Student Workbook 2015-16

2015-‐16

Student Workbook Youth Voices © G l o b a l N o m a d s G r o u p w w w . g n g . o r g

GNG EDUCATOR GU I D E

A

Table of Contents Program Introduction and Educator Professional Development…………………………………………………………A

Welcome to GNG…………………………………………………………………………………………………………………………… B Program Components and Tech Tools…………………….…………….…………….…………….……………..…………….C Curriculum Scope and Sequence……………………………………………………………………………………….…………….F

Module 1 -‐ Cultural Exchange: Many Stories, One World……………………………………………………………………1 PREPARING for Student Activities……………………………………………………………………………….…………………..3 LEARN: Windows Warm-‐Up, Know-‐How-‐Wish (KHW) Chart, and Asking Complete Questions……..4-‐6 ACT: Community Lens……………………………………………………………………………………………………………………..7 Interactive Videoconference (IVC) #1 Outline………………………………………………………………………………8-‐9 REFLECT: Reflect and Connect……………………………………………………………………………………………………….10

Module 2 -‐ Media and Society: Building Multiple Perspectives…………………………………………………………11 LEARN: Media Bias Warm-‐Up and Global Timelines……………………………………………………………….…13-‐14 ACT: Global Citizenship Project Introduction and Milestone: Define the Problem………………….…15-‐17 Interactive Videoconference (IVC) #2 Outline……………………………………………………………………….… 18-‐19 REFLECT: Reflect and Connect………………………………………………………………………………………………..………20

Module 3 -‐ Addressing Conflict: Creating Solutions………………………………………………………………..…………21 LEARN: Conflict Tree Warm-‐Up and Conflict Tree……………………………………………………….……….……23-‐25 ACT: Global Citizenship Project and Milestone: Investigate and plan…………………………………….….26-‐28 Interactive Videoconference (IVC) #3 Outline………………………………………………………………………..….29-‐30 REFLECT: Reflect and Connect………………………………………………………………………………………………………..31

Module 4 -‐ Global Citizenship: Engaging Our Communities……………………………………………….………………32 LEARN: Activism Case Studies and Leadership Styles…………………………………………………………………34-‐35 ACT: Global Citizenship Milestone: Create and Share…………………………………………………..……………36-‐37 Interactive Videoconference (IVC) #4 Outline……………………………………………………………..…………….38-‐39 REFLECT: Reflect and Connect and Final Evaluation……………………………………………………..…………………40

Appendices…………………………………………………………………………………………………………………………………………41 Curricular Resources ………………….……………….……………….……………….……………….……………….………….42-‐43 Alumni Toolkit………………………………………………………………………………………………………………….………...44-‐46

Interactive Videoconference Scheduling: Use this table to record the days/times of your interactive videoconferences.

Date Dial-‐In Time Start Time Back-‐up Date Sample October 16, 2014 7:30 am EST 8:00 am EST October 23, 2014

IVC 1

IVC 2 IVC 3

IVC 4

Program Introduction

B

Deepen the Discussion: Learn more about GNG at

www.gng.org or vimeo.com/109721886.

Welcome to Global Nomads Group! Welcome to Global Nomads Group (GNG) and our global community of young people! GNG fosters dialogue and understanding among the world’s youth. We use innovative technology to connect middle and high school students who otherwise would not meet. These virtual exchanges promote empathy, peace, and build 21st century workforce skills. This workbook is your guide for your program. It will lead you through all your activities. You will use it throughout the program to learn, take notes, and prepare for online conversations and videoconferences. Your GNG Program: Youth Voices Youth Voices, a Global Nomads Group initiative, connects classrooms in the US and Arab World through shared curricula, an online platform, a global citizenship project, and interactive videoconferences (IVCs). You will be paired with a partner school in another country, and use these tools to connect in real-‐time for face-‐to-‐face intercultural dialogue, where you will investigate the driving question, “How do we, as youth, engage our communities to create positive and social change?” Together, you will gain leadership skills and tools to take positive action in your local and global communities. Global Nomads Group (GNG) and What We Do Today, less than 3% of young people travel during their academic career, but technology allows us to connect cultures and communities we may otherwise never encounter. GNG designs and facilitates virtual exchange programs that connect young people around the world. Since 1998, GNG has reached approximately one million young people, on all 7 continents. We hope you are excited to start!

-‐-‐ The Global Nomads Group Team

Virtual exchanges are technology-‐based education programs that foster people-‐

to-‐people interactions, across different physical

locations.

GNG Curriculum Glossary: Here are definitions of GNG phrases that might be unfamiliar! See more in the Appendices.

Collaboration happens when two or more people work together towards a common goal.

Media literacy is the ability and skills needed to find, consume, evaluate, and create media.

Cultural exchange occurs when people of different backgrounds, countries, or cultures share information and dialogue, in order to better understand one another.

Global citizenship is the ongoing process of becoming culturally aware and well-‐informed about people, places, and events worldwide.


C

See past project examples at

archive.gng.org.

Understanding Your GNG Program Components

The program has five major components: (1) Curriculum, (2) GNG Connect, (3) Interactive Videoconferences (IVCs), (4) Global Citizenship Project, and (5) Monitoring and Evaluation.

Program Timeline: Program activities take place over approximately 4-‐6 months. Each module of the curriculum (see below), takes 2-‐4 weeks to complete. GNG will schedule Interactive Videoconferences (IVCs), but all other student activities will happen in your class or in your group meeting. 1. Curriculum There are 4 modules (or units) in the curriculum. Each focuses on a different topic and includes 4-‐5 class activities, online dialogue, an interactive videoconference, and a Global Citizenship Project milestone. LEARN-‐ACT-‐REFLECT: Each curriculum module goes through this 3-‐step cycle.

Gain background knowledge on the topic, in class and from your partners. Put new knowledge into action with the Global Citizenship Project, and by

connecting online with your partners. Respond to your peer’s ideas on GNG connect, and reflect on your work.

**All assignments may also be accessed and completed on the GNG Connect online platform. 2. GNG Connect (see more on the next page) As part of most of the classroom activities, you will connect with your partners on the GNG Connect platform. This is a private space for all participants to get to know each other, exchange curriculum activities and Global Citizenship Project work, and share ideas and questions. 3. Interactive Videoconferencing (IVC) As part of each module, you will connect with your partners in an interactive videoconference (IVC). A facilitator will guide each IVC and make sure that the activities in the IVC outline are completed and that the discussion is respectful and fun, with time for open dialogue and questions. Each IVC will come with an IVC outline to guide the conversation, which also follows the LEARN – ACT – REFLECT cycle. 4. Global Citizenship Project Over the course of the program, you will work with your partners to identify a real-‐world problem in your local/global community that you want to change. Then, you will develop an arts or media project (the Global Citizenship Project) to address it. You will share it with people in your school, community, and beyond. 5. Monitoring & Evaluation All participating students, educators, AND a control group (see below) must take a short, anonymous survey before and after the program. At the conclusion of the program, you may also be asked to

ACT

REFLECT

LEARN

Posting on GNG Connect: In most curriculum activities, you will see this yellow box with the GNG Connect logo, reminding you to share your work on GNG Connect.


D

participate in a focus group discussion. This helps us measure if the GNG program is effective, and improve it for the future.

Using Tech Tools: GNG Connect You will use several digital tools to connect with your partners and do curriculum activities. The main tool is the GNG Connect online platform, a place to share activities, including pictures, assignments, questions, and more. GNG Connect We have designed a private online community called GNG Connect (connect.gng.org) for you and your partners to collaborate. This online site is the meeting place for your digital interactions! The curriculum activities will prompt you to post on GNG Connect, to help you get to know your partners and share questions, curriculum activities, and Global Citizenship Project work. How it works: 1. Each educator and

student will join GNG Connect and create a profile, like Facebook.

2. When you log in, you will see this dashboard (right). It shows your calendar, online users, badges, and courses.

3. You will be enrolled in a “course,” which is the same as your program. In this course, you will be in a private group with your partner class and post activities, media, and ideas.

GNG will also share a detailed guide about how to use GNG Connect.

Digital Glossary Online Platform: A virtual community where partner educators and students can share assignments and ideas. It’s like our own private Facebook!

Dialogue: Ongoing, open-‐minded exchange of ideas between people; sharing ideas and perspectives.

Interactive Videoconference (IVC): A live meeting conducted via the Internet, using software such as Skype or Polycom.


E

Using Tech Tools: Interactive Videoconference (IVC) Tips

Each IVC outline follows this basic structure:

IVC Tips Videoconferencing can be challenging at first, due to Internet connection, new technologies, and comfort with public speaking. Here are a few tips to help facilitate effective IVC conferences. Communicate Effectively • Start your comment or question by stating your name (i.e. "This is Rudy from Global Nomads"). • When you are finished speaking, say “Thank you,” so that we know you are finished. • Speak loudly, slowly, and clearly. If translation is being used, pause after 2-‐3 sentences for your

comments to be translated. • Ask thoughtful questions and respond to all answers with respect. Express your opinions in a

positive manner. Avoid asking off-‐topic or inappropriate questions. Use the Technology Effectively • Trust the technology! Don’t worry if there is a slight delay in a response from your partners. • Talk directly into the microphone. • Mute the microphone when you are finished speaking. When your microphone is on, remember

that the other participating sites will hear all sounds.

Etiquette & Active Listening • Be an active listener by paying close attention to the speakers and the topic at hand. Use your facial

expressions to express interest, attentiveness, and participation. • Have paper and pencil/pen available to write down notes or ideas to comment when it is your turn. • All participants should be settled into seats 5-‐7 minutes before the scheduled IVC start time.

Introductions & Updates

Introduce your group and/or share community updates. Save some time for questions about daily life, current events, and culture.

LEARN Share your LEARN activities, and discuss your experiences with your partners.

ACT Collaborate on the ACT activity, focusing on the Global Citizenship Project. 60-‐Second Showcase

Share a 60-‐second talent or hobby! 2-‐3 students from each group will have a chance to share in each IVC.

REFLECT Reflect on the IVC and prepare your next steps.


F

Youth Voices Curriculum Scope and Sequence

Here is an overview of the four modules in the Youth Voices curriculum. This includes the module topic, driving question1, and activities for LEARN, ACT, and REFLECT.

Module

MODULE 1 CULTURAL EXCHANGE: Many Stories, One World

MODULE 2 MEDIA & SOCIETY: Building Multiple Perspectives

MODULE 3 ADDRESSING CONFLICT:

Creating Solutions

MODULE 4 GLOBAL

CITIZENSHIP: Engaging Our Communities

Driving Question “How do we, as youth, engage our communities to create positive social change?”

Guiding Question

How does cross-‐cultural dialogue enhance our

global awareness?

How do information and news sources

shape our views about people and places

worldwide?

How can we analyze and

address conflict in our everyday lives?

What is the difference between citizenship and

global citizenship?

LEARN Activities

Windows Warm-‐Up

KHW Chart

Media Perspectives Warm-‐Up

My Global Timeline

Girl Rising Warm-‐up

Conflict Tree

Activism Case Studies and

Leadership Styles

ACT Activities

Community Lens Project Milestone: Define the Problem

Project Milestone: Investigate and

Plan

Project Milestone: Create and Share

IVC #1 IVC #2 IVC #3 IVC #4

REFLECT Activities

Reflect & Connect (Student and Educator): Class Debrief and Post on Google+ Online Platforms

1 A driving question guides all the activities in the module, providing a theme for students and opportunity for critical thinking.

1

Module 1 Cultural Exchange: Many Stories, One World

How does cross-‐cultural dialogue enhance our global awareness?

2

Cultural Exchange: Many Stories, One World Welcome, Global Nomad! You are now part of the Youth Voices (YT) program and your

school has been matched with a partner school in another country. We hear a lot on the

news about other parts of the world and the people who live there. However, unless

you’ve had the opportunity to meet someone from another place, you don’t often get

the chance to learn about other people firsthand by having a conversation. Let’s start to

change that by getting to know each other!

In Module 1: Many Stories, One World, we’ll start by thinking about the place we come

from influences the way we see the world. Then, we’ll focus on our partner country and

brainstorm what we know already (or think we know) and what we want to learn

throughout this program. We’ll share information about our own communities, daily

lives, and hobbies by creating and exchanging presentations, posting on our GNG

Connect online platform, and meeting each other in our first videoconference.

Do you think you will discover more similarities or differences? Let’s find out!

Module 1 Overview – Cultural Exchange: Many Stories, One World

Activity Page Estimated Time Checklist (✓)

Prepare ! Review GNG Challenge Letter ! View GNG Intro Video ! Take Pre-‐Program Survey

3 45 minutes

LEARN

Windows Warm-‐Up 4 20 minutes

Know/How/Wish Chart and Asking Complete Questions ! Practice Asking Complete Questions ! Post “wish list” on GNG Connect

5-‐6 40 minutes

ACT

Community Lens ! Post on GNG Connect 7 60 minutes

Interactive Videoconference (IVC) #1 ! Prepare outline with class 8-‐9

30 minutes prep (30-‐minute dial-‐in) 60 minute IVC

REFLECT Reflect & Connect ! Post on GNG Connect 10 15 minutes

3

Preparing to Start Youth Voices! Before you start the Youth Voices program, make sure you complete the following with your

class: ! Take the 15-‐minute pre-‐program survey (ask your teacher for your login code). ! Read the GNG Challenge Letter below. ! Join GNG Connect (our online platform, connect.gng.org), with help from your teacher:

o Update your profile with a photo and your interests. o Introduce yourself in the Introductions Forum!

The Global Nomads Challenge: Calling All Youth! Global Nomads Group believes in the power of human connection. We work to connect young people, like you, with peers around the world. Why? Because together, we can work across the borders that keep us apart. Together, we can solve problems that are too complicated to fix on our own. If we engage in conversations across cultures, discover similarities, and celebrate differences, we can break down barriers and collaborate to change our communities. Today, as part of the Youth Voices (YT) program, we ask you to join us, to become a Global Nomad. YT is a virtual exchange program that connects students in the US and Arab World. As Global Nomads in this program, your class or group will be paired with a partner class in another country during the school year. You will have the chance to get to know each other – beyond what you hear in the media. You will become a team, across borders, and work together to answer the question: “How do we, as youth, engage our communities to create positive social change?” The YT program has four modules, or sections. In each module, you will:

! Complete curriculum activities and workshops with your class, preparing you to… ! Connect with your partner school in an online platform (GNG Connect) and interactive

videoconferences (IVCs). ! Collaborate, or work together, to change a problem in your community by making a

“Global Citizenship Project.” ! In the last module, you will share your project locally and globally.

We challenge you to step outside your comfort zone. We challenge you to let go of the labels that we give each other — and ourselves. We challenge you to prove that young people can make a difference.

Global Nomad: Are you ready to start?

Learn about GNG in this 5-‐minute video: https://vimeo.com/109721886.

WHO ARE GLOBAL NOMADS?

Global Nomads believe that all people, from all cultures, are good. The misconceptions that we are

taught blind us to think otherwise.

Global Nomads discuss these misconceptions openly and

honestly.

Global Nomads are citizens of the world.

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Windows Warm-‐Up

From your seat, look out the window. What do you see? Take a few minutes to silently write/draw what you see outside the window. There are no right or wrong answers.

Check for Understanding: How might a visitor see your community? What could they see at first? What might they not be able to see until a closer work?

5

Know-‐How-‐Wish (KHW) Chart

Without doing research, fill out the chart to explore what you already know about your partner country, how you know it, and what you wish to learn from your partners. Don’t worry if you can’t fill

in every box! You will go back to this chart throughout the program, to track what you learn.

What do I KNOW or

HEAR about my partner country/community?

HOW do I know this? Where did this

information come from?

What do I WISH to learn more about?

Geography2 Where is it? What countries border it? What is the environment

like?

People, Culture, & Religion Who lives there? What

languages do they speak? Which religions are

practiced?

History and Government What significant events have taken place in this country? What is the current government?

Education What kind of

education system do they have? Who goes to school?

Human Rights Which rights do citizens have? Which

groups struggle for these rights?

2 Icons were designed by various designers at thenounproject.com. For full citations: tinyurl.com/GNGNounProjectCitations.

Check for Understanding: How do our sources of information/knowledge impact the information we have? What perspectives are represented? What are not?

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Asking Complete Questions Practice asking respectful questions with background and context that will help you create open, honest, and engaging dialogue throughout the program, online and during the IVCs.

Instead of asking… Create a complete question: What is school like for you?

Example: I start school at 7:30 am and have 5 classes each day. They include English, science, art, gym, and world history. What’s your school day like?

My question:

Why do you wear clothes like that?

What’s it like to live in a country with problems?

What are the differences between the sample questions and your rewrites? Create your KHW “Wish List” As a group, use your KHW charts to make a list of the top 3 “wish” items you hope to learn about your partner country. Turn these into complete questions, to share with your partners.

1.

2.

3.

Check for Understanding: Why is it important to ask complete questions? What is the advantage?

Post the class KHW Wish List on GNG Connect at least 10 days before IVC 1. Your partners will also share their list, so that you can try to answer some of their “wish list” questions in your Community Lens!

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Community Lens What do you want your peers to know about your community? As a group, use this guide to create a visual slideshow to introduce your school/community to your peers, and share on GNG Connect. Partner “Wish List”: What questions from your partners’ “wish list” can your slideshow answer?

Group Brainstorm: What do you want to share about your school/community or culture?

Prepare and Outline: As a class, pick 10-‐12 images to include in the slideshow that show what you want to share about your school/community. Include captions that describe the images and their importance! Images Captions

Check for Understanding: Pick one image/idea from your Community Lens and explain why you think it will be meaningful/informative for your partners.

Post your Community Lens on GNG Connect at least 5 days before IVC 1. View your partners’ presentation, post comments online, and think of 2-‐3 questions for the IVC!

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Interactive Videoconference (IVC) #1 Outline: Many Stories, One World TIME: Day/Date: _________________________ (Back-‐up Date:___________________)

Tech Dial-‐In Time (30 min. prior to start): ____:____ AM / PM Conference Start Time (60 minutes): ____:____ AM / PM

MATERIALS: IVC #1 Outline (p. 8-‐9), prepared with comments and questions LEARNING GOAL:

Students will be able to practice communication skills, share about their communities, and learn firsthand about their partners’ lives and cultures.

Post follow-‐up questions and comments 1-‐3 days after to GNG Connect!

How to prepare for your IVC:

• Check GNG Connect to see your partners’ posts! • Review the IVC outline below.

• Prepare comments and questions for your partners.

1. Welcome and Introduction to Youth Voices (7 minutes)

Start with the “Welcome Message” below from Global Nomads Group, then have a student from each side introduce their groups. GNG Welcome Message: Hello from GNG! Welcome to Youth Voices! Your two groups of students are now a team, and part of a worldwide community of Global Nomads. You will work with your team throughout this program, using the curriculum, the GNG Connect online platform, and videoconferences, to explore the question, “How do we, as youth, engage our communities to create positive social change?” Through your conversations, you’ll pick a social issue that impacts your communities and design a global citizenship project to solve the problem. But first, let’s get to know each other!

Have one student from each group introduce him/herself and the group with the following: " Name: " Number of students participating in IVC #1: " Location of your school and an interesting fact about where you live:

2. LEARN: Understanding our Worldviews (20 minutes)

Use your KHW charts to share some of what you know and what you wish to know about your partner country. Have 2-‐3 students from each group share one thing they know, how they know it, and a question. Go back and forth between groups, with time for follow-‐up questions.

Student Name Know/How Statement and Wish Question

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3. ACT: Presentation of Community Lens (20 minutes) Introduce your school/community through your Community Lens (be sure to watch your partners’ presentation before the IVC and come ready with questions!). Have one group present and answer questions. Then switch, and have the second group present and answer questions. Student speaker to introduce your group’s Community Lens: ___________________________ Questions for Your Partner’s Community Lens: 1. 2. 3.

4. 60-‐Second Showcase! (10 minutes)

In each IVC, you and your partners will get to share a personal talent or interest. Keep it visual (without a lot of words or explanation) and keep it short (less than 60 seconds)! Ideas for 60-‐Second Showcase include: playing a musical instrument, singing a song, dancing, reciting poetry, exhibiting art (paint, sculpture, etc.); sharing any clothing or ritual object associated with a custom or holiday; explaining a family heirloom; or something else! Student Name Talent/Interest

5. Conclusion (3 minutes)

Thanks to all for participating! Don’t forget to stay in touch in between videoconferences using the online platform and get ready for the next videoconference with the activities in Module 2.

Use this space to record any questions or thoughts that you didn’t have time for in the IVC. Then ask them on the online platform or in the next IVC!

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Module 1 Reflect and Connect 1. What was one memorable moment from the IVC? Why? 2. If you were to draw another window looking into

your country, what would you draw to raise awareness about your culture?

3. What is your first impression of your peers? Did

anything surprise you? 4. What question(s) do you still have for your partners?

Connect on GNG Connect Share one reflection with your partners in a GNG Connect post. Post and see what your partners are saying! Post the [activity name] on GNG Connect at least 10 days before IVC 1.

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Module 2 Media and Society: Building Multiple Perspectives

How do our news and information sources shape our perceptions about

people and places worldwide?

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Media & Society: Building Multiple Perspectives

Whether or not you closely follow the news, you probably hear stories about events

going on in your community and around the world. The stories we hear influence the

way we think about people, places, and events worldwide. In Module 2, we will

investigate where our information comes from and how this influences our

perspectives. We will also explore specific personal and global events that have

impacted our individual lives through a timeline activity. Do you think you and your

partners will have any similar events? Let’s find out!

In this module, you will also get started on your Global Citizenship Project and complete

the first Milestone: Define the Problem. Start thinking about a problem or challenge in

your community that you might want to address in this project.

Module 2 LEARNING GOAL– Media & Society: Building Multiple Perspectives


LEARN Media Bias Warm-‐Up 13 20 minutes

My Global Timeline ! Post Timeline on GNG Connect 14 40 minutes

ACT

Global Citizenship Project Introduction

15-‐17 30 minutes 30 minutes

Milestone: Define the Problem ! Post Problem Statement and Goal

on GNG Connect


30 minutes prep (30 minutes dial-‐in) 60 minute IVC


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Media Bias Warm-‐Up In our globalized world, we get information from many sources – such as social media, radio,

newspaper, the Internet, and friends/family. However, these sources don’t always tell us everything. In this exercise, we’ll look at images from the news, and explore how they can tell different stories.

Step 1: For each image below, think about: • What do I see in the image? What “story” does it tell? • What is not shown in the image that might be important in understanding the

story?

Step 2: Write TWO captions (or 1-‐sentence explanations) that tell different stories about the image, as if they were going to be published in a newspaper, magazine, or online.

Caption 1: Caption 2:

Caption 1: Caption 2:

Check for Understanding: How does the context of an image change it’s meaning? Context could be the news or media source, the caption, or the presentation.

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My Global Timeline

Create Your Timeline: Map out 6 personal and 6 global events that are important in your life below. List them chronologically, and include 1 sentence to explain each event and why it’s

significant. List Personal Events on the top:

• 2 personal event in your lifetime • 2 family event in your lifetime • 2 family events from before you were born

List Global Events on the bottom: • 5-‐6 global events that are important in

your life. These can be national or global, before or after you were born.

Personal Events:

Global Events:

Upload your My Global Timeline to GNG Connect at least 5 days before IVC 2. View your partner school’s timelines, comment on 1-‐2 other timelines, and create/post 2-‐3 questions for the IVC!

Check for Understanding: How has the media coverage of any events on your timeline been similar or different to your own experience?

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Global Citizenship Project Introduction

What is the Global Citizenship Project (GCP)? Now that you’ve started to get to know your partners, it’s time to work together to positively change your communities. In the Global Citizenship Project, you will work with your partners to identify a real-‐world local or global problem that you want to solve. This could be access to jobs or education, stereotyping, gender inequality, climate change, bullying, violence, or another issue – it is up to you. Then, we challenge you to collaborate to develop a solution, through an arts or media project.

What is the project process? There are three Milestones, or steps, to guide you through the project, starting with identifying the problem you will address. You will work on these in curriculum activities, but may need time out of class to complete them by the last IVC.

Milestones: Here’s an overview of the milestones. You will complete one in each of the remaining modules, and document the process each step of the way!

Project Goals: What do you want to achieve? Your project should fit into at least one of these three goals: Awareness, Advocacy, and Action. Read below for definition of each.

AWARENESS ADVOCACY ACTION

Inform others about a problem and give them the knowledge to change it.

Outreach to influence specific decision-‐makers who have the power to change policies.

Implement direct activities to address a problem

yourself.

How do we collaborate with global partners?

Collaboration happens when two or more people work together for a common goal.

Collaboration on the Global Citizenship Project means working with partners to help each group make their own project, by: ! Exchanging resources for projects ! Sharing feedback on projects If you have the same project topic, goals, and format as your partners, you may also: ! Create one project with your two groups.

Define the Problem ! Understand project goals ! Define a problem in your

community to address through your project

Create and Share ! Create final project ! Develop Action Plan

and share project with partners and community

Document: Throughout the project, record photos, videos, and notes of each milestone, so that you can share your work with people around the world!

PROJECT

MILESTO

NES Investigate and Plan

! Identify objective, target audience, and format

! Create an activities plan

! Assign team roles ! Start gathering

content

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View and Analyze: Investigating Past Global Citizenship Projects Here are examples of past student Global Citizenship Projects (all available at archive.gng.org).

Take a look at one (or more!) with your group, and answer the questions below.

What did the sample project you watched make you feel, think, or want to do? dd d

How did the project address the problem? How did it achieve its goal?

AWARENESS ADVOCACY ACTION

Recycled Art Garden Art Project (Palestine, US) archive.gng.org/video/recycled-‐art-‐garden/ Problem: Youth need to raise awareness of the need to recycle, because environmental sustainability is a global issue.

Afghan Youth Leaders Fight Against Street Harassment Campaign (Afghanistan) archive.gng.org/video/afghan-‐youth-‐leaders-‐fight-‐against-‐street-‐harassment/ Problem: Afghans and Americans need to stop street harassment of women because it prevents them – and society – from reaching their full potential.

Dance Your Dabke to Great Health

Community Event (Palestine) tinyurl.com/healthhygiene

Problem: Our community needs greater access to proper hygiene resources because we suffer from preventable health issues.

Collaborative Mural Visual Art (Afghanistan, US) vimeo.com/55036369

Problem: Youth need to develop tolerance of different cultures, because their future security is intertwined.

Say No to Child Labour; Yes to Education Community Event (Pakistan) archive.gng.org/video/say-‐no-‐to-‐child-‐labour-‐say-‐yes-‐to-‐education

Problem: Pakistanis and Americans need to stop child labour because too many children lose their right to an education.

Karachi Beach Clean-‐Up

Event, Campaign (Pakistan) tinyurl.com/karachibeach

Problem: People in Karachi need a clean beach because they rely on the environment for jobs and health.

Check for Understanding: What do the three project goals have in common? How are they different? Which one appeals to you, and why?

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Global Citizen Project Milestone: Define the Problem

In the first milestone, we’ll explore what issues matter most to us, and our partners. We’ll pick one

issue to propose to our partners, and create a problem statement and goal. Individual/Small Group Brainstorm: Based on your exchanges with your partner school (like the Community Lens, IVC 1, and Timelines), what problems in your local or global community do you most want to change? What about your partners? Where do you overlap? Deciding on an Issue: Circle your top 1-‐2 ideas to share with the group. You will chart everyone’s ideas on the same paper/digital space, to help identify the most important shared issues.

Selected Issue:

Goal: ☐ Awareness ☐ Advocacy ☐ Action Write Your Problem Statement: Once you’ve decided on your issue, it’s time to define it in more detail. This problem statement should answer three questions:

• What is the problem or need? • Who has the problem or need?

• Why is it important to solve?

Use the following format to write a problem statement: Who need(s) what because why.

need(s) because .

Check for Understanding: How does the problem we have defined impact our community AND our partners?

Post your project’s Problem Statement and Goal on GNG Connect at least 5 days before IVC 2.

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Interactive Videoconference (IVC) #2 Outline: Building Multiple Perspectives

TIME: Day/Date: _______________________ (Back-‐up Date:___________________)


MATERIALS: IVC #2 Outline prepared with questions/comments

LEARNING GOAL:

Students will be able to form connections between their timelines and their partners’ events, and collaborate to select a problem to address with their projects.


Prepare for your IVC:



1. Greetings and Updates (7 minutes)

Catch up with what’s been happening in each of your communities and the around the world since you last connected.

Have one student from each group share updates:

" Name: " Number of students participating in the IVC: " A local event that was important to you/your community since the last IVC: " A national/international event that has impacted you/your community since the last IVC:

2. LEARN: My Global Timeline Discussion (20 minutes)

Share your significant personal and global events and why they are important to you. Start with your personal events and have 2-‐3 students from each group share one event each and why it is important. Then do the same with 2-‐3 students each sharing one global event. Take time for some follow-‐up questions. Student Name Personal, local, and global events to share

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3. ACT: Global Citizenship Project Milestone: Define the Problem (20 minutes)

Share your project topic, goal, objective driving question, and audience. Decide whether you want to move forward with both projects, or if you want to choose/combine topics from each group to co-‐construct one project. Student speaker to introduce your group’s Project Launch: ____________________________ Questions for Your Partner’s Project: 1. 2. 3.


Pick 2 students who haven’t yet done a showcase to share a personal talent or interest. Keep it visual (without a lot of words or explanation) and keep it short (less than 60 seconds)! Student Name Talent/Interest


Thanks to all for participating! Don’t forget to stay in touch in between videoconferences using GNG Connect and get ready for the next videoconference with the activities in Module 3.

Use this space to record any questions or thoughts that you didn’t have time for in the IVC. Then ask them on the online platform or in the next IVC!

Post follow-‐up questions and comments 1-‐3 days after the IVC to GNG Connect!

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Module 2 Reflect and Connect

Reflect on the questions below, then go to GNG Connect and post responses to the third and fourth questions!

1. What was a memorable moment from the IVC 2?

2. Did you see any similarities

between your timeline and your partners’ timelines?

Fill in the Venn Diagram to the right: 3. POST: What have you heard recently in the news about another country? Do you think it

was accurately portrayed? Whose voice was missing?

4. POST: How did your partners’ feedback on your Global Citizenship Project change how you

view the problem? Did anything surprise you?

Pick one of your reflections to share with your partners in a GNG Connect post. Post and see what your partners are saying!

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Module 3 Addressing Conflict: Creating Solutions

How can we analyze and address conflict in our every day lives?

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Addressing Conflict: Creating Solutions

We all experience conflicts every day. This could be a disagreement with a sibling, a

parent, or a teacher, or it could be a conflict between political leaders that we hear

about in the news. Often, people find ways to resolve these conflicts peacefully –

through discussion and compromise. However, when conflicts are complicated or

deeply rooted in history or beliefs, it can be hard to know how to begin to address them.

This doesn’t mean that we can’t find peaceful solutions, but that we have to work

harder to understand the causes and effects of these conflicts and the groups involved.

In Module 3, you will be introduced to one of these complex issues by watching a

section from the Girl Rising film, which advocates for girls’ access to education and

human rights around the world. Then, you will use a conflict mapping technique to

analyze the challenges shown in the film, and develop solutions. You will then apply

these tools and skills towards your Global Citizenship Project problem.

Your Global Citizenship Project will also start to take shape during this module in the

second Milestone: Investigate and Plan. You will brainstorm what you need to know,

pick a format, identify your activities, and assign team roles.

Module 3 Overview – Addressing Conflict: Creating Solutions


LEARN Conflict Tree Warm-‐up 23-‐24 45 minutes

Conflict Tree ! Post Conflict Tree on GNG Connect 25 60 minutes

ACT

Project Milestone: Investigate and Plan ! Post Project Overview Chart and Activities

Plan on GNG Connect 26-‐28 60 minutes




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Conflict Tree Warm-‐Up

Use the tree outline below, or draw your own, to map an interpersonal, local, national, or international conflict with roots (causes) and branches (effects).

Type of Conflict (select one): ☐ Interpersonal ☐Local ☐National

Check for Understanding: In the conflict that you analyzed, would the best solution address the “branches,” “roots,” or “trunk” of the tree? Why?

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Sample Conflict Trees Sample Conflict Tree A3

Sample Conflict Tree B4

3 Student-‐developed Conflict Tree, Global Nomads Group: Global Citizens in Action, 2013 4 Student-‐developed Conflict Tree, Global Nomads Group: Youth Voices, 2013

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Conflict Tree Using the same process you learned from the Conflict Tree Warm-‐Up, work with your class to

create a Conflict Tree to analyze the issue/conflict in your Global Citizenship Project.

Think about: Should your project issue be the trunk of the tree? Why or why not? If not, is a root or a branch? And what is the trunk?

Post your group’s Conflict Tree on GNG Connect at least 5 days before your IVC. View your partner’s tree and prepare questions about it for the IVC.

Check for Understanding: How has your understanding of the problem changed by doing the conflict tree?

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Global Citizenship Project Milestone: Investigate and Plan

In this milestone, we will identify our objective, target audience, and format, and create an activities plan. To start, let’s reflect on our problem statement and what we need to create a solution

Project Format: Review and decide which format and media output will best reach your target audience. Some projects may fit into more than one goal or format!

Goal AWARENESS ADVOCACY ACTION

Inform others about an issue and give them the knowledge to change it.

Outreach to influence decision-‐makers who can change policies.

Implement direct activities to change an issue yourself.

Project Format

Public Service Announcement (PSA): Message that changes public attitude Media Output: Visual/performing arts

Campaign: A set of activities that promotes a specific cause, law, or change of behavior, often through media or politics Media Output: Visual arts, performing arts, writing, event

Documentary*: Media/art that objectively presents the stories of real-‐life people or events, often focusing on a specific issue or cause

Media Output: Visual or performing arts, writing This is not just film! It can be radio, photo, art, theatre, or journalism!

Event: In-‐person activity with a specific goal (voter registration, fundraising)

Media Output: Event-‐based

Student Choice: Design and implement your own type of project! Media Output: All!

What are Media Outputs? This is the specific media type for your final project, such as: • Visual Arts: Photography, drawing, design, crafts, mural, film, posters • Performing Arts: Radio, theatre, film, music, spoken word, dance • Writing: Blog, newsletter, journalism, letter campaign, creative writing, social media • Events: Debate, fundraiser, exhibition, rally, registration driv

Revised Problem Statement

Objective

☐ Awareness ☐ Advocacy ☐ Action What specifically do you hope to achieve with your project?

Target Audience

Who do you want to reach through the project? Why are they important?

Need-‐to-‐Know

What do you need to know to address the problem?

Where will you get this knowledge� (news, Internet, partners, interviews, site visits)?

Format (see below)

☐ PSA ☐ Campaign ☐ Documentary ☐ Event ☐ Other: ___________

Specific media output (radio piece, blog, photo story, etc.): _____________

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Global Citizenship Project Milestone: Investigate and Plan (Continued) Activities Plan What activities do you need to complete to create your project? Record the step-‐by-‐step process in the chart, thinking about your media output and role of your partner school.

Activity (Step) Materials/Resources Needed Deadline School / Student Roles

Example: Research monthly water use in our town.

Library/Internet access, phone interview with local water agency

February 5, 2014 (IVC 3)

Al-‐Wakra School *Research team: Sana, Ali, and Jordan

1.

2.

3.

4.

5.

6. Local event to share your project in the community!

One of the activities must be to create a Project Outline!* An outline is a narrative – it tells the story of your project, or what is included in it. This will help you create the final product. Use this chart to figure out which type of outline to use:

Media Type Outline Options Visual Arts List of photos/art pieces needed, sample images or sketches

Performing Arts Written script or storyboard, maybe it includes audio! Writing Article outline, argument points for campaign, interview questions Events Event agenda, outline of speeches, advertising materials for event

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Global Citizenship Project: Team Roles These roles and committees will organize your class’ responsibilities around the project. After reviewing the general responsibilities, assign specific activities to each committee (referencing the Activities chart). Record who is in each committee in the final column – Be sure every student has at least one role!

Role Responsibilities Activities

(reference your Activities Chart)

Committee Members:

Group Leader

• Make sure all group members are focused and meet deadlines!

• Lead communication with partner group to ensure positive collaboration and feedback

• Ensure project stays on topic and meets goals

Ex: Set regular meetings with partner group

Research Committee

• Conduct background research on the project topic (you can assign this to other students– you don’t need to do it all yourselves!)

• Share information with the content team • Make sure the project is accurate and relevant to the

topic

Ex: Research water usage in our town, create survey

Logistics Committee

• Make sure group has all necessary supplies and resources

• Coordinate gathering of materials, travel needs, and event planning (for the local community event)

Ex: Reserve venue for exhibition; recruit volunteers

Content Creation

Committee

• Coordinate the creation or gathering of content for the project (you can assign this to other students – you don’t need to do it all yourselves!)

Ex: Storyboard, script, and collect audio for radio piece

Documenta-‐tion

Committee

• Visually document the process of making the project • Visually document the completed product • Make sure the project can be easily shared with on

GNG Connect and in person audiences

Ex: Photograph events, create blog posts

Outreach Committee

• Share your project process and final product with your target audience

• Engage in PR, social media, and or press media campaigns

• Plan a local community event with the Logistics Committee, to share your project

Ex: Hold community event, write article for newspaper

Check for Understanding: What skills do you have that can help you in their new roles? How do you plan to use these skills to support the project?

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Interactive Videoconference (IVC) #3 Outline: Addressing Conflict

How to prepare for your IVC:




Catch up with what’s been happening in each of your communities and the around the world since you last connected.

Have one student from each group share updates: " Name: " Number of students participating in the IVC: " A local event that was important to you/your community since the last IVC: " A national/international event that has impacted you/your community since the last IVC:

After each group shares, take time for a follow-‐up question or two about the events. 2. LEARN: Conflict Tree (20 minutes)

Share your Conflict Tree and how it relates to the theme of your Global Citizenship Project. Have different students present different pieces of the Conflict Tree: Student Name

Core Problem (trunk):

Relevance to project:

Causes (roots):

Effects (branches):

After each group has presented their Conflict Tree, take time for questions about each other’s trees and the issues presented.

TIME: Day/Date: _________________________ (Back-‐up Date:___________________) Tech Dial-‐In Time (30 min. prior to start): ____:____ AM / PM Conference Start Time (60 minutes): ____:____ AM / PM

MATERIALS: IVC #3 Outline (pgs. 30-‐31), prepared with comments and questions

LEARNING GOAL:

Students will be able to evaluate problems, their causes, and their effects, and deepen their collaborative project work with tangible steps and teamwork.


30

3. ACT: Global Citizenship Project Milestone: Investigate and Plan (25 minutes) Share your Project Overview Chart and Activities Plan and get feedback from your partners (use the Feedback Guide in Appendix A). Then, reflect: What do you need from your partners in order to get started? Student speaker to introduce your group’s Project Format and Activities: _________________ Questions for Your Partner’s Project Overview and Activities: 1. 2. 3.

Student speaker to share 1-‐2 resources that you need from your partners: ________________ What You Need from Your Partners 1. 2.


Because we’ve spent more time on Global Citizenship Project discussion, pick just 1 student this time who hasn’t yet done a showcase to share a personal talent or interest. Keep it visual (without a lot of words or explanation) and keep it short (less than 60 seconds)! Student Name Talent/Interest


Thanks to all for participating! Don’t forget to stay in touch in between videoconferences using GNG Connect and get ready for the next and final videoconference with the activities in Module

Use this space to record any questions or thoughts that you didn’t have time for in the IVC. Then ask them on the on GNG Connect platform or in the next IVC!

Post follow-‐up questions and comments 1-‐3 days after the IVC to the GNG Connect community!

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Module 3 Reflect and Connect Reflect on the questions below, then go to GNG Connect and post your thoughts for the second

and third questions! What was a memorable moment from IVC 3? POST: Think about the problem you analyzed in your conflict tree. Who is impacted by it? Write a 1-‐sentence Twitter/Facebook post to advocate for their rights. POST: How will you use the feedback from your partners on your Global Citizenship Project? Do you feel connected to your partners in the IVCs? What can you do in between IVCs to get to know each other more?

What did you learn from your partner’s Conflict Tree?

POST your reflections or questions from questions 2 and 3 for your partners in a GNG Connect post. Post and see what your partners are saying!

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Module 4 Global Citizenship: Engaging Our Communities

What is the difference between citizenship and global citizenship?

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Module 4: Engaging Our Communities

Global Nomad, it’s time to take our ideas global. In this

module, we’ll explore what it means to be a global

citizen and a leader. We’ll use our new skills – cross-‐

cultural communication, understanding multiple

perspectives, analyzing and addressing conflicts, and

more – to positively engage our communities.

We will start by looking at young leaders and people in

our lives who inspire us, using this to learn about our own leadership style and ways we

can make a difference. In the final Global Citizen Project Milestone, we will Create and

Share our work, developing action plans to help us reach our schools, families,

communities, and global audiences.

After our last videoconference, we’ll reflect on our experience in Youth Voices – and our

next steps as Global Nomads in the world. Let’s do it!

Module 4 Overview — Global Citizenship: Engaging Our Communities Activity Page Estimated Time Checklist

(✓) LEARN Activism Case Studies and Leadership Styles

! Post Personal Inspirations on GNG Connect

34-‐35 40 minutes

ACT Milestone: Create and Share ! Post Action Plan on GNG Connect ! Post completed project on GNG Connect ! Share with your community!

36-‐37

60 minutes in-‐class (more out of class)




Evaluation ! Complete student surveys ! Complete educator survey ! Complete interview/focus group

40 60 minutes

Global Citizenship is the

ongoing process of becoming culturally aware and well-‐

informed about people, places,

and events worldwide. Global citizens use that knowledge to

positively influence their local and global communities.

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Activism Case Studies

Check out these stories of young leaders, like you, who took an active role in their communities to make a difference. Think about their skills and tools and how you can apply them to your lives and projects.

Amani El Tunsi, Girls Only Radio: In 2008, 25-‐year-‐old Amani El Tunsi launched Girls Only (Banat wa Bas) Radio because she was concerned about the future of women in Egypt and the lack of media content relevant to women. The station, which is run by women for women, was one of the first of its kind in the Arab region. It began with eight female reporters and a small audience, but has grown to 25+ reporters and five million subscribers in 2013.5 Girls Only Radio serves as an open space for female presenters and audiences to discuss topics related to women’s rights, politics, religion, sexual abuse, and education. Amani, who has a college degree in Computer Science, has faced opposition to her work; she was fired from her job as a graphic designer, arrested, and lost financial investors. However, she continues to strengthen and educate the women of Egypt through radio, stating: “I will resist and won’t follow the others. I can make a change.”6

The Chilean Winter Student Movement: In 2011, university students in Chile led massive protests across the country, to demand free and high-‐quality public education for all, in a movement known as the “Chilean Winter.” The movement had been growing for years; in 2006, thousands of Chilean high school students marched in the streets to protest the unequal education system, in the largest strike in Chile’s history. They brought attention to the inequality between expensive private education and low-‐quality public education; 50% of public high school graduates were failing the college entrance

exam, compared to 91% of private schools students,7 and Chile’s universities were proportionally the world’s most expensive.8 The Chilean Winter protested these inequalities and aimed to reform the policies that caused them. The movement demanded free education for all, improvements to public education, an end to discrimination in schools, and a voice in government policy. Camila Vallejo, the president of the University of Chile Student Federation, became one of the main spokespeople in 2011-‐12, but was one of thousands of youth leaders who worked together. While challenges, strikes, and protests continue, the student movement resulted in greater dialogue, reforms, and collaboration between Chile’s government and public to improve access to quality education. STUDENT CHOICE: Research and share another young leader taking action in his/her community. He/she could be from your partner country or your own, someone who is alive today or someone from history.

5 “Girls Only Radio Station,” World Summit Youth Award, 2013, http://www.youthaward.org/winners/girls-‐only-‐radio-‐station 6 “Egyptian Divorcees, Girls Only, Burst onto Web Radio Scene,” Huffington Post, 21 September, 2009, http://tinyurl.com/HuffPoGirlsOnly. 7Franklin, Jonathan. “Protests paralyse Chile's education system.” The Guardian. 7 June 2006. http://tinyurl.com/guardianchile. 8 Goldman, Francisco. “Camila Vallejo, the World’s Most Glamorous Revolutionary.” New York Times. 5 April 2012. tinyurl.com/NYTvallejo,

Photo: Diego Salinas Flores.

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Exploring Leadership Types

Leadership Types9: People who make change come in all shapes and sizes, with different skills and tools that help them succeed. Let’s explore five types of leadership, and see where we fit in. Review the characteristics, then brainstorm examples of leaders who inspire you for each type. Leaders can be people in your life (parent, teacher) or people from history, news, or case studies (Amani El Tunsi, Malala Yousafzai, Nelson Mandela).

Personal Inspirations: Circle the leader you find most inspiring, and answer the following: What makes this person a good leader? What tools and skills do they use?

What leadership type(s) are you? What tools and skills do you have?

9 Adapted from Corriero, Jennifer. “Next Generation Youth Leadership,” TedxTeen, 27 March 2010, youtube.com/watch?v=hI6Czn7GeSw

! Leads by example with own behaviors and values ! Guides and mentors others, towards an end goal

! Excited by the unknown, unafraid to make mistakes ! Drives self and others towards new opportunities

! Engages wide audiences by speaking out ! Spreads important messages for a cause or group

! Brings diverse groups of people together for dialogue

! Uses networks to access resources, skills, and tools ! Tells stories of the people working for a cause ! Brings attention to their process and challenge

Characteristics Example

Role Model

Visionary

Public Voice

Collaborator

Storyteller

Type

Check for Understanding: How can you use your leadership type/skills in the Global Citizenship Project?

Post one reflection from your Personal Inspirations on GNG Connect, either about the case studies or examples from your life.

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Call to Action Plan

Based on feedback from our partners, let’s revisit our target audience. This will help us create an updated plan for sharing our project, online and in an in-‐person event!

Target Audience: WHO is your target audience (perhaps it has changed since Module 2)? WHY are they important and what do you want to motivate them to do?

Planning Your In-‐Person Community Event:

Type of Event (presentation, march, rally, film screening, play, exhibit, etc.): When and Where: Make sure you have enough time to plan and invite people! Materials and Equipment: What do you need to prepare (projector, flyers, food, etc.)? Promotion: How will we advertise, or reach our target audience? **Also think about the day of the event: Do you need an agenda? Who will help set up and facilitate? How much time do you need? Documenting and Sharing the Project Online):

Type of Documentation: What is the best way to record your project (and the event)? Slideshow, video, script, website, report, or something else? What resources or equipment do you need to do this?

Post your class Action Plan on GNG Connect at least 5 days before your last IVC.

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Global Citizenship Milestone: Create and Share

Global Nomads, we’re almost there! Based on your partners’ feedback, complete your Global Citizenship Project and implement your Call to Action Plan to document and share the project with

your target audience and the world. Use this worksheet to guide your final steps, but know that most of your work will happen off the page – in the real world that you want to change.

Reflect and Brainstorm Final Steps: Based on your partners’ feedback, what do you need to change or complete? How does your project address your problem statement? How does it reach the target audience? What do you still need from your partners in order to complete your final product?

Once you share with your target audience (online and in an in-‐person community event), you’ve completed the Global Citizenship Project!

Post your final project AND documentation of how you’re sharing the project (photos, video, website, etc.) at least 5 days before your last IVC.

38

Interactive Videoconference (IVC) #4 Outline: Global Citizenship TIME: Day/Date: _________________________ (Back-‐up Date:___________________)


MATERIALS: IVC #4 Outline (pgs. 39-‐40), prepared with comments and questions LEARNING GOAL: Students will be able to analyze different leadership styles of others and

themselves, reflect on their project work over the course of the program, and provide feedback for their partners.

Post follow-‐up questions, comments, and project sharing updates 1-‐3 days after to GNG Connect!

Prepare for your IVC:




Catch up with what’s been happening in each of your communities and around the world since you last connected.

Have one student from each group share updates: " Name: " Number of students participating in IVC #4: " A local event that was important to you/your community since the last IVC: " A national/international event that has impacted you/your community since the last IVC:

After each group shares, take time for a follow-‐up question or two about the events.

2. LEARN: Activism Case Studies and Leadership Styles Discussion (10 minutes)

Who inspires you? Share an example of a leader in your life, the news, or history who motivates you and why. Have 2-‐3 students from each group share, with time for follow-‐up questions.

Student Name Leadership Examples: Who inspires you and why?

As a group, discuss: What leadership skills have you developed that can help with your project?

3. ACT: Global Citizenship Project Milestone: Create and Share (20 minutes)

39

Share your completed projects! Re-‐introduce your project, discusses its significance to your community, share any challenges or triumphs in completing the project, and tell your partners your how you will share it with your target audience – based on your Call to Action Plan.

Student speaker to introduce your group’s project and Action Plan: ______________________

Questions for Your Partner’s Final Product and Action Plan: 1. 2.


Pick 2 students who haven’t yet done a showcase to share a personal talent or interest. Keep it visual (without a lot of words or explanation) and keep it short (less than 60 seconds)!

Student Name Talent/Interest

5. Culminating Discussion (10 minutes) How have your Know-‐How-‐Wish charts changed through YT? What have you learned? Take a few minutes for open discussion to reflect on your experiences and ask any final questions.

Final Thoughts and Questions: What have you learned from each other in this program?


Conclude with the “Thank You message” below from Global Nomads Group, then have a student from each group share final thanks on behalf of their class.

GNG Thank You Message: Thanks to all for participating this year and congratulations on your hard work! When you finish your reflections after this IVC, you will officially be YT alumni, part of a network of Global Nomads around the world. Check out the Alumni Toolkit in Appendix C of your workbook, stay in touch on GNG Connect and the Alumni Facebook group, and continue to share your Global Citizenship Projects and experiences in your communities and beyond.

Post follow-‐up questions and comments 1-‐3 days after the IVC to the GNG Connect community!

40

Module 4 Reflect and Connect

Reflect, then post your thoughts on the second and the fourth questions to GNG Connect! You will also fill out an end-‐of-‐program survey to help us improve the program for the future.

What was a memorable moment from IVC 4? POST: Return to your KHW Chart.

What have you learned since the start of the program? Have your perspectives changed? How was the process of creating your project? Did you learn anything new about yourself, and your role as a young leader? POST: What action can you take RIGHT NOW to help your community engage in global exchange?

What do I KNOW about my partner country/community?

How has my perspective changed?

People, Culture, and Religion

History and Government

Education

Human Rights

Pick one reflection to questions 2 or 4 to share in GNG Connect. You can continue to communicate on GNG Connect and in the GNG Alumni Facebook Group.

Check for Understanding: What was the most successful part of your Global Citizenship Project? What would you do differently the next time?

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Appendices

Overview Resource Description Page

A. Curricular Resources

GNG Curriculum Vocabulary: Unfamiliar words and phrases! 42

Feedback Guide: Use this as a tool to give feedback on the Global Citizenship Projects and other activities. 43

B. Alumni Toolkit Congrats, GNG alumni! Use this guide to continue to share your projects and engage as part of the GNG community. 44-‐46

Appendix A Curricular Resources

42

GNG Curriculum Vocabulary

Here are definitions of words and phrases in the curriculum that might be unfamiliar. Action: Direct activities to address a problem Advocacy: Outreach to influence specific decision-‐makers who have the power to

change policies Awareness: Process of informing others about a problem and giving them the knowledge

to change it Bias: A typically negative idea that is held about a topic or people due to a lack of

information Caption: A brief explanation that accompanies an article or an image Collaboration: This happens when two or more people work together towards a common

goal Conflict: A state of negative feelings; a serious disagreement or dispute Context: The setting or background of an event that help us to understand the event

itself Cultural exchange: When people of different backgrounds, countries, or cultures share

information and dialogue, in order to better understand one another. Dialogue: Ongoing open-‐minded exchange of ideas or opinions between people;

sharing of ideas and perspectives Global citizenship: This is the ongoing process of becoming culturally aware and well-‐informed

about people, places, and events worldwide Media literacy: The ability and skills needed to find, consume, evaluate, and create media Milestone: A significant event or accomplishment Resources: The ideas, people, and tools which are available to a group of people Virtual exchange: The sharing of information and dialogue, as sustained by the use of

technology


43

Feedback Guide

Use the categories below to provide feedback on your group or partner’s project or milestone. Remember to give constructive feedback that is respectful and includes specific ideas for growth, instead of general praise or criticism. I hear/see… What do you observe? How does the project make you feel or think? Does it motivate you to action? I want more of… What do you want to see expanded or enhanced? What worked well and compelled you to think or act a certain way? I wonder… What questions do you still have? What could strengthen the project? How could it more specifically answer the Driving Question?


44

Alumni Toolkit Congratulations! You have successfully completed your Global Nomads Group program and are now GNG Alumni! We welcome you into a network of over 1 million Global Nomads in 50+ countries, who engage in dialogue and collaborate to solve local and global challenges. Even though your virtual exchange program has ended, you can stay connected with your peers and share your experiences through the following activities.

Stay Connected:

Pen Pal Exchange Do you want to connect one-‐on-‐one with your partners? Start a pen pal exchange!

1. Match pen pals: Work with your teachers to assign pairs or small groups of pen pals.

2. Exchange contact information: This could by physical addresses, email addresses, and/or social media (Skype, Facebook, etc.).

3. Start with a letter exchange: Write your pen pal, online or by mail (no more than a page). If by mail, these can be sent as a group to your partner school.

1. Decide together how/when to connect: How do you want to communicate? How often?

You may not be writing in your pen pal’s first language, so use clear and short sentences. Include photos or videos! Share Your Experience and Global Citizenship Project Spread the impact of your project and program in your school, community, and beyond:

! Display or share your final project at your school. ! Give a presentation to friends, family, clubs, community organizations, and/or local

government. This could be about your project, a specific issue, and/or a cultural exchange event (food festival, holiday, music and dance, etc.).

! Write letters to future GNG participants. ! Arrange a guest speaker event to share information about a related topic (religion, culture,

politics, current events from your partner country, etc.).

Continue communicating on your program’s GNG Connect Community.

Join the GNG Alumni Facebook Group to meet students from GNG programs worldwide, share resources, and exchange ideas. www.facebook.com/groups/gngalumni/.

Follow GNG on social media: ! Facebook: www.facebook.com/globalnomadsgroup ! Google+: plus.google.com/u/0/109565674376618689920 ! Twitter: twitter.com/global_nomads ! YouTube: www.youtube.com/user/GlobalNomadsGroup

Engage with other groups’ Global Citizenship Projects via GNG’s social media and alumni pages.

What to write in your first letter? Introduce yourself: Tell your pen pal about your interests, family or community, or future plans. Share what you learned: What did you learn from your pen pal’s class? What was the most meaningful activity or part of your project? Why? Ask and learn: What do you want to know about your pen pal, their school, or community? What questions do you have after your GNG program?

Appendix B Alumni Toolkit

45

Planning Your Global Citizenship Event Getting Started Here is a guide to help you plan your school or community event – whether to share your project or focused on your program experiences – and stay on track before, during, and after the day of the event. To start, review examples of types of events, but feel free to be creative! # Goals for the Event: What do you want to achieve with the event? Defining your goals will help

you plan and engage participants – your peers and the audience. Sample goals include: ! Raise awareness about the problem you addressed in your Global Citizenship Project; ! Share what you learned in the program about culture, religion, education, family, etc; ! Take action by promoting participation in future GNG programs.

# Create a Timeline: Consider your audience and your goals to decide on a date for the event,

and then set a schedule for the preparation and planning. Think about: ! Can you motivate your audience by incorporating the event into a holiday celebration, the

start of a school semester, or community event? ! Are there school/community events that would interfere with an event? ! How much time do you need to plan and promote the event? ! Do you need to reserve a special room or place for the event? When is it available?

# Preparing the Venue: When selecting a place to have the event, think about:

! How many people will attend? What space is best (auditorium, outdoors, etc.)? ! Do you need sound, lighting, or video equipment, or other materials? ! Will you provide refreshments or food? This is a great way to involve the community – ask a

local restaurant if they would donate, or prepare food from your partner country. ! Do you want to track attendance? Think about including a registration area with sign-‐in

sheets, so you can record guests’ contacts/emails and share information after the event. ! Do you need help setting up and running the event? If so, recruit volunteers in advance!

# Reaching Your Target Audience ! Who do you want to attend? Share information about your event with posters, emails,

school and/or community newspapers, and social media (Facebook, Twitter, etc.).

Cultural Celebration: Teach your community about your partner country and culture through a religious celebration, food festival, music and dance, etc.

Film Screening/Art Exhibit Share the story of your issue or program experience using art, perhaps a film or documentary, photo exhibit, or creative arts or writing.

Guest Speaker Promote dialogue on a specific local or global problem by inviting guest speakers, officials, or those impacted by the issue to speak.

Fundraising Events Raise money for a cause via a concert, exhibit, festival, or student presentation on a GNG-‐related topic.

Community Service Engage your peers in volunteer activities related to your project topic.

Appendix B Alumni Toolkit

46

! For planning purposes, it may be helpful to request RSVPs to track attendance. ! Make sure to send out a reminder to guests prior to the event.

# Plan a Discussion: Prepare to facilitate a discussion as part of the event. Start with the brief

summary of your involvement in the GNG program, before asking questions to guest speakers or the audience on the topic of the event. Questions can include: ! What would you want to ask students from our partner school? ! After participating in this event, has your view of our partner country changed? How? ! What did you find most surprising? What would you like to discuss further? ! Anticipate questions from the audience, such as: Were partner schools able to keep in touch

after the program? What activities did students participate in together?

Planning an Event: Before, During, and After # Before the Event:

! Make sure that venue/equipment/Internet are reserved and ready. ! Make sure that the refreshments are prepared (if applicable). ! Ensure materials are printed or prepared (e.g. sign-‐in sheets, information on GNG). ! Be sure you have a camera to take pictures/video to document your event (depending on

your audience, you may require photo releases).

# Day of the Event: ! Arrive early to set up. ! Test all technology prior to event start. ! Train volunteers and have people ready to greet guests and run the sign-‐in area. ! Organize materials for your audience and display these in a visible location. Hand them out

when guests sign-‐in, or have the materials set on each seat prior to audience arrival. ! Begin with an introduction to GNG and a brief explanation of what you hope the audience

will gain from the event. This is an opportunity to facilitate a brief discussion with probing questions. If you will be holding a discussion after the event, be sure to reference this prior to the event so the audience is prepared to participate.

# Concluding the Event: ! End by thanking everyone for participating. ! Encourage them to visit the GNG website and social media, and view your Global Citizenship

Projects. ! Give the audiences ideas for ways to get involved!

# After the Event:

! If you have collected email addresses or other contact information, send a message thanking everyone for participating and including follow-‐up information.

! If you had any special guests, send them a personal thank-‐you note. ! Debrief to determine what went well and what could have been improved. ! Post your photos on the GNG Alumni Facebook page and GNG Connect community.

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