3. NOYES *Memorizing all the countries in the world and their capitals *Memorizing dates *Answering questions from text books *Busy work *Understanding issues and challenges faced in different parts of the world *Understanding the impact of important periods, movements, and events *Learning to read from several sources to develop deeper understanding of people, places and events *Making real connections

4. There is a new curriculum called the Common Core. It focuses on understanding connections, problem solving, and collaborative (group) work. It is heavy on reading and writing. It focuses more on the big picture, less on details. I have been teaching like that for years. It asks students to compare sources and use higher level thinking. What did you think of the story?How do the three sources you read give an overall picture of what happened? How did the boy from the African tribe manage to make a living? Explain how traditional people meet their needs, using examples from at least three cultures. Use examples from text. Did you like the book?Which of the readings do you think is most accurate? Give reasons. List the annual income and employment rate of each country. Use statistics to show which country offers a better quality of life. Explain.

5.  Students will learn about world issues by reading multicultural literature by authors of diverse backgrounds.  Students share their own cultures and make real connections to other parts of the world.  Curriculum includes themes of social justice and equality.  When possible, students are encouraged to participate in service activities that emotionally connect them to other parts of the world.

6. African (Kenya and Tanzania, Maasai) Jewish (Holocaust) Afghanistan/ Women’s Rights

7. Slavery (biography) Latvian & Lithuanian genocide under Stalin Segregation and Racism

8. Children of the Holocaust Eskimo & Traditional Peoples War in Sudan

9. Cultural Revolution in China Aborigines in Australia Japanese and WWII US Civil Rights Movement

10. Include but are not limited to…  Students cook and share food from their own cultural backgrounds.  Students find out and share family immigration stories.  Guest speakers include parents and other relatives.  Students share holiday traditions.

11. Students prepared and shared the “Middle East Feast.” At the end of the year they share food from their own cultures.

12. Students learn about our Civil Rights Movement in order to understand similar cases in other parts of the world.

13. Facing the Lion is an autobiography of Joseph Lekuton. He grew up in a Maasai village, one of the most traditional cultures still existing. He is now a part of Kenya’s Parliament, and focuses on making his country a model for the future.

14. This village in Tanzania was visited by Students were inspired by Joseph’s message. This village in Bulongwa received a donation of a cow or goat as a gift from our class, and the woman in the picture shared her group’s experiences in our classroom.

15. “David,” whose father is a village chief in the Ivory Coast is one of many people who spoke to us about his global experiences. We’ve also had a RACC student talk about her training to be a nurse so that she can help in Darfur.

16. After reading The Breadwinner, students were concerned about education in Afghanistan. We contacted a diplomat in Afghanistan who was willing to accept a donation of school supplies, then email pictures of the students receiving them back to our classroom.

17. We shared pictures with students in Afghanistan and received pictures of them receiving the items we sent. We also received a thank-you note from the embassy, encouraging students to take action throughout their lives and make a difference.

18. All assignments are worth a point value and come with a rubric and instructions. Students earn approximately 15 points per day. *Late work is half credit, unless other arrangements have been made. *Plaguerizing from Internet or other sources or cheating will automatically be a zero. *Absent students are expected to use the board and the website to find what they missed. Generally, students have 1 day for each day absent.

19. All assignments, updates and tests are posted: *On the board calendar *On the website *In regular emails home *I prefer email communication when possible thompsov@dboone.org thompsov@dboone.org