In this challenge, students explore cultural and recreational opportunities in an Inuit, Acadian and/or prairie community by planning a two-day educational trip for another member of the class. In researching possibilities, students will consider the merits of various sources of information. In advance of this activity, contact a travel agency within that province or territory for information on excursions and tourist information (perhaps for different times of the year). Information may also be available through an automobile association or provincial websites. Assemble a list of websites on various cultural attractions and historic sites to have available for students to explore. (Going to www.travelalberta.com and clicking on “Places to Go” from the top menu will produce many direct links relevant sites.)
To introduce the activity, invite students to brainstorm three or four local destinations and the activities found at each site. Draw their attention to the fact that people will choose different sites depending on their purposes and personalities (e.g., people who like sports might go skiing or hiking, those who like to learn might visit places where there are museums). Provide students with several kinds of information (print, video, Internet) on a local site. As a class, examine each source and list the information contained. Discuss the advantages and disadvantages of each source. Identify criteria for an effective information source (e.g., is up-to-date, provides the information needed, is easy to find the information). Ask student to decide which source is the most helpful. You may want to adapt the chart and strategies for Considering Options (Support Material) to structure and assess this part of the activity.
Introduce the idea that everyone in the class has won a free educational trip to one of the communities being studied. However, students are not allowed to plan their own trip, but must arrange for a class member to plan the trip on their behalf. Match pairs of students and ask them to prepare personal profiles, specifying three travel preferences for their assigned partner (e.g., Student A likes excitement, lots of exercise and going to special events; Student B likes to learn about history, see old things and have lots of time to relax). Share with students the sources of travel information (print and electronic) and refer them to information already learned about one community of their choosing. Encourage students to use two sources of information for each destination site or event, and to decide which information source is more helpful. You may want to adapt the chart and strategies for Considering Options (Support Material) to structure and assess this activity.
Once information about various destinations is assembled, ask students to plan a two-day educational trip involving several activities for their profiled person. Invite students to make a list of four or five options and to select the sites and activities that are educational (will help the person learn about the culture and traditions of the community) and suit the person's preferences. Here, too, you may want to adapt the chart and strategies for Considering Options (Support Material) to structure and assess the activity. Arrange for students to present their plans to their partner, giving reasons why the proposed trip meets the criteria and, perhaps, explaining why other options were not chosen. You may want to adapt the chart and strategies for Justifying My Choice (Support Material) to structure and assess this part of the activity.