Civics+-+Global+Citizenship

__**GLOBAL CITIZENSHIP**__


 * Starring...**

Tanya Gegenfurtner Alex Glover Matt Inglis Ashish Seth/ ASSESSMENT/EVALUATION MANAGER Nicole Shockness

__**Course Expectations**__ //Informed Citizenship// Ø ICV.04 explain what it means to be a “global citizen” and why it is important to be one. //Purposeful Citizenship// Ø PCV.01 demonstrate an understanding of the beliefs and values underlying democratic citizenship and explain how they guide citizens' actions; Ø PCV.03 analyse responses, at the local, national, and international levels, to civic issues that involve multiple perspectives and differing civic purposes. //Active Citizenship// Ø ACV.01 apply appropriate inquiry skills to the research of questions and issues of civic importance; Ø ACV.02 demonstrate an understanding of the various ways in which decisions are made and conflicts resolved in matters of civic importance, and the various ways in which individual citizens participate in these processes.
 * Overall Expectations**
 * Specific Expectations**

//Informed Citizenship// - Citizenship Within the Global Context  IC4.01 analyse contemporary crises or issues of international significance (e.g., health and welfare, disasters, human rights, economic development, environmental quality, terrorism);  IC4.02 summarize the rights and responsibilities of citizenship within the global context, as based on an analysis of the United Nations Universal Declaration of Human Rights (1948) and Convention on the Rights of the Child (1989);  IC4.03 evaluate civic actions of individuals and non-governmental organizations that have made a difference in global affairs (e.g., Cardinal Paul-Émile Léger, Jean Vanier, Nelson Mandela, Mother Teresa, Jody Williams, Craig Kielburger, David Suzuki, Stephen Lewis; International Federation of Red Cross and Red Crescent Societies, Doctors Without Borders/Médecins Sans Frontières, YWCA/YMCA and YWHA/YMHA, Greenpeace, Inuit Circumpolar Conference). //Purposeful Citizenship// - Responses to Civic Issues  PC3.03 describe examples of human rights violations (e.g., Nuremberg laws, hate crimes, torture, genocide, political imprisonment, recruitment of child soldiers, gender-based discrimination) and assess the effectiveness of responses to such violations (e.g., media scrutiny, political responses, military intervention, international tribunals, pressure from non-governmental organizations);  PC3.04 analyse the evolution of Canada's participation in international tribunals (e.g., the Nuremberg trials after World War II; the International Court of Justice's prosecution of war crimes; formation of the International Criminal Court). //Active Citizenship// //-// Inquiry Skills  AC1.01 formulate appropriate questions for inquiry and research; locate relevant information in a variety of sources (e.g., texts, reference materials, news media, maps, community resources, the Internet); and identify main ideas, supporting evidence, points of view, and biases in these materials;  AC1.02 organize information, using a variety of methods and tools (e.g., summaries, notes, timelines, visual organizers, maps, comparison organizers);  AC1.03 communicate the results of inquiries into important civic issues, using a variety of forms (e.g., discussions and debates, posters, letters to elected officials, Web pages, visual organizers, dramatizations). - The Resolution of Public Issues and Citizenship Participation  AC2.02 analyse important contemporary cases and issues that have been decided or resolved through the public process of policy formation and decision making (e.g., mandatory retirement, censorship, racial profiling), taking into account the democratic principles that underlie that process;

 AC2.05 demonstrate an understanding of their responsibilities as local, national, and global citizens by applying their knowledge of civics, and skills related to purposeful and active citizenship, to a project of personal interest and civic importance (e.g., participating in food and clothing drives; visiting seniors; participating in community festivals, celebrations, and events; becoming involved in human rights, antidiscrimination, or antiracism activities).


 * Hey team - please find attached at the top of this page an updated copy of our table of contents, outlining the structure of our unit. If you would like to make any changes we can address them here... **

**__Culminating Activity – Model United Nations__**


 * Activity Length**

300 minutes/4 periods.


 * Description**

Students will participate in a Model United Nations simulation, debating two global issues within the context of countries they have chosen to represent. This is modeled from the referenced resource, Keenan and Redekop’s __Model United Nation__ booklet.


 * Expectations**

ICV.04 – Explain what it means to be a “global citizen” and why it is important. IC4.01 – Analyse contemporary crises or issues of international significance.

PCV.03 – Analyse responses, at the local, national, and international levels, to civic issues that involve multiple perspectives and differing civic purposes.

ACV.01 – Apply appropriate inquiry skills to the research of questions and issues of civic importance. AC1.01 – Formulate appropriate questions for inquiry and research; locate relevant information in a variety of sources; and identify main ideas, supporting evidence, points of view and biases in these materials. AC1.02 – Organize information, using a variety of methods and tools. AC1.03 – Communicate the results of inquiries into important civic issues using a variety of forms. ACV.02 – demonstrate an understanding of the various ways in which decisions are made and conflicts resolved in matters of civic importance, and the various ways in which individual citizens can participate in these processes AC2.02 – Analyse important contemporary cases and issues that have been decided or resolved through the public process of policy formation and decision making, taking into account the democratic principles that underlie that process.


 * Task**

1. Students will participate in a model United Nations, debating a schedule of two issues over the course of two days, and drafting resolutions that express the classroom’s position on these issues going forward. 2. Students will represent nations profiled in an earlier activity (#2). In this activity, 30 countries were profiled using Bristol board and these were posted around the class. A student may choose any country from around the classroom, but has first right of refusal for the specific nation on which they did this activity. 3. Topics up for debate will be chosen from those addressed in activity #3. These topics are in the realms of security, economy, the environment, human rights and issues of sovereignty. The specific agenda will be developed prior to the first day of the activity. 4. Each student will represent his or her country individually by researching the position of his or her country and advancing those interests honestly and enthusiastically in a UN debate. 5. Each student must submit a half page written position paper on the first day of negotiations for **one issue only**, and a short debrief on his or her experiences at the activity’s conclusion, touching on the student’s attitudes towards the resolutions, their own performance and critique of the UN activity itself. 6. Debate structure will be adapted from Keenan and Redekop’s __Model United Nations__ booklet, and procedural content will be covered in the lesson leading up to the culminating activity.


 * Model United Nations Expectations**

- Students participate actively, enthusiastically and according to research during debate, negotiations and in written submissions. - Due on the first day of debate, each student will submit a half page position paper detailing that country’s perspective, approach and goals with regards to the topic being debated. Students are expected to prepare their position paper for **one of the issues**, that which they feel is most relevant to their country. - Students will read their opening statements when the relevant topic is up for debate. For instance, the representative of the United States may take a more active role in debating security issues, but that topic isn’t on the agenda until day 2. - Students will learn United Nations debating procedures beforehand, and using this knowledge negotiate around the selected issue and try to come to a decision within the two day allotted time. - Students will need to co-operate with others in order to form blocs of countries that can influence voting. - The chair will have additional responsibility in making sure working sessions are well organized and debate can resume or be interrupted easily. - At the end of the negotiations, each student will write a one page debrief reflecting on how he or she felt the negotiations went. Reflection should be not only on the result in relation to the country represented, but also personal reflections on the student’s performance or thoughts on the subject/activity.


 * Activity Sequence**

__Day 1__

- Students, having selected the countries they are to represent and the debate agenda the class beforehand, will go to the library to research their country in relation to the issues at hand. Students will be advised the class prior that it would be beneficial for them to begin their research as soon as possible. The teacher-librarian will hopefully assist with a short presentation on the best places to research.

__Day 2__

- The class will be arranged in a semi circle facing the “chair”, who will be the teacher for debate fluidity’s sake. - The chair will welcome delegates to the debate and introduce the agenda, starting with the first topic. At this time, students who have prepared opening statements for this topic will read them. Debate will continue from this point as outlined in activity #5, the preparation for UN procedures and protocols. - A resolution should be requested by the end of the period, but if the debate is going strongly, the resolution can be drafted at the beginning of the next class.

__Day 3__

- Same setup as previous day. - If the previous day’s resolution was not drafted, allow 10-15 minutes for this to be completed. - Introduce the second topic and follow the same pattern. Allow for the resolution to be presented at the beginning of the next class.

__Day 4__

- Same setup. - Once both resolutions are completed, they should be put to a vote. The final results should be tabulated, and at this point the chair should inform the assembly of the UN’s policies on the debated issues going forward. This concludes the simulation. - Students should be given the remainder of the period to write their debriefs.


 * Evaluation**

See rubric.


 * Resources**

Keenan, Mike and David Redekop. (2002). __Model United Nations__. Council of World Affairs of Canada, Niagara-on-the-Lake.


 * Appendix 1**

Civics Grade 10, Open

**__Model United Nations__**


 * __Situation/Context__**

The world is an incredibly diverse place as we have learned, with many different opinions and perspectives on issues of all kinds, and the United Nations is the primary international body where these opinions are discussed. Your challenge in this culminating activity is to represent a country of your choosing and, by following proper United Nations debate procedure, advance your country’s interest with regards to two important world issues in a United Nations simulation, and by negotiating with the other countries in the class, draft two resolutions regarding the important issues debated.


 * __Goals/Tasks__**

- The primary goal is to advance your country’s interests **honestly** and **enthusiastically**. o What do these words mean? If you are representing Saudi Arabia, it would not be wise to propose the world stops using oil, because that country depends heavily on its oil economy. You do not have to necessarily represent your OWN feelings on the topic, but you MUST represent your country’s in order to get full marks. Enthusiasm means giving your performance a bit of effort. Get into the role, although do not try and dress or look like your country, or put on a fake accent as these can often be stereotypical and offensive. - Choose a country from around the classroom. You will remember these nations from earlier in the unit. You may choose any country you wish that is still available, including the one you profiled earlier. You can only choose someone else’s country if they have first decided to do another. - Research your country’s attitudes, history and experiences with the issues that are up for debate. We will choose two topics of debate for this activity. You are expected to be knowledgeable enough to debate both issues. o The countries and issues will be decided on before we start this assignment so that you can get a **HEAD START** on research. We will be going to the library on the first day so that you can continue this research. - Debate will be lead by the Chair (teacher) and will follow the UN debate procedures that we went over before this activity. Our two topics will be debated over the next two-three days, and after each topic the General Assembly will draft a resolution, detailing the class’ position. These will be voted on on the final day of deliberations.
 * The Debate - Research and Performance**

- You will need to write, read and submit a half page **position paper** regarding one of the issues to be debated. This should be from the perspective of your country. While you will need to debate both issues on the agenda, you only need to do a position paper for **one** of those issues, hopefully the one more relevant to your country. - Your position paper outlines your country’s approach to the topic at hand, so it is a very useful tool in debate and negotiations. o Understand that to be an effective negotiator, you sometimes need to compromise. Be careful, however, to keep your comprises realistic to the country you’re representing.
 * Position Paper – Research and writing**

- After we have voted on our resolutions and the simulation is complete, you will need to write a short (half page) debrief about the Model United Nations activity. - You should write this in your own voice, as opposed to your country’s. Answer these questions: o Do you agree with the resolutions we’ve made today? o How do you feel about your personal performance in the debate? o What were some of the challenges you faced in negotiation? o What was your opinion of the activity? Did you have fun? What did you learn?
 * Debrief**