An IDC 2007 Project in the form of a Learning and Evaluation Situation:
This Learning and Evaluation Situation (LES) has been designed to promote the development of Competency 3 Constructs his/her consciousness of global citizenship in a meaningful manner, although the other two competencies will also be indirectly addressed. The students will explore different venues through a series of relevant activities that will develop their capacity to exercise critical judgment and synthesize information. Connections are made with both the broad areas of learning (BAL) and crosscurricular competencies (CCC). The students will not only become cognizant of a current issue of fundamental signifi cance, ‘the world water crisis’, but will also realize that they can make connections between what they have learned, and what they can contribute as concerned citizens in the future.

THE PROJECT
Part 1 To develop an awareness of the fundamental importance of fresh water to life
Part 2 To develop an awareness of the extent of the water problem
Part 3 The Case of Montreal and Cairo
Part 4 To create a program, and forecast the future

The Service national du RÉCIT de l’univers social proposes a learning situation about forest exploitation in the form of a website with a narrative framework. Students will work on the issue of forest exploitation through the adventures of Mike Forrest, a student who has found a summer job as a tree planter in Abitibi. Upon his return home in the fall, he will be a transformed citizen!

Pedagogical aim
To help students understand the complexity of the issue of forest exploitation, not only at regional and national levels, but also at a global level.

Focuses of development:   To get students to distinguish between their wants, their needs and the limits imposed by the real world. Faced with this reality, students will analyze existing power relationships and assess personal versus collective needs.

Pedagogical aim:  To make students aware that finding housing in a metropolis like Montréal is an important territorial issue. Using information and communication technologies, students will be asked to read on the subject and represent the territory in question. They will have to explain the issue and explore possible solutions.

 

Focuses of Development:  To have the student see the interdependence of individuals, generations and peoples,  and also to familiarize him/her with situations of international cooperation.

Pedagogical Aim:  To have the student  identify various natural hazards and assess their consequences in an urban environment. To demonstrate that level of development has a great influence on the consequences of a natural hazard. Finally, to have the student define the concept of natural hazard management in a context of international solidarity:  saving life and reducing economic disruption.

 

Students taking Canjita Gomes' advance curriculum writing course at Bishops in late 2009 have uploaded their LESs to the Social Sciences PLC.  The student teachers would greatly appreciate your feedback!
For more information click here.

The study of Geography and History requires rigorous work methods that focus on the preoccupations of the present day. This suggested methodological framework is divided into stages paralleling the phases of the Inquiry process.

Photo and image analysis -->

Photo analysis allows students to work with primary sources in a non-traditional way. This hands-on approach gives students the opportunity to establish, modify and validate their own perceptions and understanding of history and geography. This document contains methodological and technological guidelines for analyzing period photos and documents using ICT.

A geographical sketch is a freehand schematic drawing of the main elements that make up a landscape. It supports the interpretation (deconstruction) of an actual landscape or photo of a landscape based on the geographical realities of that landscape: buildings, landforms, major rivers and highways, etc.