Examples of Standards in Relation to Global Education
Example # 1 (Common Core for READING)
RL.9-10.9 Analyze how an author draws on and transforms source material in a specific work (e.g, how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
Corresponding College and Career readiness (CCR) Anchor Standard: 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
RL.9-10.9 Analyze how an author draws on and transforms source material in a specific work (e.g, how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
Corresponding College and Career readiness (CCR) Anchor Standard: 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
- By grade 10, students should have read Shakespeare’s “Romeo and Juliet”, so they know the plot, and the conflicts that contributed to the tragedy. It would be great to consider how the same plot unfolds in various interpretations by different authors, representing different countries/cultures.
- I suggest to use James Cameron’s “Titanic” (both the book and the movie) and Sharon Draper’s “Romiette and Julio”. So, while teaching the basics of tragedy, tracing the origins of the most renown tragedies to the fact that family plays a great role in the creation of the conflict, students can compare/contrast how the same plot (two people are in love, but their families are against it) is treated in different works of literature. Therefore, they are investigating the world and recognizing different perspectives (historical and cultural), but they are able to come to the same conclusion: family interference based on feuds, social status or racism leads to tragic outcomes.
- The assessment could include a completion of Venn Diagram, or a comparative paragraph demonstrating similarities of the plot, conflicts and outcomes. It could also be in a form of a book talk, if any of the students have read “Romiette and Julio”, or have a socratic circle discussion.
Example # 2 (Common Core for WRITING)
W.9-10.6 Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Corresponding College and Career readiness (CCR) Anchor Standard: 6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.
- This standard would be, perhaps, the easiest to integrate global education and competencies. For this standard, it would be important to encourage student collaboration with students from other schools/ states/ countries. I suggest using websites such as iEARN or epals to research information and exchange ideas on different topics.
- For example, when students start writing argumentative essays /position papers on the topics of their choice, they can inquire students from other countries what they think, or what position they have on controversial topics (school uniforms, school start time, homework, etc). This way they will be investigating the world, recognizing perspectives and communicating ideas.
- The assessment of global competencies will be a part of the scoring rubric for the essay. “Idea development and support” section of the rubric would include such parameters as “shows research on the issue”, “recognizes different perspectives on the issue” and “analyzes the issue from an international perspective”.
Example # 3 (Common Core for LANGUAGE)
L9-10.4 Determine or clarify the meaning of unknown or multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexible from a range of strategies.
Corresponding College and Career readiness (CCR) Anchor Standard: 4. Determine or clarify the meaning of unknown or multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
L9-10.4 Determine or clarify the meaning of unknown or multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexible from a range of strategies.
Corresponding College and Career readiness (CCR) Anchor Standard: 4. Determine or clarify the meaning of unknown or multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
- In order to investigate the world and recognize perspectives, students will be using cognates as a strategy to determine or clarify the meaning of unknown words.
- For a selected text, the teacher will highlight several words (mostly nouns), the cognates of which could be easily identified by using students’ native languages (for example, Spanish, MaiMai, Arabic, Swahili). Students then will explain the meaning of a cognate in their native language, both denotative and connotative meanings. After that, students will compare and contrast the meanings as they function in different languages, and analyze any historical or cultural aspects that contributed to the meaning. Students can also explore word families and extend their knowledge of cognates.
- Students will be assessed on determining or clarifying the meanings of new vocabulary words using the strategy of cognates (group work). As a group they will be responsible to outline all the meanings they have discovered using cognates (both connotation and denotation), provide one synonym and antonym for each word, and create a word family web, identifying words with the same roots. They will share their findings with the class (communicate ideas).
Example # 4 (Common Core for READING)
RL.11-12.7 INTEGRATION OF KNOWLEDGE AND IDEAS
Analyze multiple interpretations of a story, drama, o poem (e.g. recorded or live production of a play or recorded novel or poetry) evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
Corresponding College and Career readiness (CCR) Anchor Standard: 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
RL.11-12.7 INTEGRATION OF KNOWLEDGE AND IDEAS
Analyze multiple interpretations of a story, drama, o poem (e.g. recorded or live production of a play or recorded novel or poetry) evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
Corresponding College and Career readiness (CCR) Anchor Standard: 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
- Reading literature originated from other countries and various time periods already guarantees that students will investigate the world and recognize different perspectives. They will also be able to communicate ideas, collected from literature, to diverse audiences through writing and discussions, when prompted to do so.
- Reading Shakespeare is challenging even for advanced students due to the language it is written in and culture of the time, which students know little about. Therefore, several adaptations prove to be helpful. First, it is easier for students to read Shakespeare, looking at the original and the adapted version side by side. Such editions include "No Fear Shakespeare" series. Taking the tragedy "Othello", for example, it is helpful for students when they see short summaries of each Scene or Act, such as CliffNotes, which presents the plot in a simplified and humorous way. CliffNotes summaries are engaging to the students and increase their retention of the important information from the play for future analysis. Another modification would be the usage of the movie "O", which is a modern portrayal of the Shakespeare's classic. All of the adaptations presented here (No Fear Shakespeare, CliffNotes, movie "O") are modern interpretations of the play, which allow the demonstration and analysis of timeless themes through the lens of modern culture. Students easily make connections, which in turn help them understand the original text.
- In order to show their understanding, students may be asked to compare and contrast the text and the movie, for example, using a set of guiding questions (including conflict, setting, characterization, etc.). They may express their opinion as to which interpretation is more appealing to them and why. Students may be asked to rewrite some of the dialogues using modern language or texting in order to assess their understanding of the conflicts and plot.
Example #5 (Common core for SPEAKING AND LISTENING)
SL.9-10.5 PRESENTATION OF KNOWLEDGE AND IDEAS
Make strategic use of digital media (e.g. textual, graphical, audio, visual and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Corresponding College and Career readiness (CCR) Anchor Standard: 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
SL.9-10.5 PRESENTATION OF KNOWLEDGE AND IDEAS
Make strategic use of digital media (e.g. textual, graphical, audio, visual and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Corresponding College and Career readiness (CCR) Anchor Standard: 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
- While students conduct research and prepare presentations, they should be encouraged to utilize a variety of digital sources (i.e. investigate the world beyond their immediate surroundings) and include sources that originate from and/or highlight various global perspectives. While students present to diverse audiences, they will be able to communicate ideas while adding interest and enhancing understanding. Having portions of the presentation in different languages, if there's a need to address audience diversity or introduce concepts from other countries/ cultures, will engage the audience even more and increase retention.
- For example, when teaching students about different lifestyles, I included articles, videos and pictures portraying aspects of various lifestyles (Freegans, Competitive Eaters, Longnecks, Body Modifications, Hooligans, Nomads, etc.). Not only were students investigating the world and recognizing different perspectives and reasons for those, they were able to analyze those perspectives and communicate their ideas to others through discussions or persuasive writing.
- Students showed their understanding when they identified reasons for certain lifestyles and were able to compare/contrast them with other lifestyles. While evaluating lifestyles, students had to choose the ones that are most suitable for them and explain their choice (argument essay). In order to take action to improve conditions students created brochures outlining lifestyles with negative behaviors (Hooligans) with recommendations on how to prevent and avoid negative consequences.