By learning about the step-by-step journey of a coffee bean from farmer to North American coffee cup, grade 1 children will also learn about fair trade and start to become more aware of the responsibilities of consumers (with a focus on themselves and their families).

In this lesson, children will have the opportunity to learn generally about: where food comes from; why people are hungry, and begin to explore what Canada as a rich country do and what they as children can do to help.

Students will learn that toys and games are a product of children’s environment.  They will learn about the creation and utility of simple toys by creating their own rag and twine ball.

Students will gain insight from learning about the lives of other children, global peers, and the similarities and differences between children in Canada and in the countries studied in the real-life scenarios.

Students will be able to compare Africa to other continents in the world while assessing how the projection used influences our perceptions. Students will also begin to recognize the diversity of Africa and see why understanding the size of Africa matters in avoiding making generalizations about "Africa" as a whole.

This series of lessons is geared towards grade 6-8 Language Arts.  Students will learn to inference, make predictions and connections to text.

Linkages also exist with
- Grade 6 Social Studies
- Grade 7 Patterns in Physical Geography
- Grade 8 Patterns in Human Geography
- Grade 9/10 Geography
- Grade 12 World Issues

By using the map and their own research skills, students will become aware that there are less developed countries around the world, and will start to gain knowledge of some consequences of the unequal distribution of wealth.

Grade 7 and 8
NOTE:  The following is more of a primer than a lesson.  It provides educators with ideas and resources on how to approach the issue of global citizenship and begin to engage students toward becoming more aware citizens of the global community through a participatory, active process.  Africa-specific issues can be used in the process.  The unit is based on the OXFAM “Cool Planet” document, Get Global, available from OXFAM and referenced below. Other resources are also listed.

To engage grade 7/8 students in a process in which they learn the principles and stages behind becoming a global citizen, and discuss significant global issues as problem-solvers and decision-makers.

• Identify & explain patterns in human geography and describe how human activities are affected by these patterns
• Demonstrate an understanding of employment patterns & trends
• Use a variety of geographic representations, tools, and technologies to gather, process, and communicate geographic information

Grade 8, History and Geography
Students will be able to describe the economic relationship between Canada and the global community (e.g., with respect to harvesting resources, manufacturing goods, the provision of services worldwide);

Grade 11, Canadian History and Politics Since 1945: Canada in the World Community

Grade 12, World Geography: Human Patterns and Interactions

Grade 12, Canadian and World Issues: A Geographic Analysis

Grade 12, Canada: History, Identity, and Culture