Canadian Studies · Grade 9

Active learning ideas

The Mining Industry: Economic Impact

Active learning transforms abstract economic concepts into tangible experiences by letting students step into the roles and processes of the mining industry. When students model the life cycle of a mine or negotiate stakeholder interests, they connect economic outcomes to real-world consequences in ways that lectures cannot.

• Ontario Curriculum Expectations
• Ontario Curriculum CGC1D/1P: C3.1. Describe the main sectors of Canada’s economy and the types of industries in each sector.
• Ontario Curriculum CGC1D/1P: C3.2. Analyse the economic impact of a specific resource-based industry in Canada.
• Ontario Curriculum CGC1D/1P: C1.3. Explain the importance of various natural resources for Canada’s economy.

• 40–60 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Simulation Game
• 50 min · Individual

Simulation Game: The Mining Life Cycle

Students use 'cookie mining' or a similar activity to simulate the costs of exploration, extraction, and land reclamation. They must calculate their profit while accounting for environmental 'fines'.

Evaluate the economic benefits and potential drawbacks of large-scale mining projects like the 'Ring of Fire' in Ontario.

Facilitation Tip

During the Mining Life Cycle simulation, assign each group a specific stage to research and present so the class sees how decisions in one phase ripple through the entire process.

What to look for

Facilitate a class debate: 'Resolved: The economic benefits of developing the 'Ring of Fire' outweigh the potential environmental and social costs.' Assign students roles representing mining companies, government officials, Indigenous leaders, and environmental advocates.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 02

• Role Play
• 60 min · Small Groups

Role Play: The Ring of Fire Consultation

Students take on roles as mining CEOs, environmentalists, and First Nations leaders. They must negotiate the terms for a new mining project, focusing on jobs, water safety, and land rights.

Analyze the factors that determine the location and profitability of mining operations in Canada.

Facilitation Tip

For the Ring of Fire role play, provide students with a briefing document that includes both economic data and environmental impact statements to ground their arguments in evidence.

What to look for

Ask students to write on an index card: 'Identify one economic benefit and one economic challenge of mining in Canada. Then, name one specific profession involved in the mining industry and briefly describe their role.'

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 03

• Gallery Walk
• 40 min · Whole Class

Gallery Walk: Ghost Towns and Boom Towns

Display case studies of Canadian towns that thrived and then declined due to the mining industry. Students identify the common factors that lead to a town's 'ghost' status.

Predict the long-term economic impacts on communities when major mines close.

Facilitation Tip

When leading the Gallery Walk, place photos of both boom towns and ghost towns side by side to highlight the contrast in economic outcomes and prompt deeper reflection.

What to look for

Present students with a hypothetical scenario: A small Northern Ontario town's main mine is closing. Ask them to list three specific economic impacts this closure would have on the town and its residents.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

A few notes on teaching this unit

Teaching this topic works best when you balance economic theory with local context, using Ontario case studies to ground students’ understanding. Avoid oversimplifying the industry’s complexities; instead, present mining as a series of trade-offs where economic gains must be weighed against social and environmental costs. Research shows that when students engage with real data and stakeholder perspectives, they develop more nuanced and critical views of resource-based economies.

Successful learning is evident when students can articulate the stages of mining from exploration to reclamation and explain the trade-offs involved in economic decisions like the Ring of Fire development. They should also recognize how mining shapes communities, both positively and negatively.

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Watch Out for These Misconceptions

• During the Mining Life Cycle simulation, watch for students assuming all mines are remote. Redirect them to examine maps of Ontario’s active quarries near cities like Toronto and Ottawa.

  During the Mining Life Cycle simulation, provide a map of Ontario showing the locations of active quarries and mines, and ask students to identify which are near urban centers.

• During the Gallery Walk, watch for students thinking abandoned mines always leave permanent scars. Redirect them to analyze before-and-after photos of reclaimed sites.

  During the Gallery Walk, display side-by-side photos of mine sites before and after reclamation, and ask students to describe the changes they observe.

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Methods used in this brief

• Simulation Game
• Role Play
• Gallery Walk