Global+Awareness

=Education for Global Citizenship=

The Need for a New Lens
We live in a global economy and we must prepare our students to participate in and lead it. The theme of "Education for Global Citizenship" should be the lens of instruction, the "warp" into which the various components of curriculum are woven. Far more than an "add-on," Education for Global Citizenship should be the springboard and focus of education from kindergarten through high school, a critical lens study of our planet, its resources, and the key role of its human citizens.

"Think globally, act locally." In order to gain a global perspective students must first intimately understand their local community. Elementary school students should actively understand the geography of their local region and how it impacts on plant and animal life. Next they should learn how these factors impact on the local economy, social structure, and culture. What people in their community's history have been able to seize the times and help make great strides forward? With a framework of the local interaction of people and their environment they are ready to launch their studies in older grades into the country and world.

Geography and biography are two common strands that promote Education for Global Citizenship throughout the grades. The drama of interaction between environment and great people helps students to understand that they must become active citizens who can respect their surroundings while moving history. It is essential that students gain fluency in critical world languages so they can gain deep insights into other cultures. This theoretical understanding must be tempered by an appreciation of and commitment to various critical and moral imperatives in the fields of human rights, peace, environment, and developing nations.

Graduates of our K-12 schools will be prepared to take leadership on the global stage with a strong understanding of
 * world and local geography;
 * economics and politics of resource allocation and human capital;
 * world cultures and world religions; and
 * a personal viewpoint and self-reflection on issues affecting the world.

**The Power of Active Social Studies**
The recent national focus on standards in literacy, math, and science is noteworthy. In order have a competitive edge on other developed and developing nations, our national priority must expand to Social Studies.

Our students need strong backgrounds in geography, history, and economics. In addition, however, we must raise our students to become active citizens who are committed to changing and improving their communities, country, and world. A comprehensive K- 12 Social Studies curriculum promoting Education for Global Citizenship must incorporate contemporary studies that can prepare students to become protagonists in life:
 * Students must be actively engaged in the democratic process by having a role in classroom and school decisions;
 * Students must have opportunites to understand the responsibilities and dangers of power by engaging in Social Studies simulations;
 * Students must become familiar with local and respected newspapers by using them in classrooms as formal curriculum resources;
 * Students must engage in Internet research, especially on contemporary issues such as elections, campaigns, and political debates;
 * Students must have opportunities to engage in virtual dialogue with peers in other schools in other states or countries to promote on-going learning about current events, implications of world events for individual countries, and general global awareness
 * In order to better understand the global stage,students should have the opportunity to travel to other locations in the country or participate even in study abroad student exchange.
 * Students should have the opportunity to expand their cultural capital and literacy skills by engaging in numerous projects or exhibitions such as an annual "State of the Planet" address, photo essays of human interaction with nature, internships, and field explorations.
 * A special emphasis needs to be made our students' awareness of local and national governments and their leaders. Students should understand basic terms such as candidates, platforms, political parties. They should be well-versed in the interplay between state, local, and federal governments, as well as the relationships the U.S. government has with other countries, through policies, treaties, etc.

**The Power of Active Science**
American students must develop strong competencies in all the disciplines of science and technology. At the same time, America has demonstrated a historical genius for innovation. In order to compete with other nations, a primary focus of science instruction must be to seed the creative and dynamic advance of science. The perspective of Education for Global Citizenship can provide a stimulating focus for this endeavor.

A comprehensive K-12 Science curriculum promoting Education for Global Citizenship would include viewing science education through critical issues such as:
 * The United Nations Decade of Education for Sustainable Development (2005-2014) to help students relate how science can create a more sustainable future through environmental integrity, economic viability, and a just society for present and future generations;
 * The American health care crisis, intensively studying human health as well as the needs of specific groups of people (infants, the elderly, the physically disabled, the obese, etc.) towards finding solutions;
 * Studying the energy crisis towards understanding the problems of global warming, allocation of precious natural resources, conservation, and the study of alternative proposals for renewable energy and conservation;
 * Studying our national infrastructure crisis incorporating basic principles of engineering;
 * Studying the integrity of our food supply and practices such as "going Green" to protect and restore it.