Course: NEA Foundation Global Learning Fellows Lesson Plans

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Course Description

View and download lessons integrated with global competency skills, created by NEA Foundation Global Learning Fellows. To find out more about the NEA Foundation Global Learning Fellowship, please visit our website:

Units and Lessons

Julie Warr - Made in China Resources: 6

Elementary School/Special Education: Students will investigate different items in the classroom and in a local retail store to see where items are made. They will discuss what kind of items are made or grown local and research using the computer or IPAD what types of industries are in other countries. They will gain information and answer questions on why items are made from three different countries: USA, China and Taiwan .

Nanette Lehman -- Historical Leaders Resources: 3

2nd grade: This five lesson unit compares United States Presidents Washington and Lincoln to the First Emperor of China, Qin Shi Huang. Student collaborative discuss culturally diverse leadership.

Katie Anderson -- Exploring Culture Through Literature Resources: 4

2nd Grade Students will learn about other cultures through studying stories about celebrations and will gain a deeper understanding of similarities and differences between their culture and their own. Pre-Service Teachers: Students will understand the importance of integrating global lessons into the language arts curriculum and will gain strategies to integrate cultural study into the classroom through reading and writing.

Lauren Marrocco -- Comparing communism in China with Democracy in the U.S.A. Resources: 4

4th Grade/Social Studies: Students will be able to compare and contrast two different types of government.

Diane Brown - Environmental Portraits: More than Face Value! Resources: 1

5th Grade/Art: Students will learn how to read and create environmental portraits.

Chris Stone -- National Landmarks Study: United States and China Resources: 16

5th Grade/Social Studies: This multiple lesson mini-unit will introduce students to famous landmarks of the United States and famous landmarks of China. Landmarks of China will focus on sites in Beijing and X’ian. Students will compare, and contrast, these sites through research using a variety of media resources. Within this sequence of lessons, students will explore, research deeply and share their learning with others as a way to teach their peers about their own country and a country halfway around the world. It should be noted that this lesson, although focused on the United States and China, can be replaced with any other countries from around the world.

Kelly Fry__Recycling: It's A Global Solution Resources: 1

6th Grade/Career & Technology: The objective of this lesson series is to raise students' awareness of the growing, global issue of waste production and management. Students will gain an understanding of how much waste is being generated and steps being made to encourage reusing, reducing, and recycling products in order to cut down on waste products in our landfills.

Brenda Werner - "Perspectives" Resources: 1

7th Grade/Language Arts: This lesson gives students guided practice in analyzing texts and considering multiple perspectives to increase their confidence and skills in inferring, evaluation, and critical thinking. Seventh grade students are increasingly more capable of higher order thinking, which is required for secondary and post-secondary coursework, standardized tests, and living in a global world.

Erlynn Kirsch -- Chinese Culture and the Global Importance of Rice Resources: 1

8th Grade/World History & Geography: This lesson seeks to explore the cultural heritage of China through the hands on involvement and exploration of Paper-cutting, the Chinese Zodiac, use of chopsticks, and the art of Calligraphy. Along with understanding the importance of rice production to Ancient China , it is also the catalyst in this lesson to understanding the seriousness of world hunger and includes the opportunity for students to take action in fighting hunger locally & globally.

Ted Eischeid -- Lifeboat Earth, a Global Perspective Resources: 1

8th Grade/STEM: This series of lessons provides students an opportunity to consider resource use and the implications of such use from a personal and global perspective. In a global economy within the context of expanding human population, the way we compete for, use, and dispose of resources is of paramount importance in building a sustainable future for the human species. This series of lessons is designed to help students consider the following within a global context: 1. How do we, and others, use resources? 2. What are the implications of our resource use? 3. How should I use resources? Everyone uses resources, but few understand the implications of their resource use. This series of lessons allows students to consider this, and develop a personal perspective what how they would like to use resources in the context of an every growing, global society.

Jenny Graviet -- Fahrenheit 451 Extended: Censorship in the World Resources: 1

9th Grade/Language Arts: Students will be asked to research an event somewhere in the world (beyond the United States) where information (books, art, culture) has been destroyed or censored in some way. Once they have decided a topic, they will meticulously gather facts and information before creating a fictional character to insert into that situation. The character they fictionalize will be a product of their own imaginations, but he/she must be factually correct in culture, setting, and so forth. Because students will be required to tell a factual story but with a fictionalized character, students will be forced to apply both research and empathy—and hence increase their knowledge and their awareness of global issues.

Kathryn Woerner - 1960s Reform Around the World Resources: 1

9th Grade/US History: “1960s Reform Around the World” can be a stand-alone lesson, a lesson embedded in a 1960s Civil Right unit or a culmination activity of a study on reform. The idea of reform is not isolated to the American experience and can easily be made global by broadening the study beyond US borders to include people living in the same time trying to make a difference in their lives. The 1960s was a time of widespread protests and police restraints as well as shootings, executions and massacres around the world. Through selected case studies and Socratic discussions, students will investigate “1960s Reform Around the World,” recognize reform perspectives, communicate reform ideas and take action to improve conditions by participating in local, state, national or international reform movements. “1960s Reform Around the World” naturally connects to the timeline of contemporary US History and directly connects to IA Core/Common Core Standards. Students will use an acronym from the word “reform” (relationships, evolution, freedom, organization, resolution, maintenance) to examine social conflicts in US, Mexico, Brazil, Spain, Poland, Czechoslovakia, and China . These case studies are from “1968: The Year That Rocked the World” by Mark Kurlansky. Students will use the case studies in a Socratic Seminar “to listen, make meaning, and find common ground toward shared understanding” of global reform efforts.

Josh Underwood -- Chemistry of Rammed Earth Resources: 1

Grades 9-12/STEM: Students will create and test rammed earth samples (strength vs density).

Eileen Sheehy -- The Chinese Marketplace / Trade, Exchange, Values: A Simulation Resources: 8

Grade 9-12/US Government: Students will learn the reality of risk in a free market by making decisions about what to sell in the Chinese marketplace; their performance will be evaluated based on whether the items sold, and whether they sold at above or below market price, as well as on their reflections about their decisions. Students will make decisions about what to buy in the Chinese marketplace and will bargain for the price, thereby setting market price. They will be evaluated based on their own narrative about their choices and the reasons for their choices. Students will understand that in a purely capitalist system, market price is the amount the buyer is willing to pay and the seller is willing to take. Students will examine the meaning of “market” and begin to make connections between absolutes in a marketplace and theories of market economics. Students will discuss the interconnectedness of American and Chinese markets, as a beginning point to connecting to the larger picture of the interconnectedness of currencies and their values.

Greg Ahlquist_Using and Interpreting Visual Evidence through Chinese History Resources: 1

10th Grade/World History & Geography: The student will: • Learn to observe and interpret visual evidence. • Review earlier Chinese history. • Preview later Chinese history.

Beth Brown -- Searching for Commonalities: Rhetorical Devices in American and Chinese Persuasion Resources: 2

High School/Language Arts: This lesson is intended to follow an analysis of Patrick Henry’s “Speech to the Virginia Convention,” a required text in the American literature curriculum. As students begin to understand the impetus for rebellion as well as the persuasive devices used by colonial leaders, they should draw parallels between the colonists’ dissatisfaction with King George III of Britain in 1775 and the Chinese people’s dissatisfaction with Queen Victoria of Britain in 1839. Students should begin to draw connections between the values and styles of their colonial ancestors and those of the Chinese people, thus resulting in an understanding of some basic similarities of various cultures despite geographical distance. Finally, students will be afforded an additional opportunity to analyze a persuasive text.

Liesl Sisson - Magnetic Levitation Train Resources: 3

High School/Mathematics: This lesson is geared for HS Algebra 1 or 2 with lines of best fit. It includes research of magnetic levitation and a sales pitch presentation to Amtrak.

Kathleen Turner -- Children's Rights Resources: 1

High School/AP French: Students will be able to explain the Convention on the Rights of the Child and its history. They will assess the extent to which this document is successfully applied in today's society.

Ken Holzapfel - Business Lesson Resources: 1

High School/Special Education/Business: By the end of the Unit students will understand the universal structure of a business by comparing and contrasting business operations in the United States and China.

Christy Rehm -- Identifying Self and National Identity Through Literature Resources: 15

12th Grade/Language Arts: By the time senior students graduate from high school, they should be able to identify, examine, and analyze the identities of both self and nation. One way to explore and understand the concept of identity is through literature. This twelfth grade English unit, entitled Identifying Self and Nation through Literature, will allow students to utilize literature, in which characters seek self and national identity, to analyze and reflect upon themselves and their own nation.

Beverly Love_Hegemony: Hidden in Plain Site Resources: 1

High School/Freshman College/Media & Communications: 1. Formulate an understanding of media theory. 2. Define, understand, and apply such concepts as hegemony, ideology and global media. 3. Critically analyze various applications of media. 4. Evaluate relationships between developments in communications technologies, political, social and cultural perspectives. 5. Discern the roles of race, gender and class in the development of media.

D. Moretz: Building Coalitions with the Terra Cotta Warriors Resources: 5

This workshop will strengthen NEA leaders' abilities to build coalitions between EA and ESP locals, from the global perspective of China--specifically via the discovery and history of the Terra Cotta Warriors.

Nancie Lindblom: The International impact of the Declaration of Independence Resources: 1

Students will analyze international declarations and compare them to the United States Declaration of Independence. Global connections will be made through evidence of commonalities in foundational documents for self government throughout the world.

Tom Young_Pollution, Our Role in Reducing the Global Pollution Problem Resources: 1

1. Students will have a basic understanding of history including cause and effect, chronology, concepts of time, continuity and change and global interconnectedness (local, state, nation, and world). 2. Students will understand the interactions between the environment and human societies, and the political, economic, and social impact of those interactions. 3. Students will develop an ability to think, including a process for problem solving, recognition of multiple perspectives, and analysis. 4. Students should investigate how everyday people have the ability to make changes and impact their "community" in unique ways. Knowing historical figures is important, but realizing that all people can make history is paramount. (4 month unit)

Misha Quarles_Ratios and Exchange Rates Resources: 2

This lesson has students utilizing ratios while converting money using the current exchange rates. The focus of this lesson is on problem solving.

Les Nicholas_Global Competency Taking Root Resources: 1

To enable students to compare and contrast foods, weather patterns, school calendars, and holidays of cultures throughout the world. To enable students to correspond with various classes throughout the world via ePals.

Constance Russell_The Fruits We Eat and Where They Come From Resources: 1

I want students to understand that what resources we have available to us affects the choices we make. Access to food, fruit specifically, is different around the country and around the world. Students will identify a variety of fruits and determine their natural growing environment. Students will compare and contrast the fruits native to Maine, other parts of the United States and Brazil. Students will collect and analyze data to answer questions.

Tom Pedersen_Environmental Ethics and Civil Disobedience Resources: 6

Students will read and discuss Ishmael by Daniel Quinn, and several other environmental essays to heighten their awareness of the human impact on the planet and our moral responsibility to future generations. The class will also watch and discuss The 11th Hour , a film about the consequences and solutions to global warming and City of God (DVD)” News from a personal war” a trailer documentary about the Brazilian slums. We will research the real environmental, cultural and economic connections between our class and the selected high schools in Sao Paulo and Rio. Students will also study the role of youth and civil disobedience in the 1960’s in America and in the summer of 2013 in Brazil

Kristin Donley_Building Relationships- a Design Project to Improve School Climate Resources: 4

This series of activities are based on design principles to facilitate student voice. The objective is for students to talk about school climate issues and to subsequently pick an issue to develop into an action plan to change the school climate (a "pitch"). Hopefully there will be funds for the winning project to be completed by all students. As I learned from a recent trip to Brasil, building relationships is key to successful education. It is my hope that this lesson will help school communities start to foster a more positive school climate by building relationships and giving students a voice. Hopefully, after these activities are done at a building level, students can extend this to interviewing students from other areas and countries to evaluate similarities and differences in school climate issues, and, thus, develop a sense of global community. Also published:

Robert Becker_Chemical Conflicts around the World Resources: 2

Working in pairs, students will research, develop and share creative presentations on the chemical elements as valuable resources, unevenly distributed around the world. These presentations will focus on what the elements are used for, in what countries they are mined/processed and what international conflicts/controversies/issues surround their use. These conflicts may concern economics, politics, environmental concerns, human rights or any combination thereof. The students are required to present both sides of the issue and to incorporate the cultural perspectives of the people affected by the issue.

Christine Anderson_Samba and Sugar: The Effects of Imperialism in Brazil Resources: 2

This unit is designed to show the connection between colonization and imperialism with contemporary Brazil.

Josh Stumpenhorst_Political Unrest Resources: 1

Teaching students the implications and causes of political unrest throughout history and contemporary events.

Katie Ferguson_Community and Culture, Interconnected Across the World Resources: 1

Community and Culture: When we get to know and value cultural connections within other communities, we can then also recognize and value our own culture and our own community.

Susan Sellers_Global Rescue Resources: 1

Students will discover the importance of sharing resources and work cooperatively with people from different parts of the world.

Clare Taylor_Global Riches Unit Resources: 2

The theme of the unit will be exploring and researching the diverse cultures within our town border. We have over 70 languages spoken in our schools and many students are not connected to residents outside their neighborhood. Through the project the students will learn about the countries and languages represented in our town. They will work on creating a website that helps others understand the “Global Riches Within our Borders”. Through local study they will reach global understanding.

Timmie Melancon_Save The Drama For Your Global Mama Resources: 2

Using student created plays, students will compare and contrast customs/family traditions of individual class members. The students will have a basic understanding of global interconnectiveness through the use of Promethean Board connected to the internet.

Elizabeth Altemeier_Global Learning in the First Grade Classroom Resources: 1

Students will gain knowledge of other cultures, be able to locate specific countries and areas of the world that we are discussing. They will gain knowledge of cultural experiences and traditions that enrich the lives of the people in these countries.

Joyce Baumann_My World, Your World, Our World-Exploring Needs and Wants Resources: 11

This mini unit will help students develop a basic understanding of "needs" and "wants". They will compare and contrast needs and wants with children around the world and increase their awareness of other cultures through these activities.

Scott McKim_Global Competency Resources: 1

The idea of this lesson is use knowledge of a far away place (Brazil) to better understand our own local environment. I'm using energy and electricity production as the lens for this study. Students are to recreate their own town in a very deliberate and process-based approach, concentrating on efficiency, transportation, production, and a healthy environment for its citizens. For the purposes of this lesson, students are exposed to and research different forms of energy production. Exhibits from the world are used to launch into the topic of our relationship with our resources. Students analyze the pros and cons of different energy sources and how they can best conserve locally used energy.

Loryn Windwehen_Nutrition: Too Much or Too Little? A Global Epidemic Resources: 11

For years, most have been dying of too little nutrition. In many cases, this is still the case, but today more often than not, people are dying due to complications of being overfed - obtaining too much nutrition of the wrong kind. Students will: explore the causes and trends of obesity and starvation by analyzing data and articles, compare these trends between countries, and form a campaign within their school, home, community, and further to promote healthy eating and nutrition education. Skills used: technology, writing across the curriculum, collaboration, and research.

Brenda Stewart_Globization in the classroom Resources: 6

Catherine Boehme_Global Opportunities: Careers in the International Arena Resources: 3

Students will research international opportunities for their chosen career fields, use presentation tools to share their research, design a recruiting tool for an imaginary buisness and reflect on what they need to do now to prepare for international opportunities in their future.

Deanna LeBlanc_"Water" We Fighting For? Resources: 1

Students explore issues of water scarcity and quality as a class while learning research and presentation techniques. They begin to form their own questions about local and/or worldwide water issues, and finally they conduct small group research to present to the class.

Sherry Helus_Factors Affecting Population Densities Resources: 1

Students will explain the relationship between landforms and climate and how they can affect population density. Kansas Social Studies Standards (Grades 5-7) Geography Skills which apply to human (cultural) and natural (physical) systems: 1. Ask geographic questions such as spatial distributions, place, location, and scale. 2. Acquire geographic information from sources such as primary and secondary sources, photographs, observation, maps, etc. 3. Organize geographic information using a variety of methods including maps, graphs, diagrams, tables, charts, etc. 4. Analyze geographic information to seek patterns, infer relationships, make predictions, make inferences, evaluate bias, and synthesize information. 5. Answer geographic questions to construct knowledge and connect to the real world.

Peter Mili_Exploring Life Expectancy With Global Data Resources: 5

This lesson has students examining Life Expectancy and per capita Gross Domestic Product data for a sample of countries around the world. This data will be displayed and analyzed to help address this question: Does your purchasing live determine how long you will live?

Diane Vickers - Paper Making Resources: 1

PreK-K: This unit will introduce young students to the world of paper. They will learn the many kinds of paper, the uses of paper, and will also make their own paper. They will also learn about upcycling when we recycle many different things to make our paper.

Rita Merrigan -- Kindergarten Connections to Culture Resources: 4

Kindergarten: Using the book Letters from Felix by Annette Langen and Constanza Droop the children will learn about other places in the world. Felix travels and the children receive letters from him from all over the world. The children will then research those places, students will learn about children in various places around the world. Plans are to interact with children in China via internet technology.

Amber Augustus: What Can I Do? Creating Global Citizens Through Education and Service Learning Resources: 2

Students will integrate and build upon learning gained in world history through a global outreach initiative. Students will conduct research on the country affiliated with their outreach effort and present their findings to diverse audiences.

Karen Toavs_The Power of Homelands- An Introduction to Diaspora Literature Resources: 3

This is a 5 day unit introducing students to the global issue of human displacement. Diaspora literature is a genre by and about the struggles of displaced populations.

Noelle Clark_Follow That Trash! Resources: 6

The global theme for this unit is our global resources. This particular unit will focus on waste management by implementing the 3 R’s; reduce, reuse, and recycle. We live on a planet with limited resources that we as global citizens must learn to share fairly. 2nd graders can easily grasp this concept in relation to their own lives when using shared materials. This connection is a great stepping point in which to teach students the 3 R’s and how they might create a smaller footprint on the planet.

Leigh VandenAkker_The Big Picture: "Chega" Bullying (Stop Bullying) Resources: 7

Students will create a vision of a safe environment for their school. Students will learn the cycle of violence and the skills to intervene. Students will learn how to ask for help using magic questions before the violence takes place. Students will become empowered to stand up against bullying in their school.

Melissa Collins_"Sounds ALL Around"

Students will read a selection about sounds. Then the students will create instruments.

Josh Parker_Defining Culture Resources: 4

A Lesson that helps to expand the definition of culture with the help of my experience in Brazil. Applicable to Social Studies and English/Language Arts.

Kristin Shelby_Unity, Equity, and Hope Resources: 7

This lesson is designed to focus on critical thinking skills and understanding others' perspectives about social justice issues.

Becky Rivera _Shots Heard Around The World Resources: 1

Students will be able to identify available immunizations, risks, and requirements. Students will be able to evaluate personal cultural beliefs regarding immunizations. Students will be able to evaluate other cultures and their beliefs in relation to immunizations.

Laura Schneider_All Eyes (and Ears) on the World: An Approach to Journaling in the Humanities Resources: 3


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