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Global Citizenship

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Sarah Clarke

on 8 December 2015

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Transcript of Global Citizenship

Global Citizenship
Teaching children about the inequality of wealth and resource distribution worldwide
• That part of their activity be oriented to the benefit of others and of the world, to take or to support such initiatives by a concrete action;

• To encourage and look for co-operation among all components of society; companies, non-profit organisations, cooperatives, citizens, local authorities and governmental services, with a plurality necessary for the success of projects and for the emergence of global citizenship;

• To carry out an action of solidarity and responsibility on various levels, from the local to the international level, in the respect of diversity based on tolerance;

• To concretely promote this Charter and its ethics, in order to contribute to the emergence of a global citizenship and of a more enlightened Humanity.

Global Citizenship Charter
All resources used in our project adhered to the following criteria:

Relevant content
☐ Addresses the inequitable distribution of resources (ie. money, access to clean water, food, etc.)

☐ Avoids stereotypes and any oversimplified generalizations about a particular group, race, sex, gender, or class, which usually carries derogatory implications.
☐ There is no evidence of tokenism, where characters from a marginalized group are used to represent the experience of all members of their group.
Problems and their resolution
☐ Presents problems as not being the “fault” of a disadvantaged/oppressed group.
☐ The storyline encourages active resistance to oppression.
☐ The problem should not be resolved solely by the benevolent intervention of the dominant or outside group.
☐ The reasons for poverty are explained and not portrayed as inevitable.

☐ Offers genuine insights to another lifestyle and communicates nuance, and a cotemporary identity.
☐ Avoids instances of the “quaint-natives-in-costume” syndrome, which most often arise in relation to clothing, culinary choices and customs, but extend to other areas such as behaviour.
☐ Does not depict people from developing countries and their surroundings as unfavorable in comparison to an unstated norm of white, middle-class lifestyles.

Resource Checklist

Grades: 4-6 Duration: 1.5 hours (2-part lesson)

• The aspect of global citizenship that we are looking at in this lesson is to encourage students to take action at the local level and encourage others to do the same
• To use art to inspire others to take actions that have a positive impact on the environment

From Evidence to Action Through Art: The Little Hummingbird
Grades: Duration:

• This activity will provide students with an opportunity to explore global citizenship through an
investigation of resource distribution with specific regards to food Students will explore food access at a global level through a compare and contrast of two geographical contexts

One Hen
One Well: The Story of Water on Earth
If the World Were a Village
The Good Garden
Our Community Garden!
Global Citizenship Charter
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Resource Checklist
Lesson Plan Overview

Students will think of ways that they can reduce their water consumption and then create clay tablets communicating their ideas to be placed throughout the school to encourage others to reduce their water consumption.
Why we chose this topic
Background Information
Activity Plans
Defining Global Citizenship
Lesson Plan Overview

Students will engage in an visual arts-based collage of food consumption within the North
American and African continents.

Lesson Plan Overview
Students will learn about which regions of the world are the highest consumers of water.
Student will find manipulatives within their classroom to represent the relationships between the different rates of water usage (see example).

Lesson Plan Overview

Students will investigate the identities of their classroom.
Students will divide into groups, gather data, and construct their own page of a class book titled "If Our Class Were A Village."
Lesson Plan Overview
Students will discuss the types of plants that grow in a garden and what resources are needed for a garden to grow.
Students will design their own "garden" in a shoebox and decide what they would grow in their garden.

Grades: 6 Duration: 60 minutes


To explore the inequalities of water distribution worldwide. Students will use their math skills to represent data in different ways.
Grades: 2 Duration: 60 mins


To introduce students to “world-mindedness” by imagining the world's population as a village of just 100 people and connect to the Social Studies and Math Curriculum.
Grade: 3 Duration: 60 minutes


Defining what it means to be a global and local citizen by exploring the fact that not all members of the global village have access realiable food sources. Students will explore the concept of food distribution through their participation in a cross-curricular science/social studies-based, eco-justice activity.
Why We Chose Global Citizenship and Resource Inequality
We chose the topic of global and local citizenship because we wanted students to develop an awareness of the world and their place within it. We wanted students to recognize the rich diversity present in the world but also the inequality that exists as well. We believe that if students can recognize that as global and local citizens their lives and choices have an impact on their community (both local and global) the first step towards taking action on social causes important to them. We understand that the combination of social awareness, social action and social justice are needed for the development of local and global citizens.
What is global citizenship?
Social Awareness:

Being knowledgeable about your community and the world and the connection between the two

Social Action:

Taking action through large or small effort about an issue or a cause

Social Justice:

Embracing awareness and action to make a change for the betterment of all
The relationships among people
☐ The dominant group doesn’t possess all power, take the leadership role, or make the important decisions in the story.
☐ Non-dominant or disadvantaged groups are not only portrayed in subservient roles.

The heroes
☐ Heroes in the story benefit the interests of their own people, instead of the interests of the dominant group.
☐ The heroes are not serving sexist, racist, classist, or heterosexist interests.

The effects on a child’s self-image
☐ No norms portrayed in the book are harmful to a child’s self-image (ie. the colour black as evil, dirty, menacing; all women are slim and blond, etc.).
☐ The story builds and reinforces a positive self-image of a student because it is inclusive, the message is empowering and many groups are represented.

The background of the author and illustrator
☐ The qualifications of the author and illustrator ensure authentic depiction of characters and issues.
☐ The author has life experiences that provide the specific knowledge needed to address the themes in the story.

Author’s perspective
☐ Determine that the direction of the author’s perspective – which results from their personal context – does not weaken the value of their written work (ie. including multiple perspectives).
☐ Make certain there are no loaded words. Some examples are language that includes adjectives with negative racist connotations (ie. “savage”), or sexist language that excludes or demeans non-males (ie. “manmade” vs. “manufactured”).

☐ The copyright date is not before the 1970s. Books written before the mid 1970s had not begun to even remotely reflect the realities of a pluralistic society; however, recent copyright dates do not ensure inclusive perspectives.

An example of a similar campaign for turning off the light
Full transcript