TGC_Pillars_Globalized standards:

World History, grade 9, ELL group

Your submissions for the two standards should be formatted
into four different paragraphs:
1. Type out the standard and the source of the standard
2. Identify how you could integrate global education into each
standard.
3. Cite specific lesson plan modifications for each standard that
demonstrate global competencies (indicate which global competencies
you are targeting)
4. Informal outcome assessment
North Carolina Essential Standards, World History:
1. WH.H.2.3 Explain how codifying laws met the needs of
ancient societies (e.g., Hammurabi, Draco, Justinian,
Theodosius, etc.).
a. EdSteps: Examine the role of place, time, culture, society,
and resources in the perspectives held by people, groups,
and / or schools of thought.
b. EdSteps: Explain how individuals, societies, and events
development of knowledge are influenced by the
movement and interaction of ideas and people
2. Integrating global education:
a. Students will recognize that all societies have laws, and
although they may differ, the reasons for laws and
regulations remain the same.
b. Students will recognize how laws and regulations can
change in response to changing society
3. Lesson plan modifications:
a. Students will explore and compare current laws, rules, and
regulations that govern the same societies today (ie.
Greece, Rome), or societies in the same geographical areas
as the ancient societies (Afghanistan, Iraq).
b. Students will evaluate how social media, online news
sources, and modern pop cultures (ie., singers, artists,
cinema) can impact perceptions and impel people to
action.
c. Students will analyze causes of protests, uprisings, and
calls for change, by comparing the types of government
and current laws with ancient laws to discern patterns of
change, if any.

d. Students will analyze recent legislative changes in the

United States as an example, and others in places such as
Saudi Arabia, Pakistan, Nepal, China, etc.
4. Informal outcome assessment:
a. Students will create a matrix of types of government in 3
societies, with current laws, ancient laws, and recent
changes to laws / regulations.
b. Students will be able to explain, in writing, how changes to
laws occur, including cause and effect, by further
explaining what will happen once the laws do change.
c. Students will evaluate, through Socratic Seminar, or other
classroom based discussion, which might be the most
important factor in creating legislative change, based on
evidence of the changes they have studied. (good place
for a guest speaker, virtual or in person, to talk about
legislation)
d. Students can survey other students in the school, district,
and/ or virtually (via social media of choice?) as to their
uses of social media, and how they could (or already have)
use it to effect change.
North Carolina Essential Standards, World History:
1. WH.H.2.8 Compare the conditions, racial composition,
and status of social classes, castes, and slaves in ancient
societies and analyze changes in those elements.
a. EdSteps: Explore and describe how geopolitical
differences, as well as access to knowledge, resources, and
technology affect the options, choices, and quality of life of
people around the world.
b. EdSteps: Produce an account based on multiple
perspectives that exhibits understanding of a global issue
and that raises new questions and / or advocates for
action.
2. Integrating global education:
a. Students will recognize that social classes, castes, and
slaves may differ worldwide, but many of the reasons for
their existence are similar.
b. Students will critically examine primary sources
(photographs, texts) to better evaluate how slaves and
castes have impacted societies, and continue to do so.
c. Students will analyze current news sources to find
examples of this on each continent (except Antarctica!).
3. Lesson plan modifications:
a. Students will collaboratively create a question base that
includes multi-leveled questions about slavery, castes, and
social classes.

b. Students will read various articles, listen to podcasts and

current news feeds, plus find reputable news sources in
their own social media feeds to find examples of modernday slavery, castes, and social classes.
c. Students will work collaboratively in groups to find guests
to answer their questions. These guests could be virtual, in
person, or perhaps a mail correspondent. Ideally, the
guests would have knowledge about the legislative system.
Students will be encouraged to contact people outside of
the United States.
4. Informal outcome assessment:
a. Students will create an infographic showing types of
modern-day slavery and / or caste systems in the world
today.
b. Students will prioritize their questions from their question
base. Students could then email/ write/ or otherwise
contact their guest and ask them their top handful of
questions.
c. Students would then write a 1-2 page reflective summary
of the outcome of that conversation and the process of
working together, researching, and reaching out. What
surprised them? What was promising about the
conversation? Frustrating? What role does the element of
trust play?, etc
d. Students, as a group, determine a presentation mode for
their findings, in order to share with the class, and perhaps
the community. Presentation must include one small
informational poster about this topic to increase awareness
within the school and among their peers.
Follow-up:
So, I did the lesson as planned, and here's what happened:
1. We did the round-robin with the questions indicated in the
plan. I had written each on chart paper, posted them around the
room, and students moved in groups (not their normal table
groups--mixed it up a little) with about 4 1/2 minutes for each
poster.
This was REALLY hard for them. I had read the questions with all
of them beforehand, and talked about some ideas, but actually
responding in writing? Much more of a challenge than I'd
anticipated.
2. I had figured that talking in groups about these topics would
have given them ideas and practice speaking about them, in
order to prep them for the flipgrid questions, but several

students still weren't sure how to actually "talk" about what

they'd learned about their own culture/ values. This, despite the
fact that they'd described their art, and had explained elements
of their culture and which value(s) they were depicting. I'm really
not sure where the disconnect was, or why, for the flipgrid, it
became such a challenge for many. The majority of the class did
fine, though, and enjoyed the video creation.
3. Reflection on flipgrid itself. Our partner school in Japan
renigged on doing the flipgrid, and the only reason they've given
me is that they didn't have time, that they were preparing for
exams, and he mentioned an oral exam, too. To which I replied
that THIS would be an ideal opportunity to practice...his response
was to send pictures of his students. :(
Needless to say, my students were a little bummed out to learn
that they wouldn't be receiving similar video responses from
Japan, BUT, undaunted and stubborn as hell, we have extended
the art project to a class in Costa Rica, too. And I sent the flipgrid
to them. Their students were in exams this past week, but the
teacher is excited to try it with them this coming week. Whew.
4. My big takeaway? Connecting takes A LOT of effort. (No
surprise there, though) Crossing fingers, behind-the-scenes
logistic-ing, and planning for plan A, B, and C. It is really
worthwhile, in my opinion, but it takes a lot of time. When I'm
messaging these ideas to my colleagues, I will need to be
mindful--I know not everyone is willing to put in this kind of time
to create connections and outreach, so I will have to come up
with ideas that are bite-size and very do-able. One way to do
this might be to create a lasting partnership with one of the
schools I connect with. Our Costa Rican partner is willing to give
this a shot, but it's new for both of us. A prime example of
reaching out, experimenting, and collaborating, for sure, and a
seemingly sensible way to get the school on board if it becomes
an "easy" way for other teachers to partner up...
5. Whew. That was a lot. But I feel stretched, learningwise. I'm
not sure if I'll invest in Flipgrid just yet. I am on my 2nd 21 day
trial. ;)