Empowering Global Citizens

home to the school and asked to label it with landmarks relevant their
interests (e.g., flowers or buildings). They learn about different countries
and their flags and basic characteristics of those countries (e.g., their cli-

mate, animals, plants, etc.).

—— Students learn how to make a map of their classroom, noting where
things are located.

— Students are then given a map of the school and are taken to differ—
ent places using the map; some places will not be on the map, and
they will learn how to fill it in.

—— They are then given a map of the neighborhood, and they label
where they live.

— They use building blocks to make a “map” of their route from their
home to the school, and they label landmarks.

— They locate bodies of water (e.g., rivers, lakes, and oceans) and learn

to identify them on the globe.

Resources

° Panwapa from Sesame Street (https://www.youtube.com/
watchFV=WyPHSHnMsM and http://www.panwapa.com/)

° The journey of Oliver K W/ooa'man, by Darcy Pattison

° My Granny Went to Market: A Round—tke—W/orld Counting Rkyme, by
Stella Blackstone

0 How to Make an Apple Pie and See the \Vorla’, by Marjorie Priceman

0 How to Make a Cherry Pie and See the USA, by Marjorie Priceman

' Tulip See: America, by Cynthia Rylant

° My Sister’s Rusty Bike, by Jim Aylesworth

' Me on t/ae Map, by Joan Sweeney

° Zigky Huntsfor Yreasure, by Brian Paterson

' Pirate Treasure Map: A Fairytale Adventure

° X Marks the Spot