Canadian & World Studies · Grade 11 · Equity, Social Justice & Civic Action · Term 4

Global Citizenship and Responsibility

Reflecting on the responsibilities of being a citizen in an interconnected world and addressing global challenges.

• Ontario Curriculum Expectations
• ON: Equity and Social Justice: From Theory to Practice - Grade 12
• ON: Social Justice and Personal Action - Grade 11

About This Topic

In an increasingly interconnected world, 'global citizenship' is more than just a nice idea, it's a responsibility. In the Ontario curriculum, students reflect on what it means to be a citizen of the world and how their local actions have global consequences. They investigate the 'interdependence' of nations and the challenges of addressing global problems like poverty, climate change, and human rights violations.

Students also explore the concept of 'hope' and how to maintain it while facing massive global challenges. They investigate the role of 'empathy' and 'solidarity' in building a more just and peaceful world. This topic is best explored through 'global-connection' activities and collaborative investigations into 'international' social justice movements, helping students see themselves as part of a 'global community' of change-makers.

Key Questions

1. Explain what it means to be a 'global citizen' in the 21st century.
2. Analyze how local actions can have global consequences.
3. Evaluate strategies for maintaining hope while facing global challenges.

Learning Objectives

• Explain the multifaceted concept of global citizenship in the 21st century, incorporating ethical considerations and interconnectedness.
• Analyze the causal relationships between specific local actions and their broader global consequences, citing examples.
• Evaluate diverse strategies for fostering and maintaining personal hope and collective action when confronting complex global challenges.
• Critique the effectiveness of various international organizations and movements in addressing global equity and social justice issues.

Before You Start

Understanding of National Citizenship and Governance

Why: Students need a foundational understanding of how citizens interact with their own government and community before exploring global citizenship.

Introduction to Global Issues and Interconnectedness

Why: Prior exposure to concepts like globalization, international trade, and major global challenges provides context for this unit.

Key Vocabulary

Global Citizenship	The concept of belonging to a broader community and shared humanity, recognizing interconnectedness and shared responsibilities across national borders.
Interdependence	The mutual reliance between countries and peoples, where events or actions in one part of the world can significantly impact others.
Global Equity	The fair and just distribution of resources, opportunities, and rights among people worldwide, addressing systemic inequalities.
Social Justice	The principle of fairness and equity in society, advocating for the rights of marginalized groups and challenging oppressive structures.
Civic Action	The engagement of individuals or groups in activities aimed at addressing societal issues and promoting positive change within their communities and beyond.

Watch Out for These Misconceptions

Common Misconception

Global citizenship means you don't care about your 'own' country anymore.

What to Teach Instead

It means you care about *both* and you see how they are linked. A 'Local-Global' Venn diagram can help students see that being a good 'Canadian' and a good 'Global Citizen' are two sides of the same coin.

Common Misconception

One person can't do anything to solve 'global' problems.

What to Teach Instead

Global change is the 'sum' of millions of local actions. A 'Ripple Effect' activity can help students see how their 'small' choices (like using less plastic) can add up to a 'big' global impact.

Active Learning Ideas

Inquiry Circle: The Global Connection Map

Groups track a 'local' item (like their t-shirt or their phone) to its 'global' origins. They must identify the 'human' and 'environmental' impact of its production and present a 'Global Citizenship' plan for more ethical consumption.

60 min·Small Groups

Simulation Game: The Global Summit

Students act as representatives of different countries and must find a 'global solution' to a shared problem (e.g., a pandemic or a plastic-pollution crisis). They must negotiate and find a 'consensus' that is fair to everyone.

50 min·Small Groups

Think-Pair-Share: Maintaining Hope

Pairs discuss one 'global challenge' that makes them feel 'hopeless.' They brainstorm three 'reasons for hope' (e.g., a new technology, a successful movement, or a local hero) and share their 'hope-building' strategy with the class.

30 min·Pairs

Real-World Connections

• International aid workers and non-governmental organization (NGO) staff, such as those with Doctors Without Borders or Oxfam, directly engage in civic action by responding to humanitarian crises and advocating for policy changes in regions affected by conflict or natural disasters.
• Consumers purchasing fair trade certified coffee or clothing are participating in a global system designed to ensure better prices, decent working conditions, and fair terms for farmers and workers in developing countries, demonstrating how consumer choices have global consequences.
• Climate activists organizing global climate strikes, like those inspired by Greta Thunberg, connect local environmental concerns to international policy debates, aiming to influence world leaders at summits like COP meetings.

Assessment Ideas

Discussion Prompt

Facilitate a class discussion using the prompt: 'Imagine you are a journalist reporting on a local environmental initiative, like a community recycling program. How would you frame your report to highlight its connection to a global issue, such as plastic pollution in oceans or resource depletion?' Encourage students to identify specific links and potential global impacts.

Exit Ticket

Provide students with index cards. Ask them to write: 1) One specific action they can take this week to contribute to global equity or social justice. 2) One global challenge that concerns them most. 3) One strategy they use or could use to maintain hope when thinking about this challenge.

Quick Check

Present students with short case studies of global challenges (e.g., a drought in East Africa, a labor dispute in a global supply chain). Ask them to identify: a) One local action that might have contributed to this problem, and b) One local action that could help address it. This checks their understanding of local-global connections.

Frequently Asked Questions

How does global citizenship fit into the Ontario Equity curriculum?

It is the 'final' theme of the 'Social Justice and Personal Action' strand. It encourages students to take everything they've learned and apply it to the 'biggest' possible stage, the entire world.

How can active learning help students understand global citizenship?

By having students 'connect' with other students or organizations around the world (through a 'virtual exchange' or a 'collaborative project'), they see the 'human face' of global issues. It turns a 'distant' problem into a 'personal' relationship, which is the heart of global citizenship.

What is 'Ethical Consumption'?

It's the practice of 'voting with your wallet' by buying products that are made fairly and sustainably. It's a key way for global citizens to use their economic power to create social justice.

How can I 'stay informed' without getting 'overwhelmed'?

Focus on 'quality' over 'quantity.' Follow a few reliable news sources, and balance 'bad news' with 'solutions-based' news. Remember that 'knowing' is the first step to 'acting,' and 'acting' is the best cure for 'overwhelmed.'