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Global Citizenship Lesson Plan

Secondary

Description

Based on  he United Nation’s 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.

General Assessment

What skills does this resource explicitly teach?

Students have an opportunity to practice that essential skill - public discourse.

Strengths

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.

Recommendation of how and where to use it

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.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

  • Step 1Select a province
  • Alberta
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10-1(Perspectives on Globalization) CitizensResponse to Globalization
        • Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
        • Social Studies 10-2 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
        • Social Studies 10-2 (Living in a Globalizing World) Personal Response to Globalization
        • Social Studies 10-4 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
        • Social Studies 10-4 (Living in a Globalizing World) Personal Response to Globalization
  • British Columbia
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Explorations in Social Studies 11: Social justice initiatives can transform individuals and systems
    • Grade 12
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Human Geography 12: Human activities alter landscapes in a variety of ways.
        • Social Justice: Social justice initiatives can transform individuals and systems
        • Social Justice: The causes of social injustice are complex and have lasting impacts on society
  • Manitoba
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Canada in the Global Context
        • Canada in the Contemporary World
    • Grade 10
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Geogarphic Issues of the 21st Century: Industry and Trade
        • Geographic Issues of the 21st Century: Natural Resources
    • Grade 12
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Citizenship and Sustainability: Area of Inquiry: Consumerism
        • Citizenship and Sustainability: Area of Inquiry: Environment
        • Citizenship and Sustainability: Area of Inquiry: Social Justice and Human Rights
        • Area of Inquiry: Gender and Identity
        • Global Issues
        • Global Issues
        • Global Issues
        • Global Issues: Citizenship and Sustainability
  • New Brunswick
    • Step 2Select a grade level
    • Grade 9
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      • Social Studies
        • Step 4Relevant matches
        • Canadian Identity: Citizenship
    • Grade 11
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      • Geography
        • Step 4Relevant matches
        • Physical Geography 110: Natural Regions of the World
    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • Advanced Environmental Science 120: Earth Systems
        • Introduction to Environmental Science 120: Investigating Environmental Issues
        • Introduction to Environmental Science 120: Sustainable Development
      • Social Studies
        • Step 4Relevant matches
        • World Issues 120: Geopolitics
        • World Issues 120: Humanity
        • World Issues 120:Interdependence
  • Newfoundland & Labrador
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    • Grade 11
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      • Economics
        • Step 4Relevant matches
        • Canadian Economics 2203:Economic Issues
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 3205: Introduction to Environmental Science
        • Environmental Science 3205: Water Use & the Environment
      • Geography
        • Step 4Relevant matches
        • World Geography 3200/3202: Primary Resource Activities
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10-1(Perspectives on Globalization) CitizensResponse to Globalization
        • Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
        • Social Studies 10-2 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
        • Social Studies 10-2 (Living in a Globalizing World) Personal Response to Globalization
        • Social Studies 10-4 (Living in a Globalizing World) Personal Response to Globalization
        • Social Studies 10-4(Living in a Globalizing World) Globalisation and Sustainable Prosperity
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 9
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      • Social Studies
        • Step 4Relevant matches
        • Atlantic Canada in the Global Community: Community Economic Development (Supplementary Unit)
        • Atlantic Canada in the Global Community: Environment
        • Atlantic Canada in the Global Community: Human Rights in the Global Community
        • Atlantic Canada in the Global Community: Trade & the Global Community
    • Grade 12
      • Step 3Select a subject
      • Economics
        • Step 4Relevant matches
        • Canadian Economics :Economic Issues
  • Nunavut
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10-1(Perspectives on Globalization) CitizensResponse to Globalization
        • Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
        • Social Studies 10-2 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
        • Social Studies 10-2 (Living in a Globalizing World) Personal Response to Globalization
  • Ontario
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science (Univ/College Prep.) Sustainable Agriculture and Forestry
      • Geography
        • Step 4Relevant matches
        • Regional Geography (Univ./College Prep.) Dynamics and Change
        • Regional Geography (Univ./College Prep.): Sustainability and Stewardship
      • Social Studies
        • Step 4Relevant matches
        • Equity, Diversity, and Social Justice (Workplace Prep.) Promoting Equity and Social Justice
        • Gender Studies (Univ./College Prep.): Foundations
        • Gender Studies (Univ./College Prep.): Gender Issues and Gender-Related Policy in Context
        • Gender Studies (Univ./College Prep.): Implementing Change
    • Grade 12
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Global Connections
        • The Environment & Resource Management (Univ./College Prep.): Spacial Organizationties
        • The Environment & Resource Management (Univ./College Prep.):Sustainability and Stewardship of Natural Resources
        • The Environment & Resource Management (Workplace Prfeparation)
        • World Issues: A Geographic Analysis (College Prep.):Sustainability and Stewardship
        • World Issues: A Geographic Analysis (Univ. Prep.):Sustainability and Stewardship
        • World Issues: A Geographic Analysis(Univ. Prep.): Interactions and Interdependence: Globalization
      • Social Studies
        • Step 4Relevant matches
        • Challenge and Change in Society (Univ. Prep.) Global Social Challenges
        • Equity and Social Justice: From Theory to Practice (Univ./College Prep.) Addressing Equity and Social Justice Issues
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Interdependence: Atlantic Canada in the Global Community: Citizenship in the Global Community
        • Interdependence: Atlantic Canada in the Global Community: Environment in the Global Community
        • Interdependence: Atlantic Canada in the Global Community: Human Rights in the Global Community
        • Interdependence: Atlantic Canada in the Global Community: Trade in the Global Community
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 621A: Natural Resources
      • Geography
        • Step 4Relevant matches
        • What can I do?
        • Geography 621A Global Issues
        • Geography 621A Global Issues : Inquiry- What are the issues?
        • Geography 631A Global Issues: What Can I Do?
  • Quebec
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 20: World Issues -Human Rights
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Explorations in Social Studies 11: Social justice initiatives can transform individuals and systems
    • Grade 12
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Human Geography 12: Human activities alter landscapes in a variety of ways.
        • Social Justice 12: Defining Social Justice
        • Social Justice 12: Moving Toward a Socially Just World
        • Social Justice: Social justice initiatives can transform individuals and systems
        • Social Justice: The causes of social injustice are complex and have lasting impacts on society

Themes Addressed

  • Air, Atmosphere & Climate (1)

    • Climate Change
  • Citizenship (2)

    • Alternative Globalisation
    • Sustainable Consumption
  • Energy (1)

    • Alternative Energy
  • Human Rights (1)

    • Gender Equality
  • Land Use & Natural Resources (2)

    • Fisheries
    • Forests
  • Water (1)

    • Water Quality

Sustainability Education Principles

Principle Rating Explanation
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:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
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.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Satisfactory

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

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Good

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.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Good

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. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the 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.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Good

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.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good

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

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Satisfactory

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.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Satisfactory

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.action  

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Satisfactory

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

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Good

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.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
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.
Peer Teaching Satisfactory

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.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
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.