Course Profile Civics, Grade 10, Open,
Catholic
Unit 3: The Global Citizen
Activity
1 | Activity 2 | Activity 3
Unit Developers: J. Cecillon, H. Lack, P. Sacco, Durham Catholic and York Catholic District School Boards
This unit will introduce students to historic and contemporary global issues. Students will clarify and evaluate their own and others’ positions on these issues. They will come to understand the concept and responsibilities of global citizenship through the use of various examples. In addition, students will examine civic actions of individuals and non-governmental organizations that have made a difference in global affairs. Students will further develop research, inquiry, analytical, collaboration, and decision-making skills. Students will become responsible citizens who respect and affirm the diversity and interdependence of the world’s peoples and cultures and acts to promote the social good. The culminating activity in this unit has students look at a global issue and evaluate the actions taken by various people, groups, and nations.
Ontario Catholic School Graduate
Expectations: CGE1d, CGE1h, CGE2a,
CGE2b, CGE2c, CGE2d, CGE3a, CGE3f, CGE4a, CGE4f, CGE5a, CGE5e, CGE5g, CGE7a,
CGE7d, CGE7e, CGE7f, CGE7g, CGE7j.
Strand(s): Informed Citizenship, Purposeful Citizenship, Active Citizenship
Overall Expectations: ICV.05, PCV.01, PCV.02, PCV.03, PCV.04, ACV.01, ACV.02, ACV.03.
Specific Expectations: IC6.01, IC6.02, IC6.03, IC6.04, PC1.02,
PC2.03, PC2.04, PC3.03, PC3.04, PC3.05, PC3.06, AC1.01, AC2.03, AC3.01.
|
Activity 1 |
Global Issues |
300 minutes |
|
Activity 2 |
Global Citizenship |
150 minutes |
|
Activity 3 |
A Current Global Issue |
150 minutes |
· Unit 2, Activity 6
· Grade 1 Relationships, Rules and Responsibilities: Create a Timeline
· Grade 6 Canada and World Connections: Contributions Canada makes to the Global Communities
· Grade 8 History - Confederation
· Grade 9 Geography - Global Connections
Book the Library/Resource Centre and notify the teacher-librarian in advance of topics students will be researching. To maximize time, the librarian could pull relevant materials from the shelves to make them available to the students. Ensure that students researching web sites in library are adequately supervised.
Check your board catalogue for a copy of the video Voices of Survival and preview it.
Check resource list and obtain the materials you need.
· brainstorming, questioning, discussion, Socratic lesson, co-operative learning, computer-assisted learning, research, debate.
· note-making, computer-assisted learning, research, reflection.
· Appendix 3.3.1: Informal assessment of student worksheet
· Informal observation of students in class discussion and small group activities
· Informal assessment of the student timeline of Canada’s involvement in International Actions
· Civics Writing Portfolio (work in progress)
· Appendix 3.1.2: Evaluation of the student worksheet
· Paper and pencil test at end of unit
· Formal teacher observation of individual and group activities to ensure collaboration and completion
· Appendix 3.2.1 – Rubric for ‘Being a Global Citizen
· Teacher-created rubric to evaluate the Global Issue Culminating task
It is suggested the teacher select one of the new texts as a student and teacher resource for this course.
http://fcit.coedu.usf.edu/Holocaust - Holocaust timelines
http://www.pch.gc.ca/credo/ - site for Ministry of Heritage.
http://www.historyplace.com/worldwar2/holocaust/
Canadian Red Cross
www.redcross.ca
International Committee of the
Red Cross
www.icrc.org
Frontier College
www.frontiercollege.ca
Doctors Without Borders
www.dwb.org
YMCA
www.ymca.ca
YWCA
www.ywca.org
Toronto Star
www.thestar.co
Globe and Mail
www.globeandmail.com
National Post
www.nationalpost.com
Maclean’s
www.macleans.ca
Time
www.time.com.
Newspapers and Magazines and
Editorials
http://www.webwombat.com.au/intercom.newsprs/index.htm
http://www.facts.com/eof.htm
United Nations Declaration of
Human Rights
http://www.un.org/
Convention on the Rights of the
Child
http://www.unicef.org/crc/convention.html
UNICEF
http://www.unicef.org
Canadian Resource Bank for
Democracy and Human Rights
http://www.front.web.net/canadem
Amnesty International
http://www.io.org/amnesty
Human Rights in Action
http://www.un.org/Pubs/CyerSchoolBus/humanrights/index/html
Greenpeace
http://www.greenpeacecanada.org
World Alliance for Citizen
Participation
http://www.civicus.org
Canadian Resource Band for
Democracy and Human Rights
http://www.front.web.net/canadem
OXFAM Canada
http://www.oxfam.ca
Scarborough Foreign Missions
sfms@web.apc.org
Women’s Environment and
Development Organization
http://www.wedo.org
World Vision
http://worldvision.ca
Save The Children Canada
www.savethechildren.ca
WarChild
www.warchild.ca
Reference materials on global citizenship
can be located on the following sites:
United Nations in the Twenty-First Century
www.unu.edu/unupress/un21-report.html
A Technology of Citizenship: Learning Democracy
www.oise.utoronto.ca/CASAE/cnf99/eharris.htm
Voices of Survival. Magic Lantern Communications, 1991.
Teacher-librarian
Priest
Chaplain
Current newspapers, magazines, periodicals
Time: 300 minutes
This activity will require students to examine global issues in the past and present, clarify their own and others positions on the issues and demonstrate an understanding of how Christians should respond to these through individual and group action.
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
A Discerning Believer Formed in the
Catholic Faith Community who
CGE1h - respects the faith traditions, world religions, and the life-journeys of all people of good will.
An Effective Communicator who
CGE2a - listens actively and critically to understand and learn in light of gospel values;
CGE2b - reads, understands, and uses written materials effectively;
CGE2c - presents information and ideas clearly, honestly, and with sensitivity to others;
CGE2d - writes and speaks fluently one or both of Canada’s official languages.
A Reflective and Creative Thinker who
CGE3a - recognizes there is more grace in our world than sin and that hope is essential in facing all challenges.
A Self-Directed, Responsible, Life
Long Learner who
CGE4f - applies effective communication, decision-making, problem-solving, time, and resource management skills.
A Responsible Citizen who
CGE7a - acts morally and legally as a person formed in Catholic traditions;
CGE7d - promotes the sacredness of life;
CGE7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;
CGE7f - respects and affirms the diversity and interdependence of the world’s peoples and cultures;
CGE7g - respects and understands the history, cultural heritage, and pluralism of today’s contemporary society;
CGE7j - contributes to the common good.
Strand(s): Purposeful
Citizenship
Overall Expectations
PCV.01 - examine beliefs and values underlying democratic citizenship and explain how these beliefs and values guide citizens’ actions;
PCV.03 - demonstrate an understanding of the challenges of governing communities or societies in which diverse value systems, multiple perspectives, and differing civic purposes coexist;
PCV.04 - demonstrate an understanding of a citizen’s role in responding to non-democratic movements (e.g., supremacist and racist organizations, fascism, and communism) through personal and group actions (e.g., actions of the Righteous Among the Nations during the Holocaust, Medgar Evers, Emily Murphy).
Specific Expectations
PC1.02 - explain, based on an analysis of cases in local, provincial, national, and global contexts, how democratic beliefs and values are reflected in citizen actions;
PC3.03 - research and summarize the introduction of the Nuremberg laws, the public response to these laws in pre-World War II Europe, and the subsequent erosion of human rights that led to the Holocaust;
PC3.04 - analyse the evolution of Canada’s participation in international tribunals, from the Nuremberg trials after World War II to the International Court of Justice’s ongoing prosecutions involving war crimes and genocide (e.g., Somalia, Rwanda, Bosnia);
PC3.06 - demonstrate an ability to anticipate conflicting civic purposes, overcome personal bias,
and suspend judgement in dealing with issues of civic concern.
· Obtain a copy of the video Voices of Survival and preview it.
· Book computer lab or run off materials as referenced.
· Unit 2, Activity 6
· Grade 8, Confederation: Analyse, synthesize and evaluate historical information
· Grade 1, Relationships, Rules and Responsibilities: Create a Timeline
1. a) Review the story of the Good Samaritan that was discussed with the class in Unit 1, Activity 6. Ask students, “Who is our neighbour?” From this the teacher will lead a discussion on what this means for us as Catholic in a Global context.
b) The teacher will tell students that we will be looking at the Holocaust. The teacher will ask students if they know what the Holocaust is. This may be followed with a brief discussion and a definition such as: “The Holocaust was the attempted genocide (the systematic and planned execution of an entire group) of European Jew by the Nazis during World War II.” (From the Canadian Dictionary of the English Language, Toronto: ITP Nelson Publishing, 1997.) The teacher will then show the video Voices of Survival (57 minutes) and have students complete Question 1 on the worksheet (Appendix 3.1.1). It is important to warn students about the sensitive nature of this subject matter and that the video does include some graphic images. The teacher will ask the class, Who failed to be good neighbours/Good Samaritans during the Holocaust? Make a list on the board.
c) Read with the class the section from http://www.historyplace.com/worldwar2/holocaust/ entitled Nazi Euthanasia. Ask the class, “Was the Catholic Bishop from Munster Cathedral a good neighbour?” Then ask the class, “If more Catholics had stood up to the Nazis as this Bishop did would it have made a difference in the Holocaust?” The teacher will then lead a discussion using the student answers as a starting point.
d) In groups of three or four, students will compare their answers from the worksheet. The students will be given access to the Internet or to materials run off from the Internet or other sources where Internet access is not readily available for students in the school. Students will be directed to the site http://fcit.coedu.usf.edu/Holocaust. Each group will be assigned one of the timelines within this site to explore. (These timelines are: Nazi Party, Nazification, Ghettoes, Camps, Resistance, Liberation.) Students will now add to their film worksheet details and dates from the timeline. This will be handed in (one per group) and evaluated for completeness. New groups will then be formulated with six members in each (one from each of the timeline groups.) They will then share the information with their fellow group members who will fill it in on their handout.
2. a) The teacher will conduct a Socratic lesson on blame for the Holocaust. The teacher will start by asking students, “Who was to blame for the Holocaust?” The teacher will put student responses on the board and discuss which ones were most to blame. The teacher will then ask the class, “Should the Nazi leadership and their followers have been punished for the part that they played in the Holocaust?” and “Who should punish them?” Students will then begin given access to the Internet site http://fcit.coedu.usf.edu/Holocaust and will examine the Aftermath timeline in small groups. The students will be directed to answer the questions from the worksheet Appendix 3.1.2 – The Aftermath. This will be checked for completeness and taken up in class.
b) The teacher will provide students with access to the Internet or will run off copies of the article Canada’s record of respect from http://www.pch.gc.ca/credo/ (The Ministry of Heritage’s web site to commemorate the fiftieth anniversary of Universal Declaration of Human Rights. Students use this to make a timeline of Canada’s involvement in international human rights protection since World War II. This will be checked for accuracy and completeness. The teacher will ask students, “Why do you think Canada has become more involved in international human rights since World War II?” A brief discussion will follow. The teacher will then have students read the article entitled The Creation of An International Criminal Court (ICC) from the above-mentioned web site. Students will be asked to explain what the purpose of this new court is and what Canada’s role in it is. This will be taken up in small groups and then each group will be asked to give reasons why Canada should continue to be involved in international actions and reasons why Canada should not. Then a class discussion will follow. As a summary discussion question the teacher will ask students, “Is Canada acting as a Good Samaritan in being part of these international operations?”
· Appendix 3.3.1 – Informal assessment of student worksheet
· Informal observation of students in class discussion and small group activities
· Appendix 3.1.2 – Evaluation of the student worksheet
· Informal assessment of the student timeline of Canada’s involvement in International Actions
· Paper and pencil test at end of unit
· Civics Writing Portfolio – Reflections from activity The Aftermath 4 or 7 or both.
· Group students who have writing and reading difficulties in groups with students who do not for Strategies 1c, 2a, and 2b.
· For students with writing or auditory difficulties reduce amount of information (or eliminate the requirement) that they must gather from the video.
Voices of Survival. Video from Magic Lantern Communications, 1991.
http://fcit.coedu.usf.edu/Holocaust - Holocaust timelines
http://www.pch.gc.ca/credo/ - site for Ministry of Heritage.
http://www.historyplace.com/worldwar2/holocaust/
Appendix 3.1.1 – Holocaust Timeline Worksheet: Voices of Survival (Video Worksheet)
Appendix 3.1.2 – The Aftermath
Voices of Survival (Video Worksheet)
1. In point form from the video Voices of Survival describe what happened in each of these stages of the Holocaust:
a) Prejudice
b) Laws Against the Jews (Nuremberg Decrees)
c) Discrimination and Violence
d) The Ghettoes and the Death Trains
e) Resistance
f) The Death Camps
g) Rescue and Freedom
h) Emigration to Canada
2. Add dates and more details using information from your research group.
My group’s timeline:____________________________
Answer the following from the Aftermath Timeline
1. What countries took part in the International Tribunals that tried Nazi War Criminals?
2. What International Conventions formed the basis for the Nuremberg trials?
3. What were the accused put on trial for?
4. a) What conclusions did the International Military Tribunal make?
b) Do you agree? Why or Why not?
5. Name a prominent figure who has continued to hunt Nazi War Criminals.
6. a) Name a Nazi war criminal that has been captured and tried since the end of the Nuremberg trials.
b) What were his crimes?
7. Should Canada and other countries continue to hunt Nazi War Criminals? Why or why not?
Time: 150 minutes
Students will arrive at a definition of the term “global citizen” by analysing the rights and responsibilities of citizenship within the global context, and examining the civic actions of individuals and non-governmental organizations that have made a difference in global affairs.
Ontario Catholic School Graduate Expectations
The graduate is expected to:
CGE1h - respect the faith traditions, world religions, and the life-journeys of all people of good will;
CGE2b - reads, understands, and uses written materials effectively;
CGE2a - listens actively and critically to understand and learn in light of gospel values;
CGE2c - present information and ideas clearly, honestly, and with sensitivity to others;
CGE3f - examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society;
CGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;
CGE5a - work effectively as an interdependent team member;
CGE5e - respect the rights, responsibilities and contributions of self and team.
Strand(s): Informed
Citizenship
Overall Expectations
ICV.05 - demonstrate an understanding of citizenship within a global context.
Specific Expectations
IC6.01 - analyse contemporary crises or issues of international significance (e.g., health and welfare, disasters, human rights, economic development, environmental quality) in the context of the global community;
IC6.02 - summarize the rights and responsibilities of citizenship within the global content as based on an analysis of the United Nations Declaration of Human Rights (1948) and Convention on the Rights of the Child (1989);
IC6.03 - research and summarize civic actions of individuals and non-governmental organizations that have made a difference in global affairs (e.g., Cardinal Paul-Emile Leger, Nelson Mandela, Mother Teresa, Craig Kielburger, David Suzuki, Jean Vanier, Red Cross, Frontier College, Doctors Without Borders, YWCA/YMCA);
IC6.04 - compare the contributions of individuals, as explored in the student summaries and arrive at a definition of the term global citizen.
· Consult and work with teacher-librarian to obtain necessary documents and materials.
· Obtain short news stories pertaining to living conditions of children in lesser-developed countries. (See Resources for web sites.)
· Obtain a copy of the United Nations Universal Declaration of Human Rights. (See Resources for web site.)
· Obtain a copy of the Convention on the Rights of the Child. (See Resources for web site.)
· Obtain biographies, mandates, pamphlets, brochures, etc. of individuals and non-governmental organizations whose civic actions have made a difference in global affairs (a list of these people and organizations can be found in Resources as well as web sites).
· Select a co-operative learning strategy to complete the activities.
· Grade 9, Geography Global Connections: knowledge of Canada’s connection to world organizations and Canadian involvement in world organizations and agencies
· Grade 6, Canada and World Connections: Contributions Canada makes to the Global Communities
1. a) Review with students the civic rights and responsibilities of all Canadians and in which documents these rights and responsibilities are found.
b) Read with students Genesis 1: 24-27 and discuss how humans are created in the image of God and therefore we all have intrinsic value that only God gave us and no one can take away. Read with students Mathew 25: 31-46 and discuss how every person has dignity. Review with students what it means to be a good Catholic citizen (See Catholic Graduate Expectations).
c) Group students and distribute to each group a case study on the living conditions of children in developing or underdeveloped countries. It would be ideal to have news stories or excerpts on:
i) child labour (children in the carpet industry, farming or prostitution);
ii) child health and welfare (war/landmines, AIDS, forced marriages, infanticide, female genital mutilation);
iii) population policies (e.g., China’s One Child Policy and female abandonment)
Each group will answer the following questions on their case study:
i) Describe the conditions under which these children live;
ii) Describe how the life of a Canadian child of the same age group is different than the life of the child described in the case study;
iii) Could the scenario described in the case study happen in Canada? (why or why not?)
Each group will summarize its case study and answers to the above question for the class. Students may write a short reflection piece to add to their Civics Writing Portfolio (i.e., letter to the editor regarding our responsibilities as Catholic, Global Citizens regarding aiding developing nations).
d) Discuss with students what rights and freedoms all citizens (and especially children) should enjoy. Compile a list of these rights and freedoms. Distribute a copy of the United Nations Declaration of Human Rights and the Convention on the Rights of the Child to each group and have the groups identify which rights were violated in their particular case study. Each group reports on the rights violated in the case study.
Discuss with students what can be done to improve the lives of these children.
2. a) Compile a list with students of individuals, or groups, that they are aware of, that is dedicated to improving human conditions and promoting human rights.
Students should write these names in their notebook. The teacher should lead a class discussion regarding what each of these groups do.
b) The following activity can be done individually or in groups, depending on the number of resources/material the teacher has obtained. Distribute to students bibliographies/summaries/mandates of individuals or organizations that are dedicated to promoting human dignity and improving human conditions. Students will read the material and answer the following questions:
1. Briefly explain who the person is/what the organization does
2. Describe what actions the person or organization has taken in order to:
a) Improve the condition of people
b) Promote human dignity
c) Promote awareness and social responsibilities
3. Summarize how the person/organization has made a difference in global affairs.
4. Summarize and share with the class an overview of the person or organization.
c) The teacher will review Appendix 3.2.1 – Rubric for Being a Global Citizen with students. In this writing activity each student will define the term global citizen and the importance of being a global citizen. Students will describe the characteristics of a global citizen and, citing a specific reference to a person(s) or organization(s), what actions demonstrate global citizenship. Finally students will explain what he/she can do at a local or global level to affect awareness and to be an active Catholic global citizen.
· Formal teacher observation of individual and group activities to ensure collaboration and completion.
· Appendix 3.2.1 – Rubric for Being a Global Citizen.
· Pre-select biographies or mandates at the appropriate reading level.
· Utilize program support personnel to help IEP students complete tasks in Strategies 1c, 1d, 2b, and 2c.
· Students with writing difficulties can prepare a collage or poster illustrating the characteristics and importance of being a global citizen and an active Catholic global citizen.
· Appoint a peer to scribe the required notes or provide summaries for special needs students for Strategies 1c, 2b, and 2c.
The following is a list of
possible people and organizations suggested in the Ministry of Education’s
expectation for research. The information required on these people and
organizations can be accessed through the school data base (e.g., Ebsco) and
with the help of the teacher-librarian. Please note that in addition to the
names suggested, the teacher is free to include other names to the list.
Cardinal Paul-Emile Leger
Nelson Mandela
Mother Teresa
Craig Kielburger
Jean Vanier
Canadian Red Cross (www.redcross.ca)
International Committee of the Red Cross (www.icrc.org)
Frontier College (www.frontiercollege.ca)
Doctors Without Borders(www.dwb.org)
YMCA (www.ymca.ca)
YWCA(www.ywca.org)
To locate materials required for this activity, make use of human resources
(teacher-librarian, priest, chaplain), encyclopedias, magazines, newspapers,
and web sites.
Toronto Star
www.thestar.com
Globe and Mail
www.globeandmail.com
National
Post
www.nationalpost.com
Maclean’s
www.macleans.ca
Time
www.time.com.
Newspapers and Magazines and
Editorials
http://www.webwombat.com.au/intercom.newsprs/index.htm
http://www.facts.com/eof.htm
United Nations Declaration of
Human Rights
http://www.un.org/
Convention on the Rights of the
Child
http://www.unicef.org/crc/convention.html
UNICEF
http://www.unicef.org
Canadian Resource Bank for
Democracy and Human Rights
http://www.front.web.net/canadem
Amnesty
International
http://www.io.org/amnesty
Human Rights in Action
http://www.un.org/Pubs/CyerSchoolBus/humanrights/index/html
Greenpeace
http://www.greenpeacecanada.org
World Alliance for Citizen
Participation
http://www.civicus.org
Canadian Resource Band for Democracy and Human Rights http://www.front.web.net/canadem
OXFAM Canada
http://www.oxfam.ca
Scarborough Foreign Missions
sfms@web.apc.org
Women’s Environment and
Development Organization
http://www.wedo.org
World Vision
http://worldvision.ca
Save The Children Canada
www.savethechildren.ca
WarChild
www.warchild.ca
Reference materials on ‘global
citizenship’ can be located on the following sites:
United Nations in the Twenty-First Century
www.unu.edu/unupress/un21-report.html
A Technology of Citizenship: Learning
Democracy
www.oise.utoronto.ca/CASAE/cnf99/eharris.htm
Appendix 3.2.1 – Rubric for Being A Global Citizen
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge of the characteristics of global citizen |
- shows limited knowledge of the characteristics of a global citizen (identifies one characteristic of what it means to be an active member of this planet) |
- shows some knowledge of the characteristics of a global citizen (identifies two-three characteristics of what it means to be an active member of this planet) |
- shows considerable knowledge of the characteristics of a global citizen (identifies four-five characteristics of what it means to be an active member of this planet) |
- shows thorough knowledge of the characteristics of a global citizen (identifies six or more characteristics of what it means to be an active member of this planet |
|
Understanding the importance of being an active Catholic global citizen |
- shows limited understanding of the importance of being an active Catholic global citizen (cites one reason for promoting social justice, responsibility, and the common good) |
- shows some understanding of the importance of being an active Catholic global citizen (cites two-three reasons for promoting social justice, responsibility, and the common good) |
- shows considerable understanding of the importance of being an active Catholic global citizen (cites four-five reasons for promoting social justice, responsibility, and the common good) |
- show thorough understanding of the importance of being an active Catholic global citizen (cites six or more reasons for promoting social justice, responsibility, and the common good) |
|
Interpretation of facts to support why
person(s)/ |
- explains little of the significance of the information and examples selected |
- explains some of the significance of the information and examples selected |
- explains the significance of the information and examples selected |
- explains thoroughly the significance of the information and examples selected |
|
Communicate with clarity what actions the student can take to promote active Catholic global citizenship |
- selection of actions shows limited clarity and is not very convincing |
- selection of actions is somewhat clear and convincing |
- selection of actions is clear and convincing |
- selection of actions is clear and highly convincing |
|
Making connections (e.g., what a student can do to affect awareness) |
- explains an implication of what selected actions can accomplish |
- explains few implications of what selected actions can accomplish |
- explains some implications of what selected actions can accomplish |
- explains a wide range of implications that selected actions can accomplish |
Note: A
student whose achievement is below level 1 (50%) has not met the expectations
for this assignment or activity.
Activity 3: A
Current Global Issue
Time: 150 minutes
This activity will give students the opportunity to choose a current global issue and to describe and evaluate the conflicting positions on the issue.
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
A Discerning Believer Formed in the
Catholic Faith Community who
CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;
CGE1h - respects the faith traditions, world religions, and the life-journeys of all people of good will.
An Effective Communicator who
CGE2a - listens actively and critically to understand and learn in light of gospel values;
CGE2b - reads, understands, and uses written materials effectively;
CGE2c - presents information and ideas clearly, honestly, and with sensitivity to others;
CGE2d - writes and speaks fluently one or both of Canada’s official languages.
A Reflective and Creative Thinker who
CGE3a - recognizes there is more grace in our world than sin and that hope is essential in facing all challenges.
A Self-Directed, Responsible, Life
Long Learner who
CGE4f - applies effective communication, decision-making, problem-solving, time, and resource management skills.
A Collaborative Contributor who
CGE5a - works effectively as an interdependent team member;
CGE5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others.
A Responsible Citizen who
CGE7a - acts morally and legally as a person formed in Catholic traditions;
CGE7d - promotes the sacredness of life;
CGE7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;
CGE7f - respects and affirms the diversity and interdependence of the world’s peoples and cultures;
CGE7g - respects and understands the history, cultural heritage, and pluralism of today’s contemporary society;
CGE7j - contributes to the common good.
Strand(s): Purposeful
Citizenship, Active Citizenship.
Overall Expectations
PCV.01 - examine beliefs and values underlying democratic citizenship and explain how these beliefs and values guide citizens’ actions;
PCV.02 - articulate clearly their personal sense of civic identity and purpose, and understand the diversity of beliefs and values of other individuals and groups in Canadian society;
PCV.03 - demonstrate an understanding of the challenges of governing communities or societies in which diverse value systems, multiple perspectives, and differing civic purposes coexist;
ACV.01 - demonstrate an ability to research questions and issues of civic importance, and to think critically and creatively about these issues and questions;
ACV.02 - demonstrate an ability to apply decision-making and conflict-resolution procedures and skills to cases of civic importance;
ACV. 03 - demonstrate an ability to collaborate effectively when participating in group enquiries and community activities.
Specific Expectations
PC1.02 - explain, based on an analysis of cases in local, provincial, national, and global contexts, how democratic beliefs and values are reflected in citizen actions;
PC2.03 - analyse a current public issue that involves conflicting beliefs and values, describing and evaluating the conflicting positions;
PC2.04 - describe how their own and others’ beliefs and values can be connected to a sense of civic purpose and preferred types of participation;
PC3.05 - describe ways citizens can be involved in responding to issues in which contrasting value systems, multiple perspectives, and differing civic purposes coexist, and determine their own sense of responsibility in relation to these opportunities for involvement;
PC3.06 - demonstrate an ability to anticipate conflicting civic purposes, overcome personal bias, and suspend judgement in dealing with issues of civic concern;
AC1.01 - demonstrate an ability to formulate questions: locate information from different types of sources (e.g., texts, special references, news media, maps, community resources, Internet); and identify main ideas, supporting evidence, points of view, and biases in these materials;
AC2.03 - demonstrate an ability to apply conflict-resolution and decision-making strategies (e.g., identify points of view and values, collect data) to public issues affecting their own lives;
AC3.01 - demonstrate an ability to contribute to a positive climate in group settings (e.g., respect rights and opinions of others, accept personal responsibility for group duties, provide leadership when appropriate, encourage others to participate.
· Create a list of current Global Issues.
· Prepare a rubric to evaluate the Global Issue Research Assignment.
· Book the Library/Resource Centre or Computer Lab or gather resources for students to use in this assignment.
· Activity 1 of this unit
· Grade 9 Geography Global Connections: Connections between Canada and other countries
· Grade 6 Canada and World Connections: Contributions Canada makes to the Global Communities
1 a) As a review from Activity 3 the teacher will ask students, “How is Canada involved in the new International Criminal Court?” and “What kinds of cases does this court look into?” The teacher will then ask students, “What other current global issues are going on that should be of concern to us?” From student answers the teacher will build a list on the board. (If the students cannot come up with a list of 12 to 14 global issues the teacher can use their previously prepared list and discuss it with the class.)
b) The teacher will then give the students Appendix 3.3.1 – Global Issue Research Assignment and explain it to the students. (It is suggested that the teacher choose one issue and work through it with the class as an example, e.g., conditions child workers face in the third world.) The teacher will then have students divide into groups of two and will allow students to select one of the Global Issues listed. (This could be done through having each group draw a number from a box and then allow the students to pick their topics in numerical order.) Students will be told that although they are researching the issue in pairs they will only answer questions one to seven (from Appendix 3.3.1 together) as a group. Questions eight to ten will be handed in individually.
c) The teacher will arrange for students to have access to various resources to research their issues.
· Formal evaluation of the assignment through the use of a teacher-created rubric.
· Check IEPs and implement suggested accommodations for written work, research, and working in groups.
· Group students who have difficulties doing research or reading together with students who are more adept with these skills, or group weaker students together and provide them with the materials/topic for Strategies 1b and 1c.
· Have students use a Global Mapping Web to outline or diagram the issues involved and then write a short paragraph to demonstrate understanding of the Global Issue involved.
Teacher-librarian/Resource teacher
Current newspapers, magazines, periodicals
Toronto Star (www.thestar.com)
Globe and Mail (www.globeandmail.com)
National Post (www.nationalpost.com)
Maclean’s (www.macleans.ca)
Appendix 3.3.1 – Global Issue Research Assignment
In proper
sentences and correct spelling answer the following:
1. The Global Issue we will be examining:
(Do not fill this in until it has been assigned in class.)
2. Define the issue involved and explain what conflict is involved in this issue.
3. What are the various positions held by different people/groups/nations on this issue?
4. What actions have each of the different people/groups/nations taken to express or enforce their position on this issue?
5. What values or beliefs would lead them to take the position they have taken on this issue?
6. What is the Catholic position on this issue?
7. List the resources you used in compiling this report.
8. What are your beliefs on this issue?
9. What values led you to this belief?
10. What actions could you take, as a citizen of the world, to get involved in this issue?