Canada and the World in the Catalogues
Social Studies, Geography, Art
Global connections and globalization
- Divide the class into groups of three or four students.
- Assign a different catalogue to each group, dating from 1899 to 1950.
- In a given period (20 to 30 minutes), ask each group to identify as
items as possible that originate in countries other than Canada.
- Ask the students to note the item and the country of origin.
- When the time is up, reconvene as a class and make a list of all the
countries of origin of the items.
- Indicate how many items come from the same country by placing a
for each item beside the appropriate country's name, always in one
- When all countries of origin have been identified, mark the locations
a map of the world with print-outs or sketches of each item, sticky
pins of one colour.
- Ask the groups of students to look at different contemporary
- Within a given time period (10 to15 minutes), ask each group to
as many items as possible that originate in countries other than Canada.
- Ask them to note the item and place of origin. When the time is up,
the class discussion.
- Using different coloured chalk or markers from the first part of the
write down new countries of origin and indicate how many items come from
same country by placing checkmarks beside each country's name. Where
items come from now?
- Mark the locations on the map of the world with printouts or sketches
each item, sticky labels, or pins of a colour that is different from the
- Finally, ask students to compare the countries of origin of items in
historical and current catalogues. What is similar and different about the
of origin of items?
- Discuss the trend toward globalization with its benefits and