- Review Process
- Take Action
- A project of
This is a good introductory resource to help students define global issues and understand their interconnections.Students develop criteria for determining what makes an issue global in scope, brainstorm and list global issues, group (i.e. rain forest destruction, global warming and species extinction can all be categorized under "the environment") and prioritize the issues into categories such as Environment, Health, Human Rights, Energy, Food, Economics, Governance to highlight interconnections and explore solutions.
Open ended questions are provided to stimulate thought. Advanced students are asked to consider issues with the highest leverage to alleviate various global problems. A Model United Nations writing exercise is suggested whereby students write and present resolutions and address specific global issues as a country. There is also an exercise to diagram and represent graphically the interconnectedness of global issues.
For an action project, students can interview members of the community to find out how global issues are affecting their local community. Findings can be shared with the local media.
Analysis and prioritization of global issues and their interconnectedness.
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||Good|
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
|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||Good|
|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||Poor/Not considered|
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
No sensitization is provided toward any specific or diverse groups.
|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|
No such opportunities are provided.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
The majority of questions for intermediate students involve one right answer. But those questions facilitate reflection on a subsequent open ended question.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning||Very Good|
|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.
There are diagraming and interviewing opportunities but the central activities mostly involve cognitive-intellectual work. There are no accommodations for people with 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||Satisfactory|
Assessment reflection questions are provided for intermediate and advanced students. The majority of the questions for intermediate students lead to one reflective question; they are otherwise inventory type questions with one right answer.
|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||Poor/Not considered|
There are no case studies.
|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|
There are opportunities for students to choose and to go deeper into their issue. In the Writing Connection (Model UN presentation or diagramming interconnections) and Action Project sections (interviewing or create a service learning project) there is choice about the medium in which they wish to work.
|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.|