Students will practise assessing current community and ethical issues in order to become better consumers of information concerning such issues that may develop and change in the future.
Learning Objectives
Students will acquire and evaluate information in order to:
- reflect on community issues or ethical issues from the past, present or future
- outline the varying points of view concerning community or ethical issues
- critically analyze the varying points of view concerning community or ethical issues.
| Level B - Make an Informed Decision |
Foundational Objective
Students will begin to develop the lifelong skill of making decisions about community and ethical issues.
Learning Objectives
Students will:
- state a personal challenge concerning community and ethical issues, recognizing the complexities of such issues
- list strategies (alternatives) to meet their challenge
- predict the potential consequences of each alternative
- select the best strategy (alternative) based upon appropriate criteria
- compile a community issue or ethics goal statement.
| Level C - Carry Out Action Plan |
Foundational Objective
Students will develop the ability and the confidence to design and carry out action plans that focus on community issues.
Learning Objective
Students will:
- design and carry out action plans to resolve/predict/illustrate/analyze/
draw conclusions about a community or ethical issue.
| The selection of the following C.E.L.s for emphasis in this module does not preclude the development of other C.E.L.s in the suggested activities and strategies. |
Foundational Objective (IL)
Students will develop the ability to access knowledge.
Learning Objective
Students will be able to:
- seek information through a steadily expanding network of options including other libraries, electronic information systems, databases, individuals and agencies.
Foundational Objective (IL)
Students will develop the ability to meet their own learning needs.
Learning Objectives
Students will:
- develop questions with a respect for facts, knowledge, and social and cultural understanding in order to advance a search for information
- take more responsibility regarding planning, monitoring and evaluating learning experiences (e.g., using contracts; initiating conferences with teacher, peers or others outside of school)
- construct clear, achievable goals and plan to meet them
- write a "proposal" for an individual project (IL)
- plan self-directed projects and develop criteria for evaluation (with guidance of teachers, as required)
- understand that knowledge alone cannot produce wisdom, and that wisdom depends upon the interplay of knowledge, experience and reflection.
Foundational Objective (PSVS)
Students will develop a better understanding of the personal, moral, social, and cultural aspects of community issues and ethics.
Learning Objectives
Students will:
- establish arguments based upon human rights, human needs or needs of the environment when examining community issues or ethical issue
- ground arguments on moral principles, such as truth or justice, rather than adopting moral relativism as a stance when exploring moral issues or dilemmas in community or ethical issues.
Foundational Objective (TL)
Students will develop a contemporary view of technology.
Learning Objectives
Students will:
- understand the influence of underlying values or assumptions that support or supported a technological development
- explore the evolution of technological innovations within community issues and ethical issues, with a focus on the political and social forces that spawned the innovation and the steps involved in the development.
Foundational Objective (CCT)
Students will develop both intuitive, imaginative thought and the ability to evaluate ideas, processes and experiences in meaningful contexts.
Learning Objectives
Students will:
- understand that real-life problems often have more than one solution
- generate and evaluate alternative solutions to problems
- critique texts and other sources of information and evaluate arguments through:
- distinguishing facts from non-facts
- distinguishing relevant from irrelevant material
- recognizing supported and unsupported inferences, warranted and unwarranted
assumptions, verifiable and unverifiable data
- recognizing contradictions
- render a judgment and support that judgment by referring to clearly defined criteria.
