Window to the World
Creating Global Citizens through the North
Carolina Essential Standards
NCDPI K-12 Social Studies Team:
Section Chief
Fay Gore
fay.gore@dpi.nc.gov
Program Assistant
Bernadette Cole
bernadette.cole@dpi.nc.gov
K-12 Consultant
Ann Carlock
Ann.Carlock@dpi.nc.gov
K-12 Consultant
Steve Masyada
Stephen.Masyada@dpi.nc.gov
K-12 Consultant
Michelle McLaughlin
michelle.mclaughlin@dpi.nc.gov
NCDPI Instructional
Technology Partner
Gail Holmes
Gail.Holmes@dpi.nc.gov
http://ssnces.ncdpi.wikispaces.net/
Objectives
• The importance of citizenship
• Teaching about global citizenship
• Essential Standards and Global
Citizenship Collaborative Talk
• Resources
Why Does Citizenship Matter?
• “But the United States and its democracy are
constantly evolving and in continuous need of
citizens who can adapt its enduring traditions
and values to meet changing circumstances.
Meeting that need is the mission of the social
studies.” (NCSS, 2010)
The Civic Responsibility
• Preparing students to become active
citizens should begin as early as
Kindergarten!
• Outside of parents, YOU are going to the
be the first ones to teach little ones about
good citizenship!
The Global Citizen
•
What do you think of when you hear the term ‘global citizenship’?
•
Why does global civic education matter?
•
“Global and international education are important because the day-to-day lives of
average citizens around the world are influenced by burgeoning international
connections. The human experience is an increasingly globalized phenomenon in
which people are constantly being influenced by transnational, cross-cultural, multicultural and multi-ethnic interactions. The goods we buy, the work we do, the crosscultural links we have in our own communities and outside them, and increased
worldwide communication capabilities all contribute to an imperative that
responsible citizens understand global and international issues. The increasing
globalization in the human condition has created additional opportunities and
responsibilities for individuals and groups to take personal, social, and political
action in the international arena” (NCSS, 2001)
In the World
• Incorporating global citizenship education
does NOT reduce or weaken national
citizenship education
– Increasing interconnectedness demands greater
attention to global issues and global citizenship!
– You cannot teach global citizenship without teaching
national citizenship!
Connecting to the World
• Being an effective global citizen requires the
ability to communicate with others across the
globe!
• Incorporating digital technologies into the
curriculum at all levels facilitates connection
and expands learning
• http://novemberlearning.com/resources/articles/
Global Citizenship and
Empathy
• “Cultural empathy or intercultural competence is commonly
articulated as a goal of global education, and there is significant
literature on these topics. Intercultural competence occupies a
central position in…thinking about global citizenship and is seen as
an important skill in the workplace…Cultural empathy helps people
see questions from multiple perspectives and move deftly among
cultures—sometimes navigating their own multiple cultural
identities, sometimes moving out to experience unfamiliar
cultures.”—Association of International Educators,
http://www.nafsa.org/about/default.aspx?id=30005
Character Education
• At its core, global citizenship relies and
builds upon character education!
• What you are doing in your classrooms in
the pursuit of creating students of good
character already contributes to
developing strong national and global
citizens!
Tying It All Together: Children’s
Literature and Global Citizenship
Valerie R. Helterbran (Winter 2009). Linking character
education and global understanding through
children’s picture books, Kappa Delta Pi Record, 72.
How do you address it?
• What issues, problems, or concerns have
you had concerning citizenship
education?
The Essential Standards on
Citizenship
• Citizenship education infused throughout
the standards!
• Standards address both national and
global citizenship if considered through a
civic lens!
The Standards
• Kindergarten
• Third Grade
• First Grade
• Fourth Grade
• Second Grade
• Fifth Grade
Brainstorm!
• With a colleague, look at the provided
standards/objectives for the grade level of your choice
that could be used in a unit or lesson on national and
global citizenship.
• What sorts of concepts relating to global citizenship
would you be able to teach using the given standards?
Ideas
• Looking at the standards and the
concepts that you came up with, work
with colleagues to brainstorm possible
ideas centering around preparing
students to become active national and
global citizens.
Share Out
• So what ideas did we come up with?
Select one or two ideas to share with the
room!
Possible Idea
• Kindergarten: KG.1.2: using maps to
locate places of origin for families and
friends; KH.1.2: how the seasons change
in those places
• First Grade: 1.H.1.2, 1.C.1.1, 1.C.1.2:
where do our stories come from?
More Ideas
• Second Grade: 2.H.1.1, 2.H.1.2, 2.G.2.2: How
do global leaders/events impact us?
• Third Grade: 3.H.1.2, 3.H.2.1, 3.G.1.5: how can
leadership change the world?
• Fourth Grade: 4.C.1.1, 4.E.1.3, 4.G.1.4,
4.H.1.3: How has North Carolina shaped and
been shaped by the global community?
Even More
• Fifth Grade: 5.H.1.1, 5.G.1.3, 5.G.1.4,
5.C&G.1.1, 5.C.1.4: How have global
interactions affected North Carolina and
the United States over time?
Resources
• North Carolina Social Studies Wiki:
http://ssnces.ncdpi.wikispaces.net/
• National Council of the Social Studies
http://www.socialstudies.org/
• Assessment Samples
http://ssnces.ncdpi.wikispaces.net/Assessment+Sample
s+%26+Assessment+Information
Additional Reources
• http://smithsonianeducati
on.org/
• http://www.fordham.edu/h
alsall/
• http://free.ed.gov/index.cf
m
• http://publications.newber
ry.org/k12maps/
• https://www.cia.gov/librar
y/publications/the-worldfactbook/
• http://www.civics.unc.edu/
resources/intro.php
• http://avalon.law.yale.edu
/default.asp
• http://edsitement.neh.gov/