Empowering Global Citizens

Note that in this simulation, the teacher should be especially careful to en—
sure that the students understand that anyone can become poor for reasons
outside of their control and to address any emotions associated with feeling
superior or “helping the poor.” It’s important that the students understand
the complexities of poverty. The teacher can help them understand those
complexities by imposing two simultaneous constraints (e.g., some people
have lost their jobs, and the prices of food are escalating simultaneously, and

thus, poverty impacts those without jobs even more severely).

Activity 5.5.6

The SDGs from the UDHR

For homework, the teacher asks the students if there’s anything about the
simulations that draws students’ attention to human rights that are not be-
ing fulfilled, as articulated Within the UDHR. The teacher asks the students
to present their thoughts in class.

The teacher introduces the students to the SDGS, the seventeen goals of the
world until 2030. Through visuals and graphics, the teacher showcases each
of the seventeen goals and speaks about them.

The teacher then gives the students a sheet that lists the UDHR and the
SDGs side by side and asks the children to match the two and to see which
parts of the UDHR the SDGs draw from.

Use the lesson “A Global Goals Assembly” to remind the students of the
SDGs (https://WWW.tes.com/worldslargestlesson/).

Activity 5.5.7

Children in Poverty

Here the teacher introduces SDG 1, poverty, and SDG 2, hunger. The stu-
dents are asked to monitor what they eat for the next two days. During these
two days, the teacher shows the children the foods that children in different

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