(Instructor’s Guide) Thinking, Empathizing, Acting Global Citizens, Assemble!

Instructor’s Guide

Thinking, Empathizing, Acting

Global Citizens, Assemble!

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

Instructor’s Guide

Thinking, Empathizing, Acting

Global Citizens, Assemble!

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

Preface How to Use the Workbook

Table of Contents (For Instructors)

04

01

02

Am I a Global Citizen, Too?

My Many Selves

07

15

03

04

Different, Not Wrong!

Aha! The Secret to Peace and Coexistence

21

33

05

06

Why is Plastic Bad?

Becoming Global Citizens through Ethical Consumption 43

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How to Use the Workbook

Q1

A1

Who is this workbook for?

This workbook is meant to be used by students from upper elementary to middle school. However, as it is not restricted to a particular curriculum, it can be used at instructors’ discretion as supplementary material to any course, depending on students’ learning level rather than grade level.

Q2

A2

How should instructors allot time for each activity?

This workbook is designed for instructors to use freely according to learning environment. Each stage is divided into steps that instructors may exclude, rearrange or supplement as needed.

Q3

A3

What is the role of the instructor

The activities in this workbook are designed for instructors to facilitate rather than teach. Students should be encouraged to find the answers by themselves rather than being taught directly.

Instructors are recommended to use participatory and transformative pedagogical practices that: • are learner-centered • are holistic and foster awareness of local challenges, collective concerns and responsibilities; • encourage dialogue and respectful learning; • recognize cultural norms, national policies and international frameworks that impact the formation of values; • promote critical thinking and creativity, are empowering and solutionoriented; and • develop resilience and ‘action competence’.

in this workbook?

* Reference: Global Citizenship Education: Preparing Learners for the Challenges of the 21st Century

00

Q4

A4

What’s the main purpose of this

This workbook contains various activities that help students develop interest in the issues that humanity is facing as a whole and acquire the communicative, collaborative, creative and practical skills required to solve these issues. The primary goal of this workbook is to encourage students to respect universal values, such as human rights, social justice, diversity, equality, peace and sustainable development, and practice them with interest.

workbook?

* Reference: Global Citizenship Education: Preparing Learners for the Challenges of the 21st Century

Q5

A5

Is there a downloadable PDF

The PDF version of this workbook can be downloaded on the APCEIU’s English-language website (http://www.unescoapceiu.org/board/k412_en) under Resources → Books. The book is available for free for non-profit use.

version of this workbook?

00

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

Objectives • Understand how interconnectivity is strengthened by globalization.

• Observe one’s daily life and realize how one is connected to the world.

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• Develop an awareness of how one’s choices and actions influence the world due to such connections.

1-1 Planet Earth Today

STEP 1 Activity

• Activity type: Thought expansion • Materials: Worksheet 1-1 (one per person), pen/pencil • Theme: What’s happening to our planet right now?

| Instructions |

• Explain to students that they will study the infographics in the workbook and analyze their meanings.

• Through case studies, students will learn about current events and issues around the world and share their related experiences and thoughts.

• Ask students to answer each question and share their responses with their classmates.

※ Tips for Instructors

• The instructor’s goal is to use the infographics in the workbook to allow students to understand how globalization has intensified.

• It is recommended to display the PDF file and have students read each article together.

• Ask students what each graph implies to focus on building critical analysis skills through this activity.

• Engage students in current events and issues in the world.

• Emphasize that these problems cannot be resolved by a single individual or country, and that issues regarding refugees, forest destruction, international disputes and climate change need collaboration from many countries.

• Through various detailed examples, help students realize that our unconscious actions can influence different places on earth.

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| Instructions |

• Instruct students to read Case 1 and share their responses to each question with their classmates.

– Ask the following questions: How does Prime Minister Sopoaga’s plea make you feel? Think of other cases, either domestic or international, in which a country has suffered due to the actions of another country, countries or the world, and share your opinions of them. (The objective is to have students sympathize with Tuvalu’s situation.)

– Can we do anything for Tuvalu? (Talk about the things we can do to prevent global warming from becoming more serious.)

01 Am I a Global Citizen, Too?

Step 2 Wrap-up Discussion

Tips for Instructors

• Display the world map on the board or the screen and go over each continent.

References • Buy eco-friendly products: Check out the packages to see if the products are produced in an eco-friendly way. Buying eco-friendly products helps to reduce environmental impact from their production and consumption.

• Consume less meat: Become vegetarian for one day a week. The meat production industry has a huge impact on the environment that you can decrease by consuming less meat.

• Recycling: The less waste, the safer the environment. Separate paper, glass, plastic, metal and old electronics. All of these can be recycled, so bring them to the nearest recycling center. If you can’t find one, you can also recycle in the following ways: 1. Recycle at home or bring recyclable products to school to recycle them.

2. Contact a local community center or environment-related organization and suggest that a recycling center be established.

3. Recycling is a recent art trend! Donate recyclables to artists or art institutions.

• Turn off the lights: Reduced usage of electricity reduces one’s impact on nature • Take public transport or bike: Using public transportation or biking can decrease carbon emissions which severely impact the environment.

Source: Young Person’s Guide: Changing the World Edition (https://www.unv.org/sites/default/files/Young_Persons_Guide_Changing_the_World__FINAL.pdf)

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• Instruct students to read Case 2 and share their responses to each question with their classmates.

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

– What should we do to solve these problems?

Reference We can use coltan that’s not sourced by exploited children, but by miners who are paid proper wages. Have you heard of Fairphone, a company founded in 2013 in the Netherlands? Founder Bas van Abel is the leader of this movement; he also is involved with Waag Society, which conducts campaigns to spread awareness about the painful impact of the cell phone mineral industry and produces fair trade cell phones.

Furthermore, more than 400 billion cell phones have been thrown out around the world.

Due to consumers’ tendencies to pursue new models and functions, cell phones have become a replaceable commodity, and lost phones are often not found. If we take slightly better care of our phones, we can preserve ecology and maintain safer lives.

Source: https://www.fairphone.com/en/about/about-us/?ref=footer

※ Tips for Instructors

• If time allows, use the video below to enhance students’ understanding.

• Encourage students to express their sympathy and reconsider their values and attitudes while reading the case studies.

Reference • Case 1 - https://news.un.org/en/story/2019/05/1038661 • Case 2 - Park Gyeong-hwa, Gorillas Hate Cell Phones, Booksense - ‘Fairphone--changing the way products are made: Bas van Abel at TEDxAmsterdam’ https://youtu.be/96XfmrJMlNU

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Am I 100 Percent American?

Step 1 Drawing Myself

• Activity type: Drawing, video, presentation and discussion • Materials: Worksheet 1-2 (one per person), colored pencils/markers, etc.

• Theme: Through self-reflection, we can understand that many parts of our life are closely related to the world.

| Instructions |

• Instruct students to read ‘One Hundred Percent American’ by American anthropologist Ralph Linton.

01 Am I a Global Citizen, Too?

1-2

Ralph Linton, “One Hundred Per-Cent American”, The American Mercury 40, 1937.

• Ask students to refer to the illustration and complete the drawing activity ‘100 Percent Me’.

• Have students present their drawings to their classmates, describing in percentages the things that make up their identity.

※ Tips for Instructors

• Ask students to each draw a picture of themselves on a piece of paper and write down the origin of the things that compose them, such as the clothes and shoes they’re wearing and the pencil they’re using. If they know where their belongings were manufactured, they can write the country next to their drawing. Have students present their drawings freely.

• Give students enough time to read the text and reflect on themselves. The purpose of this activity is to consider how so many parts of our lives are closely related to the world, even if we don’t realize it. Students should discover that even the smallest parts of individuals’ lives are as tightly woven as the transportation of humans or resources and trade between countries. Guide students to realize that we experience life through these connections and that we all have identities, responsibilities and duties as global citizens.

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Step 2 Am I 100 Percent American?

| Instructions |

• Instruct students to watch the following video and share their reactions. https://www.youtube.com/watch?v=tyaEQEmt5ls • Discussion Questions

① Can you call yourself ‘100 percent ’? (Fill in the blank depending on the country students live in.) ② Can you call yourself a ‘global citizen’?

※ Tips for Instructors

• The video above portrays testing done for advertising purposes. Rather than focusing on the authenticity of the test, have students focus on sharing how the video made them feel.

• Being aware of interdependence and connectivity is the most fundamental part of global citizenship education because all global citizens must realize that all people are mutually connected and influential. After the wrap-up activity, give students plenty of time to talk in groups about how they felt.

• Globalization not only fortifies interconnectivity on macroscopic and structural levels, but also complicates our daily life. As a result, various phenomena in our personal and social lives—such as fair trade, emigration and refugee crises, climate change and environmental issues, conflicts and disputes and real-time online communication—occur continuously, crossing the boundaries between regions and nations. In other words, almost every part of the world is connected in an interdependent way, leading to a global environment of mutual influence.

With such matters to consider, ‘global citizenship’ is gaining attention as an important factor behind our understanding of citizenship, rendering it crucial to consider ‘global citizenship’ to be a common human identity that surpasses traditional understandings of citizenship in national contexts.

• For this reason, Global Citizenship Education works to develop necessary information and capabilities under the premise of changing the perspectives of individuals and societies so humanity, regardless of the interests of individual countries, can function as a single global community.

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Links Between You and Me

Step 1 The Link Between the Earth and Us

• Activity type: Drawing, individual and group activities • Materials: Worksheet 1-3 (one per group), colored pencils/markers, yarn (various colors, one ball per group), name tags (one per student) • Theme: We are all connected and can affect one another.

| Instructions |

• Explain that this activity will be done in groups of four or five students.

• On worksheet 1-3, starting with the circle that reads ‘Earth’, students should take turns writing down something that influences what’s in the previous circle in their group.

• Once the circles are complete, ask students to write the word they wrote on the worksheet in big letters on a name tag and stick it on their chest.

• Then, ask students to explain to their group why they chose that word.

01 Am I a Global Citizen, Too?

1-3

※ Tips for Instructors

• The middle of the chart doesn’t necessarily have to be ‘Earth’—the theme can be altered according to the class. For example, students can replace ‘Earth’ with ‘Me’ and write down the things that influence them individually.

Step 2 Yarn Toss

| Instructions |

• Clear away desks and place chairs in a circle so that everyone can face each other.

• Arrange the seating so that group members are intermixed.

• Give a ball of yarn to the student who wrote the first word in each team and ask them to talk about why they thought the word influences the earth.

• When the students have finished, instruct them to toss the ball of yarn to the teammate who wrote the next word while holding on to the end of the yarn.

• As the activity progresses, write each word on the board, creating a net.

Example Tree

Paper

Book

Library

Water

Sea

Glacier

Global Warming

Earth

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• The students who receive the ball of yarn repeat the process, explaining how their word influences the previous word before tossing the yarn to the next person (still holding on to their section of the yarn).

• When all students have presented and everyone is holding one part of the yarn, the web is complete!

• Call out the words in the web one by one and have the student with that word written on their chest wave the hand holding the yarn. Ask the students if they can feel the yarn vibrating and have them share their reactions.

Source: APCEIU

※ Tips for Instructors

• Using multicolored yarn rather than distributing one color per group can help students feel connectivity and diversity more vividly.

• The flow might break during the activity. If this happens, there is no need to restart the activity. Instead, get feedback from the students about the areas where the yarn is connected and have them discuss the implications.

• The purpose of this activity is to remind students of the interconnectivity and sustainability of a community by using yarn to visualize connections. Also, by seeing the yarn become a woven web as they toss it, students can see that our world is connected systematically.

• Discuss the concept of the butterfly effect to understand the fact that one individual movement can affect an entire system, and that changes in a system can continuously effect individual actions. The traits of such a system can remind students of the societal responsibility held by all people.

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2-2 Introducing Myself

02 My Many Selves

02

2-1 I’m Looking for . . .

MY MANY SELVES Objectives • Learn that there are various characteristics that can be used to identify a person and that all individuals have similarities and differences.

• Comprehend the concept of identity, the value and importance of diversity and that all individuals deserve respect.

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• Learn to respect others by sharing one’s stories and listening to those of one’s peers.

2-1 I’m Looking for . . .

Diversity Bingo

STEP 1 Activity

• Activity Type: Participation, group discussion • Materials: Worksheet 2-1 (one per person), pen/pencil (students may express themselves with various colours) • Theme: How well do you know your friends? Find out what’s unique about your classmates.

| Instructions |

• Distribute one bingo card (worksheet 2-1) per person.

• Ask students to walk around the classroom until they find someone who can answer a question on their bingo card. Students should write the other person’s name or get their signature in a square on the bingo card.

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

• Tell students to call out ‘Bingo!’ once they fill their entire card with names.

※ Tips for Instructors

• The questions on the bingo card can be changed to be appropriate for the students and the purpose of the class. Include questions not just about hobbies and preferences but about nationality, faith and religion, family structure and experiences so students can gain a better understanding of diversity.

• The goal is not for students to compete against each other to say ‘Bingo!’ first.

Rather, it’s important that they walk around freely during the given amount of time to meet as many people and share as many stories as possible. Remind students that it’s okay if they don’t complete the bingo card in time, as long as they talk with their peers as much as possible.

• It’s okay if students seem confused at the beginning of the activity. Encourage them approach the task in their own way.

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| Instructions |

• Ask students to share what they learned from Diversity Bingo. Ask the following questions: – What did you learn from the Diversity Bingo activity?

– Did you learn anything new (i.e., similarities/differences) about your classmates during the activity? Share what you learned about your classmates with everyone.

– Let’s hear from someone who completed (or nearly completed) their bingo card.

– What was your favourite question? Why? – Which question was the hardest to find someone to answer?

• Lead a discussion about how a classroom is composed of diverse individuals with similarities and differences.

02 My Many Selves

STEP 2 Discussion

※ Tips for Instructors

• Lead the discussion after the activity so that students can learn about their classmates’ unique traits.

• Guide the discussion so that students can learn about the individual traits of their classmates who are usually shy or quiet.

STEP 3 Wrap Up Discussion: A Classroom Where Diversity is Respected

| Instructions |

• Ask students to take turns talking about various types of individuals that deserve respect in a classroom.

‘I want our class to be respectful to people who ____________.’

※ Tips for Instructors

• Encourage all students to take part in the activity, but if there are students who don’t wish to speak, you may move to the next person.

• Guide students to talk about the characteristics of their classmates they just learned.

• Emphasize that all individuals have their own hobbies, interests and capabilities, and that no one should be disrespected.

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2-2 Introducing Myself Making My Own Flower

STEP 1 My Own Flower

• Activity Type: Participation, group discussion • Materials: Worksheet 2-2 (one per person), pen/pencil (colored pencils, crayons, etc.)

• Theme: Discover what makes you and your peers unique. Introduce yourself in different ways and stories.

| Instructions |

• Distribute worksheet 2-2 (one per person) and tell students that they are going to write their story on the petals.

• Ask students to answer the following questions in the petals on the worksheet (one question per petal). ① What are my strengths? ② What do I like to do in my free time? ③ What are my dreams and goals? ④ What do I like? What do I dislike? ⑤ What am I most afraid of?

※ Tips for Instructors

• The questions can be changed to be appropriate for the students and the purpose of the class. You may modify the questions to encourage students to write about their personality traits through the activity.

• Students may draw extra flower petals to share stories that further reveal their personalities in addition to the provided questions.

• Encourage students to finish their flowers in various ways including coloring and collage.

STEP 2 Sharing the Petals

| Instructions |

• When all students have completed their flowers, ask them to get into pairs and talk about their flower with their partners.

• You may ask students to walk around the classroom for a given amount of time to find a partner. Once in pairs, students should decide on a petal (question) to talk about and share their stories.

• After a given amount of time, ask students to switch to a new partner.

• Students should talk about one petal (question) per partner and leave the other petals to discuss with other classmates.

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• The purpose of this activity is to help students share their experiences and opinions with classmates and realize the importance of listening to others’ stories respectfully.

• You can limit the time per question so that students don’t talk with one partner for too long. Try ringing a bell and having them switch partners every three to

02 My Many Selves

※ Tips for Instructors

five minutes.

• Instead of a bell, you can play a song and have students dance. Instruct them to find a new partner when the music stops.

• Students can pick their topics freely, but the instructor can also assign them topics as needed. For instance, instruct students to discuss question one in the first round, then question two in the second round, etc.

STEP 3 Group Discussion

| Instructions |

• After the activity, ask students to share what they learned with the entire class.

– Ask individual students to introduce their flower to the class using the following questions: – What did you learn from the My Own Flower activity?

– What was the easiest question to answer? Why? – What was the most difficult question to answer? Why?

※ Tips for Instructors

• Let students know that their own thoughts, experiences and unique characteristics are part of their identity, which should be respected and valued.

• Remind students that others’ identities are just as precious as one’s own.

• Emphasize that all identities are valuable, and therefore, we should respect one another and pay attention when others are speaking.

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STEP 4 Making a Classroom Flower Garden

| Instructions |

• After leading a discussion of the activity, ask students to write their name or nickname on their worksheet.

• Explain the significance of saving their name for the last step.

• Tell students that finished flowers will be posted on the classroom wall as a part of a classroom ‘flower garden’.

※ Tips for Instructors

• We are often too used to introducing ourselves using only our name and age.

This is why students are asked to write their names as the final step of this activity.

NOTE Respect for Identity and Diversity Identity refers to the characteristics or fundamental traits that describe who you are.

In addition to innate and physical traits like the color of your hair and eyes, identity can refer to immaterial things such as what you like and dislike, where you belong (such as your family or group), or your areas of interest. It can also be the religion, tradition or faith of an individual or group. While some parts of your identity are fixed from birth, you can change or choose many aspects of it. All of these factors form identity. Identity has both positive and negative sides. By sharing the identity of a group, we may feel a sense of belonging and solidarity. On the other hand, identifying with a group identity can lead to division, conflict, stigmatization and the infringement of human rights.

You have learned from the Diversity Bingo and My Own Flower activities that we all have similarities and differences. The goal of these activities is to accept everyone’s unique traits and accept our diversity.

Diversity encompasses not only culture, race and religion but also people’s various abilities and interests. Therefore, we must keep in mind that no two individuals are the same, and it is diversity that makes our lives and the world more colorful.

The world is made up of countless different individuals and groups with unique identities. The number of existing identities is equal to the number of humans, considering the innumerable traits that make up the identity of an individual or a group, such as skin color, race, nationality, class, religion, beliefs, sex, gender, sexual orientation, age, disability and health conditions.

The way we define and look at ourselves influences the way we form relationships with others and realize the unique value of human rights. Since cherishing diversity is directly connected to human rights, the first step of these materials is to focus on identity.

Source: You, Me, and Us (Amnesty International UK, Amnesty International Irish Section) https://www.amnesty.org/en/documents/act30/0010/2015/en

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3-2 How Our Inner Prejudices Harm Diversity

03 Different, Not Wrong!

03

3-1 Who Am I?

DIFFERENT, NOT WRONG! Objective • Understand the structure of prejudice and stereotypes that lead to social/cultural/institutional discrimination and human rights violations.

• Understand that indiscrimination is essential to exercising and protecting everyone’s rights.

• Learn about the social stereotypes and prejudices that lead to discrimination and human rights violations and strengthen students’ ability to address them.

• Understand the value, concepts and importance of human rights guaranteed by the Universal Declaration of Human Rights.

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3-1 Who Am I?

Guessing Game Cards

STEP 1 Dividing the Cards

• Activity type: Participation, class discussion • Materials: Cards from worksheet 3-1 (one per person) • Theme: Sympathize with the prejudice and discrimination that various members of society experience and learn about the prejudices some people hold based on sex, skin color and religion.

| Instructions |

• Ask students to form groups, then distribute blank cards (one card per student).

• Instruct students to talk about the different kinds of people in our society, and ask them to make up a person and write their characteristics on their card. Encourage students to think of as many types of people and identities as they can to prevent redundancy in the cards.

– Guide students to come up with people of different ages, nationalities, genders, appearances, education levels and occupations.

• When the students have completed their cards, collect and shuffle them.

Then, affix one card on each student’s back at random.

• Students should not look at the card they have on their backs.

• During this activity, students ‘become’ the person they have on their backs.

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

※ Tips for Instructors

• Encourage students to make the cards as various as they can, with different identities for each character or person. Help them think of people with different ages, nationalities, genders, appearances, education levels and occupations.

• Emphasize that students should not purposely offend others when they create the cards and that people’s various identities are not objects of ridicule. Assert that everyone in the classroom has different identities and that people’s feelings can be hurt when others joke about or put down their identities.

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| Instructions |

• Before starting the activity, let students walk quietly around the classroom and see what their classmates have on their backs.

• Ask students if they have any questions regarding the cards they saw on the backs of their classmates. If there are any terms or concepts that they don’t understand, provide some simple explanations.

• Then, ask students to roam around the classroom and discuss what comes to mind when they see the cards on the back of their classmates. Signal them to stop after a given period of time.

• Ask students to guess who they are after listening to what their classmates said about them based on the cards on their backs.

03 Different, Not Wrong!

STEP 2 Who Am I?

※ Tips for Instructors

• The instructor may also participate in the activity for a livelier discussion.

• Students will not be able to have full conversations if they don’t have enough information regarding the cards. So, try to give them enough information or provide a chance to talk about each identity beforehand.

• If a student identifies with a certain card, they may feel uncomfortable or emotionally hurt. To prevent this, instructors may take out these cards ahead of time. It is a good idea to prepare extra cards in advance to ensure everyone gets a card.

STEP 3 Discussion

| Instructions |

• After the card activity, have a class discussion so students can share how they felt.

– Ask students: Was there a card about which you could only say limited things? Why did you feel that way? What did you discover about that identity?

– Ask students to guess what identity is on the card on their back, and state why they think so.

– Ask students: What kind of things did others say about you?

– Ask students: How did you feel after hearing what they said? How would you feel if you were actually that person?

• Instruct students to listen to each other, share their responses and see if anyone felt the same or had similar thoughts.

• Then, allow students to check the card on their back.

• Talk about how they felt when others spoke about them. Ask the following questions: – Did you feel intimidated or wronged? Why did you feel this way?

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– Did you feel triumphant? Why did you feel this way?

– When we hold prejudice against someone, how do you think that makes the person feel?

• Look at the cards together and talk about what kinds of prejudices exist based on sex, age, occupation, nationality and appearance.

• Let students know that prejudices based on sex, age, occupation, nationality and appearance can lead to social/cultural/institutional discrimination.

• Teach students what kinds of social/cultural/institutional discrimination the people of the identities on the cards experience.

– How can prejudice lead to social/cultural/legal discrimination or human rights violations?

※ Tips for Instructors

• Pay attention to the emotions of the students whose roles could be the subject of ridicule or ignorance. If any student expresses hate, tell them to explain their reasons and then explain to them why it’s wrong.

• See if any cards were unable to elicit different stories, and discuss why (i.e. ignorance of social minority groups, stereotyping and prejudice, etc.).

• Encourage students to seek classmates who felt the same feelings, and explore what their cards have in common.

• Talk about the feelings of exclusion, helplessness and anxiousness the students who experienced discrimination felt.

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How Our Inner Prejudices Harm Diversity Spectrum Discussion

STEP 1 Where Do I Stand?

• Activity type: Participation, class discussion • Materials: Worksheet 3-2 (one per person), pen/pencil • Theme: Let’s uncover the social stereotypes and prejudices that lead to discrimination and human rights violations, and strengthen our ability to address them.

03 Different, Not Wrong!

3-2

| Instructions |

• Label the two opposite sides of the classroom or activity space with ‘Agree (100%)’ and ‘Disagree (0%)’.

• Instruct students to get up and scatter around the designated space.

• Read the example sentences.

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 the words harm people in social minority groups.

• Students should stand in the activity space according to how much they agree with each sentence. If they totally agree, they should stand near the ‘Agree (100%)’ sign; if they totally disagree, they should stand on the opposite side near the ‘Disagree (0%)’ sign; if they neither agree nor disagree, they should stand in the middle.

• The students can talk with one another before making their final decisions.

※ Tips for Instructors

• You may modify the example sentences according to the characteristics of the participating group and the purpose of the class.

• Hold the activity in a space where students can freely and safely move around.

If holding the activity in a classroom, push the desks and chairs to the walls to make enough space.

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STEP 2 Discussing the Example Sentences

| Instructions |

• After completing the activity for each example, interview the students. Ask the following questions: – How much do you agree with the example sentence? What are your reasons?

• Students may change their opinions after listening to other students’ responses.

• Instructors may ask pointed questions or raise objections to promote a lively discussion.

• For each example, listen to different responses from students from various positions. ※ Tips for Instructors

• Most of the examples aim to start a discussion on stereotypes and prejudices that can lead to discrimination.

• Depending on the class and the amount of time, you may not need to use all of the examples. You may also choose to focus on a certain aspect of human rights and use only the cards relevant to this focus.

• The instructor can adjust the examples and their numbers according to the class hours and objectives.

• Encourage various students to voice their opinions and have an open discussion.

STEP 3 Discrimination Created

by Prejudice

| Instructions |

• After holding a discussion on the various example sentences, read cases about the groups from the examples.

• Inform students that the example sentences reflect stereotypes and prejudices against certain groups or targets. Ask the following questions: – Who is the target of such stereotypes and prejudices?

– Have you ever seen or heard anyone, including yourself, say or do something based on stereotype or prejudice?

– Do the groups from the examples really suffer from discrimination?

– Based on the following discussion, find out what prejudices need to be changed or what actions we can take in daily life to protect victims of prejudice or stereotyping.

• Ask students to think of other cases of discrimination.

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• Don’t forget that instructors must be ready to answer any question that students may have about the examples. Make sure to clear up any confusion about social prejudice and help students resolve their questions.

• Examples of in-depth questions – Example 1. Should cleaners work in an environment with no resting area?

Why is this a problem?

– Example 2. Have you seen a case where a victim of sexual harassment (or

03 Different, Not Wrong!

※ Tips for Instructors

assault) is criticized for what she was wearing? Why might women be criticized for crimes committed by men?

– Example 3. What image comes to your mind when you hear the word ‘refugee’?

– E xample 4. Have you ever discriminated against someone or been discriminated against based on age? Is this fair?

– Example 5. What does ‘freedom of expression’ mean and when can it be used?

What’s the difference between criticizing someone with power and talking badly about a social minority group?

• The instructor may introduce a case in which someone similar to the figures mentioned in the spectrum discussion faces discrimination in real life or show a relevant video.

• The students can also think about various cases around them and present them.

Videos • Prejudice/Poverty TED—The Danger of a Single Story https://youtu.be/D9Ihs241zeg • Women’s Rights

https://www.youtube.com/watch?v=41i0rabEdUE

• Refugee Rights

https://www.youtube.com/watch?v=25bwiSikRsI

• Ageism

https://www.youtube.com/watch?v=sLH65bBt6Zk

• Hate Speech and Freedom of Expression https://youtu.be/8vUdWpwLv10

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STEP 4 The Universal Declaration of Human Rights—A Global Promise

| Instructions |

• Hand out the summary of the Universal Declaration of Human Rights (worksheet 3-2).

• Explain the content, composition and background of the declaration’s establishment.

• Connect the examples and cases from the spectrum discussion activity to the summary.

• Instruct students to read the summary of the Universal Declaration of Human Rights thoroughly and encourage them to think about it in terms of the various cases around them.

– What is something that’s guaranteed by the Universal Declaration of Human Rights, but isn’t protected in reality?

※ Tips for Instructors

• Encourage students to relate the Universal Declaration of Human Rights to their lives outside of class.

Video • https://www.youtube.com/watch?v=kbul3hxYGNU&list=PLD96EE89FDBEC57A3&ind ex=4

Reference

Difference and Discrimination

Discrimination occurs when someone denies the rights of an individual or a group right based on factors of the target’s identity. This can include distinguishing, excluding, limiting or treating an individual or group differently with the purpose of denying their human rights. Discrimination is unjust treatment based on race, ethnicity, nationality, religion, beliefs, sex, sexual orientation, age, disability and other identity factors.

Discrimination occurs when differences in race, skin color, language, religion, disability or marital status are differentiated with the intent to socially exclude an individual or group or weaken their social status. It can be based on faith, culture or customs, but sometimes it is institutionalized as law. Abolishing all forms of discrimination is crucial for all people to be able to practice and voice their rights.

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Human rights are the basic rights that every human being deserves unconditionally from birth. No one, at any time or location or for any reason, can deny or take away these rights.

1) The Values and Principles of Human Rights Human rights reflect values such as diversity, justice, peace, dignity, equality, nondiscrimination and magnanimity, and the following principles are important in practicing them.

03 Different, Not Wrong!

Human Rights and the Universal Declaration of Human Rights

• Universality: Human rights apply to all humans, with no exception. Human rights are guaranteed regardless of distinguishing factors such as skin color, age, sex, nationality, economic status, physical traits or sexual orientation.

• Non-transferability: Human rights cannot be given up or be transferred to someone else, and may never be denied or ignored under special circumstances such as during war or emergency situations.

• Inseparability: All human rights are equally important, and there is no superiority among them. No political, social, economic or cultural right is more important than the other.

• Interdependence: In order for one right to be upheld, all other rights must be as well. Similarly, if one right is violated, it will affect other rights in a negative way.

For instance, economic and cultural rights can only be realized when political and social rights are secured. Human rights can only be complete when all factors are interlocked.

2) The UN’s Universal Declaration of Human Rights Human rights are realized by legal protection and enforcement through constitution and legislation. On a global level, such legal protection takes the form of official treaties between countries or international law. These legislations and treaties aim to ensure that all countries improve and protect human rights.

The Universal Declaration of Human Rights (UDHR), legislated in 1948, was codified to guarantee the basics of life of which all human beings are worthy to everyone around the world. World War II led many countries to see the true destruction of war and realize that a baseline to protect human dignity was necessary. By summarizing the rights all human beings must be guaranteed simply because they are humans, a category that transcends nation and ideology, the Universal Declaration of Human Rights remains the most fundamental international standard for the improvement of, respect for and protection of human rights.

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Discrimination Cases

Find out more https://www.refworld.org/ docid/504726462.html

1. Poverty

The Romani are people who use the Romani language. They are a minority group often referred to as ‘gypsies’ because some people mistakenly believed them to be from Egypt, but the term ‘gypsy’ has since been classified as an offensive slur. There are approximately six million Romani people around Europe, most in the lowest level of poverty in each society.

The Romani people have a long history of discrimination in Europe. Many were slaves under serf systems in various European countries, and they were the second largest group to be massacred during the Holocaust.

Today, the Romani people remain the most discriminated ethnic group in Europe. They are excluded from most residential, medical and educational social services, and their temporary housing is often forcefully demolished.

There is especially serious discrimination against and exclusion of Romani children in education, so many must take classes in isolated buildings or classrooms and are given limited access to school curricula. According to a survey done by the United Nations in 2012, 43 percent of Romani children registered in public schools are still being taught in separated classrooms. The Romani people are trapped in a vicious cycle of poverty as discrimination prevents them from attending school or getting jobs.

2. Women’s Rights

Find out more https://www.youtube.com/ watch?v=FKwZBL2WEfA

a) Slums A lack of access to bathrooms is increasing the amount of women falling victim to rape or murder. In countries like Kenya and India where access to sanitary facilities is very limited, women walking to the bathroom at night are frequent targets of crimes. A million people live in Kibera in the Nairobi area of Kenya, but because there aren’t enough bathrooms, one public bathroom must accommodate a minimum of 50 people and a maximum of 150 people at a time. Since it usually takes more than 15 minutes to walk to a bathroom and the threat of kidnapping, sexual assault and violence is high, many women don’t dare use the bathroom after 7 p.m. The responsibility to solve this problem lies in the nations and societies that have neglected these women, not in the women themselves. b) Nepal — Chhaupadi In some parts of Nepal, a custom called chhaupadi is practiced. Believing that blood from menstruation or birth brings bad luck and disaster, practitioners of this tradition sequester women in a hut or a shed, isolated from their family, when menstruating or near childbirth. This custom means that many women in Nepal stay in unsafe and unsanitary areas during their period, exposed

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https://www.unwomen.org/en/news/ stories/2017/4/feature-abolishingchhaupadi-breaking-the-stigma-ofmenstruation-in-rural-nepal

03 Different, Not Wrong!

Find out more

to danger. Around 50 women die every year due to chhaupadi, including instances of teenage girls dying from snakebites or suffocation after making fires to ward off the cold. These girls and women are also vulnerable to crimes such as rape.

According to a report by the US Department of State, as of 2010, 50 percent of women in Nepal’s middle and western areas have experienced chhaupadi.

In 2005, the Supreme Court of Nepal declared this custom to be seriously discriminatory against women and demanded its termination, but it is still being practiced in certain areas of the country. In 2017, the Nepalese National Assembly passed a bill to charge those who enforced the practice with a fine of 3,000 Nepalese rupees or a prison sentence of three months.

3. Refugee Rights

Find out more www.unhcr.org

All humans have the right to seek refuge from war, torture, violence or oppression and be protected in another country. But the process of escaping from danger to seek refuge in another country is filled with tragedy. When refugees arrive at their destinations, they are often confined in refugee accommodations or are sent back. Even if they manage to settle in the new country, their hardships don’t end. Refugees and immigrants often face racial discrimination, are excluded from social security services, and are exploited or abused by employers or traffickers.

According to the German daily newspaper Der Tagesspiegel, 33,293 refugees died on their way to exile in Europe between 1993 and May 2017. Among these is Alan Kurdi, a three-year-old boy whose drowning death in September 2015 shocked the world, and Fares Hader Ali, a four-month-old baby who froze to death in a run-down refugee camp in Turkey.

Inform students that these refugee stories are not tales from faraway countries that don’t concern them. Koreans who settled in different countries to escape the Korean War were refugees, and famous people like Albert Einstein, Marie Curie, Freddie Mercury and Zinedine Zidane were also refugees or immigrants.

4. Age

Adultism’s most basic premise is that adults are superior to young people. A host of negative or condescending beliefs about young people reinforce and justify the misuse of adult power. Teens are viewed as irrational, irresponsible, and unpredictable troublemakers. We may view children and teens as cute and charming, while belittling their concerns and needs, and overlooking

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Find out more https://www.who.int/westernpacific/ news/q-a-detail/ageing-ageism https://www.youtube.com/ watch?v=5vIrL7fiNgw

their insight and wisdom. Adultism is often invisible for it is largely the norm for interactions between adults and young people. It exists on a continuum of manifestations of misused adult power; from the most subtle and normalized forms such as ‘double standards’ on the same action or attitude of adults and young people, to the most explicitly aggressive forms such as abuse against children and teens.

Source: https://www.safeatschool.ca/professional-learning/youth-empowerment/youth-empowerment-forcharacter-development/why-talk-about-power/adultism-and-adult-privilege

5. Hate Speech and Freedom of Expression

Find out more https://www.un.org/en/ genocideprevention/documents/ UN%20Strategy%20and%20Plan%20 of%20Action%20on%20Hate%20 Speech%2018%20June%20SYNOPSIS. pdf

Everyone should be guaranteed the freedom of conscience, thought, expression and religion. As long as it doesn’t violate international law, everyone should be able to act according to their beliefs and, reversely, not be forced to act against them. Moreover, freedom of conscience and thought are only upheld when people are guaranteed the right to express their conscience and thoughts freely.

Recently, however, the concept of freedom of expression is being abused.

People are increasingly interpreting it to mean the freedom to violate other people’s rights and express hate. Freedom of expression refers to the right to not be punished—such as by going to prison—for acting on or expressing one’s conscience and thought, not the right to express hate against social minorities.

A right that violates another person’s rights is invalid.

Source: Amnesty International Korea (amnesty.or.kr) RESPECT MY RIGHTS, RESPECT MY DIGNITY - MODULE ONE: POVERTY AND HUMAN RIGHTS (AMNESTY INTERNATIONAL) RESPECT MY RIGHTS, RESPECT MY DIGNIT Y - MODULE THREE – SEXUAL AND REPRODUCTIVE RIGHTS ARE HUMAN RIGHTS (AMNESTY INTERNATIONAL)

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4-2 Neighbours

AHA! THE SECRET TO PEACE AND COEXISTENCE

04 Aha! The Secret to Peace and Coexistence

04

4-1 Touch Touch

Objectives • Think about the efforts made by individuals or groups to achieve peace and coexistence.

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• Notice and prevent conflict to maintain peace.

4-1 Touch Touch

STEP 1 Activity

• Activity type: Pair activity • Materials: Worksheet 4-1 (one per person), an open space where students can stand in a circle and move their bodies freely • Theme: Think about a cooperation in which everyone wins rather than a competition with one winner.

| Instructions |

• Ask students to stand in a circle and listen to your instructions.

• Explain that two students will face each other and hold hands in a handshake position during this activity. Explain the rules as follows: – The goal of the game is for a player (player 1) to make their partner (player 2) touch player 1’s waist with the back of player 2’s hand. At the same time, player 2 must do the same: make player 1 touch player 2’s waist. The player who makes the back of their partner’s hand touch their waist the most times is the winner.

– Time limit: 60 seconds • Remind students to keep count of how many times they make their partner touch their waist.

• Start a 60-second timer, and when the time’s up, check how many times the students successfully made their partners touch their waists.

※ Tips for Instructors

• Demonstrate beforehand for a smoother activity. Show that the touching should be a brief tap on the waist using the back of one’s partner’s hand.

• Ask the students if they have any questions during the demonstration stage so that they can focus entirely on the activity during the given time.

• Students might get loud and excited during the activity. This activity is better done in an active and enthusiastic environment, so please allow students to be loud for 60 seconds.

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| Instructions |

• Invite the team that scored the most and the team that scored the least into the middle of the circle and ask them to reenact the activity.

• Lastly, ask the questions below to help students understand the meaning of the activity and self-reflect.

Reflection Questions: – What do you think about the activity?

– How did you feel when you saw the two teams reenact their activity?

– If you both used equal force after listening to the instructions, what was the reason?

– If anything changed between you and your partner during the activity, when did the change occur?

※ Tips for Instructors

• This activity has several possible outcomes, including the following:

04 Aha! The Secret to Peace and Coexistence

STEP 2 Reflection

– Both partners tugged so hard they both got zero to two touches – One of the pair was stronger and got their partner to touch their waist many times, while the other one got only zero to two touches – Both partners got more than 30 touches – Both partners got more than 50 touches • If the number of touches differ as such, you can mentally categorize the teams while checking the count. Afterwards, invite one team that represents each category into the circle, ask them to reenact the activity, and watch together.

This process of observation is required for the reflection stage that follows.

• During the reflection stage, some students may blame you or other instructors for making them believe that the activity was a competition by saying, ‘The player who makes the back of their partner’s hand touch their waist the most times is the winner.’

• The instructor can then reply that the winning was never limited to one person, thereby leading students to question and think about the possibility of everyone winning.

• Students may not respond right away to reflection questions. If this is the case, rather than providing answers or trying to elicit them, it might be more meaningful to wait and create an atmosphere in which they may speak up comfortably.

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STEP 3 Discussion

| Instructions |

• Extend the reflection and discussion by talking about ‘competition and cooperation’. Ask students to write about the topic using worksheet 4-1.

Discussion Topics – 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?

STEP 4 Finding Cases

| Instructions |

• Guide students in identifying cases in which someone else’s victory could lead to their own, rather than cases in which their victory can lead to someone else’s loss. This can provide more meaning to this activity.

‘A peaceful world isn’t a world without conflict, but a society in which conflict is resolved in a way that satisfies everyone—not a structure in which one’s win automatically leads to someone else’s defeat.’

Reference • HYUN Gwang-il, Developmental Education Beyond Competition, Salimteo • LEE Min-hwa, A Collaborative Oddball, Signature • LEE Daehoon, Everyone Learns from Everyone with P.E.A.C.E. Pedagogy, PEACEMOMO • PEACEMOMO, How to Become an Educator of Peace—Introduction Toolkit

—Gill Fell

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Neighbours Conflict Map

STEP 1 Watching a Short Film And Analyzing Conflict Levels

• Activity type: Film analysis, group discussion, individual and group presentation • M aterials: Worksheet 4-2 (one per group), pen/pencil, small sticky notes, comfortable viewing environment • Theme: By analyzing conflict, we can think about the roles of individuals and communities in creating peace, not violence.

| Instructions |

• Ask students to form groups of five or six.

• Briefly introduce the short film Neighbours and ask students to carefully observe the film for conflict. Do not hand out the worksheet or sticky notes yet. Watch the film for the first time.

• Ask students to use the following questions to share their thoughts after the first viewing.

– How did you feel about the short film?

– What was the cause of the conflict between the two neighbours?

– When did the conflict start?

– What were the neighbours’ actions once the conflict started?

– What caused the conflict and violence to escalate?

• Write down students’ responses on the board. Explain that conflicts don’t erupt suddenly, but gradually worsen due to different factors. Point out that at each stage, a new factor intensifies the conflict.

• Distribute the sticky notes among the groups. Ask students to find all the stages of conflict and the factors that influence them as they watch the film again. Afterwards, students can write one factor per sticky note as a key phrase.

04 Aha! The Secret to Peace and Coexistence

4-2

Source: Norman McLaren, Neighbours: https://youtu.be/4YAYGi8rQag

Film Summary A small flower blooms between two men who are sitting and relaxing. They put up a fence and fight over who can take the pretty flower. The fight becomes more and more violent, and they destroy their surroundings. In the end, the two men collapse from fighting and end up in graves.

Reference: https://momotepi.org/boardPost/113084/28

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※ Tips for Instructors

• Watch the film beforehand and prepare examples needed for each stage.

Knowing the flow of the film and preparing the materials in advance will help you lead the entire activity more smoothly.

• Have students watch the film first without the worksheet or sticky notes, since these can distract the students or make them think that the activity will require difficult thinking. Create an environment where students can focus entirely on the film by telling them they’re just going to watch a movie.

STEP 2 Creating a Conflict Map

| Instructions |

• After the second viewing, have students explain their keywords to their group members. Then, have them compare and contrast all the keywords written by the group.

• After students discuss for some time, distribute one worksheet per group.

Display the conflict graph on the board or the monitor to explain its composition. Demonstrate how to place sticky notes on the graph by placing conflict factors on the points you find appropriate.

• Guide the groups to place their sticky notes on the appropriate points along the conflict graph. The worksheet should read: ‘Before the Conflict— Provocation—Early Reaction—Development—Crisis—Deadlock—Fall’.

| Activity Details |

• Have each group present their conflict map. After all groups have presented, allow time for reflection during which students can talk about new ideas they didn’t include on their maps or parts they understood differently from other groups.

• To conclude, explain that the director of this film, Norman McLaren, was inspired by the Korean War to make it.

※ Tips for Instructors

• Hand out the sticky notes before the second viewing and demonstrate the activity with a couple of sticky notes that you have filled out in advance. For example, present key phrases about the conflict intensifying such as ‘the appearance of the flower’, ‘pointing at their property’, and ‘drawing a line’ on each sticky note.

• Hand out the worksheet after students have watched the film and written on the sticky notes. After distributing the worksheet, project the conflict graph on the

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on the appropriate points along the graph.

STEP 3 Wrap-up Discussion

| Instructions |

• Ask questions to engage the students in discussion.

– What did Norman McLaren want to say through this film?

– How do you think the Korean War inspired him to make this film?

• Talk about ways to intervene and prevent conflict from becoming violence.

• Think about what is required in order to resolve a conflict or transform it into peace.

• Remind students that they can step in to resolve a conflict before it worsens if they think about it critically rather than considering it inevitable.

Emphasize that a global citizen must have the capability to peacefully resolve various conflicts on daily, regional and international levels. Furthermore, guide students to think about how such conflicts occur in their daily lives and what role they want to play as a global citizen.

04 Aha! The Secret to Peace and Coexistence

board and demonstrate the activity by placing your pre-filled-out sticky notes

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In-depth Activity

Cold War and Korean War Timeline

You may complete the following additional in-depth activity depending on student level.

| Instructions |

• Ask the following questions for engagement.

– What were the stages leading to the Korean War? – What were the stages leading to the end of the Cold War after the Korean War? • With their groups, students may use a computer or mobile phone to search for information on the Korean War and the Cold War. Ask them to identify the flow of incidents and discourses that occurred after the end of the Cold War and make a timeline based on the information they find.

• After all groups are finished, each group may present their timeline and share what they learned and how they felt in the process of making it.

• After the presentations, relate the film Neighbours to the timeline activity and talk about the measures one can take to prevent a conflict from becoming violence. Ask students if they were able to find what measures international society took to prevent conflict after experiencing the World Wars, the Cold War and the Korean War during the activity.

• Talk about which incidents among the ones on the timelines worked as chances to resolve conflict or turn it into peace. You may also introduce various campaigns carried out by peace organizations such as the Arms Trade Treaty, UN Disarmament Commission and Mine Ban Treaty as attempts by international society to prevent war or reduce armed conflicts.

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• Students might be limited when searching for information as many won’t have access to their mobile phones in school or have internet access. If possible, print out various forms of information (i.e. news articles, columns, thesis papers, textbooks excerpts, images, etc.) in advance and hand them out to the groups.

• As for the timeline, refer to the brief example below. Set the range from 1945 to the present and have students focus on the major global incidents that occurred in that time period, guiding them to find out how the wars broke out, how the Cold War began and ended, and what attempts there were to make peace.

• Allow plenty of time and create a relaxed atmosphere so that students can freely create their timelines and actively seek knowledge without pressure to complete the activity as a task.

04 Aha! The Secret to Peace and Coexistence

※ Tips for Instructors

Reference • Timeline activity reference site: http://historymssmith.blogspot.kr/2011/09/cold-wartimeline-activity.html • https://www.amnesty.org/en/latest/news/2013/03/global-arms-trade-treaty-a-beginnersguide • My First History 10: the Cold War and Changes of the Modern World, Elementary History Teachers’ Association, Seoul National University Deep Rooted Tree, ed., Junior RHK

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| Example Timeline |

1945 End of World War II 1950 Outbreak of the Korean War 1955 Warsaw Pact

1953 Korean Armistice Agreement

1962 Cuban Missile Crisis 1965 Vietnam War

1975 Fall of Saigon 1979 Soviet–Afghan War

1973 Paris Peace Accords 1978 Establishment of UN Disarmament Commission

1985 Inauguration of Mikhail Gorbachev 1989 Fall of the Berlin Wall

1990 Unification of Germany

1999 Ottawa Treaty (Mine Ban Treaty)

2017 International Campaign to Abolish Nuclear Weapons (ICAN) Receives Nobel Peace Prize

2013 Arms Trade Treaty Approved by UN General Assembly

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

05 Why is Plastic Bad?

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5-1 Reflecting on Daily Life

WHY IS PLASTIC BAD? Objectives • Reflect on daily life to think about plastic consumption.

• Learn about how plastic waste harms sea animals and humans.

• Think of ways to reduce plastic waste.

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• Think of ways to save endangered sea animals.

5-1 Reflecting on Daily Life

STEP 1 Observing Our Surroundings

•A ctivity type: Individual activity, class discussion •M aterials: Pen/pencil • Theme: Reflect on our daily lives to think about plastic consumption

| Instructions |

• Through this activity, students will identify plastic objects in their homes and classroom to realize how much plastic we use in our daily lives.

• Ask students to write down plastic objects they can find at home.

Things made of plastic are hiding in every corner of our homes, from the refrigerator to the bathroom, drawers and closets. Some of these items are food containers, clocks, clothes (made of synthetic fiber), clothes hangers, computer mice, keyboards, plastic bags, baskets and shampoo bottles.

• Ask students to write down plastic objects they can find in the classroom.

There are various plastic products in the classroom, including pencil cases, rulers, scissor handles, water bottles and cleaning tools.

• Ask students to write down plastic objects they can find in their house and classroom. Then, have them present their findings.

※ Tips for Instructors

• The purpose of this activity is to inform students that plastic waste directly concerns them, so give them plenty of time to observe and think about their surroundings.

• This activity doesn’t require students to be informed on the subject, so have as many students present their findings as possible.

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| Instructions |

• The purpose of this activity is to think about why people around the world use plastic products so much, and what problems can stem from the continued use of plastic products.

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

– Plastic is lighter than glass or metal. It’s also easy to mould into different shapes to make various products, and it’s cheap. Due to these advantages, plastic consumption has increased drastically, and as a result, plastic waste is polluting the environment. Moreover, since plastic is light, it can travel far, propelled by the wind or the waves of the ocean, piling up in places where it can’t be seen. Since plastic can’t be biodegraded by microorganisms, plastic waste remains on the earth for a long time.

05 Why is Plastic Bad?

STEP 2 The Pros and Cons of Plastic

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5-2 Plastic Island

STEP 1 Plastic Waste and Environmental Pollution

•A ctivity type: Individual activity, class discussion • Materials: Pen/pencil • Theme: Learn about how plastic waste harms sea animals and humans.

| Instructions |

• Show the video ‘Plastic Ocean’. This video demonstrates how garbage flows into the ocean and threatens the lives of sea animals. Sea animals often mistake plastic for food and consume it, and when their stomachs get filled with trash, they feel full and don’t eat any food. This can lead to the animals starving to death. As a result, many sea animals are losing their lives to plastic waste. Use the video to show students how nature is affected by humanmade plastic waste.

Video • https://www.youtube.com/watch?v=ju_2NuK5O-E

※ Tips for Instructors

• ‘Plastic Ocean’ is in English, but students who are not proficient in the language will get the gist of the video.

• This video includes scenes in which a dead animal is dissected. Please watch the video before showing it to students; you may decide to skip this scene depending on the age of the students.

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| Instructions |

• Ask students: 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?

– Allow students time for the activity before telling them the answers. The information below is based on a report issued by Ocean Conservancy, an American environmental organization, in 2020. Ocean Conservancy releases reports on marine waste every year, and even though the kinds of garbage present in the ocean remain the same, the ranking of which types form the largest groups differs slightly year by year.

• Reveal the ranking and discuss the common materials the types of garbage share. You’ll find that the top 10 marine waste items are related to plastic.

In the case of cigarettes, the filters are made of plastic. Through this activity, students should learn that plastic waste is one of the major causes of marine pollution.

1

6

Food Wrappers (candy, chips, etc.)

4,771,602

Plastic Cups, Plates 754,969

2

7

Cigarette Butts 4,211,962

Plastic Grocery Bags 740,290

3

8

Plastic Beverage Bottles 1,885,833

Plastic Takeout/Away Containers 678,312

4

9

Plastic Bottle Caps 1,500,523

Other Plastic Bags 611,100

5

10

Straws, Stirrers 942,992

Plastic Lids 605,778

05 Why is Plastic Bad?

STEP 2 The Kinds of Trash that Pollute the Ocean

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

– The purpose of this activity is to guide students to realize that their daily activities are related to marine pollution. Encourage students to reflect on their consumption rather than feel guilty about producing plastic waste.

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STEP 3 Five Plastic Islands

| Instructions |

• Tell students: 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.

• Before the activity, briefly introduce the concept of plastic islands. Captain Charles Moore was the first to notify the world of a plastic island in the middle of the ocean. While traveling across the ocean, Captain Moore discovered an island that wasn’t on the map. When he ventured nearer, he found out that it was not an actual island, but a pile of trash. It only looked like an island because the amount of trash was so great. Scientists investigated how many plastic islands there were in the ocean and discovered a total of five.

• The five plastic islands have something in common: they’re located in the five main oceanic gyres. In these gyres, water swirls in a clockwise or counterclockwise motion. When plastic waste finds its way into the ocean and arrives in a gyre, it forms a mass at the center, where the water is calm.

There are five gyres in our planet’s oceans—the North Atlantic Gyre, the South Atlantic Gyre, the North Pacific Gyre, the South Pacific Gyre and the Indian Ocean Gyre. Plastic waste piles up in each of these gyres. Captain Moore discovered the one in the North Pacific Gyre, which has a surface area of 1.6 million square kilometers.

The Five Trash Islands in the World’s Oceans

The North Pacific Trash Island

The North Atlantic Gyre

Area: 1.6 million km2 The North Pacific Gyre

The Indian Ocean Gyre

The South Pacific Gyre

The South Atlantic Gyre

Source: https://www.joongang.co.kr/article/23663394#home

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• Tailor your explanation of how islands of trash are made based on students’ levels of understanding.

• When explaining the size of the plastic island in the North Pacific Gyre, it may be useful to compare its size with the size of the country students live in.

STEP 4 Microplastics

05 Why is Plastic Bad?

※ Tips for Instructors

| Instructions |

• Tell students: Every time we wash our clothes, we produce plastic waste.

Why might this be?

– Plastic pieces smaller than five millimeters in size are called microplastics.

According to a report released by the United Nations Environment Programme, 80 percent of microplastics come from synthetic fiber.

Synthetic fibers are made using synthetic polymers, while natural fibers such as cotton and silk come from animals or plants. Clothes that are made of synthetic fiber—such as polyester, acrylic fiber, nylon or polypropylene—emit thousands of microplastics every time they are washed.

• Microplastics can be harmful to humans. Because they’re tiny, they are hard to filter out at sewage treatment plants. If they contaminate the groundwater, they can enter the human body when we drink it. Plastic waste can negatively influence humans as well as sea animals.

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5-3 Being an Active Global Citizen

STEP 1 My Promise

•A ctivity type: Individual activity, class discussion •M aterials: Pen/pencil • Theme: Think of ways to save endangered sea animals.

| Instructions |

• Instruct students to write down things (more than one) they can do to reduce plastic waste.

– Examples include: ‘Carry a personal water bottle’, ‘Buy clothes made of natural fibers’, ‘Don’t use straws’, ‘Bring a reusable bag when going grocery shopping’, ‘Buy products made from recycled plastic’ and ‘Participate in plastic waste reduction campaigns.’ Inform students of various activities they can do in real life. After the activity, give them time to present these promises to their classmates.

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Saving Sea Animals

STEP 1 Quiz Activity

• Activity type: Individual activity, class discussion • Materials: Pen/pencil, stickers • Theme: Think of ways to reduce plastic waste.

05 Why is Plastic Bad?

5-4

| Instructions |

• Inform students that they will be taking a quiz to learn how to save sea animals from plastic waste. Ask them to write their answers in the provided blanks.

• If students get a question right, they may place a sea animal sticker on the worksheet. If they get a question wrong, they may place a plastic waste sticker on the sheet. Students may place the sticker anywhere on the sheet.

• This activity involves using stickers to make one’s own ocean. If students know the answers to the questions about reducing plastic waste, they’ll create a healthy sea full of animals; if not, their ocean will be polluted. Through this activity, students can realize how their actions can affect the ocean.

• Question 1: How can we reduce the use of disposable straws? (1 sticker) – Correct answers can include: ‘Don’t use a straw when drinking a beverage’, ‘Use a straw that you can wash and reuse’, etc. Consider the answer correct if it is a way to reduce the use of disposable straws. Paper straws are also disposable, so the suggestion of the use of paper straws is not a correct answer. Don’t forget that paper straws also pollute the environment.

• Question 2: How can we reduce microplastics from clothes? (1 sticker) – Correct answers can include: ‘Don’t buy unnecessary clothes’, ‘Buy clothes made of natural fiber’, etc. Consider the answer correct if it is a way to reduce clothes made of synthetic fiber.

• Question 3: We often use disposable cups, plates and cutlery during school events. How can we reduce the use of disposable products at events? (2 stickers) – Correct answers can include: ‘Award those who bring personal, reusable items’, ‘Let students know that the event is eco-friendly and tell them to bring their own plates and forks’, ‘Educate teachers and students about plastic waste before the event’, etc. Consider the answer correct if it is a way to reduce the use of disposable products.

• Question 4: Many things, including shampoo and detergent, come in plastic containers. For this reason, the more purchases a consumer makes, the more plastic waste will be produced. How can companies reduce plastic waste? (3 stickers)

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– Correct answers can include: ‘Make and sell solid shampoo bars instead of liquid shampoo’, ‘Sell refillable products’, ‘Use high quality plastic that can easily be recycled’, etc. Consider the answer correct if it is a way to reduce plastic waste.

• Question 5: What policies are needed to reduce plastic waste? Write down some policies you think would be good for your country. (3 stickers) – Correct answers can include: ‘Give incentives to companies that recycle and reuse plastic waste’, ‘Charge consumers for plastic takeout containers’, ‘Make policies that require the separate disposal of plastics’, etc. Consider the answer correct if it is a way to reduce plastic waste that seems effective for the country.

※ Tips for Instructors

• It’s everyone’s job to reduce plastic—that includes individuals, companies and the government. Encourage students to consider what can be done on corporate and governmental levels, and let them know that citizens can make ethical changes to the government just as a consumers can affect corporations.

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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

Objectives • Learn the correlation between consumption and the environment.

• Understand the concept of ethical consumption.

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• Identify daily ethical consumption activities and establish an action plan.

6-1 Spend, Spend, Spend

STEP 1 What is Consumption?

•A ctivity type: Class discussion, participation • Materials: Worksheet 6-1 (one per person), pen/pencil, sticky notes • Theme: Learn the definition of consumption and identify its different types. Think about the effect of reckless consumption from different angles.

| Instructions |

• Learn the definition and different types of consumption.

Consumption

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

Source: Oxford Dictionary

Source: Merriam-Webster

• We spend our entire lives consuming. Using money as an intermediary for the consumption of various products, services and resources is necessary for human life. The importance of consumption is growing to the point that modern society can be defined as a consumption society. Therefore, we should view consumption from various angles in relation to social, cultural, and environmental issues.

• Consumption refers to using or consuming supplies or services required to fulfill human desires. As defined here, consumption is closely related to human desires. Therefore, our desire for consumption can never be satisfied and will often end up making people consume more than they can handle.

• This results in environmental pollution and the exhaustion of the earth’s resources. Considering how environmental destruction has progressed in the past and the present, it is clear that it is accelerated by production and consumption. Such destructive activities include the overuse of natural resources, devastation of land, and high dependency on fossil fuels. Therefore, we must make it our goal to terminate such patterns in production and consumption and maintain a sustainable level, which means that the processes of production and consumption should prioritize the effective use of resources and environmental protection.

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| Instructions |

• Divide students into groups of five to seven people.

• Allow 10 to 20 minutes (depending on the number of students) for students to complete the activity.

• Assure them that they can modify or add to their wheels after discussing in groups.

• Instruct students to fill in the wheel on the worksheet. They may discuss their opinions freely with their group or write down their opinions on sticky notes before grouping similar ideas together.

• Areas of overlap can be discussed together to determine where they should be placed on the wheel. A problem on the borderline should be placed in the middle.

• If disagreements arise, group members should argue their case before coming to an agreement.

• Students should learn that problems can be interpreted in different ways and lead to different conclusions.

Example – Social: conspicuous consumption trends (*Veblen Effect) – Local: garbage disposal issues – Environmental: garbage dumps, global warming

06 Becoming Global Citizens through Ethical Consumption

– Economic: increase of credit card debt and loans due to overspending – Political: corporate political connections – Global: environmental pollution * Veblen Effect: the phenomenon of increases in price leading to increases of demand for a certain product due to the vanity or conspicuous consumption of a certain social class

Local

on vir En me

(e.g Socia . ci l tize n)

l nta

Reckless consumption

l

ba

Glo

Ec (e.g ono . fin mic an ce)

STEP 2 Wheel of Problems

Political (e.g. power)

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※ Tips for Instructors

• The Wheel of Problems allows students to complete an analytical activity as a prelude to the main activity. They will identify issues that affect their lives and the lives of their peers, analyze the importance and relevance of each issue in local/global terms, and select one area in which they feel like the most positive change could happen.

• Various issues can be identified through this activity using categorization.

• For smoother discussions, you may select a leader for each group or allow them to select a leader themselves.

• Help students think about the correlation between each category.

• Listen to the voices of those with less popular opinions and encourage students accept them.

• Each section on the wheel can be filled out through group discussion, or students can first come up with their various opinions quickly and intuitively (use sticky notes to complete this step effectively), before grouping them into similar categories.

• Help students be inclusive and understanding, focusing on the relativity of each opinion for each theme.

• Guide students to consider even the smallest influence or factor.

Reference OXFAM, GET GLOBAL, BeautifulStore CHUN Kyung Hee et al., Good Consumption, Ethical Consumption, SigmaPress

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You Are What You Buy

STEP 1 Learn About Consumption Culture

•A ctivity type: Class discussion, group discussion • Materials: Worksheet 6-2 (one per person), pen/pencil • Theme: Let’s learn about the influence of consumption.

| Instructions |

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

‘You are where you live.’

• Discussion Questions: 1) Do you agree with this statement?

2) What do you consider when you buy something?

3) Have you judged someone by what they’re wearing or carrying?

※ Tips for Instructors

• French philosopher Jean Baudrillard declared that in the modern consumer

06 Becoming Global Citizens through Ethical Consumption

6-2

society, products take on value not based on functional utility but through a system that is constructed through ideological manipulation of needs.

• It’s hard to understand consumption in modern society only as consumption.

Emphasize that consumption is connected to consumer culture, which then leads to a consumer society.

• Consumer culture connotes the possibility of the distortion of consumption itself. This means that an individual can become a being that coincides with the logic of production, meaning that one can be conquered by the temptation of consumption.

• The concerns of modern consumer society are as follows: – Excessive consumption: spending excessively in proportion to one’s income – Conspicuous consumption: spending in order to show off one’s wealth and position to others – Dependent consumption: depending unquestioningly on advertisements – Imitation consumption: following someone else’s consumption behaviours – Impulsive consumption: spending on impulse

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STEP 2 Consumer Roles and Responsibilities

| Instructions |

• Ask students to pair up.

• Instruct students to talk about what they have bought in the past month with their partners.

• Students should ask each other why they made the purchases they did.

• Then, students should divide the items purchased into the categories of ‘necessary’ and ‘unnecessary’ in terms of use value.

※ Tips for Instructors

• Encourage students to think about how we purchase things for many different reasons, not just out of necessity.

• Emphazise that we can actively express our values, thoughts and characteristics through consumption.

• You may use the example, ‘We can consume eco-friendly agricultural products for the environment or fair trade products for the actualization of social justice.

We can boycott clothes manufactured using child labor to protect human rights and boycott cosmetic products that use animal testing to protect animals.’

• Explain that we express our opinions through consumption, and that companies are sensitive and reactive to consumers trends. This is why some compare consumption to voting. For this reason, consumers hold crucial roles as agents responsible for creating an ethical consumer culture.

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What Accompanies Consumption

STEP 1 The Stages of Consumption

• Activity type: Individual activity, class discussion • Materials: Worksheet 6-3 (one per person), pen/pencil • Theme: Learn about the stages of consumption and think about their influence.

| Instructions |

• Ask students to fill in the blanks on the worksheet.

Production

Purchase

Use

Disposal

• Explain to students that when we think about consumption, we usually think of purchasing products. Ask them to consider the stages of production, use and disposal, plus other possible stages, that accompany consumption.

STEP 2 Stories of a T-Shirt

| Instructions |

• Ask students to fill in the circles that are connected to the T-shirt.

• Students may add more circles to extend the discussion.

• After filling out the worksheet, ask students to share and present what they’ve written.

• Present the following discussion topic: We are connected all around the world even with a T-shirt. This shows that as consumers, we can influence the entire world. What kind of products should we buy, how much should we use, and how should we dispose of them?

06 Becoming Global Citizens through Ethical Consumption

6-3

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Fossil fuels

Synthetic Fiber

Potential harm to the human body Chemical treatments to enhance product functions

Atopy, contamination, variation

International trade rules

Distribution, polarization

Energy issues

Importation

Pollution Promotion

Sales

Energy use, paper use

Excessive consumption Commercial stores

Workers’ rights, real estate issues

Water use Greenhouse gas emissions

Global warming

Human rights issues

Factory Production

Political issues Wrongful exploitation of labor Child labor Chemical dyes

Raw Cotton

Pesticide

Stream pollution, mutation

Farmland pollution, drinking water pollution, seed death, pesticide poisoning

Forest damage due to cultivation Distortion of raw cotton production (farm bankruptcy)

Disposal

Waste production

Hazardous substances, Environmental hormones, Air pollution

Disputes over landfills

Social grievances

※ Tips for Instructors

• Emphasize that many issues we don’t normally think about—the environmental pollution that occurs in the process of cultivating the cotton for making T-shirts; the human rights of the laborers working in factories; the energy consumption that occurs in the process of importation; and the environmental and social issues regarding disposal—come with consumption.

• For instance, the glass of milk, banana, or cup of coffee you may have had for breakfast may have come from the hard work of laborers on different continents.

This applies not only to the manufacturers of products, but the transporters in charge of shipping the products, the importers in charge of managing them, and the distributors in charge of selling them.

• If time allows, you may show the following video to extend the discussion on what accompanies consumption.

– ‘Hamburger Connection’ http://www.eniscuola.net/en/argomento/rain-forest/forest-and-biodiversity/ hamburger-connection1

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Becoming an Ethical Consumer

STEP 1 Types of Ethical Consumption

•A ctivity type: Group activity • Materials: Worksheet 6-4 (one per person), markers and other writing materials • Theme: Learn about ethical consumption and think about ways to practice it.

| Instructions |

• Ask students to think of ethical consumption activities for each stage of consumption.

Consumption Stage

Ethical Consumption Activity

Distribution of resources Giveaway, donation Purchase Use Disposal

Buying eco-friendly products and fair trade products, going on fair trade trips, shopping local, boycotting unethical businesses Simple living Saving energy, water and resources Separating garbage, using secondhand products, reducing, reusing and recycling waste

Source: HONG Yeon Geum, ‘A Case Study of Ethical Consumer in Korea’, The Catholic University Graduate School, 2009.

06 Becoming Global Citizens through Ethical Consumption

6-4

• Ask students how one can be an ethical consumer at the purchase stage.

Type of Activity

Definition

Boycotts

Not purchasing products from unethical corporations

Positive buying

Purchasing ethical products

Fully screened

Purchasing products while looking both at the manufacturer and the product itself to determine its ethical value

Relationship purchasing

Purchasing products through a community that has formed a relationship with the manufacturer

Anti-consumerism or sustainable cosumerism

Not purchasing products that are unsustainable; purchasing reusable/recyclable products

Source: The Ethical Consumer, edited by Rob Harrison, Terry Newholm & Deirdre Shaw, SAGE Publications Ltd., 2005.

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STEP 2 Becoming the No Impact Man

| Instructions |

• Introduce the No Impact Man project to students.

The No Impact Man project was one man’s mission to survive a year in New York City without impacting the environment (documentary/book) 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

• Show students the trailer of the documentary No Impact Man. https://www.youtube.com/watch?v=Z9Ctt7FGFBo • Ask students to form groups of five people or less. Inform them that the activity should be completed within 20 minutes.

• Ask students to think of four tasks or activities that they think are important or that they spend a significant amount of time doing.

• Students should draw the four daily activities in the blank spaces on worksheet 6-4 (Becoming the ‘No Impact Man’) and write a brief description of each (in chronological order, if possible).

• When students are finished, ask them to pass their worksheets to the person sitting to their right.

• Ask students to think about different kinds of ethical consumption that can be implemented to improve the activities drawn on the worksheet in front of them. Ask them to write their ideas on the bottom of the worksheet (at least one, but several are fine).

• Repeat by asking students to pass the worksheet to their right again.

• The activity is complete when the worksheets return to their original students. Ask the following questions: – What kinds of ethical consumption did your group members suggest?

– What were some brilliant ideas?

– Which ones can you put into practice right away?

– Do you agree with your classmates’ ideas?

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• Unrealistic ideas are acceptable in this activity.

• Encourage students to approach the activity from different creative angles.

• If your class is not using the workbook, use recycled paper and other materials that fit the theme of ethical consumption.

• The activity can be extended to an individual/class campaign or pledge mission afterwards.

• You can also connect the images to make a large collage-style campaign poster.

(Example) Daily Activity 1

Daily Activity 2

Daily Activity 3

Daily Activity 4

Using my phone

Sleeping

Going to school

Taking a bath

Ethical Consumption Activity

Ethical Consumption Activity

Ethical Consumption Activity

Ethical Consumption Activity

Using one’s phone for as long as possible before purchasing a new one

Sleeping with the lights off

Walking to school as much as possible

Saving water

06 Becoming Global Citizens through Ethical Consumption

※ Tips for Instructors

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STEP 3 Mind Map Pledge Sheet (Pledge to Participate in Ethical Consumption)

| Instructions |

• Ask students to write their plan to become an ethical consumer as a full sentence inside the center circle.

• Then, allow students time to write the specifics of when/where/how to put the plan into action in the outside circles.

• Once filling out the circles, students should imagine what could happen after they act as ethical consumers and draw their thoughts around the map.

• Encourage students to include actual photos or pictures after putting the plan into action.

Image of the Results

Image of the Results

Image of the Results

Plan to Become an Ethical Consumer

Image of the Results

Image of the Results

Image of the Results

Image of the Results

Image of the Results

※ Tips for Instructors

• This activity can be completed by individual students, in groups or as a whole class.

• Encourage students to write full sentences that have resulted from their discussion. (Example: our group will not use disposable cups for a week.)

• Discourage unrealistic goals or those that are too difficult to maintain.

• Place the map in a location that students can see so they can refer to it repeatedly.

• Consider rewards that connect to the activity so that students can maintain the pledge themselves.

• Connect the sentences by team to expand the map into a class project. It can also be expanded to another campaign by including the Becoming the No Impact Man activity. Students can draw the No Impact Man activity, connect the sentences, and use the result as a campaign poster or sign.

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1. Recycling Recycling is the process of turning a product into resources to be used in the production of something new. Recycling is operated and managed by the national or local government as it requires a system that recycles waste materials according to set standards.

2. Reusing Reusing means finding a new use for a used product or product part. It requires a system that connects people with items they don’t need to people who do need such items. A culture of reuse is created in civil society in the form of flea markets and thrift stores.

3. Upcycling The neologism ‘upcycling’ is formed by combining the words ‘upgrade’ and ‘recycling’.

It refers to the addition of value to a product that might otherwise be thrown away by upgrading or improving it.

4. Boycott The term ‘boycott’ originates from the dismissal of English land agent Charles Cunningham Boycott by Irish tenants against high rent and compulsory eviction in 1880. There are two kinds of boycott: primary and secondary. A primary boycott is when a labor union or civic organization tries to stop their members and the public from purchasing the products of a certain company. A secondary boycott is when such unions or organizations request that a third party in trade with the company subject to the primary boycott stops conducting

06 Becoming Global Citizens through Ethical Consumption

Reference

business with the boycotted company.

5. Sustainable Consumption The term ‘sustainable consumption’ can be widely used to refer to changes in consumption patterns that accompany the securing of productivity for the optimal use of resources and minimization of waste. It is generally known in a narrow sense as ethical consumption or good consumption. Specifically, sustainable consumption is clearly reflected in the 12th goal of the UN’s SDGs (Sustainable Development Goals) as ‘Responsible consumption and production: Ensure sustainable consumption and production patterns’.

Easy SDGs, KoFID, KOICA

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memo

memo

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-2021-020

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.

Instructor’s Guide

We Are All Global Citizens!

What makes a person a global citizen? You may think of someone who travels abroad and takes an active role in international matters or who is fluent in many languages. However, we all are global citizens. The most important characteristics of global citizens are empathy with the lives of others and the commitment to drive change around us for a better society. If we act on every matter, no matter how small, we are already demonstrating global citizenship.

APCEIU has produced this workbook with the hope that all of us can say, “I am a global citizen!” with confidence.

Global citizenship education emphasizes change, which begins when learners think for themselves, empathize, and act. This workbook uses various activities to focus on and strengthen the three steps of thinking, empathy, and action. With lots of fun activities, learners will be naturally equipped with the competence to become global citizens.

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