Economic Systems
Geography
Including:
E Is for Elements
C Is for Characteristics
O Is for Oasis
N Is for Name That Industry
O Is for Opportunities
M Is for Mapping
I Is for Identifying
C Is for Conducting
A Unit for Grade 8
Written by:
G. McParland, B. Walsh, L. Price, P. Mann, D. Overholt (Project
Length of Unit: approximately: 19.3 hours
August 2001
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Economic Systems
Geography A Unit for Grade 8
The developers are appreciative of the suggestions and comments from teacher colleagues involved
through the internal, external and theological review.
A sincere thank you to Carollynn Desjardins, Executive Director of the NOCCC who assisted the writing
team from Nipissing Parry Sound Catholic District School Board throughout the process.
The following organizations have supported the elementary unit project through team building and
leadership:
The Council of Directors of Ontario
The Ontario Curriculum Centre
The Ministry of Education, Curriculum and Assessment Branch
Northern Ontario Catholic Curriculum Cooperative (NOCCC)
A Special thank you to The Institute for Catholic Education who provided leadership, direction and support
through the Advisory and Curriculum Committees.
A Unit for Grade 8
Written by:
G. McParland, B. Walsh, L. Price, P. Mann, D. Overholt (Project Manager)
St. Hubert / Mother St. Bride / St. Joseph / St. Gregory
(705) 472-2770
Nipissing-Parry Sound Catholic District School Board
[email protected]
Based on a unit by:
G. McParland, B. Walsh, L. Price, P. Mann, D. Overholt (Project Manager)
St. Hubert / Mother St. Bride / St. Joseph / St. Gregory
(705) 472-2770
Nipissing-Parry Sound Catholic District School Board
[email protected]
This unit was written using the Curriculum Unit Planner, 1999-2001, which Planner was developed in the province of
Ontario by the Ministry of Education. The Planner provides electronic templates and resources to develop and share units
to help implement the new Ontario curriculum. This unit reflects the views of the developers of the unit and is not
necessarily those of the Ministry of Education. Permission is given to reproduce this unit for any non-profit educational
purpose. Teachers are encouraged to copy, edit, and adapt this unit for educational purposes. Any reference in this unit
to particular commercial resources, learning materials, equipment, or technology does not reflect any official
endorsements by the Ministry of Education, school boards, or associations that supported the production of this unit.
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Unit Overview
Economic Systems
Page 1
Geography A Unit for Grade 8
Task Context
The study of economic systems focuses on the types of economic systems and the factors that influence them.
Students analyse Canada's trade associations, employment trends, and economic relationships. They study the
manufacturing process and distribution of products, and identify the interrelationships among the three types of
industry.
Catholic Graduate Expectations:
CGE 1d - develops attitudes and values founded on Catholic social teaching and acts to promote social
responsibility, human solidarity, and the common good.
CGE 2b - reads, understands, and uses written materials effectively.
CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.
CGE 2a - listens actively and critically to understand and learn in light of gospel values.
CGE 3b - creates, adapts, evaluates new ideas in light of the common good.
CGE 3f - examines, evaluates, and applies knowledge of interdependent systems (physical, political, ethical,
socio-economic, and ecological) for the development of a just and compassionate society.
CGE 5b - thinks critically about the meaning and purpose of work.
CGE 5d - finds meaning, dignity, fulfillment, and vocation in work which contributes to the common good.
CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures.
CGE 7g - respects and understands the history, cultural heritage, and pluralism of today's contemporary society.
CGE 7i - respects the environment and uses resources wisely.
CGE 7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful,
and compassionate society.
Task Summary
Students will demonstrate an understanding of economic systems and the factors that influence them. They
will use a variety of geographic representations, tools, and technologies to gather, process, and
communicate geographic information to prepare a final report describing the impact of a new industry on the
economy of a region.
Culminating Task Assessment
Students will select a product/industry and will use the concepts and skills they have learned through the subtasks
of the unit to describe the impact of the product/industry on the economy of a municipality/region. Assuming the
role of vice president of marketing, they will conduct research and present data to the CEO and the board of
directors as to whether or not the company should invest its resources into development of the product/industry.
Students will need to apply effective communication, decision-making, problem-solving, time and resource
management skills.
Catholic Graduate Expectations:
CGE 1d - develops attitudes and values founded on Catholic social teaching and acts to promote social
responsibility, human solidarity, and the common good.
CGE 2b - reads, understands, and uses written materials effectively.
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CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.
CGE 3b - creates, adapts, evaluates new ideas in light of the common good.
CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills.
CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures.
CGE 7i - respects the environment and uses resources wisely.
Links to Prior Knowledge
The following is a list of the knowledge and skills necessary for students to complete the activities included in
this unit:
- work cooperatively with others in a small group setting to complete assigned tasks;
- use the main steps in the research model to define, organize, locate, record, evaluate, conclude, apply, and
communicate information from a variety of resources in the classroom and/or library/resource centre (atlas,
encyclopedia, textbook, computer software, Internet);
- formulate questions, identify issues, and define problems for research purposes;
- produce graphs, charts, diagrams, maps, and models to organize information;
- use appropriate vocabulary to describe their inquiries and observations;
- know the basic requirements of an effective oral presentation.
Considerations
Notes to Teacher
The following preparations are suggested before teaching this unit:
- Collect a class set of atlases and a class set of one or more textbooks based on current Curriculum
Guidelines.
- Arrange resources (school library/librarian/resource centre) for the completion of the research component
of the unit.
- Bookmark applicable Internet sites. Teachers are to follow Board/School guidelines regarding Internet use
by students.
- Develop and display a glossary of important terms encountered throughout this unit.
- If feasible, invite a speaker to talk with the class on the impact of establishing a new industry in the
community. The local chamber of commerce should be able to provide a speaker. Make arrangements well in
advance.
For students with special needs, here are some suggestions:
- Provide a copy of peer or teacher notes to allow student to focus on listening.
- Provide opportunities to ‘pair - share' or plan activity breaks to assist the student's ability to focus on
instruction.
- Make use of computer technology where possible: provide opportunities for the student to word process
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rather than write assignments.
- Go for quality rather than quantity of work as sometimes a reduced work load is required.
- Monitor progress often. Frequent feedback helps keep students on track and lets them know what is
expected of them while building self-esteem.
For specific academic skill areas and assessment accommodations, refer to strategies that are referenced in
other exceptionality sections of the Learning Accommodations section of the Teacher Companion guide (e.g.,
learning disability, giftedness, developmental disability).
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List of Subtasks
Economic Systems
Subtask List Page 1
Geography A Unit for Grade 8
1
E Is for Elements
Students will improve their communicating skills and present ideas clearly by completing a chart
identifying the fundamental elements of an economic system: the goods that are produced; how the
goods are produced; for whom they are produced; and how they are distributed.
Catholic Graduate Expectations:
CGE 2b - reads, understands, and uses written materials effectively.
CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.
CGE 4f - applies effective communication, decision-making, problem solving, time and resource
management skills.
CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures.
2
C Is for Characteristics
Students will think critically about the meaning and purpose of work as they sort and classify the
characteristics of basic economic systems (subsistence, traditional, command, market), as well as
understand that most countries, like Canada, have a mixed economy, that includes features from more
than one system.
Catholic Graduate Expectations:
CGE 1d - develops attitudes and values founded on Catholic social teaching and acts to promote social
responsibility, human and compassionate society.
3
O Is for Oasis
Students will respect and affirm the diversity and interdependence of the world's peoples and cultures
as they examine the economic resources (e.g., land, labour, capital, entrepreneurial ability) that
influence the economic success of the region they live in and a region distant from their own.
Catholic Graduate Expectations:
CGE 1d - develops attitudes and values founded on Catholic social teaching and acts to promote social
responsibility, human solidarity, and the common good.
CGE 2b - reads, understands, and uses written materials effectively.
CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.
CGE 4f - applies effective communication, decision-making, problem-solving, time and resource
management skills.
CGE 5d - finds meaning, dignity, fulfillment, and vocation in work which contributes to the common
good.
CGE 7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just,
peaceful, and compassionate society.
CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures.
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List of Subtasks
Economic Systems
Subtask List Page 2
Geography A Unit for Grade 8
4
N Is for Name That Industry
Students will examine print/visual materials to identify and give examples of the three major types of
industries (i.e., primary/ resource, secondary/manufacturing, tertiary/service), and examine the
historical development of these industries. They will present information and ideas clearly and honestly
with sensitivity to others.
Catholic Graduate Expectations:
CGE 2b - reads, understands and uses written materials effectively.
CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.
CGE 4f - applies effective communication, decision-making, problem-solving, time and resource
management skills.
CGE 5b - thinks critically about the meaning and purpose of work.
CGE 5d - finds meaning, dignity, fulfillment and vocation in work which contributes to the common
good.
CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures.
5
O Is for Opportunities
Students will think critically about the meaning and purpose of work as they discuss the production of
a product yesterday and today (bread from scratch, bread from a bread maker, bread from a bakery).
They will examine the manufacturing system (e.g., input, process, output, feedback) and describe how
mechanization and technology have changed the Canadian economy and opportunities for employment.
CGE 1d - develops attitudes and values founded on Catholic social teaching and acts to promote social
responsibility, human solidarity, and the common good.
CGE 2a - listens actively and critically to understand and learn in light of gospel values.
CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.
CGE 5b - thinks critically about the meaning and purpose of work.
6
M Is for Mapping
Students will locate areas of sources of raw materials in Canada and map the locations of the
industries that rely on them. From this, they will identify existing patterns. They will develop respect for
the environment and recognize the importance of using resources wisely.
Catholic Graduate Expectations:
CGE 2b - reads, understands and uses written materials effectively.
CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.
CGE 4f - applies effective communication, decision-making, problem-solving, time and resource
management skills.
CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures.
CGE 7i - respects the environment and uses resources wisely.
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List of Subtasks
Economic Systems
Subtask List Page 3
Geography A Unit for Grade 8
7
I Is for Identifying
Through the effective use of the Internet, atlases, news media, or other written media, students will
locate, identify, and graph the top trading countries in the world and then suggest reasons for their
success. In doing so, they should develop respect and understanding of the cultural heritage and
pluralism of today's contemporary society.
Catholic Graduate Expectations:
CGE 2b - reads, understands, and uses written materials effectively.
CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.
CGE 4f - applies effective communication, decision-making, problem-solving, time and resource
management skills.
CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures.
CGE 7g - respects and understands the history, cultural heritage, and pluralism of today's
contemporary society.
8
C Is for Conducting
Students will select a product/industry and will use the concepts and skills they have learned through
the subtasks of the unit to describe the impact of the product/industry on the economy of a
municipality/region. Assuming the role of vice president of marketing, they will conduct research and
present data to the CEO and the board of directors as to whether or not the company should invest its
resources into development of the product/industry. Students will need to apply effective
communication, decision-making, problem-solving, time and resource management skills.
Catholic Graduate Expectations:
CGE 1d - develops attitudes and values founded on Catholic social teaching and acts to promote social
responsibility, human solidarity, and the common good.
CGE 2b - reads, understands, and uses written materials effectively.
CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.
CGE 3b - creates, adapts, evaluates new ideas in light of the common good.
CGE 4f - applies effective communication, decision-making, problem-solving, time and resource
management skills.
CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures.
CGE 7i - respects the environment and uses resources wisely.
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E Is for Elements
Subtask 1
Economic Systems
Geography A Unit for Grade 8
120 mins
Description
Students will improve their communicating skills and present ideas clearly by completing a chart identifying the
fundamental elements of an economic system: the goods that are produced; how the goods are produced; for
whom they are produced; and how they are distributed.
Catholic Graduate Expectations:
CGE 2b - reads, understands, and uses written materials effectively.
CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.
CGE 4f - applies effective communication, decision-making, problem solving, time and resource management
skills.
CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures.
Expectations
8g25
8g32
8g34
8g35
– demonstrate an awareness of the fundamental
elements of an economic system: what goods are
produced; how they are produced; for whom they
are produced; and how they are distributed;
– locate relevant information from a variety of
sources (e.g., statistics, interviews, published field
studies, field trip to a local industry, maps,
illustrations, print materials, videos, CD-ROMs,
Internet);
– construct a wide variety of graphs, charts,
diagrams, and models to organize information (e.g.,
graph the changing types of industry over time);
– communicate the results of inquiries for specific
purposes and audiences, using media works, oral
presentations, written notes and reports, drawings,
tables, charts, and graphs.
Groupings
Students Working In Small Groups
Teaching / Learning Strategies
Discussion
Brainstorming
Assessment
Formative assessment by the teacher of the
students working in groups (BLM 1.2 Group
Work Rating Scale).
Assessment Strategies
Performance Task
Assessment Recording Devices
Rating Scale
Teaching / Learning
1. Teacher will explain to the students that in small groups, they will examine a list of 20 items (BLM 1.1 Grouping
20 Items) and that they must decide how to separate the items into four groups, then three groups, and then two
equal groups. They will use chart paper (Resources: chart paper and markers) to categorize the items. Teacher will
explain to the students that they will be evaluated during this activity. Use the overhead or the chalkboard to
discuss the group work rating scale (BLM 1.2 Group Work Rating Scale).
2. Students will brainstorm a title for each group and provide a rationale for their choices. The charts can be
posted around the classroom so that students can compare results.
3. A reporter from each group will present the group's findings to the class.
4. Teacher will direct a discussion to lead students to understand, if they have not already, that in the two groups,
10 of the items can be labeled as goods and 10 labeled as services.
5. Using the list of goods from step 5, the teacher will pose the following questions: a) Where does it come from
(natural resource)? b) How was it produced? c) For whom is it produced (Who uses it?)? and d) How is it
distributed? Students will complete a visual organizer (BLM 1.3 Elements of an Economic System). Teacher could
complete an example with the students (e.g., pencil - tree/forest; made in a factory; students, teachers, artists,
etc.; train, truck, ship).
6. Students will begin a glossary section in their notebooks to record the important terms and definitions of the
unit: goods, services, economic systems (the ways societies make economic decisions about what goods to
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E Is for Elements
Subtask 1
Economic Systems
Geography A Unit for Grade 8
120 mins
produce and how to distribute them).
7. Students will begin to keep a reflective journal based on global economic issues that affirm the diversity and
interdependence of the world's peoples and cultures. After examining the 20 items in this subtask, students might
consider the following questions.
a) How many of the goods do I have?
b) How many do I need?
8. Students will complete a title page for this unit that includes the title of the unit, Economic Systems, and
coloured illustrations that depict the theme of the unit. They may be drawn or computer generated. The title page
is to be on plain, three-ringed paper. This page can be assigned once the students have become familiar with the
elements of the unit and then placed at the front of their unit notes.
9. Students will begin a contents page. The title of the unit, Economic Systems, will be the title. Each topic in the
unit will be listed on this page that will be kept at the front of the unit (after the title page).
Adaptations
Where appropriate, students with special needs may be dispersed among the groups and paired with students
who can assist them and check their work. Teacher should provide instructions visually and verbally and monitor
progress often.
Resources
Grouping 20 Items
1.1 Grouping Twenty Items.cwk
Group Work Rating Scale
1.2 Group Work Rating Scale.cwk
Elements of an Economic System
1.3 Elements of Econ System.cwk
Chart Paper
2
Makers
2
Notes to Teacher
Teacher Reflections
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C Is for Characteristics
Subtask 2
Economic Systems
Geography A Unit for Grade 8
120 mins
Description
Students will think critically about the meaning and purpose of work as they sort and classify the characteristics
of basic economic systems (subsistence, traditional, command, market), as well as understand that most
countries, like Canada, have a mixed economy, that includes features from more than one system.
Catholic Graduate Expectations:
CGE 1d - develops attitudes and values founded on Catholic social teaching and acts to promote social
responsibility, human and compassionate society.
Expectations
8g26
8g30
8g34
– demonstrate an awareness of the characteristics
of basic economic systems (e.g., subsistence,
traditional, command, market), as well as recognition
that most countries like Canada have a mixed
economy that includes features from more than one
system;
– use appropriate vocabulary (e.g., economy;
subsistence, traditional, command, market, and
mixed economies; production; goods; services;
consumer; market; distribution; import; exports; land;
entrepreneurial; capital; primary, secondary, and
tertiary industries; North American Free Trade
Agreement) to describe their inquiries and
observations;
– construct a wide variety of graphs, charts,
diagrams, and models to organize information (e.g.,
graph the changing types of industry over time);
Groupings
Students Working As A Whole Class
Students Working In Small Groups
Teaching / Learning Strategies
Discussion
Classifying
Note-making
Assessment
Formative assessment by the teacher of the
students working in groups.
Assessment Strategies
Performance Task
Assessment Recording Devices
Rating Scale
Teaching / Learning
1. Review previous subtask regarding different goods.
2. Explain to students that various countries produce different goods. Ask students to identify some of the
conditions upon which the production of goods is dependent: climate, soil, resources, technology, cash flow,
education, and people. Ask students to explain what happens once a good is produced: (i.e. it's sold to people in
the producing country or to another country that may not have that good.)
Command: An economic system in which the government owns and controls all facets of the economy, e.g., North
Korea, Cuba.
Market: An economic system in which individual producers own and determine the production, distribution, and
consumption of goods and services, e.g., Canada, USA. (BLM 2.1 Characteristics of Economic Systems Answers).
These should be included in the glossary of the student notebook.
4. Divide the class into small groups and distribute the Characteristics of Economic Systems (BLM 2.1), two sheets
of chart paper, and two markers.
5. Students are to discuss and sort the information according to the economic system it is characteristic of. Use the
chart paper to record the information.
6. A reporter from each group will present the findings of the group and post the charts in the classroom.
7. If students have not recognized that most countries may have a combination of the four basic types of
economic systems, explain the concept of the mixed economy. Most countries, like Canada and the USA have a
mixed economy: An economic system which uses aspects of more than one of the basic types of economic
systems (subsistence, traditional, command, and market).
8. Entries will be checked and edited as required. Students will then add this information to their notes.
9. Students will investigate the quality of life in two different areas/localities within the same economic system.
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C Is for Characteristics
Subtask 2
Economic Systems
Geography A Unit for Grade 8
120 mins
Students will construct a table to display their results. The following categories are suggestions: housing,
education, health services, income, historical precedent, economic activities, resources, and technology. Examine
the disparities between the two.
10. As an extended activity, students could take the part of a government official and decide what programs can
be or are being implemented to improve the quality of life and narrow the gap between the two. Students could
write a proposal to suggest the steps that could be taken. Refer to Canadian Catholic Organization for
Development and Peace.
11. Place important terms in glossary: subsistence, traditional, command, market, and mixed economies. Record
reflections in journal.
12. Record reflections in journal: In a command economy, the government owns and controls all facets of the
economy. Is this fair?
Adaptations
Students with special needs will be dispersed among the groups and paired with students who can assist them
and check their work. Teacher will provide instructions visually and verbally and monitor progress often.
Resources
Characteristics of Economic Systems
Answers
Characteristics of Economic Systems
2.1 Chars of EconSystem Ans.cwk
Group Work Rating Scale
1.2 Group Work Rating Scale.cwk
Chart Paper
2
Markers
2
2.1 Chars of EconSystem.cwk
Notes to Teacher
In step 7, you may decide to compare Canada's mixed economy to another country where there is only a
subsistence economy.
Teacher Reflections
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O Is for Oasis
Subtask 3
Economic Systems
Geography A Unit for Grade 8
120 mins
Description
Students will respect and affirm the diversity and interdependence of the world's peoples and cultures as they
examine the economic resources (e.g., land, labour, capital, entrepreneurial ability) that influence the
economic success of the region they live in and a region distant from their own.
Catholic Graduate Expectations:
CGE 1d - develops attitudes and values founded on Catholic social teaching and acts to promote social
responsibility, human solidarity, and the common good.
CGE 2b - reads, understands, and uses written materials effectively.
CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.
CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management
skills.
CGE 5d - finds meaning, dignity, fulfillment, and vocation in work which contributes to the common good.
CGE 7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just,
peaceful, and compassionate society.
CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures.
Expectations
8g27 A
8g31 A
8g32 A
8g35 A
8g30 A
8g34 A
– demonstrate an understanding of how economic
resources (e.g., land, labour, capital, entrepreneurial
ability) influence the economic success of a region;
– ask questions that synthesize various sources of
information and points of view (e.g., on the effect of
mechanization and technology on the Canadian
economy);
– locate relevant information from a variety of
sources (e.g., statistics, interviews, published field
studies, field trip to a local industry, maps,
illustrations, print materials, videos, CD-ROMs,
Internet);
– communicate the results of inquiries for specific
purposes and audiences, using media works, oral
presentations, written notes and reports, drawings,
tables, charts, and graphs.
– use appropriate vocabulary (e.g., economy;
subsistence, traditional, command, market, and
mixed economies; production; goods; services;
consumer; market; distribution; import; exports; land;
entrepreneurial; capital; primary, secondary, and
tertiary industries; North American Free Trade
Agreement) to describe their inquiries and
observations;
– construct a wide variety of graphs, charts,
diagrams, and models to organize information (e.g.,
graph the changing types of industry over time);
Groupings
Students Working As A Whole Class
Students Working In Small Groups
Teaching / Learning Strategies
Think / Pair / Share
Research
Assessment
Formative assessment by the teacher of
students oral presentations.
Assessment Strategies
Performance Task
Classroom Presentation
Assessment Recording Devices
Rubric
Teaching / Learning
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O Is for Oasis
Economic Systems
Geography A Unit for Grade 8
Subtask 3
120 mins
1. Use the think, pair, share strategy to introduce/review economic resources (i.e., land, labour, capital,
entrepreneurial ability). Ask the students to consider the question "What makes our/any municipality economically
successful?"
2. Students add the term "economic resources" (any resources of land, labour, capital, or entrepreneurial ability; a
factor necessary for the economic success of a region) and examples to their glossary.
3. Examine your own municipality or region and complete a visual organizer (list) of the economic resources
available. Headings such as land, labour, capital, and entrepreneurial ability could be used (BLM 3.2: Economic
Resources of Any Town, Ontario).
4. In small groups, students will complete a similar study of another municipality or region, identifying the economic
resources present.
5. Groups will organize and present their findings orally.
6. As an extension, students might examine a municipality or region where there has been an economic downturn.
7. Place other important terms in glossary: land, labour, capital, entrepreneurial ability.
8. Record reflections in journal: What economic resources do we have in our community that we share with another
community?
Adaptations
Where appropriate, students with special needs may be dispersed among the groups and paired with students
who can assist them and check their work. Teacher should provide instructions visually and verbally and monitor
progress often.
Resources
Rubric for an Oral Presentation
Economic Resources of Any Town
3.1 Econ Res of AnyTown Ont.cwk
Notes to Teacher
Teacher Reflections
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N Is for Name That Industry
Subtask 4
Economic Systems
Geography A Unit for Grade 8
120 mins
Description
Students will examine print/visual materials to identify and give examples of the three major types of industries
(i.e., primary/ resource, secondary/manufacturing, tertiary/service), and examine the historical development of
these industries. They will present information and ideas clearly and honestly with sensitivity to others.
Catholic Graduate Expectations:
CGE 2b - reads, understands and uses written materials effectively.
CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.
CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management
skills.
CGE 5b - thinks critically about the meaning and purpose of work.
CGE 5d - finds meaning, dignity, fulfillment and vocation in work which contributes to the common good.
CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures.
Expectations
8g28 A
8g32 A
8g33
8g35 A
8g34 A
8g30 A
– identify and give examples of the three major
types of industries (i.e., primary/ resource,
secondary/manufacturing, tertiary/service), and
describe how the distribution of these industries has
changed;
– locate relevant information from a variety of
sources (e.g., statistics, interviews, published field
studies, field trip to a local industry, maps,
illustrations, print materials, videos, CD-ROMs,
Internet);
– analyse, synthesize, and evaluate data (e.g.,
about Canada’s trading partners);
– communicate the results of inquiries for specific
purposes and audiences, using media works, oral
presentations, written notes and reports, drawings,
tables, charts, and graphs.
– construct a wide variety of graphs, charts,
diagrams, and models to organize information (e.g.,
graph the changing types of industry over time);
– use appropriate vocabulary (e.g., economy;
subsistence, traditional, command, market, and
mixed economies; production; goods; services;
consumer; market; distribution; import; exports; land;
entrepreneurial; capital; primary, secondary, and
tertiary industries; North American Free Trade
Agreement) to describe their inquiries and
observations;
Groupings
Students Working As A Whole Class
Students Working In Pairs
Students Working Individually
Teaching / Learning Strategies
Discussion
Graphing
Assessment
Summative assessment by the teacher of
students' bar graphs of the percentage of
work force employed in each of the three
industries.
Assessment Strategies
Performance Task
Assessment Recording Devices
Rubric
Teaching / Learning
1. Display a variety of labeled pictures and/or actual products of goods for the students to examine (wood, chair,
tomatoes, cans of fruit or vegetables, etc.).
2. With the students, trace the origin of these products (i.e., wood is from a tree in the forest; the chair is from a
retailer, who got it from a factory, that made it from the wood they got from the saw mill, that obtained it from the
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N Is for Name That Industry
Subtask 4
Economic Systems
Geography A Unit for Grade 8
120 mins
forestry company, that got it from a tree in the forest.)
3. Introduce the three main types of industries (primary/resource, secondary/manufacturing, and tertiary/service)
and place them as headings on chart paper/chalk board/overhead. Students can do the same in their notebooks.
4. Students will be asked to place the labels from the pictures or products from step 1 under the appropriate
industry heading.
5. Students complete a visual organizer (BLM 4.1 The Three Types of Industries) to display the three types of
industries: primary, secondary, and tertiary. Students will decide where to place each of the given industries (BLM
4.2 The Three Types of Industries - Answers) on the chart.
6. Using available statistics (current textbooks which have been developed to meet Ontario Curriculum standards,
atlas), students will investigate the percentage of the working people employed in each of the three types of
industry and construct a bar graph (BLM 4.3 Grid for Graphing) to display their findings.
7. Using Appendix 4.4 from "Implementation Support Material for the Ontario Curriculum: History and Geography,
Grades 7 and 8, 1998: Sample Unit, Economic Systems, Grade 8 - Geography, Unit 2," students will examine
the historical development of industries (farming, forestry, transportation, etc.).
8. Place important terms in glossary: primary/resource, secondary/manufacturing, and tertiary/service industries.
9. Record reflections in journal: Why do people work?
Adaptations
Where appropriate, students with special needs may be paired with students who can assist them and check their
work. Teacher should provide instructions visually and verbally and monitor progress often.
Resources
Rubric For a Bar Graph
Grid For Graphing
4.3 Grid for Graphing.cwk
The ThreeTypes of Industries - Answers 4.2 3 Types Industries Ans.cwk
The Three Types of Industries
4.1 3 Types Industries.cwk
Notes to Teacher
Teacher Reflections
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O Is for Opportunities
Subtask 5
Economic Systems
Geography A Unit for Grade 8
200 mins
Description
Students will think critically about the meaning and purpose of work as they discuss the production of a
product yesterday and today (bread from scratch, bread from a bread maker, bread from a bakery).
They will examine the manufacturing system (e.g., input, process, output, feedback) and describe how
mechanization and technology have changed the Canadian economy and opportunities for employment.
CGE 1d - develops attitudes and values founded on Catholic social teaching and acts to promote social
responsibility, human solidarity, and the common good.
CGE 2a - listens actively and critically to understand and learn in light of gospel values.
CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.
CGE 5b - thinks critically about the meaning and purpose of work.
Expectations
8g29 A
8g30 A
8g31
8g33
8g32 A
8g34 A
8g35 A
– demonstrate an understanding of the
manufacturing system (e.g., input, process, output,
feedback), and describe how mechanization and
technology have changed the Canadian economy.
– use appropriate vocabulary (e.g., economy;
subsistence, traditional, command, market, and
mixed economies; production; goods; services;
consumer; market; distribution; import; exports; land;
entrepreneurial; capital; primary, secondary, and
tertiary industries; North American Free Trade
Agreement) to describe their inquiries and
observations;
– ask questions that synthesize various sources of
information and points of view (e.g., on the effect of
mechanization and technology on the Canadian
economy);
– analyse, synthesize, and evaluate data (e.g.,
about Canada’s trading partners);
– locate relevant information from a variety of
sources (e.g., statistics, interviews, published field
studies, field trip to a local industry, maps,
illustrations, print materials, videos, CD-ROMs,
Internet);
– construct a wide variety of graphs, charts,
diagrams, and models to organize information (e.g.,
graph the changing types of industry over time);
– communicate the results of inquiries for specific
purposes and audiences, using media works, oral
presentations, written notes and reports, drawings,
tables, charts, and graphs.
Groupings
Students Working As A Whole Class
Students Working In Pairs
Teaching / Learning Strategies
Discussion
Research
Assessment
Formative assessment by the teacher of the
students' presentations to the class.
Assessment Strategies
Performance Task
Conference
Assessment Recording Devices
Rubric
Teaching / Learning
1. Ask students to name products made historically and still made today (e.g., steel, bread, bricks, etc.). Construct
a web to display the products (BLM 5.1 Products of Yesterday and Today). Students view the video from the
National Film Board of Canada, Making Steel, to outline the manufacturing process of steel over the past century.
The video explores the Cape Breton experience at the Sydney steel plant in three parts: technology, history, and
culture of work including the job status of religion and ethnicity.
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O Is for Opportunities
Subtask 5
Economic Systems
Geography A Unit for Grade 8
200 mins
2. Define the terms input, process, output, and feedback as part of the manufacturing system. Discuss these in
relation to the video.
3. Complete the BLM for Making French Fries (BLM 5.2) with the students: input, process, output, and feedback.
4. Choose one product from the web and discuss its manufacturing system "yesterday and today." In pairs,
students will select a different product and research its manufacturing system. They will outline the manufacturing
system (input, process, output, and feedback) for this product and present their findings to the class in an oral
presentation.
5. Teacher should conference with groups of students to check on their progress and provide feedback. This will
be done in preparation for the culminating task.
6. Place important terms in glossary: input, process, output, feedback.
7. Record reflections in journal: You might hear some people talk about "the good old days." What do you think
they mean?
Adaptations
Where appropriate, students with special needs may be paired with students who can assist them and check their
work. Teacher should provide instructions visually and verbally and monitor progress often.
Resources
Rubric for an Oral Presentation
Products of Yesterday and Today
5.1 ProductsYesterdayToday.cwk
Making French Fries
5.2 Making French Fries.cwk
Making Steel
National Film Board of Canada
Notes to Teacher
Teacher Reflections
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M Is for Mapping
Subtask 6
Economic Systems
Geography A Unit for Grade 8
80 mins
Description
Students will locate areas of sources of raw materials in Canada and map the locations of the industries that
rely on them. From this, they will identify existing patterns. They will develop respect for the environment and
recognize the importance of using resources wisely.
Catholic Graduate Expectations:
CGE 2b - reads, understands and uses written materials effectively.
CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.
CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management
skills.
CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures.
CGE 7i - respects the environment and uses resources wisely.
Expectations
8g36 A
8g32 A
8g34 A
8g35 A
8g27 A
8g28 A
– identify patterns in the area of economics, using
thematic maps (e.g., location of industries in relation
to sources of raw materials).
– locate relevant information from a variety of
sources (e.g., statistics, interviews, published field
studies, field trip to a local industry, maps,
illustrations, print materials, videos, CD-ROMs,
Internet);
– construct a wide variety of graphs, charts,
diagrams, and models to organize information (e.g.,
graph the changing types of industry over time);
– communicate the results of inquiries for specific
purposes and audiences, using media works, oral
presentations, written notes and reports, drawings,
tables, charts, and graphs.
– demonstrate an understanding of how economic
resources (e.g., land, labour, capital, entrepreneurial
ability) influence the economic success of a region;
– identify and give examples of the three major
types of industries (i.e., primary/ resource,
secondary/manufacturing, tertiary/service), and
describe how the distribution of these industries has
changed;
Groupings
Students Working As A Whole Class
Students Working Individually
Teaching / Learning Strategies
Discussion
Map Making
Assessment
Summative assessment by the teacher of
the map of "Canada's raw materials and
related industries."
Assessment Strategies
Performance Task
Assessment Recording Devices
Rubric
Teaching / Learning
1. Introduce/review the meaning of the term "raw materials". Create a web of Canadian raw materials (BLM 6.1).
2. Discuss the industries associated with various raw materials (e.g., wood - forestry, lumber, manufacturing,
transport, retail, repair).
3. Using available statistics (student text, atlas), students will map (BLM 6.2 Map of Canada) the locations of raw
materials in Canada and the locations of the industries that rely on them. From this, they will identify existing
patterns.
4. Place important term in glossary: raw materials.
5. Record reflections in journal: Which raw material extraction process do you think causes the most environmental
damage? Why? What is being done in the industry to lessen the impact of the removal of the raw material?
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M Is for Mapping
Subtask 6
Economic Systems
Geography A Unit for Grade 8
80 mins
Adaptations
Students with special needs will be paired with students who can assist them and check their work. Teacher will
provide instructions visually and verbally and monitor progress often.
Resources
Rubric for a Map
Canadian Raw Materials
6.1 Web Canadian Raw Matrls.cwk
Map of Canada
6.2 Map of Canada.pdf
National Atlas of Canada
Notes to Teacher
Teacher Reflections
Make sure that students are given guidelines for use of the Internet.
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I
Is for Identifying
Subtask 7
Economic Systems
Geography A Unit for Grade 8
80 mins
Description
Through the effective use of the Internet, atlases, news media, or other written media, students will locate,
identify, and graph the top trading countries in the world and then suggest reasons for their success. In doing
so, they should develop respect and understanding of the cultural heritage and pluralism of today's
contemporary society.
Catholic Graduate Expectations:
CGE 2b - reads, understands, and uses written materials effectively.
CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.
CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management
skills.
CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures.
CGE 7g - respects and understands the history, cultural heritage, and pluralism of today's contemporary
society.
Expectations
8g34 A
8g35 A
8g30
8g32 A
8g37 A
– construct a wide variety of graphs, charts,
diagrams, and models to organize information (e.g.,
graph the changing types of industry over time);
– communicate the results of inquiries for specific
purposes and audiences, using media works, oral
presentations, written notes and reports, drawings,
tables, charts, and graphs.
– use appropriate vocabulary (e.g., economy;
subsistence, traditional, command, market, and
mixed economies; production; goods; services;
consumer; market; distribution; import; exports; land;
entrepreneurial; capital; primary, secondary, and
tertiary industries; North American Free Trade
Agreement) to describe their inquiries and
observations;
– locate relevant information from a variety of
sources (e.g., statistics, interviews, published field
studies, field trip to a local industry, maps,
illustrations, print materials, videos, CD-ROMs,
Internet);
– identify the top trading countries in the world and
the reasons for their success;
Groupings
Students Working As A Whole Class
Students Working In Pairs
Students Working Individually
Teaching / Learning Strategies
Discussion
Graphing
Note-making
Assessment
Summative assessment by the teacher of
students' bar and circle graphs on top
trading countries in the world.
Assessment Strategies
Performance Task
Questions And Answers (oral)
Assessment Recording Devices
Rubric
Teaching / Learning
1. Ask students to recall some of the conditions upon which the production of goods depends: climate, soil,
resources, technology, cash flow, education, and people (Subtask 2). Discuss the reasons that products are
bought and sold among countries: because a country does not have the products; they are cheaper to purchase
than produce; or because conditions do not allow for the production of the products.
2. Have students set up a chart in their notebooks. The title of the chart could be "Origin of Products" and it
should have two headings, "Product" and "Manufacturing Country." In pairs, have students look around the
classroom and compile a list of 15 to 20 products (i.e., articles of clothing, jewelry, classroom equipment and
furnishings, shoes, textbooks, etc.) and the country where the product was manufactured.
3. With the class, make a chart on the overhead/chalk board/chart paper and have students complete the charts
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I
Is for Identifying
Subtask 7
Economic Systems
Geography A Unit for Grade 8
80 mins
in their notebooks. Ask a student to name a country and the products manufactured in it. Use the name of the
country as a chart heading and list the products it manufactures. Ask other students to name other products they
found manufactured in this country and place them on the list. Ask another student for the name of another
country and its products. Make a second heading and list the products. Continue this procedure to get the names
of the producing countries and their products.
4. Total the number of products from each country and rank them. Construct a bar graph (BLM 4.3 for Graphing)
to display the information of the "Top Trading Countries in the Grade 8 Classroom."
5. Have the students write the answers to the following questions in their notebooks:
a) Which country we disscussed manufactured the most products?
b) When you go shopping, which countries' products do you most often see?
c) Which countries do you think are included in the top trading countries worldwide?
6. Have students use current textbooks that have been developed to meet Ontario Curriculum standards, atlas,
Internet (www.intracen.org), or other sources to locate and rank the top trading countries of the world (USA,
Germany, Japan, France, United Kingdom, Netherlands, Italy, Canada, Hong Kong, China, South Korea,
Belgium/Luxembourg, Taiwan, Spain, Singapore, Mexico) regarding the $ value of imports and exports. Explain to
the students (or ask them to explain) that we have to consider more than just the grade 8 classroom data to get
accurate information.
7. Discuss with students why these countries are successful in trading (Step 1) and have them record the following
points in their notebooks:
-The more resources a country has available, the more it can manufacture.
-The more a country manufactures, the less it needs to import, therefore, the more money it saves.
-Countries that have more money to invest in their own manufacturing can produce more and therefore sell more
to other countries.
-Access to technology increases production which increases the number of products available for sale.
8. Using the information about the top trading countries in the world from Step 6, students will construct a circle
graph (BLM 7.1 Circle Graph in Percentage) to display "Top Trading Countries of the World."
9. Place important term in glossary: manufacture.
10. Record reflections in journal: Some countries have child labour. What is it? Do you think it is a good thing?
Adaptations
Where appropriate, students with special needs may be dispersed among the groups and paired with students to
assist them and check their work. Teacher should provide instructions visually and verbally and monitor progress
often.
Resources
Rubric for a Bar Graph
Rubric for a Circle Graph
Grid for Graphing
4.3 Grid for Graphing.cwk
Circle Graph in Percentage
7.1 Circle Graph % Tmplt.cwk
Atlas
International Trade Centre
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I
Economic Systems
Geography A Unit for Grade 8
Is for Identifying
Subtask 7
80 mins
Notes to Teacher
Teacher Reflections
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C Is for Conducting
Subtask 8
Economic Systems
Geography A Unit for Grade 8
320 mins
Description
Students will select a product/industry and will use the concepts and skills they have learned through the
subtasks of the unit to describe the impact of the product/industry on the economy of a municipality/region.
Assuming the role of vice president of marketing, they will conduct research and present data to the CEO and
the board of directors as to whether or not the company should invest its resources into development of the
product/industry. Students will need to apply effective communication, decision-making, problem-solving, time
and resource management skills.
Catholic Graduate Expectations:
CGE 1d - develops attitudes and values founded on Catholic social teaching and acts to promote social
responsibility, human solidarity, and the common good.
CGE 2b - reads, understands, and uses written materials effectively.
CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.
CGE 3b - creates, adapts, evaluates new ideas in light of the common good.
CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management
skills.
CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures.
CGE 7i - respects the environment and uses resources wisely.
Expectations
8g30 A
8g32 A
8g34 A
8g35 A
8g31
8g33 A
8g39 A
8g27 A
– use appropriate vocabulary (e.g., economy;
subsistence, traditional, command, market, and
mixed economies; production; goods; services;
consumer; market; distribution; import; exports; land;
entrepreneurial; capital; primary, secondary, and
tertiary industries; North American Free Trade
Agreement) to describe their inquiries and
observations;
– locate relevant information from a variety of
sources (e.g., statistics, interviews, published field
studies, field trip to a local industry, maps,
illustrations, print materials, videos, CD-ROMs,
Internet);
– construct a wide variety of graphs, charts,
diagrams, and models to organize information (e.g.,
graph the changing types of industry over time);
– communicate the results of inquiries for specific
purposes and audiences, using media works, oral
presentations, written notes and reports, drawings,
tables, charts, and graphs.
– ask questions that synthesize various sources of
information and points of view (e.g., on the effect of
mechanization and technology on the Canadian
economy);
– analyse, synthesize, and evaluate data (e.g.,
about Canada’s trading partners);
– describe the impact of a new industry on the
economy of a region.
– demonstrate an understanding of how economic
Groupings
Students Working In Small Groups
Teaching / Learning Strategies
Research
Map Making
Graphing
Assessment
Summative assessment by the teacher of
the oral presentations by the "vice
president(s) of marketing." See notes in
Notes to Teacher Subtask 8.
Assessment Strategies
Conference
Classroom Presentation
Performance Task
Assessment Recording Devices
Rubric
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C Is for Conducting
Subtask 8
Economic Systems
Geography A Unit for Grade 8
320 mins
resources (e.g., land, labour, capital, entrepreneurial
ability) influence the economic success of a region;
Teaching / Learning
1. Provide the students with a copy of the culminating activity outline (BLM 8.1 Activity Outline). Discuss the
assignment step by step and be sure students are aware of what is required of them regarding their preliminary
report, bibliography, and presentation. The students will select a product or industry and describe the impact of the
product/industry on the economy of a municipality/region. Assuming the role of vice president(s) of marketing,
students will conduct research and present data to the CEO and the board of directors as to whether or not the
company should invest its resources into the development of the product/industry. Provide details of the activity
(i.e., small groups, due dates, etc.):
i) Choose a product or industry.
ii) Carefully choose a location or region where you think the company you work for could introduce the above
product or industry. (Note that your research is to see if this is a good idea and you may determine after research
that it is not.)
iii) Use the Internet, books, magazines, brochures, etc. to research the product/industry and the location to see if
they are in fact a good match. Your research should include the impact on the environment, available resources,
available work force, available markets, transportation services and routes, and any other information you might
think is important (e.g., public opinion).
iv) The project should include: written research about the product and the location; visual aids such as illustrations,
maps, charts, and graphs; a bibliography; and an oral presentation of your conclusions.
2. Allow class time for students to organize and work on their projects.
Conference with each group or individual (according to BLM 8.1 Activity Outline, it is student's choice) to check on
their progress and provide assistance or recommendations.
3. Students present their projects to the class who will act as the board of directors of the company.
4. Students should take notes and evaluate the presentation given by their fellow students (Rubric: Oral
Presentation Rating Guide). Teacher will do the same.
5. Record reflections in journal: What do you think it would be like to volunteer to go to a developing country and
help set up a new industry?
Adaptations
Where appropriate, students with special needs may be dispersed among the groups and paired with students
who can assist them and check their work. Teacher should provide instructions visually and verbally and monitor
progress often.
Resources
Rubric for an Oral Presentation
Rubric for Written Component
Culminating Activity Outline
8.1 CulminateActivity Outln.cwk
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C Is for Conducting
Economic Systems
Geography A Unit for Grade 8
Subtask 8
320 mins
Notes to Teacher
As this is a culminating activity, it is essential that the work of individual students be assessed.
Two ways to do this are suggested:
- assign this as an individual (not group) project
- if assigned as a group project, supply students with a tracking sheet on which to identify their individual
contribution to the project. Their individual work should form the basis of assessment and evaluation.
Remind students that all previous activities will assist them in this activity and that they should refer to their notes
when completing it.
Caution students that when using the Internet, they should avoid inappropriate materials and be sure the
material is valid.
The classroom might be set up in an oval configuration to simulate a boardroom during the presentations.
Students might also "dress-up" to be more dramatic when presenting.
Teacher Reflections
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Appendices
Economic Systems
Geography
Resource List:
Black Line Masters:
Rubrics:
Unit Expectation List and Expectation Summary:
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Resource List
Economic Systems
Page 1
Geography A Unit for Grade 8
Rubric
Blackline Master / File
Rubric For a Bar Graph
ST 4
3
A rubric to assist in the assessment of student Bar
Graphs.
Canadian Raw Materials
6.1 Web Canadian Raw Matrls.cwk
Economic Systems Subtask 6.1: Web template to
identify Canadian Raw Materials
ST 6
Rubric for a Bar Graph
ST 7
3
A rubric to assist in the assessment of student Bar
Graphs.
Characteristics of Economic Systems
2.1 Chars of EconSystem.cwk
Economic Systems Subtask 2: Characteristics of
Economic Systems.
ST 2
Rubric for a Circle Graph
ST 7
3
A rubric to assist in the assessment of student Circle
Graphs.
Characteristics of Economic Systems Answers
2.1 Chars of EconSystem Ans.cwk
Economic Systems Subtask 2: Characteristics of
Economic Systems Answers.
ST 2
Rubric for a Map
ST 6
3
A rubric to assist in the assessment of student maps.
Circle Graph in Percentage
ST 7
7.1 Circle Graph % Tmplt.cwk
A circle pattern in % that can be used for Circle Graphs.
Rubric for an Oral Presentation
ST 3
2
A rubric to assist in the assessment of the student Oral
Presentations.
Culminating Activity Outline
ST 8
8.1 CulminateActivity Outln.cwk
Economic Systems: Subtask 8.1 Culminating Activity
Outline.
Rubric for an Oral Presentation
ST 5
2
A rubric to assist in the assessment of the student Oral
Presentations.
Economic Resources of Any Town
3.1 Econ Res of AnyTown Ont.cwk
Economic Systems Subtask 3.2: Example of visual
organizer for Economic Resources of ....
ST 3
Rubric for an Oral Presentation
ST 8
2
A rubric to assist in the assessment of the student Oral
Presentations.
Elements of an Economic System
1.3 Elements of Econ System.cwk
Economic Systems: Subtask 1.3 Elements of an
Economic System.
ST 1
Rubric for Written Component
ST 8
2
A rubric to assist in the assessment of the student
Written Component.
Grid For Graphing
ST 4
4.3 Grid for Graphing.cwk
A grid pattern that can be used for bar graphs or line
graphs.
Grid for Graphing
ST 7
4.3 Grid for Graphing.cwk
A grid pattern that can be used for bar graphs or line
graphs.
Group Work Rating Scale
ST 1
1.2 Group Work Rating Scale.cwk
A rating scale that can be used to assess students
working in groups.
Group Work Rating Scale
ST 2
1.2 Group Work Rating Scale.cwk
A rating scale that can be used to assess students
working in groups.
Grouping 20 Items
ST 1
1.1 Grouping Twenty Items.cwk
Economic Systems: Subtask 1.1 Grouping Twenty Items
BLM.
Making French Fries
ST 5
5.2 Making French Fries.cwk
Economic Systems Subtask 5.2: Making French Fries
chart to identify Inputs, Process, Outputs, and
Feedback as parts of an Economic System.
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Resource List
Page 2
Economic Systems
Geography A Unit for Grade 8
Map of Canada
6.2 Map of Canada.pdf
A Map of Canada available at www.atlas.gc.ca
ST 6
Products of Yesterday and Today
5.1 ProductsYesterdayToday.cwk
Economic Systems Subtask 5.1 Web Template for
Products of Yesterday and Today.
ST 5
The Three Types of Industries
ST 4
4.1 3 Types Industries.cwk
Template for a chart for the Three Types of Industries.
The ThreeTypes of Industries - Answers
ST 4
4.2 3 Types Industries Ans.cwk
Economic Systems Subtask 4.2 The Three Types of
Industries instructions and answers.
Media
Making Steel
ST 5
National Film Board of Canada
Explores the Cape Breton Experience at the Sydney
Steel Plant in three parts - Technology, History, and
Culture of Work.
Website
Agview
Unit
http://agview.com
AgView is a search and index tool to help navigate the
Internet for data, information, and resources related to
Agriculture.
Print
Atlas
ST 7
Atlas containing World Trade Statistics for Imports and
Exports
Canadian Catholic Organization for Development
Unit
and Peace
http://www.devp.org
The Canadian Catholic Organization for DEVELOPMENT
AND PEACE is one of Canada's leading international
development agencies. Since 1967 it has helped
improve living and working conditions in 70 countries
around the globe, providing $375 million for human
rights, community development and humanitarian aid in
Africa, the Middle East, Asia, Latin America and the
Caribbean.
Discovering the Human World
Chritine Hannell, Stewart Dunlop
ISBN 0-19-541344-X
Unit
Discovering the Human World
Christine Hannel, Stewart Dunlop
ISBN 0-19-541344-X
Unit
Discovering the Human World
Gary Birchall, Neil hammond
ISBN 0-19-541345-8
Teacher's Resource
Unit
Free The Children
http://freethechildren.org
Learn about child labour, education, children in war,
children's rights, child poverty, and child abuse.
Unit
Human Geography
Graham Draper, Lew french, Andrea Craig
ISBN 0-7715-8226-9
Unit
International Trade Centre
http://www.intracen.org/tdc/welcome.htm
Statistics available for world trade
ST 7
Human Geography
Patricia Healy
ISBN 0-7715-8227-7
Teacher's Reaource Package.
Unit
MapQuest
http://www.mapquest.com
Enter an address and get a map!
Unit
Human Geography: Discovering Global Systems
and Patterns
Graham Drape, Lew French, Andrea Craig
ISBN 0771582269
Covers Human Patterns, Economic Systems, and
Migration
Unit
National Atlas of Canada
http://www.atlas.gc.ca/english/quick_maps/index.ht
m
Provides various maps of Canada.
Unit
The Ontario Curriclum: History and Geography,
Unit
Grades 7 and 8, 1998
"Implementation Support Material for The Ontario
Curriclum: History and Geography, Grades 7 and 8,
1998"
National Atlas of Canada
ST 6
http://www.atlas.gc.ca/english/quick_maps/index.ht
m
Provides various maps of Canada.
Say it Right
Unit
http://cfc-efc.ca/ccrc/sir
Information about the UN Convention on the Rights of
the Child, an international agreement that applies to the
lives of young people all over the world. Information
about rights, as well as about the realities that youth
are living in Canada and around the world.
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 11:01:40 PM Page D-2
Resource List
Page 3
Economic Systems
Geography A Unit for Grade 8
Statitics Canada
Unit
http://www.statcan.ca
Statistics Canada is the country's national statistical
agency, with programs organized into three broad
subject matter areas: demographic and social,
socio-economic, and economic.
World Trade Organization
http://www.wto.org
Provides information in promoting globalization.
Unit
WorldAtlas.Com
http://www.worldatlas.com/webimage/testmaps/map
s.htm
Contains a variety of world and other maps.
Unit
Material
Chart Paper
ST 1
2
per group
Use the chart paper to list and title their groups of the
twenty items.
Chart Paper
2
per group
ST 2
Makers
2
per group
Use to record information on the chart paper.
ST 1
Markers
2
per group
ST 2
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 11:01:40 PM Page D-3
1.1 Grouping 20 Items
date
name
Questions
1. The chart below is reserved for a special grouping of the items. In the mean time,
don’t write on it. Read the following instructions carefully.
2. With your group, carefully examine the items listed below. Decide how the 20 items
could be divided into 4 groups. You will have to choose a criterion to do this. Use
the large chart paper to list these groups and title each according to the criterion
you used to make it.
3. See if you can group the items into 3 groups and give each a title.
4. See if you can make 2 groups and give each a title.
5. Now comes a big challenge! Examine the list carefully and see if you can divide the
items into 2 equal groups. Title each group.
car
pen
cheese
fire hall
hospital
dentist
egg
clock
school
doctor
hairdresser
chair
Title:
Title:
1
1
2
2
3
3
4
4
5
5
6
6
7
7
8
8
9
9
10
10
police station
boat
piano
dirt bike
tanning salon optometrist
auto mechanic
computer
1.2 Group Work Rating Scale
date
name
Needs Improvement
Excellent
Working in the Group
- showed respect for other
group members
1
2
3
4
- contributed in a positive
way to the group
1
2
3
4
- showed respect for other groups 1
- worked quietly
2
3
4
- shared tasks
2
3
4
1
date
name
1.3 Elements of an Economic System
Good
Where Does it Come
From? (raw material)
How is it Produced?
For Whom is it
How is it distributed?
Produced? (who uses it)
2.1 Characteristics of Economic System- Answers
Subsistence Traditional
-gathering of
own food for
survival (i.e.
hunting,
gathering)
Command
Market
- all decisions
are based on
how they were
done in the
past. They
follow
traditions.
decide for your decisions based
self, by your-self on what was done
in the past
- all decisions
are approved
by an
authoritative
system
- society
decides
whether or not
this meets its
needs
decisions made
by a dictator or
central authority
decisions agreed
upon by society
no market
exchange
little market
exchange
some market
exchange
extended market
exchange
no roads
limited number of some roads
roads
extensive
transportation
system
rural farming
construction
needs approval
by elders
building a road
beneficial to
government
grow own crops
grow crops for
self and others
grow crops for
government
companies
provide items
based on profit/
demand
grow crops for
international trade
choices affect
only self
choices made by personal choices opportunities for
elders
are few
entrepreneurs
2.1 Characteristics of Economic Systems
date
name
Set up your chart as illustrated below. Continue the left column to include
Transportation, Operation, Crops, and Choices. Place the characteristics listed
under the appropriate economic system they describe.
Type
Subsistence
Traditional
Command
Market
Description -gathering of
own food for
survival (i.e.
hunting,
gathering)
- all decisions
- all decisions
are based on
are approved by
how they were an authoritative
done in the past. system.
They follow
traditions.
Decisions
Markets
- decisions agreed upon by society
- decisions based on what was done in the past
- decide for yourself, by yourself
- decisions made by a dictator or central authority
- some market exchange
- little market exchange
- extended market exchange
- no market exchange
- some roads
- no roads
- extensive transportation system
- limited roads
- rural farming
- building a road beneficial to government
- construction needs approval by elders
- companies provide items based on profit/demand
- grow crops for international trade
- grow crops for the government
- grow crops for yourself and others
- grow own crops
- personal choices are few
- opportunities for entrepreneurs
- choices affect only self
- choices made by elders
- society
decides whether
or not this meets
its needs.
3.1 Economic Resources of Any Town, Ontario
Using these and/or other headings, list the resources (land, labour, capital, entrepreneurial ability)
that exist in the selected community that help to make it economically successful. The Internet is
a good place to start.
Economic Resources of Any Town, Ontario
Land
land available for development in east and north parts of city, several
lakes, rivers, forested areas, highways in your area, local railway lines,
airport, etc.
Labour
hospitals, university, college, arenas, malls, parks, beaches, service
industry, transportation, education, mining, forest, auto dealers, marine
sales and outfitters, snow machine sales and outfitters,
Capital
money that is used to invest in machinery and buildings: banks, head
offices, investment firms, etc.
Entrepreneurial
Ability
Include names of companies/firms in your area/municipality.
Examine your own municipality or region and complete a visual organizer of the economic
resources available. Headings such as Land Use and Availability; Labour or Types of Jobs or
Occupations; Transportation; Services and Facilities; Industries, Businesses and Companies; etc.
could be used.
Complete a similar study for another municipality or region.
4.1 The Three Types of Industries
date
name
Place each of the following in the correct section of the chart.
mining
hospitals
construction
government agencies
steel makers
schools
automobile makers
food processing
fish canneries
sports teams
fishing
jewellers
communications
transportation
boat builders
dentists
doctors
banks
forestry
hotels
farming
retail stores
theatres
The Three Types of Industries
Primary Industry
(Resource)
Secondary
(Manufacturing)
Tertiary
(Service)
4.2 The Three Types of Industries - Answers
Place each of the following in the correct section of the chart.
Mining
hospitals
construction
government agencies
steel makers
schools
automobile makers
food processing
fish canneries
sports teams
Fishing
jewellers
communications
transportation
boat builders
dentists
doctors
banks
Forestry
hotels
Farming
retail stores
theatres
The Three Types of Industries Answers
Primary Industry
(Resource)
mining
fishing
forestry
farming
Secondary
(Manufacturing)
automobile makers, steel
makers, jewellers,
boat builders, fish
canneries,
construction,
food processing
Tertiary
(Service)
retail stores, schools,
banks, hospitals,
dentists,
communications, sports
teams, hotels,
government agencies,
doctors, transportation,
theatres
5.1 Products of Yesterday and Today
date
name
Yesterday
and Still
Today
5.2 Making French Fries
date
name
Inputs
Process
Outputs
Feedback
-goods, services, and
natural forces such as
rain, soil, and sun
that are needed to
manufacture an item
-the step-by-step
procedures that are
needed to
manufacture an item
-the products for sale
and the waste
products created
during manufacturing
-part of the output is
returned to the input
-people submit ideas
for product
improvement
potatoes
heat oil to boiling
french fries
oil can be reused (to
a point)
oil
slice potatoes with
automatic slicer
potato peels
consumer comments
heat
place sliced potatoes used oil
in hot oil until golden
brown
French fry basket
remove from oil
salt
drain
vinegar
place on plate
ketchup
add condiment to
flavour
plate
fork
dirty dishes
6.1 Canadian Raw Materials
date
name
Canadian
Raw
Materials
7.1 Circle graph in Percentage
date
name
8.1 Culminating Activity Outline
date
name
Work alone or in a group of 2-3 students. Select a product or industry and describe the impact of
the product/industry on the economy of a municipality/region. Assuming the role of vice
president(s) of marketing, you will conduct research and present data to the CEO and the board
of directors as to whether or not the company should invest its resources into the development of
the product/industry.
Procedure
1. Preliminary Report
a) Carefully choose a product or industry.
b) Carefully choose a location or region where you think the company (make up a name) you
work for could introduce the above product or industry. (Note that your research is to see if this
is a good idea. You may determine after research that it is not.)
The Preliminary Report is due:
2. Research
a) Use the Internet, books, magazines, brochures, etc. to research the product/industry and the
location to see if they are in fact a good match. Your research should include:
- the impact on the environment
- available resources
- available workforce
- available markets
- transportation services and routes, and any other information you might
think is important (e.g., public opinion)
b) The project should include:
- written research about the product and the location
- visual aids such as illustrations, maps, charts, and graphs
- a bibliography, and an oral presentation of your conclusions
The oral presentation is actually your presentation, as vice president(s) of marketing, of your
findings to the CEO (chief executive officer) and the board of directors of the company you
work for. Your presentation will be the result of your investigation and should answer the
question of whether or not your company should locate in this area and attempt to market
your chosen product or industry. You may work with a partner.
3. Presentation
a) Presentations begin on
Rubric for an Oral Presentation
for use with Subtask 3 :
O Is for Oasis
from the Grade 8 Unit: Economic Systems
Student Name:
Date:
Expectations for this Subtask to Assess with this Rubric:
8g27
– demonstrate an understanding of how economic resources (e.g., land, labour, capital, entrepreneurial ability) influence the economic success of a region;
8g30
– use appropriate vocabulary (e.g., economy; subsistence, traditional, command, market, and mixed economies; production; goods; services; consumer; market;
distribution; import; exports; land; entrepreneurial; capital; primary, secondary, and tertiary industries; North American Free Trade Agreement) to describe their
inquiries
and observations;
–
locate relevant
information from a variety of sources (e.g., statistics, interviews, published field studies, field trip to a local industry, maps, illustrations, print
materials, videos, CD-ROMs, Internet);
– construct a wide variety of graphs, charts, diagrams, and models to organize information (e.g., graph the changing types of industry over time);
8g32
8g34
8g35
– communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written notes and reports, drawings, tables,
charts, and graphs.
Category/Criteria
Level 1
Level 2
Level 3
Level 4
Understanding of
Concepts
– shows understanding of
how economic resources
influence the economic
success of a region
– shows limited
understanding of how
economic resources
influence the economic
success of a region
– shows some understanding
of how economic resources
influence the economic
success of a region
– shows considerable
understanding of how
economic resources
influence the economic
success of a region
– shows complete
understanding of how
economic resources
influence the economic
success of a region
Developing
Inquiry/Research and
Communication Skills
– applies few of the skills and strategies
required to locate relevant information
about how economic resources
influence the economic success of a
region with limited success
– makes limited use of appropriate
terminology and vocabulary
– applies some of the skills and
strategies required to locate relevant
information about how economic
resources influence the economic
success of a region
– makes some use of appropriate
terminology and vocabulary
– applies a considerable number of the
skills and strategies required to locate
relevant information about how
economic resources influence the
economic success of a region
– makes considerable use of appropriate
terminology and vocabulary
– applies all (or almost all) of the
skills and strategies required to
locate relevant information about
how economic resources
influence the economic success
of a region
– consistently uses appropriate
terminology and vocabulary
Developing Map and Globe
Skills
– applies a limited number of
the required conventions for
completing a map: title, date,
and name; compass rose;
legend; neatly and
accurately printed labels;
neatly coloured and
displayed
– applies some of the
required conventions for
completing a map: title, date,
and name; compass rose;
legend; neatly and
accurately printed labels;
neatly coloured and
displayed
– applies most of the
required conventions for
completing a map: title, date,
and name; compass rose;
legend; neatly and
accurately printed labels;
neatly coloured and
displayed
– applies all (or almost all) of
the required conventions for
completing a map: title, date,
and name; compass rose;
legend; neatly and
accurately printed labels;
neatly coloured and
displayed
Applying Concepts and
Skills in Various Contexts
– demonstrates limited ability
to give complete
explanations about how
economic resources
influence the economic
success of a region
– demonstrates some ability
to give complete
explanations about how
economic resources
influence the economic
success of a region
– demonstraites considerable
ability to give complete or
nearly complete explanations
about how economic
resources influence the
economic success of a
region
– consistently gives complete
explanations about how
economic resources
influence the economic
success of a region
– applies -the skills and strategies required to locate
relevant information about how economic resources
influence the economic success of a region with
limited sussess
– uses appropriate terminology and vocabulary
– applies required conventions for
completing a map: title, date, and name;
compass rose; legend; neatly and
accurately printed labels; neatly
coloured and displayed
– gives complete explanations about
how economic resources influence the
economic success of a region
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 11:01:45 PM Page E-1
Rubric for an Oral Presentation
for use with Subtask 5 :
O Is for Opportunities
from the Grade 8 Unit: Economic Systems
Student Name:
Date:
Expectations for this Subtask to Assess with this Rubric:
8g29
8g30
8g32
8g34
– demonstrate an understanding of the manufacturing system (e.g., input, process, output, feedback), and describe how mechanization and technology have
changed the Canadian economy.
– use appropriate vocabulary (e.g., economy; subsistence, traditional, command, market, and mixed economies; production; goods; services; consumer; market;
distribution; import; exports; land; entrepreneurial; capital; primary, secondary, and tertiary industries; North American Free Trade Agreement) to describe their
inquiries
and observations;
–
locate relevant
information from a variety of sources (e.g., statistics, interviews, published field studies, field trip to a local industry, maps, illustrations, print
materials, videos, CD-ROMs, Internet);
– construct a wide variety of graphs, charts, diagrams, and models to organize information (e.g., graph the changing types of industry over time);
Category/Criteria
Level 1
Level 2
Level 3
Level 4
Understanding of
Concepts
– shows understanding of
the manufacturing system
– shows limited
understanding of the
manufacturing system
– shows some understanding – shows considerable
of the manufacturing system understanding of the
manufacturing system
– shows thorough
understanding of the
manufacturing system
Developing Inquiry/Research and
Communication Skills
– applies the skills and strategies
required to locate relevant information
about the manufacturing system
– uses appropriate terminology and
vocabulary
– applies a limited number of the skills
and strategies required to locate relevant
information about the manufacturing
system with limited success
– makes limited use of appropriate
terminology and vocabulary
– applies the skills and
strategies required to locate
relevant information about the
manufacturing system with some
success
– sometimes uses appropriate
terminology and vocabulary
– applies the skills and
strategies required to locate
relevant information about the
manufacturing system with
considerable success
– usually uses appropriate
terminology and vocabulary
– applies all (or almost all) of the skills
and strategies required to locate relevant
information about the manufacturing
system with a high degree of success
– consistently uses appropriate
terminology and vocabulary
Developing Map and Globe Skills
– applies required conventions for
completing a map: title, date, and name;
compass rose; legend; neatly and
accurately printed labels; neatly
coloured and displayed
– applies a limited number of
the required conventions for
completing a map: title, date,
and name; compass rose;
legend; neatly and accurately
printed labels; neatly coloured
and displayed
– applies some of the required
conventions for completing a
map: title, date, and name;
compass rose; legend; neatly
and accurately printed labels;
neatly coloured and displayed
– applies a considerable number
of the required conventions for
completing a map: title, date,
and name; compass rose;
legend; neatly and accurately
printed labels; neatly coloured
and displayed
– applies all (or almost all) of the
required conventions for
completing a map: title, date,
and name; compass rose;
legend; neatly and accurately
printed labels; neatly coloured
and displayed
Applying Concepts and
Skills in Various
Contexts
– gives complete
explanations about the
manufacturing system
– demonstrates limited ability
to give complete
explanations about the
manufacturing system
– demonstrates some ability
to give complete
explanations about the
manufacturing system
– demonstrates considerable
ability to give complete or
nearly complete explanations
about the manufacturing
system
– demonstrates a high
degree of ability to give
complete explanations about
the manufacturing system
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 11:01:45 PM Page E-2
Rubric for an Oral Presentation
for use with Subtask 8 :
C Is for Conducting
from the Grade 8 Unit: Economic Systems
Student Name:
Date:
Expectations for this Subtask to Assess with this Rubric:
8g27
– demonstrate an understanding of how economic resources (e.g., land, labour, capital, entrepreneurial ability) influence the economic success of a region;
8g30
8g34
– use appropriate vocabulary (e.g., economy; subsistence, traditional, command, market, and mixed economies; production; goods; services; consumer; market;
distribution; import; exports; land; entrepreneurial; capital; primary, secondary, and tertiary industries; North American Free Trade Agreement) to describe their
inquiries
and observations;
–
locate relevant
information from a variety of sources (e.g., statistics, interviews, published field studies, field trip to a local industry, maps, illustrations, print
materials, videos, CD-ROMs, Internet);
– construct a wide variety of graphs, charts, diagrams, and models to organize information (e.g., graph the changing types of industry over time);
8g39
– describe the impact of a new industry on the economy of a region.
8g32
Category/Criteria
Level 1
Level 2
Level 3
Level 4
Understanding of
Concepts
– shows understanding of
the impact of a new
industry on the economy of
a region
– shows limited
understanding of the impact
of a new industry on the
economy of a region
– shows some understanding
of the impact of a new
industry on the economy of a
region
– shows considerable
understanding of the impact
of a new industry on the
economy of a region
– shows thorough
understanding of the impact
of a new industry on the
economy of a region
Developing Inquiry/Research and
Communication Skills
– applies the skills and strategies
required to locate relevant information
about the impact of a new industry on the
economy of a region
– uses appropriate terminology and
vocabulary
– applies a limited number of the skills
and strategies required to locate relevant
information about the impact of a new
industry on the economy of a region
– makes limited use of appropriate
terminology and vocabulary
– applies some of the skills and
strategies required to locate relevant
information about the impact of a new
industry on the economy of a region
– makes some use of appropriate
terminology and vocabulary
– applies a considerable number of the
skills and strategies required to locate
relevant information about the impact of
a new industry on the economy of a
region
– makes considerable use of appropriate
terminology and vocabulary
– applies all (or almost all) of the skills
and strategies required to locate relevant
information about the impact of a new
industry on the economy of a region
– consistently uses appropriate
terminology and vocabulary
Developing Map and Globe Skills
– applies the required conventions for
completing a map: title, date, and name;
compass rose; legend; neatly and
accurately printed labels; neatly
coloured and displayed
– applies a limited number of the
required conventions for
completing a map: title, date,
and name; compass rose;
legend; neatly and accurately
printed labels; neatly coloured
and displayed
– applies some of the required
conventions for completing a
map: title, date, and name;
compass rose; legend; neatly
and accurately printed labels;
neatly coloured and displayed
– applies a considerable number
of the required conventions for
completing a map: title, date,
and name; compass rose;
legend; neatly and accurately
printed labels; neatly coloured
and displayed
– applies all (or almost all) of the
required conventions for
completing a map: title, date,
and name; compass rose;
legend; neatly and accurately
printed labels; neatly coloured
and displayed
Applying Concepts and
Skills in Various Contexts
– gives complete
explanations about the
impact of a new industry on
the economy of a region
– demonstrates limited ability
to give complete
explanations about the
impact of a new industry on
the economy of a region
– demonstrates some ability
to give complete
explanations about the
impact of a new industry on
the economy of a region
– demonstrates considerable
ability to give complete or
nearly complete explanations
about the impact of a new
industry on the economy of a
region
– consistently gives complete
explanations about the
impact of a new industry on
the economy of a region
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 11:01:45 PM Page E-3
Rubric for Written Component
for use with Subtask 8 :
C Is for Conducting
from the Grade 8 Unit: Economic Systems
Student Name:
Date:
Expectations for this Subtask to Assess with this Rubric:
8g27
– demonstrate an understanding of how economic resources (e.g., land, labour, capital, entrepreneurial ability) influence the economic success of a region;
8g30
– use appropriate vocabulary (e.g., economy; subsistence, traditional, command, market, and mixed economies; production; goods; services; consumer; market;
distribution; import; exports; land; entrepreneurial; capital; primary, secondary, and tertiary industries; North American Free Trade Agreement) to describe their
inquiries
and observations;
–
locate relevant
information from a variety of sources (e.g., statistics, interviews, published field studies, field trip to a local industry, maps, illustrations, print
materials, videos, CD-ROMs, Internet);
– communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written notes and reports, drawings, tables,
charts, and graphs.
– describe the impact of a new industry on the economy of a region.
8g32
8g35
8g39
Category/Criteria
Level 1
Level 2
Level 3
Level 4
Complexity of Ideas
– develops ideas to create
greater understanding of
topic
– makes limited use of
appropriate terminology and
vocabulary
– makes some use of
appropriate terminology and
vocabulary
– makes considerable use of
appropriate terminology and
vocabulary
– consistently uses
appropriate terminology and
vocabulary
Connecting Ideas to the
Topic
– connects ideas to the
topic; the impact of a new
industry on the economy of
a region
– connects a limited number
of ideas to the topic; the
impact of a new industry on
the economy of a region
– connects some ideas to
the topic; the impact of a
new industry on the economy
of a region
– connects a considerable
number of ideas to the topic,
the impact of a new industry
on the economy of a region
– connects all (or almost all)
ideas meaningfully and
consistently to the topic; the
impact of a new industry on
the economy of a region
– uses some of the
conventions required for
writing a report
– uses a considerable
number of the conventions
required for writing a report
– uses all the conventions
required for writing a report
Application of Language – uses a limited number of
the conventions required for
Conventions
writing a report
– uses the conventions
required for writing a report
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 11:01:45 PM Page E-4
Rubric For a Bar Graph
for use with Subtask 4 :
Student Name:
Date:
N Is for Name That Industry
from the Grade 8 Unit: Economic Systems
Expectationsfor this Subtask to Assess with this Rubric:
8g28
8g30
8g32
8g34
8g35
– identify and give examples of the three major types of industries (i.e., primary/ resource, secondary/manufacturing, tertiary/service), and describe how the
distribution of these industries has changed;
– use appropriate vocabulary (e.g., economy; subsistence, traditional, command, market, and mixed economies; production; goods; services; consumer; market;
distribution; import; exports; land; entrepreneurial; capital; primary, secondary, and tertiary industries; North American Free Trade Agreement) to describe their
inquiries
and observations;
– locate relevant
information from a variety of sources (e.g., statistics, interviews, published field studies, field trip to a local industry, maps, illustrations, print
materials, videos, CD-ROMs, Internet);
– construct a wide variety of graphs, charts, diagrams, and models to organize information (e.g., graph the changing types of industry over time);
– communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written notes and reports, drawings, tables,
charts, and graphs.
Category/Criteria
Level 1
Level 2
Level 3
Level 4
Understanding of
Concepts
– shows understanding of
the three major types of
industries
– shows limited
understanding of the three
major types of industries
– shows some understanding – shows considerable
of the three major types of
understanding of the three
industries
major types of industries
– shows complete
understanding of the three
major types of industries
Developing
Inquiry/Research and
Communication Skills
– applies a limited number of
the skills and strategies
required to locate relevant
information about the three
major types of industries
– makes limited use of
appropriate terminology and
vocabulary
– applies some of the skills
and strategies required to
locate relevant information
about the three major types
of industries
– makes some use of
appropriate terminology and
vocabulary
– applies a considerable
number of the skills and
strategies required to locate
relevant information about
the three major types of
industries
– makes considerable use of
appropriate terminology and
vocabulary
– applies all (or almost all) of
the skills and strategies
required to locate relevant
information about the three
major types of industries
– consistently uses
appropriate terminology and
vocabulary
Developing Map and
Globe Skills
– applies the required
conventions for completing
a bar graph: title, date, and
name; neatly and accurately
printed axes labels; neatly
coloured and displayed
– applies a limited number of
the required conventions for
completing a bar graph: title,
date, and name; neatly and
accurately printed axes
labels; neatly coloured and
displayed
– applies some of the
required conventions for
completing a bar graph: title,
date, and name; neatly and
accurately printed axes
labels; neatly coloured and
displayed
– applies a considerable
number of the required
conventions for completing a
bar graph: title, date, and
name; neatly and accurately
printed axes labels; neatly
coloured and displayed
– applies all (or almost all) of
the required conventions for
completing a bar graph: title,
date, and name; neatly and
accurately printed axes
labels; neatly coloured and
displayed
– applies the skills and strategies
required to locate relevant information
about the three major types of industries
– uses appropriate terminology and
vocabulary
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 11:01:49 PM Page E-5
Rubric for a Map
for use with Subtask 6 :
M Is for Mapping
from the Grade 8 Unit: Economic Systems
Student Name:
Date:
Expectationsfor this Subtask to Assess with this Rubric:
8g27
– demonstrate an understanding of how economic resources (e.g., land, labour, capital, entrepreneurial ability) influence the economic success of a region;
8g32
– locate relevant information from a variety of sources (e.g., statistics, interviews, published field studies, field trip to a local industry, maps, illustrations, print
materials, videos, CD-ROMs, Internet);
– construct a wide variety of graphs, charts, diagrams, and models to organize information (e.g., graph the changing types of industry over time);
8g34
8g35
8g36
– communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written notes and reports, drawings, tables,
charts, and graphs.
– identify patterns in the area of economics, using thematic maps (e.g., location of industries in relation to sources of raw materials).
Category/Criteria
Level 1
Level 2
Level 3
Level 4
Understanding of
Concepts
– shows understanding of
how the location of
industries is related to
sources of raw materials
– shows limited
understanding of how the
location of industries is
related to sources of raw
materials
– shows some understanding
of how the location of
industries is related to
sources of raw materials
– shows considerable
understanding of how the
location of industries is
related to sources of raw
materials
– shows thorough
understanding of how the
location of industries is
related to sources of raw
materials
Developing Inquiry/Research and
Communication Skills
– applies the skills and strategies
required to locate relevant information
about how the location of industries is
related to sources of raw materials
– uses appropriate terminology and
vocabulary
– applies a limited number of the
skills and strategies required to
locate relevant information about
how the location of industries is
related to sources of raw
materials with limited success
– makes limited use of
appropriate terminology and
vocabulary
– applies the skills and
strategies required to locate
relevant information about the
how the location of industries is
related to sources of raw
materials with some success
– makes some use of
appropriate terminology and
vocabulary
– applies the skills and
strategies required to locate
relevant information about how
the location of industries is
related to sources of raw
materials with considerable
success
– makes considerable use of
appropriate terminology and
vocabulary
– applies the skills and
strategies required to locate
relevant information about how
the location of industries is
related to sources of raw
materials with complete success
– makes thorough use of
appropriate terminology and
vocabulary
Developing Map and Globe
Skills
– applies the required
conventions for completing a
map: title, date, and name;
compass rose; legend; neatly
and accurately printed labels;
neatly coloured and
displayed
– applies a limited number of
the required conventions for
completing a map: title, date,
and name; compass rose;
legend; neatly and
accurately printed labels;
neatly coloured and
displayed
– applies some of the
required conventions for
completing a map: title, date,
and name; compass rose;
legend; neatly and
accurately printed labels;
neatly coloured and
displayed
– applies a considerable
number of the required
conventions for completing a
map: title, date, and name;
compass rose; legend; neatly
and accurately printed labels;
neatly coloured and
displayed
– applies all (or almost all) of
the required conventions for
completing a map: title, date,
and name; compass rose;
legend; neatly and
accurately printed labels;
neatly coloured and
displayed
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 11:01:49 PM Page E-6
Rubric for a Bar Graph
for use with Subtask 7 :
I Is for Identifying
from the Grade 8 Unit: Economic Systems
Student Name:
Date:
Expectationsfor this Subtask to Assess with this Rubric:
8g32
8g34
8g35
8g37
– locate relevant information from a variety of sources (e.g., statistics, interviews, published field studies, field trip to a local industry, maps, illustrations, print
materials, videos, CD-ROMs, Internet);
– construct a wide variety of graphs, charts, diagrams, and models to organize information (e.g., graph the changing types of industry over time);
– communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written notes and reports, drawings, tables,
charts, and graphs.
– identify the top trading countries in the world and the reasons for their success;
Category/Criteria
Level 1
Level 2
Level 3
Level 4
Understanding of
Concepts
– shows understanding of
the top trading countries in
the world
– shows limited
understanding of the top
trading countries in the world
and the reasons for their
success
– shows some understanding – shows considerable
of the top trading countries in understanding of the top
the world
trading countries in the world
– shows thorough
understanding of the top
trading countries in the world
Developing
Inquiry/Research and
Communication Skills
– applies the skills and
strategies required to locate
relevant information about
the top trading countries in
the world
– uses appropriate
terminology and vocabulary
– applies a limited number of the
skills and strategies required to
locate relevant information about
the top trading countries in the
world and the reasons for their
success
– makes limited use of
appropriate terminology and
vocabulary
– applies some of the skills
and strategies required to
locate relevant information
about the top trading
countries in the world
– makes some use of
appropriate terminology and
vocabulary
– applies a considerable
number of the skills and
strategies required to locate
relevant information about
the top trading countries in
the world
– makes considerable use of
appropriate terminology and
vocabulary
– applies all (or almost all) of
the skills and strategies
required to locate relevant
information about the top
trading countries in the world
– consistently uses
appropriate terminology and
vocabulary
Developing Map and
Globe Skills
– applies the required
conventions for completing
a bar graph: title, date, and
name; neatly and accurately
printed axes labels; neatly
coloured and displayed
– applies a limited number of
the required conventions for
completing a bar graph: title,
date, and name; neatly and
accurately printed axes
labels; neatly coloured and
displayed
– applies some of the
required conventions for
completing a bar graph: title,
date, and name; neatly and
accurately printed axes
labels; neatly coloured and
displayed
– applies a considerable
number of the required
conventions for completing a
bar graph: title, date, and
name; neatly and accurately
printed axes labels; neatly
coloured and displayed
– applies all (or almost all) of
the required conventions for
completing a bar graph: title,
date, and name; neatly and
accurately printed axes
labels; neatly coloured and
displayed
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 11:01:49 PM Page E-7
Rubric for a Circle Graph
for use with Subtask 7 :
I Is for Identifying
from the Grade 8 Unit: Economic Systems
Student Name:
Date:
Expectationsfor this Subtask to Assess with this Rubric:
8g32
8g34
8g35
8g37
– locate relevant information from a variety of sources (e.g., statistics, interviews, published field studies, field trip to a local industry, maps, illustrations, print
materials, videos, CD-ROMs, Internet);
– construct a wide variety of graphs, charts, diagrams, and models to organize information (e.g., graph the changing types of industry over time);
– communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written notes and reports, drawings, tables,
charts, and graphs.
– identify the top trading countries in the world and the reasons for their success;
Category/Criteria
Level 1
Level 2
Level 3
Level 4
Understanding of
Concepts
– shows understanding of
the top trading countries in
the world and the reasons
for their success
– shows limited
understanding of the top
trading countries in the world
and the reasons for their
success
– shows some understanding
of the top trading countries in
the world and the reasons for
their success
– shows considerable
understanding of the top
trading countries in the world
and the reasons for their
success
– shows complete
understanding of the top
trading countries in the world
and the reasons for their
success
Developing Inquiry/Research
and Communication Skills
– applies the skills and
strategies required to locate
relevant information about the
top trading countries in the world
and the reasons for their
success
– uses appropriate terminology
and vocabulary
– applies a limited number of the
skills and strategies required to
locate relevant information about
the top trading countries in the
world and the reasons for their
success
– makes limited use of
appropriate terminology and
vocabulary
– applies some of the skills
and strategies required to
locate relevant information
about the top trading
countries in the world and
the reasons for their success
– sometimes uses
appropriate terminology and
vocabulary
– applies a considerable number
of the skills and strategies
required to locate information
about the top trading countries
in the world and the reasons for
their success
– makes considerable use of
appropriate terminology and
vocabulary
– applies all (or almost all) of the
skills and strategies required to
locate information about the top
trading countries in the world
and the reasons for their
success
– consistently uses appropriate
terminology and vocabulary
Developing Map and Globe
Skills
– applies the required
conventions for completing a
circle graph: title, date, and
name; neatly and accurately
printed labels; neatly
coloured and displayed
– applies a limited number of
the required conventions for
completing a circle graph:
title, date, and name; neatly
and accurately printed labels;
neatly coloured and
displayed
– applies some of the
required conventions for
completing a circle graph:
title, date, and name; neatly
and accurately printed labels;
neatly coloured and
displayed
– applies a considerable
numberof the required
conventions for completing a
circle graph: title, date, and
name; neatly and accurately
printed labels; neatly
coloured and displayed
– applies all (or almost all) of
the required conventions for
completing a circle graph:
title, date, and name; neatly
and accurately printed labels;
neatly coloured and
displayed
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 11:01:49 PM Page E-8
Expectation List
Economic Systems
Page 1
Geography A Unit for Grade 8
Selected
Assessed
Geography---Economic Systems
8g25
8g26
8g27
8g28
8g29
8g30
8g31
8g32
8g33
8g34
8g35
8g36
8g37
8g39
– demonstrate an awareness of the fundamental elements of an economic system: what goods are produced; how they are
produced; for whom they are produced; and how they are distributed;
– demonstrate an awareness of the characteristics of basic economic systems (e.g., subsistence, traditional, command,
market), as well as recognition that most countries like Canada have a mixed economy that includes features from more
than one system;
– demonstrate an understanding of how economic resources (e.g., land, labour, capital, entrepreneurial ability) influence the
economic success of a region;
– identify and give examples of the three major types of industries (i.e., primary/ resource, secondary/manufacturing,
tertiary/service), and describe how the distribution of these industries has changed;
– demonstrate an understanding of the manufacturing system (e.g., input, process, output, feedback), and describe how
mechanization and technology have changed the Canadian economy.
– use appropriate vocabulary (e.g., economy; subsistence, traditional, command, market, and mixed economies; production;
goods; services; consumer; market; distribution; import; exports; land; entrepreneurial; capital; primary, secondary, and
tertiary industries; North American Free Trade Agreement) to describe their inquiries and observations;
– ask questions that synthesize various sources of information and points of view (e.g., on the effect of mechanization and
technology on the Canadian economy);
– locate relevant information from a variety of sources (e.g., statistics, interviews, published field studies, field trip to a local
industry, maps, illustrations, print materials, videos, CD-ROMs, Internet);
– analyse, synthesize, and evaluate data (e.g., about Canada’s trading partners);
– construct a wide variety of graphs, charts, diagrams, and models to organize information (e.g., graph the changing types of
industry over time);
– communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written
notes and reports, drawings, tables, charts, and graphs.
– identify patterns in the area of economics, using thematic maps (e.g., location of industries in relation to sources of raw
materials).
– identify the top trading countries in the world and the reasons for their success;
– describe the impact of a new industry on the economy of a region.
1
1
3
2
1
2
4
2
1
1
6
2
2
1
6
1
6
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1
1
1
Expectation Summary
Selected
Economic Systems
Assessed
Geography A Unit for Grade 8
English Language
8e1
8e11
8e21
8e31
8e41
8e51
8e61
8e2
8e12
8e22
8e32
8e42
8e52
8e62
8e3
8e13
8e23
8e33
8e43
8e53
8e63
8e4
8e14
8e24
8e34
8e44
8e54
8e64
8e5
8e15
8e25
8e35
8e45
8e55
8e65
8e6
8e16
8e26
8e36
8e46
8e56
8e66
8e7
8e17
8e27
8e37
8e47
8e57
8e67
8e8
8e18
8e28
8e38
8e48
8e58
8e9
8e19
8e29
8e39
8e49
8e59
8e10
8e20
8e30
8e40
8e50
8e60
8f3
8f13
8f4
8f14
8f5
8f15
8f6
8f16
8f7
8f17
8f8
8f9
8f10
8m3
8m13
8m23
8m33
8m43
8m53
8m63
8m73
8m83
8m93
8m103
8m113
8m4
8m14
8m24
8m34
8m44
8m54
8m64
8m74
8m84
8m94
8m104
8m114
8m5
8m15
8m25
8m35
8m45
8m55
8m65
8m75
8m85
8m95
8m105
8m115
8m6
8m16
8m26
8m36
8m46
8m56
8m66
8m76
8m86
8m96
8m106
8m116
8m7
8m17
8m27
8m37
8m47
8m57
8m67
8m77
8m87
8m97
8m107
8m117
8m8
8m18
8m28
8m38
8m48
8m58
8m68
8m78
8m88
8m98
8m108
8m118
8m9
8m19
8m29
8m39
8m49
8m59
8m69
8m79
8m89
8m99
8m109
8m119
8m10
8m20
8m30
8m40
8m50
8m60
8m70
8m80
8m90
8m100
8m110
8m120
French as a Second Language
8f1
8f11
8f2
8f12
Mathematics
8m1
8m11
8m21
8m31
8m41
8m51
8m61
8m71
8m81
8m91
8m101
8m111
8m121
8m2
8m12
8m22
8m32
8m42
8m52
8m62
8m72
8m82
8m92
8m102
8m112
8m122
Science and Technology
8s1
8s11
8s21
8s31
8s41
8s51
8s61
8s71
8s81
8s91
8s101
8s111
8s121
8s131
8s141
8s2
8s12
8s22
8s32
8s42
8s52
8s62
8s72
8s82
8s92
8s102
8s112
8s122
8s132
8s142
8s3
8s13
8s23
8s33
8s43
8s53
8s63
8s73
8s83
8s93
8s103
8s113
8s123
8s133
8s143
8s4
8s14
8s24
8s34
8s44
8s54
8s64
8s74
8s84
8s94
8s104
8s114
8s124
8s134
8s144
8s5
8s15
8s25
8s35
8s45
8s55
8s65
8s75
8s85
8s95
8s105
8s115
8s125
8s135
8s145
8s6
8s16
8s26
8s36
8s46
8s56
8s66
8s76
8s86
8s96
8s106
8s116
8s126
8s136
8s146
8s7
8s17
8s27
8s37
8s47
8s57
8s67
8s77
8s87
8s97
8s107
8s117
8s127
8s137
8s147
8s8
8s18
8s28
8s38
8s48
8s58
8s68
8s78
8s88
8s98
8s108
8s118
8s128
8s138
8s148
8s9
8s19
8s29
8s39
8s49
8s59
8s69
8s79
8s89
8s99
8s109
8s119
8s129
8s139
8s10
8s20
8s30
8s40
8s50
8s60
8s70
8s80
8s90
8s100
8s110
8s120
8s130
8s140
8h2
8h12
8h22
8h32
8h42
8h52
8h3
8h13
8h23
8h33
8h43
8h53
8h4
8h14
8h24
8h34
8h44
8h54
8h5
8h15
8h25
8h35
8h45
8h55
8h6
8h16
8h26
8h36
8h46
8h56
8h7
8h17
8h27
8h37
8h47
8h57
8h8
8h18
8h28
8h38
8h48
8h9
8h19
8h29
8h39
8h49
8h10
8h20
8h30
8h40
8h50
8g3
8g13
8g23
8g33
8g43
8g53
8g4
8g14
8g24
8g34
8g44
8g54
8g5
8g15
8g25
8g35
8g45
8g55
8g6
8g16
8g26
8g36
8g46
8g56
8g7
8g17
8g27
8g37
8g47
8g57
8g8
8g18
8g28
8g38
8g48
8g9
8g19
8g29
8g39
8g49
8g10
8g20
8g30
8g40
8g50
History
8h1
8h11
8h21
8h31
8h41
8h51
Geography
8g1
8g11
8g21
8g31
8g41
8g51
2
1
8g2
8g12
8g22
8g32
8g42
8g52
1
6
2
1
2
6
1
1
6
1
1
3
1
2
1
1
Health & Physical Education
8p1
8p11
8p21
8p31
8p41
8p2
8p12
8p22
8p32
8p3
8p13
8p23
8p33
8p4
8p14
8p24
8p34
8p5
8p15
8p25
8p35
8p6
8p16
8p26
8p36
8p7
8p17
8p27
8p37
8p8
8p18
8p28
8p38
8p9
8p19
8p29
8p39
8p10
8p20
8p30
8p40
8a2
8a12
8a22
8a32
8a42
8a52
8a62
8a3
8a13
8a23
8a33
8a43
8a53
8a63
8a4
8a14
8a24
8a34
8a44
8a54
8a64
8a5
8a15
8a25
8a35
8a45
8a55
8a65
8a6
8a16
8a26
8a36
8a46
8a56
8a66
8a7
8a17
8a27
8a37
8a47
8a57
8a8
8a18
8a28
8a38
8a48
8a58
8a9
8a19
8a29
8a39
8a49
8a59
8a10
8a20
8a30
8a40
8a50
8a60
The Arts
8a1
8a11
8a21
8a31
8a41
8a51
8a61
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2
4
Unit Analysis
Page 1
Economic Systems
Geography A Unit for Grade 8
Analysis Of Unit Components
8
45
49
56
Subtasks
Expectations
Resources
Strategies & Groupings
-- Unique Expectations -14 Geography Expectations
Resource Types
8
17
0
8
1
11
4
0
0
0
0
0
Rubrics
Blackline Masters
Licensed Software
Print Resources
Media Resources
Websites
Material Resources
Equipment / Manipulatives
Sample Graphics
Other Resources
Parent / Community
Companion Bookmarks
Groupings
Assessment Recording Devices
6
3
4
3
2
6
Students Working As A Whole Class
Students Working In Pairs
Students Working In Small Groups
Students Working Individually
Rating Scale
Rubric
Assessment Strategies
Teaching / Learning Strategies
1
1
6
3
2
2
3
1
Brainstorming
Classifying
Discussion
Graphing
Map Making
Note-making
Research
Think / Pair / Share
2
2
8
1
Classroom Presentation
Conference
Performance Task
Questions And Answers (oral)
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