Global Schools helps teachers with what they need to include Global Citizenship Education (GCE) in their everyday didactic practice.

In this database you find teaching resources in 8 languages, based on a cross-­cutting approach to different disciplines. Initially they are a selection of existing educational tools that Global Schools recommends as 'qualitative'. In a second stage, you will find here also the educational resources developed and tested by Global Schools in 10 EU countries.

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Virtuální voda [Virtual Water]

> An English version is also available here

At the beginning the pupils brainstorm their ideas connected with the word water and then they think over the connections among water and products we use. In small groups they are given cut-out cards with different products. Common task will be to put the cards in the order depending on how much water they think is used to make the products (from the most water intensive to the least). In a class discussion pupils guess how much water is used within the process of production and in next step they are given mathematical task to calculate exactly how much water is needed for production of e. g.1 kg of rice. They also read the information about the product, conditions for planting and place of origin. In the end of the lesson pupils discuss the meaning of the term “virtual water” and why it is important, what are the impacts and consequences for our decision making process about consumption.

Unit 5 of a wider Manual

Kdo má rád kakao, krok vpřed [Take a step forward if you like Chocolate]

> An English version is also available here

Brainstorm with the students on what kind of work they have already done in their lives and what do they consider under the word  “work”. Discuss with them other question connected with working and also the question if they think that it is common that children of their age living in another part of world do regular work instead of going to school. Let them to imagine themselves in that situation. Then the children are asked to put themselves into another role (they choose one card with description of their new personality, name, age and its life). Ask all the children the same questions as How does your house look like etc. – it will help them realize important facts. Tell students that you are now going to read out the statements describing various situations or events. Every time they agree with the statement, they should take one step forward. If they don‘t agree, they should remain in place. After that make evaluation and reflection. Try to ask questions to guide the students towards expressing the causes of a particular child’s situation or his/her family‘s situation and its consequences.

Laboratorio di biografia transculturale [Transcultural biography workshop]

Here you find a German version of the activities.

The learning unit consists of two parts and can take up to 12 hours.

Part one provides warming-up activities to get in contact with the topic of biography in a playful, child-oriented way. It includes 1. a question activity to learn more about each other, 2. an activity that invides children to complete sentences about their emotions and share it, 3. an activity to form changing groups according to different characteristics, 4. an activity that invides the children to position themselves in four different cornes according to different biographical questions and 5. a game that allows to lie regarding their own biographies. Each activity takes about 10 – 15 minutes.

Part two focuses on the consciousness raising and visualisation of the children biographies. 
It consists of 1. an activity that motivates children to invent an imaginary biography according to different pictures and fotos of children from all over the world, 2. a drawing activity to create their own trees of life, 3. an activity to locate their family migration movements on a world map and 4. a creative process to develop their own family emblem.

Sailing to a New Land [Aufbruch in ein neues Land]

Here you find a German version of the activity discription and the working sheets: 

The children imagine they are sailing to a new continent, but to get there they must choose to cast non-essentials overboard.

Children are divided into small groups and each group gets an envelope with all Wants and Needs cards - these are the things they are packing to take with them for life in the new country. Ask each group to open the envelope, spread out all their cards and examine them.
The boat is setting sail and step by step the teacher tells them a story about their journey to a new land. The story contains little challenges and turnarounds so that the children have to throw overboard ballast weight. That means that they have to decide step by step together which Wants and Needs cards they have put on a pile and keept the cards they would need to survive in new land. 
At the end end of their boat trip to a new land they have only a few cards left, they stick them on a poster and explain what they brought to survive, to grow and develop a new society.

Part of the debriefing and evaluation should include the following aspects: group process on decision making; what are human needs? what do people need to survive? to grow up? and to develop well? 

Move-te pela Mudança [Move yourself for Change]

Full title:  Move-te pela Mudança. Sensibilização e mobilização dos jovens como agentes de mudança a partir da espiritualidade cristã no contexto da cidadania global [Move yourself for Change. Sensitization and mobilization of young people as agents of change through the Christian spirituality in the context of global citizenship]

This toolkit presents 6 planning options representing 6 units of the programme: 1. Politics, Ethics and Religion; 2. Values and Christian Ethics; 3. Ethics and Economy; 3. The Civilization of Love; 4. Equal Opportunities; 5. The dignity of work.

Educação para a Cidadania Global [Global Citizenship Education]

Full title: Educação para a Cidadania Global. Uma proposta de articulação para o 2º Ciclo do Ensino Basico. [Global Citizenship Education. A proposal to articulate it in the 2nd cycle of Basic Education]

Problem-based learning, Input-orientation, Debate activity or competition, etc.

A manual that provides a set of lesson plans and teaching units to integrate GCE topics in the formal curriculum of 4 subjects: Natural Sciences; History and Geography; Mathematics; Portoguese langauge.

Take a step forward if you like Chocolade

Brainstorm with the students on what kind of work they have already done in their lives and what do they consider under the word  “work”. Discuss with them other question connected with working and also the question if they think that it is common that children of their age living in another part of world do regular work instead of going to school. Let them to imagine themselves in that situation. Then the children are asked to put themselves into another role (they choose one card with description of their new personality, name, age and its life). Ask all the children the same questions as How does your house look like etc. – it will help them realize important facts. Tell students that you are now going to read out the statements describing various situations or events. Every time they agree with the statement, they should take one step forward. If they don‘t agree, they should remain in place. After that make evaluation and reflection. Try to ask questions to guide the students towards expressing the causes of a particular child’s situation or his/her family‘s situation and its consequences.

Není rajče jako rajče [Not all tomatoes are the same]

The pupils are at the beginning shown four different pictures of tomatoes with short text describing place of origin, the shop/ farmer, price. They are asked to decide what kind of tomato would they choose and why. Later they discuss by each picture the reasons why  they would or wouldn´t choose it. The teacher take notes of pupil´s decision and argumentation which helps him to decide in which way he/she should plan next lessons influencing to more responsible attitudes.

Vačice, která se nesmála [The Possum that didn't]

The lesson starts with question of quite personal character – what makes you happy in your life? and the whole class share the answers together. Other questions follow e.g. did it happen to you anytime that someone wanted to make you happy but you didn't like it? etc. and everybody answers for themselves and later share in small groups with others. After that, they are introduced the book “The Possum that didn't” and the teachers leads them through the reading (controlled reading/reading with prediction). Teachers divides the book into 3 or 4 parts and discuss with pupils the content and what might follow and why. The reflexion part is done by the method RAFT – pupils choose the Role, Address, Form, Topic and write the text which reflects what they take from the story.

Virtual Water

> A version in Czech is also available here

At the beginning the pupils brainstorm their ideas connected with the word water and then they think over the connections among water and products we use. In small groups they are given cut-out cards with different products. Common task will be to put the cards in the order depending on how much water they think is used to make the products (from the most water intensive to the least). In a class discussion pupils guess how much water is used within the process of production and in next step they are given mathematical task to calculate exactly how much water is needed for production of e. g.1 kg of rice. They also read the information about the product, conditions for planting and place of origin. In the end of the lesson pupils discuss the meaining of the term “virtual water” and why it is important, what are the impacts and consequences for our decision making process about consumption.