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The goal of the Global School Program Teaching for Grade 1 is to teach students to become active contributing members of their community and to have respect for cultural diversity and an understanding of equality and fairness. The resource is comprised of five lessons.
Lesson 1- Who am I? What makes me happy? Students will create a self-portrait after a discussion of activities that they like and don't like.
Lesson 2 - What is community? Students will discuss their daily activities and recognize the members of their community who help them. They will also participate in a role play of daily activities without the key people who help them and present it to the class.
Lesson 3 - Inequality Through a hands on experiment with M&Ms the students will learn about inequality and relate the idea to the everyday needs of people.
Lesson 4 - Equality and Fairness After reflecting on the activity in lesson 3, the students will listen to the story "The Fairest Teacher of Them All" and discuss the idea that fairness is not always giving the same to everyone.
Lesson 5 - Our Very Own Declaration of Human Rights The class will share simplified versions of the United Nations Declaration of Human Rights and discuss. Students will choose and vote on 10 items for the class' own declaration of human rights. In groups, the students will illustrate each item in order to make a class book of their declaration of human rights.
This resource is focused on building awareness rather than teaching skills.
This resource is suitable for early elementary classroom. It connects very well to the Social Studies curriculum and can be used early in the year to develop a well balanced learning environment for the students based on respect and an understanding of everyone's needs.
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||Satisfactory|
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
Although the resource is geared towards younger students, the activities and resources do a very good job of describing the issues in a easy to understand and manageable manner for younger students without losing the value of the message.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Very Good|
By creating their own Declaration of Human Rights for their classroom, the students gain an understanding of each person's rights and can work towards respecting them on a daily basis.
|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|
By working on their class' own declaration of human rights, the students are learning to express what they believe to be important.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Very Good|
This is at the core of this resource: respecting all.
|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 is not a focus for this resource.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
This resource has a local focus of the classroom.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Poor/Not considered|
This is not a focus for this resource.
|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|
The activities are structured so that they students direct the discussions and are able to express what they value.
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.
Unfortunately, there are no strategies for learners with 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||Good|
There are suggestions made for assessments and a rubric is provided in a few of the lessons but there are no concrete tools for the teacher to use.
|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|
This is not included in this resource.
|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||Satisfactory|
As the resource is intended for very young students this would be very difficult to achieve with the age group, therefore, there is limited choice.
|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.|