Civic-+Global+Education

This is our complete unit design for all to use hopefully in their placements! Enjoy!

Ass't Manager: Sabreena Assessment/Eval: Sumiya Research: Rob Presentation: Patrick**
 * Manager: Stephania


 * Random Requirements**
 * 9 overall resources per activity
 * annotated bibliography for resources. 3 should be student resources, 3 teachers, 3 websites (overall, 2-3 have to be for your RIP)
 * description of activity must include the skills the students will be learning and how it connects to the CA
 * the activity titles have to be related to the skill being learned (a critical question as the title is suggested)
 * make sure your RIP is clearly ID'd in your activity
 * create unit expectations and activity sequence chart (Booklet C, p. 5)
 * create assessment strategies/tools chart (Booklet C, p. 6)
 * student scaffold checklist
 * remember to include any checklist/rubric as appendices in your unit!
 * 10 brochures for presentation rather than for entire class. Post online as PDF if able to.


 * GRASPS Test**
 * Goal
 * task: each member of the group is to create 1 visual and 1 written resource to educate others on a specific global issue
 * goal: create a newsletter on a specific global issue as a group. You are also asked to try and raise funds for your global issue by educating others in your community
 * challenge: present your findings to a larger audience and convince them that it is an important issue. The audience and method of presentation are up to the group and should be verified by the teacher.
 * Role
 * you are: a member of a global community
 * asked to: research a specific global issue and present your findings to members of your community (can be local and/or global). You will also be asked to use the information you have gathered to raise funds for an organization of your choice that applies to the global issue
 * Audience
 * target audience: your fellow local and/or global citizens
 * to convince them: that the issue you have chosen is important and that they should support causes that attempt to rectify the issue
 * Situation
 * context/challenge: you are promoting awareness of a global issue at a time when people are bombarded with information on a daily basis. How will you make your newsletter stand out and grab people's attention?
 * Product/Performance and Purpose
 * you will create a: newsletter
 * in order to: raise awareness of a global issue and attempt to raise funds to help it
 * Successful Achievement
 * (see rubric)

Required Steps for CA:
 * GRASPS test (will need to include this in description of CA)
 * Need at least 2 assessment tools throughout


 * Assessment**
 * Peer/Self/Teacher Assessment

By Friday: -each person come up with 1 "Research into Practice" tool with two resources attached to that tool -write 2 pages about how you're applying this to the activity (see page 2 of booklet A for more details)
 * Activity Themes**
 * 1) Global Citizenship
 * Patrick
 * RIP: cooperative learning
 * Skill: Research and Computer Literacy
 * Length of Activity:
 * 1) Human Rights
 * Sabreena
 * RIP: creative controversy
 * Skill: Advertisement
 * Length of Activity:
 * 1) Global Issues
 * Sumiya
 * RIP: media literacy
 * Skill: Detecting Biases
 * Length of Activity:
 * 1) Canada's Role on the World Stage
 * Stephania
 * RIP: current events
 * Skill: Reporting
 * Length of Activity:
 * 1) Global Citizens and NGO
 * Rob
 * RIP: simulations or political action
 * Skill: Analyzing Political Cartoons
 * Length of Activity:


 * SKILLS**
 * Research (Patrick)
 * Visual organizers
 * Bibliographies
 * Detecting Biases (Sumiya)
 * Analyzing Political Cartoons/comics
 * Write opinion pieces
 * Write Letters
 * Create a timeline
 * Advertisements (Sabreena)
 * Computer Skills (Patrick)
 * 5 Ws, 1H -reporting (Stephania)

__**RIP Resources**__
 * source (book) for cooperative learning: //Engaging All// by Creating High School Learning Communities
 * source (article) for cooperative learning: //Cooperative Learning Returns to College: What Evidence Is There That It Works?//
 * source (book) for creative controversy: Ch. 3--Constructive Controversy: The Value of Intellectual Opposition" //The Handbook of Conflict Resolution//
 * source (article) for creative controversy: "Fishbowls, Creative Controversy, Talking Chips: Exploring Literature Cooperatively"
 * source (article) for media literacy: //Think Literacy// and //Reading Propaganda// (Faculty of Humanities and Social Sciences, Media, Arts and Production