Designing Lessons for Global Citizenship

What does it mean to be a Global Educator and how can we design lessons that

help students become Global Citizens?

Honor Moorman and Amy McCammon

• Welcome, Introductions, & Overview• Global Citizen Survey• Video: Global Citizen Journey• What does Mark Gerzon Have to Say?• Defining Global Competence• Designing Lessons for Global Citizenship• Discussion

Agenda

Honor MoormanHonor Moorman is an educational consultant and online network facilitator with the Asia Society’s International Studies Schools Network. She primarily works with two New York City high schools: The Global Learning Collaborative and The High School for Language and Diplomacy.Honor previously served on the faculty of The International School of the Americas as an English Language Arts teacher, Internship and Service Learning Coordinator, and Dean of Instruction for English and Social Studies. She has also taught pre-service teachers at Texas State University and Trinity University and served as a secondary literacy specialist for the North East Independent School District. In addition, Honor was formerly a co-director of the San Antonio Writing Project and the associate editor for NCTE’s Voices from the Middle.Email: [email protected]

Amy McCammon

Amy works with school leaders and teachers, providing strategic support for operations, curricular design, and instructional strategies. She is also coordinating the technical support for seven internationally focused schools in the Los Angeles area.E-mail: [email protected]

Amy McCammon is an International Studies School Network - West Coast Coordinator. She holds an M.Ed. focusing on the integration of technology into classroom practices.

Global Citizensor

American Citizen, Global Citizenby Mark Gerzon

The Five Stages of Becoming a Global Citizen

• Citizen 1.0 – Worldview based on one’s self (egocentric)• Citizen 2.0 – Worldview based on one’s group (ideocentric)• Citizen 3.0 – Worldview based on one’s nation (sociocentric)• Citizen 4.0 – Worldview based on multiple cultures (multicentric)• Citizen 5.0 – Worldview based on the whole Earth (geocentric)

Global Citizen Survey

Context: We all have an egocentric view of the world because of our individuality and an ideocentric view of the world that was formulated from the various family, religious, cultural, and other groups that we are surrounded by throughout our lives.

Goal: To self identify the stage you think you are in as a Global Citizen.

People feel connected to different places and groups.How do you feel about each of these statements?

[Strongly agree, Agree, Neutral, Disagree, or Strongly disagree]

• I feel strongly connected to my local community.

• I feel strongly connected to my country.

• I feel strongly connected to an ethnic group.

• I feel strongly connected to a religion.

• I feel strongly connected to the global community.

The leaders of the governments of 189 countries reached agreements in 2000 on the reduction of poverty, disease and hunger by 2015.

These agreements are called the Millennium Development Goals (MDGs):

1. Eradicate extreme poverty and hunger 2. Achieve universal primary education 3. Promote gender equality and empower women 4. Reduce child mortality 5. Improve maternal health 6. Combat HIV/AIDS, malaria and other diseases7. Ensure environmental sustainability (a sustainable living environment,

clean drinking water and better facilities in slums)8. Global partnership development (access to affordable medicines and a

fair-trade system by reaching worldwide agreements on development aid)

Millennium Development Goals (MDGs)

Do you think the MDGs will be reached in 2015?• All the MDGs will be reached. • Most of the MDGs will be

reached. • A few of the MDGs will be

reached. • None of the MDGs will be

reached. • I wasn’t aware of the MDGs.

Are you involved in the MDG initiative?• Yes, I am supporting this initiative

in some way.• No, not aware or not involved.

How would you characterize members of a global community?(multiple answers possible)

• A group of like-minded people who share a common concern for the welfare of the world.

• A group of people with a common lifestyle.• A group of people with a common set of religious beliefs. • A group of people who believe in the use of international law.• A group of people who believe in a (future) form of global government. • A group of people committed to devoting time and energy in helping

people in need. • All citizens in the world, rich and poor.

What are your current news sources?(multiple answers possible)

• Reuters• CNN• BBC• Google News• Google News editions from

other regions of the world

• Newseum• Global Voices• The Globalist• Other

How have you witnessed the world?(multiple answers possible)

Mark Gerzon states, “Witnessing is observing from a place of deep awareness and inclusive attention.”

• I have witnessed the world from outer space.• I have witnessed the world from another country.• I have witnessed the world from my home in my country.

Has your worldview changed in the last decade from the influence of immediate global communication?

According to Gerzon, “We cannot remain caught in narrow worldview when the lens through which we view the world is getting wider and wider.”

• Yes• No

How many continents are there on this planet?

• 5• 6• 7

Is it easier to label people than to learn who they are and what they represent?

• yes• no

I have read the following and listened for deep awareness.(multiple answers possible)

• The Bible • The Koran • The Torah • The Upanishads • The Bhagavad Gita • Other• None of the above

How will companies geo-partner with the world?(multiple answers possible)

• Rewrite business plans that take the Earth into account.• Eliminate toxic water discharge.• Make products lines recyclable or reusable.• Reduce poverty while protecting the environment.• Other• Not aware of geo-partnering.

What happens when a tragic world event unfolds?

According the Gerzon, "Citizens 1.0-3.0 want to believe that their group, or their country, is right and others, therefore, must be wrong. But as we evolve into 4.0-5.0 we recognize the likelihood of encountering multiple versions of reality and we accept that it is our responsibility to learn to make sense out of them.”

This is a reflection question, no answer needed.

Do Global Citizens 4.0-5.0 build a bridge or a wall?

• bridge • wall

Do you have to unlearn to become a Global Citizen 4.0-5.0?

According the Gerzon, “The challenge of global citizens is to unlearn the half-truths that separate us and re-learn the deepertruths that connect us.”

• yes• no

Which stage of Global Citizenship best describes you?

• Citizen 1.0 – I view the world based on personal perspectives.

• Citizen 2.0 – I view the world based on my different groups’ perspectives.

• Citizen 3.0 – I view the world based on what I believe are national perspectives.

• Citizen 4.0 – I view the world by looking at multiple perspectives.

• Citizen 5.0 – I view the world by looking at the planet as a whole.

Will your self assessment change after viewing this video?

Video: Global Citizen Journey

Will your self assessment change after hearing thesepassages from Mark Gerzon?

What does Mark Gerzon have to say?

“The truth is that we are all profoundly affected by the decisions and actions of people whose faces we may never see, whose language we may never speak, and whose names we would not recognize – and they, too, are affected by us. Our well-being and in some cases our survival, depends on recognizing this truth and taking responsibility as global citizens for it.”

p. xii

“Our genes are global. Our genes define with amazing scientific accuracy our family tree all the way back to the beginning of Homo sapiens in Africa. Genomic research can easily establish exactly who our ancestors are and where they come from. Our genes prove that we are one human family, and that all of us are related. As the activist rock musician Bono gingerly asked a US audience: ‘Could it be that all Americans are . . . African-Americans?’ ”

p. xv

“Our bodies are global. If we investigate the origins of the food we eat, or the medicines we take, we quickly discover that many of the ingredients are not local. Except in a few remote areas, most of our diet is not home-grown. Furthermore, the air and water on which we depend for our survival – while it may seem local when we breathe or drink it – are part of ecosystems that cross all boundaries.”

p. xv

“Our societies are global. When we observe the communities in which we live, we no longer exclusively see people who look like us. Our neighbors or co-workers, our children’s classmates, the people we pass as we travel to work – they are becoming more and more diverse. They come from other places and other cultures. In some of our communities, they come from all over the world.”

pp. xv-xvi

“Our economies are global. When a financial crisis strikes, as it did most recently . . . the shock waves are global. Not just in one country, but in scores of nations around the world, stock markets plummet. The value of the money in our pockets is determined as much by the global currency market as by the actions of our own national government that printed it. Chances are high that our jobs, and certainly our children’s careers, will depend increasingly on the global economy.”

p. xvi

“Our environment is global. The warming climate, the loss of forest land and the increase in erosion, the acidification of the oceans, the scarcity of fresh drinking water – these are global trends. We cannot protect our air, water, soil or food supply with only national environmental protection policies. Ultimately, we need environmental policies that transcend national borders.”

p. xvi

“Our possessions are global. Almost everyone lives in a dwelling, or rides in vehicles, or has possessions, which contain components that were made outside the borders of their own country. We can test the accuracy of this statement simply by looking at the things we own. The clothes that I am wearing, the computer on which I write this sentence, the watch on my wrist – all of these artifacts were made outside the country where I live.”

p. xvi

“Our civic life is global. There is no country on the face of the Earth whose politics is not influenced by forces outside its own borders. This is true in giant nations like China, Russia, or the United States, and in small ones like Singapore, Nepal, Kosovo, or Rwanda. Today our ‘internal’, national political debates are more frequently than ever before shaped by ‘external’, international factors.”

p. xvii

“Even our religions are global. The beliefs we hold (or which, perhaps, we have rejected) have been formed and re-formed over many centuries, and through many cultures. Whatever faith one may call one’s own – Christianity, Islam, Judaism, Buddhism, Hinduism, or other smaller traditions – it is very unlikely that it started where one lives. It is much more likely that it began far away, in another country, another culture, or even another continent.”

p. xvi

“The shift of worldviews begins with Einstein’s counsel: ‘We cannot solve problems at the same level of awareness that created them.’ So even as we pledge our loyalty to different nations, carry different currencies, serve in opposing armies, and follow different leaders, we must shift our level of awareness to include what is global.”

pp. xvii-xviii

“Global competence is the capacity and disposition to understand and act on issues of global significance.”

Veronica Boix Mansilla and Anthony Jackson, Educating for Global Competence:

Preparing Our Youth to Engage the World, 2011

“Earth at Night” CC by cote on Flickr

Four Domains of Global Competence

Investigate the world beyond their immediate environment, framing significant problems and conducting well-crafted and age-appropriate research.

Recognize perspectives, others’ and their own, articulating and explaining such

perspectives thoughtfully and respectfully.

Communicate ideas effectively with diverse audiences, bridging geographic, linguistic, ideological, and cultural barriers.

Take action to improve conditions, viewing themselves as

players in the world and participating reflectively.

Global Competence Matrix

Designing Lessons for Global Citizenship

Investigate the world

Recognize perspectives

Communicate ideasTake action


• Citizen 1.0• Citizen 2.0• Citizen 3.0• Citizen 4.0• Citizen 5.0



















What does it mean to be a Global Educator and how can we design lessons that

help students become Global Citizens?

DISCUSSION

Education

Designing Lessons for Global Citizenship