1. What is global education? Global education is a systematic effort to communicate the awareness that the planet Earth and the people who live on it are increasingly interdependent. Global education is a systematic effort to communicate the awareness that the planet Earth and the people who live on it are increasingly interdependent. We are citizens of the world as well as of our respected nations. We are citizens of the world as well as of our respected nations.

2. Key Concepts/Components Interdependence Interdependence Change Change Problem Solving Problem Solving Cultural Diversity Cultural Diversity Adaptation Adaptation Responsibility Responsibility Technology Technology Distribution Distribution Conflict Conflict Systems Systems Cooperation Cooperation Tolerance Tolerance Modification Modification Pluralisms Pluralisms

3. Essential Questions In what ways are nations of the world interconnected? In what ways are nations of the world interconnected? How may global awareness contribute to the survival of our own nation? How may global awareness contribute to the survival of our own nation? How does global awareness advance the development of all mankind? How does global awareness advance the development of all mankind?

4. Primary Global Education Why Teach in Primary Grades? Student perceptions have not yet been formed by stereotypic attitudes and their cognitive development is sufficiently advanced to accept a diversity of viewpoints. Student perceptions have not yet been formed by stereotypic attitudes and their cognitive development is sufficiently advanced to accept a diversity of viewpoints. How to Implement Global Ed: give examples of conflict, cooperation, and interdependence among individuals, groups, and nations; give examples of conflict, cooperation, and interdependence among individuals, groups, and nations; investigate concerns, issues, standards, and conflicts related to universal human rights, such as the treatment of children, religious groups, and effects of war. investigate concerns, issues, standards, and conflicts related to universal human rights, such as the treatment of children, religious groups, and effects of war. Lesson Examples Children as Peace Builders Outcomes Students consider the roles children can play in peace building and overcoming obstacles to peace. Outcomes Students consider the roles children can play in peace building and overcoming obstacles to peace. Think of a time when you disagreed with or were in conflict with someone else. How did you resolve it? What other ways could the situation have been resolved? Which alternative would have achieved the best (win/win) outcome for all involved? Think of a time when you disagreed with or were in conflict with someone else. How did you resolve it? What other ways could the situation have been resolved? Which alternative would have achieved the best (win/win) outcome for all involved? Develop a role play acting out the best alternative. Develop a role play acting out the best alternative. Write your own poem or story about building peace plan for your own community. Write your own poem or story about building peace plan for your own community. Imagine that you have fled your home during a conflict you are able to return home after a peace resolution has been negotiated. Imagine that you have fled your home during a conflict you are able to return home after a peace resolution has been negotiated. How would it feel to return home? What might your home and community look like? What would be needed to rebuild your home and community? What order would you want these things? Create a peace plan and present it to the class. Create and implement a class school or community peace plan. Create a peace plan and present it to the class. Create and implement a class school or community peace plan.

5. Global Education Global Education The Upper Grades Using cultural elements to facilitate global understanding. Using cultural elements to facilitate global understanding. Promote cooperation/prevent conflictPromote cooperation/prevent conflict Changing technologiesChanging technologies Health, security, resources, economic development, and environmental quality.Health, security, resources, economic development, and environmental quality. National vs. global interestsNational vs. global interests Universal human rightsUniversal human rights Role of international and multinational organizations.Role of international and multinational organizations.

6. Website Resources TeachGlobalEd.net TeachGlobalEd.net TeachGlobalEd.net UNESCO UNESCO UNESCO Victoria International Development Education Association Victoria International Development Education Association Victoria International Development Education Association Victoria International Development Education Association The American Forum for Education The American Forum for Education The American Forum for Education The American Forum for Education Global Education Global Education Global Education Global Education Global Education Teaching Resources Global Education Teaching Resources Global Education Teaching Resources Global Education Teaching Resources Global Nomads Group Global Nomads Group Global Nomads Group Global Nomads Group

7. Why is global education part of Social Studies? A thorough exploration of the major concepts of global education involves all six major components of Social Studies and falls within the Social Studies framework. A thorough exploration of the major concepts of global education involves all six major components of Social Studies and falls within the Social Studies framework.

8. California Standards Grade 1: A child’s place in time and space Grade 1: A child’s place in time and space Grade 2: People who make a difference Grade 2: People who make a difference Grade 6: World History and Geography: Ancient Civilizations Grade 6: World History and Geography: Ancient Civilizations Grade 7: World History and Geography: Medieval and Early Modern Times Grade 7: World History and Geography: Medieval and Early Modern Times

9. National Standards I. Culture I. Culture II. Time, Continuity, and Change II. Time, Continuity, and Change III. People, Places, and Environment III. People, Places, and Environment IV. Individual Development and Identity IV. Individual Development and Identity V. Individuals, Groups, and Institutions V. Individuals, Groups, and Institutions VI. Power, Authority, and Governance VI. Power, Authority, and Governance VII. Production, Distribution, and Consumption VII. Production, Distribution, and Consumption VIII. Science, Technology, and Society VIII. Science, Technology, and Society IX. Global Connections IX. Global Connections X. Civic Ideals and Practices X. Civic Ideals and Practices