Canadian & World Studies · Grade 11

Active learning ideas

Natural Resources and Sustainability in Latin America

Active learning works for this topic because migration and resource use are human-centered subjects, where empathy and analysis grow from direct engagement. When students role-play, map connections, and debate dilemmas, they move beyond abstract facts to understand real people’s choices and consequences in Latin America’s changing landscapes.

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

• 30–60 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Inquiry Circle
• 60 min · Small Groups

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.

Analyze the consequences of deforestation in the Amazon.

Facilitation Tip

During the Collaborative Investigation, assign each small group one Latin American country to research, ensuring varied resource types are represented in the room.

What to look for

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.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 02

• Simulation Game
• 50 min · Pairs

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.

Evaluate the social and environmental impacts of large-scale mining projects.

Facilitation Tip

For the Immigration Interview simulation, provide role cards with clear but conflicting motivations so students practice listening for nuance in push-pull factors.

What to look for

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.

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

Activity 03

• Think-Pair-Share
• 30 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.

Explain the concept of 'resource curse' in the context of Latin American economies.

Facilitation Tip

In the Think-Pair-Share on the 'Brain Drain,' give students two minutes to jot notes before pairing, so quieter voices have space to organize their thoughts.

What to look for

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.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teachers approach this topic by grounding abstract concepts in real stories, using role-play to build empathy and case studies to develop critical thinking. Avoid framing migration as a problem to solve, since that can oversimplify complex human experiences. Instead, focus on the trade-offs people make when resources or opportunities shift in their communities.

Successful learning looks like students using evidence to explain how economic opportunities, environmental changes, and policies shape migration decisions. They should connect specific natural resources to social and environmental impacts, and articulate why solutions require balancing multiple perspectives.

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Watch Out for These Misconceptions

• During the Collaborative Investigation, watch for students assuming all immigrants are refugees fleeing immediate danger.

  Use the country profiles to highlight that most migration in Latin America is economic or environmental, and ask groups to categorize their findings by type of immigrant stream before sharing.

• During the Simulation: The Immigration Interview, watch for students treating migration as a permanent, one-way move.

  Have interviewees ask follow-up questions about ties to home countries, and debrief by mapping connections on a shared board to visualize ongoing relationships.

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Methods used in this brief

• Inquiry Circle
• Simulation Game
• Think-Pair-Share