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Publication with resources for schools

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Chrome extension, works with any phone browser.

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Control Google Slides on any device, remotely.

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Why Global Education?

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Descriptors

The terms global education and international education are used to describe strategies for:

gaining knowledge of world cultures;

understanding the historical, geographic, economic, political, cultural, and environment relationships among world regions and peoples;

examining the nature of cultural differences and national or regional conflicts and problems; and

acting to influence public policy and private behavior on behalf of international understanding, tolerance and empathy.

Global education and international education are complementary approaches with different emphases. The integration of both perspectives is imperative to develop the skills, knowledge, and attitudes needed for responsible participation in a democratic society and in a global community in the twenty-first century.

Global education focuses on the interrelated nature of condition, issues, trends, processes, and events while international education emphasizes specific world regions, problems, and cultures. International education encompasses studies of specific areas or regions of the world as well as the in-depth examination of a single culture or some aspect of that culture, such as its history, language, literature, religion, political organization, economic system, or current issues. it also includes cross-cultural studies that use a comparative approach in the examination of the characteristics of two or more cultures. Multicultural education is a closely related approach that explores the interactions among differing cultures within a political region.

Development of the Concepts of Global Education

In a social studies classroom, international studies targets the in-depth study of a specific area or region of the world to develop knowledge and understanding of another culture. In the elementary or middle school classroom, area studies focus on specific cultures or nations such as the Andean region or Zimbabwe, as a means of introducing students to the geography, history, economic relationships, and cultures of other countries. Such studies should also include an introduction to a nation's literature, music, folklore, visual arts, and popular culture. A comparative approach helps students understand similarities among cultures as well as the distinctive qualities of societies. At the high school level, global and international studies are integrated and folded into specific disciplines or areas of study such as geography, economics, history, political science, and current affairs. At this level, the causes and effects of international problems or conflicts are a major focus of study.

The concept of international education is not limited to the social studies classroom. An opportunity for the social studies teacher to engage in an interdisciplinary approach to international education can be found in the foreign language classroom. Here the primary object of study is language as a form of communication and as a powerful vehicle of culture and identity. The major goal of second language learning is the development of both the language skills and the cultural understandings needed to function in and to appreciate another culture. In addition to study of the linguistic structure, the second language classroom integrates experiences that focus on patterns of everyday living, such as social mores, occupations, and family life, as well as history, literature and the fine arts. Students are encouraged to compare another culture with their own in order to gain a better understanding of both. The international influences of the target language and culture are also examined. For example, students might identify and study the areas of the world where French or Spanish are spoken, explore the influence of Japanese culture in the visual arts, or the contributions of Germany in science, literature and music.

Global education as a concept has been more difficult to put into practice. Social studies efforts have fallen short by presenting a fragmentary view of the world. Global studies does not deal in isolation with a problem, an area of the world, or an aspect of a specific culture. Instead, the dynamic expressions and influences of that culture must be examined. An important characteristic of global studies is the analysis of problems, issues or ideas from a perspective that deals with the nature of change and interdependence. This perspective refers to the interlocking components of both human and natural systems. Change in one part of a system is likely to affect other elements of that system and related systems. Accordingly, a global perspective is attentive to the interconnectedness of the human and natural environment and the interrelated nature of events, problems, or ideas. It is important for students to understand that activities or decisions made by individuals or nations in one part of the world can have an important impact on both the local and world environment and on people in other parts of the world. In fact, such an understanding should be central to global studies.

For example, a global perspective on a topic such as population change might lead to and examination of the impact of this change on environmental quality and resource management. As a case study, these issues would be analyzed within the context of a specific nation or culture, and interactions with other areas of the world would be identified. Students would examine the cause and effect issues relating to population growth and movement in a specific area, nation or community. The impact of changes on life in near-by areas also would be explored, and comparisons could be drawn to world population patterns. The learning tools acquired through the in-depth study of this topic would then be applied to other topics or issues.

The integrative nature of global and international education can be seen in these examples. In order to understand problems or issues that are global in nature, a student must have a strong knowledge base from several disciplines. The skills to acquire and analyze information about specific cultures and regions of the world must be developed. Central to this process is the existence of a civic environment which permits the responsible exchange and debate of information and ideas.

Why are Global and Education and International Education Important?

Discussion

Global education and international education are important because the day-to-day lives of average citizens around the world are influenced by burgeoning international connections. The goods we buy, the work we do, the cross-cultural links we have in our own communities and outside of them, and increased worldwide communication capabilities all contribute to an imperative that responsible citizens understand global and international issues.

In studying the traditions, history, and current challenges of other cultures, the perspective consciousness of our students must be raised and ethnocentric barriers must be addressed. The social studies curriculum should provide a forum for discussion of issues of inequity and unfairness, racism, and power in and among societies.

Multiculturalism is a component of interdisciplinary curricula, but it must be distinguished from global and international education. Multicultural issues focus on accepting people from many cultural backgrounds within a political entity, whereas global and international education move far outside of one‚sown country. Studying the common threads and themes of daily life in other countries helps students see the human condition, clarifying their understanding that across the globe, people share common concerns, but find solutions in different ways.

The Internet is one tool. among a wide array of technological resources that is revolutionizing the access to up-to-date information that social studies teachers can utilize in teaching a global perspective.

Evidence of Globalization

In summary, the imperative of global and international studies is found in the following evidence of globalization characteristic of our planet.

the technical developments of global systems of communication and transportation;

the change from local, regional, and national economies into a global economy;

the increased interaction among societies, resulting in a need for understanding the distinctiveness as well as commonalities of world cultures that coexist with an array of distinctive local, national and regional cultures;

the world-wide political interdependence that is altering traditional boundaries between domestic and international politics;

the impact of human activity upon the planet's ecosystem and the constraints on human activity imposed by limits of the system;

the power of art and popular culture to communicate common affective and cognitive experiences around the globe;

the perspective consciousness that expands our daily awareness that we are members of the global human species, with the world as our community;

the changes in land use

Teaching and Learning Concepts

Social studies teaching and learning concepts that issue from the imperatives of globalization include;

rapid change is operative and characteristic;

there are an increasing number of corporations and jobs with international connections;

the Information Age increases interrelatedness among all peoples;

political changes across the world and increased interaction among governments require understanding of others‚ traditions and cultures. This is central to cooperative problem solving;

interdependent global economy and internationalization of economies is a reality;

there are problems as well as benefits related to globalization.

How Should We Teach Global Education?

Recommendations

The social studies should emphasize:

That the human experience is an increasingly globalized phenomenon in which people are constantly being influenced by transnational, cross-cultural, multi-cultural, multi-ethnic interactions. Viewing human experience only in relation to a North American or European frame of reference is unrealistic given the globalized nature of American society today. Today, the social studies should include a world centered treatment of humankind. For example, the teaching of history can be improved by the use of a global approach to the study of our past and by the addition to the curriculum of more content focused on developing nations and domestic minorities.
The variety of actors on the world stage. The dramatic increase in transnational interactions in recent years has produced growing numbers of individuals, groups, and agencies with international contacts and influence. The character and influence of multinational corporations, church groups, scientific and cultural organizations, United Nation agencies, and local, state, and federal agencies working with and serving the community deserve fuller treatment in the social studies curriculum.

That human kind is an integral part of the world environment. The human-natural environment should be seen as a single system. This requires an emphasis on (1) the ultimate dependence of humankind upon natural resources; (2) the fact that natural resources are limited: (3) the nature of the planet's ecosystem: and (4) the impact of ecological laws on human culture.

The linkages between past actions, present social, political, and ecological realities and alternative futures. Students should perceive the close relationships between past, present and future. The use of "historical flashbacks", for example, can add to students' understanding of the relation of past to present. Greater emphasis is needed on studies designed to improve student's ability to see present choices as links to possible alternative futures.

That citizens‚ participate in world as well as local affairs. World affairs have been treated as a spectator sport in which only the "expert" can participate. The increasing globalization in the human condition has created additional opportunities and responsibilities for individuals and groups to take personal, social and political action in the international arena. The curriculum should demonstrate that individuals and groups can influence and can be influenced by world events. Furthermore, social studies curriculum should help develop the understanding, skills, and attitudes needed to respond effectively and responsibly to world events.

To become a more effective agent of citizen education in a global age, the school in general, and the social studies teacher specifically, needs to continue to expanded efforts to globaliz the curriculum and the classroom.

To engage students in global education, educators should:

use an interdisciplinary approach within and beyond social studies and make links to multicultural education;

take advantage of technology, including Internet and e-mail;

utilize primary sources from other countries, from constitutions to literature to artifacts;

include internationally experienced persons; students, teachers, parents, and others in the community;

emphasize interactive methodology, such as a model United Nations and cross-cultural simulations and role plays;

address global issues with an approach that promotes multiple perspectives and intellectual honesty and action;

encourage new avenues for research in the international arena and encourage teachers to participate and/or make use of this research in their classrooms.

Marianna McJimsey Lecturer, Secondary History/Social Studies, The Colorado College, Colorado Springs, CO 1997-1998 International Activities Committee Chair

Becky Ross Teacher, Harrison County School District, Mississippi 1998-1999 International Activities Committee Chair

Sandra Young, Department Head, Social Studies Kamehameha Schools, Honolulu, Hawaii 1999-2000 International Activities Committee Chair

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Global and International Education in Social Studies

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Descriptors The terms global education and international education are used to describe strategies for: gaining knowledge of world cultures; understanding the historical, geographic, economic, political, cultural, and environment relationships among world regions and peoples; examining the nature of cultural differences and national or regional conflicts and problems; and acting to influence public policy and private behavior on behalf of international understanding, tolerance and empathy.

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Compete in the World of 8 Billion Student Video Contest

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Through the World of 8 Billion student video contest, middle and high schoolers are given the platform to think critically about global challenges, share what they think we can do to fix it, and win up to $1,200 in prizes! Learn more about the contest here.

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Model UN is a simulation of the UN General Assembly and its other multilateral bodies where students perform an ambassador role while debating topics such as gender equality, climate action, global health, and more.

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Model UN is a simulation of the UN General Assembly and its other multilateral bodies where students perform an ambassador role while debating topics such as gender equality, climate action, global health, and more.

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Apache HTTP Server Test Page powered by CentOS

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This page is used to test the proper operation of the Apache HTTP server after it has been installed. If you can read this page it means that this site is working properly. This server is powered by CentOS.

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YES Program

High school students from countries with significant Muslim populations live and study in the United States for an academic year through the U.S. Department of State's Kennedy-Lugar Youth Exchange and Study (YES) program. Learn more about the YES program.

Are you an American high school student? Learn about YES Abroad.

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The Kennedy-Lugar Youth Exchange & Study (YES) Program provides scholarships for secondary school students from countries with significant Muslim populations to spend up to one academic year in the United States and to U.S. citizens attending high school to spend up to one academic year in select countries.

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Peace Corps - Global Competence for Educators

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Peace Corps - Global Competence for Educators

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Webinar series

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This webinar series, provided by the Paul D. Coverdell World Wise Schools program, is designed to support educators so they can fully utilize Peace Corps' global education programs to encourage their learners to become global citizens.

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Five College Center for East Asia Studies 

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Five College Center for East Asia Studies 

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Five College Center for East Asian Studies (FCCEAS)

The Five College Center for East Asian Studies is committed to promoting East Asian Studies at the Five Colleges and supports, encourages, and improves the teaching of East Asian cultures in elementary, middle, and secondary schools, and two- and four-year colleges in the Northeast.

News

We are pleased to announce that East Asia in the World: An Introduction, published by Routledge in 2015, has been awarded the Association for Asian Studies Franklin R. Buchanan Prize for Asia Curriculm Materials. The volume was edited by FCCEAS Director Anne Prescott, with contributions from Jerry Dennerline and Vanessa Fong, Amherst College; Junko Oba, Hampshire College; Joshua Roth, Mount Holyoke College; and Bruce Baird, UMass Amherst. Other contributors are Jina Kim, Maris Gilette, Tom Gottschang, Beth Notar, Jeffrey Richey, Jacques Fuqua, and Mariko Sikama.

Five College Center for East Asian Studies
Smith College
18 Henshaw Avenue, B1, Room 201
Northampton, MA 01063

Voice:(413) 585-3751
Fax:(413) 585-3748
Email: fcceas@fivecolleges.edu

Center Director
Anne Prescott, Five College Center for East Asian Studies

Quick Links E-Bulletin
Map
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FC Center for East Asian Studies (FCCEAS) | www.fivecolleges.edu

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Five College Center for East Asian Studies (FCCEAS) The Five College Center for East Asian Studies is committed to promoting East Asian Studies at the Five Colleges and supports, encourages, and improves the teaching of East Asian cultures in elementary, middle, and secondary schools, and two- and four-year colleges in the Northeast.

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Grosvenor Teacher Fellowship - National Geographic 

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Grosvenor Teacher Fellowship - National Geographic 

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The Grosvenor Teacher Fellowship (GTF) is a professional development opportunity for pre-K-12 educators made possible by a partnership between Lindblad Expeditions and the National Geographic Society. An annual competitive application process is used to select educators and host them aboard Lindblad Expeditions' voyages for a life-changing, field-based experience.

These exemplary educators complete a series of deliverables that enable them to transfer their onboard experience into new ways to teach students and engage colleagues. Through this opportunity, Grosvenor Teacher Fellows bring new geographic awareness into their learning environments and communities.

Fellows also take on a two-year leadership commitment to support National Geographic's education initiatives. Throughout their commitment, Fellows may be asked to conduct webinars, participate in meetups, and serve as mentors to other educators.

The fellowship was founded by Sven-Olof Lindblad in honor of Gilbert M. Grosvenor, chairman emeritus, National Geographic Society, in recognition of his decades-long work supporting pre-K-12 educators and promoting geography education across the United States and Canada.

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The Grosvenor Teacher Fellowship (GTF) is a professional development opportunity for pre-K-12 educators made possible by a partnership between Lindblad Expeditions and the National Geographic Society. An annual competitive application process is used to select educators and host them aboard Lindblad Expeditions' voyages for a life-changing, field-based experience.

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Fullbright Teachers for Global Classrooms 

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Fullbright Teachers for Global Classrooms 

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Fulbright Teachers for Global Classrooms Program (Fulbright TGC)

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Excellent free primary resources rich lessons for World and US History

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History Lessons | Stanford History Education Group

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This curriculum teaches students how to investigate historical questions by employing reading strategies such as sourcing, contextualizing, corroborating, and close reading. Instead of memorizing historical facts, students evaluate the trustworthiness of multiple perspectives on historical issues and learn to make historical claims backed by documentary evidence.

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U.S. State Dept -  Global Education 101 - Self Paced Course

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U.S. State Dept -  Global Education 101 - Self Paced Course

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Global Education 101 is a Course

Global Education 101

Started Jun 6, 2019

Enroll

Full course description

DESCRIPTION

How do you prepare students to be successful in a rapidly changing world? Globally competent students are those who can combine disciplinary content knowledge and ways of thinking that empower them to ask critical questions, analyze multiple perspectives, and solve problems. This means skills in critical thinking, understanding different points of view, working with people from different cultures, and adapting to rapidly changing environments.

Global Education 101 is an introductory course designed to support educators across the country to begin to understand global competence, how to grow as globally competent educators, and learn practical strategies for incorporating it into your classroom. Throughout the course you will hear directly from elementary and secondary teachers from urban and rural areas about global education in their classrooms. This self-paced multi-media course includes readings, videos, interactive group discussions, classroom activities, and quizzes.

COURSE OBJECTIVES

Educators will be able to:

Define global competence and its connection to student success;

Understand themes and concepts of global education and global competence;

Develop instructional strategies to incorporate global competence into lessons and units;

Build resources for further learning and networking for global competence.

WHAT TO EXPECT DURING THE COURSE

Educators can expect to participate in the following: reading and videos, multi-media quizzes, video chats, webinars, discussion boards, and reflections. Educators are encouraged to apply practical strategies from the module in their classrooms and schools. Throughout the course educators will engage in discussion boards where they will share their reflections, questions, and resources. Upon completion of the course educators will receive a U.S. Department of State Global Educator Certificate noting 5 hours of professional learning. Educators will also have access to the Global Education 101 badge that can be used in email signatures and professional profiles.
This is an open self-paced course, so educators will have flexibility to complete the course on their own timeline. There are three modules within the course and each module is projected to take 1.5 hours to complete. Participants will join discussion groups upon signing up for the course. To stay on pace in the course it is recommended that educators complete one module per week, however, educators are encouraged to work within their schedule.
This course is sponsored by the U.S. Department of State and administered by IREX.

Sign up for this course today!
Enroll

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Global Education 101 - U.S. Department of State and IREX

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Global Education 101 is a Course Started Jun 6, 2019 Enroll DESCRIPTION How do you prepare students to be successful in a rapidly changing world?

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Perspectives from history. Choices for today.

NOTE: The Choices Program offices are closed until January 4. Any orders placed over the holiday break will be shipped during the first week in January. Happy Holidays!

NEW UNIT: One of the primary legacies of racial slavery is the white supremacy and anti-black racism that remain to this day. Racial Slavery in the Americas: Resistance, Freedom, and Legacies provides the opportunity for students to consider how the past shapes the present on these fundamental issues.

What Teachers Are Saying

Your curricula changed the way my students think about the world. They can see their country in France's peasants and the enslaved people of Saint Domingue. They can understand Black people's plights in the language of Emilioano Zapata. They have the tools to navigate the complexities of this moment. - Savannah, Connecticut

This is an amazing [digital] platform you have. I can't believe how intuitive and user friendly it is. The fact that you have a "student view" is priceless... My students always comment at the end of the year how the Choices units we have done are their favorite.- Charlie, Washington

The digital format works well. I am able to have my students read informative material without having to copy readings that could be lost, but I have the option to print if students prefer paper. I am able to control what students see. The option to unselect material is great if I am only using parts of a unit.- Betsy, Rhode Island

I have been able to easily assign Choices readings, and since the study guides open in Google Docs, it has been a seamless transition to use the online Choices resources. Many, many thanks for providing the e-access for us!- Pam, New Hampshire

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States have schools using Choices Program materials as well as more than 200 international schools.

38

Curriculum units for courses in U.S., World History, Current Issues, and Geography.

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Students around the world benefit from the Choices Program's award-winning curriculum each year.

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Professional development workshops and webinars held annually around the globe.

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Javascript must be enabled for the correct page display Skip to Content Perspectives from history. Choices for today. NOTE: The Choices Program offices are closed until January 4. Any orders placed over the holiday break will be shipped during the first week in January. Happy Holidays!

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Our common future in the United States will include more ethnically and culturally diverse communities, a global knowledge economy that demands new skills of the workforce, and borderless challenges that require new kinds of collaboration and problem solving.
Credit: The Washington Post

Read Thomas Friedman's profile of Willmar, MN in "Cities like Willmar are telling a story about America that we don't often hear - a story about the people and organizations 'willing to get caught trying' to do the hard work of building inclusive, pluralistic and vibrant community." The New York Times

Rural communities are experiencing these changes intensely. Globalization has changed their local economy. New immigrants are arriving every day. In the rural communities we've worked with, change moves at the speed of trust. Relational ties are strong. People know one another, show up for one another, and invest in each other. They understand best the issues that are impacting their communities. They also have a unique opportunity to model how to be inclusive and adaptive as the world changes around them.

Education is a natural and powerful platform to leverage this opportunity, as it reaches a broad cross section of young people and families from across communities, and can help build a foundation for critical thinking, collaboration, and inclusive and welcoming communities.
Our rural hub partnerships are designed to create education systems that prepare young people to thrive in this changing environment - and communities to build more resilient and adaptive local economies.

"In the 10 U.S. counties with the lowest per capita income as of the 2010 census, all of which are located in rural areas, whites constituted more than 61 percent of the population in only three."Learn more by reading "Rural America Is More Diverse Than You Think" in The Week.

Our Criteria for Partnership

Historically homogeneous communities undergoing demographic transition and/or evidence of significant opportunity gap along racial/ethnic/cultural lines

Limited exposure to global education in K-20 landscape

Strong, local anchor institutions respected by community members (universities, community colleges, other nonprofits)

Committed cultural insiders who will be active champions of the work in the community, and who understand nuances within the local context

Want to bring World Savvy to your community, or have an idea for a region that could benefit from this kind of partnership?

We Build This Work Together

World Savvy's work on the ground is shaped by the needs of each community we partner with and designed in collaboration with local stakeholders. Here's what this work looks like in East Tennessee:

K-12 School Partners

Yearlong comprehensive work to integrate professional development (workshops and coaching) for teachers, provide project-based learning and design thinking models for students, and leadership support for inclusive, adaptive school cultures.

Community Colleges

Leveraging a train-the-trainer model for faculty on globally competent pedagogy; engaging Leadership Team to define, activate and sustain welcoming campuses grounded in global competence.

Schools of Education

Introduction of Global Competence Certificate into Masters programming, collaboration on regional professional learning opportunities for rural teachers.

Local Philanthropy

Build local awareness and demand for global education within the philanthropic community.

We've worked in collaboration with a cohort of five K-12 schools, The University of Tennessee, Knoxville, Pellissippi State Community College, and the East Tennessee Foundation to build the East Tennessee Global Education Network (GEN). Together, we're building learning environments where relevant instruction and workforce preparation is available to all kids.

Learn More

In partnership with Somali Community Resettlement Services (SCRS), a steering committee comprised of parents, students, teachers, and school administrators, and Minnesota State, Mankato, we're working to build a blueprint for inclusion of Somali students in Southeast Minnesota.

East Tennessee

We've worked in collaboration with a cohort of five K-12 schools, The University of Tennessee, Knoxville, Pellissippi State Community College, and the East Tennessee Foundation to build the East Tennessee Global Education Network (GEN). Together, we're building learning environments where relevant instruction and workforce preparation is available to all kids.

Learn More

Southeastern Minnesota

In partnership with Somali Community Resettlement Services (SCRS), a steering committee comprised of parents, students, teachers, and school administrators, and Minnesota State, Mankato, we're working to build a blueprint for inclusion of Somali students in Southeast Minnesota.

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Our common future in the United States will include more ethnically and culturally diverse communities, a global knowledge economy that demands new skills of the workforce, and borderless challenges that require new kinds of collaboration and problem solving.

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Building a global school requires vision, knowledge, and a dedicated team. How can you and your colleagues initiate or progress in this rewarding endeavor? Drawing on decades of experience conducting global and multicultural professional development for educators, as well as input from teachers and administrators across the country, Primary Source presents here a synthesis of our thinking about this work. Each document is available for download below.

Our Unique Approach: We view the development of global competency, cultural responsiveness, and skills for today's world as mutually reinforcing aspects of an education that prepares students for the world. While these aspects are often treated as distinct, we view them as intertwined and equally valuable - and design our programs and curricular resources to model their compatibility.

Elements of a Global School: What does it mean to think holistically and systemically about global schools? In this document, we demonstrate how educators attend to four domains of action: curriculum, institutional practices, professional development, and school culture. We illustrate how to bring each of these domains to life on a practical level by identifying a range of exemplary practices in which global schools engage. Use this document to aid in your school's self-assessment and reflection, or for ideas.

Steps for Globalizing Your School: Schools have their own individual pathways to becoming global, but most engage in certain core practices. What are these? And what questions might a school want to ask each step of the way? This document provides guidance for getting started.

Primary Source also offers customized consulting services to help schools and school districts advance their global and cultural education goals. Click here to learn more about our consulting services.

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Building a global school requires vision, knowledge, and a dedicated team. How can you and your colleagues initiate or progress in this rewarding endeavor? Drawing on decades of experience conducting global and multicultural professional development for educators, as well as input from teachers and administrators across the country, Primary Source presents here a synthesis of our thinking about this work.

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Our online seminars are free and open to the public, and are a great opportunity to expand your global learning. We invite you to join us for one of our upcoming programs.
The entire library of past online seminars is available for viewing here.

Ancient Nubia: Art and Insight

In collaboration with the Museum of Fine Arts, Boston

For educators of grades K-12
DATE: Nov. 12, 2019
FOCAL SKILLS AND DISPOSITIONS: Evaluating visual evidence; Inquiry; Fostering creativity & innovation

Post-1990s Developments in China's Relationship to the World
In collaboration with the National Humanities Center
*please note: this webinar is now at capacity-- a recording will be available on the NHC website after the session*

Especially for educators of grades 6-12
DATE: Dec. 10, 2019
FOCAL SKILLS AND DISPOSITIONS: Inquiry; Analyzing point of view & purpose; Evaluating quantitative data; Empowering informed action

Politics and Cultures in the Middle East Today

This is a three-part webinar.

Especially for educators of grades 6-12
DATES: Mar. 18, Apr. 15, May 13, 2020
FOCAL SKILLS AND DISPOSITIONS: Developing empathy; Inquiry; Empowering informed action

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Our online seminars are free and open to the public, and are a great opportunity to expand your global learning. We invite you to join us for one of our upcoming programs. The entire library of past online seminars is available for viewing here.

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Foster an understanding of other cultures and global issues in your classroom with our online educational resources that can help you spark communication.

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"High impact weather" has gripped much of the world so far this year, the UN weather agency, WMO, reported on Friday, with "dangerous and extreme cold in North America, record high heat and wildfires in Australia, heavy [...]

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17 Goals to Transform Our World The Sustainable Development Goals are a call for action by all countries - poor, rich and middle-income - to promote prosperity while protecting the planet.

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The Freer|Sackler is home to some of the world's most important holdings of Asian art.

In the Freer, you'll also find late nineteenth-century works by James McNeill Whistler and his American contemporaries, while the Sackler hosts contemporary art from Asia as well as international loan exhibitions. Our entire collection is available digitally. Looking to see a specific artwork during your visit? If it's not on view, you may need to make an appointment.

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The Freer|Sackler is home to some of the world's most important holdings of Asian art. In the Freer, you'll also find late nineteenth-century works by James McNeill Whistler and his American contemporaries, while the Sackler hosts contemporary art from Asia as well as international loan exhibitions. Our entire collection is available digitally.

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Browse our collection of online resource guides! Dozens of guides are available to you with books, film, website, and curriculum recommendations about global education and world regions, histories, and cultures.

Global Education

World History/Global Studies

Africa

East Asia

Latin America

Middle East

South Asia

Southeast Asia

United States & Canada

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Browse our collection of online resource guides! Dozens of guides are available to you with books, film, website, and curriculum recommendations about global education and world regions, histories, and cultures.

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Freeman Book Awards

Honoring East And Southeast Asian Titles for Children and Young Adults

The National Consortium for Teaching about Asia (NCTA),the Committee on Teaching about Asia (CTA) of the Association for Asian Studies (AAS), and Asia for Educators (AFE) at Columbia University sponsor the annual Freeman Book Awards for new young adult and children's literature. The awards recognize quality books for children and young adults that contribute meaningfully to an understanding of East and Southeast Asia. Awards are given in two categories: Children's and Young Adult on the several countries of East and Southeast Asia.
Awards announced January 2019. Click on image or title for details and resources for each book.
2018 Winner - Children's Literature
Moth and Wasp, Soil and Ocean: Remembering Chinese Scientist Pu Zhelong's Work for Sustainable Farming by Sigrid Schmalzer, Illustrated by Melanie Linden Chan (Tilbury House Nature Books)
Non fiction, set in China

2018 Honorable Mention - Young Adult/Middle School Literature
Too Young to Escape: A Vietnamese Girl Waits to be Reunited with Her Family by Van Ho and Marsha Skrypuch (Pajama Press)
Non fiction, set in Vietnam

2018 Honorable Mention - Young Adult/High School Literature
A Thousand Beginnings and Endings edited by Ellen Oh and Elsie Chapman (Harper Collins Publishers)
Fiction, set in East and South Asia

2018 Of Note - Young Adult/High School Literature
The Analects: An Illustrated Editionby Confucius, Adapted and Illustrated by C.C. Tsai, Translated by Brian Bruya, With a foreword by Michael Puett (Princeton University Press)
Non fiction, set China

2018 Of Note - Young Adult/High School Literature
The Dragon Ridge Tombsby Tianxia Bachang, Translated by Jeremy Tiang (Penguin Random House)
Fiction, set China

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Honoring East And Southeast Asian Titles for Children and Young Adults The National Consortium for Teaching about Asia (NCTA), the Committee on Teaching about Asia (CTA) of the Association for Asian Studies (AAS), and Asia for Educators (AFE) at Columbia University sponsor the annual Freeman Book Awards for new young adult and children's literature.

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Featured Educator Resources

Educator Resources

Learn about CELIN's connections and resources for teachers, programs, and parents as presented at the second Virtual National Chinese Language Conference, April 15–17, 2021.

In this TEQ Online video, Catherine Zhong used a teacher interview on Zoom to replace student-student role play when she assessed the speaking component of a unit.

In this TEQ Online video, Fangzhou Zhang used Google Meet and Google Jamboard to organize the hybrid learning for a speaking task and guided students to communicate, socialize, and collaborate with each other in virtual classrooms.

In this TEQ Online video, Wenjing Huang used Nearpod to engage the student in various speaking and writing tasks to advance the student's language proficiency.

Using Zoom and Google Slides, Jessica Tan conducted an online activity for the students to apply what they had learned about famous Chinese people.

In this Chinese class, Yihong Wei’s 9th graders from the George Westinghouse College Prep High School, Illinois, are learning the unit "Our Team Mascot".

During this lesson, the teacher, Haiyun Lu, has used quite a few strategies to adapt MovieTalk for her novice class.

Chinese language teacher Daisy Chang used two student-centered activities to maximize student's participation and prepare the students for the final group presentation in target language.

In this specific lesson, the Chinese teacher, Xi Sun, has demonstrated how to develop children’s communicative skills while they are learning the story.

In this video, you will watch some selected video clips taken from a lesson period, which demonstrates how the teacher used a variety of strategies to introduce new language items while talking with the students.

Chinese language teacher May Shen presented the information effectively and maximized the learning.

This Multilingual FAQ, published by the California Department of Education, contains very helpful responses to a list of frequently asked questions.

Connect With Us

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The Center for Global Education offers a wealth of resources to educators, including those who teach Career and Technical Education (CTE) and Chinese, to build capacity and transform their learning environments.

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Tim Fransham/Oxfam

A global citizen is someone who is aware of and understands the wider world - and their place in it. They take an active role in their community and work with others to make our planet more peaceful, sustainable and fairer.

GLOBAL CITIZENSHIP EDUCATION

For Oxfam, global citizenship is all about encouraging young people to develop the knowledge, skills and values they need to engage with the world. And it's about the belief that we can all make a difference.

Education for global citizenship isn't an additional subject - it's a framework for learning, reaching beyond school to the wider community. It can be promoted in class through the existing curriculum or through new initiatives and activities.

BENEFITS OF GLOBAL CITIZENSHIP

Global citizenship helps young people to:

Build their own understanding of world events.

Think about their values and what's important to them.

Take learning into the real world.

Challenge ignorance and intolerance.

Get involved in their local, national and global communities.

Develop an argument and voice their opinions.

See that they have power to act and influence the world around them.

What's more, global citizenship inspires and informs teachers and parents, too. But above all, it shows young people that they have a voice. The world may be changing fast, but they can make a positive difference - and help build a fairer, safer and more secure world for everyone.

Active global citizenship

Beyond the classroom, we give young people lots of ways to take action for a better world.

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Tim Fransham/Oxfam A global citizen is someone who is aware of and understands the wider world - and their place in it. They take an active role in their community and work with others to make our planet more peaceful, sustainable and fairer.

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iEARN-USA supports an international community of K-12 educators and youth to collaborate and learn together on projects designed to make a difference in the world. Become a member of iEARN's global community today!

iEARN-USA enables students and teachers to design and participate in global projects as part of their regular classroom curriculum or after-school program.

Our projects align to education standards, including Common Core State Standards, and use a safe and structured online Collaboration Centre.

Participants become global citizens who make a difference through collaboration on projects, aligned with the UN SDGs, with the goal of improving everyone's quality of life.

Join a supportive and engaged network of educators, students and advocates from more than 140 countries around the world and collaborate for social change.

iEARN-USA is a member of iEARN (International Education and Resource Network), the world's largest, most experienced online K-12 non-profit network that enables young people worldwide to use the internet and digital media to collaborate on educational projects.

Ready to Start Collaborating?

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iEARN-USA supports an international community of K-12 educators and youth to collaborate and learn together on projects designed to make a difference in the world. Become a member of iEARN's global community today! iEARN-USA enables students and teachers to design and participate in global projects as part of their regular classroom curriculum or after-school program.

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The International Baccalaureate® (IB) offers four high quality international education programmes to more than one million students in more than 146 countries.

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Portland Ovations - School-time Performances 

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Portland Ovations - School-time Performances 

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School-Time Performances Archives - Portland Ovations

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https://youtu.be/jzqank4QSIg "Live, they're magnetic." - Los Angeles Times Bring Las Cafeteras to your school on March 19th, 20th or 21st, 2020 for a special performance and educational opportunity. Taking the music scene by storm with infectious live performances that cross genres and musical borders, Las Cafeteras embodies a sound that represents a fusion between...

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Simulations - The United States Diplomacy Center

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Freshwater Crisis: Energy Security and Economic Growth - International Migration Crisis: Human Rights and Border Security - International Nuclear Crisis: Non-Proliferation and National Sovereignty - Global Counterfeit Trade: The High Cost of Cheap Goods - Crisis in the Oceans: Sustaining Fisheries in International Waters - International Wildlife Trafficking: Plight of the Pangolins - HIV/AIDS Crisis: Global Health and Development - Peacebuilding: The Challenge of Darfur

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Unit Essential Question: What does learning about the choices people made during the Weimar Republic, the rise of the Nazi Party, and the Holocaust teach us about the power and impact of our choices today?

What factors shape our identities? What dilemmas arise when others view us differently than we view ourselves? How do our identities influence our choices?

Students will identify social and cultural factors that help shape our identities by analyzing firsthand reflections and creating their own personal identity charts.

The question "Who am I?" is especially critical for students during adolescence. The goal of this lesson is to prompt students to consider how the answer to this question arises from the relationship between the individual and society, the topic explored in the first stage of Facing History and Ourselves' scope and sequence.

Understanding identity is not only valuable for students' own social, moral, and intellectual development, it also serves as a foundation for examining the choices made by individuals and groups in the historical case study later in the unit. In this lesson, students will learn to create visual representations of their own identities, and then they will repeat the process for the identities of several individuals they read about. In the process, they will analyze the variety of ways we define ourselves and are defined by others.

The factors that influence our identities are too numerous to capture in a single class period. The resources suggested in this lesson include some of these influences-such as race, sexual orientation, and personal interests-but not others. Chapter 1 of Holocaust and Human Behavior includes resources that address a larger variety of factors that influence identity, most of which can easily be added or swapped into the activities of this lesson.

In some environments, it might be especially important to address one specific identity: Jewish identity. Because Jews were a primary target of malicious stereotyping, discrimination, and horrible violence in the historical period explored later in this unit, it is important for students to have a basic understanding of the faith, culture, diversity, and dignity inherent in Jewish identity. In some schools and communities, students may not know anyone who identifies as Jewish, or they might not have had any exposure to Jewish faith, culture, and diversity. This lesson's first extension is designed to help students start to recognize that identifying as Jewish implies membership in a rich and diverse set of beliefs and cultural practices.

"Who am I?" is a question all of us ask at some time in our lives. It is an especially critical question for adolescents. As we search for the answer, we begin to define ourselves and to notice how we are defined by others. Our exploration of identity includes questions such as:

To what extent are we defined by our talents, tastes, and interests? By our membership in a particular ethnic group? By our social and economic class? By our religion? By the nation in which we live?

How do we label and define ourselves, and how are we labeled and defined by others?

How do our identities inform our values, ideas, and actions?

Answers to these questions help us understand ourselves and each other, as well as history.

Our society-through its particular culture, customs, institutions, and more-provides us with the language and labels we use to describe ourselves and others. These labels are based on beliefs about race, ethnicity, religion, gender, sexual orientation, economic class, and so on. Sometimes our beliefs about these categories are so strong that they prevent us from seeing the unique identities of others. Sometimes these beliefs also make us feel suspicion, fear, or hatred toward some members of our society. Other times, especially when we are able to get to know a person, we are able to see past labels and, perhaps, find common ground even as we appreciate each person as unique.

This lesson explores how individuals and society influence each of our identities. It also begins to explore some of the dilemmas people face as they establish themselves both as individuals and as members of a group-as they define themselves and are defined by others.

1. Using Identity Charts as a Teaching Strategy
Identity charts are a graphic tool that can help students consider the many factors that shape the identities of both individuals and communities. In this lesson, students will useidentity charts to analyze the ways they define themselves and the labels that others use to describe them. Sharing their own identity charts with peers can help students build relationships and break down stereotypes. In this way, identity charts can be used as an effective classroom community-building tool. A sample identity chart is included below.

2. Addressing Different Reading Levels in the Class
This lesson's main activities include an activity that uses the Jigsaw teaching strategy with four readings of varying degrees of complexity. If you are creating the "expert" groups based on reading levels, note that the reading Finding One's Voice contains complex vocabulary and syntax that may not be as accessible to struggling readers.

3. Previewing Vocabulary
The following are key vocabulary terms used in this lesson:
Add these words to your Word Wall, if you are using one for this unit, and provide necessary support to help students learn these words as you teach the lesson.

4. Exploring Jewish Identity
If your school or community does not have a large Jewish population, or your students have not had exposure to Jewish faith and culture through their friends, families, or curriculum, it is important to include the extension Explore the Complexity of Jewish Identity and the readingBeing Jewish in the United States when you teach this lesson. The extension is designed to help students start to recognize that identifying as Jewish implies membership in a rich and diverse set of beliefs and cultural practices. You might devote extra time to this reading and its subsequent questions or include the reading in the activity Explore the Complexity of Identity.

1. Introduce Identity

Explain to students that today they will be thinking about what makes up their identities and reading firsthand accounts of how various individuals grapple with the different ways they define themselves and are defined by others.

Tell students to write a response to the question "Who am I?" in a quick journal entry. They might list, or write in complete sentences, the first five to seven ideas that come to mind when they think about this question.

Now ask students to use the information from their journals to create an identity chart. You might start an identity chart for yourself on the board to help your students understand the format. Make sure that students create their identity charts on a new page in their journals, because they will be adding to them throughout the lesson and later in the unit.

2. Explore the Complexity of Identity

Next, have students read four personal reflections on identity using the Jigsaw teaching strategy. Begin by dividing the class into four "expert" groups, and pass out one of the following readings to each group:

Explain to students that each "expert" group will read together the group's assigned reading, briefly discuss the connection questions on the handout, and then create an identity chart representing the person featured in that reading.

Then divide the class into new "teaching" groups. The members of each "teaching" group should have read a different reading in their "expert" groups.

Instruct each student to summarize his or her "expert" group's reading for the new "teaching" group and share the identity chart they created. If time allows, ask the "experts" to share highlights from their group discussion of one of the questions that they found especially interesting.

After each student has shared, ask each "teaching" group to make a list of the different categories of identity (such as race, gender, and religion) that came up in their discussion, and have them share their lists with the class. You might record this list on the board or on chart paper.

Ask students to add information to their personal identity charts if new categories emerged through the Jigsaw activity that they hadn't previously considered.

3. Identity Chart Journal Reflection
Ask students to reflect on their own identity charts in their journals by selecting from the following questions:

What parts of your identity do you choose for yourself? What parts of your identity do you think are determined by others, by society, or by chance?

Whose opinions and beliefs have the greatest effect on how you think about your own identity?

What dilemmas arise when others view you differently than you view yourself?

What aspects of your identity do you keep private in order to be accepted? What aspects of your identity are you willing to change to fit in?

You might ask a few students to volunteer to share from their responses. Because students are writing about a personal topic in this reflection, it is important that they not be required to share.

Observe the group discussions during the Jigsaw activity to assess students' understanding of the readings and the factors that shape our identities. You might tell students in advance that they will be assessed on these conversations in order to ensure that everyone contributes.

Collect the identity charts that students created based on the readings in the Jigsaw activity, as well as the lists they have compiled of factors that shape identity, in order to check for understanding and ensure that students have completed their work.

1. Explore the Complexity of Jewish Identity
No single activity could do justice to the topic of Jewish identity, or that of any religious, cultural, or other identity group. Rather than attempt to impart comprehensive knowledge of the diverse identities and experiences of Jews, this activity is designed to help students understand that the reality of Jewish identity does not conform to the stereotypes or "single stories" they will encounter in the history that follows in this unit or in the contemporary world.

Pass out the reading Being Jewish in the United States. Applying the Read Aloud teaching strategy, ask students to answer the connection questions. You might ask students to first respond to the questions on their own or with a partner before opening a larger class discussion. After discussing the reading, begin an identity chart on the board with the words Jewish identity at the center. Lead the class in adding characteristics to the identity chart. Guide this activity carefully to avoid including inaccurate stereotypes or generalizations that students may have heard from outside of class. Instruct students to use evidence from the reading in order to support their suggestions for the identity chart. Make sure that at the end of the activity, the identity chart clearly reflects the following ideas:

Jewish identity is complex and varied.

It cannot be defined by a "single story" or stereotype.

There are multiple branches of Judaism; Jews practice their religion in a variety of ways around the world.

Jews around the world define what it means to be Jewish in a variety of ways, just as the members of other groups often debate what makes one part of the group.

Some Jews are not religious but identify as Jewish because of their connection to a culture.

2. Read The Bear That Wasn't

If you have an additional class period, consider reading and discussing with students the children's book The Bear That Wasn't. The book explores the relationship between the individual and society, and between how we define ourselves and the ways that others try to define us. While written for younger children, The Bear That Wasn't often prompts sophisticated discussion among adolescents and becomes a touchstone throughout the unit.

After reading, students can discuss how the bear responds to the way others define his identity, including both the ways he accepts others' definitions of him and the ways he resists. Students might then create an identity chart for the bear in the story. Give students a few minutes to share their identity charts with each other, and encourage them to add words and phrases from others' charts to their own.

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Unit Essential Question: What does learning about the choices people made during the Weimar Republic, the rise of the Nazi Party, and the Holocaust teach us about the power and impact of our choices today? What factors shape our identities? What dilemmas arise when others view us differently than we view ourselves?