Canadian & World Studies · Grade 11 · Regional Geography: The Americas · Term 4

Natural Resources and Sustainability in Latin America

Examining resource extraction (e.g., mining, agriculture) and its environmental and social impacts in Latin America.

• Ontario Curriculum Expectations
• ON: Regional Geography: The Americas - Grade 11
• ON: Natural Heritage - Grade 11

About This Topic

Migration is a fundamental part of the human story in the Americas, from the first Indigenous peoples to the modern waves of immigrants and refugees. In the Ontario curriculum, students investigate the 'push and pull' factors that drive migration within and between nations. They analyze the impact of economic opportunity, political instability, and environmental change on people's decisions to move.

Students also explore the impact of migration on both 'sending' and 'receiving' countries. They investigate the concept of 'brain drain' (the loss of skilled workers) and the role of 'remittances' (money sent back home) in the global economy. This topic is best explored through 'personal-history' projects and collaborative investigations into the 'migration stories' of different communities in Canada, helping students see the human face of geographic data.

Key Questions

1. Analyze the consequences of deforestation in the Amazon.
2. Evaluate the social and environmental impacts of large-scale mining projects.
3. Explain the concept of 'resource curse' in the context of Latin American economies.

Learning Objectives

• Analyze the environmental consequences of deforestation in the Amazon rainforest, identifying key drivers and affected ecosystems.
• Evaluate the social and environmental impacts of large-scale mining projects in Latin America, considering local communities and biodiversity.
• Explain the concept of the 'resource curse' and its manifestation in Latin American economies, citing specific examples.
• Compare the sustainability of different agricultural practices in Latin America, assessing their economic, social, and environmental trade-offs.
• Synthesize information to propose sustainable resource management strategies for a specific Latin American country.

Before You Start

Physical Geography: Landforms and Processes

Why: Understanding different landforms and geological processes is foundational to comprehending the impacts of mining and agriculture.

Human Geography: Population and Settlement Patterns

Why: Knowledge of population distribution and settlement is necessary to analyze the social impacts of resource extraction on communities.

Key Vocabulary

Deforestation	The clearing, removal, or destruction of forests or stands of trees from land that is then converted to non-forest use, such as for agriculture or ranching.
Resource Curse	A situation where a nation rich in natural resources experiences slower economic growth and worse development outcomes than nations with fewer natural resources, often due to corruption and mismanagement.
Biodiversity Hotspot	A biogeographic region with a significant amount of endemic biodiversity that is threatened by human habitation, which is widely affected by resource extraction.
Subsistence Agriculture	Agriculture primarily aimed at feeding the farmer's family and local community, often with little surplus for sale, contrasting with large-scale commercial operations.
Ecotourism	Responsible travel to natural areas that conserves the environment, sustains the well-being of local people, and involves interpretation and education.

Watch Out for These Misconceptions

Common Misconception

Most immigrants are 'refugees' who are fleeing war or disaster.

What to Teach Instead

The majority of immigrants to Canada are 'economic' immigrants who are chosen for their skills and education. A 'Category Breakdown' activity can help students see the different 'streams' of immigration to Canada.

Common Misconception

Migration is a 'one-way' street where people never go back.

What to Teach Instead

Migration is often 'circular' or 'transnational,' with people moving back and forth or maintaining deep ties to two countries. A 'Global Connections' map can help students see the ongoing links between immigrant communities and their homelands.

Active Learning Ideas

Inquiry Circle: The Migration Story

Groups research a specific migration 'wave' (e.g., the Underground Railroad, the 'Boat People' from Vietnam, or modern migration from Central America). They must identify the 'push' and 'pull' factors and present the 'human impact' of the journey.

60 min·Small Groups

Simulation Game: The Immigration Interview

Students act as 'Immigration Officers' and 'Applicants' with different backgrounds and reasons for moving. They must use Canada's 'Points System' to decide who is eligible to enter, discussing the 'values' and 'needs' that drive immigration policy.

50 min·Pairs

Think-Pair-Share: The 'Brain Drain' Dilemma

Pairs discuss whether it's 'fair' for wealthy countries like Canada to recruit doctors and nurses from developing nations. They brainstorm the pros (for the individual) and cons (for the home country) and share their 'ethical' verdict.

30 min·Pairs

Real-World Connections

• Environmental consultants work for companies like Vale, a Brazilian mining giant, to conduct environmental impact assessments for new iron ore projects, ensuring compliance with regulations and mitigating ecological damage.
• Indigenous communities in the Ecuadorian Amazon, such as the Waorani, actively engage in land rights advocacy and sustainable resource management initiatives to protect their territories from oil exploration and logging.
• The global demand for avocados and soybeans drives significant agricultural expansion in countries like Mexico and Brazil, leading to debates about land use, water consumption, and the impact on local food security and ecosystems.

Assessment Ideas

Discussion Prompt

Pose the following question to small groups: 'Imagine you are advising a government in a Latin American country heavily reliant on copper mining. What are two key social and two key environmental challenges you would highlight, and what is one policy recommendation for each category?' Have groups share their top recommendation.

Quick Check

Provide students with a short case study (e.g., palm oil expansion in Colombia). Ask them to identify: 1) One primary driver of this expansion, 2) One significant environmental impact, and 3) One potential social impact on local populations. Collect responses for review.

Exit Ticket

On an index card, ask students to write: 'One specific example of a natural resource in Latin America and one consequence (social or environmental) of its extraction.' This helps gauge understanding of the core topic.

Frequently Asked Questions

How does migration fit into the Ontario Geography curriculum?

It is a key part of the 'Human-Environmental Interactions' and 'Cultural and Political Geography' strands. It teaches students about the 'movement' of people and how it shapes the identity and the economy of nations.

How can active learning help students understand immigration policy?

By having students 'apply' for immigration using a 'Points System' simulation, they see that policy isn't just about 'letting people in.' They realize it's a tool for 'nation-building' that reflects a country's economic goals and social values.

What is a 'Push Factor'?

It's a negative condition that 'pushes' people to leave their home, such as war, poverty, lack of jobs, or environmental disaster. It's the 'why' behind the decision to move.

What is 'Brain Drain'?

It's the loss of highly skilled and educated workers (like doctors, engineers, and scientists) from a developing country to a wealthy one. It can make it even harder for the 'sending' country to develop and grow.