Developing a Global Perspective for Educators

Social Action Project: Canadian Aboriginal Children’s Rights

This unit was designed with the intention of educating and engaging grade six students on the issue of Aboriginal children’s rights in Canada, and encouraging them to take action against injustices. Grade six students are a good target population for this social action curriculum project because they learn about the characteristics of various Aboriginal cultures, and the nature of the first contact between the European settlers and Aboriginal people in social studies. The unit is available here.

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Social Action Project: What can we do to create an ecological handprint?

In terms of social action, the goal for this unit and curriculum project is to encourage students to take individual responsibility for their ecological footprint and to spread awareness with regards to environmental sustainability. This means creating an ecological handprint instead. Our personal goal as a professional learning community is to encourage teachers to execute the lesson plans in an environmentally friendly fashion, to “lead by example”. The ideas expressed through each lesson will be mirrored by the teachers and the lessons themselves. Click here to view the unit.

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Child Labour & Fair Trade: An Educator’s Resource Kit

New Resource Kit on Child Labour, Fair Trade, Peace & Social Justice!
Child Labour & Fair Trade Resource Kit by Kiloran Fensom, Kim Phillips, Ashleigh Ellis, Nick Cordiero, Tom McLean, Vanessa D’Addario and Katherine Sheafer. Thank you to the group for submitting their resource package for publication. Check out this and other great resources under Teachers Resources.

Resource Description:
As teachers, we hope to help our students become critical thinkers and responsible global citizens. Therefore, we believe that incorporating ideas of peace, social justice, and environmental sustainability throughout the curriculum is of the essence. We created this package to assist teachers who would like to integrate the issues of child labour and Fair Trade into their own classrooms. Character development has become a focal point in Ontario schools. Introducing issues such as child labour, child trafficking, and Fair Trade can help develop initiatives such as empathy, fairness, responsibility, appreciation, and integrity.

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Hula Hooping for Health & Happiness

New Unit Plan on Environmental Sustainability & Human Rights!
Hula Hooping for Health and Happiness by Natalia Przednowek, Caring Gibner, Elise Milbradt, Yael Kolet & Emily Scott. Thank you to the group for contributing their lesson plan package. Check out this and other great resources under Teachers Resources.

Unit Plan Description:
This package reflects the goals of Developing a Global Perspective for Educators (DGPE) through our emphasis on the themes of environmental sustainability and human rights. It is designed for educators interested in incorporating global perspectives in their classroom. This resource offers introductory lessons for incorporating hula-hoops into grades 2-6 Ontario Health and Physical Education curriculum, as well as a cross curricular grade 5/6 exemplar and other cross curricular ideas! Hula-hooping can be used in the classroom as a non-competitive activity that promotes a link between the physical education curriculum and concepts of stability, locomotion, manipulation, body & spatial awareness, and general movement principles. These lessons are aimed to promote the enjoyment of movement to combat inactivity and promote environmental sustainability through an awareness of the materials used to create toys.

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Water for Life

New Unit Plan on Environmental Sustainability!
Water for Life by Jessica Lindsay Koop. Thank you, Jessica for sharing your unit plan with us. Check out this and other great resources under Teachers Resources.

Unit Description:
Why is access to clean drinking water important to all people? I selected this as my essential question because it centers on an issue that is relevant to students’ lives and their communities. Water is an essential element to life and students in Grade 6 will have already learned about water through various topics in Science and Technology. It is important to consider what students already know about water in their environment and how important it is to life. Because students use water on a daily basis for a variety of purposes, this topic is relevant to their lives. Moreover, living in a country and province abundant in natural water resources makes this question particularly relevant to Ontario students.

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Living Cities

New Unit Plan on Environmental Sustainability!
Living Cities by Brita Goldie, Caring Gibner, Dawn Collins and Sunny Lee. Thank you to the group for sharing their ideas. Check out this and other great resources under Teachers Resources.

Unit Description:
What should we consider to make cities liveable for humans, plants and animals? To assess students’ knowledge and understanding of the essential question and enduring understanding of our unit, we have decided our culminating task should be for the students to design cities, in groups, that demonstrate pollution minimization and incorporation of knowledge that habitats are homes to animals. Throughout the unit, students will have been learning about the impact of human, urban growth in relation to air, sound, water, and light pollution. Students will determine what can be done to minimize these types of pollution, on a personal and community level so they are able to connect on a personal level to the unit.

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Women’s Rights in Canada

New Unit Plan on Human Rights!
Women’s Rights in Canada by Amy Bridges. Thank you to Amy for the submission. Check out this and other great resources under Teachers Resources.

Unit Description:
How has the advancement of women’s rights in Canada shaped contemporary Canadian society? The essential question for this unit is centered around the issue and impact of the extension of human rights, which has enduring relevance for citizens of Canada. It draws attention to the ways in which social change is enacted through time, via the influence of individuals and collectives, which gives students a historical perspective on how to mobilize on social justice issues in the present.

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Exploring and Understanding Water

New Unit Plan on Environmental Sustainability!
Exploring and Understanding Water by Elise A. Milbradt. Thank you to Elise for submitting the unit plan. Check out this and other great resources under Teachers Resources.

Unit Description:
How does the amount and quality of water in our environment affect living things? This unit, built on the this essential question, is designed for a grade two science class with cross-curricular links to language and mathematics. The unit, designed around the importance of having access to clean water, is created to follow a previous unit on the properties and characteristics on water. Because a fair amount of writing is involved, this unit should not be introduced too early in the grade two classrooms. Students should already have been introduced to basic graphing in their math class.

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An Immigrant’s Tale: The Story of Immigration in Canada

New Unit Plan on Citizenship, Immigration & Diversity!
An Immigrant’s Tale: The Story of Immigration in Canada by Amira Boutaleb, Malca McLean & Kherta Sherif Mohamed. Thanks to the group for submitting the unit plan. Check out this and other great resources under Teachers Resources.

Excerpt:
This unit looks at the question of immigration and its role in shaping the Canada we live in today. Students will be asked to consider how and why individuals immigrate to new lands as well as the cultural heritages they bring with them…Throughout this unit, students will be encouraged to take their learning beyond abstract ideas such as multiculturalism, diversity, and empathy. They will be asked to think with their “heads, hearts, and hands” in a way that looks for the potential for them to integrate these ideas into their own lives through action. Keeping the goal of student agency in mind, the unit culminates in a “Immigrant’s Tale” gallery and presentation in which the students themselves educate others (i.e. their parents, principal, other classes) on what they have learned.

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