Serving from Scratch: Developing a Global Education Course for Good

1. + Serving from Scratch Developing a Global Education Course for Good

2. + @StephWuj45 swujcik@baldwinschool.org Stephanie Wujcik MS Teacher | Service- Learning Coordinator The Baldwin School

3. + Workshop Overview  Developing a Framework for a Global Education Course  Content & Skills  Understanding the Impact of Service-Learning/Social Action on Students & Communities  Identifying Opportunities for Service in Curricula  Successfully Implementing the Service-Learning Cycle  Skills Development

4. + Starting from Scratch  Assets  Departmental support  Autonomy (independent school model)  Good bones  Challenges  Outdated data and resources  Underdeveloped skills-scaffolding  Vision  To inspire & train students to engage in their world as informed, empathetic global citizens. The Challenge and the Vision

5. + Developing a Framework  Universal Declaration of Human Rights  Global Citizenship & the United Nations  General Assembly  Security Council  Millennium Development Goals

6. + Global Issues & Ideas  1 - Understanding Citizenship  2 - Global Citizenship & the United Nations  3 - Education  4 - What the World Eats  5 - Hunger & Malnutrition  6 - Global Health  7 - Refugee Conflicts  8 - Environmental Issues  9 – Global Issues Research Project Structure

9. + Content Resources Global Issues & Ideas  Foundational Resources to Read the World  Expository texts  Articles  Images/Film  Infographics  Websites  Primary Sources  Infusion of Contemporary Resources  News/Media Outlets  CIA Factbook data  Original  Repurposed  Independent Media Sources  NGOs/CBOs

12. + Global Issues & Ideas  Reading  Writing  Digital Literacy & Citizenship  Oral presentations Skills & Assessments

13. + Global Issues & Ideas  Reading  Understanding the world through a variety of sources  Close reading  Writing  Reflective Writing  Research-based argument development  Supported by clear, specific evidence  Digital Literacy & Citizenship  Google Apps  Digital Narratives  Websites  Social Media  Oral presentations  Formal & informal  Simulations/Role Plays Skills & Assessments

14. + Classroom Space Visual Cues to Enhance Global Education

15. + FreeDay Friday Opportunities for Self-Directed Global Learning

16. + How can help my students develop mindsets for tackling global issues? Practical Skills and Social/Emotional Learning

17. + National Survey on Service-Learning & Transitioning to Adulthood (NYLC 2006) Why Service-Learning?  … highly value their positions as community leaders.  … acknowledge that service-learning positively influences their ability to lead.  … experience greater academic success.  … are better able to apply academic learning to situations outside of the classroom.  … have a greater ability to relate to culturally diverse groups.  … hone interpersonal and practical skills necessary for success.

22. + EffectivelyImplementing Service National Youth Leadership Council - 2014

23. +  Identifying Academic Goals Unit 5 – Hunger & Malnutrition  Developing Ownership  Identifying Genuine Needs  Implementing Service

24. +  Identifying Academic Goals E v e r y C h i l d N o . 1 , 2 0 0 9 The Tikhuba clinic is an unremarkable, low-slung, alum inum -roofed building on a dusty patch of ground in a remote part of Swaziland. But for many local families, it is the place of miracles. On a windy summer morning, more than a dozen wom en held children on their laps in a small waiting area under ﬂickering ﬂuorescent lights. Babies’ cries competed with mothers’ whispers. A few toddlers surveyed the scene with wary eyes. Other little ones sat slackly against their mothers, looking on impassively, too weak to be curious. Several of the children suffered from severe acute malnutrition, a persistent and deadly condition in this tiny, drought- plagued country in Southern Africa. Rising food prices have compounded the problem, taking a grim toll on Swaziland’s young- est. In 2007, as the country experienced its worst drought in 15 years, UNICEF worked with the government to establish community-based feeding centers throughout Swaziland. One of these centers was set up at the Tikhuba clinic. Here, malnourished children are given lifesaving, nutrient-packed therapeutic foods — delivered to the clinic by UN ICEF in collaboration with its partners — that help them recover and regain weight. After a child has been treated, nurses moni- tor his or her progress, measuring weight, height, and arm circumference. Gabsile Mamba believes the clinic’s staff saved her infant son’s life. The little boy, named Siyabonga and then less than a year old, had worrisom e symptom s: vom- iting, diarrhea, and rapid weight loss. “ At one point, I thought he was going to die,” said his twenty-two-year-old mother. She rushed the baby to the clinic, where he was diagnosed with severe acute malnutrition. Nurses prescribed Plumpy’nut ® , a ready-to-use, high-energy peanut paste A global food crisis and a faltering economy have put more children at risk of starvation and disease. UNICEF is responding with lifesaving therapeutic foods and a comprehensive nutrition strategy. TheFight Against Malnutrition ByAdamFifield 11 Unit 5 – Hunger & Malnutrition  Developing Ownership  Identifying Genuine Needs  Implementing Service

25. +  Identifying Academic Goals E v e r y C h i l d N o . 1 , 2 0 0 9 The Tikhuba clinic is an unremarkable, low-slung, alum inum -roofed building on a dusty patch of ground in a remote part of Swaziland. But for many local families, it is the place of miracles. On a windy summer morning, more than a dozen wom en held children on their laps in a small waiting area under ﬂickering ﬂuorescent lights. Babies’ cries competed with mothers’ whispers. A few toddlers surveyed the scene with wary eyes. Other little ones sat slackly against their mothers, looking on impassively, too weak to be curious. Several of the children suffered from severe acute malnutrition, a persistent and deadly condition in this tiny, drought- plagued country in Southern Africa. Rising food prices have compounded the problem, taking a grim toll on Swaziland’s young- est. In 2007, as the country experienced its worst drought in 15 years, UNICEF worked with the government to establish community-based feeding centers throughout Swaziland. One of these centers was set up at the Tikhuba clinic. Here, malnourished children are given lifesaving, nutrient-packed therapeutic foods — delivered to the clinic by UN ICEF in collaboration with its partners — that help them recover and regain weight. After a child has been treated, nurses moni- tor his or her progress, measuring weight, height, and arm circumference. Gabsile Mamba believes the clinic’s staff saved her infant son’s life. The little boy, named Siyabonga and then less than a year old, had worrisom e symptom s: vom- iting, diarrhea, and rapid weight loss. “ At one point, I thought he was going to die,” said his twenty-two-year-old mother. She rushed the baby to the clinic, where he was diagnosed with severe acute malnutrition. Nurses prescribed Plumpy’nut ® , a ready-to-use, high-energy peanut paste A global food crisis and a faltering economy have put more children at risk of starvation and disease. UNICEF is responding with lifesaving therapeutic foods and a comprehensive nutrition strategy. TheFight Against Malnutrition ByAdamFifield 11 Unit 5 – Hunger & Malnutrition  Developing Ownership  Identifying Genuine Needs  Implementing Service South Sudan Libya 2013 Take a look at our interactive hunger map at http://cdn .wfp.org/hungermap/ Proportion of total population undernourished, 2011-13 It costs on averagejust US 25 cents a day to feed a hungry child and change her life forever. While food is themost basic of human needs required for survival, on average, 1 in 8 people go to bed hungryeach night. We can achieveZero Hunger in ourlifetimes. Halving hunger by 2015, as pledged in the Millennium DevelopmentGoals, is the first step. (U.K.) *** Very lowundern ourishm ent <5% Modera tely lowundern ourishm ent 5-14,9 % Modera tely highundern ourishm ent 15-24,9% High undern ourishm ent 25-34 ,9% Very highunderno urishm ent 35% and over Missing or insuffic ient data *** State of Palestine This map shows the proportio n of undernou rishment in the total populatio n of developin g countries as of 2011-13. The indicator is an estimate of the percenta ge of the populatio n at risk of caloric inadequa cy. Further informati on is available at www.fao .org/publ ications/s ofi/en/Source: FAO, IFAD and WFP. 2013. The State of Food Insecurity in the World 2013. The multiple dimensio ns of food security. Rome, FAO. Data source: fao.org/e conomic/ ess© 2013 World Food Program meThe designations employed and the presentatio n of material in the maps do not imply the expression of any opinion whatsoever on the part of WFP concerning the legal or constitution al status of any country, territory or sea area, or concerning the delimitation of frontiers. * Dotted line represents approximate ly the Line of Control in Jammu and Kashmir agreed upon by India and Pakistan. The final status of Jammu and Kashmir has not yet been agreed upon by the parties.** A dispute exists between the government s of Argentina and the United Kingdom of Great Britain and Northern Ireland concerning sovereignty over the Falkland Islands (Malvinas). *** Final boundary between the Republic of Sudan and the Republic of South Sudan has not yet been determined. South Sudan declared its independen ce on 9 July 2011. Data for Sudan (post-2011) and South Sudan are not yet available. Brunei Darussal am Comoros Seychelles

26. +  Identifying Academic Goals E v e r y C h i l d N o . 1 , 2 0 0 9 The Tikhuba clinic is an unremarkable, low-slung, alum inum -roofed building on a dusty patch of ground in a remote part of Swaziland. But for many local families, it is the place of miracles. On a windy summer morning, more than a dozen wom en held children on their laps in a small waiting area under ﬂickering ﬂuorescent lights. Babies’ cries competed with mothers’ whispers. A few toddlers surveyed the scene with wary eyes. Other little ones sat slackly against their mothers, looking on impassively, too weak to be curious. Several of the children suffered from severe acute malnutrition, a persistent and deadly condition in this tiny, drought- plagued country in Southern Africa. Rising food prices have compounded the problem, taking a grim toll on Swaziland’s young- est. In 2007, as the country experienced its worst drought in 15 years, UNICEF worked with the government to establish community-based feeding centers throughout Swaziland. One of these centers was set up at the Tikhuba clinic. Here, malnourished children are given lifesaving, nutrient-packed therapeutic foods — delivered to the clinic by UN ICEF in collaboration with its partners — that help them recover and regain weight. After a child has been treated, nurses moni- tor his or her progress, measuring weight, height, and arm circumference. Gabsile Mamba believes the clinic’s staff saved her infant son’s life. The little boy, named Siyabonga and then less than a year old, had worrisom e symptom s: vom- iting, diarrhea, and rapid weight loss. “ At one point, I thought he was going to die,” said his twenty-two-year-old mother. She rushed the baby to the clinic, where he was diagnosed with severe acute malnutrition. Nurses prescribed Plumpy’nut ® , a ready-to-use, high-energy peanut paste A global food crisis and a faltering economy have put more children at risk of starvation and disease. UNICEF is responding with lifesaving therapeutic foods and a comprehensive nutrition strategy. TheFight Against Malnutrition ByAdamFifield 11 Unit 5 – Hunger & Malnutrition  Developing Ownership  Identifying Genuine Needs  Implementing Service South Sudan Libya 2013 Take a look at our interactive hunger map at http://cdn .wfp.org/hungermap/ Proportion of total population undernourished, 2011-13 It costs on averagejust US 25 cents a day to feed a hungry child and change her life forever. While food is themost basic of human needs required for survival, on average, 1 in 8 people go to bed hungryeach night. We can achieveZero Hunger in ourlifetimes. Halving hunger by 2015, as pledged in the Millennium DevelopmentGoals, is the first step. (U.K.) *** Very lowundern ourishm ent <5% Modera tely lowundern ourishm ent 5-14,9 % Modera tely highundern ourishm ent 15-24,9% High undern ourishm ent 25-34 ,9% Very highunderno urishm ent 35% and over Missing or insuffic ient data *** State of Palestine This map shows the proportio n of undernou rishment in the total populatio n of developin g countries as of 2011-13. The indicator is an estimate of the percenta ge of the populatio n at risk of caloric inadequa cy. Further informati on is available at www.fao .org/publ ications/s ofi/en/Source: FAO, IFAD and WFP. 2013. The State of Food Insecurity in the World 2013. The multiple dimensio ns of food security. Rome, FAO. Data source: fao.org/e conomic/ ess© 2013 World Food Program meThe designations employed and the presentatio n of material in the maps do not imply the expression of any opinion whatsoever on the part of WFP concerning the legal or constitution al status of any country, territory or sea area, or concerning the delimitation of frontiers. * Dotted line represents approximate ly the Line of Control in Jammu and Kashmir agreed upon by India and Pakistan. The final status of Jammu and Kashmir has not yet been agreed upon by the parties.** A dispute exists between the government s of Argentina and the United Kingdom of Great Britain and Northern Ireland concerning sovereignty over the Falkland Islands (Malvinas). *** Final boundary between the Republic of Sudan and the Republic of South Sudan has not yet been determined. South Sudan declared its independen ce on 9 July 2011. Data for Sudan (post-2011) and South Sudan are not yet available. Brunei Darussal am Comoros Seychelles

27. +  Identifying Academic Goals E v e r y C h i l d N o . 1 , 2 0 0 9 The Tikhuba clinic is an unremarkable, low-slung, alum inum -roofed building on a dusty patch of ground in a remote part of Swaziland. But for many local families, it is the place of miracles. On a windy summer morning, more than a dozen wom en held children on their laps in a small waiting area under ﬂickering ﬂuorescent lights. Babies’ cries competed with mothers’ whispers. A few toddlers surveyed the scene with wary eyes. Other little ones sat slackly against their mothers, looking on impassively, too weak to be curious. Several of the children suffered from severe acute malnutrition, a persistent and deadly condition in this tiny, drought- plagued country in Southern Africa. Rising food prices have compounded the problem, taking a grim toll on Swaziland’s young- est. In 2007, as the country experienced its worst drought in 15 years, UNICEF worked with the government to establish community-based feeding centers throughout Swaziland. One of these centers was set up at the Tikhuba clinic. Here, malnourished children are given lifesaving, nutrient-packed therapeutic foods — delivered to the clinic by UN ICEF in collaboration with its partners — that help them recover and regain weight. After a child has been treated, nurses moni- tor his or her progress, measuring weight, height, and arm circumference. Gabsile Mamba believes the clinic’s staff saved her infant son’s life. The little boy, named Siyabonga and then less than a year old, had worrisom e symptom s: vom- iting, diarrhea, and rapid weight loss. “ At one point, I thought he was going to die,” said his twenty-two-year-old mother. She rushed the baby to the clinic, where he was diagnosed with severe acute malnutrition. Nurses prescribed Plumpy’nut ® , a ready-to-use, high-energy peanut paste A global food crisis and a faltering economy have put more children at risk of starvation and disease. UNICEF is responding with lifesaving therapeutic foods and a comprehensive nutrition strategy. TheFight Against Malnutrition ByAdamFifield 11 Unit 5 – Hunger & Malnutrition  Developing Ownership  Identifying Genuine Needs  Average annual household income: $200  Daily household income:$1.00  Rampant unemployment: 75%  Implementing Service South Sudan Libya 2013 Take a look at our interactive hunger map at http://cdn .wfp.org/hungermap/ Proportion of total population undernourished, 2011-13 It costs on averagejust US 25 cents a day to feed a hungry child and change her life forever. While food is themost basic of human needs required for survival, on average, 1 in 8 people go to bed hungryeach night. We can achieveZero Hunger in ourlifetimes. Halving hunger by 2015, as pledged in the Millennium DevelopmentGoals, is the first step. (U.K.) *** Very lowundern ourishm ent <5% Modera tely lowundern ourishm ent 5-14,9 % Modera tely highundern ourishm ent 15-24,9% High undern ourishm ent 25-34 ,9% Very highunderno urishm ent 35% and over Missing or insuffic ient data *** State of Palestine This map shows the proportio n of undernou rishment in the total populatio n of developin g countries as of 2011-13. The indicator is an estimate of the percenta ge of the populatio n at risk of caloric inadequa cy. Further informati on is available at www.fao .org/publ ications/s ofi/en/Source: FAO, IFAD and WFP. 2013. The State of Food Insecurity in the World 2013. The multiple dimensio ns of food security. Rome, FAO. Data source: fao.org/e conomic/ ess© 2013 World Food Program meThe designations employed and the presentatio n of material in the maps do not imply the expression of any opinion whatsoever on the part of WFP concerning the legal or constitution al status of any country, territory or sea area, or concerning the delimitation of frontiers. * Dotted line represents approximate ly the Line of Control in Jammu and Kashmir agreed upon by India and Pakistan. The final status of Jammu and Kashmir has not yet been agreed upon by the parties.** A dispute exists between the government s of Argentina and the United Kingdom of Great Britain and Northern Ireland concerning sovereignty over the Falkland Islands (Malvinas). *** Final boundary between the Republic of Sudan and the Republic of South Sudan has not yet been determined. South Sudan declared its independen ce on 9 July 2011. Data for Sudan (post-2011) and South Sudan are not yet available. Brunei Darussal am Comoros Seychelles

31. + Service-Learning Committees Designed to foster practical skill- building

32. + Service-Learning Committees Designed to foster practical skill- building  Advocacy/Public Relations

33. + Service-Learning Committees Designed to foster practical skill- building  Advocacy/Public Relations

34. + Service-Learning Committees Designed to foster practical skill- building  Community Education  Advocacy/Public Relations

35. + Service-Learning Committees Designed to foster practical skill- building  Community Education  Advocacy/Public Relations

36. + Service-Learning Committees Designed to foster practical skill- building  Community Education  Advocacy/Public Relations  Event Planning

37. + Service-Learning Committees Designed to foster practical skill- building  Community Education  Advocacy/Public Relations  Event Planning

38. + Outcomes  Developing global understanding, motivation, & tools with which to solve community issues.

39. + Outcomes  “My goal is to better understand what I can do to help our world.”  “My goal is to look at both sides of global issues and to be more thoughtful about how to improve them and why they happen.”  “One goal is to have a better, more open mind about other cultures, and how we differ and relate.”  “My goal is to be able to utilize what I learn in this course in real life.”  “I would like to learn ways to help people who are suffering from global issues.”  Developing global understanding, motivation, & tools with which to solve community issues.

40. + Enhanced Partnerships  Co-Curricular Connections  Rift Valley Children's’ Village  Girls Learn International  More Than Me Academy  Earth Matters  Kiva Developing a cohesive global education curriculum

41. + Enhanced Partnerships  Co-Curricular Connections  Rift Valley Children's’ Village  Girls Learn International  More Than Me Academy  Earth Matters  Kiva Developing a cohesive global education curriculum

42. + Enhanced Partnerships  Co-Curricular Connections  Rift Valley Children's’ Village  Girls Learn International  More Than Me Academy  Earth Matters  Kiva  Peer-to-Peer Education  Hunger Relief: Grade 7/Lower School  Girls’ Education: Grade 8 to Grades 6/7  Climate Change: Grade 12/7 Developing a cohesive global education curriculum

43. + Resources  Global Issues: An Introduction (Seitz and Hite)  Global Issues, Edition No. 4 (Payne)  Educating for Global Competence (Mansilla & Jackson)  A Path Appears (Kristoff & WuDunn)  High Noon: 20 Global Issues, 20 Years to Solve Them (Rischard)  UN Cyberschoolbus  Teach UNICEF  Girl Rising (curricular accompaniment)  Kiva U (curricular resources) Global Education

44. + Resources  Global Issues: An Introduction (Seitz and Hite)  Global Issues, Edition No. 4 (Payne)  Educating for Global Competence (Mansilla & Jackson)  A Path Appears (Kristoff & WuDunn)  High Noon: 20 Global Issues, 20 Years to Solve Them (Rischard)  UN Cyberschoolbus  Teach UNICEF  Girl Rising (curricular accompaniment)  Kiva U (curricular resources)  The Complete Guide to Service- Learning (Kaye)  Service Learning: A Guide to Planning, Implementing, & Assessing Student Projects (Berman)  Service Learning in Grade K-8: Experiential Learning That Builds Character & Motivation (Thomsen)  The Teen Guide to Global Action (Lewis)  The National Youth Leadership Council  Service-Learning Clearinghouse Global Education Service-Learning

45. + Questions & Comments swujcik@baldwinschool.org | @StephWuj45

Serving from Scratch: Developing a Global Education Course for Good

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