Develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good.

identify and describe Canada’s economic, political, social, and physical links with the United States and other regions of the world.

use a variety of resources and tools to gather, process, and communicate information about the domestic and
international effects of Canada’s links with the United States and other areas of the world

explain the relevance to Canada of current global issues and influences.

identify some countries with which Canada has links
(e.g., in Europe, the Pacific Rim, the Americas, Asia, the
Middle East, Africa);

describe some of the connections Canada shares with the rest of the world (e.g., trade, history, geography, tourism, economic assistance, immigration, indigenous peoples, peacekeeping, media, culture)

observing bibliographic conventions, use media works, oral presentation, written descriptions, illustrations, tables, charts, maps, and graphs to communicate main ideas, with supporting evidence, about the various regions of the United States and about one other country from another region of the world;

use appropriate vocabulary (e.g., technology, culture, immigration, tourism, physical features ,indigenous peoples, export, import, parallels, meridians, Pacific Rim, economics, media) to describe their inquiries and observations.

describe Canada’s participation in international efforts to address current global issues (e.g., peacekeeping, environmental initiatives, world health initiatives, disaster relief, regulation of child labour, human rights violations, acceptance of refugees).

ommunicate ideas and information for a variety of purposes (to inform, to persuade, to explain) and to specific audiences (e.g., write the instructions for building an electrical circuit for an audience unfamiliar with the technical terminology)

Students will consolidate the knowledge they have gained through the activities, discussions, assignments, and research completed in this unit, in order to develop a Fair Trade presentation.  Much of the information gathered previously through reading and research will form the basis of this final project.  The teacher will give an appropriate period of class time to prepare the presentations.  Presentations will be scheduled and then evaluated by the teacher, perhaps with some assistance from other audience members.  

Below is an overview of the general requirements for the presentation followed by some more specific guidelines for each type or method of presentation (oral, written, visual).  It is important to remember that the ‘type’ of presentation refers to the primary way in which the student or group communicates their information to the audience.  Each type of presentation may have elements of the other methods of communicating within it (e.g. A visual presentation in the form of a display board will use some written material along with pictures, graphs, etc.).  This flexible approach to the final presentation task will better allow the teacher to meet the divergent needs of all students and be more interesting for students and their audiences.  Students’ presentations will be evaluated using a Presentation Rubric (BLM 8.4).

General Guidelines
In this presentation, students must include each of the following key elements:

1. Some background knowledge of the living and working conditions of people living in the developing world.
2. An overview of Fair Trade values and practices, and how this alternative approach to trade can help improve living and working conditions for those in the developing world.
3. The connections between their community and communities in the developing world and what role they, as Canadian citizens, have to play in improving the lives of those suffering from economic, social and political injustices.

Oral Presentation    
A student choosing to communicate through an oral presentation may present to a group of peers (i.e. a class, club, etc.), or within the broader community (i.e. School Council, Board of Directors, CWL, Knights of Columbus, Parent Group, Town Council, at a community event, etc.).  The presentation must include the elements listed in BLM 8.1, the Oral Presentation Guide.  Students should remember to make use of visual or written materials in their presentation even though the primary method of communication is oral.

Written Presentation
A student choosing to communicate through a written presentation may write a letter or article to a person or organization.  For example a persuasive letter or opinion piece may be sent to the editor of a local newspaper, Member of Parliament, School Principal, business, group or organization.  They may also choose to design a brochure, pamphlet, or flyer as a way of presenting what they have learned about Fair Trade.  The written presentation must include the elements listed in BLM 8.2, the Written Presentation Guide. 

Visual Presentation
Students may also communicate their ideas through a visual presentation similar to those presented in Science Fairs (a visual display laid out on a large backboard) or it could be an electronic slide show (i.e. PowerPoint presentation).  Students should remember to make use of oral or written materials in their presentation even though the primary method of communication is visual.  The visual presentation must include the elements listed in BLM 8.3, the Visual Presentation Guide.

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