Learning Objectives

:
To see how the class of students can connect to others around the world
through various questions posed to them and their classmates in a game
atmosphere.
Resources Required:
Bingo Sheets
Markers / writing utensils
Process and Steps:
Seat all students in the class at their desks or on the carpet to begin the
activity. Each of the students will be provided one bingo cared faced down so that
they cannot see what questions are on each of the squares. Each student as well, will
be provided with a writing utensil to help fill in the blanks. The Globingo cards
handed out to the students will pose questions regarding global connecting
activities in which one or many of the students have taken part of in throughout
their lives.
When the teacher is ready to begin, they will count down from three to which
will cause the students to begin their activity when the teacher yells, “GO!” Each of
the students will then begin to mix and mingle with other classmates around them,
asking questions to one another that are stated on the sheet in their hands.

If the student replies with YES, that student who posed the question is
allowed to write that students name down and will get credit for that box.
If the student replies NO, the student who posed the question, must not
write anything down and move on to asking another classmate that question.

The first one to complete the task by filling out their entire card and shouting
“GLOBINGO!” wins. From there, the teacher will then pause the game and ask each
of the students whom the winner has written down on their sheet, to see if in fact
they did “** Said Square’s Task**”.

NOTE: a student can only have their name written down one time per sheet.

If the winner has all their boxes filled out and all those who stated that they
participated in said question posed to them, are correct, that student wins the game.

Various versions of this game can be played as the teacher can state how the
individual’s bingo card needs to be in order to win. For example a straight line or a
diagonal line may be used instead. These questions can be made up by the teacher
and, if wanted can pose as a fantastic icebreaker for individuals who are just
meeting for the first time or have even been with each other for a while. The game
allows for the individuals to see how diverse their classroom really is, and how we
are connected to the world that surrounds us everyday.


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Example of a GLOBINGO sheet.


http://hrsbstaff.ednet.ns.ca/dsmith1/GGS%2012/glo.htm

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Learning Objective:
Learn about how the various countries are globally interconnected between
one another.
Resources Required:
Blown up inflatable Globe
Process:
Have students seated in their designated spots in the classroom or standing
in a circle in the gymnasium. From there, the teacher will toss the ball around the
classroom. Each of the students will then name a country, of their choice, and name
one way that they can connect to that country.

Some examples of connections that the students make can make:
Friend or pen pal lives there
Seen a movie or read a novel in which the plot takes place there
Clothing item in which they are wearing was made there
Born there and immigrated
Vacationed to that spot

After each student, the teacher can stop and begin a discussion to see if any other
students in the class have been to that country that the students point out to their
other classmates displaying other interconnections from that part of the world.
Once completed, the classmate holding the globe, who initially shared and pointed
out their place on the map, will then toss that ball to another student in which must
point to another country and state their interconnection to it.

By going all the way around the class, individuals will be able to make
interconnections between one another and will be able to see how they too may be
connected to that country yet for a different reason than those previously stated.













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Learning Objective:
Display to students the stereotypical impact of facts and opinions.
Demonstrate how our perceptions of individuals, places and items are
swayed and developed based of stereotypical notions that have been
previously engraved within them.
Resources:
A screen with Images
Pen
Paper
Process:
Play this activity after conducting a lesson demonstrating to students the
difference between a fact and an opinion.
Fact: something that is indisputably the case
Opinion: a belief / view in which a majority or large number of individuals
have.
Sit students down at their desks asking them to take out a writing utensil and
a piece of paper. Have individuals label their sheet 1-5 and to also divide it down the
center vertically in half. Project onto the screen pictures of 5 different individuals
separately side by side. Each of these imaged individuals should have a background
story in which the students in the class will see as different than what the stenotype
makes of them. From there, have individuals on their papers write down a fact and
opinion based off of the pictures that are being displayed upon the screen in front of
them.
Once all students are done, go through each of the pictures individually
calling upon students to see what some of the facts and opinions were, that they had
generated. Once gone around the room, reveal to the students whom these
individuals truly are. Go through each of the displayed pictures individually to
display to the class, that the facts and opinions that are typically created may not
always be what the picture is truly describing.
From this activity, students will learn the effect in which stereotypes have on
our preconceptions of individuals and their beliefs. They will learn to not judge
people by their physical features and realize that there is more to individuals, places
and items, than what they may be portraying on their outside shells.

For example:

Fact: Boy
Opinion: may like playing with toys

Reveal: 10-year-old genius who can recite 2000
decimals of pi.

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Learning Objectives:
Educate individuals on the divide that separates the ability to provide
excellent quality education in comparison to one of mediocre quality.
Display how educational resources are important pieces of material that are
required to increase the quality of ones educational experience.
Resources:
Construction paper
Scissors
Notebook paper
Glue
Any craft supplies to decorate (markers, beads, glitter… etc.)
Process:
Have individuals sit at their desks. Divide the class down the middle
simulating the divide of developed and developing countries and the resources in
which they are provided. Provide those in the “developed” countries the
construction paper, new scissors and glue, and as much craft decorating supplies.
Then, provide the other side of the class with notebook paper, a couple glue sticks to
share, old scissors and only a few markers and some broken crayons, to simulate a
“developing” countries resources in their schools.
After providing the groups of children with the supplies they are able to use,
have each of them create paper versions of themself, aka. little paper people, out of
the materials in which they were supplied with.
Once given enough time to complete their paper people, have them place it
on their desks. Each of the students will then display to the others the paper person
in which they have created. Going from side to side, the individuals will soon realize
the differences between the two crafts that have been made. The developed side’s
craft will have had a better representation and more colourful depiction of whom
they are and what they were trying to get across to the others. In comparison to this,
the developing students will realize that their “representations” of themselves
couldn’t be created to their fullest potential or as they imagined due to lack of
resources and ability.
This realization will have students learn that there is differences in the
educational experiences individuals have around the world and when not provided
the proper amount of resources or resources in which allow for full potential to
arise, individuals typically are unable to strive to their fullest abilities and
aspirations for the future’s, like they would like to.





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Learning Objectives:
Display to students that privileges are not to be taken for granted.
Teach students about privilege and social mobility.
Show to students how individuals may be affected around the world in
various ways depending on the various privileges in which they are exposed
to.
Resources:
Beanbags or Paper Balls
Garbage Can or recycling bin
Process:
Have students desks lined up in rows projecting backwards from the
blackboard. Place the garbage or recycling bin at the front of the class against or
underneath the blackboard in which students will be aiming to get their beanbags or
paper balls into.
Sit each student at his or her desk. From the spot they are sitting in, they will
have to try and get their items into the garbage can. Each student will represent a
country around the world and their population. In order for the population to
become wealthy and move into the upper social economic class, they must score
from their seated position. Note this may cause ruckus to occur from those in the
back row because they will feel as if they have an unfair disadvantage in comparison
to the crowd sitting in the front of the class.
Each student will make their shot individually with the teacher keeping track
of each rows collected points via the use of a tally chart on the board. From this, the
typical visual will be that those sitting in the front of the class will have a better view
and increased odds of getting their items into the bin.
After everyone has shot their item, explain to the class that the closer the
student was, the better their odds of actually getting it into the basket would have
been. This activity is an analogy to what privilege is like. The only ones, who were
complaining, were those who were being given no privileges at all. Those sitting in
the back row may have thoughts of it as an “unfair” activity because they were
aware of the disadvantage in comparison to those closer to the basket. Yet, those
sitting in the front row most likely were blind to this, because they aren’t seeing the
same unfairness as those behind them.

This activity can be altered in various ways providing various privileges throughout.
For example:
The back row can stand while others sit
The basket can be moved closer to one of the sides of the class instead of the
front of the classroom
Girls can stand, boys can sit or vice versa
At the end of the activity, the teacher should debrief by
explaining the various privileges in which individuals have. For
example, the teacher can relate it back to the privilege of
education and how the students should take advantage of what
they are taught and learn, using it to their fullest potential.

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Work Cited.

Fact. (2017). Retrieved July 17, 2017, from

http://www.dictionary.com/browse/fact

Globingo. (2017). Retrieved July 17, 2017, from http://www.tvdsb.on.ca/act/

Granata, K. (2014). 10 Social justice activities to try in class. Retrieved July 15, 2017,

from http://www.educationworld.com/a_lesson/social-justice-activities-

students.shtml

Opinion. (2017). Retrieved July 17, 2017, from

http://www.dictionary.com/browse/opinion?s=t

Resource 2 - Activities: Making Global Connections. Retrieved from

http://www.tigurl.org/images/tiged/docs/activities/265.pdf

This Teacher Taught His Class A Powerful Lesson About Privilege. (n.d.). Retrieved

July 17, 2017, from

https://www.pinterest.com/pin/566116615651154718/

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