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 selects which resources to use based on certain criteria. Currently most teachers across the US are using the Common Core Standards (click on above button). Rather than adding onto an already rigorous set of standards, "globalizing" one's plans can be done to add depth or focus. In addition to the Common Core Standards, there are also state standards.
There are a myriad of 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 such as particular types of story-telling traditions. 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 www.maa.org/publications/periodicals/maa-focus/ethnomathematics-shows-students-their-connections-math. 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.
Multi-subject Lessons (History, Civics, ELA, Science, and Health) These lesson plans are free and open source and can be adapted for any age group to use the United Nations Sustainable Development Goals (SDGs). Sustainable Development Goals worldslargestlesson.globalgoals.org/all-lesson-plans/
English Language Arts (ELA) 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 with linked definitions. In the International section, all articles have a geography feature with map links. https://www.dogonews.com/category/international
Empatico-activities help students practice social skills such as respectful communication, perspective taking, cooperation, and critical thinking, as they experience positive connections with peers around the world. All of our activities are standards- and research-based, and they fit easily into existing curriculum. Our activity plans can be followed step-by-step or tailored to meet your classroom’s needs, and classrooms can do an Empatico activity as frequently as they would like. We encourage partner classrooms to stay connected throughout the year to deepen relationships among students and explore new topics! Some of the lessons include "Get to Know You," "Our Local Landmarks," "Everyday Energy," "Folktales to Learn From," "Festivals Around the World," "Ways We Play," "Helping Hands," "Weather Out the Window," and "Community Cartographers." empatico.org/activities
New York State P-12 Common Core Learning Standards for English Language Arts & Literacy Listening and Speaking, Grade 4
Below are the Common Core Standards for Listening and Speaking, Grade 4. In boldface is the direct wording that includes a multiculural component. Since there is already a link to understanding those of different perspectives and cultural backgrounds, to modify an existing lesson is straightforward. Classrooms today that are outfitted with webcams can participate in activities and lessons that include electronic penpals, classroom collaborations such as Empatico online, video chats or webinars. Through a variety of fiction and non-fiction texts, students will be able to recognize that their are multiple points of view and that the author's background, personal experiences and social location all affect one's writing and one's interpretation of the writing.
NY State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects | K–5 Speaking and Listening Standards Grade 4 Comprehension and Collaboration e. Seek to understand and communicate with individuals from different perspectives and cultural backgrounds.
Integration of Global Education• Progressive socio-emotional skill-building focusing on empathy, perspective taking and conflict management (Using the Framework for Developing Global and Cultural Competencies to Advance Equity, Excellence and Economic Competitiveness)
Specific Lesson Plan Modifications for Global Competencies
Students will read developmentally appropriate fiction and non-fiction resources that focus on:
Perspective taking also known as Point of View such as (World Rescue App/Kids learn about global problems, such as mass migration, infectious disease, and deforestation. This UNESCO MGIEP Challenge-winning app includes nine mini-games in five countries. By playing the games and listening to a professor talk to the app's kid characters, players get a glimpse into how the United Nations assists people in serious situations such as cholera outbreaks, refugee camps, and more. Parents may want to play World Rescue with their kid to explain these heavy, sometimes scary situations in more detail. Read the app's privacy policy to find out about the types of information collected and shared.
Conflict Management such as (http://study.com/academy/lesson/books-on-conflict-resolution-for-kids.html) Stand Tall, Molly Lou Melon by Patty Lovell - about bullying, and how to be comfortable in your own skin. This book demonstrates how to develop the strength to deal with bullying. Enemy Pie by Derek Munson - This story is a positive example on how kids can not only deal with an enemy, but how to turn it all around and make them your friend. Simon's Hook by Karen Gedig Burnett - This book is about a young boy who learns how not to take the bait of people who make fun of you. This is a great book for students to learn how to not get into a conflict. Confessions of a Former Bully by Trudy Ludwig - This is another book about bullying; it stands out though, because it is from the bully's point of view. It can help students understand the behavior and how to avoid it.
Informal Outcome Assessments
Students will be able to do a spoken scene from the book they read that illustrates the central lesson from the book(s). They will work as a team.
Elementary Science, Core Curriculum, Grades K-4, NYS Standard 4: The Living Environment. Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Key Idea #7 Human decisions and activities have had a profound impact on the physical and living environments.
Integration of Global Education• Students will look locally and globally to make connections about how humans change their living environments for the better or worse, by using the Sustainable Development Goal #11, they will be able to explain how to improve cities and then take action.
Specific Lesson Plan Modifications for Global CompetenciesUsing PISA’s definition of global competencies that will be assessed (skills, knowledge and understanding, attitudes and values), the students will use the Sustainable Development Goal 11: Make cities inclusive, safe, resilient, and sustainable to demonstrate that humans can either destroy or improve their living environments. Students will look at their local community history in photos and see how the land and the geography has been shaped/altered by housing, transportation, communication and other economic activities. Students will go beyond their borders globally by collaborating with another school and have them mirror the same photo documentary lesson by using their own geographical spaces. Each school will come up with practical solutions that will result in positive impacts in the physical/living environments. Ideas may range from initiating a recycling program to reduce solid waste to rearranging the classrooms for safety in collaboration with local government agencies.
Informal Outcome Assessments
If time permits, students will plan/create a city designed with the SDG goal in mind in order to make the cities safe (crime and natural disasters), resilient and sustainable (air pollution and removal of solid waste). Alternatively, they could use evaluate their school map and safety plans (fire/other natural disasters) and make suggestions for change.