UNIT 1: Understanding Interdependence Time: 15 hours Unit Description Students examine and investigate the many meanings of the term ‘interdependence’. The use of the term in social, democratic and environmental contexts is explored. Relationships between self, community, nation, environment and global community are examined. Students learn about Interdependence Day and examine many examples of declarations of interdependence. This unit sets up the thematic framework for the course, engaging students in dialogue about global citizenship and awareness. Literacy skills are reinforced through summary writing and peer editing. Research skills using online databases, libraries and web sites are reinforced. Unit 1 Overview Chart Time Expectations Assessment Task/Activities 2.5 Hour s TVF.01, TVF.03, TF1.01, PM1.03, PM3.02 OCSGE: 2e, 3b, 4e, 7f -Anecdotal teacher assessment -define interdependence -class and small group discussion on its many implications -develop class definition of interdependence 2.5 Hour s TF1.02, TF4.02, PMV.02, PM1.02 OCSGE: 2b, 5b, 7e, 7f -Viewing guide -investigate Interdependence Day -view on-line video on the celebrations and complete a viewing guide 5 Hour s TF4.01, TF4.02, PMV.03, PM1.02, -Activities on the address -Summary writing -Peer Editing -read and discuss Kofi Annan’s Interdependence Day address -complete comprehension
Transcript
UNIT 1: Understanding InterdependenceTime: 15 hours
Unit DescriptionStudents examine and investigate the many meanings of the term ‘interdependence’. The use of the term in social, democratic and environmental contexts is explored. Relationships between self, community, nation, environment and global community are examined. Students learn about Interdependence Day and examine many examples of declarations of interdependence. This unit sets up the thematic framework for the course, engaging students in dialogue about global citizenship and awareness. Literacy skills are reinforced through summary writing and peer editing. Research skills using online databases, libraries and web sites are reinforced.
Unit 1 Overview Chart
Time
Expectations Assessment Task/Activities
2.5 Hours
TVF.01, TVF.03, TF1.01, PM1.03, PM3.02
OCSGE: 2e, 3b, 4e, 7f
-Anecdotal teacher assessment
-define interdependence-class and small group discussion on its many implications-develop class definition of interdependence
2.5Hours
TF1.02, TF4.02, PMV.02, PM1.02
OCSGE: 2b, 5b, 7e, 7f
-Viewing guide -investigate Interdependence Day-view on-line video on the celebrations and complete a viewing guide
5 Hours
TF4.01, TF4.02, PMV.03, PM1.02, PM3.O3, IE2.01
OCSGE: 2a, 4a, 4d, 7g
-Activities on the address-Summary writing-Peer Editing
-read and discuss Kofi Annan’s Interdependence Day address-complete comprehension and inquiry activities on the address-write a summary of the address-peer edit the summaries
-Comparison chart-Research process -Declaration of Interdependence
-examine examples of declarations of interdependence-understand the history of the first declaration-compare and contrast multiple declarations-research issues facing the city
Description and Planning NotesThis first activity will provide a foundation for the theme of the course as students will discuss and discover the many definitions of interdependence. This theme will reoccur throughout the course and students will have the opportunity to develop a working definition based on their understanding of the concept.
Teachers should prepare chart paper and markers for the small group discussion.
Strands and Learning ExpectationsStrand(s): Theory and Foundation; Processes and Methods of ResearchOverall Expectations: TVF.01, TVF.03Specific Expectations: TF1.01, PM1.03, PM3.02OCSG Expectations: 2e, 3b, 4e, 7f
Teaching/Learning Strategies This first activity is whole class and small group discussion
based. The teacher leads a whole class discussion on interdependence
addressing the following:1. basic definition of the word2. positive and negative connotations3. local, national, international and global implications4. the five ‘Cs’ of interdependence: communication (written,
positive/negative commercial relationships, etc.); caretaking (of environment, of self, of others, etc.)
5. responsibilities as Catholics Students should understand that this course will examine this
idea from these five perspectives and from an interdisciplinary point of view.
The class is broken up into five groups. Each group will take one of the five ‘Cs’ of interdependence and discuss its implications as an extension of the class discussion.
The groups will make notes on chart paper to post and share with the class.
Each group should distill their discussion to one or two short statements that summarize their discussion.
Groups will share their notes and statements with the class. The class will then take the statements and pull together a definition of interdependence based on their understanding.
Assessment and Evaluation The teacher will anecdotally assess the whole class discussion
and extension activities. During small group discussions, the teacher should circulate from group to group, helping to guide student discussion and to assess understanding.
The charts will be assessed for their scope and students will informally present their work to display understanding.
Activity 1.2: Interdependence DayTime: 2.5 hours
Description and Planning NotesStudents will learn about Interdependence Day and the history of the celebration, making notes on the sheet provided. This guide will help students take effective notes on their reading and reinforce note taking skills. They will investigate international involvement in the celebration and view two videos on the celebrations, completing a viewing guide. The videos are from the 2003 Interdependence Day ceremony in Philadelphia and the 2005 celebration in Paris . Both activities are completed with information from the CivWorld Interdependence Day website: http://www.civworld.org. The videos are provided on the website on the home page, under ‘Media Clips’ on the right side of the page.
Students will need access to the internet to complete this activity, so where possible, a computer lab would be helpful. Photocopy the two necessary worksheets, Interdependence Day and Viewing Guide,
provided in the appendix. If viewing the videos in a computer lab, students should bring headphones to minimize distraction in the room.
Strands and Learning ExpectationsStrand(s): Theory and Foundation; Processes and Methods of ResearchOverall Expectations: PMV.02Specific Expectations: TF1.02, TF4.02, PM1.02OCSG Expectations: 2b, 5b, 7e, 7f
Teaching/Learning Strategies The teacher introduces Interdependence Day and explains that
students will be investigating the topic individually and then discussing their findings with the class.
Both of the worksheets should be explained thoroughly. The teacher may review note taking techniques to help students complete the sheets efficiently.
Where possible, teachers can show the students the necessary web site and how to access the videos from the home page.
Students work individually on completing the two tasks and should hand their work in.
The activity should culminate in a class discussion about their findings. Discussion should include the significance of the day, awareness issues around the celebration, suggested focus of and participants in the day, impact of the day on various countries and populations.
Assessment and Evaluation Teachers should collect the viewing guide and the note-taking
worksheet to assess individual understanding of the material. Where possible, teachers should discuss specific suggestions and note-taking techniques with students who have difficulties with this exercise.
The class discussion will allow students to display their interpretations and ideas about Interdependence Day.
Activity 1.3: Summary Writing of Kofi Annan’s Address to Interdependence Day in Rome, 2004Time: 5 hours
Description and Planning NotesIn Part A of this activity, students will work with United Nations Secretary-General Kofi Annan’s message to the Second Interdependence Day in Rome. They will complete the pre-reading activities including vocabulary and biographical notes on Mr. Annan before reading the address and answering interpretive questions on
the message. Literacy skills will be reinforced in Part B of this activity by writing a summary of the address. The writing process will be reviewed and documented through the assignment, including note taking, drafting and peer editing exercises.
The address and activity sheet are provided and should be photocopied for each student. The address is also available online at http://www.un.org/News/Press/docs/2004/sgsm9476.doc.htm. The self editing tip sheet and rubric are also provided and should be copied for each student. Two copies of the peer editing checklist should be made for each student.
Strands and Learning ExpectationsStrand(s): Theory and Foundation; Processes and Methods of Research; Implementation, Evaluation, Impacts, and ConsequencesOverall Expectations: PMV.03, PM1.02Specific Expectations: TF4.01, TF4.02, PM3.O3, IE2.01OCSG Expectations: 2a, 4a, 4d, 7g
Teaching/Learning StrategiesPart A
Distribute copies of Kofi Annan’s address and the activity sheet to each student. The teacher should guide the students through the pre-reading activities, explaining the importance of this step to getting a better understanding of the material they are about to read.
The vocabulary is especially important as they are mostly terms that are historical and political in nature and most students will be unfamiliar with them. The following definitions were taken from http://www.answers.com and are simple starting points for each term. It may be necessary to explain and discuss the terms further:
-Pax Romana: a 200 year span of peace in Rome from 27BCE to 180AD-locus: central place-legitimacy: operating under the law-multilateral action: action involving more than two entities (nations, governments, etc)-res publica: general public good or welfare Provide students with information on Kofi Annan and the post of
the United Nations Secretary-General. This will help to contextualize the significance of the address and the United Nations’ role in international interdependence. Information for this section can be found at http://www.un.org/News/ossg/sg/. Biographical information and details about the post are available at this United Nations page.
Read through the address for the first time as a class, encouraging students to just listen to the message.
Students will then read the address on their own, completing the questions on the sheet.
Questions should be taken up as a class and use each as a discussion question to encourage students to think more deeply about the relationships between nations and the role of the United Nations on the world’s stage.
Part B Students will write a summary of the address. Review the summary writing process, with emphasis on the steps
of the writing process. Explain that this activity is meant to reinforce the writing process and the importance of drafting and editing work. Students should understand the pre-writing activities that are involved in writing a summary. Remind students that evidence of each step of the writing process will be collected with the final draft.
Start with reviewing how to annotate a text to be summarized. Use a copy of the address on a transparency and annotate the first two paragraphs of the address. It is important to go through the thought process aloud, so that students understand how important ideas are identified and why other less-important details may be left aside.
Explain that students are to annotate the remainder of the address on their own.
Once the annotation is complete, students are to make proper notes of their annotations. These should not be full sentences but merely a cleaner list of the important ideas identified in the annotation.
The notes will serve as a base for the first draft of the summary. Once students have completed their first draft, they are to clearly edit that copy using the self-editing checklist provided. They must show the teacher that they have completed this step before going on to the next draft.
Students will then complete a clean draft including their edits and have that copy peer-edited. Students will then evaluate the edits and make changes where they see fit and have the third draft peer-edited by another student.
The final draft will be turned in, along with the annotated address, notes page(s), self edited draft and two peer-edited drafts and checklists.
Assessment and Evaluation Teachers will use the provided summary rubric to evaluate the
summary and the writing process.
Activity 1.4: Declaration of InterdependenceTime: 5 hours
Description and Planning NotesStudents will study three examples of declarations of interdependence, by Will Durant, CivWorld and The David Suzuki Foundation, to see how citizens are urged to acknowledge their social, economic, political and environmental positions in the world and take action to promote interdependence. The structure, purpose and history of these documents will be examined in Part A of this activity. In Part B, students will partner to write their own declarations of interdependence for either citizens of Toronto or Ontario. Research skills will be taught in this activity so that students may find information to help form their declarations, but also so that they are able to conduct research in all other areas of the course. Students will be taught about using databases, how to evaluate web sites and how to use resources in the public library system.
The three declarations are provided, along with the comparison sheet and should be photocopied for each student. The comparison sheet should be copied to an overhead transparency for class discussion. Copies of the declarations can also be found at:
http://www.willdurant.com/interdependence.htm for the Will Durant declaration
http://www.civworld.org/declaration.cfm for the CivWorld declaration
http://www.davidsuzuki.org/About_us/ Declaration_of_Interdependence.asp for the David Suzuki Foundation declaration
The research seminar should be planned out either with the help of the teacher-librarian or with the help from the Toronto Public Library. Their outreach program provides seminars on their Virtual Public Library free of charge. Copies of the declaration assignment, resource sheet and rubric are attached and should be photocopied for each student. Strands and Learning ExpectationsStrand(s): Theory and Foundation; Processes and Methods of Research; Implementation, Evaluation, Impacts, and ConsequencesOverall Expectations: TVF.02, PMV.03, PMV.04, IEV.02, IEV.03, Specific Expectations: TV2.01, TF3.02, TF4.03, PM1.03, PM1.04, PM2.01, PM2.02, PM3.02, PM3.03, PM3.04, PM3.05, PM4.01, PM4.04, IE2.03, IE3.01OCSG Expectations: 1c, 1d, 2b, 3a, 4a, 5a,5d, 7a, 7e
Explain to students the purpose of a declaration. Discuss the meaning of a declaration of independence as a formal way of identifying a nation or state as a self governing, independent entity.
They have seen or heard of a declaration of interdependence in Activity 1.2.
Provide history on the first declaration, by Will Durant in 1944. Information can be found at http://www.willdurant.com/interdependence.htm. Stress how it was a major shift for the United States, inspired by interfaith dialogue, and a call to unity and cooperation among people of all faiths and races. Read the declaration together as a class and discuss its implications and calls to action.
Repeat the same process with the David Suzuki declaration, focusing on how his organization’s version is weighted towards environmental interdependence. Discuss the breadth of this declaration and the impact of the many facts used to move the reader.
The CivWorld declaration will not require background discussion as students learned of it in Activity 1.2. However, discussion should be had around the significance of the international signatures on the declaration in Paris and how the declaration factors into the work that CivWorld is trying to do.
Explain to students that thousands of declarations of interdependence exist, over 65, 000 hits on Google. Encourage them to look into other examples to see how companies, builders and architects, agricultural groups and faith groups interpret the meaning of a declaration of interdependence.
Students are to complete the comparison chart. This will help them to understand the important ideas that must be included in a declaration, the format and similarities of the three, etc.
The chart should be taken up as a class on overhead, and students can add to their pages as this is done. As the discussion takes place, the teacher should stress the similarities between the three.
After taking up the chart, compile a list of traits or characteristics of a declaration of interdependence. Some features should include the affirmations of truth in the first part of the declaration, the resolutions or calls to action in the second part,
the use of active voice, level of vocabulary and use of important facts, etc.
Part B Hand out the assignment sheets and rubric for the declaration of
interdependence. Explain the process of the project’s work and what is expected and allow the students to pick their partners.
Students will write a declaration of interdependence for either Toronto or Ontario, with regional specific ideas and calls to action.
Students are expected to research the issues—social, political, economic and environmental—facing either Toronto or Ontario, and use this research to develop their declaration.
Students must have a variety of sources to support their ideas including websites, articles from newspapers, magazines and journals and may include resources such as television or radio broadcasts. A resource sheet is included to help students keep track of the materials they are going to use. A proper bibliography should be attached to the final product.
The research seminar should take place before students begin working on the declaration so that they may start the research process properly. The seminar should be led by either the teacher-librarian or a representative from the Toronto Public Library. These resources can demonstrate to students how to use online databases, how to identify reputable web sites, where to get government information and statistics. The seminar should also include instructions for citing sources.
The consultation process is important in this assignment, and students must consult with their teachers after they have found resources and after they have written the first draft. There is an area on the resources sheet for teachers to sign after the first consultation.
The declarations will be presented to the class. The pairs should present their declaration and explain their motivation behind the calls to action.
Assessment and Evaluation Teachers will anecdotally assess the comparison chart through
class discussion. The declarations of interdependence, all drafts and a
bibliography will be evaluated using the rubric provided.
Teachers may choose to formally evaluate the presentations; however they are intended to provide students with the opportunity to share their ideas and products and discuss.
Resources Answers.com http://www.answers.com CivWorld: Citizen’s Campaign for Democracy
http://www.civworld.org Declarations of Interdependence
http://www.willdurant.com/interdependence.htm for the Will Durant declaration; http://www.civworld.org/declaration.cfm for the CivWorld declaration; http://www.davidsuzuki.org/About_us/Declaration_of_Interdependence.asp for the David Suzuki Foundation declaration
Kofi Annan’s address to Interdependence Day in Rome, 2004 http://www.un.org/News/Press/docs/2004/sgsm9476.doc.htm
Ontario Ministry of Education, 2003. Toronto Public Library http://www.torontopubliclibrary.ca United Nations http://www.un.org United Nations Secretary-General
http://www.un.org/News/ossg/sg/ Will Durant Web Site http://www.willdurant.com
Take notes on Interdependence Day using the following guide. All of the information is found on the CivWorld website at http://www.civworld.org under the section ‘Interdependence Day’, found on the top navigation bar. Navigate through this section to gather the required information. Take brief notes in point form and in your own words. The last section provides a space to reflect on what you’ve learned and will help you participate in a class discussion on Interdependence Day.
History Lessons from 9/11:
Why celebrate Interdependence Day?
Philadelphia, 2003 Purpose of the day:
Need for interdependence because…
A ‘First Look’ Report on Interdependence Day in Paris by Dr. Benjamin Barber (September 18, 2003)
Who participated:
Events:
Future Events:
Long term aims of the project:
Messages Delivered to the Inaugural Interdependence Day:Chiara Lubich—president of Focolare Movement, a Catholic
Dr. Benjamin Barber—founder and chair of Interdependence Day and the CivWorld Citizens Campaign for Democracy
American relationship to independence:
Hungarian relationship to independence:
The human race relies on interdependence because…
Reflections on Interdependence Day for Class Discussion What are your thoughts on this celebration? What more can be done? Who
should attend these celebrations? What can be done on a local level? Any other ideas, suggestions, or criticisms you may have…
Interdependence Day Videos
Viewing Guide
The two videos you are to watch are found on the home page of the CivWorld website at http://www.civworld.org. The links to the videos are under the ‘Media Clips’ heading, on the lower right hand of the page. The first video is of the inaugural Interdependence Day in Philadelphia, USA and the second of the celebration in Paris, France.
Watch each video through completely before completing the viewing guide. Once you have watched each through, view them again, pausing the video where necessary to take notes.
Philadelphia, USA
Speaker Important IdeasDr. Benjamin Barber
Why is it significant that Interdependence Day is a “gathering of citizens…not politicians?”
What is the relevance of the CivWorld passport?
Harry Belafonte What is his message on interdependence?
Leoluca Orlando What does it mean to be a citizen of the world?
Lord Frank Judd What statement is being made about generational responsibility?
Why is international cooperation necessary?
Gary Hart What is collaborative sovereignty?
Jon Brademas and Yolanda T. Moses
What is the role of education is spreading ideas of interdependence?
How must education change to support interdependence?
Paris, France
How have the messages of Dr. Benjamin Barber and Harry Belafonte changed since the inaugural celebration?
What role do the arts play in promoting interdependence?
What is the relationship between arts and citizenship?
How can art, in its many forms, affect change?
Lord Judd and Sonia Sanchez stress the importance of asking, “Why?” Why do they say we must ask this question?
Bernard Kouchner, founder of Medicins Sans Frontiers (Doctors Without Borders) says, “We must start with ourselves.” What does he mean by this?
13/09/2004Press ReleaseSG/SM/9476
‘WE LIVE IN AN AGE OF INTERDEPENDENCE’, THREATS MUST BE MANAGED COLLECTIVELY
SAYS SECRETARY-GENERAL, IN MESSAGE TO ROME MEETING
Following is Secretary-General Kofi Annan’s message to the Second Interdependence Day, delivered by Olara Otunnu, Special Representative of the Secretary-General for Children and Armed Conflict, in Rome, 12 September:
I send my greetings to all who have gathered in Rome to mark the Second Interdependence Day. All around you in this eternal city are reminders that this was once the centre of an empire in which all roads led to Rome, all inhabitants lived under the Pax Romana, and the Roman Army watched the frontiers to keep outside threats at bay.
Today, no nation or group of nations, not even the most powerful, can protect itself from threats by turning itself into an impregnable military fortress. No army can prevent capital movements, stop the spread of AIDS, reduce the impact of global warming, halt the flow of information, or reverse the spread of radical violent ideologies which threaten us all. Nor can any society hide safe behind the veil of ignorance or fear of the unknown, oblivious to the daily fight for mere survival that many in other countries face every day. For good or ill, we live in an age of interdependence, and we must manage it collectively.
The peoples of Europe have advanced further down the path of integration than any group of nations in history. Globally, the most important instrument States have to manage interdependence is the United Nations. It is far from a perfect Organization. But it is the locus of international legitimacy, and it must be the vital centre of multilateral action. To make it work better, I have asked a panel of eminent persons to help us generate a shared analysis of the threats we face -- including the threat of global terrorism -- and a set of recommendations on how we should face them. I will be calling on the nations of the world to respond to those recommendations with vision and a sense of responsibility and solidarity.
The same sense of responsibility and solidarity must be brought to bear to deal with old dangers that, alas, are still with us -- the horrors of genocide and massive violations of human rights, the miseries of poverty, disease and hunger, the tragedies of ignorance and discrimination. All of these challenges are related. Both moral standing and the security of the community of nations will be determined, in large part, by how well we meet these challenges, and by whether we bring hope to the billions in our world who still struggle for life and justice.
It takes more than far-sighted governments acting together to meet these challenges. It also requires men and women everywhere to deepen their sense of global citizenship and engage in this task. That is one reason the United Nations reaches out to civil society organizations, and why efforts such as yours are so vital. I mentioned at the outset that the structure of the Roman Empire could never work today. But the ideals of the res publica, to which the people of ancient Rome were also intimately attached, can continue to inspire us, as we look for ways to expand our sense of citizenship to the global level.
In that spirit, I send you my best wishes for a successful Second Interdependence Day.
Secretary-General Kofi Annan’s Address to the Second Interdependence Day in Rome, 2004
Pre-Reading ActivitiesVocabulary from the selection:
Pax Romana:
Locus:
Legitimacy:
Multilateral action:
Res publica:
Background information on Kofi Annan and the post of United Nations Secretary-General:
During ReadingListen to the reading of the address and think about the impact that Mr. Annan’s words would have had on the crowd.
Do not take notes or answer questions during the first reading.
After Reading ActivitiesRead the selection again on your own, and answer the following questions on a separate sheet of paper.
1. What is the significance of the setting of Rome to Mr. Annan’s message?
2. Why can no “society hide safe behind the veil of ignorance” with respect to global citizenship?
3. What role does the United Nations play in creating positive interdependence? Give at least two of your own ideas about what the United Nations could do to foster positive interdependence.
4. Mr. Annan makes reference to “old dangers” that still exist today. He points to genocide, poverty, disease, hunger and discrimination as ongoing global challenges. How are these dangers related? Suggest some reasons why these issues are ongoing. What, if anything, can be done to address them?
5. What is the significance of Mr. Annan’s address, as a representative of the United Nations, on Interdependence Day?
The ideas are clearly state, and there are enough of themThe purpose of the piece is clearThe message is clear for the intended audienceThe beginning, middle and end are clear and tied togetherDetails, proofs and examples support the main ideaThe words used are clear and appropriateThe level of language is appropriate for the subject and audienceThe sentences vary in length and structureThe sentences flow, moving logically from one to the nextThere are only a few minor errors in grammar, punctuation or spelling
To proof for spelling, begin with the last word of your draft. Read backwards word by word, checking each for correct spelling.
Remember to double check any homonyms (words that sound the same but are spelled differently, like their, there and they’re).
To proof for sentence structure, punctuation, grammar and phrasing, begin with the last sentence of your draft and read the sentence from start to finish, looking for errors.
Continue reading each sentence from the end of your piece to the beginning of the piece and note any errors.
Adapted from Think Literacy: Cross-Curricular Approaches, Grades 7-12. Ontario Ministry of Education, 2003.
Read Aloud
Reading your work aloud will help you to hear any errors in grammar and structure. Reading through the piece quietly, your brain will miss errors that you may only hear aloud.
As you read aloud, pay attention to where you trip over long sentences or hear phrasing that doesn’t sound right. Note these areas and see what needs to be fixed.
Edit one thing at a time
Only proof read your draft for one purpose at a time, for example unity, spelling, homonyms, etc. If you try to look for everything that may need editing all at once, you will be less effective at noting errors. Focusing on one edit at a time allows you to concentrate on that particular element of your piece.
Editing is more than a spell check
When you edit your work, you are also looking to be sure that you have included all of the important ideas from your notes.
Be sure to edit for organization and structure: does your piece flow logically? Does it have a clear beginning, middle and end? Have you varied your sentence structure and used proper transitions to connect ideas?
Summary Writing Rubric
Category Level 1 Level 2 Level 3 Level 4KnowledgeDemonstrate understanding of topic under study
Demonstrates limited understanding
Demonstrates some understanding
Demonstrates considerable understanding
Demonstrates thorough understanding
ThinkingEvaluate information to determine main ideas
Evaluate information to identify supporting details
Identifies few supporting details
Identifies some supporting details
Identifies considerable supporting details
Identifies many supporting details
CommunicationCommunicate information clearly
Communicates information with limited clarity
Communicates information with some clarity
Communicates information with considerable clarity
Communicates information with a high degree of clarity
Communicate information using an appropriate format
Demonstrates limited ability to communicate information with an appropriate format
Demonstrates some ability to communicate information with an appropriate format
Demonstrates considerable ability to communicate information with an appropriate format
Demonstrates a high level of ability to communicate information with an appropriate format
ApplicationApply proper conventions of standard English (spelling, grammar, punctuation)
Many errors make writing difficult to understand
Many errors, but information can be understood
Some errors Few errors
Apply the writing process
Does not apply the writing process effectively
Applies some steps of the writing process effectively
Applies most steps of the writing process effectively
Applies all steps of the writing process effectively
Writing a Declaration of Interdependence
You have read at least three examples of declarations of interdependence. With a partner, you will now write your own.
The focus for your declaration will be slightly smaller in scope than the three examples you have read. Choose to either write a declaration for Torontonians or for Ontarians. Follow the guidelines below.
Research Research the major social, political, environmental and economic
issues facing your region. This will help you to formulate the ‘truths’ in the first part of the
declaration and also guide your thinking in deciding what actions you are calling for in the second part.
You must include research from websites, databases, news paper, magazines and journals. You may also include television and radio broadcasts. You must find at least five sources.
Use the research sheet provided to document your materials. You must bring this completed sheet with you to the first consultation with the teacher. This sheet will also help you write your bibliography.
Consult with your teacher to be sure your resources are adequate before writing your first draft.
Writing Use the three declarations you have read as models for your own
writing. Research other examples to help you as well. Your declaration must include at least five truths and five calls to
action. Consult with your teacher after writing your first draft.
Presentation Your final copy, along with all drafts and a bibliography, will be
handed in. You and your partner will also present your declaration to the
class and explain your inspirations for your calls to action. The rubric provided will be used to evaluate your declaration of
interdependence.
Declarations of Interdependence
Comparison Diagram
After reading all three declarations of interdependence, complete the diagram. Use the space outside of the circles if necessary to record similarities.
**OVERALL SIMILARITIES:
Suzuki
Will Durant
CivWorld
OVERALLSIMILARITIE
S**
Research Log
Title: Author: Publication Information:
Important ideas from the material:
Title: Author: Publication Information:
Important ideas from the material:
Title: Author: Publication Information:
Important ideas from the material:
Title: Author: Publication Information:
Important ideas from the material:
Title: Author: Publication Information:
Important ideas from the material:
Title: Author: Publication Information:
Important ideas from the material:
Title: Author: Publication Information:
Important ideas from the material:
Title: Author: Publication Information:
Important ideas from the material:
Consultation Date: Teacher’s Signature:
Declaration of Interdependence
Category Level 1 Level 2 Level 3 Level 4ThinkingAnalyse information from a variety of sources using specific criteria
Analysis demonstrates limited use of specific criteria
Analysis demonstrates some use of specific criteria
Analysis demonstrates considerable use of specific criteria
Analysis demonstrates thorough use of specific criteria
Assess research information
Assessment demonstrates limited use of criteria
Assessment demonstrates some use of criteria
Assessment demonstrates considerable use of criteria
Assessment demonstrates thorough use of criteria
Be able to access appropriate resources using various strategies and technologies
Demonstrates limited ability to access appropriate resources
Demonstrates some ability to access appropriate resources
Demonstrates considerable ability to access appropriate resources
Demonstrates a high level of ability to access appropriate resources
Critically analyse key issues and themes that have interdisciplinary elements
Critical analysis provides limited information
Critical analysis provides some information
Critical analysis provides considerable information
Critical analysis provides thorough information
Evaluate information to identify supporting details
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