Glocal

Education Tool-Kit

Five educational activities that focus on social justice, education, culture, human rights, conflict,
destruction, global engagement and making a difference. Intended for students grades 4-6.

Jordan Desai
140139690
EM202
July 17, 2016

Ready, Set, PREPARE!

Intended Learning Outcomes:

In this activity, students will learn about different types
of disasters that could occur around the world.
This includes wars and uprisings, conflicts, severe
weather, technological dangers, natural disasters, fires
and more. By the end of this activity, students should
be able to identify signs of specific disasters, have exit
strategies and know what to have prepared for survival
needs.


Resources Required:

This activity is highly adaptable in terms of resources.
However, for the most engagement, it is recommended that students have chart paper, photos
of items such as food, equipment, materials, locations and disasters.

Process/ Steps:

Students will be divided into even groups of no more than five. Each group will be handed a
piece of chart paper with a description of a disaster written on it (earthquake, fire, uprising
etc.). For example, the description could read You are lying in bed and become awoken by the
smoke alarm, as you open your eyes, you see your room is covered with smoke. They will also
be handed a bunch of cards with photos on them such as food, animals, equipment, luxury
items and money.

Once settled in their groups, the students will begin to create a five- step plan in response to
the disaster. After this is created, the students will begin to tape or glue certain photo cards
onto their chart paper in relation to the disaster. For example, if the disaster is the fire, they
could glue photos of window ladders, water, a first aid kit or a meeting spot. If the disaster is an
uprising, they could glue photos of refuge camps, family photos, air looms and clothing.

Through the selection of photos, students will hopefully be able to determine what is necessary
for their specific disaster. Students will then share their chart paper with the class in order to
teach everyone about different disasters that could occur and that are currently occurring all
over the world.

As well, by creating a plan, students will be able to go home and share these plans with their
families and friends in case a disaster actually occurs.

A Meal for You, A Meal for Me

Intended Learning Outcomes:

Students will learn basic researching skills throughout this activity which will help them for
future assignments. In this activity, students will learn about different foods consumed by all
types of cultures. Not focusing solely on geographic region, students will be exposed to both
domestic and international foods. Students will also learn about basic nutrition throughout this
activity such as protein requirements and calorie intake. At the end of the activity, they will
come to the realization that although these foods exist and correlate with a certain geographic
region, eating these culture rich and traditional foods is not the reality for many.

Resources Required:

This activity requires several resources including parent
involvement as well as half of a day to be set aside for A Meal
for You, A Meal for Me. Also, a newsletter will be sent home
to parents asking for them to provide a dish
to the class, potluck style. To ensure that two
students do not provide the same dish, a link to a Google Doc
will be given where parents can post what they will be
contributing and any possible allergy information.

Resources will ultimately depend on the students and parents as they make their decisions on
what dish they will provide for the class.


Process/ Steps:

The responsibility of the students aside from assisting their guardians with the food making
process will be creating a short information card about their dish. The card will provide the class
with the name of the dish, country of origin, ingredients, nutrition and if it is used in celebration
or for everyday consumption.

At lunch time, students will help themselves to the food and engage in
conversations with their peers about the dishes, their likes, dislikes and
what they learned about different traditional foods from Canada and
other areas of the world.

After the lunch, the teacher will assemble the students in a circle and
discuss the dishes with the class. After discussing the dishes with the
class, the students will be instructed to go back to their desks and write

a short paragraph on how the meal made them feel and which country they would like to visit
(or stay in) based on their favourite dish.

When their paragraphs are complete, the teacher will gather everyone again and begin
discussing that although these dishes were amazing, filled with nutrition, flavor and culture,
eating them is not the reality for many people. The
teacher will then introduce what average meals for
families living below the poverty line are such as rice,
beans, water and tortillas. He or she will also discuss
the lack of nutrition that these meals have. After
learning about this, students will then go back to their
desks and write another short paragraph about how
they would feel if they were to consume meals

consisting of rice, beans and tortillas instead of their
favourite potluck dish.

After this, students will gather one more time and reflect as a class. They will engage in
conversations about how grateful they should be to have the food that they do, and
understand that many people their own age do not have the same. The teacher will discuss
with the students about ways that they can help and make a difference.

Rights, Privileges and Responsibilities

Intended Learning Outcomes:

Through this activity, students will learn the differences between their rights, responsibilities
and privileges as human beings. By the end of the activity, students should have a better
perspective about the differences between the three and how many people do not receive
their basic rights let alone privileges or responsibilities.

Resources Required:

For this activity, resources required would be three pieces of chart paper, one for rights, one for
privileges and one for responsibilities. As well, students
will receive three cards each. Each card will have either a
right, privilege or a responsibility.

Rights cards include but are not limited to: healthcare,
education, food, water, shelter, protection, safety, laws,
warmth, freedom of speech, to be different, to be
comfortable, clothing, personal space and equal
opportunity.

Responsibilities cards include but are not limited to: rules at home, respect the rights of others,
mutual respect, taking care of our bodies and caring about others.

Privileges cards include but are not limited to: hanging out with friends, listening to music,
driving a car, talking on the phone, going to the movies, going out for meals, going to birthday
parties and watching television.

Process/ Steps:

Students will be handed three cards each and they will be instructed to place their cards on the
chart paper that corresponds with them. After all students have had an opportunity, the
teacher will tally up how many correct cards are on each chart paper.

The assumption of this activity taking place in a Canadian public school is that several students
will think that privileges and responsibilities are their rights. However, when the teacher
switches up the cards for accuracy, they will realize that many of the things in which they can
do or have are not their given rights.


The teacher will then explain to them that many students just like them do not even have
access to exercise their rights by providing examples such as Syrian children who have not
received an education in three years, or African families scrambling to provide food or shelter
for their loved ones. Also, through this activity, students will learn that many people in Canada
do not have the means or resources to exercise their rights either. The teacher will share
statistics, photographs and short films to enhance and maximize learning. After this, students
will come to an understanding that many people just like them are deprived of their rights and
that they should appreciate their privileges and responsibilities because many do not have
them.

A Letter to Me

Intended Learning Outcomes:

In A Letter to Me, students will learn about the daily lives of children living in the Global South
experiencing poverty. Although these students are the same age, they lead very different lives
from what they know. As a result, students will become aware of the daily lives of others, the
food that they eat, accessible resources and recreational activities in other areas of the world.

In this activity, students will use their literacy and communication skills to write a letter to
themselves.

Resources Required:


In this activity, students will be handed a sheet of paper
describing a child in the Global South with the same name and be
the same age that they are. It will have basic facts about that
child such as their favourite food, their daily activities, whether
they go to school or not, what they wear, what their home life is
like and their favourite toys or games. The sheet will not have a
photo of the child, but will have photos of the food they eat,
games they play, their homes etc. Students will also be handed a
booklet of lined paper which the first line of the first page reads
Dear Me,.

Process/ Steps:
When students return from a break such as lunch or recess, they will return to their desks to
find the information sheet on their desks. The teacher will instruct them to read the sheet to
learn about the child described. The objective of this is for the
student to imagine themselves to be the child on the sheet.

After this, students will be handed the booklet with the Dear Me,
letter. Each student will then be instructed to write a letter to him
or herself if they were drop everything and move to live the life of
the child on the information sheet. They would write what they
were excited for, what they were nervous for, who and what they
would miss, what they would want to bring with them and any other feelings they might have.

Through this process, students are reflecting on what they have and what they will lose. They
will become aware of the things that they should be appreciative for such as an education or
shelter which many of them will not have on their sheets. Through this, it will become evident

to students that there are people just like them, living in other areas of the world that lead
completely different lives.

Toss the Issue

Intended Learning Outcomes:

This activity is intended for the end of the unit or year where students can utilize what they
have learned and realize how easy it will be to apply it to the world in which they live. This
interactive game requires students to pay attention and remember what was said by other
students in order to be successful.

Resources Required:

Required for Toss the Issue, the instructor must provide a beach ball or another soft ball such as
a soft soccer ball that has different sections in which can be written on. As well, the activity can
be timed.

Process/ Steps:

This fun and interactive game can be played anywhere at anytime, only needing the ball, it can
be used as an end of the day activity, an outside activity or a movement activity.

The teacher will instruct the students to stand in a circle show them the ball, on each section,
there will be a certain global justice issue (education, food, water, shelter, income, healthcare
etc.) written.

The teacher will start the time and throw the ball to someone else in the
circle (nobody can throw to the person directly to the left or directly to
the right). The person who catches the ball will read aloud the social
justice issue that their left thumb lands on and will provide one way in
which somebody can get involved to make a change and help fight that
issue.


If the ball is dropped or somebody hesitates to come up with the answer
or an answer is repeated, they must restart the clock and begin again.

By the end of the game, students will be engaged as they will continuously try to beat their
previous times. As well, students will realize that they are aware of so many ways that they can
make a difference in the world. This creates for students to reflect on the unit of social justice
and hopefully continue to advocate for equality and justice no matter where they are.