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Asia Society Lesson Plans and Curriculum 

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Asia Society Lesson Plans and Curriculum 

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Find the global education resources you need for your classroom or out-of-school program!

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Preparing Our Youth for a Better World: OECD PISA Global Competence Framework Launch

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Preparing Our Youth for a Better World: OECD PISA Global Competence Framework Launch

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Streamed live on Dec 12, 2017

Project Zero at the Harvard Graduate School of Education and the Directorate of Education and Skills at the OECD are pleased to co-host the public launch of the new OECD PISA Global Competence Framework, the foundation for the PISA test of 2018. Andreas Schleicher will introduce the OECD framework and leaders in global education will discuss its implications for educational policies and practices.

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Preparing Our Youth for a Better World: OECD PISA Global Competence Framework Launch

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iEARN

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The Teachers' Guide to Global, Collaborative Teaching and Learning is a searchable database of global projects and resources to help educators foster global competence and build connections with...

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4. Global Competence Matrix - Asia Society

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Framework for State Action on Global Education

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Framework for State Action on Global Education

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States require an ac onable framework for making global educa on a clear, but seamless part of state educa on systems—so that every parent, employer, and policymaker can assume global educa on is part of every child’s experience in the classroom and the greater educa onal enterprise.

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4. State Framework on Global Education - P21

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Helping Educators Create Meaningful Change

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Preparing students to live and work in an integrated world and contribute to improving society fulfills public schools' intended purpose.

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5. Turning Students Into Global Citizens - Reimers

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Diversity Drives Demand for Global Lessons

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Diversity Drives Demand for Global Lessons

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Changing demographics have compelled undergraduate and working K12 teachers to expand their knowledge of foreign cultures

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4. Diversity drives demand for global lessons - DeNisco

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U.S. Department of Education International Strategy 2012-2016

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U.S. Department of Education International Strategy 2012-2016

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2. DOE IAO International Strategy 2012-2016

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Five Facts About the U.S. You Should Know

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Five Facts About the U.S. You Should Know

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Ben Franklin famously said, "No country was ever ruined by trade." America's founding fathers, most of them bilingual, understood the nation's connection with the greater world. "E Pluribus Unum" ("from many, one"), acknowledges that diversity is America's strength.

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1. Five Facts About the U.S. You Should Know - Singmaster

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NEA Today- Common Core's Role in Building Global Competencies

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NEA Today- Common Core's Role in Building Global Competencies

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6. Common Core's Role in Building Global Competencies - NEA Today

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International Perspective on U.S. Education Policy and Practice

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International Perspective on U.S. Education Policy and Practice

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What Can We Learn from High-PerformingNations?

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4. International Perspectives on American Education - Asia Society

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The Programme for International Student Assessment (PISA) is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15- year-old students.

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A Call for Global Citizenship  Education- Gaudelli

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A Call for Global Citizenship  Education- Gaudelli

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3. A Call for Global Citizenship Education - Gaudelli

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2. Educating for Global Competency - Reimers

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Chapter two of Global Education leads educators down three pathways to global education and discusses support and mentoring, collaboration and lesson plans, and accountability pressure. The case studies in this chapter also provide examples of how three educators rst became involved with global education projects

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Professional learning community (PLC)   An ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve. Professional learning communities operate under the assumption that the key to improved learning for students is continuous job-embedded learning for educators.

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About PLCs | All Things PLC | Powered by Solution Tree

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Professional Learning Community (PLC). An ongoing process in which educators work collaboratively to achieve better results for the students they serve.

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The GCLC is a tool for self-reflection, used by individuals wishing to reflect on their own level of global competence and to learn the characteristics included in higher levels to advance along the continuum

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"What education for what world? " Fernando Reimers at UNESCO Bangkok

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"What education for what world? " Fernando Reimers at UNESCO Bangkok

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Preparing globally competent learners.

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"What education for what world? " Fernando Reimers at UNESCO Bangkok

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On 16 October, 2015, Professor Fernando Reimers of Harvard University's Graduate School of Education and Professor Eleonora Villegas-Reimers of Wheelock College held a special seminar at UNESCO Bangkok on the topic of "What education for what world? Preparing globally competent learners".

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UNSDG helps guide your curriculum thinking by applying outcomes to globally adopted goals.

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December 2022 - You are accessing an archived version of our website. This website is no longer maintained or updated. The Sustainable Development Knowledge Platform has been migrated here: https://sdgs.un.org/

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SDGs .:. Sustainable Development Knowledge Platform

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December 2022 - You are accessing an archived version of our website. This website is no longer maintained or updated. The Sustainable Development Knowledge Platform has been migrated here: https://sdgs.un.org/

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Global Education Checklist for Teachers, Schools, School Systemsand State Education Agencies

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Global Education Checklist for Teachers, Schools, School Systemsand State Education Agencies

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this checklist is a practical tool that teachers, curriculum developers, school administrators, and state education agency staff can use to gauge their work within the realm of global/international education.

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The following list is filled with tools that will make a teacher’s, or those enrolled in the best online education programs, life easier. The categories are listed in alphabetical order and the links to each tool are also listed alphabetically within those categories.

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Online tools and resources have made it easier for teachers to instruct students, and for students to collaborate with those teachers and with other students and parents. These "Web 2.0" teaching tools aren't magical, but they may seem to defy definition at times since they save time, help you to stay organized, and often take up little space on a computer. Some of these applications are Web-based, which means that they can be accessed from any computer.

The following list is filled with tools that will make a teacher's, or those enrolled in the best online education programs, life easier. The categories are listed in alphabetical order and the links to each tool are also listed alphabetically within those categories.

Aggregators

The following list includes free tools that you can use to stay on top of current events, including headlines and blogs.

Aggie: Aggie is an open source news aggregator that's also a desktop application. It downloads the latest news and displays it in a Web page.

Awasu: Awasu is a state-of-the-art feed reader that comes loaded with features for both casual personal use and professional, high-powered information management. Use this tool for content archiving, coupled with an advanced search engine, and use advanced features to manage your configurable channels. The personal edition is free to download and use.

Bloglines: This is more of a personal news aggregator than a bookmark tool, but it's sophisticated and highly useful for teachers who want to stay on top of current events in any given topic.

FeedReader: This is a free reader that is simple to use. It supports podcasts.

RSS Reader: This RSS reader is able to display any RSS and Atom news feed (XML).

WikiNews: Anyone can contribute, and articles are written collaboratively for a global audience. They strive at all times to meet the policy of using neutral point of view, ensuring that their reporting is as fair as possible. Since this is a wiki, you can combine this site with other objectives in a project for your class.

Bookmark Managers

Bookmark managers make it easy to build a personal directory where researchers can tap into sites and materials that have been saved online and share them with others in most cases. The following bookmark managers are free to use, but they all have different angles. In other words, teachers and professors can do more with these sites than save a page or two.

del.icio.us: This is a popular social bookmarker, but it's an easy tool to use if you have a handle on how to use tags.

Diigo: Turn your students onto this tool, which works like a bookmark manager with a highlighter or with sticky notes. This is an ideal way to research for a paper or to create a new project for class. This site works much like MyStickies, but without Diigo's highlighter.

Facebook: While Facebook is a social utility that can connect you with friends as well as with students, you can also use this tool to bookmark Web sites and specific Internet pages.

LinkedIn: Sometimes you just want to get away from the students. LinkedIn provides a way for you to communicate with your peers instead (or not), and it's also useful for bookmarking.

Pinterest: With Pinterest, teachers can organize and share anything from lesson plans, ideas, and crafts using a virtual bulletin board. Teachers can also use this tool to network with other educators.

Twitter: Twitter is a service for friends, family, and co-workers to communicate and stay connected through the exchange of answers that can be no longer than 140 characters and spaces per post. Use this tool to help your students stay up-to-date, as you could advertise a Twitter address that students could use to learn about school projects, reading assignments, and other announcements. You can also use this tool as a bookmark manager for research.

Yahoo! Bookmarks: Yahoo! Bookmarks is not intended to be a social bookmark site like the others. Instead, it essentially allows you use your personal bookmark list at any computer. In fact, it acts and feels very much like your browser's built-in bookmark manager.

Classroom Tools

You need tools to help assess class progress. You need tools to help keep students and parents apprised of the students' progress. You need all sorts of tools, you need them at your fingertips, and you need them to work efficiently. Some of those tools are listed below.

Collaboration

Part of teaching is collaboration. Teachers need to communicate with peers, administrators, and students. The tools listed below - some free and some for a cost - will help you stay on top of your projects with ease through open channels for collaboration.

Course Management

You may need more than simple classroom tools like a quiz generator. You may need content, the ability to communicate, organization tools, and more. The following site offers at least one of these tools in combination with other capabilities. Most are open source and/or free.

E-learning

The following list includes tools that teachers will find helpful with educational technology or electronically supported learning.

Annenberg Learner: This tool is a haven for educators because they can find a plethora of free videos to enhance their teaching.

Course Builder: This tool allows teachers to construct their own courses from scratch. With access to Course Builder's software and instructions on presenting course material, educators will have the means to create courses for as few or as many students they like.

Curriki: As a free resource, teachers can create and share their best curriculum and teaching practices, and mix and match lesson plans, videos, animations, and photos to create custom teaching tools.

eStudy: eStudy is an open source e-learning and collaboration platform for colleges and universities. In addition to usual course management facilities, eStudy provides special support for role-play simulations in computer science.

Open Study: In its mission to make the world one large study group, this social site encourages students to work with other students who are studying the same material as them.

PBS Learning Media: Using PBS Learning Media, teachers have access to videos, games, audio clips, photos, lesson plans, all of which they can save and share. Best of all, it's free.

Gamification

By utilizing gaming methods and mechanics, these tools will help teachers bring a little interactive fun and excitement into their classrooms.

BadgeStack: Used by organizations such as the New York City Department of Education and the American Association for State and Local History, BadgeStack is set up to deliver digital badges to students once they master a skill.

CourseHero: Using this web learning platform, students in high school and college can access course materials such as flashcards, tutors, and courses.

FunBrain: Geared toward younger students, FunBrain provides users with interactive games in subjects such as math, reading, and literacy.

MangaHigh: Teachers can use this game-based tool to teach math concepts to their students. The best part: it's absolutely free!

Office Suites

The tools listed below behave just like any other commercial office suite applications. The only difference is that they're free to use.

Google Docs: Google has managed to replicate Excel, Word, and PowerPoint with Google Spreadsheets, Docs, and Presentations, respectively. You can upload, create, and store all these files online, and then download them to other office applications and save them on your hard drive or share your work with others online. Google surrounds these tools with their famous search application, access to online books, and a scholars' search for online documents. The tools for teaching are virtually endless.

Apache Open Office: Download this free office suite to replace Microsoft Office tools. It is a multiplatform and multilingual office suite and an open-source project that includes key desktop applications such as a word processor, spreadsheet, presentation manager, and drawing program with a user interface and feature set similar to other office suites. OpenOffice.org also works transparently with a variety of file formats, including those of Microsoft Office, and the vendor-neutral OpenDocument standard from OASIS. You can also save files in PDF format.

ThinkFree: This beta system offers Word, Excel, and PowerPoint clones that run in any browser for free. These are java applications, so they take a moment to 'warm up' before you run them, but once you have the program running the process runs smoothly and quickly. ThinkFree opens and saves to standard Microsoft Office formats such as .doc, .xls, and .ppt on your hard drive. They can also save documents to PDF, something you can't do with Microsoft. If you want to save files on ThinkFree's servers, you have 30 megabytes of storage space to use for free. This is a truly intuitive tool, especially if you're already familiar with Microsoft Office.

ZOHO: Zoho is an office productivity suite that works much like Google Docs in that you have access to spreadsheet, word, and an online presentation tool. You can upload, save online, download, and share. You also have access to other tools such as mail, project management software, and more that make this suite perfect for classroom projects.

Office Tools

Oh sure, you have a stapler, a copier, and access to other tools. But, what if you could gain access to file converters, presentation tools, and other management resources from almost any computer? Or if you could download some tools and use them from your computer at any location? These tools could make your life a little easier or at least help you out of a jam.

Productivity

If you need to get something done quickly, there's no better method than to organize your mess. Pull notes, dates, to-do lists and more together with the following tools.

30 Boxes: 30boxes is a calendar tool that has the extra feature of allowing you to track headlines from RSS Web feeds. You can add your calendar to Google's Blogger or to your Facebook page. Share it with friends, family, or with students who need to know when that project is due.

HiTask: Dragging and dropping goodness makes this task tracker a fun tool to use to stay on top of things. Colored tags can be applied so users can easily identify and review important items. Meetings or reminders can be set by dragging their instance onto a calendar and into a time based schedule. Members of teams can also be assigned certain tasks by dragging the task onto the person's name. It's a very clean and east to use application. It does not allow for unlimited information, but there is an option for a $12/year for a premium account.

Remember the Milk: If you're a list freak, this tool is right up your alley. You can manage your tasks even when your computer is not connected to the Internet. You can choose to receive reminders via email, SMS, and instant messenger (AIM, Gadu-Gadu, Google Talk, ICQ, Jabber, MSN, Skype and Yahoo! are all supported).

TiddlyWiki: This is a reusable, nonlinear notebook that you can use to keep track of projects. This tools works with all major desktop browsers on Windows, Macintosh and Linux and many mobile browsers such as the Apple iPhone and the Nokia 770/N800.

Zamzar: This free online file conversion tool will help teachers organize their videos, images and documents.

Public Content Management (Blogs, etc.)

Use blogs to teach, to build classroom community, to create class projects and more. The sky's the limit on what you can do with these tools. What's nice is that these blogs are free to use, although some may be free to specific groups of educational professionals or learners. And, these content management systems range from very, very easy to use to somewhat sophisticated (that is, you might need to know some code for installation or maintenance).

Storage

Nothing beats a backup for storage; however, when you need to share files or if you need to gain access to files from another computer, online storage and transfer is the way to go. However, we don't suggest uploading student test papers to grade on vacation in the Bahamas. That's counterproductive.

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Online tools and resources have made it easier for teachers to instruct students, and for students to collaborate with those teachers and with other students and parents.

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The Substitution Augmentation Modification Redefinition Model offers a method of seeing how computer technology might impact teaching and learning.  It also shows a progression that adopters of educational technology often follow as they progress through teaching and learning with technology.

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As Executive Director of the Curriculum Mapping Institute and President of Curriculum Designers, Inc., Dr. Jacobs is an internationally recognized expert in the fields of curriculum and instruction. She has served as an education consultant to schools nationally and internationally on issues and practices pertaining to: curriculum mapping, dynamic instruction, and 21st century strategic planning.

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TEDxNYED - Heidi Hayes Jacobs - 03/05/2011

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The World Is As Big Or As Small As You Make

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The World Is As Big Or As Small As You Make

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The World Is As Big Or As Small As You Make It: In North Philadelphia local kids gather at a rec center to participate in an innovative program where they forge friendships with their peers across the world. Directed by Heidi Ewing and Rachel Grady. Story Idea by Sannii Crespina-Flores.

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The World Is As Big Or As Small As You Make

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Rethinking Learning: The 21st Century Learner | MacArthur Foundation

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Rethinking Learning: The 21st Century Learner | MacArthur Foundation

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Rethinking Learning: The 21st Century Learner | MacArthur Foundation

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From cell phone and video games to Facebook and YouTube, digital media are changing the way young people play and socialize in the 21st century. Learn more at http://www.macfound.org/programs/learning. The MacArthur Foundation's grantmaking aims to determine how digital media are changing the way young people learn, play, socialize, and participate in civic life.

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Global Thinking Routines: Foundations for our workHarvard Project Zero Team June 2013

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Global Thinking Routines: Foundations for our workHarvard Project Zero Team June 2013

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10 demographic trends that are shaping the U.S. and the world

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10 demographic trends that are shaping the U.S. and the world

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At its core, demography is the act of counting people. But it's also important to study the forces that are driving population change, and measure how these changes have an impact on people's lives. For example, how does immigration affect U.S. population growth? Do Americans feel that children are better off with a parent at home, in an era when most women work? How is the rise of the young-adult Millennial generation contributing to the rise of Americans with no stated religion? For this year's Population Association of America (PAA) annual meeting, here is a roundup of some of Pew Research Center's recent demography-related findings that tell us how America and the world are changing.

1 Americans are more racially and ethnically diverse than in the past, and the U.S. is projected to be even more diverse in the coming decades. By 2055, the U.S. will not have a single racial or ethnic majority. Much of this change has been (and will be) driven by immigration. Nearly 59 million immigrants have arrived in the U.S. in the past 50 years, mostly from Latin America and Asia. Today, a near-record 14% of the country's population is foreign born compared with just 5% in 1965. Over the next five decades, the majority of U.S. population growth is projected to be linked to new Asian and Hispanic immigration. American attitudes about immigration and diversity are supportive of these changes for the most part. More Americans say immigrants strengthen the country than say they burden it, and most say the U.S.'s increasing ethnic diversity makes it a better place to live.

2 Asia has replaced Latin America (including Mexico) as the biggest source of new immigrants to the U.S. In a reversal of one of the largest mass migrations in modern history, net migration flows from Mexico to the U.S. turned negative between 2009 and 2014, as more Mexicans went home than arrived in the U.S. And after rising steadily since 1990, the unauthorized immigrant population has leveled off in recent years, falling to 11.3 million in 2014 from a high of 12.2 million in 2007. Meanwhile, Asians are now the only major racial or ethnic group whose numbers are rising mainly because of immigration. And while African immigrants make up a small share of the U.S. immigrant population, their numbers are also growing steadily - roughly doubling every decade since 1970.

3 America's demographic changes are shifting the electorate - and American politics. The 2016 electorate will be the most diverse in U.S. history due to strong growth among Hispanic eligible voters, particularly U.S.-born youth. There are also wide gaps opening up between the generations on many social and political issues. Young adult Millennials are much more likely than their elders to hold liberal views on many political and social issues, though they are also less likely to identify with either political party: 50% call themselves political independents.

4Millennials, young adults born after 1980, are the new generation to watch. They have likely surpassed Baby Boomers (born 1946-1964) as the largest U.S. generation and differ significantly from their elders in many ways. They are the most racially diverse generation in American history: 43% of Millennial adults are non-white, the highest share of any generation. And while they are on track to be the most educated generation to date, this achievement has come at a cost: Many Millennials are struggling with student debt. In addition to the weak labor market of recent years, student debt is perhaps one reason why many are still living at home. Despite these troubles, Millennials are the most upbeat about their financial future: More than eight-in-ten say they either currently have enough money to lead the lives they want or expect to in the future.

5 Women's role in the labor force and leadership positions has grown dramatically. The labor force participation rate for American women has risen steadily since the 1960s. In fact, mothers were the sole or primary breadwinner in a record 40% of all households with children in 2011. The gender pay gap has narrowed over this period of time, especially for young women just entering the labor force, but it still persists. As more women have entered the workforce, the share of women in top leadership jobs has risen, but they still make up a small share of the nation's political and business leaders relative to men. Why the continued disparity? While Americans say women are every bit as capable of being good leaders as men, four-in-ten believe they are held to higher standards than men and that the U.S. is just not ready to put more women in top leadership positions.

6 The American family is changing. After decades of declining marriage rates, the share of American adults who have never been married is at an historic high. Two-parent households are on the decline in the U.S., while divorce, remarriage and cohabitation are on the rise. About one-in-six American kids now live in a blended family. And the roles of mothers and fathers are converging, due in part to the rise of breadwinner moms. Dads are doing more housework and child care, while moms are doing more paid work outside the home. Americans are conflicted about some aspects of this change: While nearly half of two-parent households have a mom and dad who both work full time, 51% of Americans say children are better off with a mother at home.

7The share of Americans who live in middle class households is shrinking. The share of U.S. adults living in middle-income households fell to 50% in 2015, after more than four decades in which those households served as the nation's economic majority. And the financial gaps between middle- and upper-income Americans have widened, with upper-income households holding 49% of U.S. aggregate household income (up from 29% in 1970) and seven times as much wealth as middle-income households (up from three times as much in 1983). Most Americans say the government doesn't do enough to help the middle class, and neither political party is widely viewed as a champion for middle-class interests.

8Christians are declining as a share of the U.S. population, and the number of U.S. adults who do not identify with any organized religion has grown. While the U.S. remains home to more Christians than any other country, the percentage of Americans identifying as Christian dropped from 78% in 2007 to 71% in 2014. By contrast, the religiously unaffiliated have surged seven percentage points in that time span to make up 23% of U.S. adults last year. This trend has been driven in large part by Millennials, 35% of whom are religious "nones." The rise of the "nones" is not a story unique to the U.S.: The unaffiliated are now the second-largest religious group in 48% of the world's nations. Americans are well aware of this shift: 72% say religion's influence on public life is waning, and most who say this see it as a bad thing.

9The world's religious makeup will look a lot different by 2050: Over the next four decades, Christians will remain the largest religious group, but Islam will grow faster than any other major religion, mostly because Muslims are younger and have more children than any other religious group globally. By 2050, the number of Muslims will nearly equal the number of Christians. In the U.S., the Muslim population will remain small, but is projected to grow rapidly.

10The world is aging. The demographic future for the U.S. and the world looks very different than the recent past. Growth from 1950 to 2010 was rapid - the global population nearly tripled, and the U.S. population doubled. However, population growth from 2010 to 2050 is projected to be significantly slower and is expected to tilt strongly to the oldest age groups, both globally and in the U.S. Public opinion on whether the growing number of older people is a problem varies dramatically around the world. Concern is highest in East Asia where large majorities describe aging as a major problem for their countries.

Topics: 2016 Election, African Americans, Demographics, Economics and Personal Finances, Family and Relationships, Family Roles, Generations and Age, Hispanic/Latino Demographics, Immigration, Immigration Trends, Income, Parenthood, Population Projections, Population Trends, Race and Ethnicity, Religious Affiliation, Voter Demographics

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10 demographic trends that are shaping the U.S. and the world

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At its core, demography is the act of counting people. But it's also important to study the forces that are driving population change, and measure how these changes have an impact on people's lives. For example, how does immigration affect U.S. population growth?

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Asia Society: Mapping the Nation is an interactive map that pulls together demographic, economic, and education indicators—nearly one million data points—to show that the United States is a truly global nation.

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Mapping the Nation is an interactive map that pulls together demographic, economic, and education indicators-nearly one million data points-to show that the United States is a truly global nation.

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Taiye Selasi: Don't ask where I'm from, ask where I'm a local

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Taiye Selasi: Don't ask where I'm from, ask where I'm a local

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When someone asks you where you're from … do you sometimes not know how to answer? Writer Taiye Selasi speaks on behalf of "multi-local" people, who feel at home in the town where they grew up, the city they live now and maybe another place or two. "How can I come from a country?" she asks. "How can a human being come from a concept?"

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Taiye Selasi: Don't ask where I'm from, ask where I'm a local

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When someone asks you where you're from ... do you sometimes not know how to answer? Writer Taiye Selasi speaks on behalf of "multi-local" people, who feel at home in the town where they grew up, the city they live now and maybe another place or two.

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Building Successful School Partnerships 

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Building Successful School Partnerships 

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Whether you already have an international school partnership, or are thinking about developing one, this guide will help you ensure that everyone gets the most out of it. It explores some of the ways in which school partnerships can contribute to global citizenship while explaining some of the pitfalls and how to avoid them.

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Although published in 2006 and referring to official guidance that was in circulation at the time, this guide contains lots of guidance on classroom strategies and practical activities that are every bit as relevant today.

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Global Kids (GK) alums from the past 25 years talk about their experiences at Global Kids and GK continues to positively impact their lives.

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council on foreign relations (organization)

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Global Kids (GK) alums from the past 25 years talk about their experiences at Global Kids and GK continues to positively impact their lives.

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Teaching science from a global citizenship perspective increases young people's enjoyment and deepens their understanding of science by helping them to apply it to real-life contexts. This short guide explains the benefits of a global citizenship approach to science and has practical ideas for implementing it in topics such as water, energy and ecosystems.

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Science and Global Citizenship Guide - WEB

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This short guide supports teachers to see how real world contexts can enrich the teaching of maths, fostering an appreciation of some of its purposes and inspiring learners. It gives examples of ways to support learners in critically analysing statistics and making connections between the local and global, as well as providing links to an extensive range of resources which support the teaching of maths concepts through Global Citizenship issues.

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Global Citizenship in the Classroom: A guide for teachers

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Global Citizenship in the Classroom: A guide for teachers

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Education for Global Citizenship: A guide for schools

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Education for Global Citizenship: A guide for schools

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Containing a newly updated version of Oxfam's Curriculum for Global Citizenship, this guide explains how the key skills, values and attitudes, and areas of knowledge and understanding can be developed from ages 3-19. It also provides inspiring case studies and ideas to support the development of global citizenship in all areas of the curriculum and school life.

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School of Education at Johns Hopkins University-Educating Global Citizens in a Diverse Worldby James A. Banks

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School of Education at Johns Hopkins University-Educating Global Citizens in a Diverse Worldby James A. Banks

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by James A. Banks

Cultural, ethnic, racial, language, and religious diversity exists in most nations in the world. One of the challenges to diverse democratic nation-states is to provide opportunities for different groups to maintain aspects of their community cultures while at the same time building a nation in which these groups are structurally included and to which they feel allegiance. A delicate balance of diversity and unity should be an essential goal of democratic nation-states and of teaching and learning in a democratic society.

The challenge of balancing diversity and unity is intensifying as democratic nation-states such as the United States, Canada, Australia, the United Kingdom, and Japan become more diversified and as racial and ethnic groups within these nations try to attain cultural, political and economic rights. The democratic ideologies within the major democratic nations and the wide gap between these ideals and realities were major factors that resulted in the rise of movements for cultural and economic rights in many democratic nations during the last four decades.

These nations share a democratic ideal, a major tenet of which is that the state should protect human rights and promote equality and the inclusion of diverse groups into the mainstream society. These nations are also characterized by widespread inequality and by racial, ethnic, and class stratification. The discrepancy between democratic ideals and societal realities and the rising expectations of marginalized racial, ethnic, language and social-class groups created protest and revival movements within the Western democratic nations. These movements began with the civil rights movements in the United States during the 1960s and 1970s. The U.S. civil rights movement echoed throughout the world.
Increasing Diversity and Global Citizenship Education
Because of growing ethnic, cultural, racial, language and religious diversity throughout the world, citizenship education needs to be changed in substantial ways to prepare students to function effectively in the 21st century. Citizens in this century need the knowledge, attitudes, and skills required to function in their cultural communities and beyond their cultural borders. They should also be able and willing to participate in the construction of a national civic culture that is a moral and just community. The national community should embody democratic ideals and values, such as those articulated in the Universal Declaration of Human Rights, the Declaration of Independence, the Constitution, and the Bill of Rights. Students also need to acquire the knowledge and skills required to become effective citizens in the global community.

Citizenship education in the past, in the United States as well as in many other nations, embraced an assimilationist ideology. In the United States, its aim was to educate students so they would fit into a mythical Anglo-Saxon Protestant conception of the "good citizen." Anglo conformity was the goal of citizenship education. One of its aims was to eradicate the community cultures and languages of students from diverse groups. One consequence of this assimilationist conception of citizenship education was that many students lost their first cultures, languages, and ethnic identities. Some students also became alienated from family and community. Another consequence was that many students became socially and politically alienated within the national civic culture.

Members of identifiable racial groups often became marginalized in both their community cultures and in the national civic culture because they could function effectively in neither. When they acquired the language and culture of the Anglo mainstream, they were often denied structural inclusion and full participation into the civic culture because of their racial characteristics.

Citizenship education must be transformed in the 21st century. Several worldwide developments make a new conception of citizenship education an imperative. They include the deepening ethnic texture of nations such as the United States, Canada, Australia, Germany, the United Kingdom, and Japan. The large influx of immigrants who are now settling in nations throughout the world, the continuing existence of institutional racism and discrimination in various nations, and the widening gap between rich and poor nations also make the reform of citizenship education an imperative.
Balancing Unity and Diversity
Citizens in a diverse democratic society should be able to maintain attachments to their cultural communities as well as participate effectively in the shared national culture. Unity without diversity results in cultural repression and hegemony. Diversity without unity leads to Balkanization and the fracturing of the nation-state. Diversity and unity should coexist in a delicate balance in a democratic multicultural nation-state. The attainment of the balance that is needed between diversity and unity is an ongoing process and ideal that is never fully attained. It is essential that both mainstream groups and groups on the margins of society participate in the formulation of societal goals related to diversity and unity. Both groups should also participate in action to attain these goals. Deliberation and the sharing of power by mainstream and marginalized groups are essential for the construction and perpetuation of a just, moral, and participatory democratic nation-state in a culturally diverse society.
The Development of Cultural, National, and Global Identifications
A new kind of citizenship is needed for the 21st century, which Will Kymlicka calls multicultural citizenship. It recognizes and legitimizes the right and need of citizens to maintain commitments both to their cultural communities and to the national civic culture. Only when the national civic culture is transformed in ways that reflect and give voice to the diverse ethnic, racial, language, and religious communities that constitute it will it be viewed as legitimate by all of its citizens. Only then can they develop clarified commitments to the nation-state and its ideals.

Citizenship education should help students to develop thoughtful and clarified identifications with their cultural communities and their nation-states. It should also help them to develop clarified global identifications and deep understandings of their roles in the world community. Students need to understand how life in their cultural communities and nations influences other nations and the cogent influence that international events have on their daily lives. Global education should have as major goals helping students to develop understandings of the interdependence among nations in the world today, clarified attitudes toward other nations, and reflective identifications with the world community.

Non-reflective and unexamined cultural attachments may prevent the development of a cohesive nation with clearly defined national goals and policies. Although we need to help students develop reflective and clarified cultural identifications, they must also be helped to clarify their identifications with their nation-states. However, blind nationalism will prevent students from developing reflective and positive global identifications. Nationalism and national attachments in most nations are strong and tenacious. An important aim of citizenship education should be to help students develop global identifications and a deep understanding of the need to take action as citizens of the global community to help solve the world's difficult global problems, such as conflict and war, the AIDS/HIV epidemic, global warming, and world poverty. Cultural, national, and global experiences and identifications are interactive and interrelated in a dynamic way.

Students should develop a delicate balance of cultural, national, and global identifications. A nation-state that alienates and does not structurally include all cultural groups into the national culture runs the risk of creating alienation and causing groups to focus on specific concerns and issues rather than on the overarching goals and policies of the nation-state. To develop reflective cultural, national and global identifications, students must acquire the knowledge, attitudes and skills needed to function within and across diverse racial, ethnic, cultural, language and religious groups.
The Bellagio Diversity and Citizenship Education Conference
Nation-states throughout the world are faced with the problem of how to reflect the racial, ethnic, cultural and religious diversity within their societies while maintaining national unity. Increasing globalization throughout the world is also challenging nationalism and the nation-state. The Center for Multicultural Education at the University of Washington sponsored an international conference so that citizenship scholars and educators from different nations could share perspectives, research, and findings about how citizenship education programs can be reformed to reflect diversity and unity. The conference, "Ethnic Diversity and Citizenship Education in Multicultural Nation-States," was held at the Rockefeller Foundation's Study and Conference Center in Bellagio, Italy, June 17-21, 2002. The conference was attended by participants from eleven nations: Brazil, Canada, China, Germany, India, Israel (including Palestine), Japan, Russia, South Africa, the United States, and United Kingdom.

In the book based on the conference, scholars and citizenship educators from the above nations present their perspectives on how citizenship education courses, programs and curricula in multicultural nation-states can balance unity and diversity and respond to globalization. They also discuss how citizenship education can be reformed so that it will advance democracy as well as respond to the needs of cultural, ethnic, immigrant, language, and religious groups. The authors present historical and philosophical analyses of citizenship education programs, research, and curriculum guidelines to guide action and school reform. The final chapter of the book, written by Walter C. Parker, discusses the curriculum implications of the theories and findings in the previous chapters. The book, Diversity and Citizenship Education: Global Perspectives, is edited by James A. Banks and will be published by Jossey-Bass in the fall of 2003 ( http://www.josseybass.com).
Note
This article is adapted from: James A. Banks, "Introduction: Democratic Citizenship Education in Multicultural Societies." In James A. Banks (Editor). Diversity and Citizenship Education: Global Perspectives. San Francisco: Jossey-Bass, 2003 .
Recommended Readings
Banks, James A. (1997). Educating Citizens in a Multicultural Society. New York: Teachers College Press.

Banks, James A. (Editor). (2003). Diversity and Citizenship Education: Global Perspectives. San Francisco: Jossey-Bass.

Banks, James A. , Cookson, Peter., Gay, Geneva., Hawley, Willis. D., Irvine, Jacqueline. J., Nieto, Sonia., Schofield, Janet W. & Stephan, Walter. G. (2001). Diversity within Unity: Essential Principles for Teaching and Learning in a Multicultural Society. Seattle: Center for Multicultural Education, University of Washington. Read more about this work.

Castles, Stephen & Davidson, Alastair. (2000). Citizenship and Migration: Globalization and the Politics of Belonging. New York: The Guilford Press.

Kymlicka, Will (1995). Multicultural Citizenship: A Liberal Theory of Minority Rights. New York: Oxford University Press.

Parker, W. C. (2003). Teaching Democracy: Unity and Diversity in Public Life. New York: Teachers College Press.
About the Author
James A. Banks is Russell F. Stark University Professor and Director of the Center for Multicultural Education at the University of Washington, Seattle ( http://depts.washington.edu/centerme/home.htm). He is a past President of the American Educational Research Association and a past President of the National Council for the Social Studies. Professor Banks is a specialist in social studies education and in multicultural education, and has written many articles and books in these fields.

His books include Cultural Diversity and Education: Foundations, Curriculum and Teaching; Teaching Strategies for the Social Studies; Educating Citizens in a Multicultural Society; and Diversity and Citizenship Education: Global Perspectives.

Professor Banks is the editor of the Handbook of Research on Multicultural Education (Jossey-Bass) and the "Multicultural Education Series" of books published by Teachers College Press, Columbia University. He is a member of the National Academy of Education. His e-mail address is: centerme@u.washington.edu.

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School of Education at Johns Hopkins University-Educating Global Citizens in a Diverse World

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by James A. Banks Cultural, ethnic, racial, language, and religious diversity exists in most nations in the world. One of the challenges to diverse democratic nation-states is to provide opportunities for different groups to maintain aspects of their community cultures while at the same time building a nation in which these groups are structurally included and to which they feel allegiance.

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TED Talk: What does it mean to be a citizen of the world?

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TED Talk: What does it mean to be a citizen of the world?

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Hugh Evans started a movement that mobilizes "global citizens," people who self-identify first and foremost not as members of a state, nation or tribe but as members of the human race. In this uplifting and personal talk, learn more about how this new understanding of our place in the world is galvanizing people to take action in the fights against extreme poverty, climate change, gender inequality and more. "These are ultimately global issues," Evans says, "and they can only be solved by global citizens demanding global solutions from their leaders."

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Hugh Evans: What does it mean to be a citizen of the world?

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Hugh Evans started a movement that mobilizes "global citizens," people who self-identify first and foremost not as members of a state, nation or tribe but as members of the human race. In this uplifting and personal talk, learn more about how this new understanding of our place in the world is galvanizing people to take action in the fights against extreme poverty, climate change, gender inequality and more.

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TED Talk: Global ethic vs.national interests

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TED Talk: Global ethic vs.national interests

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Can the interests of an individual nation be reconciled with humanity's greater good? Can a patriotic, nationally elected politician really give people in other countries equal consideration? Following his TEDTalk calling for a global ethic, UK Prime Minister Gordon Brown fields questions from TED Curator Chris Anderson.

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Gordon Brown: Global ethic vs. national interest

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Can the interests of an individual nation be reconciled with humanity's greater good? Can a patriotic, nationally elected politician really give people in other countries equal consideration? Following his TEDTalk calling for a global ethic, UK Prime Minister Gordon Brown fields questions from TED Curator Chris Anderson.

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The Myth of Cosmopolitanism Ross DouthatRoss Douthat JULY 2, 2016

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The Myth of Cosmopolitanism Ross DouthatRoss Douthat JULY 2, 2016

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Criticism of the global citizen movement.

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This species is racially diverse (within limits) and eager to assimilate the fun-seeming bits of foreign cultures - food, a touch of exotic spirituality. But no less than Brexit-voting Cornish villagers, our global citizens think and act as members of a tribe.

They have their own distinctive worldview (basically liberal Christianity without Christ), their own common educational experience, their own shared values and assumptions (social psychologists call these WEIRD - for Western, Educated, Industrialized, Rich and Democratic), and of course their own outgroups (evangelicals, Little Englanders) to fear, pity and despise. And like any tribal cohort they seek comfort and familiarity: From London to Paris to New York, each Western "global city" (like each "global university") is increasingly interchangeable, so that wherever the citizen of the world travels he already feels at home.

Indeed elite tribalism is actively encouraged by the technologies of globalization, the ease of travel and communication. Distance and separation force encounter and immersion, which is why the age of empire made cosmopolitans as well as chauvinists - sometimes out of the same people. (There is more genuine cosmopolitanism in Rudyard Kipling and T. E. Lawrence and Richard Francis Burton than in a hundred Davos sessions.)

It is still possible to disappear into someone else's culture, to leave the global-citizen bubble behind. But in my experience the people who do are exceptional or eccentric or natural outsiders to begin with - like a young writer I knew who had traveled Africa and Asia more or less on foot for years, not for a book but just because, or the daughter of evangelical missionaries who grew up in South Asia and lived in Washington, D.C., as a way station before moving her own family to the Middle East. They are not the people who ascend to power, who become the insiders against whom populists revolt.

In my own case - to speak as an insider for a moment - my cosmopolitanism probably peaked when I was about 11 years old, when I was simultaneously attending tongues-speaking Pentecostalist worship services, playing Little League in a working-class neighborhood, eating alongside aging hippies in macrobiotic restaurants on weekends, all the while attending a liberal Episcopalian parochial school. (It's a long story.)

Whereas once I began attending a global university, living in global cities, working and traveling and socializing with my fellow global citizens, my experience of genuine cultural difference became far more superficial.

Not that there's necessarily anything wrong with this. Human beings seek community, and permanent openness is hard to sustain.

But it's a problem that our tribe of self-styled cosmopolitans doesn't see itself clearly as a tribe: because that means our leaders can't see themselves the way the Brexiteers and Trumpistas and Marine Le Pen voters see them.

They can't see that what feels diverse on the inside can still seem like an aristocracy to the excluded, who look at cities like London and see, as Peter Mandler wrote for Dissent after the Brexit vote, "a nearly hereditary professional caste of lawyers, journalists, publicists, and intellectuals, an increasingly hereditary caste of politicians, tight coteries of cultural movers-and-shakers richly sponsored by multinational corporations."

They can't see that paeans to multicultural openness can sound like self-serving cant coming from open-borders Londoners who love Afghan restaurants but would never live near an immigrant housing project, or American liberals who hail the end of whiteness while doing everything possible to keep their kids out of majority-minority schools.

They can't see that their vision of history's arc bending inexorably away from tribe and creed and nation-state looks to outsiders like something familiar from eras past: A powerful caste's self-serving explanation for why it alone deserves to rule the world.

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great britain withdrawal from eu (brexit)

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This species is racially diverse (within limits) and eager to assimilate the fun-seeming bits of foreign cultures - food, a touch of exotic spirituality. But no less than Brexit-voting Cornish villagers, our global citizens think and act as members of a tribe.

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There’s no such thing as a global citizenBy Jakub Grygiel December 6, 2013

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There’s no such thing as a global citizenBy Jakub Grygiel December 6, 2013

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Criticisms of the global competency movement.

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Jakub Grygiel is an associate professor of international relations at the Johns Hopkins School of Advanced International Studies.

The call for global solutions to global problems has become a familiar refrain: If only we could see past our petty national interests, we could come together to solve everything from climate change to poverty to terrorism. Schools like mine are increasingly being called upon to educate "global citizens" who belong to the world rather than to their nation of birth or state of choice - and who seek challenges to address rather than enemies to defeat.

But the global citizen is like the Himalayan Yeti: a figment of the imaginations of a few, not a living member of the political fauna of the world. And it isn't something we should try to create.

According to a global-citizenship education guide issued by Oxfam, it is important to teach students that the world is unfair and unequal, and that they can and need to change it. Those terms are, by and large, empty vessels to be filled by the holder of power or the ideological flavor du jour, but most often they refer to a version of the argument that the North is richer than the South and this social injustice (another common term) must be addressed. This formulation does have a modicum of substance, albeit of a tired ideological variety reminiscent of post-colonial grievances. It also carries a set of preferred actions. The global citizen knows to drink only fair trade skim lattes.

Many policy schools appear to have embraced the global-citizen concept with particular zeal. Granted, sometimes they aren't doing much more than repackaging existing courses and sprinkling in buzzwords: A global citizen is "globally competent," capable of working in different cultural settings, of communicating across ethnic boundaries, of understanding a variety of cultures and histories. When that's all global citizenship means, it doesn't fundamentally change what most policy schools have been doing over the past decades. A well-traveled polyglot with solid regional knowledge and analytical skills is the ideal outcome. George Kennan and Paul Nitze would find themselves at home.

I worry, however, that we are giving up on the goal of incubating policymakers with a clear sense of national identity and a powerful belief in the necessity and right to protect national interests.

Schools no longer aspire to be the next École Nationale d'Administration, which has long cultivated the French classe dirigeante, or like the original incarnation of Georgetown University's School of Foreign Service. They have a tendency to portray the world as a collection of problems that only a worldwide cooperative process can address, rather than as a strategic landscape within which each country - with its particular history, intellectual foundations and cultural underpinnings - has to assess trade-offs and act to protect its citizens.

The task of forming reasoning patriots seems to be increasingly ceded to military academies and war colleges, while civilian universities seek to churn out global citizens.

The most immediate risk is that we will face a homogenous and bland educational landscape. Students will have a hard time learning the French or the American perspective on the world, as these will be swapped for whatever the global vision is. So much for intellectual diversity.

More important, if we train elites to be imbued with higher esteem for the abstraction of a global community than for the reality of the particular group in which they live, we deprive our nation of the ability to defend its interests and maintain its well-being. After all, implicit in the argument for global citizenship is the idea that the pursuit of national interests is dangerous because the solitary actions of individual states undermine the possibility of solving global problems.

But citizens, by definition, are part of a group for which and through which they act. They stand on the battlefield or in the public square for the love of their community, represented most immediately by their neighbors, friends and family. From this love, from this attachment to the very real, arises a sense of responsibility that motivates us to act and serves as a yardstick for our actions. Without it, action is senseless and rudderless.

A global community or citizenry cannot exist, because to love everyone and everything is to love nobody and nothing. Elevating an abstract "global" sweeps away the differences that make, say, the Italian polity and citizenry different from the American ones. When everything is subsumed into a uniform global political mold - a deeply unnatural and ultimately inhuman undertaking - there is nobody in particular to love and for whom to act. The fundamental driver and measure of our actions is destroyed.

Lacking the basic human motivation to sacrifice and make difficult choices, a global citizen would be unable to act with prudence.

A cautionary tale can be found in the history of the Patrice Lumumba University (since renamed the Peoples' Friendship University of Russia), which for decades produced the communist version of global citizens. There was an anti-Western bent that isn't reprised in today's policy schools. But the goal was to unite the students - many of them from Asia, Africa and Latin America - in the conviction that a world revolution was necessary and possible, uprooting the political orders in their respective countries. Local conditions, they were taught, could be addressed only by the global vision of a united proletariat. The project created more problems and instability than solutions and peace, and in the end it was a failure.

I suspect that the current global citizenship movement will follow suit.

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There's no such thing as a global citizen

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Jakub Grygiel is an associate professor of international relations at the Johns Hopkins School of Advanced International Studies. The call for global solutions to global problems has become a familiar refrain: If only we could see past our petty national interests, we could come together to solve everything from climate change to poverty to terrorism.

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A Look Inside the Classroom of the Future

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A Look Inside the Classroom of the Future

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Dan Rather's interview with Linda Darling-Hammond on Finland

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Dan Rather's interview with Linda Darling-Hammond on Finland

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In just 30 years, Finland transformed its school system from one that was mediocre and inequitable, to one that consistently produces some of the world's best students, while virtually eliminating an achievement gap. And they do it without standardized testing.

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Dan Rather's interview with Linda Darling-Hammond on Finland

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In just 30 years, Finland transformed its school system from one that was mediocre and inequitable, to one that consistently produces some of the world's best students, while virtually eliminating an achievement gap. And they do it without standardized testing. This interview with Linda-Darling Hammond, Charles E.

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The Top 10 Characteristics of Globally Competent Teachers

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The Top 10 Characteristics of Globally Competent Teachers

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A recent collaborative project aimed to define what a globally competent teacher looks like and then integrate those characteristics into teaching standards. Jennifer Manise, Executive Director, Longview Foundation and Betty Soppelsa, Senior Advisor, Programs for NAFSA: Association of International Education By guest bloggers Betty Soppelsa and Jennifer Manise share the results of this work.
We already expect a great deal of new teachers. And now given the increasing interconnectedness of our world, new teachers are being called upon to meet and support the growth of globally-minded students-but are they ready to do so?

Teacher training institutions and the teaching profession have been the focus of many recent conversations in education circles, including numerous discussions around licensure and credentialing. This led us to engage directly with educators and their teachers about what global competence means for them and whether the process for credentialing new teachers is reflective of the realities of today's classrooms.

What Does Global Competence Look Like in a Teacher?
We began by gathering exemplary examples of knowledge, skills, and dispositions that spell out global competence in educators:

Understanding one's own cultural identity and its influence on personal dispositions and classroom practice

Knowing and integrating global dimensions within the disciplines one teaches

Engaging students in learning about the world and in exploring their place in it

Using real-life global examples, materials, and resources when considering local, national, and human issues

Valuing the input of culturally and linguistically diverse learners, families, and colleagues, and modeling cultural sensitivity

Creating environments that encourage positive cross-cultural interaction

Modeling social responsibility in local and global contexts

Helping learners find appropriate actions to improve local and global conditions

Assessing learners' global competence and providing growth opportunities based on their levels of development

Advocating for global education and social responsibility

"Global competence in teachers is a set of essential knowledge, critical dispositions, and performances that help foster development of learners' global competence. A globally competent teacher has knowledge of the world, critical global issues, their local impact, and the cultural backgrounds of learners; manifests intercultural sensitivity and acceptance of difference; incorporates this knowledge and sensitivity into classroom practice; and, develops the skills to foster these dispositions, knowledge, and performances in learners. The teacher models socially responsible action and creates opportunities for learners to engage in socially responsible action." © NAFSA: Association of International Educators, 2015.
Definition of Global Competence for Teachers
Together, these and related elements led to the development of this definition of global competence for teachers by NAFSA:

We wanted to start by defining global competence for educators. The second phase was to embed it into the working definition of new teacher standards and practice. In cooperation with the Council of Chief State School Officers New Teachers Standards project, we anchored these ideas in the 2011 Global Standards and Practices
CCSSO InTASC Model Core Teaching Standards: A Resource for State Dialogue.

To do so, we identified the places where global competence intersects with and enriches overall teaching competence. The result is InTASC as a Framework: Viewing the InTASC Standards through a Global Preparation Lens.

Lend Your Voice
Global competence for teachers is no longer for just an elite few, but rather is an essential element of preparation for all teachers. It is time to partner more deeply with colleges of education and alternative training routes to emphasize this reality as they prepare tomorrow's teachers.
Follow Longview, NAFSA, and Asia Society on Twitter. Photo credit: iStock
We are eager to gather examples of how teacher educators and teachers are implementing global perspectives in their work, how they define global competence, and how they anticipate using the "Global Preparation Lens." We invite you to provide your feedback.

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The Top 10 Characteristics of Globally Competent Teachers

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A recent collaborative project aimed to define what a globally competent teacher looks like and then integrate those characteristics into teaching standards. Jennifer Manise, Executive Director, Longview Foundation and Betty Soppelsa, Senior Advisor, Programs for NAFSA: Association of International Education By guest bloggers Betty Soppelsa and Jennifer Manise share the results of this work.

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Global Citizenship and Global Competency: Manifesting Cosmopolitan Ways of Knowing in K-12 EducationBy Craig Perrier

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Global Citizenship and Global Competency: Manifesting Cosmopolitan Ways of Knowing in K-12 EducationBy Craig Perrier

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Understanding Cosmopolitanism, its not what you previously thought.

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The "how to" manual for global education. Defines the 4 major global competencies and provides rubrics on how to measure outcomes.

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Engaging in Global Issues in the Classroom and Beyond

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Engaging in Global Issues in the Classroom and Beyond

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New York Times article by Matt Cone

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Of the more than 8,000 class periods that I have taught, one stands out as my favorite - not only for what happened in the class but also for how it transformed my teaching. The class took place in the fall of 2004 and what strikes me about it now is how primitive it was by today's technological standards. Indeed, the entire class consisted of the students sitting in a circle, staring at a speakerphone, and engaging in a dialogue about global health with a guest on the other end of the line. Fortunately for us, the guest was Dr. Paul Farmer, a path-breaking physician who co-founded the organization Partners in Health and who is the subject of a book the class had read, "Mountains Beyond Mountains." For forty minutes, the students peppered Farmer with questions about Haiti, about how to best use one's talents to address global health issues, and about how he had worked with Republicans and Democrats to ramp up global health funding.

As soon as we hung up, it was immediately apparent that the talk had lit a fire under the students: they not only wanted to track down the books and films that Farmer had referenced, but they also wanted to form a global health club. I returned home that night and told my wife, "I need to find a way to do this more often." Over the past ten years, I have pursued having students study complex global issues in depth and then engage in discussions with a range of experts. The good news is that teaching about global issues through the use of technology and expert speakers is far easier than one might expect, it has great appeal for teenagers, and it frequently leads to learning that extends far beyond the classroom.

Thanks to the Internet, exposing students to global issues and to experts who work on them has never been easier. When I started my career, finding articles and videos on international issues was an arduous process that required hours of sleuthing and juggling VCR tapes; today it is possible with just a single computer to find and within minutes share information about even the most underreported international news stories. So, for example, if my class wanted to know more about the recent Ebola outbreak in West Africa, we could accomplish the following within a single period: find articles about it online, locate websites to track the disease's spread, set up Google Alerts to keep us abreast of the latest news, and reach out to experts in public health, journalism, history and government who could help us to understand the issue in greater depth. Since staging a dialogue with Paul Farmer a decade ago, we have been fortunate to arrange dozens of meetings or Skype calls with a wide range of experts that includes Muhammad Yunus, Jim Yong Kim, Laura Bush, Colin Powell, Jeffrey Sachs, Noam Chomsky, Bill Frist, Dan Ariely, Paul Collier, Alan Mulally, Christy Turlington, Adam Hochschild, Peter Singer and many more.

Learning about global issues through the use of technology and expert speakers appeals to teenagers for two reasons. First, it's not "busy work." When students know that they are reading chapters from a macroeconomics text so that they can prepare for a wide-ranging dialogue with Jeffrey Sachs, they are eager to prepare as thoroughly as possible. Students appreciate that when they speak with an expert, they are able to ask critical questions and engage in an intellectual give-and-take with someone who (usually) treats their questions and opinions with respect. In fact, this goal of critically examining the issues and approaches that we are studying is one that is modeled by the experts with whom we speak. So, for example, my students spoke with Sachs and heard his ideas about why foreign aid can provide the big push that lifts nations out of poverty, and we also spoke with one of Sachs' most vocal critics, Nina Munk, whose book "The Idealist" maintains that much of Sachs' efforts have failed. Similarly, my students met with World Bank President Jim Yong Kim on the same day that they went to a lecture by one of the Bank's harshest critics, William Easterly.

Truth be told, my students have attended talks by Nicholas Kristof and met with the anthropologist Kathryn Mathers who began a piece by declaring, "I do not want to write about Nicholas Kristof. The sheer banality of his representations of Africa paralyzes me." When students are exposed to these sorts of fierce disagreements, they, too, want to engage. In fact, one of the great pleasures of my job is watching students enter into critical, passionate discussions about the material we are studying - a feat that would not occur if they felt that what we were doing was "busy work."

The second and perhaps more fundamental reason this approach to teaching about global issues works so well is because it taps into teenagers' acute sense of justice. It is the rare high school student who fails to feel angry when she learns about the violence in Syria or the lack of access to cheap, life-saving drugs in many parts of the world. Unlike so many adults who assume that they are powerless to impact these situations, my students believe that they can play a role in righting these wrongs. While the desire to become involved quickly can pose several dangers as many of us saw in the wake of "Kony 2012," this desire can also be an enormous asset for teachers. In my experience, when students feel morally stirred by an issue and want to impact it, they are willing to go to tremendous lengths to understand the issue in all of its complexity.

This past year when my students learned about the struggles associated with the post-earthquake reconstruction of Haiti, they felt angry but, more importantly, they knew that unless they had a deep grasp of the response to the earthquake and Haiti's history prior to 2010, their anger could not be channeled constructively. Once our class had taken the time and effort to learn this history, each student researched an issue essential to the reconstruction of Haiti. On their own, they read widely, wrote critically and arranged their own interviews with experts. They conducted phone and Skype conversations with engineers from Georgia Tech, reporters from The Washington Post, police who have trained officers in Haiti and lawyers who are suing the United Nations regarding the cholera epidemic. At the end of the unit, the students hosted a forum in which they educated more than 350 members of our town's community about the reconstruction process. Watching these students channel their sense of justice about Haiti's reconstruction into a constructive form of action that engaged so many people was deeply satisfying, but what I find even more sustaining is that for many of these students - as has been true of students in previous global issues classes - the work that they did for class marks only the beginning of their engagement with global issues.

By far, the most satisfying element of teaching about global issues is that it has led to clear gains outside my classroom. Students have formed a Global Poverty Reading Group that meets outside of school and reads texts that most students would not encounter until college. Through the global health club, students have raised more than $125,000 for global health nongovernmental organizations whose work they admire. They have presented research at the Haitian Studies Association conference in Port-au-Prince, Haiti. Many students who had not previously taken many honors or AP courses have realized that they are capable of succeeding in those courses. This was especially true of a class that I taught last year that had the highest number of racial minorities of any honors class in our school and that had the opportunity to meet with many experts, including World Bank President Jim Yong Kim. These and other students leave high school with a clear desire to work on international issues in the future; in fact, many of them have already started this work by going on gap years, interning for organizations involved in international development, and learning about gender inequality in the field.

Given that the goal has been to get students excited and engaged on global issues, I would consider this work to be successful regardless of whether these students' occupational plans change.

Having said that, it is encouraging to see that so many former students in their mid-20s pursue careers that are directly influenced by their high school global issues experiences. Last month, I had lunch with Ashish Premkumar, who was in the room when Paul Farmer spoke to us in 2004. Although he is only 26, Ashish has worked in Zambia, Lebanon and South Africa, graduated from medical school, and begun his medical residency at University of California, San Francisco, in the field of obstetrics and gynecology. Ashish traces his interest in this work to the experience of being 15 and speaking with Farmer, but notes that Farmer gave him more than mere inspiration when they reconnected five years later. While an undergraduate at Boston University, Ashish had the opportunity to introduce Farmer at a campus event and the two spoke about Ashish's plans to work abroad as a physician and medical anthropologist. Struck by Ashish's abiding passion for global health, Farmer offered to guide Ashish through the residency application process and wrote letters of recommendation on his behalf. While Ashish's experience with Farmer is undoubtedly a bit out of the ordinary, it illustrates the larger point that when high school students are exposed to global issues and experts, the impact can be transformative.
Matt Cone is a global studies teacher at Carrboro High School in Carrboro, N.C. He can be reached at mcone@chccs.k12.nc.us.

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Engaging in Global Issues in the Classroom and Beyond

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Of the more than 8,000 class periods that I have taught, one stands out as my favorite - not only for what happened in the class but also for how it transformed my teaching. The class took place in the fall of 2004 and what strikes me about it now is how primitive it was by today's technological standards.

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Our world is changing at an unprecedented pace. To prepare our students, lessons must go beyond the "3 R's" and foster 21st century skills. Skills like critical thinking, communication, collaboration and creativity will be essential for students to take on the challenges and opportunities that lie ahead.

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From the Bronx to the Philippines and Back: A Global Education Journey

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From the Bronx to the Philippines and Back: A Global Education Journey

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Kevin Jones of the Bronx, New York discusses his experience in the Teachers for Global Classrooms Program and how it inspired him to infuse his classroom with globally focused themes, ensuring that his students are culturally sensitive to the world.

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From the Bronx to the Philippines and Back: A Global Education Journey

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Kevin Jones of the Bronx, New York discusses his experience in the Teachers for Global Classrooms Program and how it inspired him to infuse his classroom with globally focused themes, ensuring that his students are culturally sensitive to the world.

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Asia Society

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Global Competence and its Significance to the American School

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Tony Jackson describes what the American education system needs to leapfrog from its current status today, to one of innovation and effectiveness, especially as it prepares children for a global future. (00:15:29)

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Global Competence and its Significance to the American Schools

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Tony Jackson describes what the American education system needs to leapfrog from its current status today, to one of innovation and effectiveness, especially as it prepares children for a global future. (00:15:29)

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Stories and lesson plans to bring the world to your classroom.