The Global Awareness Advocacy Fair gave students a hands-on experience representing an assigned country and learning about its political, economic, social and cultural issues. Students researched issues facing their country and NGOs addressing them. At the fair, students presented information about their country and its issues through banners, boards and presentations while also learning about other countries. Afterward, students reflected on the issues that affected them most from what they learned.

1. Student Leadership Conference 2014:
GLOBAL AWARENESS ADVOCACY FAIR

3.  The Fair actualizes the global perspective 9th
Grade has been learning all year. Our
curriculum has been geared toward an
understanding of various cultures and
religions in our global world in an attempt to
foster more awareness, empathy and
understanding about the expanded world in
which we now live.

5.  The Global Awareness Advocacy Fair gave
students a first hand experience of
representing an assigned country, requiring
them to have a working knowledge of that
country, its issues and the non-
profits/charities that address those issues.On
this special day they became Advocates for a
cause. They took notes about each of the
countries and their issues. They dressed
professionally and presented themselves with
dignity and maturity.
What’s a Global Awareness Advocacy Fair?

7. POLITICAL
 type of government
 monarchy, oligarchy
 democracy, authoritarian
 centralized, decentralized
 military: armies, weapons
 defense, protection vs. conquest, expansion
 treaties, diplomacy
 legal system
 laws and rights
 judges, police, patrol
 Transition of power:
 -colonial experience
 -political upheaval
 -significant historical events

9. ECONOMICS

 products / trade
 goods & services
 imports and exports
 production
 means of production
 resources: natural, human, financial
 tools, equipment, labor
 types of labor, work, jobs
 merchants
 division of labor
 infrastructure
 irrigation, aqueducts
 roads, bridges, ports
 means of exchange
 barter system
 system of money

11. 
 class
 upper
 ruling class
 elite class
 middle
 common class
 working class
 lower
 peasants
 slaves

 status / position
 mobility
 privilege

nomadic v. sedentary
rural v. urban
hierarchical v. communal
integrated v. segregated
role of women
education (literacy level)
equity & access
news; distribution of information;
role of the media
physical features
topography
vegetation
climate
natural resources
water
minerals
rich soil
- arable land
trees (lumber)
trade routes
rivers, straits
mountain passes
territory, borders, political
boundaries
Religion & Belief Systems
SOCIAL

13. CULTURE
 customs
 language
 literature
 the arts —
 visual art for social activism,
 architecture
 Diversity
 (how culturally people adapt to their environment)
They Learned the Four Worlds

15.  Students made MLA style note cards and gave
class speeches on their issue facing their
country.
 They Researched NGOs that are working to
eradicate or help your particular issue.

17.  GROUPS had workshopped during our 3 Two
hour block XDAY’s
 Students Made:
 1. Country Banner
 2. Tri-fold boards (4) (one tri-fold board for
each world groups)
 3. Finalized country Power Points sectioned
into geography and the 4 worlds
 4. Worked on Science Posters of their Worlds

19. DURING THE FAIR STUDENTS VISITED COUNTRIES AND
TOOK OBSERVATION NOTES
 A. VISITING COUNTRIES
 During the Global Awareness Advocacy Fair there were
COREBUCKS collection boxes at each country’s booth. They put
COREBUCKS into the boxes of the causes they valued most
during the fair.
 B. NOTES
 POWER POINTS: During the power point presentations they took
notes on the most important aspects of each of the other countries
while they present.
 FAIR: During the actual Global Awareness Advocacy Fair
students explored the different Issues/NGOs, collected a sticker
proving they visited each booth and looked at each of the four tri-
boards

21.  C. PROCESSING THE FAIR
 1. Students gathered inEnglish classes and
meet infour worlds group.
 2. They established in each group what
Issues/NGOs during the fair resonated with
them and why.
 3. They presented their reasons for their choices
to the class and had discussion.

23.  REFLECTION AND EVALUATION HOMEWORK
 Students reflected about their experiences during the Global
Awareness Advocacy Fair and made suggestions for the next year.
 Using their notes from the fair, they chose three issues that
affected them the most and explained why. These are the
activities they reflected on from the year.
 Learned the Four Worlds Framework
 Watched the films Life & Debt and Flow
 Participated in the Country Power point Project
 Researched and wrote note-cards in English and Science
 Shared research speeches with the class
 Researched NGOs
 Made NGO Tri-Boards, boxes and banners

25. We raised over $1400!