G
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S
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Craig J. Perrier
Curriculum Coordinator for Social Studies
Virtual High School Global Consortium www.goVHS.org
November 16 th , 2010
© 2007 Virtual High School. All rights reserved.

P RESENTATION O UTLINE
B ACKGROUND
Imagining the Globalized Student and School
T HEORY AND R ATIONALE
From the Ivory Tower
Standards and 21 st Century Skills
W HAT C AN S CHOOLS D O ?
Content and Resources
Partnerships and Professional Development
Course Catalog

B ACKGROUND
When did “globalizing” social studies courses begin?
-1977 Walter HugginsArticle -2000 La Pietra Report (OAH)
What does a globalized student do, study, learn, etc?
-Understand the nature of global challenges
What values exist in a globalized social studies course?
-Cosmopolitan World View -Content Knowledge

B ACKGROUND
M AKING THE I MAGINED
S TUDENT AND S CHOOL A R EALITY
LEVELS OF INTEGRATION
S CHOOLS C AN D O I T
D EPARTMENTS C AN D O I T
T EACHERS C AN D O I T

T HEORY AND R ATIONALE
V IEWS FROM THE A CADEMY
•
James Loewen and the High School/College divide.
-Lies My Teacher Told Me (1995)
•
Historical Contextual Frameworks
-Transnational Processes -Global Perspectives
•
American Exceptionalism and Nationalism
-Purpose of National History

D IAGRAM OF H ISTORICAL S TUDY
By: Craig Perrier
POLITICAL
PERSPECTIVE
GLOBAL
PERSPECTIVE
CULTURAL
PERSPECTIVE
Theory
Sources
TIME
ANY
PERSON,
THING,
EVENT or
IDEA in
HISTORY
SPACE
Cause
Method
SOCIAL
PERSPECTIVE
MILITARY
PERSPECTIVE
ECONOMIC
PERSPECTIVE
“Over time and cultures, the most robust and most effective form of communication is the creation of a powerful narrative.” Howard Gardner

T HEORY AND R ATIONALE
The AHA, in 2005, claimed:
“American actions, private and public, leave larger footprints than ever before. The lines between foreign and domestic, international and national, even global and local, diminish and blur. Consequently, the introductory history course must prepare future citizens to understand and navigate a far greater kaleidoscope of cultures and countries. A more self-consciously internationalized U.S. history survey offers an escape from the tyranny of “coverage,” with its obligation to take up an ever-expanding range of topics. An international approach encourages a more rigorously thematic orientation, requiring the identification of and concentration on topics that open up U.S. history to comparative scrutiny.”

T HEORY AND R ATIONALE
Global Awareness
•
Using 21st century skills to understand and address global issues
•
Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts
•
Understanding other nations and cultures, including the use of non-English languages

NCSS: N EW S TANDARDS
“New global connections have created both opportunities and challenges…which requires an understanding of complex connections… in order to identify issues and support informed and ethical decision-making”
KNOWLEDGE
Types of global connections
PROCESSES
Find Answers about global connections
Global Issues Origins Give Examples
Needs of Cultures Examine technology
PRODUCTS
Participate in a regular exchange
Project/Presentation
Discuss Human Rights

T HEORY AND R ATIONALE
Views From the Halls of Education
NCSS Standards:
G LOBAL C ONNECTIONS
Social studies programs should include experiences that provide for the study of global connections and interdependence.
P21:
G LOBAL A WARENESS
Working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts.
Understanding other nations and cultures, including the use of non-English languages

W HAT C AN S CHOOLS D O ?
What content is dated and nonessential?
Whose voice will be heard/left out of content?
Are there interdisciplinary options or fusion approaches in course content?
Do students have the opportunity to achieve “global literacy”?

W HAT C AN S CHOOLS D O ?
Internet Modern History Sourcebook
History News Network (George Mason Center)
Global History Sourcebook
Annenberg Media
Gilder-Lehrman Institute (Podcasts)
PBS

W HAT C AN S CHOOLS D O ?
Partnerships and Professional Development
(Part 1) iEarn: “Learning with the world, not just about it.”
Primary Source: “connecting educators with people and cultures throughout the world.”
World Affairs Council: “supports the largest national network of local councils that are dedicated to educating and engaging students in international affairs and the critical global issues of our times.”

W HAT C AN S CHOOLS D O ?
Partnerships and Professional Development
(Part 2)
United Nations: “Model UN cultivates literacy and leadership as students explore important global topics.”
Facing the Future: “We believe in the transformative power of widespread, systemic education to improve lives and communities, both locally and globally.

Give students the skills to understand how conflict intersects with the rights and protections of people
– at home and abroad.
• Exploring ethical & humanitarian issues of armed conflict
For more information and free online
• Understanding how humanitarian law protects life and human dignity teaching materials: www.redcross.org/ehl
Email: EHL@usa.redcross.org
• Making connections between personal and global events

The Choices Program has its origins in research begun in
1982 by the Center for Foreign Policy Development at
Brown University.
Choices offers teachers a flexible resource for covering course material while actively engaging students and developing skills in critical thinking, deliberative discourse, persuasive writing, and informed civic participation.
The instructional activities that are central to Choices units can be valuable components in any teacher’s repertoire of effective teaching strategies.
www.choices.edu

W HAT C AN S CHOOLS D O ?
Does your Social Studies
Department Offer Relevant, Varied, Global Courses?
 Newton, MA: Sustaining Global Communities
 Weston, MA: Contemporary World Issues
 Lexington, MA: Modern Japan, Human Rights, Modern Conflict
 Con/Car, MA: Russia, Africa, World Civ, European Electives
 Middlesex and Phillips Andover Academy offered a lengthy, diverse catalog
However… none offered a course in….?

W HAT C AN S CHOOLS D O ?
Expand Electives in Face to Face Classes
Adopt International Baccalaureate Program
Open Enrollment with Local Colleges
Partner with Virtual Online Education

V IRTUAL H IGH S CHOOL
Established 1996
•Collaborative model (662 schools)
•300+ courses (AP and IB)
•13,000+ student enrollments

V IRTUAL H IGH S CHOOL
How Does VHS Globalize History/Social Studies
Courses?
Students and Teachers collaborate from around the globe.
Social Studies offers over 25 Courses, many with Global Literacy.
Content pulls from Online Sources … a
Global Library is Available.

V IRTUAL H IGH S CHOOL
Sample Course Offerings in Social Studies at VHS
Eastern and Western Thought
World Religions (Sample Blog)
World Conflict, a United Nations Introduction
American Foreign Policy
The Modern Middle East (Sample Weekly Overview)

V IRTUAL H IGH S CHOOL
Student Survey Comments: Spring 2010
What did you like best about taking a VHS course?
“I loved the subject matter, and working with kids from all over the world!”
“Meeting different people from different places and not judging people by the way they look or act, rather, by their knowledge and what they offered.”
“It was great being able to have a class with students from all over the country and even outside of the country!”

C ONCLUDING R EMARKS
 Nature and Purpose of History Education
 Mode of Understanding, Not a List of External Facts
 Dimension of Understanding of Reality
 Vocational v. Liberal Arts

T WO R EADING S UGGESTIONS
(2007)

T HANK Y OU !
Q UESTIONS
C OMMENTS
C ONCERNS
“History at its best is critical, exciting, thought provoking, and ambiguous. It is the reflective element of the collective mind” Richard Overy
© 2007 Virtual High School. All rights reserved.