All Criteria
Core Value

Global Understanding

Criteria

What does Global Understanding mean?
A global citizen actively seeks a personal understanding of how life in different countries varies relative to the interaction between power or privilege and economics, ethics, politics, religion, and/or the environment.
What I need to do:
Explore multiple contexts through study and/or experience, and reflect on the growth of your global understanding as a result.
Is my reflection ready to publish?
Yes

You demonstrate a personal understanding of, and perspective on, the relationship between power or privilege and any of the following:
Economics
Environment
Ethics
Politics
Religion
with reference to more than one context.

Not Yet

Student presents the required
academic knowledge but does
not offer a personal perspective.

No

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

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

Examples

FOR LEARNING BASED ON TRAVEL AND SERVICE

A student travels from Japan to Cambodia to build a school (two global contexts). He reflects on the idea that they are doing service to help people with less access to resources (power/privilege), but also considers that the students are actually terrible builders and that their presence there is taking work away from more capable local builders who need the work (economics). He begins to wonder if this service is not actually harmful and weighs the value of raising awareness among those with greater access to resources–himself and classmates–versus how the money spent on the trip could do more good for the people if they had not spent it on travelling (ethics).

FOR LEARNING BASED ON RESEARCH AND / OR CLASSROOM LEARNING

Student posts an essay written for economics class about outsourcing of labour for fashion clothes manufacturers (multiple global contexts, economics). In the essay she recognizes that the use of cheap labour in developing countries is exploitative (power/privilege). In reflecting on what she learned in the essay, she decides to learn more about fair-trade organizations to understand the alternative they offer(ethics).

FOR LEARNING BASED ON PERSONAL TRAVEL

Student is guided through a “slum” in Mumbai and recognizes the differences between this and her own lifestyle (multiple countries, power/privilege). She learns about the industries at work in the slums and how people make their livings (economics). After, though she is grateful for what she learned on the tour, she questions the ethics of making a “slum tour” into a profit-generating exhibit (ethics).

FOR LEARNING BASED ON LIVING EXPERIENCE / CURRENT EVENTS

Having lived for a time in Canada and Spain, a student reflects on the separatist movements of the Quebecois and the Catalans, and also of the Scots. He recognizes the minority cultures (power/privilege) and considers the processes for declaring sovereignty for each (politics). He considers whether on the whole, separation benefits the minority culture or negatively affects it (economics).

Exemplars
Ask your GCD coordinator for an exemplar for any element.