UNIT 1: THE WORLD AND OUR PLACE IN IT In this learning unit, learners reflect on their place in the world by exploring the ways in which borders influence our idea of belonging and shape our identity and our interactions with others at a community and a global level. 1.1 A: DEFINING OUR BORDERS We experience borders every day in our lives. From the borders of our homes, our schools, our communities and throughout the world, borders are all around us. These borders order and define our movement and access to different parts of the world, but also have a big influence on our sense of belonging and how we interact with others from ‘inside’ and ‘outside’ our community. Defining our borders is a creative activity involving ‘map- ping’ the learners’ own community, discussing its borders and considering how the community might be affected if its borders change and exclude some of its people. Learners are also invited to critically reflect on the meaning and function of borders, as well as the way their community is defined by borders and how this shapes their own place in the world. 1.1 B: THE CHANGING WORLD MAP The world map is not static. Countries are formed, borders are determined, countries disappear, and borders are changed. This dynamic characteristic of maps and borders means that questions of belonging can be complicated. For example, if a country changes its borders or ceases to exist, certain individuals might be excluded and lose the citizenship of that country. Sometimes people receive a new citizenship right away, but often it is a much more complicated process. The changing world map is an activity that allows learners to explore borders as temporary and shifting rather than fixed and permanent, and understand how this could lead to changes in human relationships and belonging – including how it can lead to exclusion. 13