History & Geography · Grade 7

Active learning ideas

The Mining Industry: Economic Impact

Active learning lets students connect abstract economic concepts to real-world stakes in mining communities. When students model consultations or analyze reclamation plans, they see how economics, environment, and social factors interact in ways that no textbook diagram can show.

• Ontario Curriculum Expectations
• ON: Natural Resources around the World: Use and Sustainability - Grade 7

• 25–60 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Role Play
• 60 min · Small Groups

Role Play: The Community Consultation

Students take on roles as mining company executives, environmentalists, local business owners, and Indigenous leaders. They must debate the opening of a new mine and try to reach an agreement on 'best practices.'

Analyze the economic contributions of the mining industry to Canada's GDP.

Facilitation Tip

During the Role Play, assign roles that reflect real community stakeholders to ensure diverse perspectives are heard.

What to look for

Facilitate a class discussion using the prompt: 'Imagine you are a community leader in a remote northern town. A mining company wants to open a new mine. What are the top three economic benefits you would highlight to your community, and what are the top three environmental or social concerns you would raise?'

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

Activity 02

• Inquiry Circle
• 45 min · Pairs

Inquiry Circle: Mine Reclamation

Pairs research a 'reclaimed' mine site in Canada (e.g., a former quarry turned into a park). They create a 'before and after' presentation showing how the land was restored.

Explain how mining creates employment and infrastructure in remote regions.

Facilitation Tip

For Mine Reclamation, provide students with before-and-after images of sites to highlight the effectiveness of modern practices.

What to look for

Provide students with a short case study about a fictional mining project in Northern Canada. Ask them to complete a two-column chart: 'Economic Benefits' and 'Potential Challenges'. Students should list at least two points in each column based on the case study and their learning.

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

Activity 03

• Think-Pair-Share
• 25 min · Pairs

Think-Pair-Share: The Cost of Mining

Students discuss the trade-off between the economic benefits of mining (jobs, money) and the environmental risks. They share their thoughts on whether some areas should be 'off-limits' to mining.

Evaluate the trade-offs between economic growth and environmental concerns in mining.

Facilitation Tip

In Think-Pair-Share, require students to cite specific examples from the mining life cycle when discussing costs.

What to look for

On an index card, have students write one specific example of how mining contributes to Canada's GDP and one specific example of how mining creates jobs or infrastructure in a remote region.

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

A few notes on teaching this unit

Experienced teachers approach this topic by grounding abstract economic ideas in lived experiences, using case studies and role plays to make the stakes visible. Avoid framing mining as purely positive or negative; instead, encourage students to weigh evidence and recognize the complexity of economic trade-offs. Research suggests that when students engage with real data and community narratives, their understanding of economic systems becomes more nuanced and grounded.

Students will articulate the economic importance of mining while considering trade-offs in environmental and social impacts. They will use evidence from activities to explain why mining remains vital to Canada’s economy and local communities, especially in remote and Indigenous regions.

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Watch Out for These Misconceptions

• During the Think-Pair-Share activity, watch for students who assume mining is declining as an industry. Redirect them by asking them to list the minerals used in electric vehicles or smartphones, then connect these to Canada’s mining sector.

  Use the research task in Think-Pair-Share to have students identify three minerals essential for 'green' technology and map their sources to active Canadian mines.

• During the Collaborative Investigation activity, watch for students who believe closed mines leave permanently damaged land. Redirect them by examining the reclamation plans provided in the activity materials.

  Have students analyze a reclamation plan for a specific mine site and identify at least three ways the land was restored or repurposed, using the gallery walk format.

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Methods used in this brief

• Role Play
• Inquiry Circle
• Think-Pair-Share