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ENVIRONMENT The relationships between natural and human environments are complex and constantly changing. Canada is home to many communities of people living in diverse landscapes and habitats from coast to coast. Understanding our environment requires critical thinking about these interrelationships and a commitment to explore the significance of geographic changes over time. 1. MAPPING IT OUT — Mapping Activity and Personal Reflection A) Mapping Canada • Download the “Mapping Canada” worksheet at EXPLORESESQUI.CA Print it out or project it in the classroom. • During or after watching the film, work in pairs to point out and mark the locations of all the scenes in the film. To help find all the sites, download the “ Horizon Shot List” worksheet at EXPLORESESQUI.CA TEACHER TIP: PROVIDE STUDENTS WITH ACCESS TO AN ONLINE MAP SUCH AS GOOGLE MAPS, IF THEY ARE UNSURE OF THE EXACT LOCATION OF SOME OF THE SCENES. B) Assess and Compare Assess your map. Write a personal reflection that addresses the following questions, or discuss the questions as a class: • Which areas of Canada are well represented in the film? Which are not? • Why do you think the filmmakers chose to represent some areas more than others and some not at all?

3. WRITE A LETTER TO THE FILMMAKERS Former Canadian Prime Minister William Lyon Mackenzie King once said, “If some countries have too much history, we have too much geography.” • Do you think it is possible to capture all of Canada’s geography in a 20-minute film? Why or why not? • Write a letter to the filmmakers arguing for the inclusion of three locations not currently included in the film. What would they be and why should they be included? 4. THE IDEA OF “THE NORTH” — Personal Reflection “The North” as a concept is often tied to our national identity, but what exactly do we mean when we use that term? Some suggest it speaks to geography, and how much of the country lies above the 49th parallel. Others note that the North is more of a symbol of freedom, perhaps reflecting the history of the Underground Railroad, which brought tens of thousands of enslaved African-Americans to British North America (Canada). Still others highlight the North as a way to set Canada apart from the United States. Working individually, choose a question from the following list that speaks to you: » » What is it about Canada’s North that we like to celebrate? » » Is “the North” a cultural concept that unites Canadians, regardless of where they live in the country? » » Why do we, as journalist J.B. McGeachy said, “sing about the North, but live as far south as possible”? » » Why would the Toronto Raptors basketball team choose “We The North” for a slogan? • Write a brief personal reflection on your chosen question, and then discuss it with the class.

Read about ecozones in the “Natural Regions” article on The Canadian Encyclopedia . What observations can you make about the shooting locations selected by the filmmakers? Are specific ecozones overrepresented?

TENSION:

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2. ULTIMATE ROAD TRIP Imagine that you can travel anywhere in Canada. Design a road trip across our country, stopping in at least five different ecozones. Annotate a Google Map or make note of your chosen destinations on the “Canadian Ecozones” map available at EXPLORESESQUI.CA . Make a note explaining why you chose each stop, including whether your choices match any of the locations featured in the film.

Canadian Prairies (Dreamstime.com/ Jim Crawford/78589182)

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Moraine Lake, Rocky Mountains, Canada (Dreamstime.com/Albertoloyo/21325480)