Designing Lessons for Global Citizenship

What does it mean to be a Global Educator
and how can we design lessons that
help students become Global Citizens?
Honor Moorman and Amy McCammon

Agenda
• Welcome, Introductions, & Overview
• Global Citizen Survey
• Video: Global Citizen Journey
• What does Mark Gerzon Have to Say?
• Defining Global Competence
• Designing Lessons for Global Citizenship
• Discussion

Honor Moorman
Honor Moorman is an educational consultant and
online network facilitator with the Asia Society’s
International Studies Schools Network. She primarily
works with two New York City high schools: The Global
Learning Collaborative and The High School for
Language and Diplomacy. 
Honor previously served on the faculty of The International School of the
Americas as an English Language Arts teacher, Internship and Service Learning
Coordinator, and Dean of Instruction for English and Social Studies. She has
also taught pre-service teachers at Texas State University and Trinity
University and served as a secondary literacy specialist for the North East
Independent School District. In addition, Honor was formerly a co-director of
the San Antonio Writing Project and the associate editor for NCTE’s Voices
from the Middle. 
Email: honor.moorman@gmail.com

Amy McCammon
Amy McCammon is an International Studies School
Network - West Coast Coordinator. She holds an M.Ed.
focusing on the integration of technology into classroom
practices.

Amy works with school leaders and teachers, providing strategic support for
operations, curricular design, and instructional strategies. She is also
coordinating the technical support for seven internationally focused schools
in the Los Angeles area. 
E-mail: amymccammon@educators.coop

Global Citizens
or
American Citizen, Global Citizen
by Mark Gerzon

The Five Stages of Becoming a Global Citizen
• Citizen 1.0 – Worldview based on one’s self (egocentric) 
• Citizen 2.0 – Worldview based on one’s group (ideocentric) 
• Citizen 3.0 – Worldview based on one’s nation (sociocentric) 
• Citizen 4.0 – Worldview based on multiple cultures (multicentric) 
• Citizen 5.0 – Worldview based on the whole Earth (geocentric)

Global Citizen Survey

Context: We all have an egocentric view of the world because of
our individuality and an ideocentric view of the world that was
formulated from the various family, religious, cultural, and other
groups that we are surrounded by throughout our lives.

Goal: To self identify the stage you think you are in as a Global
Citizen.

People feel connected to different places and groups.
How do you feel about each of these statements?
[Strongly agree, Agree, Neutral, Disagree, or Strongly disagree]
• I feel strongly connected to my local community.

• I feel strongly connected to my country.

• I feel strongly connected to an ethnic group.

• I feel strongly connected to a religion.

• I feel strongly connected to the global community.

The leaders of the governments of 189 countries reached agreements in 2000
on the reduction of poverty, disease and hunger by 2015.
These agreements are called the Millennium Development Goals (MDGs):

1. Eradicate extreme poverty and hunger
2. Achieve universal primary education
3. Promote gender equality and empower women
4. Reduce child mortality
5. Improve maternal health
6. Combat HIV/AIDS, malaria and other diseases
7. Ensure environmental sustainability (a sustainable living environment,
clean drinking water and better facilities in slums)
8. Global partnership development (access to affordable medicines and a
fair-trade system by reaching worldwide agreements on development aid)

Millennium Development Goals (MDGs)

Do you think the MDGs will be Are you involved in the MDG
reached in 2015? initiative?
• All the MDGs will be reached. • Yes, I am supporting this initiative
• Most of the MDGs will be in some way.
reached. • No, not aware or not involved.
• A few of the MDGs will be
reached.
• None of the MDGs will be
reached.
• I wasn’t aware of the MDGs.

How would you characterize members of a global community?
(multiple answers possible)

• A group of like-minded people who share a common concern for the
welfare of the world.
• A group of people with a common lifestyle.
• A group of people with a common set of religious beliefs.
• A group of people who believe in the use of international law.
• A group of people who believe in a (future) form of global government.
• A group of people committed to devoting time and energy in helping
people in need.
• All citizens in the world, rich and poor.

What are your current news sources?

• Reuters • Newseum
• CNN • Global Voices
• BBC • The Globalist
• Google News • Other
• Google News editions from
other regions of the world

How have you witnessed the world?

Mark Gerzon states, “Witnessing is observing from a place of
deep awareness and inclusive attention.”

• I have witnessed the world from outer space.
• I have witnessed the world from another country.
• I have witnessed the world from my home in my country.

Has your worldview changed in the last decade from the
influence of immediate global communication?

According to Gerzon, “We cannot remain caught in narrow
worldview when the lens through which we view the world is
getting wider and wider.”

• Yes
• No

How many continents are there on this planet?

• 5
• 6
• 7

Is it easier to label people than to
learn who they are and what they represent?

• yes
• no

I have read the following and listened for deep awareness.

• The Bible
• The Koran
• The Torah
• The Upanishads
• The Bhagavad Gita
• Other
• None of the above

How will companies geo-partner with the world?

• Rewrite business plans that take the Earth into account.
• Eliminate toxic water discharge.
• Make products lines recyclable or reusable.
• Reduce poverty while protecting the environment.
• Other
• Not aware of geo-partnering.

What happens when a tragic world event unfolds?

According the Gerzon, "Citizens 1.0-3.0 want to believe that their
group, or their country, is right and others, therefore, must be
wrong. But as we evolve into 4.0-5.0 we recognize the likelihood
of encountering multiple versions of reality and we accept that it
is our responsibility to learn to make sense out of them.”

This is a reflection question, no answer needed.

Do Global Citizens 4.0-5.0 build a bridge or a wall?

• bridge
• wall

Do you have to unlearn to become a Global Citizen 4.0-5.0?

According the Gerzon, “The challenge of global citizens is to un
learn the half-truths that separate us and re-learn the deeper
truths that connect us.”

• yes
• no

Which stage of Global Citizenship best describes you?

• Citizen 1.0 – I view the world based on personal perspectives.  
• Citizen 2.0 – I view the world based on my different groups’
perspectives.  
• Citizen 3.0 – I view the world based on what I believe are national
perspectives.  
• Citizen 4.0 – I view the world by looking at multiple perspectives.  
• Citizen 5.0 – I view the world by looking at the planet as a whole.

Will your self assessment change after viewing this video?

Video: Global Citizen Journey

Will your self assessment change after hearing these
passages from Mark Gerzon?

What does Mark Gerzon have to say?

“The truth is that we are all profoundly affected
by the decisions and actions of people whose
faces we may never see, whose language we
may never speak, and whose names we would
not recognize – and they, too, are affected by us.
Our well-being and in some cases our survival,
depends on recognizing this truth and taking
responsibility as global citizens for it.”
p. xii

“Our genes are global. Our genes define with
amazing scientific accuracy our family tree all
the way back to the beginning of Homo sapiens
in Africa. Genomic research can easily establish
exactly who our ancestors are and where they
come from. Our genes prove that we are one
human family, and that all of us are related. As
the activist rock musician Bono gingerly asked a
US audience: ‘Could it be that all Americans are .
. . African-Americans?’ ”
p. xv

“Our bodies are global. If we investigate the
origins of the food we eat, or the medicines we
take, we quickly discover that many of the
ingredients are not local. Except in a few remote
areas, most of our diet is not home-grown.
Furthermore, the air and water on which we
depend for our survival – while it may seem
local when we breathe or drink it – are part of
ecosystems that cross all boundaries.”
p. xv

“Our societies are global. When we observe the
communities in which we live, we no longer
exclusively see people who look like us. Our
neighbors or co-workers, our children’s
classmates, the people we pass as we travel to
work – they are becoming more and more
diverse. They come from other places and other
cultures. In some of our communities, they
come from all over the world.”
pp. xv-xvi

“Our economies are global. When a financial crisis
strikes, as it did most recently . . . the shock waves
are global. Not just in one country, but in scores of
nations around the world, stock markets plummet.
The value of the money in our pockets is
determined as much by the global currency market
as by the actions of our own national government
that printed it. Chances are high that our jobs, and
certainly our children’s careers, will depend
increasingly on the global economy.”
p. xvi

“Our environment is global. The warming
climate, the loss of forest land and the increase
in erosion, the acidification of the oceans, the
scarcity of fresh drinking water – these are
global trends. We cannot protect our air, water,
soil or food supply with only national
environmental protection policies. Ultimately,
we need environmental policies that transcend
national borders.”
p. xvi

“Our possessions are global. Almost everyone lives
in a dwelling, or rides in vehicles, or has
possessions, which contain components that were
made outside the borders of their own country. We
can test the accuracy of this statement simply by
looking at the things we own. The clothes that I am
wearing, the computer on which I write this
sentence, the watch on my wrist – all of these
artifacts were made outside the country where I
live.”
p. xvi

“Our civic life is global. There is no country on
the face of the Earth whose politics is not
influenced by forces outside its own borders.
This is true in giant nations like China, Russia, or
the United States, and in small ones like
Singapore, Nepal, Kosovo, or Rwanda. Today our
‘internal’, national political debates are more
frequently than ever before shaped by ‘external’,
international factors.”
p. xvii

“Even our religions are global. The beliefs we hold
(or which, perhaps, we have rejected) have been
formed and re-formed over many centuries, and
through many cultures. Whatever faith one may call
one’s own – Christianity, Islam, Judaism, Buddhism,
Hinduism, or other smaller traditions – it is very
unlikely that it started where one lives. It is much
more likely that it began far away, in another
country, another culture, or even another
continent.”
p. xvi

“The shift of worldviews begins with Einstein’s
counsel: ‘We cannot solve problems at the same
level of awareness that created them.’ So even
as we pledge our loyalty to different nations,
carry different currencies, serve in opposing
armies, and follow different leaders, we must
shift our level of awareness to include what is
global.”
pp. xvii-xviii

Designing Lessons for Global Citizenship

“Earth at Night” CC by cote on Flickr

“Global competence is the capacity and
disposition to understand and act on
issues of global significance.”

Veronica Boix Mansilla and Anthony Jackson,
Educating for Global Competence:
Preparing Our Youth to Engage the World, 2011

Four Domains of Global Competence

Investigate the world beyond their immediate environment, framing
significant problems and conducting well-crafted and age-appropriate
research.

Recognize perspectives, others’ and their own, articulating and explaining such
perspectives thoughtfully and respectfully.

Communicate ideas effectively with diverse audiences,
bridging geographic, linguistic, ideological, and cultural
barriers.

Take action to improve conditions, viewing themselves as
players in the world and participating reflectively.


Investigate Recognize
the world perspectives

Communicate
Take action
ideas

• Citizen 1.0 • Citizen 1.0

Investigate Recognize
the world perspectives

Communicate
Take action
ideas


What does it mean to be a Global Educator
and how can we design lessons that
help students become Global Citizens?
DISCUSSION

Designing Lessons for Global Citizenship

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