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The purpose of “Emily’s World” is to:
1. introduce students to the many ways in which they are linked to the wider world
2. identify the defining character of that wider world
3. have students examine their responsibilities as global citizens
The lesson begins by introducing students to a young teen, Emily. Students listen to a brief narrative and record examples of her connections to the world. They then discuss the possible implications of those connections.
Lesson Activities include:
A. Emily’s Link to the World
Students examine interconnections by discussing the Emily's MP3 Player, grocery list, clothing choices, family car, television viewing, visits to the hamburger stand and job prospects,
B. Suggest a Word
The students suggest words or adjectives that best describe the type of world in which Emily lives. Suggestions should draw attention to the interconnected or interdependent nature of Emily’s world.
C. Making Choices
Students examine what responsibilities are attached to Emily’s status as a citizen in an interdependent world and how these responsibilities may influence the choices she makes in her daily life. Attention might be given to how Emily can use her power as a consumer to respond to the issues identified in exploring her links to the wider world.
A comprehensive list supplementary internet resources are included.
This resources explicitly teaches global interrelationships through the analysis of a teenager’s purchases and life style.
This resource is particularly relevant for social studies outcomes addressing the impact of globalization on Canadian society.
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||Satisfactory|
No points of view regarding the merits of globalization are expressed. The lesson merely presents the facts.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Satisfactory|
“Emily’s World” explores effectively the social and economic dimensions. Little attention is paid directly to the environmental implications of globalization.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
A systems-thinking approach is encouraged.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Poor/Not considered|
No authentic action experiences in which students can work to make positive change in their communities are provided.
|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 given some opportunities to clarify their own values.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Good|
“Emily’s World” does encourage respect for diverse groups of humans.
|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||Satisfactory|
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Very Good|
“Emily’s World” does encourage locally-focused learning especially for rural-based teenagers.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Poor/Not considered|
“Emily’s World” takes place in the present.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
Some multiple answers are possible; students are not steered towards one "right answer".
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
Some limited blurring of the subjects occurs.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Students are provided with intriguing questions & materials to use. They make their own decisions on how to find answers. The learning involves unique experience & provides opportunity for an 'ah-hah' event.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
“Emily’s World” would be especially appropriate for visual and analytical learners. No accommodations are suggested for people with learning difficulties.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
“Emily’s World” is a simulation.
|Experiential Learning: |
Authentic learning experiences are provided
Students work in groups. Cooperative skills a not taught.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
There is no assessment tool provided.
|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.|
Posters are made and presented to the other students providing peer teaching opportunities that can be expanded.
|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|
A relevant case study is used.
|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||Poor/Not considered|
Meaningful opportunities are not provided for students to choose elements of program content, the medium in which they wish to work. There are supplementary resources available but they are not part of the core activities.
|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.|