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Created with Fabric.js 1.4.5 Passport to Humanity General Outcome 3.2 3.2.2 Knowledge and Understanding Students will 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: 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? What determines quality of life? (CC) 3.1.1 Values and Attitudes Students will appreciate similarities anddifferences amongpeople and communities: 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. (p.37) General Outcome 3.1 3.2.1 Values and Attitudes DIMENSIONS OF THINKINGStudents will:3.S.1 develop skills of critical thinking and creative thinking: evaluate ideas andinformation from differentpoints of view choose and justify a course of action generate original ideas andstrategies in individual andgroup activities3.S.4 demonstrate skills of decision making and problem solving: apply new ideas and strategies to contribute to decision makingand problem solving support proposed ideas, strategiesand options with facts and reasons collaborate with others to devise strategies for dealing with problems and issues SOCIAL PARTICIPATION AS A DEMOCRATIC PRACTICE3.S.5 demonstrate skills ofcooperation, conflict resolutionand 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 task RESEARCH FOR DELIBERATIVE INQUIRY3.S.7 apply the research process: make connections between cause-and-effect relationships from information gathered fromvaried sources evaluate whether informationsupports an issue or aresearch question¾ follow a plan to complete aninquiry¾ access and retrieveappropriate information fromelectronic sources for a specific inquiry¾ navigate within a document,compact disc or other softwareprogram that contains links¾ organize information from more than one source¾ process information frommore than one source to retellwhat has been discovered¾ draw conclusions fromorganized information COMMUNICATIONStudents 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 3.1.2 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. How does access to public services affect the communities? (e.g., schools, hospitals,libraries, transportation systems)? (ER, GC, PADM) Students will appreciateelements of globalcitizenship: recognize how their actions might affect 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) (p.39) Students will explore the concept ofglobal citizenship by reflecting uponthe following questions for inquiry: How are the rights,responsibilities and roles of citizens in communities around the world the same or different than those of Canadian citizens? (C, GC) In what ways can individuals and groups contribute 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) (pg 39) demonstrate an awareness of and interest in thebeliefs, traditions and customs of groups and communities other than their own (CC) Skills and Processes Passport to Humanity
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