Grade 8 Geography

GRADE 8 GEOGRAPHY
LONG RANGE PLANS, LESSONS AND TIMELINE


Introduction to Geography:

1) Set-up Duo Tang; Course Outline; Evaluation; and Title Page (Art Mark)

Give out Duo Tang with blank paper (title page)

Title: Geography; students will use the textbook and course outline to design a colourful and creative title page which show all 3 Units in words and pictures.

Give out Course Outline with Evaluation
























Unit 1 –Patterns in Human Geo. - Feb. 2ND to March 13 (6 wks.)

Introduction:

Use the Toronto Star articles about this summer's propane explosion to introduce the importance and relevance of land use patterns (i.e. residential beside industrial).

Overall Expectations:
*8G1 identify and explain patterns in Human Geography and describe how human activities are affected by these patterns (Chapter 3).
8G2 demonstrates an understanding of employment patterns and trends.
8G3 use a variety of geographic representations, tools and technologies to gather, process, and communicate geographic information.

Key Question:

Identify and describe the Six Uses of Land and be able to provide examples of each.

Online Activity:

Play SimCity Classic Online and Write a Reflection about what went well and what you would do differently. You are the mayor of your town and you are seeking re-election; write an election speech about what you have done well for your town and what you plan to do in the future.

Evaluation:

Participation in Game; Population of City; and Unit Test

Resources:

Toronto Star article “Riddles in the Ruins”
BLM #2 "Information Organizer" (use one for each Unit for each Key Question).
Textbook Human Geography Chapter 3
SimCity Classic Online Game http://simcity.ea.com/play/classic_instructions.php
SimCity and PowerPoint Lesson Plan


Unit 2 – Economic Systems - March 23 to May 8 (7 wks.)

Introduction:

Introduce unit with Canadian Geographic: A Developing World Poster; an interactive map with lessons is also available online.
Break down GDP to wage per day to help students understand economic condition of a country (i.e. How long would it take a worker in China to buy the Xbox they make?)

Overall Expectations:
*8G22 demonstrate an understanding of economic systems and the factors that influence them.
8G23 describe the economic relationship between Canada and the global community
*8G24 use a variety of geographic representations, tools and technologies to gather, process, and communicate geographic information (Chapter 8).

Key Question:

What are the various ways we measure the wealth of one country compared to others?

Project:

Research Presentation Determining One Country’s Quality of Life (HDI) with 3 Other Countries. Of the three other countries (they pick one, I give them one, and all use Canada). Consider: Human Development Index, GDP, Literacy Rate, Life Expectancy, etc...

Bonus: What would you include to determine a students quality of life in a country? (see question 9 on page 165).

Resources:


World Poster (Canadian Geographic: A Developing World)
BLM #2 "Information Organizer" (use one for each Unit for each Key Question).
Textbook Human Geography Chapter 8
CIA World Fact Book Online
Canadian Geographic: A Developing World Online Map

Evaluation:

Participation, Presentation, and Definitions Test



Unit 3 - Migration – May 11 to June 25 (7 wks.)

Introduction:
Use a slide show of immigrant photos. Have students identify all the examples of people having moved from one place to Canada. Ask them why these people would leave a place (push factors) and why they would move to a place (pull factors).

Overall Expectations:

*8G40 identify factors that influence migration and mobility (Chapter 11)
8G41 demonstrate an understanding of the ways in which cultures are affected by migration
8G42 describe patterns and trends in migrations and their effects on Canada.

Key Question:

Why do people move? What are the “push” and “pull” factors?

Activities:

Map and Globe Skills: Do Lesson “Where Canadians Come From” with Question 6 on page 227 with the class.

Have students interview an immigrant from their family and Create a Report or Learn About Why Your Cultural Group Came to Canada and When? Create a Report.
Options: Written Report, Photo Story or Video Interview.

Resources:
BLM #2 Information Organizer (use one for each Unit for each Key Question).
Textbook Chapter 11
Teacher’s Guide Chapter 11

Evaluation:

Participation, Project, and Test on Push Pull Factors.

Grade 8 History

GRADE 8 HISTORY
LONG RANGE PLANS, LESSONS, AND TIMELINE

Introduction Lessons:

1) Set-up Duo Tang; Course Outline; Evaluation; and Title Page (Art Mark)
Give out Duo Tang with blank paper (title page)

Title: Canadian History; students will use the textbook and course outline to design a colourful and creative title page which show all 3 Units in words and pictures.
Give out Course Outline with Evaluation
























2) Lesson on Reading the Textbook Features
see Teacher's Guide for Instructions (pages 59-60)


Unit One – Confederation -Sept. 2nd to Oct. 10 (6 wks.)

Introduction:
Introduce the topic of "national pride". Use examples of countries like the United States, India, Italy and Turkey (which teach children about the importance of when the country gained independence or united a group of provinces or states to form a country). Most countries in the world are very proud of the formation of their country. Have the students do some quick research on the internet to find out when the country their family came from either gained independence from another country or united to become a country. For example, using the CIA World Fact Book, one learns that

Italy became a nation-state in 1861 when the regional states of the peninsula,
along with Sardinia and Sicily, were united under King Victor EMMANUEL II.

Give students time to research and share results with the class. Have students
see that like these other countries Canada has an important history of
unification (called Confederation) and it is important that we study why the
various provinces united when they did. Canada is a great country (one of
the greatest in the world) and we as citizens need to know some of it's
basic history.

Overall Expectations:
*8H1 demonstrates an understanding of the major factors and significant events that led to Confederation. (Chapter 2)
8H2 analyze and describe the impact of current issues and their potential impact on Confederation (e.g. demands of Aboriginals, Quebec issues, Western issues)
8H3 demonstrate an understanding of the diverse groups and individuals that contributed to the formation and growth of Canada.

*Key Question:
What were the causes of Confederation? What were the social, political, economic and geographic factors which lead to Confederation?

Project or Activity:
Multimedia (PowerPoint) Ad Campaign to Join Confederation

You are part of a PR team hired by one of the Father’s of Confederation to “promote” the idea of joining confederation. Your task is to find all the important factors which would encourage your province to join the Confederation of Canada. Be sure to include social, political, economic and geographic factors (pages 36-53 internal and external factors; pages 62-79 factors relating to specific regions).
As groups present factors for each region have other groups fill out a graphic organizer.
Students will be tested on the content of the graphic organizer.

Resources:
Their Stories, Our History (textbook)
Internet research
http://www.collectionscanada.gc.ca/confederation/kids/h2-1300-e.html

Evaluation:
Use of Class Time; Presentation Content; Notes from Each Group; and Final Test






Unit Two – Opening of the West -Oct. 14 to Nov. 28 (7 wks.)

Introduction:
Slide-Show Presentation of Posters Selling Canada to Immigrants
Explanation and Start of the Settlement of the West Role Play Game

Overall Expectations:
*8H17 demonstrates an accurate understanding of the development of the West from the points of view of the Canadian Government, Aboriginal peoples, Métis, and new immigrants (Chapt. 6).
8H18 analyze and describe the changes and conflicts that occurred in the Canadian West
8H19 analyze and describe how diverse groups and individuals contributed to the growth and development of the Canadian West.

*Key Question:
How did the development of the West affect the Canadian Government, Aboriginal peoples, Métis, and new immigrants?

Activities:
Play the Settlement of the West Role Play Game (see Powerpoint and Instructions) with Diary Entries and/or Letter’s Home.

Create a poster promoting immigration to the West using Photoshop (Art Mark)


Resources:
Their Story, Our History (Chapter 6)
Pages 186-191 Who Came to Canada? (Intro to Settlement Game)
Sample Journal Entries (page 187, 190 and 194) and Letter Home (page 196)

Analyse Posters and images (selling Canada pages 178-185)
http://www.imagescanada.ca/

Prof. C. Rutherford’s Settlement of the West Role Play Game

Evaluation:
Participation in Game, Unit Test, and Art Poster










Unit Three – A Changing Society –Dec. 1st to Jan. 30 (7 wks.)

Introduction:
Introduce unit with video on Canada during the turn of the century.
Media Net: Media.tdsb.on.ca
World War One: Canada’s War
Causes of World War One: The Great War
Vimy Ridge: A Soldier’s Story
Watch a video or videos and answer some questions…

Overall Expectations:
8H35 demonstrates an understanding of how diverse groups and individuals contributed to the historical, cultural and economic development of Canada.
*8H36 analyze and describe the conflicts and changes involving Canadians from Confederation to 1918. (Chapter 9)
8H37 demonstrate an understanding of the impact of WW1 on Canada and the world community.

*Key Question:
What were the causes and effects of World War One?

Activities:
“Over the Top” (online game) and follow up questions.
Propaganda and Censorship (see Over the Top Website Teacher Resources and NFB website).

Resources:
Videos/DVD’s from Media Net
Their Stories, Our History (Chapter 9)
Over the Top
http://www.warmuseum.ca/ (game and teacher’s guide)
Images of a Forgotten War
http://www.nfb.ca/enclasse/ww1/index.html (nfb)


Evaluation:
Notes from videos, Participation in Over the Top game, and Test on Causes of the War

Term One: Media Literacy at Amesbury Middle School

Lesson One
Introduction and Play People Bingo:

Use the Week One PowerPoint Presentation to introduce the course and play the Media Literacy People Bingo game to get to know the students.


Resources:

Media Literacy People Bingo





























Grade 6 Presentation





Grade 7 Presentation




Grade 8 Presentation




Lesson Two

Rules and Routines and Brand Recognition Activities



Use the Week Two PowerPoint Presentation to quickly discuss classroom rules and routines. Then have the students work with a partner to recognize as many products as possible from the ABC's of Brands poster or this could be homework. If time permits, have the class go to the online Brand Recognition Activity and the online Battle of the Brands.


Resources:

Week Two Presentation


ABC's of Brands Poster

























Here Are the Answers:
A: ALL

B: BUBBLICIOUS

C: CAMPBELLS

D: DAWN

E: EGGO
F: FRITOS

G: GATORADE

H: HEBREW NATIONAL

I: ICE

J: JELLO (SUGAR FREE)

K: KOOLAID
L: LYSOL

M: M&M's
N: NILLA WAFERS

O: OREOS

P: PEZ
Q: Q-TIPS
R: REESE'S

S: STARBURST

T: TIDE

U: UNCLE

V: V8
W: WISK

X: XTRA LAUNDRY DETERGENT

Y: YORK PEPPERMINT PATTIES

Z: ZEST


Created By: Heidi Cody


Online Brand Recognition Activity


Online Battle of the Brands




Lesson Three
Cool For School Advertising Activity
(from Media Studies K-12 TDSB, 2005)

In the Business Section of the Toronto Star it was reported that Back-to-School sales are second only to the Christmas Season in North America.

Canada's biggest stationery supplier Staples Business Depot is also trumpeting
price cuts on basics such as pencils and paper notebooks.
But consumers hoping to find real deals on a wide range of products during the second-biggest shopping season of the year may be disappointed.
Many Canadian retailers are still charging significantly higher prices than their U.S. counterparts despite last year's sharp rise in the relative value of the loonie, said Doug Porter, deputy chief economist with BMO Capital Markets. (Toronto Star August 19, 2008).

This means businesses all what some of our Back-to-School dollars. The question is what will they do to get it?

"The first few weeks of school are an exciting and anxious time for the middle school students. The need for acceptance among their peers can be overwhelming as students strive for a social identity. What students choose to wear to express their identity is a very important influence in social acceptance. Many schools are also faced with the choice of wearing uniforms. Therefore, a study of back-to-school fashion is an ideal starting point for media studies."

Key Questions for Discussion:

• which media influence the choices students and/or parents make about Back-to-School purchases?

• what are some reasons for getting new purchases before September?
  
• list some things are are "in fashion" for this Fall.


• how do you know what is "in fashion"?
  
• in what ways is the need for new purchases for "back-to-school" real?


• in what ways is the need constructed? By whom?
  

Store Flyers Activity:


Collect store flyers for several weeks prior to school starting and ask students to bring in fliers during the first few weeks of school. In small groups, have students examine various flyers and answer the following questions:

• what are the current trends in fashion for grades 6-8?


• who is the target audience for each of the store flyers? Is it young children, preteens, teens, or parents? How can you tell?


• how do advertisers make Back-to-School appear to be an important time for ALL people? (e.g. show people of different ages, races, and sexes in the ads) Despite these attempts, who is STILL missing (excluded) from these ads? (i.e. disabled people, mixed, single parent, gay, etc.) Create a continuum of ads from most to least inclusive.


• describe some of the techniques used in the construction of each store flyer (i.e. symbols and images related to school, lettering, logos, "catch phrase"). In your group's opinion, which store flyer has the most appeal? Why?
  
• Place the store flyers on a continuum from least to the most effective. Be prepared to defend your choice.

Lesson Four

An Introduction to the 5 Key Concepts and the Media Triangle

Two frameworks are used to help students understand media messages.

The first is the 5 Key Concepts of Media Literacy. Simply show the students the poster and discuss each point. Provide examples and ask students for examples which explain each statement.

Explain the Media Studies Triangle using a number of examples of media text to model the 3 different points of view which exist in all media text. All 3 points of view must be considered to fully understand the media text's meaning.


Resources:

5 Key Concepts of Media Literacy Poster








The Media Studies Triangle and Activity Sheet





Lesson Five

Product Placement in the Movies

Do a YouTube search for "Behind the Screens".... the documentary is in 5 parts on YouTube. Be sure the students are aware the three ways in which products are integrated into the movies we watch today (Cross Promotions, Merchandising, and Tie-Ins). All three are explained with examples in "Behind the Screens: Hollywood goes Hypercommercial 3 of 5" on YouTube.

Cross Promotions: the product is in the film and mentioned plus the commercials about the product mention the film.

Merchandising: what else can you sell as a result of the movie (i.e. t-shirts, mugs, toys). Some characters in movies are actually created because they can easily become toys (i.e. "ToyStory")

Tie-Ins: the product and the film have an agreement/arrangement. For example, Disney and McDonalds have had a 10 year agreement that any Disney movie will be promoted with products (toys with Happy Meals) at McDonalds. Movie makers are nolonger interested in making great movies they are more interested in making great deals.

Product Placement Activity:

Have the students find their own examples of product placement in movies they know. If possible some may even bring in the VHS or DVD. It might be more productive (and provocative) to have them review a few of their own favorite movies. Ask the students to find examples of Cross Promotions, Merchadising, and Tie-Ins

Resources:
YouTube Behind the Screens

Behind the Screens Study Guide


Pruduct Placement Assignment



Major Media Literacy Product for Term One

POSTER CONTEST

This term we have looked at 3 Media Literacy Concepts:

• Brand Recognition
• The Media Triangle
• Product Placement

Choose one of the concepts and use Photoshop Elements to create a 7" X 5" poster informing young people about "What Media Literacy means to you?"


Your poster will have the words "Media Literacy is...______________"


The illustration and brief statement will illustrate one concept you have learned this term.


The best posters will be printed posters sized in full colour.