Children of the World visits young people in eight countries. This adventure provides an opportunity for primary students to face challenges, confront other realities and as with any journey, deepen their understanding of themselves as citizens who can help initiate change.
In completing the eight educational activities set out in this guide, students will be able to better understand the issues, propose solutions and ultimately take action!
Students will:
The resource provides case histories, fact sheets, cultural files and websites for each country explored.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
Principle | Rating | Explanation |
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Consideration of Alternative Perspectives | Very Good |
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Consideration of Alternative Perspectives:
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Multiple Dimensions of Problems & Solutions | Good | The resource addresses the economic, environmental and social dimensions of the issues. |
Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
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Respects Complexity | Good | The activities employ a number of strategies to help pupils make their own discoveries, determine the causes and consequences of the problems and issues and try to find solutions. This “pedagogy of hope” is designed to help pupils acquire knowledge and a variety of competencies through various activities involving co-operation. |
Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
Acting on Learning | Good | The resource includes a lesson entitled I Care about my World, I'm Taking Action! It has students look for possible actions with organizations and agencies that help children. The lesson encourages students to search for action projects that do not necessarily involve fund-raising, but will emphasize citizen involvement with a desire to change the world. |
Acting on Learning: Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
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Values Education | Satisfactory | The resource presents opportunities to explore, discuss and debate the issues. |
Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
Empathy & Respect for Humans | Very Good | The students are introduced to eight children of the World and eight issues affecting their world today. In exploring the lessons in the guide, each student will be able to better understand these issues, propose solutions and ultimately take action! |
Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.). | ||
Personal Affinity with Earth | Poor/Not considered |
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Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
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Locally-Focused Learning | Good | The resource activities enable students to be an integral part of the search for solutions and helps them become proactive and move into action, changing the world one small step at a time – and all the while, learning! |
Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
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Past, Present & Future | Good | |
Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future. |
Principle | Rating | Explanation |
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Open-Ended Instruction | Very Good | The activities employ a number of strategies to help pupils make their own discoveries, determine the causes and consequences of these problems and issues and try to find solutions. |
Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
Integrated Learning | Good |
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Integrated Learning: Learning brings together content and skills from more than one subject area
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Inquiry Learning | Good | The activities employ a number of strategies to help pupils make their own discoveries, determine the causes and consequences of these problems and issues and try to find solutions. |
Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
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Differentiated Instruction | Satisfactory | The activities allow students to acquire knowledge and a variety of competencies through various tasks involving co-operation. |
Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
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Experiential Learning | Satisfactory | |
Experiential Learning: Authentic learning experiences are provided
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Cooperative Learning | Satisfactory | Some of the activities involve cooperative learning. |
Cooperative Learning: Group and cooperative learning strategies are a priority.
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Assessment & Evaluation | Satisfactory |
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Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc. | ||
Peer Teaching | Satisfactory | |
Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
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Case Studies | Very Good | The resource provides eight thematic case histories, each exploring an issue through personal testimonial and facts. |
Case Studies: Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context. | ||
Locus of Control | Good | A few suggestions for additional activities have been included |
Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue. |