1. NC State Board of Education Global Education Strategic Plan Educating for Global Competence in Social Studies January 21, 2016

2. Today’s Presenters Helga Fasciano Special Assistant for Global Education helga.fasciano@dpi.nc.gov Justyn Knox K-12 Social Studies Consultant justyn.knox@dpi.nc.gov

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4. Today’s Agenda Overview of SBE Strategic Plan –Global Educator Digital Badge –Global-Ready Schools (GRS) Rubric and Application Requirements Social Studies and Global Ed Connections Contacts

5. In 2011, North Carolina State Board of Education Chairman appointed 5 SBE members to the Task Force on Global Education. The Task Force was charged to bring, to the full Board, recommendations that would enable a better understanding and appreciation of other countries, languages and cultures by our students. SBE Task Force on Global Education

6. SBE Vision Statement Every public school student will graduate ready for post secondary education and work, prepared to be a globally engaged and productive citizen. -April, 2014

7. 5 Commitments 1. Robust teacher support and tools 2. Leading-edge language instruction 3. New school models 4. District networking and recognition 5. Strategic international relationships

8. Commitment 1: Robust Teacher Support and Tools 1.2 Implement an SBE-recognized badging process for teachers and administrators to support a professional development system for global content that leads to an endorsement, certificate, or other recognition with market value.

9. What is a digital badge? How do we recognize and value the way we learn today? Badges are a new idea to recognize the learning that happens anywhere and share it in the places that matter.Badges

10. Global Educator Digital Badge Criteria SBE Policy TCP - H- 001SBE Policy TCP - H- 001: Candidate must ●Document goals to address global awareness elements within the NC Professional Standards ●Complete 100 hours of global education professional development aligned to documented goals or goals and strategies ●Complete a Capstone Project that demonstrates educator ability to increase student global awareness while teaching their content standards ●Complete process within 2 years of documentation

11. 1. Create your annual professional development plan focused on global awareness elements from NCEES. 2. Use the online form to initiate a “Memorandum of Agreement” that details teacher, supervising administrator and district liaison roles in the process. 3. Send “Memorandum” to NCDPI 4. Earn 100 hours of PD based on plan goals and complete Capstone Project in Home Base. 5. Supervising admin observes Capstone and district submits for state-level review 6. Supervising admin completes and submits “attestation”.

12. Commitment 4: District Network & Recognition 4.2 Institute in concert with global education partners a Global- Ready designation for schools and districts that provides a process and incentives and addresses, at the least, the following: K-12 world language opportunities for all students Pathways for educators to achieve SBE-recognized badges Career-Ready employer requirements Global school partnerships; and Local school board global resolutions and plans

13. Partners in Development of Rubrics : –State Board of Education –Department of Public Instruction –Friday Institute at NC State –Global Education Partners Center for International Understanding VIF International Education World View –LEAs and Universities Global-Ready Schools and Districts

15. SBE Strategic Plan

16. Educating for Global Competence in Social Studies Global Education is deeply embedded in K-12 Social Studies Essential Standards and ensures students gain a global perspective by asking students to continually examine diverse cultures, understand multiple perspectives as well as analyze global social, political and economic challenges overtime in diverse societies and regions. It prepares students to be effective citizens who investigate the world, communicate and critique ideas, and take informed action in our global society. K-12 Social Studies Essential Standards K-12 Social Studies Clarifying Objectives with Global Implications The North Carolina K-12 Social Studies Essential Strand Map Trajectories ● History History ● Geography Geography ● Civics and Government Civics and Government ● Economics and Personal Financial Literacy Economics and Personal Financial Literacy ● Culture Culture

17. Social Studies Units that Foster Global Awareness Elementary ●1st Grade o Understanding Others In The World Around Me Understanding Others In The World Around Me o The World Around Me The World Around Me o Life Long Ago Made the World We Live In Today Life Long Ago Made the World We Live In Today ●2nd Grade o Money! I have it...Now What? Money! I have it...Now What? o Economics in Our Community Economics in Our Community ●3rd Grade o African American Art African American Art o Citizenship Citizenship

18. Social Studies Units that Foster Global Awareness Middle ●6th Grade o Along the Silk Road: Chinese Innovations that Changed the World Along the Silk Road: Chinese Innovations that Changed the World o Legal Legacies: Ancient Influences on Liberty and Justice Legal Legacies: Ancient Influences on Liberty and Justice o Emergence of Monotheistic Religion Emergence of Monotheistic Religion o Early Man Early Man o Ancient Civilization and the Middle Ages Ancient Civilization and the Middle Ages o Ancient Civilization and the Emergence of Government Ancient Civilization and the Emergence of Government ●7th Grade o BAM: 3 Worlds Collide BAM: 3 Worlds Collide o Times They Are a Changing Times They Are a Changing ●8th Grade o What Are We...Colony or Country? What Are We...Colony or Country? o A Band Aid Called Compromise A Band Aid Called Compromise o A New Start: Colonization and Revolution A New Start: Colonization and Revolution o American Democracy:Past and Present American Democracy:Past and Present o Defining Citizenship and Rights Defining Citizenship and Rights o Prosperity to Despair Prosperity to Despair o Brother Can You Spare a Dime Brother Can You Spare a Dime

19. Social Studies Units that Foster Global Awareness High School ●American History II o American During World War II American During World War II o Voices of the Civil Rights Movement Voices of the Civil Rights Movement o 1950s: Development and Effects of the Cold War 1950s: Development and Effects of the Cold War o 1960s and 1970s: Crisis, Unrest, and Counter Culture 1960s and 1970s: Crisis, Unrest, and Counter Culture o 1980s to Today 1980s to Today ●Civics and Economics o Citizenship and You Citizenship and You o Foundations of American Government Foundations of American Government o Personal Financial Literacy Personal Financial Literacy o I'm a Yankee Doodle Dandy, Are You? I'm a Yankee Doodle Dandy, Are You? o Business Plan Feeding Frenzy Business Plan Feeding Frenzy ●World History o Evolution of Civil Disobedience Evolution of Civil Disobedience o Age of Revolutions Age of Revolutions o Changes in Society Changes in Society o Age of the Isms: 19th Century Ideologies Age of the Isms: 19th Century Ideologies o Emerging Civilizations Emerging Civilizations

20. Using Inquiry to Foster Global Awareness Elementary: Should we help meet the needs of others?Elementary: Middle Grades: What responsibility do countries have for protecting refugees?Middle Grades: High School: Is our current Immigration Policy Fair?High School:

21. Evolution of Civil Disobedience Unit Description: Students will study the evolution of the Human Rights movements around the world after WWII. The students will understand the political, economic, and social inequality facing India, South Africa, and the United States. The students will consider the multiple perspectives of various people like Mahatma Gandhi, Martin Luther King Jr., and Nelson Mandela by reading primary sources. Students will apply their foundational knowledge and skills learned in this unit to create training videos to teach citizens today how to use civil disobedience as a method to communicate ideas and take action in our modern society. Students will begin to see how these past movements continue to influence global contemporary issues.

22. CCSSO Four Global Capacities/Competencies for Global Education Resources Students will study the evolution of the Human Rights movements around the world after WWII. The students will understand the political, economic, and social inequality facing India, South Africa, and the United States. The students will consider the multiple perspectives of various people like Mahatma Gandhi, Martin Luther King Jr., and Nelson Mandela by reading primary sources. Students will apply their foundational knowledge and skills learned in this unit to create training videos to teach citizens today how to use civil disobedience as a method to communicate ideas and take action in our modern society. Students will begin to see how these past movements continue to influence global contemporary issues. How many elements for global capacities/competencies do you see in this unit description?

23. Contact & Resources Helga Fasciano Special Assistant for Global Education helga.fasciano@dpi.nc.gov Justyn Knox K-12 Social Studies Consultant Justyn.Knox@dpi.nc.gov http://www.ncpublicschools.org/globaled/ http://gled.ncdpi.wikispaces.net To Join Global Education listserv: http://bit.ly/1P3gtgv