International Mindedness

Group 1
International mindedness
Inquiry:

If we made the same video 20 years ago, 40 years ago, etc. how would
the results change?

Why would they have changed? Or what is the significance of these

trends?

What biases show up in the way they show these statistics? Biases in
the way they word the questions?

So many people are starving because of limited access to food, yet we

have enough to feed everyone (and in North America we waste a lot of
it). What needs to happen to break down these logistical
barriers/increase trade?

Climate change: everyone is responsible, how to we combat the

"tragedy of the commons"?
Activities on globalization

Groups choose plant/animals and track how effect the environment

(invasive species)

History of number systems projects-if the video had been made X years ago , if it were
created X years from now (future) what do you think would change.
Group 2
Create 5 inquiry questions
Ex. What is the significance of the 75% statistic?
What statistics from the video do you think have changed over the
past 6 years? Why?
Is the video significant? Why?
Are any of the statistics correlated? Which ones and why?
What are the values and limitations of the source?
How can we convey the same message as the video through a different
medium?
1. Create 2 activities that would be appropriate for enhancing
international understanding.
Mock Forum (United Nations)
o Students will have the opportunity to research one of the groups
highlighted in the videos statistics
o We will have a forum in the class addressing the other issues
highlighted by the statistics and students will represent the
group they researched.

International Mindedness

o This will allow students to contextualize the statistics in a global

context and understand the perspectives of different groups who
hold a stake in these issues.
Same Message, Different Medium

Group 3
Based on the YouTube Video (International Mindedness)
Task: Activities and international mindedness
1. Create 5 Inquiry Questions
a. How does your geographical location relate to the statistics
indicated in the video? (Is it even applicable for where you are?)
b. What does the implication of money equating to happiness (as
presented in the video) mean? Is this a global phenomenon or
not?
c. If you were to make this video in 2016, what do you think would
show up on it? What about even farther into the future? (Create a
new video)
i. Different groups focusing on different aspects (or even
different cities)
d. What do you risk with the gross overgeneralization of different
groups of people?
2. Create 2 activities that would be considered appropriate to enhance
international understanding?
Based on Inquiry sub-question c) (If you were to make this video in
2016, what do you think would show up on it?)
o Students could create new videos based on current statistics.
They could do group research on several different
aspects (health, religion, races) from one city.
They could do individual research on several different
cities
Look at the Earth from different points of view and compare to
trends of the past look at different trends
o Within languages
o Within currencies
o Within species of animals (eg. What is the proportion of
insects, types of animals)
Group 4
> Have you personally been to a country that was applicable to the stats shown in the video?
(accessing prior knowledge)
> Now that you know where everyone is from, where their parents are from, and where their
grandparents are from, how can you relate it to your own identity? How can you relate to your

International Mindedness
peers?
>How do your countries of origin affect your perceptions of others and the way you perceive
their identity?
>How are biases and stereotypes formed? Where do they come from?
>How can you be more aware of your biases and how can you prevent negative situations?
When should you show your biases and make others aware of them?
>Is it possible to get rid of your biases?
>Math activity: each student studies a specific country, compiles their findings, and validates the
stats in the video--coming up with strategies of how to solve the issues presented in the video
(how to redistribute wealth and resources)
>Theater activity: acting out biases, performing tableaus, creating scenarios that show these
statements within a class population--audience actively critiques these performances and reflects
on them from an omniscient point of view
Group 5
Inquiry Questions:
1. What is privilege? What does it mean to have it?
2. Does privilege change depending on context?
3. Why is it important to recognize and value different opinions and
perspectives?
4. Which of the learner profiles best supports international
mindedness?
5. Despite the differences, in which ways are people the same?
What unites us?
Inquiry Tasks:
1. Ask students to write personal definitions about what is home,
and what does it mean to be at home. Then, have students post their
responses in the classroom for everyone to read.
2. Draw your neighbourhood in as much detail as possible. Then,
draw Canada. Then the world. This assignment asks students to
identify how well you actually know geography and understand how
little many of them actually know about the size and people of the
world.
3. Have table groups come up with a list of things they all have in
common. Try to come up with as many items as possible. These things
could be guided by questions like what are your personal goals?
What is most of valuable to you? Then, its a competition to find out
which group has the most unique items on their list.
Group 6
Inquiry Questions concerning Internationalism and Internationalmindedness

International Mindedness
Bioethicist Peter Singer argues the following: If it is in our power to prevent
something bad from happening without thereby sacrificing anything of
comparable moral importance, we ought, morally, to do it.
1. How does this quote reflect the unequal
distribution of wealth or allocation of resources in the most
impoverished parts of the world today? Can we reasonably attend to the
suffering in the world if we follow this notion?
2. How does global inequality affect social
instability?
3. If there is appropriate access to resources to
meet the needs of everyone, how would views of inequality be affected?
4. How do our activities affect global issues of
inequality?
5. How has history led to the current state of
global affairs and how will it affect the future?
6. How does access to communications combat
poverty?
7. What is the significance of internationalminded education?
8. Does our obligation to help people in need
decrease as the distance between ourselves and those in need
increase? We may act quickly to save a person who is suffering mere
inches away from us, though we tend to act much more slowly in
comparison when considering to aid those in other countries. How do we
reconcile this sort of intuition, and is this not an ethical dilemma worth
reconsidering?
9. Are non-profit charities and donations the
solution to global poverty?
ACTIVITY
1 Research and define each global issue below. Then, Propose
potential solutions to the following:
a Sweatshops in Bangladesh (Nike, Adidas)
b Blood diamonds and other precious metals used in technology (Apple and
smartphones)
c Access to clean water and other basic resources (Flint, Michigan, other
places)
d Gender inequalities
2) Pick a geographic location. Compare and contrast our value
systems to theirs. What commonalities are there? If people in that
location were to make a presentation of statistics what do you think
they would include?

International Mindedness