Global and Social Issues Stage 3

Connected Outcomes Group (E)

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Connection focus: understanding the links that exist between people, places and resources on a local and global level. We are influenced by, and have an impact on, other cultures, countries, issues and trends. Political and social issues provide sources of ideas for creating statements in a range of artforms.

Students will be engaged in:• researching international aid agencies and

initiating a fundraising event.• develop financial understanding of mobile

phone commitments and preparing a simple family budget.

• planning and videoing a drama scenario • Investigating the science of a natural

disaster • creating an artwork in response to a global

or social issue.

HSIEA range of topical issues of personal, national and global importance can be used to develop students’ knowledge and understandings. Students will acquire information about contemporary issues such as financial literacy, budgeting, managing personal financial issues, human rights, trade and examples of citizenship as a result of current events. Australia’s global context and location, role and influence of trade, overseas aid and active global citizenship can be included. Students develop skills associated with social and civic participation in personal, social and global contexts providing opportunities to explore values and attitudes related to particular issues.

Planned assessment:• analysis of students’ presentation on an aid

organisation• analysis of student’s flowcharts and concept

maps• analysis of students’ log book demonstrating

understanding of scientific principles• observation of student explanation of a

working scientific model• observation of students performing in

character• identification of priorities regarding personal

health and social responsibility

Global and Social Issues Stage 3

Connection descriptionThe following information describes how the KLAs connect and contribute to the connection focus. Outcomes are unpacked and connections with specific content are described. The key concepts and enduring understandings describe skills, knowledge and understandings that can be transferred to new contexts.NB. This information can be adapted by teachers who may wish to incorporate school specific content that still addresses syllabus requirements and the outcomes chosen for this connected outcome group.

Literacy connections: Numeracy connections:Texts that inform and explain complex issues Talking and listening: role playing an issue from another perspectiveReading: reading widely to build field knowledge and investigate a point of viewWriting: representing confirming and conflicting information in a report

Position: use a variety of mapping skills. Use coordinates as reference points to locate continents, countries and capital cities or landforms.Fractions and decimals: apply the four operations in real-life situations.Investigate monetary exchange rates of various countries.

KLA Outcomes Connections Content Key concepts and enduring understanding

HS

IE

SSS3.7 Describes how Australian people, systems and communities are globally interconnected and recognises global responsibilities.

A range of topical issues of personal, national and global importance can be used to develop students’ knowledge and understandings of resource systems. Acquire information about contemporary issues such as financial literacy, budgeting, managing personal financial issues, human rights, trade and examples of responsible informed citizenship related to current events and changing technology. Australia’s global context and location, role and influence in trade, overseas aid and active global citizenship can be included.

Students will learn about:• global interconnections and interdependence

e.g. communications, trade, international human rights agreements and organisations

• organisations involved with monetary exchange• major Australian exports and imports• changes in work practices and industry in

Australia e.g. the impact of technology• rights and responsibilities of Australian

citizenship and global citizenship• rights and responsibilities of users and

producers of goods and services globally.

Students understand a range of issues around meeting the needs of communities here in Australia and in other parts of the world. Issues can include developing an understanding of managing personal financial resources responsibly and the role of aid organisations.

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Planning pageResources Literacy links include: Numeracy links include:HSIE• Students will be gathering news items from newspapers, television and radio.• Images and newspaper articles, radio and TV bulletins, and videos on and

global issues that impact upon Australia.• Map of the World• MakingCents Upper primary unit: Calculating the cost

www.makingcents.com.au

Collaborate with your teacher-librarian for teaching and resource support.

#Additional copies of some DET resources are available from DET sales at: https://www.det.nsw.edu.au/doingbusiness/product_service/schcurresource/index.htm

Links to additional sources for resources:Henry Parkes Equity Resource Centre Library (the Library has a collection of COGs resources, including out of print resources, which can be borrowed a term at a time)https://detwww.det.nsw.edu.au/adminandmanage/infoman/eqreslib.htm

School libraries and information literacyhttp://www.curriculumsupport.education.nsw.gov.au/schoollibraries/teachingideas/isp/k_6/tablecogs.htm ISP matrix for COGs

TaLehttp://www.tale.nsw.edu.au

• writes explanations of scientific phenomena, clearly describing what occurred and why

• researches using focus questions to organise and present information to a target audience

• uses spoken language to solve problems, elicit and respond to the views of others and to clarify their ideas

• identifies and uses aspects of film to create effect (with assistance).

Links to English programming support:Programming starters:https://detwww.det.nsw.edu.au/curr_support/english_prog/progstarts1.htm

Programming templates:https://detwww.det.nsw.edu.au/curr_support/english_prog/templates.htm

Connections with texts:https://detwww.det.nsw.edu.au/curr_support/english_prog/conn_texts.htm

• uses coordinates to locate places on a map

• determines a suitable scale and draws a timeline using a scale

• draws a line graph to represent daily mobile phone costs over a month

• calculates simple percentages and completes tasks involving money.

Links to Mathematics programming support:https://detwww.det.nsw.edu.au/curr_support/maths_prog/index.html

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Term planner (teachers may want to use this to plan the work over a term) Click here for Assessment task

supporting S3 Setting the scene – What

are global and social issues in the news

Financial literacy – pre-test, mobile phone contracts, financial responsibilities (Weeks 2 and 3)

Money as a resource

Financial sources and resources

How do we relate to other groups, societies

and countries?

Australia’s global responsibilities

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Unit of workOutcomes Learning experience Planned assessment

Setting the scene – What are global and social issues? This activity sets the scene for a range of learning and can be used as part of the English program.• Students discuss the meaning of global and social issues. As a class, brainstorm and mind

map examples of global and social issues.• Using each of the issues from the brainstorm, students group different types of global and

social issues using the headings below. This can be done as a categorising activity on the classroom floor by:- writing each heading and each issue on a piece of cardboard- have students sitting in a semi-circle and deciding the heading under which heading each

issue belongs. In some cases it will be necessary to include an issue under two headings (Venn diagram)

How we relate to our environment

How we relate to each other as individuals

How we relate to groups, societies and countries

Floods Privacy Religious intoleranceGlobal warming School safety Swine fluSoil degradation Personal communications Terrorism

Aircraft noise Mobile phone debt Nuclear powerGlobal economic crisis

Water conservation• Students further clarify the nature of each issue. Divide the class into three groups. Allocate

each group the set of issues under one heading and have members draft a statement for each issue starting with the words ‘How we ‘. From the three groups of statements, compile a table similar to the one below.

How we relate to our environment

How we relate to each other as individuals

How we relate to groups, societies and countries

How we respond to natural disasters.How we respond to global warming.How we overcome soil degradation.

How we use email and text messaging responsibly.How we respect gender differences.How we respect differences in cultures.How we need to take responsibility for our finances.

How we respond to food shortages in other countries.How we respect the religions of other groups of people.How we help other countries overcome poverty.How banking and finance in one country affects others.

• Students work in groups to develop solutions or answers to the above questions.• Students explain the meaning of the slogan, ‘Think globally, act locally’ – Dr. Rene Debos. As

an extension activity some students might research the origins of the slogan.

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Outcomes Learning experience Planned assessment• Use examples taken from the brainstorm to further students’ understanding of the relationships between global issues and local actions. Students suggest local actions that might be taken in response to the examples. Following the discussion, review, edit and add to the table of global and social issues.• Students review, add to and edit the tables as they work through the unit.

HSIESSS3.7 Describes how Australian people, systems and communities are globally interconnected and recognises global responsibilities• exploring the impact of global events on

Australia.• describes the impact of global issues on the

world community.

Setting the scene – Global and social issues in the newsNews auditTo supplement student research, provide articles that relate to the topic – global issues that relate to global finance, aid organisations and issues affecting environments and health. Current affairs programs such as BTN help clarify complex issues. NB shaded text is background information for teachers.Over a week, students read newspaper articles, listen to news reports and watch news bulletins. Each day, collect and discuss the items using a table (such as the one below) to assist students to record key information.

Headline and source (paper, radio, TV)

Location and who is involved

Category: How we relate to our environment

Category: How we relate to each other as individuals

Category: How we relate to groups or societies

Possible consequences

Assessment: Teacher selects the six most appropriate current news items to suit this assessment task. Students work independently, seated apart from others working on the same news item. Students produce a flowchart/concept map that details the possible consequences, appropriate responses and people/bodies responsible for dealing with the issue in their chosen news item.

Assessment strategyThe teacher:• analyses flowcharts / concept

maps to determine students ability to categorise news events- understanding of cause

effect relationships as related to consequences and responses

- knowledge of people / agencies responsible for a range of issues in the community.

Assessment criteriaThe student:• identifies possible

consequences of and responses to the event

• lists people and organisations responsible for responding to the event

• presents a flowchart / concept map that is logically

sequenced with:- issues identified.- resulting consequence(s)?

(What?)- possible response(s)?

(How?)- responsibility of whom?

(Who?)

These criteria address outcomes SSS3.7

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Outcomes Learning experience Planned assessmentHSIESSS3.7 Describes how Australian people, systems and communities are globally interconnected and recognizes global responsibilities• relates understanding of financial obligations

to a wider range of applications• works collaboratively in a group to undertake

an entrepreneurial task• identifies the rights and responsibilities of

undertaking a small enterprise• examines the consequences of different

financial decisions• identifies the responsibilities of group

members in planning and organising designated aspects of a fund raising event

• identifies financial responsibilities and the consequence of not meeting these

The main EVENT (ongoing over the term)The teaching and learning on personal finances is sourced from MakingCents: Calculating the cost available online. The lessons reference the new 2009 program.Many schools have traditions including Year 6 farewells, end of year concerts and functions that involve Stage 3 students organising and fundraising for these events, including related social and financial issues.Begin preparation for a fundraising event. This is designed to support a typical school fundraising activity. Preparation for a fund raising event provides opportunities to apply learning about managing money responsibly. Preparation will need to be undertaken in parallel with other lessons.

• Refer to, MakingCents: Calculating the Cost beginning on page 49.• Explain the nature of the task to students and how it links to learning about money. • Identify people in the local community who might be able to assist.• Select an event. This can be an existing activity that is part of the school calendar or can be a

specific event or charity fund raiser. A class decision can be taken to run a single large event involving the whole class or a number of small events organised and run by groups of students.

Prepare to run the event• Prepare and administer a survey to find out what the community is able to support and

contribute to (market research).• Begin initial event planning e.g. date, purpose, anticipated number of people involved, and

location.• Prepare a costing related to setting up and running the event, including any clean up

afterwards. Organise some quotes for anticipated goods and services.

Run the event:• Prepare pre and post event running sheets for all jobs associated with the event. Students

volunteer or are assigned specific roles and tasks. Predict and prepare for possible problems on the day e.g. rain.

• Organise supervisors and trouble shooters to deal with possible problems. Set clear processes for collecting and dealing with money and the tracking of all expenses.

• Ensure that all students are involved in clean up and have set tasks.• Provide a debrief and report back once the event has been concluded.

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Outcomes Learning experience Planned assessmentHSIESSS3.7 Describes how Australian people, systems and communities are globally interconnected and recognises global responsibilities• evaluates different budget priorities• recognises the social and financial

responsibilities of a mobile contract• identifies the rights and responsibilities of

users and providers of mobile phone services

• reflects on the impact of different spending and saving priorities.

MathematicsDS3.1 Displays and interprets data in graphs with scales of many-to-one correspondence.

Financial literacy: pre testIt is recommended that teachers register their students for the online financial skills assessment and access the online teacher professional development materials that are also part of MakingCents.

Pre test students financial literacyOrganise students to undertake the financial skills assessment as a pre test of learning. Review the feedback on student's results to identify specific aspects of learning requiring support.

Introductory scenario• Use student Handout 1: Alex's finances (page 21)What did Alex find out about mobile phone plans?

Develop a budget for Alex• Use Student Handout 2: What is a personal budget? Review the example of the weekly

budget explaining the features, allocations and calculations. Use strategic questions listed on page 17. Students do a sample budget for Alex to determine how much she can spend on a mobile phone each week. And if she can afford this.

Research taskThe research task is about a mobile phone, this has been selected as an example that is relevant and engaging for students that models the information gathering and decision making process of making a major or long term financial commitment has on the limited resource of their money. Care should be taken to ensure that this learning cannot be interpreting as validating the need to have a mobile phone. Refer to the background information for teachers on page 20 and to the information provided on the web site Cyber smart kids Model the budgeting for a mobile phone strategy outlined in page 18. Students undertake research, individually or in groups to decide if Alex needs a mobile phone, and if she does which type would be best - prepaid with no contract, post paid contract or a post paid monthly account. Refer to the process outlined on page 19. Students share and explain what they decided and why.

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Outcomes Learning experience Planned assessmentHSIE SSS3.7 Describes how Australian people, systems and communities are globally interconnected and recognizes global responsibilities• identifies financial responsibilities and the

consequence of not meeting these• identifies the responsibilities of each party

undertaking a mobile phone contract• relates understanding of financial obligations

to a wider range of applications• learns about the benefits and practical

applications to individual and family lifestyles in having a financial budget.

MathematicsDS3.1 Displays and interprets data in graphs with scales of many to one correspondence

Financial responsibilities• Refer to MakingCents Section B, Financial responsibilities beginning on page 24.• Discuss Handout 3Owning and using a mobile phone.• Students read and highlight key points for class discussion.

Exploring a phone billCopy Handout 4 page 28 - 29 and Handout 5 Mobile phone bill analysis for students and refer to the teacher's annotations on pages 30-31. • Identify and explain the features of a financial account. Examine the account in more detail

using the organisers and questions included in Handout 5.

(Numeracy link: uses appropriate mental, written or calculator strategies when planning a budget; calculates simple percentages and completes tasks involving money)

Assessment strategyThe teacher:• analyses students’ use of

scale and labelling on the graph axes

• determines the accuracy of students’ ability to calculate the average.

Assessment criteriaThe student:• constructs a column graph to

represent the daily cost of using a mobile phone across a one-month period

• calculates the average number of calls made per day for the duration of the account (rounded to one decimal place)

These criteria address outcome DS3.1

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Outcomes Learning experience Planned assessmentHSIESSS3.7 Describes how Australian people, systems and communities are globally interconnected and recognises global responsibilities• reads about and discusses the language

and features of financial products• identifies criteria and reasons for selecting

particular products• collects and reads information brochures

from different financial institutions• works collaboratively in a group to read and

assess different financial products• researches a savings account, its features,

use and how to open an account• develops questions on financial services to

ask a representative from a financial institution

• understands the implications of being able to budget for individual and family needs and wants

• understands the implications of some long term and some short term financial decisions.

MathematicsNS3.4 Compares, orders and calculates with decimals, simple fractions and simple percentages.

Money as a resourceLearning how to manage personal finances to meet needs ands wants. To do this effectively students learn that banking products and services are an essential community resource system.Refer to MakingCents Section C, Using a transaction account begnning on page 33. .Refer to Student Handout 6: Keeping money safe to develop an understanding of the features of transaction account. • Students review a range of banking products (information brochures on bank accounts) in

order to select an account for the purpose of repaying the mobile phone debt by EFT.• Review the information provided in Handout 6: Selecting a savings account to assist in

selecting a suitable bank account. Explain banking terminology.• Refer to Student Handout 7: Sample features of a transaction account. Explain the different

features and functions of the featured accounts• Select some real transaction account brochures for students read and review. Identify an

account to meet the needs of Alex’s mum. Prepare questions to clarify the features, fees and charges of the account. This could include how to open an account. Does the account have access to EFTPOS, direct debit, phone banking, internet banking? List questions for future reference.

• Prepare questions to discuss with a financial representative on saving and what you can do to develop ‘wealth’.

• Develop students understanding of Internet banking: arrange for students to use the interactive web site Online banking for beginners.

• Refer to page 36 to develop some 'what if' scenarios related to internet banking to highlight secure online banking.

• Invite a representative from a financial institution to answer questions on different products and services. Refer to the listed questions.

Assessment task: Students compile information on some financial products and services into a presentation. They should include information on the particular account decided upon and why, precise instructions on how to open the account and how to use the account.

Assessment strategyThe teacher:• listens to individual students’

contributions to class discussions and assesses their use of metalanguage crucial to financial literacy

• evaluates groups’ ability to compare and contrast different account features

• determine individual students’ understanding of interest rates and fees/charges.

Assessment criteriaThe student:• investigates the features of a

variety of financial institutions’ transaction accounts

• identifies and selects some specific transaction account functions and explains their purpose (related to products and services)

• describes the purpose and the benefits of some specific features of a transaction account

• explains how to open a bank account

• shows an understanding of the effect of fees and charges on the function of a transaction account.

These criteria address outcome SSS3.7

SSS3.7 Describes how Australian people, systems and communities are globally interconnected and recognises global responsibilities• contributes ideas about the advertising

messages given about spending and saving• determines if advertising is encouraging

spending or saving• examines the marketing strategies used in

selected advertisements• develops an understanding of some specific

budgeting strategies• examines the effect of lifestyle decisions on

personal financial budgets

Financial sources and resourcesInfluences on spending and saving• Students complete Handout 8: Concept map , where do we get messages about spending

and saving money?• Collate and categorise students' concept map responses. Use strategic questions beginning

on page 40 to identify the influence of advertising.• Work with students on understanding of advertising strategies: refer to page 41. Select a well

know advertisement to analyse. Organise the class into 6 groups to rotate around workstations. Each workstation has a different advertisement for the group to brainstorm responses:- who created the message?

Assessment strategyThe teacher:• evaluates financial

understandings in students self evaluation

• questions students on items in their self evaluation

Assessment criteriaThe student:• explains financial

responsibilities related to paying personal financial

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Outcomes Learning experience Planned assessment• evaluates the risk of some financial

decisions• examines the effect of supply and demand

on prices of items.

- what strategies are used to grab your attention?- what different understandings are in the message and what information has been left out?- what values, attitudes, lifestyle and points of view are represented in the message, and

what are left out? - what information does the advertiser want you to see as important? - has the information that you think is important or that you need to make a decision been

included?- who is the target audience? Who will use this product / service? How do you know?

• Each group collates all responses for just one advertisement and presents their information to the class:- consider the use of music, actors / celebrities, colours, designs, logos and devices or

gimmicks such as prizes or giveaways.- describe the 'promise' that is being conveyed e.g. being happy, successful, cool.

Budgeting strategies• Refer to the narrative that continues the scenario of Alex and her mum on page 46.• Use the story to unpack personal budgeting strategies, being entrepreneurial and simple risk

and return.

Planned assessment:Students compile a self evaluation to rate what they know about: budgeting, saving, making financial decisions, financial products and services, technical terms related to finances, being entrepreneurial and being financially responsible. This could be a question and answer format, using ranking scales, statements or comments.

commitments• identifies budgeting strategies

to enhance savings• describes the impact of a

financial decision, such as buying a mobile phone, develop a budget,

• uses financial terms correctly• explains some creative

financial solutions to money problems

• shows an understanding of the purpose of some financial products and services

• expresses a responsible attitude on the use of different money management strategies.

These criteria address outcome SSS3.7

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Outcomes Learning experience Planned assessmentHSIESSS3.7 Describes how Australian people, systems and communities are globally interconnected and recognises global responsibilities• identifies Australia’s global responsibilities

through aid agencies• identifies interconnectedness through aid

assistance.

Issue: How do we relate to other groups, societies and countries?Teachers note: the following aid organisations have been carefully selected for this activity, however due to the changing nature of web sites and the information they contain, there may be references to child sex workers, child soldiers, rape and other aspects that may not be suitable for students in Stage 3.

Australia’s social responsibilities• As a class, discuss what it means to be responsible. What does that mean as an individual, as

a community and as a country?• Optional: students may decide to contribute some of the money from the fundraising event to

a charity or aid organisations. The following activity could be used to select an organisation to support.

Researching aid organisations that support the community• Identify current global issues and create a class mind map.• Ask: How does Australia show global responsibility? Give examples such as: United Nations

activities, aid, diplomacy, defence, treaties, international conventions, trade agreements, cultural exchanges, conservation.

• As a class, view the government website for information on Australia’s aid programs.. Discuss:- why Australia provides aid to other countries? - how much government aid is provided? - where might non-government aid come from? - why is aid important?

• Have students work in pairs to research, and gather information about an aid organisation. This information is to be used to give a presentation to a ‘government panel’ reviewing aid organisations. This panel may consist of other students who take on roles. Alternatively, parents and community members can be invited. Students can use charts, graphs and illustrations to support their presentation.Some suggested aid organisations:- Community Aid Abroad – Oxfam Australia - Amnesty International Australia - Australian Red Cross - Australian Volunteers International - CARE Australia - Fred Hollows Foundation - Union Aid Abroad-APHEDA - Make Trade Fair - Medecins sans Frontieres (Doctors without Borders) - World Vision Australia

• For their selected program, students consider:- what sort of aid does the organisation provide?

Assessment strategyThe teacher:• analyses students

presentations on an aid organisation and its suitability for consideration for class financial support.

Assessment criteriaThe student:• describes the roles and

responsibilities of an aid organisation

• identifies interrelationships between Australia and other countries.

These criteria address outcomes SSS3.7

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Outcomes Learning experience Planned assessment- what are the main locations of its aid projects? Give some examples of the programs this

organisation supports. - what are the reasons for this type of aid? - is the aid ‘tied’ in any way? Are there any expectations placed on the country given aid?

• Students explain why the program or aid organisation is suitable for support? Consider: how the aid program assists people in the short and long term, aid programs create jobs and protect the environment.

• Students provide a recommendation on whether the aid organisation is suitable for class financial support (optional) as a component of the ‘main EVENT’. If financial support (optional) is going to be provided, the class can vote to select the aid organisation of program.

(Literacy link: relates information gathered from previous lessons to identify what further information is required; identifies relevant information using focus questions; organises and presents information for a target audience)

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Outcomes Learning experience Planned assessmentHSIESSS3.7 Describes how Australian people, systems and communities are globally interconnected and recognises global responsibilities• Compares relative costs of goods and

services and justifies selection• Understands that being able to plan for

present and future financial needs is an important life skill

• Determines value for money and makes recommendations

• Learns about more complex financial records and their purpose

• Uses a range of information to choose how to keep their money and justifies choices

• Applies a range of organisational skills to record and manage personal finances

• Determines the effect financial choices have on self, others and the community

• Balances more complex needs and establishes priorities.

• Learns about basic risk and returns• Identifies factors that weaken or strengthen

personal financial decisions• Develops and includes cost of advertising

into fundraising event• Develops an understanding of the problems

associated with following a budget• Discusses the reciprocal nature of

transactions• Expresses the need to keep financial

records for planning, budgeting and taxation purposes.

PDHPEGDS3.9 Explains and demonstrates strategies for dealing with life changesIdentifies situations or actions that constitute discrimination. Needs to be a bullet point

DMS3.2 Makes informed choices and accepts responsibilities for consequences. Identifies and accepts personal responsibilities.Needs to be a bullet point

A school fundraising event or enterprise - the main EVENTThe main EVENT applies financial understandings from previous lessons in a curriculum context to support traditionsl school fundraising events of school enterprises.• Plan the EVENT. Establish the parameters and develop detailed plans.• Establish costing for each component. Identify and list associated services, products and

actions needed.• Run the EVENT.• Wrap up the EVENT. Was the effort worth the return?• After the EVENT analyse what worked well and what needed to be changed. Evaluate learning. Students consider what they did well and what they would do differently? Consider how to share their experiences with others.Students conclude learning about money as a resource by undertaking the Financial Skills Assessment as a post test of learning. Students compare the results they got in the pre test with what they know now. Encourage students to share this learning with family members.

(Literacy link: uses a range of research, group work and presentation strategies to complete a task. NB students may keep a journal or a reflection diary to organise information and evaluate their progress)(Numeracy link: applies to the four operations to money problems)

Issue: How do we relate to each other as individuals?Developing values• As an individual activity, ask students to list the things that they value e.g. friendship, trust,

independence. As a class, discuss the meaning of the word ‘values’. List things that the class values e.g. learning, working together, feeling safe. Discuss what influences these values. Ask questions such as:- how do we form values?- how do others influence our values? (family, peers, media)- how do values influence our behaviour? E.g. if you value independence, how will you

behave when you are allowed to do something on your own?• As a class, ask students to identify community and social values e.g. behaviour expectations,

free speech. Once complete, ask students to compare the similarities and differences between the community’s values and their personal, family and school values. Discuss how behaviour is related to the values that one holds. Ask questions such as:- how do the values differ?- why are some people’s values different to yours?- how do values effect relating to others?- how have your personal values changed since you started school?- do you think your values will change as you get older? How?

• Prepare scenarios describing the various forms of discrimination, e.g. racial, homophobic, gender. Have students match each scenario to the type of discrimination represented.

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Outcomes Learning experience Planned assessmentDiscuss:- what is discrimination? (The denial of opportunities and equal rights to individuals and

groups because of prejudice) - how do you know if someone is being discriminated against?- why is it important to understand discrimination?- how do the decisions you make as an individual impact on others?

(Literacy link: participates in class discussion and/or uses a reflection journal to respond to focus questions)

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