Tag Archives: Week 5

Friday – September 27

On Friday, we will be exploring how we can enact positive change in the world with the understanding that problems that impact others around the world can often be connected to our own actions at home.

For the past two days, we have been talking in small groups about five specific cases of human rights abuses occurring around the world: child labor/mining in Tanzania, the forced relocation of Tibetans in China, land grabbing in Mozambique, sweatshops in Bangladesh, and enforced disappearances in Mexico.  Today, we will continue connecting these seemingly “foreign” issues to our own lives.  We will do this by creating a list of items that we find on ourselves, in the classroom, or at home that connect to one of the issues listed above.  Are any of us wearing a t-shirt made in Bangladesh?  Did we drink soy milk this morning made from soybeans that were harvested on confiscated land in Mozambique?  These questions will lead us to the most important question:  does this make us responsible for taking action to combat the abuses created by these global issues?

If we do assume this responsibility, we need to figure out how we can take action and make others care about these issues.  First, we will brainstorm how we can raise awareness among CHS students about the five issues we have been discussing in small groups.  How do we make a high school student in Charlottesville, Virginia, care about the plight of a child miner in Tanzania or a relocated Tibetan in China?  Omékongo will help us apply the answers to this question to his campaign to stop the use of conflict minerals coming from the Congo.  We will visualize how we can start a “conflict-free” movement in not only CHS but also the greater Charlottesville community.

We want to keep in mind that it is easy to get overwhelmed by the sheer number of global issues that impact us and others abroad.  This can cause us to shut down and opt to do nothing about these abuses.  We will end the class by discussing how we can overcome this feeling and continue to fight for change.  I am looking forward to hearing everyone’s thoughts!

Thursday, September 26: Global Issues, Connected

Today (see thursday lesson plan),  we will connect the global issues we learned about yesterday – child labor/mining in Tanzania, forced relocation of Tibetans in China, land grabs in Mozambique, sweatshops in Bangladesh, and enforced disappearances in Mexico – to other issues in places in different times and places.

We will begin by reviewing yesterday’s activity. In order to remind ourselves of all the issues we discussed yesterday, everyone will fill out a worksheet to get us thinking about the root causes of the issues.

Then, we will use our tablets to find information about our topics in another time and place. Child labor is not unique to Tanzania, and sweatshops exist in places other than Bangladesh. Discover where and when else these issues occurred. Are they a problem closer to home, in the United States, or have they ever been? Use this time to explore – find out what is out there, and see what surprises you!

As we gather information, we will record our finds in Venn diagrams in our journal and share with our classmates. Then, we will use the graphic organizer on the back of the first worksheet to further our understanding of the connections between these different issues.

To wrap up, we will hold a class discussion about the different issues in the different places, how they all connect, and how they relate to us, sitting in this classroom.

Wednesday, September 25th: Global Citizenship & Intersectionality

In this lesson, we will focus on global citizenship — global issues, the countries in which these global issues take place, our role and the intersectionalities between said aspects of global citizenship. The day will start out with a quick wrap-up of Monday’s lesson, which focused on poverty, as a multi-level human rights issue. Students will finish up the charts they started, which analyzed poverty at the local, state and global levels.

For this lesson, we have a special treat for the students, as our guest, Omekongo Dibinga, will share of his work and perform a few spoken word pieces. In addition, he will talk about a current human rights issue in the Congo, his homeland, which is linked to cell phone usage here in the States. This will allow students to visualize human rights in a “closer-to-home” context, instead of being limited to discourse. This will serve as a great segway to the main activity for the day.

For the bulk of the class today, students will zero-in one 5 main human rights issues/ countries:

child labor/ mining in Tanzania

forced relocation of Tibetans in China

land grabs in Mozambique

sweatshops in Bangladesh  (an additional link about a particular incident involving a Bangladeshi sweatshop here)

enforced disappearances in Mexico

Sari sweatshop outside of DhakaSweatshop in Bangladesh (Humanosphere.org)

Students will be put in groups and assigned a country. They will be given material about these countries/ human rights issues (please see the links above) and will analyze the issue at hand, in relation to global citizenship. They will come up with a presentation of the issue and will work together to make a visual representation of it (using poster board, markers, etc.). Groups will explore what the problem is, why it’s a problem, who is affected and other relevant inquiries. Discussion will follow, making connections between issues, countries, cultures and other societal factors.

At the end of the class, students will reflect about global citizenship in their personal lives. They will attempt to answer the following: How am I a global citizen? How can I be a better global citizen?

 For purposes of this lesson, we refer to global citizenship in the context of the Open Democracy definition (see link), and more specifically this excerpt:

“Those who see ourselves as global citizens are not abandoning
other identities; such as allegiances to our countries, ethnicities,
and political beliefs. These traditional identities give meaning to
our lives and will continue to help shape who we are. However,
as a result of living in a globalized world, we find we have an
added layer of responsibility. We have concern and a share of
responsibility for what is happening to the planet as a whole, and
we are members of a world-wide community of people who share
this concern.”

For a glimpse of the life of a Tanzanian child miner, click here to watch a video, exposing the struggles and the dangers child miners face.

Monday Sept. 23– National vs. Global Citizenship

Today we are going to look at different types of citizenship, focusing on national versus global citizenship. Let’s start with a definition:

Citizenship denotes the link between a person and a state or an association of states. It is normally synonymous with the term nationality although the latter term may also refer to ethnic connotations. Possession of citizenship is normally associated with the right to work and live in a country and to participate in political life.

In today’s  lesson plan HumanRightsandCitizenship we will start by taking a 15min survey.

We will then watch this short clip on national citizenship:

After watching this video all students will take a survey on national citizenship in order to explore what exactly it means. For anyone who cannot fill out the Google form, the Worksheet can be downloaded as a Word doc. After filling out the survey students will discuss their answers in small groups.

Next students will read the article Whats a World Passport? by Daniel Engber. This article introduces the concept of a world passport, but also reveals some of the problems associated with it. When done reading, students will fill out another survey. After filling out this survey students will discuss their thoughts on the two different types of citizenship and the strengths and weaknesses of each.

Finally each group will share their one favorite thing that they have discussed with the whole class so that all the groups can get a sense of what the class as a whole feels about the topic.