Days 58 & 59

Click here to access the powerpoint to help you understand settlement patterns in Canada.

We discussed the differences between urban and rural living ... click here for the handout!

... And learned about Urban Land Use Planning. Click here to access the Urban Land Use powerpoint. Click here to find the organizer to go along with the ppt.

Day Fifty-Seven (Monday)

Complete the Immigration Point System assignment in your groups.

Complete the individual question sheet and paragraph. This is for homework if you do not finish in class!

Day Fifty-Six

Field trip to the Royal Ontario Museum!

Day Fifty-Five (Thursday)

After a review of the immigration point system in Canada, it was then time for YOU to decide whether you thought the process was fair (or not).

In groups of 2-4, you are to create your own Immigration Point System for Canada and develop a minimum of 6 criteria for the test. I handed out the assignment and you had approx. 25 minutes to begin work.

Day Fifty-Four

Thank you Emily for your interesting story about the newly discovered 'underwater continent'! Jordan is on deck to present tomorrow.

Today we reviewed the 3 types of immigrants Canada accepts, and we focused on Economic immigrants. We discussed the immigration point system. In small groups, you were asked to determine whether the 5 different applications would be accepted or not based on the point system.

Day Fifty-Three

Today we (finally) finished the Bend It Like Beckham film!

We began our discussion on the 3 types of immigrants Canada's Immigration System allows in to the country: Family, Economic (which includes Business), and Refugees. You then had small group discussions concerning what 'qualities' you consider important when deciding whether new immigrants should be permitted entry. Tomorrow we'll compare your thoughts against the country's!

If you haven't already, please be sure to hand in your field trip form for Fridays ROM trip!!

Days Fifty-One & Fifty-Two

We are discussing the two theories of multiculturalism (salad bowl) vs. melting pot. Which do you think best applies to Canada?

We are also discussing the concept of 'ethnic enclaves'. We are watching the film 'Bend It Like Beckham' to help us understand some of the challenges facing first generation Canadian (or in the case of the film, first generation British).

Day Fifty

History of Immigration in Canada Continued!

Where do new immigrants want to live when they come to Canada? Rural vs. Urban spaces.

Population Density Choropleth Map - Homework!

Day Forty-Nine

Thanks to Kevin for his current event presentation. Ryan is on-deck for tomorrow!

Here is an interesting story idea if anyone is interested:

http://www.bbc.co.uk/news/world-europe-15746900

Today we did the front page of a two-page handout on 'The History of Immigration in Canada'. We will complete the rest tomorrow. We also watched a bit more of the Population Paradox documentary.

Day Forty-Eight

Thank you Taylor for your current event presentation on the topic of malaria! It was very well done.

We took a short note on 5 types of statistical graphs (line, bar, choropleth, dot, and pie chart). Please be sure to know when it is most appropriate to use each. Ie: a line graph shows change over time (population growth).

Next, we did a line graph together on the topic of 'Canada's Population Growth Since 1851'. What are 6 pull factors that have drawn people to immigrate to Canada over time?

And finally, you all surveyed 5 people from the class to find out our heritage. We then made a list of different country backgrounds on the front board of everyone in class ... and what a list it was! Twenty-two countries in total... what a diverse class we are!

Day Forty-Seven

Yesterday you finished your Population Pyramid Analysis. On the front of this page was a population pyramid showing Canada's population information for 1961. On the back, you needed to draw a population pyramid with the information provided for 2006. If you didn't finish this in class, it needed to be done for homework.

Today you looked at the 2 graphs (1961 & 2006) and compared them by answering the following:

1. Which age group, gender (sex) and percentage were you in 2006?

2. What single age group and gender is the largest in 2006?

3. Which 10-year age group contains the largest percentage of population in 2006?

4. Why does the 2006 pyramid have a narrow base than the 1961? (Think!)

5. Based on the pyramid when do you think there will be the largest number of people 65 years and over? What year?

The Future of Canada's Population

Examine Figure 16.8 on page 192 of your textbook.

In the year 2020:

1. How old will you be?

2. Which age group will be most common?

3. Which age group will be least common?

4. Which age groups will represent the dependency load? (Review)

5. How will the dependency load affect you as a person in the workforce? Make a list of thoughts and ideas.

Day Forty-Six

Check this out! Are you typical? Click here to find out.

Click here to see today's powerpoint presentation that includes REVIEW and and introduction to DEPENDENCY LOAD and POPULATION PYRAMIDS.

There are two handouts from today on the topic of: Population Pyramid Analysis

Day Forty-Five (Wednesday)

Today's focus was on Population Growth. Your handout looked at the following questions:

Read pages 188 to 190 in your textbook.

1. What is doubling time?

2. What is the Rule of 70? Describe how the Rule is used to calculate doubling time.

3. At a growth rate of 0.8%, how long will it take for Canada's population to double? Show your work.

4. List at least 10 types of problems or issues that Canada will face with a population that has doubled to 68 million people. (Think!)

Days Forty Three & Forty Four

At the start of class on Wednesday, please hand in the following:

1) Population: Canada and the World (population density calc's and rankings)

2) 2 bar graphs: country populations and population densities

3) Statistical Analysis of graph information

Today we also did a Population Scavenger Hunt from the text ... completed in class :). These questions include:

Read pages 186-190 in your text and find the answers to the following questions:

1. What is the study of demography?

2. What calculation illustrates the growth of the Canadian population on a particular day? Use words, not numbers! (Think!)

3. Explain what is meant by the terms birth rate and death rate? How are they different and how are they the same?

4. What is Canada's birth rate? _____ / 1000 death rate? _____ / 1000

5. How do you calculate a country's birth rate? Calculate Russia's birth rate to show that you can use the formula properly.

6. What is the natural increase rate? What is Canada's natural increase rate? Please show your calculation.

7. What is the difference between immigration rate and emigration rate?

8. What is the net migration rate for Canada? How is it calculated?

Day Forty-Two (Friday)

Today you received a green permission form for our geography field trip. On November 25th we will be spending the entire school day at the Royal Ontario Museum. A ROM teacher will be running a geography lab for you in the morning, and in the afternoon we will be able to visit the ROM's many exhibits.

Today's topic: Population Density and Distribution

If you were not in class, please be sure to get the note about these two important terms.

Handout: Canada's Population and the World, practising how to calculate population density.

Day Forty-One

Today we finished our global village discussion. We reviewed the 'diversity sheets' that you all filled out on Tuesday and discussed some of the comments that were made on a few of them.

I asked you to watch Jane Elliott's lesson on 'blue eyes, brown eyes' that she taught with her elementary students after the assassination of Martin Luther King Jr. in 1968. Some of you asked if I could post this to the blog (see below). In our second unit on the topic of human systems, we will be discussing a number of interesting topics (ie: immigration policy). I wanted to do this lesson with you so that we understand the power of the language we use, and how this language can make others feel. Thanks to everyone for an insightful, engaging discussion!

Part One (Tuesday):

http://www.youtube.com/watch?v=9QyqxkM_Z94&feature=related

Part Two (Wednesday):

http://www.youtube.com/watch?v=K7JneNPZltU&feature=related

Day Forty (Wednesday)

Take Your Kid to Work Day. Enjoy!!!

Day Thirty-Nine

Thank you Kiera for your current event!

We had a guest speaker come in and run us through a diversity activity. We will follow up with our findings later in the week!

All tests and unit assignments were returned today... remember to share the marks with your parents!