Globalize Standards

How does one GLOBALIZE one’s national, state, district, and/or school standards?  For three standards, I did the following:

• Integrate global education into each standard.
• Cite specific lesson plan modifications for each standard that demonstrate global competencies.
• Develop an informal outcome assessment (i.e. the work the students will do to demonstrate their learning, specifically as it relates to the  standard + global competencies).

HISTORY-SOCIAL SCIENCE CA STANDARDS

• 11.2.3 Trace the effect of the Americanization movement.
• To integrate global education into this standard, students can explore efforts by two nation-states in the contemporary world to “create” citizens amongst their immigrant populations. The two nation-states that can be explored: France and Israel. Both of these countries have made concerted efforts to assimilate their immigrant populations. France, an ‘old world’ country with a long history, culture, language, cuisine and customs, has had some difficulties in grappling with the immigrant question. For many French, the myriad North African, Muslim immigrants pose an especially stark affront to French culture, nation-hood, and identity. For example, there has been much talk in France about the veil that some Muslim women wear to cover their heads. Some French have gone so far as to say that the veil should be prohibited in public schools. I can find 3-4 representative texts that explore with the issue of assimilation of these immigrants in contemporary French society. Similarly, Israel has also made a concerted effort to assimilate its immigrant population. Israel faces an added complexity—it’s a Jewish nation-state that in many respects matured in the post World War II period as a safe haven for persecuted Jews. Many Jewish Israelis believe they must maintain and even strengthen their religious identity as a nation-state. One important element to this identity as an Israeli is language. Here again, I can find 3-4 representative texts that explore the issue of assimilation in contemporary Israeli society.
• For this standard, students will read several texts, both primary and secondary sources, that explore assimilation in two nation-states [France and Israel]. To extend the activity, students can be required to investigate the issue further, and find one additional source. This additional text should be a non-American source. Students can then complete a close reading of said text, and prepare a short [2-3 minute] presentation of said text for the entire class.
• Students will be investigating the world beyond their immediate environment. In particular, students will be identifying and weighing relevant evidence from primary and secondary documents using a variety of domestic and international sources.
• The students’ informal assessment will be their short 2-3 minute presentation on their additional source.

• 11.3.5 Describe the principles of religious liberty found in the Establishment and Free Exercise clauses of the First Amendment, including the debate on the issue of separa­tion of church and state.
• Students will compare and contrast the role of religion, religious freedom, and the separation of church and state in two other nations vis-à-vis the United States. In a few nations, religion plays a substantial role in the development of laws—and religion impacts cultural norms, beliefs, and traditions. In others [especially northern European nations], there is a strict separation between ‘church and state.’ Moreover, in some of these nations, religion plays a much smaller role in these ‘modern,’ 21^st century societies.
• The students’ presentation will be their informal outcome assessment.
• Students will extend the lesson with an individual project: Research the role of religion, religious freedom, and the separation of church and state in a non-Western nation-state. Students must use at least two non-American, non-Western sources. Students will prepare a Prezi or Powerpoint presentation to share with the entire class.
• Students will investigate the world, recognize perspectives, and communicate ideas.

• 11.11 Students analyze the major social problems and domestic policy issues in contemporary American society.
• Students will study a major social problem and/or domestic policy issue in two nations.
• Mexico: This nation-state is currently experiencing a devastating drug war that has impacted much of the nation. There are international linkages and factors, but students will focus on the domestic ramifications of said drug war. Most recently, the disappearance of 43 young Mexicans has rocked the entire nation, leading to massive protests.
• Spain: This European nation is currently experiencing high unemployment—especially amongst the younger population. Unemployment levels are above 25% for this segment of the Spanish population. Students will explore the causes of said unemployment, and how the Spanish people and government are coping with this issue.
• To develop their global competencies, students will take action on a major [domestic or international] social problem. In groups of 4-5 students, students will select their issue, develop a needs assessment, create a plan of action, implement said plan, and write a report [including a personal reflection] on their social issue and project.
• Informal assessment: Report and personal reflection.