Consider Standards in Global Education

Kelly Mayer (2014-2015)

Currently, the Commonwealth of Virginia is in the process of reviewing its History and Social Science
Standards of Learning. The Virginia Department of Education is soliciting feedback from the general public on
its revised standards until November 24, 2014. The proposed standards below are from United States History:
1865 to the Present in the History and Social Science Standards of Learning for Virginia Public Schools.
(Document available here: http://www.doe.virginia.gov/boe/meetings/2014/10_oct/agenda_items/item_h.pdf)
Proposed Standard

Proposed Standard after

Lesson Plan
Informal Assessment
Integrating a Global
Modifications
Outcome
Perspective
Students will:
USII.8 The student will
USII.8 The student will
Students will evaluate the

Participate in a kinesthetic impact of globalization by

demonstrate knowledge
demonstrate knowledge
exercise involving a ball of
apply social science skills apply social science skills
answering responding to
yarn. Distribute index cards
to understand of the
to understand of the
with global issues written on the following prompt: Is
economic, social, and
economic, social, and
positive,
them (ex: poverty, human globalization
rights,
technology,
water.)
political transformation of political transformation of
negative,
or
both?
Have students stand in a Consider the question
the United States and the the United States and the
circle. Choose a student to
world between the
world between the
from the perspective of
begin the exercise; s/he
end of World War II and
end of World War II and
should read aloud his/her the United States and
the present by
the present by
global issue and toss the ball another nation of your
of yarn to another student. choice.
The second student should
e) describing how
e) describing how
state how his/her issue
international trade and
international trade and
Students may demonstrate
relates to the previous issue,
globalization have
globalization have
hold a piece of the yarn, and their understanding of the
impacted American life.
impacted American life.
toss the ball of yarn to a third question using a method
student.
The
process of their choice. Examples
evaluating and explaining evaluating and explaining
continues
until
the
ball of include:
the impact of
the impact of
yarn is returned to the first
international trade and
international trade and
student. Once students have
globalization on
globalization on
Create a podcast
created a web with every
American life.
American life. the United
student holding an index card
Design a website
and a piece of yarn, ask one
States and the world.
Write a blog post
student to tug gently on the
Film a video
yarn. Ask other students if
*Adding the words and
they felt the tug and what it
the world encourages
might signify with regard to
students to consider the
global issues. Engage in a
class discussion by asking
issues of trade and
questions such as: Why might
globalization
from
it be useful to understand
multiple perspectives.
how global issues are
interconnected? To what
extent can change to one
global issue impact other
global issues?
Participate
in
Socratic
seminar in which they
analyze
primary
and
secondary sources to discuss
international trade from
multiple perspectives.

USII.9 The student will

demonstrate knowledge
apply social science skills
to understand of the key
domestic and
international issues during
the second half of the
twentieth and early
twenty-first
centuries by
a) examining the Civil
Rights Movement and the
changing role of women

USII.9 The student will

Students will:
Students will create a
demonstrate knowledge
museum exhibit in which
apply social science skills Use a wiki to record they link the United State
to understand of the key
research on civil rights civil rights or womens
domestic and
movements
in
the rights movement with a
international issues during
United
States
and similar campaign around
the second half of the
around
the
world. the world, such as South
twentieth and early
Examples include but African apartheid, the
twenty-first
are not limited to: U.S. Arab Spring, the ongoing
centuries by
movements by African strife in Syria, or many
Americans,
women, others.
a) examining the impact
Latino
Americans,
of the Civil Rights
Asian
Americans, In the exhibit, students
Movement and the
Native Americans, and will:
changing role of women
the disabled; global include an exhibit title
Womens Rights
movements such as the
and introduction to the
Movement on the United
end of South African
topic
States and the world,
apartheid, Arab Spring, explain the connection
and the ongoing strife in
between the national
*Adding the words on
Syria.
Contribute
and international civil
the United States and the
information
about
rights campaigns
world
encourages
causes, events, leaders, highlight
significant
students to consider the
tactics, and results.
leaders, events, and
Civil Rights Movement
tactics used to produce
and the Womens Rights Participate in a Socratic
change
Movement from a global
Seminar in which they include several primary
perspective.
analyze primary source
source documents and
documents related to
explain the relevance of
civil rights from the
each source
United States and other communicate
a
countries
convincing
argument
about the significance
Use Wordle or Tagxedo
of the topic
to create a word cloud utilize
the
latest
of tactics and methods
technology to present
to produce change
their exhibit (create a
website, podcast, etc.)
Develop a leadership recommend actions to
profile in which they
promote change for this
compare and contrast
issue or a related
two leadersone from
current problem
the United States and
another country. Draw
conclusions about the
characteristics of great
leaders. Create a digital
graphic organizer to
present findings.

USII.9 The student will

demonstrate knowledge
apply social science skills to
understand of the key
domestic and international
issues during the second
half of the twentieth and
early twenty-first
centuries by
b) describing the
development of new
technologies in
communication,
entertainment, and
business and their impact on
American life

USII.9 The student will

demonstrate knowledge
apply social science skills to
understand of the key
domestic and international
issues during the second
half of the twentieth and
early twenty-first
centuries by
b) describing the
development of new
technologies in
communication,
entertainment, and
business and their impact on
American life the United
States and the world
community

Students will:
Use a wiki to record
research
on
new
technologies
in
business, entertainment,
and communication.
Evaluate
the
new
technologies during a
Four Corners debate

Students will choose a

21st century medium and
create an advertisement
for a new technology in
business, entertainment,
or communication. They
will
persuade
the
audience
of
the
technologys impact on
the United States and the
world community.

*Adding the words the

United States and the
world
community
encourages students to
consider technology from
a global perspective.
Key:
Strikethrough = Commonwealth of Virginias proposed removal
Underline = Commonwealth of Virginias proposed addition
Highlighted = My proposed change reflecting the integration of a global perspective