Global

Education Toolkit
A grade 5-8 teachers resource kit that will educate your
class on becoming a global citizen

Lesson One, Activity One

What is a global citizen? By: Oxfam

Intended Learning Outcomes

For individuals to realize

their potential in changing
things; to accept and act
on group decisions; to
compromise; to gain a
sense of importance and
self worth and a growing
respect for dierence and
diversity; to hold a belief
that things can be better
and that individuals can
make a dierence (Oxfam
Education).

Process/Steps
You will need a set of nine points listed below, per
group of about four or ve. each point needs to be
on a separate slip of paper

1.
2.
3.
4.

5.
6.
7.
8.
9.

I try to understand what other people are feeling

I am as important as everyone else
Everyone else is equal to me but dierent from me
I know what is fair and not fair and try to do the right
thing
I look after the environment and dont waste things
I try to help others and not ght with them
I have my own ideas but can alter them if I realize they
are wrong
I want to learn more about the world
I think I can change things in the world

Process/Steps Continued
v In small groups, student's will place each statement into
order of what they believe it most important. While
statements of equal importance can be placed beside one
another.
v This activity includes teamwork and communication. Each
student is able to give reason and their own views within
their group as to why they believe a statement could be
placed in a specic spot.
v After 15 minutes the class will come back together and
discuss as a whole, giving each group a chance to explain
their reasoning of placement.
v I could extend this activity into the class writing pledges,
on what the student's will try and do to show their global
citizenship and they can be put on display as reminders.

Resources Required
Colored Paper
Pencil Crayons/ Markers/ Paint
Groups 4-5

Lesson Two, Activity Two

Our Links Around the World By: Oxfam
education

Intended Learning Outcomes

For students to appreciate the contribution of dierent
cultures; values and beliefs to their lives; to begin to
understand trade between countries; and to have a
growing interest in world events (Oxfam Education)

Process/Steps
This work sheet will be handed out to the class. This can
be completed in groups or individually.
Think of
A fruit or
A language spoken Something that
vegetable that was in the UK
comes from the
grown in the UK
rain forest of Brazil
A pressure group
or charity which
works overseas

A country where
rice is eaten

Something you
know about a
country in Asia

Something you are A country you

A famous person
wearing that was have read about or from a country in
not made in the
heard about
Africa
UK

Process/Steps Continued
The students will take time in groups of 4-5 to discuss
and generate answers. We will then take it up as a
class, this will then give me a chance to challenge
many of the negative stereotypes we face in our
society today.
This activity has a fun aspect to it, but I am using it
because it is not only educating the students
about dierent regions of the world but it is
introducing them to stereotypes and negativities
happening as well. By educating children young
you may possibly be able to stop the stereotypes
and the negativity surrounding certain cultures and
races.

Resources Required
Think of work sheet

A globe or map

Lesson Three, Activity Three

Sustainable Living sourcebook By:
Oxfam Education

Intended Learning Outcomes

For students to understand the relationship between

people and the environment, to be aware of nite recourses,
to present a reasoned case, and to feel a sense of
responsibility for the environment and the use of resources.

Process/Steps
Students will be required to complete this worksheet
on Sustainable development. Next page

Interdependence

Understanding how people, the environment and

the economy are inextricably linked at all levels
from local to global

Citizenship and stewardship

Recognizing the importance of taking individual

responsibility and action to ensure the world is a
better place

Needs and rights of future generations

Understanding our own basic needs and the

implications for the needs of future generations
of actions taken today

Diversity

Respecting and valuing both human diversity and

biodiversity

Quality of Life

Acknowledging that global equity and justice are

essential elements of sustainability and that basic
needs must be met universally

Sustainable Change

Understanding that resources are nite and that

this has implications for peoples lifestyles and
for commerce and industry

Balance

Understanding of uncertainty and of the need or

precautions in action

Lesson Continued
We would begin this lesson by discussing
denitions and examples of sustainable
development. We would discuss the meaning, and
the implications it has on each student in the class.

I would then go on and explain that the class is
going to complete a sustainable living sourcebook
which will consist of a resource full of ideas and
information on how we can all live a more
sustainable life.

I would split the class into three or four groups
and each section would be given a task on how we
can live for sustainability for one of the following:
home, school, or in our local community.

Lesson Continued
Some ideas for home and school
Saving resources such as paper, electricity, water
Promoting healthy eating
Reducing waste,
Reusing recycling materials such as containers, toys,
books
Some ideas for the community
Practices of local businesses on sustainable
development issues

Lesson Continued
I would get the students to research these details
themselves through books, magazines,
newspapers, internet, or even allowing them to
send emails to certain individuals or businesses.

I could also extend their knowledge by having a
guest speaker from the community come in and
educate them.

We could create this book in any form, possibly for
grades 5 and 6 I would make a class book in the
form of a scrapbook and make it an art project as
well. However, for grades 7 and 8 I would make it
a group project to be completed online or in a
neat fashion.

Resources Required

Worksheet on sustainable development

Ideas for sustainable living
Paper and crayons
Scissors
Glue
Access to a computer

Lesson Four, Activity Four

Peace and Conict in the News By:
Oxfam Education

Intended Learning Outcomes

For students to understand some causes of
conict and some strategies for tackling
conict prevention; to be able to detect bias,
opinion and stereotypes; to ne and select
evidence; to have a growing interest in world
events

Process/Steps
Get a collection of newspapers. I will then ask the
students to keep a diary of peace and conict news items
that include local and international events from the
newspapers I have initially brought in.

I will then ask the students to start doing research at
home in their own newspapers and bring them to class,
write up information heard on the television/radio or nd
articles online. I want to see a wide variety of newspapers,
and possibly comparing events happening but written up
in two dierent papers and making the comparison.

Process/Steps Continued
This project will then be turned into a Bristol board
project where I will assign either in groups or individually a
certain topic range.

The topics will be:
A local issue: for example a new bypass, a new
shopping development, etc.. I will get them to
outline the arguments for and against and this will
result in them writing up a report on an issue of
interest
A local or national injustice: specically to people,
property, or animals. Example: damage to the school
or local area, grati, animal cruelty, or a murder.
A current world crisis such as a war or natural disater
Each of these will be put on a Bristol board and presented
to the class.

Resources Required
Newspapers local and global

Lesson Five, Activity Five

Food for thought By: Kaylee
Boulton

Intended Learning Outcome

Gain insight into food resources in the global
village, actively think about our personal
impact on the community, exposure to other
regions and their daily activities

Process/Steps
This project includes a research section, a discussion section and a
presentation section. I will introduce specic videos about food
resources in various countries such as the video presented in
Module 2 about Indias Free lunch program.

Groups of three will be created, the group will then pick a country
or region from the global south or north to research. The research
will focus on food/water on a day to day basis.

The class will then come together to discuss their ndings. Such as
the structure of their region and why the region is the way it is.

We will then go on to exploring our own eating habits in order to
establish a connection to the global village.

Process/Steps Continued
In terms of the presentation we will present a poster
conference that will take place in the lobby of the school.
The presentation will include information about daily food
rations, and how families budget for that food.

Resources Required

Computer for research

Library books
Art materials
Food/cooking supplies