Consider Standards In Global Education Kelly Mayer 313n37

Consider Standards in Global Education Kelly Mayer (2014-2015) Currently, the Commonwealth of Virginia is in the process of reviewing its History and Social Science Standards of Learning. The Virginia Department of Education is soliciting from the general public on its revised standards until November 24, 2014. The proposed standards below are from United States History: 1865 to the Present in the History and Social Science Standards of Learning for Virginia Public Schools. (Document available here: http://www.doe.virginia.gov/boe/meetings/2014/10_oct/agenda_items/item_h.pdf) Proposed Standard

Proposed Standard after Lesson Plan Informal Assessment Integrating a Global Modifications Outcome Perspective Students will: USII.8 The student will USII.8 The student will Students will evaluate the · Participate in a kinesthetic impact of globalization by demonstrate knowledge demonstrate knowledge exercise involving a ball of apply social science skills apply social science skills answering responding to yarn. Distribute index cards to understand of the to understand of the with global issues written on the following prompt: Is economic, social, and economic, social, and positive, them (ex: poverty, human globalization rights, technology, water.) political transformation of political transformation of negative, or both? Have students stand in a Consider the question the United States and the the United States and the circle. Choose a student to world between the world between the from the perspective of begin the exercise; s/he end of World War II and end of World War II and should read aloud his/her the United States and the present by the present by global issue and toss the ball another nation of your of yarn to another student. choice. The second student should e) describing how e) describing how state how his/her issue international trade and international trade and Students may demonstrate relates to the previous issue, globalization have globalization have hold a piece of the yarn, and their understanding of the impacted American life. impacted American life. toss the ball of yarn to a third question using a method student. The process of their choice. Examples evaluating and explaining evaluating and explaining continues until the ball of include: the impact of the impact of yarn is returned to the first international trade and international trade and student. Once students have globalization on globalization on · Create a podcast created a “web” with every American life. American life. the United student holding an index card · Design a website and a piece of yarn, ask one States and the world. · Write a blog post student to tug gently on the · Film a video yarn. Ask other students if *Adding the words “and they felt the tug and what it the world” encourages might signify with regard to students to consider the global issues. Engage in a class discussion by asking issues of trade and questions such as: Why might globalization from it be useful to understand multiple perspectives. how global issues are interconnected? To what extent can change to one global issue impact other global issues? · Participate in Socratic seminar in which they analyze primary and secondary sources to discuss international trade from multiple perspectives.

USII.9 The student will demonstrate knowledge apply social science skills to understand of the key domestic and international issues during the second half of the twentieth and early twenty-first centuries by a) examining the Civil Rights Movement and the changing role of women

USII.9 The student will Students will: Students will create a demonstrate knowledge museum exhibit in which apply social science skills · Use a wiki to record they link the United State to understand of the key research on civil rights civil rights or women’s domestic and movements in the rights movement with a international issues during United States and similar campaign around the second half of the around the world. the world, such as South twentieth and early Examples include but African apartheid, the twenty-first are not limited to: U.S. Arab Spring, the ongoing centuries by movements by African strife in Syria, or many Americans, women, others. a) examining the impact Latino Americans, of the Civil Rights Asian Americans, In the exhibit, students Movement and the Native Americans, and will: changing role of women the disabled; global · include an exhibit title Women’s Rights movements such as the and introduction to the Movement on the United end of South African topic States and the world, apartheid, Arab Spring, · explain the connection and the ongoing strife in between the national *Adding the words “on Syria. Contribute and international civil the United States and the information about rights campaigns world” encourages causes, events, leaders, · highlight significant students to consider the tactics, and results. leaders, events, and Civil Rights Movement tactics used to produce and the Women’s Rights · Participate in a Socratic change Movement from a global Seminar in which they · include several primary perspective. analyze primary source source documents and documents related to explain the relevance of civil rights from the each source United States and other · communicate a countries convincing argument about the significance · Use Wordle or Tagxedo of the topic to create a word cloud · utilize the latest of tactics and methods technology to present to produce change their exhibit (create a website, podcast, etc.) · Develop a leadership · recommend actions to profile in which they promote change for this compare and contrast issue or a related two leaders—one from current problem the United States and another country. Draw conclusions about the characteristics of great leaders. Create a digital graphic organizer to present findings.

USII.9 The student will demonstrate knowledge apply social science skills to understand of the key domestic and international issues during the second half of the twentieth and early twenty-first centuries by b) describing the development of new technologies in communication, entertainment, and business and their impact on American life

USII.9 The student will demonstrate knowledge apply social science skills to understand of the key domestic and international issues during the second half of the twentieth and early twenty-first centuries by b) describing the development of new technologies in communication, entertainment, and business and their impact on American life the United States and the world community

Students will: · Use a wiki to record research on new technologies in business, entertainment, and communication. · Evaluate the new technologies during a “Four Corners” debate

Students will choose a 21st century medium and create an ment for a new technology in business, entertainment, or communication. They will persuade the audience of the technology’s impact on the United States and the world community.

*Adding the words “the United States and the world community” encourages students to consider technology from a global perspective. Key: Strikethrough = Commonwealth of Virginia’s proposed removal Underline = Commonwealth of Virginia’s proposed addition Highlighted = My proposed change reflecting the integration of a global perspective