Activity 01
Mock Trial: The Proposed Mine
Students hold a mock hearing for a new mining project. Roles include mining executives, environmental lawyers, Indigenous leaders, and local workers. Each side presents evidence on the economic benefits versus the environmental and cultural risks.
Explain how the dominant economic sector shifts as a country develops.
Facilitation TipDuring Mock Trial: The Proposed Mine, assign roles that force students to represent different stakeholders to push beyond one-sided arguments.
What to look forPresent students with a list of 10 jobs or industries. Ask them to categorize each into one of the four economic sectors (primary, secondary, tertiary, quaternary) and briefly justify their choice for two examples.
AnalyzeEvaluateCreateDecision-MakingSocial Awareness
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Activity 02
Inquiry Circle: The Life of a Smartphone
Groups trace one resource found in a phone (e.g., lithium, cobalt, or gold) from extraction to disposal. They must map the global journey and identify the environmental and labor issues at each stage of the supply chain.
Analyze the geographic distribution of different economic activities.
Facilitation TipFor Collaborative Investigation: The Life of a Smartphone, have students trace the global supply chain on a large map to reveal hidden environmental costs.
What to look forPose the question: 'Imagine Canada's economy in 50 years. Which economic sector do you predict will be most dominant and why? Consider technological advancements and global trends.' Facilitate a class discussion where students share their predictions and reasoning.
AnalyzeEvaluateCreateSelf-ManagementSelf-Awareness
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Activity 03
Think-Pair-Share: Renewable vs. Non-Renewable
Students are given a list of energy sources. They must categorize them and then discuss with a partner which source is most viable for their specific region of Ontario, considering local geography and climate.
Compare the economic structures of a developed and a developing nation.
Facilitation TipIn Think-Pair-Share: Renewable vs. Non-Renewable, provide a graphic organizer that guides students to list both environmental and economic impacts before they discuss.
What to look forOn an index card, have students write one sentence describing the main difference between the tertiary and quaternary sectors. Then, ask them to name one Canadian industry that primarily belongs to the quaternary sector.
UnderstandApplyAnalyzeSelf-AwarenessRelationship Skills
Generate Complete Lesson→A few notes on teaching this unit
Start by grounding the topic in local examples students know, like Ontario’s forestry or mining industries, to make global concepts concrete. Avoid presenting Indigenous perspectives as monolithic; use case studies where communities lead resource projects to challenge stereotypes. Research shows that students retain trade-off analysis better when they experience it through role-play and artifact analysis rather than lectures.
Successful learning looks like students applying sector vocabulary to real cases, recognizing varied Indigenous perspectives, and using evidence to argue for sustainable choices. They should move from memorizing definitions to analyzing trade-offs and proposing balanced solutions. Collaboration and critical thinking are visible in their discussions and written work.
Watch Out for These Misconceptions
During Think-Pair-Share: Renewable vs. Non-Renewable, watch for students claiming renewables have no environmental impact.
Use the pros and cons matrix in this activity to have students list land use, mineral extraction, and habitat disruption for renewable projects like hydro dams or wind farms, then compare totals.
During Mock Trial: The Proposed Mine, watch for students assuming all Indigenous communities oppose resource development.
In the trial, assign at least two Indigenous roles from different communities to present varied economic and environmental positions, using case study facts to guide their arguments.
Methods used in this brief