Modify
Standards in Relation to Global Education
Dana Van Tilborg
Standard 1: Common Core, ELA Standards Social Studies 9-10 (http://www.corestandards.org/ELA-Literacy/RH/9-10)
CCSS.ELA-Literacy.RH.9-10.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
One of the History/Social Studies skills that I am focusing on this year with my 10th graders is how to use primary sources to help further understand a civilization or historical event or person. As I teach mostly ELL students, reading secondary sources is sometimes problematic, but reading primary sources is even harder with outdated language and historically-specific content. I want students to be able to assess information found in primary sources for themselves and not just rely on a textbook to tell them what to think of the civilizations or events we are focused on. For example, we just finished studying the Romans and I gave them a number of primary sources and asked students in groups to read these sources and then determine the type of leader Augustus Caesar was by using evidence from the sources. This showed students that historians read multiple sources with multiple perspectives and make decisions based on evidence but that their decisions of who is a good or bad emperor is of course subjective. I want students to understand the process of making history and that they may have different interpretations of historical groups or events or people.
To globalize the CC standard of analyzing primary sources, I would use primary sources from a variety of civilizations throughout history and vary the primary sources according to the area of the world that they originate in. For example, earlier in the semester in the semester we read the Code of Hammurabi, the first law code ever created from the Sumerians/Babylonians (modern day Iraq). This type of primary source stands out as distinct from more traditional Western civilization-focused primary sources. As we move into more contemporary content in World History and analyze both primary and secondary sources, I could also globalize this standard by having students read domestic and international sources to address contemporary global issues. Even though one aspect of globalizing the standard is analysis of ancient texts and another idea is using contemporary global sources to understand a problem; the process is the same, using a variety of diverse sources as evidence to make an argument.
The specific global competency that I am targeting is helping students “investigate the world beyond their immediate environment” (Educating for Global Competency, p. 107) and focused on both content and skill. This could be done with historically-specific primary sources from a variety of civilizations throughout the world or it could be done with contemporary global issues by looking at a variety of global sources of evidence. As such, it would work throughout my World History course as a way of integrating global competence and knowledge.
In terms of a summative assessment, I could see asking students to be able to make an argument on either a historical question of the past (for example, what civilization was the most successful River Valley Civilization?) or a contemporary issue (for example, what is the best way to encourage women’s rights globally?) and ask them to globalize and diversify their sources of evidence (both primary and secondary) that back up their argument.
Standard 2: New Mexico Benchmarks and Standards Social Studies Graders 9-12
http://www.ped.state.nm.us/standards/Social%20Studies/Social%20Studies%209-12.pdf
9-12 benchmark 1-D. Skills: use critical thinking skills to understand and communicate perspectives of individuals, groups and societies from multiple contexts:
Performance Standards
6. Interpret events and issues based upon the historical, economic, political, social and geographic context of the participants;
This standard is focused on a Social Studies skill of understanding multiple perspectives and the context of participants in understanding a historical event or person. I have talked to the students a lot about how there are multiple perspectives on every event in history. For example, the fall of the Roman Empire could be looked at from the perspective of the Barbarians who took it down, or the perspective of the last Roman Emperor and what was lost with the fall, or the perspective of the “normal” person living in the Empire and the changes after the fall. No event has one “take” on it, but rather, multiple perspectives dependent on the context and stakes of the participant.
To globalize the standard, students would have to show different perspectives on a historical events or contemporary issues and “examine the role of place, time, culture, society and resources in the perspectives held by people and groups” (Educating for Global Competency, pg. 107). The perspectives could be diversified by global position (how do different countries experience this issue differently?) or could be diversified by the perspectives of history (how do the “winners” of this event in history see what happened as opposed to the “losers” of this event? For example, what is the Aztec perspective of the fall of the Tenochtitlan versus the Spanish perspective of the fall?)
This standard addresses the global competency “Students recognize and understand their own and others’ perspectives” (Educating for Global Competency, pg. 107). I take that to mean that students can identify their own perspective in understanding a topic of history or a current issue as well as identifying other diverse and multiple perspectives that led to their opinion and perspective. Also, students can see that there are many responses to any historical event or contemporary issues and need to understand that diversity before they come to their own conclusion.
For a summative assessment on understanding multiple global perspectives, I could see asking students to take a stand on an issue of history such as were there benefits to the feudal system or should the U.S. have dropped the nuclear bomb, and asking them to provide at least two summaries of different perspectives (different by geographical location, or different by social, economic, political position) on the issue from primary sources and then after reading these diverse perspectives, choose their own perspective on the issue that is being addressed. For example, on the issue of should the U.S. have dropped the nuclear bomb in WWII, students could research different perspectives from the positive perspective of a U.S. official who believes that the dropping of the bombs stopped a long protracted war from being longer and having more casualties to reading a negative perspective of the question from a Japanese person who experienced the bomb first-hand and the devastating and long-term effects of it. After reading and summarizing a few diverse perspectives, students would then be asked to state their own opinion to the question citing specific evidence from these sources that swayed their thinking one way or the other.
Standard 3: New Mexico Benchmarks and Standards Social Studies Graders 9-12
http://www.ped.state.nm.us/standards/Social%20Studies/Social%20Studies%209-12.pdf
9-12 benchmark 1-D. Skills: use critical thinking skills to understand and communicate perspectives of individuals, groups and societies from multiple contexts:
Performance Standards
4. Explain how to use a variety of historical research methods and documents to interpret and understand social issues (e.g., the friction among societies, the diffusion of ideas);
One of the elements of global education and competency that I have seen strongly articulated throughout this course is the need for students to be able to use global knowledge to take a stand and action on issues of global significance. I will definitely create a long-term project in my World History class that addresses this issue and allows students some creativity in the issues that they choose to research. This project may be my updated lesson plan that I am developing in this class.
To globalize this standard, I would globalize the social issues that students are interpreting and understanding and further, I would add a component of action to the standard. For example, the social issues would be contemporary issues that cross national borders and the social issues could be chosen by students from a list developed by me (global environmental issues, war, women’s rights, immigration, etc.).
The global competency addressed would be “students translate their ideas and findings into appropriate actions to improve conditions” (Educating for Global Competency, pg.107). Students would assess different options from their research and plan actions in a long-term project-based assessment.
For the assessment, students would have to apply research and knowledge to a global problem or social issue in a project-based assessment. This would be a long-term project where students could choose a global issue and research it from multiple sources (domestic and international sources, etc.). I also think a component of the project would be to think about how this issue affects people differently dependent on their geographical, social, political, economic position, perhaps choosing three countries and the effects of the specific issue in those countries. At the end of the research and knowledge gathering portion of the project, students would create a hypothetical non-profit organization that could address the issue developing a mission statement as well as goals and action plan for the non-profit to address the issue.
Dana Van Tilborg
Standard 1: Common Core, ELA Standards Social Studies 9-10 (http://www.corestandards.org/ELA-Literacy/RH/9-10)
CCSS.ELA-Literacy.RH.9-10.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
One of the History/Social Studies skills that I am focusing on this year with my 10th graders is how to use primary sources to help further understand a civilization or historical event or person. As I teach mostly ELL students, reading secondary sources is sometimes problematic, but reading primary sources is even harder with outdated language and historically-specific content. I want students to be able to assess information found in primary sources for themselves and not just rely on a textbook to tell them what to think of the civilizations or events we are focused on. For example, we just finished studying the Romans and I gave them a number of primary sources and asked students in groups to read these sources and then determine the type of leader Augustus Caesar was by using evidence from the sources. This showed students that historians read multiple sources with multiple perspectives and make decisions based on evidence but that their decisions of who is a good or bad emperor is of course subjective. I want students to understand the process of making history and that they may have different interpretations of historical groups or events or people.
To globalize the CC standard of analyzing primary sources, I would use primary sources from a variety of civilizations throughout history and vary the primary sources according to the area of the world that they originate in. For example, earlier in the semester in the semester we read the Code of Hammurabi, the first law code ever created from the Sumerians/Babylonians (modern day Iraq). This type of primary source stands out as distinct from more traditional Western civilization-focused primary sources. As we move into more contemporary content in World History and analyze both primary and secondary sources, I could also globalize this standard by having students read domestic and international sources to address contemporary global issues. Even though one aspect of globalizing the standard is analysis of ancient texts and another idea is using contemporary global sources to understand a problem; the process is the same, using a variety of diverse sources as evidence to make an argument.
The specific global competency that I am targeting is helping students “investigate the world beyond their immediate environment” (Educating for Global Competency, p. 107) and focused on both content and skill. This could be done with historically-specific primary sources from a variety of civilizations throughout the world or it could be done with contemporary global issues by looking at a variety of global sources of evidence. As such, it would work throughout my World History course as a way of integrating global competence and knowledge.
In terms of a summative assessment, I could see asking students to be able to make an argument on either a historical question of the past (for example, what civilization was the most successful River Valley Civilization?) or a contemporary issue (for example, what is the best way to encourage women’s rights globally?) and ask them to globalize and diversify their sources of evidence (both primary and secondary) that back up their argument.
Standard 2: New Mexico Benchmarks and Standards Social Studies Graders 9-12
http://www.ped.state.nm.us/standards/Social%20Studies/Social%20Studies%209-12.pdf
9-12 benchmark 1-D. Skills: use critical thinking skills to understand and communicate perspectives of individuals, groups and societies from multiple contexts:
Performance Standards
6. Interpret events and issues based upon the historical, economic, political, social and geographic context of the participants;
This standard is focused on a Social Studies skill of understanding multiple perspectives and the context of participants in understanding a historical event or person. I have talked to the students a lot about how there are multiple perspectives on every event in history. For example, the fall of the Roman Empire could be looked at from the perspective of the Barbarians who took it down, or the perspective of the last Roman Emperor and what was lost with the fall, or the perspective of the “normal” person living in the Empire and the changes after the fall. No event has one “take” on it, but rather, multiple perspectives dependent on the context and stakes of the participant.
To globalize the standard, students would have to show different perspectives on a historical events or contemporary issues and “examine the role of place, time, culture, society and resources in the perspectives held by people and groups” (Educating for Global Competency, pg. 107). The perspectives could be diversified by global position (how do different countries experience this issue differently?) or could be diversified by the perspectives of history (how do the “winners” of this event in history see what happened as opposed to the “losers” of this event? For example, what is the Aztec perspective of the fall of the Tenochtitlan versus the Spanish perspective of the fall?)
This standard addresses the global competency “Students recognize and understand their own and others’ perspectives” (Educating for Global Competency, pg. 107). I take that to mean that students can identify their own perspective in understanding a topic of history or a current issue as well as identifying other diverse and multiple perspectives that led to their opinion and perspective. Also, students can see that there are many responses to any historical event or contemporary issues and need to understand that diversity before they come to their own conclusion.
For a summative assessment on understanding multiple global perspectives, I could see asking students to take a stand on an issue of history such as were there benefits to the feudal system or should the U.S. have dropped the nuclear bomb, and asking them to provide at least two summaries of different perspectives (different by geographical location, or different by social, economic, political position) on the issue from primary sources and then after reading these diverse perspectives, choose their own perspective on the issue that is being addressed. For example, on the issue of should the U.S. have dropped the nuclear bomb in WWII, students could research different perspectives from the positive perspective of a U.S. official who believes that the dropping of the bombs stopped a long protracted war from being longer and having more casualties to reading a negative perspective of the question from a Japanese person who experienced the bomb first-hand and the devastating and long-term effects of it. After reading and summarizing a few diverse perspectives, students would then be asked to state their own opinion to the question citing specific evidence from these sources that swayed their thinking one way or the other.
Standard 3: New Mexico Benchmarks and Standards Social Studies Graders 9-12
http://www.ped.state.nm.us/standards/Social%20Studies/Social%20Studies%209-12.pdf
9-12 benchmark 1-D. Skills: use critical thinking skills to understand and communicate perspectives of individuals, groups and societies from multiple contexts:
Performance Standards
4. Explain how to use a variety of historical research methods and documents to interpret and understand social issues (e.g., the friction among societies, the diffusion of ideas);
One of the elements of global education and competency that I have seen strongly articulated throughout this course is the need for students to be able to use global knowledge to take a stand and action on issues of global significance. I will definitely create a long-term project in my World History class that addresses this issue and allows students some creativity in the issues that they choose to research. This project may be my updated lesson plan that I am developing in this class.
To globalize this standard, I would globalize the social issues that students are interpreting and understanding and further, I would add a component of action to the standard. For example, the social issues would be contemporary issues that cross national borders and the social issues could be chosen by students from a list developed by me (global environmental issues, war, women’s rights, immigration, etc.).
The global competency addressed would be “students translate their ideas and findings into appropriate actions to improve conditions” (Educating for Global Competency, pg.107). Students would assess different options from their research and plan actions in a long-term project-based assessment.
For the assessment, students would have to apply research and knowledge to a global problem or social issue in a project-based assessment. This would be a long-term project where students could choose a global issue and research it from multiple sources (domestic and international sources, etc.). I also think a component of the project would be to think about how this issue affects people differently dependent on their geographical, social, political, economic position, perhaps choosing three countries and the effects of the specific issue in those countries. At the end of the research and knowledge gathering portion of the project, students would create a hypothetical non-profit organization that could address the issue developing a mission statement as well as goals and action plan for the non-profit to address the issue.