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Think About This Canada

Secondary

Description

The video asks and answers the question - how much of the food we eat is Canadian and does it matter? According to Hellmanns, the amount of fruits and vegetables we import and the variety of food imports has risen dramatically. It matters because the result of increased food imports is loss of small farms, loss of farmnland, and loss of nutritional value.

The answer proposed is 'the slow food movement' - choose Canadian. If we (consumers) demand it they (food retailers)  wll supply it .  

General Assessment

Recommendation of how and where to use it

May serve as an introducton to a variety of issues in a number of subject areas. Some suggestion

  • Food Security, Nutrtion and Health  - Family Studies/ Home Economics
  • Liveable Communities, Globalzation, Rural/Urban Land Use - Geography, Social Studies
  • Sustainable Agriculture, Sustainable Development - Environmental Science

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

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  • Alberta
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    • Grade 10
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      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
        • Social Studies 10-2 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
        • Social Studies 10-4 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
  • British Columbia
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    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Living sustainably supports the well-being of self, community, and Earth.
        • Environmental Science 12: Sustainable land use is essential to meet the needs of a growing population
  • Manitoba
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    • Grade 10
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      • Geography
        • Step 4Relevant matches
        • Geographic Issues of the 21 st Century: Food from the Land
    • Grade 12
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      • Geography
        • Step 4Relevant matches
        • World Geography: A Human Perspective - World Food Supply: Production and Distribution
      • Social Studies
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        • Citizenship and Sustainability: Area of Inquiry: Consumerism
        • Global Issues
  • New Brunswick
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    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • Advanced Environmental Science 120: Earth Systems
        • Introduction to Environmental Science 120: Sustainable Development
      • Geography
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        • Canadian Geography 120:A Geographic Perspective on a Current Canadian Issue
      • Social Studies
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        • World Issues 120:Interdependence
  • Newfoundland & Labrador
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    • Grade 10
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      • Geography
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        • Canadian Geography 1202: Global Issues n Canadian Geography
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      • Environmental Science
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        • Environmental Science 3205: Land Use & the Environment
  • Northwest Territories
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    • Grade 10
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      • Social Studies
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        • Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
        • Social Studies 10-2 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
        • Social Studies 10-4(Living in a Globalizing World) Globalisation and Sustainable Prosperity
  • Nova Scotia
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    • Grade 9
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      • Social Studies
        • Step 4Relevant matches
        • Atlantic Canada in the Global Community: Trade & the Global Community
    • Grade 11
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      • Geography
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        • Geography of Canada 11: Rural-Urban Land Use
        • Geography of Canada 11:Global Links
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      • Geography
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        • Global Geography:Resources and Commodities
  • Nunavut
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      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
        • Social Studies 10-2 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
  • Ontario
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    • Grade 9
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      • Family Studies
        • Step 4Relevant matches
        • Food and Nutrition: Local and Global Foods
      • Geography
        • Step 4Relevant matches
        • Issues in Canadian Geography (Academic): Liveable Communities
        • Issues in Canadian Geography (Applied): Liveable Communities
    • Grade 10
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      • Family Studies
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        • Food and Nutrition: Local and Global Foods
    • Grade 11
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      • Environmental Science
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        • Environmental Science (Univ/College Prep.) Sustainable Agriculture and Forestry
    • Grade 12
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      • Geography
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        • Global Connections
        • The Environment & Resource Management (Univ./College Prep.): Spacial Organizationties
        • The Environment & Resource Management (Univ./College Prep.):Sustainability and Stewardship of Natural Resources
        • The Environment & Resource Management (Workplace Prfeparation)
        • World Issues: A Geographic Analysis (College Prep.):Sustainability and Stewardship
        • World Issues: A Geographic Analysis (Univ. Prep.):Sustainability and Stewardship
        • World Issues: A Geographic Analysis(Univ. Prep.): Interactions and Interdependence: Globalization
      • Social Studies
        • Step 4Relevant matches
        • Challenge and Change in Society (Univ. Prep.) Global Social Challenges
  • Prince Edward Island
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    • Grade 10
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      • Geography
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        • Geography of Canada 421A: Canada’s Global Connections
    • Grade 12
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      • Environmental Science
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        • Environmental Science 621A: Natural Resources
      • Geography
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        • What can I do?
        • Geography 621A Global Issues
        • Geography 621A Global Issues : Inquiry- What are the issues?
        • Geography 621A Global Issues: Introduction- What is a global issue?
        • Geography 631A Global Issues: Introduction - What Is a Global Issue
        • Geography 631A Global Issues: What Can I Do?
  • Quebec
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    • Grade 9
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      • Social Studies
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        • The Contemporary World: Environment
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      • Social Studies
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        • Contemporary World: Environment
  • Saskatchewan
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    • Grade 11
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      • Social Studies
        • Step 4Relevant matches
        • Social Studiees 20:World Issues - Environment
    • Grade 12
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      • Home Economics
        • Step 4Relevant matches
        • Food Studies 30: Overall Expectations
      • Social Studies
        • Step 4Relevant matches
        • Canadian Studies 30: Globalization
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Living sustainably supports the well-being of self, community, and Earth.
        • Environmental Science 12: Sustainable land use is essential to meet the needs of a growing population

Themes Addressed

  • Citizenship (1)

    • Alternative Globalisation
  • Economics (1)

    • Trade
  • Food & Agriculture (2)

    • Food Security
    • Local Food
  • Human Health & Environment (1)

    • Health Promotion
  • Land Use & Natural Resources (1)

    • Rural Issues

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

The video is a Hellman's commercial and the reasons for Hellmanns championing eatin locally is not clear and ths might be something students would be asked to investigate as a study in bias reporting. is the message valid even if the messenger has a vested interest in its promotion?   

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good

The issue of imported versus local foods represents a case study in sustainable development. Economic considerations (the well being of local farmwers), environmental implications (increased carbon emmissions, loss of farmland and increase urbanization), and social factors (health of Canadians and fate of farm families) must be part of any discussion of the issue.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Poor/Not considered
Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Poor/Not considered
Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Empathy & Respect for Humans Poor/Not considered
Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Poor/Not considered
Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Poor/Not considered
Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Poor/Not considered
Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.