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Films for Change Educator's Guide

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Films for Change Educator's Guide Films for Change A pedagogical template for sustainability education (CEL) Films for Change 2 Lynn Butler-Kisber McGill University Centre for Educational Leadership (CEL) Tey Cottingham National Film Board of Canada (NFB) Mary Stewart Leading English Education and Resource Network (LEARN) Researcher and writer Danielle Delhaes A.D. Naturalists Inc. Graphic artist Maryse Boutin Turbinegraphique.ca Cover illustration Marie-Claude Serra MCSdesign.net Copy editor David Mitchell DMitchell.ca McGill University (CEL), LEARN and the NFB acknowledge and thank the following teachers McGill University (CEL), LEARN and the NFB are not responsible for their input and valuable expertise in piloting for the availability or content of any third party Web sites that are accessible through <learnquebec.ca> and/or <nfb.ca>. Any the Films for Change pedagogical template: links to third party Web sites from <learnquebec.ca> and/or <nfb.ca> do not constitute an endorsement of that site by Danielle Couture, Riverside School Board McGill University (CEL), LEARN or the NFB. Pierre Doyon, Lester B. Pearson School Board © McGill University Centre for Educational Leadership (CEL), Leading English Education and Resource Network (LEARN) and National Film Board of Canada (NFB) 2009 ISBN 1-897341-33-4 (CEL) Films for Change 3 Table of Contents 4 — Introduction 5 — Learning outcomes of Films for Change are compatible with curricula across Canada 8 — Films for Change in the classroom 8 — 1. Before viewing the film 11 — 2. Activities 12 — * Focus on the Film 16 — * Making Connections 20 — * Who’s Responsible? 23 — * Stepping Into Someone Else’s Shoes 29 — * Youth in Action: From Dreams to Reality 33 — Resources 34 — References 35 — Appendix A Examples of validated projects using Films for Change 41 — Appendix B Links to curricula documents for the provinces and territories of Canada 42 — Appendix C The Quebec Education Program (QEP) 44 — Appendix D Educational resources from the National Film Board of Canada (NFB) Films for Change 4 Introduction The following work results from a shared partnership among the National Film Board of Canada (NFB), the McGill University Centre for Educational Leadership (CEL) and the Leading English Education and Resource Network (LEARN). Films for Change is a pedagogical template to guide students and teachers committed to environmental leadership and to effecting change in their com- munities. Aimed at secondary level students, it is designed as an interdisci- plinary approach to integrating National Film Board (NFB) documentaries on environmental issues as teaching and learning resources in any classroom. These films can find a fit in every subject area and can be a significant enrichment tool to any curriculum. For teachers there is a menu of five different activities to create a project around a selected film and to enhance current curriculum. Films for Change proposes three phases to environmental leadership: 1) creating an aware- ness of global environmental issues, 2) developing a deep understanding of environmental issues and 3) implementing environmental action projects in the classroom. The National Film Board’s Film For Change is profiled as a Feature Program on vancouver2010.com/EDU <http://www.vancouver2010.com/EDU> , the Canadian school portal for the Vancouver 2010 Olympic and Paralympic Winter Games. EDU Feature Programs are educational resources that are endorsed by Vancouver 2010 to promote the development of sport, culture and/or sustainability for future generations. Films for Change is founded on the following goals anchored in responsible citizenship: Developing media literacy: Developing environmental literacy: Creating opportunities for commu- Developing students’ critical and Students must be engaged in nity involvement: Students’ commit- creative thinking skills with regard meaningful and relevant environmen- ment to their academic success is to media is essential in the media- tal education projects in order to influenced by the quality of educa- driven youth culture of today. improve their awareness, knowledge, tional practices and the personal Students must have opportunities to attitudes, skills and participation significance of their learning engage in the critical viewing of with regard to environmental issues. experiences. Educators have a media in order to question, analyze An understanding of the inter- responsibility to provide students and understand the messages they connectedness of global environmen- with opportunities to become receive. Learning to examine media tal issues and their creative engaged in real-life environmental communication with respect to solutions leads to empowerment, action with positive repercussions in values, motives and targeted hope and authentic environmental the local and global community. audiences will develop students’ action. Developing environmental Tapping into the energy, resolve and ability to make informed choices as literacy translates into individuals creativity of our youth is an essential consumers and citizens. being conscious of the impact of component of the development of their choices, as citizens and con- responsible citizenship, community sumers, on the health of the planet engagement and environmental and having the capacity to effect sustainability. It also ensures that change for a sustainable future. upcoming generations are responsible as well as scientifically and environmentally literate. “Every individual counts, every individual has a role to play and every individual makes a difference.” — Jane Goodall Films for Change 5 Learning outcomes of Films for Change are compatible with curricula across Canada Films for Change is designed to enrich existing curricula. As this pedagogical template and the accompanying films are diverse and interdisciplinary, a great variety of school subjects can be explored using this material. We suggest that teachers select the combination of film(s) and activity(ies) that best suit their learning goals to design their own learning situations. For a quick refer- ence to curricula in provinces and territories across Canada, Appendix B lists the Web links to all ministries of education curricula documents. Appendix C presents the connections between Films for Change and the Quebec Education Program (QEP). As well, each activity presented in the section entitled “Films for Change in the classroom” (p. 8) provides teachers with options for assessment strategies and tools that were specifically designed based on the pertinent learning outcomes. To assist teachers in creating connections with their current curriculum and discipline, the learning outcomes of Films for Change are outlined in a KUD (What do I want my students to KNOW, UNDERSTAND and DO?) (p. 6). This KUD is based on Carol Ann Tomlinson’s approach to planning and teaching a focused curriculum in a differentiated classroom (Tomlinson, 2003). This approach clarifies what the students should learn from Lords of the Arctic the Films for Change activities. It also helps teachers incorporate this pedagogical template into their curriculum and teaching/assessment practices. From the learning outcomes listed in the KUD table, teachers The KNOW column in the KUD table contains facts, infor- can customize the learning goals of their project and mation and vocabulary specific to the film Crapshoot: engage their students in activities with clear learning The Gamble With Our Wastes. It is provided as a model outcomes. for teachers since the facts, information and vocabulary that students will learn are specific to each film. While previewing their selected film, teachers prepare a list of facts, information and vocabulary to include in the KNOW column of their customized KUD. The UNDER- STAND and DO columns are applicable to all films and can be used in a customized KUD. Please note that the DO column is divided into three sections. Each section lists specific skills and processes that the students should develop when they are engaged in activities pro- posed in the three different phases of Films for Change (p. 11). Films for Change 6 What do I want my students to: Sewers collect everything that is The sewage treatment process sepa- KNOW* flushed down the drain. rates liquids and solids into reclaimed (facts, information, water and sludge. vocabulary) Sewage is made up of residential and industrial waste. Sewage treatment does not clean or purify products. The end result is very We use water to move our waste. dangerous and contaminated with Sewers were first built on a large pathogens and chemical waste. *Note: scale 2,500 years ago in Rome. The facts, information and Fifty percent of sludge produced is vocabulary that students By the early 20th century, sewers pro- disposed of on farmland as “soil will learn are specific to vided sanitation in cities all over the conditioner.” each film. While previewing world. their selected film, Many chemicals found in sludge are teachers prepare a list of linked to cancer in humans. facts, information and The Ganges River in India is essential to local inhabitants for their spiritual vocabulary to include in the The Netherlands and Belgium have KNOW column of their practices. KUD. To the right is an banned the spreading of sludge on example of what students The Ganges has pollution levels agricultural land because of concern would be able to KNOW if 340,000 times higher than what is about uptake of chemicals into food they were to participate in products. a project based on the considered safe. viewing of the NFB film
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