Standards-Based Global Education Updates

Modifying Missouri Social Studies  Standards for Global Education and Competencies

Explicit promotion of global education in our state standards is sparse. However, teachers can find plenty of room within our broad standards to incorporate the acquisition of global competencies. Consider the following three standards and their global “twists”.

SOC.6.5.C.2         Describe human characteristics, such as people’s education, language, diversity, economies, religions, settlement patterns, ethnic background and political system

How we can integrate content into standard:

Incorporating world cultures and global issues into our current content will help us meet the standard of describing human characteristics and give us the opportunity to develop stronger global competencies in our students.

Lesson plan modifications for standard that demonstrates global competencies:

Our first unit, Maps and Tools of Geographic Inquiry, would be an excellent place to start. During this unit, students can search for and analyze political and thematic maps related to the human characteristics of education, languages, diversity, economies, religions, settlement patterns, ethnic backgrounds, and political systems.

Informal outcome/formative assessment(s) that addresses the standard:

Students will demonstrate their understanding by locating several maps illustrating human characteristics of world cultures and/or global issues. After analysis of the features of the maps they have found, students will design and create a thematic map that illustrates a global issue or characteristics of a world culture.

SOC.6.7.A.1        Select, investigate, and present a topic using primary and secondary resources, such as oral interviews, artifacts, journals, documents, photos, and letters

How we can integrate content into standard:

Communicating with peoples from other cultures will help us meet the standard of selecting, investigating, and presenting a topic using primary and secondary resources while giving our students room to flex their global competency skills.

Lesson plan modifications for standard that demonstrates global competencies:

Language arts, world cultures, or current events classes offer many opportunities for incorporating global competencies into the analysis of primary and secondary resources. In these classes, students can research a world culture using a variety of resources including oral interviews, artifacts, journals, documents, photos, and letters.

Informal outcome/formative assessment(s) that addresses the standard:

Students will create a presentation about a world culture using a variety of primary and secondary sources.

SOC.6.7.D.1        Use technological tools for research and presentation

How we can integrate content into standard:

Technology should be used to explore other cultures and global issues in all classes.

Lesson plan modifications for standard that demonstrates global competencies:

Current events, math, science, communication arts, geography and other courses can use the internet to explore the use of media like infographics in communicating issues of global concern.

Informal outcome/formative assessment(s) that addresses the standard:

After finding and analyzing several infographics online, students will collect information and data on an area or global issue that they are concerned about. Each student will then create their own infographic using the information they have found, present it to the class, and display it in the school.

SOC.3.A.1            Compare and contrast limited and unlimited governments (i.e., democratic and authoritarian governments) and how people’s lives vary under these systems

How we can integrate content into standard:

Studies of current issues in governance can include the modern democratic movements of North Africa and the Middle East.

Lesson plan modifications for standard that demonstrates global competencies:

Students studying history and government can compare and contrast popular grievances against authoritarian governments and the organized responses that challenged autocratic regimes.

Informal outcome/formative assessment(s) that addresses the standard:

After studying historic and modern democratic movements, like revolutions of the 18th century and Arab Spring, students can create a chart or guide comparing and contrasting components of revolutions including grievances, leaders, calls for justice, and responses.

 

SOC.4.C.3            Interpret the past, explain the present and predict the future of economic decisions

How we can integrate content into standard:

Units featuring economics can include explorations of post-colonial economic issues in the developing world.

Lesson plan modifications for standard that demonstrates global competencies:

When studying debt, interest, and monetary policies, students can compare and contrast opposing viewpoints on the impact of the International Monetary Fund and the World Bank on developing countries.

Informal outcome/formative assessment(s) that addresses the standard:

Students can participate in a class debate on an IMF or World Bank policy or proposed policy.

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