Standards based Global Education Updates
Teachers today have a multitude of considerations when planning lessons. The shift to Common Core State Standards, differentiation of instruction, student engagement, and classroom management are simply the tip of the iceberg. At first it may seem overwhelming to consider adding Global Education Competencies to an already overflowing plate. There are many ways to integrate global education into your current curriculum and lesson plans.
Below you will find a few examples of simple modifications that can be made to your current lesson plans to incorporate Global Competencies into your instruction. These are based on the new Common Core State Standards.
Common Core State Standards: Reading Standards for Literature 8th grade
4. Determine the meaning of words and phrases as they are used in a text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including analogies or allusions to other texts.
Integration:
This would be a great opportunity to discuss the use of idioms among various cultures and how the meaning shifts from one culture and language to another culture or language. The use of idioms comes from our history, folklore, literature, and religion. The meaning of the statement becomes richer with our understanding of this. This would also provide an opportunity to incorporate more international texts as they are alluded to in focus text.
Lesson Modification:
This would require the inclusion of multinational texts and research into the home culture of the text.. It would also facilitate a rich discussion with students from the text’s home country via email, social media, or Skype conversation. Technology not only brings the international text into our classroom, it can take our students to that part of the world. This would target three global competencies:
· Investigating the world beyond their immediate environment.
· Recognize perspectives, others’ and their own.
· Communicate ideas effectively with diverse audiences.
Informal Outcome Assessment:
· Identify members of the local community or family who might be good informants about the global topic under study.
· Collaborate with peers in another city or region to investigate a common topic of interest.
· Interview individuals who are knowledgeable or experienced in the topic under study, describe their perspective and how it informs you.
· Write a journal entry on an issue contemporary significance using the persona of someone in a different country or culture.
· Identify interesting moments of communication or miscommunication in a film or novel and examine what it tells us about how communicating
with diverse audiences works.
Common Core State Standards: Reading Standards for Literature 8th grade
9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from
myths, traditional stories, or religious works such as the Bible, including describing how the material
is rendered new.
Integration:
This gives the opportunity to explore allusion within a culture’s text or between cultures. It also provides the opportunity to explore universal archetypes
Lesson Modification:
This would also require the incorporation of texts unique to various cultures and study of allusion and archetypes. I could utilize members of the community by asking them to share traditional stories with my students. . This would target two global competencies:
· Investigating the world beyond their immediate environment.
· Recognize perspectives, others’ and their own.
Informal Outcome Assessment:
· Identify members of the local community or family who might be good informants about the global topic under study.
· Interview individuals who are knowledgeable or experienced in the topic under study, describe their perspective and how it informs you.
Common Core State Standards: Reading Standards for Informational Texts 8th Grade
9. Analyze a case in which two or more texts provide conflicting information on the same topic and
identify where the texts disagree on matters of fact or interpretation.
Integration:
This provides the opportunity to examine global perspective through analysis of a current political or social issue. For example, the students could do an investigative review of articles concerning Iran’s nuclear development. The students could read articles from news sources in other countries to gather their view point on the issue. Google advanced search options allow for the isolation of the country or origin. Students could research articles from a variety of countries and identify their political stand on the issue. This would be a great opportunity to study propaganda both American and that of other cultures.
Lesson Modification:
This would require a focus on the content of the articles and the rhetorical elements utilized. It would require the use of various articles from multiple sources, not just American and Iranian. Careful selection of material to insure adequate variety would be required. This would target two global competencies:
· Investigating the world beyond their immediate environment.
· Recognize perspectives, others’ and their own.
Informal Outcome Assessment:
· As a class, brainstorm questions about the global topic to be studied, rank questions, and discern what concepts, methods, and discipline will
be informative.
· Discuss the broader implications of your research findings to you, your close circle, and other affected people.
· Track news events on a local or global issue across different news networks and chart the similarities and differences in the reporting.
Hypothesize influences on such perspectives
Below you will find a few examples of simple modifications that can be made to your current lesson plans to incorporate Global Competencies into your instruction. These are based on the new Common Core State Standards.
Common Core State Standards: Reading Standards for Literature 8th grade
4. Determine the meaning of words and phrases as they are used in a text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including analogies or allusions to other texts.
Integration:
This would be a great opportunity to discuss the use of idioms among various cultures and how the meaning shifts from one culture and language to another culture or language. The use of idioms comes from our history, folklore, literature, and religion. The meaning of the statement becomes richer with our understanding of this. This would also provide an opportunity to incorporate more international texts as they are alluded to in focus text.
Lesson Modification:
This would require the inclusion of multinational texts and research into the home culture of the text.. It would also facilitate a rich discussion with students from the text’s home country via email, social media, or Skype conversation. Technology not only brings the international text into our classroom, it can take our students to that part of the world. This would target three global competencies:
· Investigating the world beyond their immediate environment.
· Recognize perspectives, others’ and their own.
· Communicate ideas effectively with diverse audiences.
Informal Outcome Assessment:
· Identify members of the local community or family who might be good informants about the global topic under study.
· Collaborate with peers in another city or region to investigate a common topic of interest.
· Interview individuals who are knowledgeable or experienced in the topic under study, describe their perspective and how it informs you.
· Write a journal entry on an issue contemporary significance using the persona of someone in a different country or culture.
· Identify interesting moments of communication or miscommunication in a film or novel and examine what it tells us about how communicating
with diverse audiences works.
Common Core State Standards: Reading Standards for Literature 8th grade
9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from
myths, traditional stories, or religious works such as the Bible, including describing how the material
is rendered new.
Integration:
This gives the opportunity to explore allusion within a culture’s text or between cultures. It also provides the opportunity to explore universal archetypes
Lesson Modification:
This would also require the incorporation of texts unique to various cultures and study of allusion and archetypes. I could utilize members of the community by asking them to share traditional stories with my students. . This would target two global competencies:
· Investigating the world beyond their immediate environment.
· Recognize perspectives, others’ and their own.
Informal Outcome Assessment:
· Identify members of the local community or family who might be good informants about the global topic under study.
· Interview individuals who are knowledgeable or experienced in the topic under study, describe their perspective and how it informs you.
Common Core State Standards: Reading Standards for Informational Texts 8th Grade
9. Analyze a case in which two or more texts provide conflicting information on the same topic and
identify where the texts disagree on matters of fact or interpretation.
Integration:
This provides the opportunity to examine global perspective through analysis of a current political or social issue. For example, the students could do an investigative review of articles concerning Iran’s nuclear development. The students could read articles from news sources in other countries to gather their view point on the issue. Google advanced search options allow for the isolation of the country or origin. Students could research articles from a variety of countries and identify their political stand on the issue. This would be a great opportunity to study propaganda both American and that of other cultures.
Lesson Modification:
This would require a focus on the content of the articles and the rhetorical elements utilized. It would require the use of various articles from multiple sources, not just American and Iranian. Careful selection of material to insure adequate variety would be required. This would target two global competencies:
· Investigating the world beyond their immediate environment.
· Recognize perspectives, others’ and their own.
Informal Outcome Assessment:
· As a class, brainstorm questions about the global topic to be studied, rank questions, and discern what concepts, methods, and discipline will
be informative.
· Discuss the broader implications of your research findings to you, your close circle, and other affected people.
· Track news events on a local or global issue across different news networks and chart the similarities and differences in the reporting.
Hypothesize influences on such perspectives
*This website is not an official U.S. Department of State website. The views and information presented are the grantee's own and do not represent the Teachers for Global Classrooms Program, IREX, or the U.S. Department of State.