WELCOME TO MODELING GLOBAL CITIZENSHIP: CREATING UNDERSTANDING IN THE CLASSROOM

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Welcome to Riding the Waves into the Future by
Bringing the World into the Classroom February
18, 2005 Atlantic City, NJ Dr. Dorothy L. Baldwin
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PROGRAM OBJECTIVES.. A Develop a working
definition of a global citizenA Expand
background knowledge of Banks Stages of Cultural
Identity and how it relates to the classroom and
A Identify professional networks, curriculum
resources, and classroom activities and projects
designed to build global citizenship skills
while thinking globally and acting locally.
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SOMETHING TO PONDER   If we could shrink the
world to a village of 100 people Keeping the same
proportions as we have today    There would be
61 Asians 13 Africans 12 Europeans 14 from
North and South America 1 Australian (Oceania)
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  21 would speak Mandarin Chinese 9 English, 6
Hindi and 6 Russian 5 Bahassa and 5 Spanish 4
Arabic 2 Bengali, French, Japanese, Portuguese,
German and Urdu
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50 would be female
50 would be male 67 would not be
Christians 33
would be Christians 70 would be nonwhite
30 would be
white 80 would live in substandard housing
50 would suffer from malnutrition 14
would be able to read
Only 1
would have a college education
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6 people would have 59 of the worlds wealth
and they would be from the United States.
                          
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When one thinks about the world from this
perspective, the need for developing global
citizens becomes readily apparent.
When one considers our world from such a
compressed perspective, the need for both
acceptance, and understanding becomes glaringly
apparent.                         
When one considers our world from such a
compressed perspective, the need for both
acceptance, and understanding becomes glaringly
apparent.                         
Adapted from http//smart.tin.it/luccacos/miniatur
eearth/miniature_earth.htm
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How do you define global citizenship?

• Global citizenship

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Global Interdependence
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Global Interdependence
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Global Interdependence
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Global Citizenship also requires skills in
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Global Citizenship requires skills in
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Global Citizenship requires skills in
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Global Citizenship requires skills in
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Global Citizenship requires skills in
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• How does global citizenship develop?
• Where does it
  begin?

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Based on James A. Banks Stages of Cultural
Identity in Multiethnic EducationTheory and
Practice, Boston Allyn Bacon, 198,p.220.
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Our participation is primarily with and within
own ethnic group.
Based on James A. Banks Stages of Cultural
Identity in Multiethnic EducationTheory and
Practice, Boston Allyn Bacon, 198,p.220.
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We accept who we are and acknowledge conflicts
between cultures.
Based on James A. Banks Stages of Cultural
Identity in Multiethnic EducationTheory and
Practice, Boston Allyn Bacon, 198,p.220.
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We move beyond the experience of own ethnic group
and successfully participate in the dominant
culture.
Based on James A. Banks Stages of Cultural
Identity in Multiethnic EducationTheory and
Practice, Boston Allyn Bacon, 198,p.220.
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Moves beyond the experience of own ethnic and
dominant groups to viewpoint that encompasses
many ethnic groups.
Based on James A. Banks Stages of Cultural
Identity in Multiethnic EducationTheory and
Practice, Boston Allyn Bacon, 198,p.220.
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Demonstrates global point of view based on
knowledge, skills, attitude and actions.
Based on James A. Banks Stages of Cultural
Identity in Multiethnic EducationTheory and
Practice, Boston Allyn Bacon, 198,p.220.
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• We have to be concerned not just about us. We
  have to be concerned about all our brothers and
  sisters throughout our nation and world.
  Martin Luther KingIII
• 
  

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Global Interdependence
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Examining your role in the global community

• How are you connected to other countries in the
  world?
• In the next one minute, brainstorm a list of as
  many possible connection as you can.

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What connections do you have?

• How are you connected to different countries and
  continents of the world?
• To which countries and continents of the world
  are you connected?
• How many different connections did you discover?
• Are there any patterns that begin to form?

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• Technology is a powerful connection which has
  reduced the size of the world and can empower
  your students to experience the world in ways we
  as students never dreamed were possible.

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http//www.kidsplanet.org/
Global Interdependence
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Or Link Up With.

• ON LINE INTERACTIVE FORUMS
• http//www.epals.com/

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Creating a Worldwide Community...
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Or Link Up With.

• IDEAS FOR TAKING ACTION AS A GLOBAL CITIZEN
• http//www.worldwildlife.org/act/

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Getting involved means making decisions.We make
decisions about what to eat and what to wear
everyday, but, how often do we think about the
impact of those decisions on our world?

• http//ibuydifferent.org/

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DECISION
CONSEQUENCE
-

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OPTIONS
REASON FOR DECISION
http//www.enchantedlearning.com/graphicorganizers
/decision/
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Or Link Up With.

• ON LINE COLLABORATIVE PROJECTS For Social Studies
• http//projects.cbe.ab.ca/ict/2learn/mmspeight/vir
  tualmuseum/index.htm

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Or Link Up With.

• ON LINE COLLABORATIVE PROJECTS For Science
• http//www.k12science.org/currichome.html

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Or Link Up With.

• ON LINE COLLABORATIVE PROJECTS For Science
• http//www.globe.gov/globe_flash.html

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Global Issues
Hunger Disease Terrorism Child Labor
Global Warming Human Rights

• http//www.unicef.org/

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Blogging

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Global Issues
Hunger Disease Terrorism Child Labor
Global Warming Human Rights

http//www.rpcv.org/pages/sitepage.cfm?id219 Glob
al Issue Toolbox for Educators
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OTHER SITES EXPLORING GLOBAL ISSUES
INHunger Disease Terrorism
Child Labor Global
Warming Human Rights

• http//www.worldbank.org/html/schools/
• http//www.unaids.org/en/default.asp
• http//www.freethechildren.com/
• http//homepages.uc.edu/thro/index.html
• http//www.worldwildlife.org/climate/climate.cfm
• http//portal.unesco.org/education/ev.php?URL_ID1
  5200URL_DODO_TOPICURL_SECTION201

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Global Cultures


How do we teach respect and acceptance?


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What is respect?
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What is respect?
Find someone in the room who you dont
know. Introduce yourself to that person, and
spend three to five minutes talking about
respect.. What does it mean for you to show
respect, and what does it mean for you to be
shown respect?
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What is respect?
Respect is knowing each others name. is not
agreeing but learning from our differences and
understandings. is feeling safe to share. is
becoming part of the group or community.
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Should the new girl play?

• School had just ended. The children in the
  neighborhood headed for the park to play soccer.
  They formed two teams of eight players each.
• Just as they began the game, a girl new to the
  neighborhood ran up to one of the players and
  asked if she could play.

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DECISION
CONSEQUENCE
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OPTIONS
REASON FOR DECISION
http//www.enchantedlearning.com/graphicorganizers
/decision/
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Connecting students with the world
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http//exploringafrica.matrix.msu.edu/
http//www.curriculum.edu.au/accessasia/
http//ladb.unm.edu/retanet/

Global Cultures



http//www.peacecorps.gov/wws/educators/index.html
http//www.coe.ohio-state.edu/mmerryfield/global_r
esources/default.htm
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Or Link Up With..

• ON LINE INTERACTIVE FORUMS
• http//www.think.com/

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Or Link Up With.
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Or Link Up With.

• ON LINE INTERACTIVE FORUMS
• http//www.peacediaries.org/
• ON LINE COLLABORATIVE PROJECTS
• http//telecollaborate.net/education/edabout.html
  
• http//www.iearn.org/projects/socialscience.html
• IDEAS FOR TAKING ACTION AS A GLOBAL CITIZEN
• http//www.peacecorps.gov/wws/partnerships/index
  .html

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When a butterfly flutters its wings in one part
of the world, it can eventually cause a hurricane
in another
http//www.learner.org/jnorth/spring2004/monarch/i
ndex.html
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How one school in NJ is fluttering its wings

• http//www.iearn.org/
• http//www.iearn.org/projects/project_list.html
• http//www.iearn.org/projects/labour.html
• http//www.iearn.org.au/clp/proclam1.htm
• http//www.iearn.org.au/clp/
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  http//www.iearn.org.au/clp/mulukuku.htm
• (School from Warren, NJ
  working to build a school in Africa.)

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What another New Jersey school is doing.
http//projects.cbe.ab.ca/ict/2learn/mmspeight/mus
eumconnections/index.htm
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What actions will you take when you return to the
classroom to make the world a better place?
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• The difference between what we do, and what we
  are capable of doing, would suffice to solve most
  of the worlds problems.
• 
  Gandhi

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THANK YOU FOR COMING!
For additional information visit
http//edfolio.fdu.edu/baldwind/