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A New Mission for Julie PayetteOn

On July 13, Prime Minister Justin Trudeau announced that Julie Payette will become Canada’s 29th governor general. The 53-year-old former astronaut takes on the new mission this fall, when David Johnston, the current governor general, steps down. She will be the fourth woman to assume the role. “From the first moment the idea came up, it was obvious to me that she would make an extraordinary governor general,” said the Prime Minister. “She is unquestionably qualified.”Talent And Hard WorkThe Montreal native speaks both English and French, as well as Russian, Spanish, Italian, and German. As a two-time shuttle astronaut, Ms. Payette is an accomplished scientist, engineer, and licenced pilot. She is also a skilled scuba diver, a gifted athlete, and a talented singer and musician who has performed with the Montreal Symphony and the celebrated Tafelmusik Chamber Choir in Toronto. In 2010, she carried the Olympic flag at the opening of the Vancouver Winter Olympics.Diplomacy And DutyThe skills and experiences that made Ms. Payette one of Canada’s top

astronauts should serve her well as governor general. She will play an ambassadorial role, hosting foreign heads of state and paying them official visits in return. She’ll also represent Canada at domestic events, ceremonies, and official visits. Her duties include giving royal assent to new laws and swearing in the prime minister, other elected officials, and Supreme Court justices. She delivers the throne speech that officially opens every new session of Parliament. She also dissolves Parliament when a government’s time is up. “It is a critical non-partisan role that can have a direct effect on the stability of Canada’s government,” said Andrew Scheer, the new leader of the federal Conservative Party. Canada’s governor general is also Commander-in-Chief of the Canadian Armed Forces, and she has the honour of awarding military medals and civilian honours like the Order of Canada. Home Away From HomeAstronauts often sleep in very small places. Governors general, however, have a bit more room to spread their wings. Ms. Payette will perform many of her duties at one of her two official

residences. Rideau Hall in Ottawa is a gracious 175-room residence surrounded by a 35-hectare park. An elegantly furnished wing of the historic Citadelle of Quebec is also at her disposal. Both residences will fly the Governor General’s flag if she is present.High PraiseAlthough Prime Minister Trudeau had a list of several promising candidates to consider, Ms. Payette was the only person he interviewed for the position. “I know that Mme. Payette is going to make an extraordinary governor general. She represents the very best of Canadian values: openness to the world, curiosity, intellectual rigour and inspiration. She will continue to inspire generations of Canadians as she represents us at the very highest level.”“I am very happy to have a second chance to represent Canada,” Ms. Payette said in response. “I have done so for years as an astronaut in outer space, and now I have the chance to do so again, but this time on Earth.“I’m here to serve all Canadians of all backgrounds, of all walks of life, either new or not so new. It will be my pleasure.”

2017/2018 • Issue 1 What in the World? • Level 2 - 1 -

From Aristocrats To AstronautsCanada is a constitutional monarchy. We govern the country according to our own constitution, with the reigning king or queen of England as our head of state.

The governor general stands in for the monarch on state occasions. Though the role is largely ceremonial today, that wasn’t always the case.

From 1867 to 1952, Canada’s governors general were British aristocrats with titles like ‘duke’ or ‘lord’. In the early years, Canada’s government had autonomy over internal affairs, but the monarch, communicating via the governor general, had the final say on foreign affairs. As we matured from colony to country, the balance began to shift, and so did the role of the governor general.

In 1952, the first Canadian governor general, a diplomat named Vincent Massey, was appointed. His successor, Georges-Philéas Vanier, was a decorated military officer. Subsequent governors general alternated between francophone and anglophone, changing every five years or so, a tradition that continues today.

The prime minister usually selects a governor general from a shortlist of candidates. Royal approval is a formality.

Go For LaunchWhen Julie Payette was a child growing up in Montreal, she watched the Apollo space missions on TV. She listened as Neil Armstrong, the first person on the moon, declared “That’s one small step for a man, one giant leap for mankind.”

“Someday,” she promised herself, “that will be me.”

In 1992, Ms. Payette got her chance. That year, the Canadian Space Agency (CSA) put out the call for new astronauts and received 5330 applications for only four spots in the program.

Marc Garneau, the Federal Minister of Transport, was on the selection committee. “We recognized that she was somebody with tremendous talent,” said the former astronaut. “It was a no-brainer.”

She flew her first mission in 1999, aboard the space shuttle Discovery. The new mission specialist helped to build the International Space Station (ISS), operating the Canadarm robotic arm.

From 2000 to 2007, she served as Chief Astronaut of the CSA. Then, in 2009, she visited the space station again, this time as a crewmember of the space shuttle Endeavour.

By the time she retired from the CSA, she’d spent 611 hours in space and travelled a total distance of 16 million kilometres. She was the second Canadian woman in space, after Roberta Bondar, and the first Canadian aboard the ISS.

ambassador: an authorized representative or messengeraristocrat: a person of high social rankautonomy: freedom from external control or influence; independenceCommander-In-Chief: an officer in charge of all of the armed forces of a country, or a major subdivision of them constitution: the basic principles and laws of a nation, state, or social group that determine the powers and duties of the government and guarantee certain rights to the people in it diplomat: an official representing a country abroadhectare: a unit of area equal to 10,000 square metresInternational Space Station: an orbiting space station used for scientific and space research, constructed between 1998 and 2011 by 15 nations

non-partisan: not supporting or controlled by a political party, special interest group, or the likeOrder of Canada: established in 1967 by Her Majesty Queen Elizabeth II, the Order of Canada is the cornerstone of the Canadian Honours System, and recognizes outstanding achievement, dedication to the community and service to the nationroyal assent: the official approval of the sovereign, required for the passage of all legislation under English parliamentary lawthrone speech: a prepared speech read to members of Parliament when a session is opened, outlining the government’s agenda and focus for the forthcoming session


On The Lines

Answer the following in complete sentences:

1. Describe the type of government in Canada.

2. Describe the governor general’s ambassadorial role.

3. List at least three other duties or responsibilities of the governor general.

4. Who was the first Canadian governor general? When did he take office?

5. Who is the current governor general?

6. Who is responsible for selecting the governor general?

7. What did the prime minister announce on July 13?

8. List at least three of the new governor general’s qualifications and accomplishments.

9. Describe the two official residences of Canada’s governor general.


Between The LinesAn inference is a conclusion drawn from evidence. A plausible inference is supported by evidence in the article and is consistent with known facts outside of the article.

What inference(s) can you draw from the fact that although Prime Minister Justin Trudeau had a list of candidates to choose from, he only interviewed Ms. Payette for the position of governor general?

Beyond The LinesGovernors general in Canada have long stood for accomplishment and service. Sometimes their appointments carry a lot of symbolic power. For example, Adrienne Clarkson (1999-2005) was the first visible minority to assume the role. She was also the first who had not previously served as a soldier, diplomat, or politician. Michaëlle Jean (2005-2010) was a journalist who immigrated to Canada from Haiti. Romeo LeBlanc (1995-1999) was a teacher.

How did these impressive Canadians serve humanity before, during, and after their time as governor general? What causes did they promote? What political challenges did they face as governor general? Choose one Canadian who has occupied Rideau Hall and teach your classmates all about him or her.

Just Talk About It1. Canada’s ties to the monarchy cost taxpayers more than $40 million per year. For what reasons could you argue that the benefits outweigh the expenses? For what reasons could you argue the opposite?

2. What skills do you suppose an astronaut must possess to be successful in his or her job? As you see it, which three of these skills will be most helpful to Julie Payette in her new role? Give reasons to support your responses.

3. Imagine that you were given the opportunity to meet our new governor general. What are three questions would you like to ask her? Why?

On LineNote: The links below are listed at www.lesplan.com/en/links for easy access.

1. Watch a two-minute clip from CBC’s The National about Julie Payette becoming the next governor general at

https://www.youtube.com/watch?v=qtl-cO7Ma7

2. Explore images, articles, and teaching resources about the position of governor general – and learn more about all who have held it – at https://www.gg.ca/document.aspx?id=94

3. Listen to Prime Minister Trudeau and Julie Payette speak about her new role at http://www.cbc.ca/news/politics/trudeau-and-payette-speak-about-her-new-role-as-gg-1.4203643

4. Watch a 1999 CBC news broadcast about Julie Payette’s trip to the ISS at

http://www.cbc.ca/player/play/9955712675565. Join comedian Rick Mercer on a tour of Rideau Hall with Governor General David Johnston at https://www.youtube.com/watch?v=fIHCDgXUgyE


Venezuela in Crisis

The South American nation of Venezuela is struggling with high unemployment and severe shortages of medicine, food, and housing. These challenging conditions have sparked deadly demonstrations, a surge in violent crime, and major political unrest in recent months. More than 125 protestors have died in clashes with the government since April. Meanwhile, hundreds of thousands of Venezuelans have fled to nearby Brazil, Colombia and Curaçao.

Critics blame Nicolás Maduro, president since 2013, for this crisis. They say he and his United Socialist Party (PSUV) have run the country into the ground and are ruling it with an iron fist.

Government In Venezuela

In Venezuela, the president is the head of state and head of government. He is elected directly every six years, and governs with the National Assembly – a group of 165 officials who are directly elected every five years.

Mr. Maduro narrowly won the presidency in 2013 after former president Hugo Chavez, founder of the PSUV, died.

Hugo Chavez

Mr. Chavez, first elected in 1999, was a polarizing leader.

Opponents – mainly middle class

Venezuelans – saw him as a power-hungry dictator. They argued that he curtailed free elections when he called for and won a referendum in 2009 that removed limits on presidential terms. He also got rid of one branch of government and gave the military more power.

However, Mr. Chavez was popular with the country’s poor because his government – which controls the world’s largest oil reserves – spent much of the nation’s extraordinary oil profits on improving access to food, health care, and education for those who were struggling. According to the World Bank, during his rule, the poverty rate fell from 50 percent to 30 percent of the population.

Mr. Maduro Takes Over

When Mr. Maduro took over from Mr. Chavez, he pledged to follow in his socialist predecessor’s footsteps. Then, the price of oil plummeted from $111 per barrel in 2014 to a low of $27 per barrel in 2016.

Venezuela’s economy – which relies on oil for 95 percent of its export earnings – nearly collapsed. The GDP dropped by as much as 15 percent, and inflation soared to 800 percent – the highest on Earth.

Suddenly, not only was Mr. Maduro unable to afford to continue Mr.

Chavez’s programs, but the people were unable to afford even the most basic items. To help its citizens, the government tried to put a ceiling on the prices that companies could charge for their goods, but the plan backfired. Many firms cut back on production because the price controls cut into profits. That, in turn, contributed to shortages, which forced prices even higher.

Power Play

In 2015, voters were ready for a change. For the first time in 16 years, they elected a majority of opposition party members to the National Assembly.

Mr. Maduro, not willing to give up any control, immediately began taking steps to reduce the legislature’s power – and strengthen his own. In March, he pressured the nation’s Supreme Court – made up of judges he appointed – to dissolve the National Assembly. International outrage made the court back down, but in May, the president made an even more dramatic move: he decreed that a Constituent Assembly – a temporary parliament with limitless powers – would be elected on July 30. Its job? To redraft the constitution and rewrite laws. The new body would also be authorized to dissolve other branches of government and delay elections.


Fighting Back

Mr. Maduro claimed that replacing the 1999 constitution would bring order and prosperity back to Venezuela.

Not so, said National Assembly leader Julio Borges. He, and other opponents of the Maduro regime, claimed the new parliament’s real function would be to keep Mr. Maduro in power indefinitely. It would move the country even closer towards a dictatorship.

Opponents demanded the removal of the Supreme Court judges appointed in May. They called for general elections in 2017, and for the government to release all political prisoners. Finally, they encouraged all Venezuelans to boycott the election for the Constituent Assembly.

Hard To Believe

On July 31, government officials reported that nearly 8.1 million people

– just over 40 percent of those eligible to vote – cast ballots in the special election, and that the 545 seats in the new Assembly had all been won by Mr. Maduro’s supporters, including his wife and son.

The president’s opponents were outraged. They accused the government of rigging the election. The lack of lines at voting stations and pre-election polls that predicted an 11 percent turnout were proof of this fraud, they said. They claimed that the real number of ballots cast was closer to four million.

The World Reacts

The United States strongly criticized Mr. Maduro’s actions. Along with the European Union and many other Latin American nations, the U.S. refused to acknowledge the new Constituent Assembly. Meanwhile, the South American trade bloc Mercosur

suspended Venezuela on August 5.

“We are saying: Stop with this! Enough with the deaths, enough with the repression. It is not possible to inflict such torture to the people,” Brazilian Foreign Minister Aloysio Ferreira said after the meeting.

More To Come?

Unfortunately, many analysts fear that Venezuelans’ problems could just be beginning. Despite all the opposition to Mr. Maduro’s efforts to consolidate power, the president still has millions of fervent supporters – and he appears to be ready to fight to the finish.

“If Venezuela was plunged into chaos and violence and the Bolivarian Revolution destroyed, we would go to combat,” the president said in July. “We would never give up, and what we failed to achieve with votes, we would do with weapons. We would liberate the fatherland with weapons.”

VenezuelaThe former Spanish colony of Venezuela, located on the north coast of South America, is a country of great natural beauty and environmental diversity. It is 916,455 square kilometres in size, about as large as British Columbia. Caracas is the capital.

About 85 percent of Venezuela’s 31.6 million citizens live in cities along the northern coast. In recent years, life for many of them has been difficult.

Because of the political and economic turmoil, in 2016, an estimated 85 percent of essential medicines were unavailable or hard to get. Infant deaths have increased by 30 percent from 2014-2015, and deadly diseases are also on the rise. Widespread poverty is back with a vengeance, too. One-third of people are eating no more than two meals a day.

All these troubles have made the nation more violent. In 2016, Venezuela was the second-most dangerous country in the world.

Bolivarian Revolution: the socialist revolution in Venezuela begun by the late Hugo Chavezboycott: to not take part in an event as a form of protestconstitution: a set of rules that guides how a country, state, or other political organization worksdictatorship: a form of government in which the ruler has absolute power (is not restricted by a constitution, laws, opposition etc.)GDP: Gross Domestic Product – the total value of all goods and services produced in a country in one yearinflation: a rise in the general level of prices for goods and services

Mercosur : a Latin American economic and political organization that has five full member countries (Argentina, Brazil, Paraguay, Uruguay, Venezuela), and two associate members (Bolivia and Chile). The purpose of Mercosur is to promote free trade and the fluid movement of goods, people, and currency. polarizing: causing two groups with opposite opinions to formpredecessor: the person who held a job before someone elserepression: the use of force or violence to control peoplesocialist: a social system in which the government owns and controls the means of production and distribution of goods


On The Lines


1. How big is Venezuela?

2. List at least three other interesting geographic or historical facts about this country.

3. Name the leader of Venezuela from 1999 to 2013.

4. Explain why this president was popular with the country’s poor.

5. Explain why this president was unpopular with the country’s middle class.

6. Name the current leader of Venezuela. How long has he been in power?

7. Explain what happened to the price of oil in recent years. How did this affect Venezuela?

8. Describe the results of the 2015 election for the National Assembly.

9. List two changes to the government that the current president has recently introduced.

10. Describe the controversy surrounding the special election held on July 30.


What inference(s) can you draw from the fact that one-third of Venezuelans are eating no more than two meals a day?

Just Talk About It1. a) What is your understanding of the reasons for the crisis in Venezuela? Explain.

b) If you were living in Venezuela, for what reasons would President Maduro’s recent moves concern you? For what reasons would you not be concerned about recent changes to the government? Explain.

2. Despite the dire circumstances that many Venezuelans are enduring, including a severe lack of food and medicines, the government has refused humanitarian aid from other nations. What reasons can you suggest to explain the government’s refusal to accept help for its people? Explain.

3. “Don’t put all of your eggs in one basket” is advice that you’ve probably heard before. As you see it, in what ways might this quote apply to the Venezuelan crisis? Explain.


1. Watch PBS Newshour coverage of the Venezuela coverage from June at

https://www.youtube.com/watch?v=Ol6GlmQX8Bs

2. Watch PBS Newshour coverage of the Venezuela coverage from early August at

https://www.youtube.com/watch?v=AuonGZQ0EJ

3. Watch an extraordinary seven-minute cartoon explainer called “How to Understand Power” at

https://www.youtube.com/watch?v=c_Eutci7ack

4. Watch a video from 2016 called “Top Ten Facts About the Venezuela Crisis” at

https://www.youtube.com/watch?v=qYhlMsfOk_Q&t=7s

5. Read more about Hugo Chavez at

http://www.bbc.com/news/world-latin-america-10086210

6. Learn more about the country of Venezuela at https://venezuelanalysis.com/basicfacts


North Korea Takes the Spotlight

Over the summer, North Korea tested the patience of the United States – and frightened the world – by making huge strides in its nuclear weapons development program.

Testing, Testing

On July 3, the isolated Asian nation successfully tested an intercontinental ballistic missile (ICBM) for the first time. Capable of reaching Alaska, this missile was surpassed by another on July 29: one that could reach deep into the U.S. mainland.

Both test missiles fell harmlessly into the ocean, but they were intended to send “a grave warning to the U.S.” that it “would not go scot-free if it dares provoke” North Korea, the country’s state-run news agency declared.

Then, in August, an even graver reality: U.S. intelligence officials concluded that North Korea had produced a miniaturized nuclear warhead that could fit inside its missiles. In all, officials believe that North Korea now has an arsenal of 30 to 60 nuclear bombs.

The rogue nation, which conducted its first nuclear test in 2006 in defiance of United Nations Security Council resolutions, now poses a real security

threat to the United States, as well as to U.S. allies South Korea and Japan.

Rapid Escalation

On July 30, in response to North Korea’s actions, the U.S. military activated its Terminal High Altitude Area Defense (THAAD), an anti-ballistic missile system designed to shoot down a range of missiles. The military used it to destroy a medium-range test missile. Then, the U.S. flew two B-1 supersonic bombers over South Korea.

Following these shows of force, on August 4, the U.S. asked the Security Council to impose harsh economic sanctions on the North. On August 5, the council voted 15-0 in favour of this request.

The sanctions will ban countries from buying seafood, iron and lead from North Korea. If enforced, the measures will cost the nation an estimated $1 billion (U.S.) per year, or about one-third of its export revenue. The sanctions also prohibit countries from hiring North Korean workers and from making any investments or undertaking any business ventures with the nation.

China Holds The Key

These sanctions are just the latest in a series of measures that have been

imposed on the North since 2006. So far, none have succeeded in curbing North Korea’s nuclear ambitions. So why is the U.S. trying again? Partly because, for the first time ever, China intends to enforce the sanctions.

China is North Korea’s most important ally. Most of the North’s food and energy supplies come from China, and more than 90 percent of North Korea’s total trade is with this next-door neighbour.

That means that China has the most influence over the North, but in the past, this Asian superpower has ignored sanctions against its ally. This time, however, Chinese Foreign Minister Wang Yi said his country is “100 percent” committed to enforcing them.

North Korea Responds

North Korea was outraged by the harsh new sanctions, and a war of words between the North and the U.S. began.

First North Korea said it would exact revenge on America for the economic losses that will result from the sanctions. In response, on August 8, U.S. President Donald Trump warned that “North Korea best not make any more threats to the United States. They will be met with fire and fury


like the world has never seen.”

Hours later, Kim Jong-un’s regime threatened to attack the U.S. territory of Guam in the Western Pacific. This threat was necessary, said General Kim Rak Gyom, the head of North Korea’s strategic forces, because “Sound dialogue is not possible with such a guy bereft of reason and only absolute force can work on him.”

U.S. Secretary of Defense James Mattis countered by saying that if North Korea attacked Guam, it would risk the “end of its regime and the destruction of its people.”

Calling For Calm

In mid-August, China called for calm, urging President Trump and Kim Jong-un to avoid “any words or

actions” that might cause further tensions. Threats of war weren’t going to solve the problem – and war wasn’t the solution, either.

“China calls on all parties to avoid any words or actions that might escalate the situation and make even greater efforts to resolve the issue via talks,” said a statement issued by China’s foreign ministry.


The Nuclear Non-Proliferation TreatyNuclear weapons were first used by the United States against Japan during World War II. Since then, more and more countries have acquired nuclear arms. Today, most of them are held by the U.S. and Russia. The United Kingdom, France, China, India, Pakistan, Israel and North Korea have smaller numbers.

In 1970, as the world was becoming aware of the futility of the arms race, the Nuclear Non-Proliferation Treaty was created to slow the spread of these terribly destructive weapons. So far, 191 countries have signed this treaty.

By signing, countries that do not possess nuclear weapons agree never to acquire them; countries that do possess nuclear arms agree to share the benefits of peaceful nuclear technology and pledge to work towards disarming, and eventually eliminating, their arsenal.

What about countries like North Korea, that refuse to sign the treaty and decide to pursue nuclear arms development? It’s up to the United Nations Security Council to take action to try to bring rogue nations in line.

North Korea - The Hermit KingdomNorth Korea, located between Japan and China, is about twice the size of Nova Scotia. It was created in 1948 and has 25.4 million citizens who are taught to have an almost religious love for their leader, Kim Jong-un, his father Kim Jong-il, and his grandfather, Kim Il-sung.

North Koreans’ thinking is strongly influenced by their government. Travel is highly restricted, borders are tightly controlled and the only information available is from a state-run media.

Unfortunately, life in North Korea is not as rosy as the government says it is. The United Nations has accused the regime of brutal crimes against humanity, including imprisoning up to 200,000 people for political reasons. Extreme poverty and hunger are also major problems, partly because much of the state’s scarce resources go to the military; North Korea has one of the world’s largest standing armies.

Technically, the nation is still at war with South Korea and the U.S. because the Korean War (1950-1953) ended with an armistice, not a peace treaty. More than 28,000 U.S. soldiers are stationed in South Korea.

armistice: a state of peace agreed to between opponents so they can discuss peace terms arsenal: all the weapons and equipment that a country hasintercontinental ballistic missile: a guided missile with a minimum range of 5500 kilometres, primarily designed for nuclear weapons deliverybereft: lacking in somethingrogue nation: a nation which acts in an unpredictable or belligerent manner towards other nations

sanctions: action by one or more states toward another nation to try to force it to comply with legal obligations Security Council: a key division of the United Nations made up of five veto-wielding permanent members – the U.S., Britain, China, France, and Russia – and ten rotating members. It is often called into session to respond quickly to international crises.United Nations: an international organization of 193 member countries, formed in 1945 to increase political and economic cooperation, improve human rights and reduce global conflicts


On The LinesAnswer the following in complete sentences:

1. How big is North Korea? 2. What is the population of this country? 3. Name the leader of this country. 4. Briefly describe what life in North Korea is like. 5. How many nuclear bombs does North Korea have? 6. What does ICBM stand for? 7. What did North Korea test in July? What was the purpose of these launches? 8. How did the United States respond militarily to these tests?9. What did the United States ask the Security Council to impose on North Korea in response to these tests, and what was the outcome of this request?10. Describe the sanctions that were imposed on North Korea.


Beyond The Lines1. North Korea is not the first nation to develop nuclear weapons in defiance of the international community. Research other examples. How did the world respond?

2. Research the history of North Korea and its war with South Korea. Learn more about the first chapters of this ongoing story.

Just Talk About It1. What, as you see it, are the possible advantages of President Trump’s tough-talking approach to North Korea? What are the potential disadvantages? If you were the U.S. president, how would you approach this decades-old crisis? Explain.

2. When in conflict of any kind, it is important to consider the motivations of the other side. List as many reasons as you can think of to explain the North Korean regime’s determination to develop its weapons program. Which of these motives do you think are most important? Least important? Explain.

3. Consider this quote from Carl Baker at the Pacific Forum of the Center for Strategic and International Studies: “Every U.S. administration, as they have looked at this problem, has said that all options are available. But that’s not really true. We really don’t have a military option.”

a) What is your understanding of this statement?

b) For what reasons do you agree with this statement? For what reasons do you disagree?

4. What if… you and your family had no access to information outside that provided by your government?

5. While many countries, especially those in the West, are strongly opposed to North Korea’s desire to build nuclear weapons, the nation’s government says it has a right to pursue this aim. For what reasons do you agree with North Korea’s position? For what reasons do you disagree?


1. Watch an excellent six-minute explainer of the crisis from Vox, entitled “The Growing North Korean Nuclear Threat,” at https://www.vox.com/world/2017/5/2/15518284/9-questions-north-korea-explained-kim-jong-un

2. Read “We Think North Korea is Crazy. What If We’re Wrong?” at

https://www.washingtonpost.com/opinions/global-opinions/we-think-north-korea-is-crazy-what-if-were-wrong/2017/07/06/d13044b0-6286-11e7-a4f7-af34fc1d9d39_story.html?utm_term=.e415f857f2aa

3. Learn more about the Non-Proliferation Treaty at

https://www.un.org/disarmament/wmd/nuclear/npt/

4. Learn more about UN Global Goal 16: Peace, Justice, and Strong Institutions at http://www.globalgoals.org/global-goals/peace-and-justice/

5. Read CNN’s “Your Questions about North Korea Answered” at http://edition.cnn.com/2017/08/10/asia/line-chat-north-korea-trnd/index.html

6. See North Korea explained in graphics at http://www.aljazeera.com/indepth/interactive/2017/08/north-korea-explained-graphics-170810121538674.html


Do Cellphones Belong In Schools?

Do students at your school bring cellphones to class? Are they texting and checking social media? Are the phones used to help with learning, or are they more distracting than helpful?

We live in a digital world where more and more people use cellphones. A recent survey by the Université de Montréal of more than 4000 high school students found that 79.3 percent owned one.

The technology is here to stay, but opinion remains divided on how to handle its presence in schools. Principals, teachers, parents, and teens themselves continue to wrestle with this issue.

Digital Classrooms

Some educators believe it’s impossible to ban the devices from schools, and see them as manageable – or even beneficial – in classrooms.

For instance, students can use phones to film science experiments and incorporate them into lab reports. Or, they can create Twitter accounts for characters in a Shakespearean play and then have their characters tweet each other.

When schools have wireless Internet access, phones can be used for research or self-directed learning online. Students can learn to critically

evaluate sources of new information. They can even connect with peers or experts from other nations.

“It isn’t how much you know that matters,” says George Couros, a former Alberta principal and proponent of digital learning. “What matters is how much access you have to what other people know.”

According to Thierry Karsenti, Canada Research Chair on Technologies in Education at the Université de Montréal, schools get better results when they allow cellphones. However, they also need firm boundaries. For example, one school allows phones in class but only if they are in plain sight and face down on the student’s desk.

A Distraction

Other schools have found that the negatives of cellphone use in class outweigh the positives.

“It’s a constant battle to tear [students’] attention away from the screen and onto me during a lesson,” says teacher Shea O’Reilly.

One Victoria, B.C. middle school now bans cellphones outright, after earlier allowing students to use phones during class to facilitate learning.

“Many students have tremendous

difficulty managing their use of cellphones,” said principal Topher Macintosh.

Even when the phones were kept in lockers, students would sneak off during a bathroom break and use them during class time. As a result, “teachers are finding phones a serious impediment to instruction and teaching.”

A Halifax middle school conducted a week-long experiment to help detach students from their screens and revive the art of conversation. For one week, cellphone use was barred during class, at recess and at lunch.

“Many of our students reported... enjoying the opportunity to have more conversations with their friends as opposed to sitting down and everybody staring at their phones,” said principal Sean MacDonald. “And teachers... definitely noted less distractions in the classrooms.”

Digital Hermits

There’s no doubt that cellphones are convenient. They allow us to maintain contact with family, friends and social media networks. Teens can use their phones to reach parents in an emergency. They can plan after-school activities or arrange for a pick-up after soccer practice. Parents can use the


phones to keep track of their kids.

But according to media education specialist Thierry Plante, there’s a downside to being constantly plugged in.

“The time spent in front of a screen is time taken away from interacting with the real world and with real people,” he says. He thinks schools should be a place kids can have “digital breaks.”

User Beware

Meanwhile, the Canadian Pediatric Society cautions that too much screen time harms “aspects of cognitive and psychosocial development.”

Part of the problem is social media, which brings with it issues such as bullying, harassment or FOMO (fear of missing out).

Too much cellphone use can also interfere with sleep, especially when people chat or text before going to bed.

“The use of social media by adolescents late at night and into the night seems to correlate with less sleep, difficulty getting up in the morning, underachievement at school, and depression,” says psychologist Dr. Rachel Morehouse, medical director of the Atlantic Sleep Centre at the Saint John Regional Hospital.

Alarmingly, she says, some teens are sleeping with their phone under their pillow and are even texting in the middle of the night.

Helping Each Other

Parents have an important role to play in helping their kids to rein in cellphone use. Dr. Morehouse suggests a family docking station, where it’s expected that everyone – parents and kids – leaves their gadgets to recharge at night.

As for the daytime, cell users can now fight technology with technology. Multiple apps, such as Offtime and Moment, help users set limits on the time spent on their phones by blocking user-selected features (apps, websites, or the entire Internet) after a

predetermined threshold of use has been reached.

Eventually, though, teens (and adults!) have to learn to take care of themselves. We all need to understand what is and is not healthy and appropriate phone behaviour, both in school and in the real world.

Perhaps this will be your next offline conversation


Did You Know? Today, there are about seven billion cellphones worldwide. About 28 million of them are in Canada, where 86 percent of households have mobile phones.

A Short History of CellphonesThe first mobile phones began to appear on the market in the 1980s. Their only function was to make and receive calls. In this era, mobile phones were large, expensive and not very functional. They were designed for permanent installation in cars, or as “transportable” phones the size of a briefcase.

In the 1990s, technology improved. Batteries lasted longer, network speeds increased, and cell phones became smaller. Their popularity increased.

Then, at the turn of the century, smartphones with features like cameras, calculators, email and texting capability, and Internet access became available.

In 2007, Apple launched the first iPhone, which combined three products into one handheld device: a mobile phone, an iPod and a wireless communication device. One revolutionary feature of the iPhone was that it allowed users to command the device using only their fingers on a touch screen.

cognitive: to do with the mental action or process of acquiring knowledge and understanding through thought, experience, and the sensesimpediment: a hindrance or obstruction in doing somethingproponent: someone who publicly supports an idea, policy, plan, etc.psychosocial: psychological and social factors that influence behaviour


On The Lines


1. When did mobile phones first appear?

2. What did these mobile phones do? What did they look like?

3. How did mobile phone technology change in the 1990s?

4. What happened to mobile phone technology in the following decade?

5. How many cellphones are there in the world?

6. Explain why some educators are in favour of cellphones in the classroom.

7. Explain why some educators are opposed to cellphones in the classroom.

8. List at least three potential negative impacts of cellphone use on students.

9. Describe the cellphone policy in your classroom and in your school.



What inference(s) can you draw from the fact that some people are buying apps that limit their use of apps, websites, or the entire Internet?

Beyond The Lines Working with one to three other students, brainstorm a list of tips for managing cellphone use, inside and outside of the classroom. Is it a good idea to have your phone out during dinner? Should you take or forward photos of other people without their permission? Is it safe to broadcast your location on social media? Share your top ten guidelines with the class.

Just Talk About It1. As you see it, what are the benefits of cellphone use in the classroom? What are some drawbacks? In your mind, do the benefits outweigh the drawbacks, or vice versa? Explain. Do you think your opinion would be the same if you were the teacher, not the student? Give reasons to support your response.

2. What if… there were no cellphones? Explain.

3. What predications can you make about the future of cellphone technology and cellphone use in daily life and in school? Give reasons to support your response.


1. Read a 2015 article from The Guardian called “Schools That Ban Mobile Phones See Better Academic Results” at https://www.theguardian.com/education/2015/may/16/schools-mobile-phones-academic-results

2. Read a 2017 article from CBC called “School Cell Phone Ban Ill-Advised, Expert Says” athttp://www.cbc.ca/news/canada/british-columbia/school-cellphone-ban-ill-advised-expert-says-1.4118154

3. Watch a short YouTube video called “10 Ways Students Can BYOD” at https://www.youtube.com/watch?v=2BdV9Bq81X44. Explore apps that feature interactive learning, AI tutors, scheduling assistance, and much more at https://www.digitaltrends.com/mobile/best-educational-apps/2/


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