Designing Lessons for Global Citizenship


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Designing Lessons for Global Citizenship

  1. 1. What does it mean to be a Global Educator and how can we design lessons that help students become Global Citizens? Honor Moorman and Amy McCammon
  2. 2. Agenda• Welcome, Introductions, & Overview• Global Citizen Survey• Video: Global Citizen Journey• What does Mark Gerzon Have to Say?• Defining Global Competence• Designing Lessons for Global Citizenship• Discussion
  3. 3. Honor MoormanHonor Moorman is an educational consultant andonline network facilitator with the Asia Society’sInternational Studies Schools Network. She primarilyworks with two New York City high schools: The GlobalLearning Collaborative and The High School forLanguage and Diplomacy.
Honor previously served on the faculty of The International School of theAmericas as an English Language Arts teacher, Internship and Service LearningCoordinator, and Dean of Instruction for English and Social Studies. She hasalso taught pre-service teachers at Texas State University and TrinityUniversity and served as a secondary literacy specialist for the North EastIndependent School District. In addition, Honor was formerly a co-director ofthe San Antonio Writing Project and the associate editor for NCTE’s Voicesfrom the Middle.
  4. 4. Amy McCammon Amy McCammon is an International Studies School Network - West Coast Coordinator. She holds an M.Ed. focusing on the integration of technology into classroom practices.Amy works with school leaders and teachers, providing strategic support foroperations, curricular design, and instructional strategies. She is alsocoordinating the technical support for seven internationally focused schoolsin the Los Angeles area.
  5. 5. Global Citizens orAmerican Citizen, Global Citizen by Mark Gerzon
  6. 6. The Five Stages of Becoming a Global Citizen• Citizen 1.0 – Worldview based on one’s self (egocentric)
• Citizen 2.0 – Worldview based on one’s group (ideocentric)
• Citizen 3.0 – Worldview based on one’s nation (sociocentric)
• Citizen 4.0 – Worldview based on multiple cultures (multicentric)
• Citizen 5.0 – Worldview based on the whole Earth (geocentric)
  7. 7. Global Citizen SurveyContext: We all have an egocentric view of the world because ofour individuality and an ideocentric view of the world that wasformulated from the various family, religious, cultural, and othergroups that we are surrounded by throughout our lives.Goal: To self identify the stage you think you are in as a GlobalCitizen.
  8. 8. People feel connected to different places and groups. How do you feel about each of these statements? [Strongly agree, Agree, Neutral, Disagree, or Strongly disagree]• I feel strongly connected to my local community.• I feel strongly connected to my country.• I feel strongly connected to an ethnic group.• I feel strongly connected to a religion.• I feel strongly connected to the global community.
  9. 9. The leaders of the governments of 189 countries reached agreements in 2000 on the reduction of poverty, disease and hunger by 2015. These agreements are called the Millennium Development Goals (MDGs):1. Eradicate extreme poverty and hunger2. Achieve universal primary education3. Promote gender equality and empower women4. Reduce child mortality5. Improve maternal health6. Combat HIV/AIDS, malaria and other diseases7. Ensure environmental sustainability (a sustainable living environment, clean drinking water and better facilities in slums)8. Global partnership development (access to affordable medicines and a fair-trade system by reaching worldwide agreements on development aid)
  10. 10. Millennium Development Goals (MDGs)Do you think the MDGs will be Are you involved in the MDGreached in 2015? initiative?• All the MDGs will be reached. • Yes, I am supporting this initiative• Most of the MDGs will be in some way. reached. • No, not aware or not involved.• A few of the MDGs will be reached.• None of the MDGs will be reached.• I wasn’t aware of the MDGs.
  11. 11. How would you characterize members of a global community? (multiple answers possible)• A group of like-minded people who share a common concern for the welfare of the world.• A group of people with a common lifestyle.• A group of people with a common set of religious beliefs.• A group of people who believe in the use of international law.• A group of people who believe in a (future) form of global government.• A group of people committed to devoting time and energy in helping people in need.• All citizens in the world, rich and poor.
  12. 12. What are your current news sources? (multiple answers possible)• Reuters • Newseum• CNN • Global Voices• BBC • The Globalist• Google News • Other• Google News editions from other regions of the world
  13. 13. How have you witnessed the world? (multiple answers possible)Mark Gerzon states, “Witnessing is observing from a place ofdeep awareness and inclusive attention.”• I have witnessed the world from outer space.• I have witnessed the world from another country.• I have witnessed the world from my home in my country.
  14. 14. Has your worldview changed in the last decade from the influence of immediate global communication?According to Gerzon, “We cannot remain caught in narrowworldview when the lens through which we view the world isgetting wider and wider.” • Yes • No
  15. 15. How many continents are there on this planet? • 5 • 6 • 7
  16. 16. Is it easier to label people than tolearn who they are and what they represent? • yes • no
  17. 17. I have read the following and listened for deep awareness. (multiple answers possible) • The Bible • The Koran • The Torah • The Upanishads • The Bhagavad Gita • Other • None of the above
  18. 18. How will companies geo-partner with the world? (multiple answers possible)• Rewrite business plans that take the Earth into account.• Eliminate toxic water discharge.• Make products lines recyclable or reusable.• Reduce poverty while protecting the environment.• Other• Not aware of geo-partnering.
  19. 19. What happens when a tragic world event unfolds?According the Gerzon, "Citizens 1.0-3.0 want to believe that theirgroup, or their country, is right and others, therefore, must bewrong. But as we evolve into 4.0-5.0 we recognize the likelihoodof encountering multiple versions of reality and we accept that itis our responsibility to learn to make sense out of them.”This is a reflection question, no answer needed.
  20. 20. Do Global Citizens 4.0-5.0 build a bridge or a wall? • bridge • wall
  21. 21. Do you have to unlearn to become a Global Citizen 4.0-5.0?According the Gerzon, “The challenge of global citizens is to unlearn the half-truths that separate us and re-learn the deepertruths that connect us.” • yes • no
  22. 22. Which stage of Global Citizenship best describes you?• Citizen 1.0 – I view the world based on personal perspectives. 
• Citizen 2.0 – I view the world based on my different groups’ perspectives. 
• Citizen 3.0 – I view the world based on what I believe are national perspectives. 
• Citizen 4.0 – I view the world by looking at multiple perspectives. 
• Citizen 5.0 – I view the world by looking at the planet as a whole.
  23. 23. Will your self assessment change after viewing this video? Video: Global Citizen Journey
  24. 24. Will your self assessment change after hearing these passages from Mark Gerzon? What does Mark Gerzon have to say?
  25. 25. “The truth is that we are all profoundly affectedby the decisions and actions of people whosefaces we may never see, whose language wemay never speak, and whose names we wouldnot recognize – and they, too, are affected by us.Our well-being and in some cases our survival,depends on recognizing this truth and takingresponsibility as global citizens for it.” p. xii
  26. 26. “Our genes are global. Our genes define withamazing scientific accuracy our family tree allthe way back to the beginning of Homo sapiensin Africa. Genomic research can easily establishexactly who our ancestors are and where theycome from. Our genes prove that we are onehuman family, and that all of us are related. Asthe activist rock musician Bono gingerly asked aUS audience: ‘Could it be that all Americans are .. . African-Americans?’ ” p. xv
  27. 27. “Our bodies are global. If we investigate theorigins of the food we eat, or the medicines wetake, we quickly discover that many of theingredients are not local. Except in a few remoteareas, most of our diet is not home-grown.Furthermore, the air and water on which wedepend for our survival – while it may seemlocal when we breathe or drink it – are part ofecosystems that cross all boundaries.” p. xv
  28. 28. “Our societies are global. When we observe thecommunities in which we live, we no longerexclusively see people who look like us. Ourneighbors or co-workers, our children’sclassmates, the people we pass as we travel towork – they are becoming more and morediverse. They come from other places and othercultures. In some of our communities, theycome from all over the world.” pp. xv-xvi
  29. 29. “Our economies are global. When a financial crisisstrikes, as it did most recently . . . the shock wavesare global. Not just in one country, but in scores ofnations around the world, stock markets plummet.The value of the money in our pockets isdetermined as much by the global currency marketas by the actions of our own national governmentthat printed it. Chances are high that our jobs, andcertainly our children’s careers, will dependincreasingly on the global economy.” p. xvi
  30. 30. “Our environment is global. The warmingclimate, the loss of forest land and the increasein erosion, the acidification of the oceans, thescarcity of fresh drinking water – these areglobal trends. We cannot protect our air, water,soil or food supply with only nationalenvironmental protection policies. Ultimately,we need environmental policies that transcendnational borders.” p. xvi
  31. 31. “Our possessions are global. Almost everyone livesin a dwelling, or rides in vehicles, or haspossessions, which contain components that weremade outside the borders of their own country. Wecan test the accuracy of this statement simply bylooking at the things we own. The clothes that I amwearing, the computer on which I write thissentence, the watch on my wrist – all of theseartifacts were made outside the country where Ilive.” p. xvi
  32. 32. “Our civic life is global. There is no country onthe face of the Earth whose politics is notinfluenced by forces outside its own borders.This is true in giant nations like China, Russia, orthe United States, and in small ones likeSingapore, Nepal, Kosovo, or Rwanda. Today our‘internal’, national political debates are morefrequently than ever before shaped by ‘external’,international factors.” p. xvii
  33. 33. “Even our religions are global. The beliefs we hold(or which, perhaps, we have rejected) have beenformed and re-formed over many centuries, andthrough many cultures. Whatever faith one may callone’s own – Christianity, Islam, Judaism, Buddhism,Hinduism, or other smaller traditions – it is veryunlikely that it started where one lives. It is muchmore likely that it began far away, in anothercountry, another culture, or even anothercontinent.” p. xvi
  34. 34. “The shift of worldviews begins with Einstein’scounsel: ‘We cannot solve problems at the samelevel of awareness that created them.’ So evenas we pledge our loyalty to different nations,carry different currencies, serve in opposingarmies, and follow different leaders, we mustshift our level of awareness to include what isglobal.” pp. xvii-xviii
  35. 35. “Earth at Night” CC by cote on Flickr“Global competence is the capacity anddisposition to understand and act onissues of global significance.” Veronica Boix Mansilla and Anthony Jackson, Educating for Global Competence: Preparing Our Youth to Engage the World, 2011
  36. 36. Four Domains of Global CompetenceInvestigate the world beyond their immediate environment, framing significant problems and conducting well-crafted and age-appropriate research.Recognize perspectives, others’ and their own, articulating and explaining such perspectives thoughtfully and respectfully.Communicate ideas effectively with diverse audiences, bridging geographic, linguistic, ideological, and cultural barriers.Take action to improve conditions, viewing themselves as players in the world and participating reflectively.
  37. 37. Global Competence Matrix
  38. 38. Designing Lessons for Global Citizenship Investigate Recognize the world perspectives Communicate Take action ideas
  39. 39. Designing Lessons for Global Citizenship • Citizen 1.0 • Citizen 1.0 • Citizen 2.0 • Citizen 2.0 • Citizen 3.0 • Citizen 3.0 • Citizen 4.0 • Citizen 4.0 • Citizen 5.0 • Citizen 5.0 Investigate Recognize the world perspectives Communicate Take action ideas • Citizen 1.0 • Citizen 1.0 • Citizen 2.0 • Citizen 2.0 • Citizen 3.0 • Citizen 3.0 • Citizen 4.0 • Citizen 4.0 • Citizen 5.0 • Citizen 5.0
  40. 40. Designing Lessons for Global Citizenship
  41. 41. Designing Lessons for Global Citizenship
  42. 42. Designing Lessons for Global Citizenship
  43. 43. Designing Lessons for Global Citizenship
  44. 44. Designing Lessons for Global Citizenship • Citizen 1.0 • Citizen 1.0 • Citizen 2.0 • Citizen 2.0 • Citizen 3.0 • Citizen 3.0 • Citizen 4.0 • Citizen 4.0 • Citizen 5.0 • Citizen 5.0 Investigate Recognize the world perspectives Communicate Take action ideas • Citizen 1.0 • Citizen 1.0 • Citizen 2.0 • Citizen 2.0 • Citizen 3.0 • Citizen 3.0 • Citizen 4.0 • Citizen 4.0 • Citizen 5.0 • Citizen 5.0
  45. 45. What does it mean to be a Global Educator and how can we design lessons that help students become Global Citizens? DISCUSSION
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