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The Global Goals Debate

Secondary, Middle

Description

Participation in this lesson will build an understanding of the Global Goals for Sustainable Development.  Through debate preparation and participation students will have the opportunity to evaluate the goals and come to a decision as to their relevance and importance.  Activities include:

Review of the Global Goals: With aid of materials provided in the resource, the lesson begins with a recap of the 17 goals and the intent and core objectives of the program. 

Focus on One Goal:  In preparation for the debate, students are assigned to small groups to examine the pros and cons of pursuing a specific goal at the local, national and global level.  Background information is provided.

Debate:  Selected students present arguments for and against the motion “Pursuing the global goals is a waste of time”.  Other students serve as debate officials and members of the audience.  Audience members are charged with summarizing points made by each side during the debate proceedings.

Where do you stand?:  Students consider all of the arguments presented in the debate before taking a final position as to the motion and presenting their rationale.

General Assessment

What skills does this resource explicitly teach?

Debate preparation and participation

Critical thinking

Taking an informed position

Strengths

The resource includes all information and materials for successful implementation

Students will find the activities enjoyable.

Each activity is well-supported.

The resource is up-to-date.

Recommendation of how and where to use it

The resource is particularly relevant for those units in social studies and geography that address global issues and sustainable development.  Language Arts and Communications teachers interested in addressing sustainable development will also find this resource useful.

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 6
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      • English/Language Arts
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        • Enhance Clarity and Artistry of Communication
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      • English/Language Arts
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        • Enhance Clarity and Artistry of Communication
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        • Enhance the clarity and artistry of communication
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      • Social Studies
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        • Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
        • Social Studies 10-2 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
        • Social Studies 10-4 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
  • British Columbia
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        • Global Issues and Governance: Complex global problems require international cooperation to make difficult choices for the future.
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      • Social Studies
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        • Explorations in Social Studies 11: Social justice initiatives can transform individuals and systems
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        • Comprehend and Respond
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        • Respect, support and collaborate with others
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        • Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
        • Social Studies 10-2 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
        • Social Studies 10-4(Living in a Globalizing World) Globalisation and Sustainable Prosperity
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        • Enhance Clarity and Artistry of Communication
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        • Comprehend and Respond
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        • Comprehend and Respond
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        • Social Studies (Applied): Cooperation
        • Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
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  • Ontario
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        • Language: Oral Communication
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        • People and Environments: Canada's Interactions With The Global Communty
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        • Equity, Diversity, and Social Justice (Workplace Prep.) Promoting Equity and Social Justice
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        • World Geography: Urban Patterns & Populations (Univ. / College Prep.): Sustainability and Stewardship
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        • Equity and Social Justice: From Theory to Practice (Univ./College Prep.) Addressing Equity and Social Justice Issues
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        • Interdependence: Atlantic Canada in the Global Community: Human Rights in the Global Community
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        • Geography of Canada 421A: Canada’s Global Connections
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        • Canadian Studies 401A: Canada's Global Connections
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      • Geography
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        • Geography 621A Global Issues : Inquiry- What are the issues?
        • Geography 631A Global Issues: What are the issues?
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        • Global Issues and Governance: Complex global problems require international cooperation to make difficult choices for the future.
    • Grade 11
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      • Social Studies
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        • Explorations in Social Studies 11: Social justice initiatives can transform individuals and systems

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

Students take positions, prepare arguments and reach decisions based on their own understanding and interpretation of the information available.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good

Inherent in the analysis of each goal is the opportunity to explore the interplay of economic, social and environmental factors.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Good

The depth of analysis can be easily adapted to the age group involved.

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Poor/Not considered

Not considered in this lesson.

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Very Good

This is a strength of the resource.  Opportunities are presented throughout and emphasized in the 'Where do You Stand' activity.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Satisfactory

There are a number of Global Goals that focus on this criterion.

Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Satisfactory

The nature of the Global Goals program is such that its examination should encourage an affinity for the natural world.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Good

Students are required to consider the effectiveness of the Global Goals program in a local context.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Poor/Not considered

Not considered.

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Very Good

Inherent in the design of the lesson is its focus on students coming to their own conclusions.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good

Given the focus on debate preparation and participation, the lesson addresses outcomes and skills in language arts.  However, the nature of the Global Goals program and the range of issues it addresses will support content in citizenship education, science and geography.

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Satisfactory

The debate preparation serves as an inquiry exercise.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Satisfactory

The different roles required for the debate will help meet the needs of a variety of learners.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Good

The Debate and Where Do You Stand activities are effective simulations in providing an authentic learning experience for the students.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

Students are required to work cooperatively  in small groups.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Poor/Not considered

Assessment tools and direction are not included.

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Satisfactory

Much of the learning is dependent upon the quality of the students' debate preparation and performance.

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Poor/Not considered

Not Considered

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Poor/Not considered

This is not a feature of the resource.

Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.