Think Global, Teach Local
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Schools around the world


iEARN Learning Circle - Fall 2014

Students in the Global Leadership Odyssey class have begun an online exchange with students in Pakistan, Romania, Russia, Tunisia, Uganda, and the United States.

Exchange with Students in Kenya - Fall 2014

To begin our study of Kenya, we started with some research about Kenya. We studies the Maasai culture and students created art inspired by the Maasi and the geography of Kenya.





Exchange with Students in Cartagena, Colombia - Fall 2014

In addition our video exchange with students in Cartagena, students explored an art form native to Colombia - molas - and worked to create multi-media molas (oil pastels and embroidery thread.)

Declaration of the Rights of the Child

In the winter of 2014, I started a unit with my 6th graders in which we'd examine schools around the world.

Below are lesson and activity components of this unit of study.

Updated March 1, 2014
Picture
Declaration of the Rights of the Child


Resources
Child Rights (CRC) - UNICEF
Declaration of the Rights of Children - United Nations
Convention on the Rights of the Child - UNICEF
Cartoons for Children's Rights - UNICEF
Summary on the UN Convention on the Rights of Children
UN Convention on the Rights of the Child in Child-Friendly Language
The United Nations Convention on the Rights of the Child: An Introduction - A Middle School Unit (Grades 6 - 8)




PictureStudent work by Kai M., 2014
Countries at 35 Degrees North

First, I wanted to establish a grounding in location - exact and relative.
I reviewed the concepts of latitude and longitude. We discussed how and why Albuquerque, New Mexico is at
Albuquerque - 35.1107° N, 106.6100° W.

Using world maps, I then asked students to work in groups and to identify countries through which 35 degrees north crosses.
I wanted to use latitude as a comparative quality through which to look at countries around the world.

Next, I introduced students to the CIA World Fact Book and the types of information that can be found using this resource. Using the United States
, we looked at and discussed how we can can make inferences about data regarding the following:
  • population
  • life expectancy and connections to infant mortality rates, fertility rates, and literacy rates
  • education
  • status of women

Students were assigned a research activity that you can see and download here.

Students presented their work in class which provided a rich venue to compare and contrast places in the world. You can see student work here.

Resources:
Latitude and Longitude multimedia lesson
CIA World Fact Book

Picture
Letter Exchange with students from India

This year, my three classes have had the opportunity to correspond - via mail - with students in Siliguri, West Bengal, India, through a non-profit organization called Be the Change.

You can photos of letters here.

The Essential Question I posted for students to consider Why is it important to learn about people from around the world?

One of my primary goals as a teacher is to build global citizenship skills among our students, in support of our charter and the need for globalized citizens in the 21st Century. In that spirit, I offer a list of characteristics of a global citizen as described by Oxfam.


The Global Citizen

  • is aware of the wider world and has a sense of their own role as a world citizen

  • respects and values diversity

  • has an understanding of how the world works

  • is outraged by social injustice

  • participates in the community at a range of levels, from the local to the global

  • is willing to act to make the world a more equitable and sustainable place

  • takes responsibility for their actions.



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  • Home
  • About
    • Contact
  • Think Global - Svalbard
    • The Polar Bear Express
  • Vamos Explorar!
    • Background and Inspiration
    • The Geo-Inquiry Process >
      • Student Blog Posts
    • Expeditions into New Mexico Wilderness Areas
    • Content and Curriculum Resources
  • Think Global - Finland
    • Introduction
    • Education in Finland
    • International Expressions of Global Education >
      • Global Education Concepts and Definitions
    • Case Study: Global Education in Finland >
      • Global Education Initiatives Timeline
      • Themes of Global Education in Finland
    • Curriculum Development >
      • Resources for Teachers
      • Finland Blog
    • Gratitude and Dedication
  • Think Global - Germany
    • Teach Global - Germany
  • Think Global - Colombia
    • Journal
    • Think Global Resource Guide >
      • Essential Question
      • Standards Based Global Education
      • Global Education Unit: American Indians and Indigenous Peoples of the World – Past, Present and Future
      • Digital Learning Environment Inventory
      • Local Resource Guide
      • Global Education Unit: Being American: An examination of the struggle for civil liberties for historically disenfranchised groups of Americans
      • Global Education Student Assessment Tools Inventory
      • International Project -Based Learning Opportunities
      • TGC Teacher Blogs
  • Teach Global
    • Think Global - Peru >
      • Virtual Field Trip to Peru >
        • Tasty Peru Tour
      • Peru Teacher Resources
    • Virtual Field Trip to Pakistan
    • Social Justice Heroes from Across the Americas
    • Global Leadership Odyssey Project: Introduction Videos to Students in Cartagena, Colombia
    • Colombia Lessons and Presentations
    • Schools Around the World
    • Ancient China
    • iEARN Global Learning Circle - Spring 2014
  • Chaco Canyon Trek 2018
  • Non-clickable Page