Course Related Materials

If you jump back to the Global Citizenship page of this website you will find a detailed description of what the Asia Society, leaders in global education, have defined as the four global competencies. In addition, this link will take you to a document that can assist a teacher in determining what the competencies look like in their subject of expertise. Below, you will find, first, a sample lesson plan and then a sample unit plan, both of which incorporate aspects of these competencies. Third, you will see a samples of  course standards focused on a global competency and connected to a common core standard. Finally, you can see how school-wide academic expectations and global competencies and can be woven into lesson plans and assessments. 

Sample lesson plan

Sample unit plan

Sample Global Studies Standard - Long form

Sample Global Studies Standards - Student-friendly version

Recognize Perpectives:

Analysis - Determining Perspectives
  1. I have some success.
  2. I can recall specific facts from the accounts and/ or summarize the information.
  3. I can analyze various accounts of a subject from multiple, different perspectives, determining which details are emphasized in each account.
  4. Additionally, I can distinguish the value and quality of the source(s) of information.

Communicate Ideas:

Writing - Argument
  1. I have some success.
  2. My argument is generally well-organized. It has an argument but it is not supported with enough evidence and/ or in-depth analysis of the evidence.
  3. I can write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  4. In addition to having a well-developed and fully supported argument, my writing sufficiently addresses counter-arguments.

Speaking - Collaborative Discussion
  1. I do not add anything original to the discussion and I am mostly a listener.
  2. I participate several times during the discussion. I have knowledge of the topic being discussed.
  3. I can initiate and participate effectively in a range of collaborative discussions on various topics, building on others’ ideas and expressing their ideas clearly and persuasively.
  4. Additionally, I  make original connections between topics and I bring others into the conversation.  

Putting the pieces together

Here's a sample of how school-wide academic expectations and global competencies help to shape lessons and assessments.

Rutland High School Academic Expectations
Students will conduct research using a variety of sources and technologies.
  • Integration of Global Education
    • Students will explore the world through various global topics in research papers.
    • To conduct their research, they will be using resources in our school library, the Vermont State Library system as well as the many resources online, including Google Books, Google Scholar, Wikipedia, Modern History Sourcebook, Al Jazeera, Xinghua, and a variety of global sources.
    • Students will understand perspectives in conducting their research.
  • Specific Lesson Plan Modifications for Global Competencies
    • At the start of each research unit, students will have specific lessons by the teacher and the librarian about how to find sources from different places in the world as well as different perspectives.
    • Students will work during the Imperialism Project to find newspaper articles from African newspapers about the topics relevant to the project. 
    • Students will read primary sources from different perspectives and places.  During the French Revolution, students read primary source material from the perspectives of each of the estates.  This work in class, as well as follow up assignments helps students to see how different perspectives on the same event can be.  By modeling, students will understand the importance of finding sources with different perspectives.
  • Formal Outcome Assessments
    • Students in World History 2 are conducting research focusing on different historical aspects of a country have chosen.  The country must be a country they have never traveled to and one that is Africa, South America, or Asia.  In the end, the students will be researching and writing a paper that links to the course questions.  These questions are: What makes a good leader? Why do people fight? Does technology help or hurt society? Has civilization progressed in the last 250 years? And, why do people have to struggle so much to have their voice heard?
    • In the Imperialism Unit, students conduct research on an African Country.  They will be assessed on their research – the variety of sources they use as well as the depth of their research.  They will be required to use non-Western, preferably local sources for as much of the material as possible.
 
Rutland High School Academic Expectations
Students will listen actively and speak effectively.
  • Integration of Global Education
    • Students will understand diverse perspectives when they listen carefully.
    • Students will communicate their ideas effectively when speaking in small and large groups, formal and informal settings.
  • Specific Lesson Plan Modifications for Global Competencies
    • Students will complete the Berlin Conference Simulation. This asks students to listen carefully to what different countries want in their conquest for African territory and adjust their own strategy based on what others are saying and doing.  They also need to speak effectively because they will need to be strategic in what they say to the class and what they keep to just their group.
    • Students will present in a formal presentation about their research, learning, and plan to take action on their Imperialism Project.  The group will be asked to speak for 10 minutes and try to ensure all speak equally.  Also, the audience is responsible for listening closely to ask questions and poke holes in the proposal to make it stronger.
    • Students will conduct a Harkness Discussion about the use of technology in World War I.  They will be asked to discuss the course questions: Does technology help or hurt society? And, has civilization progressed in the last 250 years?  They will need to listen closely and speak effectively to get their points across and convince others of their perspective.
  • Formal Outcome Assessments
    • Imperialism Project Presentation (see above)
    • Harkness Discussion in World War I unit (see above)