Unit 2.

Global Citizenship
2.1 Racism/Xenophobia (e.g. Trumps Attitude to Mexican/Illegal
immigrants)

1. Lead-in/Engage: Analyze the headline of the introductory

article, then, scan the text and say what issues it might cover.

What Does it Mean to be a Global Citizen?

By Ronald C. Israel

Published in Spring, Summer 2012

At The Global Citizens Initiative we say that a global citizen is someone who identifies
with being part of an emerging world community and whose actions contribute to building this
communitys values and practices.

To test the validity of this definition we examine its basic assumptions: (a) that there is
such a thing as an emerging world community with which people can identify; and (b) that such
a community has a nascent set of values and practices.

Historically, human beings have always formed communities based on shared identity.
Such identity gets forged in response to a variety of human needs economic, political,
religious and social. As group identities grow stronger, those who hold them organize into
communities, articulate their shared values, and build governance structures to support their
beliefs.

Today, the forces of global engagement are helping some people identify as global
citizens who have a sense of belonging to a world community. This growing global identity in
large part is made possible by the forces of modern information, communications and
transportation technologies. In increasing ways these technologies are strengthening our ability
to connect to the rest of the worldthrough the Internet; through participation in the global
economy; through the ways in which world-wide environmental factors play havoc with our
lives; through the empathy we feel when we see pictures of humanitarian disasters in other
countries; or through the ease with which we can travel and visit other parts of the world.

Those of us who see ourselves as global citizens are not abandoning other identities,
such as allegiances to our countries, ethnicities and political beliefs. These traditional
identities give meaning to our lives and will continue to help shape who we are. However, as a
result of living in a globalized world, we understand that we have an added layer of
responsibility; we also are responsible for being members of a world-wide community of people
who share the same global identity that we have.

1
We may not yet be fully awakened to this new layer of responsibility, but it is there waiting to
be grasped. The major challenge that we face in the new millennium is to embrace our global
way of being and build a sustainable values-based world community.

What might our communitys values be? They are the values that world leaders have
been advocating for the past 70 years and include human rights, environmental protection,
religious pluralism, gender equity, sustainable worldwide economic growth, poverty
alleviation, prevention of conflicts between countries, elimination of weapons of mass
destruction, humanitarian assistance and preservation of cultural diversity.

Since World War II, efforts have been undertaken to develop global policies and institutional
structures that can support these enduring values. These efforts have been made by
international organizations, sovereign states, transnational corporations, international
professional associations and others. They have resulted in a growing body of international
agreements, treaties, legal statutes and technical standards.

Yet despite these efforts we have a long way to go before there is a global policy and
institutional infrastructure that can support the emerging world community and the values it
stands for. There are significant gaps of policy in many domains, large questions about how to
get countries and organizations to comply with existing policy frameworks, issues of
accountability and transparency and, most important of all from a global citizenship perspective,
an absence of mechanisms that enable greater citizen participation in the institutions of global
governance.

The Global Citizens Initiative sees the need for a cadre of citizen leaders who can play
activist roles in efforts to build our emerging world community. Such global citizenship
activism can take many forms, including advocating, at the local and global level for policy and
programmatic solutions that address global problems; participating in the decision-making
processes of global governance organizations; adopting and promoting changes in behavior that
help protect the earths environment; contributing to world-wide humanitarian relief efforts; and
organizing events that celebrate the diversity in world music and art, culture and spiritual
traditions.

Most of us on the path to global citizenship are still somewhere at the beginning of our
journey. Our eyes have been opened and our consciousness raised. Instinctively, we feel a
connection with others around the world yet we lack the adequate tools, resources, and support
to act on our vision. Our ways of thinking and being are still colored by the trapping of old
allegiances and ways of seeing things that no longer are as valid as they used to be. There is a
longing to pull back the veil that keeps us from more clearly seeing the world as a whole and
finding more sustainable ways of connecting with those who share our common humanity.

This article can be found in the Spring | Summer 2012 issue of Kosmos Journal, or can
be downloaded as a PDF.

Ronald C. Israel

Ron Israel is co-founder and a Board member of The Global Citizens Initiative (TGCI), a
member based organization that seeks to strengthen the practice of global citizenship.

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 Reference:http://www.kosmosjournal.org/article/what-does-it-mean-to-be-a-global-citizen/

2a. Reading and Article Discussion: Read the following sections of

an article and write possible questions for each part in the
corresponding space of the table. Spend at least 90 seconds for
each section.

Text What questions could

be asked about this
section of the text?
At The Global Citizens Initiative we say that a global 1 Questions
citizen is someone who identifies with being part of an emerging _____________
world community and whose actions contribute to building this _____________
communitys values and practices. _____________
To test the validity of this definition we examine its basic
assumptions: (a) that there is such a thing as an emerging world
community with which people can identify; and (b) that such a
community has a nascent set of values and practices.
Historically, human beings have always formed 2 Questions
communities based on shared identity. Such identity gets forged in
response to a variety of human needs economic, political,
religious and social. As group identities grow stronger, those who
hold them organize into communities, articulate their shared
values, and build governance structures to support their beliefs.
Today, the forces of global engagement are helping some
people identify as global citizens who have a sense of belonging to
a world community. This growing global identity in large part is
made possible by the forces of modern information,
communications and transportation technologies. In increasing
ways these technologies are strengthening our ability to connect
to the rest of the worldthrough the Internet; through
participation in the global economy; through the ways in which
world-wide environmental factors play havoc with our lives;
through the empathy we feel when we see pictures of
humanitarian disasters in other countries; or through the ease
with which we can travel and visit other parts of the world.
Those of us who see ourselves as global citizens are not 3 Questions
abandoning other identities, such as allegiances to our countries,
ethnicities and political beliefs. These traditional identities give
meaning to our lives and will continue to help shape who we are.
However, as a result of living in a globalized world, we understand
that we have an added layer of responsibility; we also are
responsible for being members of a world-wide community of
people who share the same global identity that we have.
We may not yet be fully awakened to this new layer of
responsibility, but it is there waiting to be grasped. The major
challenge that we face in the new millennium is to embrace our

3
global way of being and build a sustainable values-based world
community.
What might our communitys values be? They are the 4 Questions
values that world leaders have been advocating for the past 70
years and include human rights, environmental protection,
religious pluralism, gender equity, sustainable worldwide economic
growth, poverty alleviation, prevention of conflicts between
countries, elimination of weapons of mass destruction,
humanitarian assistance and preservation of cultural diversity.
Since World War II, efforts have been undertaken to develop 5 Questions
global policies and institutional structures that can support these
enduring values. These efforts have been made by international
organizations, sovereign states, transnational corporations,
international professional associations and others. They have
resulted in a growing body of international agreements, treaties,
legal statutes and technical standards.
Yet despite these efforts we have a long way to go before
there is a global policy and institutional infrastructure that can
support the emerging world community and the values it stands
for. There are significant gaps of policy in many domains, large
questions about how to get countries and organizations to comply
with existing policy frameworks, issues of accountability and
transparency and, most important of all from a global citizenship
perspective, an absence of mechanisms that enable greater citizen
participation in the institutions of global governance.
The Global Citizens Initiative sees the need for a cadre of 6 Questions
citizen leaders who can play activist roles in efforts to build our
emerging world community. Such global citizenship activism can
take many forms, including advocating, at the local and global
level for policy and programmatic solutions that address global
problems; participating in the decision-making processes of global
governance organizations; adopting and promoting changes in
behavior that help protect the earths environment; contributing to
world-wide humanitarian relief efforts; and organizing events that
celebrate the diversity in world music and art, culture and spiritual
traditions.
Most of us on the path to global citizenship are still 7 Questions
somewhere at the beginning of our journey. Our eyes have been
opened and our consciousness raised. Instinctively, we feel a
connection with others around the world yet we lack the adequate
tools, resources, and support to act on our vision. Our ways of
thinking and being are still colored by the trapping of old
allegiances and ways of seeing things that no longer are as valid
as they used to be. There is a longing to pull back the veil that
keeps us from more clearly seeing the world as a whole and
finding more sustainable ways of connecting with those who share
our common humanity.

2b. Discuss with each other how you came up with your
questions, elaborating on your reasoning and understanding of
article.

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2c. Compare your questions with the ones given below, and then
review the responses to each question.
1. What does the concept of global citizen mean?
2. What assumptions test the validity of the definition provided?
3. What is the historical ground for human beings to form communities?
4. What does the concept of shared identity imply?
5. How do forces of global engagement affect people nowadays?
6. What factors shape the growing global identity? How?
7. What are the characteristics of people who see themselves as global citizens?
8. What added layer of responsibility do global citizens have?
9. What major challenge do people have in the new millennium?
10. What might communitys values be?
11. What effort have been undertaken to develop global policies and institutional structures
since World War II? What have the efforts resulted in?
12. What is the significance of the Global Citizens Initiative (TGCI) organization?
13. What makes the path to global citizenship difficult?
14. What are the benefits of the seeing the world as a whole?

3a. Concept Study: Be ready to explain the meaning of the

italicized words and phrases.

3b. Be ready to explain the meaning of the following concepts and

vocabulary.
1. global citizen
2. identity, global identify
3. world community
4. contribute to building communitys values and practices
5. validity
6. basic assumptions
7. articulate ones values
8. to build governance structures, to build a sustainable values-based world community
9. support ones beliefs
10. global engagement
11. modern information, communication and transportation technologies
12. to strengthen
13. empathy
14. humanitarian disasters
15. to abandon other identities
16. ethnicities and political beliefs
17. living in a globalized world
18. being members of a world-wide community of people
19. layer of responsibility
20. to be grasped
21. the major challenge
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 22. to embrace our global way of being
23. to advocate for
24. elimination
25. efforts have been undertaken
26. to develop global policies
27. sovereign states
28. a growing body of international agreements, treaties
29. to support enduring values
30. to stand for something
31. gapes of policy
32. domains
33. to comply with existing policy frameworks
34. accountability and transparency
35. from a global citizenship perspective
36. to enable greater citizen participation
37. need for a cadre of citizen leaders
38. to address global problems
39. to promote changes
40. to celebrate diversity
41. sustainable ways
42. to share ones common humanity

3c. Taking-Points Review: In small groups, to reinforce concepts

and vocabulary, choose any section from the text (1-7) and write
three talking points in your own words for the information
provided. Then, present your talking points in small groups. Use at
least 8-10 words and phrases form the article.

4. Vizualizing: Draw a visual of the information from the text (e.g.

a flowchart, bubble map, graph, or student-designed graphic
organizer, depending on the text). Display your visuals.

5a. Writing: Write a summary of the article to reinforce new

concepts and vocabulary (underline the new concepts you
include).

5b. News Story Analysis: Refer to the following worksheets (A or

B) to analyze the content of the article. Write your analysis.

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 News Story Analysis Worksheet (A)

Name:______________________________________ Date: ________________________

News Story Analysis Worksheet

1. What was the headline of the story?

2. Discuss the effectiveness of the headline in summarizing the story and getting the
readers attention.

3. Briefly describe the factual content of the story related to the lead: 5 Ws and the H.
Who:

What:

When:

Where:

Why:

How:

4. How did the end of the story summarize the main ideas and provide closure for the
reader?

5. Writing style is important in keeping those reading and listening to the story engaged.
Comment on the use of the following throughout this story:
Active voice

Precise, concise wording

Interesting and varied word choices

Unbiased reporting

6. Discuss the accuracy of the facts used in the story. How do you know that the sources
used were reliable and accurate? Provide specific examples.

7. In what way did the use of quotations

Add to the credibility of the story?

Make the story more interesting?

News Story Analysis Worksheet (B)

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Name:______________________________________

News Article Analysis Worksheet

Newspaper/Electronic Source: ___________________ Pages: ______________
Name of the article: _________________________ Date: __________________
1. What do you already know about the topic?
__________________________________________________________________
___________________________________________________________________
2. Comprehensiveness of Information
A. The 5 Ws and H
1. Who? ____________________________________________________________
2. What? ___________________________________________________________
3. When? ___________________________________________________________
4. Where? __________________________________________________________
5. Why? ____________________________________________________________
6. How? ____________________________________________________________
B. What is its impact How many people were affected by it?
____________________________________________________________________
____________________________________________________________________
4. Reliability of Sources
A. Is there an authors name __________________________________________
B. Did the article come form a wire service? _____________________________
5. Personal Reaction
What do you think of this article? (Discuss in at least five complete sentences)
___________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

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 ____________________________________________

6a. Public Speaking: Prepare an analytical overview of the article,

using at least 15-20 words and phrases form the article. To what
extent do you agree or disagree with the author?

6b. Public Speaking: Prepare a speech for a group of 9th-11th

grade pupils, highlighting perspectives on global citizenship.

7. Role Play: Role play the interview with Ronald C. Israel on

global citizenship.

8. Problem-Solving: Discuss the challenges and problems of the

issue of global citizenship. What steps can be taken to change the
situation? Is it necessary to become a global citizen? Why?/Why
not?

Student Independent Work 1

8. Follow-up: A Project:

1. Study the following issues and prepare a report.

1. Newspapers in the UK (e.g. broadsheet newspapers and tabloid newspapers).
2. Media in different countries (choose at least two countries and prepare a
comparative report on the situation).

2. Search for the resources, choose any news story or news

article, highlighting the issues related to the global citizenship,
and prepare your own analysis of the information. Your
performance portfolio should include:
The text of the article
A list of concepts and phrases (at least 20)
A grid with article sections and questions
A visual, representing the article

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 A summary of the article
A completed News Analysis Worksheet (A or B)
Your performance of the article and portfolio.

3. Integrated Writing: Choose any videos, corresponding to the

new story or news article you have analyzed, and write an essay,
stating to what extent the information in the video source is
related to the information in the news story or news article.

Sample 2

Student Independent Work with a Teacher ( 1)

2. Global Citizenship
2.2 Racism/Xenophobia (e.g. Trumps Attitude to Mexican/Illegal
immigrants)

1. Information-Accumulation: Read the article and be ready to

discuss the authors stance on the problem.

The Economist explains Why Migrants are Staying in Mexico

As America cracks down on undocumented migrants, Mexico sees an uptick in
asylum applications
The Economist explains
Aug 2nd 2017

by A.B. | MEXICO CITY

FOR years migrants have left Guatemala, El Salvador and HondurasCentral

Americas so-called Northern Triangleto pursue their dreams in the United States.
Having fled civil wars between the 1970s and 1990s, they now flee poverty and gang-
related violence. Over 3m Central Americans are reckoned to live in America. But this
year the flow of migrants out of the Northern Triangle and into the United States has
slowed. Some have postponed or even cancelled their odysseys. Others are staying put
in Mexico. Why?
In the 1970s the Mexican government, worried about jobs, education and health
care, introduced laws that restricted entrance to useful migrants. Between 1974 and
2008 it was a criminal offence to enter or stay in Mexico without authorisation. The
country is more open now, but Central Americans have tended to ignore its potential as
a place to make a new home, and headed farther north. In October 2016 more than
66,000 migrants were apprehended at Americas southern border, around half of them
Central American. By April that figure had dropped to 16,000. At the same time the
number of undocumented migrants caught by Mexicos immigration police was also
10
dropping. Meanwhile, the number of asylum-seekers in Mexico rose from 9,000 in 2016
to 7,000 in the first half of 2017 alone. Under Mexican law asylum is granted to those
persecuted on the grounds of race, religion, nationality, gender, membership of a
particular social group, or political opinion. The definition of social group can be quite
flexible, so being part of a family that has been threatened by a gang could be the basis
for a claim. Last year 63% of applicants were granted asylum, up from 40% in 2014.
The changes in migrant flows were inspired by the election of Donald Trump and
the accompanying shift in Americas approach to migration. On the campaign trail Mr.
Trump spoke of deporting the 11m undocumented migrants believed to live in the
United States. He may have softened that stance somewhat since taking office, but he
has placed temporary limitations on Americas refugee programme and has continued to
promote the building of a border wall. Such steps do not go unnoticed by would-be
migrants, and Mexicos appeal has increased as a result. It has other, older attractions
to asylum-seekers too: it is closer to the Northern Triangle than is the United States, it
is culturally and linguistically more familiar and it processes asylum claims faster.
But Mexico is no migrant paradise. The government needs to work out how to
deal with and respect the rights of the burgeoning number of new arrivals. The violence
suffered by undocumented migrants in the country, described as chronic in a recent
report by the Washington Office on Latin America, an NGO, shows no signs of letting
up, despite the establishment of a dedicated unit to investigate such crimes. More
money is needed for counselling, shelters, staff training and for COMAR, the
commission responsible for the welfare of asylum-seekers. And Mexico needs to show
this largesse while retaining focus on the longer-term goal: economic development.
Violence and poverty in the region are intimately linked with migration. Strengthening
local economies would reduce the human flow too.
References: economist.com/blogs/economist-explains/ 2017/08/economist-explains-
1?zid=302&ah=601e2c69a87aadc0cc0ca4f3fbc1d354

2a. Read the article and answer the comprehension questions:

1. What countries from Central Americas so-called Northern Triangle?
2. What pushing and pulling factors affected the flow of migrants out of the Northern
Triangle and into the US?
3. What issue does the author/article address?
4. What laws did the Mexican government introduce in the 1970s?
5. How did the country treat migrants between 1974 and 2008?
6. What does the statistics show on the flow of migrants in 2016 and 2017?
7. When is asylum granted under Mexican law?
8. What examples can you give that count as the basis for a claim?
9. Was the percentage of applicants who were granted asylum bigger in 2014 or 2016?
10. What causes urged the changes in migrant flows?
11. What did D. Trump speak on the campaign trail?
12. What action did the US government take?
13. What was the result of the steps taken by Mr. Trump?
14. What are the reasons of Mexicos appeal?
15. What challenges does the Mexican government need to face?
16. What might the solution of the problem be?

11
2b. Read the article again and create a block-scheme (or a visual)
of the article.

2c. Write an analytical overview of the article in 1A4 sheet. What

do you think about the information provided in the article?

3. Development of the Linguistic Base: Be ready to explain the

meaning of the following words and phrases.
1. cracks down on 36. counselling, shelters, staff training
2. undocumented migrants 37. commission
3. see an uptick 38. welfare
4. pursue ones dreams 39. largesse
5. flee 40. focus on
6. the flow of migrants 41. economic migration
7. postponed or cancelled 42. linked with
8. introduced laws
9. restricted entrance
10. a criminal offence
11. stay without authorisation
12. were apprehended
13. the number was dropping
14. immigration police
15. asylum-seekers
16. under Mexican law
17. be granted
18. persecuted on the grounds of
19. the changes were inspired be
20. election
21. shift in Americas approach to
immigration
22. on the campaign trail
23. deporting
24. softened that stance
25. take office
26. placed temporary limitations
27. go unnoticed
28. Mexicos appeal
29. culturally and linguistically
30. work out
31. burgeoning number of new arrivals
32. violence suffered by
33. letting up
34. establishment of a dedicated unit
35. to investigate such crimes

12
4. Communicative Situations:

1) Press-Conference: Role play a press-conference on the issue of undocumented migration. Use

the words and phrases (at least 20) from the article.

2) A Survey: Conduct a survey on the issue of undocumented migration. Create a questionnaire, ask
respondents and perform the results of the research in graphs and a report. Use the words and phrases
(at least 20) from the article.

5. Writing: Choose one of the topics and write an essay (in at least 200-
250 words):
1. The changes in migrant flows are typical for various countries. To what extent do you agree or
disagree with the following statement? Give reasons and examples to support your opinion.
2. Illegal migration is a social and economic problem. To what extent do you agree or disagree with
the following statement? Give reasons and examples to support your opinion.
Sample 3

Video News Analysis

1. Task 1: Watch the video and write a short annotation in one paragraph
(50-100 words) on it.

Big crack down on illegal immigration

https://www.youtube.com/watch?v=PQAwI_lWPVA

2. Task 2: Watch the video and answer the following questions:

Do the views presented in the video add or cast doubt on the ideas of the article you have read?
To what extent do you agree or disagree with the opinions discussed in the video?
3. Task 3: Based on the information from the video, describe the reasons,
consequences and provide a solution of the problem under consideration,
from the perspective of the US or the Republic of Kazakhstan (200-250
words).

Sample 4

Ideas for Control and Assessment, or Classwork and Independent Work

Types of tasks for short news

13
Classwork
1. Read the passage. On a piece of paper, take notes on the main points
of the reading passage.
According to the law of unintended consequences, actions of individuals, groups, or governments
have effects, or consequences that are unexpected, or unintended. These unexpected effects, or
unintended consequences as they are called in academic literature, are effects that are not planned when
an original action is taken, and the person or persons making the decision do not consider that these
effects may result from the action taken.

Unintended consequences may turn out to be positive or negative. Unintended consequences that are
positive, may result, for example, from a decision by a city council to ban cars from Main Street in the
city. If, as a result of this decision, there is an unexpected effect that many citizens improve their health
because they need to park their cars and walk on a regular basis to get to the businesses that line Main
Street, then this is a positive effect. There can, however, also be negative consequences of this decision
by the city council to ban cars on Main Street. If, as a result of this decision, citizens decide that it is too
much trouble to get to the businesses on Main Street because they cannot take their cars there, then they
might decide to go to businesses elsewhere because it is easier to get there. A loss in the number of
customers visiting the businesses along Main Street would be a definitely negative effect of the decision
by the city council that was absolutely not intended by the city council when the decision was made.

TOPIC OF THE READING PASSAGE: state here

example of parking ban on Main Street:

Supporting idea 1
Supporting idea 2

2. Write a reproduction of the news article/story in one paragraph

(about 50-100 words).

3. Write a critical analysis (200-250 words) of the news article/story,

using the four steps listed below:
a) Identify the stance, position and perspective of the writer
b) Identify the evidence used to support the position
c) Evaluate the evidence
d) Evaluate the writers position
Independent Work
1. Read the passage. On a piece of paper, take notes on the main points
of the reading passage.

Persecution of all Muslims in Myanmar on the rise, rights group says

14
By Euronews

BANGKOK (Reuters) The systematic persecution of minority Muslims is on the rise across
Myanmar and not confined to the northwestern state of Rakhine, where recent violence has sent nearly
90,000 Muslim Rohingya fleeing, a Myanmar rights group said on Tuesday. The independent Burma
Human Rights Network said that persecution was backed by the government, elements among the
countrys Buddhist monks, and ultra-nationalist civilian groups. The transition to democracy has allowed
popular prejudices to influence how the new government rules, and has amplified a dangerous narrative
that casts Muslims as an alien presence in Buddhist-majority Burma, the group said in a report. The
report draws on more than 350 interviews in more than 46 towns and villages over an eight-month period
since March 2016. Myanmars government made no immediate response to the report. Authorities deny
discrimination and say security forces in Rakhine are fighting a legitimate campaign against terrorists.
Besides Rohingya Muslims, the report also examines the wider picture of Muslims of different ethnicities
across Myanmar following waves of communal violence in 2012 and 2013. The report says many Muslims
of all ethnicities have been refused national identification cards, while access to Islamic places of worship
has been blocked in some places. At least 21 villages around Myanmar have declared themselves no-go
zones for Muslims, backed by the authorities, it said. In Rakhine state, the report highlighted growing
segregation between Buddhists and Muslim communities and severe travel restriction for the Muslim
Rohingyas, which limited their access to health care and education. Tens of thousands of Rohingya have
fled into neighbouring Bangladesh since Aug. 25, when Rohingya insurgents attacked dozens of police
posts and an army base. The ensuing clashes and a military counter-offensive have killed at least 400
people. The treatment of Myanmars roughly 1.1 million Rohingya is the biggest challenge facing Myanmar
de facto leader Aung San SuuKyi, who critics say have not done enough to protect the Muslim minority
from persecution. The London-based Burma Human Rights Network has been advocating among the
international community for human rights in Myanmar since 2012, it says on its website.

TOPIC OF THE READING PASSAGE: state here

Supporting idea 1
Supporting idea 2

2. Write a reproduction of the news article/story in one paragraph

(about 50-100 words).

3. Write a critical analysis (200-250 words) of the news article/story,

using the four steps listed below:
e) Identify the stance, position and perspective of the writer
f) Identify the evidence used to support the position
g) Evaluate the evidence
h) Evaluate the writers position

2. Global Citizenship
Subtheme 2.4
Sample 5

15
 Unit 2. Global Citizenship

2.2 Refugees
1. Lead-in/Engage: Discuss in pairs the pictures given below.

"No one leaves home unless their home

is the mouth of a shark...

You only run for the border , when you see

the whole city running as well...

No one puts their children in a boat-

unless the water is safer than the land.

Warsan Shire

This evocative stanza from Home hit a nerve online recently as the
European public finally woke up to the reality of the refugee crisis.

16
2.2. Discuss with each other the following questions, elaborating on your
reasoning and understanding of article.

What associations come to your mind when you hear the word refugee?
1. ____________________
2. ____________________
3. ____________________
4. ____________________
5. ____________________

What rights do and dont refugees have?

Do you think the image of refugees has changed over the years?

Refugees are people who have A migrant is a person who

been forced to leave their
homes or their country, either
because there is a war there or
because of their political or
religious beliefs.
moves from one place to
another in order to find work or
better living conditions.

3. Reading

3.1. You are going to read a newspaper article about Syrian refugees.
Complete the text with the words
below in the right form.

Statistics Influx handle term

decline opportunities

release budget enroll

17
The sudden 1______ of Syrian refugees into New Brunswicks school system
has caused the provinces Education Department to miss a financial target.

But Premier Brian Gallant says in this case, thats not a bad problem to have.

About 650 Syrian students have 2 _______ in New Brunswick schools during
the two-year wave of refugees that have come to Canada.

Gallant says that has stemmed a steady 3______ in student enrolment that
goes back to 1991.

To have more students in our schools than we originally 4________ for is a

very good challenge to have. Its to the point where its one of the first times
weve seen enrolment in our schools really level off from one year to the next,
Gallant said Thursday.

According to department 5________, there were almost 141,000 students in

New Brunswick schools in 1991. Last year that number was about 98,000
students.

The province is to 6_______ a quarterly financial report Friday, and The

Canadian Press has learned the government is meeting most of its cost-cutting
objectives, but not in education.

A government source says the Education Department is $3.5 million under

target, mainly due to the additional resources needed to handle the increase in
students.

School districts had to add teachers, assistants and translators in an effort to

7_______ the additional students and language challenges.

Gallant said while there are some additional expenses now, they will pay off in
the long 8___________.

It is good to have more people. We need New Brunswickers to be able to stay

here with good jobs. We need New Brunswickers to come back here for
9_____________ and we also need to welcome new Canadians, he said.

18
3.2. Match words with definitions:

Statistics diminish in strength or quality;

deteriorate
Influx a set of circumstances that makes it
possible to do something
handle an arrival or entry of large numbers of
people or things
term manage (a situation or problem)
decline officially register as a member of an
institution or a student on a course
opportunities a fixed or limited period
budget the practice or science of collecting and
analyzing numerical data in large
quantities,
enroll allow or provide a particular amount of
money in a budget

3.3. Speaking.

To have more students in our schools than we originally budgeted for is a

very good challenge to have. Its to the point where its one of the first times
weve seen enrolment in our schools really level off from one year to the
next.

Premier Brian Gallant

Do you share Premier's opinion about student immigrants. Give reasons.

Work in pairs and make a list of advantages and disadvantages of

migrant students. (Use active vocabulary)

Advantages Disadvantages

19
3.4. Writing: Write a summary of the article to reinforce new concepts
and vocabulary (underline the new concepts you include).

4.1. Reading.
Read the following extract from the newspaper about the refugee
crisis in the Mediterranean.

We report today the damning

words of Axel Grafmanns of
the German charity Sea-
Watch: The EU is wilfully
letting people drown in the
Mediterranean by refusing to
create a legal means of safe
passage and failing to even
provide adequate resources for
maritime rescue.
So far this year, 2,400 men,
women and children have lost
their lives in the central
Mediterranean, including 13
people found dead at the
bottom of an overcrowded
dinghy this week.
This ought to be intolerable, and yet the governments of Europe tolerate it,
because they appear to lack the political will to deal with it. Mr Grafmanns was
speaking about a disagreement over new rules to be presented by the Italian

20
government on Monday that charities say will restrict their capacity to rescue
refugees during the peak crossing season.

But this is only the latest instance of a policy of reaction, containment and buck-
passing that characterizes the approach of all European Union nations including
the UK. Mr Grafmanns makes explicit what many suspect, that the EU believes
that, if the rescue effort in the Mediterranean is too effective, it would
encourage even more people to attempt the crossing.

Of course, there is an element of truth in this, but nothing could justify a policy
of allowing people to drown to discourage the others. The death toll in the
central Mediterranean ought, instead, to act as a spur to a bigger and more
effective effort at all levels to deal with the refugee crisis.

That ought to mean a policy focused on aid and education at source, to try to
discourage people in Nigeria and other sub-Saharan African nations from
heading towards Libya in the first place. Then there is our collective
responsibility to the people of Libya themselves: having helped turn Libya into a
failed state by the Nato intervention in 2011, we ought to do more to help fix it.

The UKs assistance to the Libyan coastguard must be part of this, but so far it
has not done enough to stop human rights abuses, as a House of Lords
report found this month.
Ultimately, the objective of policy ought to be something similar to the deal that
the EU has with Turkey: in effect a large amount of money for Turkey to deal
with Syrian refugees close to source. It may seem crude and even cynical, but it
is better than a policy that countenances thousands of people drowning each
year.

The refugee crisis on Europes southern borders is one of the great

humanitarian challenges of the age, and The Independent believes that the UK
shares a moral responsibility to help solve it. Whether we are a member of the
EU or not, we are members of the human race and part of the wider community
of nations. We can not be part of wilfully letting people drown.

21
4.2. Discuss in pairs the following questions and offer your
solutions:

1.What caused deaths of thousands of people in Mediterranean?

2. Could this tragedy be avoided? Offer your solutions.

3. What was the reaction of European Union to the refugee crisis? What
aim did they have?

4. What the UK Government do to prevent immigrants from entering the

country?

5. What does the author ("The Independent") think about the refugee
crises. Do you share his opinion? Why?
4.3. Be ready to explain the meaning of the following concepts and
vocabulary.

1. report
2. legal means
3. safe passage
4. provide
5. resources
6. maritime rescue
7. overcrowded
8. intolerable
9. tolerate
10.restrict
11.capacity
12. explicit
13. containment
14. rescue effort
15. encourage
16. justify
17. discourage
18. death toll

22
 19. spur
20. coastguard
21. Ultimately
22. crude
23. cynical
24. countenances
25. responsibility

4.4. Problem-Solving.
Work in groups of 4 and discuss the challenges and problems of
refugees nowadays.
1) How do you think countries decide who is a refugee and who isnt?
2) Can you be a refugee in your own country?
3) What rights and benefits should a country give to those who give refugee status to
immigrants?
4) If a refugee camp turns into a bustling town with businesses, roads and communities, is it
still a refugee camp?
5) What should people do on World Refugee Day (June 20)?
6) What do you know about the UNs refugee agency, the UNHCR (United Nations High
Commission for Refugees)?
7) Whats the difference between a refugee, a migrant and an internally displaced person?
8) Where do you think todays refugees from Darfur, Iraq, Burma and Palestine will be twenty
years from now?
9) Would you give money to refugee charities?
10) What questions would you ask a refugee?

23
Unit 2. Global Citizenship
2.3. POLITICAL ISSUES. Global Challenges

LEAD-IN
From which three of the following do you receive information about
political issues happening all around the world:
print media: newspaper or magazine
mass media: radio or television
the Internet
expert opinions
personal experiences (friends, family members, etc)
books
social media

Task 1
a. Look at the table which provides a list of political issues. In pairs
choose 5-8 terms you are interested in and search for the meaning
from different sources.
Affirmative Action Hunger and Health Care Racism
malnutrition Disparities
High dropout rate Felony HIV / AIDS Retail Profiling
(school/ university) Disenfranchisement
Affordable Care Act Drinking and Homelessness Right to Work
Driving
Ageism / Age Driving While Honor Killings Same-Sex
Discrimination Black/ Oriental/ Marriage
Asian
Animal Rights Drug Abuse / Drug Human Trafficking Single Parenting
Addiction
Birth Control Ebola Virus Disease Cyber Bullying Sleeper Cells
Bullying Environmental Illegal Smoking /
Racism Immigration Tobacco Use
Campus Crime Equal Pay Legalization of Social Networking
Marijuana and Privacy
Capital Punishment Population Global warming Stand Your
/ Death Penalty dynamics Ground Laws
Voting Rights Excessive Force By Mass Murder Steroid Use in
Restrictions Law Enforcement Sports
Chemical Weapons DREAM Act Euthanasia Stereotyping

Child Labor Gang Violence Minimum Wage Suicide

Classism Gay Rights Mall Shootings Terrorism

24
Cloning Hazing Obesity Texting While
Driving
Colorisim Gentrification Poverty Unemployment

Cloud Hacking Global Warming Outsourcing Jobs Union Busting

Computer Hacking Gun Control Police Brutality Vigilantism
Corporal Hate Crimes Pollution Violence at
Punishment Schools
Corporate Genetically Organ and Body Violence in Video
Downsizing Modified Food Donation Games

b. In small groups rank the problems (5-8) in order of seriousness.

Compare your rankings with the other groups, and give reasons for
your ranking decisions.

c. Carry out a survey using different sources of information and find out:
- The extent of these problems in your country.
- Divergence of social issues all over the world (Do all countries share/ face
the same social issues? Are they same in America, China, the Arab world,
India, etc.?)
- The difference between global challenge and social issue. (Why some
problems are regarded as a global social problem, whereas some problems
are considered as a social issue?)

d. Think and search. Refer to the list of political issues in task 1, and find
out:
Which issues affect the whole world?
What political issues were around in the past but have now gone?
What new issues do you think will arise in the future?
Do political issues ever affect rich people, or are they simply poor peoples
problems?
Do you believe that the rich are growing richer, and the poor are growing
poorer?
Do you believe that one day all the issues will be gone?
What is the best way to study and follow current political issues?
What countermeasures are taken in your country to tackle the current global
challenges?

READING
Task 2

25
a. Read the abstracts of newspaper articles from different English
speaking countries and define which social issues are touched in each
article.

1 The unanimous ruling against the federal government expands the

definition of medical marijuana beyond the "dried" form.
The country's highest court found the current restriction to dried marijuana
violates the right to liberty and security "in a manner that is arbitrary and
hence is not in accord with the principles of fundamental justice."
Restricting medical access to marijuana to a dried form has now been
declared "null and void" sections 4 and 5 of the Controlled Drug and
Substances Act, which prohibits possession of non-dried forms of cannabis,
will no longer be in effect.[ http://www.cbc.ca/news/]

2 At least two Apple retail store workers complained directly to Chief

Executive Tim Cook that the companys policy of checking retail employees
bags as a security precaution was embarrassing and demeaning, according
to a court filing made public on Wednesday.
The employee complaints, which a judge ordered unsealed, are part of a
2013 lawsuit alleging Apple should compensate employees for the time it
takes to conduct the searches. [http://www.nypost.com]

3 While governments can put big tax changes into effect as soon as they
are announced, an opposition that takes a tax policy to an election sets up
an opportunity for investors to anticipate the change.
[http://www.theaustralian.com.au/national-affairs/]

4 After nearly two years of intense speculation and secret investigation,

Chinese authorities said Thursday that former domestic security czar Zhou
Yongkang had been sentenced to life in prison on corruption charges after
a closed-door trial last month.
Zhou was handed a life term for accepting $21.3 million in bribes, abusing
his power and deliberately disclosing state secrets, the Tianjin Municipal
No. 1 Intermediate People's Court ruled, according to the state-run New
China News Agency. Zhou was also deprived of his political rights for life
and had his personal assets confiscated. [http://www.latimes.com/world/asia/]

5 A boy of 14 has been arrested on suspicion of attempted murder after a

teacher was stabbed at a school following an alleged row over a mobile
phone.
The 50-year-old supply teacher, named locally as Vincent Uzomah, was
taken to hospital from the Dixons Kings Academy, in Bradford, for
treatment to a stab wound to his body on Thursday morning. His condition

26
was described as stable.
[http://www.telegraph.co.uk/news/uknews]

b. Work in pairs and create a headline for each article. Share and
compare your ideas with the class.

c. Comment on the differences in the articles under the following

headings:
1. Content and detail: What extra details does one article offer over the other?
What details have been missed out?
2. Vocabulary / complexity of language: How complex is the language of each
article? What words in particular are usual or interesting? Is there any technical
jargon?
3. Tone: What is the tone of each article? If they are different, consider why.
4. Attitude / stance / bias of the writer: Does the writer of either article have an
agenda or preference? How can you tell? Can you identify the newspaper's bias in
the article (Guardian = left-wing; Daily Mail = right-wing)?

d. If you were investigating political issues which article would you

prefer to read and why? You may make your decision based on any
criteria you choose (e.g. how entertaining/clear/informative/stylish
the article was) as long as you make it clear what criteria you have
judged the articles on. Write your response in 3-5 bullet points or
sentences.

Task 3
Speaking
Top 15 Global Challenges of future
In 2009 Michael Marien, editor of the Millennium Project: global future
studies and research, introduced Top 15 Global Challenges of future.
Look at the image below and answer the questions.
How far do you agree or disagree with the author?
Do you consider these problems to be the key issues of future or the
challenges of the 21st century in general?

27
[http://www.millennium-project.org/millennium/challeng.html]

Task 4.
Watch the video Insight: Global Problems, Global Solutions.
Take notes of the social issues and solutions listed in the video.
[https://www.youtube.com/watch?v=QSdP_ZiSUKY]
Evaluate the suggested solutions of overcoming current global problems in
the video:
a) Do you believe that in the future we will be able to eradicate major social problems
(namely) by offered solutions mentioned in the video.
b) How can you verify your assumption?
c) What could be the effect of thinking differently about social problems?
d) Why should global problems have global solutions?

Writing
Task 5
Think about the ideas, opinions or issues involved in the article abstracts
that you have read. Write a short personal response to the article (in
200-250 words) you are interested in. Your writing should grasp the
following points:
- What is your opinion or reaction to the topic/issue?
- What questions does it make you ask?
- Do you agree or disagree with the articles stance?
- What did you find interesting, puzzling or informative about the article?

28
 UNIT 2. Racism and Islamophobia
1. Lead-in/engage: Discuss in pairs words and phrases. Divide them
into positive and negative

2. Read the article from Washington post and pay attention to

highlighted words and phrases, be ready to explain the meaning of them
29
Trumps reckless, dangerous Islamophobia helps the Islamic State

By David Ignatius June 13, 2016

Donald Trump speaks during a campaign event on Monday in New Hampshire.

(Jabin Botsford/The Washington Post)

Even by Donald Trumps standards, his comments about the Orlando shooting have
been reckless and self-serving. They are also dangerous for the country.

Trumps response to Sundays mornings terrorist attack by Omar Mateen was

initially an opportunistic tweet; then a boasting statement on his website, I said
this was going to happen; followed by a renewed call to temporarily ban Muslim
immigration, capped by a sinister insinuation Monday morning that President
Obama should resign after the shooting because theres something going on.

The presumptive Republican nominee tried to recover from these wild, off-the-cuff
comments with a scripted speech Monday afternoon warning, without evidence,
that his presumptive Democratic rival Hillary Clinton wants radical Islamic
terrorists to pour into our country. Trump professed support for law-abiding
Muslim Americans but said that if they didnt report on bad people within their
midst, these people have to have consequences, big consequences.

Trumps polarizing rhetoric on this issue may be the best thing the Islamic State
has going for it, according to some leading U.S. and foreign counter-terrorism
experts. The groups self-declared caliphate in Syria and Iraq is imploding. Its
Syrian capital of Raqqah is surrounded and besieged; the gap in the Turkish-Syrian
border that allowed free flow of foreign fighters is finally being closed; Sunni tribal
sheiks who until recently had cooperated with the Islamic State are switching sides.
The groups narrative is collapsing with one exception.

30
The strongest remaining force that propels the Islamic State is the Islamophobia of
Trump and his European counterparts, argue senior intelligence strategists for the
U.S.-led coalition. Inflammatory, xenophobic statements about Muslims reinforce
the jihadists claims that they are Muslim knights fighting against an intolerant
West. Trump unwittingly gives them precisely the role they dream about.

Trump doesnt seem to understand that the real danger for the West is not the
isolated acts of terror by disaffected youths, such as Mateens massacre in Orlando.
Thats a threat to Americans, but one that can at least be mitigated some with
better security and intelligence. The bigger nightmare happens if Muslims, as a
whole, conclude that their community is under threat and respond as a group.

Trump seems to think that weve already reached that tipping point that the
Muslim community has mobilized against the United States. He rightly said Monday
that Muslims need to work with law enforcement to report dangerous people. But
he doesnt seem to understand that his many months of Muslim-bashing comments
have made that cooperation harder. He has been tossing matches into a pool of
gasoline. Good law enforcement and, yes, cooperation from Muslims have helped
prevent more attacks like those in San Bernardino, Calif., and Orlando.

Its breathtaking that a serious presidential candidate would call on a sitting

president to resign following a terrorist attack, because he doesnt get it or he
gets it better than anybody understands. Whats that supposed to mean, if not a
slur against Obamas loyalty?

Trump displays a level of irresponsibility that should worry Americans, not just
because his statements are immoral and unconstitutional, but because they put the
country at greater risk.

3. 1. Complete the text with the words and phrases below

Xenophobia, vowing to eliminate, acknowledge, endorse, expressing concern

about, white supremacy stand up against, addressed the problem of,
condemnation, pleaded guilty to charges of, met with general

31
1. ___________________ is usually based on ignorance and misinformation.

2. You can't really solve a problem until you ______________ that it actually
exists.

3. Many people have been __________________________ the possibility of

Donald Trump becoming the next US president. They are worried about it!

4. The purpose of the protest was to _________________ police misconduct. They

wanted to challenge something they believe is wrong.

5. The city ________________ poverty by opening two new food banks.

6. Many cities are ___________________________ racism through various

charters and initiatives. They are making a promise to get rid of it forever.

7. Standing before the judge, he ___________________________ inciting hatred.

8. Many of Donald Trump's comments are ______________________________

the American people.

9. Calgary has _______________ a new anti-racism charter. It is one of 6

Canadian cities to officially support the initiative.

10. The train station was vandalized with symbols of

_________________________________.

3.2.Match given words and phrases with definitions

- intense dislike or fear of people from other countries

- to say that you understand something is true
- to say that you are worried about something
- to challenge something or someone that is doing something wrong
- to try to fix or solve a problem
- to make a strong promise to get rid of something
- to admit that you are guilty of a crime

32
 - decided by many people that something is bad or wrong
- to officially and publicly support or approve of someone or something
the idea that white people are better than non-white people

3. News Story Analysis: Refer to the following worksheets to analyze the

content of the article. Write your analysis.

Analyzing media reports

Context
1. Where and when was this report (first) published?
2. Who wrote the report?

Content
3. Write down the title or headline, and any subheadings or captions. Describe any
photographs or graphics used in the report.
4. Summarize the first paragraph of the report.
5. What is the topic of the report?
6. What other news items, issues or subjects does the report relate to?

Point of view
7. Are there any quotes used in the report? If so, who is quoted, what and how
much do they say, and in what order are the quotes arranged?
8. Are different points of view presented? Are there any points of view which are
not represented in

the report? Is any one point of view more prominent or more favourably
represented than others?
Language
9. Compare the way in which different individuals and groups of people have been
identified or labelled in the report. Analyse the noun phrases used to refer to
different people or groups.
10. Consider the denotations and connotations of the verbs, adjectives, adverbs
and descriptive

33
phrases and clauses which are associated with various individuals and groups of
people in the report.
Graphics
11. What aspects of the report do the photos and/or diagrams illustrate?
12. How do the images and graphics relate to each other?
13. What messages do these images convey to the reader or the viewer?

Layout
14. Where is the report situated in terms of the total publication or program? With
what news or other items is it juxtapozed?
15. How are the various elements within the report arranged? What draws the
reader's or viewer's attention to the report?

Discussion and further research

16. Is there evidence of any racial bias or stereotyping in the report?

17. How was this event reported by other news sources?

34
Culture the expression of racist attitudes or
behaviors by individuals

Cultural and or linguistic group a person who holds extreme or

fanatical political or religious views,
especially one who resorts to
advocates extreme action

Ethnic group the sum total of ways of living built

up by a group of human beings,
which is transmitted from one
generation to another

Ethnic cleansing a group of people, racially or

historically related, having a
common and distinctive culture

Cultural (and linguistic) includes practices or policies that

diversity appear to be neutral or fair
because they treat everyone in the
same way but adversely affect a
higher proportion of people of one
racial, national or ethnic group. It
can occur even when there is no
intention to discriminate

Ethnicity a description of a society composed

of people from many different
cultural and linguistic groups
Direct (overt) racial occurs when one person or group of
discrimination people receive less favorable
treatment than another person or
group in the same position would
have received on the grounds of
their race, color, descent or national
or ethnic origin
Cultural identity a generalized set of traits and
characteristics attributed to a
specific ethnic, national, cultural or
35
 racial group which gives rise to false
expectations that individual
members of the group will conform
to these traits.
Stereotyping the identity of groups based on
shared characteristics such as
language, culture, history or
geographic origin.

Xenophobia a public act based on the race,

color, national or ethnic origin of a
person or group of people which is
likely to offend, insult, humiliate or
intimidate. It can include racist
graffiti, speeches, posters or abuse
in public.
Extremist hatred or fear of foreigners or
strangers or of their politics or
culture.
Ethnocentrism a group of people, racially or
historically related, having a
common and distinctive culture,
often including a common language.
Racism the practice of forcibly removing (or
even killing) a group of people from
an area so that the people who
remain all belong to the same group
so that, the area is ethnically
pure.
Genocide The term race is an artificial
construct used to classify people on
the basis of supposed physical and
cultural similarities deriving from
their common descent.
Racial hatred (or vilification) a persons sense of self identity
related to their notion of belonging
to a particular cultural or ethnic
group.
Racial harassment behavior that offends, humiliates or
intimidates and that targets a
person or group because of their

36
 race.
Institutional (or systemic) the term used by the United Nations
racism in its recognition of the special or
unique rights of first peoples or
first nations.
Indigenous a body of unfounded opinions or
attitudes relating to an individual or
group that represent them in an
unfavorable light
Prejudice occurs when institutions such as
governments, legal, medical and
education systems and businesses,
discriminate against certain groups
of people based on race, color,
ethnicity or national origin.
Individual racism the tendency to judge all other
cultures by the norms and standards
of ones own culture.
Race offensive or aggressive behavior to
members of another race stemming
from such a belief
Indirect (covert) racial the planned extermination of a
discrimination national or racial group

37