Lesson 1: Introduction to Global Citizenship and Educational Poverty

Strands: Global Citizenship, Poverty, and Education

Materials Needed:

• 10 Steps to Becoming Global Citizen

• We are Global Citizens

Learning Objectives:

NCSCOS:

Competency Goal 6: The learner will recognize the relationship between economic activity and the quality of life in Africa, Asia, and Australia.

6.01 Describe different levels of economic development and assess their connections to standard of living indicators such as purchasing power, literacy rate, and life expectancy.

6.02 Examine the influence of education and technology on productivity and economic development in selected nations and regions of Africa, Asia, and Australia.

6.03 Describe the effects of over-specialization and evaluate their impact on the standard of living.

Goal/Objective:

• Students will recognize and have a clear understanding about global citizenship and its importance in implementing it in our daily lives.

• Students will analyze and creatively synthesized the issues related to economics and education, and understand the educational inequality happening in the world around us due to economic issues.  

 (We will also connect the topic about poverty and its role in education)

PBI Phase:

Students will be presented with a compelling question: “How does global economics impact education?”

Part 1: Gathering and analyzing information (students will touch base on the following phase)

Specific description of learning activities:

1. Students will be presented with the pre-made journal (will be attached) and define the following term to define: Global Citizenship, Poverty, Inequality, and Quality.

2. We will discuss these terms as a class, and students will be asked to tell ways in which we can connect Global Citizenship to poverty.

3. Students will watch the YouTube video “We Are Global Citizens”, and we will discuss as well as have the students write three points pertaining to the short clip and what stood out to them.

4. Students will each have a copy of “10 Steps to Becoming Global Citizens”

   5.  We will discuss their thoughts about these steps, and each student will write down three points they find                  most interesting and why (in their packet journal)

   6.  Jigsaw Activity: Students will work in groups and be given some time to answer these three questions:                      How do you think we got the idea of global citizenship that we currently have today?

         How do people become global citizens?  

         In which ways do they express their global citizenship?

         Afterwards, studens discuss their answers among each other, and then each group is given a poster to                    write their respoeses and present to the class. 

   7.  Describe the importance of global citizenship and how we should care for one another, regardless of our                 race, ethnic background, socioeconomic status, etc. and shift toward poverty and how nearly half of the                      worlds population (more than 3 billion people) live in poverty, and about 1.3 billion live in extreme              

         poverty.

    8. Show them the following statistics 

                    3 billion people live in poverty      

                    1.3 billion live in extreme poverty

                    1 billion children worldwide live in poverty 

                    22,000 children die each day because of poverty

Statistics from: 11 Facts About Global Poverty

 Ask students,

• How do you define poverty?

• Do you think it’s possible to eradicate extreme poverty in the world? How?

• Which of these factors do you think are the most effective in fighting against poverty? Why?        

       -Economic Growth in the country

       -Strong Government

       -Loans

       -Empowering and educating Women

       -Redistribution of the land

         9.   Present the students the following quote, this was a saying by Chris in the “Living on One Dollar”                                documentary, “It is the situation they are in that is holding them back, not who they are.” Have the    

               students work in pairs, and discuss whether they agree or disagree with this quote. Afterwards,

               discuss in class.

         10. Students will then be presented with the requirements for the unit (they will be presented with the                            PBI Model and shown through the phases)

Emphasize the importance of thinking globally, and acting as a global citizen while we think about poverty and its part in education. Furthermore, they will be presented with the question “How does global economics impact education?” They will list 3 ways that poverty affects the educational status of many people around the world.

Lesson 2: Global Poverty Pertaining to Education (Gathering and Analyzing Information)

Strands: Global, Poverty, and Education

Materials Needed:

The Universal Declaration of Human Rights

Living on One Dollar: (Not) Going to School

First Day of School

Just Bring a Chair

Worlds Best Teacher is Back to School

Educational Inequality in South Africa

Educational Inequality in India

Australian Schools: Engines of Inequality

Learning Objectives:

NCSCOS:

Competency Goal 6: The learner will recognize the relationship between economic activity and the quality of life in Africa, Asia, and Australia.

6.01 Describe different levels of economic development and assess their connections to standard of living indicators such as purchasing power, literacy rate, and life expectancy.

6.02 Examine the influence of education and technology on productivity and economic development in selected nations and regions of Africa, Asia, and Australia.

6.03 Describe the effects of over-specialization and evaluate their impact on the standard of living.

Goal/Objective:

• Students will recognize and have a clear understanding about global citizenship and its importance in implementing it in our daily lives.

• Students will analyze and creatively synthesized the issues related to economics and education, and understand the educational inequality happening in the world around us due to economic issues. 

   

PBI Phase:

Part 2: Students will gather and analyze information

Specific description of learning activities:

1. Explain to the students that in order for us to know and understand the problems that are going on around us, its important for us to know what our rights are, especially the ones listed in the Universal Declaration of Human Rights.

2. After going over The Universal Declaration of Human Rights document, have the students think about the ones they are entitled to, and then make a list of the places and people who aren’t enjoying these same human rights they have.

3. Focus on Article 26, in regards to education, and discuss what kind of implications of being denied this right could have and how it could impact one’s life.

4. Next, watch the video Living on One Dollar: (Not) Going to School

5. Ask the following questions: Do you think language barrier is one of the reasons to why many people live in poverty? (especially with indigenous people that live more in the country-side) What other reasons do you think contribute to poverty and lack of educational opportunities?

    6. Cubing Activity: Pass out the Cubing Activity Template, and have each student complete the following:

   7.  Students will look at the question “How does global economics impact education?” and briefly discuss a few            answers from student

   8.  Students will be informed that they will watch a series of clips and they will have to think about how they all           connect to each other, particularly how does global economics impact these people’s education in that part of         the world: First Day of School, Just Bring a Chair, and World’s Best Teacher is Back to School.

   9.  Next, have the students create a Concept Map; whereas students will brainstorm key words from the videos             and chose one to be the center of the concept map. The class will then be separated into groups and each                 group will make one part of the map by expanding on the key words that is related to the center word and               branch out their ideas from there. The groups will then present their branches to the class and discuss, as               well as elaborate the new concepts.

  10. Students will then watch: Educational Inequality in South Africa, and Educational Inequality in India

  11. The students will complete the Cause-and-Effect Worksheet Activity in groups and discuss the causes and                effects of educational inequality and how it connects to global economics, as well as the ways it has impacted          education in those parts of the world.

   12. Students will read the article, Australian Schools: Engines of Inequality. They will complete the Think-Pair-  

         and Share Activity. Read the passage aloud as class, then I will ask the students, “How do you see      

        educational inequality played out in Australia?” “How does global economics impact education in Australia?”             “How does socioeconomic status impact educational opportunities in Australia?” They should think about the            answer to the question. They will be paired with another student, and work together to answer the question.           Then they will share their answers with the rest of the class. 

Lesson 3: Creatively Synthesize Information: Fish Bowl Discussion

Strands:

Materials Needed:

NCSCOS:

Goals/Objectives:

PBI Phase: 

Specific Description of Learning 

1. Students will look back at their progress and worksheets completed, as well as questions that were answered, and creatively synthesize the information by completing a KWL chart answering the following question "how does global economics impact education?"  We will also have as a Fish Bowl Discussion.

2. The KWL chart will be passed out, and the students will be given the following question “How does global economics impact education?”

3. They will fill in the KWL chart based on their previous work, and write what they Know and what they still “Want to Know.”

4. Students will then conduct a fish-bowl discussion revolving around the question, “How does global economics impact education around the world.” Remind them that they have to point to what we have watched and learned so far in our classes. They will have to think about causes and effects, as well as solutions to the educational inequality issue in the world.  

5. Afterwards, students will complete (if they haven't yet) out the “Want to Know” column in the KWL chart, and fill out “What I learned” after the discussion.

6. Students should begin working in groups and start on the PreziPresenations that will be presented tomorow. They will continue this also for homwork. (3 students per group) 

1. Students will have collected all of their information and should continue working with a partner to conduct a visual presentation of their knowledge. They will evaluate and revise their presentations. 

2. Students will follow the following criteria for the presentation: