Cultural Perspective. Ed. Appadurai. Cambridge: Cambridge University Press, 1986. 3-63.
Cultural Perspective. I understand that as a traveler to another culture I am likely to encounter ideas and experiences that are contrary to what I expect or desire. I may find customs of dress, diet, or social behavior that are not in accord with my personal taste. I may be forced to confront cultural biases in myself that I was unaware I held. This Program is a unique opportunity to observe and learn and I will use it as a chance to become more sensitive to and appreciative of different cultures. When I disagree, I will do so without being judgmental. Regardless of the circumstances, I will show tolerance, respect, and gratitude to and for the host country, its people, its hospitality, and its customs at all times. I understand that, beyond the requirements of the Program, participation in local customs that are contrary to my personal beliefs, are not required and I may decline to participate. I can expect my beliefs to be respected in the same way I will be expected to respect those around me. I know that as I travel I do so not only as a representative of UIndy, but also as a representative of my home country. I will be mindful of how my conduct reflects on both.
Cultural Perspective. 11.1 Section 4 of the Act requires you to give effect to the Principles of the Treaty of Waitangi in making your decisions.
Cultural Perspective. How do different cultural situations affect the boreal forest? Explore situations such as aboriginal rights and treaties. Totally Boreal Extend your geographic thinking Link each perspective to your local community. • How is your own community connected to the political, economic, cultural and environmental perspectives in the boreal forest? • How can communities balance all perspectives? land claims) Explore how you as a Canadian citizen have a say in how the boreal forest is managed. (Reminder: this is Crown land subject to settled treaties with a number of unresolved Learning objectives • Students will map the habitat of the woodland caribou. • Students will investigate the woodland caribou through facts about its sensitive habitat, migration patterns, survival techniques and current situation. • They will discuss future actions they can take to ensure the species’ survival. Time required 50 minutes Grades 5–12 Materials • coloured chains (8) • coloured pylons (16) • teacher information guide (1) • caribou puzzle pieces (24) Set-up • Ensure that all 23 caribou puzzle pieces are present. Links to Canadian National Standards for Geography Essential element 1: The World in Spatial Terms • major cities of the province, Canada and the world Essential element 2: Places and Regions • factors that influence people’s perception of places and regions Essential element 4: Human Systems • population density, distribution and growth rates • regional development in Canada and the world Essential element 5: Environment and Society •effects of human modifica- tion of the physical environ- ment (e.g., global warming, deforestation, desertification, urbanization) Introduction Caribou puzzle: Have students sit around the border of the boreal forest after they have had time to explore the map. Discuss the types of animals that live in the boreal forest (for additional animal facts see the “Boreal Footprints” activity). Give each student a piece to the caribou puzzle. On the back of every piece is a fact about caribou. One at a time, have students read the fact on the back of the card and place their piece in the shaded boreal region. As more facts are read, try to piece together the puzzle to create an image of a caribou. Once students have completed the puzzle as a class, host a discussion about the caribou and which facts surprised them. Once the puzzle is put together, look at the map and discuss where in the boreal forest the caribou would live. Explain how woodland ca...
