- Review Process
- Take Action
- A project of
Participation in this lesson will build an understanding of the Global Goals for Sustainable Development. Through debate preparation and participation students will have the opportunity to evaluate the goals and come to a decision as to their relevance and importance. Activities include:
Review of the Global Goals: With aid of materials provided in the resource, the lesson begins with a recap of the 17 goals and the intent and core objectives of the program.
Focus on One Goal: In preparation for the debate, students are assigned to small groups to examine the pros and cons of pursuing a specific goal at the local, national and global level. Background information is provided.
Debate: Selected students present arguments for and against the motion “Pursuing the global goals is a waste of time”. Other students serve as debate officials and members of the audience. Audience members are charged with summarizing points made by each side during the debate proceedings.
Where do you stand?: Students consider all of the arguments presented in the debate before taking a final position as to the motion and presenting their rationale.
Debate preparation and participation
Taking an informed position
The resource includes all information and materials for successful implementation
Students will find the activities enjoyable.
Each activity is well-supported.
The resource is up-to-date.
The resource is particularly relevant for those units in social studies and geography that address global issues and sustainable development. Language Arts and Communications teachers interested in addressing sustainable development will also find this resource useful.
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|
Students take positions, prepare arguments and reach decisions based on their own understanding and interpretation of the information available.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
Inherent in the analysis of each goal is the opportunity to explore the interplay of economic, social and environmental factors.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The depth of analysis can be easily adapted to the age group involved.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Poor/Not considered|
Not considered in this lesson.
|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|
This is a strength of the resource. Opportunities are presented throughout and emphasized in the 'Where do You Stand' activity.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Satisfactory|
There are a number of Global Goals that focus on this criterion.
|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|
The nature of the Global Goals program is such that its examination should encourage an affinity for the natural world.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
Students are required to consider the effectiveness of the Global Goals program in a local context.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Poor/Not considered|
|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|
Inherent in the design of the lesson is its focus on students coming to their own conclusions.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
Given the focus on debate preparation and participation, the lesson addresses outcomes and skills in language arts. However, the nature of the Global Goals program and the range of issues it addresses will support content in citizenship education, science and geography.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
The debate preparation serves as an inquiry exercise.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The different roles required for the debate will help meet the needs of a variety of learners.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
The Debate and Where Do You Stand activities are effective simulations in providing an authentic learning experience for the students.
|Experiential Learning: |
Authentic learning experiences are provided
Students are required to work cooperatively in small groups.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
Assessment tools and direction are not included.
|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.|
Much of the learning is dependent upon the quality of the students' debate preparation and performance.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Poor/Not considered|
|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|
This is not a feature of the resource.
|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.|