The Problem with Stories

I hope everyone gets a chance to watch this, it is an essential companion for navigating our emotions and reality.

http://www.youtube.com/watch?v=RoEEDKwzNBw

Review of Broom's article "Curriculum in the Age of Globalization"

            I chose to review Catherine Broom’s article called, “Curriculum in the Age of Globalization”, published in the “Canada’s National Social Studies Journal” (Formerly: The History and Social Studies Teacher), Volume 43, No. 1, Spring 2010. Catherine Broom is an Assistant Professor of Education at the University of British Columbia’s Okanagan Campus. The Journal can be found in the Canadian Social Studies which is an indexed, refereed journal published quarterly on-line at the University of Alberta.  One main theme in Broom’s article is coined in her term “absent curricula” which she uses to refer to various failures of the current B.C. Social Studies curriculum. According to Broom these failures of the curriculum make it next to impossible to successfully create critical thinking global citizens out of our students, in our current Age of Globalization. As a kind of antidotal evidence, Catherine Broom refers to student’s “stereo-typed responses” and “silences” when asked questions about countries and cultures other then European and western ones as a kind of indication or evidence of the failure of our current BC social studies curriculum, to adequately educate our students to become informed critically thinking global citizens.  Broom’s article presents various perspectives, arguments and warning of potential negative implications if the problem of the “absent curricula” is not remedied in the BC Social Studies curriculum.

            Some key arguments Broom makes are that students are provided a too shallow amount of information regarding the world outside of Canada and that the curriculum “has a definite Western European slant…” . “The guide [curriculum] clearly aims to develop national feeling and identity at the expense of knowledge of World History”. Secondly, Broom explains that “[t]he new Social Justice 12 course (Ministry of Education, 2008) contains the potential for some current world history that is not only Western and is less Eurocentric in orientation but it is not being taught very often.  Broom’s points out that both History 12 and Social Justice 12, are optional courses” and therefore unlikely to be selected by the majority of students.

            Various short-comings in the social studies curriculum can result in a failure of students to gain the knowledge to adequately consider negative facts regarding for example human rights histories of other countries. Furthermore, when potentially a negative light can be shed on Canada or when Canada’s role is not viewed as a positive then the history is not being considered with enough information to be fairly assessed by students. I agree with Broom that it is essential to succeed at critical thinking only when enough information is provided which includes looking at both negative and positive perspectives. For example Canada’s denial of human right to First Nations or its refusal to sign the UN Declaration of Indigenous Rights which it helped to author according to Broom is not considered in the curriculum or other such lines of inquiry. “BC’s curriculum is focused on telling an incomplete story of Canada and its place in the world, as the government aims, and has aimed, to build national pride through schools.”

            One means that Broom uses to explain and relate her arguments and evidence her perspectives is by discussion and comparison to other curriculums such as Nova Scotia, UK and Oregon that show substantially differences in the way that they engage students in social studies. These comparisons help to highlight alternative more successful ways in which curriculums can approach social studies from a more modern relevant global perspective.

            The article emphasized the author’s opinion that the middle school social studies curriculum fails to adequately include history from non western non-European countries in a balanced and critical way. The negative implications for students are that they can end up forming shallow and stereo-typed global perspectives because of the lack of information provided to them; students need to develop a depth of understanding of other countries and their cultural perspectives. Understanding the historical and cultural perspectives of other countries is essential for forming a peaceful society, economic relationships and equitable just decisions at all levels.

            When I read Broom’s arguments I see a oversight, as far as I am aware the BC curriculum for middle school social studies stresses that teachers should make information and inquiry relevant and authentic to their students, that diversity should be considered which includes comparison of differing cultural perspective and diversity in student backgrounds and cultures are also included through various learning strategies that are both relevant and authentic and I think will foster development of student being capable of critical thinking, empathy and developing a healthy global perspective. For instance there are multiple strategies that teachers can use to help students make connections and relate historical information to current global issues.  It may be that the flexibility is present for teachers in the curriculum to make up for the “lack” in the curriculum that Broom discusses in detail in her article. However the issue rests on the quality of education and level of caring and knowledge the teacher has of the weightiness of their job to teacher children to critically think.

            I agree with Catherine Broom that the curriculum’s underlying principles and design and political agendas be considered and questioned continually. I think that I support the relevance and importance that social studies teachers be required to attend professional development conferences that debunk various myths regarding Canadian history and nationalism because that will hopefully translate into more critically designed lesson planning..  I support the idea that teachers need to be rigorous in their own persuit of knowledge, that they need to be up on current affairs and watch that they are aware and question their own underlying biasts so that they are then less likely to mislead their students. If we are not cognizant of both the positive and negative implication of history, all history not just our version of history, then it is bound to repeat itself. Therefore we need to teach our students how to weigh information and seek out as many perspectives as possible.          

Reference:

Broom, C.,Curriculum in the Age of Globalization, “Canada’s National Social Studies Journal” .43: 1, Spring 2010.

Eleven Oily Questions: A Great Critical Thinking Exercise

http://www.thestar.com/opinion/editorialopinion/article/1128116--eleven-oily-questions-for-every-mp

In this opinion piece from the Toronto Star, Andrew Nikiforuk (from the Tyee) asks eleven questions of the federal government - and anyone pro-Enbridge/oil sands - that would be great to introduce to a Social Studies classroom for a critical thinking exercise. These thoughtful and piercing questions cut through most of the typical rhetoric associated with the oil sands. Some probably can't even be answered, at least not easily, and therein lies their strength.

Curriculum in the age of globalization

Reviewed by: Kirk MacRae, University of Victoria, British Columbia, Canada

In her article, Bloom (2010) argues that the current social studies curriculum in British Columbia is in need of revision.  This is immediately evident as she attempts to convince the educators, ministry policy makers, and the like whose eyes may grace this article, that the current curriculum is “Canada- centered” (pg. 1) stretching to include mainly European influences and connections.  Bloom claims that the curriculum is deficient in its inclusion of world history, instead focusing on the development of nationalism and Canadian identity.  This trend is evident from kindergarten to grade 11, the compulsory period for social studies, after which the curriculum offers optional courses that could benefit students with global history, but unfortunately experience low enrolment.  Bloom expresses that the incomplete history introduced to students contributes to their ignorance of other nations and their history, and the development of false ideals, such as Mexico being a country filled with “drugs and violence” (pg. 2).  By the time students graduate they will not have a grasp of world history, they will lack understanding of the world economy and distribution of resources, and as emphasized by Bloom, they will have a very contorted view of global human rights.

            In line with her concerns, Bloom suggests that students need a more global education in social studies.  Students need to be introduced to the histories of several nations, in addition to Canada, while making sure that the past is studied right up to present day.   Bloom stresses that students become global citizens through social studies curriculum that helps develop values, such as “empathy” and “critical-creative thinking” (pg. 5) skills, which is difficult to do through a predominantly Canadian context.

Bloom wraps up her analysis of the BC social studies curriculum with a series of pedagogical recommendations that would make up the basic structure of a new social studies curriculum.  The new curriculum proposed would make connections from history that are relevant to current issues and that impact the entire world, uncovering truths for student analysis.  A true study of global history designed by diverse scholars that looks beyond Canada in detail is what Bloom is ultimately after.  Individual research projects on nations and current issues following the study of key world events will be intertwined with active participation in human rights initiatives to achieve this new curriculum according to Bloom.

For social studies educators, it would be difficult to ignore the passion and concern expressed by Bloom towards the current curriculum.  This article offers motivation and inspiration to become continually critical of the curriculum and my own practice.  Rather than operating as passive minions within the system, educators need to take ownership of their profession, appreciate the opportunity to foster learning, and provide the most well-rounded, engaging and impactful experience for each and every student.  I agree that students should receive a social studies curriculum that encompasses an understanding of world history and evokes values and attitudes in becoming a global citizen.  I also agree that students need to look outside our sheltered, western country to expand their perspective and piece together the big picture; however, I think that the current curriculum allows for teachers to achieve much of this with their students.  To completely overhaul the program would be to misuse resources that would be better directed at lighting little fires underneath most (not all) of our country’s social studies teachers to spice up their delivery of said curriculum.  I will return to this point regarding social studies teachers along with an evaluation of Blooms pedagogical suggestions once the curriculum content has been addressed. 

            “Global history is a vast field.”  (Bloom)  Bloom states the obvious.  There is so very much to teach it what seems like the wink of an eye.  It seems like Bloom has an idealized view of what can be accomplished from grade to grade in a social studies classroom.  To simply “outline key world events” would not give them justice.  Nor would it be very encouraging to breeze over and deliver the Coles notes version of Canadian history, which despite what some (students and adults) would call boring, is rich with conflict, conquest and compassion.  The curriculum is progressive and starts with matters close to the heart.  If taught effectively, the social studies curriculum will take students on a diverse journey that covers a great deal including Canadian history which is essential in understanding our country-the country that each student is a part of.  Broom seems to value education that attempts to increase exposure to the world on the macro level and pick and choose areas to focus on that may seem disconnected.  I personally like a steady progression that transitions between past and present.  It is important to remember that history is not going anywhere and is only growing in gigabytes each day.  I would like to have seen some of Bloom’s passion target the individuals with the power to change the way social studies are experienced.  Creating life long learners should always be a part of the long-term goals for teachers.

            As mentioned, for students to become global citizens, Bloom indicates that they must develop skills and values such as critical thinking and empathy.  I do not believe we need to change much in the curriculum, as Bloom suggests, to achieve this goal.  Teachers have a fair deal of choice in delivery of material and it is our challenge to come up with creative and engaging lessons instead of the desk-text-worksheet diet.  Many of Blooms pedagogical suggestions will find their way into my logbook such as current issues study, nation specific research sharing projects, and active involvement in human rights.  Active participation seemed to resonate especially with me after reading this article.  It’s these steps towards democratic citizenship that much be initiated by teachers and experienced by students.  Bloom is on the right track here, however a new curriculum is displacing the real issue at hand.  Social science teachers need to bust out of their shell and endeavour to “conduct some light and magic” (Price, 2012).

References

Broom, C. (2010).  Curriculum in the age of globalization.  Canadian Social Studies, 43, (1).

Price, J. (2012).  Social Studies Curriculum Instruction.  University of Victoria.  Lectures: January    and February.

More food for thought re: Canada and the EU

http://www.theglobeandmail.com/report-on-business/industry-news/energy-and-resources/canadas-oil-sands-not-so-dirty-after-all/article2343985/

Retooling the Social Studies Classroom for the Current Generation

Reviewed by Jill Reimer

University of Victoria

Wilson et al.’s article Retooling the Social Studies Classroom for the Current Generation focuses on how technology has changed the way in which young people read, communicate and learn.  The authors argue that current teachers need to keep up to date with the fast paced world their students are accustomed to, and that teachers are struggling to integrate technology into lessons in engaging and meaningful ways.  They continue on to define and compare Web 1.0 and Web 2.0 tools, which is basically the early years of the World Wide Web versus “the more recent World Wide Web, one that focuses on user collaboration, participation, interaction, and the building of social networks.”  They then describe how one of the authors, Lisa Matheson, a high school social studies teacher, was able to implement Web 2.0 technologies into her lessons in an effective manner, while still delivering solid academic content and following the American national social studies curriculum guidelines. 

The article focuses on three Web 2.0 tools: blog, wiki and digital media-sharing.  Of course there are several other web tools that could have been discussed, but the fact that the authors chose just three to narrow in on keeps the article well organized and easy to read.  Focusing on just three tools gives the authors more time and space to go into detail on what the tools are, how to implement them in the classroom, give examples of lessons that use these tools, and also list websites where the software can be found.  The article compares similar software based on such criteria as cost, user friendliness, and privacy settings.  I think that the amount of information given on the three tools make this article very useful to current or future social studies teachers who are looking for ways to enrich student learning.  As well, the lessons that are shared in the article have students engaging in critical thinking and developing ownership of their work and even though these lessons are American, they can easily be altered in order to meet the requirements of varying curriculums.

The authors seem to cover most avenues of concern that could be associated with implementing technology in a school environment.  For example, they discuss the importance of taking into consideration that not all students will have access to computers and technology at home and they stress the importance of ensuring students understand and abide by copyright laws.  Teaching students about privacy settings and their benefits, and the importance of parental release forms for digital media-sharing are a couple other useful concerns that the article addresses.  The authors also make some useful recommendations such as having students supply the teacher with their user names and passwords for school related internet user accounts in case students forget, and are unable to access their school work.  Perhaps most importantly, they reiterate how important it is for the teacher to explore the technology, take a couple trial runs, and become comfortable with it before introducing it to the class.  This is great advice as there is a lot of room for error in applying technology into the classroom, especially for the teacher who is not technology savvy.  The one thing that the authors fail to mention is the possibility of technology glitches and how this can affect learning in a classroom devoted to technology.  The entire article was very pro-technology, without even glancing at how technology can be detrimental to learning.

The lessons show cased in the article cover a wide range of social studies related criteria, including current events, politics, research and history.  I think the authors really prove their point that technology can be integrated into the classroom in the fact that they cover such a variety of topics in the sample lessons.  The point of all the lessons have a similar focus: to have students make connections to what they are learning in the classroom to the world around them.  This fact is clearly stated in the paper, and I believe it speaks strongly to what learning social studies is all about. 

The article also touches base on technology being cross-curricular. For example, by integrating various technologies into the social studies classroom, teachers can cover the curriculum of two subject areas: social studies and technology education.  As a teacher-in-training, I believe it could be very useful and time-saving, to use cross-curricular activities whenever possible.  It seems as though many teachers rush through material in order to meet curriculum guidelines for the year.  If technology education could be integrated into all the other courses, more time could be spent in areas where students struggle.

I am a firm believer that technology is the tool for learning of the future.  This article made me realize how much thought must go into a lesson in order to make it meaningful, educational and to engage the students in critical thinking.  The article gave me numerous resources, including websites and collaborate lesson plan ideas that focus in on our story, her story and history, while having students make connections in the classroom to what is going on in the world around them.    

Reference:

Wilson, E.K., Wright, V.H., Inman, C.T., & Matheson, L.H. (2011).  Retooling the Social Studies Classroom for the Current Generation.  The Social Studies, 102, 65-72.

 

A Review: Two Terms You Can (and Should) Use in the Classroom: Cultural Homogenization and Eurocentrism

This article focuses on media literacy and globalization, with the implication that these factors result in cultural homogenization and Eurocentrism. The author states that these processes establish a notion of what is normal, while marginalizing or eliminating the perceived value of possible alternatives.

A Eurocentric approach can reduce other cultures to mere caricatures that only touch on their superficial qualities. This process can leave the most important aspects of these cultures unexplored. Globalization and consumerism further complicate the matter, as students may come into the classroom with preconceived notions about what constitutes growth, development, success, and value.

This has caused me to reconsider how I acquire sources of information to be used for teaching. In an effort to make relevant connections between students and subject matter, it can be tempting to supply sources that are already in line with a student’s value system. This may inspire interest for the student, but it omits alternative perspectives.

While the article focuses on having students become media literate to combat the culturally corrosive effects of corporate-driven globalization, it doesn’t make the argument for the preservation and illumination of the important defining qualities of other cultures. It identifies and addresses a major problem, but doesn’t go far enough to develop a broad cultural education.

There are a number of media literacy exercises that the article suggests to use in the classroom. One exercise involves studying news feeds or commercials to scan for bias or intent. I think this is a great starting point in developing awareness for students. Other activities touch on comparisons between international media sources. This comparison is of particular value because it can be hard to spot coercion and propaganda without first seeing in directed towards a different culture, political belief, or movement.

These ideas will inform my teaching in a number of ways. On a basic level, the exercises that foster media literacy may be used without significant modification. Students need to understand just how at risk they are of manipulation if they remain media illiterate. To supplement these lessons, I would also draw on examples of successful propaganda from around the world. Documentary filmmaker Adam Curtis’ The Century of the Self, while likely too long and too complicated as a whole, provides some excellent insight into how manipulative the media can be. Short clips from this documentary would likely provide a powerful and informative message for my students.

The article warns against the representation of other cultures as becoming caricaturized, but could do more to make this relevant to students. A young child may come to class with this superficial level of understanding. Students must be lead to understand what insights and lessons can be gained from connecting with another culture on a meaningful level. It is one thing to gawk at the visual spectacle of a shaman, but entirely another to see how the shaman acts as a spiritual guide to community members with specific problems.  Through such an endeavour, students may come to see a void in our own society, which could spark self-motivated analysis. This chain reaction of discovery is not attainable through media literacy alone.

Despite this criticism, media literacy is a crucial first step in the process of cultural education. For young students, it may already be pushing the limits of what they are cognitively capable of understanding. The complexity of the connections made through the lessons will certainly depend on the characteristics of the class. A set of lessons that expose the dangers of media illiteracy is extremely valuable without further any elaboration. However, if students do make the connection that their own society has faults and deficiencies that affect their lives, then there is potential for even more growth and learning to take place.

The idea of loss through globalization has parallels in nature, and this offers an excellent opportunity to create cross-curricular connections.  The destruction of the environment, and particularly the Amazon rainforest, has much in common with the smothering pervasiveness of Western culture.  As globalization encourages cultural homogenization, the beliefs, languages, customs, and dynamics of many cultures are at risk of being lost. In the Amazon jungle, plant and animal species are becoming extinct as forests are being cut down to make way for cattle farmers. American fast food chains can be found all over the world, and Coca-Cola is ubiquitous. Environmental destruction is not simply a parallel process, but intertwined with globalization. This is an important point to get across to young students.

To close out a set of lessons on media literacy and globalization, each student would be choose a country to investigate in this context. Students would be provided with a diverse selection of countries to encourage further exploration of differing perspectives. In this way, the class would come to understand that globalization has different effects that depend on the nature of the given country. Additionally, some similarities may be observed about the influence of the media in different regions of the world.

No matter what direction the lessons take, encouraging media literacy is a powerful method for encouraging critical thinking. Students are constantly encouraged to think critically, but the term is used so frequently that it has lost most of its power. By exposing students to the darker side of media, they will be naturally using their critical thinking skills as they become aware of how manipulative various forms of media can be. It may even provide students with a more fundamental understanding about the value of critical thinking in their own lives.

References

Richardson, G. (2000). Two Terms You Can (and Should) Use in the Classroom: Cultural

Homogenization and Eurocentrism. Canadian Social Studies, 35(1).

Making Lunch an Integral Part of Education

In his article “Rethinking Lunchtime: Making Lunch an Integral Part of Education,” Michael K. Stone writes about the Berkeley School Lunch Initiative (SLI) that has been recently implemented at John Muir Elementary School in Berkeley, California. The Berkeley Unified School District, the Chez Panisse Foundation, and the Center of Ecoliteracy combined forces in “an effort to design and implement curriculum and food service innovations in Berkeley public schools” (19). The catalyst for this initiative at John Muir Elementary was that students were eating poorly - not enough and unhealthily - and this was affecting both their attitudes and their learning. As money was too tight to completely redesign the district food service, “they needed a starting place, something they could do that didn’t require extra money but had high visibility and good prospects for early success” (20). The faculty members came to an agreement that they would readjust the designated lunchtime hours so that they were during educational hours; in other words, students would eat their lunches as teachers conducted a lesson. This readjustment allowed students more time to spend being socially and physically active during their breaks. After a period of time, faculty members were able to deduce this simple equation: more time eating + more time playing = more ready to learn.

The results of this school-wide experiment were so positive that it didn’t stop at just rearranged schedules. An instructional garden was built on the school grounds and curriculum was modified to accommodate this new educational tool. These kinds of tools are exactly what education needs. Working with the environment, technologies, and other means that encourage students to be active participants of their learning are crucial for effective learning to take place. Stone is quoting John Dewey when he writes: “Give the pupils something to do, not something to learn; and when the doing is of such a nature as to demand thinking, learning naturally results” (21). This quotation should be a mantra for all educators. The face of education is in the midst of changes - changes directly in accordance with Dewey’s line of thinking. Teacher Education programs are promoting methods and styles of teaching that its students have never had a chance to experience themselves. In other words, education is undergoing a major facelift. As it is being reshaped and revamped, it will hopefully no longer look like its fifty year old counterpart.

Learning by experience is the most valuable kind of learning. Interest is part of what students need in order to be able to absorb and to synthesize information, and what better way to interest students than to have them be proactive in their learning. The instructional garden at John Muir Elementary offers students just that – they “help tend soil, plant seeds, care for the plants and then harvest their crops, which often become ingredients for seasonal dishes that they help prepare in the kitchen classroom.” This opens a window of opportunity for students to learn “where food comes from, about nutrition, natural cycles and processes, the importance of conserving water and soil [and] such topics as regional and industrial food systems” (21).  This type of hands-on experience has the potential to teach students so much more than any lesson in a classroom setting could hope to. This “curricular umbrella” is the perfect tool in facilitating the integration of subjects. The benefits of integrating topics such as food, health, environment, music, fashion, architecture, sports, and other facets of culture are incontrovertible. The experiences that we have in the real world are never isolated by topic, and since our goal as educators is to prepare our students for the real world, the importance of integration among subjects in schools could not be more clear.

Not all schools will receive the kind of funding or support - both from outside sources and amongst faculty members - that John Muir Elementary was fortunate enough to garner; however, Stone makes a valid point when he states that “for schools to initiate change, what is most often needed is a first step that requires no new funding and no waiting for outside resources to appear” (23). We need to take initiative as passionate, dedicated and involved educators. This could mean rearranging designated lunch and recess times, as done by John Muir Elementary, or planting a class garden (even if funding dictates that it has to start small).

Topics such as music, fashion, art, architecture, and food can be used as a bridge - a bridge that connects history to present to future; a bridge that connects diverse cultures; a bridge that connects individuals to society. They are unifying themes that will not only appeal to students’ interest - which is vital to their learning - but they will also encourage critical thinking. Another inspirational quotation that Stone uses to convey his argument comes from Stephen Rutherford, when he states that “the roadblock to change was only tradition or only what people might say can’t be done”(23). The roadblock of traditional teaching methods such as rote learning and memorization needs to be demolished. That road needs to be cleared for new, innovative ways of teaching.  Stepping out of the box as an educator and developing previously unused strategies is something that may seem daunting, especially to new teachers coming out of the their respective Education programs; so, to them (to myself) and to anyone else who has ever felt afraid to pursue something that had seemed unattainable, here is one last inspirational saying: professionals built the Titanic; amateurs built the Ark. We don’t need to be professionals to make a difference; we just need to be dedicated and passionate amateurs.  

Word count:  941

Reference

Stone, M. K. (2008-09). Rethinking Lunchtime: Making Lunch an Integral Part of Education. Green Teacher, 84, 19-23.

An Outside Place for Social Studies

Foran, A. (2008). An outside place for social studies. Canadian Social Studies, 41.

Article Review by Mike Danskin - University of Victoria

In “An Outside Place for Social Studies”, Andrew Foran discusses the importance of getting outside in order to create stronger connections for youth through the delivery of a clear social studies curriculum. He focuses on history and argues that technological advances have narrowed our delivery methods to a classroom based model. Furthermore, he states that teachers have become ambivalent to the goals of an effective social studies curriculum. Foran suggests that an outdoor class creates a mutually beneficial arena where the children and teacher develop a reciprocal learning environment and a relational experience.

According to Foran, the lack of effective connections within the social studies classroom is rooted in an overt confusion regarding the “…purpose, direction, and conceptual potential of the social studies curriculum.” Social Studies education is therefore “…in need of unifying moments that bind students to genuine experiences and knowledge – enabling a stronger curricular understanding.“ He suggests that the outdoors is where these “unifying moments” will occur and that teachers need to break free of the classroom and embrace an outdoor learning setting.

The article considers the impact of new technologies that have been introduced into the social studies classroom. Foran maintains that technological advances have quashed creativity in educators and limited lessons to an indoor event. This indoor experience becomes sheltered and isolated rather than an opportunity to promote awareness and citizenship within one’s everyday community life.

Foran contends that the solution is experiential learning by being outdoors. He sites the outdoors as a means for students to connect with the world on a deeper level that is not possible in the classroom, no matter how advanced the technology.  Foran also researched the experiences of seven teachers who all expressed evidence for in increased relational connection between student and teacher when the learning occurs in an outdoor environment.

The first element of my contention is with Foran’s lack of a clear definition for what an outdoor class or experience entails. Foran touches on trips to places that have “authentic historical value” and mentions the idea of going outside to a trail or lake, but fails to accurately state what he considers to be a true outdoor experience for a social studies class. Regardless of the implied meaning, I believe that the evolution of liabilities within the school context has placed a significant barrier in front of teachers who aspire to include an outdoor component. Additionally, in schools that offer specialized teachers in given subject areas, as opposed to generalists, the ability to include field trips becomes significantly time constrained due to blocked scheduling.

I have always been an outdoor enthusiast and appreciate any opportunity to get outside the classroom as a teacher or a student. When students are afforded the ability to experience a historical place first hand, the potential for an emotional connection through the tangible context is remarkable. There is a heightened level of respect and community as the teacher-child relationship begins to evolve as a more personal connection. I will undoubtedly attempt to create opportunities for outdoor exploration during social studies lessons. My concerns are not that the outdoor experience isn’t effective, but rather the viability of such an undertaking is becoming increasingly more difficult.  Unfortunately, the constraints of liabilities and logistics cause many teachers to be turned off even attempting a trip outside the confines of the classroom. It takes a dedicated and influential teacher to create memorable outdoor experiences and when this is achieved the value elicited is tremendous.

I do not agree that the addition of new technologies in the classroom is developing an inside focus for teaching. Nor do I believe that students are unable to receive an authentic experience through recent advances in educational technology. On the contrary, technology has opened worlds that were not previously accessible to our eyes and we have shifted from 2D pictures on a page or a paragraph of text to interactive computer based exercises, imaginative video, and 3D models. The interactive nature of new technology provides students with the opportunity to explore a world that was previously a product of their imaginations.

Balance is the key to any effective approach. Social studies curriculum delivery must span across both academic and experience based learning in order to enrich a student’s education. It becomes the job of the teacher to offer each style of delivery in a manner that evokes emotion and creates relatable connections to the material. Outdoor lessons, inside lessons, and technology based lessons all have their place.  Students need to be reintroduced to nature in search of our historical roots but technology has become such an influence on their daily lives that it would be ignorant to try to restrain its use in the classroom. A blend of several methods will be the modus operandi for my social studies delivery, but I will be sure to incorporate an appropriate dose of time under the sun!

Reference

Foran, A. (2008). An outside place for social studies. Canadian Social Studies, 41.

On the Green Classroom

REVIEW: Summerville, C. (2011). Evaluating and Promoting Eco-Products: Activities which promote student and community awareness about the ethics of consumer products. Green Teacher, 94, 26-30.

Article Review by Dylan Grier

In “Evaluating & Promoting Eco-Products,” Summerville offers a program for teachers to implement in their classrooms to foster eco-friendly practices in students. By developing “eco-literacy” (Summerville, 2011), students should be able to critically analyze the products that they consume. Furthermore, Summerville suggests that students can impart their knowledge on others, which can create a sense of purpose in their learning and thereby avoid the all-too-common feeling of helplessness in the face of large corporations (2011).

Starting with a broad overview of the proliferation of eco-friendly products, Summerville highlights a number of considerations that are not always factored into eco-claims; country of origin, the amount of carbon produced in making and transporting a product, and compliance with animal welfare standards are all points that consumers should consider when shopping with an environmental conscience.
The activities offered by the author to educators are engaging, and progress logically, with the first being a simple exercise to activate awareness: bring in a product that you use regularly. In groups, students are asked to analyze the eco-claims on a product’s packaging to determine whether it is genuinely “eco-friendly.”Students are then asked to decide if they need more information or if they are satisfied with the claims. Summerville argues that students can effect change by “supporting ethical manufacturers and potentially influencing other companies towards producing more ethical products” (2011).

While this is certainly an admirable goal, it perhaps ignores the reality of many mainstream eco-friendly options. That is, many of the same companies who produce products claiming to be environmentally friendly also produce versions of the same product that are not environmentally friendly. This raises some important questions: should eco-friendliness be judged on a product-by-product basis, or should it be based on the eco-initiatives of an organization as a whole? Or, as Summerville suggests , does the onus lie with consumers to purchase eco-friendly products until non-eco-friendly products are rendered obsolete?

To further illustrate this point, it is instructive to give an example of this sort of situation. Maybe the best-known laundry detergent in Canada, Tide, also has an eco-friendly counterpart called “Tide Coldwater.” This detergent claims to be environmentally friendly on the basis of its energy-saving qualities (i.e. consumers need not use hot water for the detergent to be effective). However, further analysis reveals that Tide and Tide Coldwater are both manufactured by Procter & Gamble, an American multinational corporation ranked 26th in 2011’s Fortune 500 (money.cnn.com, 2011). This is the same company that is widely credited with the proliferation of the disposable diaper in the early 1960s (Baron, 2006). It is no secret that disposable diapers account for a significant portion of waste at landfill sites.

According to Environment Canada“[a]approximately 250,000 tones of disposable diapers are sent for disposal each year in Canada, according to 2004 figures”(Environment Canada, 2011). This massive amount of waste “represent[s] approximately 3 percent of the total quantity of residential waste for disposal in Canada” (Environment Canada, 2011). Thus, it may be disingenuous to allow students to believe they are acting in a wholly responsible manner when many of these eco-friendly products are being produced by some of the worst environmental offenders.

Similarly, a new line of green cleaning products called GreenWorks is actually manufactured by Clorox, the same company who makes bleach, as well as Glad, a line associated conquering the disposable plastic bag market.

I am cognizant of the fact that Summerville is trying to suggest that if we educate our youth and encourage them to buy eco-friendly products, profit-seeking corporations will take notice and expand their green product lines and decrease, (or perhaps even eliminate), production of “non-green” products. It may be overly idealistic to assume, particularly with the current global economic downturn, that consumers, through their purchasing power, will be able to effect an industrial shift of this magnitude. There is typically a significant price differential at the retail level between the green and non-green product lines. This adds an extra level of commitment on the part of the consumer; a level of commitment that some, such as myself, cannot always afford.

Nevertheless, the activities set forth by Summerville can be seen as the baby steps needed before a full-scale march is possible. The author acknowledges that the program is designed so as not to overwhelm students. Instead, he sees them as the beginning of a learning process. An evaluation of the organizations themselves, their sources, and the retailers they use would be valuable extensions to the proposed activities.

In my classroom, I would certainly employ these ideas and activities. The creation of an “advertising booth” for other classes to see is an engaging way for students to realize that their newfound expertise can have a direct impact on many facets of their day-to-day lives, not just their personal product choices. To further empower students, I might try to shift the focus of the activities away from consumption of goods towards creating our own green products, like household cleaning supplies. Summerville confirms my previous assumption that students often feel helpless in the face of environmental issues. Finding ways to catalyze an environmental consciousness in the classroom is therefore an important goal for educators.

As a final extension, I think I would try to arrange a field trip to a local landfill site. I would guess that many young people have only seen these places on television. After learning about recyclables and eco-friendliness, I think the contrast of waste and pollution, (not to mention the smell), would be an eye-opening experience that would highlight the need for environmental education.

REFERENCES

Baron, D.P. (2006) Business and its Environment. (Toronto: Pearson).

Environment Canada (2011) The Great Diaper Debate: are cloth or disposable diapers better for the environment? Retrieved from: http://www.ec.gc.ca/envirozine/default.asp?lang=en&n=250eedd7-1

CNNMoney (2011) Fortune 500: Our Annual Ranking of America’s Largest Corporations. Retrieved from http://money.cnn.com/magazines/fortune/fortune500/2011/full_list/

Summerville, C. (2011). Evaluating and Promoting Eco-Products: Activities which promote student and community awareness about the ethics of consumer products. Green Teacher, 94, 26-30.

Curriculum in the Age of Globalization

Broom, Catherine.  (2010).  Curriculum in the Age of Globalization: Canadian Social Studies, Canada’s National Social Studies Journal, 43, 1.  Retrieved

http://www2.education.ualberta.ca/css/Css_43_1/Curriculum_in_the_Age_of_Globalization.htm

Article Review by James McGregor 


University of Victoria, British Columbia, Canada

“Curriculum in the Age of Globalization,” by Catherine Broom, aims at identifying how the BC social studies curriculum is too focused on Canadian and European content.  The author feels that the BC curriculum is trying to provide students with a sense of nationalism; however, it is missing out on providing students with more global awareness, which is hindering their progress in becoming global citizens.  Throughout the article Broom provides examples that illustrate the point that BC’s curricula lacks global awareness by comparing the curricula to those of other countries.  In the latter part of the article Broom provides suggestions as to how the BC curricula could improve to better prepare students to develop a greater sense of empathy and become better global citizens.

Broom lays the foundation for her argument that the BC curriculum is primarily Canadian and European focused by outlining the overarching themes covered from grades 7-12.  According to Broom, “the aim seems to be to review European history from 500 to 1500, in order to prepare students to learn Canada’s story in grades 9, 10, 11” (1).  Broom supports this argument by outlining one of the grade 8 Prescribed Learning Outcomes that instructs teachers covering ancient civilizations between 500 and 1500 to identify periods of significant cultural achievements, including the Renaissance (1).  While this reference does imply European content can be covered, it does not necessarily mean that the focus must be European in nature.  The ultimate decision as to what is covered rests with the teacher.  They have the opportunity to study other countries if they choose, as long as they meet the learning objectives of the PLO.  One of the main reasons why I believe there is so much focus placed on European civilizations from 500 to 1500 is because Europeans played a crucial role in colonizing North America.  In grade 9-12 the social studies curricula addresses how those colonizers came to interact with the initial inhabitants of Canada, the First Nations peoples.

As the article progresses, Broom reinforces the sense of national grandeur by stating that “BC’s curriculum is focused on telling an incomplete story of Canada and its place in the world, as the government aims, and has aimed, to build national pride through schools” (4).  I must say that I agree with the statement insofar as a country is probably prone to do all that they can to establish a strong image, which usually results in not focusing on negative memories or actions.  I do not agree with this omission of history, as I feel that in order for students to make informed decisions they must have both sides of the story.  Again, this is another opportunity for educators to help promote critical analysis in their classroom by telling both sides of a story and giving the students the opportunity to form their own opinions.

When Broom compared the BC curriculum to those in the United States, United Kingdom and Canada as a whole, it was interesting to see how incredibly similar the learning objectives were between the BC and California curriculums.  The curricula were so similar that the only major discrepancy is that “Canada” is replaced with “United States” (3).   When Broom looked at the Oregon curriculum, she was impressed to see how the learning objectives focus on how actions and concepts of democracy and individual rights of the United States can affect other people and nations” (4).  When she looked at the curriculum of the United Kingdom, Broom found that it is still quite “British-Eurocentric” based, however it does introduce students to “political, legal and human rights and freedoms in a range of contexts from local to global” (5).

To this point in the article it is apparent that Broom has done a great deal of research to support her claims that BC’s grade 7-12 social studies curriculums are too focused on identifying learning outcomes in regards to Canadian and European content.  However, the PLOs are primarily vague in their description and can support learning outcomes that involve more global content if the teacher has the initiative.  One weakness in this article is Broom’s lack of recognition of the will of the teacher.   Broom is operating on the assumption that all teachers are following these PLOs verbatim and solely use work sheets out of textbooks.  While I acknowledge there are some teachers who are infatuated with worksheets, I believe the majority of social study teachers go beyond the textbook and look for ways to help students make meaningful connections. 

While this article was written only two years ago, Spring 2010, the BC government recently launched their new BC Education Plan (2011) that addresses some of the major concerns raised in Broom’s article.  By more effectively utilizing technology and creating personalized learning for every student, the new education plan allows students to have more freedom to pursue their individual interests and passions within a particular topic (3).  This new education plan is poised to better prepare students for the future by placing more “emphasis on key competencies like self-reliance, critical thinking, inquiry, creativity, problem solving, innovation, teamwork and collaboration, cross-cultural understanding, and technological literacy” (4). 

While I agree with some of Broom’s suggestions for how to incorporate global issues into the classroom, such as having students identify a country of interest and having them do a formal presentation, which does satisfy grade 6 social studies PLO A4 (deliver a formal presentation).  In my classroom I will use other ways to promote global citizenship.  I will do this by starting each class off with community time that aims to address local and international news.  I will ask students to read newspapers from around the world and compare stories about particular events and assess how they differ and why.  Whatever you do, you should try to present the information that allows students to access their own background knowledge.  By doing this, you provide students with the opportunities to become more involved in world events and thus assist them in becoming strong global citizens. 

References

Ministry of Education. (2006).  Social Studies K to 7.  Retrieved February 7^th, 2012 from: http://www.bced.gov.bc.ca/irp/pdfs/social_studies/2006ssk7.pdf

Ministry of Education.  (2011).  BC’s Education Plan. Retrived February 7^th, 2012 from: http://www.bcedplan.ca/theplan.php#panel1-2

Broom, Catherine. (2010).  Curriculum in the Age of Globalization: Canadian Social Studies, Canada’s National Social Studies Journal, 43, 1.  Retrieved

http://www2.education.ualberta.ca/css/Css_43_1/Curriculum_in_the_Age_of_Globalization.htm