Standard Based Global Education

Teachers can adapt Common Core and state standards to help them place emphasis on Global Education. Please see the examples below and how I plan to use the standards within the Globalized Unit.

Standard 1

 CCSS.ELA-LITERACY.RH.11-12.7

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

 Integration of Global Education

-Students will explore the global-local dynamic by researching topics of interest and utilizing sources from different countries and perspectives.

-Students will examine sources and reflect on the viewpoint of others as they work to understand their chosen issue.

 Specific Lesson Plan Modifications for Global Competencies

 -Students will work to understand the multiple perspectives on an issue by choosing at least three sources from different types of media on their issue of interest. These sources should be from different perspectives and from different types of media. Students will then work to identify the viewpoint of the author to get a better idea of the audience, purpose, and reason the author wrote/created the source.

-Students will create an annotated bibliography for each source and explain how the source informs their understanding of the issue, including the perspective of the author, they choose for their CAS (Creativity, Activity, Service) project.

 Informal Outcome Assessments

-Students will create a “research map” where they list their research question and possible research avenues. The students will present this to the teacher in a one-on-one conference, and the teacher may suggest additional sources or ask clarifying questions on the research process.

-Students will share their annotated bibliography with classmates. The classmates will peer-review the document and offer suggestions of how to improve the research.

Standard 2

 CCSS.ELA-LITERACY.WHST.11-12.7

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

 Integration of Global Education

 -Students will communicate their ideas regarding their CAS project and research plan to other students. At the beginning of the research process, students will pair up and research topics together. Students will then present their findings to the class.

-Students will create an action plan that is researched-based, addresses global-local dynamics, and is realistic in terms of time and available resources. This plan will push students to explain how they will take action on the issue of their choosing.

Specific Lesson Plan Modifications for Global Competencies

 -Students will work together to brainstorm possible research topics for their CAS projects. Students will work in pairs of two to generate as many ideas as possible on areas where they could take action. Then the students will work together to find local and global links in newspapers, databases, and through researching community organizations. At the end of the research time all students will share their ideas in a brief presentation to their classmates.

 Informal Outcome Assessments

 -Students will turn in their action plan to the teacher for review.

-Peer review of action plan. Students will review the action plan of other students to ensure there are global-local links, the research is adequate and based on multiple perspectives, and that the action plan is realistic.