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Delve into ways to incorporate global and cultural awareness, diversity, supporting learning experiences, and civic engagement in the classroom. 

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Delve into ways to incorporate global and cultural awareness, diversity, supporting learning experiences, and civic engagement in the classroom. 

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Cultural Awareness Suggested Activities
About: For this resource, the Peace Corps (n.d.) defines intercultural competence as the ability to discover the values, beliefs, and behaviors of another culture. To help before their departure, the Peace Corps(n.d) has developed this list of suggested activities to help its members learn about and reflect on other cultures.
Implementation: Following some of the ideals for intercultural competence (Peace Corps, n.d.), one lesson idea from this guide is to have students create a visual presentation (video, slides, and one-pager are some ideas) of a country than their own. The premise behind this assignment is to have students locate and research culture and use videos, informational articles, social media posts, and other reliable sources to find information on that culture's language, religion, art, customs, and traditions. This research and presentation development correlates with students developing global and cultural awareness and diversity as they learn from other cultures. In doing so, students are engaged in supportive learning experiences and participate in civic engagement as they learn from different cultures and classmates through this process.

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Digital Civics Toolkit-Action (website)
About: This resource is a collection of modules aimed at having students participate, investigate, dialogue, voice, and take action on issues dealing with civic digital life (MacArthur Research Network on Youth and Participatory Politics, 2018). Each module contains many resources teachers can utilize to modify instruction accordingly. All of the modules have beneficial lesson breakdowns that begin from the "Conversation Starter" to "Closing Reflection," and it even provides access to teacher resources in "Teacher Background" (MacArthur Research Network on Youth and Participatory Politics, 2018).
Implementation: While each of the modules and resources in the Digital Civics Toolkit is useful, one module that prompts students to do is "Action." The module contains many ideas and teaching strategies that teachers and students can use to help spread global and cultural awareness, spread knowledge of diversity, support student learning experiences, and engage in civic engagement. In addition, the Digital Civics Toolkit provides practical lesson plan implementation for these factors. Focusing on the "Closing Reflection (MacArthur Research Network on Youth and Participatory Politics, 2018)", one possibility to modify it is to follow a similar format to Colley's (2017) Taking Action Project; students will be responsible for locating and researching a problem within their community. Then, they will be responsible for creating a school-safe social media account dedicated to that problem, creating a series of posts that correlate to the steps needed to resolve the problems/issues. While the specifics (graphics, what to include in the posts, among others) still need to be determined, each project's grade depends on a clearly-defined rubric. As students research the problems within their community, they become aware of issues affecting the belonging cultures. Diversity-wise, students are also becoming aware of all the people who are part of their culture or community as they research. Through the research and creation process, students also participate in civic engagement and engage in supporting learning experiences as they work on bettering and supporting their communities.

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Civic Engagement and Communication as Digital Community Members-lesson plan
About: Through this lesson plan, Learning for Justice (n.d.) aims to have students explore the hate and biased speech they might encounter online. Additionally, this lesson aims to have students practice identifying and responding to these situations through a classroom discussion as an anticipatory set, a Step-In, a Step-Out activity, and the creation and presentation of hypothetical situation posters.
Implementation: Civic Engagement and Digital Community Frayer Model Template
Using this lesson plan from Learning for Justice (n.d.), one way to set the foundation for the knowledge of civic engagement is to engage students in defining the vocabulary from this lesson plan using the Frayer Model. With this assignment, students will include a word's definition, facts/and or characteristics, examples, and non-examples (https://docs.google.com/presentation/d/1b9SxwU43GtJGCiqOGNcsULib86lMx1fJ_jurnrdDrZc/edit#slide=id.i0). As students define the vocabulary words: digital community, inclusivity, bias, hate speech, and internet troll (Learning for Justice, n.d.), they are setting the foundation for their knowledge of global/cultural awareness, diversity, supporting learning experiences, and civic engagement. In addition, their knowledge of the previously mentioned vocabulary words will enable them to understand the actions they need to engage in to improve their efforts as part of their communities, whether physical or digital.

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Service in the United States | Citizenship | High school civics | Khan Academy

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Service in the United States | Citizenship | High school civics | Khan Academy

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About: In this YouTube video, Khan Academy (2020) defines the three service types: national, military, and civilian. Additionally, this video gives examples of these types of services and the requirements for each (Khan Academy, 2020).
Implementation: Service in the United States | Citizenship | High school civics | Khan Academy-Edpuzzle
Using Khan Academy's (2020) video, one lesson plan idea is to create an Edpuzzle lesson with the video and the information in it (see link above). Concerning global/cultural awareness and diversity, this Edpuzzle helps target these factors. As students are informed about the types of service and the requirements of each, they are made aware of what other cultures and countries require for service, not just what the United States needs. Included are also Israel, Asia, and France. As students answer the questions with the video and interact with the content, they are engaged in a supportive learning experience, as the video is not only providing them with valuable information with closed captioning for additional support. They can also show what they know through open-ended questions they can answer by typing or voice. This kind of format is also supportive of students who may feel uncomfortable with their writing, or in the case of typing, with sharing their input out loud. On that note, this video also correlates with civic engagement, as the final question of this Edpuzzle asks students to answer the question in the video itself "Should there be a mandatory national public service program in the United States? (Khan Academy, 2020)" with research. Based on the information from the video, their research, and perceptions, students are to engage with this question and truthfully answer it to the best of their abilities to better their community.

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Service in the United States | Citizenship | High school civics | Khan Academy

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5 Fantastic Ideas for Collaboration Projects-Blog
About: To collect practical collaborative-work project ideas, Jennifer Gonzalez (2022) developed five group work ideas that reap positive results for various content areas; these include a guide, a local research project, a tour, a curated collection, and a solution. Gonzalez (2022) included examples for each task and added criticality, agency, and technology components.
Implementation: The projects that Gonzalez (2022) speaks of provide a valuable avenue for students; however, one of the ones that help target creation for the common good is that of the guide. At its foundation, the guide project consists of students creating, as its name implies, a guide to help someone navigate certain situations with students deciding what information to include and, vice versa, which one to exclude (Gonzalez, 2022). A great idea to follow with this project's lesson, which Gonzalez (2022) offers, is to use the guide as an opportunity for students to locate an underserved community in the world and define a specific need—using this guide to teach those in power how to support the community effectively (Gonzalez, 2022). The parameters, as in standards, goals, outcomes, and objectives, will depend on the specific content area with a clearly-defined rubric. Enacting this guide from the previously mentioned perspective helps foster global and cultural awareness and diversity as students learn from other communities and people worldwide. Through this process, students are also engaged in supportive learning experiences as they learn from others in a supportive environment with their classmates and teachers. Lastly, in terms of civic engagement, this guide also helps to give them power as citizens (even when young) to create change.

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For references, click here.