Global Perspective provides a meaningful blend of interdisciplinary academic learning focusing on global education with hands on experiences locally or internationally. The course is designed to provide students with the opportunity to develop awareness of the world and its complex issues, as well as having the opportunity to travel to and participate in a hands-on project in a developing country.
The students participate in an extensive study of global issues and the selected region for project work, and interact with community groups (educational, business, service clubs/volunteer organizations, and social) to apply their learning and raise funds for their project. Learning outcomes for the course are grouped under the curriculum organizers: Research, Analysis, and Cultural Studies—are not specific to just one unit of study. Throughout the course, students are reflective learners, encouraged to integrate or synthesize their various learning experiences.
Global Perspective promotes students’ awareness by examining personal, national, and global identities, as well as promoting the development of an individual vision for the future and producing more globally-minded citizens. The course truly reflects the philosophy of the French School Board and pedagogie 2010 in that it promotes an opening on the world as well as a use of technology to work in a constant evolving world. It also promotes a global vision within a focus on ones identity (including Francophone, Canadian, and Citizen of the world). The course is student-driven and forward-thinking, is collaborative, has an interdisciplinary focus. Global Perspective connects students with parents, local elementary and middle schools, the business community and service clubs, and international and community organizations—community bonding for a common goal. The class is dedicated to promoting global perspectives to the community be it in the city where students live, the schools community, the francophone communities, and the international communities.
Students have opportunities to enhance their academic studies by developing skills in leadership, empathy, sensitivity and respect for differences, identifying and solving problems, making presentations (public speaking, personal confidence, self-esteem), and coordinating events. They develop an understanding and appreciation of cultures, as well as broadening their knowledge and understanding in specific disciplines. Students have opportunities to interact in relevant and meaningful contexts with elementary, middle, and secondary school students; members of the business community; multicultural representatives from the community; representatives from national and international organizations; and, if some cases, community members in a developing country.
Developing Global Perspectives
In this unit, students consider the various factors and individuals that shape the way they view and understand the world. Through multimedia presentations and research, students explore the concept of “development”, while expanding their knowledge of countries in the world and grappling with global issues and the problems of unequal development. Students also sharpen their critical skills as they read and make sense of current events.
It is expected that students will:
- develop and demonstrate research skills using a variety of multimedia sources use research sources (print, internet) to compare countries and rank them according to their level of “development” and/or quality of life
- identify, examine, and reflect on the experiences and individuals that have shaped their views/ perceptions of the world
- read maps accurately to gather information about a country, region, or continent
- identify and assess ethical issues related to interactions between developed and developing countries
- explore definitions of globalization and assess its effects on selected nations and regions of the world
- examine what “makes” the news, identify components of a news story, and detect bias in current events
- analyze current events presented in print media, following several global issues over a period of time, and offer commentary on the relevance or importance of the topics included in news articles and editorials
- demonstrate knowledge of basic world geography, such as labeling continents, regions, and bodies of water
- predict how a country’s location can affect its development
- develop an increased awareness of and sensitivity to global issues: developing “global perspectives”
People Who Made/Make a Difference
In this unit of study, students have opportunities to learn about both individuals and organizations that have worked and are working to improve the lives of less fortunate individuals and provide hope for the future. This includes conducting research on non-governmental and civil society organizations, reading from authors such as Craig Kielburger’s book Free the Children, examining the roles of the United Nations, and viewing a feature film focusing on an inspiring individual (such as Gandhi).
It is expected that students will:
- Research non-governmental organizations (NGO’s)
- compare and contrast the information gathered by the class on the origins, scope, and focus of non-governmental organizations
- examine the motivations and actions of a people, such as Craig Kielburger, who started a non-government organization focusing on eliminating child labour
- identify the primary bodies of the United Nations and examine its roles in the world today
- examine the concept of universal human rights and explain the purpose of The Universal Declaration of Human Rights.
Sharing soup & sandwiches with the
homeless at Lions Park in Port Coquitlam
Cultural Studies
This class will allow the opportunity to expand students’ knowledge of the developing world through focused study of a country. This includes researching the country’s history, geography, sociology, politics, economics, religion(s), literature, and fine arts. At this time, there will also be opportunities for students to reflect on their own country’s “cultural components.” In addition, students will learn about the qualities of interculturally effective people.
It is expected that students will:
- Examine the qualities of interculturally effective people
- compare and contrast their own cultural background(s) with the cultural components of the focus country of study:
- identify the interconnected components of culture
- review concepts of “Canadian identify” and Canadian culture(s) introduced in Social Studies 11
- develop a greater understanding of their Canadian identity
- from their participation in hands on activities related to an international aid project
More transferable skills that will be developed through this course
It is expected that students will:
- communicate effectively in written and spoken language or other forms of expression, as appropriate to the social sciences and language arts;
- develop greater maturation and independence as learners;
- develop their abilities to think critically, including abilities to define an issue or problem and develop responses/hypotheses/solutions and supporting arguments;
- develop skills in planning and organization;
- develop sensitivity towards and respect for differences;
- demonstrate knowledge of strategies and skills for team-building and cooperation;
- develop confidence and skill in public speaking;
- enhance leadership abilities;
- develop skills in communicating and interacting through a wide variety of experiences
- with younger children, older individuals, business representatives, etc.
- reflect on presentation experiences and set goals and action plans for improvement/ growth;
- participate in promoting and fundraising for a project that will benefit children in a developing country;
- demonstrate accountability for their project fundraising
- participate in local or international volunteer work.
