1. How do we make land-use decisions?
Unit 1 Relationship with Land

2. What characterises the European-traditions of land use in Canada?
“Hewers of wood and drawers of water.”
Mercantilism
Discuss the european traditions of resource extraction from Canada- the notion of a staples economy, the number of resources that have been extracted from Canada historically and into the present. What is our sense of how rich in resources we are? What has that meant for how we envision the environment?

3. How do we relate to land in Canada?
Socially?
Politically- who owns land (private property rights, first nations land claims), political boundaries (cities, provinces/territories)
Socially- cultural connection, recreation, beautification of yards, national identity romanticised?
Economically- food, water, money-making, money-spending
Draw upon theories as to why this is at certain points… european traditions? Scientific knowledge? Cultural values? Abundance?
How might this be different elsewhere? For alternative world views than the dominant one in Canada?
Politically?
Economically?

4. In Canada, what is the connection between the economy and the environment?
Modelled on a Claim Support Question structure
Text box is, in effect, the Claim
The question asks for what evidence or support we could look for
Have students read the pages from wikipedia (use as an opportunity to discuss the source… perhaps go to the source online and look at the resources… this is why I decided to trust it), with that question in mind…
What can we measure to understand the reliance and effect of natural resources on the Canadian economy and Canadian society?
Source:

5. In Canada, what is the connection between the economy and the environment?
What can we measure to understand the reliance and effect of natural resources on the Canadian economy and Canadian society?
Support- two things we can measure are gdp and jobs
Source:

6. In Canada, what is the connection between the economy and the environment?
What can we measure to understand the reliance and effect of natural resources on the Canadian economy and Canadian society?
Support- another thing we could measure is pollution, specifically greenhouse case emmission
Source:

7. In Canada, what is the connection between the economy and the environment?
What can we measure to understand the reliance and effect of natural resources on the Canadian economy and Canadian society?
Not everything that “counts” can be measured. What qualitative support might we look for?
Do we value qualitative support and quantitative support to the same degree?

8. In Canada, what is the connection between the economy and the environment?
What can we measure to understand the reliance and effect of natural resources on the Canadian economy and Canadian society?
Finally, Questions. What questions are we left with to extend our thinking further? ?

9. Human-Environmental Interaction….
Examples of challenges with HEI, the polar bear picture is meant to be a bit sensational Ask students for other examples, how they feel as young people with this as their reality.

10. How do we make decisions? | 1
1- Who needs to be part decision-making?
2- What decision-making processes could be used?
3- What principles are present in these processes?
1) Who needs to make decisions in these very real, significant and enduring problems?- generate list of general categories of stakeholders
2) What processes could be used to make problem-solving decisions?- generate list of processes (townhalls, legislation, free market forces)
3) What principles are foundational to some of these processes?- generate list (democracy, free market, accessibility)
Be sure to expand student’s answers to generate a full list and to challenge their contributions if undeveloped.

11. How do we make decisions? | 2
Using what you have learned about
Geographical thinking
5 themes of geography and geographic questions
Regions in Canada
Create a diagram (flow chart, thought-web, system diagram) that identifies how land use decisions (Human Environment Interactions) should be made.
Who should get a say?
What processes should be used?
What values and principles are involved?
1) Who needs to make decisions in these very real, significant and enduring problems?- generate list of general categories of stakeholders
2) What processes could be used to make problem-solving decisions?- generate list of processes (townhalls, legislation, free market forces)
3) What principles are foundational to some of these processes?- generate list (democracy, free market, accessibility)

12. Focus Issue: Red Chris Mine
Ask students what they associate with “mining”,… draw out some opinions. Note (publically perhaps) the level of depth of understanding about the issue (my guess is not much). Emphasise the importance of evidence-based decision making, especially in divisive issues like this.
Next 10 classes: preparation, execution and reflection a role-playing simulation.