Global Education in St. George

Global Education in St. GeorgeWhat is it?Why do we need it?

By Kit Harrison, Teachers for Global Classrooms Fellow 2015

The local is no longer separate from the global The earths water systems are globally connectedThe earths food supply is globally connectedThe earths climate is globally connectedThe earths people are globally connected

Maine will soon need to make hard decisions on what to do to protect its rapidly acidifying waters

Final Report of the COMMISSION TO STUDY THE EFFECTS OF COASTAL AND OCEAN ACIDIFICATION AND ITS EXISTING AND POTENTIAL EFFECTS ON SPECIES THAT ARE COMMERCIALLY HARVESTED ANDGROWN ALONG THE MAINE COAST January 2015

St. George students need to be prepared to help make those hard decisionsabout Maines environment

Maines environment is connected to the global environment

Our students also need to be prepared to accept and work with the areas gradually changing population

Currently only 55% of the students in Portlands schools are white and 60 different languages are spoken in the homes of the students.

The faces of Portland and Lewiston have changed and it is inevitable that our communities will also changeCurrent refugee populations that are coming to Maine are from Somalia, Sudan, Congo, Ethiopia, Burma, Iran and Iraq. Trends in refugee resettlement mirror the conflicts and tragedies that are happening worldwide.

Students who are open to other perspectives will do best in college and the workforceOur students need to be prepared to share dorm rooms and classes at college with students from all over the world.

Global education strives to create global competenceGlobal competence is the disposition and capacity tounderstand and act on issues of global significance.

Students can learn to think globally with the help of an articulated curriculum

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Schools all over the country are working to globalize their classrooms. Some offer global competence certificates at graduation.

Global education doesnt cost a lot

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The key is to decide global education is important and then provide professional development time for teachers to learn how to infuse global education into their classrooms.

Global competence doesnt happen without planning

Excellent curricular resources exist to help teachers begin to globalize their classrooms. Many were developed by World Savvy and Asia Society.

The ArtsInvestigate the WorldStudents investigate the world beyond their immediate environment.

Students:-Explore a range of domestic and international texts and media to identify and frame researchable questions of local, regional, or global significance. - Use a variety of domestic and international sources, media, and languages to identify and weigh relevant evidence to address globally significant researchable questions. - Analyze, integrate, synthesize, and appropriately cite sources of evidence collected to construct coherent responses to globally significant researchable questions.- Develop and logically and persuasively present an argument based on compelling evidence that considers multiple perspectives and drawsdefensible conclusions about a globally significant issue.Take Action Students translate their ideas and findings into appropriate action to improve conditions.

Students:-Identify and create opportunities for personal and collaborative actions, using reading, writing,speaking, and listening to address situations, events, and issues to improve conditions.- Assess options and plan action based on evidence from text and media and the potential for impact, taking into account previous approaches, variedperspectives, and potential consequences.- Use language arts skills to act, personally and collaboratively, in creative and ethical ways to contribute to sustainable improvement, and assess theimpact of the action.- Reflect on how effective reading, writing, listening and speaking contribute to their capacity to advocate for andcontribute to improvement locally, regionally, or globally.Communicate IdeasStudents communicate their ideas effectively with diverse audiences.

Students:-Recognize and express how diverse audiences may perceive different meanings from the same texts or media and howthose different perspectives effect communication and collaboration.- Use appropriate language,behavior, language arts strategies (reading, writing, listening, andspeaking) and non-verbal strategies to effectively communicate with diverseaudiences.- Select and use appropriatetechnology, media, and literary genres to share insights, findings,concepts, and proposals with diverse audiences.- Reflect on how effectivecommunication in various genres impacts understanding and collaboration in an interdependent world.Recognize PerspectivesStudents recognize their own and others perspectives.

Students:- Recognize and express their own perspectives on situations, events, issues, or phenomena, and determine how that perspective has developed or changed based on exposure to avariety of texts and media from different periods and cultures.- Examine perspectives of other people, groups, or schools of thought within and about textsand media from around the world, and identify the influences on those perspectives.- Explain how cultural interactionswithin and around texts or media are important to the situations,events, issues, or themes that are depicted and to readers understandings of those texts and media. - Explore and describe how differential access to literacy and to a range of works from differentgenres, periods, and places affects perspectives and quality of life.

World LanguagesInvestigate the WorldStudents investigate the world beyond their immediate environment.

Students:-Explore a range of domestic and international texts and media to identify and frame researchable questions of local, regional, or global significance. - Use a variety of domestic and international sources, media, and languages to identify and weigh relevant evidence to address globally significant researchable questions. - Analyze, integrate, synthesize, and appropriately cite sources of evidence collected to construct coherent responses to globally significant researchable questions.- Develop and logically and persuasively present an argument based on compelling evidence that considers multiple perspectives and drawsdefensible conclusions about a globally significant issue.Take Action Students translate their ideas and findings into appropriate action to improve conditions.

Students:-Identify and create opportunities for personal and collaborative actions, using reading, writing,speaking, and listening to address situations, events, and issues to improve conditions.- Assess options and plan action based on evidence from text and media and the potential for impact, taking into account previous approaches, variedperspectives, and potential consequences.- Use language arts skills to act, personally and collaboratively, in creative and ethical ways to contribute to sustainable improvement, and assess theimpact of the action.- Reflect on how effective reading, writing, listening and speaking contribute to their capacity to advocate for andcontribute to improvement locally, regionally, or globally.Communicate IdeasStudents communicate their ideas effectively with diverse audiences.

Students:-Recognize and express how diverse audiences may perceive different meanings from the same texts or media and howthose different perspectives effect communication and collaboration.- Use appropriate language,behavior, language arts strategies (reading, writing, listening, andspeaking) and non-verbal strategies to effectively communicate with diverseaudiences.- Select and use appropriatetechnology, media, and literary genres to share insights, findings,concepts, and proposals with diverse audiences.- Reflect on how effectivecommunication in various genres impacts understanding and collaboration in an interdependent world.Recognize PerspectivesStudents recognize their own and others perspectives.

Students:- Recognize and express their own perspectives on situations, events, issues, or phenomena, and determine how that perspective has developed or changed based on exposure to avariety of texts and media from different periods and cultures.- Examine perspectives of other people, groups, or schools of thought within and about textsand media from around the world, and identify the influences on those perspectives.- Explain how cultural interactionswithin and around texts or media are important to the situations,events, issues, or themes that are depicted and to readers understandings of those texts and media. - Explore and describe how differential access to literacy and to a range of works from differentgenres, periods, and places affects perspectives and quality of life.

Social StudiesInvestigate the WorldStudents investigate the world beyond their immediate environment.

Students:-Explore a range of domestic and international texts and media to identify and frame researchable questions of local, regional, or global significance. - Use a variety of domestic and international sources, media, and languages to identify and weigh relevant evidence to address globally significant researchable questions. - Analyze, integrate, synthesize, and appropriately cite sources of evidence collected to construct coherent responses to globally significant researchable questions.- Develop and logically and persuasively present an argument based on compelling evidence that considers multiple perspectives and drawsdefensible conclusions about a globally significant issue.Take Action Students translate their ideas and findings into appropriate action to improve conditions.

Students:-Identify and create opportunities for personal and collaborative actions, using reading, writing,speaking, and listening to address situations, events, and issues to improve conditions.- Assess options and plan action based on evidence from text and media and the potential for impact, taking into account previous approaches, variedperspectives, and potential consequences.- Use language arts skills to act, personally and collaboratively, in creative and ethical ways to contribute to sustainable improvement, and assess theimpact of the action.- Reflect on how effective reading, writing, listening and speaking contribute to their capacity to advocate for andcontribute to improvement locally, regionally, or globally.Communicate IdeasStudents communicate their ideas effectively with diverse audiences.

Students:-Recognize and express how diverse audiences may perceive different meanings from the same texts or media and howthose different perspectives effect communication and collaboration.- Use appropriate language,behavior, language arts strategies (reading, writing, listening, andspeaking) and non-verbal strategies to effectively communicate with diverseaudiences.- Select and use appropriatetechnology, media, and literary genres to share insights, findings,concepts, and proposals with diverse audiences.- Reflect on how effectivecommunication in various genres impacts understanding and collaboration in an interdependent world.Recognize PerspectivesStudents recognize their own and others perspectives.

Students:- Recognize and express their own perspectives on situations, events, issues, or phenomena, and determine how that perspective has developed or changed based on exposure to avariety of texts and media from different periods and cultures.- Examine perspectives of other people, groups, or schools of thought within and about textsand media from around the world, and identify the influences on those perspectives.- Explain how cultural interactionswithin and around texts or media are important to the situations,events, issues, or themes that are depicted and to readers understandings of those texts and media. - Explore and describe how differential access to literacy and to a range of works from differentgenres, periods, and places affects perspectives and quality of life.

ScienceInvestigate the WorldStudents investigate the world beyond their immediate environment.

Students:-Explore a range of domestic and international texts and media to identify and frame researchable questions of local, regional, or global significance. - Use a variety of domestic and international sources, media, and languages to identify and weigh relevant evidence to address globally significant researchable questions. - Analyze, integrate, synthesize, and appropriately cite sources of evidence collected to construct coherent responses to globally significant researchable questions.- Develop and logically and persuasively present an argument based on compelling evidence that considers multiple perspectives and drawsdefensible conclusions about a globally significant issue.Take Action Students translate their ideas and findings into appropriate action to improve conditions.

Students:-Identify and create opportunities for personal and collaborative actions, using reading, writing,speaking, and listening to address situations, events, and issues to improve conditions.- Assess options and plan action based on evidence from text and media and the potential for impact, taking into account previous approaches, variedperspectives, and potential consequences.- Use language arts skills to act, personally and collaboratively, in creative and ethical ways to contribute to sustainable improvement, and assess theimpact of the action.- Reflect on how effective reading, writing, listening and speaking contribute to their capacity to advocate for andcontribute to improvement locally, regionally, or globally.Communicate IdeasStudents communicate their ideas effectively with diverse audiences.

Students:-Recognize and express how diverse audiences may perceive different meanings from the same texts or media and howthose different perspectives effect communication and collaboration.- Use appropriate language,behavior, language arts strategies (reading, writing, listening, andspeaking) and non-verbal strategies to effectively communicate with diverseaudiences.- Select and use appropriatetechnology, media, and literary genres to share insights, findings,concepts, and proposals with diverse audiences.- Reflect on how effectivecommunication in various genres impacts understanding and collaboration in an interdependent world.Recognize PerspectivesStudents recognize their own and others perspectives.

Students:- Recognize and express their own perspectives on situations, events, issues, or phenomena, and determine how that perspective has developed or changed based on exposure to avariety of texts and media from different periods and cultures.- Examine perspectives of other people, groups, or schools of thought within and about textsand media from around the world, and identify the influences on those perspectives.- Explain how cultural interactionswithin and around texts or media are important to the situations,events, issues, or themes that are depicted and to readers understandings of those texts and media. - Explore and describe how differential access to literacy and to a range of works from differentgenres, periods, and places affects perspectives and quality of life.

English Language ArtsInvestigate the WorldStudents investigate the world beyond their immediate environment.

Students:-Explore a range of domestic and international texts and media to identify and frame researchable questions of local, regional, or global significance. - Use a variety of domestic and international sources, media, and languages to identify and weigh relevant evidence to address globally significant researchable questions. - Analyze, integrate, synthesize, and appropriately cite sources of evidence collected to construct coherent responses to globally significant researchable questions.- Develop and logically and persuasively present an argument based on compelling evidence that considers multiple perspectives and drawsdefensible conclusions about a globally significant issue.Take Action Students translate their ideas and findings into appropriate action to improve conditions.

Students:-Identify and create opportunities for personal and collaborative actions, using reading, writing,speaking, and listening to address situations, events, and issues to improve conditions.- Assess options and plan action based on evidence from text and media and the potential for impact, taking into account previous approaches, variedperspectives, and potential consequences.- Use language arts skills to act, personally and collaboratively, in creative and ethical ways to contribute to sustainable improvement, and assess theimpact of the action.- Reflect on how effective reading, writing, listening and speaking contribute to their capacity to advocate for andcontribute to improvement locally, regionally, or globally.Communicate IdeasStudents communicate their ideas effectively with diverse audiences.

Students:-Recognize and express how diverse audiences may perceive different meanings from the same texts or media and howthose different perspectives effect communication and collaboration.- Use appropriate language,behavior, language arts strategies (reading, writing, listening, andspeaking) and non-verbal strategies to effectively communicate with diverseaudiences.- Select and use appropriatetechnology, media, and literary genres to share insights, findings,concepts, and proposals with diverse audiences.- Reflect on how effectivecommunication in various genres impacts understanding and collaboration in an interdependent world.Recognize PerspectivesStudents recognize their own and others perspectives.

Students:- Recognize and express their own perspectives on situations, events, issues, or phenomena, and determine how that perspective has developed or changed based on exposure to avariety of texts and media from different periods and cultures.- Examine perspectives of other people, groups, or schools of thought within and about textsand media from around the world, and identify the influences on those perspectives.- Explain how cultural interactionswithin and around texts or media are important to the situations,events, issues, or themes that are depicted and to readers understandings of those texts and media. - Explore and describe how differential access to literacy and to a range of works from differentgenres, periods, and places affects perspectives and quality of life.

1 in 5 American jobs tied to international trade

Asia Society, 2013Global competence education prepares students to work in the global economy.

Lets start the conversation here in St. George about adding global competence education to what we do.

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