Students play international detective as they read accounts of international pollution issues. Students also complete an activity tracing wind patterns and discussing the paths of air pollution. These activities prepare students to identify the mindset of a global citizen and to define global citizenship. This lesson reinforces concepts from “Citizen Me” and can be followed by “Students Engage!” but can also be taught independently. Note: This lesson contains an optional PowerPoint presentation (see Lesson Prep).
Students will be able to
ANTICIPATE the lesson by asking the following questions: What if your neighbor’s yard was full of trash and some of it started blowing into your yard? What would you do? Call on random students to give their answers.
DISTRIBUTE one Globalize Me! packet to each student.
DISPLAY the teaching map. You can create an overhead, use an interactive white board, or just follow our PowerPoint. If you use an overhead, make sure you can erase what you write on the map after each scenario (The PowerPoint will do the writing for you).
STUDY the map’s basics with the class first. Read the map legend and identify key locations on the map (capitals, industry sites, etc.).
ASK the introductory questions on your Bulban Activity Guide.
READ the “Play Multinational Detective” scenario with the class. Follow the instructions on your Bulban Activity Guide for what you should draw on the teaching map. Pause to let students write their “Detective Report".
READ the “Changes on the Bulban!” scenarios with the class. Follow the instructions on your Bulban Activity Guide for what you should draw on the teaching map. Discuss the scenarios and pause after each one so students can fill in the chart (the charts have spaces for three effects, but there may be more the class can discuss).
STUDY the map of the world’s ocean currents. Make sure students locate the compass. Also make sure they understand that a current is a movement of water. Have students answer the questions at the bottom.
READ the instructions for the “Global Attitude” and “Global Definition” activities on the last page. Have students complete these activities on their own.
CLOSE by asking students to think of one way being a good “global citizen” is different from being a regular “good citizen.” Call on random students to share their thoughts.