Examples Using the Rhode Island Grade Span Expectations
Example Two
G 3: Human systems, and human movement affect and are affected by distribution of population and resources, relationships (cooperation and conflict), and culture.
How to Integrate Global Education into Standard
To make this standard more global, students will need to look at how human movement affect and are affected in different parts of the world. This can be done by exploring population pyramids. Refer to Population Reference Bureau’s lesson on “Pyramid Building:”
http://www.prb.org/Publications/Lesson-Plans/PyramidBuilding.aspx
G 3: Human systems, and human movement affect and are affected by distribution of population and resources, relationships (cooperation and conflict), and culture.
How to Integrate Global Education into Standard
To make this standard more global, students will need to look at how human movement affect and are affected in different parts of the world. This can be done by exploring population pyramids. Refer to Population Reference Bureau’s lesson on “Pyramid Building:”
http://www.prb.org/Publications/Lesson-Plans/PyramidBuilding.aspx
State Global Competency Used
1. Investigate the world beyond their immediate environment, framing significant problems and conducting well-crafted and age-appropriate research
Teachers for Global Classrooms Resources Used to Modify Standard
Educating for global competence: Preparing our youth to engage the world.
The Asia Society's 2011 publication
http://www.nafsa.org/uploadedfiles/chez_nafsa/find_resources/publications/periodicals/epublications/epub_toward_globally.pdf
1. Investigate the world beyond their immediate environment, framing significant problems and conducting well-crafted and age-appropriate research
Teachers for Global Classrooms Resources Used to Modify Standard
Educating for global competence: Preparing our youth to engage the world.
The Asia Society's 2011 publication
http://www.nafsa.org/uploadedfiles/chez_nafsa/find_resources/publications/periodicals/epublications/epub_toward_globally.pdf
Suggested Formative or Summative Assessment
Summative Assessment: students create population pyramids of their “mother” country and that of the Philippines (or other foreign country). Students write letters sharing their knowledge of population growth in the Philippines along with modified population pyramids through ePals or another similar “sharing” format.
http://www.epals.com/#!/main
Summative Assessment: students create population pyramids of their “mother” country and that of the Philippines (or other foreign country). Students write letters sharing their knowledge of population growth in the Philippines along with modified population pyramids through ePals or another similar “sharing” format.
http://www.epals.com/#!/main