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Problem 2020/2021: Issue 2 A monthly current events resource for Canadian classrooms
Routing Slip: (please circulate) What in the World What in the World? Level 1, 2020/2021: Issue 2 Mission Statement PUBLISHER LesPlan Educational Services Ltd. aims to help teachers develop Eric Wieczorek students’ engagement in, understanding of, and ability to EDITOR-IN-CHIEF critically assess current issues and events by providing quality, Janet Radschun Wieczorek up-to-date, aff ordable, ready-to-use resources appropriate for ILLUSTRATOR use across the curriculum. Mike Deas CONTRIBUTORS Vivien Bowers Krista Clarke Denise Hadley Rosa Harris Jacinthe Lauzier Alexia Malo Catriona Misfeldt David Smart
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2020/2021: Issue 2 What in the world? • Level 1 Page 2 to the Teacher Suggested Approach
What in the World? now off ers even more exibilityfl to teachers and students while meeting key curriculum outcomes and utilizing best practice. In response to the need for students to develop 21st Century skills, the topics, themes, or big ideas of selected articles or the issues arising from them as well as the accompanying activities address many of the following competencies: • Communication • Collaboration • Critical and Refl ective Th inking • Creative Th inking • Personal and Social Responsibility (Citizenship and Character Education) • Historical Th inking Concepts Each article is accompanied by Before and Aft er reading activities, appropriate to the topic or competencies embedded in the article:
set the context and purpose for Before Reading Activities reading
help students consolidate, extend, Aft er Reading Activities and transform their thinking
Aft er reading activities off er options from each of the skills below. Th e components accompanying each article may be used as a whole or individually, depending on the teacher’s goals and the needs and interests of the class.
Literacy Inquiry Media Literacy
• comprehension questions • online exploration • analyzing visuals • focused reading or • critical thinking questions (e.g., news photos, editorial notemaking strategy and • self-directed inquiry project cartoons, infographics, maps) accompanying organizer • evaluating sources
To allow for further diff erentiation, What in the World? is available in two levels to meet students’ varied reading abilities. A Word fi le for each issue is also provided online, so teachers can quickly and easily modify articles and/or assignments as required. Note: To facilitate assessment, a comprehension quiz is included for each article. Teachers may also fi nd the Assessment Rubric (p. 48) to be useful for providing students with formative, strength-based feedback, and/or assessing students’ responses holistically. Did you know? Our PDFs work seamlessly with assistive reading technology, and the Word version of this document can be uploaded to Google Classroom and many other online platforms. 2020/2021: Issue 2 What in the world? • Level 1 Page 3 National Meet Erin O'Toole – The Conservative Party's Hopeful New Leader BEFORE READING 1. Project the title of the article on the board. National: Meet Erin O'Toole - Th e Conservative Party's Hopeful New Leader. 2. Ask students what this title says to them and what questions they have about it (e.g., If this is a National story, it must be about Canada; Erin O'Toole is a fairly new face if we're "meeting" him/her; he's/ she's the new leader of the Conservative Party – so who was the former leader? Why is he/she no longer the leader?; Why is O'Toole 'hopeful'?; etc.). 3. Next, have students watch this brief video of Erin O'Toole sharing his vision as the new leader of the Conservative Party: www.theglobeandmail.com/politics/video-take-a-new-look-at-conservatives- new-leader-erin-otoole-says/ As students view the video, have them make note of the words Mr. O'Toole uses to describe the Conservative Party (e.g., respect, professional, excellence, engaged, ethical, compassionate, serious, intelligent, committed, ready, etc.). 4. Ask students why they think Mr. O'Toole uses these words to describe his party (e.g., he wants to appeal to Canadian voters to believe in his party; he believes the current party does not refl ect these qualities; he wants to gain support from voters who did not vote for the Conservative party in the last election; etc.). 5. Ask students what more they would like to know about Erin O'Toole that might help them determine if he will be an eff ective leader. Use these ideas to have students set a purpose for reading the article, referring to the resource page Setting A Purpose Before Reading (p. 49) as needed.
2020/2021: Issue 2 What in the world? • Level 1 Page 4 National Meet Erin O'Toole – The Conservative Party's Hopeful New Leader
Parliament resumed sitting in Scheer. Mr. Scheer stepped with the Royal Canadian Air Ottawa on September 23. down aft er the Conservatives Force, he performed many failed to win the October 2019 search-and-rescue operations. Th e Conservative Party federal election. He became a lawyer aft er leaving of Canada is the Offi cial the military. Opposition in the House of Conservatives believe Commons. Its Members of Mr. O’Toole is the right person Th e new Conservative leader Parliament (MPs) seemed to take on the Liberals. But his is no political rookie. He has excited to be back at work. Th ey fi rst challenge will be to become been an MP since 2012. He were eager to challenge the better known. In a recent poll, even briefl y served in former Liberal minority government nearly 70 percent of Canadians Conservative Prime Minister led by Prime Minister said they did not have enough Stephen Harper’s cabinet. Justin Trudeau. information to form an opinion Today, he is the party’s expert on about Mr. O'Toole. foreign aff airs. A likely reason? Th e party has a new leader – Erin O’Toole. Who is Erin O’Toole? Th is wasn’t his fi rst bid He was elected to lead the So let’s get to know him better. to become leader of the Conservatives on August 23. Conservatives. He ran in 2017, Mr. O’Toole beat out three other Born in Montreal, Mr. but fi nished in third place. contenders to win the party's O’Toole grew up in Ontario. top job. He replaces Andrew As a helicopter navigator
Definitions Cabinet: MPs who have been chosen by the prime minister official opposition: the party with the second-highest to give advice and be responsible for the government's policies number of seats in the House of Commons contender: a person or team with a chance of winning a Parliament: the legislative assembly of Canada (House of competition Commons + Senate) House of Commons: the lower house of Parliament Rookie: someone who has just started doing a job or activity minority government: a government in which the and does not have much experience governing party has the most seats but less than half the total 2020/2021: Issue 2 What in the world? • Level 1 Page 5 National Meet Erin O'Toole – The Conservative Party's Hopeful New Leader A hard-fought race Canada’s political parties Th is time, the vote went his way. It was an exciting race. A total of 338 MPs represent Canadians in the House of Commons. All but two belong to one of fi ve political parties. Th e Liberal Party has the Leadership votes usually most seats – 156. Th e Conservatives follow with 121. Th e Bloc Québécois take place at large, in-person has 32 seats, the New Democratic Party (NDP) has 24, and the Green conventions. COVID-19 made Party has 3. that impossible. Still, interest in Th e parties defi ne themselves as “right", “left ", or “centre". Canada’s the outcome was at an all-time party on the right is the Conservative Party, which believes it can help high. Some 175,000 out of the country best by strengthening businesses, keeping taxes low, and 269,500 eligible party members minimizing government interference in the economy. mailed in their votes. Th at's the Parties on the left favour policies and social programs that support largest number of ballots for individuals and require more government involvement. Examples the election of a party leader in include lowering post-secondary tuition and funding universal Canadian history. healthcare. Th e NDP and Green Party are both on the “left ", but Early on, well-known Greens have made fi ghting climate change the focus of their platform. “Centrist” parties – in Canada’s case, the Liberals – say they take the Conservative Peter MacKay, who best of both approaches. was in Prime Minister Harper's cabinet, was favoured to win. He What about the Bloc Québécois? All its members come from Quebec. got just 43 percent of the votes. Its policies lean to the left , but its main goal is to defend Quebec’s interests on the national stage. Its overall goal is making Quebec a A new Conservative star separate country from Canada. did emerge, however. She is Leslyn Lewis. She was a strong is cautious about China’s world you are LGBT or straight, campaigner. She was also the infl uence. He says it may take whether you are an indigenous fi rst Black woman to run for the 10 years to balance Canada's Canadian or have joined the party's leadership. budget, given our current Canadian family three weeks Mr. O’Toole’s policies $252-billion defi cit. ago or three generations ago… whether you worship on Friday, He wants to develop our natural What does Mr. O’Toole stand Saturday or Sunday or not at resources while still fi ghting for? Here’s what we know so all, you are an important part global warming, but hasn’t said far. He wants to knock down of Canada and you have a how he can do both. He says he'll barriers that make it hard home in the Conservative Party help create jobs wherever he can. for provinces to trade goods of Canada.” J And he promises to be inclusive. with one another. He supports immigration, especially if it “Whether you are black, reunites families. He'll seek white, brown or from any race stronger ties with our allies, but or creed,” he says, “whether
Definitions Allies: friendly nations platform: the policies and goals of a political party, deficit: an amount of money less than the amount needed especially the ones that they state in order to get people to vote for them 2020/2021: Issue 2 What in the world? • Level 1 Page 6 National Meet Erin O'Toole – The Conservative Party's Hopeful New Leader COMPREHENSION QUESTIONS 1. Who is the current prime minister of Canada? Which political party does he represent?
2. Who did Erin O'Toole replace as the leader of the Conservative Party of Canada?
3. Why did the former Conservative Party leader step down?
4. What role does the Conservative Party play in the current House of Commons?
5. Describe the background and work experience of Erin O'Toole.
6. Describe the policies of Erin O'Toole's Conservative Party.
2020/2021: Issue 2 What in the world? • Level 1 Page 7 National Meet Erin O'Toole – The Conservative Party's Hopeful New Leader QUESTIONS FOR FURTHER THOUGHT 1. As you see it, how have Erin O'Toole's experiences and background prepared him to be leader of the Conservative Party? Explain.
2. “Whether you are black, white, brown or from any race or creed, whether you are LGBT or straight, whether you are an indigenous Canadian or have joined the Canadian family three weeks ago or three generations ago… whether you worship on Friday, Saturday or Sunday or not at all, you are an important part of Canada and you have a home in the Conservative Party of Canada.” - Erin O'Toole What reasons can you suggest to explain why Erin O'Toole is emphasizing that the Conservative Party represents all Canadians?
3. How might the current COVID-19 pandemic aff ect the Conservative Party's ability to communicate its vision to Canadians? What advice might you give to Mr. O'Toole and his party to build their support?
2020/2021: Issue 2 What in the world? • Level 1 Page 8 National Meet Erin O'Toole – The Conservative Party's Hopeful New Leader QUESTIONS FOR ONLINE EXPLORATION Note: Th e links below are listed at www.lesplan.com/en/links for easy access. 1. Visit two or more of the 5 main political parties' sites to learn more about their platforms: Liberal Party: https://liberal.ca/our-platform/ Conservative Party of Canada: https://www.conservative.ca/about-us/history-mission-statement/ Bloc Québécois: https://www2.blocquebecois.org/mot-du-chef-interimaire/ New Democratic Party: https://www.ndp.ca/commitments Green Party: https://www.greenparty.ca/en/platform What similarities do you observe among the platforms?
What diff erences do you observe among the platforms?
What questions do you have about the information presented?
2. View current Canadian support for the various federal political parties: https://newsinteractives.cbc. ca/elections/poll-tracker/canada/ What is your understanding of the information presented? To whom might you recommend this link? Why?
2020/2021: Issue 2 What in the world? • Level 1 Page 9 National Meet Erin O'Toole – The Conservative Party's Hopeful New Leader
Write the inner and outer dialogue for two or more people in this scene. Show what the person is thinking/feeling (inner voice) and saying (outer voice). A believable conversation conveys appropriate ideas, thoughts, feelings or reactions; is on topic; extends the details of the scene; and is convincing.
Newly elected Conservative Leader Erin O’Toole has his hand hoisted by outgoing leader Andrew Scheer as he stands with his wife and children aft er winning the Conservative Party of Canada's leadership election on August 24, 2020. (THE CANADIAN PRESS/Sean Kilpatrick.) Prepared with assistance from TC2, Th e Critical Th inking Consortium. © 2020 2020/2021: Issue 2 What in the world? • Level 1 Page 10 National Meet Erin O'Toole – The Conservative Party's Hopeful New Leader
PUTTING IT ALL TOGETHER A. Write the letter that corresponds to the best answer on the line beside each question: ______1. Erin O'Toole is the newly elected leader of: a) the Royal Canadian Air Force b) the New Democratic Party c) the Conservative Party of Canada d) the Bloc Québécois ______2. Which of the following is not part of Erin O’Toole’s resume? a) helicopter navigator b) lawyer c) Member of Parliament d) law professor ______3. Th e Conservative Party defi nes itself as 'right', meaning that one of its MAIN goals is to: a) provide universal healthcare b) combat climate change c) keep taxes low d) help Quebec separate from Canada B. Mark the statements T (True) or F (False). If a statement is True, write one important fact to support it on the line below. If a statement is False, write the words that make it true on the line below. ______4. True or False? Erin O'Toole replaced Andrew Scheer as the Conservative leader. ______5. True or False? Erin O’Toole has very little political experience.
______6. True or False? Erin O’Toole and his policies are very well known.
C. Fill in the blanks to complete each sentence. 7. Th e Liberal Party has a ______government in the House of Commons. 8. Th e Conservative Party is the ______in the House of Commons. (2) 9. Erin O'Toole was a helicopter navigator in the Royal Canadian Air ______. D. Respond to the following question in paragraph form. (Use a separate sheet of paper if necessary.) 10. As you see it, how have Erin O'Toole's experiences and background prepared him for the job of Conservative Party leader? Give reasons to support your response.
2020/2021: Issue 2 What in the world? • Level 1 Page 11 International The 2020 U.S. Election
BEFORE READING 1. Draw a simple T-chart like the one below on the board:
What I know What I wonder
2. Project the title of the article students are about to read: Th e 2020 U.S. Election. 3. Using a Th ink-Pair-Share strategy, have students brainstorm and jot down what they know about the topic. Add ideas from each pair to the What I know column. 4. Repeat this process for the What I wonder column. 5. Invite students to set a purpose for reading the article, using one of their wonderings from the second column. (My purpose for reading this article is to fi nd out ..."). Refer to the resource page Setting A Purpose Before Reading (p. 49) as needed. 6. Aft er reading the article, refer back to the co-created T-chart to share and discuss any information that answered questions identifi ed in the What I wonder column.
2020/2021: Issue 2 What in the world? • Level 1 Page 12 International The 2020 U.S. Election
Who’s the most powerful in the military. Running against person in the world? Many him is Joe Biden, the Democratic Two parties would say the president of the Party candidate. Mr. Biden was Since the 1860s, the Republicans United States. Why? Because the U.S. vice president from and the Democrats have the U.S. is a superpower – and 2008 to 2016 under former dominated electoral politics in the president is its leader. So, President Barack Obama. Before the U.S. when there’s a U.S. presidential becoming vice president, he was Th e Republicans have a more election, other countries are the state of Delaware's longest- conservative platform. Th ey interested in the results, too. serving senator. He won election believe in less government Election year to that position six times. He control, a strong military, and has chosen Kamala Harris as his less taxes. Th e Democrats Under the U.S. Constitution, running mate. are more progressive. Th ey presidential elections must A divisive leader emphasize the military less, be held every four years. A but the environment and social president can serve a maximum Many observers believe that programs more. of two four-year terms. the 2020 vote is one of the most critical elections in U.S. history. globally but only four percent Th e next presidential election is Th e reason? America is divided. of the world's population. As on November 3. Th e incumbent well, Mr. Trump pulled the U.S. is Republican Donald Trump. On one side are Mr. Trump’s out of the 2016 Paris Agreement He's been in offi ce since January critics, who say he has been to curb climate change, 2016. His vice president is dangerously incompetent. signed by 195 nations. He also Mike Pence. For example, many believe he withdrew U.S. support for the failed to contain COVID-19 Mr. Trump is the 45th president. World Health Organization in the country. Th ey point out He's the only one never to have (WHO), which governs global that the U.S. has 25 percent of held an elected offi ce or served health policy. all COVID-19-related deaths Definitions incumbent: a person who holds a particular offi ce superpower: an extremely powerful nation capable of Platform: a party’s statement of principles and goals infl uencing international events Senator: member of the upper branch of the U.S. legislature U.S. Constitution: the fundamental law of the U.S. 2020/2021: Issue 2 What in the world? • Level 1 Page 13 International The 2020 U.S. Election
His presidency has sparked Americans backed Mr. Trump. many controversies. Among His fans argue that his policies The U.S. Electoral the biggest? Russia used illegal created 480,000 manufacturing system tactics to try to sway U.S. voters jobs. And they believe he got U.S. voters don’t directly elect in the 2016 election to help Mr. more for the U.S. in the USMCA, the president. Th e Electoral Trump become president. A two- a trade deal between Canada, College chooses the leader. year investigation didn’t prove the U.S., and Mexico. Th ey also Here’s how it works: Each of the that Mr. Trump helped Russia’s point out that the president 50 U.S. states has a number of eff orts. But the fi ndings led to brokered hopeful new treaties electoral votes. Th e more people convictions of Trump campaign between Israel, the United Arab in a state, the more electoral offi cials on unrelated charges. Emirates, and Bahrain. votes the state gets. Also, President Trump was Mr. Biden’s bid Voters in each state cast a ballot impeached. Why? Evidence for their choice of president. Th e For his part, Mr. Biden says candidate who wins the popular suggested that he illegally tried he wants to bring back civility vote in each state usually wins all to hold back promised military to U.S. politics. What's more, of that state’s electoral votes, too. aid to Ukraine until its leader he says he would provide Th ere are 538 electoral votes in agreed to investigate Joe Biden. free COVID-19 testing for all total. Th e candidate who wins Th e Democratic-majority House Americans. He would increase of Representatives found him the most electoral votes – 270 the minimum wage, and support or more – wins the presidency, guilty. However, the Republican- minority communities with even if he or she doesn’t win the led Senate voted to acquit him. economic and social programs. nation-wide popular vote. Mr. Trump’s policies separated He would rejoin the Paris children from their migrant Agreement and spend $1.7 How? Some voters don’t want to parents at the U.S.-Mexico trillion on green technologies. risk getting sick while waiting border. Th at drew fi re, too. He would mend fences with U.S. in line to cast their ballot. So, So did his plans to dismantle allies and increase health care many will be voting by mail. the Aff ordable Care Act that coverage. He would expand the However, Mr. Trump is claiming expanded healthcare to millions number of tuition-free colleges. – without evidence – that mail of Americans. He has been too close to call voting encourages voter fraud. criticized for his handling of If he loses, his critics worry he Th e two candidates are very Black Lives Matter protests. And might use this claim to dispute diff erent. Supporters on both his actions have harmed ties the election results. Th en, the sides feel strongly about the with some U.S. allies. country’s top judges may have to need for their candidate to rule on the winner. Mr. Trump’s base win. Tensions are high, and Stay tuned. Th e 2020 U.S. Still, by late September, polls COVID-19 is complicating the election is bound to be a showed that 43 percent of situation even further. nail-biter. J Definitions civility: polite behaviour impeach: charge the holder of a public offi ce with electoral college: the group of electors who formally misconduct elect the U.S. president and vice president popular vote: votes calculated across an entire region 2020/2021: Issue 2 What in the world? • Level 1 Page 14 International The 2020 U.S. Election
COMPREHENSION QUESTIONS 1. When will the 2020 U.S. presidential election take place?
2. Briefl y describe what the Republican Party stands for.
3. Who are the Republican candidates for president and vice-president in the upcoming election?
4. Briefl y describe what the Democratic Party stands for.
5. Who are the Democratic candidates for president and vice-president in the upcoming election?
6. Explain what the Electoral College is.
7. How many Electoral College votes are needed to become the president of the U.S.?
8. In what ways is COVID-19 complicating the 2020 U.S. presidential election?
2020/2021: Issue 2 What in the world? • Level 1 Page 15 International The 2020 U.S. Election
ORGANIZER A. During any election, opposing candidates will have diff erent positions on various issues that they feel are important to voters. Using the information in the article, identify each candidate's position or campaign promises related to the issues listed below. Issue Donald Trump Joe Biden COVID-19
Climate change
International relations
Health Care
Black Lives Matter
Economy
B. Aft er gathering and considering the information in the above table, answer the following question on a separate sheet of paper: Which election issue do you believe will be the MOST infl uential in determining the results of the U.S. election? Give reasons to support your response. 2020/2021: Issue 2 What in the world? • Level 1 Page 16 International The 2020 U.S. Election
QUESTIONS FOR FURTHER THOUGHT 1. Th e article describes the upcoming U.S. election as a potential nail-biter. What evidence can you fi nd in the article to support this description of the election? Explain.
2. For what reasons should Canadians be interested in the results of the U.S. election? For what reasons should the U.S. election not concern Canada? Explain.
3. a) For what reasons might you support Donald Trump if you could vote in the upcoming U.S. presidential election? For what reasons might you support Joe Biden?
b) Make a prediction: Who do you suppose will win the 2020 U.S. presidential election? Give reasons to support your response.
2020/2021: Issue 2 What in the world? • Level 1 Page 17 International The 2020 U.S. Election QUESTIONS FOR ONLINE EXPLORATION Note: Th e links below are listed at www.lesplan.com/en/links for easy access. 1. Watch 'How is power divided in the United States government?' at https://www.youtube.com/ watch?v=HuFR5XBYLfU&t=82s [3:09] then sketch, on a separate piece of paper, a concept map or diagram to show the structure of the U.S. government. Finally, explain: As you see it, how does this structure present a system of 'checks and balances' so no one branch of the government has more power than another?
2. Find up-to-date presidential polls at this link: https://www.nytimes.com/live/2020/presidential- polls-trump-biden What do the polls tell you? How might they aff ect the result of the U.S. election in November? Explain.
3. Th e article states: Th e candidate who wins the most electoral votes wins the presidency, even if he or she doesn't win the nation-wide popular vote. View a map comparing the electoral and popular vote results of the 2016 U.S. election at this link: https://www.nytimes.com/elections/2016/results/ president a) How do the total numbers of popular votes compare to electoral votes?
b) What is your understanding of this graphic? Explain.
2020/2021: Issue 2 What in the world? • Level 1 Page 18 international The 2020 U.S. Election INFOGRAPHIC
Steps in electing a U.S. President The president is elected every four years and can serve for only two terms. According to the Constitution, the president must be a native-born citizen of at least 35 years of age and a resident for at least 14 years Nomination: Candidates campaign in 1primaries and caucuses to win their SDUW\·VDSSRLQWPHQWDW1DWLRQDO&RQYHQWLRQV
Aug, National Conventions: President Donald Trump (right) and 2 Vice President Mike Pence (inset right) backed for second term. Former Vice President Joe Biden (left) selected as Democratic nominee with Kamala Harris (inset left) as his running mate Sep 29: Trump and Biden Oct 15, 22: Second and 3 go head-to-head in first 4 third TV debates. Average of three live TV debates – of 74 million people watched among top political events each matchup between Trump of campaign and Hillary Clinton in 2016 Nov 3, Election Day: Dec 14, Electoral College: 5 Voters cast single vote 6 538 electors, equal to for preferred candidates total membership of Congress – for President and Vice 435 Representatives and President. When they 100 Senators, plus three do so, they are actually electors from DC – meet in their voting for electors – respective states. members of Each elector casts one ballot Electoral College – for President and one for committed to support Vice President. Electors sign those candidates Certificates of the Vote Dec 23: Certificates of the 7 Vote are sent to Congress Jan 6, 2021: Congress 8 meets in joint session to count electoral votes – candidate with 270 votes wins. If no candidate wins 270 majority, House of Jan 20: President-elect Representatives elects 9 takes Oath of Office and President by majority vote. becomes President of the Senate elects Vice President United States Sources: USA.gov, Congressional Research Service Pictures: Associated Press © GRAPHIC NEWS
2020/2021: Issue 2 What in the world? • Level 1 Page 19 international The 2020 U.S. Election INFOGRAPHIC U.S. presidential race tightens President Trump is trailing Democratic rival, Joe Biden, by six points in national polls. However, in many battleground states, he is polling within a plus-or-minus three-point margin of error Electoral College votes (TXDOWRVXPRIVWDWH·VPHPEHUVKLSLQ 6HQDWHDQG+RXVHRI5HSUHVHQWDWLYHV Joe Biden Donald Trump 'HPRFUDW 5HSXEOLFDQ 6ROLGOHDQLQJ%LGHQ 6ROLGOHDQLQJ7UXPS 7RVVXS²6SUHDGOHVVWKDQ YRWHVQHHGHGWRZLQ 217 195 126
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2020/2021: Issue 2 What in the world? • Level 1 Page 20 international The 2020 U.S. Election ANALYZING AN INFOGRAPHIC
What is the purpose of this Who is the intended audience? infographic?
What information is new or What features are used to clarify the interesting? message?
How does the What information is information presented signifi cant or important? enhance your understanding?
What questions do you still have about the topic presented?
2020/2021: Issue 2 What in the world? • Level 1 Page 21 International The 2020 U.S. Election MAP ANALYSIS Examine the accompanying map. Th en, answer the following questions: A. Reading the map: 1. What is the purpose of this map?
2. According to this map, which state has the most Electoral College votes?
3. Which states are missing from this map? Search online to fi nd out how many Electoral College votes these states have, and what their populations are.
4. Many states have well-established historical voting patterns. For example, California's Electoral College votes always go to the Democratic candidate. Swing states or battleground states sometimes vote Democratic and sometimes vote Republican – they can 'swing' either way. Th e states widely considered to be swing states include Colorado, Florida, Iowa, Michigan, Minnesota, Nevada, New Hampshire, North Carolina, Ohio, Pennsylvania, Virginia, and Wisconsin. In the 2020 election, some analysts say that Arizona, Georgia, Iowa, Maine and Michigan could also be considered swing states. Using the map, identify the three 'swing states' with the most Electoral College votes.
B. Analyzing the map: 1. What do you notice about the distribution of the Electoral College votes?
2. Based on the information in this map, if you were in charge of the Republican or Democratic presidential campaign, which states would you focus on? Which areas would you pay less attention to? Why? Explain.
3. What other titles can you suggest for this map?
2020/2021: Issue 2 What in the world? • Level 1 Page 22 Electoral College Votes by State
N CANADA
WA ME 12 The Great Lakes MT ND VT NH OR MN NY MA 11 ID WI 29 SD MI RI WY 16 PA CT 20 IA MD OH NJ NE IN 14 NV IL 18 DE 11 WV UT 20 VA Washington, D.C. CO 13 KS MO KY CA NC 55 TN 15 11 OK SC AZ NM AR 11 GA AL MS 16 Atlantic Ocean Pacific Ocean TX LA 38 FL THE 29 BAHAMAS KEY Gulf 20 or more Electoral College votes of MEXICO Mexico 11 - 19 Electoral College votes CUBA 10 or less Electoral College votes 0 150 300 450 600 Kilometres International The 2020 U.S. Election PUTTING IT ALL TOGETHER A. Write the letter that corresponds to the best answer on the line beside each question: ______1. What is the maximum number of years that a U.S. president can serve? a) four b) six c) eight d) twelve ______2. Which of the following IS supported by Donald Trump's campaign? a) more immigration from Mexico b) in-person voting c) World Health Organization d) Paris Agreement ______3. Which of the following is NOT part of Joe Biden's campaign platform? a) pull the U.S. out of the USMCA b) free COVID-19 testing for all Americans c) increase health care coverage d) restore the U.S.'s reputation with its allies B. Mark the statements T (True) or F (False). If a statement is True, write one important fact to support it on the line below. If a statement is False, write the words that make it true on the line below. ______4. True or False? In late September, polls showed 53 percent support for Mr. Trump.
______5. True or False? Mr. Biden has served two terms as vice-president .
______6. True or False? Th e U.S. has 25 percent of the world's population and 25 percent of the world's COVID-19 deaths.
C. Fill in the blanks to complete each sentence. 7. Donald Trump is the only U.S. president who has never held elected offi ce or served in the ______before becoming leader of the country. 8. Joe Biden was elected as a ______in Delaware six times since 1973. 9. A candidate needs 270 or more ______votes to become U.S. president. (2) D. Respond to the following question in paragraph form. (Use a separate sheet of paper if necessary.) 10. If you could vote in the 2020 U.S. presidential election, which candidate would you support? Give reasons to support your response.
2020/2021: Issue 2 What in the world? • Level 1 Page 24 International Wildfire Devastation – Record-Breaking Fires Cause Extensive Damage on U.S. West Coast BEFORE READING 1. Prior to introducing this article, write the sections of the title (as below) on individual cue cards: Wildfi re Devastation Record-Breaking Fires Cause Extensive Damage U.S. West Coast 2. Project the title of the article: Wildfi re Devastation: Record-Breaking Fires Cause Extensive Damage on U.S. West Coast. 3. Organize the class into small groups and distribute one card to each group. Ask students, working in their group, to generate a list of synonyms related to the word(s) on their card that they might anticipate reading in the article. Encourage the use of supplementary resources once they have completed their initial brainstorming. 4. Have each group, one at a time, post their title card, in order of the actual title, on the board. Th en have them share their list of synonyms. Aft er each card, have the class determine one or two synonyms per card that they think will appear in the article. 5. Finally, invite students to set a purpose for reading the article, referring to the resource page Setting A Purpose Before Reading (p. 49) as needed. 6. Revisit the title aft er reading the article to review student predictions.
2020/2021: Issue 2 What in the world? • Level 1 Page 25 International Wildfire Devastation – Record-Breaking Fires Cause Extensive Damage on U.S. West Coast
Th e summer of 2020 will go year. Th at's about the same as 15 have died. Over 6400 structures down in history for an alarming million football fi elds. It's nearly have been destroyed. reason. Th e United States is 500,000 hectares more than the On September 8, pilots fl ew experiencing what may be its 10-year average. helicopters through smoke and most horrifi c and destructive August and September have seen ash in extremely dangerous wildfi re season ever. the worst of the blazes – so far. conditions. Th ey rescued about Roaring fl ames have trapped and Over that two-month period, 78 200 Labour Day campers killed victims. Th ey have chased fi res claimed the lives of at least trapped by fl ames in California’s people from their homes. Th ey 36 people. Th ey destroyed about Yosemite National Park. have turned forests into charred 2.8 million hectares of land “We had to splash water on rubble, and they have coloured across eight regions of the U.S. our hair because our hair skies an apocalyptic orange red. By the third week of September, was catching on fi re,” said “Fire on both sides, winds cooler temperatures and lighter 16-year-old Rylee Zukovsky, who blowing, ash fl ying. It was like winds were making it easier was rescued. “I was shoveling so driving through hell,” said to fi ght the blazes. Yet 32,000 much water into my face I was Jody Evans, who was ordered fi refi ghters were still struggling almost drowning myself.” to evacuate her home. She was to contain 54 fi res across In late September, 19,000 fl eeing the Beachie Creek Fire. the country. fi refi ghters were still battling 27 It was one of eight blazes racing California burning major wildfi res across the state. through Oregon in late summer. California, on the west coast Th e worst of them covered about staggering intensity of the U.S., was hardest hit. 155,000 hectares. Yet experts Experts say the scale of the Five of the state’s top-20 largest feared that there were more fi res has been staggering. As wildfi res have occurred this year. to come. of September 21, some 43,598 Since August 15, when lightning “California... experiences some wildfi res had destroyed 28 sparked many fi res, 26 people of the most devastating wildfi res million hectares in the U.S. this Definitions apocalyptic: involving terrible violence and destruction hectare: a unit for measuring an area of land, equal to evacuate: to remove people from a dangerous place 10,000 square metres 2020/2021: Issue 2 What in the world? • Level 1 Page 26 International Wildfire Devastation – Record-Breaking Fires Cause Extensive Damage on U.S. West Coast in… September and October,” Arizona, Utah, Colorado, and spewed smoke and scattered offi cials said in an update. “Do New Mexico also had their particles of matter that reduced not let your guard down!” hottest Augusts on record. visibility over a very large region. Scientists say climate is trending A blanket of red In Canada, British Columbia that way all over the world. Meanwhile, fl ames were was especially aff ected. Air Tinderbox fuel consuming other locations as quality caused by the fi res was so well. As of September 21, there Complicating matters was a poor that offi cials told seniors to were 14 major fi res in Idaho, severe drought on the U.S. West stay indoors. 12 in Oregon, and eight in Coast between 2012 and 2016. Haze from the fi res even Washington State. Several more Millions of trees died of thirst. reached Quebec. were ripping through Colorado, Bone-dry, they became a major worse to come Montana, Utah, and Wyoming. source of fi re fuel. Smaller fl ora, In Oregon, fi re has erased parched by drought, add to Th e fi res have destroyed human entire towns and 10 people the problem. Dry marshes, for lives, animal lives, and beautiful have died. At one point, half example, can ignite quickly and landscapes. But there is more a million people were under help speed a fi re’s spread. bad news. Experts say we evacuation warnings. must prepare for more fi res in “Climate change is not the the future. Heat off the charts only thing going on, but it is a In fact, some warn the term What is causing the terrible big part of the story,” said fi re wildfi re “season” no longer fi re season of 2020? It takes ecologist Jennifer Balch. applies. Th e reason? Fires just three things to start a fi re The human factor are not limited to certain – climate, burnable fuel, and months anymore. Th ey occur a spark. All three factors have Th oughtless human behaviour throughout year. played a role in this nightmare. has also contributed. For example, a couple expecting a “California, folks, is America One culprit? Th e boiling hot baby set off a coloured smoke fast forward,” said California summer on the U.S. West bomb to share the news of their Governor Gavin Newsom. Coast. In one California region, child’s gender with friends. Th e “What we’re experiencing is thermometers reached 55 degrees device ignited wild grasses and coming to communities across Celsius on August 16. It was started a huge fi re in California the U.S. unless we get our act likely the highest temperature on that left one fi refi ghter dead. together on climate change.” Earth in nearly a century. far-reaching smoke Th e warning applies to the rest California wasn’t the only Even those living far from these of the world, too. J state feeling the heat. Nevada, fi res were aff ected. Th e blazes
Definitions celsius: a scale for measuring temperature on which the flora: all the plants that live in a particular area, time, boiling point of water is at 100 degrees and the freezing point period, or environment of water is at 0 degrees governor: the leader of a U.S. state, equivalent to a premier drought: a long period of little or no rain in Canada particle: a very small piece of something 2020/2021: Issue 2 What in the world? • Level 1 Page 27 International Wildfire Devastation – Record-Breaking Fires Cause Extensive Damage on U.S. West Coast COMPREHENSION QUESTIONS 1. Th e article describes the 2020 U.S. wildfi re season as "the most horrifi c and destructive wildfi re season ever." What statistics in the article support this statement?
2. Which U.S. states have been aff ected by wildfi res this season?
3. What role is climate change playing in this year's extreme wildfi re season in the U.S.?
4. Describe the impact of the U.S. West Coast wildfi res on people and the environment.
2020/2021: Issue 2 What in the world? • Level 1 Page 28 International Wildfire Devastation – Record-Breaking Fires Cause Extensive Damage on U.S. West Coast QUESTIONS FOR FURTHER THOUGHT 1. Consider this quote from the article: “What we’re experiencing is coming to communities across the U.S. unless we get our act together on climate change." - California Governor Gavin Newsom a) What is your understanding of this passage?
b) As you see it, what is the connection between climate change and wildfi res?
2. Humanitarian organizations such as the Red Cross provide relief for victims of disasters such as the West Coast wildfi res. As you see it, what types of support might victims need during and aft er such an event? Explain.
2020/2021: Issue 2 What in the world? • Level 1 Page 29 International Wildfire Devastation – Record-Breaking Fires Cause Extensive Damage on U.S. West Coast QUESTIONS FOR ONLINE EXPLORATION Note: Th e links below are listed at www.lesplan.com/en/links for easy access. 1. View the following news report on how climate change is fueling the West Coast wildfi res: https://www.youtube.com/watch?v=vgFpahvqHtQ Is the information presented credible? How do you know? What questions do you have about the information?
2. Visit this link to learn more about the health risks posed by the West Coast wildfi res: https:// globalnews.ca/video/7337757/wildfi re-smoke-posing-major-health-risks-for-the-west-coast To whom might you recommend this link? How might it be helpful to them? Explain.
3. Visit this link to read about a relatively new phenomenon in extreme weather conditions, the "fi renado": https://globalnews.ca/news/7281329/fi renado-2020-california-wildfi re/ What did you learn from this article? Explain.
2020/2021: Issue 2 What in the world? • Level 1 Page 30 International Wildfire Devastation – Record-Breaking Fires Cause Extensive Damage on U.S. West Coast
YOUR TASK: Examine the editorial cartoon, then answer the following questions on a separate piece of paper: 1. What do you already know about wildfi res on the U.S. West Coast in August and September? 2. Describe what you see and read in the cartoon. 3. As you see it, what might the cartoonist be saying about wildfi res and climate change? Explain. 4. For what reasons do you agree with the cartoonist’s perspective? For what reasons do you disagree? J
2020/2021: Issue 2 What in the world? • Level 1 Page 31 International Wildfire Devastation – Record-Breaking Fires Cause Extensive Damage on U.S. West Coast PUTTING IT ALL TOGETHER A. Write the letter that corresponds to the best answer on the line beside each question: ______1. How many fi res had burned by late September in the United States? a) 5,250 b) 12,840 c) 31,820 d) 43,598 ______2. Many wildfi res are started naturally by: a) smoke bombs b) lightning c) campfi res d) discarded cigarettes ______3. A long period with little or no rain is called a(n): a) fi re season b) desert c) drought d) El Niño B. Mark the statements T (True) or F (False). If a statement is True, write one important fact to support it on the line below. If a statement is False, write the words that make it true on the line below. ______4. True or False? Th e state most aff ected by wildfi res in August and September was California.
______5. True or False? Plants and marshes parched by drought can help slow down a fi re's spread.
______6. True or False? In Quebec, people stayed indoors to avoid smoke from the U.S. West Coast wildfi res.
C. Fill in the blanks to complete each sentence. 7. In August and September, 78 fi res destroyed 38 million ______of land. 8. Half a million people were under ______warnings in Oregon this summer. 9. In August, one California region had the highest ______on Earth in a century. D. Respond to the following question in paragraph form. (Use a separate sheet of paper if necessary.) 10. As you see it, what is the signifi cance of this story? Explain.
2020/2021: Issue 2 What in the world? • Level 1 Page 32 Science, Technology, and the Environment The E-Waste Problem – What to do with Our Growing Mountain of Electronic garbage? BEFORE READING 1. Project the title of the article for the class. 2. Provide small groups of students with stickie notes. Have them brainstorm individually what products would be considered e-waste (e.g., cellphones, toasters, televisions, etc.), recording one product on each note. 3. Have students share ideas within their group, stacking any double ideas. 4. Next, have groups sort their ideas into categories of products and have them label the categories. 5. Finally, have groups rank their categories to refl ect which ones they believe generate the most to least amount of e-waste. 6. Share ideas for products, categories, and rankings as a class. 7. Project the global e-waste bar graph in the following link for the class to compare and contrast with their fi ndings: https://www.bbc.com/news/business-51385344 8. Finally, invite students to establish a purpose for reading related to what they would like to learn further about this issue. Refer to the resource page Setting A Purpose Before Reading (p. 49) as needed.
2020/2021: Issue 2 What in the world? • Level 1 Page 33 Science, Technology, and the Environment The E-Waste Problem – What to do with Our Growing Mountain of Electronic garbage?
Imagine a huge pile of e-waste. alone. Th e report predicts that is unsustainable,” the UN Discarded electrical appliances by 2030, annual global e-waste report says. and electronic gadgets. will reach 74 million tonnes. Planned obsolescence Old monitors, microwaves, China contributed the most to and refrigerators. Electric Once, consumer goods were e-waste, followed by the U.S. cables, fl uorescent lights, and built to last. Th en came and India. Th e three countries cellphones. Electronic toys, ‘planned obsolescence'. accounted for nearly 38 percent circuit boards, and hard drives. of global e-waste last year. Just It began with lightbulbs. In 1924, Now think on a smaller scale. 17.4 percent of it was recycled. just three companies made them. Maybe you have a box fi lled with Th ey got together and agreed to Middle- and low-income old cellphones, wires, modems, make lightbulbs last about four countries oft en do not have a and video game controllers. months, or 1000 hours. Th ey proper system in place to collect You’re probably not sure what to could have made bulbs to last and recycle e-waste. But even do with them. You kind of hope much longer. But if bulbs had a ones with recycling facilities that they will just disappear! shorter life, people would have to have low collection and recycling buy more. Th e companies would A growing problem rates. Less than a quarter of all make more money. You're not alone. E-waste is one U.S. electronic waste is recycled, Soon, others stopped making of the fastest-growing waste says the UN. Th e rest is burned durable and long-lasting streams in the world. According or ends up in landfi lls. products, too. By the 1950s, to a 2020 United Nations (UN) “Th e way in which we produce, companies had learned report, the world dumped 53.6 consume, and dispose of e-waste that consumers liked "new", million tonnes of e-waste in 2019 "modern", or "innovative"
Definitions innovative: new, original, and advanced unsustainable: not able to last or continue for a long time obsolescence: the state of becoming old-fashioned and no longer used
2020/2021: Issue 2 What in the world? • Level 1 Page 34 Science, Technology, and the Environment The E-Waste Problem – What to do with Our Growing Mountain of Electronic garbage? products. Quality and the environment. It also exploits Some items can be repaired, durability? Not so much. many workers. rather than recycled. For instance, B.C.’s ‘Computers for Obsolescence is also built in Reduce, reuse, recycle Schools’ program repairs and to the electronics industry. So what's the solution? Like distributes computers to schools, Manufacturers know consumers some other countries, Canada charities, and libraries. Th ere are will replace products with has passed ‘Extended Producer also exchanges where you can updated or fl ashier alternatives. Responsibility’ (EPR) laws. Th ese sell, give away, or trade working It will only get worse laws require manufacturers electronics. And tech stores that to set up and fund systems If we think there is a lot of sell new cellphones oft en take that recycle or collect old e-waste now, just wait until we care of recycling the old ones. electronics products. transition to 5G. 5G is the next Completing the circle big step in wireless technology. Canada’s Electronic Products Recycling helps, but it may It promises faster speeds and Recycling Association (EPRA) be time to move to a ‘circular other benefi ts. But billions of manages the recycling program. economy'. existing smartphones, modems, It operates in nine provinces. and other gadgets will not be (Alberta has its own electronics In a circular economy, products 5G-compatible, so they will recycling program). Many are repaired, reused, and become obsolete, too. communities have depots where recycled. Th e idea is to get what people can drop off e-waste. we can out of already used Did you know? Canadians pay for this recycling resources. Th e goal? Keep more with an Electronic Handling stuff out of landfi ll, and more About 1.5 billion cellphones and 250 million computers are sold Fee (EHF) on new e-products resources in the ground. we buy. each year. Th e average lifetime of “We must transform… how these devices is about 2.5 years. During recycling, electronics we manage resources, how we are dismantled or shredded. make and use products, and It's a huge problem, experts say. Dangerous materials are what we do with the materials As we replace our old electronic specially processed to protect aft erwards," says one group gadgets, we leave behind a both the environment and promoting the circular economy massive, toxic waste stream. workers. Th ese include concept. "Only then can we E-waste contains lead, mercury, lithium-ion batteries, mercury, create a thriving economy that cadmium, and arsenic. Th ese and lead. Th e rest is separated benefi ts everyone within the materials are harmful to human into components, such as steel, limits of our planet.” health and to the environment. glass, copper, aluminium, Ecology writer Rex Weyler plastics, and precious metals. Th is growing demand for new agrees. “Th e idea that we should Th ese can then be used to make electronics also forces us to keep businesses growing by new products. Th e EPRA says it mine more lithium, cobalt, iron, creating waste is no longer keeps 100,000 metric tonnes of copper, and rare earth metals valid – and never was.” J electronics out of our landfi lls so we have the materials needed each year. to make the products. Th is mining can be destructive to
2020/2021: Issue 2 What in the world? • Level 1 Page 35 Science, Technology, and the Environment The E-Waste Problem – What to do with Our Growing Mountain of Electronic garbage? COMPREHENSION QUESTIONS 1. What is e-waste?
2. List two major reasons why e-waste is such a problem.
3. How much e-waste was dumped globally in 2019? Explain.
4. Which three countries produce the most e-waste?
5. What is planned obsolescence?
6. How is Canada addressing the problem of e-waste? Explain.
2020/2021: Issue 2 What in the world? • Level 1 Page 36 Science, Technology, and the Environment The E-Waste Problem – What to do with Our Growing Mountain of Electronic garbage? NOTE-MAKING: PROBLEM/SOLUTION CHART You will be practicing making notes on the article “Th e E-Waste Problem” using a problem/solution chart. Th is structure is helpful if the information in the text presents a problem and off ers suggestions for one or more solutions. Oft en the problem is stated in the topic sentence and the supporting details describe the problem, its causes, and its solutions. BEFORE READING • Record the topic and purpose for reading on the Problem/Solution Chart (p. 38). Th en, list what you already know about the topic – the e-waste problem – in the left -hand column. In the right- hand column, write what you want to know or wonder about the topic. (Remember the article will be describing a problem and off ering solutions so try to brainstorm questions related to the problem or solutions.) For example: Why is e-waste a problem? What solutions are being discussed? What solutions have been off ered already? DURING READING
• As you read the article be mindful of questions that arise. Mark the text with a ? each time a new question pops into your head. Write the question in the margin. For example, in the second column you may wonder why only 17.4 percent of the world's e-waste was recycled last year instead of all of it.
• Also, make connections. You may wish to identify connections with the letter C or the letters T-S, T-T or T-W. Write brief notes in the margin to explain your connections. For example, on page 35, you may know that your community has already established a used battery recycling centre (a text-to- world connection) or you may have seen the animated video short entitled "Waste electronics - How Th ey Are Recycled" (a text-to-text connection). • Read to fi nd out about the specifi c solutions being suggested to address the problem of e-waste. Mark the text using the letter P to identify problems and an S to indicate solutions. AFTER READING • Make notes using the Problem/Solution Chart. Remember that eff ective notes are written in point form and in your own words. • Select and record one of the main problems suggested in the article in the boxes on the left -hand side of the page. Th en, add specifi c solutions in the boxes on the right-hand side of the page. • When you have fi nished note-making complete the What I think now section of the Problem/Solution Chart. Use the following questions to guide your response: What surprised you about what you read? What new learnings or connections did you make? What questions do you still have? What are your reactions to the information in the article? What additional solutions for getting the world to take action can you think of?
2020/2021: Issue 2 What in the world? • Level 1 Page 37 Science, Technology, and the Environment The E-Waste Problem – What to do with Our Growing Mountain of Electronic garbage? Topic: Purpose for reading:
What I already know What I wonder?
• •
• •
Solutions
Problem
What I think now
2020/2021: Issue 2 What in the world? • Level 1 Page 38 Science, Technology, and the Environment The E-Waste Problem – What to do with Our Growing Mountain of Electronic garbage? QUESTIONS FOR FURTHER THOUGHT 1. Consider this quote from the article: "Th e idea that we should keep businesses growing by creating waste is no longer valid – and never was." a) What is your understanding of this quote?
b) Respond to this quote. What thoughts does it provoke and what feelings does it evoke in you?
c) As you see it, what is the single most-important factor in eliminating planned obsolescence? Explain.
2. Th e article describes moving to a circular economy to begin to undo some of the damage created by unsustainable levels of e-waste. As you see it, what would be the most challenging aspect of making such an ambitious change? Explain.
2020/2021: Issue 2 What in the world? • Level 1 Page 39 Science, Technology, and the Environment The E-Waste Problem – What to do with Our Growing Mountain of Electronic garbage? QUESTIONS FOR ONLINE EXPLORATION Note: Th e links below are listed at www.lesplan.com/en/links for easy access. 1. Explore the various e-waste recycling programs available where you live at https://www.canada.ca/ en/environment-climate-change/services/managing-reducing-waste/overview-extended-producer- responsibility/inventory-recycling-programs.html To whom might you recommend this link? How might it be helpful to them? Explain.
2. Read what happens to your e-waste once you drop it off for recycling at https://www.cbc.ca/news/ technology/what-happens-to-the-e-waste-you-drop-off -for-recycling-1.5101357. a) Identify one fact that you learned from this site.
b) Aft er reading this article, what actions might you take to improve your own use or recycling of electronics in the future? Explain.
3. In 2015, world leaders agreed to 17 Global Goals (offi cially know as the Sustainable Development Goals, or SDGs). Th ese goals have the power to create a better world by 2030, by ending poverty, fi ghting inequality, and addressing the urgency of climate change. Guided by the goals, it is now up to all of us – governments, businesses, civil society, and the general public – to work together to build a better future for everyone. Find out more about the Global Goals at https://www.un.org/sustainabledevelopment/ Th en, consider: Which goal (s) does this article relate to? Why? Explain.
2020/2021: Issue 2 What in the world? • Level 1 Page 40 Science, Technology, and the Environment The E-Waste Problem – What to do with Our Growing Mountain of Electronic garbage? PUTTING IT ALL TOGETHER A. Write the letter that corresponds to the best answer on the line beside each question: ______1. How much e-wasted was discarded globally in 2019? a) 74 million tonnes b) 1.5 billion tonnes c) 38 million tonnes d) 53.6 million tonnes ______2. Which three countries accounted for over one-third of all e-waste last year? a) Russia, U.S., China b) Canada, U.S., U.K. c) China, U.S., India d) U.K., China, India ______3. Which product was fi rst developed with a planned obsolescence sales strategy? a) Ford Model T automobile b) steam engine c) lightbulb d) computer B. Mark the statements T (True) or F (False). If a statement is True, write one important fact to support it on the line below. If a statement is False, write the words that make it true on the line below. ______4. True or False? Canadians pay for electronics recycling when they buy new e-products.
______5. True or False? EPRA programs keep 250 million computers out of Canada's landfi lls each year.
______6. True or False? Some e-waste contains dangerous materials and cannot be recycled.
C. Fill in the blanks to complete each sentence. 7. Electronics manufacturing requires ______minerals from the earth. 8. Each year, approximately 1.5 billion ______are sold worldwide. 9. In a ______economy, products are designed to last and be re-used. D. Respond to the following question in paragraph form. (Use a separate sheet of paper if necessary.) 10. As you see it, what is the best way to reduce the amount of e-waste? Give reasons to support your response.
2020/2021: Issue 2 What in the world? • Level 1 Page 41 Resource Page for Students INquiry project THE STEPS OF AN INQUIRY PROJECT Choose a news article from this issue that you found interesting or surprising – one that caught your attention, sparked an ‘ah ha’, or left you wondering about something. Tap into your curiosity. What more do you want to know? Before starting your Inquiry Project, do a little more research on your own to investigate the news story or topic in a deeper way. Check out the following links, and notice the questions that come to mind as you read: Th e Conservative Party of Canada: https://www.conservative.ca/ Th e structure of the U.S. government: https://www.usa.gov/branches-of-government Th e 2020 U.S. presidential election: https://www.bbc.com/news/election/us2020 Wilfi res: https://www.who.int/health-topics/wildfi res#tab=tab_1 E-waste: https://www.theatlantic.com/technology/archive/2016/09/the-global-cost-of-electronic- waste/502019/ When you have a deeper understanding of the topic or issue, complete the Inquiry Project Planner on p. 45. Use the following steps to guide you: 1. A good inquiry project starts with a powerful inquiry question. Th is is an overarching question related to an important issue, problem, or concern in the news story or topic you have chosen. It should be something you are genuinely curious about or that is meaningful to you. Inquiry questions are not easy to answer. Th ey are open-ended (meaning that they can’t be answered with a yes or no response), lead to more questions, and require you to think or really investigate something. Answers to inquiry questions are not found by ‘Googling’! A good inquiry question should have these 4 components: • A question stem (e.g., What is...? How can...? Why can’t...? What could...? What impact...? How would it be possible...? What would happen if...? How would you improve... Why do you believe...?); • Who is taking action and/or who will be impacted by the fi ndings/answer (e.g., you, your family, your school, your community, the world); • What the action is (e.g., solve, reduce, develop, create, refi ne, educate, make, impact, improve, change); • What the problem or concern is. For example, if, aft er reading an article that explains how COVID-19 spreads, I wanted to learn more about the benefi ts (or limitations) of wearing a mask, my inquiry question might be: How can I educate students about the importance of wearing a mask in school? OR How can I educate students about the limitations of wearing a mask in school?
2020/2021: Issue 2 What in the world? • Level 1 Page 42 Resource Page for Students INquiry project Here are other examples of inquiry questions: • How might I create and sell something at profi t, so I can contribute to my favourite charity? • What could parents prepare for lunch if their child is allergic to gluten? • What impact would reducing plastic take-out containers have on the environment? • How can we attract more native birds and butterfl ies to our school garden? 2. Th en, brainstorm other smaller, supporting research questions that will help you arrive at the answer to your inquiry question. Aim for 4-5 questions to start. For example: • Do masks help stop the spread of COVID-19? If so, how? If not, why? • Are all masks (or mask designs) equally eff ective? • Who benefi ts from wearing masks? Who doesn’t? • Where and when should masks be worn? • Are there other measures that are more eff ective at stopping the spread of the virus? As you begin to research, you may fi nd that there are other questions that you want to know the answer to. Record these questions, too. 3. Decide what resources you will explore to fi nd answers to your questions. What will you read (print or digital texts), watch, study and/or who you might talk to? If you are researching online, make sure the website is credible. (Th at means it is trustworthy—you can trust the information to be true and up-to-date). Also check that the information is reliable. (Th at means the information is accurate, presents a balanced view vs. a biased one, and answers your question.) Check out these short videos to learn how to check the credibility and reliability of websites: • How to evaluate sources for reliability: https://youtu.be/q1k8rcYUmbQ [3:48] • How to check if a website is credible: https://youtu.be/jt-IZ5M6XU8 [1:39] 4. Figure out how you will document (show) everything you are learning about your inquiry question either digitally or by hand. Th ere are lots of options: • keep a written journal; • create a note making template (like the one included on p. 45); • construct a visual journal (e.g., photographs, videos, Sketchnote); • write a blog (e.g., Wordpress, edublogs, Weebly for Education); • link a series of mind maps or concept maps. Remember to date each entry and explain why what you documented is important or how it is related to your inquiry question. For example, I might fi nd photographs of diff erent types of masks and use PicCollage to document the diff erent examples. en,Th I might type a brief caption under each photograph explaining what the masks are made of and how they prevent the spread of COVID-19.
2020/2021: Issue 2 What in the world? • Level 1 Page 43 Resource Page for Students INquiry project 5. Determine how you will share your learning with your peers, in an authentic way. Th ink about how you best show what you know and how experts in the fi eld might share their knowledge. Th ere are lots of ways to do this, such as: • record a podcast • design a blog • build a model • develop an infographic • make a video • create an animation • present a TED Talk with an accompanying slide show. 6. Finally, create a project timeline. List all the steps you need to take to fi nish your project and set deadlines for completing them. Online calendars or organizer apps, such as Trello, are helpful tools for managing projects. Use the strategy of working backwards to make sure you give yourself enough time to complete each step and not be rushed. 7. You are now ready to begin researching. Have fun!
2020/2021: Issue 2 What in the world? • Level 1 Page 44 Resource Page for Teachers INquiry project HELPFUL TEACHER RESOURCES ON INQUIRY-BASED LEARNING Check out Trevor MacKenzie’s website with links to podcasts, blogs, social media links, and other resources on Inquiry-based learning: • https://www.trevormackenzie.com His book, Dive into Inquiry: Amplify Learning and Empower Student Voice, off ers a scaff olded approach to student inquiry: structured, controlled, guided, and free inquiry. It is a practical resource if inquiry- based learning is new to you. John Spenser is another educator whose videos, blogs, and resources off er practical strategies and structures for engaging students in inquiry. Here are two to get you started: • “Helping Students Ask Better Questions by Creating a Culture of Inquiry” https://medium.com/synapse/helping-students-ask-better-questions-by-creating-a-culture-of- inquiry-d1c4b0324a6f • “Using a Wonder Week to Spark Inquiry-based Learning” http://www.spencerauthor.com/wonder-week/ Edutopia has a number of articles on student inquiry, including: • “What the heck is Inquiry-based Learning?” https://www.edutopia.org/blog/what-heck-inquiry-based-learning-heather-wolpert-gawron • “Resources and Downloads to Facilitate Inquiry-based Learning” https://www.edutopia.org/article/inquiry-based-learning-resources-downloads
* Note: All links in this document are listed at www.lesplan.com/en/links for easy access.
2020/2021: Issue 2 What in the world? • Level 1 Page 45 Resource Page for Students INquiry project INQUIRY PROJECT PLANNER
Topic: Inquiry question:
Th is question is important to me because…
Research questions: • • • • • Resources I'll use:
How I will document my fi ndings:
How I will share what I've learned:
Due:
2020/2021: Issue 2 What in the world? • Level 1 Page 46 Resource Page for Students INquiry project INQUIRY RESEARCH ORGANIZER
HINTS: Check Your Sources • Use multiple valid sources Identify the source • Use the right keywords and search strategies to • Is it true? fi nd relevant information • Is it trustworthy? • Is it current (up-to-date)? NOTE: You may fi nd fascinating facts that aren't Analyze the information connected to your question. If that's the case, • Is it accurate? just add a question and the answer. Th e fun • Is there any bias that should part of researching is that you never know what concern me? fascinating facts are going to pop out at you. • Does this answer my question?
Inquiry Question:
Q: Q: A: A:
2020/2021: Issue 2 What in the world? • Level 1 Page 47 Resource Page for Teachers ASsessment Rubric
Th is rubric may be helpful in providing students with formative, strength-based feedback and/or assessing students’ responses holistically. Th is easy-to-modify activity is included in the doc fi le which you can download from: www.lesplan.com/subscribers
Emerging Developing Profi cient Extending Supports Answers or Answers or Answers or Answers or thinking refl ections are refl ections are refl ections are refl ections are brief and include general and clearly supported insightful and obvious facts/ supported with with specifi c, supported with details/ evidence. some relevant relevant facts/ specifi c, relevant facts/details/ details/evidence. facts/details/ evidence. evidence.
Shows Responses Responses are Responses are Responses are understanding show a basic thoughtful and thoughtful and insightful and understanding show a general show a complete show a deep of the text, topic, understanding understanding understanding the issue or message. of the text, topic, of the text, topic, text, topic, issue issue or message. issue or message. or message. May synthesize ideas or explain the ‘so what’.
Th inks Makes Makes logical Makes meaningful Makes powerful critically straightforward connections to connections to connections that connections or self (T:S) and/ self. Considers go between texts inferences. Focuses or background ideas between texts and/or beyond the on retelling. knowledge (T:S). (T:T). text (T:W). Inferences are Inferences are Inferences are logical. plausible. plausible and insightful.
2020/2021: Issue 2 What in the world? • Level 1 Page 48 Resource page for Students Setting a purpose before readinG Th ere are a number of reasons we read, and setting a purpose for reading – knowing WHY we are reading – helps us to focus on important information and to better understand and remember what we read. It also helps us decide HOW we will read the text. We don't read all texts for the same purposes or in the same way. For example, we read an instruction manual for a new Blu-ray player for a diff erent reason than we read a book or a website. How we will read it – the strategies we use – will also diff er. We are more likely to skim to fi nd the information we need in a manual. Once we fi nd what we need, we might read the instructions carefully to fi gure out what to do. Th en, we stop reading, put the manual down, and carry out the steps. We may have to reread if we get confused or forget what to do. Th is is a very diff erent approach than the one we would use to read a book. When we read a book, we usually read cover-to-cover. We read carefully so we don't miss any details because we want to understand the whole story. Sometimes we make connections or create images in our minds as we read to help us better understand what we are reading. Depending on its length, we may put the book down before we fi nish reading it but we will start reading where we left off . Good readers are fl exible and responsive. Th is means that they match their reading strategies to their purpose for reading. What types of text do you read? Why do you read them? What strategies do you use to read each of these texts? Th e chart below is a summary of the main purposes for reading and what each entails. Purpose for reading What it looks like For enjoyment Usually student-selected. Allows students to choose a variety of genres and forms. Allows students to pursue what interests them while developing reading skills. To experience something new Students make connections between their personal experiences and those of people around the world. To learn more about themselves and others Students refl ect on what they’ve read and express opinions and perspectives. Students develop a sense of their personal values and make sense of the world around them. To gain information Students use the features of informational texts to gather, analyse and apply what they’ve learned. To understand issues Students develop a sense of perspective. Students pose questions, acknowledge other points of view, critique the opinions presented and support opinions with evidence. To appreciate writing Students respond to text in ways other than written answers to apply what they’ve learned in new contexts.
To appreciate use of media to communicate Students respond to a variety of media formats (e.g., infographics, political cartoons, videos, etc.) and react to how the format supports the meaning of the message.
* Chart adapted from: A Guide to Eff ective Literacy Instruction, Grades 4-6, p. 11.
2020/2021: Issue 2 What in the world? • Level 1 Page 49 To the Teacher Answer Key MEET ERIN O'TOOLE Comprehension Questions: 1. Who is the current prime minister of Canada? Which political party does he represent? Justin Trudeau is the current prime minister. He is the leader of the federal Liberal Party. (He became PM in 2015. Currently, the Liberals have a minority government.) 2. Who did Erin O'Toole replace as the leader of the Conservative Party of Canada?
Mr. O'Toole replaced Andrew Scheer as the leader of the Conservative Party. 3. Why did the former Conservative Party leader step down? Mr. Scheer stepped down aft er the Conservatives failed to win enough seats to form the government in the October 2019 federal election. 4. What role does the Conservative Party play in the current House of Commons? Th e Conservative Party is the Offi cial Opposition because it has the second-largest number of seats. 5. Describe the background and work experience of Erin O'Toole. Mr. O'Toole was born in Montreal and grew up in Ontario. He joined the Royal Canadian Air Force and became a helicopter navigator. Following his military career, he became a lawyer. He has been an MP since 2012 and briefl y served as a cabinet minister under former Conservative Prime Minister Stephen Harper. Today he is the party's spokesperson on foreign aff airs. 6. Describe the policies of Erin O'Toole's Conservative Party. Mr. O'Toole's Conservative Party aims: • to knock down barriers that make it hard for provinces to trade goods with one another; • to support more immigration, especially if it helps reunite families; • to strengthen our ties with our allies; • to balance the budget, given Canada’s current $252-billion defi cit due to COVID-19; • to develop our natural resources while still meeting our commitment to fi ght global warming; • to create jobs wherever they are (including in the oil and gas industries); • to be inclusive. Quiz: 1. c; 2. d; 3. c; 4. True; 5. False; 6. False; 7. minority; 8. Offi cial Opposition; 9. Force; 10. Answers will vary.
2020/2021: Issue 2 What in the world? • Level 1 Page 50 To the Teacher Answer key THE 2020 U.S. ELECTION Comprehension Questions: 1. When will the 2020 U.S. presidential election take place? November 3. (Under the Constitution, voting for U.S. presidents occurs every four years on the fi rst Tuesday aft er the fi rst Monday in November.) 2. Briefl y describe what the Republican Party stands for. Th e Republicans have a conservative platform. Th ey believe in less government control, a strong military, and less taxes. (Th e symbols of the Republican Party are the elephant and the colour red.) 3. Who are the Republican candidates for president and vice-president in the upcoming election? Donald Trump and Mike Pence. 4. Briefl y describe what the Democratic Party stands for. Th e Democrats are more progressive. Th ey emphasize the military less, and focus on the environment and social programs more. (Th eir symbols are the donkey and the colour blue.) 5. Who are the Democratic candidates for president and vice-president in the upcoming election? Joe Biden and Kamala Harris. 6. Explain what the Electoral College is. Th e Electoral College is the group of electors who formally elect the U.S. president and vice president. 7. How many Electoral College votes are needed to become the president of the U.S.? Th ere are 538 electoral votes and the candidate who wins 270 or more wins the presidency, even if he or she doesn’t win the nation-wide popular vote. (In the last election Hilary Clinton won 2,864,974 more votes than Donald Trump.) 8. In what ways is COVID-19 complicating the 2020 U.S. presidential election? Many voters will vote by mail because they don't want to risk getting sick while standing in line to cast their ballots. However, Mr. Trump is claiming (without evidence) that mail voting encourages voter fraud. If he loses, his critics worry he might use this claim to dispute the election result. Th en, the country's top (Supreme Court) judges may have to rule on the winner.
Quiz: 1. c; 2. b; 3. a; 4. False; 5. True; 6. False; 7. military; 8. senator; 9. Electoral College; 10. Answers will vary.
2020/2021: Issue 2 What in the world? • Level 1 Page 51 To the Teacher Answer key WILDFIRE DEVASTATION Comprehension Questions: 1. Th e article describes the 2020 U.S. wildfi re season as "the most horrifi c and destructive wildfi re season ever." What statistics in the article support this statement? 1) Th e 28 million hectares of land destroyed thus far is nearly 500,000 hectares more than the 10-year average; 2) Five of California's top-20 largest wildfi res have occurred in 2020; 3) Some 43,598 wildfi res had occurred by September 21. 2. Which U.S. states have been aff ected by wildfi res this season? California, Oregon, Idaho, Washington, Colorado, Montana, Utah, and Wyoming have all been aff ected by wildfi res. 3. What role is climate change playing in this year's extreme wildfi re season in the U.S.? 1) Climate change is causing temperatures to rise. Th ermometers reached 55 degrees Celsius on August 16 in one California region – likely the highest temperature on Earth in a century. Other states also had their hottest Augusts on record. 2) A drought on the U.S. West Coast between 2012 and 2016 killed millions of trees and smaller fl ora that are a major source of fi re fuel. 4. Describe the impact of the U.S. West Coast wildfi res on people and the environment. 1) Th e fi res spewed choking smoke and scattered particles of matter that blotted out visibility in areas thousands of kilometres away. In B.C., air quality was so poor that seniors and others were advised to stay indoors. 2) Many human and animal lives have been lost, and landscapes have been destroyed.
2020/2021: Issue 2 What in the world? • Level 1 Page 52 To the Teacher Answer key WILDFIRE DEVASTATION Editorial Cartoon: 1. Th e summer of 2020 was one of the most horrifi c and destructive wildfi re seasons in the U.S., ever. As of September 21, some 43,598 wildfi res had destroyed 28 million hectares in the U.S. Th at's nearly 500,000 hectares more than the 10-year average. California, on the west coast of the U.S., was hardest hit. Five of the state's top-20 largest wildfi res have occurred this year. Idaho, Oregon, and Washington State were also severely aff ected. Fires ripped through Colorado, Montana, Utah, and Wyoming as well. 2. A fi refi ghter is battling a wildfi re. Th e cartoon shows trees and grass on fi re, and a fi refi ghter dressed in protective gear holding a hose that is being pointed at the fl ames as they move towards him. However, rather than water coming out of the nozzle, there are words: 'Talk, talk, talk'. Th ey are having little eff ect on dousing the fl ames. Th e fi refi ghter realizes that the reason there is no water is because the other end of the hose is not connected to a water source – there are just words going in: "Climate talk, talk, talk...". 3. Th e cartoonist may be suggesting that what is really needed to attack and stop the wildfi res is action on climate change. Water will not be eff ective if the reason for the fi res is not addressed – the fi res will just grow bigger, faster, and more frequent. However, instead of action on climate change, there is just talk – empty words. 4. Answers will vary. Quiz: 1. d; 2. b; 3. c; 4. True; 5. False; 6. False; 7. hectares; 8. evacuation; 9. temperatures; 10. Answers will vary.
2020/2021: Issue 2 What in the world? • Level 1 Page 53 To the Teacher Answer key THE E-WASTE PROBLEM Comprehension Questions: 1. What is e-waste? E-waste is any discarded electrical appliance (e.g., refrigerator, television, etc.) or electronic gadget (cellphone, computer hard drive, etc.). 2. List two major reasons why e-waste is such a problem. 1) It leaves a massive, toxic waste stream. E-waste contains materials such as lead, mercury, cadmium, and arsenic – materials that harm human health and the environment. 2) More minerals must be mined - e.g. lithium, cobalt, iron, copper, etc. Th is mining is oft en ecologically destructive, and it exploits many workers. 3. How much e-waste was dumped globally in 2019? Explain. According to a UN report, the world dumped 53.6 million tonnes of e-waste in 2019 (an increase of 21 percent in fi ve years.) Th e UN report predicts that by 2030, annual global e-waste will reach 74 million tonnes. 4. Which three countries produce the most e-waste? China, the U.S, and India. (Th ese three nations accounted for 38 percent of the world’s e-waste last year. Only 17.4 percent was recycled.) 5. What is planned obsolescence? Planned obsolescence is manufacturing a product, knowing that it will not last or will become obsolete in a limited period of time. 6. How is Canada addressing the problem of e-waste? Explain. Canada has passed 'Extended Producer Responsibility' laws that require manufacturers to establish and fund systems that recycle or collect old electronics products. Canada's Electronic Products Recycling Association manages the industry-led and government-approved electronic products recycling program. When Canadians buy new electronic products, they pay an Electronics Handling Fee to recycle the product. Quiz: 1. d; 2. c; 3. c; 4. True; 5. False; 6. False; 7. mining/extracting; 8. cellphones; 9. circular; 10. Answers will vary.
2020/2021: Issue 2 What in the world? • Level 1 Page 54 Current Events, Clearly Explained
Students want to know what’s happening in their world – but the news can be difficult and time-consuming to teach. We have the solution. (Five, actually.) The Canadian Reader What in the World?
& up Level 2 (Grades 8, 9 and 10) PDF/Word & up Rick Hansen and
PDF/Word 3 9 resource resource 5 Many in Motion 9 National and international page 3 Europe, the U.S., and 9 Clearly written, leveled Canadian Th e Economy page 14 grade
news stories grade Struggle for Survival in current events articles Somalia 9 Key vocabulary page 9 Cell Phones 9 Literacy-based lesson plans in the Spotlight page 20 9 Background information September 2011 A monthly current events resource for Canadian classrooms 9 Engaging, original illustrations Routing Slip: (please circulate) 9 Varied assignments 9 Comics that build content-area 9 Map assignments knowledge and enhance critical thinking Product details: 8 issues. 36 pages. Available in 9 Maps and illustrations English and in French for grades 3 and up. Product details: 8 issues. 38 pages. Available in English and in French, and in two reading levels, for grades 5 and up.
Currents4Kids.com 3 & up Building Bridges News4Youth.com grade 9 PDF/Word resource & up
9 Online interactive resource 9 Builds understanding of current 5 9 Weekly news stories events that impact Indigenous 9 Auto-graded quizzes Peoples and all Canadians grade 9 Comment page for Online interactive resource 9 Two theme-based articles students to respond to the stories and lesson plans 9 Links to relevant articles, resources, 9 Background information maps, photos and videos 9 Consistent with 9 Extension activities First Peoples Principles of Learning 9 Encourages a respectful, reflective, empathetic, Product details: 38 issues. One subscription allows all and inquiring frame of mind teachers and students access from any Internet-connected device at any time. Available in English and in French. Product details: 5 issues. Variable page length. Available Currents4Kids/Infos-Jeunes: Grades 3 and up. in English and in French, and in two reading levels, for News4Youth/Infos-Ados: Grades 7 and up. grades 5 and up.
1-888-240-2212 www.lesplan.com Contact us for a sample copy or free demo. LesPlan Educational Services Ltd. Visit: www.lesplan.com email: [email protected] call toll free: 888 240-2212 Students Can Work In Word . . .
Did you know… . . . that each issue of What In The World? includes a PDF file (complete document) and a Word file a( rticles and questions only) Students can complete assignments directly in the Word file. Teachers can email the file to students or post it on the Internet. TheWord file also allows teachers to: • easily modify and format content including changing fonts and text sizes • Fcreate a PD document and use Adobe Reader’s ‘Read Out Loud Mode’ • save paper and copying costs and help protect the environment • promote and encourage students’ computer skills
Password Security Google Docs and LibreOffice There arethree ways to access data from a Word file that is • You can easily upload the Word file to Google Docs to password protected: share it with students or other teachers. 1) Select the data you wish to Copy and then Paste it into any • You can translate Google Docs into another language word processing program. Use Select All to copy the entire (see Tools>Translate document) but you will need to edit document. the document to suit your requirements. Google Docs 2) Import the entire Word file into LibreOffice (or another can translate into over 100 languages including Spanish, similar program) and then save as a new file Mandarin, and German. 3) To remove the password from a protected Word file, use • LibreOffice is a free alternate to Microsoft Office and Save As to make a new copy of the file. You can then offers the same functionality. It’s easy to install and use. change the Security settings and remove the password. See: www.libreoffice.org
LesPlan Educational Services Ltd. Visit: www.lesplan.com email: [email protected] call toll free: 888 240-2212 2020 – 2021 Publication Schedule Teachers Serving Teachers Since 1990
What in the World? Le Monde en Marche Building Bridges Level 2 Level 2 Niveau 2 Issue 1: September 14 Issue 1: August 24 Numéro 1 : 31 août Issue 2: November 16 Issue 2: September 28 Numéro 2 : 2 octobre Issue 3: January 11 Issue 3: October 26 Numéro 3 : 2 novembre Issue 4: March 8 Issue 4: November 30 Numéro 4 : 7 décembre Issue 5: May 10 Issue 5: January 18 Numéro 5 : 25 janvier Issue 6: February 22 Numéro 6 : 1er mars Issue 7: April 6 Numéro 7 : 12 avril Building Bridges Level 1 Issue 8: May 17 Numéro 8 : 25 mai Issue 1: September 16 Issue 2: November 18 Level 1 Niveau 1 Issue 3: January 13 Issue 1: August 26 Numéro 1 : 3 septembre Issue 4: March 10 Issue 2: September 30 Numéro 2 : 8 octobre Issue 5: May 12 Issue 3: October 28 Numéro 3 : 4 novembre Issue 4: December 2 Numéro 4 : 10 décembre Issue 5: January 20 Numéro 5 : 28 janvier Bâtir des ponts Niveau 2 Issue 6: February 24 Numéro 6 : 4 mars Numéro 1 : 22 septembre Issue 7: April 8 Numéro 7 : 15 avril Numéro 2 : 24 novembre Issue 8: May 19 Numéro 8 : 27 mai Numéro 3 : 19 janvier Numéro 4 : 16 mars The Canadian Reader Nos Nouvelles Numéro 5 : 18 mai Issue 1: August 21 Numéro 1 : 28 août Issue 2: October 2 Numéro 2 : 9 octobre Issue 3: October 30 Numéro 3 : 6 novembre Bâtir des ponts Niveau 1 Issue 4: December 4 Numéro 4 : 11 décembre Numéro 1 : 24 septembre Issue 5: January 22 Numéro 5 : 29 janvier Numéro 2 : 26 novembre Issue 6: February 26 Numéro 6 : 5 mars Numéro 3 : 21 janvier Issue 7: April 9 Numéro 7 : 16 avril Numéro 4 : 18 mars Issue 8: May 21 Numéro 8 : 28 mai Numéro 5 : 20 mai
Currents4Kids News4Youth Every Friday from August 28–June 11, except for Every Friday from August 28–June 11, except for December 25, January 1st, and March 19, 26. December 25, January 1st, and March 19, 26.
Infos-Jeunes Infos-Ados Chaque mardi du 1er septembre au 15 juin, sauf Chaque mardi du 1er septembre au 15 juin, sauf le 29 décembre, le 5 janvier et le 23 et 30 mars. le 29 décembre, le 5 janvier et le 23 et 30 mars.
Please note: All dates are on or about. While we make every effort to meet each deadline, factors beyond our control, particularly a late-breaking or developing story, can delay publication by a day or two. We try to balance a regular schedule with providing the most current, relevant product possible for our subscribers and their students.
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Publication English Français Level Price Per Product Amount Lesson Collections Critical Literacy ☐ ☐ $55 each News Literacy ☐ ☐ $55 each Note-Making ☐ ☐ $55 each Themed Collections Community Connections ☐ ☐ ☐ Level 1 ☐ Level 2 $55 each Text Collections The Canadian Reader English Français Price Per Product Amount • Amazing Animals ☐ ☐ $18 each • Animals and Us ☐ ☐ $27 each • Endangered Animals ☐ ☐ $21 each • Government ☐ ☐ $18 each • Health ☐ ☐ $42 each • Indigenous ☐ ☐ $27 each • O Canada - Volume 1 ☐ ☐ $30 each • O Canada - Volume 2 ☐ ☐ $27 each • Ocean Animals ☐ ☐ $15 each • Our Great Outdoors ☐ ☐ $15 each • Reduce, Reuse, Recycle ☐ ☐ $18 each • Space ☐ ☐ $21 each • Technology ☐ ☐ $33 each • The Environment and Us ☐ ☐ $24 each What in the World? English Français Level 1 Level 2 Price Per Product Amount • Animals ☐ ☐ ☐ ☐ $21 each • Environment ☐ ☐ ☐ ☐ $36 each • Government ☐ ☐ ☐ ☐ $27 each • Indigenous ☐ ☐ ☐ ☐ $18 each • Legislation ☐ ☐ ☐ ☐ $21 each • O Canada ☐ ☐ ☐ ☐ $21 each • Space ☐ ☐ ☐ ☐ $36 each • Technology - Volume 1 ☐ ☐ ☐ ☐ $24 each n Cont • Technology - Volume 2 ia en ☐ ☐ ☐ ☐ $24 each d t a n ON add 13% HST NB, NL, NS & PEI add 15% HST
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CARDHOLDER NAME EXPIRY DATE (MM/YY) 10 LesPlan Educational Services Ltd. [email protected] www.lesplan.com Toll free 888 240-2212 #1 - 4144 Wilkinson Road, Victoria, BC V8Z 5A7