Children’s Imagination and the World

The Earth is Green

The Earth is Green

• A Japanese student drew this picture of the world titled “Green Land” and like many maps of the world, shows the vast stretch of green that covers the globe. The child is clearly aware of the importance of living sustainably as well as that the world is made up of different and diverse cultures which is represented by the countries’ flags.

Global friends

Lithuania: A lot of countries in one world

• A Lithuanian school kid drew this map of the world, titled “A lot of countries in one world.” The countries are colored differently and show an understanding of borders and boundaries. However, the student displays friendship in the linking of hands and understands the global relationships that are abundant around the world.

The Global Landscape

Bulgaria: The Map of the World

• The Bulgarian student who drew this map of the world chose to highlight various aspects of the global landscape. They clearly have a world-view and knowledge of different countries and different cultures.

The Students Perspective on Geography

• This Bulgarian students seems to have a thorough understanding of regional geography for their age. He colors the correct regions of the globe according to whether they are desert or not while also locating major mountain ranges. He demonstrates skills that are necessary for a person living in a globalized world.

One Musical Language

Poland: Music Joins Us

• This Polish students illustrates how music unites the globe. The student knows that there are some “universals” that transcends borders, cultures, and languages such as music.

The Diversity of Animals and People

Canada: Save the Earth

• By illustrating hands of different races and a diverse group of animals, the student comprehends the diversity of people and other life present on the planet. By titling the pictures as “Save the World,” the students knows that such diversity is worth saving.

The World Puzzle

Canada: United Pieces

• The Canadian student who drew this picture understands that the world is made up of many “pieces.” Each piece is different and essential to complete the puzzle.

Global Interconnectedness

China: The World is Just Like a Chess

• The world is not only diverse in culture and geography but is also linked and interconnected. The student understands this concept and illustrates it by linking different areas of the globe to one another.

The Diversity of the Globe and It’s People

Indonesia: Untitled

• An Indonesian student drew this portrait and illustrates the world culture. Each country has its own distinct culture but it is these diverse cultures that make up the world culture.

The Face of the World

Russia: Mr. Humankind or the Faith in World Cosmopolism

• Mankind is made up of many diverse ethnicities. There is no one face that is representative of mankind. The student represents their knowledge of this by representing the face of mankind as a collage of different cultures.

The Faces of the World

US: The World is for Everyone

• The student represents their knowledge of the diversity of the globe by presenting the different ethnicities located on the globe. By writing “The World is for Everyone” they show that despite these different ethnicities, they are all citizens of the world.

Total Synthesis

• All 10 of these maps drawn by school children show different understandings of the world. Some children illustrate the diversity of the world while others present the importance of interconnectedness and globalization. The children need to be familiar with the global atmosphere in order to be successful and compete in a globalized world. It is important that today’s children know about the diversity present in a global society so that they are more tolerant of one another while also knowing how to interact with one another.

Implications of the children's work and the project for teaching

• The teachers who used this project to teach global diversity and perspectives seem to have successfully taught the children about the geographical, cultural, ethnical, and ideological differences present in our global society. In the same vein as this project, I would ask high school students in a World History class to construct a project on a continent with a small group of classmates. They would have to hand-draw the continent including the rivers, mountains, and seas. They would also have to include the major religions, political ideas ,and government, while also highlighting the major cultural events, ideas, and practices. They would then present their project to the class. The class would then be able to ask questions and interact with their classmates. The purpose of this is to develop a thorough understanding of a region while also learning about other continents from classmates. I would be able to gauge whether the students have learned this based on the quality of their project and their ability to present the project to the rest of the class.