 Almost eight billion people live in the world, each with their own stories and experiences. What if you could get to know the people of the world? What if the world were a village of only one hundred people? What languages would they speak? Where would they be from? Would they be primarily men or women? Children or elderly? How much education would they have? What would their lives be like? Let's find out...

Inequality

Reduced inequalities

Cities

Sustainable cities and communities

Understand the impact of the exchange of flora, fauna, and pathogens on the Americas and the global population (e.g., the exchange of plants [tobacco, corn], animals [the horse], agricultural products, technology, and culture among Europe, Africa, and the Americas; the introduction of disease and resulting population decline in the Americas).

SOC.11.16.11.83

examine existing models of global population growth and the factors affecting population change (e.g., geography, diseases, natural events, birth/death rates). Propose and defend solutions to identified problems of population change

SCI.9-12.SC-H-I-S-4

Explain the importance of cultural awareness in the global market.

WORK.9-12.1.1.5.c

Analyze comparable idiomatic expressions that represent a cultural awareness of the target language and students’ own language (e.g., Hay moros en la costa./There are Moors on the coast. =The walls have ears.; Shouji ni mimi ari./Be careful, you never know who is listening. = The walls have ears.; Revenons aux moutons./Let’s get back to the sheep. =Let’s get back to work).

FL.10.4.1.B.2

describe how cultural awareness impacts personal growth.

LOTE.K-12.114.33.STLC.5.C

analyse interrelationships between global population distribution, population density, and quality of life

B2.1 Population Disparities

analyse trends in global and regional population growth (e.g., continuing global population growth, rapid population growth in underdeveloped countries, negative population growth and aging population in some developed countries) and their causes, and assess their social and economic impacts

E2.1 Population Growth and Demographic Change

explain how cultural awareness and understanding can assist communication

Grade 12 Communicating Effectively B3.5

                                  If the World Were 100 People

poverty

No poverty

health

Good health and well-being

Water and sanitation

Clean water and sanitation

hunger

Zero hunger

education

Quality education

Understand major contemporaneous social issues and the groups involved (e.g., the role of feminist movements; the persistence of poverty, welfare, crime and other social issues; the response of federal, state, and local governments toward such social issues; changing roles of women in society and changing family structures; impact of controversies associated with environmental conservation, the expansion of National Park system, and the development of environmental protection laws; the interaction between environmental protection agencies and property rights advocates).

SOC.11.18.11.08

Evaluate how attitudes toward a situation or problem (e.g., attitudes concerning environment, immigrants, poverty, parent-child relationships) change in different periods of history or in different cultures.

LA.8-10.2B.5

Describe how legacies of the past have affected past and present human characteristics of places (e.g., wealth and poverty, exploitation, colonialism and independence).

SOC.7-9.17D.1

Assess how economic growth is a factor in alleviating poverty and raising standards of living.

SOC.11-12.15D.5

Immigration and migration (e.g., Ellis Island; the mass starvation in Ireland, 1845-50; forced relocation of Native American Indians in New York State)

SOC.4.6.2

Overpopulation and widespread poverty threaten the political stability of some nations in the Eastern Hemisphere.

SOC.6.2.10

Mass starvation in Ireland (1845-1850) Growth of Irish nationalism

SOC.9-12.5.G.4.a

Population pressures and poverty (China, India, Africa, and Latin America) One-child policy—China

SOC.9-12.8.A.2.a

Population pressures and poverty (China, India, Africa, and Latin America) Family planning—India

SOC.9-12.8.A.2.b

Population pressures and poverty (China, India, Africa, and Latin America) Mother Theresa

SOC.9-12.8.A.2.c

Population pressures and poverty (China, India, Africa, and Latin America) Cycles of poverty and disease

SOC.9-12.8.A.2.d

Foreign immigration and nativist reactions (Jews; Irish mass starvation, 1845- 1850; Germans; 1848 refugees; Know Nothings)

SOC.9-12.2.II.B.1.c

Social settlement movement and the problems of poverty (Jacob Riis, Jane Addams)

SOC.9-12.4.I.B.2.a

analyzing how an historical development (e.g., cycle of poverty or prosperity, low educational attainment, “Independent Man”) has contributed to current social, economic, or political patterns

SOC.9-12.HP 3 (9-12)-2.b

Students make personal connections in an historical context (e.g., source-to-source, source-to-self, source-to-world) by analyzing how an historical development (e.g., cycle of poverty or prosperity, low educational attainment, “Independent Man”) has contributed to current social, economic, or political patterns

SOC.9-12.HP 3 (9-12) -2.b

define poverty and its components and analyze poverty's impact on the individual and society;

SOC.9-12.SOC.10.B

TEC.9-12.9.A

compare different standards of living in the United States, including poverty, minimum wage, living wage, and desired standards of living.

FIN.10-12.15.C

use a variety of strategies (e.g., brainstorming, concept webs, mind maps, research using sources such as the Internet and/or oral sources) to generate ideas, individually and/or collaboratively, for solutions to creative challenges (e.g., creating a media art work based on a theme such as child poverty in Ontario)

Grade 10 The Creative Process  A1.1

apply elements and principles of design as well as art-making conventions to create art works that comment and/or communicate their personal perspective on issues related to social justice or the environment (e.g., use line and value in a drypoint etching that integrates satire or symbolism to comment on an issue such as poverty, child labour, or discrimination)

The Elements and Principles of Design A2.2

determine criteria (e.g., number of people affected, type of political leadership in region of need, degree and type of support required from Canada, ability to make a difference for the long term) that should be used to assess Canada’s responses to global population issues (e.g., food and water shortages, lack of health care, illiteracy, displacement, poverty, overcrowding)

D1.3 Population Issues

communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the intended audiences and purpose (e.g., a blog on the results of environmental action in their school; a web page on a social justice issue such as child poverty and links to relevant
organizations; a discussion group on how best to
foster healthy schools; a poster that highlights
people’s civic responsibilities; a news report on a
plan to build a big box store in the local community;
a presentation on cultural celebrations of various
people within the local community; a protest song
to commemorate or raise awareness about a violation
of human rights; a petition calling for clean,
safe water on First Nations reserves; a debate
on alternative electoral processes; a work of art
on the value of volunteer work)

A1.7 Political Inquiry

communicate their own position on some issues of civic importance at the local, national, and/or global level (e.g., equitable availability of extracurricular activities in schools, a local land-use conflict, poverty or violence in the local community, electoral reform, the debate over Sharia law in Ontario, the level of Canada’s contribution to international development assistance, food security, Aboriginal land rights), explaining how their position is influenced by their beliefs/values

B1.4 Civic Issues, Democratic Values

assess the impact that economic fluctuations have had on different communities in Canada (e.g., Sydney, NS; Athabaska or Calgary, AB; Charlottetown, PEI; Leamington or Oshawa, ON; First Nations reserves across Canada) by analysing measures of poverty and affluence for those communities (e.g., number of people below the low-income cut-off, poverty indices, food bank use, social welfare rolls, housing prices, average income)

C4.4 Economic Inequality

explain how economic models and data are used to measure social need in Canada and to help frame responses to social issues (e.g., issues related to poverty, health, crime, education), and describe challenges associated with the use of these models and data (e.g., the Lorenz curve, the Gini coefficient, poverty indices, gross domestic product, measures of consumer confidence and spending)

C4.5 Economic Inequality

explain how economic factors influence the allocation by governments, both in Canada and internationally, of scarce resources to address social needs (e.g., access to education, health care, and housing; support services for disabled people, immigrants, poor people)

C3.1 The Role of Government in Redressing Imbalance

analyse data on global economic disparities and explain the main causes and effects of economic marginalization (e.g., causes: illiteracy, gender inequality, colonial legacies, capitalism, lack of natural resources, private control or ownership
of natural resources, lack of infrastructure, lack of
access to markets in developed countries; effects:
imbalance of power, high infant and maternal
mortality rates, lower life expectancy, homelessness
or substandard housing, lack of access to education
and health care, hunger, social conflict)

E3.1 International Economic Power and Inequality

explain how various social movements and social justice organizations address global economic inequality, and assess their effectiveness (e.g., with reference to Make Poverty History, the International Labour Organization, the Third World Network; Occupy, antiglobalization, environmental, indigenous rights, seed-saving, fair-trade, feminist, anti–child labour movements)

E3.3 International Economic Power and Inequality

analyse various criteria that are used to measure quality of life, and assess quality of life in the region with reference to several of these criteria (e.g., literacy rates; access to education, medical care, clean water, sanitation, and adequate housing; GDP per capita; per capita income; life expectancy; infant and/or maternal mortality; gender inequality; unemployment and poverty rates; military spending; national debt)

B3.1 Quality of Life

analyse how various factors affect quality of life indicators in the region (e.g., public expenditures on education, health, infrastructure, social services; war; drought or other natural or human-made disasters; pandemics; government corruption; misappropriation of aid; labour and environmental standards/regulations; discrimination against women or minorities; inequitable access to resources; food security)

B3.2 Quality of Life

analyse issues relating to human rights, food security, health care, and other challenges to the quality of life of the world’s population

E3.Continuing Challenges

analyse challenges relating to food security and safety, and assess ways of responding to these challenges

E3.4 Continuing Challenges

describe impacts of population diversity on countries that are major immigration destinations, and analyse policies for managing these impacts in selected countries (e.g., Denmark, France, Japan, Australia, United States, Canada)

D2.4 Population Change and Migration

analyse changes in urban growth in selected regions throughout the world, and assess impacts of these changes

D2.5 Population Change and Migration

analyse factors affecting the quality of life in slums (e.g., population density; types of building materials available; the state of infrastructure, including the type of water supply and the availability of facilities for waste and sewage treatment and disposal; access to medical care and education; the existence of class, racial, and other forms of discrimination)

E1.3 Quality of Urban Life

analyse policy responses to social and economic challenges in selected ecumenes (e.g., crime, poverty, loss of an economic base, land redistribution, urban renewal)

E2.1 Analysis of Solutions

identify factors that contribute to poverty, and assess various programs and approaches for alleviating poverty, locally, nationally, and internationally (e.g., government policies and programs such as minimum-wage laws, incomebased housing, relief programs, and debt forgiveness; aid programs of intergovernmental organizations such as the United Nations and the World Bank; activities of non-governmental relief and development organizations such as Oxfam, the Bill and Melinda Gates Foundation, and local food banks)

E3.3 Human Rights and Quality of Life

describe issues of concern to African Americans during this period (e.g., systemic oppression and segregation, discrimination, lynching and other forms of violence, poverty and unemployment, housing, voting rights), and analyse contributions of African Americans to American society (e.g., the establishment of the NAACP and/or the Tuskegee Institute; cultural developments such as the birth of blues and jazz or the Harlem Renaissance; the Negro Baseball League; the contributions of individuals such as Mary McLeod Bethune, W. E. B. Du Bois, Billie Holiday, Langston Hughes, Zora Neale Hurston, Jack Johnson, Elijah McCoy, Garrett Morgan, Booker T. Washington)

D2.4 Communities, Conflict, and Cooperation

analyse some of the challenges facing various communities in Canada during this period and how different communities responded to them (e.g., with reference to disease, including cholera among recent immigrants, malaria among canal workers, and/or small pox among First Nations; isolation facing pioneers and homesteaders; decreasing availability of land in some regions; the impact of absentee landowners in Prince Edward Island or of the Clergy Reserves; increasing displacement of First Nations; racism and discrimination; challenges associated with transportation; entrenched political elites; poverty; pollution from industry)

C2.1 Interactions and Interdependence

describe historical and contemporary barriers to the equal enjoyment of human rights in Canada (e.g., unequal access to voting rights; discrimination based on the grounds of race, gender, gender identity; geographic isolation; unequal access to education; residential schools; the Indian Act) and the laws intended to help people overcome such barriers (e.g., the Canadian Bill of Rights, the Ontario Human Rights Code, the Canadian Human Rights Act)

C1.2 Human Rights

explain the political importance of some current local, national, and/or global issues (e.g., issues related to bullying in schools and/or cyberbullying, public transit, food security, substandard housing in some First Nations communities, water and/or energy conservation, disaster relief and/or development aid, working conditions in sweatshops, child soldiers, human rights abuses, climate change, the AIDS pandemic, violence against women, social and/or economic inequality)

B2.1 Issues of Political Importance

analyse how various economic factors (e.g., GDP per capita, trade balances, poverty rates, currency exchange rates, employment rates, inflation rates, recessions, depressions) influence politics in and relations between various countries, including Canada

B3.1 Influences on Canadian and International Politics

compare social organization (e.g., social classes, general political structure, inherited privilege, the status of women) in a few early societies, including at least one First Nation and one Inuit society (e.g., a slave-owning and a feudal society; a matrilineal First Nation and a society in medieval Asia)

Grade 4 Application: Past and Present
Societies A1.1

assess the effectiveness of actions taken by one or more levels of government, including Indigenous governments, to address an issue of national, provincial/territorial, and/or local significance (e.g., with reference to the Far North Act in addressing concerns of Inuit and First Nations about development in northern Ontario; municipal, provincial, and/or federal programs/ policies aimed at reducing child poverty; policies related to the management of the Great Lakes; actions to support nation-to-nation relationships between federal/provincial governments and First Nations, Métis, and Inuit governments; youth advisory councils within the federal and provincial governments; policies/actions intended to address issues related to drinking water in First Nations communities; policies/actions on housing in Inuit communities; the actions taken as a result of the Métis Nation of Ontario Secretariat Act [2015] from the perspective of the Métis and the federal and provincial governments)

Grade 5 Application: Governments and
Citizens Working Together B1.1

create a plan of action to address a social issue of local, provincial/territorial, and/or national significance (e.g., homelessness, child poverty, bullying in schools, availability of physicians in remote communities, lack of employment opportunities within some regions, overcrowded and poorly constructed housing and/or lack of mental
health and social services in First Nations and/or
Inuit communities, funding for education in First
Nations communities, preservation of Indigenous
languages, missing and murdered Indigenous women
and girls), specifying the actions to be taken by
the appropriate government or governments,
including Indigenous governments, as well as
by citizens

Grade 5 Application: Governments and
Citizens Working Together B1.2

formulate questions to guide investigations into social and/or environmental issues in Canada from various perspectives, including the perspective of Indigenous peoples and of the level (or levels) of government responsible for addressing the issues (e.g., the perspectives of different levels of government, non-governmental organizations [NGOs], professionals in the field, and people directly affected by an issue such as child poverty on and off reserves, preservation of traditional languages, homelessness, bullying in schools, access to health care, climate change in the Arctic, waste disposal, or deforestation)

Grade 5 Inquiry: Differing Perspectives on
Social and Environmental Issues B2.1

analyse and construct maps in various formats, including digital formats, as part of their investigations into social and/or environmental issues (e.g., a thematic map showing the extent of the areas affected by climate change or how air pollution generated in one jurisdiction affects another; a demographic map showing levels of poverty or homelessness in different provinces; a thematic map showing the location of potential resource-extractions sites in relation to treaty territories, historic Métis settlements, and sacred sites)

Grade 5 Inquiry: Differing Perspectives on
Social and Environmental Issues B2.3

identify the main reasons why different peoples migrated to Canada (e.g., political or religious freedom; political allegiances; perceptions about the availability of land; economic opportunity; family ties; poverty, famine, colonization of or political unrest in their country of origin; forced migration of slaves and “Home Children”)

Grade 6 . Understanding Context: The
Development of Communities
in Canada A3.2

analyse some of the challenges facing individuals, groups, and/or communities, including First Nations, Métis, and Inuit individuals and/or communities, in Canada between 1800 and 1850 (e.g., war with the United States, industrialization, poor wages and working conditions, rigid class structure, limited political rights, discrimination and segregation, religious conflict, limited access to education, influx of new immigrants, epidemics, transportation challenges, harshness of life in new settlements in the West, continuing appropriation of First Nations, Métis, and Inuit land and resources by European settler communities) and ways in which people responded to those challenges (e.g., strikes, rebellion, resistance, legislation to expand access to education, treaties, construction of canals, mutual
aid societies, work bees, quarantining immigrants)

Grade 7 Application: Changes and
Challenges B1.2

identify and describe the significance of several indicators that are commonly used to measure quality of life on a global scale (e.g., infant mortality, fertility rate, life expectancy, birth rate, death rate, doubling time, access to medical care, access to clean water, literacy rate and access to education, poverty rate, per capita income, GDP, GDP per capita, unemployment rates, national debt)

Grade 8 . Understanding Geographic
Context: Global Economic
Development and Quality of Life B3.1

describe the spatial distribution of wealth, both globally and within selected countries/ regions (e.g., the concentration of global wealth in North America, Europe, and parts of the Middle East; changing patterns of global wealth as a result of emerging economies such as Russia, China, and India; the concentration of the world’s poorest nations in Africa; patterns of rural poverty and urban wealth)

Grade 8 . Understanding Geographic
Context: Global Economic
Development and Quality of Life B3.9

analyse the ways in which power and privilege are unequally distributed between and among males and females in homes, schools, workplaces, and community settings (e.g., with reference to financial decision-making, domestic chores, child and senior care, teacher attention, leadership opportunities, assigned duties, access to community resources)

Grade 11 Power Relations, Sex, and Gender B2.1

analyse a range of social and political issues relating to gender equity in both Canadian and global contexts (e.g., issues related to employment, poverty, health care, sports, violence; the use of rape as a tool of war; infanticide and fetal sex selection; access to education and training; political representation)

Grade 11 Local and Global Challenges  C2.1

explain how power and privilege operate in various Canadian social, economic, and political contexts (e.g., in the arts, education, publishing, community organizations, professional sports, financial institutions, the labour market, the media, government)

Grade 11 Power Relations B2.1

explain how and why a person’s power and privilege can vary in different contexts (e.g., at home, in a peer group, at school, in the community)

Grade 11 Power Relations B2.2

describe the ongoing challenges and struggles facing various racial, cultural, or national minority groups in Canada, including Aboriginal people and newcomers (e.g., the need to learn a new language, different social role expectations, lack of recognition for international qualifications, religious stereotypes, ghettoization, family reunification, the time taken to settle refugee claims, prejudice and discrimination, racism, racial profiling, poverty)

Grade 11 Ethnocultural Diversity in Canada C1.1

explain how individual and systemic factors (e.g., fear, greed, isolation, pressure to conform, poverty, individual and systemic discrimination) can cause or perpetuate inequity and social injustice

Grade 12 Approaches and Perspectives  B1.3

analyse the dynamics of power relations and privilege in various social settings, both historical and contemporary (e.g., the status of women in various historical periods and/or societies; power relations in slave societies; the connections between economic and political power; heterosexual privilege; power relations between dominant and minority language groups)

Grade 12 Power Relations B2.1

compare challenges facing various equityseeking groups (e.g., groups seeking gender equity, racial equity, poverty reduction, or rights for people who are mentally ill or who have physical, intellectual, or sensory disabilities), and describe some of the policies, strategies, and initiatives used by these groups to address their concerns

Grade 12 Policies, Strategies, and Initiatives C3.1

compare the ways in which injustices against women (e.g., issues related to political leadership, violence against women, the feminization of poverty, women’s health care) have been addressed in Canada to the ways they have been addressed in other countries, with reference both to public policy and the strategies used by groups, particularly women’s groups, to effect change

Grade 12 Policies, Strategies, and Initiatives C3.3

use terms relating to food and nutrition correctly (e.g., nutrients, nutrient-dense foods, snacking, body image, food security)

Grades 9 & 10 Communicating and Reflecting A4.2

explain why some people in Canada cannot achieve food security (e.g., lack of access to safe drinking water in smaller communities or communities with deteriorating infrastructure; low income; lack of knowledge about nutrition or food preparation; lack of resources or lack of access to resources; poor growing conditions or low crop yields as a result of soil depletion or natural disasters)

Grades 9 & 10 Food Security D3.2

explain the importance of each of the key components of food security (e.g., availability, accessibility, adequacy, acceptability, sustainability)

Food Security D1.1

explain the relationships among poverty, food insecurity, poor nutrition, and poor health

Food Security D1.3

evaluate various food-distribution systems in terms of their impact on local and global food security (e.g., systems that improve the availability of fair-trade products and local foods versus imported foods)

Food Security D1.4

Grade 12 Food Security D1.1

describe the relationships between poverty, food insecurity, poor nutrition, and poor health

Grade 12 Food Security D1.3

explain how various food distribution systems affect food security, locally and globally (e.g., farmers’ markets supply local foods from identifiable sources; large supermarkets provide increased access to foods year-round but may contribute to lack of access to foods in other countries; fair-trade networks guarantee the working conditions of the food producers but may lead 

to choices to grow cash crops rather than food for

local consumption)

Grade 12 Food Security D1.4

demonstrate the ability to act to combat food insecurity at the local and global level (e.g., write to elected representatives or government officials; volunteer with a breakfast program; fundraise for community water wells; plant trees; buy products from women-led cooperatives; become involved in a community garden; work on a local farm)

Grade 12 Food Security D1.5

describe how consumer food choices affect the environment, locally and globally (e.g., demand for imported food increases the amount of energy used in transportation; choice
of overpackaged products increases the volume of
waste going to landfills; choice of fair-trade products
supports sustainable farming and small-scale farmers;
demand for local produce supports farmers’ markets
and reduces use of fossil fuels)

Grade 12 Food Production and the
Environment  D3.1

explain the effect of various environmental protection laws and regulations on food supply and production (e.g., policies related to forest preservation, fuel emission standards, pesticide use)

Grade 12 Food Production and the
Environment  D3.3

demonstrate an understanding of health, safety, and environmental issues related to food supply and production (e.g., risks associated with bioaccumulation of pesticides and hormones, risks of contamination during food production), and identify legislation that is designed to protect Canadian consumers (e.g., Canada Agricultural Products Act, Food and Drugs Act)

Grade 12 Food Production and the
Environment  D3.4

describe some environmentally responsible food-preparation practices (e.g., using energyefficient appliances; filling the freezer to the recommended level; using fewer pots in cooking; using a microwave oven rather than a conventional oven to cook a small amount of food; using as many parts of an item of food as possible; planning meals to avoid overshopping, eating out, or food waste)

Grade 12 Responsible Consumerism D2.2

describe threats to healthy development and their impact at various stages of life (e.g., poverty, discrimination, political unrest, environmental degradation, physical and mental illness, substance
abuse, physical/sexual abuse)

Grade 12 Risk and Resilience B2.1

assess the impact of marginalization (e.g., marginalization related to factors such as age, poverty, disability, gender, sexual orientation, ethnicity, religion, low literacy levels) on socialemotional development

Grade 12 Factors Affecting Social-Emotional
Development E3.3

identify specific challenges early childhood educators face and effective strategies for addressing them (e.g., strategies for engaging children with exceptionalities, supporting children living in poverty, responding sensitively and appropriately to diverse families)

Grade 11 Issues and Challenges E1.3

identify and describe challenges associated with teenage parenthood and lone parenting (e.g., poverty, discrimination, lack of gender-role modelling, stress)

Grade 11 Caregiving Challenges in the
Early Years E1.6

identify specific challenges faced by people who work with school-age children and adolescents, and describe effective strategies for addressing them (e.g., strategies for engaging children with exceptionalities, supporting children living in poverty, responding sensitively and appropriately to diversity)

Grade 12 Issues and Challenges E1.3

explain the relationships between poverty, affluence, and social change (e.g., the effects of the digital divide and/or unequal access to higher education on the social and economic prospects of different groups)

Grade 12 Causes and Effects of
Social Change B2.5

explain how various socio-economic conditions (e.g., international competition, prejudice, unfavourable economic conditions, military occupation/rule) and structures (e.g., the welfare system, public health and education, non-profit social service organizations) operate to increase, entrench, or alleviate poverty

Grade 12 Global Inequalities D1.4

Basic Human Needs

Peace justice

Peace, Justice and strong institutions

Infrastructure industrialization

Industry, innovation and infrastructure

Economic growth

Decent work and economic growth

Students reinforce their knowledge of world housing, technology, health and physical fitness and nutrition (i.e. geometry, percentages, leisure, entertainment, impact of trade on global economy).

FL.6.3.1

Review the principles the United States has traditionally held in joining international organizations (e.g., the interests and benefits of world peace, open trade over closed markets).