Overview+of+Drafts

=Note to Reviewers:= Although this, at first glance, must seem an awfully busy page, I hope the structure will help you make sense of it. The names (and a brief description) of each lesson is in the first column. Please see the legend below for the lessons that are ready to be reviewed. To access the lesson itself, click on the word "here" under the lesson description in the first column. This will take you to another page that only has the lesson on it.

You will then be able to click on the file and it will download to your computer. Please send me your comments in any of the following ways: - embedding your comments within the files using a different colour of text - using the "New Comment" function of MSWord to add comments in the margins of the file - typing out general comments and sending them to me as a seperate file

Please note: If you make changes to the file itself, before you send it to me, please change the name of the file by including your initials and the date in the filename. You will not be able to upload the file to this wikispace since all the pages are locked so please email me the file directly.

Thank you, in advance, for what I know will be very helpful.

Happy Reading!

Usha usha.james@utoronto.ca

=Legend:=

Green: Ready to be reviewed Blue: Ready to be reviewed but please note that some minor changes need to be made (notes are embedded in document) Purple: Almost ready to be reviewed; will be posted soon Red: Extra challenges that are partially ready; we can continue to work on the ones that you think are most useful to work on.


 * **Specific Challenge + topic (in bold)** || **Portal Concept** || **Core competency / transferrable thinking** || **Catalyst** || **Thinking Strategies** || **Final product (if applicable)** ||
 * Infer the relative importance of water to Africa vs. North America from photographs || Geographic Importance

(Jennifer Cordon? Usha James? Laura Gini-Newman?) || Determine the relative importance of an issue for different regions. || Photographs ||  ||   || Examine 4 different maps of the same city. Determine the implied importance of various features.
 * == Where does truth lie? ==

Click here to access the lesson || Geographic Importance

(Bob Sharpe / Usha James) || Infer importance assigned by cartographer when examining maps || Maps || - Observation and inference chart - Assessing inferences - Assessing titless || Titles of maps ||
 * Rate features according to their political, social, environmental, and economic importance

(see Anthology – pg. 111-112) || Geographic Importance

(Bob Sh arpe / Usha James) || Determine the most notable features of a region to highlight. ||  ||   || Report Card? || Assess the arguments from the documentary "The 11th Hour" re: Climate Change to decide how convincing they are.
 * == Have You Convinced Me? ==

Click here to access the lesson || Evidence and Interpretation

(Amber Mitchell) || Determine whether claims are warranted / what is the most powerful claim made || Documentary Film || - Determining Evidence vs. Conclusion - Assessing conclusions || Tagline for a film || Create a profile of a mystery country based on a set of statistics.
 * == Where do these countries belong? ==

Click here to access the lesson || Evidence and Interpretation

(Jennifer Cordon) || Interpret statistical tables || Statistics || - Evidence and Inference - Assessing inferences - Generating inferences from Statistics || Country profile / presentation? ||
 * ? || Evidence and Interpretation

(Bob Sharpe / Usha James) || Decode distortions created by various mapping decisions || maps ||  ||   || Select the photograph that best represents a particular region of Canada
 * == Which photograph captures what it's like? ==

Click here to access the lesson || Sense of Place

(Jane Kerr-Wilson, Amber Mitchell, Amy Parsons) || Evaluate whether something captures a sense of place || Photograph || - Looking for details - R.A.N. chart - Consolidating findings web - Assessing photographs ||  ||
 * Create a convincing promotional campaign to attract a specific group of immigrants to a particular Canadian City || Sense of Place

(Jennifer Cordon, Barbara Tanton) || Make inferences from photographs, text, etc.

OR

See a place from another person's perspective? || text, photographs, ||  || promotional campaign - website? brochure? multifaceted? differentiated assessment options? || Infer patterns of a partial chloropeth map and speculate on the rest of the pattern – Global patterns re: quality of life
 * = Speculate on the rest of the pattern =

Click here to access the lesson || Patterns and Trends

(Jane Kerr-Wilson, Amy Parsons, Amber Mitchell) || Inferring patterns/trends from a map || maps || - Articulating and inferring the pattern - ||  || Determine the criteria used by host countries to decide on the location of the G8 summits.
 * == G8 Summit - Where next in Canada? ==

Click here to access the lesson || Patterns and Trends

(Mike Fitzgerald) || Infer a pattern re: appropriateness of location for an event || text, statistics || - Advantages and disadvantages of a location - Preparing for inquiry - Assessing locations || Letter to the editor? || Assess the relative impact of various Canadian natural disasters.
 * ==** C ** anada's worst natural disaster ==

Click here to access the lesson || Interactions and Associations

(Jane Kerr-Wilson, Amber Mitchell, Amy Parsons) || Determine the most significant impact || Hollywood movies, research || - Assessing the impact || Write a proposal (to Guiness Book of World Records re: your chosen natural disaster) ||
 * Create a map from an aerial photograph, determine opportunities to improve sustainability; rework the map to include suggestions to enhance sustainability || I nteractions and Associations

(Amber Mitchell)

- could move this to evidence and interpretation || Determine opportunities to improve sustainability and suggest ways to improve || aerial photographs ||  || Create a map from an aerial photograph and then rework the map. || Decide whether or not a forest fire should be allowed to burn or be extinguished
 * == To burn or not to burn? (Parks Canada lesson) ==

Click here to access the lesson || Interactions and Associations

(Susan Staple – Parks Canada) || Determine the desired level of human intervention into natural forces || maps, weather reports, text ||  ||   ||
 * Select the 5 most significant issues facing the Great Lakes || Interactions and Associations

(Michelle Finn) || Weigh the most significant issues || Text? ||  ||   ||
 * Determine which political cartoon regarding Fair Trade is most compelling. || Geogra phic Value Judgements

(Amber Mitchell) || Judging the effectiveness of a representations || political cartoons ||  ||   || Select the most important stakeholders that need to be brought to the table to resolve the issues presented in The Lorax (Dr. Seuss) and anticipate their positions. Topic = environment vs. economy, resource management, etc.
 * == Whose voice needs to be heard? ==

Click here to access the lesson || Geographic Value Judgements

(Amy Parsons, Jane Kerr-Wilson, Amber Mitchell) || Determine the important stakeholders and infer their positions || Children's Fiction || - Comparing stakeholder interests - Who are the key stakeholders ||  || Determine which argument (shut it down, continue, continue with changes) is most compelling. || Geographic Value Judgements
 * = Global Energy Project (Alberta Oil Sands): Which argument is most compelling? =

(Lisa Nellipuzha) || Determine whether a proposal/project balances the needs of the environment vs. economy; determine which argument (shut it down, continue, continue with changes) is most compelling. || text on websites, news articles, activists' vs. industry's reports, etc. ||  ||   ||
 * Given limited resources, select the gift(s) from the World Vision Catalogue that will have the greatest positive impact on quality of life in the developing world. || Geographic Value Judgements

(Mike Fitzgerald, Lisa Nellipuzha)

- Note: pull together background information sheets re: quality of life from CIDA online? || Choose the action with the greatest positive impact || research, text ||  ||   ||