CANADIAN NORTH – LIFE AND LAND NUNAVUT –SECONDARY
Diamond Mining in Canada’s North
Lesson Overview:
In this activity, students will use various geographic and research skills to examine geographic, social, and/or economic issues related to diamond mining in Canada’s Arctic Region.
Grade Level: Grade 11 (may be adapted for other grade levels)
Time Required: Two – 60 minute lessons (time will vary, however, according to the depth of research expected and the final product produced)
Curriculum Connection: Nunavut – Grade 11 Social Studies 20: The Growth of the Global Perspective
Links to Canadian National Standards for Geography:
Essential Element #1: The World in Spatial Terms Map, globe and atlas use
Essential Element #2: Places and Regions Physical and human processes shape places and regions Critical issues and problems of places and regions Regional analysis of geographic issues and questions
Essential Element #3: Physical Systems Components of the Earth’s physical system
Essential Element #5: Environment and Society Use and sustainability of resources Environmental issues
Geographic Skill #1: Asking Geographic Questions Plan and organize a geographic research project
Geographic Skill #2: Acquiring Geographic Information Systematically locate and gather geographic information from a variety of primary and secondary sources Systematically assess the value and use of geographic information
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Geographic Skill #3: Organizing Geographic Information Select and design appropriate forms of graphs, diagrams, tables and charts to organize geographic information
Geographic Skill #4: Analyzing Geographic Information Use the processes of analysis, synthesis, evaluation, and explanation to interpret geographic information
Geography Skill #5: Answering Geographic Questions Formulate valid generalizations from the results of various kinds of geographic inquiry
Link to the Canadian Atlas Online (CAOL)
• The Far North: Arctic and Taiga/Industry: Riches of the North at http://www.canadiangeographic.ca/atlas/themes.aspx?id=artic&sub=artic_i ndustry_richesnorth&lang=En
Additional Resources, Materials, and Equipment Required: • Computer lab with Internet access. • Valuable websites include - Mines in the Arctic---- - Diavik Mine, NWT at: http://www.diavik.ca/ - Ekati Mine, NWT at: http://ekati.bhpbilliton.com/ - Jericho Mine/,Tahera Corporation, Nunavut at: http://www.tahera.com/Operations/Mining/default.aspx Internet news sites ---- - Canadiana Internet sites at: http://www.collectionscanada.ca/8/16/r16-211-e.html - Google News Canada at: http://news.google.ca/news?hl=en&q=&ie=UTF-8&oe=UTF- 8&um=1&sa=N&tab=wn - CBC News at: http://www.cbc.ca/news/ - CBC North at: http://www.cbc.ca/north/ - CTV News at: http://www.ctv.ca/news Mining Watch Canada at: http://www.miningwatch.ca/
• Computer printer
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• Large classroom map of Canada. • Maps of Canada’s North – one for each research project. • Various supplies to create a project such as Bristol board, markers, scissors, glue, borders, etc.
Main Objective:
Students will recognize and analyze a variety of impacts and issues, both positive and negative, that the diamond mining industry has on the Canadian Arctic.
Learning Outcomes: By the end of the lesson, students will be able to:
• Locate the Arctic territories on the map of Canada • Access the Internet in order to prepare a research project. • Gather information using web-based sources. • Plan and organize a geographic research project. • Draw conclusions about the geographic, social, economic issues concerning diamond mining in Canada. • Consider the pros and cons of diamond mining in Canada’s North.
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The Lesson:
Teacher Activity Student Activity
Indicate to the class that 2007-2008 is Students participate in class International Polar Year. Probe to see what activity. they know about Canada’s Arctic.
Using a large class wall map of Canada, point out the territories of Nunavut, Northwest Territories, and the Yukon.
Inform the class that this lesson will focus on mining and associated issues in Canada’s Arctic.
As an introduction to issues surrounding the Students choose one article Introduction mining industry in Canada’s north, divide the per group to print, read, and class into groups of 3 or 4 students. Instruct the present to the class. Discuss students to search the internet for newspapers and compare classmates’ issue-based articles about diamond mining in findings Canada’s Arctic. Have the students share their articles orally with the class, highlighting the
issue presented in the article.
Inform students that they are to conduct their Using the collection of articles, own research project in reference to diamond students choose one issue to mining in Canada’s arctic. They may work research. They may focus their individually, in pairs, or in the groups they were issue-based research on a previously assigned geographic, social, or economic issue related to mining in the Arctic. They must also compare the pros and cons of mining in respect to their chosen issue.
Lesson Development
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Encourage and support students during their Using a map and at least one research project. form of graphic organizer, create a visual and oral presentation to the class about
diamond mining in Canada.
Conclusion
Lesson Extension
Extension – Encourage students to relate their research project to themes associated with International Polar Year. (See: http://classic.ipy.org/about/what- is-ipy.htm)
Extension - Choose another area of Canada and prepare a research project on the mining industry in that region.
Extension – Choose a diamond mining industry in another area of the world and compare it and the issues surrounding it to the Canadian diamond mining industry.
Extension – Watch the film “Blood Diamond” (starring Leonardo DiCaprio) and compare political, human rights, and economic issues depicted in the film with those of Canada.
Math – Investigate the financial matters surrounding diamond mining (employment opportunities, export, set-up costs, road construction, etc)
Assessment of Student Learning
Assess the final research product and presentations.
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