Global Resources
Illinois State Learning Standards with Global Modifications
FIRST STANDARD
THIRD STANDARD
FIRST STANDARD
- Illinois
State Social Studies Standard
14:Understand political systems, with an emphasis on the United States
- 14.E.5Analyze relationships and
tensions among members of the international community.
- 14.E.5Analyze relationships and
tensions among members of the international community.
- Integrating
global education would include a discussion of the United Nations, and how
various members of the international community get along. This would blend nicely with my American
Problems class where we study current events.
Seamless incorporation of global issues could arise from having students
analyze our relationship with other members of the international community. I
feel that this would allow students to see themselves as both members of their
community, their nation and the world.
- A
modification would be to have students conduct more in-depth research of the
area of tension. This could include a
brief geography lesson, a brief history lesson, and it could end with students
grasping, at least a bit, the global scale of how the United States interacts
within the world community. This would
involve the global competence of students becoming investigators and asking
questions. It might also lead to some students realizing that there is a moral
component to many of these international tensions.
- Informal
outcome assessment might include a map spotlighting geographical features, a
KWL chart, a written reflection in the form of a blog or even a podcast about
it. It could even be a description of a
particular cause of tension, and what the student might do to help alleviate
it.
- National
Council for Social Studies Standard 9 Global Connections.
- 9E—Give examples of conflict,
cooperation, and interdependence among individuals, groups and nations.
- 9E—Give examples of conflict,
cooperation, and interdependence among individuals, groups and nations.
- Once again, I do not feel that this would be
difficult to include global competences.
This could include either historical or contemporary conflict and cooperation and interdependence among ethnic groups or even counties. Conflict could be large in nature (genocide—leading to the Universal Declaration of Human Rights) or how people of one community learn to get along. This could also include ideas of interdependence concerning use of resources (oil), global climate change and the globalized nature of the economy. Students would easily become investigators with these issues. - An attainable modification would be to have
students communicate with students from another part of the world. They could Skype, email, or set up a facebook
page to discuss conflict, cooperation and interdependence. By doing this, students would gain a new
perspective. They would begin to realize
that we all have the same issues, but we need to approach it from our own
cultural paradigm while being cognizant of the culture of others.
- An information outcome assessment would be
for the students to show evidence that they had dialogued with another student
or students from a different country, and possibly to write a narrative from
the other person’s point of view.
THIRD STANDARD
- Illinois
State Social Studies Standard
State Goal 17: Understand world geography and the effects of geography on society, with an emphasis on the United States.- 17.B.5—Analyze
international issues and problems using ecosystems and physical geography
concepts.
- 17.C.5c—Describe
geographic factors that affect cooperation and conflict among societies.
- 17.B.5—Analyze
international issues and problems using ecosystems and physical geography
concepts.
- As
I am a social studies teacher, this once again would not be unsurmountable. The discipline lends itself to global
education. I think this standard could
be tracking use of resources, perhaps oil, to see if students would be able to
determine what significant questions to ask about groups and cooperation. I
would also hope they grasp the significant of physical geography affecting the
distribution of these resources. It could also be a global health epidemic
perpetuated by the region’s physical geography.
- Students
with this standard would have to investigate for themselves global issues and
determine how best to use this knowledge.
This targets investigation, research, problem solving and hopefully
gaining a moral concern on the issue. I
would like to have students gain knowledge of the WHO, UNICEF and other UN
agencies. This would give them a sense that there are others in the world
working for the same cause as themselves.
- An
information assessment could be a verbal or online discussion on the issue,
including creating one original post or spoken thought, as well as a thoughtful
response to someone else’s comment or question.
A more formal assessment might be a written research paper describing
the problem, and what has and can continue to be done to foster independence
with intergovernmental decision making.