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Developing global citizens in the 7/8 classroom: suggested approaches and resources for educators

Provided by OttawaCarletonCatholicSchool Board

Last updated: July 5, 2007

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Table of Contents

Summary of Lesson Plan

Relation to Ministry Guidelines & expected outcomes

Grade 7 Language Arts

Grade 8 Language Arts

OBJECTIVES AND OUTCOMES

Main Objective

Learning Outcomes

ACTIVITIES

ASSESSMENT

RESOURCES

ACKNOWLEDGEMENTS

Feedback Page

Summary of Lesson Plan

Grade 7 and 8

NOTE: The following is more of a primer than a lesson. It provides educators with ideas and resources on how to approach the issue of global citizenship and begin to engage students toward becoming more aware citizens of the global community through a participatory, active process. Africa-specific issues can be used in the process. The unit is based on the OXFAM “Cool Planet” document, Get Global, available from OXFAM and referenced below. Other resources are also listed.

To engage grade 7/8 students in a process in which they learn the principles and stages behind becoming a global citizen, and discuss significant global issues as problem-solvers and decision-makers.

This lesson plan may identify specific resources to support certain activities. While the expedition team will attempt to gather all the required resources, we cannot guarantee that all photo, audio, video will be captured as listed.

Small World Big Picture, Expedition Africa 2006

Relation to Ministry Guidelines & expected outcomes

Grade 7 Language Arts

  • express and respond to a range of ideas and opinions concisely, clearly, and appropriately;
  • contribute and work constructively in groups; listen and respond constructively to alternative ideas or viewpoints;
  • express ideas and opinions confidently but without trying to dominate discussion
  • ask questions and discuss different aspects of ideas in order to clarify their thinking;

Grade 8 Language Arts

  • contribute collaboratively in group situations by asking questions and building on the ideas of others;
  • work with members of their group to establish clear purposes and procedures for solving problems and completing projects.

OBJECTIVES AND OUTCOMES

Main Objective

To engage grade 7/8 students in a process in which they learn the principles and stages behind becoming a global citizen, and discuss significant global issues as problem-solvers and decision-makers.

Learning Outcomes

  • Students will explore their own understanding and attitudes toward global citizenship and toward understanding their own responsibilities;
  • Students, in groups, will generate and research global issues;
  • Students will actively explore the dimensions of and possible actions to alleviate or solve global issues;
  • Students will take action in an issue area;
  • Students will reflect on and document how they moved through an issue area, and how they can develop further as global citizens.

ACTIVITIES

Teacher Activities / Student Activities
Preparation /
  • Access the Get Global! document by going to: . Become familiar and comfortable with the approach, philosophy and set-up of Get Global! Student participation – understanding all the way to action – underpins the Get Global! approach and is key to engaging your students in the participatory process of becoming global citizens.
  • Get Global! is divided into three sections. Section one sets out the Get Global! process, detailing six key steps. Each step includes activities, templates and useful tips for facilitating active global citizenship. Section two outlines assessment and evaluation activities, andsection three includes ideas for games. Worksheets to support activities are found at the back of the guide. All activities and assessment of student work is based on the themes and philosophy of Get Global! As described below.
  • Active global citizenship is about enabling students to participate fully in a global society. It can be summarized with three core themes. These underpin the thinking behind Get Global! and are highlighted throughout the guide.
  • To provide an experience of being able to make a difference through action.
  • To develop skills of enquiry, participation and reflection.
  • To develop an understanding of the world as a global community, and to discuss the political, economic, environmental and social implications of this.
Get Global! (OXFAM, UK)
  • The Get Global! resource provides options for teachers on different units. Each unit incorporates six distinct steps that trace the development of a young person into a global citizen. The steps are integral to the process. All steps within the units are well-outlined with a number of choices in terms of issues, activities, resources and means of assessment.
  • Here are the six steps. Teachers are advised to display the steps throughout the whole global citizenship unit.
  • STEP ONE: Get asking questions! Step 1 involves students exploring their understanding, values and attitudes towards global citizenship. It can be used as a baseline for measuring and recording their responses, and activities can be repeated throughout the steps.
  • STEP TWO: Get an issue! Step 2 involves students generating important issues affecting their lives. It helps them to think about the issues in a local and global context, and then choose one to take action on to improve the situation
  • STEP THREE: Get more information! Step 3 involves students finding out more about their chosen issue. It enables them to research the issue in-depth and investigate how it affects people and environments locally and globally.
  • STEP FOUR: Get planning! Step 4 involves students deciding what action to take and how to implement it. It supports them in considering the feasibility of their ideas, and managing the practical implications.
  • STEP FIVE: Get active! Step 5 involves students taking action. It assists them in recording and monitoring their progress.
  • STEP SIX: Get thinking about it! Step 6 involves students reflecting on the Get Global!process. It encourages them to consider what they have learnt and achieved, and what they would do differently next time.
  • According to the Get Global! Document, “the key to successful planning is to:
  • keep it simple
  • decide whether you are going to deliver the process in a half-term,term, or series of off timetabled days
  • choose range of gamesand activities that best meet students’ needs
  • include at least one stepactivity and a mixture ofassessment/evaluationactivities and games per step and open to thepossibility of refiningactivities and re-planningthe process.”
  • be responsive to individual student and group needs
  • The activities and games can be adapted and used in various combinations over and over again. Students can move through the six
  • steps repeatedly using a range of activities or chosen issues.”
Get Global!

ASSESSMENT

  • The OXFAM UK document, Get Global!, includes a whole section on assessment approaches including nine teacher-, self- and peer- assessment worksheets that focus on group cooperation, self-awareness and reflection, quality of inquiry, change in attitude and awareness.
  • assess (student and teacher) group participation and cooperation
  • assess (student and teacher) level and intensity of interest in topic area
  • assess (student and teacher) quality of research and enquiry
  • assess oral and visual communication, including ability to listen and contribute to discussions based on what they have heard and understood

RESOURCES

“Cool Planet” on the OXFAM, UK website:

CUSO, Global communities, local classrooms: Teachers’ Resources for Global Education (2006), available on OCIC web site:

OXFAM, UK, Get Global! (document)

OXFAM, UK, Education for Global Citizenship: A Guide for Schools

ACKNOWLEDGEMENTS

Feedback Page

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Developing Global CitizensPage 1 of 7