| Objectives | Students will be able to: (1) define global citizenship; (2) describe characteristics; (3) create a “Global Citizen” profile. |
|---|---|
| Materials | Profile template, examples of global citizens (e.g., Bob Marley, Kofi Annan). |
| Key vocabulary | global citizen, empathy, responsibility, interconnected |
| Engage (starter) | (10 min) “Are you a global citizen? If you care about people in other countries and the planet, you are!” |
| Develop (main) | (35 min) 1. Discuss traits: aware of world issues, respects diversity, acts for justice, protects environment. 2. Brainstorm local actions with global impact. 3. Create a “Global Citizen Profile” for yourself: name, values, actions you will take. 4. Share in groups. 5. Write a mission statement: “As a global citizen, I will…” |
| Plenary (close) | (10 min) Display profiles on a “Global Citizens Wall”. |
| Assessment | Profile shows understanding of concept with personal commitment. |
| Teacher notes | Ongoing theme. |
| Objectives | Students will be able to: (1) name several SDGs; (2) relate them to Jamaica; (3) choose one to research and present. |
|---|---|
| Materials | SDG poster, Jamaica’s VNR report (simplified), research materials. |
| Key vocabulary | SDG, goal, target, 2030 Agenda, sustainable |
| Engage (starter) | (10 min) Show the SDG colourful grid. “These are the world’s to-do list for 2030. What do you see?” |
| Develop (main) | (35 min) 1. Explain 17 goals: no poverty, zero hunger, quality education, climate action, etc. 2. Jamaica’s progress: mention achievements and challenges. 3. Each group selects a goal, researches local initiatives. 4. Create a “Goal Fact Sheet” with local example. 5. Present as a mini-exhibition. |
| Plenary (close) | (10 min) SDG exhibition walk. |
| Assessment | Fact sheet includes goal, target, and a Jamaican example. |
| Teacher notes | Link to school’s SDG club if exists. |
| Objectives | Students will be able to: (1) explain youth climate action; (2) plan a school eco-project; (3) write a climate pledge. |
|---|---|
| Materials | Inspiration from Caribbean youth activists, project planning sheet. |
| Key vocabulary | climate action, carbon footprint, mitigate, adapt |
| Engage (starter) | (10 min) Watch a short clip of a Caribbean youth climate activist (e.g., from Jamaica or Bahamas). “You can do something too!” |
| Develop (main) | (35 min) 1. Discuss small actions: reduce plastic, plant trees, save energy. 2. Brainstorm a class or school project (e.g., plastic bottle ban, composting). 3. Write a project proposal: goal, steps, needed resources. 4. Write a personal climate pledge. 5. Share proposals and pledges. |
| Plenary (close) | (10 min) Class vote to adopt one project; plan to implement. |
| Assessment | Proposal practical; pledge specific. |
| Teacher notes | Follow through with action next term. |
| Objectives | Students will be able to: (1) connect local actions to global goals; (2) create a “Think Global, Act Local” poster; (3) write a letter to a local official. |
|---|---|
| Materials | Poster paper, markers, local official contact info. |
| Key vocabulary | local, global, grassroots, impact |
| Engage (starter) | (10 min) “When you clean a beach in Jamaica, you help the ocean and the whole world. That’s local action, global impact.” |
| Develop (main) | (35 min) 1. Brainstorm local actions: recycling, volunteering, buying local. 2. Map how each connects to SDGs. 3. Create a “Think Global, Act Local” poster with examples. 4. Write a letter to a local councillor or MP about an environmental issue in the community. 5. Share posters. |
| Plenary (close) | (10 min) Mail or deliver letters. |
| Assessment | Poster shows clear link; letter addresses a real issue. |
| Teacher notes | Real civic engagement. |
| Objectives | Students will be able to: (1) consolidate learning about global trade, organisations, rights, sustainability; (2) create a personal “Global Pledge” poster; (3) present to class. |
|---|---|
| Materials | Review quiz, poster paper, art supplies. |
| Key vocabulary | review |
| Engage (starter) | (10 min) Quiz game: Kahoot or paper-based on term topics. |
| Develop (main) | (35 min) 1. Review game. 2. Reflect on all topics; write a “My Global Pledge” outlining personal commitments for trade justice, human rights, and sustainability. 3. Design a poster with the pledge. 4. Present to class. 5. Class photo with pledges. |
| Plenary (close) | (10 min) Closing circle: one word that describes your commitment. |
| Assessment | Pledge includes specific actions from each unit. |
| Teacher notes | End Term 2 on a positive, empowering note. |