JOHN HUMPHREY CENTRE FOR PEACE AND HUMAN RIGHTS

The John Humphrey Centre for Peace and Human Rights, named in honour of the Canadian-born principal writer of the United Nations Universal Declaration of Human Rights, was established in Edmonton, Alberta in June 2000 as an outgrowth of the Human Rights Education Foundation, established in 1998. The Centre envisions a world that manifests a culture of peace and human rights in which the dignity of every person is respected, valued and celebrated and aims to support such a world through educational programs and activities, community collaboration and relationship building guided by the principles enshrined within the Universal Declaration of Human Rights. The underlying belief is that many social problems such as poverty, conflict, bullying, racism, civil strife and other ills may be relieved through a commitment to human rights.

From August 1 4, 2007 young delegates from around the world gathered in Edmonton at the Global Youth Assembly (GYA) to discuss world issues, exchange ideas on how best to address global problems and challenges, and begin to develop individual and collective action plans that represented concrete measures for improving individual lives and communities. Participants at the 2007 GYA were inspired to become global citizens - learning about the problems facing local and global communities, developing the skills and collaboration necessary to work individually and collectively towards a culture of peace and acting to affect positive change in diverse areas such as environmental protection, sustainable development, gender equality and racial harmony. The arts served as an important focus. Young people were invited to consider how music, photography, film, dance and other forms of artistic expression could be used to transmit important messages or to inspire others to take positive action. Delegates had access to numerous workshops presented by leaders from Canada, Africa, Latin America and South Asia.

Principle writers: Robert Gardner, Social Studies Department Head, McNally High School Wayne Lavold, Social Studies and History teacher, Harry Ainlay High School

John Humphrey Centre for Peace and Human Rights Coordinators: Renee Vaugeois, Executive Director Carrie Malloy, Education Coordinator Special Thanks to the following sponsors for making this resource a reality:

The Purpose and Possibilities for this Resource

The objective of this resource is two fold: to emulate the Global Youth Assembly to encourage students to take positive action in the world, and to provide teachers with classroom activities that will aid in achieving the objectives of Related Issue IV from Albertas grade ten Social Studies Program of Studies. Many young people understand a basic need for making positive change in the world but are unsure how to get involved in the process of change or how to take action. Some students lose interest or give up hope sensing that the problems are too large for individuals to make a difference. This series of activities is intended to let students explore the meaning of global citizenship and to consider their own ideas for change.

How to Use this Resource

The John Humphrey Centre produced a documentary at GYA 2007, aimed at following several young delegates from around the world as they participated in the conference, learning how to actively make a difference. Ignite Change Now was designed to give grade 10 students both knowledge of important issues and methods they can use to take effective action as global citizens. All of the following lessons relate to the documentary, however, not all lessons require the use of the DVD resource. Through this 10-lesson unit we will explore: ideas of global citizenship; conduct research; examine the Arts and apply them to real-life social issues; develop a concrete action plan; and, complete a culminating activity that directly addresses Related Issue IV from the grade ten Social Studies curriculum. This unit is designed to be expanded or contracted depending on how much time a teacher wishes to devote to each lesson. Integrating this unit with other activities will not detract in any way from the intent of the resource. Choosing to do fewer than the number of activities presented here will not diminish students experiences. While there is a flow and sequence to the individual lessons, the lessons generally do not depend on one another.

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LESSON ONE
Time: 60-80 minutes Purpose: In order for students to be able to take action in the world, they need to develop an understanding of global issues while narrowing their focus to a manageable task. This activity is intended to achieve this purpose and teach them to compile information to share with classmates in the form of a short workshop or presentation.

PROCESS:

CHOOSING A FOCUS

Depending on the size of the class, this activity could be done by individual students or by small groups. Begin with a discussion of citizenship.

What does citizenship mean? From what you have learned in class so far, what do you believe citizenship is based on? What would be the characteristics of a global citizen? What is the connection between local interests and global concerns?

Ask students to choose an area of interest for which they will do a brief 10 minute presentation to classmates (see Lessons 6 and 7). The following list is taken from the Specific Outcomes from Related Issues IV. The purpose of the presentation will be to raise awareness of an issue, problem or condition that needs attention and that relates to or impacts: Youth Communities Women Children Culture

Invite students to consider these questions:

What is something that you know about or have heard about that you believe requires investigation and/or action? How do these areas of interest or particular problems relate to the process of globalization, human rights, quality of life, responsible citizenship or government action? How can individual students or citizens help to solve the problem described?

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The end task will be to present a ten-minute workshop to classmates on their topic of investigation. The brief presentation should explain what the problem is, how it developed, what is being done so far to help, and what high school students might do to contribute to a solution. The area of interest or concern should be something specific that students could become engaged with. Global warming or the conflict in Afghanistan are probably too large. Helping to disarm child soldiers in Darfur, or lobbying for clean water in northern Canadian communities would be more focused. Criteria for consideration in choosing a topic of interest:

Links to a global problem and is commonly regarded as such Links to the loss or infringement of human rights Links to perceived injustice Links to the need for further education or public awareness Links to a lack of peace and human security Illustrates culture, language, freedoms or traditions at risk Can be addressed by individuals or small groups

Once students have chosen a specific topic or problem, they can begin to research and gather information. This will be further developed in upcoming lessons.

A Global Citizen is a person who:

Respects and values perspectives that exist around the world Accepts that his or her choices affect others and is willing to take responsibility for those actions Understands the major issues affecting the world including: human rights, poverty, health, terrorism, and the environment Believes in a global responsibility to improve the quality of life for others

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LESSON TWO
Time: 120 minutes 60 minutes to view documentary (18 minutes in length), 60 minutes to discuss answers to observational questions Purpose: The documentary is the primary resource for this series of lessons. It was created for the express purpose of stimulating discussion among young people on a variety of important issues surrounding global citizenship, human rights and the use of Arts as a vehicle for social activism. This lesson is designed to allow students to learn about the Global Youth Assembly 2007 and gather some insight into the major issues that will guide the remainder of this mini-unit (and the outcomes of Related Issue 4).

PROCESS:

WORKING WITH THE Ignite Change Now: Global Youth Assembly 2007 Documentary

Show the documentary to students, stopping at appropriate times to highlight concepts such as global citizenship (relating back to Lesson 1), human rights and the usefulness of the Arts (relating forward to the remainder of the lessons). Discuss the nature of the conference as well as the utility and effectiveness of the various program elements discussed in the documentaryi.e. workshops and artistic performances. Provide students with the list of questions provided in Template C designed to help students gather information and ideas. As they watch, have them complete the handout in order to focus their thoughts and gather information and ideas. After they have finished watching the documentary and completed the questions, discuss their answers as a class.

Artists performing at the Opening Ceremony of the Global Youth Assembly

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LESSON THREE
Time: 120 minutes Purpose: In order to better understand the opportunities for involvement and engagement in efforts to improve the world, students will quickly research an international organizations website to get a sense of the organizations work (including the opportunities it provides for youth to get involved), to evaluate the usefulness of the website itself, and to share findings with the rest of the class. This lesson also provides an opportunity for students to develop research skills that will help them as they work towards their workshop presentations.

PROCESS:

INVESTIGATING INTERNATIONAL ORGANIZATIONS

Each student in the class will be assigned an international organization to investigate. Depending on class size, and depending on how much time is to be devoted to the activity, each student could be assigned more than one. Using Template A, students will conduct on-line research and record information and impressions to be shared with classmates in a subsequent class period. Potential international organizations to investigate include: Abolition 2000 Amnesty International Building Resources Across Communities Burma Watch International Canadian Council for International Cooperation Canadian Council for Social Development Canadian Peace Alliance The Elders Evergreen Fundacion Cultura de Paz Global Action to Prevent War Global Security Institute Global Youth Action Network Grameen Bank Human Development Report Human Rights Watch www.abolition2000.org www.amnesty.org www.brac.net www.burmawatch.org www.ccic.ca www.ccsd.ca www.acp-cpa.ca www.theelders.org www.evergreen.ca www.fund-culturadepaz.org www.globalactionpw.org www.gsinstitute.org www.youthlink.org www.grameen-info.org/bank http://hdr.undp.org www.hrw.org

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Inter-Faith Action for Peace in Africa Institute for Multi-Track Diplomacy International Campaign to Ban Landmines International Criminal Court Middle Powers Initiative Oxfam Canada Pax Christi Parliamentarians for Global Action Parliamentary Network for Nuclear Disarmament Peace Boat PeaceJam Peoples Movement for Human Rights Learning Pro Mujer Search for Common Ground Tolerance.org Transparency International United Nations Development Program United Nations Peacekeeping Volunteer Now! Leaders Today WITNESS World Federation of UN Associations World Hunger Year Youth Action Net

www.africa-faithforpeace.org www.imtd.org www.icbl.org www.icc-cpi.int www.middlepowers.org www.oxfam.ca www.paxchristi.net www.pgaction.org www.gsinstitute.org/pnnd www.peaceboat.org www.peacejam.org www.pdhre.org www.promujer.org www.sfcg.org www.tolerance.org www.transparency.org www.undp.org www.un.org/Depts/dpko/dpko www.volunteernow.ca www.witness.org www.wfuna.org www.worldhungeryear.org www.youthactionnet.org

After students have done their research, there needs to be a mechanism for sharing findings with the larger group. Each student has their own template for the website they studied, but classmates need to have a way to access those findings as well. It is recommended that the teacher puts together a PowerPoint slideshow featuring a catch image of each of the sites that includes the name of the organization and the website address. Through this, students can see all the websites other than their own and will be able to gather information with Template B.
Global Youth Action Network www.youthlink.org

Projecting the website slides one at a time, the teacher can call on each student to comment briefly on the site while the other students record information and make a judgment about whether or not they would be interested in learning more about the organization.

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LESSON FOUR
Time: Purpose: 60 -120 minutes
As is emphasized in the documentary, global citizenship requires knowledge and understanding as prerequisites for action. Thus, in order to act as a global citizen, one needs to be informed and educated about local and global issues. One of the purposes of the Global Youth Assembly was to demonstrate the effectiveness of the Arts as a means of achieving this goal. This lesson will allow students, who are naturally inclined towards the Arts through their exposure to popular culture, to learn about how the Arts (and popular culture) can be used to educate and encourage activism. This lesson can easily be expanded to review concepts discussed in Related Issue #1 (Globalization and Culture). The issue being explored in lessons 4-5 is: To what extent is art an effective means of promoting positive change in the world? PROCESS:

ARTS AS ACTIVISM

Review the Arts section of the video [9:26-16:26] and look closely at the attitudes towards arts activism as discussed by the 6 young delegates, Ember Swift, Sol Guy, Andy Knight and others. Discuss the usefulness of the Arts and artists as a method of educating and encouraging global citizenship. Using clips from various art forms (such as music, movies, TV, dance, plays), demonstrate how the Arts have been used to inform and encourage activism regarding a variety of global issues in the past. Use the quote from performance artist Ilona Dougherty (see Appendix A) to stimulate discussion.

OPTIONAL RELATED MINI-LESSON:

Discuss the issue of celebrities as social activists positives and negatives. Look up different perspectives on the Internet. How might this relate to different elements of globalization and global citizenship? (Are celebrities using the power that they have in a responsible way? Does it really matter what their motives are if they are having a positive impact?) Suggest students investigate different celebrities and what they have done to promote change (such as Angelina Jolie, Mos Def, George Clooney, Salma Hayek, Madonna, Princess Diana, Bono, Jay-Z, Bob Geldof, Oprah Winfrey, Cameron Diaz, Pamela Anderson). Have them evaluate their efforts. An excellent example of global citizenship by celebrities can be found in Sol Guys This is 4Real, season 1 of which was broadcast in 2008 on CBC, MuchMusic and MTV. Each 30 minute episode shows Sol Guy and a celebrity activist visiting 10

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regions of the world experiencing challenges related to globalization. The focus is the response to these problems by both local and foreign activists. Showing episodes to students and having students respond can lead to greater understanding of how global citizenship can relate to the Arts and celebrity. This is 4Real can be ordered from www.4real.com. Have students listen to the Jon Rivero rap video that concludes the documentary (19:4921:36). Read the lyrics to the students (or provide them with the lyric sheet Appendix B) then watch the video. Ask students which has a greater impact the images from the video or the printed word? Why? What advantages does the song and video have over simple argument or speech? Discuss what happened during the Open-Mic night and the Hip Hop Summit (13:5515:55). The program for the GYA conference describes them as:

Open Mic Night:

300 seconds. Five minutes. 1/12 of an hour. Whatever way you slice it, thats how much stage time you have to wow the world during open mic night. You wanna sing? You wanna dance? You wanna speak? No prob. The spotlight will be shining on you.
Hip Hop Summit:

Get on the Good Foot 4 Peace will bring together underground, on-the-street youth artists who are working towards positive social change through art, music, and dance. You will witness a Bboy/Bgirl Crew Battle Competition and have a chance to showcase your own creative energy by participating in MCing, DJing, and Graffiti workshops. This event will inspire you to find your own positive means of self-expression and prove that youth culture can carry powerful messages of peace.*
Boonna performing at Open Mic Night

Ignite Change Now Global Youth Assembly 2007, http://www.youthassembly.ca/dnn/ portals/0/docs/GYA%20Program%202007v2.pdf

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LESSON FIVE
Time: Purpose: 60 minutes
Students will demonstrate their understanding of the usefulness of the Arts as a means to inform and educate regarding global citizenship and global issues.

PROCESS: Create an artistic representation of either global citizenship or the issue chosen in Lesson 1. Students may either work alone or in groups, depending on the characteristics of individual classes.

BEING CREATIVE

IDEAS:

Create a picture of global citizenship Take a photograph of the issue chosen in Lesson 1 (or any other important globalization issue Create a collage of images Write a poem reflecting either Find or create music reflecting either Write and perform a skit or dance reflecting either Create a sock puppet show Film a scene for a documentary Create a flash animation Any other form of artistic expression

(ASSESSMENT OPPORTUNITY)

Students need to write an explanation of their artwork and how it demonstrates their issue/global citizenship and how the art serves as an element of social activism. The chosen artwork should demonstrate the students understanding of either global citizenship or the issue chosen in Lesson 1.

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LESSON SIX
Time: 60 180 minutes Purpose: As students have seen in the video, workshops are often very effective means of educating others about important issues. In this lesson, students will have the opportunity to create workshops of their own and raise the consciousness of their peers about important local and global issues. The goal of these workshops is to inform. Lesson 7 involves the conducting of a mini-conference designed to allow students to present their workshop to their peers. Lessons 8-10 are designed to take the knowledge gained here and develop action plans to lead students into active global citizenship.

CLASSROOM CONFERENCE PREPARATION Mini-Global Youth Assembly

PROCESS:
Depending upon class size, teachers may want to put students into small groups for this activity.

In Lesson 1, students chose both a general issue of interest based upon Related Issue 4: Specific Outcomes and a specific issue that they wanted to educate themselves and others about. The mini-conference will provide students with the opportunity to present 10 minute workshops to their peers. Students will then need to develop their own background knowledge on their issue. Teachers will provide some class time (in the library, computer lab etc.) for this purpose. Students then need to decide how they will present their information to the attendees at their workshop. What will be the method used in their workshop? They need to be aware that, to keep the interest of their audience, they will need to be interesting, original and thought-provoking. Suggest that involving the audience in some way, at least once, is a good way to maintain their attention. The utilization of art, as discussed in Lessons 4 and 5 might prove useful in this regard. Reviewing the workshops sections of the video 3:34-3:38, 8:50-9:26 (particularly Drumocracy - 5:39 6:34) might be useful here as examples. Students might also find the program of the 2007 Global Youth Assembly useful as examples for creating effective workshops. They can access the program online at www.youthassembly.ca. Programs can be found under the Resource Tab. The final step will be to create a detailed outline of their workshop so as to ensure that they include all necessary steps and are prepared for their presentation. A model for planning workshops is given in Template D.

Having students create a program description for their workshop is a good way to get them to focus their thinking as they plan. If practical, these descriptions could be put into a program for students in preparation for the conference.

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LESSON SEVEN
Time: Purpose: 60-180 minutes
The conference will allow students to present the issues and knowledge they have gathered in Lessons 1-6 to their peers. It will encourage them to think deeply about issues of global citizenship as well as develop the skills to allow them to transmit information and ideas effectively. For students viewing the workshops, they will learn to listen in a focused manner and gather information for their own use.

PROCESS:
Here are two possible options for carrying out the mini-GYA:

CLASSROOM CONFERENCE

Traditional classroom presentations: This simply involves having each student/ group present in front of their own class. This has the advantage of allowing the teacher to see and grade each workshop. It is also the easiest to organize. Multi-class conference: For those teachers who are in larger schools in which multiple classes are being held concurrently, the option exists to work together in order to create a real conference-like environment. Using several different presentation rooms (different classrooms, theatre, rotunda, conference rooms etc.), students would present several workshops concurrently, giving their peers the option to circulate and attend those workshops dealing with issues closest to their own interests. This clearly involves a great deal more coordination and planning, but has the significant advantage of providing choice to students as well as a sense of what a real conference would feel like. The bigger the production, the greater the sense of importance students will attach to the project.

Mini-Global Youth Assembly

Ultimately, create as big an experience as is practical given particular circumstances. Assessment of the conference may be done a number of ways three suggestions are: Using a simple 5-step rubric such as those offered by Wiggins & McTighe in Understanding By Design (2005), workshop presentations can be assessed based upon insight, thoroughness, perspective, consideration of audience, craftsmanship and understanding.

The workshops may be formatively assessed as a part of the process leading to the final summative assessment given in Lesson 10. Audience focus may be assessed through requiring them to record their impressions using a template similar to that presented in Template B.

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LESSON EIGHT
Time: 60 minutes Purpose: The purpose of this lesson is to connect students creativity with an issue or problem and to develop a plan of action for addressing that issue or problem. This activity emulates the process developed by Dev Aujla of Dreamnow.org who led the closing workshop of the Global Youth Assembly. Further information and template worksheets may be found on Devs website.
NOTE: This activity may be done in two ways. It can take the form of a group activity if the class size is large, or it may be done as individual projects if class size is smaller. It may be used as a follow-on exercise to the mini-conference presented earlier or as a stand-alone lesson.

DEVELOPING AN ACTION PLAN

PROCESS:
Work through a series of steps that enable students to identify a problem and create possible responses to the problem that the students themselves could manage from whatever environment or situation they are in. Step One: Begin by brainstorming individual student interests and/or problems or concerns related to globalization. This could be done in either order: problems first or individual interests first. Prompt students with individualized questions. What are your interests? What are your hobbies? What do you like to do in your spare time? These interests might be general or very specific. For example:

GENERAL INTERESTS
Dance Music Guitar Basketball Video Art

SPECIFIC INTERESTS
I like songs with a political message. I like basketball tournaments where I play teams from across Alberta. I like learning about issues faced by youth through watching documentaries. I like to design images for t-shirts.

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Prompt students with questions: What concerns you? What makes you angry? What needs to be done in the world? What challenges do you want to take on? Start with general concerns but direct students to something specific. This would be similar to the way students narrow a topic in preparation for a research project or essay. For example:

GENERAL PROBLEMS OR CONCERNS

Pollution Poverty Violence against women and youth Civil War Lack of Human Rights Apathy

SPECIFIC EXAMPLES OF PROBLEMS OR CONCERNS

Tailing ponds of oil sands sites contain toxins that are hazardous to wildlife. Taliban insurgents are killing school children in Afghanistan. Child soldiers Idle or alienated youth

Step Two: After students have narrowed their interests and concerns, brainstorm possible ideas that link interests, problems and possible actions. Greater detail in the plan will increase the likelihood of being able to complete the plan. For example:

INTEREST
Dance

PROBLEM OR CONCERN
Child soldiers in Africa

IDEA FOR ACTION PLAN

Plan a hip hop fundraiser to donate money to Warchild Canada. Make a documentary about student activism to show to classmates.

Video

Idle or alienated youth

Step Three: Once students have the framework for a plan, provide time for fleshing out the details of the plan. Students need to consider what materials will be needed, how long the activity will take, whose permission will be required. Teachers can assist by asking numerous questions about how the student projects will develop from start to finish. This activity is not unlike the planning that goes into a Students Union event. On large sheets of paper or poster paper, students then write down their ideas for the project that links their interests, concerns and action plan. Each student or group takes 30 seconds to explain to classmates with enthusiasm and excitement the nature of the project.

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LESSON NINE
Time: 60 minutes Purpose: Developing an action plan in isolation is not always productive. Getting positive input from colleagues frequently leads to clearer, more creative thinking and improves the quality of the final product. For this activity, students will offer suggestions and questions about each others action plans. This activity is a useful way to address curricular outcomes S.5.5 respect the points of view and perspectives of others and S.5.6 collaborate in groups to solve problems.

PROCESS:
At this point, students share ideas to support the development of the projects. All of the large poster pages from the previous class activity should be pinned up on the walls around the classroom in an art gallery fashion so that students can roam around looking closely at each of the action plans. Each student gets 10-15 post-it notes. They examine the large sheets and offer ideas, suggestions, and additional plans that will be written on the post-it notes and then applied to the sheets. In this way each student or group will get feedback and additional ideas that relate specifically to their action plan. Explain to students the nature of useful feedback. The task is not to criticize but to provide suggestions as to how to carry out the plan. Alternatively, questions might be asked that will clarify the thinking of the planners. The objective is to assist rather than evaluate. Students will consider, What needs to be done in order to make this idea a reality? Teachers could provide more specific direction about what needs to be done to develop a project, or teachers could leave it to students to freely generate ideas. Whatever the case, teachers should still focus students thinking about the anticipated results of the plans.

GALLERY WALK AND REVISING THE ACTION PLAN

How will this plan contribute to raising public awareness of the problem? What elements of good citizenship are present in this plan? How will people in need benefit from this proposed activity? Can this be a one-shot activity or will there need to be follow up work?

Once students have commented on each plan, the posters are returned to the creators and can then be modified or revised.

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LESSON TEN
Time: Purpose: 60 minutes
The end of this series of lessons provides an opportunity to assess student learning or have students synthesize their learning to demonstrate their understanding of some of the connections between individual concerns, the arts, and taking action in a globalizing world.

PROCESS:

A CULMINATING ACTIVITY

There are several possibilities for culminating activities!

Debate an issue:
Create an issue statement focusing on youth, women, cultures, communities children etc. and have students in the class debate the merits of taking a particular action to alleviate the concern suggested by the issue. Examples:

Should Canada ban trade with countries that use child labor? Be it resolved that Canada cease trade with any country which uses child labor to create products or services.

Should youth have a greater voice in Canadian cultural matters? Be is resolved that the Canadian government establish a taxpayer funded Youth Television Network TV station.

Respond to a news item

Find a news article from the paper or download a story from television that relates to one of the issues or areas of focus explored during this unit. Have students create a brief action plan that addresses the situation or condition described in the news item.

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In-class essay
Have students write a reflective essay on the possibilities of global citizenship by describing how individuals can make a difference in the world. The essay question might focus on how to engage in individual action, the effectiveness of NGOs or citizen networks, or how the process of globalization creates enhanced opportunities for students to take action. The Related Issue IV, To what extent should I, as a citizen, respond to globalization? could serve as an engaging question for a student response.

Carry out an action plan

If enough time has been budgeted for completing Related Issue IV students could be given an opportunity to choose one of the action plans presented in class and carry it out to completion. How practical this option is will depend on the complexity of the selected action plan and on how much time exists in the remainder of the term or school year. The appeal of this option is that it gives students real experience being active citizens. Such activities tend to be highly rewarding for students when they can see the fruits of their labors.

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APPENDIX A
ACTION THROUGH ART: www.actionthroughart.com/about/ Ilona Dougherty is a well-known Quebecois choreographer, dancer and community activist from Montreal. She believes strongly in the ability of Art to make a difference in the world her website includes the following statements about the usefulness of the Arts as a vehicle of social change. Vision:

LESSON 4: DISCUSSION OF ART AS ACTIVISM

That art be reclaimed as an instrument of social change. That artists and community organizers work collectively to un-brand the cultural commons and rediscover the power of performance. "My work is focused on the intersection where performance offers an aesthetic venue to pose contextually relevant questions. By using clearly articulated and technically challenging movement vocabulary as a starting place, & through a sense of artistic responsibility to the communities that inspire my work, I use dance as a tool to create an environment where questions are raised and thoughts are provoked. My aim is use my choreographic work to

explore movement as a tool of resistance and revelation."

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APPENDIX B
CHICKEN SOUP FOR THE GLOBAL CITIZENS SOUL Creative energy flowing through our veins. A new collective conscience being shared by our brains. Tap into this beauty, you will never be the same. Theres no time like the present, its time to change. No more just watching from your comfortable chairs. Quit judgin, disrespectin, start givin a care. No more talkin, need more walkin, This is what we must dare. To be a global citizen who doesnt sit back and stare. Inner peace and wisdom, the path is not violent. Breathe in the love broth; chicken soup for the souls. Open up and let the sun in. Inspiration being filled by the divine spirit. Live with passion and meaning just reap the benefit; Unlimited potential, all the candles lit. Follow the light of your soul and find your bliss.

LESSON 4: JON RIVERO RAP

Mother Earth is asking all its daughters and sons To listen to her call. Revolutions just begun. Fight using dance, art and selfexpression; A powerful way to be a global citizen. Creative energy flowing through our veins. A new collective conscience being shared by our brains. Tap into this beauty, you will never be the same. Theres no time like the present, its time to change.
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WEBSITE SUMMARIES
Name of Organization: Internet Address: Primary work or purpose of organization:

I would be interested in learning more: YES - NO

Name of Organization: Internet Address: Primary work or purpose of organization:

TEMPLATE A

I would be interested in learning more: YES - NO

Name of Organization: Internet Address: Primary work or purpose of organization:

I would be interested in learning more: YES - NO

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HISTORY 101:
Active Global CitizensWebsite Research
To be an active global citizen, you need a foundation of knowledge from which to draw when you plan ways to take action. As we have already seen, the Internet is a great potential source of such information. NGOs rely upon the Internet to spread their ideas and organize action in support of change. You will be investigating one of these websites. As you examine your website, you will have two goals. One of these will be to evaluate the validity of the website itself. Is it reliable? Is it biased? Is it complete? Use the first section of this handout to guide you in this determination. The second goal is to determine the goals, methodologies and general usefulness of the organization using the website to encourage global change. Use the second section of this handout to record this information to share with the class. For each box, make sure that you explain your answer. Website Name & URL: ____________________________________ AUTHORITY:

TEMPLATE B

Is the source of the information identified?

Does the creator(s) have knowledge of the subject?

Are qualifications provided?

OBJECTIVITY:
Does the site state facts or opinion? Explain. Do you suspect bias? If so, why? Is the source of the information clearly stated?

Is there reliability? Does this affect reliability?

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HISTORY 101:
Active Global CitizensWebsite Research
COMPREHENSIVENESS:
Is the website comprehensive or does it only cover a specific aspect of the subject?

CURRENCY:
Has the site been updated recently? Does the topic require current information?

LINKS:
Are links to other sources provided? Do the links work? Are they useful?

YOUR WEBSITE:
What is the primary topic of your site? What organization provides the funding for your site?

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IGNITE CHANGE NOW:

Global Youth Assembly 2007
Name: ________________________ View the documentary and answer the following questions as you watch. The video is designed to raise questions in your mind about a number of important issues related to globalization including what it means to be a global citizen, how human rights are related to global citizenship and how the Arts can be used by global citizens to achieve positive change in the world. Try to understand the different perspectives presented by the students attending the conference as well as those presenting there.

Who attended the GYA? What was the purpose of the Assembly? How would you define or describe the qualities of Leadership? What sorts of workshops were available to delegates? How did the workshops lead to opportunities to change the world? What is the connection between human rights and solving world problems? In what way is art a universal language? How can the arts be used to express concepts like citizenship or globalization?

TEMPLATE C

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STUDENT WORKSHOP PLANNING SHEET Template D

Workshop Name: Workshop Hosts: Issues to be discussed: Materials/Equipment needed: WORKSHOP OUTLINE STUDENT
Sample
Janet

TIME
2 minutes

CONTENT/ACTION
Show introductory PowerPoint montage of images regarding the spread of malaria in Kenya due to rural poverty and introduce the issue. Ask workshop attendees to guess what connections exist between malaria and poverty.

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