Related Issue 3
To what extent does globalization contribute to sustainable prosperity for all people?
General Outcome
Students will assess economic, environmental and other contemporary impacts of globalization.
Primary Curriculum Outcomes
Values and Attitudes
Students will:
3.1 recognize and appreciate alternative viewpoints that exist with respect to the relationships among politics, economics, the environment and globalization (GC, ER, PADM)
3.2 recognize and appreciate impacts of globalization on the interdependent relationships among people, the economy and the environment (GC, ER, PADM)
Knowledge and Understanding
3.6 foreign investment, economic growth, privatization, outsourcing, knowledge economy) (ER, PADM, GC)
Related Issue 3
3.6 analyze political and economic challenges and opportunities of globalization (trade liberalization,
Related Issue 4
To what extent should I, as a citizen, respond to globalization?
General Outcome
Students will assess their roles and responsibilities in a globalizing world.
Specific Outcomes
Values and Attitudes
Students will:
4.1 recognize and appreciate the impact of globalization on the quality of life of individuals and communities (GC, C)
4.2 recognize and appreciate the importance of human rights in determining quality of life (GC, C)
4.3 accept political, social and environmental responsibilities associated with global citizenship (C, GC, ER)
Knowledge and Understanding
Students will:
4.8 analyze how globalization affects individuals and communities (migration, technology, agricultural issues, pandemics, resource issues, contemporary issues) (GC, LPP)
4.10 evaluate means by which individuals, governments, organizations and businesses could address opportunities and challenges of globalization (pro-globalization activism, anti-globalization activism, legislation, agreements, consumer activism, corporate responsibility) (GC, C, PADM, ER)
Secondary Curriculum Outcomes
Values and Attitudes
Students will:
1.1 acknowledge and appreciate the existence of alternative viewpoints in a globalizing world (GC, CC)
1.2 appreciate why peoples in Canada and other locations strive to promote their cultures, languages and identities in a globalizing world (I, CC, GC)
1.3 appreciate how the forces of globalization shape, and are shaped by, identities and cultures (I, CC, GC)
Knowledge and Understanding
1.7 analyze opportunities presented by globalization to identities and cultures (acculturation, accommodation, cultural revitalization, affirmation of identity, integration) (I, CC, GC)
1.8 examine challenges presented by globalization to identities and cultures (assimilation, marginalization, accommodation, integration, homogenization) (I, CC, GC)
1.9 evaluate efforts to promote languages and cultures in a globalizing world (language laws, linguistic rights, cultural content legislation, cultural revitalization, linguistic revitalization) (I, CC)
3.5 analyze factors contributing to the expansion of globalization since the Second World War (international agreements, international organizations, transnational corporations, media and transportation technologies) (TCC, GC, ER, PADM
DIMENSIONS OF THINKING
Students will:
S.1 develop skills of critical thinking and creative thinking:
• evaluate ideas and information from multiple sources
• determine relationships among multiple and varied sources of information
• assess the validity of information based on context, bias, sources, objectivity, evidence or reliability
• predict likely outcomes based on factual information
• evaluate personal assumptions and opinions to develop an expanded appreciation of a topic or an issue
• synthesize information from contemporary and historical issues in order to develop an informed position
• evaluate the logic of assumptions underlying a position
• assemble seemingly unrelated information to support an idea or to explain an event
• analyze current affairs from a variety of perspectives
S.2 develop skills of historical thinking:
• analyze multiple historical and contemporary perspectives within and across cultures
• analyze connections among patterns of historical change by identifying cause and effect relationships
• compare similarities and differences among historical narratives
• evaluate the impact of significant historical periods and patterns of change on the contemporary world
• discern historical facts from historical interpretations through an examination of multiple sources
• identify reasons underlying similarities and differences among historical narratives
• develop a reasoned position that is informed by historical and contemporary evidence
--demonstrate an understanding of how changes in technology can benefit or harm society in the context of the present, the future and in various historical time periods
-- use current, reliable information sources from around the world
S.3 develop skills of geographic thinking:
• analyze the impact of physical and human geography on history
• make inferences and draw conclusions from maps and other geographical sources
• locate, gather, interpret and organize information, using historical maps
• develop and assess geographic representations to demonstrate the impact of factors of geography on world events
• assess the impact of human activities on the land and the environment
• assess how human interaction impacts geopolitical realities
-- use current, reliable information sources from around the world, including online atlases
S.4 demonstrate skills of decision making and problem solving:
• demonstrate leadership in groups to achieve consensus, solve problems, formulate positions, and take action, if appropriate, on important issues
• develop inquiry strategies to make decisions and solve problems
• generate and apply new ideas and strategies to contribute to decision making and problem solving
-- describe a plan of action to use technology to solve a problem
-- use appropriate tools and materials in order to accomplish a plan of action
SOCIAL PARTICIPATION AS A DEMOCRATIC PRACTICE
Students will:
S.5 demonstrate skills of cooperation, conflict resolution and consensus building:
• demonstrate leadership by initiating and employing various strategies to resolve conflicts peacefully and equitably
• participate in persuading, compromising and negotiating to resolve conflicts and differences
• interpret patterns of behaviour and attitudes that contribute or pose obstacles to cross-cultural understanding
• demonstrate leadership during discussions and group work
• respect the needs and perspectives of others
• collaborate in groups to solve problems
S.6 develop age-appropriate behaviour for social involvement as responsible citizens
contributing to their community:
• demonstrate leadership by engaging in actions that enhance personal and community well-being
• acknowledge the importance of multiple perspectives in a variety of situations
RESEARCH FOR DELIBERATIVE INQUIRY
Students will:
S.7 apply the research process:
• develop, express and defend an informed position on an issue
• reflect on changes of perspective or opinion based on information gathered and research conducted
• draw pertinent conclusions based upon evidence derived from research
• demonstrate proficiency in the use of research tools and strategies to investigate issues
• consult a wide variety of sources, including oral histories, that reflect varied viewpoints on particular issues
• integrate and synthesize argumentation and evidence to provide an informed opinion on a research question or issue of inquiry
• develop, refine and apply questions to address an issue
• select and analyze relevant information when conducting research
-- plan and perform complex searches using digital sources
-- use calendars, time management or project management software to assist in organizing the research process
-- generate new understandings of issues by using some form of technology to facilitate the process
-- record relevant data for acknowledging sources of information, and cite sources correctly
-- respect ownership and integrity of information
COMMUNICATION
Students will:
S.8 demonstrate skills of oral, visual and textual literacy:
• communicate effectively to express a point of view in a variety of situations
• use skills of formal and informal discussion and/or debate to persuasively express informed viewpoints on an issue
• ask respectful and relevant questions of others to clarify viewpoints
• listen respectfully to others
• use a variety of oral, visual and print sources to present informed positions on issues
-- apply information technologies for context (situation, audience and purpose) to extend and communicate understanding of complex issues
-- use appropriate presentation software to demonstrate personal understandings
-- compose, revise and edit text
-- apply general principles of graphic layout and design to a document in process
-- understand that different types of information may be used to manipulate and control a message (e.g., graphics, photographs, graphs, charts and statistics)
-- apply principles of graphic design to enhance meaning and engage audiences
S.9 develop skills of media literacy:
-- assess the authority, reliability and validity of electronically accessed information
-- evaluate the validity of various points of view presented in the media
-- appraise information from multiple sources, evaluating each source in terms of the author’s perspective or bias and use of evidence
-- analyze the impact of various forms of media, identifying complexities and discrepancies in the information and making distinctions between sound generalizations and misleading oversimplification
�� demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic |
