Standards-Based Global Education Updates

I have been integrating the Common Core State Standards into my curriculum since the first year they were released. These lessons incorporate the following standards:

  1. CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
    1. Global Education Integration: This particular standard deeply speaks for the need for students to consider various points of view, cultural experiences, and world literature. Global education is a natural fit for this standard. Considering it more deeply, however, there is a need for more than merely integrating world literature pieces. Helping students to analyze this literature through writing, graphic organizers, and debates would provide deeper understanding – as well as emphasize the global competence of investigating the world.
    2. Lesson Plan Modifications: I have identified several short story world literature pieces that I will include for this year. So far I have Korean, Russian, and Irish short stories, though I am currently looking for more. I will have students assess the hero through the lens of the archetypal epic hero.
    3. Assessment: students will create and maintain a class wiki and then write a compare/contrast hero essay.
  • CCSS.ELA-Literacy.RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
    • Global Education Integration: This standard speaks to the global competency of recognizing perspectives. Providing opportunities for students to analyze how various perspectives represent the same event or subject not only enriches our students’ education but provides them with facilitated opportunities to consider, discuss, and integrate these ideas into their own understandings.
    • Lesson Plan Modifications: Currently I’m working on adding in art, poetry, and music in order to provide the alternate view. I’m thinking about Katsushika Hokusai’s painting, “The Great Wave at Kamagawa” (1923) and Donald Finkel’s 1991 poem entitled “The Great Wave: Hokusai”, as well as Uccello’s “St. George and the Dragon” (1460) and U.A. Fanthorpe’s 1989 rather ribald piece, “Not My Best Side”.
    • Assessment: students will complete graphic organizers that compare and contrast the two points of view, including what is emphasized in each and what is absent.
  • CCSS.ELA-Literacy.RL.9-10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
    • Global Education Integration: I just ran across a website that follows the global influence of Shakespeare. I’ve pinned it to Pinterest. Via “free, open-access video and performance archives of 300 and counting Shakespeare and Shakespeare-influenced productions and clips from around the world,” this website provides a virtual field trip for students. Because you can view the same play performed in different countries, you can see how different cultures interpret and portray those pivotal scenes. For example, I found 9 different global renditions of “Romeo and Juliet.”
    • Lesson Plan Modifications: Split the class into small groups and assign a different video clip to each group, having them chart the similarities and differences, emphasizing how the later interpretations have been influenced by the culture it played in.
    • Assessment: students complete graphic organizers that analyze how various interpretations roll out and present them to the class.