THE WORLDVIEW PROJECT  

 

Through these activities, you will explore elements of worldview and how they are expressed by people living in different places.

 

Activities

 

Note-taking Chart

Western Worldview (Canada)

Contrasting Worldviews (Darfur)

Critical Challenge

Curriculum Outcomes

Links

 

 

Point of view – opinions and preferences held and expressed by an individual.

Perspective – the collective point of view of a specific group.  A perspective can be expressed by a member of the group who has the authority to speak for others.

Worldview – is a collection of values and beliefs about life and the universe that is common to a group of people.  The worldview of a group you identify with is the basis for the way you act, the way you react, and the way you feel about the world.

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   ACTIVITY ONE

For the following activity,  match one of the three definitions above (Point of View, Perspective, Worldview) with one of the cartoons from William Coleman's Globalization Web Page. Use the Cartoon Form below to identify the definition and provide an explanation for your choice of (also copy/paste the cartoon you chose into the box on the cartoon form).

Cartoon Form:      WORD doc.        PDF

 

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   ACTIVITY TWO

                Using the note-taking chart, answer the following question.

TO WHAT DEGREE IS YOUR WORLDVIEW IMPACTED BY WHERE YOU LIVE?

                 Note-taking Chart    WORD.doc      PDF

 

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   ACTIVITY Three

For Printing:    WORD.doc      PDF

  Videos:  Western Worldview (Canada)      Contrasting Worldview (Darfur)   

               Windows Media Player Download (free)

 

1. Read the information BELOW.

2. Complete the following table as you watch the videos to compare the worldview of the people of Canada with the people of Darfur . (see video links above)

 

WORLDVIEW ELEMENTS

POSSIBLE QUESTIONS

1. Geography

What role do geographical factors such as climate and location play in how people look at the world and behave in it?

2. Time

In what terms is time viewed by a society? Mechanical (clocks and watches etc) or natural (seasons, the sun, the moon)

3. Society

What roles are available to individuals in society?  Who holds the power? 

4. Values

How do people in a society act toward each other?  How do people act toward people in other societies/groups?

5. Beliefs

What beliefs do people hold about life and death?  About their environment?

6. Economy

Who controls the resources?  What is to be produced?  How will it be produced?  For whom?  How is property distributed?  Protected?

7. Knowledge

How do people develop knowledge?  What ways of knowing are accepted?  Who has access to knowledge?  How is it valued?  Where and in whom does the knowledge reside?

 

Fill in the following table as you watch the videos to compare the worldview of the people of Canada with the people of Darfur :

 

     World      View

 

       Canada

 

         Darfur

 

 

Geography

 

 

 

 

Time

 

 

 

 

Society

 

 

 

 

Values

 

 

 

 

Beliefs

 

 

 

 

Economy

 

 

 

 

Knowledge

 

 

 

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   LINKS

For more information on Darfur :

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           CURRICULUM OUTCOMES

      VALUES AND ATTITUDES

Students will

8.1.1 appreciate the roles of time and geographic location in shaping society’s worldview

8.2.2 demonstrate a willingness to consider differing beliefs, values and worldviews

8.2.3 recognize how beliefs and values are shaped by time, geographic location and societal context

          

         SKILLS AND PROCESSES

DIMENSIONS OF THINKING

Students will:

8.S.1. develop skills of critical thinking and creative thinking:

8.2.1.4 re-evaluate personal opinions to broaden understanding of a topic or an issue

 

8.S.4 demonstrate skills of decision making and problem solving:

8.S.4.2 propose and apply new ideas and strategies to contribute to problem solving and decision making, supported with facts and reasons

 

RESEARCH FOR DELIBERATIVE INQUIRY

Students will:

8.S.7 apply the research process:

8.S.7.1 integrate and synthesize concepts to provide an informed point of view on a research question or an issue

8.S.7.3 draw conclusions based upon research and evidence

8.S.7.5 organize and synthesize researched information

 

COMMUNICATION

Students will:

8.S.8 demonstrate skills of oral, written and visual literacy:

8.S.1 communicate in a persuasive and engaging manner through speeches, multimedia presentations  and written and oral reports, taking particular audiences and purposes into consideration

8.S.4 offer reasoned comments relating to the topic of discussion

8.S.5 listen to others in order to understand their perspectives

8.S.9 develop skills of media literacy:

8.S.2 examine the values, lifestyles and points of views represented in a media message

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CREATED BY: TARA BILLINGSLEY AND HARRIET LIDDLE

For The Central Alberta Regional Consortium

2007

GRAPHIC BY:

USED WITH PERMISSION