SPRINGBOARDS FOR THE GLOBAL CLASSROOM
"Global Eyes"
by Beverley Ann McEwan
Subject area: Grade 12 English
"Global Eyes" is a global awareness project employing print, multi-media and live presentations
to communicate. The project is designed to infuse the English 12 curriculum with increased
global awareness through exposure to the CIDA themes of basic human needs, human rights and
the environment. The activities are designed to expand students' abilities to think critically,
creatively and reflectively and to communicate effectively in written, spoken, and visual forms
The project begins with a question on global issues, continues with brainstorming, research,
writing and reporting activities on a CIDA theme, moves to a viewing of a National Film Board
documentary, Romeo and Juliet in Sarajevo, on the topic of the effects of war. It concludes with
a presentation by representative of the Nobel Peace Prize winning organization Doctors Without
Borders.
Preparation Required:
The teacher will need to obtain a copy of the video Romeo and Juliet in Sarajevo See
www.nfb.ca for details of the video and ordering information.
Contact Doctors without Borders to book a speaker. www.doctorswithoutborders.org
Suggestion: if they are unable to provide a speaker, contact another non-governmental
organization working in the international development area. Many are listed on the website
www.bccic.org Follow links to the In Common Directory.
During the project students will:
 Construct a portfolio of global current events on one global issue for oral presentation.
 Write a journal response to Romeo and Juliet in Sarajevo.
 Write a newspaper review/ letter to the editor on the topic of Doctors Without Borders.
 Present their articles for publication within the school and community newspapers.
 Promote the "Doctors Without Borders" presentations both in the school and at a series of
public forums.
Students are expected to:
 Read provincial and national newspapers on a weekly basis, compiling a portfolio of
articles on one of the CIDA themes of human needs, human rights and environment.
 Write a weekly global awareness journal entry responding to ongoing video and live
presentations in class.
 Present an oral report on a global current event in class.
 Compose a multi-paragraph assignment in response to a presentation by a representative
of Doctor Without Borders.
Learning Outcomes for “Global Eyes” Lessons:
 Students will demonstrate critical thinking through expressing their ideas on the CIDA
themes of human needs, human rights and the environment.
 Students will "increase their understanding of and respect for other cultures by
researching newspaper articles for their portfolio and presenting an oral report.
 Students will broaden their foundation of written, oral, and representative language use
by completing assignments.
The following English language skill will be demonstrated:
 brainstorming
 organizing
 identifying themes
 critical reading, listening and discussing
 researching
 using technology to research
 summarizing
 class discussion
 point form summaries
 writing :notes/ideas/paragraphs
 global education oral report
 formal and informal speaking
 paragraph journal response
 interview
 multi-paragraph letter to the editor
Global Eyes One: "Towards A Global Perspective"
Time required: 2 class periods
Overview:
Students generate a list of global issues, cluster them under themes and begin a portfolio
assignment on a selected theme.
Procedure:
 Ask students to brainstorm “global issues”. Have a student volunteer to list class ideas on
the board.
 Have students organize their ideas under one of the following three CIDA themes :
human needs, human rights and the environment.
 Ask students to select one topic for a mini-research/oral report activity, reminding them
that critical reading, writing and speaking activities will be undertaken in relation to the
topic selected.
 Move to the library for a (pre-arranged) information session with the teacher-librarian on
print/internet newspaper research.
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Advise students that they will be selecting articles for their Global Current Events
Portfolio. Portfolio instructions: Read and summarize in point form five articles. Select
one to present orally to the class.
Allow time for research.
Have students compare and contrast articles in informal discussion groups.
Ask students to select one article for oral reporting.
Listen to and evaluate student global current events' reports.
Ask students to respond to this activity in their journals.
Assessment Plan for Global Current Events Portfolio/Oral Report:
/20 Selection of 5 articles on a CIDA theme (4marks each)
/30 Point-form summary of each article (6 marks each)
/25 Paragraph summary highlighting the article, and its relevance to the global topic selected
/25 Global current events oral report
Total: 100
Extension Idea
Students could produce their own newspaper with articles they write based on their portfolio
research. This could be shared with other classes/students in the school to raise school-wide
awareness.
Global Eyes Two: Romeo and Juliet in Sarajevo
Time/Materials Required:
3 hours total. The video is 81 minutes in length.
It can be purchased from www.nfb.ca
Overview:
Students respond strongly to this modern-day tale of the "Romeo and Juliet of the Balkan War".
Romeo and Juliet in Sarajevo has all the elements of tragedy; love, betrayal, hope, despair,
beauty and death. It is a vivid portrayal of inhumanity. This is a tale of two lovers whose
defiance and love for each other echoes the tragedy of Shakespeare's work. Students should
already be familiar with Romeo and Juliet.
Procedure:
 Introduce by quoting the concluding lines of Shakespeare's Romeo and Juliet and ask
students to 'sketch in' the familiar plot of two star-crossed lovers.
 Provide the class with a brief historical and geographical perspective of the Balkans, the
origins of the war and religious differences.
 Ask students to predict the plot of the documentary.
 Show the film, requesting that students take notes for a journal response assignment to be
written upon completion.
 Upon completion of viewing, solicit student feedback on the film and discuss.
 Have students compare and contrast Romeo and Juliet in Sarajevo with Shakespeare's
Romeo and Juliet, including, plot, theme and character development.
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Have students write a journal response to the film.
Cross Curricular /Extension Suggestions:
 Art students create sketches of the death scene in Romeo and Juliet in Sarajevo
 Theatre students create a voice-over of Shakespeare's conclusion and the final lines of the
film.
 Creative writing link: poetry response
 Social Studies 11: maps of the Balkans and historical perspective
Global Eyes Lesson Three: Doctors Without Borders
Time Required: 2-3 classes
Overview:
This final activity in the global awareness unit enables students to practice critical thinking,
listening and speaking skills through exposure to the Doctors Without Borders organization.
Students also may be involved with publicity, media interviews and forum questions if the
presenter is also available to speak at a public forum in the community.
Prior to the guest speaker’s arrival, students are briefed on the history of Doctors Without
Borders and prepare questions for the speaker. After the class presentation, students assist with a
public forum by preparing questions for the public forum, took notes and readied an outline for a
letter to the editor of the local newspaper.
Procedure:
 Contact Doctors Without Borders/ book their area representative. If possible, arrange to
have a public forum after the class presentation
www.doctorswithoutborders.org
 Students research the organization
 Students create posters/bulletins to advertise public forum via media, within school,
greater community, local colleges, junior high school
 Students attend, ask questions and summarize event
 Students write outline for a letter to the editor
 Students write rough copy of letter
 Peer-editing
 Final copies submitted for assessment and possible publication.
Group Assessment of Project
In groups, students comment on Global Eyes project: reporters from each group summarizing
and presenting commentary to class.