ADVENTURES IN CURRICULUM CONFERENCE – MAY 2006 School: Appleby College (Oakville, Ontario) Ellen Palmer ([email protected]) – English – Grades 7 to 12 Aparna Singhal ([email protected]) – Mathematics – Grades 7 to 12

1. What extra-curricular social justice activities are students involved in at your school?

Appleby College students are involved in many different activities. We have briefly listed some of the major activities that Appleby College students are usually involved in. • Round Square (www.roundsquare.org) – National & International Conferences, Service Projects, and Exchanges • Duke of Edinburgh (http://www.dukeofed.org/) • Clubs – Model United Nations, Debating/Public Speaking, Students Without Borders, Amnesty International, War Child, Camp Vista, Adventurers Club, Armagh, Dignitas-Appleby Youth Initiative • ASCENT - A grade nine programme involving a one-week service component (e.g., working at a Women’s Shelter or providing necessities to homeless individuals in Toronto). • Various service placements – mandatory for Grade 9-12 students. • Middle School Service days – Students go out into the community to spend time learning about different organizations, what services they provide, and actually helping others. • Theme Day & Guest Speakers – Various speakers and activities are planned each year to raise awareness of important issues and to provide students with avenues to discuss these issues.

2. What curriculum-based activities (areas where social justice are integrated into the curriculum) are students involved in at your school?

• Social Science courses are offered for various grades (Examples: Race, Gender, Rights course, Grade 10 Civics, Canadian & World Politics, World Issues) which incorporate various activities to raise awareness, and promote social justice and responsibility for students. • English courses are incorporating multicultural texts as a vehicle to promote discussions and awareness of various faiths and cultures. • Languages courses are allowing students to write stories in different languages for children and families in other countries to send overseas and to take on International conferences & Service Projects. • Mathematics courses are using problems that promote discussion about global issues. Data sets are also analyzed related to global issues such as poverty, economic status, health concerns, education measures, etc., in order to raise awareness and facilitate discussions about current and relevant issues. These analyses lead into discussions about what actions students can take about issues they feel strongly about. • World Religion

3. What structures or processes are in place at your school which promote student involvement and/or leadership? Think about practical examples that you can share with other schools.

• Prefects • Home Form leaders • Boarding House positions • Various Clubs, especially U2 Leadership Club, Model United Nations, Cadets, Camp Vista, Adventurers Club, Students Without Borders • Peer Counselors • Sports teams & Music/Art Initiatives • Theme Day & Guest speaker planning • Junior Outdoor Leader/SOL

4. What are your goals for social justice in your school/classroom/subject area?

• Subject area/Classroom: ™ English: I would like to incorporate more texts into our curriculum which allow opportunities to explore social justice and responsibility. We also have several writing and public speaking competitions which could be organized around themes relating to social justice and responsibility rather than having them open-ended. ™ Math: I would like to be able to integrate more problems and datasets relevant to raising awareness and promoting discussions about social justice and responsibility in courses such as Middle School and Grades 10 & 11, as currently these courses are not as infused with this focus as compared to the Grade 9 and Grade 12 Data Management courses.

• School: ™ Provide more guidance and opportunity for students to be advocates for a cause they feel passionately about in conjunction with raising their awareness about various issues. ™ Work on extending the impact of speakers and extra-curricular programs so that they are not isolated experiences. ™ Create more relationships with external organizations which promote social justice causes.

5. What resources have been exceptionally helpful in promoting social justice? What resources do you feel you need to achieve your social justice goals?

• Helpful in promoting social justice: ™ Working with external organizations (examples: Canadian Red Cross, Dignitas International, Amnesty International, Engineers Without Borders) ™ Having funds to invite in guest speakers ™ Library materials/staff ™ Freedom to initiate new clubs and experiment with curriculum ideas ™ A supportive administration and faculty ™ Technology (websites, communication through emails, creating websites, etc.) ™ SEED

• Needs to achieve our social justice goals: o More time with students and faculty with this focus o Planning time at the beginning and the end of year devoted to curriculum initiatives focusing on raising social justice and responsibility of our students in all disciplines o PD related to social justice issues for teachers – learning how to promote students to become better global citizens by empowering them with more awareness and providing guidance on how they can become advocates! o Knowledge of best practices and of useful teacher resources

Adventures in Curriculum 2006 Reflection Questions

Branksome Hall, Grade 6: Marny Gibson and Shelagh Gustavison

Background Philosophy

Branksome Hall is an authorized IB PYP School. The Primary Years Programme (PYP) caters to students between the ages of 3 and 10 years. It is a transdisciplinary programme designed to foster the development of the whole child, according to their academic, social, physical, emotional and cultural needs and expectations. Central to the PYP philosophy is a commitment to developing students’ concepts, attitudes and skills of inquiry to help them become successful lifelong learners and responsible global citizens.

The mission statement of the International Baccalaureate Organization Through comprehensive and balanced curricula coupled with challenging assessments, the International Baccalaureate Organisation aims to assist schools in their endeavours to develop the individual talents of young people and teach them to relate the experience of the classroom to the realities of the world outside. Beyond intellectual rigour and high academic standards, strong emphasis is placed on the ideals of international understanding and responsible citizenship, to the end that IB students may become critical and compassionate thinkers, lifelong learners and informed participants in local and world affairs, conscious of the shared humanity that binds all people together while respecting the variety of cultures and attitudes that makes for the richness of life. Making it Happen, IBO, 2003.

Action- the key to social justice. An essential element of all units of inquiry is action. “The PYP believes that international education must extend beyond intellectual attainment to include not only responsible attitudes but also thoughtful and appropriate action. International schools can and should meet the challenge of offering all learners the opportunity and the power to choose their actions, to act and to reflect on these actions in order to make a difference in and to the world.” Making it Happen, IBO, 2003, p.30. Act

Reflect Choose

“The action component of the PYP involves service in the widest sense of the word: service to fellow-students, to the staff and to the community. Through such service, students are able to grow both socially and personally, developing skills such as cooperation, problem solving, conflict resolution and creative and critical thinking. These actions are, moreover, ways in which the students exhibit their commitment to the attitudes that we seek to engender within the PYP classroom.” Making it Happen, IBO, 2003, p.30.

1. Extra-curricular social justice activities students are involved in:

(a) Fundraising: Students come up with initiatives they would like to support, either on their own, in small groups, or as a class. This year one student sold bracelets to raise money for the Red Cross, one class held a silent auction in aid of disaster relief, and the whole school participated in the Terry Fox Run. In grade one, some students decided (on their own) to sell their drawings to raise money for Sick Kids Hospital. (b) Donating items: Similar to above, but students bring in items for various causes, such as the “mitten tree”, which provides mittens, scarves, hats and socks for students at an inner-city school; another example would be the art supplies that we sent to our partner school in South Africa (c) Tutoring: In the Senior School, students have the opportunity to volunteer at an inner-city school. Some students traveled to our partner school in South Africa and tutored there.

2. Curriculum-based social justice activities students are involved in:

(a) MS Readathon: in homeroom, students have time to select and read books over the period of a month; then they collect pledges in support of the MS Society (b) Jump Rope for Heart: in gym, students skip rope for a set amount of time and collect pledges in support of the Heart and Stroke Foundation (c) Amnesty International: after the Injustice unit, grade 6 students heard from a representative of the Amnesty club at Branksome and signed a letter to protest about the use of child soldiers in Nepal (d) “Reaching Out” project: in art, grade 6 students drew their hands and wrote messages of hope to victims of child abuse; their contributions will be part of a large sculpture being created by Dr. Michael Irving for an installation at the Air Canada Centre

(e) Grade 6 "Injustice" unit Central idea: Change can happen when we express our outrage at injustice. An inquiry into:-the meaning of injustice -how reactions to injustice can be expressed -instances of injustice -how change has occurred as a result of people taking action. Main concept within unit: What is my responsibility?

3. Structures in place to promote student involvement/leadership:

(a) action component of the PYP planners (curriculum-based) (b) assemblies (c) clans (d) lunchroom monitors (e) class officers and class meetings (f) student committees for special projects (eg. Code of Conduct) (g) tour guide training (h) Grade 6 Exhibition

4. Our goals for social justice in our school/classroom:

To develop responsible, empowered global citizens.

5. Resources which have been helpful:

(a) Take Action! by Craig Kielburger (b) It’s a Girl’s World by Lyn Glazier (c) visit by Ryan Hreljac (2 years ago) (d) Making it Happen, IBO, 2003. (e) www.accessola.com/osla/bethechange JGaray The Bishop Strachan School GLee Junior School Social Justice Response Sheet Senior School

1. What extra-curricular social justice activities are students involved in at your school?

The following is a list of the BSS clubs, policies and events that address social issues.

Junior School

Athletics No-Cut policy Policy that ensures all students may contribute on athletic teams World View Committee Student group that addresses conflict issues and seeks to bring awareness to these issues and an acceptance of individual differences

Senior School

Model UN club Student group that addresses current political and world issues Amnesty International Club Student group that addresses human rights around the world World View committee Student group that addresses conflict issues and seeks to bring awareness to these issues and an acceptance of differences Third Wave Student group that addresses issues of equity between males and females Chapel Guild Student group that addresses religious freedom and respect Green Island/Green Team Student group that addresses environmental issues and awareness around the school Roots Student group that deals with issues surrounding multiculturalism and diversity in the school GAS days Community service days that allow student to get involved in helping the needy in the GTA Jamaica Community service A one-week trip to Jamaica where students work trip with AIDS orphans Habitat for Humanity trip Students volunteer their time and effort to build a house for the under-privileged Students Helping Students Grade 12 students address diversity and bridging club gaps in the school community (such as Boarder – Daygirl gap) Fundraising Multiple events that occur throughout the year to raise money for a Swaziland school and the BSS foster child throughout the year

TAG lessons Lessons used to introduce ideas of philanthropy and providing opportunities for students to be involved

JGaray The Bishop Strachan School GLee Junior School Social Justice Response Sheet Senior School

2. What curriculum-based activities (areas where social justice are integrated into the curriculum) are students involved in at your school?

Junior School & Senior School

World Class Project: students collaborate with schools from other countries and work together to solve world issues Grade 6 – Sustainable electricity and renewable energy Grade 7 – Endangered species

Junior School

Near the winter holidays, the grade 6 students go shopping at Loblaws and use the money they would spend on gifts for their teachers to buy food for the Daily Food bank. Students are encouraged to compare prices and to try to buy as much food as possible with the money they have (no taxed foods, i.e., no junk food.)

The majority of the Junior school activities address perspectives of both sides of an issue and discuss bias.

Senior School

Students in Science address issues regarding disease and poverty in Third World countries. Again, the majority of subjects taught at the Senior School level tie in social justice issues into every day lessons.

3. What structures or processes are in place at your school which promote student involvement and/or leadership? Think about practical examples that you can share with other schools.

The Senior school has a major leadership election where grade 11 students are nominated for leadership roles for their final year. Some positions include:

Prefects Head Girl House Captain Games Captain Boarder Captain IT Prefect Community Service Prefect Grad Prefect Junior School Prefect Middle School Prefect

Strategic Plan teams (Student representatives on the: Assessment and Evaluation committee World View Committee Wellness Committee

JGaray The Bishop Strachan School GLee Junior School Social Justice Response Sheet Senior School

There is also a plethora of leadership opportunities for students in grade 7-11 such as the Student Council, the “What’s Your Beef” Committee and the Ambassadors.

Leadership positions for the Junior School (Grade 6)

Appointed Positions: Ambassadors House Heads Sports Coordinators Junior Pages

Also, positions available for involvement at all levels throughout the year (including Chapel)

4. What are your goals for social justice in your school/classroom/subject area?

• Eliminate bullying, inculcate empathy, support of physical, emotional, and spiritual differences and promote equality and fairness.

• Open minds to allow students to view situations through other perspectives.

• Allow chapel to be a place of freedom of expression, not a place of discrimination.

• To create an environment of acceptance where people will have a voice, and not be judged for their opinions.

5. What resources have been exceptionally helpful in promoting social justice? What resources do you feel you need to achieve your social justice goals?

• Procedures and policies for dealing with bullying/discrimination • WCP project • World View Committee • TAG • Special speakers (Seeds of Peace, Friends and Bullying, Cyberbullying, Friends and Transition into new groups) • Local charities and philanthropic organizations THE COUNTRY DAY SCHOOL GRADE LEVEL: 9 - 12

1. What extra-curricular social justice activities are students involved in at your school?

The Community Service Committee, which is one of several branches in the Student Council, works throughout the academic year to raise awareness and fund raise for local and global causes. In May, we host our Community Service Assembly, where the entire school family comes together to celebrate the accomplishments of the year. Speakers from different organization are invited to our Monday morning assemblies and teach us (students, faculty and staff) about their respective organization’s mission and/or goals.

2. What curriculum-based activities (areas where social justice are integrated into the curriculum) are students involved in at your school?

This year our school introduced a new grade 9 course, Ethics. In this course the students study a unit on Social Justice. The students begin by learning the definition of social justice and finish by creating an editorial cartoon that conveys the message of social justice. In this unit the students learn that we alone cannot the change the whole world, but through one positive social act, whether it is locally or globally, we can make a difference in someone’s life.

3. What structures or processes are in place at your school which promote student involvement and/or leadership? Think about practical examples that you can share with other schools.

Leadership – All students are invited to participate in events and programmes through the student council committees and general volunteerism. Senior Students can be selected to serve on Student Council or serve in a leadership role somewhere else in the school like Debate Club or Ambassadors. Our students come up through the high school clearly aware of the kinds of things that they will be able to do as leaders in the school. We also promote student initiative and support students who are keen to start a project or get involved in some way in the school.

4. What are your goals for social justice in your school/classroom/subject area?

The Social Sciences Department has chosen Social Justice / Environmental Awareness as the department goals for the current school year. The Social Justice goal is currently being achieved through the invitation of social justice speakers. This year the department invited Kimmie Weeks, an acclaimed child rights activist, who spoke on behalf of his organization, Youth Action International. Mr. Weeks’ topic was Ending Global Poverty: A 21st Century Possibility. His life experiences in Africa, his passion to alleviate poverty and human suffering in Africa and around the world, promoted social awareness and impacted the students and teachers at our school.

5. What resources have been exceptionally helpful in promoting social justice? What resources do you feel you need to achieve your social justice goals?

The guest speakers have been helpful in promoting social justice because the students really connect with those individuals who are out there in the world/community working for a particular cause day in, day out. I would like to find posters that our department could frame and hang in our classrooms and around the schools to promote social justice. Certain readings are also helpful resources, such as excerpts from Peter Dalglish’s book, The Courage of Children: My Life with the World’s Poorest Kids.

Adventures in Curriculum 2006 Reflection Question Responses

Chris Jull Crestwood Preparatory College Grades 9-12

1. Funds from monthly “grub” days are pooled and donated to service and charitable organizations in the local, regional and international arenas. Major fundraising events, such as our Fashion Show and Golf Gala, are organized by the Student Government and Athletic Council to benefit local charities. Crestwood supports three foster children in Malaysia through World Vision Canada. Funds from our Multicultural Day support this project. Students organize ad hoc initiatives to fundraise for current international needs, for example two students initiated a Blue Ribbon Campaign which raised money to support the Canadian Red Cross after the tsunami disaster in East Asia.

2. The LEAD (Leadership Enrichment and Development) program, a staff nominated, co-curricular program at the school, has as one of the components of its vision statement “to develop globally minded, outward thinking leaders”. LEAD students earn the GPP3O (Leadership and Peer Support) credit over the two years of the program. This year, the LEAD-II students (participating in the second year of the program) ran a school-wide fundraising campaign to benefit three women’s shelters. They also co-ordinated the Canadian Cancer Society’s residential blitz for the area immediately around the school. Part of this project involved recruiting students to volunteer as canvassers and drivers.

3. The Student Government acts as an umbrella organization, similar to an Executive Council, where representatives from other major student organizations within the school have a seat at the table, along with the generally elected Executive (presidents or co- presidents, social convenor). All student initiatives must be presented to the Student Government for discussion and approval. The Student Government meets monthly, with the Executive empowered to act for the Government in the times between meetings. Student organizations with a seat in the Student Government are: the Athletic Council, representatives from the LEAD-I and LEAD-II classes, the Environment Society, and the Newspaper. Student Government elections for the positions of President (or co-Presidents) and Social Convenor are held in May for the next school year. Grade 11 students may run for President or co-President, and Grade 10 or 11 students may run for Social Convenor.

4. Students at Crestwood Preparatory College like, I think, students at many other private schools, live a rather insular existence. The overall purpose between social justice activities at our school should be, I think, to enlarge the circle of concern that many of these students have. Anything that we can do to take students out of their familiar environments and place them in situations where they are able to experience real com-passion with people in situations other than their own. This will mean moving from activities that are driven around fundraising, a passive activity, to more experiential ones which have the potential for a more radical shift in student’s perspective.

5. The creation of the LEAD program at Crestwood is modeled after a similar program at Markham District High School in York Region which I went through when I was in high school. Mark Caswell, the co-ordinator of the program at Markham was exceptionally helpful in providing advice as we set up the course. One of my dreams is to offer an interdisciplinary course at Crestwood on the African continent, with components in English, world history, and world issues. This course would culminate in a four week trip to Africa over our March Break. I would love to hear about tour companies that co-ordinate international development focused trips of this size and scope for high school students. It would also be helpful to hear about the experiences of other teachers who have organized and led such excursions.

Adventures in Curriculum

Section One Reflection Questions

1. What extra-curricular social justice activities are students involved in at your school?

• Conferences • Retreats • 24 Hour Famine • Food drives • Supporting four foster children around the world • Volunteer work at St. Francis Table and Brothers of the Good Shepard • Fund Raising for sister school in Naka, Nigeria (Sharelife)

2. What curriculum-based activities (areas where social justice are integrated into the curriculum) are students involved in at your school?

• Speakers • Debates • Presentations • Speeches • Field trips • Movies

3. What structures or processes are in place at your school which promote student involvement and/or leadership? Think about practical examples that you can share with other schools?

• House System Leaders • School Embassador • De La Salle Cadet Corps • Peer Ministry • Student Council • Sports Teams • Extracurricular Activities • Community Service Hours • Peer tutors • School Retreats – St. Miguel House (Lower Campus) or Salesian Leadership Retreats

4. What are your goals for social justice in your school/classroom/subject area?

• Increase awareness of the poor and less fortunate, especially the children • Promote community awareness through volunteering • Encourage tolerance and respect for all individual • Promote service to others – help the less fortunate • Lasallian goals:

5. What resources have been exceptionally helpful in promoting social justice? What resources do you feel you need to achieve your social justice goals?

• Lasallian Documents • Amnesty International • Development and Peace • CIDA • Oxfam • Association for the Wrongfully Convicted • United Nations • Stats Canada • CIA Factbook

Havergal College Social Justice Issues

What are you going to do to make a difference?

c. Susan Haynes Havergal College SELF

OLD GIRLS

INDIVIDUAL ACTION

CLUBS, COMMUNITY COUNCIL

WIDER COMMUNITY PARTNERSHIPS

HOUSE

UPPER SCHOOL CURRICULUM

MIDDLE SCHOOL

JUNIOR SCHOOL

CYCLE

c. Susan Haynes SELF Havergal College Who am I?

• What do I know? • What do I believe?

• What can I do? c. Susan Haynes Havergal College The process at every level

• Self • Curriculum informs social justice issues • Service initiatives • School development • Wider community engagement • Self: How am I informed, purposeful, active?

c. Susan Haynes Havergal College Junior School

• of Hope Project – WhitGAP (SA) – Derrydown – Havergal c. Susan Haynes Havergal College Middle School

• Curriculum : English, Social Science, Science, Religious Education, Health etc.

• Spring Initiative – Literacy and Hygiene kits – Book Drive – Water Project – HIV/AIDS

c. Susan Haynes Havergal College Upper School Curriculum • Civics

– War Child® – Child Labour – Bullying – Homelessness

• Society

– Toscan Foundation®

• Law, English, Science, Economics, etc.

c. Susan Haynes Havergal College New Initiatives 2006

• Havergal Institute

• Havergal Diploma – Interdisciplinary Course

• Sustainability

c. Susan Haynes Havergal College House/ Community Council

Cross Grade Community Initiatives • Sick Children’s Hospital

• Frontier College®

c. Susan Haynes Havergal College Wider Community Partnerships

• United Way® : Celebration Saturday

• Homework Clubs: Grenoble , Lawrence Heights, Trellis Garden

• Best Buddies

• Saturdays with Derrydown

• The Paynter Home® orphanage (Sri Lanka)

c. Susan Haynes Havergal College Clubs, Prayers

• Guest Speakers - Dr. Orbinski

• Leadership elections

• Amnesty International club

• Environment club

c. Susan Haynes Havergal College Individual Initiatives

• Free the Children® • Pakistan Earthquake Bracelets • Toronto Youth Cabinet • United Nations • Dominican Republic • Sri Lanka

c. Susan Haynes Havergal College Old Girls

• Distinguished Speakers

• Mentors

c. Susan Haynes Havergal College Middle School Initiative

•Curriculum informs issue

•Teaching reinforcement

•Opportunities to educate others

• Student initiated action

c. Susan Haynes Havergal College Civics: Active Citizen

EQ # 1: What is a good Canadian citizen?

EQ #2: Can students affect change in complex civic issues?

c. Susan Haynes Havergal College Active Citizen • Pitch and promote a civic issue

• Select a class issue

• Explode the issue through research (2X)

• Invite experts

• Connect with student models working for change

• Decide and implement “Next Steps”

• Write reflections on process

• Answer enduring questions

c. Susan Haynes Havergal College SELF

OLD GIRLS

INDIVIDUAL ACTION

CLUBS, COMMUNITY COUNCIL

WIDER COMMUNITY PARTNERSHIPS

HOUSE

UPPER SCHOOL CURRICULUM

MIDDLE SCHOOL

JUNIOR SCHOOL

CYCLE

c. Susan Haynes SELF Havergal College Self: Informed, Purposeful, Active Leader

Self: Who am I? c. Susan Haynes Havergal College Rocca Hillfield Strathallan College

Middle School (grades 5 to 8)

Question One Extra-curricular social justice activities 1. Fundraising We decided to concentrate our efforts in 3 major areas and within this we involve various groups of students. Some activities are done through the House system and the House Captains discuss the issues and organize fundraising events. Other events are done at the grade level and classroom reps organize the sharing of information the organization of fundraising. We hold special assemblies, have discussions in weekly House meetings, and have classroom talks. We focus our efforts in three categories: Global issues Community support Medical Support

Global Issues UNICEF – House Captains organize the distribution of boxes to the younger students. They hold a grade 7/8 dance and the profits are given to UNICEF.

Foster Child – A new committee of grade 8 students has taken on the responsibility of the fundraising required to support our Foster Child in India. They prepared a power point presentation and are now actively raising money by holding a raffle.

Glassco Foundation – This has been an “off” year for our support for the Glassco Foundation. We have supported the building of wells in Africa. Next year we are hoping to initiate a plan to build a school in Africa.

Global Emergencies This year the grade 6 classes organized Kids2Kids. This was in response to the hurricane in New Orleans. One grade 6 student wanted to send school supplies to the stricken area. Her teacher worked with her and number of other students to gather pens, pencils, paper, etc. This project was extended to Halton Board of Education and a truckload of school supplies was sent to the New Orleans area. Grade 7 students organized a fundraiser for earthquake victims in Pakistan.

Community Support Local Food Bank – A food drive is held throughout the school at Thanksgiving. This is done through the House System. A volunteer from the Food Bank comes to speak with the students.

St. Matthew’s House Christmas Charity – This is a very large project that is initiated and monitored by the House Captains. Each grade level also chooses class reps to organize donations and fundraisers. We “adopt” 6 to 8 local families who are in great need at Christmas. St. Matthew’s House is an organization that works with needy families in the Hamilton area.

Medical Support We have chosen to support two areas – The Heart and Stroke Foundation and Cancer Research. We focus on one of these two areas every year. This year we participated in the Terry Fox Run. Last year we did Jump Rope/Hoops/Hike for Heart.

Question Two Curriculum-based Activities Social justice and students’ awareness of issues are woven throughout the curriculum. English classes use novels, short stories, and media to investigate social issues. History and geography at grades 7 and 8, and social studies classes at grades 5 and 6 often look at world and local issues. We have life skills classes for grade 5 and 6 and healthy active living classes at grades 7 and 8. Again, these are subjects that often cover social issues.

Question Three

Structures to Promote Student Involvement/Leadership

House System We have 4 brother-sister houses. The boys’ Houses meet separately from the girls’ Houses. There are two elected house captains for each House. Therefore there are 16 student leaders. This group of students meets once a week to plan the weekly House meetings. The Houses meet every Wednesday morning. In addition to organizing House athletic activities and fundraising events, the Captains have been working on character development activities. They chose 5 qualities to focus on this year: fairness, caring, perseverance, courage, and responsibility. They pick a “Thought of the Week” and activities that encourage thought and discussions. In addition one House Captain reads a selection at chapel on Mondays.

Ontario Athletic Leadership Camp Two candidates are sent each summer to represent HSC. This is an outstanding opportunity to develop leadership skills.

Peace Conference This year we sent 12 Middle School students to addend the Peace Conference at McMaster University.

Human Development Committee This group of Grade 8 students became interested in researching world issues as a result of topics discussed in their geography class. They have taken on the responsibility of raising money for our foster child. Their geography teacher (Mark Mitchell) is the staff advisor. They prepared a power point presentation and held an assembly for the Middle School students. Class Reps Within each class, students volunteer to work on the various projects done in the school. An example is the grade 5 winter coat drive. Another is the Christmas fundraiser.

Question 4

Goals for Social Justice in the Middle School

We are looking at a proposal to modify the House Captain system to increase the leadership opportunities, especially at the grade 8 level. The proposal has been introduced to the staff and modifications are being made. The idea being considered is the formation of a Middle School Life Council. The goal is to provide more students with opportunities to become student leaders.

Committees

1. Sports Reps – 2 grade 8 students per House; 2 grade 6 students per House Duties - organize House events – warm-ups, lineups, playing time; House Bulletin board 2. Grade Reps – each class will have 2 class reps per term – one boy and one girl. This will give 6 students in each class leadership opportunities throughout the year. Duties – organize topics for grade level meetings. These topics will relate to character development issues 3. House Reps/Captains Duties – prepare for 2 House Meetings per month; Cooperative activities, House cheers; Cross-grade activities within the house; chapel readings; lunch announcements; school reps at public events and interviews - coordinate with other committees - prepare grade 7/8 dance 4. Human Development Committee – World Outreach Duties – students who are interested in pursuing global issues - fundraising and communication with Middle School Foster Child - respond to global disasters (examples from the past include earthquakes, hurricanes) - organize UNICEF Drive for Middle, Junior, and Primary Schools - chaired by grade 8 students; other grades may participate - prepare one or two assemblies; prepare one bulletin board 5. Community Committee Duties – organize food drive - work with class reps to organize fundraising for St. Matthews’ House - Life at HSC bulletin board (requires pictures of activities) 6. Environmental Committee Duties – recycling in Middle School - Cosmic Zoom - Earth Week Activities - Prepare one assembly 7. Health Awareness Committee Duties – organize major fundraising event – Heart and Stroke or Terry Fox Run - meet with school nurse to discuss possible topics of concern to Middle School students - prepare one assembly

Question 5 Resources

One of the websites that I keep using is: http://www.goodcharacter.com/

LAKEFIELD COLLEGE SCHOOL Lorraine Brown & Vicky Boomgaardt

Extra-curricular social justice activities that our students are involved in

At Lakefield, students are involved in a variety of extra‐ curricular social justice activities. These activities range from clubs that are concerned with the Environment (LEAF‐ Lakefield’s Environmental Action Force), International Events (Amnesty International, the World Affairs Club and Model United Nations), and Local Issues (preparing meals for a local food bank through the Community Service Club).

As today is Earth Day, talking about our environmental leadership seems like a good place to start. LEAF has organized school wide Earth Day activities including garbage pick up and a workshop designed to increase environmental awareness. During Earth Week, we had a vegan bake sale to raise awareness of vegan food choices and to raise money to buy LEAF mugs for the Dining Hall in an effort to reduce the use of disposable cups. There was a ʺlow wasteʺ campaign in the Dining Hall, in which kids had to scrap their plates into a designated ʺHouseʺ bucket. The ʺHouseʺ waste bucket with the least amount of food waste was awarded House points. We do mug drives, in which kids return mugs to the dining hall (that they have ʺborrowedʺ). Students are awarded ʺhouse pointsʺ for each mug that is returned. Students are also involved in OTESHA, which is a group committed to helping raise awareness about the impact of the choices we make on the local and global community. Through the production of a play, students convey this message to other school groups of varying ages in the community.

In terms of International Awareness, there are a number of ongoing projects this year at Lakefield. Each year, the senior students in charge of charities and awareness, organize Clean Casuals Days. Students can pay a minimum of $2.00 and wear their casual clothes in lieu of their uniforms in these days. A charity (local or global) is specified for each Clean Casuals Day. There is usually a minimum of $300.00 raised each of these days. The “Generate Hope Campaign” was a campaign run by senior students to raise funds to purchase a generator for a Rwandan orphanage. They had bake sales, clean casual days and a variety of other functions. For the second year in a row, students are organizing a Fashion Show in support of AIDS in Africa. Students have held Coffeehouses as fundraisers for Hurricane Katrina victims and for a Honduran Scholarship fund. Students also organized a very successful silent auction in support of Tsunami victims. Many of our students participate in the 30‐hour famine.

One opportunity that seems to have one of the biggest impacts on students in terms of social justice is their involvement in International Round Square Service Projects. Due to their impact and location, these trips are very popular and competition to go on one of these projects is very tough. Students have the opportunity to spend time in many African countries, India, Latin and South America, and conferences worldwide in December, March and July through both official Round Square projects, and projects organized directly through Lakefield. The theme of these trips depends on the location

1 Lakefield College School 2 Lorraine Brown & Vicky Boomgaardt but include international community service and AIDS/ HIV awareness. Rather than just talking about social justice, students who partake in these projects are exposed first hand to people who come from extremely different social and economic backgrounds. As Kurt Hahn said, “the aim of education is to impel young people into value forming experiences.” The impact of these trips for our students is enormous.

At the local level, opportunities to be involved are numerous through Community Service. Lakefield College School students log over 12 000community service hours yearly. Our students log four times the hours for the provincial average for community service. Students organize events including a school wide garage sale in the spring to raise money to help send underprivileged kids to camp, preparing meals for a soup kitchen, collecting food for a local food bank, visiting seniors to help out with yard work and knitting scarves for people in need. Students also participate in the Peterborough branch of Big Brothers and Sisters.

An important component of each of these endeavours is being able to share the meaning and the learning with the student body as a whole. At Lakefield, each morning begins with Chapel. On Mondays, Chapel is reserved for social justice issues. Presentations are made by students as well as invited speakers from the community and abroad (recent speakers have included Major Brent Beardsely who was in Rwanda with Romeo Dallaire and Kimmie Weeks, a child rights activist). The focus of these presentations is to raise awareness and motivate students to make change happen. Students who participate in International Service Projects have the opportunity to reflect on their experience and share what they have learned during these presentations to the school community.

Curriculum-based activities (areas where social justice are integrated into the curriculum) that students are involved in at Lakefield

Outdoor Education: O.E. specific values, creation of a class credo that the students uphold, learning conflict resolution, decision making skills, debriefing skills, discussing healthy relationships, participating in group initiatives, high ropes, cook‐outs, and overnights

Social Sciences: Economics Debates: Should we raise minimum wages? Should we eliminate rent control? Should we take out the price ceiling for electricity rates?

Essay Questions: Do Corporations serve the common good? Do you agree with expropriation (workers occupying and taking over a factory) to deal with low unemployment and low economic growth?

Lakefield College School 3 Lorraine Brown & Vicky Boomgaardt

Infomercial: Students are free to choose a subject to deal with ‐ policy problem ‐ and then they give a solution to the problem in the form of an Infomercial. Past infomercials have included access to health care, homelessness, and workers being laid off.

World Issues End of Poverty Lesson Global Systems debate – topics all deal with disparity issues. Israeli and Palestinian conflict.

English: Quotes of the Week – social justice oriented, 10 minute writing activities and discussion, diverse reading selections from different nationalities and sexual orientations

Languages: cultural focus; discussions on diversity and understanding of different cultural experiences and influences

Sciences: large focus on environmental and development issues and issues surrounding biotechnology (who has access, who is making the decisions, ethical ramifications)

Structures or processes that are in place at our school which promote student involvement and/or leadership

Lakefield is quite unique in that all of our graduating class take on a SIC (Senior in Charge) leadership position, rather than the leadership of the school being the responsibility of a small group of prefects. Students apply for these positions and can choose within which area of the school they would like to take on a leadership role. In their Grade 11 year, students are eligible to receive ʺSenior Statusʺ, based on the results of their November report card (academic achievement and deportment). Senior Status allows them expanded privileges in terms of curfew and evening leave, but also requires that they take on more of a leadership role in their houses and in the school community as a whole. During the final term of Grade 11, the process of leadership position selection begins to happen. This starts with nominations and applications for leadership positions and ends up with a school wide vote for the position of Co‐Head student. Two co‐head (Head Boy and a Head Girl ) students are nominated by their Grade 11 peers and elected by the student body. Six students (2 SICS, plus 4 other seniors of which 2 are ʺDayʺ students (one female, one male) and 2 are ʺBoardingʺ students (one female, one male) take on the role of the “Standards Committee” which is responsible for dealing with any student disciplinary issues, deciding consequences and leading by example.

Grade 12 students also have the opportunity to be involved in a Leadership Class in which they work together as a group to foster student spirit and involvement in the school. This course is only offered to Grade 12 students, and these students work towards the Leadership and Peer Support Guidance Credit .

Lakefield College School 4 Lorraine Brown & Vicky Boomgaardt

Throughout the school, Lakefield has a Grade Rep system in which each grade is represented by a girl and boy from that grade. All students (boarding and day) are also a part of a house, which has an elected Student Head of House.

Lakefield students are strongly encouraged to partake in the Duke of Edinburgh award program. In fact, grade 9 students are automatically enrolled in the program when they begin the year. We also have students who participate in the Pearson Seminar on Youth Leadership each summer.

Goals for social justice in our school/classroom/subject area include:

‐increased awareness of inequities and diversity ‐ striving to improve awareness and the celebration of diversity. Peer pressure still exerts a strong force to conform to what is popular or cool. ‐student code of conduct/credo in place in classrooms ‐ mutual respect for differences

Resources that have been exceptionally helpful in promoting social justice include:

- conferences - dialogue with other schools - internet resources on conflict management, charitable organizations, famous quotes from social justice advocates - Tough Guize by Jackson Katz - The writings of bell hooks - The writings of Kurt Hahn - The OTESHA book, From Funk To Junk (http://www.otesha.ca/the+project/index.en.html)

Resources we feel we need to achieve your social justice goals: - more time in the curriculum to cover these important issues!

Montcrest School, Grade 4 regular and Grade 4/5 LD classes

By Karen Tanod & Sheila Russell

1. Extra-curricular activities?

- SK creates buttons to raise money for endangered animals -Gr 2 wrote to the Star about things that they would like changed or needs fixing around the neighbourhood -Gr 3 goes to Chester Village to perform for the seniors -Gr 5 book exchange/donation with a public school -Gr 6 reads to kindergarten class in a public school -Peacemakers club for Gr 4, 5 to promote healthy conflict resolution and to put the responsibility on kids to help younger kids -whole school involved in Heart to Hand donations at Christmas for under privileged families and Global Village Marketplace and from time to time we are involved in Goodwill, food bank donations - Gr 8’s trained for a Peer Support program to assist grades 4-8 students in conflict resolution issues, relationship issues, exam/test anxiety

2. What curriculum based activities are students involved in at your school?

-Kate Sharpe and Craig Trowhill do workshops on a regular basis with the Gr 4 + to develop strategies to build healthy relationships.

-The grade 7 and 8 English curriculum. are packed with the issues that we study through literature and research. . Third term we study Of Mice and Men and To Kill a Mockingbird We delve into slavery, The civil war, civil rights, systematic racism, the Depression, migrant workers. The 8's create a media log in relation to these areas that we research and discuss through the novels. Discussions do not only include racism but the rights of woman, those with disabilities-or really anything that's sets one apart . We discuss one of the central themes of taught by Atticus: That one must stand in another's shoes to understand them. This just last term-my whole curriculum is packed with these issues.

- Art: Grades 4-8 explored .Aesop's Fables in a tactile manner focus was on ethics and morals. The students drew or sculpted one of the animals from their favourite fable.

-Grade 5’s: Discuss issues of homelessness in connection with the novel “The Runaways” Canada- democracy, rights of Canadian citizens, charter of Rights, vs. rights of people in other countries. Term 2 - Victorian era- poverty, the class system, homelessness, Industrial Revolution, rights of workers, the poor, orphaned children

Term 2 - archaeology- ethics of excavating the graves of ancient peoples, rights of peoples/countries to own and display their own historical artifacts. All of term 3 - “Underground to Canada” - slavery, human rights, racial equality, around the world Mexico term 3 - social justice- poverty, rights of indigenous peoples.

Grade 1: -In early primary grades, social justice means building a respectful, compassionate class community. It is a big job to help young children move from a developmentally appropriate egocentric stage towards a level of awareness of the needs of others. It is also a time to develop socially sophisticated language skills which include negotiation skills and appropriate identification and expression of all feelings including anger.

Grade 2: Students read about current events that might call for social action. In the fall, we identified repairs needed in the city by writing to The Fixer. He responded by visiting with the children, writing about us in the Star, and making sure what we listed got repaired.

In the winter, we wrote to the prime minister about the plight of aboriginal peoples on the reserves - water, housing, education, medical care, etc. These were all things we were learning about in our studies of the traditional vx modern Inuit in our studies of the Arctic. We received a letter from the prime minister's office with a timeline for when the issues we raised would be addressed. We keep the letter on our board and reread it when we hear of any promises or improvements. When this group gets to grade 4, perhaps we can review the promises and write again.

In the spring, the children will make up a package to send to a school in St. Lucia the Caribbean country which we are studying this term. The school is short of notebooks, pencils, etc. The children will contribute what they can. Pencils, erasers, markers, pencil crayons, wax crayons are of high priority.

At every opportunity, we bring RRICC into the equation. How can we show RRICC to people less fortunate. How does our government and Canadians exemplify RRICC both within and without our country?

The children are only 7 and 8 years old. But they have had an opportunity to experience social justice.

Grade 6: -1) In our grade 6 novel study we look at a juvenile delinquent. He is involved in an assault and he is faced with jail or a form of 'Native American circle justice. He takes part in circle justice and grows a great deal in the experience. 2) We do a mock trial with the grade 6 at Old City Hall (5-7 parents from the community are involved). 3) The whole notion about the treatment of others is considered in social studies (native studies as well as explorers). 4) Term 3 novel studies explore different perspectives from around the world (largely Asian experiences in the early to mid 20th century). There is a great deal of material in terms of looking at 'class', nationalities, nation building, and the human experience.

Grade 4 -we discuss the Holocaust in the context of Number the Stars, relate to compassion, respect, responsibility, integrity, and courage; we discuss medieval society with respect to social rankings, rights of serfs vs nobles, rights of women vs men, education, taxation, poverty; medieval society and roles also discussed through literature circles on novels like The Door in the Wall, Catherine Called Birdy, Robin Hood, and The Sword in the Tree.

-throughout the year, we also read aloud a number of picture books to bring about discussions about racism and exclusion (e.g. Let’s Talk About Race, Ruby Bridges, Rosa Parks, The Hundred Dresses), lives of different kinds of people compared to ours to develop social/global awareness (e.g. Getting’ Through Thursday, Playing War, Crabtree books on cultures like Japan, China, Pakistan, Israel, Iran), and stories about respect/responsibility/integrity/courage/compassion (e.g. The Most Magnificent Mosque, Luba the Angel of Bergen-Belsen, Passage to Freedom, Gershon’s Monster, Old Turtle and the Broken Truth)

3. What structures or processes are in place which promote student involvement/leadership?

-Peer Support group with the Gr 8’s - Destination Imagination club encourages student cooperation, community building, and group effort -teacher and student helping to maintain and cultivate a better garden around the school grounds -clean up day with Kite Day at Riverdale park to support Earth Day -donate extra Halloween candies to women’s shelter -student council organization of which charities to give money to, fundraising events -character development initiative - Some committees at the school encourage student volunteers to collaborate with staff in a decision making process E.g. Character Development Committee, Montcrest Writes Committee, Peer Support, Peacemakers, Yearbook, Montcrest Honour Pin System

4. What are your goals for social justice in school/classroom/subject area - Our goals are to develop awareness of ways in which one can become more socially and globally conscious, including our 5 attributes of respect, responsibility, integrity, compassion, and courage.

5. What resources have been helpful in promoting social justice? - Resources about character development are placed in one area which include, books, web sites, DVD’s; we also have a committee to promote character development where we can talk about more resources or ideas. - Key staff members connect us with programs that benefit our community E.g. Heart To Hand at Christmas time, donations to various women’s and youth shelters, Goodwill donations, food banks

Adventures in Curriculum Kelly Garner-Clark, Grade 8 Tammy Robinson, Sr. School Geography Pickering College

1. What extra-curricular social justice activities are students involved in at your school?

Habitat for Humanity For the last five years, Pickering College students have travelled to El Salvador to participate in Habitat’s Global Village program. The students spend ten days immersed in the community and construct numerous houses. The response to this program is extremely high and the students often comment that the experience was one of the best things they have ever done.

Service Day In this annual event, all of the students in the Sr. School spend the day working in the community. Activities vary from preparing food in a soup kitchen to cleaning up neighbouring parks and visiting seniors in homes.

Farm Club Students grow vegetables and collect chicken eggs from the campus garden and donate the produce to the Newmarket Food Bank.

2. What curriculum-based activities (areas where social justice are integrated into the curriculum) are students involved in at your school?

Letter Writing Campaign for Coltan – Grade 8 Geography, Economics and Population Geography The Grade 8 students learn how coltan impacts the economic activity in the Democratic Republic of the Congo. The students then embark on two letter writing campaigns; one to members of the federal government – the Prime Minister and the Minister of Foreign Affairs. The second set of letters is targeted towards phone companies to see if the coltan used in their cell phones can be traced to the Congo.

Corporate Sponsorship – Leadership Corporate philanthropy is the effort of a company to increase the well- being of humankind by the means of charitable aid. The Grade 12 Leadership class has been searching for such companies to financially support their endeavour to raise enough money to construct a well for a village in Africa. The students have written numerous letters to request meetings with a various corporations. The Grade 12s then present their case in hopes of convincing the organization to share Pickering College’s vision of making the world a better place. To date, the class has collected $10 000.

Action Project – Grade 12 World Issues Students research a global issue and one organization working to positively affect the issue. They are then challenged to come up with a way that they can positively affect the issue. They write a reflective journal and create a presentation that explains the issue, the organization and what their action project.

Holland River Study- Grade 11 Physical Geography Students study the Holland River and the human impact on the river. At the completion of the study, students decide on a class project to positively affect the river. This year the class has decided to do research on green buildings. They will make recommendations on how the school can incorporate green strategies into a proposed building strategy at the school. These recommendations will be presented to the head of the Junior School.

The Gifts of the Holiday - Grade 1 Social Studies, Heritage and Citizenship The theme of this project was for the Grade 1s to understand that helping others and sharing makes everyone feel good. Each student was asked to complete a chore around the home and use the money they earned to donate or purchase gifts for a local charity. Pictures of the entire process were collected and put into a PowerPoint presentation to share with the Jr. School.

3. What structures or processes are in place at your school which promote student involvement and/or leadership? Think about practical examples that you can share with other schools.

Leadership Class The Pickering College Leadership Program is working to develop such growth, here at home as well as in the global community. The growth of such leadership is at the core of what we believe to essential for the human soul and human spirit. Over the past 5 years, Pickering College has developed a curriculum rich, experiential based Leadership Program that injects the concepts and ideals of Leadership throughout our school. The design of this program will help to bolster leadership potential and growth for our students.

The tenets of the program are: • Leaders are servants first. Leaders influence the affairs of the world by wanting to make their community greater, better and more beautiful than they discovered it. • Every person has the capacity to be a leader. Effective leadership is learned through modeling ethical behavior and can be learned by all who follow. • Leadership is not always positional. A person does not need to be elected, appointed or hired to be a leader. Leaders at Pickering College are seen at every level, inside of our classrooms and beyond.

Standards Committee A group of elected members from student government and selected students from the student body whom are responsible for making discipline decisions within the school. The Standards Committee is also responsible for writing selected school policies. The Standards Committee has two faculty advisors.

4. What are your goals for social justice in your school/classroom/subject area?

Brick By Brick Campaign, Adopt a Village – Jr. School Next year, the desire is for the Jr. School Student Committee to organize events throughout the school to ultimately result in the construction of a school building in a developing country. Students will also be learning about life in a global village, through various curriculum activities including; the importance of water, hunger and responsible citizenship.

Legacy Year – Leadership Program The 5th Year component of the Leadership Program provides a "Service Leadership Abroad" opportunity coupled with the concept of leaving a lasting Legacy back home at Pickering College. Successful candidates for the Legacy Year will participate in a myriad of philanthropic and service related activities combined with a strong Academic Focus that will put the finishing touches on their leadership training at Pickering College. Our hope is to create a program that will be recognized as the standard for Student Leadership Development both in Canada and around the world. In 2006, our students will travel to Ecuador, in partnership with Canada World Youth, to work with local Non-Governmental Organizations and charities to live what it means to be a service leader.

Earth Day Activities – Grade 9 Geography The Grade 9 students will organize multiple Earth Day activities for the rest of the school to participate in.

5. What resources have been exceptionally helpful in promoting social justice? What resources do you feel you need to achieve your social justice goals?

Letter Writing Campaign for Coltan – Grade 8 Geography, Economics and Population Geography • “Shattered” by Eric Walters • “Rocked In the Congo” by Warchild Canada, featuring SUM 41 • www.warchild.ca • www.nowarzone.ca

Paul Darvasi Royal St. George’s College Grade 7 English and Social Studies

1. What extra-curricular social justice activities are students involved in at your school?

Student’s in the RSGC jr. school experience most of their extra-curricular exposure to social justice through mandatory community service hours. The way in which they complete their hours often involves some form of social justice (food banks, homeless shelters, etc).

Every September we celebrate international languages week, in which each class assumes the identity of a different national culture.

Students undertake and organize charity drives for various causes like children’s funds and MS Read-a-thons.

2. What curriculum-based activities (areas where social justice are integrated into the curriculum) are students involved in at your school?

General awareness of social justice issues is part of everyday life, intersecting the curriculum in multiple areas. Global awareness is fostered through books ranging from “The Breadwinner” to “Schindler’s List.” Injustice and oppression is dealt widely in social studies at all levels, including addressing issues of racism, oppression, slavery and war. In art, students were encouraged to make murals depicting strong messages against breaches of social justice.

War veterans, holocaust survivors and other relevant speakers are invited to the school to address the students.

3. What structures or processes are in place at your school which promote student involvement and/or leadership? Think about practical examples that you can share with other schools.

The most significant leadership experiences are the captain’s program for five grade eight boys, who are elected to what amounts to a jr. student council. Aside from athletic leaderships and peer mentoring, students sometimes have the opportunity to assist coaches.

4. What are your goals for social justice in your school/classroom/subject area?

I would like to host a Citizenship Ceremony during a Historica Fair, where students can presents various elements of Canadian History to new citizens.

5. What resources have been exceptionally helpful in promoting social justice? What resources do you feel you need to achieve your social justice goals?

The best resources are books. They provide the opportunity for the most acute insight into the human condition, whose welfare is the essence of social justice.

THE ONTARIO CURRICULUM, GRADES 11 AND 12: CANADIAN AND WORLD STUDIES

The Environment and Resource Management, (CGR4M) Grade 12, University / College Preparation

This course investigates the complexity and fragility of ecosystems and the pressures human activities place on them. Students will examine ecological processes, the principles of sustainability, and strategies for resource management, with a focus on the challenges of environmental degradation and resource depletion. Students will use geotechnologies and skills of geographic inquiry to explain and evaluate various approaches to achieving a more sustainable relationship between people and their environment.

Prerequisite: Any university, university/college, or college preparation course in Canadian and world studies, English, or social sciences and humanities

Geographic Foundations: Space and Systems

Overall Expectations

By the end of this course, students will: • analyse how the earth’s major components – the lithosphere, atmosphere, hydrosphere, and biosphere – interact and are interdependent; • explain how key ecological processes contribute to ecosystem health; • analyse how the distribution of ecosystems has been and continues to be influenced by natural conditions.

Specific Expectations

Building, Knowledge and Understanding

By the end of this course, students will: –describe selected relationships among the earth’s diverse natural systems (e.g., climate, soils, vegetation, wildlife); –describe the variety, complexity, and evolutionary characteristics (e.g., primary and secondary succession) of selected ecosystems; –explain the process of bio-accumulation of chemicals within the food chain; –identify the factors that contribute to the survival of a species within an ecosystem (e.g., genetic characteristics, availability of habitat, population size).

Developing and Practicing Skills

By the end of this course, students will: –analyse how matter and energy flow (e.g., in nutrient cycles; carbon, nitrogen, and hydrologic cycles; energy transfers) through the lithosphere, atmosphere, hydrosphere,and biosphere; –explain interactions between producers, consumers, and decomposers within a selected ecosystem; –analyse how various factors contribute to the fragility and/or resilience of selected ecosystems.

Learning Through Application

By the end of this course, students will: –demonstrate how the earth is a self-sustaining system (e.g., using the analogy of a spaceship, the Biosphere Project); –evaluate the contributions to their daily life made by various characteristics of the biosphere, lithosphere, atmosphere, and hydrosphere; –assess the impact of an introduced species (e.g.,zebra mussel, purple loosestrife, Asian long-horned beetle) on an ecosystem; –analyse how the distinctive natural features (e.g., climate, watershed, plants, animals) of the local ecosystem interact; –illustrate how a combination of biotic and abiotic factors and processes produces a selected ecosystem (e.g., grassland, forest, desert, wetland).

Human-Environment Interactions

Overall Expectations

By the end of this course, students will: • explain significant short-term and long-term effects of human activity on the natural environment; • analyse and evaluate interrelationships among the environment, the economy, and society; • analyse patterns of resource availability and use.

Specific Expectations

Building Knowledge and Understanding

By the end of this course, students will: –explain how human well-being and survival depend on complex linkages with other components of the biosphere; –identify differences in the perceptions of nature and the views on environmental preservation of selected individuals and groups (e.g., indigenous people, corporations, government, recreationists); –explain the difference between needs (e.g., water, air, food, shelter) and wants (e.g., material goods, luxury items); –explain the effects on human health and the environment of the use and proliferation of selected chemicals.

Developing and Practicing Skills

By the end of this course, students will: –analyse ways in which selected human activities alter the natural environment (e.g., clear-cutting, pipeline construction, reforestation, wetland restoration); –explain the impact of selected land use practices (e.g., irrigation, pesticide use, urban sprawl, wetland alteration) on human and natural systems; –evaluate the environmental, economic, and social implications of resource dependency for various individuals or groups (e.g., indigenous peoples, lumber companies, pharmaceutical companies, farmers, tourists); –explain how various factors and processes determine the spatial distribution and short-term and long-term availability of a selected resource.

Learning Through Application

By the end of this course, students will: –illustrate how human systems (e.g., land use, transportation networks, beliefs) and natural systems interact within the local ecosystem; –evaluate the effects of fossil fuel use (e.g., for transportation, heat, manufacturing) on urban and rural environments; –illustrate ways in which environmental degradation is related to human health concerns (e.g., smog and respiratory problems); –predict the social, economic, and environmental effects of the extraction and depletion of selected resources (e.g., overfishing/fish stocks; logging/rainforests; mining/various minerals; pollution of water sources /water supply; urban sprawl/supply of arable land); –estimate personal and class “ecological footprints”(e.g., based on consumption of resources, production of wastes).

Global Connections

Overall Expectations

By the end of this course, students will: • analyse environmental and resource management issues and explain their global implications; • explain how population growth affects the sustainability of global ecosystems; • evaluate the effectiveness of the efforts of the international community to deal with environmental and resource management issues.

Specific Expectations

Building Knowledge and Understanding

By the end of this course, students will: –explain how growth in population and economic activity around the world increases pressure on natural resources and natural systems (e.g., the effects of urbanization and loss of agricultural land on food production); –summarize the requirements for including natural sites on the list of World Heritage Sites; –identify ways in which the traditional ecological knowledge and related activities of indigenous peoples around the world affect the environment; –explain the need for international cooperation in achieving the sustainable use of global resources.

Developing and Practicing Skills

By the end of this course, students will: –analyse how global resource consumption is related to environmental degradation; –evaluate the effectiveness of the efforts of individuals, groups, organizations, and agreements (e.g., United Nations, Kyoto Protocol) to implement solutions to global environmental concerns; –evaluate the effectiveness of Canada’s participation in selected international organizations and agreements that deal with global environmental concerns; –explain how human activity in one place may cause changes to the environment in another place (e.g., the Chernobyl nuclear disaster, acid precipitation, atmospheric pollution); –analyse and assess selected viewpoints regarding a sustainability or resource management issue.

Learning Through Application

By the end of this course, students will: –compare Canada’s efforts to protect endangered spaces and species with those of another country; –describe the distribution of natural World Heritage Sites in Canada (e.g., Dinosaur Provincial Park, Gros Morne National Park, Nahanni National Park) and explain why the sites were chosen; –make recommendations for the creation of a new natural World Heritage Site.

Understanding and Managing Change

Overall Expectations

By the end of this course, students will: • evaluate the impact of economic, social, political ,and technological change on natural and human systems; • explain the purpose of environmental laws and regulations at the local, provincial, and national levels and evaluate their effectiveness over time; • evaluate a variety of approaches to resolving environmental and re source management concerns on a local, regional, and national scale.

Specific Expectations

Building Knowledge and Understanding

By the end of this course, students will: –explain how environmental policies can affect the economy (e.g., through job creation or reduction, health costs, costs and benefits of research and development); –explain the purpose and nature of environmental-impact assessments; –describe the rights and responsibilities of individuals with respect to protecting the environment for future generations; –analyse the environmental-protection activities of non-governmental organizations (e.g., the Sierra Club, Greenpeace, the World Wildlife Fund).

Developing and Practicing Skills

By the end of this course, students will: –evaluate the environmental implications of developments in selected areas of technology (e.g., renewable-energy technologies, biotechnology, forest-harvesting technologies); –explain ways in which we can improve our protection of natural systems while continuing to meet human needs (e.g., through organic food production, wetland restoration); –explain how selected environmental protection principles and initiatives (e.g., voluntary compliance, polluter - pays principle, zero discharge policy, wildlife migration corridors, pollution taxes and credits) could contribute to economic and environmental sustainability; –compare the economic and environmental implications of various waste management methods (e.g., reduce, reuse, recycle; landfills; incinerators).

Learning Through Application

By the end of this course, students will: –produce a plan to reduce personal and class “ecological footprints”; –evaluate the impact on both human and natural systems of a selected environmental or resource management problem (e.g., tropical deforestation, climate change, water scarcity); –analyse the environmental impact of a particular industry or human system (e.g., tourism, diamond mining, a transportation system, a city) and recommend practices to promote economic and environmental sustainability.

Methods of Geographic Inquiry and Communication

Overall Expectations

By the end of this course, students will: • use the methods and tools of geographic inquiry to locate, gather evaluate, and organize information about environmental and resource management issues and concerns; • analyse and interpret data gathered through research and investigation ,using a variety of methods and geotechnologies ; • communicate the results of inquiries ,using appropriate terms and concepts and a variety of forms and techniques.

Specific Expectations

Research

By the end of this course, students will: –develop and use appropriate questions to focus a geographic inquiry on an environmental or resource management issue (e.g., deforestation, depletion of the ozone layer, soil depletion, loss of biodiversity); –gather geographic information from primary sources (e.g., observations and data gathered through field research, surveys, interviews) and secondary sources (e.g., books and journals, mainstream and alternative media, CD-ROMs, the Internet) to research an environmental or resource management topic or issue; –gather geographic information, using a variety of geographic tools and technologies (e.g., maps, remote-sensing imagery, aerial photographs, satellite images, geographic information systems [GIS]); –evaluate the credibility of sources (e.g., authority, impartiality, expertise) and the reliability and usefulness of information (e.g., accuracy and relevance, arguments substantiated by evidence); –identify the educational requirements, job descriptions, current opportunities, and future prospects for selected careers related to the environment and resource management.

Interpretation and Analysis

By the end of this course, students will: –distinguish among opinion, argument, and fact in research sources; –analyse a variety of media forms (e.g., political cartoons, government reports, advertisements, newspapers, periodicals, news reports) to identify biases with respect to environmental and resource management issues; –use a variety of geographic tools and geotechnologies (e.g., maps, remote sensing images, aerial photographs, satellite images, geographic information systems [GIS],global positioning system [GPS], hypermedia) to interpret, analyse, and synthesize information related to environmental and resource management topics and issues; –use graphic organizers (e.g., semantic webs, timelines, Venn diagrams, crossclassification charts) to clarify and interpret information related to environmental and resource management issues; –use appropriate statistical methods (e.g., calculate averages, medians, correlations) in geographic analysis, observing accepted conventions; –develop possible solutions to problems or issues related to the environment or resource management (e.g., develop a plan to address a local environmental issue), using appropriate forecasting, decision-making, and/or problem-solving strategies; –explain the different points of view on an environmental or resource management issue that are, or might be, held by various stakeholders (e.g., individuals, developers, industrial firms, governments, special interest groups); –produce a variety of maps, sketches, photographs, diagrams, and charts, following appropriate conventions, to illustrate the results of inquiries on environmental and resource management topics and issues; –provide appropriate and sufficient geographic evidence and well- reasoned arguments to support opinions and conclusions; –complete an independent inquiry on a local, regional, national, or global environmental or resource management topic or issue that reflects the required elements of a geographic inquiry (e.g., stated focus of inquiry; research and analysis using geographic methods and tools, including geotechnologies; arguments and conclusions supported by evidence).

Communication

By the end of this course, students will: –communicate the results of geographic inquiries, for different audiences and purposes, using a variety of forms (e.g., oral and written reports, debates, multimedia presentations, essays) and including geographic visual support s ,both conventional ( e.g., photographs, sketches, charts, graphs, models, organizers, diagrams, maps) and geotechnological (e.g., computer-generated maps and graphs, aerial photographs, satellite images); –use an accepted form of academic documentation (e.g., footnotes, endnotes, or author-date citations; bibliographies or reference lists) to acknowledge all information sources, including electronic sources; –use appropriate terminology (e.g., ecology, biodiversity, carrying capacity, “ecological footprint”, sustainable development, global commons) when communicating results of inquiries related to the environment and resource management. Megan Boriss St. Clement’s School Student Services Intern, Horizons Coordinator

1. What extra-curricular social justice activities are students involved in at your school?

• Horizons Tutoring Program • Round Square • Student Council • Amnesty International • Political and Current Affairs Club • Environmental Club • OMP (Ontario Model Parliament), SOMA (Southern Ontario Model UN Assembly), WAC (World Affairs Conference) • Various Community Service Projects/Fundraisers – Canadian Cancer Society, Second Harvest, United Way, Give Girls A Chance etc.

2. What curriculum-based activities (areas where social justice are integrated into the curriculum) are students involved in at your school?

• Grade 9 Career Studies –Philanthropy project based on the Toskan Foundation. Research a charitable organization/social service agency and present their research. Students are eligible for an award. • Various social issues are explored in many Social Science courses; please feel free to contact the Director of Curriculum.

3. What structures or processes are in place at your school which promote student involvement and/or leadership? Think about practical examples that you can share with other schools.

• Horizons Tutoring Program – independent/public school partnership that provides tuition free tutoring/mentoring once a week to students at Stanley Public School. SCS provides financial support and allows students to miss class time to be involved. • Prefect System - St. Clement’s students are eligible for a junior prefect position as early as grade 10. By grade 12, every graduating student is required to have at least one leadership position. • House Point System – students are eligible to collect “points” which will contribute to School Spirit • Class Charity Reps/Charity Heads/Charity Week where every student in the school is involved in planning and implementing a fundraising activity in support United Way. • Student Council – raises money for various social causes. • Round Square – International service projects. • Duke of Edinburgh – community service is a major component.

4. What are your goals for social justice in your school/classroom/subject area?

My main focus this year at SCS has been the Horizons Tutoring program which gives SCS students the opportunity to tutor students at a designated inner city school. This program not only allows SCS student to experience the rewards of teaching but more importantly to it enables them to volunteer their time and skills to help students who are less privileged.

5. What resources have been exceptionally helpful in promoting social justice? What resources do you feel you need to achieve your social justice goals?

Our strongest resources in promoting social justice at SCS have been our exceptionally capable and enthusiastic student body, our committed faculty, and our supportive and flexible school administrators. Promoting social justice along with everything else poses the constant challenge of finding enough time and money to help accomplish our goals for the programs.

St. Mildred’s-Lightbourn School Brian Speck – Senior Grades & Susanne Goodridge – Grade 5

1. What extra-curricular social justice activities are students involved in at your school?

• World Affairs Conference at UCC • Iroquois Ridge Conference • Interact: raising awareness/funds for initiatives with the Rotary Club of Oakville; e.g. Night of a Thousand Dinners for Landmines issue • Round Square (currently investigating Junior Round Square) • Cultural night to raise funds for various causes • Leadership conferences • Fundraising days & drives in Junior School (led by Gr. 5 & 6) for various local, national, and global causes • Kids Helping Kids Club – Junior students working in leadership & support roles to help various charities

2. What curriculum-based activities (areas where social justice are integrated into the curriculum) are students involved in at your school?

Social justice is discussed and researched as part of the curriculum in most subject areas, such as:

• World Issues course – throughout • Grade 9 Geography – Fair trade • Grade 7 History – Women in Society • Grade 10 History – throughout • Grade 10 Civics – throughout • Grade 10 Careers – Toskan Foundation initiatives • Grade 12 Law • Grade 12 Economics • JK-Grade 3 – Second Step programme (empathy & social awareness) • Grade 1 – Black History month • Grade 5 Social Studies/Language Arts – slavery, underground railroad, civil rights movement • Grades 4-6 Social Studies – looking at social justice throughout history (ancient times, medieval times, native peoples) • Grades 1-6 – Library & Language Arts – “We’re Erasing Prejudice” programme • JK-Grade 6 – Religious Knowledge

As well, the External Studies programme in the Senior School involves some learning blocs that focus on these types of issues.

3. What structures or processes are in place at your school which promote student involvement and/or leadership? Think about practical examples that you can share with other schools.

• The External Studies department runs various programmes that promote leadership and involvement: i. Round Square: this year a group collected materials for a school project in the Dominican Republic ii. Leadership conferences: iii. Learning Blocks: these break down the regular timetable to enable students to explore various themes, some of which are leadership/involvement oriented; e.g. Outward Bound block iv. Student generated intitiatives: students are encouraged to approach staff with their own initiatives, e.g. Culture Night. v. Duke of Edinburgh Award: Bronze is mandatory, Silver is actively promoted (Junior level, Gr. 6 – 8, to begin next year)

• Clubs: Interact is one example • House points award leadership initiatives • Prefect system: leadership is modelled; training is provided • Grade 6 House Rep’s: chosen by their peers to lead Junior School in House points system • Other Grade 6 leadership roles: all take turns in weekly jobs to help younger students; all work together to organize and run special occasions, including Sports Day, Earth Day, Eucharists • Reading Buddies in JK to Gr. 6: older students serves as leader/role model to younger students

4. What are your goals for social justice in your school/classroom/subject area? • Continue to promote present initiatives with students • Initiate a ‘green’ school committee next year • Set some specific goals? • Implement Junior level Duke of Ed and Round Square

5. What resources have been exceptionally helpful in promoting social justice? What resources do you feel you need to achieve your social justice goals?

• Helpful resources are: supportive administration, External Studies department (Duke of Ed, Round Square, etc.), PD money available for conferences, Second Step for primary students, “We’re Erasing Prejudice” library programme, the students themselves • Further Resources: A full time staff member committed to these initiatives? Time for staff to evaluate and plan outings for students beyond what they are already doing

St. Andrew's College

Social Justice Activities

Prepared by Robert Giel

St. Andrew's College has a rich history of involving students in extra- curricular social justice activities. The purpose of the St. Andrew's College Outreach program is to impress upon students that as members of a community, whether local or international, they have a responsibility to others and that their help is needed.

Some highlights include:

St. Andrew's Society for Service in Nepal (SASSIN) A journey to Nepal to provide community service which occurred biannually for a total of 8 trips. Efforts ranged anywhere from to hooking up a computer system and training the Nepalese to use it, to roof painting, fence fixing, cleaning Mani stones and chortens which are large rocks and structures that serve as religious icons. As a result of the uncertain political climate, these trips have been suspended.

Camp St. Lucia Several members of the St. Andrew’s community were involved in the organization and running of a summer day camp program for underprivileged children in the Caribbean community of Ciceron, St. Lucia. This program was offered free of charge to participants. Students were involved in every aspect of the camp from organizing and programming; to fundraising; to working with St. Lucian counselors of the same age and running activities during the summer. Program targets were the development of social skills, creativity, reading comprehension, cultural awareness, and environmental responsibility.

Peru – Pro Mujer (for women) Students worked with a women’s group which provided health care education. The students assisted the teachers in the education program and worked at a booth on the streets providing informational brochures on such topics as birth control, sex education and personal hygiene. One student was dressed in a tooth costume followed by a huge toothbrush and another was dressed as a large uterus.

Thailand Working at an orphanage, the students involved interacted with the orphans, were involved in building a playhouse and did maintenance work on the existing buildings. They also interacted with children with aids who ranged in age from 9 months to 18 years.

Kenya - Massai Mara Region Working with Free the Children, the largest network of children helping children through education in the world. Their goal is working together to free children from abuse, exploitation and the idea that they are not old enough, smart enough or capable enough to change the world. Free The Children is focused on projects that provide educational opportunities to children around the world, thus freeing them to pursue their dreams and bring about positive social change. The St. Andrew's Outreach Committee decided for the school year 2005 – 2006 to set a fundraising goal of $30,000 which would enable the Andrean community to do the following for one village in the Massai Mara region of Kenya:

- construct a one-room school house; - purchase desks, chairs, a blackboard and text books for the school house; - install two latrines; - construct a residence for the teacher; - pay the teacher’s salary for two years; - purchase school supplies and health kits for 100 students; - construct a well to provide clean water for the community and; - purchase $2000 worth of medical supplies for the community.

A group of 29 students and 5 faculty, will be traveling to Kenya in August 2006. Traveling at their own expense, and supplying free labour they will be involved constructing the school from the ground up starting with digging the foundation. In five days, they hope to finish off up to the top of the walls, although the roof will have to be left to more skilled workers. Throughout the week, they will also have the opportunity to speak to, play games with and possibly even teach some English to children in the community.

The fund raising for this venture was a community wide endeavour with different events scheduled throughout the school year from casual dress days to coffee houses to donations from the Ladies’ Guild to sisters of students of the college raising money at their schools, cumulating in an African Charity Concert involving almost one quarter of the student body.

Other areas where Social Justice is addressed are:

Community Service Program A number of projects raise awareness of social issues in our community including:

Community Service Fair – St. Andrew's invites different social agencies to set up a display to educate the students and sign up volunteers.

Scott Mission – Twice a year students volunteer to work in the soup kitchen, help cook, set up and serve food to the homeless and less fortunate.

Children’s Aid Toy Drive – Students put together Christmas baskets and deliver them directly to needy families

Yellow Brick House – Students work for a women’s shelter.

Aurora Retirement Centre – Students visit and play board games with seniors and through observation and discussion learn of the plight of seniors.

Chapel Held a the start of each school day this is a time of individual reflection and an opportunity for various messages to be delivered to the students including social justice issues. On the anniversary of the Montreal massacre a commemorative service for the women is held, and the topic of violence against women is raised. Complementing this is the White Ribbon Campaign where boys voluntarily agree to follow the white ribbon campaign pledge. http://www.whiteribbon.ca/educational_materials/

Advisory Period In Advisory over the last few years we have looked at various social justice issues including homophobia, sexism and racism.

Friday Assemblies A multitude of speakers and performances including this year acclaimed child rights activist Kimmie Weeks.

Sharing by Faculty – Teachers perform personal out reach programs and share these with the students either at an assembly or chapel or in the classroom.

Two faculty members spent 7 weeks working as teachers in a small village in Ghana. They brought back their message to the school through presentations, fund raisers and through use of information in their geography classes.

One faculty member worked as a youth counselor at a summer camp for orphans located in the Bahamas. The camp provided an opportunity that the campers would not normally have had the privilege of experiencing. The teacher shared the experience with his students, expressing the need to reach out and assist others less fortunate.

One faculty member shared a similar experience having worked in an orphanage and day care facility in Mexico during his summer vacation. Discussions were held in the classroom around the disparities between the rich and the poor in San Miguel as well as differences between Canada and Mexico regarding social assistance programs available.

Curriculum-based activities

This area is too large to address in this short report. Some highlights which come readily to mind are expectations covered in the social sciences and in particular in a historical context in such subject areas as American History. In this subject, segregation and discrimination are covered as well as the suffrage movement and the ‘rights’ gained by the women’s movement.

The concept of social justice is emphasized throughout the grade 10 Civics course (CHV2OR). Unit 2, democracy in the Canadian context, analyzes Canada's democratic system of government, including the Canadian legal system. Students study, in great detail, the manner in which justice is adminstered in Canada, both in criminal and civil law. Furthermore, students are asked to apply this study towards concrete discussion and debate. In one specific activity, students undertake a personal examination of the Youth Criminal Justice Act. In so doing, they are asked to ponder the legal rights and responsibilities held by youths in Canada. The question of whether the Canadian legal system should treat minors differently than adults is central in this analysis. Consequently, students discuss and debate the legal, social and moral standards expected from all Canadian citizens and permanent residents. As a cumulative assignment, the students produce and direct a fictional talk show, whereby these complex issues are examined and discussed. As a specific requirement, each talk show must present a variety of viewpoints, and thus acknowledge the complexity of this topic.

The third and final unit, democracy in the global context, explores the concepts of organized and model citizenship. Students are asked to analyze the ideas of organized citizenship and charitable activities. As citizens living in a democratic community, what responsibilities do we have towards one-another? With our growing sense of inter- connectedness, are charitable endeavours an essential part of our society? This leads to an examination of model citizenship. If being a Canadian citizen carries concrete duties and responsibilities, just what is required in order to serve as a model citizen? The students study a variety of prominent Canadian and international figures who routinely earn the distinction of model citizen. As a cumulative assignment, each student writes a report on one specific figure, either Canadian or international, whom they have selected as a model citizen. In this report, the student outlines who this figure is, what they have accomplished during their personal and professional career, and finally how this body of work has earned him/her the status of model citizen.

Ideally each student finishes both of these units with a greater understanding of the Canadian and global community and more importantly, a clear idea of their own duties and responsibilities in preserving and strengthening the core values of social justice and equality.

In the middle school there are a number of efforts made to educate the students including looking at the changing role of women in the workforce in Canada. Using information provided by Statistics Canada http://www12.statcan.ca/english/census01/teacher's_kit/activity13_ha ndout1.cfm students are asked to address 5 statements and assess their validity. The statements are:

ƒ Women have assumed an increasingly important role in Canada’s labour force. ƒ An increasing percentage of women with children are entering the Canadian labour force. ƒ Changes are taking place in the kinds of jobs in which women are employed. ƒ The education level a person has attained has little effect on the likelihood of their finding employment. ƒ In general, women still earn lower wages than men. Using the statistical information provided http://www12.statcan.ca/english/census01/teacher's_kit/activity13_ha ndout2.cfm the student does research and draws conclusions and inferences.

The students, through these statements and the associated data, decide what stereotypes are involved, their origins, and if the evidence contradicts or supports the stereotype. Using an online conference, the students, with teacher input, carry on discussion to explore pay equity issues.

A further example of a curriculum-based activity being implemented in the middle school involved an examination of the clothing industry in relationship with child labour and the use of sweat shops. The purpose was to evaluate the impact on Canadian society of issues relating to the apparel industry, such as the redistribution of jobs brought about by globalization, and the exploitation of workers both in Canada and abroad.

The cumulating task was a Sweat shop fashion show the grade 8's ran in the dining hall.

Structures or processes which promote student involvement and/or leadership

For most organizations and clubs at St. Andrew's there is a student leadership structure in place. Examples where the students may make application are listed below:

Prefects (± 12)

Outreach Committee (9)

Community Service Co. (9)

S.A.G.E. (9)

Andrean Life Council (9)

Residential Life Council (9)

Multicultural Society (9)

Arts Council (9)

Day House Captains (16)

I.T. Committee (4-6)

Academic Committee (4-6)

Student Alumni Ambassadors (3-4)

House Leadership (Many)

Cadets (Many)

Selections are made on the basis of an interview process and for some, in particular Prefects, an election process is in place.

Resources which have been used with success: http://www.takingitglobal.org/

1. What extra-curricular social justice activities are students involved in at your school?

ƒ Asper Foundation Holocaust and Human Rights Programme – our grade 9 students sign up for this program. They then commit to 10 Monday evening classes that examine the Holocaust, tolerance and human rights. The trip culminates in a trip to Washington, DC where they are joined with a number of other students from across Canada who have participated in the event.

ƒ Round Square International projects- we are just becoming a Round Square school. At this point students have only participated in one Round Square International project and one pre-conference work project in Thailand. This is an area that we will be building on significantly in the next few years.

ƒ Round Square club – this is a voluntary club that examines the various pillars of Round Square. Amnesty International and Results Canada are initiative that we intend to build into this club. The club is student- directed – they have examined issues like Fair Trade, globalization and have organized Christmas fundraising initiatives like ‘Adopt-a-Family’ and the Backpack campaign. Students are attending the Drop-In-Center on a regular basis. They have also invited a number of guest speakers to come to the school to speak on various aspects of social justice.

2. What curriculum-based activities (areas where social justice are integrated into the curriculum) are students involved in at your school?

• Part of the grade 9 Social Studies Curriculum is a Model United Nations that occurs every April. Students must research an assigned country and participate as a United Nations delegate (topic this year - Corporate Responsibility and Human Rights). The course itself is an introduction to economics so we spend a great amount of time exploring the issue of government involvement. Students explore concepts like consumer sovereignty, sweatshops, etc. One of our hopes next year is to better incorporate an active social justice component.

• Social Studies 10 – Part of this course is an examination of the Canadian government along with Human Rights & Peacekeeping. Students are asked to take a critical look at recent peacekeeping missions – Rwanda, Somalia. Students are also examining the current situation in the Sudan and the response of the international community. Additionally, a major component of the course is a look at Canada and international economic relations; of importance is the differential impact of international free trade agreements and the selective inclusion of certain economic activities in those agreements; activities that often discriminate against developing countries.

• Social Studies 20 – Part of this course examines global interdependence. Students have be exploring concepts of diversity, disparity and interdependence. As an ongoing assignment, students have been asked to take a critical look at the Millennium Development goals and, based on their knowledge of the issues surrounding development, put together a proposal for a development initiative and compete for a $500,000 dollar grant (well, a box of Timbits).

• Grade 8 Leadership – students participated in the Challenge 20/20 http://www.nais.org/go/challenge2020 initiative through the NAIS. Students this year were asked to collaborate with a sister school in the United States in order to solve a global issue (poverty). This initiative stressed the importance of ‘doing’ and students brought their ideas into the community. One group of STS students was asked to present their initiative a NAIS conference in Boston this spring.

• Agencies – grade 11 – Each week, for a full afternoon, students volunteer in the community.

3. What structures or processes are in place at your school which promotes student involvement and/or leadership? Think about practical examples that you can share with other schools.

• Round Square club – focus on internationalism, democracy, environment, leadership and service – this is a great jumping off point.

• The Agencies program is a sustained co-curricular component of the Grade 11 program that works towards students developing greater empathy for those in different situations than them, whether they be physical, mental or socioeconomic

• This is an area that we need to continue to work on and develop as a school. We are a busy place, with a great deal of valuable programs on the go. Hopefully, as our Round Square club/program takes shape we can use it as our structure for further development.

4. What are your goals for social justice in your school/classroom/subject area?

ƒ Goals for social justice o Ensure that it is meaningful and authentic o Develop students who are critical of their world and always strive for ways to better it o Ensure that students understand the power of knowledge, and the responsibility that this knowledge bestows. o Develop ways to integrate social justice more effectively in the classroom (issues – evaluation, having all students interested/engaged) o Development of ways in which activities (other than traditional classroom) can be assessed so that such vehicles can be better integrated into the determination of meeting curricular objectives o Enhancement of the integration of experiential activities in the classroom to support more formal research and exploration, and off-campus activities

5. What resources have been exceptionally helpful in promoting social justice? What resources do you feel you need to achieve your social justice goals?

http://www.globalization101.org/ - Website that looks at globalization and the issues surrounding it. Also includes lesson plans…a great site.

http://www.netaid.org/global_poverty/millennium-development-goals/ - Another great site – highlights student initiatives and ways for students to get involved.

Global Connections Classroom Resource – an excellent resource comprised of readings and activities that make students challenge conventional wisdom as well as their own understanding of the world…somewhat dated

http://www.undp.org/ - UNDP website

http://www.hrw.org/ - Human Rights Watch

Time is quite possibly the most precious resource that would be helpful…interest in discussing with peers flex scheduling that they may utilize in their own schools.

Tucker Barton Trinity College School Grade 12 Social Science, Grade 10 Drama

Answer to Reflection Questions:

1. What extra-curricular social justice activities are students involved in at your school?

a) Trinity Students for Social Justics (TSSJ) – Student run organization looking at areas pertaining to global/local social justice. This year the areas of focus have been HIV/AIDS, homophobia, trade justice, and violence against women. b) Travelling and learning – Global Awareness Trips Jamaican Self Help – 2 weeks in Kingston, Jamaica in March The India Project – 2 weeks in India in March The Panama Group – 2 weeks in Panama in June c) Amnesty International d) Trinity Environmental Awareness Club (TEAC) e) Cultural Awareness Group (CAG) f) Horizons of Friendship – working on the housing sites g) Rebound – Tutoring of youth at risk in the community h) Fall Play “Darkness of 100 days” Original script developed on the atrocities in Rwanda. i) Many Community Service options

2. What curriculum based activities (areas where social justice are integrated into the curriculum) are students involved in at your school?

I teach Grade 12 World Issues in the Social Science department – and Grade 10 drama.

In drama class we do a lot of role playing which is designed to raise awareness and empathy around the realities of being in someone else’s shoes. The classes’ summative/exam project this year is to create an anthology performance based on the voices of Palestinian and Israeli children.

The curriculum for the Grade 12 World Issues class is able to be designed almost entirely on issues of Social Justice around the World. This year we have focussed on the effects of Globalization, Access to Food and Fresh Water, Poverty issues, GeoPolitics, HIV/Aids and Sustainability. The Law and Politics classes also address global and local areas of Social Justice. The Social Science Department encourages the use of Harkness Tables, which are prepared debates in which students take a stand or a stakeholder in a particular issue, and the students lead a teacher free discussion around a critical issue. The five in the World Issues class this year have been on the topics of: Canada’s Immigration policies, GMO Foods, Water conflict in the Middle East, Ontario Government Workfare and Economic Globalization

3. What structures or processes are in place at your school which promote student involvement and/or leadership? Think about practical examples

We struggle at TCS to create a wealth of formal and informal leadership positions. Our prefect group are the official “Student Council” but all groups/teams/clubs encourage student initiative and leadership. We have been experimenting this year with models of co-operative or consensus leadership in at least two of our social justice groups, and this has been a really interesting experience. It encourages initiative, but some students feel threatened by the lack of structure, and unclear framework.

4. What are your goals for social justice in your school/classroom/subject area?

Social change begins with awareness, and my goal as an educator has been to broaden awareness of global and local issues. I believe firmly that students need to be aware of the level of privilege they have, and the responsibilities that come with/from having that privilege. That is primarily why I have instigated the global ed classroom initiatives at our school. It is much easier to make students aware of their privilege in inner-city Kingston, Jamaica, than in a private school setting. The trick then becomes to motivate them to change their lives, once they return to their own realities.

5. What resources have been exceptionally helpful in promoting school justice? What resources do you feel you need to achieve your social justice goals?

I consider myself very fortunate to work in a school that provides just about all of the resources I could want, both inside and outside of the classroom. We have a school librarian who understands the importance of teaching social justice, and relishes the opportunity to search out the newest political texts.

However, there are two resources which I am relying on more and more in my curricular and extra-curricular work. The first is the growing number of cutting edge documentaries that are emerging on international issues. Unfortunately, I am finding that we have to buy the DVD’s, and I wonder if there would be a way that we could keep a cooperative inter-school library of documentaries that we could draw from. The second are the visiting speakers that I have been fortunate to have in the classroom, especially touring international activists. I have established liaisons with local NGO’s and have found that there is nothing that impacts the students as much as meeting people who are involved in fighting for global justice.

Social Justice activities at Trinity College School Senior School: Grades 9-12

1. What extra-curricular social justice activities are students involved in at your school?

a. The Jamaica Self Help Group works in Jamaican orphanages and schools during March Break. As volunteers, they serve local people in a variety of ways (ex. teaching, cleaning, encouraging and playing with children etc.). When the Trinity College School students return home, they raise awareness of life in poorer areas of Jamaica.

b. The TCS Cultural Awareness Group has invited guest speaker Richard Fitoussi of the Cambodian Landmine Museum based in Toronto. Richard is a photo-journalist who travels extensively and works to defend human rights in Cambodia and currently in Afghanistan. The Cultural Awareness Group also organized Black History Month Chapel in which a skit and personal talk helped students think about racism in the past and its presence in today’s society.

c. The Amnesty Group promotes awareness of crimes against humanity in Chapel once or twice per year. The group initiates letter campaigns aimed to increase awareness about human rights and apply pressure where appropriate.

d. The Prefects, this year especially, have been proactive in promoting Aids awareness and human right violations; for instance in Africa. They invited local guest speakers, organized a presentation in Chapel and film nights. They also held a Forum in which students were free to address social justice issues.

2. What curriculum-based activities (areas where social justice are integrated into the curriculum) are students involved in at your school?

a. The World Issues and Law classes certainly discuss social justice issues. As a French teacher, I know that the Senior level French classes discuss and debate topics raised in current Internet articles relating to social justice issues. Students are asked to defend their points of view regarding, for instance, Muslim rights in France. In Grade 9 and 10 French classes, students have talked about various countries where they or teachers have traveled (ex. Haiti). Having photos from particular countries provides a great opportunity to discuss social justice issues. 2

3. What structures or processes are in place at your school which promote student involvement and/or leadership? Think about practical examples that you can share with other schools.

a. Students are often encouraged to join Community Service Groups (ex. Cultural Awareness Group, Amnesty International) for which they organize and lead events. Students are given opportunities to organize and lead presentations in Chapel, during lunchtimes and in some evenings. They are responsible for booking rooms, promoting activities, and raising funds which are donated to Charity. These events provide many leadership opportunities.

4. What are your goals for social justice in your school/classroom/subject area?

a. My goals are to use speakers or activities that really engage the students. When students can follow-up and help in practical ways, an activity feels especially rewarding. Following Richard Fitoussi’s visit re: Cambodian Landmines, students worked to raise money that they could send to the organization. Their helping in a practical way following the talk/presentation made having the guest speaker worthwhile.

5. What resources have been exceptionally helpful in promoting social justice? What resources do you feel you need to achieve your social justice goals?

a. It was helpful receiving pamphlets in the mail referring to various speakers or activities that could be organized. Having photos taken in various countries (ex. Following the trip to India this past March) also helps raise awareness of poverty and justice issues.

b. Having visual, user-friendly, practical resources is key.

Adventures in Curriculum (Reflection Questions)

School Name: Trafalgar Castle School

Grade Level: 10-11

Extra-curricular social justice activities at Trafalgar Castle School

Free the Children: A group of students who are raising money to build a school in Sri Lanka. They will have the opportunity to name the school by

fundraising enough to build the school. Money is collected by means of

“dress-down days” and other fundraising activities.

Amnesty International: A group of students who raise awareness and money

for other communities and countries in need of bare necessities such as

water, food, clothing and required immunizations.

House Plays/Musical/Arts Night/May Day: All these events are organized by

staff and students at Trafalgar Castle School. School and surrounding

community are invited to attend and appreciate the many talents of students at Trafalgar.

Robotics Team: This team consists of a group of teachers, GM mentors,

parents and students who are taught how to build a robot and the steps to

take to see the final product. The team is given insufficient time, funds and

expertise to build and engineer a team to eventually make a robot. This

activity demonstrates effort, will power and team building throughout the

team and school community.

Ski Club: This activity involves a group of students and teachers who go to

an area ski resort to introduce or maintain experience in the sport of skiing.

Many boarding students attend this activity as this is the first time they

have seen snow!

House Games/Houses: The school community is grouped into 4 Houses

(Maxwell-Blue, Carter-Red, Farewell-Green and Hare-Yellow). Students

participate in athletic events and other activities to gain points for their

House. The House with the most points wins a prize at the end of the school year. This is a student run activity.

Curriculum-based social justice activities at Trafalgar Castle School

Law (grade 11 + 12): Students regularly evaluate and debate about current

cases and how they reflect laws in our society. A considerable amount of

time is spent discussing what makes laws just and useful, including the

conscience of the community.

Math and Science (across the curriculum): Students’ attention is frequently brought to scientists or theorists in the areas of Mathematics and Science,

whom of which have contributed to the discipline of these areas and have

not properly been recognized in our textual documents.

Careers and Civics (grade 10): Students are introduced to the variety of

fields of study and future occupations correlating to their field of study.

There is frequent discussion about the differences globally within similar

occupations and duties.

World Issues (grade 11 + 12): Students are introduced to issues raised in the

media on rules and regulations. There is daily discussion on issues that are not as “heard of” from the media.

Structures or Processes at Trafalgar Castle School

Prefects: Group of 10-12 students who provide and maintain a support

system for all students. These girls take part in residential as well as daily

duties around the school. Prefects carry the voice of the student body.

Hall Captains in Residence: One student on each floor in residence is chosen to be the “voice” of the floor. They communicate any issues that may come about in residence, particularly on that floor to the resident teacher. They create a sense of balance and belonging for all boarding students.

TAA (Trafalgar Athletic Association): Group of 10-12 students who

coordinate activities for the school community. They are also responsible

for providing a variety of activities for all students to excel in. This supports Trafalgar’s inclusion value.

Muskoka Woods Camping Retreat: This is an all-school event where the

entire student and faculty team goes on a 3 day camping retreat. Team-

building activities, athletic events and social activities are all available and

coordinated by students and camp instructors.

Lunch Time Seating: In first term, all students are mixed amongst all grades. In second term, students are allowed to choose one friend they

would like to sit with, however in the junior tables, there is always a senior

student. In third term, all students are mixed amongst various grades like

first term.

Big Sister/Little Sister: All senior students are paired up with a junior

student to provide support throughout the school year in all realms of school

events and activities.

Teddy Bear Drive: Students collect new teddy bears to take to children at

Sick Kids Hospital in Toronto.

Knitting Club: An after school activity that collects knitted squares to make quilts, caps and booties for premature babies.

Goals for Social Justice in the school/classroom/subject area?

• Incorporate “family system” in residence. This allows boarders from a

variety of grades to meet as a family for monthly outings and

residence events.

• Incorporate an Anti-Racism Movement. This will introduce racism

issues locally and globally to the students. Students can then be

proactive and educated on equal opportunities and no discrimination on

all fronts. • Postulate to incorporate a Gay Straight Alliance (GSA). This will take

all staff and students to be “on board” with a positive space

environment.

• Incorporate inclusivity in lessons and activities run on a daily basis.

• Incorporate lessons that are active, multi-dimensional and social for

all students

• Appreciating the classroom as a group rather than a sum of the

individual parts

Resources promoting social justice

• Adventures in Curriculum conference

• Exceptional teachers within the school community

• Networking with teachers from other schools

Resources needed to achieve social justice goals

• Continuous questioning of staff members and students to have their

input on different issues

• Communication between alumni and current staff and students at

school and other schools

John Mazurek The York School Adventures in Curriculum Conference, 2006

What extra-curricular social justice activities are students involved in at your school? What structures or processes are in place at your school which promote student involvement and/or leadership? Think about practical examples that you can share with other schools.

The York School undertakes a wide variety of social justice activities throughout the year. Students take a lead role in organizing:

Fall:

Terry Fox Run Guest presentations are made by survivors of cancer. Students solicit pledges for cancer research, then participate in a whole-school run/walk.

“United Way” Drive A wide variety of events to raise awareness and funds for the drive: from inviting guest speakers who explain the work of social agencies such as Big Sisters, to “York Wrestling Federation,” when students pay an “admission” to see their teachers dress in outrageous outfits and do battle in the ring.

“Heart-to-Hand” Drive Each class takes on the challenge of providing Christmas food and presents for a needy family. Senior students package and deliver the gifts to the families.

Winter:

Skate Drive Senior students collect used skates and ship them to children in need in Sioux Lookout, Ontario.

“Raise the Roof” Drive Guest speakers inform the school about issues of homelessness, and programs such as the Furniture Bank, which support those who struggle to find and maintain housing. A “buy a toque” campaign is undertaken to support housing initiatives.

Kimmie Weekes Drive This year, Kimmie spoke to the school to raise awareness and action to eliminate exploitation of children, particularly in war-torn countries. Acting on his invitation, a number of student groups initiated fund-raising drives for his organization. One of these events was a “30-hour famine” for senior students, which coincided with Ramadan.

John Mazurek The York School Adventures in Curriculum Conference, 2006

Art for Aids Gr. 9 and 10 students work with an artist from the organization, Artists in Direct Support, to learn more about the many dimensions of the AIDS crisis in Africa and elsewhere, and create a personal response to that information through the medium of collage. Professional quality prints are made of their work and sold at an auction, with all proceeds supporting AIDS relief in the developing world.

Guatemala Outreach Beginning next year, several staff and students will spend their March Break in Guatemala, working with several other international independent school on service projects with indigenous communities there.

India Orphanage Trip Our school has a long-term partnership with an orphanage in southern India. Each year in March, several staff and a dozen or so senior students work there for three weeks. Beforehand, the group raises supplies and money to support their service work and the wider needs of the orphanage. During the trip, the students also visit a secondary school in the local area, and discuss issues with their Indian peers.

Spring:

Furniture Bank Drive Several times during the year, middle school students at TYS organize a collection and delivery of items to the Furniture Bank (a non-profit organization that provides for families and individuals in need). Students also assist FB staff with sorting, refurbishing, etc. for several days a year at the FB site.

Horizons Tutoring Weekly throughout the year, grades 9 to 12 students provide tutoring for at-risk students at Shirley Street Public School in Toronto.

Grade 6 Exposition Projects All grade 6 students organize and present in-depth projects on the theme of social justice as their culminating work at the end of the Primary Years Program of the International Baccalaureate.

Grade 6 Mentoring Weekly throughout the year, all grade 6 students from TYS visit Sprucegrove Public School in Regent Park to mentor kindergarten and grade 1 students.

Intergenerational Choir Weekly throughout the year, all grade 5 students participate in a choir with seniors from the local community. In addition, each student is given responsibility to correspond regularly with a designated senior “buddy.” A culminating concert is performed in May. John Mazurek The York School Adventures in Curriculum Conference, 2006

Camp Oochigeas Drive Each April, the TYS community organizes a series of events (auctions, a day of continuous activity, street busking, etc.) to raise awareness of and funds for this camp for children living with cancer. At various times in the year, middle school and senior students volunteer their time and skills to assist with maintenance and improvement of the camp’s facilities.

What curriculum-based activities (areas where social justice are integrated into the curriculum) are students involved in at your school?

PYP Units of Inquiry As part of the International Baccalaureate’s Primary Years Programme, TYS students in grades 1-6 are required to complete 6 in-depth units per year. Many of these units focus on issues of social justice: e.g., human rights and responsibilities, management and sharing of natural resources, etc.

What are your goals for social justice in your school/classroom/subject area? What resources have been exceptionally helpful in promoting social justice? What resources do you feel you need to achieve your social justice goals?

I am a “core” or homeroom teacher of grade 4 students.

Social justice begins with students’ attitudes and behaviour towards one another “close to home,” i.e., in the classroom and playground. We have four basic goals in our class: to act in ways that allow each person to participate, and feel respected, appreciated, and listened to.

We begin each day with a 10-30-minute “community circle” activity and/or discussion. These are safe, often fun opportunities for students to experience what pro-social behaviours look like and sound like. Some of the activities and discussions are designed to create dissonance, i.e., to draw out student behaviours that are not socially productive, and then support reflection on more positive alternatives. As facilitator, I select activities, discussion points and reflection questions appropriate to my students’ current level of social competence. My first concern is to build each student’s confidence that she or he is known, accepted by, and given a voice in the group. Next, I focus on building social skills that foster this sense of inclusion in peer-to-peer interactions. Subsequently, we address skills that are needed for group decision making and problem solving.

In the community circle, my students and I are gently nudged to be mindful of and practise specific behaviours and attitudes that contribute to social intelligence. In turn, this increases the odds that we will be able to apply those behaviours and attitudes in other contexts. John Mazurek The York School Adventures in Curriculum Conference, 2006

All of the above is promoted in the model of teaching and learning, Tribes: The Learning Community, which has been developed and synthesized by Jeanne Gibbs and her associates in California over the past two decades. Gibbs’ model is now used successfully in a number of countries. More information is available at www.tribes.com. Name of school: The York School, Toronto Name of participant: Huda Siksek, visual arts teacher Grade level: Grade 7, 8, 9, 10 (IB-MYP)

Kimmie Weeks at The York School with grade 8 art students

1. What extra-curricular social justice activities are students involved in at your school?

The York School is committed to whole school activities that focus on fundraising for organizations here in Canada including The United Way, Raise the Roof Foundation, The Furniture Bank, Camp Oochigeas for Children with Cancer and the Thirty Hour Famine. Other outreach programs that The York School has initiated overseas include Kids for Kids Art for AIDS (South Africa) and a school trip for our students to assist children in an orphanage in India. Future plans are in place to connect with a school in Guatemala. For more information on The York School’s local and global outreach programs please see my colleague John Mazurek’s document.

Another way our students are involved is through interacting with guest speakers such as international human rights activist Kimmie Weeks who spent a whole day at our school visiting several classes and becoming involved in their lessons.

Another way our students are involved is through mentoring programs and clubs. Some of our clubs such as the knitting club makes scarves which the students donate to a local shelter in the winter. Members of the social justice club participated in the Guluwalk in Toronto earlier on this year and collected food and blankets for earthquake victims in Pakistan.

1. What curriculum-based activities (areas where social justice are integrated into the curriculum) are students involved in at your school?

Within the visual arts program the students learn about global issues through art. The visual arts curriculum includes arts and artists from outside of the Eurocentric and sometimes male artist-dominated traditional art history books. Students learn about arts and crafts in different cultures from within Canada (such as Cape Dorset artists, First Nations artists and local folk artists) and from outside Canada (such as the art of silver jewelry making in Oman and the influence of mosaic tiles designs from the Alhambra Castle in Spain on E.S. Escher). When art is discussed in class, it is not only discussed as a decorative picture or object. Students explore social and political issues of the region and their influence on the art which is produced. For example when learning about Inuit artist Irene Avaalaaqiaq, students watch a slide show of Nunavut with pictures of the towns and lifestyle and they discuss the social, political and economic issues of the region that influenced the lives of the Cape Dorset artists and how that is reflected in their work. The students then explore how this knowledge has affected their own perception. Students are encouraged to look for and understand universal principles which are always an inspiration to artists and which transcend borders, religions and languages such as oppression, injustice and irresponsible wasting of earth’s resources. When such global/universal issues surface in the classroom, the students enter into discussions of how the art reflects social issues and how we as viewers are changed by this knowledge. Students may write reflections or have group discussions on these issues or they may include a message in their own artwork to raise awareness on specific issues.

An example that I started myself at my school: Every November I put on an art show called “The Legend of the Butterflies” which involves the whole school. I distribute pamphlets in September as a ‘call for artists’ around the school so that non-art students can participate and I also incorporate this into my unit planning for October so that my art students can develop and engage with the work during class. This project raises awareness about the story of the Mirabal sisters from the Dominican Republic who lost their lives fighting for democracy, justice and freedom from an abusive dictatorship. The art show happens the week of the international day for the elimination of violence towards women (November 25) which is the day that the Mirabal sisters were murdered (the United Nations chose that day as a tribute to the memory of the sisters). This annual show raises many opportunities for teachers across the school to bring this discussion into their classrooms with age appropriate content. I have received very supportive feedback from my colleagues. Each teacher can pick and choose their own way of bringing this story or elements of it into their curriculum. It works as an interdisciplinary and school-wide project, and the art show is enjoyed by the whole school.

2. What structures or processes are in place at your school which promote student involvement and/or leadership? Think about practical examples that you can share with other schools.

In preparation for whole school fundraising events, students are involved in researching the organizations, planning and implementing activities around the school such as bake sales, lunches, sports activities and connecting with their communities for sponsorship. Some students keep journals of their planning and research depending on their grade level and they use the information later for their personal project presentations.

Some of our school events require students to write up reports or do presentations on their involvement. This is part of the International Baccalaureate Middle Years Program requirement where students have areas of interaction that they must connect with including environment and community and service hours. During assembly, students from various grades present to the whole school, or sometimes they go into classes, for example grade 10 students will present their personal projects to grade 9 students and grade 8 students will mentor grade 6 students.

The York School faculty are incorporating Tribes cooperative learning techniques into their classrooms. Tribes strategies are crucial for building inclusion and compassion for others, it fosters cooperation and feeling safe in class and with peers.

3. What are your goals for social justice in your school/classroom/subject area?

Goals for social justice in school: • More workshops (instead of the students listening to speakers) making the students less passive and more active during assemblies. • To add peace-building education to the school mandate • To start social justice or peace-building activity curriculum share nights at our school and invite teachers from other schools

Goals for social justice in the classroom: • More speakers in the classroom working with students during class instead of being the ‘speaker’. Goals for social justice in visual arts: • Encouraging students to voice their strong messages in their art and not worry about offending or getting into trouble. Instead, encouraging them to value the act of raising awareness through artistic creativity. • Teaching students to understand where art comes from instead of them accepting where I tell them it comes from. For example, Picasso’s Guernica is a painting that they learn about. They accept it as historical fact, instead of understanding the political turmoil that caused the events in Guernica which Picasso eventually abstracted into a now famous painting. • For art students to understand that the most powerful art in the world comes from social justice issues • To coordinate interdisciplinary projects with other departments • To incorporate a unit on the effect of art materials on the environment such as paint thinner, plaster, acrylic paint and other materials the students use frequently in the art room. • To help students understand that all of the above are actually art-related!

4. What resources have been exceptionally helpful in promoting social justice? What resources do you feel you need to achieve your social justice goals?

Helpful resources: • Any educational material from War Child Canada. Their documentaries are powerful and effective. Their website is an endless source of inspiration for lesson planning and research • The Textile Museum of Canada has diverse global exhibitions and a gift shop that has great art-teacher books (not cheap). • The United Nations publishes an educational resource called A World Without Weapons http://www.unac.org/learn/ excellent. • Classroom Connections videos from their Cultivating Peace series both videos are excellent http://www.cultivatingpeace.ca/main.html

Members of The York School social justice club participating in the Guluwalk Adventures in Curriculum 2006 Reflection Questions Prepared by: Ajike Akande, Horizons, Director Civics Teacher

1. What extra-curricular social justice activities are students involved in at your school?

Students are involved in a range of social justice activities - mainly formal service projects that are organized by the school. These school organized service opportunities include participation in the following organizations: Habitat For Humanity, Geneva Centre for Autism, Bloorview McMillan, Daily Bread Food Bank and The Lieutenant Governor of Ontario's Aboriginal Literacy Summer Camps Program. Students are also given the opportunity to participate in March Break and Summer service trips to El Salvador, Swaziland, Dominican Republic.

In addition to the service opportunities that the school organizes for boys with partner organizations, UCC runs Horizons, in partnership with inner- city school in the Toronto District School Board. Horizons, while it includes a tutoring and mentoring program which is the most popular extra-curricular activity offered at the school, the establishment of the program and the responsibilities of the Director, speaks to the school’s commitment to expand the boys’ experiences and encourage them to look beyond themselves to consider issues of poverty and social inequity.

Similarly to Horizons, UCC Green School encourages boys to think of social justice as not just what we can do for others, but how we live our lives day to day.

2. What curriculum-based activities (areas where social justice are integrated into the curriculum) are students involved in at your school?

UCC Green School is committed to working with teachers to help them infuse the curriculum with lessons and material that encourages sustainable and socially responsible living.

As the Director of Horizons, I teach Civics with the intent to do the following: ƒ help the boys understand the systems that are in place in our society, ƒ encourage them to examine those systems carefully and question the degree to which they are accessible and accountable to all people ƒ Consider how power, privilege and oppression are present in their immediate community and the larger community

3. What structures or processes are in place at your school which promote student involvement and/or leadership? Think about practical examples that you can share with other schools.

There is tremendous leadership by students when it comes to Green School initiatives, Horizons and school organized service opportunities.

In Horizons, for example, experienced tutors are involved in tutor training and team leadership. They take responsibility for organizing tutor teams and liaising between the Horizons office and the tutors. Tutor Leaders also act as ambassadors for the program while attending off-campus tutoring sessions, and speaking with teachers, administrators and other students from other schools about Horizons.

4. What are your goals for social justice in your school/classroom/subject area?

I would really like to see the school move beyond understanding social justice activities as service activities. My concern is that we foster a belief that we have so much to give (we are richer, smarter, more resourceful etc.) and little to learn. I am not sure that we deliberately or overtly try and challenge how the boys think and see themselves in the world, but simply accept noble actions. I want students to really grapple with and acknowledge their own privilege and power and connect that to the people and countries that they “help” on a March Break service trip.

5. What resources have been exceptionally helpful in promoting social justice? What resources do you feel you need to achieve your social justice goals?

It has been my experience that people, knowledgeable about justice issues are the most valuable.

REFLECTION QUESTIONS Julie Johnston Coordinator, Environment and Sustainability Programs (K-12) Upper Canada College, Toronto

1. What extra-curricular social justice activities are students involved in at Upper Canada College?

•Horizons (peer tutoring students from less privileged schools)

•Habitat for Humanity (locally and internationally)

•March break trips to help in less privileged countries or disaster areas

•Bottle Brigade - collecting plastic bottles for Terra Cycle (natural plant food company that pays for each bottle collected), donating the money to Ryan's Well or Free the Children, to build wells in African villages

•Lieutenant Governor of Ontario's Aboriginal Literacy Summer Camps Program

2. What curriculum-based activities (areas where social justice is integrated into the curriculum) are students involved in at your school?

•I have not been at this school (or in this province) for long and hence don't yet know the curriculum well.

3. What structures or processes are in place at your school that promote student involvement and/or leadership? (Practical examples to share?)

•International Baccalaureate CAS requirement (creativity, action, service) makes some kind of "giving back" a must for every student

•The school's motto — "a private school with a public purpose" — implies that as a community, we will look for ways to "do good to do well" within our spheres of influence and connection.

4. What are my goals for social justice in my school/subject area?

•Canada has failed to uphold its Agenda 21 commitments. Canadian civil society has shown very little interest in sustainable development as defined in the Rio Declaration and Agenda 21—an intragenerational and intergenerational equity-based agreement. I don't want another generation of Canadians to ignore its responsibilities to the less privileged in our country and around the world (intragenerational equity), and to future generations—of all species (intergenerational equity).

•I believe that if we aren't deliberately and consciously teaching for sustainability, then we are, by default, teaching for unsustainability (and have been ever since the industrial revolution). I want all of our students to graduate with knowledge and understanding of, skill in, and a favourable attitude toward sustainable development (the internationally accepted Brundtland Commission definition and Agenda 21 principles) as a goal, a process, and a tool for discussion, planning and decision making. In the sustainable development framework, social equity issues are considered equally and integrated with environmental and economic issues (although in Canada, we often forget to integrate the social aspects, since many of us see SD as an oxymoron or as "jobs versus the environment").

•I want our school to adopt a Sustainable Development Policy, so that all major decisions will be made through a sustainable development process of considering all the environmental pros and cons, economic pros and cons, and social pros and cons.

Possible Social Equity Questions - Whose needs will be met, now and in the future? - Who will be impacted (positively and negatively)? - What percentage of stakeholders will benefit or be disadvantaged? - Who is benefitting financially? Is anyone going to be exploited or disadvantaged financially? (For example, are overseas manufacturers paid equitably and treated fairly?) - Have all potentially affected members of our "community" been given the opportunity to comment or offer their opinion and experience? (In the case of a school, this might include neighbours, graduates, parents, faculty and staff, students, funders and administrators.)

•Cultural journalism in English/Language Arts. Our school employs a large number of people who come from other countries (especially northern Sri Lanka and Latin America) who all have a story to tell; I want our English students to get to know these people by interviewing someone and sharing their story with others — I sense that social justice themes will run as a motif throughout these stories.

•Social equity issues in economics. Our unsustainable, extractive, exploitive and oppressive form of economics is the root cause of unsustainability and horrible social inequities, which research shows have increased under economic globalization.

•Social justice issues in geography. I've found that some of our geography teachers already include social justice issues in their teaching ("if the world were 100 people" exercises, videos on living conditions in other parts of the world). I would like geography to teach about sustainable development so that students have a framework for making sense (and change?) of their social justice learning.

5. What resources have been exceptionally helpful in promoting social justice?

•guest speakers (e.g., Forest Ethics, Corporate Knights Magazine) and videos (William McDonough's The Next Industrial Revolution, The Corporation) at our Green School Lunch & Learn sessions

•BigPictureSmallWorld resources: http://www.bigpicturesmallworld.com/index.shtml

•Rescue Mission Planet Earth: A Youth Edition of Agenda 21 (Peace Child International and Environment Canada) I believe that Peace Child is looking for funding and assistance to create an audiovisual version.

What resources will I need to achieve my social justice goals?

•There are currently no audiovisual materials on sustainable development available, especially materials that offer a compelling vision of sustainable development as process and goal, with examples and in terms that young students can relate to.

•Resources for parents (students can learn a lot at school that doesn't jibe with their families' values and life choices)