Introduction to a Global Perspective
Day 1 Activities
Elevator Speech: The purpose of this work is to ensure that Valencia students have the knowledge, skills, and attitudes to live and
work effectively within and across cultures. In order to achieve this goal, Valencia faculty and staff are working to infuse more global
content into a variety of courses. In 2011, over 1400 students, faculty, and staff voted on the competencies of a global citizen, which is
the document that you (have here OR see on the screen). This semester, I have decided to get involved in this work, so we will be
talking more about what it means to have a global perspective (and how well you can communicate across cultures).
GPI Pre-Test – Introduction to a Global Perspective: You will need to arrange to have tablets or laptops brought into the classroom
in advance to ensure that all students complete the assessment at the same time. Valencia has a license for the Global Perspectives
Inventory. Contact the SAGE Office to set up the assessment in Qualtrics and give you access.
 Explain to students that they will be doing a pre-test and post-test to measure their global perspectives. Caution them to
answer the questions based on reality and not what someone would expect of them.
Video (4:22): Declaration of Interdependence: http://www.youtube.com/embed/CfPwhEDmKbc
 Introduce the video to the class as a way of introducing the topic of global perspectives.
 After the video, ask Ss the following and facilitate discussion:
o What did you think about the video?
o What does “having a global perspective” mean to you?
Line-Up!: Have Ss form a circle or line shoulder to shoulder. Say each statement below. Students should step forward if it is true for
them. Then they step back and you say the next statement. Feel free to add or modify the statements.
 I often interact with people from other cultures.
 I have run into cross-cultural conflicts at work, school, or in my personal life.
 I follow international news.
 I own a passport.
 I have traveled outside of the United States.
 I was born in a foreign country.
 I am fluent in at least one foreign language.
 I often think about our depleting natural resources.
 I take action to help the earth and/or reduce my carbon footprint.
 I search for courses in college that have an international theme.
 ________________________________________________________________________________
 ________________________________________________________________________________
What Is a Global Perspective Handout: Have Ss take turns reading the information aloud.
 Ask Ss if they had to pick one dimension, which one would be of interest to them.
 Have Ss complete the self-reflection statements and questions and review as a group.
 Have Ss set goals. They do not have to share with the group, but keep this for later in the course.
Video (19:17): Chimamanda Adichie – The Danger of a Single Story: http://www.youtube.com/watch?v=D9Ihs241zeg
 Show the video either in part or in its entirety.
 Ask Ss what she means about the danger of a single story and facilitate discussion.
 Ask Ss what single stories they may have encountered in their lives and how to move beyond the single story.
Valencia’s Competencies of a Global Citizen: If you cannot print the flyer in color for all Ss, pull it up on the Internet and email it to
them. Explain that these are the competencies that Valencia students, faculty, and staff felt were most important to achieving a global
perspective. Ask Ss for ideas on ways that they can achieve these competencies and mention the following:
 Enroll in a study abroad or international internship program. Show students the website:
http://valenciacollege.edu/international/studyabroad/
 Sign up for the Cultivating a Global Mindset Skillshop.
 Take a foreign language course.

Research the Seven Revolutions: http://csis.org/program/seven-revolutions and volunteer for an organization that focuses on
one of the issues.