Global+Awareness

=GETTING STARTED (Especially important to keep track of where we are if you are absent and need to make up work during the Cultural Awareness Unit.)=

=//INTRODUCTION TO COURSE//=

Distribute and review syllabus. Signature page due by Tuesday, April 17th.
= Classroom Rules Video: = []

What is global awareness and why does it matter?
The **globally aware** person has the knowledge, competencies, values, and temperment to act in an informed manner, demonstrate empathy, engage in effective intergroup communication, and build community across social, cultural, political, environmental, geographic, and economic boundaries.

//[|Why does Global Awareness Matter?]//
**Global Awareness Classroom Activities** =Teacher: What is this class all about? Learning how to become a "Global Citizen!"=

[|The World We Want]

[|Global Citizen: Rise Together]

[|Global Citizen: Hugh Jackman]

[|What is a Global Citizen?]

[|Little acts make a big difference!]

**Teacher: What is a "Global Citizen"? A Global Citizen is someone who identifies with being part of an emerging world community, not just their local or national community. Specifically...**

A Global Citizen is someone who:

 * is **__aware__** of the wider world and has a **sense of their own role** as a world citizen
 * respects and values **diversity**
 * has an **understanding** of how the world works
 * is outraged by **social injustice**
 * **participates in the community** at a range of levels, from the **local to the global**
 * is **willing to act** to make the world a more equitable and sustainable place
 * **takes responsibility** for their actions.

**So a Global Citizen is a person who doesn't just see themselves as a citizen of their local community, but as a citizen who is involved in the world--our largest community--and contributes to its well being.**

=//**IF you want to be truly successful in the 21st century, then you must first be __aware__ of the world and its various places, cultures and concerns. Let's explore the world together to start on our path to Global Citizenship!**//=

= = =//**Step One on our path is "Global Awareness."**//=

=//**DAY 1--GLOBAL AWARENESS: MALALA YOUSAFZAI**//=

__ (show videos and discuss after each--limit to 2-3 minutes): __
[|Canadian Broadcasting Center Report on Malala] SHOW FROM 3:17-6:26

Discussion: Where is Malala from? What is the Taliban? What is Malala's cause--what is most important to her?

[|CNN: The Story of Malala]

Discussion:

[|BBC New: Malala's Story]

Discussion: What did Malala say about the Taliban's idea of the religion of Islam? How many children around the world don't go to school around the world? What do you think the reasons are for that?

[|Ellen DeGeneres Show: The Incomparable Malala Yousefzai] SHOW From 4:15-5:30

Discussion: What does Malala want American children to understand about many children's lives in other countries?

[|Malala Yousafzai addresses United Nations Youth Assembly] SHOW From beginning to 5:30

Discussion: Where is Malala speaking? Why is her shawl important to her? What right did Malala say that she and other girls did not have in Pakistan under the Taliban? Why was she shot by the Taliban? Why didn't she stop speaking out?

HOMEWORK:: WRITE A PARAGRAPH ANSWER TO THIS PROMPT USING THE GLOBAL CITIZEN CHARACTERISTICS ABOVE AS A GUIDE: OPEN AND PRINT THE FILE BELOW IF YOU DO NOT HAVE YOUR HOMEWORK PAPER.






 * IF TIME ALLOWS....**

Watch this video on "The World's Largest Lesson"

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=DAY 2: GLOBAL CULTURAL GEOGRAPHY [|Flags of the World song (Bell Ringer)] and [|Animanics Countries of the World Song]=

Click on the link below to do a simple geography quiz, to see if your cultural geography knowledge is up to par!
[|Simple Geography Quiz]

ACTIVITY #2
==//Here's a link to a geography game which will help you evaluate how much you know about the physical, geographical world. From the menu on the left, __play each game in this order.__ You have 10 minutes total to attempt all the games://==

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= ACTIVITY #3 =

Complete Global Connector Hunt: Explain the activity and pass out the chart.
= = = DAY 3: CULTURE =

= What is culture? = = = =//Click on the file below to continue your exploration of culture. Today you need to come up with a definition and understanding of culture. You will be doing some exercises on your own and some with others today. Be sure to read the letter/directions carefully and follow the instructions of your teacher exactly. Let's keep the exploration going!//=

Show PPT, discuss

Students complete attached worksheet. Do Exercise A (Culture Tree handout and teacher Key) and Exercise B (United States Features of Culture chart)--choose 10 features to give an example--work with group of 4 people). Students complete the Iceberg Organizer handout for HW.. Directions: Students must write their examples from the Features of Culture chart either above or below the water line on the iceberg--to represent obvious or hidden cultural examples. =[|What is the Culture Iceberg?]=

=DAY 4: CULTURAL IDENTITY=

**Activity What is your Cultural Identity?** **Classwork and Homework** =//Click on the file below to continue your exploration of culture. You will be working on your own today. Be sure to read the letter/directions carefully and follow the instructions of your teacher exactly. You will also be using another website today. If you were absent for this activity, be sure to copy and paste the worksheet onto a NEW Word document BEFORE your type your answers. Print your work and bring it to class.//= ==

==//Complete the organizational chart provided by your teacher to write one or two words to describe your cultural identity in the culture categories your teacher discussed with the class. Be sure to think of "nouns" to describe your cultural identity--not "adjectives." For example, for "Hobbies/Interests", if you identify with other people who are involved in sports and spend significant time with them, then you are part of this culture group. Write "athlete" instead of "athletic" for this category.//==

= Stereotypes = =//Click on the file below to complete your exploration of culture. You will be working with a partner today. Be sure to read the letter/directions carefully and follow the instructions of your teacher exactly. Let's finish our exploration of culture!//=

//Why do you think he assumed these things? (Because she looks different from him)//
===//How did he show his assumptions? (Surprised her English was "perfect", spoke more slowly and used a gesture for "from" when she seemed confused, used a Korean greeting with her, mentioned a Korean BBQ and Kim chee (a Korean Salad) that he liked.)//===

//What words did he use for himself? ("American" or "regular American").//
===//Why did she ask him if he was Native American? (Because he didn't distinguish between them and himself in his wording--he isn't native to America!) Where did he say "his people" were from? (England)//=== ===//Why did the woman break out a British accent, quote Shakespeare, pretend to be a sailor, mention tea, use certain expressions, and say she really liked Fish 'n Chips? (she was making a point about assuming that he would understand and like all those things simply because his family was from England--just like he did with her and the "Korean thing.")//===

//Thes video showed examples of STEREOTYPES of Korean and British people groups. Let's look more closely at stereotypes.//




//[|British Stereotypes of Americans] (Stop by 4:00!!!)//
===//What stereotypes did you note in the video? Do you think these are fair? Why do stereotypes even exist? (Because people tend to group other people by characteristics. The problem is, although we do belong to various groups (nationality, ethnicity, gender,//===

=Day 5--Culture Shock=

CULTURE SHOCK LESSON: Use "Stages of Culture Shock" handout.
=[|Culture Shock Video]=

=[|25 Huge Culture Shocks Video]=

=Day 6-- World as 100 People=

[|If the World Were a Village of 100 People]
==If we learn about the problems other people face in the world, we will increase our __global awareness__ and our __empathy__ at the same time! Let's learn about three of the challenges some people in the world face each and every day.==

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How many of the world's hungry people (%) come from developing countries?

What three things can help developing countries help feed their hungry people?

What is the main solution to finding new ways to feed hungry people?

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How many children (%) in the world do not finish primary/elementary school (5th or 6th grade)?

What are the three reasons that children don't get a basic education?

What do many believe can be the solution to educating children who have no schools or teachers? (providing that there is a source of power and a way to get the information to them?)

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Today, countries fight over control of land and energy resources. What will wars be fought over in the future? Why?

How much of the world's water (%) is fresh water and available to human beings for drinking and washing?

How will young scientists help find a solution to the world's lack of sufficient water?

**Assessment: Global Awareness Collage Project**

Click on this link for directions, timeline and rubric!
= = =BRIDGE TO EMPATHY UNIT:=

2nd time: Watch the video "If the World Were a Village of 100" (13 minutes)
=[|If the World Were a Village of 100 People]=