- What is ESD?
- Review Process
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- Professional Development
- A project of
Lesson One-Bridges that Connect
Activity 1: This activity helps students build bridges between life in Canada and life in the developing world. They begin by identifying as many connections as they can to countries outside of Canada. Students then locate the countries on a world map and categorize the various connections by type (trade, culture, travel, etc). Finally the students collect media stories that further demonstrate Canada's relationship with the rest of the world.
Activity 2: The students read a story about a yount girl, Halima, who lives in the Kwale District of Kenya. Based on their answers to questions provided, they create a Venn diagram comparing their own lives to Halima's. Students then form a large circle and discuss the quality of life issues emerging from the story.
Lesson Two: Bridges of Understanding
Activity 1: Based on their own lives, students categorize cards with different quality of life items on them as essential, important, or of low priority. Afterwards the students discuss how Halima might have categorized each item.
Activity 2: Students come up with a definition of poverty and use the Human Development Index to evaluate the quality of their definition. Students then compare the HDI,s of Canada and Kenya with the help of a "Developing World" map included with the resource.
Activity 3: In this activity the students learn about the Millennium Development Goals through discussion and simulation. They then collect news stories on a range of poverty issues.
Lesson Three: Bridges of Action
Activity 1: The students read and reflect upon two stories that explore the meaning of capacity building.
Activity 2: The students are given two more stories to read and discuss. They create a plus/minus chart to analyze the relief approaches taken by development organizations in each case. Afterwards they locate India and Tajikistan on the "A Developing World" map and discuss a number of questions that explore the benefits of different approaches to development.
Lesson Four: Bridges of People
Activity 1: In this activity the students read a blog entry from a young journalist. They create a continuum that rank orders a number of quality of life items from being essential to low priority. They then produce a chart that compares the living conditions described in the blog before and after relief efforts were completed.
Activity 2: The students compile a list of the organizations that helped to bring about the changes described in the blog post. Then the students take the role of a reporter and conduct an email interview with a Canadian "Agent of Change" involved in development work in Africa and Asia. Using the information gathered in the interview, each student composes a newspaper article and all of the articles are collected to create a class newspaper.
Activity 3: The students undertake a culminating hands-on action project of their choice. A number of general suggestions are included for their consideration.
This resource explicitly teaches the student:
The lack of assessment tools creates a weakness within this resource.
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||Very Good|
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
This resource addresses the social aspects of the problem of poverty by challenging the students attitudes and beliefs. In addition it also addresses the economic issues associated with poverty by teaching the students about capacity building versus giving handouts.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Very Good|
There is a culminating hands-on project for the students to complete with suggestions of resources to support the project.
|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|
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Very Good|
|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|
This resource does not have this focus. It lends itself towards creating a link between the students and people from underdeveloped countries.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
The students have the opportunity to interview a Canadian Agent of Change to intitiate a connection to their country.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Satisfactory|
The students are given a positive sense of both the present and the future by demonstrating that they can make a difference but the past is not is it explored.
|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|
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
This resource teaches to the cognitive domain by helping the students to evaluate and analyze the information presented on poverty. The affective domain is also addressed by challenging the students' attitudes and stereotypes of poverty. Unfortunately there are no accommodations suggested for those students who have learning difficulties.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
Although there are no tools to assess provided within the resource, there are some suggestions made within the introduction on how to assess the students' progress.
|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: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Very Good|
|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|
In the final activity of the resource the students are given the choice of how they wish to proceed with their action project as agents of change.
|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.|