Inquiry Driven Project
(Sites and Modes of Inquiry Driven Project and Research)
World Issues: A Geographic Analysis, Grade 12 Culminating Performance Task: Critically Analyzing a Country of Focus
Part One (Purpose and Process, Integrating Wiki)
For the purpose of this final assignment, you will aim to build an understanding of a developed/developing country and discuss the challenges or benefits it faces based upon its geographical flows.
You will be required to choose one item/commodity of your choice that you consume often and the one country of focus where that item originates from. This assignment will help you think geographically about the world by focusing on the production/extraction of certain types of commodities; some famous commodities include: chocolate, sugar, coffee, and rice. Upon researching your item and country, you will come to learn more about these commodities and their geographical flows and processes on a globalized level. These geographic flows are integral to globalization.
Taking it a step further, you will emphasize the impact fair/free trade has in the challenges or growth of your chosen country and form an argument about Canada’s role/relation to that country. Questions to help your thinking process include: What does this commodity tell us about its geographic flow and globalization more broadly? How do these geographic flows affect the economic freedom of this country? What is Canada’s role in this? Does Canada have a role?
You are able to articulate your research by developing your very own Wiki page where you will eventually be able to collaborate your findings and research with other peers. Creativity is encouraged! You are also encouraged to attend places like food banks or grocery stores to help you find cultural items that may add uniqueness to your assignment.
Part Two: (Integrating Tour Builder)
To spatially visualize the geographic flows through which your commodity travels, you will also produce a map; both a physical copy and a digital copy to show where the commodity primarily originates and where it ends up (try and document at least 6 key locations/countries on your map). For commodities that end up in Canada, please indicate Canada as a location.
The physical copy of your map must include: a title with a corresponding year, publication date, compass rose, a legend, and a scale. All labels and colouring should be neat and legible. (Blank world map attached for your reference).
A completed map should look like the following:
The digital copy of your map must include: relevant locations where your commodity/product travels using Tour Builder and brief description/image of the role that country plays in the transporting process.
A digital copy of your mapping research should look like the following:
Notice how the countries with a 'White' locator are the producers of coffee production and the 'Blue' locator is an example of a country who receives the coffee. Please note these locators and their role in the transportation of coffee in your virtual Tour Builder as well (these descriptors will act as your legend).
Assignment Weight: 15% of final grade.
Inquiry Project Specifics
The following questions can be used as a form of self assessment to ensure you meet all requirements of this culminating performance task.
Questions to Help your Geographic Thinking Process Include:
What does this commodity tell us about its geographic flow and globalization more broadly?
How do these geographic flows affect the economic freedom of this country?
What is Canada’s role in this?
Does Canada have a role?
Questions Relative to Wiki and Tour Builder Include:
How does my Visual Tour Builder emphasize these flows of globalization?
Does each location on my tour builder serve a purpose? Have I described/explained its role in the supply chain of the commodity I chose?
Does my Wiki effectively display the knowledge I have acquired from this research project?
Is my information presented in a clear and concise manner?
Sites and Modes of Inquiry and Research
See above tab titled, "Inquiry Driven Project" for specific assignment details.
Culminating Performance Task Rubric
The following rubric will give students an understanding of what the process and final product of their culminating assignment will require and represent.
How Wiki and Tour Builder Tools are Utilized and Integrated
Part One: Integrating Wiki
Students will be able to articulate their research by developing their very own Wiki page that outlines and explains the findings of their selected commodity/product and the countries within their supply chain. Students will also eventually be able to collaborate their findings and research with other peers as the Wiki pages will be accessible to all classmates. Creativity with the Wiki, including the use of: images, videos, website links, etc are encouraged!
Part Two: Integrating Tour Builder
To spatially visualize the geographic flows through which the commodity/product travels, students will also produce a map; both a physical copy and a digital copy to show where the commodity primarily originates and where it ends up (students should aim to document at least 6 key locations/countries on their map). For commodities that end up in Canada, please indicate Canada as a location.
The digital copy of the map will be produced through Google’s Tour Builder where students will be able to spatially organize and map relevant locations according to their research findings. The digital maps will also be interactive in the sense that students will be asked to include images and descriptions of the countries found within their discussed supply chain. Once finished, the Tour Builder can be saved as a link and shared with peers on their personal Wiki pages (an example of this is displayed in my own representation of what the process and learning of this assignment should look like under the heading titled, ‘Inquiry Driven Project.’
By integrating the Wiki and Tour Builder in the aforementioned ways, my deep learning project emphasizes the ideas of Fullan and Langworthy's effective approach of teaching through deep learning tasks that apply critical research skills to everyday contexts (Fullan and Langworthy 23), allowing students to lead their own learning by engaging with digital media tools (Fullan and Langworthy 7), along with Doerr-Stevens' idea of "embodying inquiry" (Doerr-Stevens 57) through various "multimodal compositions" (56).
Relation to Michael Fullan & Maria Langworthy
In Michael Fullan and Maria Langworthy’s article titled, “A Rich Seam How New Pedagogies Find Deep Learning” they discuss the changes in education and the effective pedagogy that is encouraging further academic success. In relation to the deep learning project I have developed for a class of twelfth grade students, I took into consideration the many beliefs and approaches Fullan and Langworthy discuss. I would however like to note that the aforementioned deep-learning project can indeed be applied and adapted to Geography classes of any stream or level while still using the methodology and pedagogy Fullan and Langworthy mention; for this specific assignment, teachers can adapt the tools of Wiki and Tour Builder to a variety of learners to increase learning and academic success.
Two Quotes from Fullan and Langworthy That Substantiate My Project Vision:
"Teaching shifts from focusing on covering all required content to focusing on the learning process, developing students’ ability to lead their own learning and to do things with their learning.Teachers are partners with students in deep learning tasks characterized by exploration, connectedness and broader, real-world purposes" (Fullan and Langworthy 7).
"In good deep learning tasks, students also go beyond creating new knowledge to doing something with it – to using that new knowledge in the world. In this sense, deep learning tasks have a constructivist orientation, with an emphasis on the application of new knowledge in real contexts" (Fullan and Langworthy 23).
The deep learning project I have created is reflective of Fullan and Langworthy’s above statements because it encompasses the challenge and task of having students leading their own learning and thus demonstrating their findings electronically through digital media tools. As students are asked to research a commodity or product of their choice, they are critically analyzing knowledge and data that helps them form understandings around the processes and pathways of globalization. This learning process of acquiring knowledge and research is then enhanced by the applications of Wiki and Tour Builder as students exemplify their learning in a unique and collaborative way; students can creatively articulate their globalized pathway by mapping it digitally, while simultaneously learning more information about each country their commodity lands in and the product they are researching. Other peers in the class will further be able to benefit from this information and research and will be able to interactively collaborate with the findings of their peers. This process of deep learning thus not only strengthens the skills of students who are completing the assignment, but also contributes to the knowledge of peers who are studying different places and commodities because they can easily visualize the connections and pathways of globalization and their connection to Canada.