Globetrekking for Understanding Class Objectives

• As students virtually globetrek to places near and far, they will

use a variety of research skills to experience the different
aspects of each culture, including art, music, and foods, from
around the world. The curriculum incorporates the Pennies for
Change Campaign, Globetrekker TV, the Peace Corps, and a
class travel blog where students can exchange ideas related to
their travels. Destinations include Cuba, Haiti, Spain, France,
Vienna, and New Orleans.

The Alchemist by Paulo Coelho objectives

• Students remember and understand the plot of The Alchemist.

• Students create personal interpretations of the major themes in
the book.
• Students will discuss the major themes of the book, such as
personal legends.
• Students participate in collaborative learning.
• Students give informal presentations.

Globe Trekker TV Objectives

• Students understand the effects of globalization, a complex
series of economic, social, technological, cultural and political
changes across the globe

Pennies for Peace Campaign Objectives

• Students learn the importance of service learning and how small
things can make a great difference in the lives of others.

Peace Corps Activities Objectives

• Students helping students better understand other cultures and
peoples

Class Travel Blog Objectives

 • Students will participate in weekly class discussions with the
teacher and peers to broaden their perspectives and higher
order thinking skills.

Related Georgia Performance Standards

MLC.CCC2

Grade: 6,7,8,9,10,11,12

Description: MLC.CCC2 The students demonstrate an understanding of

the significance of culture through comparisons between the culture(s)
studied and the students' own culture. The students:

Elements:

a. Compare patterns of behavior and interaction in the students' own

culture with those of the target language.
b. Demonstrate an awareness of elements of the students" own
culture.

MLC.CCC4

Grade: 6,7,8,9,10,11,12

Description: MLC.CCC4 The students demonstrate an awareness of

current events in the target culture(s). The students:

Elements:

a. Give information regarding a major current event of the target

culture(s).
b. Understand the impact of current events of the target culture(s).

MLI.CU1

Grade: 6,7,8,9,10,11,12

Description: MLI.CU1 The students develop an awareness of

perspectives, practices, and products of the cultures where the target
language is spoken. The students:

Elements:

a. Demonstrate knowledge of contributions of target culture(s) to

civilization.
b. Identify commonly held viewpoints of the cultures, such as those
relating to time, education, and meals.
c. Describe customs and traditions of the cultures such as greetings,
celebrations and courtesies.

MLII.CCC2

Grade: 6,7,8,9,10,11,12

Description: MLII.CCC2 The students demonstrate an understanding of

the similarities and differences between the culture(s) studied and
those of the students' own culture. The students:

Elements:

a. Compare and contrast traditions, such as holidays, foods, and

celebrations.
b. Compare and contrast social conventions of the target culture(s)
with the students' own cultures, such as handshaking and kissing on
the cheek.
c. Compare and contrast the geography of the countries of the target
language and the students' own country and discuss its impact on
culture.

MLII.CCC4

Grade: 6,7,8,9,10,11,12

Description: MLII.CCC4 The students identify current events and issues

in the target culture(s). The students:

Elements:

a. Give information regarding major current events of the target

culture(s).
b. Understand the impact of major current events on the target
culture(s).

MLIII.CU1

Grade: 6,7,8,9,10,11,12

Description: MLIII.CU1 The students understand and discuss

perspectives, practices, and products of the cultures studied and how
they are interrelated. The students:

Elements:
a. Participate in real or simulated cultural events.
b. Discuss patterns of behavior typically associated with culture(s).
c. Investigate the role of geography in the history and development of
the culture(s) studied.

MLIV.CCC2

Grade: 6,7,8,9,10,11,12

Description: MLIV.CCC2 The students investigate the similarities and

differences that exist within and among the cultures studied. The
students:

Elements:

a. Discuss the influences of events and issues of the relationships

between countries where the target language is spoken and the
students' own culture.
b. Discuss how members of the target culture(s) view the United
States.
c. Recognize and discuss local, regional, and national differences in the
countries where the target language is spoken.

MLIV.CU1

Grade: 6,7,8,9,10,11,12

Description: MLIV.CU1 The students understand, describe, and discuss

perspectives, practices, and products of the cultures studied and how
they are interrelated. The students:

Elements:

a. Participate in real or simulated cultural events.

b. Discuss cultural patterns of behavior.
c. Research and report on some aspect of the history and development
of the target culture(s).

MLVII.CCC2

Grade: 6,7,8,9,10,11,12

Description: MLVII.CCC2 The students examine and compare the

similarities and differences that exist within and among the cultures
studied. The students:

Elements:
a. Analyze the influences of social, political, and environmental issues
on the relationships between the students' own culture(s) and the
countries where the target language is spoken.
b. Identify the influences of the arts on the relationships between the
students' own culture(s) and the countries where the target language
is spoken.
c. Explain local, regional, and national differences in the countries
where the target language is spoken.

MLVIII.CU1

Grade: 6,7,8,9,10,11,12

Description: MLVIII.CU1 The students understand, describe, and discuss

perspectives, practices, and products of the culture(s) studied and how
they are interrelated on topics related to philosophy, social issues,
regionalisms, and traditions. The students:

Elements:

a. Research, plan, and participate in cultural events.

b. Recognize target culture influences on the products and practices of
the target culture(s).
c. Recognize the target culture's influences on the products and
practices of culture(s).

NLRL2.PPP1

Grade: 6,7,8,9,10,11,12

Description: NLRL2.PPP1 Understand, describe, and discuss

perspectives, practices, and products of the native cultures, how they
are interrelated, and how they differ.

Elements:

a. Participate in cultural events.

b. Discuss cultural patterns of behavior and issues of the native
language culture and the identity of its speakers in the modern world.
c. Identify and evaluate contributions of the native cultures to the
modern world.
d. Compare and contrast how the native language is used in various
countries and communities, in formal and informal settings, and by
people from varying backgrounds.
e. Research and report on the history and development of the cultures
and communities of the native language.

SS7G4
Grade: 7

Description: SS7G4 The student will describe the diverse cultures of

the people who live in Africa.

Elements:

a. Explain the differences between an ethnic group and a religious

group.
b. Explain the diversity of religions within the Arab, Ashanti, Bantu, and
Swahili ethnic groups.
c. Evaluate how the literacy rate affects the standard of living.

BCS-EV-3

Grade: 9,10,11,12

Description: BCS-EV-3 The student effectively communicates with

people of different cultures and/or countries.

Elements:

a. Demonstrates proper respect for diversity.

b. Relates cultural attitudes toward rank and titles, time, silence,
space, and body/eye contact for successful international business
relationships.
c. Compares business protocol of various countries.
d. Composes effective business communication based on an
understanding of the relevant environments and differences in tone,
style, and format.

SSKG1

Grade: KK

Description: SSKG1 The student will describe American culture by

explaining diverse community and family celebrations and customs.

Elements:

MLIV.CCC2

Grade: 6,7,8,9,10,11,12

Description: MLIV.CCC2 The students investigate the similarities and

differences that exist within and among the cultures studied. The
students:

Elements:
a. Discuss the influences of events and issues of the relationships
between countries where the target language is spoken and the
students' own culture.
b. Discuss how members of the target culture(s) view the United
States.
c. Recognize and discuss local, regional, and national differences in the
countries where the target language is spoken.

MLIV.CU1

Grade: 6,7,8,9,10,11,12

Description: MLIV.CU1 The students understand, describe, and discuss

perspectives, practices, and products of the cultures studied and how
they are interrelated. The students:

Elements:

a. Participate in real or simulated cultural events.

b. Discuss cultural patterns of behavior.
c. Research and report on some aspect of the history and development
of the target culture(s).

MLVII.CCC2

Grade: 6,7,8,9,10,11,12

Description: MLVII.CCC2 The students examine and compare the

similarities and differences that exist within and among the cultures
studied. The students:

Elements:

a. Analyze the influences of social, political, and environmental issues

on the relationships between the students' own culture(s) and the
countries where the target language is spoken.
b. Identify the influences of the arts on the relationships between the
students' own culture(s) and the countries where the target language
is spoken.
c. Explain local, regional, and national differences in the countries
where the target language is spoken.

MLVIII.CU1

Grade: 6,7,8,9,10,11,12

Description: MLVIII.CU1 The students understand, describe, and discuss

perspectives, practices, and products of the culture(s) studied and how
they are interrelated on topics related to philosophy, social issues,
regionalisms, and traditions. The students:

Elements:

a. Research, plan, and participate in cultural events.

b. Recognize target culture influences on the products and practices of
the target culture(s).
c. Recognize the target culture's influences on the products and
practices of culture(s).

MSAGED6-2

Grade: 6,7,8

Description: MSAGED6-2 Students will express an understanding of the

history of American agri-culture.

Elements:

a) Specify and explain the role of agriculture in the formation of the

US.
b) Specify and explain the changes in agriculture over the last 200
years.
c) Analyze the impact of technological advancement in agriculture.

NLRL2.PPP1

Grade: 6,7,8,9,10,11,12

Description: NLRL2.PPP1 Understand, describe, and discuss

perspectives, practices, and products of the native cultures, how they
are interrelated, and how they differ.

Elements:

a. Participate in cultural events.

b. Discuss cultural patterns of behavior and issues of the native
language culture and the identity of its speakers in the modern world.
c. Identify and evaluate contributions of the native cultures to the
modern world.
d. Compare and contrast how the native language is used in various
countries and communities, in formal and informal settings, and by
people from varying backgrounds.
e. Research and report on the history and development of the cultures
and communities of the native language.

SS7G4
Grade: 7

Description: SS7G4 The student will describe the diverse cultures of

the people who live in Africa.

Elements:

a. Explain the differences between an ethnic group and a religious

group.
b. Explain the diversity of religions within the Arab, Ashanti, Bantu, and
Swahili ethnic groups.
c. Evaluate how the literacy rate affects the standard of living.

BCS-EV-3

Grade: 9,10,11,12

Description: BCS-EV-3 The student effectively communicates with

people of different cultures and/or countries.

Elements:

a. Demonstrates proper respect for diversity.

b. Relates cultural attitudes toward rank and titles, time, silence,
space, and body/eye contact for successful international business
relationships.
c. Compares business protocol of various countries.
d. Composes effective business communication based on an
understanding of the relevant environments and differences in tone,
style, and format.