1. How Children View the World by Lauren Ciccarello

2. Talk to Each Other! Melanie Straßer, Age 12, Australia This child recognized the importance of finding ways to communicate with other people around the world. As we enter into a more globalized society, it become more important than ever to reach out and connect to people with different cultures in order to develop a more understanding and tolerant way of life. 1

3. Build Bridges to End Poverty These children think that countries of the world should work together to help solve problems. This piece is titled “Building Roads to Bring Rich and Poor Continents Together”. The children who designed this map think that the world is a place to be shared and that everyone should help each other to live lives free of poverty, with the basic necessities of clean water, food, shelter and medical care. Charissa, Angell, Saida, and Tugce, Age Unknown, The Netherlands 2

4. World Peace Sergio Castany de Fiori, Age 11, Brazil This child clearly believes in the idea of world peace. By using the universally recognized symbol of a white dove, this child expresses his feelings that the people of the world should find ways to get along with each other for the good of the entire planet. 3

5. Global Computer Access Kera Tracey, Age 11, United States of America This child chose to highlight the availability and use of computers around the world. She is making the point that there are inequalities, on a global scale, in regards to the access to modern technology. By drawing attention to these issues, she may be implying that the more developed countries should be actively trying to help bring modern advances to all corners of the globe. 4

6. Change to Heal Jonathan Öderyd, Age 11, Sweden This child recognizes the prevalence of violence, war and inequality throughout the world. He feels that in order preserve our planet, we need to change how we approach differences and conflicts. If we, as a global society, don’t’ make changes now to heal the divides and conflicts between nations and cultures, the world will not survive. 5

7. Don’t Drop the Baby! Ioana Raducanu, Age 6, Romania Our world is similar to a baby, it must be taken care of and nurtured to grow and prosper. Without the nurturing of national relationships, the environment, the world economy and lives of all the people of the world, it would be destroyed. 6

8. How to Make the World Happy Luisa Fernanada Pasillas Piego, Age 11, Mexico This child views the world as a place that is currently plagued by to much violence and conflict. In order live successfully, the people of the world need to work together and come to mutual understandings over differences. If this happens, the world would be a much happier place. 7

9. My Place in the World Nguyen Thi Phoung Anh, Age 12, Vietnam This child views herself as both a Vietnamese citizen and a citizen of the world. Her picture clearly depicts elements of her native culture, but also shows that she realizes she has a place in the global context of the world. This child believes in a global society where people from all countries should work together for the benefit of all. 8

10. The World is Everybody’s Home Natalija Obreza, Age 12, Slovenia This child views the world as everybody’s home. All people share this planet and we are all connected. She recognizes the importance of global connections between people from all cultures and backgrounds. The earth is everyone’s home no matter what continent we live on. 9

11. Paint the World With Peace Mohammad Salimi Elizaei, Age 16, Iran This child views the world as a place in need of peace, love and understanding. Growing up in the country of Iran, he was raised in an area fraught with conflict. As a result, he desires to rid the world of conflict and have all citizen, no matter their background live together in harmony. 10

12. What Is This Child’s Knowledge Of Social Studies? The picture in the previous slide, “Untitled” by Mohammad Salimi Elizaei, was drawn by a 16 year old from Iran. He was born in 1989 and the only world he has know has been one of disagreement and violence. In Iran, there has been conflict both internally in the government and with other nations, lack of human rights, especially for women, and more recently a presences of refugees from war-torn Afghanistan. The country has high unemployment and poverty. In addition, at the time of this drawing, 2005, Iran was coming under increased scrutiny by the UN for its nuclear weapons program. This child was familiar with the conflict his country was involved in both domestically and internationally. However, this child remained hopeful that the world could be restored to a peaceful existence. One person could make the difference in helping the world to be a better place. This child must have had a passionate teacher who instilled an appreciation of other cultures in the context of a globalized environment. Despite the conflict present within his own country and region of the world, this child realized the importance of working together for the greater good of the global society and the only way to begin to do this was to start by spreading the message of peace to all corners of the globe.

13. The World According To The Children The children’s world views depicted in these maps all portray a sense of hopefulness and protective nature toward the developing global society. All maps present the world, and ultimately our society, as a positive resource that must be nurtured, mended and cared for in order to ensure its future. Some children speak to the components necessary in our global community, such as communication (1), and the need to take collective responsibility for all of the world’s problems, not just in one’s own country (2, 5, 6, 8, 9, & 10). Others focus on the desire to end conflict, injustice and inequality (3, 4, 5, 7, & 10). All of these children, in some way or another, must have had instruction in global awareness and empathy for nations and regions of the world other than their own. These children clearly posses the “open mind” the Merryfield (2008) deemed fundamental to developing global awareness (p. 363). However, an open mind is not the only important component to learning these ideals. In How People Learn, the author stated that “the ultimate goal of schooling is to help students transfer what they have learned in school to everyday settings of home, community, and workplace” (pg. 73) Teachers helped create connections to make the notion of global responsibility and citizenship important to their own lives. These connections show through their artwork and hopefully, became apparent in their everyday actions, attitudes and beliefs.

14. Implications for Teaching The Barbara Petchenik Children's Map Competition is an exciting and valuable resource for teaching children about social studies, culture and global perspectives. This activity is an engaging and interactive way for children to think about and demonstrate their views about the world around them. Teachers could use the artwork in this collection to asses students preconceptions and background knowledge of the global community or to compare and contrast a students personal views about the world with another student from a different country. I teach 2 nd grade and participation in this contest would be an enriching assignment during our unit dealing with how individuals, families, and communities are alike and different or the qualities of responsible citizenship in the classroom, school, and other social environment (2 nd Grade NCSCOS).

15. Instructional Example Objective: Students will provide at least 2 examples of ways to be a responsible global citizen. This objective aligns with 2 nd Grade NCSCOS Goal 1.01: Identify and describe attributes of responsible citizenship. Lesson: Watch the video trailer for the book What Does it Mean to be Global? by Rani Diorio. This is an age appropriate book that offers an engaging introduction to the meaning being a global citizen.video trailer Discuss what it means to be a global citizen and they types of activities that global citizen engage in. Have students work in small groups to brainstorm a list of ways to show responsible citizenship on the global level. Share ideas with the class. Assessment: Students will draw a map of the world that shows at least 2 ways to be a responsible citizen in the global community.