Grade 12 Global Issues - Manitoba Education
Grade 12 Global IssuesCitizenship and Sustainability
Grade 12 Global IssuesCitizenship and Sustainability2017Manitoba Education and Training
Manitoba Education and Training Cataloguing in Publication DataGrade 12 global issues : citizenship and sustainabilityIncludes bibliographical references.This resource is available in print and electronic formats.ISBN: 978-0-7711-7652-4 (print)ISBN: 978-0-7711-7655 (pdf)1. Social sciences—Study and teaching (Secondary)—Manitoba.2. International relations—Study and teaching (Secondary)—Manitoba.3. Citizenship—Study and teaching (Secondary)—Manitoba.4. Sustainable development—Study and teaching (Secondary)—Manitoba.I. Manitoba. Manitoba Education and Training.300.712Copyright 2017, the Government of Manitoba, represented by the Minister ofEducation and Training.Manitoba Education and TrainingWinnipeg, Manitoba, CanadaEvery effort has been made to acknowledge original sources and to complywith copyright law. If cases are identified where this has not been done, pleasenotify Manitoba Education and Training. Errors or omissions will be correctedin a future edition. Sincere thanks to the authors, artists, and publishers whoallowed their original material to be used.All images found in this resource are copyright protected and should notbe extracted, accessed or reproduced for any purpose other than for theirintended educational use in this resource.Any websites referenced in this resource are subject to change without notice.Educators are advised to preview and evaluate websites and online resourcesbefore recommending them for student use.Print copies of this resource (stock number 80739) can be purchased from theManitoba Learning Resource Centre. Order online atwww.manitobalrc.caThis resource is available on the Manitoba Education and Training website sites are subject to change without notice.While the department is committed to making its publications as accessible aspossible, some parts of this document are not fully accessible at this time.Available in alternate formats upon request.
ContentsAcknowledgementsvIntroduction1Course Rationale3Course Overview5Pillars of Learning7Enduring Understandings9Take Action10Citizenship as a Core Concept11Sustainability13Ecological Literacy15Ecological Literacy in a Global Issues Course19Inquiry Approach21Suggested Topics by Area of Inquiry24Take Action – Praxis30Consumer to Citizen32Suggested Assessment and Evaluation Model39Resources42Appendix A: 12 Living Systems Principles49Appendix B: Center for Ecoliteracy – Ecological Principles50Appendix C: Habits of Systems Thinkers52Appendix D: Habits of a Systems Thinker53Appendix E: Center for Ecoliteracy – Systems Thinking: Shifts in Perception54References56Backgrounders for Area of Inquiry: Climate ChangeBG 1.1Backgrounders for Area of Inquiry: ConsumerismBG 2.1Backgrounders for Area of Inquiry: EnvironmentBG 3.1Backgrounders for Area of Inquiry: GenderBG 4.1Contentsiii
ivBackgrounders for Area of Inquiry: Health and BiotechnologyBG 5.1Backgrounders for Area of Inquiry: MediaBG 6.1Backgrounders for Area of Inquiry: Modern SlaveryBG 7.1Backgrounders for Area of Inquiry: Oppression and GenocideBG 8.1Backgrounders for Area of Inquiry: Peace and ConflictBG 9.1Backgrounders for Area of Inquiry: Poverty, Wealth, and PowerBG 10.1Backgrounders for Area of Inquiry: Social Justice and Human RightsBG 11.1Backgrounders for Area of Inquiry: Sustainable AgricultureBG 12.1Grade 12 Global Issues: Citizenship and Sustainability
AcknowledgementsManitoba Education and Training gratefully acknowledges the contributions of the followingindividuals in the development of Grade 12 Global Issues: Citizenship and Sustainability.Principal WritersAcademic AdvisorsDevelopment TeamLinda ConnorManitoba Education and TrainingRenée GilliesManitoba Education and TrainingLinda MlodzinskiManitoba Education and TrainingGreg PrudenManitoba Education and TrainingJohn MurrayManitoba Education and TrainingGary BabiukFaculty of Education, University of ManitobaLloyd KornelsenFaculty of Education, University of WinnipegMarc KulyFaculty of Education, University of WinnipegCarolee BucklerManitoba Education and TrainingMary Ellen CampbellSt John’s RavenscourtJennifer ChapmanStevenson-Britannia Adult Learning CentreRossel ComeauPembina Trails School DivisionMark DewarWinnipeg School DivisionLeslie DicksonWinnipeg School DivisionSandra JansenLouis Riel School DivisionKevin LopuckLord Selkirk School DivisionTares MaluzynskySunrise School DivisionBrian MartelDivision scolaire franco-manitobaineAnne MacDiarmidManitoba Education and TrainingCarole MichalikDivision scolaire franco-manitobaineMike NeufeldMennonite Brethren Collegiate InstituteLarry PaetkauRiver East Transcona School DivisionKerri PhillipsBrandon School DivisionMichelle RybuckWinnipeg School DivisionPamela SchoenLouis Riel School DivisionGreg SheddenWinnipeg School DivisionSharon Ste. MarieSt. Boniface Diocesan High SchoolJohn ThompsonRiver East Transcona School DivisionJackie WillisLouis Riel School DivisionConnie Wyatt-AndersonOpaskwayak Cree NationAcknowledgementsv
Manitoba Educationand Training StaffviLouise BoissonneaultCoordinatorDocument Production Services UnitEducational Resources BranchLinda ConnorProject LeaderLearning Resources and Technology UnitInstruction, Curriculum and Assessment BranchJohn FinchCoordinatorLearning Support and Technology UnitInstruction, Curriculum and Assessment BranchGrant MoorePublications EditorDocument Production Services UnitEducational Resources BranchCyril ParentDesktop PublisherDocument Production Services UnitEducational Resources BranchTim PohlDesktop PublisherDocument Production Services UnitEducational Resources BranchGrade 12 Global Issues: Citizenship and Sustainability
Introduction
Course RationaleState of the PlanetAlthough Earth is 4.6 billion years old, human beings have been around for just a small fractionof that time—about 250,000 years. In that time, somewhere between 60 and 110 billion peoplehave lived on this planet, civilizations have come and gone, and Earth has continued to nourish andsustain life. Until recently, we have not paid a great deal of attention to the impact of human activityon the state of the planet, nor have we paid adequate attention to the needs of our fellow humans.In recent years, people have watched with increasing concern as significant environmentalchanges have become more apparent. We are beginning to realize that these changes may be theresult of human activity—and, even worse, that our future on Earth is no longer certain.The 20th century was the beginning of global efforts to improve human quality of life byworking toward collective social goals. For example, in 1948 the United Nations Declarationof Universal Human Rights marked a significant turning point in concern for the dignity of allhuman beings, and in the year 2000 the UN established the Millennium Development Goals toimprove life for people across the globe.Although some progress has been made, if we are to improve the human condition and sustainEarth for future generations, more work must be done. We cannot continue along the path weare on.We need to change the way we live, reconnect to the natural world, develop an ethos based onecological thinking and global concern, and teach our children to do the same.In January 2016, the UN built on the success of the Millennium Development Goals byimplementing the Sustainable Development Goals (SDGs), which address additional issues such asclimate change, economic inequality, innovation, sustainable consumption, and peace and justice.Millennium Development Goals Eradicate extreme poverty and hunger Achieve universal primary education Promote gender equality and empowerwomen Reduce child mortality Improve maternal health Combat HIV/AIDS, malaria, and otherdiseases Ensure environmental sustainability Develop a global partnership fordevelopmentSource: www.undp.org/mdg/Sustainable Development Goals No poverty Zero hunger Good health and well-being Quality education Gender equality Clean water and sanitation Affordable and clean energy Decent work and economic growth Industry, innovation and infrastructure Reduced inequalities Sustainable cities and communities Responsible consumption and production Climate action Life below water Life on land Peace, justice and strong institutions Partnerships for the goalsSource: United Nations Development Program Introduction Introduction 3
Why Students Should Take this CourseSocial studies examines human societies and the complex interactions among human beingsliving together in a shared world. This course provides a lens of ecological literacy through whichstudents can study and understand the complex and often critical global issues that societies facetoday. Through this lens, students apply concepts related to sustainability learn about the interdependence of environmental, social, political, and economic systems develop competencies for thinking and acting as ecologically literate citizens committed tosocial justiceThe overall purpose of this study is not to instill fear in the next generation, nor to makestudents feel guilty for problems that are the cumulative legacy of many generations of mistakes,recklessness, and, in some cases, deliberate neglect or exploitation. Rather, the intent is to helpstudents understand that human societies and institutions can and should be renewed, beginningwith matters of personal lifestyle, and extending through to collective, large-scale social change.The role of education in this change is vital—hence the importance of this course both as aninstrument of critical understanding (seeking the truth) and as an instrument of hope (seeking tocreate a better future).The Role of Education in Social ChangeEducation plays a crucial role in motivating and informing both personal and social change. Withthis in mind, this course is designed to help students acquire a critical awareness about globalissues, to alert them to the need to be vigilant about the consequences of their decisions andactions, and to provide them with opportunities to take“Education is the point at whichaction for positive change.This course consolidates learning across the disciplinesand helps students develop competencies as citizens whoare mindful of their place in nature and in society andwho are willing to work together toward a sustainablefuture. The pedagogical approach is based on theprinciples of active democratic citizenship, ecologicalliteracy, critical media literacy, and ethical decisionmaking. Throughout the course, students examine thesocial, political, environmental, and economic impact ofemerging issues on quality of life—locally, nationally,and globally. They are provided with opportunities toengage in inquiry, active experiential learning, dialogue,collaboration, reflection, and decision making. With aview to transforming life practices, this course includesthe planning and implementation of a school orcommunity-based action-research project.4Grade 12 Global Issues: Citizenship and Sustainabilitywe decide whether we lovethe world enough to assumeresponsibility for it, and by thesame token save it from ruinwhich except for renewal, exceptfor the coming of the new andthe young, would be inevitable.And education, too, is wherewe decide whether we love ourchildren enough not to expelthem from our world and leavethem to their own devices, not tostrike from their hands their chanceof undertaking something new,something unforeseen by us, butto prepare them in advance for thetask of renewing a common world.”– Hannah Arendt
Course OverviewAccording to the report to UNESCO of the International Commission on Education for the21st Century (2010), education must be organized around four fundamental types of learning forall people to be empowered as lifelong learners, capable of contributing to their communities nowand in the future: learning to know learning to do learning to be learning to live together5 Introduction Introduction
Grade 12 Global Issues: Citizenship and SustainabilityLearning to knowAcquire knowledge and understanding, and thinkcritically about our complex and changing world.QQQQQQQQQQQQQQDevelop ecological literacy through an understanding of the interdependenceof society, the environment, and the economy.Be open to new ideas and divergent thinking.Seek knowledge from diverse sources and perspectives.Use creative, critical, and systems thinking to address complex questions.Conduct focused in-depth inquiry.Explore alternative approaches to issues without fear of challenging thestatus quo.Engage in long-term thinking, and articulate a vision for a sustainable future.Learning to doLearn to participate effectively in local, national, andglobal communities.QQQQQQQQQQQQQQQQAct responsibly towards self, others, and the environment.Be willing to let go and give back, and to make changes so as to live sustainably.Be an empowered and committed agent of change, willing to take a stand and engage inaction for a sustainable future.Cultivate and share personal skills, talents, and gifts.Practise helpfulness and share hopefulness.Demonstrate care and respect through language and actions.Apply intuitive and innovative thinking and decision-making skills.Plan informed courses of action.Learning to beBuild self-knowledge and be conscious ofconnections to nature and society.QQQQQQQQQQQQAppreciate the natural world and live by ecological principles.Be willing to contribute to the present and future well-being of all.Be introspective, reflective, and self-aware.Acquire a strong sense of self-knowledge and personal identity.Accept and express multiple identities, allegiances, and influences.Know how to be and how to live with others in shared spaces.Learning to live togetherLearn to live peacefully with others and to care for ourcommon homeland.QQQQQQQQQQQQQQRespect Earth as a shared commons made up of complex and interconnected systems.Recognize the solidarity of all human beings and their dependence upon the planet.Respect diversity and value equity.Engage in intercultural dialogue and cultivate a widening circle of empathy and concern.Respect the inherent, inalienable, and universal nature of human rights.Be willing to collaborate, lead, and support.Resolve conflicts peacefully.Enduring UnderstandingsQQQQQQQQQQQQQQQQQQQQOur ecological footprint is exceeding Earth’s capacity to sustain biodiversity andhuman life.Our decisions and actions matter; they have social, environmental, economic,and political consequences.Individuals, groups, governments, and corporations have the power to effectchange and the responsibility to contribute to a sustainable future.The media do not provide neutral reflections of reality; they affect our decisionsand actions.A global economic system that depends upon and perpetuates unrestrainedconsumerism is unsustainable.Economic and technological development has contributed greatly to society,but often with harmful human and environmental consequences.Indigenous knowledge and world views offer alternatives to prevailingassumptions about how to live with one another within the environment.Political systems distribute power, privilege, and wealth in different ways,some more justly than others.A just society respects human diversity and recognizes universal, equal, andinalienable human rights.There is no them or over there: we all belong to the human species, our concernsare interdependent, and we are part of the natural world.Take ActionQQQQQQQQQQQQQQQQQQQQMinimize your ecological footprint, and live more responsibly (e.g., use fewer nonrenewable resources; reduce waste; limit dependence on petrochemicals; seeksustainable and ethical food choices.).Recognize the consequences of your decisions, and take action as a citizen for asustainable and just future for all.Be an ethical decision-maker, take a stand to support quality of life for all, and challengethe unethical and the unsustainable.Evaluate the purposes of media, critically question information sources and ourresponses to media, and make decisions accordingly.Make consumption decisions that follow ecological and ethical principles, and berespectful of nature, self, and society in your actions.Assess the relative value and sustainability of economic and technologicaldevelopments in order to make informed decisions.Explore indigenous perspectives to extend the boundaries of the familiar and tochallenge assumptions and practices.Support democratic citizenship and be vigilant about political decisions that affectsocial, economic, and environmental conditions.Be committed to universal human rights, regardless of gender, age, physical ability,sexual orientation, language, culture, religion, political beliefs, ethnicity, national orsocial origin, or status (e.g., property, birth, economic.).Uphold the value of every person and strive to build community; act in ways thatacknowledge human solidarity and the complexity and interrelatedness of all life.Media * Consumerism * Environment * Poverty, Wealth, and Power * Indigenous Peoples * Peace and ConflictOppression and Genocide * Health and Biotechnology * Gender Politics * Social Justice and Human Rights6Grade 12 Global Issues: Citizenship and Sustainability
Pillars of LearningThe overarching goal of this course is the development of active democratic citizenship based onthese four pillars, with a particular focus on ecological literacy and social justice. The followingdescriptors summarize the key competencies this course seeks to develop, organized under thefour UNESCO pillars of learning.Learning to knowAcquire knowledge and understanding, and think critically about our complex andchanging world. Develop ecological literacy through an understanding of the interdependence of society, theenvironment, and the economy. Be open to new ideas and divergent thinking. Seek knowledge from diverse sources and perspectives. Use creative, critical, and systems thinking to address complex questions. Conduct focused in-depth inquiry. Explore alternative approaches to issues without fear of challenging the status quo. Engage in long-term thinking, and articulate a vision for a sustainable future.Learning to doLearn to participate effectively in local, national, and global communities. Act responsibly towards self, others, and the environment. Be willing to let go and give back, and to make changes so as to live sustainably. Be an empowered and committed agent of change, willing to take a stand and engage inaction for a sustainable future. Cultivate and share personal skills, talents, and gifts. Practise helpfulness and share hopefulness. Demonstrate care and respect through language and actions. Apply intuitive and innovative thinking and decision-making skills. Plan informed courses of action.7 Introduction Introduction
Learning to beBuild self-knowledge and be conscious of connections to nature and society. Appreciate the natural world and live by ecological principles. Be willing to contribute to the present and future well-being of all. Be introspective, reflective, and self-aware. Acquire a strong sense of self-knowledge and personal identity. Accept and express multiple identities, allegiances, and influences. Know how to be and how to live with others in shared spaces.Learning to live togetherLearn to live peacefully with others and to care for our common homeland.8 Respect Earth as a shared commons made up of complex and interconnected systems. Recognize the solidarity of all human beings and their dependence upon the planet. Respect diversity and value equity. Engage in intercultural dialogue and cultivate a widening circle of empathy and concern. Respect the inherent, inalienable, and universal nature of human rights. Be willing to
6 Grade 12 Global Issues: Citizenship and Sustainability Grade 12 Global Issues: Citizenship and Sustainability Learning to know Learning to do Acquire knowledge and understanding, and think critically about our complex and changing world. QQ Develop ecological literacy through an understanding of the interdependence
Manitoba Education and Training Cataloguing in Publication Data Mental math : grade 12 essential mathematics ISBN: 978-0-7711-8029-3 (print) ISBN: 978-0-7711-8030-9 (pdf) 1. Mathematics—Study and teaching (Secondary)—Manitoba. 2. Mental arithmetic—Study and teaching (Secondary)—Manitoba. I. Manitoba. Manitoba Education and Training. 510.712
Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill
Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Repeal 3 The Manitoba Building Code, Manitoba Regulation 127/2006, is repealed. Abrogation 3 Le Code du bâtiment du Manitoba, R.M. 127/2006, est abrogé. Coming into force 4(1) Subject to subsection (2), this regulation comes into force on April 1, 2011. Entrée en vigueur 4(1) Sous réserve du paragraphe (2), le présent règlement entre en vigueur le 1 er avril 2011.
Math Course Progression 7th Grade Math 6th Grade Math 5th Grade Math 8th Grade Math Algebra I ELEMENTARY 6th Grade Year 7th Grade Year 8th Grade Year Algebra I 9 th Grade Year Honors 7th Grade Adv. Math 6th Grade Adv. Math 5th Grade Math 6th Grade Year 7th Grade Year 8th Grade Year th Grade Year ELEMENTARY Geome
ISBN: 978--7711-7505-3 (pdf) 1. Cabinetwork—Study and teaching (Secondary)—Manitoba. 2. Furniture making—Study and teaching (Secondary)—Manitoba. 3. Technical education—Manitoba—Curricula. . Grade 12 Cabinet and Furniture Making: General and Specific Learning Outcomes by Goal 29 Goal 1: Describe and apply health and safety
On January 25, 2017, new building and fire safety provisions/requirements for farm buildings came into effect in Manitoba. While previous farm building requirements were in a separate Manitoba Farm Building Code Regulation, the new provisions are contained in the Manitoba Building Code Regulation.
manitoba ombudsman 2008 annual report 3 manitoba agriculture services corporation 48 manitoba corrections 50 cases of interest - municipal government 55 rural municipality of lac du bonnet 55 rural municipality of park 57 rural municipality of daly 58 the public interest disclosure (whistleblower protection) act 61 report on activities of the access and privacy division 62
