Standards Based GLobal Education Updates
During the 8 week online course, TGC fellows were asked to integrate global perspectives and competencies into standards that are already used in our courses. In order to complete this assignment, we each had to:
Here are examples of the modified standards at use in my social studies classes:
- Select a standard that already applied to our curriculum: (I used standards from the Missouri Department of Elementary and Secondary Education, the College Board© Standards for Curriculum and Instruction, and the National Curriculum Standards for Social Studies,)
- Consider how to integrate global perspectives and competencies in to the pre-existing standard.
- Develop or modify activities to address the global education competencies.
- Determine how to assess these updated standards
Here are examples of the modified standards at use in my social studies classes:
Example #1: The first standard I would modify in order to implement global education would be that of Show-Me Standard #6: In Social Studies, students in Missouri public schools will acquire a solid foundation which includes knowledge of relationships of the individual and groups to institutions and cultural traditions. The Missouri Department of Elementary and Secondary Education created this Show-Me standard in order to assess student understanding of relationships between people and their cultures.
In both World History and AP Human Geography, connections can be made between Show-Me Standard #6 and the understanding of multiple global perspectives toward cultural beliefs, traditions, and values. Students will become more knowledgeable about cultures other than their own, resulting in a cosmopolitan global competency in which students have a sense of the world outside their locality. Additionally, students could work with students in other regions of the world via epals to learn what others think of American culture- an experience that would certainly enhance their understanding of other’s perspectives toward our lifestyles.
In an attempt to address a cosmopolitan view of the world, I could modify one of my existing lesson plans to include a greater emphasis on understanding global perspectives of culture. In AP Human Geography, I ask my students to create a wordle using words to describe elements of their personal culture. Students must include at least 15 words, with one specific to an element of folk culture and one specifically addressing a rite of passage in the students’ culture. We subsequently print the wordles and students write an analysis paper outlining the impact of geography, migration, and popular culture on their resulting personal culture. In order to introduce an understanding of cultures other than their own, I could use networks I’ve made through epals, or through the TGC PLCs, to connect my students to others across the country or world. Students could then compare wordles, perhaps even guessing what the wordles of their partner mean (I’m sure there would be some stereotypes addressed).
As a summative assessment, students could present the culture wordle of their partner to our class- explaining how geography, migration, and popular culture influences the culture of their partner. Students would additionally be asked to share commonalities they found between themselves and their partner- emphasizing the cosmopolitan idea that students should see themselves as connected, global citizens of a human species.
In both World History and AP Human Geography, connections can be made between Show-Me Standard #6 and the understanding of multiple global perspectives toward cultural beliefs, traditions, and values. Students will become more knowledgeable about cultures other than their own, resulting in a cosmopolitan global competency in which students have a sense of the world outside their locality. Additionally, students could work with students in other regions of the world via epals to learn what others think of American culture- an experience that would certainly enhance their understanding of other’s perspectives toward our lifestyles.
In an attempt to address a cosmopolitan view of the world, I could modify one of my existing lesson plans to include a greater emphasis on understanding global perspectives of culture. In AP Human Geography, I ask my students to create a wordle using words to describe elements of their personal culture. Students must include at least 15 words, with one specific to an element of folk culture and one specifically addressing a rite of passage in the students’ culture. We subsequently print the wordles and students write an analysis paper outlining the impact of geography, migration, and popular culture on their resulting personal culture. In order to introduce an understanding of cultures other than their own, I could use networks I’ve made through epals, or through the TGC PLCs, to connect my students to others across the country or world. Students could then compare wordles, perhaps even guessing what the wordles of their partner mean (I’m sure there would be some stereotypes addressed).
As a summative assessment, students could present the culture wordle of their partner to our class- explaining how geography, migration, and popular culture influences the culture of their partner. Students would additionally be asked to share commonalities they found between themselves and their partner- emphasizing the cosmopolitan idea that students should see themselves as connected, global citizens of a human species.
Example #2: For AP Human Geography, I am asked to use the College Board© Standards for Curriculum and Instruction so it will align with all AP Human Geography offerings across the nation. For implementing global education, I will address Standard #5: Characterize and analyze changing interconnections among places. (Standards for Advanced Placement Human Geography, College Board©)
There are many ways to integrate global competency into this standard. We address several topics concerning increased connections between places across the Earth, usually emphasizing a neo-liberal approach to learning about interdependent economic systems. In our economic development chapter, students evaluate the global market in terms of the location of agriculture and extractive industries, manufacturing, and service industries. Students could discuss reasons for the distribution of these economic activities outside the borders of one country. For example, students could be asked to use google maps to search for the presence of transnational corporation’s call centers (example: Dell Service Centers) in foreign countries. In order to address a neo-liberal approach to global markets- students could examine the presence of call centers and then determine reasons for the locations of such employment centers.
For example, my lessons over the “new international division of labor” address the results of improvements in technology and transportation, as well as cheap labor and trade agreements, on the new distribution of industry and services across the globe. After doing a google earth search, students will find there are many Dell call centers in India- which should lead to questions about why Dell chose India. Students will use their previous knowledge of British colonization of India from world history (a disciplinary approach to global education) in order to assess why India may be a natural choice for a company serving English speaking citizens. Additionally, students will use neo-liberal approaches to consider economic reasons for outsourcing and the role of improved technology connections in creating service centers in countries other than that of the company headquarters. Students will consider how the continued development of countries will affect the placement of industries and services in the future.
A summative assessment in the form of a free response question over the reasons for, and the implications of the new international division of labor could be administered. In the assessment, students will be asked to: determine connections needed between places in order for this division of labor to take place; explain financial reasons for outsourcing industry and service jobs; determine countries of the world that would provide an ideal labor market for companies; assess the results of these business connections on the less developed country hosting the call centers; and predict the effect of this business practice on the economy of more developed countries.
There are many ways to integrate global competency into this standard. We address several topics concerning increased connections between places across the Earth, usually emphasizing a neo-liberal approach to learning about interdependent economic systems. In our economic development chapter, students evaluate the global market in terms of the location of agriculture and extractive industries, manufacturing, and service industries. Students could discuss reasons for the distribution of these economic activities outside the borders of one country. For example, students could be asked to use google maps to search for the presence of transnational corporation’s call centers (example: Dell Service Centers) in foreign countries. In order to address a neo-liberal approach to global markets- students could examine the presence of call centers and then determine reasons for the locations of such employment centers.
For example, my lessons over the “new international division of labor” address the results of improvements in technology and transportation, as well as cheap labor and trade agreements, on the new distribution of industry and services across the globe. After doing a google earth search, students will find there are many Dell call centers in India- which should lead to questions about why Dell chose India. Students will use their previous knowledge of British colonization of India from world history (a disciplinary approach to global education) in order to assess why India may be a natural choice for a company serving English speaking citizens. Additionally, students will use neo-liberal approaches to consider economic reasons for outsourcing and the role of improved technology connections in creating service centers in countries other than that of the company headquarters. Students will consider how the continued development of countries will affect the placement of industries and services in the future.
A summative assessment in the form of a free response question over the reasons for, and the implications of the new international division of labor could be administered. In the assessment, students will be asked to: determine connections needed between places in order for this division of labor to take place; explain financial reasons for outsourcing industry and service jobs; determine countries of the world that would provide an ideal labor market for companies; assess the results of these business connections on the less developed country hosting the call centers; and predict the effect of this business practice on the economy of more developed countries.
Example #3: Another standard that could easily be modified to include global education competencies would be the National Curriculum Standards for Social Studies, theme #6: To understand power, authority, and governance. The NCSS expands on this standard, stating, “Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance.”(National Council for the Social Studies, 2010)
This standard is addressed in both World History and AP Human Geography and is central to many of our conversations relating to world governance/human rights competencies. In AP Human Geography, students learn about the purpose and creation of supranational organizations. In order to examine world governance, I could ask students to research the reasons for Taiwan, Vatican City, and Kosovo being excluded from the organization and then discuss the international relations that result from their exclusion. Students would not only examine the role of authority and international relations, but they would also develop the global competency of understanding world governance. In World History, students learn about governmental systems, including theocracies, democracies, republics, monarchies, and dictatorships. Additionally, students study cases in history when citizens change their government structure through revolutionary actions. In terms of global education, much can be done to connect this curriculum to world governance/human rights and critical social justice competencies.
When teaching lessons over the French Revolution, students learn that the French citizens overthrow their government after years of social inequality, economic crisis, and absolute rule of the monarchy, as well as seeing the success of American colonists in their revolution against England. In order to modify my unit on the French Revolution, I could have students learn about the reasons for the Egyptian Revolution in 2011. Students would be able to find parallels between the two revolutions, as Egyptians were tired of dictator rule and economic crises, as well as being inspired by the success of the Tunisian revolution in early 2011. Although the comparison of these two revolutions will certainly include differences between the two- emphasis on human rights, democratic processes, and civic responsibility are applicable to both examples. This inclusion of a more recent revolution, and that of a country who is still struggling to form a government, will also allow students to see how difficult it is to restructure government.
In a summative assessment, students would be asked to address the following in a free response format: Discuss parallels between the French revolution and the Egyptian revolution, explain differences between the two revolutions, outline “red flags” leaders of a country should watch for in order to prevent revolutions, and consider what, if anything, would inspire you to rebel against a government? What infringement on your rights would it take for you to take action? Students would demonstrate their understanding of shifting power, citizen action, civil liberties, and democratic principles in their answer.
This standard is addressed in both World History and AP Human Geography and is central to many of our conversations relating to world governance/human rights competencies. In AP Human Geography, students learn about the purpose and creation of supranational organizations. In order to examine world governance, I could ask students to research the reasons for Taiwan, Vatican City, and Kosovo being excluded from the organization and then discuss the international relations that result from their exclusion. Students would not only examine the role of authority and international relations, but they would also develop the global competency of understanding world governance. In World History, students learn about governmental systems, including theocracies, democracies, republics, monarchies, and dictatorships. Additionally, students study cases in history when citizens change their government structure through revolutionary actions. In terms of global education, much can be done to connect this curriculum to world governance/human rights and critical social justice competencies.
When teaching lessons over the French Revolution, students learn that the French citizens overthrow their government after years of social inequality, economic crisis, and absolute rule of the monarchy, as well as seeing the success of American colonists in their revolution against England. In order to modify my unit on the French Revolution, I could have students learn about the reasons for the Egyptian Revolution in 2011. Students would be able to find parallels between the two revolutions, as Egyptians were tired of dictator rule and economic crises, as well as being inspired by the success of the Tunisian revolution in early 2011. Although the comparison of these two revolutions will certainly include differences between the two- emphasis on human rights, democratic processes, and civic responsibility are applicable to both examples. This inclusion of a more recent revolution, and that of a country who is still struggling to form a government, will also allow students to see how difficult it is to restructure government.
In a summative assessment, students would be asked to address the following in a free response format: Discuss parallels between the French revolution and the Egyptian revolution, explain differences between the two revolutions, outline “red flags” leaders of a country should watch for in order to prevent revolutions, and consider what, if anything, would inspire you to rebel against a government? What infringement on your rights would it take for you to take action? Students would demonstrate their understanding of shifting power, citizen action, civil liberties, and democratic principles in their answer.