Communications 11

Self and Society
(Building Community)

It is expected that students will:

communicate purposefully, confidently, and ethically in a variety of situations
demonstrate respect for the diversity of ideas, language, and culture in an inclusive community
demonstrate the ability to use language and texts to celebrate personal and community occasions and accomplishments

To view the prescribed learning outcomes for Self and Society (Building Community) in grade 12 click below.

Invite students to research their cultural heritages or cultures that interest them and to locate representative music, stories, and poems. Ask each student to choose a song or poem, present it to the class, and answer questions about the culture. Then have each student create a story, poem, or song that illuminates some aspect of the history or way of life of the culture.
Have each student choose a sport, leisure activity, hobby, or interest and prepare a presentation for the class, explaining why she or he likes it and listing any skills required, the benefits (physical, emotional, social), and any other information of interest. Have students include a sample object related to the interest (e.g., a photo, equipment). They can then answer questions from the class.
Use direct instruction to inform students about ethical issues in communications (e.g., privacy, freedom of information, respect, inclusive language, offensive material) and standard ethical practices in the workplace and community. Then have students identify and discuss ethical concerns that might arise in e-mail, voice mail, letters of reference, computer use, telephone behaviour, and public speaking.
Have students view and discuss samples of the literature and films of other countries and cultures and then compare and contrast these with Canadian works on similar topics.

Assess students' presentations about their hobbies or interests using criteria such as:
- gives a clear and concise description of the topic
- provides sufficient information about the skills required
- explains the benefits and appeal
- provides an appropriate sample object to increase audience interest
- answers questions with sincerity and confidence
In a class discussion about the ethics of communications, look for evidence that students understand expectations in the workplace and the community with respect to:
- privacy
- the ethical use of language
- respect for others
- inclusive language
- offensive material
When students contribute opinions about these issues, look for evidence that they can support their ideas with examples and that they can elaborate on the ideas of others.
From time to time, pose questions such as the following to prompt discussion and reflection:
- Is it important to be part of school or community celebrations? Why or why not?
- What kinds of school or community celebrations are important to you? Which ones can you imagine yourself telling your children and grandchildren about? What makes them stand out for you?

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Revised: March 5, 1999