- Review Process
- Take Action
- A project of
This resource encourages students to deepen their understanding of global poverty—to see our connections to the rest of the world, to explore the roots of inequities and to understand the importance of assistance that preserves human dignity, values diversity and unleashes the inherent power of community.
Bridges that Connect
Bridges of Understanding
Bridges of Action
Bridges of People
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.|