standards based global education
In standards-based, global education a teacher may be intentional about incorporating the common core state standards into the framework of the Global Competencies presented in “Educating for Global Competence: Preparing Our Youth to Engage the World.” This is illustrated by the diagrams below and discussed in more depth in the article “What’s Global About the Common Core Standards?”
A standards-based education is essentially about purpose. Teachers use a set of standards to guide instruction and assessment. The standards are similar to the blueprint for a building. The blueprint is based on the principals of architecture just as standards are based on principals of education. The builder follows the blueprint but decides which materials to use. Likewise, the educator follows the standards but decides which resources to use.
There are many resources educators can use that will help students develop global competency as they develop standards-based skills. The English / language arts teacher may use literature that represents events and cultures from around the world. The science teacher may keep students informed about research and discoveries happening around the world. The math teacher may recognize math contributions from around the world. The history / social studies teacher should be including world events as causal factors regardless of the era being studied. Health and fitness teachers may introduce students to sports from other countries. Elective teachers may use music, art and drama from other countries to offer a global perspective. All teachers may assign research projects that incorporate global competencies and develop core skills. Below are some of the many resources available that help teachers bring global perspectives into their classrooms.
There are many resources educators can use that will help students develop global competency as they develop standards-based skills. The English / language arts teacher may use literature that represents events and cultures from around the world. The science teacher may keep students informed about research and discoveries happening around the world. The math teacher may recognize math contributions from around the world. The history / social studies teacher should be including world events as causal factors regardless of the era being studied. Health and fitness teachers may introduce students to sports from other countries. Elective teachers may use music, art and drama from other countries to offer a global perspective. All teachers may assign research projects that incorporate global competencies and develop core skills. Below are some of the many resources available that help teachers bring global perspectives into their classrooms.
Physical Education / Health and Fitness
* 10 Fun Games from Around the World
http://www.parents.com/fun/games/educational/games-from-around-the-world/
* Five Fun Games from Around the World
http://www.incultureparent.com/2012/09/five-fun-games-from-around-the-world/
* 10 Fun Games from Around the World
http://www.parents.com/fun/games/educational/games-from-around-the-world/
* Five Fun Games from Around the World
http://www.incultureparent.com/2012/09/five-fun-games-from-around-the-world/
Mathematics
* Global Math Stories - Engaging short informational texts about various places in the world accompanied by math questions, a social justice question and resources, including videos.
http://www.globalmathstories.org/
* Global Math Challenge - Massive Multi-player Online opportunity where students from all over the world challenge themselves
https://www.global-math.com/ https://www.facebook.com/globalmathchallenge
* Global Math Stories - Engaging short informational texts about various places in the world accompanied by math questions, a social justice question and resources, including videos.
http://www.globalmathstories.org/
* Global Math Challenge - Massive Multi-player Online opportunity where students from all over the world challenge themselves
https://www.global-math.com/ https://www.facebook.com/globalmathchallenge
The Arts
Skitt: International Day of Peace Play - a ready to read skitt for 11 actors about peace
http://www.peacekids.net/peacedaybook/play/index.htm
International Theater Institute - a news site for theater enthusiasts from around the world
http://www.iti-worldwide.org/
Global Art Ideas on Pintrest - a collection of globally inspired arts and crafts for students to do in the classroom https://www.pinterest.com/kannobe/global-art-ideas/
KinderArt - an impressive collection of classroom art ideas, including a multi-cultural art section http://www.kinderart.com
Global Music Lessons for ages 7 - 11- complete lessons for teaching art and music from various countries http://www.oxfam.org.uk/education/resources/global-music-lessons-for-ages-7--11
Global Music - children's songs from around the world with lyrics and accompanying videos, audio of various musical instruments from around the world, and ideas for class projects.
http://www.dariamusic.com/teachers.php
Skitt: International Day of Peace Play - a ready to read skitt for 11 actors about peace
http://www.peacekids.net/peacedaybook/play/index.htm
International Theater Institute - a news site for theater enthusiasts from around the world
http://www.iti-worldwide.org/
Global Art Ideas on Pintrest - a collection of globally inspired arts and crafts for students to do in the classroom https://www.pinterest.com/kannobe/global-art-ideas/
KinderArt - an impressive collection of classroom art ideas, including a multi-cultural art section http://www.kinderart.com
Global Music Lessons for ages 7 - 11- complete lessons for teaching art and music from various countries http://www.oxfam.org.uk/education/resources/global-music-lessons-for-ages-7--11
Global Music - children's songs from around the world with lyrics and accompanying videos, audio of various musical instruments from around the world, and ideas for class projects.
http://www.dariamusic.com/teachers.php
Science
International Space Station - Information and resources about the International Space Station from NASA. http://www.nasa.gov/audience/foreducators/index.html
Facing the Future - Free unit plans on global sustainability.
https://www.facingthefuture.org
International Space Station - Information and resources about the International Space Station from NASA. http://www.nasa.gov/audience/foreducators/index.html
Facing the Future - Free unit plans on global sustainability.
https://www.facingthefuture.org
English / Language Arts
Dogo News - Each news article has enticing text features such as graphics and photos. Some have videos. All have a CCSS link as well as comprehension questions and critical thinking challenge questions. All have a vocabulary list withwith linked definitions. In the International section, all articles have a geography feature with map links.
https://www.dogonews.com/category/international
Read Write Think Multi-Cultural Lesson Plans- an extensive complilation of language arts lesson plans, check out the MultiCultural Awarness selection under learning objective.
http://www.readwritethink.org/
Dogo News - Each news article has enticing text features such as graphics and photos. Some have videos. All have a CCSS link as well as comprehension questions and critical thinking challenge questions. All have a vocabulary list withwith linked definitions. In the International section, all articles have a geography feature with map links.
https://www.dogonews.com/category/international
Read Write Think Multi-Cultural Lesson Plans- an extensive complilation of language arts lesson plans, check out the MultiCultural Awarness selection under learning objective.
http://www.readwritethink.org/
Cultural Novels for Middle School Students
The Bread Winner and its sequel Parvana’s Journey by Deborah Ellis – In Afganistan, under the Taliban regime, Parvana must disguise herself as a boy and venture out to earn money to buy food for her family.
Children of the River by Linda Crew – A teenage Cambodian refugee now living in Portland, reconciles fitting into American high school life but not abandoning her culture.
Chinese Cinderella The True Story of an Unwanted Daughter by Adeline Yen Mah – Through the struggles that Adeline faces at the hands of her neglectful and cruel family, readers also get a sense of the foreign occupation of Hong Kong and of the Communist Revolution in China
The Clay Marble by Mingfong Ho – A young Cambodian girl and what’s left of her family escape the Khmer Rouge to a refugee camp on the Thai border.
Elephant Run by Roland Smith – During WWII a British boy is sent to live on his father’s elephant plantation in Burma to escape the German bombing in London. However, in Burma the Japanese soldiers confiscate his dad’s plantation and hold him captive.
Homeless Bird by Gloria Whelan –Thirteen year old Koly has only been married a week or so when her sickly teenage husband dies (the marriage was never consummated). Having taken her dowry, her in-laws then throw her out onto the streets of a small city in India.
Hotel on the Corner of Bitter and Sweet by Jamie Ford – This charming story of adolescence friendship and love gives readers some sense of the internment of Japanese-American citizens during WWII and of what it was like for a Chinese-American boy growing up in Seattle at that time.
House of Sixty Fathers by Meindert Dejong - A little Chinese boy is separated from his family when Japanese forces invade. Readers get a sense of the desperation and starvation of war but also of the resilience and hopefulness of youth.
Lupita Manana –by Patricia Beatty – The story of a girl and her brother who smuggle themselves into the US to earn money to help their family back home in Mexico Esperanza Rising by Pam Munoz Ryan – The reverse-Cinderella story of a 13-year old rich Mexican girl who becomes a migrant worker in Central California.
The Red Umbrella- by Christina Gonzalez – Told from the perspective of a 14- year old girl in Cuba during the Communist Revolution.
Rice Without Rain by Mingfong Ho – A teenage Thai girl living in a remote village must navigate the social upheaval brought on by liberal, well-meaning, privileged of college students from Bangkok and the subsequent arrest and prolonged imprisonment without trail of her father.
Shabanu Daughter of the Wind by Suzanne Fisher Staples – Shabanu is from a nomadic, camel herding family in Pakistan. As the second daughter of a man with no sons, she’s accustomed to more leniency than many girls – that is until she’s cornered into a marriage arrangement.
Cultural Novels for Adults and Older Students
The Absolutely True Diary of a Part-Time Indian by Sherman Alexie – Probably one of the most brilliant books of all time, this semiautobiographical novel examines culture and self-identity at its core and gives readers some sense of the Native-American experience.
Funny in Farsi: A Memoir of Growing Up Iranian in America by Firoozeh Dumas This fun memoir will give you a perspective on Persian culture and acculturation, and it will keep you laughing.
Persepolis by Marjane Satrapi – This fascinating autobiographical graphic novel provides some perspective about Persian culture, the Iranian revolution and the international community (or lack- there-of for this Iranian teenager on her own) in Europe.
Reign of Gold by Victor E Villasenor – this novel chronicles the journeys of two families who travel from Mexico and establish themselves in Southern California.
A Yellow Raft in Blue Water by Michael Dorris – This intriguing story raises issues of cultural normalcy, and gives readers some sense of what it means to be biracial, and the Native-American experience.
The Bread Winner and its sequel Parvana’s Journey by Deborah Ellis – In Afganistan, under the Taliban regime, Parvana must disguise herself as a boy and venture out to earn money to buy food for her family.
Children of the River by Linda Crew – A teenage Cambodian refugee now living in Portland, reconciles fitting into American high school life but not abandoning her culture.
Chinese Cinderella The True Story of an Unwanted Daughter by Adeline Yen Mah – Through the struggles that Adeline faces at the hands of her neglectful and cruel family, readers also get a sense of the foreign occupation of Hong Kong and of the Communist Revolution in China
The Clay Marble by Mingfong Ho – A young Cambodian girl and what’s left of her family escape the Khmer Rouge to a refugee camp on the Thai border.
Elephant Run by Roland Smith – During WWII a British boy is sent to live on his father’s elephant plantation in Burma to escape the German bombing in London. However, in Burma the Japanese soldiers confiscate his dad’s plantation and hold him captive.
Homeless Bird by Gloria Whelan –Thirteen year old Koly has only been married a week or so when her sickly teenage husband dies (the marriage was never consummated). Having taken her dowry, her in-laws then throw her out onto the streets of a small city in India.
Hotel on the Corner of Bitter and Sweet by Jamie Ford – This charming story of adolescence friendship and love gives readers some sense of the internment of Japanese-American citizens during WWII and of what it was like for a Chinese-American boy growing up in Seattle at that time.
House of Sixty Fathers by Meindert Dejong - A little Chinese boy is separated from his family when Japanese forces invade. Readers get a sense of the desperation and starvation of war but also of the resilience and hopefulness of youth.
Lupita Manana –by Patricia Beatty – The story of a girl and her brother who smuggle themselves into the US to earn money to help their family back home in Mexico Esperanza Rising by Pam Munoz Ryan – The reverse-Cinderella story of a 13-year old rich Mexican girl who becomes a migrant worker in Central California.
The Red Umbrella- by Christina Gonzalez – Told from the perspective of a 14- year old girl in Cuba during the Communist Revolution.
Rice Without Rain by Mingfong Ho – A teenage Thai girl living in a remote village must navigate the social upheaval brought on by liberal, well-meaning, privileged of college students from Bangkok and the subsequent arrest and prolonged imprisonment without trail of her father.
Shabanu Daughter of the Wind by Suzanne Fisher Staples – Shabanu is from a nomadic, camel herding family in Pakistan. As the second daughter of a man with no sons, she’s accustomed to more leniency than many girls – that is until she’s cornered into a marriage arrangement.
Cultural Novels for Adults and Older Students
The Absolutely True Diary of a Part-Time Indian by Sherman Alexie – Probably one of the most brilliant books of all time, this semiautobiographical novel examines culture and self-identity at its core and gives readers some sense of the Native-American experience.
Funny in Farsi: A Memoir of Growing Up Iranian in America by Firoozeh Dumas This fun memoir will give you a perspective on Persian culture and acculturation, and it will keep you laughing.
Persepolis by Marjane Satrapi – This fascinating autobiographical graphic novel provides some perspective about Persian culture, the Iranian revolution and the international community (or lack- there-of for this Iranian teenager on her own) in Europe.
Reign of Gold by Victor E Villasenor – this novel chronicles the journeys of two families who travel from Mexico and establish themselves in Southern California.
A Yellow Raft in Blue Water by Michael Dorris – This intriguing story raises issues of cultural normalcy, and gives readers some sense of what it means to be biracial, and the Native-American experience.
History / Social Studies
Asia for Educators - resources for students and teachers including lesson plans, texts, timelines, print & video resources, primary sources & DBQs and other resources.
http://afe.easia.columbia.edu/
Transalantic Outreach Program -The TOP teaching materials support social studies curriculum topics, provide the teacher with ready-to-use lesson plans, and provide students with practice related to social studies skills in the context of an intercultural approach. They model effective teaching strategies as well as social studies content and process skills.
http://www.goethe.de/ins/us/lp/prj/top/mat/enindex.htm
The Choices Program - curricula on current and historical international issues. In each unit, a central activity challenges students to consider multiple viewpoints on a contested issue. Follow-up discussion demands analysis, and evaluation of conflicting values, interests, and priorities. Ultimately, students are expected to formulate persuasive arguments and express their own views.
http://www.choices.edu/
Teach Unicef - a collection of lesson plans, texts, video, and pod casts on topics such as armed conflict, gender equality and poverty.
http://teachunicef.org/
The Korea Society - Lesson plans, curriculum materials and media resources created by alumni of the Korea Society Fellowship Program and Korean studies experts. Resources cover topics that range from folktales to architecture to women in society.
http://www.koreasociety.org/korean-studies/new_educational_resources_page.html
Asia for Educators - resources for students and teachers including lesson plans, texts, timelines, print & video resources, primary sources & DBQs and other resources.
http://afe.easia.columbia.edu/
Transalantic Outreach Program -The TOP teaching materials support social studies curriculum topics, provide the teacher with ready-to-use lesson plans, and provide students with practice related to social studies skills in the context of an intercultural approach. They model effective teaching strategies as well as social studies content and process skills.
http://www.goethe.de/ins/us/lp/prj/top/mat/enindex.htm
The Choices Program - curricula on current and historical international issues. In each unit, a central activity challenges students to consider multiple viewpoints on a contested issue. Follow-up discussion demands analysis, and evaluation of conflicting values, interests, and priorities. Ultimately, students are expected to formulate persuasive arguments and express their own views.
http://www.choices.edu/
Teach Unicef - a collection of lesson plans, texts, video, and pod casts on topics such as armed conflict, gender equality and poverty.
http://teachunicef.org/
The Korea Society - Lesson plans, curriculum materials and media resources created by alumni of the Korea Society Fellowship Program and Korean studies experts. Resources cover topics that range from folktales to architecture to women in society.
http://www.koreasociety.org/korean-studies/new_educational_resources_page.html
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How I Globalized Standards for My Class
These are the 6th grade Social Studies Priority Standards (PS) used in Federal Way Public Schools, and a description of how I applied a global focus to these standards.
PS 1 Understands a variety of forms of government, past and present. (CIVICS)
To ensure global competency I had my students study and compare, and report on transitions in forms of government. They completed projects on : The fall of the Chinese Imperial Government and the rise of the Nationalist and Communist governments, the difference between ancient Greek Tyrannies and Democracies, the stages of Roman Empires and Republics, and the current thawing of relations between the US and Communist Cuba.
PS 2 Understands how economic systems function. (ECONOMICS)
To ensure global competency my students studied the global interdependency of trade. We did class activities that illustrated global trade. We read and discussed information about the global imports and exports coming through the ports of Tacoma and Seattle. We discussed the impact of trade embargos and how the US uses economic sanctions.
PS 3 Understands the physical characteristics, cultural characteristics and location of places, regions, and spatial patterns on the Earth's surface. (GEOGRAPHY)
To ensure foundational knowledge for global competency my students learned the continents, the oceans, the hemispheres and about latitude and longitude. They learned basic geographic features. They learned the difference between continents and countries. They studied the historical events and cultural influences that cause countries to come into being and to change. As part of the Cultural History Project Students studied in depth countries or geographic areas that are meaningful to their own families. (See next page in this website “Cultural History Project Unit Plan)
PS 4 Understands how the rise of civilizations defines eras in ancient history:
8000 BCE - 600 CE. (HISTORY)
To give my students a global perspective, I taught Cultural Universals. With each unit of study we made connections between what motivated ancient people and the results and what motivates people today and the results.
PS 5 Analyzes and interprets historical materials from a variety of perspectives in ancient history. (HISTORY)
I used the Document Based Question (DBQ) project “Hammurabi’s Code: Was It Just?” to teach my students how to analyze historical materials from different perspectives. I coupled the DBQ with Socratic Seminar so that my students could employ the Global Competencies of: Investigate the World, Recognize Perspectives, Communicate Ideas and Take Action.
PS 6 Understands and analyzes causal factors that have shaped major events in world history. (HISTORY)
To ensure global competency my students studied, discussed and analyzed factors that lead to 9/11, the formation of Pakistan, China’s transition from Empire to Communist State, the US entry into WWII and Rome’s absorption of Egypt into its Empire.
For the following Common Core Language Arts standards that are taught in social studies, I provided opportunities for my students to develop global competency. The Cultural History Project was a personal research and presentation project that combined, global understanding, cultural appreciation and personal growth. My students also did group research projects on regions of Asia. My students synthesized their understanding of civics, economics and physical and cultural history to create and present their own imaginary countries in a creative, individual project. My students also employed these language arts standards in the Hammurabi’s Code DBQ.
PS 7 6-8.RH.1 Cite specific textual evidence to support analysis of primary and secondary sources.
PS 8 6-8.RH.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies
PS 9 6-8.RH.8 Distinguish among fact, opinion, and reasoned judgment in a text
PS 10 6-8.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
PS 11 6-8.WHST.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
PS 1 Understands a variety of forms of government, past and present. (CIVICS)
To ensure global competency I had my students study and compare, and report on transitions in forms of government. They completed projects on : The fall of the Chinese Imperial Government and the rise of the Nationalist and Communist governments, the difference between ancient Greek Tyrannies and Democracies, the stages of Roman Empires and Republics, and the current thawing of relations between the US and Communist Cuba.
PS 2 Understands how economic systems function. (ECONOMICS)
To ensure global competency my students studied the global interdependency of trade. We did class activities that illustrated global trade. We read and discussed information about the global imports and exports coming through the ports of Tacoma and Seattle. We discussed the impact of trade embargos and how the US uses economic sanctions.
PS 3 Understands the physical characteristics, cultural characteristics and location of places, regions, and spatial patterns on the Earth's surface. (GEOGRAPHY)
To ensure foundational knowledge for global competency my students learned the continents, the oceans, the hemispheres and about latitude and longitude. They learned basic geographic features. They learned the difference between continents and countries. They studied the historical events and cultural influences that cause countries to come into being and to change. As part of the Cultural History Project Students studied in depth countries or geographic areas that are meaningful to their own families. (See next page in this website “Cultural History Project Unit Plan)
PS 4 Understands how the rise of civilizations defines eras in ancient history:
8000 BCE - 600 CE. (HISTORY)
To give my students a global perspective, I taught Cultural Universals. With each unit of study we made connections between what motivated ancient people and the results and what motivates people today and the results.
PS 5 Analyzes and interprets historical materials from a variety of perspectives in ancient history. (HISTORY)
I used the Document Based Question (DBQ) project “Hammurabi’s Code: Was It Just?” to teach my students how to analyze historical materials from different perspectives. I coupled the DBQ with Socratic Seminar so that my students could employ the Global Competencies of: Investigate the World, Recognize Perspectives, Communicate Ideas and Take Action.
PS 6 Understands and analyzes causal factors that have shaped major events in world history. (HISTORY)
To ensure global competency my students studied, discussed and analyzed factors that lead to 9/11, the formation of Pakistan, China’s transition from Empire to Communist State, the US entry into WWII and Rome’s absorption of Egypt into its Empire.
For the following Common Core Language Arts standards that are taught in social studies, I provided opportunities for my students to develop global competency. The Cultural History Project was a personal research and presentation project that combined, global understanding, cultural appreciation and personal growth. My students also did group research projects on regions of Asia. My students synthesized their understanding of civics, economics and physical and cultural history to create and present their own imaginary countries in a creative, individual project. My students also employed these language arts standards in the Hammurabi’s Code DBQ.
PS 7 6-8.RH.1 Cite specific textual evidence to support analysis of primary and secondary sources.
PS 8 6-8.RH.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies
PS 9 6-8.RH.8 Distinguish among fact, opinion, and reasoned judgment in a text
PS 10 6-8.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
PS 11 6-8.WHST.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
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