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Learning Opportunities around the World
Lesson 1:
From Unit Global Education: Why Learn? (K-2)
Purpose:
Through discussion and a game, children identify the value of education to individuals and the community.
Duration:
One 45-Minute Session
Objectives:
The learner will:
- state positive outcomes of school benefitting self and community.
- play “Community I Spy” with the added element of naming things in the program’s community that they value.
- reflect on common resources and behaviors important to the school community.
Vocabulary:
- community: a group of people that live, work, or play together, who have common interests, or who regularly interact with one another
- family: parents and their children; the members of a household
Materials:
- Handout is for educator background information.
- Chrysanthemum by Kevin Henkes (optional)
Instructional Procedure(s):
Anticipatory Set:
Explain to children that in the United States, public school is funded through the government and all children must go. Ask the children to raise their hands if they feel lucky to go to school. Ask them to raise their hands if they feel sometimes that school is hard and wish they didn't have to go.
- Tell children that in many countries school is very expensive, and a family might be able to send only one child or no children at all. Explain to children that education helps people be happy, healthy members of our society, and that students with a good education go on to get good jobs, to contribute to their communities, and to help the world at large. Let them know that the education they are receiving now might be one of the most valuable things they ever receive. Discuss.
- Ask children if it is fair that some children cannot go to school. Why or why not? What feelings would you have if only one child in your family could go to school? (Think about how you feel for yourself, your family, and your community if only one child per family can go.)
- Brainstorm some things that people can do in life because they learn the skills at school; things that help them do well in life and things that help the community do well. Examples include read the newspaper, solve problems, get along with others, count money, and read to learn.
- Play Community I-Spy. Explain to children that school is a type of community where students participate in activities together and share "common" resources. Have students select items for I-Spy that are shared by all and help the school community learn and work together. For example, a book, the whiteboard, the school bell, or a pencil. One child starts the game by saying, “I spy (name one attribute of an object in the room).” The other students try to guess what the object is and identify how it is a part of the school "commons." When they guess the object, another student selects a different object for the class to discover.
- Prompt the participants with these questions:
- What things in this room are part of the school community?
- How does (name of object) make our school community a good place to learn?
- Does every school community need (name of object) to be a good place to learn?
- To further the discussion and deepen students' understanding of this exercise, ask:
- What would happen if we didn’t have these things?
- Could we still learn?
- What classroom behaviors help our community? How and why?
- Is our school a community because we share resources? Why or why not?
Youth Voice:
Prompt the students to think about the many things they do have to support their learning that children in other communities or in the global community may not have. Encourage them to start thinking of things they can do to support learners around the globe get the materials they need to learn.
Cross-Curriculum Extensions:
Math: Take a poll and graph things children like to do in school. Analyze and discuss the poll and graph results.
Reading: Read the book Chrysanthemum by Kevin Henkes and discuss ways that the school community in the story worked for and against the common good.
Bibliographical References:
Henkes, Kevin. Chrysanthemum. Mulberry Books, 1996. ISBN: 978-0688147327
Handouts:
Handout 1Print Handout 1
Schooling across the Globe
The following chart provides some interesting facts about the educational opportunities and restrictions of different countries around the world. This chart may be used as a resource in the context of the upcoming activities. When presenting this to youth, have them examine the chart below and compare their education system with those of other countries from around the world. Reflection questions: What do you like better? What do you think is worse? Why do you think some countries provide so little education for their children while others provide so much?
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School year
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School day
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Average class size
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Typical studies
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Interesting facts
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Australia
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January to November divided into 4 terms; summer vacation is from December to January
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9am to 3:30pm
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18 students
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English, math, studies of the society and environment, science, arts, languages, technology, and personal development, health and physical education
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School grades in Australia are called “years.” Primary school is from year 1 to year 6; secondary school is from year 7 to year 12.
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Brazil
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Summer vacation is in December and January
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7am to noon
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30 students
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Math, geography, history, science, Portuguese, and physical education
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Students typically go home at noon to have lunch, the most important meal of the day, with their families.
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China
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Beginning of September to mid-July; summer vacation is spent in summer classes or studying for entrance exams
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7:30am to 5pm, with a 2-hour lunch break
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21 students
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Chinese, math, physical education, art, nature, history, foreign language, and geography, combined with practical work experiences
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Students study China’s unity, past and present accomplishments, and its future.
Math is typically taught by drill, which means students are repeatedly taught the basics of math until they comprehend it. |
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Costa Rica
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February to December; with two months of vacation from December to February, and a few weeks off in July
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28 students
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Core subjects: Spanish, social studies, math, and science, as well as English and computer science
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Costa Rica was one of the first nations in Central and South America to offer free public education.
Students begin college at age 15. |
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France
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August to June, divided into four seven-week terms, with one to two weeks of vacation in between
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8 am to 4 pm, Monday, Tuesday, Thursday, Friday, & a 1/2 day on Saturday
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23 students
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Basic skills in reading, writing, and math, and participate in exercises to develop observation, reasoning, imagination, and physical abilities
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Students usually attend school from ages 6 to 18.
Uniforms are not required, but religious dress of any kind is banned. |
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Iran
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10 months a year, or about 200 active days, from September to June
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7:30m to 1:30pm
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27 students
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Religious study, hygiene, basic math, science, reading, and study skills
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Boys and girls are educated separately.
Mobile libraries bring books to more than 4,000 children.
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Japan
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April through March, with breaks for summer, winter, and spring separating three trimesters
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8:30am to 5:00pm
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29 students
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Japanese language, math, reading, social studies, music, art, and moral education
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Moral education involves health and safety, discipline, courtesy, understanding and confidence, public manners, and environmental awareness.
Uniforms are required and there are extensive rules for hair styles, shoes, socks, skirt length, make-up, accessories, and more. |
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Kenya
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Three terms, each 13 weeks long, with one-month breaks in between.
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8am to 4pm
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30 students
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Kiswahili language, English, math, science, music, history, civics, and geography, and religious instruction
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Because Kenya is experiencing severe economic and environmental hardships, some students save their lunch to share with their families.
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Mexico
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September to June
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Monday - Friday, with electives on Saturday
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30 students
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Spanish, math, art, physical education, and environmental knowledge (natural sciences, history, geography, civics, reading, writing, and oral expression)
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Students are required to wear uniforms for primaria (elementary school) and secondaria (middle school).
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Nigeria
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January to December, divided into three semesters with a month off in between each semester
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8:00am - 2:00pm, with optional extra lessons for 2 - 3 hours
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40 students
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One of three main languages (Hausa, Yoruba, or Ibo), math, English, social studies, health and physical education, religious instruction, agriculture, and home economics
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Students must wear uniforms, as well as obey rules for hair, jewelry, and accessory restrictions.
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Russia
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Early September to late May
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8:30am - 3:30pm
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16 students
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Russian, math, reading, natural sciences, music, art, and physical education.
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No uniforms are required; students are instead encouraged to dress warmly.
Tenth grade is the last year of mandatory education. Eleventh and 12th grades offer optional paths, either to vocational schools to learn trade skills or to continue to study for university entrance exams. |
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South Korea
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March to February
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8:00am - 4:00pm
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30 students
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Korean language, math, science, physical education, social studies, moral education, music, fine and practical arts
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Most students remain in the same room while their teachers rotate throughout the day. After 5 p.m. students have a short dinner at home, or eat at school, before study sessions or other activities begin in the evening.
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Unit Contents:
Overview:Global Education: Why Learn? (K-2) Summary
Lessons:
- 1.
- Learning Opportunities around the World
- 2.
- Making a Difference Globally
- 3.
- A Read-In
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