Global Citizen
Day program ● 5th grade – adult ● Prices Vary
Our NEWEST program!

Introduction

Shepherd’s Spring’s Global Citizen Program challenges students to develop their full potential and thrive in a diverse society. At Shepherd’s Spring we are committed to teaching youth to think critically so as to develop sophisticated thinkers who master content while evidencing a growing courageous and compassionate sense of responsibility for themselves and all people.

In a world where there are millions of people with different perspectives, beliefs and overall lifestyles it is important now more than ever to learn more about the people with whom we share this planet. Not only will this improve the way we perceive other groups, but it will also promote collaboration among people with different talents. Our differences can be used to benefit us all, particularly if we are aware of them.

The Shepherd’s Spring Global Citizen Program is based on the premise that all people have inherent value and as such their lives matter.

Global Citizen Learning Modules:
#1 Being Culturally Aware - Becoming Culturally Competent: Improving What we see and Do

Culture can be quite complex. It involves systems of behaviors, attitudes and values that affects people. It is

not always obvious to a first observer. Some things can only be learned from first-hand experience to

understand a culture fully. It is also important to be aware that culture affects people’s point of view and

shapes how they see things. It is essential to make sure that the message you want to communicate is

understood in the same way by the recipient. The outcome will be that a culturally competent person will

seek to see each person as unique and created by God with inherent (you don’t earn it) value.

Students will learn:

  • The difference between cultural awareness and cultural competence

  • Examples where lack of cultural awareness has led to poor decisions.

  • The importance of communicating clearly and properly as not everyone sees things in the same way.

  • The definition of a Global Citizen and the importance of a World View.

#2 Introduction to Appalachia: Born in the USA

Consider the lessons of the inherent value of the individual, juxtaposed against the struggles that result

from having to live with stereotypes, stigma, and labels that define an entire people as “never quite good

enough.” This is the reality of the people and culture of Appalachia. Participants will relate to the daily battle

coming from many directions to mold their personality and shape their character while telling them they will never be enough. But what if those messages are not valid? What would it mean if they understood that

they truly do have value and need to learn instead to express it? These questions are explored in this

lesson on Appalachia.

Students will learn:

 

#3 Introduction to Tibet: Sorry, But We’re Occupied!

In the 1950s China marched into a province in eastern Tibet and demanded everyone submit to 17 rules of occupation. Since then China has taken over the entire nation and claimed it as their own. In January 2020

the Chinese announced that they had eliminated 100% of abject poverty in Tibet and have raised the

literacy level to one of the highest in the world... But at what cost? Tibetans no longer have the right

to choose in many areas. When does personal choice really matter?

Students will learn:

  • Chirus and Shahtoosh Shawls are extremely valuable and now illegal. What can they teach about right and wrong or good and bad? 

  • It is possible to eliminate poverty completely yet, Jesus stated the poor would be with you always. How does this fit with what China claims to have done in Tibet?

  • Can the right to choose be taken for granted?

#4 Introduction to Guatemala: The long time connection with the USA

A 36 year civil war between the government and various Mayan groups saw over 200,000 killed and had many lasting effects on the nation and beyond. Eventually reconciliation was realized and the fighting ceased, however, even today Cartel and gang violence in the nation remain as an outgrowth of the years of trauma. Statistics indicate that just as many murders are still occurring as there were during the civil war. That has in turn led to many trying to find a better life by illegally crossing into the United States at great risk to themselves. Why did this happen and why did it continue for so long?

Students will learn:

  • Actions always have consequences, not always the ones intended.

  • What happens when a problem is not addressed properly, or ignored?

  • What is reconciliation and what difference can it make?

  • How what is happening today is connected to what happened, and what did not happen

    previously.

#5 Introduction to Kenya: How can a drought be manmade... and how can you tell?

The effects of drought on people living in poverty is typically viewed as if it were only a natural phenomenon and the human activities that may contribute to it are ignored. Understanding these actions and their impact allows us the opportunity to think about ways of addressing/overcoming the challenges that drought imposes, and developing a possible long- term perspective.

The 2004 Nobel Peace Prize went to the Kenya environmentalist, Wangari Maathai - best known for organizing a grassroots movement in which thousands of people were mobilized to plant 30 million trees and to protest forest clearance for luxury development. Imprisoned for his stand, Maathai linked deforestation with the plight of forgotten rural women, who are forced to spend untold hours in search of scarce firewood and water.

Students will understand:

  • What human actions may contribute to the creation of a drought (even if the drought is never

    personally experienced)?

  • What actions may be taken in response to a drought?

  • Have an understanding of the impact of deforestation on a nation and the action taken by

    Wangari Maaathai in Kenya.

#6 Introduction to Zambia: Water Footprints

By the middle of 2021, almost 3,000 Zambians had died as a result of the COVID virus that began spreading in 2019. However, in that same time 7,500 Zambian children died as a result of drinking unclean water and due to an absence of proper sanitation – this amounts to 5,000 children annually! Much has been done to address the problems of poverty and illiteracy in the nation, yet the need for clean water continues to face 6.8 million Zambians. Many are forced to walk an average of 3.7 miles each day carrying up to 40 pounds of water on their return to their homes. 90% of the carrying is done by women and young girls.

Students will learn:

  • What a water footprint is and what they can do to responsibly reduce their own.

  • What virtual water is and how they can use it responsibly.

  • Why this is a situation they do not want to ignore.

 

#7 Introduction to Thailand: Beware of Big Foot - Footprints and Sustainability

In 1939 the Thai king invited the British to harvest teak wood from the abundant rain forests in Northern Thailand. His actions raised the standard of living substantially within the nation, making abject poverty almost nonexistent. However, by 1988 when monsoon season arrived, massive flooding and landslides resulted in hundreds dead and over 400,000 left homeless. As all focus had been on the flourishing economy, no efforts had been exerted to replace the harvested trees. This lesson will help students understand the importance of sustainability and planning on the life of a nation, compared to the impact of failing to plan properly.

Students will learn:

  • The importance of an ecological footprint and how to calculate their own

  • What the Global Overshoot Day is and be able to identify at least three actions they can take

    personally to extend the date.

Global Citizen Summer Camp coming this summer!