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The lessons focus on how students can apply the knowledge they have gained over the past twelve years. They explore opportunities for affecting positive changes in their future careers, service, and everyday lives and hopefully become inspired to continue working to better the world.
Lesson 1 - The Role of Service
Lesson 2 - Careers - What is my place in the World
Lesson 3 - The Role of Institutions in Modern Society
Lesson 4 - Take, Make, Waste: A Sustainable Economic Paradigm
Lesson 5 - Doing Good: catalyzing local Impact to make the World a Better Place
The resource includes opportunities for students to develop the following skills;
There are a limited number of resources that help students to reflect on how they might, as adults, contribute to meeting societal challenges both locally and globally and to recognize the connection between the two. The framework adopted to take students through this exercise recognizes the sequence of steps that help students move from reflection to action.
The resource is aimed at grade 12 students and is intended to help them think about what role they may play as adults to contribute to society and is therefore most relevant for coursed dealing with citizenship, justice and equity.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Good|
The unit assumes that students have both the responsibility and the power to contribute to making the world better and moves them from a consideration of the role of service to how their local actions can have a positive global impact.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Satisfactory|
The resource is rather generic in that it aims to have students consider how they might contribute to positive changes as adults. Once they begin to critically look at specific actions they might undertake, they may be expected to evaluate the economic, environmental, and social impact of any proposed action.
Lesson 4, “Take, Make, Waste: A Sustainable Economic Paradigm” examines a specific example of how students may be a positive force for change by having students consider how their pattern of consumption impacts the world and what design changes might be implemented to change current trends in the amount of waste generated in the world.
In lesson 5, “Doing Good: Catalyzing Local Impact to Make the World a Better Place”, students are asked to explore how individuals can create local solutions to tackle global problems and to recognize the multi-faceted nature of these global problems.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
Lesson 4, which has students explore the concept of a circular economy and lesson 5, which asks them to respond to a global issue will both have the effect of confronting students with the complexity of the issues investigated.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Very Good|
This is at the core of the resource in that the stated objective of the lessons is to have students formulate plans for when they finish high school, how they can apply the lessons they have learned once they have left school, and how they may be inspired to continue creating positive changes as adults.
|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
|Values Education||Very Good|
In responding to the resources' challenges to contribute to meeting societal challenges, students are forced to consider what is important to them and what responsibility they have to find solutions to those challenges.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Good|
The focus of the resource is to have students consider how they may be a force for good in the world. To illustrate the possibilities in this regard, lesson 1 introduces students to CNN heroes, many of whom have worked to help improve the lot of their fellow humans who are struggling with challenges related to social inequities.
|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|
There is no direct effort made to encourage student affinity with the natural world but the possibility of this happening is there if students choose to work on a global issue that has implications for the natural world.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
The resource has students look to community examples of local problems to illustrate what needs to and can be done to improve life in their community and to nominate individuals or organizations for local hero awards. Another lesson has students identify global problems that may be addressed through local action.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
The underlying theme of the resources is to encourage people to imagine a preferred future and to consider and take action that will move the current realities toward that preferred future.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
Each of the lessons grant a significant autonomy to the students in deciding what the societal problems are both locally and globally and what they as individuals can do to mitigate those problems.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
As students begin to identify and grapple with societal problems, they will learn of the complex nature of those problems and how they transcend simple solutions and how a silo approach to the problems is likely to be ineffective.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Each of the lessons in the resource poses a number of "Essential Questions" and then charged with finding answers to those questions by undertaking suggested activities.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The resource includes a menu of student activities such as local and Internet research, self reflection, problem analysis, group discussion and sharing, and problem solving.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
The local community is used as a learning laboratory in which students identify community concerns, recognize the individuals and organizations that are dealing with those concerns, reflect on how they might help, and put forward proposals that may address these socio-economic problems.
|Experiential Learning: |
Authentic learning experiences are provided
Each of the lessons includes opportunities for students to help each other with their investigations and share their findings.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Good|
Opportunities for assessment include evaluating student persuasive writing, student Statement of Purpose submissions, teacher observations re. student participation in discussion and debate, solutions proposed by student groups to problems identified.
|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 occurs within the many opportunities for student cooperation in carrying out group tasks, sharing findings and proposed action plans.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Very Good|
Students investigate a number of case studies of individual and organizations at the local level that are agents for positive change, read of national governments that have used their power to promote greater justice and equity, and investigate the work of the CNN Heroes alumni.
|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|
Each lesson is organized around a set of questions and a framework is set out for student investigation of those questions but within that context there is considerable opportunity for student autonomy.
|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.|