Activity 01
Jigsaw: Extraction Methods
Divide class into expert groups, each researching one method (e.g., oil sands, fracking, logging) and its impacts. Experts then regroup to teach peers and compile a class impact matrix. Conclude with a shared digital poster.
Analyze how the 'resource curse' affects the political stability of certain nations.
Facilitation TipFor the Jigsaw, assign each expert group the same resource type to compare extraction methods across regions before teaching peers.
What to look forFacilitate a class debate using the prompt: 'Resolved: The economic benefits of resource extraction in Canada outweigh the environmental and social costs.' Assign students roles as industry representatives, environmental activists, Indigenous leaders, and government officials to argue their positions.
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Activity 02
Stakeholder Debate: Resource Curse
Assign roles like government official, indigenous leader, miner, and environmentalist. Provide role cards with data on economic vs. stability risks. Students debate policy in rounds, voting on resolutions.
Evaluate the environmental costs associated with different resource extraction methods.
Facilitation TipIn the Stakeholder Debate, provide a shared set of data cards so all arguments reference the same evidence during rebuttals.
What to look forPresent students with a short news article describing a new resource extraction project. Ask them to identify: 1) The type of resource being extracted, 2) One potential environmental impact, and 3) One potential economic benefit mentioned in the article.
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Activity 03
Map Layers: Impact Visualization
Students use Google Earth or paper maps to layer resource sites, indigenous territories, and impact zones in Canada. Annotate with data on pollution and habitat loss, then present findings.
Justify the extent to which indigenous land rights should dictate resource extraction policies.
Facilitation TipDuring the Map Layers activity, have students overlay Indigenous territories on environmental impact layers to ground spatial analysis in lived realities.
What to look forOn an exit ticket, ask students to define the 'Resource Curse' in their own words and provide one example of a country that has experienced it. They should also list one way Indigenous land rights can influence resource extraction policies.
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Activity 04
Negotiation Simulation: Land Rights
In groups, simulate a consultation meeting with cards representing interests. Negotiate extraction terms, documenting compromises. Reflect on real indigenous veto powers.
Analyze how the 'resource curse' affects the political stability of certain nations.
Facilitation TipIn the Negotiation Simulation, give students 10 minutes to draft their opening position using only the roles and constraints provided.
What to look forFacilitate a class debate using the prompt: 'Resolved: The economic benefits of resource extraction in Canada outweigh the environmental and social costs.' Assign students roles as industry representatives, environmental activists, Indigenous leaders, and government officials to argue their positions.
AnalyzeEvaluateCreateSelf-ManagementDecision-Making
Generate Complete Lesson→A few notes on teaching this unit
Teachers should model balanced inquiry by presenting both economic benefits and environmental costs without revealing their own stance. Avoid framing extraction as purely negative or positive, as this shuts down meaningful debate. Research shows that when students see their decisions tied to real communities and ecosystems, they engage more deeply with the material than through abstract lectures alone.
Successful learning looks like students evaluating evidence from multiple sources, articulating clear viewpoints with supporting details, and recognizing how economic, environmental, and social factors interact. They should connect their findings to broader policy and ethical questions about resource management.
Watch Out for These Misconceptions
During Jigsaw: Extraction Methods, some students may assume that all resource extraction leads to economic growth.
Use the expert group data to ask students to calculate GDP contributions versus environmental cleanup costs, prompting them to identify the resource curse in their own comparisons.
During Map Layers: Impact Visualization, students might believe environmental impacts disappear after extraction ends.
Have students measure the distance from tailings ponds to water sources on the map, then research long-term cases like Sudbury’s regreening project to correct this view.
During Negotiation Simulation: Land Rights, students may generalize that Indigenous groups always oppose resource projects.
Direct students to review the negotiation roles for shared benefits, such as profit-sharing, and ask them to identify at least one agreement reached in their simulation.
Methods used in this brief