SACSC Global Education
Unit and Lesson Plans
Unit 1 Global Issue Awareness
 Unit 1 Global Issue Awareness—Lesson 1 Issues…What Issues?
Students will become familiar with the following CIDA themes: poverty (health and nutrition); basic education; HIV/AIDS; children's rights and protection; gender equality; and environmental sustainability. Through an independent learning forum, students will create a portfolio based on one global issue (CIDA theme or Millennium Development Goal), thereby increasing their awareness of and responsibility toward issues concerning the global audience. Using their portfolios, students will inform their peers re: international issues and present their findings to a larger audience. The teacher's role is that of facilitator. Lesson 1–Issues…what issues? Objective Students will become familiar with the themes of the Canadian International Development Agency (CIDA) and the Millennium Development Goals (MDGs) outlined in the year 2000 through the United Nations Millennium Declaration. Students will strengthen competency in assessment for learning through personal reflective practices and rubric development.
 Unit 1 Global Issue Awareness—Lesson 2 Tell Me About It
Students will become familiar with the following CIDA themes: poverty (health and nutrition); basic education; HIV/AIDS; children's rights and protection; gender equality; and environmental sustainability. Through an independent learning forum, students will create a portfolio based on one global issue (CIDA theme or Millennium Development Goal), thereby increasing their awareness of and responsibility toward issues concerning the global audience. Using their portfolios, students will inform their peers re: international issues and present their findings to a larger audience. The teacher's role is that of facilitator. Lesson 2–Tell me about it Lesson Objective Through the creation of a collage, students will share their personal understandings of the CIDA theme/MDG that they ‘taught' to their peers during the Jigsaw activity from Lesson 1.By working with a partner students will begin to see clearly how perspective is connected to lived experience and that knowledge and understanding is a predecessor to action.
 Unit 1 Global Issue Awareness—Lesson 3 A Lived Experience
Students will become familiar with the following CIDA themes: poverty (health and nutrition); basic education; HIV/AIDS; children's rights and protection; gender equality; and environmental sustainability. Through an independent learning forum, students will create a portfolio based on one global issue (CIDA theme or Millennium Development Goal), thereby increasing their awareness of and responsibility toward issues concerning the global audience. Using their portfolios, students will inform their peers re: international issues and present their findings to a larger audience. The teacher's role is that of facilitator. Lesson 3 A Lived Experience Objective Students will identify undeveloped countries/regions thus increasing their awareness of the struggles and hardships experienced by a large percentage of our world's inhabitants. This knowledge and understanding will encourage a deeper sense of what their role can be in taking responsibility through action thereby strengthening their responsibility as active citizens of the world.
 Unit 1 Global Issue Awareness—Lesson 4 Preparing and Sharing
Students will become familiar with the following CIDA themes: poverty (health and nutrition); basic education; HIV/AIDS; children's rights and protection; gender equality; and environmental sustainability. Through an independent learning forum, students will create a portfolio based on one global issue (CIDA theme or Millennium Development Goal), thereby increasing their awareness of and responsibility toward issues concerning the global audience. Using their portfolios, students will inform their peers re: international issues and present their findings to a larger audience. The teacher's role is that of facilitator Lesson 4 Preparing and Sharing Objective. Through consensus, students will help develop a comprehensive rubric that will allow them to manage the direction of a school-wide presentation and to identify gaps in their shared findings. Students will use the information collected in their portfolios, their queries in their reflective journals and their developing relationship skills to plan and organize a schoolwide presentation for the purpose of informing and sharing their new knowledge, skills and attitudes concerning global issues.
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Unit 2 Human Rights; Human Freedoms
 Unit 2—Human Rights; Human Freedoms, Lesson 1 Canadian Rights; Canadian Freedoms
Students will increase awareness and understanding of the role of Canada's non-governmental organizations (NGOs) and Alberta's NGOs in developing countries. Through a variety of activities including the examination of the Canadian Charter of Rights and Freedoms and the United Nations Convention on the Rights of the Child, students will research both local and national non-governmental agencies and identify their role pertaining to issues of governance, rights, citizenship and identity. Students will be able to identify the Right and/or Freedom that is either being abused or is missing from the lives of people living in third world countries. Students will share their findings with their peers. Through various activities including personal reflection, group interaction, and creating a class book, students will become familiar with the Canadian Charter of Rights and Freedoms. Through reading, listening, viewing, speaking and representing students will be able to transfer their knowledge of the Canadian Charter with the United Nations Convention and the Millennium Development Goals.
 Unit 2–Human Rights; Human Freedoms, Lesson 2 The Rights of the Child
Students will increase awareness and understanding of the role of Canada's non-governmental organizations (NGOs) and Alberta's NGOs in developing countries. Through a variety of activities including the examination of the Canadian Charter of Rights and Freedoms and the United Nations Convention on the Rights of the Child, students will research both local and national non-governmental agencies and identify their role pertaining to issues of governance, rights, citizenship and identity. Students will be able to identify the Right and/or Freedom that is either being abused or is missing from the lives of people living in third world countries. Students will share their findings with their peer After examining the United Nations Convention on the Rights of the Child, students will compare these articles with the Canadian Charter of Rights and Freedoms. Students will demonstrate their understanding by creating a large mural highlighting the connections.
 Unit 2–Human Rights; Human Freedoms, Lesson 3 Non-Governmental Organizations
Students will increase awareness and understanding of the role of Canada 's non-governmental organizations (NGOs) and Alberta 's NGOs in developing countries. Through a variety of activities including the examination of the Canadian Charter of Rights and Freedoms and the United Nations Convention on the Rights of the Child, students will research both local and national non-governmental agencies and identify their role pertaining to issues of governance, rights, citizenship and identity. Students will be able to identify the Right and/or Freedom that is either being abused or is missing from the lives of people living in third world countries. Students will share their findings with their peers. Through research and analysis, students will become knowledgeable of the activities and objectives of local non-governmental organizations. As a culmination for this unit of study, students will organize an NGO Fair where a number of 3-panel table displays will be set up throughout the gymnasium to be shared with the larger student body and extended community.
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Unit 3 Giving a Forum to NGOs
 Unit 3 Giving a Forum to NGOs—Lesson 1 First… Knowledge
As a continuation from the introduction to NGOs the school(s) will invite a representative(s) from local NGOs to share with the students their current projects or efforts. NGO representatives can outline how students may become involved to make a difference to the people in developing nations. Students will gain the experience of interacting with people/organizations that are in the field and working toward the betterment of our global populace and the natural world. Lesson 1 First… Knowledge Objective Students will spend time researching and becoming familiar with local non-governmental organizations (NGOs) in preparation for a school wide Panel Discussion where representatives from each researched organization will share their goals and activities a
 Unit 3 Giving a Forum to NGOs—Lesson 2 Invitations Please
As a continuation from the introduction to NGOs the school(s) will invite a representative(s) from local NGOs to share with the students their current projects or efforts. NGO representatives can outline how students may become involved to make a difference to the people in developing nations. Students will gain the experience of interacting with people/organizations that are in the field and working toward the betterment of our global populace and the natural world. Lesson 2 Invitations please Objective After focusing on self-directed learning and teaching their peers about five non-governmental organizations, students will work cooperatively to write Letters of Invitation to the representatives of each of the organizations. By following the rubric designed by Alberta Education for evaluating Functional Writing, students will revise and edit using the comments and suggestions made by their peers.
 Unit 3 Giving a Forum to NGOs—Lesson 3 Students as Ambassadors
As a continuation from the introduction to NGOs the school(s) will invite a representative(s) from local NGOs to share with the students their current projects or efforts. NGO representatives can outline how students may become involved to make a difference to the people in developing nations. Students will gain the experience of interacting with people/organizations that are in the field and working toward the betterment of our global populace and the natural world. Lesson 3 Students as Ambassadors Objective Students will develop competency in interpersonal skills, intrapersonal awareness, flexibility, and problem solving through planning and organizing a school wide event. Students will take the lead in panel discussion format, contacting speakers, purchasing gifts, developing focus questions and managing the event – pre and post.
 Unit 3 Giving a Forum to NGOs—Lesson 4 A Successful Event
As a continuation from the introduction to NGOs the school(s) will invite a representative(s) from local NGOs to share with the students their current projects or efforts. NGO representatives can outline how students may become involved to make a difference to the people in developing nations. Students will gain the experience of interacting with people/organizations that are in the field and working toward the betterment of our global populace and the natural world. Lesson 4 A Successful Event Objective Students will carry out a Panel Discussion for representatives form non-governmental organizations in their school. This will include meeting and greeting speakers, introducing speakers, moderating the discussion, presenting gifts and thanking speakers, pre and post set up of the gymnasium and making sure all participants feel comfortable.
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Unit 4 A Day in the Life of a Child
 Unit 4 A Day in the Life of a Child: Personal Time Clocks Lesson 1
Unit Objective—to understand how geography, history and culture influences other children in the classroom in the activities they do, the opportunities they have, and the choices they make in their daily lives. Lesson Objective—to define geography, history and culture and to relate them to activities students do in their daily lives. To understand how geography, history and our culture affect us in our activities, our opportunities, and the choices we make in our daily lives.
 Unit 4 A Day in the Life of a Child In the Classroom Lesson 2
Unit Objective—to understand how geography, history and culture influences other children in the classroom in the activities they do, the opportunities they have, and the choices they make in their daily lives. Lesson Objective—to understand how geography, history and culture influences other children in the classroom in the activities they do, the opportunities they have, and the choices they make in their daily lives.
 Unit 4 A Day in the Life of a Child In Canada Lesson 3
Unit Objective—to understand how geography, history and culture influences other children in the classroom in the activities they do, the opportunities they have, and the choices they make in their daily lives. Lesson Objective—to understand how geography, history and culture influences other children in Canada in the activities they do, the opportunities they have and the choices they make in their daily lives.
 Unit 4 A Day in the Life of a Child In the World Lesson 4
Unit Objective—to understand how geography, history and culture influences other children in the classroom in the activities they do, the opportunities they have, and the choices they make in their daily lives. Lesson Objective— to understand how geography, history and culture may influence developing countries and to explore how agencies such as CIDA are working to improve the quality of daily life in these countries.
 Unit 4 A Day in the Life of a Child—Celebrating Lesson 5
Unit Objective—to understand how geography, history and culture influences other children in the classroom in the activities they do, the opportunities they have, and the choices they make in their daily lives. Lesson Objective—to understand how geography, history and culture influences other children in the world, in the activities they do, the opportunities they have, and the choices they can make in their daily lives.
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Unit 5 Current Events Scavenger Hunt
 Unit 5 Current Events Scavenger Hunt–Linking the Classroom and the World-Lesson 1 Looking at the World through Our Lens
This unit will encourage students to develop a sense of world events and issues. Media awareness will be introduced with a focus on understanding the role played by the media in influencing students' attitudes and perceptions about developing nations and development issues. Areas of the world that are experiencing continual and episodic difficulties will be highlighted. The involvement of Canada through CIDA activities will also be highlighted. Students will share their knowledge with their peers. Students will become familiarized with the issues and challenges surrounding representation of other countries and cultures by the media. This includes the concepts of how perceptions can be distorted, and how stereotypes work in order to understand the role of the news media in the construction of images of developing countries. This lesson has been adapted from UNICEF Canada's "Media Literacy for Development & Children's Rights” for young people. This lesson, found on the Media Awareness Network (see supplemental resources for website), has been copyright-cleared for classroom use.
 Unit 5 Current Events Scavenger Hunt–Linking the Classroom and the World-Lesson 2 Looking at the World through Our Lens Part II
Students will become further familiarized with the issues and challenges surrounding representation of other countries and cultures by the media. This includes an exploration of how people can form inaccurate perceptions of the world around them, particularly if they rely entirely on the mass media for information. This lesson has been adapted from UNICEF Canada's "Media Literacy for Development & Children's Rights” for young people. This lesson, available through the Media Awareness Network (see supplemental resource for website address), has been copyright-cleared for classroom use.
 Unit 5 Current Events Scavenger Hunt–Linking the Classroom and the World-Lesson 3 The Millennium Development Goals
Students will gain an awareness of international efforts being made to improve the quality of life in the developing world. Through visual presentations, students will explore how the United Nations Millennium Development Goals are attempting to eradicate some of the world's global issues.
 Unit 5 Current Events Scavenger Hunt–Linking the Classroom and the World-Lesson 4 The MDGs on the Ground
In Lessons 4, 5, and 6, with a focus on development issues and in particular the Millennium Development Goals, students will examine current world events and issues and will also be encouraged to develop an informed, critical understanding of mass media.
 Unit 5 Current Events Scavenger Hunt–Linking the Classroom and the World-Lesson 5 Who Am I?
With a focus on development issues and in particular the Millennium Development Goals, students will examine current world events and issues and address Canada's involvement with other countries.
 Unit 5 Current Events Scavenger Hunt–Linking the Classroom and the World-Lesson 6 Linking the World to the Classroom
In this cumulative lesson students will celebrate their understanding of development issues, in particular the Millennium Development Goals, and explore what can be done to help those in need.
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Unit 6 Globalization—With or Without You?
 Unit 6 Globalization–With or Without You?—Lesson 1
Students will explore the concept of globalization and how it can mean different things to different people in different places. They will also explore whether globalization is a concept that people choose to be a part of or whether globalization occurs without the input of citizens. Students will examine a variety of points of view regarding globalization and they are encouraged to explore those points of view and the role they see for themselves in choosing or influencing the pace or degree of globalization. Students will also explore the implications of globalization as evidenced by current events. Students will gain an appreciation of: a) Different points of view b) Different motivations c) The role that individuals play and have played d) Being an informed citizen and the implications of knowing e) What can happen when a citizen is unaware and unknowing Developing understandings of the roles and responsibilities associated with citizenship will encourage students to respond to emergent global issues Unit Plan Objective Students will explore the concept of globalization and how it can mean different things to different people in different places. They will also explore whether globalization is a concept that people choose to be a part of or whether globalization occurs without the input of citizens. Students will examine a variety of points of view regarding globalization and they are encouraged to explore those points of view and the role they see for themselves in choosing or influencing the pace or degree of globalization. Students will also explore the implications of globalization as evidenced by current events. Students will gain an appreciation of: a) Different points of view b) Different motivations c) The role that individuals play and have played d) Being an informed citizen and the implications of knowing e) What can happen when a citizen is unaware and unknowing Developing understandings of the roles and responsibilities associated with citizenship will encourage students to respond to emergent global issues Lesson 1 The Constant Gardner Lesson Objective Through a variety of activities and discussions students will come to accept that with the notion of globalization comes the critical factor of personal responsibility. Opportunities for growth and prosperity at the expense of the needs of others should be forefront in any discussion.
 Unit 6 Globalization–With or Without You?—Lesson 2
Students will explore the concept of globalization and how it can mean different things to different people in different places. They will also explore whether globalization is a concept that people choose to be a part of or whether globalization occurs without the input of citizens. Students will examine a variety of points of view regarding globalization and they are encouraged to explore those points of view and the role they see for themselves in choosing or influencing the pace or degree of globalization. Students will also explore the implications of globalization as evidenced by current events. Students will gain an appreciation of: a) Different points of view b) Different motivations c) The role that individuals play and have played d) Being an informed citizen and the implications of knowing e) What can happen when a citizen is unaware and unknowing Developing understandings of the roles and responsibilities associated with citizenship will encourage students to respond to emergent global issues. Lesson 2 The Many Faces of Globalization Lesson Objective Through a variety of readings and discussions, students begin to develop their own definition of globalization. Students will be asked to examine and analyze varying perceptions and be able to identify the benefits and limitations of what it means to be global.
 Unit 6 Globalization–With or Without You?—Lesson 3 No Islands
Students will explore the concept of globalization and how it can mean different things to different people in different places. They will also explore whether globalization is a concept that people choose to be a part of or whether globalization occurs without the input of citizens. Students will examine a variety of points of view regarding globalization and they are encouraged to explore those points of view and the role they see for themselves in choosing or influencing the pace or degree of globalization. Students will also explore the implications of globalization as evidenced by current events. Students will gain an appreciation of: a) Different points of view b) Different motivations c) The role that individuals play and have played d) Being an informed citizen and the implications of knowing e) What can happen when a citizen is unaware and unknowing Developing understandings of the roles and responsibilities associated with citizenship will encourage students to respond to emergent global issues. Lesson 3 No Islands Lesson Objective Through a variety of readings and discussions, students begin to develop their own definition of globalization. Students will be asked to examine and analyze varying perceptions and be able to identify the benefits and limitations of what it means to be a responsible global citizen.
 Unit 6 Globalization–With or Without You?—Lesson 4 Globalization–Let's talk about that
Students will explore the concept of globalization and how it can mean different things to different people in different places. They will also explore whether globalization is a concept that people choose to be a part of or whether globalization occurs without the input of citizens. Students will examine a variety of points of view regarding globalization and they are encouraged to explore those points of view and the role they see for themselves in choosing or influencing the pace or degree of globalization. Students will also explore the implications of globalization as evidenced by current events. Students will gain an appreciation of: a) Different points of view b) Different motivations c) The role that individuals play and have played d) Being an informed citizen and the implications of knowing e) What can happen when a citizen is unaware and unknowing Developing understandings of the roles and responsibilities associated with citizenship will encourage students to respond to emergent global issues. Lesson 4 Globalization–Let's talk about that Lesson Objective Students will continue to examine varying perspectives on global issues and globalization. Readings will reflect a continuum and students will write an essay referring to the information acquired over the unit.
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Unit 7 North versus South—Different Villages
 Unit 7 North versus South–Different Villages-Lesson 1 If the World Were a Village
This unit will encourage students to examine the role of the Millennium Development Goals (MDGs), through statistical and country analyses for Canada as well as various countries around the world. Through the study of literature and statistical data, students will develop an awareness of how Canada differs from/is similar to one of the southern/developing nations on the Canadian International Development Agency's (CIDA) list. Through their study and using statistics, students will understand how countries differ in terms of education, poverty, hunger, gender, health, population, access to water, and rural versus urban. Note: Lessons that must be taught first would include rounding, writing numbers into words, rate and proportion and percent for the more advanced Noting how hard it is to think about such a large number as the population of the entire world, students will investigate the world as a village of 100. By bringing statistics down to size, students will be able to more easily visualize the differences between the world's haves and have-nots. Through analyzing statistical data, students should begin to reflect on their values, their neighbourly and global relationships and ways of life.
 Unit 7 North versus South–Different Villages-Lesson 2 The Millennium Development Goals
Students will gain an awareness of international efforts being made to improve the quality of life in the developing world. Through visual presentations, students will explore how the United Nations Millennium Development Goals are attempting to eradicate some of the world's global issues.
 Unit 7 North versus South–Different Villages-Lesson 3 Canada–What is life like for us?
Students develop an understanding of how data collection aids in painting a picture of what life is like for people in Canada . Through the collection of their own data as well as research data on Canada , students will further develop their statistical and data skills while learning more about themselves and how they live.
 Unit 7 North versus South–Different Villages-Lesson 4 Canada versus Other Circumstances
Students will gain a perspective of how life might be different in other countries with diverse circumstances. By utilizing statistics to mark such differences, students develop an understanding of how children live in other areas of the world, and what kinds of challenges they are faced with.
 Unit 7 North versus South–Different Villages-Lesson 5 In the Village
In this culminating activity, students create a book, using a similar format to If the World were a Village, to celebrate and demonstrate their understanding of statistical data, the Millennium Development Goals, and the condition of various countries around the world, including Canada . Students will then present and expand their learning's to other division II students in a mini-conference.
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Unit 8 Ordinary People; Extraordinary Impact
 Unit 8 Quality of Life (Lesson 1)
This unit relates to the Grades 1–6 social studies curriculum and can easily be integrated into each of the grades. However, the curriculum outcomes listed in this lesson are specific to Grade 6. Lesson Objective—to introduce students, and thereby enable them, to the roles they play in their community, their rights and responsibilities as citizens, and the impact they can have on their local and global community through their actions.
 Unit 8 Six Pillars of Character (Lesson 2)
This unit relates to the Grades 1–6 social studies curriculum and can easily be integrated into each of the grades. However, the curriculum outcomes listed in this lesson are specific to Grade 6. Lesson Objective—t o understand and examine the affect of our actions and words on our community and to extend knowledge of what it means to be a global citizen.
 Unit 8 Extraordinary People (Lesson 3)
This unit relates to the Grades 1–6 social studies curriculum and can easily be integrated into each of the grades. However, the curriculum outcomes listed in this lesson are specific to Grade 6. Lesson Objective—t o examine a number of ordinary people who have an extraordinary impact in our lives and in the lives of those around the world.
 Unit 8 Think Global Act Local (Lesson 4)
This unit relates to the Grades 1–6 social studies curriculum and can easily be integrated into each of the grades. However, the curriculum outcomes listed in this lesson are specific to Grade 6. Lesson Objective—t o understand the impact of local citizens upon the global community and to participate in a local community service project with global connections to the millennium development goals.
 Unit 8 Extraordinary Kids (Lesson 5)
This unit relates to the Grades 1–6 social studies curriculum and can easily be integrated into each of the grades. However, the curriculum outcomes listed in this lesson are specific to Grade 6. Lesson Objective—to celebrate students' understanding that people can have extraordinary impact on the lives of others around them and in their global community, and to share that knowledge with fellow students through a literary circle.
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Unit 9 Children's Rights Around the World
 Unit 9 What Are Children's Rights (Lesson 1)
This unit will encourage students to examine 15 articles of the United Nations, Universal Declaration of Human Rights. Through the study of poetry, online testimonials, role-playing and statistical data analysis, students will develop greater awareness of how these rights effect their lives here in Canada and what it might be like to live in a country where children do not have the same rights. Through their study, students will understand the role of the United Nations, Canadian International Development Agency (CIDA), United Nations Educational, Scientific and Cultural Organization (UNESCO) and a number of nongovernmental organizations (NGOs) in upholding and supporting children's rights around the world. Lesson Plan Objective—to understand that children's rights are entrenched in the United Nations, Universal Declaration of Human Rights and to examine their effect on our daily lives and the lives of children around the world.
 Unit 9 Childrens Rights Are Not the Same (Lesson 2)
This unit will encourage students to examine 15 articles of the United Nations, Universal Declaration of Human Rights. Through the study of poetry, online testimonials, role-playing and statistical data analysis, students will develop greater awareness of how these rights effect their lives here in Canada and what it might be like to live in a country where children do not have the same rights. Through their study, students will understand the role of the United Nations, Canadian International Development Agency (CIDA), United Nations Educational, Scientific and Cultural Organization (UNESCO) and a number of nongovernmental organizations (NGOs) in upholding and supporting children's rights around the world. Lesson Plan Objective—to develop an understanding of how children in developing nations live. Students will become familiar with the personal beliefs, values and priorities of children around the world through video analysis and discussion.
 Unit 9 Wearing Someone Elses Shoes ( Lesson 3)
This unit will encourage students to examine 15 articles of the United Nations, Universal Declaration of Human Rights. Through the study of poetry, online testimonials, role-playing and statistical data analysis, students will develop greater awareness of how these rights effect their lives here in Canada and what it might be like to live in a country where children do not have the same rights. Through their study, students will understand the role of the United Nations, Canadian International Development Agency (CIDA), United Nations Educational, Scientific and Cultural Organization (UNESCO) and a number of nongovernmental organizations (NGOs) in upholding and supporting children's rights around the world. Lesson Plan Objective—to develop a deeper awareness of a fellow child's life, in a developing nation, through role playing and examination of what world organizations are doing to secure rights for these children.
 Unit 9 Where Do We Go From Here (Lesson 4)
This unit will encourage students to examine 15 articles of the United Nations, Universal Declaration of Human Rights. Through the study of poetry, online testimonials, role-playing and statistical data analysis, students will develop greater awareness of how these rights effect their lives here in Canada and what it might be like to live in a country where children do not have the same rights. Through their study, students will understand the role of the United Nations, Canadian International Development Agency (CIDA), United Nations Educational, Scientific and Cultural Organization (UNESCO) and a number of nongovernmental organizations (NGOs) in upholding and supporting children's rights around the world. Lesson Plan Objective—to develop an understanding of the quality of life of children around the world through analysis and graphing of statistical data, and through personal reflection on what the future holds.
 Unit 9 Celebrating Children's Rights (Lesson 5)
This unit will encourage students to examine 15 articles of the United Nations, Universal Declaration of Human Rights. Through the study of poetry, online testimonials, role-playing and statistical data analysis, students will develop greater awareness of how these rights effect their lives here in Canada and what it might be like to live in a country where children do not have the same rights. Through their study, students will understand the role of the United Nations, Canadian International Development Agency (CIDA), United Nations Educational, Scientific and Cultural Organization (UNESCO) and a number of nongovernmental organizations (NGOs) in upholding and supporting children's rights around the world. Lesson Plan Objective—to use a fine arts approach to celebrate children's rights and promote understanding of children's rights.
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Unit 10 BIG Feet
 Unit 10 Classroom Footprint (Lesson 1)
Through a variety of activities students will increase awareness and get a better understanding of how their actions (or inactions) may have a much greater affect on the larger world. Only through our awareness of the microsystem (ourselves) can we begin to positively affect the macrosystem (world). Note: This unit should be introduced near the beginning of the school year so students have an opportunity to affect change and share acquired knowledge with others over an extended period of time. Lesson Objective—this activity will kick off a classroom challenge where students will organize, plan and track changes of their individual global footprint. Students will become more aware of how much productive land and water they need to support what they use and what they discard. Students will compare Ecological Footprints to what other people use versus what is available on this planet.
 Unit 10 Small Foot Big Foot (Lesson 2)
Through a variety of activities students will increase awareness and get a better understanding of how their actions (or inactions) may have a much greater affect on the larger world. Only through our awareness of the microsystem (ourselves) can we begin to positively affect the macrosystem (world). Note: This unit should be introduced near the beginning of the school year so students have an opportunity to affect change and share acquired knowledge with others over an extended period of time. Lesson Objective—students will graph their personal results from the Ecological Footprint Quiz so that they can begin to set goals and make a plan to ‘step lightly'.
 Unit 10 Sharing Our Knowledge (Lesson 3)
Through a variety of activities students will increase awareness and get a better understanding of how their actions (or inactions) may have a much greater affect on the larger world. Only through our awareness of the microsystem (ourselves) can we begin to positively affect the macrosystem (world). Note: This unit should be introduced near the beginning of the school year so students have an opportunity to affect change and share acquired knowledge with others over an extended period of time. Lesson Objective—through involvement in the process students will take ownership and responsibility toward teaching their peers and the larger school community about their new knowledge, skills and attitudes concerning global ecology. Students will create a brief (3-5 minute) presentation to share with the larger school community during an assembly.
Note: This objective also aligns with the Aboriginal Medicine Wheel and the four A's of Safe and Caring Schools and Communities: Attachment (belonging); Achievement (mastery); Autonomy (independence) and Altruism (generosity).
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Unit 11 Our Local Footprint
 Unit 11 A World Citizen (Lesson 1)
Through a variety of activities, students will become more aware of the importance of becoming active global citizens where learning occurs in an atmosphere that reinforces and models a collective global responsibility. The challenge moves away from individuals and into neighbouring schools and school divisions. Lesson Objective— students will begin to understand the connection between the individual and the larger community where positive change begins with each of us and grows exponentially from that point. Our impact on our Earth includes social, global and ecological perspectives.
 Unit 11 Tiny or Giant (Lesson 2)
Through a variety of activities, students will become more aware of the importance of becoming active global citizens where learning occurs in an atmosphere that reinforces and models a collective global responsibility. The challenge moves away from individuals and into neighbouring schools and school divisions. Lesson Objective— after acquiring information regarding the social, global and ecological aspects of global citizenship, students will devise a plan to encourage whole-school involvement.
 Unit 11 Students in Motion (Lesson 3)
Through a variety of activities, students will become more aware of the importance of becoming active global citizens where learning occurs in an atmosphere that reinforces and models a collective global responsibility. The challenge moves away from individuals and into neighbouring schools and school divisions. Lesson Objective—through a ‘whole' school focus, a global perspective will be integrated into large school activities and core curriculum to attain a comprehensive school wide theme that will ignite cohesion (belonging/attachment) and growth – social, emotional and spiritual. Respect, responsibility, ownership and action in global projects will create enthusiasm and excitement; create community connections and help build strong character.
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Unit 12 HIV/AIDS
 Unit 12 HIV/AIDS—Lesson 1 – The Real Picture
Through a variety of activities and literary experiences, students begin to understand the breadth of the AIDS epidemic in sub-Saharan Africa and other regions of the world. Knowledge and awareness of the issue will be the platform from which personal attitudes and perspectives can morph into action. This unit will culminate with a challenge where students will send a message to the larger youth audience. The Society's 4As - Achievement, Autonomy, Attachment and Altruism – become a lived experience. Lesson 1 The Real Picture Lesson Objective Through experimentation, discussion, watching a video and personal reflection, students will begin to get a clear picture of the pandemic that is HIV/AIDS.
 Unit 12 HIV/AIDS—Lesson 2 Status of the World
Through a variety of activities and literary experiences, students begin to understand the breadth of the AIDS epidemic in sub-Saharan Africa and other regions of the world. Knowledge and awareness of the issue will be the platform from which personal attitudes and perspectives can morph into action. This unit will culminate with a challenge where students will send a message to the larger youth audience. The Society's 4As - Achievement, Autonomy, Attachment and Altruism – become a lived experience. Lesson 2 Status of the World Lesson Objective An online search of the World Health Organization UNAIDS (see url under Supplementary Resources), will bring to light the statistics for AIDS including Adults & children living with HIV, Orphans due to AIDS, and Adult & child deaths due to AIDS. Students will create a graph highlighting world statistics.
 Unit 12 HIV/AIDS—Lesson 3 Ainembabazi Children's Project (Local NGO)
Through a variety of activities and literary experiences, students begin to understand the breadth of the AIDS epidemic in sub-Saharan Africa and other regions of the world. Knowledge and awareness of the issue will be the platform from which personal attitudes and perspectives can morph into action. This unit will culminate with a challenge where students will send a message to the larger youth audience. The Society's 4A's-Achievement, Autonomy, Attachment and Altruism–become a lived experience. Lesson 3 Ainembabazi Children's Project (Local NGO) Lesson Objective Through research and other activities, students will become more familiar with one of our local non-governmental organizations, the Ainembabazi Project, whose focus it is to improve the quality of life, enhance, and promote educational opportunities for orphans and vulnerable children in Africa . Students may choose to take action individually or as a whole group (or not at all).
 Unit 12 HIV/AIDS—Lesson 4 AIDS Awareness Campaign
Through a variety of activities and literary experiences, students begin to understand the breadth of the AIDS epidemic in sub-Saharan Africa and other regions of the world. Knowledge and awareness of the issue will be the platform from which personal attitudes and perspectives can morph into action. This unit will culminate with a challenge where students will send a message to the larger youth audience. The Society's 4As - Achievement, Autonomy, Attachment and Altruism – become a lived experience. Lesson 4 AIDS Awareness Campaign Lesson Objective Students will plan, organize and create an AIDS Awareness Campaign commercial that addresses a component of the global issue of HIV/AIDS and children.
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