CORE ELEMENTS

Global Perspectives

Rationale

In order to be a Global Citizen it is important to develop empathy and compassion and to consider the range of factors affecting the development and interaction of different cultures around the world. Students should see events in the world as being interconnected and multi-faceted. Our students are privileged, and we believe that in becoming global citizens, it is essential for them to give particular consideration to the least privileged among us. This will not necessarily involve going overseas with a school program (although this is encouraged where possible).

This element does not describe a student who...

Although the student has begun work in the area of the element, the element does not yet describe a student who...

This element does describe students who are able to provide evidence of and reflect on significant learning experiences...

...makes gross generalizations about global populations and oversimplifies economic, political and cultural factors in the interactions of people.

...exhibits racist, sexist, homophobic or discriminatory attitudes or behaviours.

...may have engaged in service but does not demonstrate any real understanding of the economic, linguistic, political and social factors at work in the context of the service.

...may have become an expert in one dimension, but ignored others.

...comes away from service having helped, but without really understanding the people they’ve helped.

...that demonstrate significant international understanding of the least socially and economically privileged through ONE of the following:

(1)...an in-depth case study or sustained involvement with their chosen area of focus.

(This learning could be documented in ONE comprehensive reflection)

(2)...the application of their global understanding to multiple contexts.

(This learning would likely be documented in A SERIES of reflections for each context)

AP Learning Experiences Relevant to Global Perspectives:

Students may develop global perspectives through studies in Social Studies and Literature and Languages.

IB MYP and DP Learning Experiences Relevant to Global Perspectives:

Students may develop global perspectives through studies in Social Studies and Literature and Languages.

NIST Learning experiences that may be relevant to Global Perspectives:

Students may develop global perspectives through actively participating in Humanities class or through extracurricular activities such as MUN, GIN and Bangkok ServICE.  Meaningful travel like the Nepal trip, Peace Matunda service trip, or Cambodia drama tour might contribute to the development of global perspectives.

YIS Learning experiences that may be relevant to Global Perspectives:

Students may develop global perspectives through participating in activities such as MUN, GIN and Kiva.  Meaningful travel like the G11 trip to Cambodia and the G9 trip to Phuket may also contribute to the development of global perspectives, as might students’ own experiences of living in other countries.

ZIS Learning experiences that may be relevant to Global Perspectives:

Students may develop global perspectives through participating in activities such as MUN, GIN, and Team Ghana. Meaningful travel like CWW projects, curricular trips like OpWall, service, or personal travel and experiences living in other countries might contribute to the development of global perspectives.