Global education is a complex idea that is taught to enhance ones meaning of the world. Global Education is typically taught within the curriculum. Teachers of Global Education will integrate multiple dimensions, perspectives, and citizenships into the everyday lessons.
Students learning to be global citizens through global education will be able to learn more about international communities, social justice issues, global events, and international ideas in their typical classroom setting. Global Education will shape the way people view the world to help better shape the world. It will foster service learning initiatives and activism within the community and around the world.
Education that opens people’s eyes and minds to the realities of the globalized world and awakens them to bring about a world of greater justice, equity and human rights for all. Global education is understood to encompass development education, human rights education, education for sustainable development, education for peace and conflict prevention and intercultural education; being the global dimension of education for citizenship
Maastricht Global Education Declaration (2002)
Global Environmental Education - Grades 11, 12 - IB
Objective(s): Students will:
• develop an appreciation for the many resources the earth has to offer
• understand the difference between renewable and non-renewable resources
• develop research skills
• develop presentation skills
• demonstrate an understanding of society’s dependence on earth materials, of the effects of developments in technology on the exploration and mining of Earth materials, and of the ways in which the use and extraction of Earth materials have affected natural and human made environments.
Specific Expectation(s):  Students will:
− explain the importance of minerals and other Earth resources (eg., sand, gravel, dimension stone, oil and gas), and of exploration for these resources, for the local, provincial, and natural economies;
− describe the uses and evaluate the economic importance of minerals, rocks, and metallic resources (eg., gold, silver, nickel, copper) and non-metallic resources (eg., sand and gravel, aggregates, oil and gas, lime, gypsum, industrial minerals, gems);
− describe some of the technologies used to recover natural resources from the Earth, and evaluate economic, social, and environmental ramifications of their use (eg., the need for fewer workers and the practice of site rehabilitation resulting from the use of improved technologies in the mining of nickel).
- Students should have a basic working knowledge of power point software
- Students should be able to work constructively in teams
- Students should have prior experience in researching information from library catalogues and internet search engines (eg., google, yahoo, etc.)
- Students should have knowledge of the rules for the school library
- LCD Projector and Laptop or mobile computer station
- Smart Ideas computer software
Power Point Software Lesson Description:
This lesson is set out in 3 sections.
1. The first section consists of a description of what sustainable development is, as well as developing a definition that every student agrees with (if possible). There will be a brief description of the Earth’s resources and a classification of resources into renewable and non-renewable resources. This first section will conclude with a class brainstorming of the factors and issues that affect their distribution and use; students will need to form groups of 4.
2. The second section of this lesson will consist of students forming groups of no more than 4 people. Each group will be responsible for picking one resource that the Earth has to offer and make this their primary topic of study. They will research where this resource is found, how it is developed, what factors, and how, affect this resource in the world market. Most importantly they will need to create a plan that a country, that is plentiful in this resource, could use to allow more of the world’s populations to benefit from and at the same time sustain their own needs.
3. The last section of this lesson consists of a multimedia presentation on each group’s findings. As well, each group is to develop a hand out for each member of the class on the resource that they chose.
Teaching Strategies for ESL Student(s):
- Encourage the student(s) to contribute to the class discussions; if they feel more comfortable they can write their ideas down on a piece of paper instead of speaking
- Place the ESL student(s) in a group with patient students that are willing to work with the student to help them with their learning of the English language