MODULE VII

WE ARE THE WORLD: ON GLOBAL

CITIZENSHIP

INTRODUCTION

In this module, we will focus on the citizen from around the globe needs on how
to be aware and engaged in discussing others environmental, economic, political,
and social issues. This, in turn, empowers you as citizen to help resolve the world's
myriad of contemporary problems at local, national, and even on an international
level. In this regard, ideas for a global citizenship need to be disseminated and
promoted.

OBJECTIVES

At the end of this Module, you should be able to:

1. Articulate a personal definition of global citizenship;

2. Appreciate the ethical obligations of global citizenship;

3. Write a research paper on a topic related to globalization, with proper citation;

and

4. Participate in the outcomes based activities in every learning sessions.

 MODULE VII
WE ARE THE WORLD: ON GLOBAL
CITIZENSHIP

Discussion:

Global citizen is someone who is aware of and understands the wider world –
and their place it. They take an active role in their community, and work with others to
make our planet more equal, fair and sustainable.

For Oxfam, global citizen is all about encouraging young people to develop the
knowledge, skills and values they need to engage with the world. And it’s about the
belief that we can all make a difference.

1) Education for global citizenship is not an additional subject – it’s a framework

for learning, reaching beyond school to the wider community. It can be
promoted in class through the existing curriculum or through new initiatives and
activities.
The benefits are felt across the school and beyond. Global citizenship helps people
to:

1.1. Build their own understanding of the world events.

1.2. Think about their values and what’s important to them.
1.3. Take learning into the real world.
1.4. Challenge ignorance and intolerance.
1.5. Get involved in their local, national and global communities.
1.6. Develop an argument and voice their opinions.
1.7. See that they have power to act and influence the world around them.

2) What’s more, global citizenship inspires and informs teachers and parents, too.
But above all, it shows young people that they have a voice. The world may be
changing fast, but they can make a positive difference – and help build a fairer,
safer and more secure world for everyone.

3) These guidelines are the foundations of great global citizenship. They outline
the key principles if taking a global approach to teaching and learning, as well
as practical guidance for embedding it into your lessons.

4) Each guide has been created with teachers in mind and includes testimonies,
teaching ideas and participatory activities to help you on your way. Whether
you want to explore the world in the classroom or embed global citizenship
across your whole school, we have a guide for you.

5) Global Citizenship
 5.1. It is a way of living that recognizes our world is an increasingly complex
web of connections and interdependencies. One in which our choices and
actions may have repercussions for people and communities locally, nationally
or internationally.

5.2. It nurture personal respect and respect for others, wherever they live,
and encourages individual to think deeply and critically about what is equitable
and just and what will minimize harm to our planet. Exploring global citizenship
themes help learners grow more confident in standing up for their beliefs, and
more skilled in evaluating the ethics and impact of the ethics and impact of their
decisions.

5.3. There is a great deal of debate and discussion around this question, as
there is around the whole concept of globalization. A useful working definition,
however, is offered by Oxfam:

5.3.1. Is aware of the wider world and has a sense of their own role as
a world citizen.
5.3.2. Respect and values diversity
5.3.3. Has an understanding of how the world works
5.3.4. Is outrages by social injustice
5.3.5. Participates in the community at a range of levels, from the local
to the global
5.3.6. Is willing to act to make the world a more equitable and
sustainable place
5.3.7. Responsibility for their actions

6) A Global Citizen is someone who is:

6.1. To be An effective Global Citizens, young people need to be flexible,

creative, and proactive. They need to be able to solve problems, make
decisions think critically, communicate ideas effectively and work well within
teams and groups. These skills and attributes are increasingly recognized as
being essential to succeed in other areas of 21st century life too, including many
workplaces. These skills and qualities cannot be developed without the use of
active learning methods through which pupils learn by doing and by
collaborating with others.

7) Why is Global Citizens Education Needed?

7.1. With the interconnected and interdependent nature of our world, the global
is not out there: it is a part of our everyday lives, as we are linked to others on
every continent:

7.1.1. Socially and culturally through the media and

telecommunications, and through travel and migration
 7.1.2. Economically through trade
7.1.3. Environmentally through trade
7.1.4. Environmentally through sharing one planet
7.1.5. Politically through international relations and systems of
regulation.

8) The opportunities our fast-changing 'globalized' world offers young people are
enormous. But so too are challenges. Young people are entitled to an education
that equips them with the knowledge, skills and values they need in order to
embrace the opportunities and to create the kind of world that they want to live
in. An education that supports their development as Global Citizens.

9) The active, participatory methods of Education for Global Citizenship and

sustainable Development also promotes pupil participation in the learning
process and in decision-making for the following reasons:

9.1. Everything done in school sends out messages, so we need to exemplify

the values we wish to promote. If we wish to affirm beliefs about the equality of
all human beings and the importance of treating everyone fairly and with
respect, we need to ensure that learning processes, and relationships between
pupils and teachers, reflect and reinforce these values.

9.2. Research shows that in more democratic schools pupils feel more
control of their learning, and the quality of teaching, learning and behavior is
better.

9.3. The Un Convention on the rights of the Child affirms the right of the
children to have their opinions taken into account on matters that affect them.
References:

Ang, J.M., Zeta, M.T., & Baya, J.W. (2018). The Contemporary World: A Text
Manual for the 21st Century Filipino Student. Mindshapers Co., Inc.

[Link]
 Learning Centered and Outcome Based
Activity No. 22
“On Global Population and Mobility”

Name: _____________________________ Course/year: ________________

Direction (s): Draw, label and write a brief description of your CINCEP MAP on
“Global Citizen”
 Learning Centered and Outcome Based
Activity No. 23
“On Global Citizenship”

Name: _____________________________ Course/year: ________________

Direction (s): Poetry (verse) Tasks: Write ONE STANZA poetry on Global Citizenship.

___________________________
(Title)
 Learning Centered and Outcome Based
Activity No. 24
“On Global Citizenship”

Name: _____________________________ Course/year: ________________

Direction(s): Fine Arts Workshop: From the poetry you have composed for activity
No. 23, work on a painting with theme “We are the World: A Global Citizen Speaks”,
use a foam board and the medium to be used is acrylic or pastel.