|
Subtask 7 - Making Our World A Fairer Place
(PDF File)
Description | CGEs | Expectations | Teaching/Learning | Resources
Teacher Background Notes | Relevant Scripture Passages
Relevant Excerpts from Church Documents | Summary Box
“You are like light for the whole world. A city built on a hill cannot be hidden. No one lights a lamp and puts it under a bowl; instead he puts it on the lampstand, where it gives light for everyone in the house. In the same way your light must shine before people, so that they will see the good things you do and praise your father in heaven.” (Matthew 5:14-16)
Description
In this subtask students will learn more about individuals, businesses, and organizations that are working to make the world a fairer place. The teacher will begin this subtask by sharing two “good news” stories about how a justice and development issue was addressed by a local young Canadian. The teacher will then give a brief overview of a number of organizations that are attempting to address the issue and practice of unfair trade, poor living conditions and unjust working conditions in the world. Particular interest will be given to Canadian organizations that are working to promote Fair Trade as alternative to the conventional system of international trade. Students will then prepare a more substantive report on one of the organizations listed, which will be used in preparing the culminating assignment.
| Catholic School Graduate Expectations |
| CGE1d |
Develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good.
|
| CGE2b |
Reads, understands and uses written materials effectively. |
| CGE3a |
Recognizes there is more grace in our world than sin and that hope is essential in facing all challenges |
| CGE3f |
Examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society. |
|
| Expectations |
| 6z25 |
use a variety of resources and tools to gather, process,
and communicate information about the domestic and
international effects of Canada’s links with the United States and other areas of the world
|
| 6z28 |
describe some of the connections Canada shares with the rest of the world (e.g., trade, history, geography, tourism, economic assistance, immigration, indigenous peoples, peacekeeping, media, culture). |
| 6z37 |
use a variety of primary and secondary sources to locate
and process relevant information about Canada’s links with the world (e.g. primary sources: statistics, field trips, interviews, original documents; secondary sources: maps, illustrations, print materials, videos, CD-ROMS, Internet sites). |
| 6z41 |
use appropriate vocabulary (e.g., technology, culture, immigration, tourism, physical features, export, import, parallels, meridians, Pacific Rim, economics, media) to describe their inquiries and observations |
| 6z48 |
use an appropriate presentation format to show how the
contributions of an out-standing Canadian are recognized in the global community as well as in Canada (e.g., in dance, sports, music, literature, art, science, technology) |
| 6z49 |
describe some ways in which Canada has influenced other countries (e.g., through the arts, technology, sports, literature, media, telecommunications, satellites) |
| 6z51 |
describe Canada’s participation in international efforts to address current global issues (e.g., peacekeeping, environmental initiatives, world health initiatives, disaster relief, regulation of child labour, human rights violations, acceptance of refugees). |
| 6e1 |
communicate ideas and information for a variety of purposes (to inform, to persuade, to explain) and to specific audiences (e.g., write the instructions for building an electrical circuit for an audience unfamiliar with the technical terminology) |
| 6e32 |
summarize and explain the main ideas in information materials (e.g., textbooks), and cite details that support the main ideas |
| 6e47 |
make reports, describe and explain a course of action, and follow detailed instructions |
Top
|
 |
Summary Box
Groupings
Students work in a whole group
Students work individually or in pairs
Teaching/ Learning Strategies
Directed Reading -Thinking Activity
Report
Research Process
Writing Process
Internet Technologies
Assessment
Student’s ability to prepare a report on one development agency or Fair Trade business will be assessed.
Assessment Strategies
Research task
Performance task
Assessment Recording Devices
Research Rubric
|
|
|
|
| Teaching/Learning |
- The teacher will begin this subtask by reminding students of the alternate trading system they began to learn about in the last subtask. It is essential that students understand the basic concept and the key principles of Fair Trade studied in Subtask 6. If necessary the teacher can spend some time discussing and reviewing these principles with the class in order to clarify and reinforce students’ understanding of Fair Trade.
- Next the teacher makes a point of emphasizing that the Fair Trade alternative is based on a more equitable and sustainable trading partnership that involves not only farmers and artisans, but traders, businesses people, and consumers in the wealthy developed world. Many people are involved in trying to make this ‘different’ approach to trade more common and to help create a better quality of life for those who live in poverty. The teacher will then ask ‘So who are the people (and organizations) in our community and country who are working to make our world a fairer place and to help alleviate poverty in the developing world?’ Although this is meant as a rhetorical question and a way to lead in to the profiles of Ryan Hreljac and Naomi Poole, students may have some ideas they want to share. The teacher can allow for some suggestions from the class before introducing the two profiles or move directly to the profiles of these two young Canadian activists.
- The teacher will present two “good news” stories (BLM 7.1 and BLM 7.2) about young Canadians who are making valiant efforts to raise awareness among Canadians and affect some positive change in the lives of those living in poverty in our world. Ryan Hreljac, who has created an organization called Ryan’s Well, is working to bring safe wells and clean drinking water to the people of Africa. Naomi Poole, has written a book for children on Fair Trade called ‘Stop, Don’t Eat Me!’ as well as being involved in a variety of volunteer and activist causes. These two profiles will demonstrate to students the powerful impact an individual, and more importantly a young Canadian, can make and hopefully empower them to be action-oriented global citizens.
- The teacher then explains that Ryan Hreljac and Naomi Poole are just two of the many Canadians who are working hard to make our world a fairer place and put an end to extreme poverty in our world. Many people like Ryan and Naomi have also joined together with other activists for social change to form organizations or businesses, or to join governmental or aid organizations, which work to improve the living and working conditions of people in the developing world. The teacher explains that the students are now going to learn more about some of these organizations and the people who work in them, and will also be required to complete a research report on one organization from the list provided.
- The teacher will then give each student a copy of BLM 7.3, which list Canadian businesses and organizations involved in the Fair Trade system. The teacher may read about the organizations or have students read the information out loud to the whole class. Each organization can be discussed in more detail and students are asked for any background knowledge they have on these organizations. The teacher may also provide students with a copy of BLM 7.4, which list additional Fair Trade businesses and organizations outside of Canada.
- Students will then complete a research report on one of the organizations listed in BLM 7.3. This report could include the mission statement of the organization, when they were founded, which organizations or which individuals are key to the organization, its current activities and programs, countries and/or communities that it is involved with, actual farmer or artisan stories of improved living/working conditions, etc. Students should focus on what involvement each of these businesses or organizations has in the Fair Trade system and movement. This report will be used as a component of the culminating task. A sample research report guideline sheet (BLM 7.5) has been included for use in this assignment and can also be modified to suit the specific needs of a given class or student. A sample research rubric for assessment purposes has also been included (see BLM 7.6). At the teacher's discretion, students may also select a business or organization from BLM 7.4 to research.
- Finally, after hearing Ryan Hreljac and Naomi Poole’s profiles and learning of the important and life changing work of a variety of Canadian organizations, students will be motivated and inspired to make a difference themselves. At this point the teacher may want to explore with the class the idea of ‘What can I do?’ as a way of empowering each student to help make the world a fairer place. The teacher will find many of the business and organizations listed in BLM 7.3 and 7.4 will have sections on their website dedicated to this topic that will provide a valuable resource to the students. Three websites that will provide a starting point for ideas include: The Canadian Fair Trade Network website (www.fairtradenetwork.ca) under the ‘What You Can Do’ section along the side menu; the Catholic Relief Services website (www.crsfairtrade.org) under the ‘Get Involved’ tab, and at the United Nations educational website Cyber School Bus, under the Rights at Work tab in the Curriculum section and then follow the cues to the Kaia Module and the ‘What Can I Do?’ tab (see http://cyberschoolbus.un.org/3PLUSU/kaiaModule.html).
Top |
|
Resources
BLM 7.1 - Ryan Hreljac and the ‘Ryan’s Well’ project
BLM 7.2 - Naomi Poole – student, activist, and writer of Stop, Don’t Eat Me!
BLM 7.3 - Canadian Friends of Fair Trade (Fair Trade Businesses & Organizations)
BLM 7.4 - Other Friends of Fair Trade
BLM 7.5 - Research Report: Fair Trade Business/Organization
BLM 7.6 - Research Rubric (for Subtask 7 Research Report)
Top
Teacher Background Notes
Any additional background information on the organizations reviewed in this subtask can be found at the indicated website. These websites will provide the teacher and students with the most up to date information on the selected business or organization. Transfair Canada’s website along with the sites of most of the other listed businesses and organizations will also have links to additional Fair Trade organizations. If additional examples of Fair Trade organizations are needed, teachers are encouraged to begin with Transfair Canada’s website.
Relevant Scripture Passages
Teachers may find the following scriptures passages useful for student journal reflections, guiding class faith discussions, or for making connections to the faith dimension of this subtask. All three passages explore some key underlying themes of this subtask, including solidarity, service and justice. The full text of these passages can be found in Appendix C.
Matthew 5: 14-16; Matthew 5: 1-12; Micah 6: 8
Top
Relevant Excerpts from Church Documents
Catechism of the Catholic Church
1911 Human interdependence is increasing and gradually spreading throughout the world. The unity of the human family, embracing people who enjoy equal natural dignity, implies a universal common good. This good calls for an organization of the community of nations able to "provide for the different needs of men; this will involve the sphere of social life to which belong questions of food, hygiene, education, . . . and certain situations arising here and there, as for example . . . alleviating the miseries of refugees dispersed throughout the world, and assisting migrants and their families."
1932 The duty of making oneself a neighbour to others and actively serving them becomes even more urgent when it involves the disadvantaged, in whatever area this may be. "As you did it to one of the least of these my brethren, you did it to me."
1939 The principle of solidarity, also articulated in terms of "friendship" or "social charity," is a direct demand of human and Christian brotherhood.
1940 Solidarity is manifested in the first place by the distribution of goods and remuneration for work. It also presupposes the effort for a more just social order where tensions are better able to be reduced and conflicts more readily settled by negotiation.
1941 Socio-economic problems can be resolved only with the help of all the forms of solidarity: solidarity of the poor among themselves, between rich and poor, of workers among themselves, between employers and employees in a business, solidarity among nations and peoples. International solidarity is a requirement of the moral order; world peace depends in part upon this.
Compendium of the Social Doctrine of the Church
366 As globalization spreads it must be accompanied by ever more mature awareness on the part of different organisations of civil society of the new tasks to which they are called on at a worldwide level. Thanks also to resolute action taken by these organisations, it will be possible to place the present process of economic and financial growth taking place on a global scale within a framework that guarantees an effective respect of human rights and other rights of peoples, as well as an equitable distribution of resources within every country and between different countries: “freedom of trade is fair, only when it is in accord with the demand of justice.”
Centesimus Annus
58 It is not merely a matter of "giving from one's surplus", but of helping entire peoples which are presently excluded or marginalized to enter into the sphere of economic and human development. For this to happen, it is not enough to draw on the surplus goods which in fact our world abundantly produces; it requires above all a change of life-styles, of models of production and consumption, and of the established structures of power which today govern societies. Nor is it a matter of eliminating instruments of social organization which have proved useful, but rather of orienting them according to an adequate notion of the common good in relation to the whole human family. Today we are facing the so-called "globalization" of the economy, a phenomenon which is not to be dismissed, since it can create unusual opportunities for greater prosperity. There is a growing feeling, however, that this increasing internationalization of the economy ought to be accompanied by effective international agencies which will oversee and direct the economy to the common good, something that an individual State, even if it were the most powerful on earth, would not be in a position to do. In order to achieve this result, it is necessary that there be increased coordination among the more powerful countries, and that in international agencies the interests of the whole human family be equally represented. It is also necessary that in evaluating the consequences of their decisions, these agencies always give sufficient consideration to peoples and countries which have little weight in the international market, but which are burdened by the most acute and desperate needs, and are thus more dependent on support for their development. Much remains to be done in this area.
Top |
|
|
