standards based global education updates
Below are examples of standards that were taken from local, state and national organizations and assessed for global content. Examples of how to modify them to reflect global competencies are included.
The Maine Learning Results
B1 Knowledge, Concepts, Themes, and Patterns of Civics/Government
e. Compare how laws are made in Maine and at the federal level in The United States.
- Integration: Students can examine how laws are made in newly formed democracies, using constitutions and documents from the countries themselves to help understand how law is formed. Students will analyze the impact that the new democracies had on these areas.
- Modification: Students will utilize the new constitution of Somalia that was passed in August of 2012 and identify relevant information to assist them in comparing how laws are made in Maine and at the federal level in The United States with Somalia.
- Assessment: Students will use technology and media to create a product that visually explains their comparisons. They will include reflections of similarities and differences found between the law processes in Maine, The United States & Somalia.
- from The National Council for the Social Studies (NCSS)
- Power, Authority & Governance
- Distinguish among local, state and national government and identify representative leaders at these levels such as mayor, governor, and president.
- Integration: Distinguish among local, state, national & foreign government and identify representative leaders at these levels such as mayor, governor, president, prime minister, chancellor, supreme leader, sultan.
- Modification: Using on-line domestic and international newspapers, students will examine citizen’s perspectives about their leadership around the world. Students will choose one country from each continent (with the exception of Antarctica), and develop a chart to organize information collected regarding perspectives on leadership.
Global Competencies: Investigates the World by exploring a range of domestic and international texts and media to identify questions of local, regional, or global significance, Recognizes Perspectives by examining perspectives of other people within texts and media from around the world and recognizing and expressing their own perspectives by ranking & writing an argument.
- from Common Core State Standards For English Language Arts & Literacy in HIstory/Social Studies, Science, and Technical Subjects
- Analyze seventeenth, eighteenth, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.
- Integration: Analyze seventeenth, eighteenth, and nineteenth-century foundational U.S. & World documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, The Haitian Constitution of 1801, The Declaration of the Rights of Man and of the Citizen, Lincoln’s Second Inaugural Address and Bolivar’s Address at Angostura.) for their themes, purposes, and rhetorical features.
- Modification: Students will choose any two foundational documents representing at least two areas of the world dating between 1600 - 1800 and compare and contrast themes, purposes & rhetorical features.
- Assessment: Students will write a reflection that addresses how these foundational documents contributed to sustainable improvement of life in different areas of the world during this time period. Students form groups that will take one major idea from each foundational document and propose a plan for how they can implement that idea into their school community.