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Butterfly 208

Description

General Assessment

Question	Response
How to develop attitudes?	Students will read a variety of texts, they will reflect on discussion questions, they will complete a project of their choice, answer activity sheets with guiding questions, and do various presentations in front of their peers.
What skills does this resource explicitly teach?	Skills that are explicitly taught are: detecting human needs, biological aspects of HIV, research skills, critical thinking, communication skills.
What important, related ideas/issues are not addressed in this resource?	Controversial points of view regarding HIV.
What important ideas are implied by the resource, but not taught explicitly?	The interconnectedness of the issue between the world community and Africa. Students can make a difference. The current HIV situation in Africa can be improved.
To enhance this resource the following changes are strongly recommended:	It would be essential that controversial points of view be included in the reading material for the students and that suggested questions be included to guide students reflection. The issue could also be introduced by having students reflecting on the impact of HIV in their own community then moving towards the issue in Africa. An action project should also be added and included in the integral part of the resource and not only as an extension. This would greatly empower students.
To enhance this resource the following changes would be beneficial:	Real case studies rather than stories.

Sustainability Education Principles

Principle	Rating	Explanation
Bias Minimization	Mediocre	A variety of opportunities are offered for students to reflect on the presented issue, yet few points of view are presented. Solutions are not criticised and the reading material gives the impression that the world community is doing enough to help Africa.
Multiple Dimensions of Problems & Solutions	Good	The resource addresses the geographic and historical aspects, as well as the economic, religious and cultural, and social impact of the issue.
Respects Complexity	Mediocre	This resource does not take a problem solving approach, although it does provide some information on solutions taken by the world community and consider what students could do in their community. Yet, this resources focuses on the understanding of the issue.
Action Experience	Mediocre	Action opportunities are extensions and not an integral part of the activity.
Action Skills	Mediocre	The activity does not explicitly teach the skills needed for students to take effective action in their community and the world. They are rather implicit and as the activity does not focus on taking action these skills are not explicitly present in the activities.
Empathy & Respect for Humans	Good	Empathy and respects are fostered towards Africa and its people. The information provided is respectful and well presented.
Personal Affinity with Earth	Poor/Not considered	This is not the purpose of the activity.
Locally-Focused	Mediocre	The activity starts directly with the issue of HIV in Africa. It could be more relevant and beneficial to start with an observation of the issue in the students' community, province, country and then move on to the issue in Africa. This would make the activity more relevant to the students.
Past, Present & Future	Good	The geographic and historic aspects of the issue are discussed as well as the current state of the issue and a positive vision is provided via solutions that are being taken by the world community. Students are learning that everything is interconnected and their actions can make a change.

Pedagogical Approaches

Principle	Rating	Explanation
Open-Ended Instruction	Good	Many good discussion questions are suggested to guide students in their reflections. Students are also working on a project of their choice and are free to make up their own mind regarding the issue.
Interdisciplinary and Multidisciplinary Learning	Good	Good for language arts, visual arts, social sciences and economics.
Discovery Learning	Mediocre	This could be improved. Students are offered only one source of information on various aspects of the issue, including various perspectives and taking a critical thinking approach could be beneficial for the students. Yet, discussion questions and a project allow the students to think for themselves.
Values Clarification	Mediocre	The activity does not clearly provide a range of different perspectives on the issue.
Differentiated Instruction	Good	Good for linguistic and visual learners (visual arts project), intrapersonal and interpersonal.
Experiential Learning	Mediocre	Students are given reading material but this one does not relate to their immediate environment. No hands on activities except in the extensions.
Cooperative Learning	Mediocre	Students work both individually and in groups. Skills are not explicitly taught and practiced.
Assessment & Evaluation	Good	Students are given various opportunities to demonstrate their knowledge and skills but the assessment tool does not provide self-assessment opportunities.
Peer Teaching	Mediocre
Case Studies	Good	The stories provide relevant case studies for the activity.
Locus of Control	Mediocre	Students are offered the opportunity to select a project.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

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Alberta
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- Grade 9
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- Grade 10
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    - Create oral, print, visual and multimedia
    - Explore thoughts, ideas,feelings and experiences
    - Manage ideas and information
  - Social Studies
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    - Social Studies 10-2 (Living in a Globalizing World) Personal Response to Globalization
British Columbia
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- Grade 11
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    - Autonomy and International Involvement
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- Grade 12
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    - Research and Presentation Skills
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    - Social Justice 12: Defining Social Justice
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Manitoba
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- Grade 9
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    - Comprehend and respond personally and critically to oral, print, and other media texts
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    - Personal Decisions and Community Connections
- Grade 10
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    - Enhance the clarity and artistry of communication
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    - Personal Decisions and Community Connections
- Grade 11
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- Grade 12
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    - Personal Decisions and Community Connections
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    - Step 4Relevant matches
    - World Issues: Unit III - Quality of Life Perceptions
    - World Issues: Unit V - The World of the Future
    - World issues: Unit IV - World Issues
New Brunswick
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- Grade 11
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  - History
    - Step 4Relevant matches
    - Modern History 113: Internal Developments in Selected Countries
- Grade 12
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    - English 122/123:: Speaking & Listening
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    - Step 4Relevant matches
    - Canadian History 122: Canada and the Global Community: 1945 to Present
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    - World Issues 120: Introduction to the Global Village
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    - World Issues 120: The Future of the Global Community
Newfoundland & Labrador
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- Grade 10
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    - English 1202:Speaking & Listening
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    - Ethical Issues 1104: A Discovery of Worldview and the Raising of Social Questions
- Grade 12
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    - English Language Arts 3202: Reading & Viewing
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    - World History 3201: Challenges and Changes
    - World History 3201: Challenges of the Modern Era
Northwest Territories
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- Grade 1
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    - Celebrate and Build Community
- Grade 9
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    - Comprehend literature, and respond personally, critically and creatively
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- Grade 10
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  - Social Studies
    - Step 4Relevant matches
    - Social Studies 10-1 (Perspectives on Globalization) Globalization & Identity
    - Social Studies 10-1(Perspectives on Globalization) CitizensResponse to Globalization
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    - Social Studies 10-2 (Living in a Globalizing World) Globalisation and Identity?
    - Social Studies 10-2 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
    - Social Studies 10-4 (Living in a Globalizing World) Globalisation and Identity?
    - Social Studies 10-4 (Living in a Globalizing World) Personal Response to Globalization
    - Social Studies 10-4(Living in a Globalizing World) Globalisation and Sustainable Prosperity
- Grade 12
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  - English/Language Arts
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    - Comprehend literature, and respond personally, critically and creatively
    - Create oral, print, visual and multimedia texts, and enhance the clarity and artistry of communication
    - Explore thoughts, ideas, feelings and experiences
    - Manage ideas and information
    - Respect, support and collaborate with others
Nova Scotia
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- Grade 9
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  - Social Studies
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    - Atlantic Canada in the Global Community: Interdependence
- Grade 10
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    - Reading & Viewing
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    - Canadian History 11: Sovereignty
- Grade 12
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    - Global Geography: Global Factory: For Whose Benefit?
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    - Visual Arts 12: Perceiving, Reflecting, and Responding
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Nunavut
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- Grade 10
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  - Social Studies
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    - Social Studies 10-2 (Living in a Globalizing World) Personal Response to Globalization
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    - Cooperation
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    - Global Interdependence & Quality of Life
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- Grade 12
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    - Create oral, print, visual and multimedia texts, and enhance the clarity and artistry of communication
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    - Social Studies 30: Global Interaction: International Confrontation & Cooperation: An Introduction
    - Social Studies 30:Global Interactions: Contemporary Global Interactions
    - Social Studies 33: Interactions in the Contemporary World (1975-Present)
Ontario
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- Grade 9
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    - Visual Arts: Theory
- Grade 11
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    - American History (Univ. Prep) Communities: Local, National, and Global
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    - Canadian History and Politics Since 1945 (College Prep.) Communities: Local, National and Global
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- Grade 12
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    - Canada & World Issues: A Geographic Analysis -Global Connections
    - World Geography: Urban Patterns & Interactions (College Prep.) Global Connections
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    - World Geography: Human Patterns & Interactions (Univ. prep.)Global Connections
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    - World History: The West & the World (Univ. Prep.) Communities: Local, National, and Global 2
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    - Social Challenges (College and Univer. Prep)
Prince Edward Island
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- Grade 9
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    - Atlantic Canada in the Global Community: Interdependence
- Grade 10
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    - Reading & Viewing
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    - Canadian Studies 401A: Canada's Place in the World
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    - Visual Arts 401A: Creating, Making, and Presenting
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  - Visual Art
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    - Creating, Making, and Presenting
    - Perceiving, Reflecting, and Responding
- Grade 12
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  - Visual Art
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    - Creating, Making, and Presenting
    - Perceiving, Reflecting, and Responding
Quebec
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- Grade 9
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    - Produces texts for personal and social purposes
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  - Arts
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    - Visual Arts: Creates media images
    - Visual Arts: Creates personal images
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    - Produces texts for personal and social purposes
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  - Physical Education & Health
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    - Adopts a healthy, active lifestyle
- Grade 11
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  - Arts
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    - Visual Arts: Creates media images
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  - English/Language Arts
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    - Produces texts for personal and social purposes
    - Reads and listens to written, spoken and media texts
  - History (The 20th Century - History & Civilisations)
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    - Overview of the 20th Century & Aspects of Civilisation
Saskatchewan
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- Grade 10
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  - Social Studies
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    - Social Studies 10: Economic Decision Making
- Grade 11
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  - History
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    - History 20: Global Issues
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    - Social Studies 20: World Issues -Human Rights
- Grade 12
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  - Social Studies
    - Step 4Relevant matches
    - Canadian Studies 30: Change and Society
    - Canadian Studies 30: Economic Development
    - Canadian Studies 30: Globalization
Yukon Territory
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- Grade 10
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  - English/Language Arts
    - Step 4Relevant matches
    - Oral Language (Speaking and Listening)
    - Reading and Viewing
    - Writing and Representing
- Grade 11
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  - Arts
    - Step 4Relevant matches
    - Fine Arts11: Expressing Our Humanity
    - Fine Arts11: Personal, Social, Cultural and Historical Contexts
  - English/Language Arts
    - Step 4Relevant matches
    - Communicate Ideas and Information
    - Communication: Communicate Ideas and Information
    - Communication: Comprehend and Respond
    - Communications: Self and Society
    - Comprehend and Respond
    - Self and Society
- Grade 12
  - Step 3Select a subject
  - English/Language Arts
    - Step 4Relevant matches
    - Oral language (Speaking & Listening)
    - Reading & Viewing
    - Writing & Representing
  - Social Studies
    - Step 4Relevant matches
    - Moving Toward a Socially Just World
    - Social Justice
    - Social Justice: Defining Social Justice
    - Social Justice: Recognizing and Analyzing Injustice

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Butterfly 208

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Description

General Assessment

Sustainability Education Principles

Pedagogical Approaches

Relevant Curriculum Units

A project of

with support from

Butterfly 208

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Send to a Friend

Print this Resource

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Description

General Assessment

Sustainability Education Principles

Pedagogical Approaches

Relevant Curriculum Units

A project of

with support from