- Review Process
- Take Action
- A project of
Education is a universal human right and yet millions of children around the world cannot attend school and are unable to achieve basic literacy and numeracy skills. Illiteracy rates are especially high in girls and women in developing countries. This resource examines the role of poverty and gender inequality in limiting the empowering value of education. Students are able to reflect and communicate opinions using an informed approach as they:
Research and analyze data about literacy rates in specific countries.
Identify social and cultural parameters that affect access to education.
Describe differences in life experiences of children living in developed and developing countries.
Examine how Canada has supported the UN millennium goal of universal primary education.
Explore personal perspectives and feelings about education equality.
Data gathering, organization and communication
Analysis of cause and effect
Includes a self evaluation rubric that provides students with guidance about learning expectations
Focuses on a global issue
Enables students to develop personal insight into attitudes and beliefs
Does not include an action project that actively engages students in global citizenship
This resource supports Social Studies curriculum outcomes exploring poverty, discrimination, gender equalitiy and universal rights. Introspection and communication are also important components of the learning experience and an emphasis is placed on cooperative learning skills.
The activities in this lesson provide a framework for citizenship projects focused on literacy and education. A class could organize a community fundraiser to sponsor a girls education through the Malala Fund.
Students might also approach a local immigrant settlement organization to invite a new female citizen to participate in a school assembly bringing attention to global education concerns. A class could also offer volunteer tutoring services to newly immigrated children. A list of these organizations can be found on the Government of Canada website.
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|
Students lead their own research and questioning. Peer to peer discussion and active communication are used to form individual opinions and conclusions about the issue.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
Cultural and social barriers to education are considered from the context of how poverty creates economic disparities, where children are valued for their ability to fulfill working roles to help their family to survive.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
Canadian society values education and provides free public schooling so it is important that learners are able to examine alternative views to understand how societal beliefs affect access to education.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
There is the potential for citizenship projects to be associated with this lesson but no specific action ideas are included.
|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
Students are able to independently analyze research information and form their own opinions about access to education.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Very Good|
Students develop a much deeper understanding of the hardships faced by children in developing countries. This knowledge supports recognition that their own lives are much easier in a wealthy country like Canada that provides many free public services. An awareness of their own privileges and freedoms will motivate global citizenship where learners will want to be involved in creating change.
|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|
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
This is a global topic but students do develop opinions about poverty impacts that can be related to local issues such as economic hardships in indigenous communities.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Satisfactory|
This resource highlights the valuable work of the United Nations in addressing human rights issues and supporting global initiatives that are improving the future of citizens in developing countries.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
Guided questioning provides a framework for student research and subsequent discussions about this issue and the class engages in active dialogue that supports independent thinking.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
The social studies outcomes of this lesson use literacy strategies like identifying text features and making predictions. Data is also communicated with mathematics representations such as graphs and tables.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Students have several opportunities to self-direct their learning as they investigate issues and formulate new questions and answers.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction||Poor/Not considered|
No differentiation strategies are provided and the content could be difficult for students who prefer a hands-on approach with minimal reading and writing. Learners who struggle with literacy tasks can be included in the lesson by providing more visual cues like photos and charts. All students should be involved in the open dialogue about this issue and encouraged to express their individual opinions.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
This is a classroom lesson, however a teacher could make the learning experience more meaningful by including some authentic conversations between students and community members who came to Canada to escape poverty and discrimination.
|Experiential Learning: |
Authentic learning experiences are provided
Students participate in a cooperative learning strategy where each group member has an active role and specific responsibilities.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Good|
A self-evaluation rubric provides concrete learning goals so that students can evaluate their own progress and a teacher can use the information for formative and summative assessment.
|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||Poor/Not considered|
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
A research oriented approach provides opportunities for investigations of current world information and data on education in developing countries.
|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||Satisfactory|
Comparing and contrasting their own lives with children from poorer regions of the World will likely motivate learners to become more informed about global poverty issues.
|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.|