www.canadiangeographic.ca/atlas Yukon Territory -­‐ Grade 6-­‐8 Global Citizenship
In this lesson, students are introduced to the idea of global citizenship. They will complete a
global citizenship activity using the Canadian Geographic–CIDA map A Developing World.
Grade Level
Grades 6–8
Time Required
60 minutes
Curriculum Connection
Yukon: Social Studies Grade 6—Politics and Law
• Demonstrate an understanding of global citizenship
Link to Canadian National Geography Standards
Essential Element # 1 (Grades 6–8) – The World in Spatial Terms
• Major countries of the world
Essential Element # 4 (Grades 6–8) – Human Systems
• Regional development in Canada and the world
Geographic Skills # 2 (Grades 6–8) – Acquiring Geographic Information
• Use maps to collect and/or compile geographic information
Canadian Geographic–CIDA Map
This lesson uses the Canadian Geographic–CIDA map A Developing World. Copies of the
map have been distributed to schools across Canada. To view an on-line version of the map,
please go to www.canadiangeographic.ca/worldmap.
Additional Resources, Materials, and Equipment Required
• Copies of the map A Developing World, with the Canada and the World map on the back
• Copies of the Student Activity Sheet: Global Citizenship Activity for each student
• Blank world maps
• Teacher Answer Guide for Parts B and C of the Global Citizenship Activity
Main Objective
Students will demonstrate an understanding of global citizenship using the map A
Developing World.
www.canadiangeographic.ca/atlas Yukon Territory -­‐ Grade 6-­‐8 Learning Outcomes
By the end of the lesson, students will be able to:
• describe and identify the United Nations Millennium Development Goals;
• work collaboratively to locate countries and regions using a world map;
• appreciate the diversity of Canada’s involvement in global affairs;
• use maps to collect geographic information;
• create a map that is labelled with the names of countries and regions from the
scavenger hunt activity;
• create a thematic map that illustrates the Human Development Index (HDI) ranking for
various countries.
Lesson
Introduction
• Brainstorming Activity: Ask students “What does it mean to be a global
citizen?”
• Compile a list of student ideas on the board or on a flip chart.
• Introduce the map A Developing World. Explain that this map was produced
in the hopes that students would become informed and active global
citizens.
Lesson
Development
• Divide students into groups. Arrange the desks to form a large enough
surface for the map to be completely open.
• Distribute the poster map. Distribute the Global Citizenship Activity sheet
and a blank world map to each student in each group.
• Explain to students that they will use the information from the maps to
complete an activity about global citizenship. Explain the activity using the
instructions provided on the handout.
• Monitor students as they work through the activity. Remind students that
their maps should have all the important map elements (title, legend,
direction, border, date, and author).
Conclusion
•
Take up the answers to the Global Citizenship Activity as a class activity.
Collect the maps or use them as the first piece of work in a portfolio, if
this is part of a larger unit on global issues.
www.canadiangeographic.ca/atlas Yukon Territory -­‐ Grade 6-­‐8 Lesson Extension
Based on the information contained on the map A Developing World, implement the
following suggested instructional strategy from the Grade 6 integrated resource package
(IRP):
Using cutouts of keys, ask students to develop a key chain of characteristics to create a
profile of a global citizen. Ask them to report on how well they fit this profile in order to
obtain “global passports.”
Assessment of Student Learning
Students can complete a self-assessment of the Global Citizenship Activity. Teachers could
collect the maps and evaluate them, or use them as part of a portfolio of student work.
Further Reading
See the November/December 2004 edition of Canadian Geographic magazine for many
articles about global citizens and ideas that could be adapted for a Grade 6 Social Studies
class.
www.canadiangeographic.ca/atlas Yukon Territory -­‐ Grade 6-­‐8 Student Activity Sheet:
Global Citizenship Activity
Complete the following activity to become a more informed global citizen!
Part A: Millennium Development Goals (MDGs)
Use the map entitled A Developing World for this section of the activity.
1. Read the paragraph under the title “Canadians Making a Difference in the World.” Record the
following information in the space below.
• What are the Millennium Development Goals?
•
When did the leaders of the world agree to them?
•
By what year is it hoped that the MDGs will be achieved?
___________________________________________________________________________
___________________________________________________________________________
2. Use the lower section of the map to record the Millennium Development Goal and Target for each of
the following categories.
Category
Education
Poverty and
Hunger
Environment
Health
HIV/AIDS
Millennium Development Goal
Target
www.canadiangeographic.ca/atlas Yukon Territory -­‐ Grade 6-­‐8 Part B: Mapping the Human Development Index (HDI)
The countries on the map are shaded in red, orange, yellow, or grey. This is an example of a thematic
map. The theme being mapped is the HDI or Human Development Index.
1.What is the HDI? (Hint: Look in the Legend.)
_________________________________________________________________________
_________________________________________________________________________
2.List 16 different countries/regions and its HDI ranking (H, M, L) in the table below.
Country/Region
HDI Ranking (H, M, L)
3. Now, create your own thematic map. Shade the countries in the list above according to their
ranking in the HDI. (Choose appropriate colours. Make sure your map title indicates the data that
you have mapped, and that you have included a legend.)
4.Circle the countries/regions in the table above that you think are the focus of the Millennium
Development Goals outlined in Part A. Explain why you have circled these countries.
Congratulations!
You are now a more informed global citizen with a thematic map to prove it!