The Travels of a T-Shirt Canada’s Links to the World through Trade – Grade 6 Social Studies Marsha, Rachel, Jennifer, Jessica.

Rationale: Why the T-Shirt? The t-shirt… Is exemplary of Canada’s links to the world Is exemplary of Canada’s links to the world Demonstrates Canada’s trade relations (imports and exports) Demonstrates Canada’s trade relations (imports and exports) Is relatable and exciting for students Is relatable and exciting for students Raises social justice issues Raises social justice issues

Rationale: Curriculum Alignment This unit reflects curriculum expectations by… Demonstrating Canada’s trading partners Demonstrating Canada’s trading partners Introduces concepts of imports and exports Introduces concepts of imports and exports Explains the organizations involved in trade Explains the organizations involved in trade Broadens students’ perspective of Canada’s role a global community Broadens students’ perspective of Canada’s role a global community Overall Expectations Link Specific Expectations Link

Overall Curriculum Expectations Identify and describe Canada’s economic, political, social and physical links with the U.S. and other regions of the world Identify and describe Canada’s economic, political, social and physical links with the U.S. and other regions of the world Explain the relevance to Canada of current global issues and influences Explain the relevance to Canada of current global issues and influences

Specific Curriculum Expectations Identify some countries with which Canada has links Identify some countries with which Canada has links Describe some of the connections Canada shares with the world Describe some of the connections Canada shares with the world Identify products Canada imports/exports Identify products Canada imports/exports Identify countries to which Canada exports goods Identify countries to which Canada exports goods Identify countries to which Canada imports goods Identify countries to which Canada imports goods How has Canada influenced other countries How has Canada influenced other countries Describe some influences of other countries on contemporary Canadian society and lifestyle Describe some influences of other countries on contemporary Canadian society and lifestyle Use and construct a variety of graphic organizers and graphs to sort, classify… Use and construct a variety of graphic organizers and graphs to sort, classify… Use a variety of primary and secondary sources... Use a variety of primary and secondary sources...

Learning Goals Know: Canada is connected to politically, socially and economically to other countries Canada is connected to politically, socially and economically to other countries Cause and effect, systems and structures Cause and effect, systems and structures Trade relationships, social justice ramifications Trade relationships, social justice ramificationsDo: Research, describe and analyze research and maps Research, describe and analyze research and maps Use multimedia to communicate ideas and findings effectively Use multimedia to communicate ideas and findings effectively Promote social justice awareness Promote social justice awarenessBe Globally aware of connections and links Globally aware of connections and links Be a responsible, global citizen, appreciative and activists Be a responsible, global citizen, appreciative and activists

The Culminating Activity In groups of 3 or 4, students will inquire about Canada’s links to the world through trade by… Research favourite items (chocolate, shoes, toys!) Research favourite items (chocolate, shoes, toys!) Find origins of item and respective trade links Find origins of item and respective trade links Research item and organize findings Research item and organize findings Discover social justice issues and problem solve resolutions (social cause and effects) Discover social justice issues and problem solve resolutions (social cause and effects) Research organizations involved in the trade of the good (systems and structures) Research organizations involved in the trade of the good (systems and structures) Create a poster board to display in the class trade fair Create a poster board to display in the class trade fair

Lesson Sequence Outline LessonDescription 1Introduction to Canada’s Links: Yarn Game 2Introducing Culminating: Comic 3Mapping MADE IN 4Many World Maps 5Cost of Imports 6Investigating Exports 7Who Governs Trade? 8Globalization: Influences on Canadian Society (Field Trip) 9Globalization: Influences on Canadian Society (Research) 10Globalization: Influence on Other Countries (Gaming) 11Globalization: Influence on Other Countries (Tableau) 12Child Labour: Discussing Issues of Trade 13What can we do? Fair Trade 14Culminating Presentations

Introduction: Yarn Game Description Identify links with stickers on world map Identify links with stickers on world map World trade web using ball of yarn World trade web using ball of yarn All students connected through yarn web All students connected through yarn web Journal reflection to identify 3 links Journal reflection to identify 3 links Sample Questions: Discuss with a partner beside you, some links that were made during the game. Go Back to Lesson SequencingContinue to Questions Go Back to Lesson SequencingContinue to Questions

Introducing Culminating Students put in small groups (3-4) Students put in small groups (3-4) Students given a list of globally traded items Students given a list of globally traded items Students pick item of interest for project focus Students pick item of interest for project focus Overview of lesson topics Overview of lesson topics Class collaboratively creates culminating rubric Class collaboratively creates culminating rubric Go Back to Lesson Sequencing Continue to Questions

Mapping “MADE IN” Description Students map Canada’s imports with pins and string Students map Canada’s imports with pins and string Class discussion on where many items are from Class discussion on where many items are from Students reflect on trade in their journals Students reflect on trade in their journals Sample Questions: What do you know about the country your item came from? How do you think the item got to Canada? Why do you think that your item was made where it was? Go Back to Lesson SequencingContinue to Questions Go Back to Lesson SequencingContinue to Questions

Many World Maps Description Students will compare Mercator and Peters projection maps Students will compare Mercator and Peters projection maps Students will consider various perspectives of map creators Students will consider various perspectives of map creators Students will choose a map for culminating project Students will choose a map for culminating projectChallenge: On an orange draw as best as you can a map of the world. Peel the orange carefully in one piece and flatten the peel. Does your peel look like a recognizable map of the world? Go Back to Lesson SequencingContinue to Questions Go Back to Lesson SequencingContinue to Questions

Graphing Our Imports Description Students collaboratively create graphs Students collaboratively create graphs Problem-solve mathematical problems Problem-solve mathematical problems Reflect on the costs of a t-shirt and social impacts Reflect on the costs of a t-shirt and social impacts Sample Problem: Find the percentage of their class wearing clothes from x, y, z. Then determine what number of the school population (350 students) would likely have clothes from x, y, and z. Go Back to Lesson SequencingContinue to Questions Go Back to Lesson SequencingContinue to Questions

Investigating Exports Description Students sort imports and exports Students sort imports and exports Students investigate the importance of exports Students investigate the importance of exports Reflecting on industry and jobs in Canada Reflecting on industry and jobs in Canada Sample Activity: Students create a survey to determine how their parents jobs relate to exports and trade and graph their results Go Back to Lesson SequencingContinue to Questions Go Back to Lesson SequencingContinue to Questions

Trade Organizations Description Students research Canada’s role in international organizations Students research Canada’s role in international organizations Students research 5 W’s of chosen organization Students research 5 W’s of chosen organization Discuss pros and cons of being a member Discuss pros and cons of being a member Sample Activity and Discussion: Students will examine how being a member of an international organization may or may not affect the cost of everyday goods. organization may or may not affect the cost of everyday goods. Go Back to Lesson SequencingContinue to Questions Go Back to Lesson SequencingContinue to Questions

Globalization: Field Trip Description Students talk about where items in their lunch are from Students talk about where items in their lunch are from Students gather data from the grocery store Students gather data from the grocery store Students graph their findings Students graph their findings Students discuss the influence of trade on Canadians. Students discuss the influence of trade on Canadians. Sample Activity and Discussion: Students go to the grocery store and add data to a chart regarding where foods come from. Then, they graph their findings and reflect on the influence of trade on Canadian lifestyle. Go Back to Lesson SequencingContinue to Questions Go Back to Lesson SequencingContinue to Questions

Graphing: Country Comparisons Description Students compare Canada and two other countries Students compare Canada and two other countries Students make bar graphs showing relationships Students make bar graphs showing relationships Students look for patterns in data Students look for patterns in data Students discuss results as a group Students discuss results as a group Sample Activity and Discussion: Students will compare Canada to two other countries examining statistical data from government websites and analyzing results. statistical data from government websites and analyzing results. Go Back to Lesson SequencingContinue to Questions Go Back to Lesson SequencingContinue to Questions

Globalization: Research Description Students research cultural influences on Canada Students research cultural influences on Canada Students graph their data Students graph their data Students interpret results Students interpret results Students write persuasive piece on country’s influence Students write persuasive piece on country’s influence Sample Activity and Discussion: Students choose a country with which Canada is connected and research how cultural events, food, technology, music, and research how cultural events, food, technology, music, and sports influence Canadian lifestyle. sports influence Canadian lifestyle. Go Back to Lesson SequencingContinue to Questions Go Back to Lesson SequencingContinue to Questions

Globalization: Gaming Description Students reflect on the experience of fieldtrip Students reflect on the experience of fieldtrip Students play game as 3 rd World Farmer and record experiences. Students play game as 3 rd World Farmer and record experiences. Students reflect on influence of trade in other countries Students reflect on influence of trade in other countries Sample Questions: What challenges did you face as a 3 rd World Farmer? What are the differences between Canadian lifestyles and other countries’ lifestyles? Go Back to Lesson SequencingContinue to Questions Go Back to Lesson SequencingContinue to Questions

Globalization: Tableau Description Student discuss the hardships of being a 3 rd World Farmer. Student discuss the hardships of being a 3 rd World Farmer. Students create tableau representations of life in the 3 rd World Students create tableau representations of life in the 3 rd World Students create tableau presentations for their projects. Students create tableau presentations for their projects. Sample Questions: Listen to the music and teacher prompts (i.e.: It’s a hot day out, your family has been struggling this season, and your crops are failing). Then, create tableau representations to share and discuss. Go Back to Lesson SequencingContinue to Questions Go Back to Lesson SequencingContinue to Questions

Child Labour Glog Description Students classify jobs according to who performs them Students classify jobs according to who performs them Students discuss child labour in class and research on internet Students discuss child labour in class and research on internet Students create a call to action Glogster about child labour Students create a call to action Glogster about child labour Sample Glogster: Go Back to Lesson SequencingContinue to Questions Go Back to Lesson SequencingContinue to Questions

What Can We Do? Fair Trade Description Studying ethical importing issues Studying ethical importing issues Student groups problem solve social/cultural issues Student groups problem solve social/cultural issues Discussing fair trade advertisements Discussing fair trade advertisements Create an ad for a fair trade item Create an ad for a fair trade item Sample Activity: Students create an advertisement for a fair trade item Go Back to Lesson SequencingContinue to Questions Go Back to Lesson SequencingContinue to Questions

Culminating Presentations Students take part in trade fair Students take part in trade fair Groups present poster board to classmates/ guests Groups present poster board to classmates/ guests Class debriefs experiences/ new learning Class debriefs experiences/ new learning Individual reflection for consolidation Individual reflection for consolidation Go Back to Lesson SequencingContinue to Questions Go Back to Lesson SequencingContinue to Questions

Questions

Bibliography Ontario Ministry of Education Curriculum K-8 (2007)