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Brianna Stewart

Dr. S. Sider
EM 202 OC1
July 17 2016
Culminating Assignment Part 2: Tool-Kit
Glocal Education Tool-Kit

Introduction
In the following toolkit there are five unique activities that will assist in teaching about
global citizenship and engagement. The following activities are geared toward the grades six to
eight level. In utilizing any of the following activities, use the Try This additions to make the
activities more inclusive or accessible.

Table of Contents
1 - Human Rights Day
2 - Global Issues and Hopes for a Better World
3 - Can You Reach your Goals?
4 - Geography of Human Well-Being: A Diverse and Connected World
5 International Mother Language Day

Activity Name: Human Rights Day


Topic: United Nations Universal Declaration of Human Rights
Intended Learning Outcomes: Students will gain a better understanding
of Human Rights outlined in the UNDHR and the rights that they hold as
a child
Resources Required:
- Every Human Has Rights by National Geographic
- Cameras (1 per group of four students)
- United Nations Universal Declaration of Human Rights (see
youthforhumanrights.org for an age friendly version)
Process:
Introduction:
- Read the book entitled, Every Human Has Rights by National
Geographic. Choose one or two pages to focus on, asking the
students for their responses to the visual images or to the poems.
- Read the excerpt from the foreword (particularly Nelson Mandelas words). Ask the
students what it means that we are not yet free; we have merely achieved the freedom to
be free? Ask what the students can do to bring about to change so that everyone can
truly experience freedom.
Continuation:
- Divide the class into groups. Have each group select a right from the UNDHR. Have
groups create a photo collection that represents the right. Groups prepare their photos to
be shared with their class or school. Options for sharing could include a power point,
photo gallery, school newsletter, on school televisions as Public Service Announcements.
Conclusion:
- Discuss with students:
o What rights were you unaware of when you read the Universal Declaration?
o Did any rights surprise you?
o Why is it important that all humans have equal rights that cannot be taken away,
prioritized or separated from one another?

Resource Retrieved from: UNICEF Canada Global Classroom (incl. process taken directly from
resource with edits)

Activity Name: Global Issues & Hopes for a Better World


Topic: World Issues
Intended Learning Outcomes: Students will learn more about important issues
in the world through discussion and envision what the world could look like
through visual representation
Resources Required:
- Construction paper
- Markers
- Hole puncher
- Yarn
- Global issues images/slideshow prepared ahead
Process:
Introduction: Tell the students that there are images displayed around the
classroom, and that you want them to look at and think about what is happening in each of them.
Have the students walk around the classroom, look at each picture, and sit down once they have
seen each one.
- Have students share what they saw in the pictures
- What problems could you see?
- What do you think caused this?
- How do you feel when you look at this picture?
Continuation: Give the students a piece of paper and ask them to, in large letters, write down
what they think the worlds biggest problem is using only one word. Students can be reminded to
think about the pictures they just saw/the discussion they just had. If needed, give the students
examples, such as poverty and war
(Have the students silently walk around the room, holding up their paper while they look at what
their classmates wrote on their papers)
Once the students have seen each others papers, tell them to partner up with the person standing
closest to them. Have students spend two minutes each explaining to their partner why they
picked the problem they did, and trying to convince their partner that the problem they chose is
the biggest problem in the world. Once both partners have explained their opinions, the pairs
should come to a consensus as to which issue they believe is the bigger problem. Have the pairs
of students take turns sharing which problem they agreed was the bigger problem with the rest of
the class, and why.
Conclusion: Tell the students that, as a class, they are going to create a quilt which depicts what
the world they want to live in would be like. Tell the students that once everyone in the class has
made a patch, each piece will be tied together to create a quilt for display. Give each student a
piece of paper and have them write The world I want to live in will Tell the students that
they need to finish the sentence by choosing one thing their ideal world would be or
have. Students should illustrate their idea on their patch. Once they have been completed, tie the
patches together to create a class quilt display.
Source: Developing a Global Perspective for Educators, lesson by Megan Hoferichter, Courtney
Micucci, Melissa MacIntyre, Jessica Mumper, & Alyssa Doucet (incl. process taken directly
from source with parts edited)

Activity Name: Can You Reach your Goals?


Topic: The Gender Wage Gap
Intended Learning Outcomes: Students will gain a better understanding of the
gender gap around the world, including how it effects different countries
Resources Required:
- Chart paper/large paper (one per student)
- Access to computers/laptop
- Articles
- PowerPoint/Prezi
Process:
Introduction: Students will begin by listing their dreams/ future
aspirations on a piece of paper, and will keep it until the project is over. A
sample sheet could include; their future job, ideal lifestyle, number of kids,
etc.
Continuation: After doing this, students will be separated into small groups, and will each be
assigned a different country. These countries will include countries from both the global north,
and global south. The students will then investigate their individual country, and see if their
future lifestyle is possible. In most cases, their lifestyle will not be plausible. In these cases, they
need to attempt to create a plan that allows them to thrive/operate within the economy present.
After investigating their individual country, the students will create a power point presentation,
which will show what is possible within the country, and if their dreams can be attained within
the economic system.
Conclusion: After doing this, the students will compare their future goals with the lifestyle that
was established through their country.
Resource Retrieved from: Wilfred Laurier University Mylearningspace EM202, author Emily
Dychtenberg, (incl. process taken directly from resource with edits)

Activity Name: Geography of Human Well-Being: A Diverse and Connected


World
Topic: Poverty
Intended Learning Outcomes: Students will learn about what poverty is,
how it is caused and what can be done today to combat it
Resources Required:
- What is Poverty? Video (3:04 minutes)
o Link: https://www.youtube.com/watch?v=tXpm7xDRWk4
- Access to computers/laptop
- Worksheet
o Link: https://www.worldvision.com.au/docs/defaultsource/schoolresources/designs_wva_worksheet1_v4.pdf?sfvrsn=4
Process:
Introduction: Watch the video: What is poverty? These introduce and explore the issue of
human well-being. In pairs, complete the worksheet for each animation.
Continuation: Then, in groups of 4, use the websites below to produce a group report
addressing the following questions:
- What are some of the different ways that human well-being is measured?
- How can the spatial variation in human well-being between places be explained?
- What are the major issues affecting development and human well-being around the
world?
- What trends in human well-being can be identified and what does this suggest for the
future?
Websites:
- http://hdr.undp.org/en/countries
- http://www.gapminder.org
- http://www.oecdbetterlifeindex.org
- http://www.grossnationalhappiness.com
Conclusion: Have the students in their groups each present one thing that they discovered that
they found very interesting or eye-opening.

Resource Retrieved from: World Vision Organization (incl. part of the process taken directly
from resource with additions)

Activity Name: International Mother Language Day


Topic: Importance of Mother Languages
Intended Learning Outcomes: Students will learn about the importance of
mother languages, the rights associated with them and how they are able to
practice or respect another persons mother language
Resources Required:
- Marianthes Story: Painted Words and Spoken Memories by Aliki
- Charade cards (preparded)
- Artist statement worksheet (see attached)
Process:
Introduction: Begin by introducing February 21st as International Mother
Language Day; a UN Day celebrated around the world. The day has special
significance in Canada because we are a multilingual society with more than 100 different first
languages spoken. Record all the languages spoken in class.
- Ask the students why it might be important to have the right to speak their own language.
Ask how language is important to culture. Regardless of what language we speak we are
all similar. Ask the students what this means.
Read aloud from Painted Words, the first part of the book by Aliki. Discuss the rights of the
child (CRC Articles 30 and 7) in relation to the book.
- Ask the students what Mr. Petrie means when he says, Theres more than one way to
peel an orange.
- Ask the students how Mari communicated even though she was unable to speak the same
language. Ask how else people can communicate with each other when they dont share
the same spoken language (gestures, facial expressions, music, drawing, etc.)
Continuation: Divide the students into groups of four. Give each group a set of charades cards.
Have one student act out the word on the card, and have the other students in the group guess the
word. When each student has had a turn, ask the students what was challenging about
communicating without using words. What would it be like to be unable to speak the same
language as those around you? Ask again why its important to have the right to speak in their
first language.
Conclusion: Read aloud from the second half of the book, Spoken Memories by Aliki. Explain
that everyones life is unique and we each have a special story to tell. Art can be used as a way to
share unique stories. Refer to the page in Painted Words when Mari draws a picture of her
family.
- Ask the students to think about an important and/or significant time in their life.
Have the students paint a picture to represent this significant time. Ask them to add a title and
write an artists statement. An artists statement allows the students to explain what their artwork
is about and what they learned through the creative process. Give each student an opportunity to
briefly share the spoken memory that corresponds with his or her picture.
Resource Retrieved from: UNICEF Canada Global Classroom (incl. process taken directly from
resource with edits)

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