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Sacred Trust

The International Labour Organization (ILO) defines child labor as work that is

mentally, physically, socially or morally dangerous and harmful to children;

and interferes with their schooling by: depriving them of the opportunity to attend school;

obliging them to leave school prematurely; or requiring them to attempt to combine

school attendance with excessively long and heavy work.

–  Steve McCurry: The Sacred Trust https://stevemccurry.blog/2019/12/03/sacred-trust-3/

Author: Steve McCurry

Steve McCurry has been one of the most iconic voices in contemporary photography for more than thirty years, with scores of magazine and book covers, over a dozen books, and countless exhibitions around the world to his name.

To read more about Steve go to www.stevemccurry.com/bio

Sacred Trust

There is no trust more sacred than the one the world holds with children.

There is no duty more important than ensuring that their rights are respected,

that their welfare is protected, that their lives are free from fear and want

and that they can grow up in peace.

– Kofi Annan

For the past three decades as I traveled the world on assignment I have witnessed children working in fields, factories, ditches, tunnels, mines, and ship-breaking yards. The scope of the problem is vast. Hundreds of millions of children spend their childhood working and do not have an opportunity to play, go to school, or live in a healthy environment.

Steve McCurry

Plant The Seed - Unpack Your Thinking

The thinking routine we are exploring this week is A Reporter’s Notebook. A routine for separating fact and feeling.

View the gallery of Steve McCurry’s Photos from his collection named “Sacred Trust”. What are your thoughts and feelings about Child Labour and can you seperate the facts from your feelings? Unpack your thinking using these steps.

  1. Look at the gallery of pictures and discuss the dilemma of Child Labour

 

  1. Identify the Facts and Events of the situation, record them –  ask if these are clear facts, or if they need more information about them. 

 

  1. Record the Thoughts & Feelings of the children involved in the story. As students record them, ask if these are clear facts or if they need more information about them. 

 

  1. After a discussion, as a group make the best judgment of the situation based on the information at hand. Make a statement about child labour. 

Modelled Thinking

Here is my thinking – Bronwyn Joyce ‘The Global Write’ Creator

IMPORTANT: Teachers don’t forget to take a photo of your students thinking and post them to ‘The Global Write’ Wakelet.

Let's Write

Prompt 1

Child labor and poverty are inevitably bound together, and if you continue to use the labor of children as the treatment for the social disease of poverty, you will have both poverty and child labor to the end of time.

Grace Abbott

Thinking about the above quote by Grace Abbott, in 100 words write a POWERFUL paragraph that would convince world leaders to do something to stop Child Labor.

Post your statement to ‘The Global Write’ Wakelet.

Prompt 2

Watch this UN Video about the fight against child labor. Using Buncee or colourful paper to write a letter to one of the children. What would you say? And what could you add to your letter to make them smile when they receive it. Creating with Buncee? Make sure you add your letter to ‘The Global Write’ Buncee Board.

Prompt 3

 

Make a video about Steve MCCurry. Use his biography and his blog to help you :

 

Use any video platform to make your video, BUT make sure you upload to ‘The Global Write’ flipgrid link below.

Prompt 4

 

Create a poster to raise awareness of Child Labour amongst young people or create a painting to describe your feelings about Child Labour. Publish your work to one of ‘The Global Write’ publishing tools – Flipgrid. Buncee Board or Wakelet.

Let's Create with AMAZELAB

Add the creativity of STEAM to learning, new ideas each week brought to you by the sensational team at AMAZELAB in the UK.

Design an activity pack so you and others can learn anywhere!

Make sure no young person misses out on any aspect of their education by creating an activity pack full of remote learning ideas that can be completed anywhere, at any time.

What would you include? What parts of your learning do you think are the most important?

Are you able to think of a design that is compact, durable, contains everything you need e.g. activities, pens, pencils etc.?

Would it be waterproof and reusable? Would friends and siblings be able to pass on and share? How about implicating an idea where the young people learn a subject then teach others as they become an expert?

Would you design it for different topics or combine them all?

So many possibilities!

 

The AMAZELAB Team are  looking forward to seeing your ideas for this one 🙂

IMPORTANT: Make sure you share your pack with ‘The Global Write’ Community. Who knows there may be a company out there that likes your innovative idea, they might even be able to use it to support all children getting an education anywhere in the world. 

Share Your Thinking & Creativity With The World

Place you let’s write work or your AMAZELAB creation on a Buncee and post to ‘The Global Write’ Buncee Board. Take a photo of your work and share it on our Wakelet or tell us all about your writing or creations on Flipgrid.

All you need to do is click on your button of choice and share your great work with a global audience.

Teacher Resources

For more information on the Reporter’s Notebook thinking routine go to http://www.pz.harvard.edu/resources/reporters-notebook 

The UN Sustainable Goals and Good Life Goals we are supporting this week are:

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What’s In Your Suitcase?

WHAT’S IN MY BAG?

What refugees bring when they run for their lives

Yearly, nearly 100,000 men, women and children from war-torn countries in the Middle East, North Africa and South Asia have fled their homes and traveled by rubber dinghies across the Aegean Sea to Lesbos, Greece.

Refugees travel light, for their trek is as dangerous as it is arduous. They are detained, shot at, hungry. Smugglers routinely exploit them, promising safety for a price, only to squeeze them like sardines into tiny boats. Most have no option but to shed whatever meager belongings they may have salvaged from their journeys. Those allowed to bring extra baggage aboard often toss it overboard, frantically dumping extra weight as the leaky boats take on water.

Few arrive at their destinations with anything but the necessities of life. The International Rescue Committee asked a mother, a child, a teenager, a pharmacist, an artist, and a family of 31 to share the contents of their bags and show us what they managed to hold on to from their homes. Their possessions tell stories about their past and their hopes for the future.

“You will feel that you are a human. You are not just a number.”

  • The International Resource Committee

Plant The Seed - Unpack Your Thinking Add Your Heading Text Here

Refugee Survival Pack

The thinking routine we are exploring this week is Stories. A routine for uncovering accounts of complex issues. Watch the video and consider how the refugee crisis, events, people, society, etc. are presented; what has been left out, and how might you want to present the global issue.

 

Have a look at this article and look closely at the pictures https://medium.com/uprooted/what-s-in-my-bag-758d435f6e62,  watch the video then unpack your thinking the following way: 

 

What is the story that is presented? 

(What is the account that is told?) 

 

What is the untold story? 

(What is left out in the account? What other angles are missing in the account?) 

 

What is your story? 

(What is the account that you think should be the one told?)

Modelled Thinking

Here is my thinking – Bronwyn Joyce ‘The Global Write’ Creator

IMPORTANT: Teachers don’t forget to take a photo of your students thinking and post them to ‘The Global Write’ Wakelet.

Let's Write

Holiday bag or Get-away bag?

This week there are two parts that must be completed, Part A you will have a choice and Part B is a reflective writing task. You will have two different scenarios to consider. After watching the refugee backpack videos your task this week is to create two different suitcases and make a comparison. 

 

 

Part A

 

Scenarios 1

“Imagine you are going on holiday tomorrow, what would you pack? Where are you going and what do you need to pack in your case? You have 10 minutes to pack a bag.”

 

Scenarios 2

“Imagine you need to escape from your home tomorrow. You do not know whether and when you will return. Pack a suitcase with the things that you would take. Remember you can only have one suitcase and you are probably going to leave your country on foot or by road. You might not always be sleeping in a house at night. Take 5-10 minutes to decide what you will take.”






Choose one of these options

 

  1. Make a video of what you would pack in your two suitcases and share it on The Global Write flipgrid. 

 

  1. Make a poster or a buncee of your suitcases showing all the items that you packed. The template may help you be creative. Don;’t forget to add your buncee to the Buncee Board. 

 

  1. In two short 100 word snapshots describe what you would pack for each of the scenarios and why? Publish your writing to The Global Write Wakelet. 

Part B

Reflective Writing

 

What difference is there between your holiday case and your get-away case? Why are the suitcases differently equipped? What would you not take in your get-away bag that you would really miss?

Let's Create with AMAZELAB

Add the creativity of STEAM to learning, new ideas each week brought to you by the sensational team at AMAZELAB in the UK.

 

Design a bag 

 

Are you able to design a bag suitable for a child your own age to carry? 

 

Things to think about:

 

The shape of the bag – research and investigate the best shape bag for a child to carry

The materials the bag will be made from – is it readily available? Can it be recycled? How expensive is it? Can it be easily made? Is it waterproof?  How heavy will the bag be? 

What design will the bag be? Think about colour and how you would like the bag to look. Will it be desirable to others?

What volume will the bag hold, are you able to calculate this? 

 

Take it further;

Find out about how the bag would go into production. 

How much will it cost?

Where will it be made?

How will it be distributed? 

How will you advertise the bag? 

 

Are you able to design a bag suitable for use by a child to help them in difficult conditions or in a disaster zone? What do you think the bag would need to contain to help the child? 




IMPORTANT: Teachers don’t forget to take a photo of your students STEAM creations and post them to ‘The Global Write’ Wakelet.

Share Your Thinking & Creativity With The World

Place you let’s write work or your AMAZELAB creation on a Buncee and post to ‘The Global Write’ Buncee Board. Take a photo of your work and share it on our Wakelet or tell us all about your writing or creations on Flipgrid.

All you need to do is click on your button of choice and share your great work with a global audience.

Talk To 'The Global Write' Youth Ambassador Olivia

Can you explain the meaning behind Olivia’s image this week? Olivia was inspired this week by the struggle of refugees and the short time frame they have to pack their backpacks when fleeing. She would love to hear your thoughts about what her image signifies. Send here a message on ‘The Global Write’ Wakelet and I am sure she will leave you a reply.

Teacher Resources

For more information on the Stories thinking routine go to http://www.pz.harvard.edu/resources/stories

The UN Sustainable Goals and Good Life Goals we are supporting this week are:

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Gender Identity and Sexual Orientation

There are many kinds of differences we need to respect, accept and come to value. Two important areas of difference are gender identity and sexual orientation. You may not have encountered these concepts before. While exploring these topics, we need to be open to learning new information and listening to everyone. Our classmates and teachers may share comments and feelings about these subjects that surprise us. Being ready to learn about different gender identities and sexual orientations will help us understand the discrimination that can exist.

Check the glossary for definitions of words you don’t know

Despite the fact that there are many people around the world who have different gender identities,  most forms we fill out still ask us to check off male or female. However, there have always been places where more genders are accepted and even welcomed. 

In the Indigenous cultures of North America, two spirit people are said to contain both male and female ‘spirits’.

In the Philippines they use the term siya which encompasses all genders.

In Indonesia, the Bugis ethnic group has 5 genders: makkunrai (female women), oroani (male men), calalai (female men) and calabai (male women) and bissu (transgender priests). 

Indigenous Australians use sistergirls to describe people with a gender appearance inconsistent with their assigned sex, with a female spirit and female roles in the community. They use brotherboys to describe people with a gender appearance inconsistent with their assigned sex, with a male spirit and male roles in the community.

 

Watch the video to learn more about the range of gender identities.

Click here if there are words you are not sure of. There is a glossary!

Just like it is important to say a person’s name correctly, it is also important to use the pronouns they want you to use.

Sexual identity or orientation is about who you are attracted to. There are many different kinds so it takes TWO videos! Here is the first one!

Click here to go to the glossary!

Here is the second video. No matter how you feel INSIDE or who you are attracted to, you are a great person!

 

Teachers: for more great resources for a variety of grade levels, click here.

Click here to go to the glossary!

Plant The Seed - Unpack Your Thinking

The visual thinking routine we are learning about this week is

I Used to Think …  Now I Think …

It is a routine for  reflecting on our thinking and exploring how and why it has changed.

Before you watched the videos about gender identity and sexual orientation, you had probably had some ideas about what they meant. In a few sentences, write what it is that you used to think about gender identity and sexual orientation. Take a minute to think back and then write down your response to “I used to think …”

Now, I want you to think about how your ideas about gender identity and sexual orientation have changed as a result of the videos we watched and our discussions. Again, in just a few sentences, I want you to write what it is that you now think about gender identity and sexual orientation. Start your sentences with “Now, I think …”

 

Modelled Thinking

Here is my thinking – Anne LeBlanc ‘The Global Write’ Team Member and Google Slides Prompt Creator for the weekly Wakelet.

MPORTANT: Teachers don’t forget to take a photo of your students thinking and post them to ‘The Global Write’ Wakelet.

Here is my thinking – Bronwyn Joyce ‘The Global Write’ Creator

Let's Write

Prompt 1 

Choose one of the ideas below. Use Buncee or draw a poster and upload the photo to Buncee. If you need ideas, go back and watch the videos again.

 

  • Make a picture showing someone asking someone else to use their preferred pronouns.

 

  • Make a picture telling the world it is OK to have and celebrate your unique gender identity. This is one way to be a LGBTQ+ ally (helper – see the glossary for more details)

 

  • Make a poster showing people that all kinds of sexual orientations are accepted and valued, for example, you could draw two people who love each other or a whole family. Another way to be an ally.

 

Prompt 2

After you watch the video, think, do you have any other respectful questions for Nanta about being a gender non-conforming person? Write your questions in a document and upload it to wakelet.

Prompt 3

After watching the video, write a persuasive speech to those countries who are not upholding human rights when they discriminate against, and even jail people for their gender identity and / or sexual orientation. Name the human rights the those countries are violating. Click here for a list of human rights. 

The world needs allies like you

Let's Create with AMAZELAB

Add the creativity of STEAM to learning, new ideas each week brought to you by the sensational team at AMAZELAB in the UK.

 

Turn yourself into a RAINBOW

 

Investigate how a rainbow is formed in nature as you go on a hunt around your home or school looking for rainbows and turning yourself into a RAINBOW

 

IMPORTANT: Make sure your remember to take a photo of your rainbows and post them to ‘The Global Write’ Wakelet

 

Teacher Resources

For more information on I Used to Think… Now I Think… the  thinking routine go to http://www.pz.harvard.edu/resources/i-used-to-think-now-i-think

More Resources

Glossary

Different words are used in different countries and by different people. You may use or hear other words in your area.

Ally – a person who is not part of the LGBTQ+ community and supports and stands up for members LGBTQ+ community and their rights 

Asexual – a person who is not attracted to anyone, regardless of their gender identity

Binary genders – the concept of male and female as the only genders is binary (bi=2)

Gay – can refer to someone attracted to another person of the same sex, or used specifically to refer to a man attracted to other men

Gender non-conforming – this adjective relates to gender identity. It describes a person who does not want to act or dress like society expects someone of their gender to. Check out this great video which explains it well.

Gender fluid (also genderfluid) – a person whose gender identity shifts between different gender identities.

Intersex – a person who physically has male and female reproductive organs or chromosomes of both sexes 

Lesbian – a female who is attracted to another female

Non-binary means a person who doesn’t identify with either gender.

Straight (Heterosexual) – someone who is attracted to a person of the opposite sex (male to female and male to male).

Two-Spirit – In the Indigenous cultures of North America, two spirit people are said to contain both male and female ‘spirits’.

Pansexual – a person who can be attracted to a person of any gender identity

Queer – a person who is not straight, for example, they may not be sure if they are bisexual, gay or pansexual so they identify themselves as queer

Transgender (or trans) – a person whose gender identity is different than the one they were born with, for example – someone is born a boy and identifies as a girl

Acronyms

Acronyms – an acronym is an abbreviation for a list of words. In different parts of the world, different acronyms are used.

 

LGBTI means Lesbian Gay Bisexual Transgender Intersex

 

LGBTQIA means Lesbian Gay Bisexual Transgender, Queer, Intersex, Asexual

 

LGBTQ+ means Lesbian Gay Bisexual Transgender + indicates other possibilities

 

LGBT2SQ – Lesbian Gay Bisexual Transgender, Two-Spirit, Queer and Questioning

The UN Sustainable Goals and Good Life Goals we are supporting this week are:

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Creativity and Innovation in Problem-Solving

There may be no universal understanding of creativity. The concept is open to interpretation from artistic expression to problem-solving in the context of economic, social, and sustainable development. Therefore, the United Nations designated 21 April as World Creativity and Innovation Day to raise the awareness of the role of creativity and innovation in all aspects of human development.

https://www.un.org/en/observances/creativity-and-innovation-day

Plant The Seed - Unpack Your Thinking

Invent, Innovate or Campaign – What have people been doing?

Sir Ken Robinson, Emma Watson, and Aardman Animations invite children to get involved in the Global Goals for Sustainable Development by inventing, innovating and campaigning.

The visual thinking routine we are learning about this week is the Name, Describe, Act. A routine for looking closely, noticing, developing memory & analyzing. Let’s learn about young inventors, innovators, and campaigners. 

 

Watch the video and Name, Describe and Act using these thinking prompts:

Name – Recalling from memory, name and make a list of all the things the young people either invented, innovated, or campaigned that you can remember.

 

Describe – For each of the things you have named, add a description to each. 

 

Act – For each of the things you named and described the young people invented, innovated, or campaigned for, tell how they act. What are they doing? What is their function? How do they add or contribute to changing the world?

Sketch Noting Example

Here is my thinking – Bronwyn Joyce The Global Write Creator

Let's Write

This week’s prompt is all about being creative or innovative. One prompt for everyone. 

 

These are the UN Sustainable Goals and we have until 2030 to achieve them.

 

In your opinion what are the most severe problems facing the world right now? Brainstorm a list. You might like to use this resource to support you when creating your own 17 world goals. 

HINT: Use these negative world problems and turn them into positive goals. Eg Violence in Homes – Safe homes

Looking at these world problems, design your own 17 Global Goals. Create your own pictures/symbols to match your goals. You can use the template below, or be creative or innovative and make your goals your own.

Let's Create with AMAZELAB

Add the creativity of STEAM to learning, new ideas each week brought to you by the sensational team at AMAZELAB in the UK. 


Creativity and Innovation when responding to the need to increased food production 

Climate change and a growing population are putting an increased demand on farmers who are required to grow crops on land that is increasing flooding plus with a growing population space is becoming limited. 

Your challenge will be to design and build an innovative idea to aid farmers to grow crops in areas where space is limited or frequently become flooded.

One idea is a floating garden, but we cannot wait to see your ideas, maybe growing up the side of tower blocks, on roof gardens or using stilts! 

Make a note of your research, ideas and findings. 

Draw your ideas 

Decide on your final design and explain why you decided on this one. If you created a model, did it work well? How would you improve it next time? 

Share Your Thinking & Creativity With The World

Place your global goals or your AMAZELAB creation on a Buncee and paost to ‘The Global Write’ Buncee Board. Take a photo of your work and share it on our Wakelet or tell us all about your writing or creations on Flipgrid.

All you need to do is click on your button of choice and share your great work with a global audience. 

Talk To 'The Global Write' Youth Ambassador Olivia

Can you explain the meaning behind Olivia’s image this week? Olivia was inspired this week by her love for creativity to enlighten and change the world. She would love to hear your thoughts about what her image signifies. Send here a message on ‘The Global Write’ Wakelet and I am sure she will leave you a reply.

Teacher Resources

For more information on the Name, Describe, Act thinking routine go to http://www.pz.harvard.edu/resources/name-describe-act

The UN Sustainable Goals and Good Life Goals we are supporting this week are:

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What If…You Were Caught In An Earthquake?

An epic exploration of possibilities. 

What If – These two simple words are the spark that has ignited countless theories, discoveries, and inventions. Most of what we know about ourselves and the universe is because someone, somewhere, at some time asked themselves “What if?” Join the What If Team on an imaginary adventure — grounded in scientific theory — through time, space and chance, as they ask what if some of the most fundamental aspects of our existence were different.

What If is a documentary web series that takes you on an epic journey through hypothetical worlds and possibilities, some in distant corners of the universe, others right here on Earth.

What If is produced by Underknown in Toronto, Canada (underknown.com) and made possible with the support of Ontario Creates (www.ontariocreates.ca)

The Global Write Team highly recommends all our followers to subscribe to What If.. on Youtube for endless opportunities to integrate science into your classrooms in a fun and creative way. 

This week we have a powerful topic for you, that connects itself to the concerns we have for climate change and the damage it is doing to our world.  What If…You Were Caught In An Earthquake? 

Let’s explore one of the informative What If… videos

Plant The Seed - Unpack Your Thinking

Using digital media to prompt thinking and to create a visual representation is vital for many student learning styles when thinking needs to be unpacked. This week we are using a film clip from the movie, San Andreas, get students to hone in on the characters and the destruction that surrounds them. 

 

Then have students:

Imagine the place you live,

The life you planned for,

The people you hold on to,

Where will you be?

Who will you be with?

When everything falls apart.

The visual thinking routine we are learning about this week is the See, Think, Me, We. A routine for connecting to the bigger picture.

 

Using this template to have students unpack their thinking.

Sketch Noting Example

Here is my thinking – Bronwyn Joyce The Global Write Creator

Let's Write

This week’s prompts will connect to the film clip above, earthquakes, and placing yourself in the shoes of a character. 

Prompt 1

 

What if you were one of the characters in the Film Clip? The Lady being rescued or maybe the rescuer.

Write a snapshot as if you were in one of the moments.

Think about your feelings right at that moment.

Share your snapshot on The Global Write Flipgrid.

If you have students that are unsure how to start, here is a template to support them to get going.

https://www.edgalaxy.com/journal/2012/8/22/the-snapshot-writing-tool-for-teaching-english.html 

Prompt 2

Imagine all the different types of people or animals that could get stuck in the middle of an earthquake. Write a picture/cartoon story from an animal’s perspective. 

Hint: Buncee has great animations and stickers and you could make your own short story using different slides. Then post your story to The Global Write Buncee Board. 

See the example provide of a Buncee Story

 

Prompt 3

Write an explanation piece of writing using the following title: What causes an earthquake?

Remember: An Explanation always has a labeled diagram attached to the writing piece and contains scientific language.

Post your explanation to The Global Write Wakelet.

Here is a template to support your writing.

Talk To 'The Global Write' Youth Ambassador Olivia

Can you explain the meaning behind Olivia’s image this week?. She would love to hear your thoughts about what her image signifies. Send here a message on ‘The Global Write’ Wakelet and I am sure she will leave you a reply.

Teacher Resources

For more information on the See, Think, Me, We thinking routine go to http://www.pz.harvard.edu/resources/see-think-me-we

The UN Sustainable Goals and Good Life Goals we are supporting this week are:

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Dollar Street

DOLLAR STREET

Dollar Street is a Gapminder project – free for anyone to use. Today they feature 424 families in 65 countries, with 43536 photos and 8113 videos and counting!

See how people really live!

Plant The Seed - Unpack Your Thinking

Imagine the world as a street. Where the poorest lived at one end and the richest at the other end. AND everyone in the world lives on this street. 

 

The visual thinking routine we are learning about this week is the 3 Whys. A routine for nurturing a disposition to discern the significance of a situation, topic, or issue keeping global, local, and personal connections in mind.

 

After watching the TED Talk video unpack your thinking using these questions:

 

  1. Why might Dollar St matter to you? 

 

  1. Why might it matter to people around me family, friends, city, nation?

 

  1. Why might it matter to the world?



Sketch Noting Example

Here is my thinking – Bronwyn Joyce The Global Write Creator

Let's Write

Before you can do any writing you MUST explore Dollar St. Take your time and explore everything. Take a tour so you know how to navigate around the different parts of the street.

NOW let’s visit and explore Dollar St

https://www.gapminder.org/dollar-street

 

Prompt 1

Tell us about one of the families. Share their monthly wage, living conditions, and their dream.

Publish the information in a creative way using Buncee. Make sure you add your Buncee to ‘The Global Write’ Buncee Board..

 

Prompt 2


Design your own Dollar Street – Draw it, paint it, build it and add some of the families in your Dollar St. Share your design by posting it to ‘The Global Write’ Wakelet.

Prompt 3

Teach others about Dollar St. You are the teacher and you want to educate others about UN Global Goal 1 – No Poverty. Dollar St is your resource. Remember your audience has never seen Dollar St so make sure your instructions are clear.

Talk To 'The Global Write' Youth Ambassador Olivia

Can you explain the meaning behind Olivia’s image this week? She has taken her inspiration from the Dollar St Website (https://www.gapminder.org/dollar-street ). She would love to hear your thoughts about what her image signifies. Send here a message on ‘The Global Write’ Wakelet and I am sure she will leave you a reply.

Teacher Resources

.

For more information on the 3 Why’s thinking routine go to http://www.pz.harvard.edu/sites/default/files/The%203%20Whys.pdf

The UN Sustainable Goal and Good Life Goal we are supporting this week are:

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Light It Up Blue

World Autism Awareness Day aims to shine a light on autism to increase awareness about people and especially children who have autism. There is also hope to develop world knowledge about autism and deliver information on how important it is to detect an early diagnosis.

Autism affects both men and women of all races in all countries. It has an especially large impact on children and is immensely common. This is precisely why raising awareness of autism is essential.

Ways of celebrating World Autism Awareness Day include:

  •  reflect to see how you can support people with autism in a way that changes lives.
  • Sharing information online to spread awareness in your online communities.
  • Support a local family whose child has autism.
  • Getting involved in events run by autism communities.
  • Listening to people you know who have autism about what it means to them.
  • Donate to an autism organisation.
  • Engaging in discussions with your children so that they become aware and accepting of their similarities and differences.

 

                        –   Information from Twinkl https://www.twinkl.com.au/event/world-autism-awareness-day-2021

Autism Wakelet - Want to know more?

Plant The Seed - Unpack Your Thinking

This week’s thinking routine has been adapted from the routine Values, Identities, Actions. 

 

Let’s watch the pixar animated short episode from the film LOOP. After watching, think about autism and people with autism and unpack your thinking using the thinking routine – Values, Identities, Actions.

 

VALUES What values does someone being autistic invite you to think about? (Values are kinds of things that people value – fairness, justice, safety, respect, traditions, a nation or group a person belongs to, creativity, anything like that.) 

Dig a little deeper with any of these questions: Are they your values? Others’ values? Whose? Does autism affirm or challenge VALUES or raise puzzles about these values? 

 

IDENTITIES Who is autism awareness speaking about? And who is this awareness trying to speak to? (Not necessarily the same people!) 

Dig a little deeper with any of these questions: Is anyone left out of the story that should be in it? Do you fit in or not so much for this story? Why? 

 

ACTIONS What actions might autism awareness encourage? (Actions could include doing something concrete, refraining from doing something, just learning more, etc.) 

Dig a little deeper with any of these questions: Who’s actions – yours, others, what others? Why?

Sketch Noting Example

Here is my thinking – Bronwyn Joyce The Global Write Creator

Let's Write

Joined by the international community, hundreds of thousands of landmarks, buildings, homes and communities around the world come together on April 2, Autism Awareness Day, to Light It Up Blue in recognition of people with autism and those who love and support them.

Prompt 1

Spread, Share and Support Kindness

You are an advocate for World Autism Awareness Day and you are giving a speech on the day about everyone being different in their own way. How would you spread, share and support kindness? Post your speech to ‘The Global Write’ Flipgrid.

Prompt 2

Share Blue

Create a sign using Buncee or your own creative materials that promotes the symbol of wearing blue on April 2nd, World Autism Awareness Day OR you might choose to redesign this sign for http://autismspeaks.org Add your sign to ‘The Global Write’ Buncee Board.

Prompt 3

Wear blue and kindness

Write a persuasive piece or an information report that supports the understanding and acceptance for people with autism. Post your writing piece to ‘The Global Write’ Wakelet.

Talk To Our ARTIST Olivia

Can you explain the meaning behind Olivia’s image this week? She has taken her inspiration from World Autism Awareness Day. She would love to hear your thoughts about what her image signifies. Send here a message on ‘The Global Write’ Wakelet and I am sure she will leave you a reply.

Teacher Resources

For more information on the Values, Identities, Actions thinking routine go to http://www.pz.harvard.edu/sites/default/files/Values%20Identities%20Actions_0.pdf 

Student Showcase

The UN Sustainable Goal and Good Life Goal we are supporting this week are:

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Valuing Water

VALUING WATER

Water means different things to different people.

This conversation is about what water means to you.

How is water important to your home and family life, your livelihood, your cultural practices, your wellbeing, your local environment?

By recording – and celebrating – all the different ways water benefits our lives, we can value water properly and safeguard it effectively for everyone.

 

This week on ‘The Global Write’ we are looking forward to hearing your stories, thoughts and feelings about water.

Plant The Seed - Unpack Your Thinking

The visual thinking routine we are learning about this week is Think, Feel, Care. A routine for Exploring Complexity.

Thinking about the Global Water Crisis and the need to value water lets listen to the story of Gie Gie – The Water Princess by Susan Verde.

After listening to the story. Answer the following questions to unpack your thinking about how we should value water.

What did you think Gie Gie did in the story? How do you know? 

 

If you were Gie Gie, how would you feel about this? Why would you feel that way?

 

If you were Gie Gie, what would you care about? What would be important to you?

 

To help children think about different perspectives, choose a different person from the story and ask the questions again. For example the mothers perspective

Sketch Noting Example

Here is my thinking – Bronwyn Joyce The Global Write Creator

Let's Write

This weeks the prompts courtesy of the World Water Day Website https://www.worldwaterday.org/ 

Prompt 1

Share stories and opinions about water in your life in ‘The Global Write’ Flipgrid.

Prompt 2

Research everything you know about water. With the information you have read about, write descriptively in 100 words how water will play a role in your future. 

 

Post your piece of writing to ‘The Global Write’ Wakelet

Prompt 3

Using Buncee or drawing be creative and design images that showcase the role water plays in your home, workplace or school. Have fun using lots of colour. You could create a cartoon, write a picture story book, or even a collage. Post your creation to “The Global Write’ Buncee Board. 

Talk To Our ARTIST Olivia

Can you explain the meaning behind Olivia’s image this week? She has taken her inspiration from World Water Day. She would love to hear your thoughts about what her image signifies. Send here a message on ‘The Global Write’ Wakelet and I am sure she will leave you a reply.

The UN Sustainable Goal and Good Life Goal we are supporting this week are:

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Zaatari 360

One morning when I was teaching I had reason to question whether I was getting the message across to my students about unity and caring about each other whatever colour, religion or gender you are. The refugees in Zaatari are an example of communities and families torn apart for reasons above them. By the world coming together and uniting, Camp Zaatari exists and it is allowing families to live their lives, not the way they want because they want to be in their country but by giving them a second chance until they can go back to their original homes.   

This week as part of ‘The Global Write’ you will learn about Zaatari, take virtual tours of the camp and write descriptively as if you were there. We will unpack your thinking with words, feelings and write using descriptive language.

– Bronwyn Joyce ‘The Global Write’ Creator

Plant The Seed - Unpack Your Thinking

Zaatari is home to 77,258 refugees, nearly 20% are under five years old.

19,243 children are enrolled in 32 schools, with 58 community centers offering activities.

30% of refugees are female-headed households.

3,509 refugees engaged in Incentive-based Volunteering inside the Camp.

Average 7,303 weekly health consultations.

13,773 refugees have active work permits. 23% are women.

 –   Reliefweb https://reliefweb.int/report/jordan/zaatari-refugee-camp-factsheet-july-2020

Clouds Over Sidra

created by Gabo Arora and Chris Milk

Meet Sidra. This charming 12-year-old girl will guide you through her temporary home: The Zaatari Refugee Camp in Jordan. Zaatari has been home to 130,000 Syrians fleeing violence and war, and children make up half the camp’s population. In this lyrical VR film, Sidra leads you through her daily life: Eating, sleeping, learning and playing in the vast desert city of tents.

Lets listen to Sidra’s story: 

REMEMBER the video is in VR so you can navigate the scenes and see a 360-degree view. 

The visual thinking routine we are learning about this week is Beauty and Truth. A routine for exploring the complex interaction between beauty and truth.

After exploring Sidra’s story unpack your thinking by answering the following questions. 

1. Can you find beauty in this story? 

2. Can you find the truth in this story?

3. How might beauty reveal the truth?

4. How might beauty conceal the truth?

 

Sketch Noting Example

Here is my thinking – Bronwyn Joyce The Global Write Creator

Let's Write

Before you can write there is another VR View of Camp Za’atari that ‘The ‘Global Write’ Team would like you to explore. 

ZA’ATARI 360

Click on the image

Prompt 1

You are a journalist who has arrived at Camp Za’atari to record a story about life in the camp. After touring the camp via Za’atari 360 create a video of your visit. Post your video on ‘The Global Write’ Flipgrid.

Prompt 2

Using these sentence starters imagine you are standing on top of the shed in the picture above and when you are virtually inside Za’atari 360. Write a descriptive piece of writing about what you see. Post your writing to ‘The Global Write’ Wakelet.

Here I stand………

I can see……

The sound of the……

I feel the…..

Imagine if…..

If I was a refugee at Za’atari…….

Prompt 3

Create a poster on Buncee or use poster paper to educate the world about Camp Za’atari. Use Sidra’s story to help you. Share your poster on ‘The Global Write’ Buncee Board. 

Teacher Resources

For more information on the Beauty and Truth thinking routine go to http://pz.harvard.edu/sites/default/files/Beauty%20and%20Truth.pdf

The UN Sustainable Goal and Good Life Goal we are supporting this week are:

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Choose To Challenge

International Women’s Day 2021

A challenged world is an alert world. Individually, we’re all responsible for our own thoughts and actions – all day, every day.

We can all choose to challenge and call out gender bias and inequality. We can all choose to seek out and celebrate women’s achievements. Collectively, we can all help create an inclusive world.

From challenge comes change, so let’s all choose to challenge.

Plant The Seed - Unpack Your Thinking

What is your answer to the following riddle: 

A father is about to bring his son to a job interview applying for a position at a large company in the city. Just as they arrive at the company’s parking lot, the son’s phone rings. He looks at his father who says, “Go ahead answer it”. The caller is the company’s CEO (Chief Executive Officer – Most important person in the company) who says, “Good luck son, you’ve got this’ ‘. The son ends the call and once again looks at his father, who is still next to him in the car. How is this possible?

Have a discussion about who the caller could be. Then watch the video to see what others said.

The visual thinking routine we are learning about this week is See, Think, Wonder. A routine for exploring works of art and other interesting things.

Now look at what a class of five year olds answered to the following questions:

 

 

What does Parker like to play? What might Parker want to be? 

 

 

What might Luna like to play? What might Luna want to be?

The coloured answers represent what the boys (Green)  in the class answered and what the girls (Purple) in the class answered.