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Specific topics related to this context:

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Specific topics related to this context:

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(An event, field, news, discovery, debatable point, questions, books, movies, etc.)

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Subject units this year which connect to this context

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Subject units this year which connect to this context

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G9:

ECW

Impact of ideas on society and paradigm shifts - fairness?

Systems of governance may change based on / shape ideas of power, fairness, human rights, responsibilities, and citizenship.

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No Poverty, Quality Education, Gender Equality, Climate Action, more.

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Topic / message/ direction / debatable topic for this context to tie to or convey so it becomes relevant and relatable for students

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Topic / message/ direction / debatable topic for this context to tie to or convey so it becomes relevant and relatable for students

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Think along the lines of what matters to students, what do students (you) care about? What would be a good takeaway or direction you would find helpful and intriguing for this context to explore.

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Can add / revolve around stories, anecdotes, personal experiences in your speeches.

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Inequality

Discrimination

Sustainable Development

Capitalism

War

Developed / developing countries

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Can Fairness and Development really coexist? How?

Which is more important? Complete Equality or Fast Development?

What does a society where fairness and development coexists look like?

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Entertaining topics related to this context

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Entertaining topics related to this context

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Anything students will find fun and is still relevant

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Social media

Technology

Summatives

MBTI

Sports / tech developments

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For "Fairness":

Is complete fairness in the society achievable? Shall it be achieved?

In which area fairness is more important: courts, schools, companies, household (fairness in family)?

For "Sustainable Development":

Which one is more important, sustainable conservation or economic development?

For "Fairness and Development":

Will the development of society help to establish fairness or even increase inequality between people?

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Should be relatable to students.

Can be a simple topic but needs to have a lesson or a debatable factor inside.

For example:

Is “吃谷” good or bad for us. - highly debatable and ensures the engagement of a large group of MS students.

What exactly does all letters in the MBTI mean? - teaches students the actual meanings of all letters instead of them misunderstanding.

etc.

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Specific Topics for global context explorations: (explorations are listed in the green boxes on the right)

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Specific Topics for global context explorations: (explorations are listed in the green boxes on the right)

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Democracy, politics, government and civil society

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Democracy, politics, government and civil society

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Different perspectives

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Teamwork, ethnicities

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Carbon Footprints & Climate Shadows

The Pollinator Crisis

Waste Management: The 3 R's

Green Roofs: Enriching the Keystone Ecosystem

WE NEED MORE BEES

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Human capability and development; social entrepreneurs

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Human capability and development; social entrepreneurs

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Responsible energy consumption

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Rights, law, civic, responsibility and the public sphere

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Rights, law, civic, responsibility and the public sphere

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Service: SA, dorm service...

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Domestic violence, UN & peacekeeping, invasion sovereignty

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Pollution, food webs

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Bullying, rights, protests

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Online safety, freedom of speech, state sovereignty

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Choice Paralysis: I HAVE 6 SUMMATIVES DUE IN AN HOUR WHAT DO I DO WHAT DO I DO

Work Hard, Play Hard: Improving efficiency per unit time

The Power of Peer Pressure

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SDG, gender equality, solutions to current societal problems

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Democracy, politics,

government and civil society

Inequality, difference and

inclusion

Human capability and

development; social

entrepreneurs

Rights, law, civic responsibility

and the public sphere

Justice, peace and conflict

management

Ecology and disparate impact

Power and privilege

Authority, security and freedom

Imagining a hopeful future

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What are the consequences of our

common humanity?

(Students will explore rights and

responsibilities; the relationship

between communities; sharing finite

resources with other people and with

other living things; access to equal

opportunities; peace and conflict resolution)

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How can schools effectively address discrimination and bullying while ensuring that all students feel their individual rights are respected?

Is it fair for schools to allow monetary exchange with commodities in school (e.g. My little pony cards)

How should our classes address the impacts of war and conflict, especially when the topics might be controversial/sensative to some students?

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DEBATABLE QUESTIONS FOR ALL THE GC EXPLORATIONS (from Tim)

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DEBATABLE QUESTIONS FOR ALL THE GC EXPLORATIONS (from Tim)

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Democracy, Politics, Government and Civil Society

1. Should high school students be encouraged to participate in local government decision-making processes?

Inequality, Difference and Inclusion

1. Should schools implement programs specifically aimed at reducing inequality among students from different socioeconomic backgrounds?

2. Is it the responsibility of schools to actively promote diversity and inclusion, or should this be left to families and communities?

Human Capability and Development; Social Entrepreneurs

1. How can developing human capabilities in young people lead to positive changes in their communities?

2. Is it more important for students to focus on personal success or on contributing to societal development?

Justice, Peace and Conflict Management

1. Should conflict resolution skills be taught as part of the school curriculum?

Power and Privilege

1. How can understanding privilege help students become more empathetic and engaged citizens?

Authority, Security and Freedom

1. What is the best way to run the student council so that we can ensure the democracy and freedom of the student's life?

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Is complete fairness achievable, shall it be achieved?

Which one should be valued more, economic development or environmental conservation?

What is the impact on society development on the establishment of fairness (positive or negative)?

Should we classify people in any ways (such as mbti)? Does it make things more efficient and effective, or should it be considered as stereotypes and discrimination?

What is “fairness”? (Equal resources? Total equality despite of ability and effort?) Which “type” of fairness should we pursue?

How to establish fairness?

Or which is more effective to achieve fairness? By law or by ethnical education?

What is the essence and impetus of development?

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1. Can we truly solve the problem of inequality?

2. Are the calls for climate action helping (unequal distribution of resources&equal distribution of blame)

3. Do people have the responsibility of making a positive difference in the world?

4. Is there black and white in a conflict (differences of perspectives) ?

5. Is freedom important enough to be weighed with safety?

6. Free market or planned economy( more/less government control)?

7. How do we justify history as credible or valid? Should historians consider pieces of conflicting evidence or just ignore them all together?

8. Is peer pressure good or bad?

9. What determines a person’s identity?

10. Boundaries and how they affect the formation of bonds.