Infographic Template Galleries

Created with Fabric.js 1.4.5 Passport to Humanity General Outcome 3.1 General Outcome 3.2 How do I "walk in another persons shoes" to better understand my role as a global citizen? How do I "walk in another persons shoes" to better understand my role as a global citizen? General Outcome 3.1 Knowledge and Understanding 3.1.2 examine the social, cultural and linguistic characteristics that affect quality of life in communities in other parts of the world by exploring and reflecting upon the following questions for inquiry: General Outcome 3.2 Values and Attitudes Knowledge and Understanding Students will demonstrate an understanding and appreciation of Canada's roles and responsibilities in global citizenship in relation to communities in India, Tunisia, Ukraine and Peru. Students Will Students will 3.2.1 appreciate elements of global citizenship:• recognize how their actions mightaffect people elsewhere in the world and how the actions of others might affect them (C, GC)• respect the equality of all human beings (C, GC, I) 3.2.2 explore the concept ofglobal citizenship by reflecting upon the following questions for inquiry: • How are the rights,responsibilities and roles ofcitizens in communities around the worldthe same or different thanthose of Canadian citizens? (C, GC)• In what ways can individuals and groupscontribute to positive change in the world? (C, GC, PADM)• How do international organizationssupport communities in need throughout the world(e.g., UNICEF, Red Cross, Development and Peace)? (C, GC) • What determines quality of life? (CC) • How does access to public services affect the communities? (e.g., schools, hospitals, libraries, transportation systems)? (ER, GC, PADM) •How do the individuals and groups in the communities cooperate and share with other group members? (C, CC) • How do the individuals and groups in the communities cooperate and share with othergroup members? (C, CC) (pg 3) Skills and Processess DIMENSIONS OF THINKINGStudents will:3.S.1 develop skills of critical thinking and creative thinking:• evaluate ideas and information from different points of view• choose and justify a course of action• generate original ideas and strategies in individual and group activities3.S.2 develop skills of historical thinking:• correctly apply terms related to time, including past, present, future• arrange events, facts and/or ideas in sequence3.S.3 develop skills of geographic thinking:• create and use a simple map to locate communities studied in the world• use cardinal and intermediate directions to locate places on maps and globes• apply the concept of relative location to determine locations of people and places• apply the terms hemisphere, poles, equator3.S.4 demonstrate skills of decision making and problem solving:• apply new ideas and strategies to contribute to decision making and problem solving• support proposed ideas, strategies and options with facts and reasons• collaborate with others to devise strategies for dealing with problems and issues¾ use technology to organize and display data in a problem-solving contextSOCIAL PARTICIPATION AS A DEMOCRATIC PRACTICEStudents will:3.S.5 demonstrate skills of cooperation, conflict resolution and consensus building:• demonstrate cooperative behaviour to ensure that all members of the group have anopportunity to participate• demonstrate willingness to seek consensus among members of a work group• consider the needs and points of view of others• work and play in harmony with others to create a safe and caring environment¾ share information collected from electronic sources to add to a group task3.S.6 develop age-appropriate behaviour for social involvement as responsible citizenscontributing to their community, such as:• participate in projects that improve or meet the particular needs of their school orcommunity6/ Social Studies Grade 3(2005) ©Alberta Education, Alberta, CanadaRESEARCH FOR DELIBERATIVE INQUIRYStudents will:3.S.7 apply the research process:• make connections between cause-and-effect relationships from information gathered fromvaried sources• evaluate whether information supports an issue or a research question¾ develop questions that reflect a personal information need¾ follow a plan to complete an inquiry¾ access and retrieve appropriate information from electronic sources for a specific inquiry¾ navigate within a document, compact disc or other software program that contains links¾ organize information from more than one source¾ process information from more than one source to retell what has been discovered¾ draw conclusions from organized information¾ make predictions based on organized information¾ formulate new questions as research progressesCOMMUNICATIONStudents will:3.S.8 demonstrate skills of oral, written and visual literacy:• organize and present information, such as written and oral reports, taking particular audiencesand purposes into consideration• listen to others in order to understand their points of view• interact with others in a socially appropriate manner¾ create visual images for particular audiences and purposes¾ use technology to support and present conclusions3.S.9 develop skills of media literacy:• compare information on the same issue or topic from print media, television, photographs andthe Internet• identify key words from information gathered from a variety of media on a topic or issue Students will demonstrate an understanding and appreciation of how geographic, social, cultural and linguistic factors affect quality of life in communities in India, Tunisia, Ukraine and Peru. 3.1.2 examine the social, cultural and linguistic characteristics that affect quality of life in communities in other parts of the world by exploring and reflecting upon the following questions for inquiry: What determines quality of life? (CC) Quality of Life • How does access to public services affect the communities? (e.g., schools, hospitals, libraries, transportation systems)? (ER, GC, PADM) Values and Attitudes
Create Your Free Infographic!