(Student's Workbook) Thinking, Empathizing, Acting Global Citizens, Assemble!

Student's Workbook

Thinking, Empathizing, Acting

Global Citizens, Assemble!

APCEIU, PARK SeoYoun, MOON A-Young, GONG Yunhee, KIM Wonseop, KIM Sunghoon

Student's Workbook

Thinking, Empathizing, Acting

Global Citizens, Assemble!

APCEIU, PARK SeoYoun, MOON A-Young, GONG Yunhee, KIM Wonseop, KIM Sunghoon

Table of Contents (For Students)

01

02

Am I a Global Citizen, Too?

My Many Selves

05

11

03

04

Different, Not Wrong!

Aha! The Secret to Peace and Coexistence

15

19

05

06

Why is Plastic Bad?

Becoming Global Citizens through Ethical Consumption 23

33

00

1-2 Am I 100 Percent American?

1-3 Links Between You and Me

AM I A GLOBAL CITIZEN, TOO?

01 Am I a Global Citizen, Too?

01

1-1 Planet Earth Today

00

Worksheet

1-1

Planet Earth Today Aren’t you curious about what’s happening to our planet right now?

All parts of the world we live in are closely related.

00

970 million users 2010

4.5 billion users

01 Am I a Global Citizen, Too?

1. Social media users around the world have increased.

2021 Source: https://datareportal.com/reports/digital-2021-global-overview-report

2. In 2019, 2.3 billion people travelled to a different country; in 2030, this number is expected to increase to six billion.

Source: https://data.worldbank.org/indicator/ST.INT.ARVL https://www.icao.int/annual-report-2014/Pages/the-world-of-air-transport-in-2014.aspx

3. A quarter of all exports around the world are made using resources from other countries.

00

Case Study 1: Tuvalu, a Sinking Country Global warming doesn’t just mean rising global temperatures—it causes various natural disasters such as rising sea levels, ecological changes, hurricanes and droughts. In 2016, the earth’s sea level was recorded as 8.2 centimeters higher than it was in 1993.

Have you heard of Tuvalu? It’s a country in the South Pacific that is made up of nine small islands. Due to the rising sea level, two of the islands have disappeared underwater, and within approximately 50 years, the entire country will sink into the ocean. Industrialized countries emit massive amounts of carbon dioxide, intensifying global warming. Don’t you think that the huge impact of global warming is too big a burden for the small country of Tuvalu, which barely emits any carbon dioxide?

In 2015, Tuvalu’s prime minister Enele Sopoaga appealed to global society during the United Nations Framework Convention on Climate Change Conference of the Parties (UNFCCC COP), pleading for a forceful, ambitious objective.

‘Let’s do it for Tuvalu. For if we save Tuvalu we save the world.’

• How does Prime Minister Sopoaga’s plea make you feel?

• Can we do anything for Tuvalu?

Case Study 2: Why Do Gorillas Hate Cell Phones?

Cell phones have become a necessity in our lives. But something unbelievable is happening in Africa because of the cell phones we use.

Tantalite, a key component of cell phones due to its ability to endure high heat, is found in coltan, a metallic ore buried in abundance in the Republic of the Congo in Africa. As the number of cell phone users has increased—and the demand for cell phones along with it—coltan has also leapt over 20 times in price. One result of this is the ruthless development of a coltan mine that destroyed Kahuzi-Biega National Park, where the mine is located. Much of the park, home to the largest population of eastern lowland gorillas in the world, was also demolished, causing nearly half of the gorillas to perish and leaving only two surviving elephants among the park’s other wildlife.

It’s not just gorillas and elephants that hate cell phones. Humans don’t hesitate to fight wars over who gets to own the mine. Children are kidnapped to be exploited as laborers in the mine under the surveillance of other children armed with guns and rifles. Forced to enter the mine without proper tools or safety gear, the children are provided only with a basin to collect coltan. If they refuse, they must watch over the other children with a gun or rifle in their hands.

Before cell phones improve the lives of users all over the world, they destroy those of others.

• Were you surprised to learn that the cell phones that make our lives so convenient cause these problems?

• What should we do to solve these problems?

00

Am I 100 Percent American?

1-2

Read the following excerpt from ‘One Hundred Percent American’ (1937) by American anthropologist Ralph Linton, and refer to the illustration to complete the drawing activity ‘100 Percent Me’.

One Hundred Percent American

01 Am I a Global Citizen, Too?

Worksheet

Thus dawn finds the unsuspecting patriot garbed in pajamas, a garment of East Indian origin; and lying in a bed built on a pattern which originated in either Persia or Asia Minor. (. . .) if it looks like rain, he puts on outer shoes of rubber, discovered by the ancient Mexicans, and takes an umbrella, invented in India. He then sprints for this train—the train, not sprinting, being an English invention.

Linton, R., ‘One Hundred Percent American’ (excerpt)

00

Worksheet

1-3

Links Between You and Me

11

2-2 Introducing Myself

02 My Many Selves

02

2-1 I’m Looking for . . .

MY MANY SELVES

11

I’m Looking for . . .

Worksheet

2-1

Diversity Bingo

• How well do you know your friends? Find out what’s unique about your classmates.

• Learn the concept of identity and why it’s important to respect diversity.

1 Who here has someone they respect or admire?

2W ho here has overcome a fear?

3 Who here has a sport that they like?

4W ho here lives with a big family (grandparents, uncle, aunt, etc.)?

5 Who here has told a secret to a friend?

6W ho here has a religion? What does that religion mean to them?

7 Who here has a dream that they want to achieve? What is it?

8W ho here knows more than five capital cities?

9 Who here can cook or has cooked for someone?

10 W ho here has a friend from another country?

11 Who here likes creative activities (painting, writing, crafts, etc.)?

12 Who here has memorized the lyrics to a whole song?

What song?

13 Who here has made a promise with themselves?

14 W ho here has a food they can’t eat?

15 Who here has moved to a different area/city/ country before?

16 Who here likes animals or lives with an animal?

• Walk around the classroom until you find someone who can answer a question on your bingo card. After talking briefly about the question, write the person’s name or have them sign their name in a square on your bingo card.

• You may not write the same person’s name twice.

• Call out ‘Bingo!’ once you fill your entire card with names.

11

2-2

Introducing Myself Making My Own Flower

• Discover what makes you and your peers unique.

• Introduce yourself in different ways and stories.

02 My Many Selves

Worksheet

• Write the answers to the following questions on the leaves and petals of your flower.

- What are my strengths?

- What do I like to do in my spare time?

- What are my dreams/goals?

- What do I like? What do I dislike?

- What am I most afraid of?

11

memo

11

3-2 How Our Inner Prejudices Harm Diversity

03 Different, Not Wrong!

03

3-1 Who Am I?

DIFFERENT, NOT WRONG!

11

Worksheet

3-1

Who Am I? Cards

1 Our society is comprised of various people. Sometimes, people are put at an advantage or disadvantage depending on their age, nationality, sex, appearance, education, or occupation. What kind of advantages or disadvantages could the characters on the cards experience? Think of the reasons behind your answers.

2 Imagine that the characters you discussed in Question 1 live in a country with a different culture. How might your answers to Question 1 change?

3 Prejudice refers to a fixed way of thinking about a person’s age, nationality, sex, appearance, education or occupation that can be held by a society or culture.

A doctor in her 70s who lives alone

A musician in his 50s who is gay

An unmarried laborer in her 40s who is an undocumented immigrant

A married heterosexual Hollywood actor in his 30s

A teenage single father who dropped out of school

A white Muslim English teacher in her 20s

11

3-2

How Our Inner Prejudices Harm Diversity Spectrum Discussion Let’s discuss social prejudices.

03 Different, Not Wrong!

Worksheet

Example 1

If a person is poor, it’s because they are lazy or incapable.

Example 2

If a woman gets robbed or murdered in a dangerous place, it’s her fault because she chose to go there.

Example 3

If we allow refugees to enter the country, terrorist attacks might happen.

Example 4

Teenagers are too immature to participate in politics. It would be dangerous to lower the voting age.

Example 5

Everyone should be able to freely express their thoughts, even if their words harm people in social minority groups.

11

The Universal Declaration of Human Rights (Summary)

11

Article 1

Everyone is born free and equal in dignity and rights.

Article 2

Everyone is entitled to rights, regardless of individual differences, and should not be subjected to discrimination for any reason.

Article 3

Everyone has the right to life, liberty and security.

Article 4

No one shall be held in slavery or servitude.

Article 5

No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment.

Article 6

Everyone has the right to be treated as a person in the eyes of the law.

Article 7

Everyone has the right to equal treatment by the law, and is entitled to protection against human rights violations.

Article 8

If one’s rights are violated, one has the right to see justice done in a court or tribunal.

Article 9

No one shall be subject to arbitrary arrest, detention or exile.

Article 10

Everyone has the right to a fair and public hearing by an independent and impartial tribunal.

Article 11

Everyone has the right to be presumed innocent until proven guilty in a fair trial. No one should be charged with a criminal offence for an act that wasn’t an offence at the time the act was committed.

Article 12

No one has the right to intrude upon one’s private life or interfere with one’s home and family without good reason.

No one has the right to attack one’s honour or reputation without reason.

Article 13

Everyone has the right to freedom of movement within one’s country. Everyone has the right to leave any country and to return to one’s home country.

Article 14

Everyone has the right to seek and to enjoy asylum from persecution in other countries. This right may not be invoked if seeking to avoid persecution under just laws in one’s own country.

Article 15

Everyone has the right to a nationality. No one can have one’s nationality taken, and everyone has the right to change one’s nationality.

Article 16

Everyone of full age has the right to marry and have a family, and everyone has the same rights before, during or after marriage. Only fully consenting spouses may get married. As a fundamental group of society, the family should be protected by society and the government.

Article 17

Everyone has the right to own property; property cannot be randomly confiscated.

Article 18

Everyone has the right to freedom of thought, conscience and religion, and to peacefully express such beliefs in teaching, practice, worship and observance.

Article 19

Everyone has the right to freedom of opinion and expression.

Article 20

Everyone has the right to freedom of peaceful assembly and association. No one may be forced to belong to an association.

Article 21

Everyone has the right to take part in the government of one’s country, which should be based on the will of the people.

Everyone has the right to equal access to public services.

Article 22

Everyone, as a member of society, has the right to social security.

Article 23

Everyone has the right to work, to good working conditions, to equal pay for equal work, and to form and join unions.

Article 24

Everyone has the right to rest and leisure.

Article 25

Everyone has the right to a standard of living, including food, clothing, housing, medical care and social services.

All mothers and children have the right to special care and assistance.

Article 26

Everyone has the right to an education.

Article 27

Everyone has the right to participate in the cultural life of one’s community. All scientific, literary or artistic content that one produces shall be protected by law.

Article 28

Everyone has the right to live in a world where all rights and freedoms are respected.

Article 29

Everyone has a duty to the people around them and should protect their rights and freedoms. When exercising one’s own rights and freedoms, one may not take away another person’s rights and freedoms or disturb public order.

Article 30

Nothing in this declaration justifies any person or country taking away the rights to which we are all entitled.

Source: https://www.un.org/en/about-us/universal-declaration-of-human-rights

4-2 Neighbours

AHA! THE SECRET TO PEACE AND COEXISTENCE

04 Aha! The Secret to Peace and Coexistence

04

4-1 Touch Touch

11

Worksheet

4-1

What are the different kinds of competitions that exist in our society?

Why do we think of competition only in terms of winning or losing?

How does competition encourage violence?

Is a competition in which everyone wins possible? If so, what are some examples? If not, why not?

Touch Touch

22

04 Aha! The Secret to Peace and Coexistence

Neighbours

Worksheet

4-2

Conflict Map

Deadlock

Crisis

Development

Before the Conflict

Provocation

Fall

Early Reaction

22

memo

22

5-2 Plastic Island 5-3 Being an Active Global Citizen 5-4 Saving Sea Animals

05 Why is Plastic Bad?

05

5-1 Reflecting on Daily Life

WHY IS PLASTIC BAD?

22

Worksheet

Reflecting on Daily Life

5-1

• Write down plastic objects that you can find at home.

• Write down plastic objects that you can find in the classroom.

• Why do people use so many plastic products? What might happen if the amount of plastic consumption increases around the world? Write down the pros and cons of plastic.

Pros

Cons

22

Plastic Island

5-2

• What kinds of trash are in the ocean? Try to rank the top 10 types of trash. Which type forms the largest group of trash in the ocean? Which forms the 10th largest?

Plastic Grocery Bags

Cigarette Butts

Straws, Stirrers

Plastic Cups, Plates

Plastic Beverage Bottles Plastic Takeout/Away Containers

Other Plastic Bags

Food Wrappers (candy, chips, etc.)

Plastic Lids

Plastic Bottle Caps

05 Why is Plastic Bad?

Worksheet

Source: Together, We Are Team Ocean, International Coastal Cleanup, Ocean Conservancy (2020).

1st

6th

2nd

7th

3rd

8th

4th

9th

5th

10th

22

• Have you ever used and thrown away any of the items on this list?

• The plastic waste we discard sometimes floats through the ocean and settles in one place. How many plastic islands made up of clusters of plastic waste do you think there are on the earth? Mark places where there are plastic islands on the map.

• Every time we wash our clothes, we produce plastic waste. Why might this be?

22

5-3

Being an Active Global Citizen

• Write down things (more than one) you can do to reduce plastic waste.

05 Why is Plastic Bad?

Worksheet

I will do these things to reduce plastic waste this year!

Worksheet

5-4

Saving Sea Animals

• Let’s take a quiz to learn how to save sea animals from plastic waste. Write your answers in the blanks below. #1 (1 sticker)

#2 (1 sticker)

#3 (2 stickers)

#4 (3 stickers)

#5 (3 stickers)

22

• If you get a question right, place a sea animal sticker on this page. If you get a question wrong, place a plastic waste sticker on the page. You may place the sticker anywhere on the page.

Sea Animals

Plastic Waste

6-2 You Are What You Buy 6-3 What Accompanies Consumption 6-4 Becoming an Ethical Consumer

BECOMING GLOBAL CITIZENS THROUGH ETHICAL CONSUMPTION

06 Becoming Global Citizens through Ethical Consumption

06

6-1 Spend, Spend, Spend

33

Worksheet

6-1

Spend, Spend, Spend

Consumption n. the

act of using energy, food or materials; the amount used.

Source: Oxford Dictionary n. the act or process of consuming Source: Merriam-Webster

Think of all the things you’ve used since this morning.

You use water when you wash your face; you use gas or electricity for transportation or to turn on the air conditioner or heater; and you use money to buy snacks. As such, there are plenty of things that we use as we live.

The act of using something is called consumption. It is an essential part of everyday life in the modern world.

The concept of consumption is neither good nor bad in itself. As individual consumption increases, so do the sales of shops and companies around us, which drives the enhancement of our national economy. The resulting profits and benefits then get redistributed to society, enriching individual lives.

On the other hand, bad consumption habits such as spending excessively in proportion to one’s income (excessive consumption), spending in order to show off one’s wealth and position to others (conspicuous consumption) and spending on impulse without a plan (impulsive consumption) can harm one’s individual or household finances.

33

Local

l nta

me

(e.g Socia . Ci l tize n)

on vir En

06 Becoming Global Citizens through Ethical Consumption

• What problems can arise from reckless consumption? In the wheel below, write down problems that reckless consumption can cause in various areas.

Reckless Consumption

l ba

E (e.g cono . Fi mic na nce )

Glo

Political (e.g. Power)

33

Worksheet

You Are What You Buy

6-2

• Read the following advertisement slogan for an apartment and think about products and consumption.

‘You are where you live.’

• Write down the items you have bought in the past month.

• Write down why you bought them.

• Divide the items you purchased into the categories of ‘necessary’ and ‘unnecessary’ in terms of use value.

Items I bought because they were necessary

Items I bought even though they weren’t necessary

33

What Accompanies Consumption

6-3

• When we think about consumption, we usually think about purchasing products. However, we should also consider the stages of production, use and disposal, plus other possible stages that accompany consumption. Fill in the blanks below.

Purchase

• Think of all the different processes involved in the production of a single T-shirt that can easily be bought.

06 Becoming Global Citizens through Ethical Consumption

Worksheet

Importation

Raw Cotton

Disposal

Consumption accompanies issues that we may not have considered before, such as environmental pollution created by cultivating the raw cotton used to make T-shirts; the human rights of the laborers working in factories; and the environmental, social and energy issues that arise as products are shipped around the world.

So, what kind of products should we buy, how much of them should we use, and how should we dispose of them?

33

Worksheet

6-4

Becoming an Ethical Consumer

• Ethical consumption means being considerate of the environment and ethics when selecting a product or a service; that is, making conscious and careful decisions when engaging in consumption.

In other words, an ethical consumer is someone who can look at the social, environmental and economic imbalances caused by consumption and consume responsibly for the coexistence of all entities on the earth as well as future generations.

• As ethical consumers, we can take the following actions at each stage of consumption.

Consumption Stage

Ethical Consumption Activity

Distribution of resource

Giveaway, donation

Purchase

Buying eco-friendly products & fair trade products, going on fair trade trips, shopping local, boycotting unethical businesses

Use

Saving energy, water & resources

Disposal

Separating garbage, using secondhand products, reducing & recycling waste

Simple living

• Look at the following case and think of ways we can practice ethical consumption in daily life.

The No Impact Man Project: Surviving a Year in the Middle of New York without Influencing the Environment

Non-fiction writer Colin Beavan was neglectful of the environment, until, one day, he realized that he was powerless against environmental crises. He then decided to make no impact on the environment for a year under the condition that his wife and daughter participate as well, even as they continued their normal lives in New York City. Beavan not only refused to use disposable products or take transportation, but he also cut off his electricity. His journey slowly took shape as he contemplated, experimented and found alternatives. Eventually, he was able to work with environmental organizations and convince a member of the US Congress to join his cause.

The project, which started from environmental problems, leads to the fundamental introspection about how to live life happily. This book, which records the year-long No Impact Man Project, tells stories about both cheerful adventures and the touching growth of a family.

Source: Bookhouse Publishers Co., Ltd. review

33

Daily Activity 1

Ethical Consumption Activity

Daily Activity 2

Ethical Consumption Activity

Daily Activity 3

Ethical Consumption Activity

Daily Activity 4

Ethical Consumption Activity

06 Becoming Global Citizens through Ethical Consumption

Becoming the No Impact Man

33

Mind Map Pledge Sheet (Pledge to Participate in Ethical Consumption)

• Write the pledge as a full sentence inside the center circle.

• In the outside circles, write down when/where/how to put the plan into action.

• Once filling out the circles, imagine what could happen after you become an ethical consumer and draw your thoughts around the map.

Plan to Become an Ethical Consumer

44

The Asia-Pacific Centre of Education for International Understanding (APCEIU) under the auspices of UNESCO is a Category 2 institute that facilitates Education for International Understanding (EIU) and Global Citizenship Education (GCED) for UNESCO Member States. A think tank established in 2000 by an agreement between the Government of the Republic of Korea and UNESCO, APCEIU develops and executes various training programs and policies and creates educational materials to distribute to the UNESCO network and its Member States. It is a leading institute specifically in GCED that reflects UNESCO’s Incheon Declaration for Education 2030 and the UN’s Sustainable Development Goals (SDGs).

Thinking, Empathizing, Acting Global Citizens, Assemble!

Planned and Edited by

APCEIU

Written by

APCEIU

PARK SeoYoun, Assistant Administrator, Amnesty International Korea Planning & Business Team

MOON A-Young, Representative, PEACEMOMO

GONG Yunhee, Director, Global Citizen Education Bonita

KIM Wonseop, Assistant Administrator, BeautifulStore Education & Culture Team

KIM Sunghoon, Team Leader, BeautifulStore Education & Culture Team

Supervised by

CHOI Il Ho, Senior Supervisor, Gangwon Provincial Office of Education

JANG DukHyun, Assistant Administrator, Amnesty International Korea Issue Project Team

© APCEIU 2021 PRN

BE-ITE-2021-021

Publisher

LIM Hyun Mook

APCEIU

120 Saemal-ro, Guro-gu, Seoul, Republic of Korea

Tel. 02-774-3956 | Fax. 02-774-3957

Website www.unescoapceiu.org Email ite@unescoapceiu.org Printed by

Seoul Selection

Publication Date

December 2021

• The copyright of this book belongs to APCEIU. • This book was produced for educational use in the Asia-Pacific region as a part of the Developing Online Educational Materials Project for Global Education in the Asia-Pacific Countries, which is funded by the Ministry of Education of the Republic of Korea and implemented by APCEIU. • The ideas and opinions expressed in this publication are those of the individual authors and do not necessarily represent the official views of APCEIU.

Student's Workbook

Thinking, Empathizing, Acting

Global Citizens, Assemble!

Not For Sale