Examples Using the Rhode Island Grade Span Expectations
Example Three
G 4: Environment and Society: Patterns emerge as humans settle, modify, and interact on Earth’s surface to limit or promote human activities.
How to Integrate Global Education into Standard
Have students look at issues beyond their state and national perspectives. This may include, but is not limited to, reviewing articles from newspapers or the internet, interviewing experts in the field (Skype, FaceTime or video chats), sharing letters with individuals who are experiencing the given topic.
State Global Competency Used
2. Recognize perspectives, others’ and their own, articulating and explaining such perspectives thoughtfully and respectfully.
Teachers for Global Classrooms Resources Used to Modify Standard
Education for Global Citizenship A Guide for Schools
http://www.oxfam.org.uk/~/media/Files/Education/Global%20Citizenship/education_for_global_citizenship_a_guide_for_schools.ashx
Suggested Formative or Summative Assessment
Formative Assessment: Take a Stand
Have students research various environmental disasters. To assist students in shaping their opinions on various topics and approaches to handing of the problems, do “Take a Stand.”
Have students stand in the middle of the classroom. Present a “take a stand” statement. Students then move to their respective sides of the classroom and prepare to debate their view using evidence from their research. Allow 5 – 7 minutes for each “take a stand” question.
G 4: Environment and Society: Patterns emerge as humans settle, modify, and interact on Earth’s surface to limit or promote human activities.
How to Integrate Global Education into Standard
Have students look at issues beyond their state and national perspectives. This may include, but is not limited to, reviewing articles from newspapers or the internet, interviewing experts in the field (Skype, FaceTime or video chats), sharing letters with individuals who are experiencing the given topic.
State Global Competency Used
2. Recognize perspectives, others’ and their own, articulating and explaining such perspectives thoughtfully and respectfully.
Teachers for Global Classrooms Resources Used to Modify Standard
Education for Global Citizenship A Guide for Schools
http://www.oxfam.org.uk/~/media/Files/Education/Global%20Citizenship/education_for_global_citizenship_a_guide_for_schools.ashx
Suggested Formative or Summative Assessment
Formative Assessment: Take a Stand
Have students research various environmental disasters. To assist students in shaping their opinions on various topics and approaches to handing of the problems, do “Take a Stand.”
Have students stand in the middle of the classroom. Present a “take a stand” statement. Students then move to their respective sides of the classroom and prepare to debate their view using evidence from their research. Allow 5 – 7 minutes for each “take a stand” question.