food DEMOCRACY targets learning in Social Studies 10-1 Perspectives on Globalization and 10-2 Living in a Globalizing World.

Find student learning sources and competency-based activities by scrolling down to the food DEMOCRACY topic banner on the LEARN webpage. This topic can be implemented through a project-based approach or by implementing the learning sources in each carousel slide as one-to-two class activities. The specific learning outcomes listed below are supported in food DEMOCRACY. Find a correlation of relevant outcomes to each activity in the Project and Activity Guide.

 

CONCEPTUAL KNOWLEDGE

Related Issue 1 To what extent should globalization shape identity?

1.4 explore ways in which individuals and collectives express identities (traditions, language, religion, spirituality, the arts, attire, relationship to land, ideological beliefs, role modelling) (I, CC, LPP)

1.5 explore understandings and dimensions of globalization (political, economic, social, other contemporary examples) (PADM, ER, CC)

Related Issue 3 To what extent does globalization contribute to sustainable prosperity for all people?

3.1 recognize and appreciate multiple perspectives that exist with respect to the relationships among politics, economics, the environment and globalization (GC, ER, PADM)

3.2 recognize and appreciate impacts of globalization on the interdependent relationships among people, the economy and the environment (GC, ER, PADM)

3.6 analyze political and economic challenges and opportunities of globalization (trade liberalization, foreign investment, economic growth, privatization, outsourcing, knowledge economy) (ER, PADM, GC)

3.7 explore multiple perspectives regarding the relationship among people, the land and globalization (spirituality, stewardship, sustainability, resource development) (LPP, CC, ER, GC)

3.8 evaluate actions and policies associated with globalization that impact the environment (land and resource use, resource development agreements, environmental legislation) (LPP, ER, GC)

3.9 analyze multiple perspectives on sustainability and prosperity in a globalizing world (ER, LPP, GC)

Related Issue 4 To what extent should I, as a citizen, respond to globalization?

4.1 recognize and appreciate the impact of globalization on the quality of life of individuals and communities (GC, C, CC)

4.2 recognize and appreciate the importance of human rights in determining quality of life (GC, C)

4.3 accept political, social and environmental responsibilities associated with global citizenship (C, GC, ER)

4.7 evaluate relationships between globalization and democratization and human rights (GC, PADM)

4.8 analyze how globalization affects individuals and communities (migration, technology, agricultural issues, pandemics, resource issues, contemporary issues) (GC, LPP)

4.9 explore multiple perspectives regarding the civic responsibilities that individuals, governments, organizations and businesses may have in addressing opportunities and challenges presented by globalization (GC, C, PADM)

4.10 evaluate means by which individuals, governments, organizations and businesses could address opportunities and challenges of globalization (pro-globalization activism, anti-globalization activism, legislation, agreements, consumer activism, corporate responsibility) (GC, C, PADM, ER)

4.11 develop strategies to demonstrate active, responsible global citizenship (C, GC, PADM, ER)

PROCEDURAL KNOWLEDGE

S.1 develop skills of critical thinking and creative thinking:

  • evaluate ideas and information from multiple sources
  • determine relationships among multiple and varied sources of information
  • assess the validity of information based on context, bias, sources, objectivity, evidence or reliability
  • predict likely outcomes based on factual information
  • evaluate personal assumptions and opinions to develop an expanded appreciation of a topic or an issue
  • synthesize information from contemporary and historical issues to develop an informed position
  • evaluate the logic of assumptions underlying a position
  • assemble seemingly unrelated information to support an idea or to explain an event
  • analyze current affairs from a variety of perspectives

S.3 develop skills of geographic thinking:

  • make inferences and draw conclusions from maps and other geographical sources

S.4 demonstrate skills of decision making and problem solving:

  • demonstrate leadership in groups to achieve consensus, solve problems, formulate positions and take action, if appropriate, on important issues
  • develop inquiry strategies to make decisions and solve problems
  • generate and apply new ideas and strategies to contribute to decision making and problem solving

S.5 demonstrate skills of cooperation, conflict resolution and consensus building:

  • demonstrate leadership during discussions and group work
  • respect the points of view and perspectives of others
  • collaborate in groups to solve problems

S.6 develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community:

  • demonstrate leadership by engaging in actions that enhance personal and community well-being
  • acknowledge the importance of multiple perspectives in a variety of situations

S.7 apply the research process:

  • develop, express and defend an informed position on an issue
  • reflect on changes of points of view or opinion based on information gathered and research conducted
  • draw pertinent conclusions based on evidence derived from research
  • demonstrate proficiency in the use of research tools and strategies to investigate issues
  • consult a wide variety of sources, including oral histories, that reflect varied perspectives on particular issues
  • integrate and synthesize argumentation and evidence to provide an informed opinion on a research question or an issue of inquiry
  • develop, refine and apply questions to address an issue
  • select and analyze relevant information when conducting research
  • plan and perform complex searches, using digital sources
  • use calendars, time management or project management software to assist in organizing the research process
  • record relevant data for acknowledging sources of information, and cite sources correctly
  • respect ownership and integrity of information

S.8 demonstrate skills of oral, written and visual literacy:

  • communicate effectively to express a point of view in a variety of situations
  • use skills of formal and informal discussion and/or debate to persuasively express informed viewpoints on an issue
  • ask respectful and relevant questions of others to clarify viewpoints
  • listen respectfully to others
  • use a variety of oral, written and visual sources to present informed positions on issues
  • apply information technologies for context (situation, audience and purpose) to extend and communicate understanding of complex issues
  • use appropriate presentation software to demonstrate personal understandings
  • compose, revise and edit text
  • understand that different types of information may be used to manipulate and control a message (e.g., graphics, photographs, graphs, charts and statistics)

S.9 develop skills of media literacy:

  • assess the authority, reliability and validity of electronically accessed information
  • evaluate the validity of various points of view presented in the media
  • appraise information from multiple sources, evaluating each source in terms of the author’s perspective or bias and use of evidence
  • analyze the impact of various forms of media, identifying complexities and discrepancies in the information and making distinctions between sound generalizations and misleading oversimplification
  • demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic

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