.producer.com

Extended Learning: Have students research current agricultural issues facing Saskatchewan farmers. (E.g., What is happening to the way farmland is used today? Can the land support more or less farmers today than in the past? Why? Is the land as productive as it was in the past? Why? Is wheat still the resource it once was for farmers? Why?) Students may use local newspapers, the Internet, the Western Producer, and other agricultural publications. What issues are facing the present day farmer? How are farmers working to solve these issues? Or Have students research the Canadian Wheat Board. What grains are covered by the Board? What are the issues that the Board currently faces? (E.g., Some countries believe that the Canadian Wheat Board gives Canadian farmers an unfair trading advantage on the world market. Explain.) Or Have students bring different products from home that contain wheat or wheat flour. Create a display in the classroom. Ask students to research the different varieties of wheat that are grown in Saskatchewan today. What are the uses of each variety?

Topic Eight: Cooperatives Today - The Saskatchewan Wheat Pool

Procedure
Teacher Notes	Assessment Suggestions
Saskatchewan Wheat Pool Quiz: The purpose of the quiz is to introduce the Saskatchewan Wheat Pool to the students in a fun and entertaining way. Allow the students 10 minutes to complete the quiz. Answers to Quiz: 1. (b) An agribusiness cooperative controlled by farmers. 2. (d) All of the above. 3. (c) The Western Producer. 4. (d) All of the above. 5. (c) Pool shares began trading on the Toronto Stock Exchange. 6. (d) Swimming pool equipment. 7. (d) All of the above. 8. (d) More than 50,000 farmers. 9. (c) 1924 10. (d) All of the above.	Instruction Suggestions · Give each student a copy of "Student Handout #9: Saskatchewan Wheat Pool Quiz". · Review the answers with the students. · Review the reasons why farmers formed the Saskatchewan Wheat Pool, based on the earlier lesson "Cooperating to make Wheat a Resource". Explain that low prices and the unfair treatment farmers received at the hands of the elevator companies frustrated them. They felt the only way to achieve a fair price for their wheat was to market it themselves. Saskatchewan Wheat Pool was established as a cooperative marketing agency to sell the farmers' wheat. The wheat was "pooled" to be marketed around the world by the farmers' own organization. Discuss the question: · How did the concept of "pooling" help farmers create better access to the marketplace? · Saskatchewan Wheat Pool was organized as a cooperative. The farmers were the member-owners and controllers of the business. Cooperatives operate under an internationally recognized set of principles. These include open and voluntary membership, democratic control, member involvement and concern for the community. (Give each student a copy of "Student Handout #10: What is a Co-op?" and read through it with them.)
Democratic Structure of the Saskatchewan Wheat Pool Members - committee Elect Delegates Elect Board of Directors Hires Chief Executive Officer Many businesses have chosen to leave rural Saskatchewan. With fewer people living in these areas, there are fewer customers and reduced profits. Locally owned cooperative businesses are particularly effective at responding to the social and economic challenges of their communities. Often the local co-op store, credit union, or Saskatchewan Wheat Pool elevator may be the only business left in a small rural community. These cooperatives then serve as the only means through which the people in these communities have access to a particular service or resource.	· Present the democratic structure of the Pool. The farmers are the members of the Pool. Using a representative democracy model, the members elect delegates to represent their interests at a meeting held once a year. The delegates elect a board of directors that is responsible for ensuring members' interests are represented in all major decisions of the organization. The directors hire a manager called a chief executive officer to manage the day-to-day operations at the Pool. · Ask students to name a number of businesses in their community. Write these on the board. Together with the students try to identify who owns these businesses. · Highlight key demographic changes in Saskatchewan, provided on "Teacher Information Sheet # 3: Changing Face of Saskatchewan." (E.g., the population base has shifted from rural to urban, farms are bigger, and there are fewer farms.) Discuss the implications of these demographic changes to small and larger communities in the province. Discuss the following questions: · What does this mean for businesses, schools, and hospitals in your community? · What changes have taken place in your community in the past 10 years? · What businesses or services have left your community? · What new businesses or services have started in your community? · Explain that traditional wooden elevators are gradually disappearing from Saskatchewan's landscape and are being replaced by large concrete inland terminals. Discuss the following questions: · Why do you think this is happening? · What do you think are some of the advantages of the larger inland grain terminals? · What are some of the disadvantages?
The Pool has had to change along with the people of Saskatchewan. The organization began marketing wheat for members, but when it helped to lobby successfully for a permanent Canadian Wheat Board, its primary focus changed. It had already become a major player in the grain-handling business, with hundreds of elevators located throughout the province. It now began to look at other ways it could serve its members. Under the guidance of its farmer member-owners, Saskatchewan Wheat Pool began to diversify its business. It expanded its operations. The cooperative went from being exclusively in the grain-handling business to being a multifaceted agricultural business. It entered the livestock business, farm supply area and even purchased shares in Robin's Donuts.	· Saskatchewan Wheat Pool was formed because farmers needed a way to market their wheat. It remains a world leader in the handling, distribution and marketing of grain. However, it has changed to meet the changing needs of its members. Saskatchewan Wheat Pool is a model of an organization that has adapted to meet the changing needs of its farmer-members, along with changes in Saskatchewan and the global marketplace. (See "Teacher Information Sheet #4: History of the Wheat Pool.) Extended Learning: Invite a SWP representative to speak to your class and discuss SWP's business operations and current issues facing the Pool and agriculture. Arrange a tour for students of a SWP facility, such as a local elevator or terminal. Tours and speakers can be arranged by contacting your local SWP district representative. Names and telephone numbers of the SWP representatives can be found on the SWP Web site at: http://www.swp.com Or Locate articles or video programs that criticize the concept of cooperatives. Identify and discuss the views of those opposed to cooperatives. Do students agree or disagree? Why? How might these groups or individuals affect the cooperative association?

Topic Nine: Resource Dependency and Scarcity

Procedure
Teacher Notes See page 411 in this curriculum guide for information about the assessment of summarizing activities, and page 329 for information about reading-to-learn strategies.	Assessment Suggestions · Assess students' abilities to construct concept maps and write summaries. · Assess students' abilities to read-to-learn from given material.
See pages 392 and 344 in this curriculum guide for information about teaching summarizing and concept mapping.	Instruction Suggestions · Write the word dependency on the chalkboard or an overhead transparency. Invite students to brainstorm related words and phrases. · Once students have shared their ideas about dependency, change the central concept to resource dependency. Have students continue brainstorming to add to the list. · Using students' ideas, write a statement that defines the term resource dependency. · Teach students the skill of summarizing. One way to promote student understanding of the skill of summarizing is to teach them concept mapping. · Demonstrate to students the process of concept mapping. Read aloud "Student Handout # 11: Oil Shortage." · Make a list of the concepts found in the reading. Next, rank the concepts from the most inclusive concept to the least inclusive concept. Then link the concepts together into a map or web showing the relationships between the concepts. For an example of what a concept map based on the reading would look like, see "Teacher Information Sheet #5: Oil Shortages Concept Map". · Have students form small groups. Give each group one of the following scenarios: "Student Handout #12: Soil Degradation", "Student Handout # 13: Forest Depletion", "Student Handout #14: Water Shortages", and "Student Handout #15: Mineral Depletion." · Have each group create a concept map and summary to share the information they gained from the scenarios.
See page 355 in this curriculum guide for information about making generalizations.	· Have groups each select one or two reporters to share the information with the class. · Encourage students to arrive at an overall generalization about all the scenarios. What have they learned about resource dependency and scarcity/shortage in general? (E.g., Resource management is necessary so that people will continue to have the quantity and quality of resources they have in the past; human beings are a cause of resource scarcity and shortages; humans are going to have to alter their way of thinking about their resources and find alternatives to the wasteful way they use resources.)

Topic Ten: Resource Management< /A>

Procedure
Teacher Notes Teachers may choose to have students debate the issues rather than engage in another simulation. See page 351 of information about teaching and assessing debates.	Assessment Suggestions · Assess students' skills as they participate in this simulation. They have practiced on two other occasions, therefore, this may be a summative evaluation of their abilities.
Human beings are a major cause of resource scarcity. The impact of resource management policies and plans on the resource industry is great, in terms of income, jobs and other benefits. Resource Management: · preservation and conservation practices and policies · development of new energy sources · water management · soil management · new food sources such as aquaculture and hydroponics Government Bills: · There are two different bills for each: Option 1 and Option 2.	Instruction Suggestions · Engage students in a resource management simulation ("See Teacher Information Sheet #6: Resource Management Simulation" for details .) · Materials: · a tape recorder to act as the Hansard reporter · a mace, perhaps constructed by the students · a bibliography of resource information from the school library (the previous data sheets on resources can also be used). · Divide the class into two groups, with one group having one or two more members than the others. · Announce to the students that the groups are now parties, with the larger group being the governing party for the parliament simulation. The other group becomes the opposition party. · Have students organize as follows: · Elect a party leader, decide upon a group name that is related to a natural or mineral resource in Canada (for example, the Reforestation Party), and create a symbol that represents their party name. · Give the governing party and the opposition party copies of the five bills: "Student Handouts #16-19." Have the Prime Minister read out the five bills and clarify with the class what each bill means. · Have students examine the bills, decide upon a party policy for the bills and begin to research information to support their party's policy.
Hansard: The verbatim record of the proceedings and debates of the legislature in parliament.	· When all groups have completed the research, parliament will be recalled. The teacher may wish to act as the Speaker of the House to control the debate proceedings, or have a student act as Speaker to allow the teacher time to move about the class helping students as necessary. Have the students arrange themselves according to the diagram on "Teacher Information Sheet #8." · To simulate the Hansard reporter, activate the tape recorder. · Ask the Prime Minister to read the first bill and present the party's arguments in favour of it. When the Prime Minister has completed, other party members may add additional comments. · Remind the Opposition that they can criticize the policy of any party after it has been presented. · When both parties have presented for the bill, the Speaker will call for a vote. Remind the parties that they do not necessarily have to vote for or against the government. · If time allows, repeat the process for each of the remaining bills. · The bills that are passed may be described on paper and displayed in the classroom.
	· Debrief after each bill that is debated. Discuss the following questions with the students: · Were they surprised at the number of varying opinions for one issue? · What do students think is the future of specific Canadian resource industries? · What are the dangers of generalizations based on little concrete information gained from media and family influences?

Topic Eleven: Assessing Personal Resource Use