In primary, students learned about the interconnectedness between animals, humans and the environment, which is especially obvious through the food chain. From this, students understood the importance of becoming responsible global citizens and the importance of sharing. They worked together to create their business, voted on a name, tag line, and logo. Students made animals out of paper mache and cotton wool, which could be used as decorations for their business. Then, they had to select adjectives to use for taste, texture and smell in their marketing poster and billboard. Together, they made ninety cookies and chose to donate the profits as a way of giving back.
While high school student learned had a chance to think critically about how long-term trends that transformed trade from a secondary human economic activity to one that hardly anyone can do without. Furthermore, through their project they demonstrated an example of a more sustainable type of globalized trade. Students were given the chance in art class to depict how they interpreted globalization, which they related to modern cities. Hence, they created “Cityscapes” using colored paper against a black paper sky to depict nighttime in the city. In addition, students made watercolor bookmarks. In STEM class, students learned about resin and make customized jewelries to sell or as a promotion for buyers to buy more of their other products. Most of the students chose to make a business that involves food. Hence, in science class they were asked to consider food selection, the difference between organic versus inorganic food, and whether it is worth the extra money.
In special, for students to better understand globalization SNA also organized SNA Youth Start Up Project so students had a chance to make their own business. They could apply what they can learn from class to do their project. Particularly, they worked on Systems of Equations, sequences and series and break-even points in business in math class. They chose a company to research and then reported on the finances of the company, calculated their company’s total expenses and applied critical thinking to determine what negative impacts the company they researched might have on the environment. The students each presented a way in which their company could change their operations to positively impact the Earth. In design class, students created their posters, coupons, and flyers used for their business.
