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Based on the United Nations 2030 Agenda of Sustainable Development Goals, this lesson is designed to introduce students to some of the core challenges created by globalization and the need to respond as a 'Global Citizen'. The lesson requires students to visit three stations, each composed of activities to promote thought and discussion on a different aspect of global citizenship.
Station 1 uses The Story of Malala to focus on gender injustice
Station 2 focuses on fair trade and consumer habits, with "Just Us" as a case study
Station 3 is a photo analysis in which students examine a series of photos and discuss the related issues.
Students have an opportunity to practice that essential skill - public discourse.
The issues addressed (gender equality, fair trade, environmental and resource degradation) are both interesting and relevant. The pedagogy adopted (case study) is engaging and effective. Opportunities to move from understanding to action are available.
The resource focus on the larger topic of global citizenship and the United Nation's 20130 Agenda of Sustainable Development has broad curriculum application for citizenship education.
The case studies (gender equality, fair trade, environmental and resource degradation) used to explore this larger topic have more specific application for Geography, Social Studies, Environmental Science and Economics and may be used to explore these topics in terms of their implications for real people in real places.
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|
Students are presented with a number of case studies that are intended to raise their understanding of selective issues and to provide them opportunity to discuss their reaction/ perspective on these issues.
The resource is clear about its agenda which is to raise awareness and to encourage student action as global citizens with respect to the United Nations 2030 Agenda of Sustainable Development
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Satisfactory|
Each of the issues addressed in the resource - gender equality, fair trade, clean water, energy production and use, over fishing - have economic, environmental and social dimensions.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The discussion questions that accompany each of the modules are open ended and allow students to explore the complexity of the issues examined.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Good|
The Student Portal highlights a number of organizations - Oxfam, Red Cross, Global Citizen, Free the Children - that students may investigate to learn what actions they might take to address the issues that have studied.
|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
The lesson provides students with an opportunity to discuss the kind of world they wish to live in and what they might do to realize that world.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Good|
The case studies on gender equality, fair trade, fishing and farming are personalized by including profiles of individuals such as Malala and this may be expected to produce an emotional link among the students.
|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|
Connections to the natural world can be made in those segments dealing with clean water, farming practices and the health of the ocean fishery.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
The case studies include references to individuals and groups that have responded to the challenges explored in the resource. These include Just Us coffee in Nova Scotia, a student in Halifax who is involved with the renewable energy project "If You Build It", Community Forests International in Sackville, New Brunswick, and Farmers Helping Farmers in Charlottetown, Prince Edward Island.
These are Atlantic links but we may expect the other regions of Canada to have similar local organizations.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
The focus of the resource is on a selected number of challenges facing our current world and what we might do to ensure a more sustainable future as outlined in the United Nations 2015 Sustainable Development Goals.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
The authors of the resource have an obvious agenda - to raise student awareness of certain inequities in our world and to have those students explore the solutions suggested in the United Nations 2015 Sustainable Development Goals. Selected case studies are presented to illustrate the challenges and possible solution but the discussion questions accompanying each are open-ended allowing for different student responses.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
The resource is organized around the theme of sustainable development and therefore has relevance for those subject areas that explore issues related to economic considerations, environmental concerns and social challenges. Since these themes are interconnected, the resource has application for integrative studies.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
The resource provides the student with background information in the form of case studies on the issue being examined followed by open-ended questions that are meant to guide classroom discussion.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
Students move in groups to each of three study stations where they are introduced to particular issues and provided with open-ended questions to discuss these issues. Discussion forums thus constitute the primary pedagogy.
The second component of the resource is organized around student action. The resource identifies a number of organizations that students may support through individual or collective action.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
The case study approach adopted by the resource serves to personalize and make both concrete and relevant the study of the selected UN Sustainable Development Goals.
|Experiential Learning: |
Authentic learning experiences are provided
Students are required to complete a Citizenship Student Worksheet as part of their group discussion of the issues examined. The worksheets ask that students recognize and give credit to the ideas and insights of other students.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
Summative evaluation is limited to The Citizenship Student Worksheet. Formative evaluation may emerge from the teacher's observations of the quality of individual student participation and contribution to the group and class discussion.
|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.|
The group discussions that are an integral part of each of the study stations encourage an exchange of ideas and perspectives among the students.
|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|
The resource has adopted the case study approach as the pedagogy of choice to explore certain of the UN's Sustainable Development Goals. The story of Malala is used to investigate gender injustice; the story of "Just Us" focuses on fair trade and responsible consumerism and the photo analysis segment make concrete issues such as clean water and climate change.
|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|
The lesson plan format is prescribed - study station, case studies, discussion - but students may exercise individual autonomy in choosing which organizations they may investigate as part of their journey as global citizens.
Additional resources are also reference for those students who may wish to explore a given topic in greater depth
|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.|