Thinking "Glocally" (10th Grade)

Grades: 
9, 10, 11, 12

We can address global issues by working for change at both a personal as well as at a local level. The lesson addresses the need to exercise civic responsibility in promoting the common good in order to realize a more civil society.

Lesson Rating 
0
Duration 
PrintOne 50 minute class period
Objectives 

The learners will:

  • identify and articulate many of the major issues/problems facing our world today.
  • demonstrate their understanding of some of the common causes of hunger, homelessness, and drug abuse.
  • define and give examples of civic society, civic responsibility, and common good and articulate an understanding of how each of these plays a role in addressing issues and problems at both locally as well as globally.
  • understand and demonstrate the concept of "think globally, act locally" through their planning and involvement in the Drive event(s).
Materials 
  • Printouts of current articles on three topics (enough of each for 1/4 of the class):
    • causes of hunger
    • causes of homelessness
    • causes of drug addiction
  • printout of the handout Intervention for 1/4 of the class
Teacher Preparation 

It is important to be sensitive to the possibility that someone in your class may have some personal experience with homelessness, hunger and poverty.
 

Home Connection 

The learners could be encouraged to "interview" older friends and family members (i.e. grandparents, uncles, aunts, etc...) about what they recall as the major issues/problems both locally and globally when they were in high school? This information could be shared during a follow-up class period and compared and contrasted to what were the issues/problems 30 years ago to present.

Reflection 
  • Tell about a time you or someone you know worked to address the issues of hunger, homelessness, and/or drug abuse in the community. 
Bibliography 
  •  Teacher Resource Principles and Reforms of Social Services http://www.heritage.org/research/labor/bg1642.cfm
  • Causes of Hunger http://www.ifpri.org/2020/BRIEFS/NUMBER19.HTM 
  • Causes of Homelessness http://www.camillushouse.org/camillus_resources/homelessness.php 
  • Causes of Drug Addiction http://addiction.lovetoknow.com/wiki/Causes_of_Drug_Addiction
  • Jimmy Carter A Briefing Paper /resources/carter-james-earl-jr-jimmy-carter

 

Instructions

Print
  1. Anticipatory Set: Write the phrase "Think Globally, Act Locally" on the display board for all to see. Hold up a newspaper and challenge the learners to consider what an alien coming to earth for the first time would conclude from what s/he reads in newspapers from around the world to be some of the world's current major issues. As the learners share their responses list these on the display board. (Teacher Note: It is anticipated that somewhere on this list of issues/problems, the learners will identify Hunger, Homelessness, and Drug Abuse. It may require some prompting on your part but it would be important to the lesson to at least have these three issue/problems among those identified by the learners.) Once a sufficient number of issues have been identified (including hunger, homelessness, and drug abuse) help the class to reach consensus as to whether this list is adequate and sufficiently represents what they also feel are some of the issues our world faces today.

  2. Now challenge the learners to use the information they might recall from other classes (and from conversations involving their parents or older family members) to identify what were considered by the Carter administration (25-30 years ago) to have been the three most major issues/problems in the world at that time. After recording their thoughts and ideas (and guesses) have the learners draw some comparisons between the two lists, identifying those overlapping issues of concern between the two time periods.

  3. Place the learners into four groups and assign each group to one of the four corners of the room. Assign a topic to each group: causes of hunger, causes of homelessness, and causes of drug addiction. To the final group, give a copy of the handout: Interventions.

  4. Instruct the first three groups to read through the information on their handouts/or read about their issue on the Internet. They should be prepared to share a summary of their reading. To the final group, instruct them to read and follow the directions on this handout. Allow five to ten minutes for this activity.

  5. Have each of the first three groups report their summaries, in turn, allowing time for questions and clarifications after each presentation. Once these three reports have been completed tell the class that these were the three major issues identified by the Jimmy Carter administration 25-30 years ago!

  6. Now have the final group read the opening paragraph with the class and read the questions #1, #2, and #3 as well as their responses to them. Allow time for the rest of the class to comment on these responses by offering idea extensions, idea modifications, and/or idea alternatives.

  7. Place a C3 (C cubed) on the display board. Tell the class that today’s discussion can be summed up in three "C-words" Civil Society, Civic Responsibility, and Common Good. Have the learners share their prior knowledge of these words and share how these words relate to any activity(-ies) they might be involved in during this year's Drive event.

  8. Conclude this lesson by having the Interventions' group read question #4 and their response to it. Involve the whole class in a discussion centered around ways they, as a class or as individuals, could help promote the common good by performing small acts of kindness in their community during this Drive event. Encourage them to consider the impact their small acts could have on the global scene and to consider Mother Theresa’s admission about the importance of taking a first step.

Assessment 

The assessment for this lesson will be through the teacher's observation of the learner's involvement in whole group and small group discussions taking into consideration the appropriateness and depth of one's reflections, contributions, shared thoughts, and ideas.

Cross Curriculum 

Students come to a concensus on voluntary action to address an identified need related to poverty, hunger, and homelessness or student drug use.

Handouts

Philanthropy Framework

  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 01. Define Philanthropy
      1. Benchmark HS.1 Define philanthropy to include giving and sharing; volunteering; and private individual action intended for the common good. Explain how a volunteer individual/group can act for the common good.
    2. Standard DP 02. Roles of Government, Business, and Philanthropy
      1. Benchmark HS.3 Identify an example of failure in each sector, and how the other sectors modified their roles in response.
  2. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 01. Self, citizenship, and society
      1. Benchmark HS.2 Discuss and give examples of why some humans will sacrifice for the benefit of unknown others.
      2. Benchmark HS.4 Describe and give examples of characteristics of someone who helps others.
    2. Standard PCS 05. Philanthropy and Government
      1. Benchmark HS.12 Explain why private action is important to the protection of minority voices.
      2. Benchmark HS.3 Identify the relationship between individual rights and community responsibilities.
    3. Standard PCS 06. Philanthropy in History
      1. Benchmark HS.2 Give an example of individual philanthropic action that influenced national or world history.
    4. Standard PCS 07. Skills of Civic Engagement
      1. Benchmark HS.4 Analyze and synthesize information to differentiate fact from opinion based on the investigation of issues related to public policy. Discuss these issues evaluating the effects of individual actions on other people, the rule of law and ethical behavior.
  3. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark HS.1 Define and give examples of motivations for giving and serving.
      2. Benchmark HS.10 Identify reasons why historic figures acted for the common good.
      3. Benchmark HS.4 Cite historical examples of citizen actions that affected the common good.
      4. Benchmark HS.9 Describe the concept of volunteerism in different world cultures.
  4. Strand PHIL.IV Volunteering and Service
    1. Standard VS 01. Needs Assessment
      1. Benchmark HS.1 Identify a need in the school, local community, state, nation, or world.
    2. Standard VS 02. Service and Learning
      1. Benchmark HS.1 Select a service project based on interests, abilities, and research.