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educating for global citizenship an etfo curriculum development inquiry initiative sponsored by the elementary teachers federation of ontario and funded in part by the government of ontario funded in part by the government of ontario

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published by the elementary teachers federation of ontario listed in alphabetic order by surname a compilation of curriculum development inquiry initiatives by etfo members alice assor-chandler mali bickley jim carleton antonino giambrone janice gregg jennifer hunter laura inglis carol peterson carrie schoemer tonia wojciechowski production dr kathy broad executive director oise/university of toronto dr mark evans associate dean oise/university of toronto dr anne rodrigue executive staff professional services editing gene c hayden gch communications editor wendy matthews editor copyright © 2010 elementary teachers federation of ontario etfo fédération des enseignantes et des enseignants de l élémentaire de l ontario 480 university avenue suite 1000 toronto ontario m5g 1v2 tel 416.962.3836 x2249 toll free 1-888.838.3836 fax 416.642.2424 www.etfo.ca

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table of contents 1 a global issues planning framework for junior and intermediate teachers 15 by tonia wojciechowski curriculum focus 16 abstract 16 dimensions of global understanding 16 research into practice 18 reflection 19 implications for student learning 19 curriculum samples 21 junior social issues planning framework 21 intermediate social issues planning framework 22 lesson plan ideas 24 curriculum support materials 28 lesson introduction to social issues intermediate 28 lesson children s rights superhero junior 31 lesson passionate psa intermediate 33 unit resources 36 child labour resources 36 environment/global warming resources 36 hiv/aids resources 36 the holocaust resources 37 human/children s rights resources 37 other resources 37 refugees resources 38 slavery/black history resources 38 war resources 39 teacher resources 39 dvd resources 40 online resources 40 educating for global understanding an etfo curriculum development inquiry initiative ix

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2 act and discover a human rights storydrama 43 by janice gregg curriculum focus 44 abstract 44 team 44 grades 3-6 44 dimensions of global understanding 44 research 44 research question 45 research into practice 46 curriculum sample 51 introducing the unit 51 school and rights of the child simulation 52 act one 52 act two 60 act three 66 curriculum support materials 73 teaching units on aboriginal studies 73 unit references 76 books 76 journals 76 web 77 primary sources 77 3 educating for global understanding an online teachers resource visual art supporting global education across the curriculum 79 by alice assor-chandler curriculum focus 80 abstract 80 rationale 80 grade subject and/or level of the curriculum 81 curriculum connections 81 research into practice 81 x educating for global understanding an etfo curriculum development inquiry initiative

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curriculum samples 85 lesson 1a illustrations letter writing and music/christmas booklets 86 lesson 1b sample art ­ music booklet 88 lesson 1c sample art ­ christmas booklet 88 lesson 1d sample letters grades 4-7 89 lesson 2 comic stips one day in the life of 90 lesson 3 school plan grade 7 french immersion 91 lesson 4 mapping my life road ma vie d ici et d hier 92 reflections 93 unit resources 94 resources 94 teacher examples 95 4 head heart hand integrating global and character education into any classroom 97 by laura inglis curriculum focus 98 abstract 98 dimensions of global understanding 99 grade subject and/or level of the curriculum 99 research into practice 100 summary of findings 101 curriculum support materials 103 overview 103 september respect equality 104 october responsibility 106 november empathy lest we forget 108 december kindness/caring think globally act locally 110 january teamwork take action 113 february fairness i have a dream 115 march honesty children s rights 117 april co-operation children s rights/environmental awareness 119 may integrity environmental awareness 121 june perseverance advocacy 123 educating for global understanding an etfo curriculum development inquiry initiative xi

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unit resources 125 books 125 online resources 130 videos 131 5 integrating literacy and content areas into global education using ict and project-based learning 133 by jim carleton and mali bickley curriculum focus 134 abstract 134 research into practice 135 rationale for integrating global education into curriculum through ict 135 curriculum samples 137 description of collaborative projects 137 unit resources 141 learning circles 141 elementary teachers federation of ontario articles 141 online resources 141 6 literature circle ciritical discussions about global issues 143 by jennifer hunter curriculum focus 144 abstract 144 dimensions of global understanding 144 research into practice 146 implications for student learning 147 curriculum sample 149 outline 149 culminating activity lesson plan taking social action 153 curriculum support materials 160 book list 160 unit resources 173 books and magazines 173 online resources 173 xii educating for global understanding an etfo curriculum development inquiry initiative

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7 sing around the world 175 by carol peterson curriculum focus 176 abstract 176 rationale 176 curriculum focus 177 three core music learning expectations 177 research into practice 178 implications for student learning 179 reflections 180 curriculum samples 181 lesson 1 world-mindedness 181 lesson 2 child centredness 183 culminating task 185 curriculum support materials 186 lyrics for songs 186 unit resources 188 student resources 188 teacher resources 188 cd resources 188 online resources 189 8 speak up teaching students to advocate on behalf of themselves and others 191 by carrie schoemer curriculum focus 192 focus 192 abstract 192 research into practice 193 literature 193 data 194 reflection 195 curriculum sample 197 phase 1 modeled action 198 phase 2 shared action 199 educating for global understanding an etfo curriculum development inquiry initiative xiii

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phase 3 independent action 202 curriculum support materials 203 historical social change 203 notes organzier historical social change 204 action template 205 persuasive strategies 206 unit resources 207 student resources 207 teacher resources 207 online resources 207 9 using drama strategies in issues-based learning to affect students desire to engage in action on global issues 209 by antonino giambrone curriculum focus 210 abstract 210 three core learning expectations 210 research into practice 211 literature review 211 putting research into practice 212 challenges encountered in implementaiton 213 curriculum samples 215 lesson 1 215 lesson 2 220 curriculum support materials 223 lesson 1 support materials 223 lesson 2 support materials 228 unit resources 234 student resources 234 teacher resources 234 online resources 234 xiv educating for global understanding an etfo curriculum development inquiry initiative

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global education 1 a global issues planning framework for junior and intermediate teachers by tonia wojciechowski

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a global issues planning framework for junior and intermediate teachers by tonia wojciechowski 1 curriculum focus abstract both the junior and intermediate frameworks outline a month-by-month plan to lead discussion and activities on various global issues each framework culminates in a media activity that draws on student learning understanding and experiences throughout the year allowing them to choose an issue to further explore and present junior students via a graphic comic and intermediate students via a public service announcement issues are explored through various reading writing oral media and dramatic activities alignment with ministry curriculum junior expectations language including reading writing oral and media · extend understanding of texts by connecting the ideas in them to their own knowledge experience and insights to other familiar texts and to the world around them · generate ideas about a potential topic using a variety of strategies and resources · identify their point-of-view and other possible points-of-view on the topic and determine whether their information sufficiently supports their own view · produce media texts for specific purposes and audiences using a few simple media forms and appropriate conventions and techniques dimensions of global understanding knowledge of a global dynamic the idea of the earth as an `interconnected system human choices the idea of the power to act on issues social action ­ students have the power to create change learning empathy empowerment change 16 drama · provide support for their interpretations of personal experiences and aspects of history which they have presented through drama and dance educating for global understanding an etfo curriculum development inquiry initiative

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a global issues planning framework for junior and intermediate teachers · provide evidence for their interpretations of personal experiences and events of social significance which they present through drama and dance using a variety of research sources · create rehearse and present drama and dance works to communicate the meaning of poems stories paintings myths and other source material drawn from a wide range of cultures or difficult texts give evidence of any biases they may contain and suggest other possible perspectives · gather information to support ideas for writing using a variety of strategies and a wide range of print and electronic sources · identify their point-of-view and other possible points-of-view evaluate other points-of-view and find ways to respond to other points-of-view if appropriate · produce a variety of media texts of some technical complexity for specific purposes and audiences using appropriate forms conventions and techniques 1 social studies · demonstrate an understanding of the rights privileges and responsibilities of citizenship as well as willingness to show respect tolerance and understanding towards individuals groups and cultures in the global community and respect and responsibility towards the environment · learn that protecting human rights are essential components of responsible citizenship · learn how to locate relevant information from a variety of sources drama · produce pieces of writing in which they reflect on their experiences in drama and dance and in which they show their ability to analyze and find solutions to problems in real life · produce pieces that deal appropriately with youth problems · select appropriate themes that deal with specific situations and that are aimed at a specific audience · choose technology for enhancing their drama and dance work and evaluate the effectiveness of their choice intermediate curriculum expectations language including reading writing oral and media · extend understanding of texts including increasingly complex or difficult texts by connecting the ideas in them to their own knowledge experience and insights to other texts and to the world around them · identify the point-of-view presented in texts including increasingly complex educating for global understanding an etfo curriculum development inquiry initiative geography grade 7 the following specific expectations may be addressed through examinations of environmental human rights issues 17

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a global issues planning framework for junior and intermediate teachers · choose an environmental issue that illustrates one of the themes of geographic inquiry and explain why various individuals and groups have different opinions on the issue environment · explain the geographic concept of movement refugees 1 research into practice cherian finney 2008 tikkun olam to repair and perfect the world the importance of teaching social justice pedagogy the international journal of learning 15 2 287294 teaching curriculum through a lens of social justice can help to bring humanity one step closer with the idea of tikkun olam repairing and perfecting the world studying social issues in the classroom means venturing into the world to learn about the first-hand experiences of others reading and writing about social issues then allows for social action it is the role of the teacher to ensure students feel safe in their classroom environments to participate in discussions and feel empowered to act on issues with standardized testing on everyone s minds some teachers may feel compelled to limit the amount of new material into the classroom as well some may not feel comfortable bringing global issues into classroom discussions and activities however educators must put inhibitions aside and focus on vision and community if they are to encourage students to leave school with a sense of caring empathy and a willingness to act vision allows for teachers and students to help shape a preferred future through caring for one s self and others community focuses on active engagement in the world and interdependence and requires opportunities for students to connect with others social justice pedagogy allows teachers and students to begin to repair and perfect the world what the world is is not as important as what we are to do in it griffin-wiesner jennifer and chris maser 2008 teaching kids to change the world lessons to inspire social responsibility for grades 6-12 minneapolis mn search institute press helping students realize that we are all interdependent and that we exist in relationship to everything else is the first step to social change ­ 18 educating for global understanding an etfo curriculum development inquiry initiative

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a global issues planning framework for junior and intermediate teachers both locally and globally as teachers we are in a position to help students recognize that they can be positive catalysts to create change by empowering and guiding them to make this interdependent connection young people the students in our classrooms are the energetic people that our world needs to improve and create a healthier future students need to be able to develop a strong voice in order to truly speak for change and to access the support of educators to help them take action teaching about social issues and social responsibility is all about engaging students in activities that make students aware of their choices and the impact those choices have in the present and for the future the focus should be to empower young people to take ownership of their world and create an environment that nurtures assets help young people view the world through the lens of their own strengths rather than simply overwhelming them with a litany of problems they must overcome miller john p 1996 the holistic curriculum toronto on oise press inc with the current focus on standardized testing and a push for positive outcomes the curriculum has become somewhat desouled john p miller the holistic curriculum 1996 a soulful learning experience one that seeks to restore a balance between an individual s inner and outer lives is necessary to breathe new life and energy into the classroom environment reflection i believe that teachers must use education to help create social change by tapping into the souls of their students encouraging them to connect to society through a sense of compassion as educators if we choose to infuse these connections into our daily lessons and activities students may realize they are all part of a fundamental unity and begin to feel a responsibility to each other teaching that involves the head heart and hand is imperative to foster connection with others and to create social change students must be able to learn to think with the `head feel with the `heart and help create change with the `hand in introducing my students to social issues each year it is my goal to not only help them become aware of the many problems that occur around the world but to also have them experience a connected feeling a sense of soul connection that will enable them to recognize how they are implicated in these problems and hopefully motivate them to act on the issues we discuss 1 implications learning for student as an educator i have thought about various problems that occur in our communities our countries and our world and how they may be understood by my students as adults we are inundated with social issues every day and so educating for global understanding an etfo curriculum development inquiry initiative 19

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a global issues planning framework for junior and intermediate teachers are our youth i have come to realize that it is necessary to bring social issues into my classroom teaching about social issues has made me a more compassionate educator i believe that when teachers authentically model compassion it is more likely their students will similarly cultivate compassion in their own lives and relationships from compassion comes social action encouraging students to make positive contributions to the world in which they live inevitably my own spirit becomes ignited in the classroom when i am exploring social issues indepth with my students thereby nourishing my own soul as well each step of the way 1 my students must be able to reflect on their lives and identify how they are connected to society they must learn how they can begin to make a difference regardless of their age throughout the past few years i began to incorporate aspects of holistic education into my classroom lessons and activities in particular i focused on the strand that facilitates social change and the development of social action skills largely by stimulating student participation in their communities as an educator i play a crucial role in bringing about social change by teaching a `real curriculum that nourishes students souls and personal growth while connecting them to broader society 20 educating for global understanding an etfo curriculum development inquiry initiative

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a global issues planning framework for junior and intermediate teachers curriculum samples junior social issues planning framework focus ­ `children s rights september introduction to `rights wants and needs refer to lesson plans that follow planning framework month september october right a child s right to food a child s right to water a child s right to shelter right to education example lesson ideas hunger banquet explore `fair trade using bananas examine global water facts online game water alert timeline/journal a child refugee s experience create a village using government funding simulation activities that help students identify differences in rights to education explore topic of education and relate it to the united nations conventions on the rights of a child example supporting resources www.oxfam.ca www.youthdevp.org/thinkfast resources/banana.pdf www.worldvision.ca dare to care water for all free downloaded activities as well as jump in water magazine www.unicef.org voices of youth section under `water environment and sanitation gerveille s journey a child refugee s diary use a timeline graphic organizer to fill in while reading the journal as a read aloud www.worldvision.ca village planners lesson plan education for all the world s children www.getloud.ca www.unicef.ca educators resources bringing children s rights alive ­ activity 4 on education using an on-line game ­ ayiti the cost of life www.unicef.org/voy/explore/rights/explore_3142 html questions and graphic organizers available with resource many activities related to education especially for girls in the resource going to school the road to hope 2004 www.unicef.ca under teacher s guides www.righttoplay.com free teacher resource that focuses on using sport and play to develop life skills improve health and encourage peace for the world s children www.un.org/works/goingon/mines/lessonplan landmines.html includes activities evaluation extension activities resources 1 november december january february march april may june a child s right to play various `right to play activities focus on landmines as one inhibitor of a child s right to play safely educating for global understanding an etfo curriculum development inquiry initiative 21

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