"contemporary developments in local, national, or world affairs; also : the organized study of such developments"

(Free Merriam-Webster Dictionary)


CURRENT EVENTS:
Why do we investigate current events? Current events are the gateway into the INQUIRY PROCESS , a very important aspect of your curriculum and your skill development in this course and any other Canadian and World Studies courses you may be taking such as Economics, Law or History. As the diagram indicates, you can enter the Inquiry Process at any point. For our purpose in CGW4U, we are focusing on asking questions about current events and analysing them in order to find plausible solutions plaguing Canada and the international community. We must gather and organize further information (data) in the form of maps, tables, text, photographs ... before we can ask further questions which lead us to being able to interpret and analyze our data. Resolving some of the issues requires careful analysis and evaluation of the various stakeholders' perspectives as presented through the data. Then we can draw conclusions and through our role as practicing global citizens communicate further questions of resolutions to others.




Current events relevant to this course involve specific trends. These include but are not exclusive to:
  • Conflict (IS, civil war Syria, North Korea, Ongoing IsraeliPalestinian conflict, Northern Ukraine, South China Sea, violence in Nigeria, civil unrest in Libya, democracy, dictatorships ...)
  • Empowerment of Women (education, child brides, maternal health, political representation, glass ceiling ...)
  • Environment (poaching, climate change, water contamination, drought, melting polar ice caps ...)
  • Globalization (worker's rights, transnational corporations, economics, human rights, aid ...)
  • Sustainability (corporate social responsibility, 3 R's, stewardship, conservation, resource exploitation ...)
  • Population Growth (hunger, health and wellness, habitat, sanitation, urbanization, FNMI, governance ...)


As you read through the examples above you can already see that many of these are connected to one another. These connections highlight the complexity of global issues in that they involve a variety of stakeholders, the relationships among the stakeholders are multi-faceted, and there are no simple solutions.

Keeping abreast of current events is integral to your success in this class. Your confidence to participate in daily class conversations, in both small and large groups, will be determined by your willingness to investigate current events. You can find news stories on t.v., online, in newspapers, in weekly news publications, blogs, on radio and by talking to others. It is not necessary that you understand the issues that cause these events to be significant to Canada or the world; we will do that together, however it is necessary that you come prepared, each day, to participate in conversation.

Remember, always ask yourself: "WHAT IS WHERE, WHY THERE, WHY CARE?"

1. Collect articles, advertisements, photojournalism, video synopsis, personal experiences (photos, videos, journals, blogs) of interest to you.
2. Write a 5 sentence PRECIS of the artifact.
3. Submit your entry in hard copy or in an electronic folder you maintain on google classroom and you share with your teacher. This will become an integral part of your Performance Task.
4.The rubric below outlines the requirement for the actual PERFORMANCE TASK which will take place January 5 - 8, 2016


CGW4U CURRENT EVENTS EVALUATION: This rubric will be used as the guideline for assessing and evaluating sharing your CURRENT EVENTS:
Participation in discussion, relevant contributions made to discussion will also be evaluated for each discussion
CATEGORY
9-10
8-8.9
7-7.9
6-6.9
<5
KNOWLEDGE
1.PRECIS: Who, What, Where, Why, When
Thoroughly complete
Complete
Partially complete
Limited completion
Little preparation evident
THINKING
1."Why is this important?"
2.Stakeholder perspectives are analysed and relationships are explained
3.Logical resolutions are presented and evaluated as to the potential of their success
4.Connections to other issues and the significance of these connections/from class or outside of class are explained
Sophisticated level of comprehension of the issue, understanding of the motivations of the various stakeholders, plausible resolutions and evaluations and, evidence of awareness in terms of connections to other issues and the significance of these connections, importance of this issue
Excellent level of comprehension of the issue, understanding of the motivations of the various stakeholders, plausible resolutions and evaluations and, evidence of awareness in terms of connections to other issues and the significance of these connections, importance of this issue
Considerable level of comprehension of the issue, understanding of the motivations of the various stakeholders, plausible resolutions and evaluations and, evidence of awareness in terms of connections to other issues and the significance of these connections, importance of this issue
Some level of comprehension of the issue, understanding of the motivations of the various stakeholders, plausible resolutions and evaluations and, evidence of awareness in terms of connections to other issues and the significance of these connections, importance of this issue
Limited comprehension of the issue, understanding of the motivations of the various stakeholders, plausible resolutions and evaluations and, evidence of awareness in terms of connections to other issues and the significance of these connections, importance of this issue
COMMUNICATION
Evidence of irony, paradox, futures thinking
Accurate use of visuals and maps –download these, clear voice, organized explanations, beginning, middle, end
Accurate use of visuals and maps –download these, clear voice, organized explanations, beginning, middle, end
Considerably accurate use of visuals and maps –download these, clear voice, considerably well organized explanations, beginning, middle, end
Some accuracy of visuals and maps –download these, concerns about voice, lacks organization
explanations, not sure about beginning, middle, end
Limited accuracy of visuals and maps –download these, concerns about voice, poor
organization
explanations, beginning, middle, end
APPLICATION
1.Issue is shared in such a way to make it relevant for our learning and to course Big Ideas.
2.Ability to lead a discussion on the issue
Comfortably presented to foster discussion and understanding of the key learning, able to ask questions and offer answers,
confidence
Comfortably presented to foster discussion and understanding of the key learning, able to ask questions and offer answers,
confidence
Considerably comfortable in fostering discussion and understanding of the key learning, able to ask questions and offer answers,
considerable confidence
Some comfort fostering discussion and understanding of the key learning, limited ability to ask questions and offer answers,
lacking confidence
Little preparation evident, not really worth sharing