Standards Based Global Education
Global education competences work in concert with most standard-based education models. Basically, standards-based education stresses critical-thinking, problem-solving, collaboration, creativity, communication, and analytical skills. These are known as the "21st, century skills." Collectively these skills and standards prepare students to be "college and career ready." Global Education seeks to prepare students in the same manner, but with a global perspective. Global Education is not a new set of standards. At the core, Global Education stresses the same skills and standards, but through a global lens to prepare students to be globally competent in addition to being college and career ready. Fortunately, it is easy to marry global education with current standards such as the Common Core State Standards. A teacher can easily make strategic changes to a lesson to completely align with the common core.
Below are some examples of how the Common Core State Standards and the National Core Arts Standards can be globalized in the classroom:
CCSS.ELA-LITERACY.W.1.2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
CCSS.ELA-LITERACY.RL.1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Below is an example of how a music lesson aligned to the National Core Arts Standards can be modified for a more global approach.
MU:Cn11.0 Anchor Standard: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
Essential Question: How do the other arts, other disciplines, contexts, and daily life inform creating, performing and responding to music?
Lesson Plan: Harriet Tubman - Secret Messages Shared Through Song
Students will:
1. Be exposed to the traditional Negro Spiritual through a song written and performed by Philadelphia fourth graders and a traditional Negro Spiritual. (Please note: the term "Negro Spiritual” is the historical appropriate term to use in this genre of music)
2. Dissect the spiritual to understand the call and response technique, syncopation, and the use of the pentatonic scale.
3. Learn some of the key phrases used as secret code in the song.
4. Create their own spiritual to convey a message.
Integration of Global Education
1. Students will understand the geographical origins of slavery and that most American slaves originated from West Africa, specifically Senegal, Gambia and Mali.
2. Students will apply their prior knowledge of the pentatonic scale and how it relates to both West African music and the traditional Negro Spiritual, and will be introduced to the originations of call and response and syncopation as being West African.
3. Students will understand that the slave trade still currently exists in multiple forms on a global basis and will develop empathy for those entrapped in forced labor and some of the cultural reasons why it still exists.
Specific Lesson Plan Modifications for Global Competencies:
1. Students will develop knowledge of the geographical and cultural origins of slavery by reading and discussing "In the Time of the Drums,” by Kim Siegelson” prior to the onset of this lesson.
2. Students will compare and contrast how both traditional Gambian music and Negro Spirituals are created on the pentatonic scale by listening to the music of Miriam Makeba, a Gambian folk singer and the spiritual "Wade in the Water” (and other spirituals as outlined in lesson plan).
3. Students will analyze how forced labor and modern slavery still exists via class discussion and brief video with song about modern slavery.
Slave to Silence (Modern Day Slavery Song)
Informal Outcome Assessments:
1. Students will provide a one to three sentence explanation of all three musical devices common to both Africa and the Negro Spiritual on the technology assessment tool, Recap.
2.Students will conduct a classroom discussion that evaluates the concepts of human trafficking and slavery. They should be able to answer questions such as 1) Where does it occur? 2) What age groups does it affect? 3) What cultural groups does it affect?
MU:Re7.2.5 Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context (such as social, cultural, and historical).
Essential Question: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
Lesson Plan: "Bim, Bam, Bom”
Students will:
1. Learn and perform folk dances from Israel and Hungary
2. Perform quarter rests and half rests in a non-pitched percussion accompaniment
3. Compose a movement sequence containing rests.
Integration of Global Education
1. Students will understand that the dances originate in different countries than the United States (Israel and Hungary)
2. Students will use technology resources to learn facts about both countries
3. Students will learn translations and meanings of the lyrics of both songs.
4. Students will develop an awareness, appreciation and greater understanding of both cultures.
Specific Lesson Plan Modification for Global Competencies
1. Students will develop social, cultural and historical knowledge of both countries by examining visual and textual sources via various websites.
2. Students will analyze and compare and contrast the contexts (musical and non-musical) that make each song and dance unique.
Informal Outcome Assessments
Below are some examples of how the Common Core State Standards and the National Core Arts Standards can be globalized in the classroom:
CCSS.ELA-LITERACY.W.1.2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
- This is a first grade writing standard. This standard could be easily intertwined with the global competency of Investigating the World. For this standard, students need to do research on a topic to write a real informative or explanatory text. Instead of students writing about, perhaps, their favorite animal or about their family (both important in first grade, and widely used), it would be fun to do a unit on a country, or continent and have the students write their informative text about what they discovered; or study something more narrow, like the importance of soccer in Brazil and write an explanatory text about this topic. Using a global focus, take for example the Brazil one, for this standard would provide outlets to use interesting, different world media (like books about Pele, or videos on Cristiano Ronaldo) and would give students a global perspective of why and how that sport came to be so important to those people. Learning about global topics could make writing come alive for students!
CCSS.ELA-LITERACY.RL.1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
- This is a first grade reading standard for literature. Often global books include different ways to convey feelings or an appeal to the senses than the typical American text. Motivations and reactions of characters in stories are different, depending on where the story is set. Students should be exposed to all types of literature, so why not include books from around the world? There are plenty of books written by foreign authors that would give students the opportunity to practice identifying "feeling" parts of books, as well as translating meaning from an unfamiliar dialect. This standard also opens the door for guest speakers from other countries to come discuss their experience with learning English-- Was it hard to learn? What was the hardest part? What are some idioms or saying from your native tongue? What do "feelings" words sound like in your language? This standards provides a good opportunity to give students global perspectives of feelings and feeling language from around the world.
Below is an example of how a music lesson aligned to the National Core Arts Standards can be modified for a more global approach.
MU:Cn11.0 Anchor Standard: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
Essential Question: How do the other arts, other disciplines, contexts, and daily life inform creating, performing and responding to music?
Lesson Plan: Harriet Tubman - Secret Messages Shared Through Song
Students will:
1. Be exposed to the traditional Negro Spiritual through a song written and performed by Philadelphia fourth graders and a traditional Negro Spiritual. (Please note: the term "Negro Spiritual” is the historical appropriate term to use in this genre of music)
2. Dissect the spiritual to understand the call and response technique, syncopation, and the use of the pentatonic scale.
3. Learn some of the key phrases used as secret code in the song.
4. Create their own spiritual to convey a message.
Integration of Global Education
1. Students will understand the geographical origins of slavery and that most American slaves originated from West Africa, specifically Senegal, Gambia and Mali.
2. Students will apply their prior knowledge of the pentatonic scale and how it relates to both West African music and the traditional Negro Spiritual, and will be introduced to the originations of call and response and syncopation as being West African.
3. Students will understand that the slave trade still currently exists in multiple forms on a global basis and will develop empathy for those entrapped in forced labor and some of the cultural reasons why it still exists.
Specific Lesson Plan Modifications for Global Competencies:
1. Students will develop knowledge of the geographical and cultural origins of slavery by reading and discussing "In the Time of the Drums,” by Kim Siegelson” prior to the onset of this lesson.
2. Students will compare and contrast how both traditional Gambian music and Negro Spirituals are created on the pentatonic scale by listening to the music of Miriam Makeba, a Gambian folk singer and the spiritual "Wade in the Water” (and other spirituals as outlined in lesson plan).
3. Students will analyze how forced labor and modern slavery still exists via class discussion and brief video with song about modern slavery.
Slave to Silence (Modern Day Slavery Song)
Informal Outcome Assessments:
1. Students will provide a one to three sentence explanation of all three musical devices common to both Africa and the Negro Spiritual on the technology assessment tool, Recap.
2.Students will conduct a classroom discussion that evaluates the concepts of human trafficking and slavery. They should be able to answer questions such as 1) Where does it occur? 2) What age groups does it affect? 3) What cultural groups does it affect?
MU:Re7.2.5 Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context (such as social, cultural, and historical).
Essential Question: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
Lesson Plan: "Bim, Bam, Bom”
Students will:
1. Learn and perform folk dances from Israel and Hungary
2. Perform quarter rests and half rests in a non-pitched percussion accompaniment
3. Compose a movement sequence containing rests.
Integration of Global Education
1. Students will understand that the dances originate in different countries than the United States (Israel and Hungary)
2. Students will use technology resources to learn facts about both countries
3. Students will learn translations and meanings of the lyrics of both songs.
4. Students will develop an awareness, appreciation and greater understanding of both cultures.
Specific Lesson Plan Modification for Global Competencies
1. Students will develop social, cultural and historical knowledge of both countries by examining visual and textual sources via various websites.
2. Students will analyze and compare and contrast the contexts (musical and non-musical) that make each song and dance unique.
Informal Outcome Assessments
- Students will share the information the learned on a Thinglink map of each country.
- Students will demonstrate the ability to accurately perform each dance in a culturally appropriate manner within the given parameters.