# data[].attributes.body
Organizations for teachers to stay on top of global education and maintain links

# data[].attributes.body
Prolific in its global education offerings.

# data[].attributes.attachment_link.description
Global non-profit organization. The leading force in forging closer ties between Asia and the West through arts, education, policy and business outreach.

# data[].attributes.body
A collection of articles/videos/etc. from the course that resonate with you and/or will best help with your globally-focused teaching

# data[].attributes.body
Resources on current topics.

# data[].attributes.attachment_link.title
Globalization101.org | globalization | globalisation | what is globalization | globalization dilemmas | globalization debates | pros cons globalization | global issues | international relations | international issues

# data[].attributes.attachment_link.description
Globalization101.org: a resource to learn about the trade-offs and dilemmas of globalization

# data[].attributes.headline
Global Dimension...the world in your classroom

# data[].attributes.subject
Global Dimension...the world in your classroom

# data[].attributes.body
Assorted lesson plans for teachers by subject/age/topic/whole school

# data[].attributes.attachment_link.title
Global Dimension  the world in your classroom

# data[].attributes.body
Technology resources that will best help you to engage and instruct your students as a means of globalizing your classroom.  For example, you could post tools that we use in the course (such as Padlet, Twitter, Thinglink, Instagram, Oba

# data[].attributes.body
Video creator

# data[].attributes.attachment_link.description
It's your video, download it, share it with your friends on MixBit and anywhere else you like.

# data[].attributes.body
Discipline specific

# data[].attributes.headline
Choices for the 21st Century Education Project 

# data[].attributes.subject
Choices for the 21st Century Education Project 

# data[].attributes.body
Curricular resources, professional development workshops, and special projects, focusing on empowering secondary level students in international issues and civic engagement.

# data[].attributes.attachment_link.readable_text
Javascript must be enabled for the correct page display

Skip to Content

Perspectives from history. Choices for today.

The Choices Program is a self-funded organization affiliated with the Department of History at Brown University. We work to increase access to high-quality curriculum content and strengthen education about history and current events in secondary schools in the United States and beyond. Watch this video to learn more!

What Teachers Are Saying

The quality of the scholarship is extraordinary and my students benefit from accessing current information. The material is really wonderful and the role-playing lessons are really good. I recommend Choices! - Susan, History Teacher, Massachusetts

Digital Editions is very easy to use and the curriculum is great in providing multiple perspectives and fostering discussions. I like the ability to edit and adapt the resources to my students' needs. - Gina, History and Social Studies Teacher, California

[Choices materials] bring together well-curated resources and the lesson plans are well-crafted, so I rarely have to make significant adjustments. When the topics align with my course effectively, it's a great 'deep dive.' - Brooke, History and Current Issues Teacher, Pennsylvania

Choices is an amazing curriculum, better than others out there. It offers teachers resources to teach truthful history. - Johanna, History and Geography Teacher, New York

50

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

41

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

1 million

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

30

Professional development webinars and workshops held annually.

Back to top

# data[].attributes.attachment_link.description
Engaging, inquiry-based history and current issues curriculum, available in digital and print.

# data[].attributes.body
This is a consortium of educators worldwide who share a passion for global education.

# data[].attributes.body
Welcome to the Global Oneness Project. Stories that exploref cultural, environmental, and social issues. We house a rich library of free multimedia stories comprised of our award-winning films, photo essays, and articles, accompanied by companion curriculum for teachers.

# data[].attributes.attachment_link.readable_text
Stories and lessons for growing minds

We are a free multimedia platform for educators and students. Through our immersive storytelling and curricula, we aim to plant seeds of empathy, interconnectedness, and a sacred relationship with our planet. Use our award-winning films, photo essays, and essays to learn about social, cultural, and environmental issues from individuals and communities worldwide. For grades 3-12, our stories and lessons encourage students to broaden their perspectives and worldviews while fostering universal human values and respect for the living world. We aim to bring universal values into the lives of educators and students.

Experience Our Storytelling

Watch this short video to learn more about the stories we tell.

Student Winners and Finalists: The Environment Is in You

In what ways is climate change impacting the place where you live?

In this contest, students documented the fragility, hope, and future of our planet's ecosystem due to climate change. Inspired by four environmental writers-Linda Hogan, Robert Hass, Wendell Berry, and Dara McAnulty-students explored changes to local systems, how the environment shapes our identity, and how our actions and awareness today can impact the future.

View Winners and Finalists

Feature

These five shorts films follows five Native American communities who are restoring their traditional land management practices.

Learn More

Essay

How might stories act as keys allowing us access to challenge, examine, uproot, and illumine our habits and fears?

Learn More

Feature

This feature shares the stories of four Indigenous communities in California who are working to revitalize their languages and cultures in order to pass them on to the next generation.

Learn More

"This film has historic relevancy. I can see myself using it to encourage students to think about the value of the space program and how it speaks to the American Spirit and how we are often looking forward in our progress. This film begs to be used as an exploration of what it means to be a global citizen, how students can learn from people not like themselves, and what actions students can take in their everyday lives to make the world a better place."

Michael Dunn, Director of College Counseling at Eagle Rock School & Professional Development Center

Stories Exploring Climate Change

Celebrating Student Artwork: New Student Gallery

Encourage thoughtful and meaningful conversations in the classroom with our student gallery. Use the gallery as a tool to foster curiosity, observation skills, and perspective-taking.

The gallery encourages students to learn from each other's perspectives. How are students witnessing and engaging with the world in new ways since the start of Covid-19? Search by theme, previous Global Oneness Project contests, or from locations around the world. The gallery is accompanied by an image analysis activity, including a Visible Thinking Routine from Project Zero, Harvard Graduate School of Education.

View Student Gallery

Receive our newsletter to learn about new stories and companion lesson plans.

Who Is Using Our Materials

Our materials provide opportunities for an interdisciplinary approach to learning across disciplines from social sciences and humanities to environmental sciences. Education stakeholders, including K-12 educators, university professors, librarians, tech/media specialists, parents, and students are using our materials in multiple learning environments.

# data[].attributes.body
With this incredible app, any child can fly around the magical, interactive 3D globe and discover the rich wonders of our planet.  Not free :(

# data[].attributes.attachment_link.description
Read reviews, compare customer ratings, see screenshots, and learn more about Barefoot World Atlas. Download Barefoot World Atlas and enjoy it on your iPhone, iPad, and iPod touch.

# data[].attributes.headline
Six School-Wide Strategies to Globalize Your School

# data[].attributes.subject
Six School-Wide Strategies to Globalize Your School

# data[].attributes.body
Excellent video from Asia Society.

# data[].attributes.attachment_link.title
Brandon Wiley: Six School-Wide Strategies to Globalize Your School

# data[].attributes.attachment_link.description
Understanding how to prepare students to succeed in an increasingly global society takes careful planning. Explore six school-wide strategies that can be employed by school leaders and teachers to globalize the curriculum and learning experience of your students. Hear how schools across the United States are developing students' global competence through the use of authentic, project-based learning experiences and portfolio assessment.

# data[].attributes.body
Books, by age range, author talks

# data[].attributes.attachment_link.title
Award-winning Resources - Global Literature - Resources at Primary Source, Inc.

# data[].attributes.body
Might use with school to get background understanding.

# data[].attributes.body
Articles and short movie clips about global education, what it is and how to empower students

# data[].attributes.attachment_link.readable_text
Fostering Global Competence

How Do We Educate Global Problem Solvers? by Zoe Weil (2014)
Weil, co-founder and president of the Institute for Humane Education, offers two strategies to help students become conscientious about and connected to the global problems they'll one day be called upon to solve.

Five-Minute Film Festival: Developing Global Citizens, by Ashley Cronin (2014)
Looking for resources to foster students' global competence and develop global citizen leaders? This playlist of videos and other resources provides ideas and inspiration.

Joining the Global Classroom Community to Instill Global Citizenship, by Adam Carter (2014)
Traveler, teacher, and speaker Carter introduces three web-based platforms for connecting classrooms around the world, which he calls the first step in the hands-on communication and collaboration of global citizenship.

Five-Minute Film Festival: Teaching Kids about Global Poverty, by Amy Erin Borovoy (2013)
Teaching your students about poverty and hunger can be a powerful experience for them. VideoAmy shares a series of videos that explore the issues encountered by four college students who lived on one dollar per day in Guatemala.

Teaching Students How to Make Global Impact, by Edutopia Staff (2013)
The John Stanford International School has been a model for developing global-awareness curricula. Now they've expanded their lessons to teach students how to take action to help others. Read all about the research, and explore resources and downloads related to this school's efforts.

Global Classroom Strategies

5 Ways Literature Can Teach Global Lessons in Elementary Classes, by Becky Morales (2014)
Morales, creator of Kid World Citizen, offers five ideas for using literature about children and families in other parts of the world to broaden the minds of U.S. elementary students.

3 Great Films for Teaching About Globalization and Modernization, by Eileen Mattingly (2014)
Mattingly, Director of Education for Journeys in Film, discusses methods for teaching about globalization and modernization, including foreign feature films that tell compelling stories of modern life in other parts of the world. For more film suggestions, you may also want to check out Mattingly's other post on " Summer Learning Through Film" and Homa Tavangar's post, " A Global View: The Adventure of Kid-Friendly Foreign Films."

Experiential Learning Journey From the Virtual to the Real, by Homa Tavangar (2014)
Tavangar, Education Advisor to the Pulitzer Center, presents journalist Paul Salopek's 21,000-mile Out of Eden Walk as a goldmine of experiential learning for connected students of every age.

5 (Recent) Historical Events You Should Discuss With Your Students, by Josh Work (2014)
Work reminds us that history is alive and unfolding, and that some of our young students now require full explanations of major events that still loom large in our adult memories.

Make Earth Day a Global Learning Day, by Homa Tavangar (2014)
Tavangar identifies Earth Day as a celebration of global learning and offers collaborative STEM activities relating to water, climate and agriculture from diverse organizations such as NASA, iEARN and the Peace Corps.

Pen Pals in the 21st Century, by Lisa Mims (2013)
While many consider the pen pal an analog age artifact, teacher Mims demonstrates how this very human form of communication is alive and well in her classroom -- and relevant to her curriculum.

Global Student Leadership and Service

Students Put Global Skills to Work, by Suzie Boss (2014)
Boss highlights how high school students from 26 U.S. states, 16 cities from across China, plus a smattering of other locations come together to tackle global issues.

Young Global Leaders Put Innovative Ideas Into Action, by Suzie Boss (2013)
How are you preparing your students to become global leaders who can make good things happen locally? Boss shares reflections from participants in the Global Student Leaders Summit.

A Teaching Moment: The Peace Corps as a Source of Inspiration, by Maurice Elias (2013)
Elias remembers the origins of the Peace Corps and shares some ideas for related service-learning activities.

Environmental Education Through Environmental Action, by Philippe Cousteau (2013)
Explorer, social entrepreneur, and environmental advocate Cousteau suggests that, with young people already aware of the environmental crisis, the next step is youth-driven environmental action.

Stove Project Sparks Global Youth Action, by Suzie Boss (2013)
Boss describes how middle-school students in suburban Massachusetts team up with Brazilian, African, and Indian students to design and build efficient cook stoves.

21st-Century Projects Inspire Global Citizenship Plus Creativity, by Suzie Boss (2013)
This post, the second in an Edutopia blog series about developing 21st-century skills through project-based learning, takes a look at a real-world project that has inspired students to think more creatively about their role as global citizens.

Other Resources From Edutopia

Education Everywhere: School Success Stories From Abroad, by Edutopia Staff (2014)
Edutopia's video series Education Everywhere profiles innovative school systems all around the world. Here you'll find links to the videos and additional resources for learning about education systems in various countries.

Mix It Up! Authentic Activities for the World Language Classroom, by Sarah Wike Loyola (2014)
Teaching world language through the interpretative, interpersonal, and presentational modes, Sarah Loyola uses edtech and social media to keep it authentic for her students. For more content about the teaching of world languages, visit Edutopia's World Languages page; be sure to +Follow the page for updates.

Supporting New Teachers to Make Global Connections, by Lisa Dabbs (2012)
With help from guest blogger Michele L. Haiken, Dabbs looks at ways that teachers can expand their classroom walls using global collaboration projects.

Five-Minute Film Festival: Travel for Teachers, by Amy Erin Borovoy (2012)
Whether you have the resources to travel internationally or just take a short trip, traveling can be enriching both personally and professionally for educators. Watch the videos in VideoAmy's playlist for some ideas! For more ideas, you may also want to check out Matt Davis's " Apply for a Teacher Travel Grant This Summer" and " No-Cost Summer Travel for Teachers," by Suzanne Acord.

Additional Resources on the Web

Asia Society Deeper Learning Series From Teaching Channel (2014)

"Global Competence: Changing How Students Think About and Value Education," Every Classroom Matters, BAM Radio Network (2014)

"Four Steps for Jumpstarting Global-Collaboration Projects," by Ben Curran, Education Week Teacher (2014)

"Where Are You From? Connecting Students to the World," by Lee-Ann Meredith, The Educator's Room (2014)

"Going Beyond Your Classroom Walls," by Isaac Pineda, SmartBlog on Education (2014)

"Empathy and Global Stewardship: The Other 21st Century Skills," by Jackie Gerstein, User Generated Education (2013)

"5 Ways to Inspire Students Through Global Collaboration," by Katrina Schwartz, KQED's MindShift (2012)

Educating for Global Competence: Preparing Our Youth to Engage With the World, Council of Chief State School Officers' EdSteps Initiative & Asia Society Partnership for Global Learning (2011)

Classroom Resources From the Peace Corps

Lesson For All Curriculum, Global Campaign for Education, United States Chapter

Resources From Journeys In Film

Resources From TeachUNICEF

Global Learning & Diplomacy Collection, PBS LearningMedia

Global Education Conference Network

How do you help students to develop a global perspective? Share tools, experiences, or advice in the comments.

# data[].attributes.attachment_link.description
How Do We Educate Global Problem Solvers? by Zoe Weil (2014)Weil, co-founder and president of the Institute for Humane Education, offers two strategies to help students become conscientious about and connected to the global problems they'll one day be called upon to solve.

# data[].attributes.body
Models, definitions, skills.

# data[].attributes.body
Models to visualize going from global to local

# data[].attributes.body
A compendium of resources, but many have a fee.

# data[].attributes.attachment_link.readable_text
Subscribe and get exclusive information for global projects, global educators, live events, free resources plus much more

Join Flat Connections to learn about the world, with the world

Flat Connections provides unique approaches to online global collaboration.
We 'flatten' the disconnected classroom to become a global learning environment of the future.

Online Connected and Collaborative Learning for Global Understanding

Online Global Collaboration in the Curriculum

A not-for-profit, specializes in the access to applications and the utilization of video conferencing for live interactive content and professional development, as well as web based collaborative learning environments for lifelong learners.

A social enterprise that works to enhance intercultural understanding between community, business and education, encouraging global thought to go with local action.

A collaborative, inclusive, world-wide community initiative involving students, educators, and organizations at all levels.

# data[].attributes.attachment_link.description
Flat Connections provides unique approaches to online global collaboration. We 'flatten' the disconnected classroom to become a global learning environment of the future. Online Connected and Collaborative Learning for Global Understanding Online Global Collaboration in the Curriculum A not-for-profit, specializes in the access to applications and the utilization of video conferencing for live interactive content and professional development, as well as web based collaborative learning environments for lifelong learners.

# data[].attributes.headline
Tech for Global Early Childhood Education

# data[].attributes.subject
Tech for Global Early Childhood Education

# data[].attributes.body
Has a blog, some links to tech

# data[].attributes.attachment_link.provider_name
Tech For a Global Early Childhood Education

# data[].attributes.attachment_link.readable_text
Thanks for visiting Technology for a Global Early Childhood Education, a resource site for early childhood educators! This website was created in hopes of filling a gap in the available resources for educators working with young children and interested in using technology they already have to create global learning experiences in their classrooms. You might ask, what is a "global learning experience"? The terms "global education" and "educational technology" have been used in varying ways across the Internet and current research but for this website, I define global learning experiences as any classroom activities which expose young children to new ways of thinking about the world, their own and others' cultures, world languages, communities, and families.

Why is global important?
Our world is becoming both increasingly diverse and increasingly connected, which means that children will need new skill sets in order to communicate and collaborate and to work and play together. Early childhood classrooms in the United States today often have children who speak many different languages and who are part of numerous different cultures. Instead of just accepting this diversity in demographics, I believe that we should utilize it as an opportunity to engage young children in an ongoing exploration of the world. By creating global learning experiences, early childhood teachers have the ability to expose children to concepts of diversity, multiculturalism, and multilingualism at an early age. This type of early exposure can make issues of equity and equality, as well as global understanding, accessible and relevant to children and hopefully less of a struggle to understand and practice as they grow into adults. You can read more about this on the page.

I believe that technology can be instrumental in creating global learning experiences because technology has the power to breakdown geographical, economical, language, and time-zone barriers. With technology, we can gather around a screen in a small town in Montana and connect with a classroom in Russia. We can send a Prezi or Voicethread presentation about a school or a community in the U.S. and have friends view and comment on it in other countries. Technology also allows for a two-way street. Instead of just sending information out about a holiday, custom, or community that children in your classroom experience, you can have an exchange and receive information back in return about cultural practices, customs, and communities other children experience around the world.

About this site
This website was primarily created for early childhood educators who are working with young children, ages 2-8, but many of the sites and tools discussed here can also be used for older ages and grades. The tabs at the top of the website will help you navigate the various resources and tools available.

The Why Globalize ECE ? tab discusses some of the current equity issues at play in early childhood education and the ways that using technology to create global learning experiences can help address some of these issues.

The Related References tab provides background research, books, and websites that can help you learn more about the topics of early childhood, global education, and educational technology.

The Global Tools tab provides a page with tech tools you can begin using in your classroom to create global learning experiences for your children and a page with teacher tools to help you, as an educator, connect with other educators around the globe!

The Current Projects tab provides numerous examples and stories of other early childhood educators and classrooms who are engaging in global projects and connecting with other children around the world.

The Ideas to Action tab has a page with some getting started tips and resources to help you on your journey to create global learning experiences using technology for the young children in your classroom.

The Blog tab has posts about the intersections of early childhood education, technology, and global education.

About the Creator
Margaret A. Powers is passionate about early childhood education and using technology to connect early childhood educators and classrooms around the globe. She loves exploring new technologies, particularly using social media to share ideas and learn from other educators across the world. You can learn more about Margaret at her website: www.margaret-powers.com and she would love to connect with you on and .

# data[].attributes.attachment_link.description
Thanks for visiting Technology for a Global Early Childhood Education, a resource site for early childhood educators! This website was created in hopes of filling a gap in the available resources for educators working with young children and interested in using technology they already have to create global learning experiences in their classrooms. You might ask, what is a "global learning experience"?

# data[].attributes.body
Some of the more innovative trends

# data[].attributes.attachment_link.readable_text
Education has evolved through technology modernisation that creates competency, engagement, and convenience. Technology trends are being incorporated in educational methods that stimulate learning patterns.

Impacts of developing technology trends are positive economic and societal benefits as digitised learning methods and improved student adaptability. Through visuals, videos, tech and modern learning spaces, and other virtual intelligence developments learning has transitioned and uses more computer based approaches.

Technology development tools are used to design content and develop learning models. Through these methods, Learning is becoming more personalised and systems are being tailored for students. Education is seeing the increase of virtual delivery coming into presentations and enhancing training systems. The technology in learning is used to shape a new era of technology driven millennials who are able to function in technology based jobs.

Tech incorporated Learning spaces

Because of the transition from book-based learning to the use of computerised devices, learning institutions have evaluated and shifted the methods of education. Millennials are known to be easily drawn to visuals, videos and other tech gadgets which are how they understand the world. The technology used in learning is a strategy to engage digitally focuses audiences in a way they understand better.

Learning spaces have transitioned to more open space for face-to-face, with computer integrated learning and the availability of videos, apps, online information, digital study guides makes learning possible for distance learning students. The environment of modern learning spaces inspire creativity and solves many education challenges.

BYOD: Bring your own device

With the ease of use of Wi-Fi in most educational institutions, we are seeing the use of devices being prominent in the learning field. Almost every student today carries a device and has access to the internet. This is has become the preferred method of learning in most institutes.

The availability of educational apps and tools has formed a new and modern way for students to learn. From mobiles to other tech devices, the methods of student engagement and access to information has become easy.

Crowdsourcing in education

Crowdsourcing is vital in education today to extract a wide range of educational information which is available online. Crowdsourcing is a collective group of people and experts sharing allows ideas, skills, and practice for a common topic or to solve a problem. Crowd sourcing has great benefits in developing the best practices in education for learning institutions and students.

Crowdsourcing is critical for distance learning which accommodates part time learners as well as offering solutions to a wide range of people in complex data. This model that allows innovation through education and offer quality learning.

Student become teachers

"Teaching in the Internet age means we must teach tomorrow's skills today." - Jennifer Fleming

Modern day education systems allow students to give useful input on how teachers can best deliver in teaching. Education that is student centered is likely to be more effective as it solves student problems and creates a learner friendly environment.

There's change in leadership from teachers where they involve learners more and bring them into the planning process to build effective learning. This can be demonstrated by students deciding on what content they want and what would be relevant. This makes students feel involved in the preparation process, which makes understanding easier.

Growth of Online Education

The availability of online education courses and qualifications by accredited and non-accredited institutions will continue to rise. A greater number of people prefer distance learning as this is practical and allows them to continue with their daytime jobs and agendas. Online courses are a convenient and preferred way of learning that is being used now more than ever.

The idea of accessing information and learning through technology suites the majority of modern people. The empowering aspect of online education is that they increase employment and advances many careers. Statistics reveal the growth and impact of online education proving that online education has become superior to face-to-face learning.

Virtual Reality

Virtual reality which is best described is artificial computer-generated stimulation, has come into the educational space to improve learning methods. VR tools and Apps are used as tools of intelligence education that immerse the student in the lesson through hearing and visuals. Through this tool invention of creative lessons is made possible by computer generated learning.

VR learning tools enhance and create real learning experiences in fields such as science, biology, geology, literacy, history and much more. These techniques are used in most of these subjects to recreate models and sites to demonstrate in presentations which are innovative and developed learning. VR tools used in classrooms create many educational possibilities and increases student engagement.

Augmented Reality

There is also the use of augmented reality apps and tools in education developments. AR technology enhances computer generated apps and devices to become more real through virtual elements. There are useful reasons why augmented reality is used in education.

In augmented reality education tools and apps, audience participation becomes possible through portable learning materials. Augmented reality permits features such as photo scanning and many other functions that enhance the learning experience.

The prospects of Technology in education

Prospects of tech and education development show that the use of technology will continue to upsurge. This means learning methods could completely become entirely tech driven. Education patterns and techniques are predicted to implement even more technology trends to enhance modern training.

More people will be keen to use devices, gadgets and follow tech trends that are supported in education methods. The internet and technology driven generation will continue to reform traditional learning systems to adaptable practices.

About the Author: Khanyie Dlamini
Content Creator at Educor Holdings
As a writer in the education sector I am passionate about nurturing people in their careers, wellness and personal growth. I focus on a variety of illuminating topics that are helpful to people's growth and success. I hope to inspire people to feel motivated to live up to their full potential and know they can have an optimistic and prosperous life. My intention is to contribute to an empowered nation that makes great choices and positive change.
Personally I enjoy the world of fashion and keeping up with the trends. I have great interest in digital trends and the impact of social media in today's world. I enjoy learning from other creative people. I value having purposeful relationships with people who have great visions that align with my own.

# data[].attributes.attachment_link.description
Education has evolved through technology modernisation that creates competency, engagement, and convenience. Technology trends are being incorporated in educational methods that stimulate learning patterns. Impacts of developing technology trends are positive economic and societal benefits as digitised learning methods and improved student adaptability.

# data[].attributes.attachment_link.title
NAFSA: Association of International Educators

# data[].attributes.body
This website works with educators from developing nations to try and equalize the playing field for the most marginalized in their respective societies regarding access to education.

# data[].attributes.attachment_link.description
Education is a vital human right and plays a key role in human, social, and economic development.

# data[].attributes.attachment_link.description
World Learning is a nonprofit organization empowering people and strengthening institutions through education, sustainable development, and exchange programs in more than 60 countries.

# data[].attributes.attachment_link.title
IIE: The Power of International Education

# data[].attributes.body
How to Map Social Location

# data[].attributes.attachment_link.title
AEDT4130 VidClip 2.3 Mapping Social Location

# data[].attributes.body
Who are you?

# data[].attributes.attachment_link.readable_text
Sara Krulwich/The New York Times

Overview | What is identity and where does it come from? How can we convey our identities with others? In this lesson, students map their social locations, reflect on their identities and the dramatic purpose of monologue, and craft speeches that explore defining aspects of their lives.

Materials | Student journals, large sheets of plain paper, handouts, projection equipment (optional).

Warm-Up | Before class, prepare to introduce students to the concept of "social location." In a 2003 English Journal article, Greg Hamilton explains how to create a "social location map," which he describes as a "reading/writing tool":

Mapping a social location for a character or for oneself involves using a web-like diagram to represent the complex and potentially contradictory contexts in which individuals may find themselves. Social location applies to the social categories of one's identity: race, class, gender, religion, sexual orientation, ethnicity, and so on. It also applies to social roles (sister, student, and friend) and extends to include one's experiences and relationships.

Create a map of your own social location to share with students. To do this, consider all the aspects that inform who you are - race, family, gender, religion, ethnicity, education, social class, attitudes, interests, passions, responsibilities, beliefs, concerns and so on. Focus on the present, not the past or the future.

On a blank sheet of paper, put yourself in the middle and visually represent these roles and forces in relation to you. (Include as much information as you feel comfortable sharing with students.) For example, you might make the places and roles that are very important in your life larger than their less-important counterparts.

Here is a model (PDF) of one way to go about this, but let yourself have free reign.

When students arrive, have them brainstorm all the forces, internal and external, that act on our identities, and write them on the board. Then give them a few minutes to write in their journals about their own identities, using the ideas generated by the class.

Next, explain the concept and elements of social location and mapping, and share your map. Distribute large sheets of plain paper and tell students to create their own social location maps, referring to Mr. Hamilton's explanation, the class list and their journal notes. When they have finished, invite volunteers to share their maps.

Then discuss the following questions: Which aspects of your identity, roles, experiences or relationships are most essential to your sense of self? Why are certain aspects more influential than others? What elements do you think may increase and decrease in importance to you over time? How might your social location map change over time? Do any of these items conflict with others? (For example, does your role as daughter or son ever come into conflict with your role as sister, brother or friend?)

Also ask: How do you navigate those conflicts and stay true to yourself? How does who you are change, depending on the situation? How much control do you have over your own identity? Guide students to understand that our identities shift, grow, and change, yet also have some stability over time as well.

Finally, ask: How can we convey to others our sense of our own identity? Invite students to share ideas. If it does not arise, introduce the idea of dramatic monologue and explain that they will now read about a one-woman show about the performer's identity.

Related | In "Identity Found: On West Side via West Bank," Felicia R. Lee describes "Palestine," a one-woman show by Najla Said (Sy-EEd) that details her journey to become an Arab-American "on her own terms":

The daughter of Edward W. Said, the Columbia University professor who until his death in 2003 was the most prominent advocate in this country for the cause of Palestinian independence, Ms. Said guides the audience though her teenage years as a self-described politically agnostic Upper West Side princess to a vision of herself today, a 35-year-old woman who is deeply moved by the very word "Palestine."

Ms. Said, a writer and actor, insists that she is not an especially political person. "Palestine," which officially opens on Feb. 17 at the Fourth Street Theater in the East Village, offers no remedies for Mideast tensions or blanket assessments of a complex situation. Ms. Said just tells her tale (with generous helpings of humor), which includes attending an elite Manhattan prep school (Trinity), where she blended in with her Jewish friends; becoming anorexic at 15; and visiting the West Bank and Gaza, Jordan and Lebanon with her family, where her priority was often getting in some beach time rather than analyzing the geopolitical situation.

"I worried about being pretty enough, smart enough and fitting in," Ms. Said recalled during a recent interview about "Palestine" and the years before 9/11 cast a dark shadow. "In the way of many immigrant kids," she added, "I just wanted all the questions about identity to go away."

Read the article with your class, using the questions below.

Questions | For discussion and reading comprehension:

1. What does it mean that the show is about "Ms. Said's journey to become an Arab-American on her own terms"? Who else's "terms" might she have had to grapple with along the way to defining herself?

2. What identity issues do immigrant kids face that other kids don't? What aspects of Ms. Said's story are universal?

3. For what is Edward W. Said, Najla's father, known?

4. Why might "showing the individual narrative and going beyond the politics" be important?

5. Why might a show dealing with subjects as serious as anorexia and Mideast tensions include "generous helpings of humor"?

You may also want to show students a video of Najla Said performing part of her play.

Activity | Define a monologue as a long speech delivered by a single character who is aware of and speaking to an audience. Distinguish monologues, in which a character speaks to an audience, from soliloquies, in which a character expresses supposedly unspoken thoughts and reflections aloud to him or herself, unaware of any audience, and from interior monologues, which are directed or delivered to the reader or audience instead of to other characters. "To be or not to be," for example, is generally delivered as either an interior monologue or soliloquy.

Tell them that some monologues are impassioned speeches that reveal character, further the plot or bring out theme, but that others have different purposes, including comedy.

To give students a better sense of the monologue form, distribute or project one or more monologues that express the speaker's sense of personal identity. Choose from a text the class is currently or soon undertaking, or from a monologue archive, like Shakespearean monologues or film speeches (an archive of movie speeches with video clips is here). Consider also dramatic monologues in poetry.

Suggested movie monologues include Dorothy's closing speech in "The Wizard of Oz," the "You can't handle the truth" speech in "A Few Good Men" and Charlie Kaufman's opening voiceover in "Adaptation." You might also consider "Saturday Night Live" monologues, like Taylor Swift's.

As a class, read or watch the monologue and ask students to consider the questions on the handout. Then, discuss the following questions:

Who is speaking?

Who (if anyone) is being spoken to?

What is revealed in this speech? (About plot? About personality? About the past?)

What is the character's motivation in delivering it?

What are the speaker's mood and tone?

How does this monologue function in the text or film, or seem to?

How do you think this monologue expresses the speaker's social location? Could you begin to map the speaker's social location from this monologue alone? What other information would you need to complete the map?

Invite students to brainstorm other monologues they have seen or heard to illustrate the variety of forms they might take and different purposes they might achieve.

Here, you might return to the article and ask students to generate a list of the people, places, and experiences that loom large in Najla Said's social location. Then ask: Which of these would make good material for a monologue? Why? What kind of monologues might she deliver at different points? Why?

Tell students they will be writing a monologue that reveals something about who they are and how they see the world. Ask them to revisit their map and complete the Making Meaning Through Monologue (PDF) handout to help them choose monologue-worthy material, and then begin to plan how to transform their moment into a monologue.

Encourage them to practice reading their work aloud during the drafting process, given that the monologue is a performative form.

Going Further | Students finish their monologues and perform them in a future class. This activity can be done on its own, as a concluding project for a memoir unit or as a warm-up for a monologue project based on literary characters in a work the class is reading.

To extend this approach to a literary text, divide students into pairs or small group and assign each group a central character in the current class text. Each group creates a social location map for their characters and then crafts a monologue that captures the character's identity in a meaningful way. When the monologues are complete, jigsaw the groups, so that each character is represented in each group. Have students read their monologues to one another in their small groups.

Close this activity by asking: What did you learn about your character by investigating his or her social location in depth and writing a monologue in his or her voice? What did you learn from the work your classmates did?

Standards | From McREL, for grades 6 to 12:

Geography
6. Understands that culture and experience influence people's perceptions of places and regions

Language Arts
1. Uses the general skills and strategies of the writing process.
2. Uses the stylistic and rhetorical aspects of writing.
5. Uses the general skills and strategies of the reading process.
6. Uses reading skills and strategies to understand and interpret a variety of literary texts.
7. Uses the general skills and strategies to understand a variety of informational texts.
8. Uses listening and speaking strategies for different purposes.

Life Skills: Working With Others
1. Contributes to the overall effort of a group.
4. Displays effective interpersonal communication skills.

Life Skills: Self-Regulation
2. Performs self-appraisal.

Theater
1. Demonstrates competence in writing scripts.

World History
44. Understands the search for community, stability and peace in an interdependent world.

Behavioral Studies
1. Understands that group and cultural influences contribute to human development, identity and behavior.

# data[].attributes.attachment_link.authors[].name
Amanda Christy Brown and Holly Epstein Ojalvo

# data[].attributes.attachment_link.title
Express Yourself: Crafting Social Location Maps and Identity Monologues

# data[].attributes.attachment_link.description
Sara Krulwich/The New York Times Overview | What is identity and where does it come from? How can we convey our identities with others? In this lesson, students map their social locations, reflect on their identities and the dramatic purpose of monologue, and craft speeches that explore defining aspects of their lives.

# data[].attributes.body
This pinterest page has tons of books for children/teens/YA on multiple topics/themes

# data[].attributes.attachment_link.title
Multicultural Books from Around the World

# data[].attributes.attachment_link.description
Multicultural books for children, whether they are in preschool, elementary, middle or high school! Picture books and chapter books with diverse characters so we can encourage our kids to view varying perspectives and learn about kids around the world.

# data[].attributes.body
Several continents are represented here with a wide range of topics.

# data[].attributes.attachment_link.description
Andrews-Goebel, Nancy. Brown, Monica. Buitrago, Jairo. Crespo, Ana. Croza, Laurel . Croza, Laurel. Dorros, Arthur . Ehlert, Lois . Hood, Susan. Javaherbin, Mina. Marshall, Linda Elovitz. Schimel, Lawrence. Tonatiuh, Duncan. Winter, Jeanette. Winter, Jonah. The Pot That Juan Built . Illustrated by David Diaz. Lee & Low, 2002. 32 pages.

# data[].attributes.body
17 Sustainable Development Goals

# data[].attributes.body
This has Google apps, Youtube help, Office 365 tutorials, how to go live with Facebook. Nice reference website.

# data[].attributes.body
This is an all-inclusive link that shows you via online coursework, webinars and movies how to use Skype in the classroom and create content.

# data[].attributes.attachment_link.title
Educator Center Overview - Microsoft Learn Educator Center

# data[].attributes.attachment_link.description
Microsoft Learn for Educators takes the best of Microsoft Learn online learning paths and helps you to bring instructor-led training materials from Microsoft into your courses. This program provides members with access to Microsoft ready-to-teach curriculum and teaching materials aligned to industry-recognized Microsoft Certifications.