Above: Dom Jose Gaspar students practice a traditional folklore dance for Festa Junina, a traditional Brazilian festival to celebrate the harvest
Teach to Understand the World : A Global Competency Matrix
Global education is based on 4 major components of understanding and action. First, students must investigate the world to develop an understanding of the world. Second, students must recognize the perspectives of those around them and throughout the world, including their knowledge of culture, religion, lifestyle, and education. Then, students should communicate their ideas effectively and consider the audiences they are trying to reach. Finally, the ultimate goal of global competency is to put learning and knowledge into action to better the world.
Literacy and Communication Resources for Language Arts and Social Studies
Edmodo bridges the gap between how students live their lives and how they learn in school, and was created to bring education into a 21st century environment. It is the number one K-12 social learning network in the world, dedicated to connecting all learners with the people and resources they need to reach their full potential.
Teachers can use the free ePals Global Classroom to create real world, culturally- enriching learning experiences for their students. With ePals classroom matching, classes across the world can work together!
Thousands of world newspapers at your fingertips: online newspapers.com has newspapers in multiple languages from hundreds of countries around the world. Students can read English versions of all newspapers to explore current events and multiple perspectives.
Prezi is a great way to expose your students to global content, images, and issues with engaging formats! Students can create their own to present to classmates, or teachers can use it as an interactive presentation format.
iEARN.org is useful for broadening understandings of global competencies. iEARN.org connects students' learning with local issues and meets specific curriculum needs. This vision and purpose is to enable participants to become global citizens who make a difference by collaborating with their peers around the world.
This page contains numerous weblinks, lesson design ideas, and literacy resources to engage your students with global concepts, texts, and ideas! Some of my favorites include "We are All Connected" by KidWorldCitizen.org, "In Her Kitchen: Stories and Recipes from Grandmas Around the World," and "The Universal Declaration of Human Rights."
Globalizing the Common Core Standards It can be intimidating to consider globalizing your unit and lesson plans, especially with the demands and pressure of meeting common core standards. However, all Common Core Standards can be altered to meet the needs of a global interconnected future. Click on the link below to read about how Reading Informational Text Standards 8.6 and 8.9 and Writing Standard 8.8 can materialize into standards that meet global competencies!
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Language Arts Global Unit PlanAs part of the Teachers for Global Classrooms Program, I created a 3-4 week unit plan that incorporates global competencies in various ways, entitled "Heroes or Victims? Examining Social Inequities Through Cross-Cultual Narratives, Memoirs, and Biographies." In this unit, students will closely examine issues of inequity and oppression within a society as experienced by individuals. Students will explore the cultures and social structures within multiple countries to determine how factors such as race, political strength, and economic power impact citizens. Students will do this by viewing and analyzing poems, narratives, non-fiction current event articles, documentaries, and photographic images from varying perspectives. Students will use these texts to consider author’s purposes and intents and to draw conclusions about long-term impacts resulting from prejudices and injustice. In order to investigate new ideas, recognize multiple perspectives, and communicate their ideas, students will use digital resources and collaborative methods during this unit. The unit will begin an end with a student response to the core question.
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