Grade 8 Unit Four Topics

Learning Objectives

Knowledge/Content

Skills/Processes

Values/Attitude

• Know that interdependence exists among all individuals, and between individuals and their societies. (COM,  CCT)
• Know ways that inter-dependence and reliance on others can benefit the members of a group. (COM, CCT)
• Understand the cooperative model as an example of interdependence. (COM, CCT)

• Use a human web to illustrate interdependence among individuals. (COM)
• Compare two cases that illustrate the interdependence of people in two different societies. (COM, CCT)

• Accept the need for cooperation among individuals. (PSVS)
• Develop awareness of economic interdependence in personal situations.

Procedure

Teacher Notes

Assessment Suggestions

• Assess students’ ability to compare using a Venn diagram.
• Use a checklist to assess students’ acceptance of the need for cooperation

Interdependence refers to the interrelationship that exists among individuals, groups and/or institutions.

Option:  Show students the video CCA in Colombia: Dreams From the Dust.

See page 399 in this curriculum guide for information about using Venn diagrams for comparing.

Knots:

The game Knots is played by dividing the class into groups of approximately 8 to 10 students.  Students stand in a circle, facing the middle.  Students step forward until their shoulders are touching.  Students extend their arms in front of themselves.  Then each student reaches and clasps the hands of two other students. (Ensure no student grabs both hands of one student.)  All students should now be linked by one big knot of hands.  Tell the students they must now untie the knot, without breaking any links.  A student may rotate a hand while clasping the hand of another student, but must not let go of the other student’s hand.  The group should end up in one large circle.  Some students may be facing towards the middle and some facing outwards.

This really works.  Students will have lots of fun trying to untangle the knot.  The game illustrates cooperation and interdependence.  Be sure to debrief the activity by asking students to reflect on how well they worked together and how they could have worked together better.

Instruction Suggestions

• Explain to students that together, as a class, they are going to create a human "web" to illustrate how they are all linked.  The first connection for the web could be based on kinship (twins, siblings, cousins, foster siblings, step-siblings).  Have these students come to the front of the class and link arms.  If are no students who have a kinship relationship, consider starting with a student who belongs to a club or a sports team.  Ask the class if anyone else is a member of that club or team.  Students who are also members of the club or team have a connection with this student.  These students should join the "web" by linking arms with the student or connecting physically by touching the other student’s shoulder.
• Gradually, add students to the web, based on connections between the students.  A linkage or connection may be based on any number or variety of criteria, such as same religion, mutual interest or gender.
• Once each student has become a part of the web, explain to the students that they have physically illustrated how they are all connected.  People all depend and rely on each other. People are interdependent.
• Ask students to think of how people may be interdependent at work.  Explain to the students that teachers rely on the support of a variety of people, such as the bus driver to bring students, the janitor who ensures the building is heated and cleaned, the book publishers who print books, the principal who provides support and encouragement, etc.  There are no jobs where anyone is totally independent.   Everyone relies on someone else for help to accomplish his or her job.
• Provide the students with a copy of "Student Handout #1: Case Study - Regina Women’s Construction Co-op" and "Student Handout #2: Case Study - Recycling Co-op", Colombia."
• Divide the class into groups of four students.  Have the students read the case studies and, as a group, discuss the following questions:
  • What are some reasons that make it difficult for the people in these case studies to find traditional employment?
  • What are some ways that the people in the Co-ops support and rely on each other?
  • How are the people interdependent?
  • How are the people in these two cases serving as role models in the community?
• Have students use a Venn diagram to compare the interdependence of the people in the two case studies.

  And/Or

• Play a cooperative game such as Knots with the students to illustrate the concept of interdependence.

Extended Learning:  Invite a representative from a cooperative, business group or non-profit organization to the class to discuss how the members of the group are dependent on each other.  How are they interdependent?  Why do they need to cooperate with other members of their group?

Learning Objectives

Knowledge/Content

Skills/Processes

Values/Attitude

• Know that individuals’ basic needs are met through interdependent relationships.  (COM)
• Know that every individual has specific physical, social and psychological needs.

• Collaborate with others.
• Draw conclusions using prior knowledge. (CCT)
• Classify information. (COM, CCT)
• Write to express understanding. (COM, CCT)
• Brainstorm to generate ideas and information.

• Develop an awareness of their need for interdependent relationships. (PSVS, CCT)
• Accept the need for cooperation and collaboration among people and groups. (PSVS, CCT)

Procedure

Teacher Notes

See page 409 in this curriculum guide for a sample template for assessing classification skills.

 

 

Assessment Suggestions

• Give students everyday items such as articles of clothing, a newspaper or a litre of milk, and assess their abilities to describe ways in which the items represent the interdependence of people in meeting needs.
• Assess students’ abilities to draw relevant conclusions.
• Assess students’ classification skills.

Instruction Suggestions

• Bring an ordinary item, such as a box of cereal or tin of canned peaches, into the classroom.  Ask students how they think the product represents the concept of interdependence.  Remind them to think about the activities of the last lesson.
• Instruct students to work individually or in small groups to make a list of all the people who had a part in manufacturing the product and its contents, and in getting it to their classroom.  Remind students to read the ingredients label, and to consider all aspects of production, from raw materials to processing, packaging, marketing, shipping, selling, etc.  Encourage students to think of every detail (e.g., design of product labels, production of ink for the labels, etc.)
• At the conclusion of the activity, emphasize to students that these products exist only because workers in our society are interdependent.
• Have students brainstorm a list of items they think they need.  Discuss with them which items they really need and which they can do without.  Have them classify the list into three categories:  physical, social and psychological.  A chart such as the following might be developed.

• Identify how each of these needs is met in our society.  Help students to recognize that they are dependent on other people to meet virtually all of their needs.
• Instruct students to write a statement that identifies or comments upon the nature of interdependence in their lives.

Learning Objectives

Knowledge/Content

Skills/Processes

Values/Attitude

• Explain, in their own words, the factors of production, and give examples of each. (COM, CCT)
• Know the difference between businesses that produce something and those that provide services. (COM, CCT)

• Analyze a business according to specific criteria. (CCT)
• Plan and conduct interviews to gather information.
• Compare information using a Venn diagram. (COM, CCT)

• Appreciate the interdependent nature of community businesses and the individuals of the community. (CCT, PSVS)
• Develop an awareness of economic interdependence in personal situations.
• Accept the need for cooperation among businesses and individuals. (PSVS)

Procedure

Teacher Notes

Assessment Suggestions

• Develop checklists with students to assess their abilities to compare information.
• Assess students’ knowledge of the factors of production by having them define and exemplify each one.

Factors of Production:

• The Product: Identification of a product to be made or raised for sale.
• Investment of Capital: Does the money needed come from borrowing, partners investing their own money in the business, or selling shares?
• Labour: Who will do the work? Relate this factor to the capital factor by asking, "How much will the labour cost?  How much time is invested?
• Knowledge and Skills: Which ones are essential?  How much do the knowledge and skills cost?  Are blueprints or other guidelines necessary?
• Materials: What materials are needed?
• Transportation: How are materials and labour brought to the business site?  How is the produce exported?
• Market: Who will buy the product?  How does the price of the product relate to expenses and demand?  Will it be necessary to advertise the product?

Instruction Suggestions

• Explain to students that numerous factors are involved in any manufacturing business.  See the Teacher Notes.
• Instruct students to select a business in the community and analyze it according to the factors listed.  Students should visit the business and interview the owners, managers and workers in order to gather information.
• Once students have gathered all of their data, have them discuss the business activities of their community.  Discuss what the various businesses do.  Make two lists, one containing businesses that produce something, the other listing businesses that do not.  Elicit the idea that the second list comprises businesses providing a service.
• Use the yellow pages of a telephone book to identify examples of other production and service businesses.  Have students identify what exactly is produced and what service is provided.
• Have students create a Venn diagram to compare the nature of production businesses with service businesses.

  Extended Learning:  Have students plan the operation of a new business that is designed to build birdhouses or garden planters, or a single item of their own choice.  Work out the plan on the basis of the factors listed above.  If students select a simple product they might actually put their plan into operation by manufacturing and marketing their product.

   

Learning Objectives

Knowledge/Content

Skills/Processes

Values/Attitude

• Describe changes that have occurred in farming operations today that make farmers more interdependent than they were in the past. (COM, CCT)
• Know that specialization of roles and production results in greater interdependence of individuals and businesses.  (COM, CCT)

• Collaborate in groups to complete a task.
• Conduct interviews and/or research to gather specific data.
• Classify and compare data gathered. (CCT)
• Create a concept map to show relationships. (COM, CCT, IL)

• Develop an awareness of the economic interdependence in the work of individuals and businesses. (PSVS, CCT)
• Accept the need for cooperation among individuals and businesses.
• Accept and respect the views of others. (PSVS)
• Demonstrate respect during interviews. (PSVS)

   

Procedure

Teacher Notes

It is important that students know the criteria upon which they will be assessed prior to beginning the task.  This gives them the opportunity to do their best work because they know what it is they are expected to do.

Assessment Suggestions

• Assess students’ abilities to classify and compare data.
• Assess students’ concept maps according to given criteria.

Specialization of Labour:

Specialized knowledge is an in-depth understanding in one area.  Specialization of roles in labour results in interdependence among workers and businesses.  As well, specialization in production of goods and services results in economic interdependence.

See page 360 in this curriculum guide for information about conducting interviews.

Instruction Suggestions

• Read aloud to students a short story or picture book about farming in the late 1800s or early 1900s on the prairies (e.g., The Dirt Bowl, The New Land).
• After reading, ask students to discuss how farming operations are different today from what was described in the story about farming in the past.
• Divide students into two groups.  Have one group research farming in the pre-1920s in Saskatchewan.  Encourage students to interview farmers from that era, if possible.  Have the second group research farming today in Saskatchewan.  Encourage this group to interview local farmers, elevator agents, seed suppliers, machinery manufacturers, dealers and mechanics, fuel suppliers and people in fertilizer, insecticide and herbicide business production and sales.  As well, they might explore the role of bankers and insurance agents (e.g., hail insurance), and the government’s role in setting grain prices and tariffs on exports, and in providing subsidies.
• Once students have gathered their data, have them classify the data into categories (e.g., size and type of farm, type and cost of machinery, education of farmer, use of fertilizer and herbicides, source of seed supply, transportation of grain to sale and so on).  The categories should arise out of the data collected.

See page 344 in this curriculum guide for information about developing concept maps.

• Discuss the kind of labour involved in each era, and the interdependence of the farming operation in each era.  In what ways are they the same?  In what ways are they different?  Has the interdependence of farmers increased or decreased since 1920?  Why? 
• Have students create a chart to compare the farming operations in the two eras.
• Discuss how international trade agreements have made Saskatchewan farmers depend on other countries.  How do trade agreements between countries affect markets and prices throughout the world?  (Invite a local farmer to the class to talk about this, if possible.)  Explain the concept of specialization to students.  For example, farmers in the past usually had mixed farms and supplied many of their own needs.  During the 1950s and 1960s, many farmers specialized (as exclusively wheat farmers, for example).  At the end of the 20^th century, because of an unstable market, some farmers again began to diversify, growing several different crops and mixing grain and cattle farming.
• Have students create a concept map to show how farmers in our modern society are dependent upon others.  Ask students to identify and include those specialists upon whom a grain farmer might depend.
• Discuss how specialization of roles and production results in interdependence, and how too much dependence on others can create new sets of problems.

  And/Or

• Have students find articles in the news that demonstrate how the work of individuals is interdependent.  For example, follow news coverage of a strike, exploring all the ways that people are dependent on the striking employees.  How specialized are the employees?  How difficult is it for management to fulfill their roles?

Learning Objectives

Knowledge/Content

Skills/Processes

Values/Attitude

• Know that the use of resources, including land, changes over time.
• Describe ways that changes in resources and land use result in greater interdependence of people. (COM, CCT)
• Know some consequences of urban sprawl. (COM, CCT)

• Develop a comparison chart. (COM, CCT)
• Practise drawing inferences.
• Contribute to class discussions.
• Interpret maps to gather information. (COM, CCT)
• Write a summary statement. (COM, CCT)

• Appreciate that the values of conservation and production may be in conflict. (PSVS)

Procedure

Teacher Notes

See page 392 in this curriculum guide for information about teaching summarizing skills, and page 411 for a sample assessment template.

Assessment Suggestions

• Observe and record anecdotal notes about students’ map interpretation skills.
• Assess students’ abilities to create a summary statement.

Land and Interdependence:

The following might be explored:

• rural and urban land use
• urban sprawl
• change in agricultural land use
• effects of consumerism and world markets on land use.

Instruction Suggestions

• Ask students the following questions:
• What resources are used to produce energy today? 
• What resources were used during other periods in history?
• Have students develop a chart such as the one below to illustrate how the resources used to produce energy have changed.

Resources and Interdependence:

A new resource may:

• affect land use
• change jobs and lifestyle of a culture
• require new and different technology
• require specialization of labour
• cause pollution or other problems.

Time Period

Prehistoric

Middle Ages

Early Industrial  Society

Industrial World Today

Post Industrial Society

Resource Base

Peat, wood and dung

Wood

Coal, steam

Oil

Nuclear energy, solar energy

• After students complete their charts, have them draw inferences regarding the reasons for these changes in the energy resource base.   Discuss ways that interdependence of people has changed along with the resources used. 

See pages 392 and 411 in this curriculum guide for information about writing and assessing summaries.

And/Or

• Divide the class into groups and have each group study the development and use of a single resource over time.

And/Or

• Have students use local maps to explore land use in various regions of Saskatchewan.  Encourage them to use different kinds of maps (e.g.,  resource maps, topographic maps, road maps, agricultural and forest area maps, tourist maps).  Once students have developed a sense of how land is used in Saskatchewan, discuss such issues as:
• urban sprawl (e.g., the cities are moving outward and putting pavement,  houses and malls on what once was fertile farm land)
• how farm practice is changing in terms of cultivation, crop rotation, type of crop, irrigation, chemical use, diversification
• ways that we use land differently today from in the past
• the effects of consumerism and world markets on land use
• the ways that values of conservation and of production may conflict (e.g., researchers’ plans to preserve the prairie regions in the northeast corner of Saskatoon are in conflict with the city’s plan to grow in that direction)
• the nature of the interdependence related to such issues.
• Conclude by having students write a summary statement demonstrating their understanding of the relationship between resources, land use and interdependence of people in our society.

Learning Objectives

Knowledge/Content

Skills/Processes

Values/Attitude

• Describe some effects of technology upon the interdependence of people and society in general. (COM, TL)
• Know ways in which personal lifestyles are affected by technology.
• Know ways that people are dependent upon technology.  (COM, TL)

• Make relevant contributions to class discussion. (COM)
• Create a collage to demonstrate understanding about concept relationships. (COM, CCT)
• Present orally to the class.

• Appreciate the many ways that people’s lifestyles have changed as a result of technology. (PSVS, TL)
• Recognize that people tend to become dependent upon technology in work and play.
• Accept that people’s views about the benefits of technology vary.

Procedure

Teacher Notes

See page 343 in this curriculum guide for information about developing and assessing a collage.

Assessment Suggestions

• Use checklists or anecdotal notes to assess students’ willingness and ability to make meaningful contributions to class discussions.
• Assess students’ collages according to specific criteria.  Students and the teacher could develop a checklist or rating scale.

Technology and Interdependence:

Technology changes the relative importance of factors of production:

• the product
• investment of capital
• labour
• knowledge and skills
• materials
• transportation
• market.

Instruction Suggestions

• Help students identify technological changes that have occurred over the past 100 years (e.g., the change from candle and gas lights to electric lights, introduction of television and radio, change from foot and horse transportation to automobile and air transportation, the development of computers—hardware and software, party lines to cell phones, one furrow plows to large cultivators, records to CDs, chamber pots and outhouses to flush toilets, flat irons to electric irons, fountain pens to ball point pens, word processing programs).
• As students offer their suggestions, record them on the chalkboard or an overhead transparency.
• Discuss ways in which each change in technology affected the interdependence of people and the factors of production discussed in Topic Three of this unit.  Record this information next to each technological change listed on the chalkboard.
• Have students, individually or in small groups, create collages demonstrating a variety of technology and their dependence upon it.  They should identify the interdependence of people created by technology (e.g., use words and connecting lines as well as pictures).
• Have students give oral presentations to the class, explaining their collages and how they demonstrate the concept of technology and interdependence.

Extended Learning: Ask students to use their imaginations to speculate about what could be technologically possible in 10 or 20 years time.  Discuss the ways that coming technologies could affect the interdependent nature of individuals and society in general.

Learning Objectives

Knowledge/Content

Skills/Processes

Values/Attitude

• Explain reasons for the location of communities. (COM, CCT)
• Describe the relationship between the location of a community and the factors that contribute to its growth.
• Know that communities are located in relation to resources in industrialized and non-industrialized societies. (COM, CCT)

• Draw conclusions from data gathered. (CCT)
• Interpret maps to gather data. (COM, IL)
• Practise drawing inferences.
• Make comparisons based on specific criteria. (CCT, COM)

• Appreciate the value of being able to gather relevant data from maps. (PSVS)
• Develop an awareness of the reasons for the location of their communities. (PSVS)

Procedure

Teacher Notes

Involve students in developing criteria for assessing their abilities to achieve selected objectives.

Assessment Suggestions

• Assess students’ abilities to draw relevant conclusions from data.
• Use a checklist or rating scale to assess students’ critical thinking during comparison.

Instruction Suggestions

• Have students draw conclusions concerning the reasons for the location of their community.  They may wish to read a local history and interview senior citizens.
• Divide students into groups.  Assign a different city to each group (e.g., Halifax, Montreal, Vancouver, Toronto, Winnipeg, Saskatoon, Regina, or cities in other countries). 
• Have students research the geography and resources of each city and draw inferences concerning the reasons for its location.
• Select an area of the world that is unfamiliar to students (e.g., Europe, Japan, Australia, another Canadian province).  Provide students with an outline map of the area showing lakes, rivers, mountain ranges and oceans, and the locations of major minerals and other resources.
• Ask students to work in groups to decide where the best locations for communities and transportation routes might be, and tell them to state reasons for their choices. 
• At the conclusion of the activity, identify the area and let students check their hypotheses against an atlas.
• Discuss the interdependence that exists between people and the environment in which they choose to locate.
• Have students examine how towns are spaced along railroad lines in southern and central Saskatchewan.  Compare the spacing of towns in the south with the spacing of towns in the north.  Compare the importance of the location of small towns in the past and in contemporary society.  What technologies make it less important to have towns close together today?

  Extended Learning:  Have students return to the information they gathered in the first unit about other cultures.  Using what they learned in previous research, have them draw conclusions about the interdependence between the people and their locations.

Learning Objectives

Knowledge/Content

Skills/Processes

Values/Attitude

• Know ways that technology changes and affects individuals and their interdependence. (COM, CCT)
• Know how machines and technology contribute to the standard of living.
• Describe the conflict that can exist between the controllers of capital and the labour force. (COM)
• Know that workers’ unions support labourers in their conflicts with management.

• Contribute relevantly to group discussion. (COM)
• Report group discussion orally.
• Draw conclusions based on data gathered in group discussions.
• Participate in a simulation using appropriate cooperative group skills. (COM)
• Use Learning Logs to record reflective and critical thinking about the simulation experience. (COM, CCT)

• Respect others’ viewpoints.  (PSVS)
• Appreciate that interdependence means sharing economic rewards.
• Recognize that automation of production usually changes individual’s jobs and lifestyles. (CCT, TL)
• Develop an awareness that labourers have a voice through their unions. (CCT, PSVS)

Procedure

Teacher Notes

See page 346 in this curriculum guide for information about cooperative group learning.

Production and Interdependence:

The use of investment and machines in production lead to:

• mass production
• specialization
• automation.

Effects of changes in use of machines for production include:

• fewer workers needed
• workers with different training, education and skills required to operate and maintain new machines/technology.

 See page 362 in this curriculum guide for information about using Learning Logs.

See page 354 in this curriculum guide for information about field trips.

Assessment Suggestions

• Assess the oral skills of the group reporters.
• Read students’ Learning Log entries to assess their abilities to reflect on their experiences, and to exhibit critical thinking.
• Assess students’ abilities to cooperate in groups.

Instruction Suggestions

• Divide the class into two groups.  One group represents management of a manufacturing plant and the other group represents the labourers in the plant.  Explain that the management group plans to automate half the production by using recent technological developments.
• Have each group discuss and list the advantages and disadvantages of the situation, each from its own perspective.  Students should create a chart on which to organize their lists.
• Instruct each group to select a reporter, who will share the group’s responses.
• Once students have completed their sharing, have them draw conclusions about the implications of new technology on both groups.  Address questions such as:
  • Who profits from the incorporation of technology?  Must it be entirely negative from the worker's viewpoint? 
  • How might this change the areas in which management invests its capital?
  • What might this mean for the kind of labourers required by management (e.g., people to construct and maintain the new technology)?
  • What are the implications for the interdependency between management and labour?
  • What options do labourers have if they disagree with management decisions?  Are there current labour disputes in the news?  What are the disagreements about?  Does technology play a role (e.g., loss of jobs due to new technology?
• Engage students in a simulation in which they undertake a complex manufacturing task, some working in teams and some independently, some as management and some as labourers.  Have students keep records of production, and later compare the results.  See "Teacher Information Sheet #1: Assembly Line Simulation" (for simulation instructions), and "Student Handout #3: Assembly Line Simulation"(for the product outline).
• Debrief the simulation by having students reflect upon their experience by writing in their Learning Logs.  Prompt their writing by asking them questions such as:
• What did you enjoy about the experience?  What did you dislike?
• What did you learn about assembly line production?  About other aspects of production?
• What questions came to mind as you worked?
• Did you wish you had a different role in production?  Why?
• If you were manager of this assembly line, what changes would you make?  Why?  How would your changes improve the situation or enhance production?

Extended Learning:  Take the class on a field trip to visit a local manufacturing and/or assembly plant.  Or, have students volunteer in a service business and identify the interdependence between the business and its customers/ clients.

Learning Objectives

Knowledge/Content

Skills/Processes

Values/Attitude

• Know what is meant by the term global interdependence . (COM, CCT)
• Know the history and purposes of the United Nations . (COM)
• Know Canada’s role in the United Nations. (COM)
• Know that the Declaration of Human Rights is designed to protect the freedom, equality and rights of all people . (COM)
• Know ways that the United Nations works to alleviate world problems .

• Read for information and understanding. (CCT, COM)
• Present and/or express information and ideas with clarity. (CCT, COM)
• Contribute to class discussions.
• Plan creative ways to share understanding and responses to resource material.

• Recognize that complex relationships exist between Canada and the rest of the world . (CCT, PSVS)
• Accept that people’s opinions and views about various world issues differ. (PSVS)
• Value their rights and accept their responsibilities in a global community, and accept that all people deserve the same rights. (CCT, PSVS)
• Appreciate Canada’s efforts to help others through the United Nations.

.

Teacher Notes

Interdependence refers to the interrelationship that exists between individuals, groups, institutions and nations.

Use current news events and issues to exemplify the work of the UN, and Canada’s role in it as a member of a global community .

Heritage Minute Video Segments

• "Peace Keepers"
• "Water Pump"

Assessment Suggestions

• Assess the values objectives by observing students during their presentations and the globalization activity.

Instruction Suggestions

• Give each student a copy of "Student Handout #4: Global Interdependence Anticipation Guide."  Explain that there are no right or wrong answers, and that each student’s response constitutes an opinion or viewpoint that must be supported by a reason.
• Involve students in a discussion following their completion of the Anticipation Guide.  Have them discuss in pairs, small groups or as a class.  Ask students to revise their responses if they have changed their minds about anything they have said following the discussions.
• Debrief by asking students if they think that Canada should play a role in world issues and problems such as overpopulation, environmental pollution or keeping peace in other countries.
• Help students to recognize that Canada and Canadians are connected to every other country and person in the world.  If necessary, remind them about previous lessons in this unit (e.g., Knots activity).  Have students write a statement that defines the term global interdependence as they understand it at this point in time.
• Explain that there are many organizations in which countries of the world work together to solve problems and find ways to live in harmony.  Tell students that they are going to learn about one such organization, the United Nations, which exemplifies the nature of global interdependence.
• Give each student a copy of "Student Handout #5: The United Nations."  Instruct students to read it silently, making notes or writing questions to help them understand the information.
• Ask students to share their understanding about the history and purpose of the United Nations.  Record their responses on the chalkboard, clarifying and extending students’ understanding as needed.
• Explain to students that Canada is one of 185 countries that are members of the United Nations, and that each country has representatives on committees that make decisions about actions to be taken in various world situations.
• Tell students that the United Nations headquarters is in New York City, United States.  Outline the structure of the UN organization, and have students record notes about each of the six parts.  The required information is provided on "Teacher Information Sheet #2: The United Nations."
• Explain to students that the responsibilities of those six parts of the UN organization are enormous, and that many other agencies and committees have been formed to carry out the responsibilities of the UN (e.g., Food and Agriculture, UN Environment Program, UN Children’s Fund, World Health Organization).
• Divide students into groups, and explain that each group will explore the topic of human rights as promoted by the United Nations. Remind them that Canada is a committed member of the UN and supports these rights.  In fact, Canada has developed the Canadian Charter of Rights and Freedoms to carry out its commitment to the UN Declaration of Human Rights.
• Give each group one of Student Handouts #6, #7 or #8.  Instruct students to read their handout and plan a way to share their understanding of it with the class (e.g., role play several of the Rights of the Child, create a collage or graphic organizer).  Provide time for each group to present to the class.
• Conclude the unit by having students play "United Nations Globingo," which is designed to help them recognize that the things we do in our everyday lives are similar to the things that the United Nations does to create a more civil global society.
• Give each student a copy of "Student Handout #9: United Nations Globingo." Review the instructions with them.  Teachers may instruct students to complete the activity within the classroom, or allow them to extend it beyond into the school and/or the community.

  Extended Learning: Have students form small groups to explore other areas in which the United Nations assumes responsibility (e.g., women's rights, peacekeeping, clean water).  Each group could share its knowledge with the class, or with other classes in the school.  Encourage students to examine Canada's role in each of these areas .