An Examination: Two Examples
​Integrating Standards in Global Education


​Consider Standards in Global Education
ACTFL – Common Core State Standards in World Language
Unit: Spanish I – Mi Vida, Mi Mundo
  • Cultures: Practices and Products  *(Standard 2.2)
  • Examine, compare and reflect on products, practices, and/or perspectives of the target culture(s).
Integration of Global Education
  • Students will recognize a variety of products, practices, and perspectives of the target culture(s).
  • Students will analyze a variety of national and global perspectives in order to better reflect upon cultural practices and prevalent perspectives of the target culture(s).
  • Students will collaborate in order to discuss, explain, and synthesize their understanding of varying perspectives and practices.
  • Students will examine perspectives of other people, groups, or schools of thought and identify the influences on those perspectives.
  • Students will recognize and express their own perspectives on situations, events, issues, or phenomena and identify the influences on that perspective.
 
Specific Lesson Plan Modifications for Global Competencies (using a lesson on Family)
  • In order to better understand global universals – such as the human concept of “family,” students will use technology (internet; various databases; instructional videos) to conduct research on the common family roles of at minimum four different cultures from around the world that represent a wide array of perspectives and practices.
    • For example: cultures where larger families are most common, cultures where several generations often cohabitate, cultures where traditional family values and family roles differ from common practices in the U.S., and different perspectives within the U.S.
  • Students will learn vocabulary in the target language relevant to discussing their own families, and the families of others.
 
Informal Outcome Assessments (using a lesson on Family)
  • Students will engage in classroom discussions that facilitate thoughtful introspection of individual and group perspectives that they have, in comparison and contrast with those of the target culture.
  • Students will work in small groups to create a group project/product (Prezi, Google Slides Presentation, video) with which they will use the target language (their newly acquired vocabulary) to present about family practices from a global perspective.
 
 
ACTFL – Common Core State Standards in World Language
Unit: Spanish I – Mi Vida, Mi Mundo
  • Interpersonal Communication (Standard 1.1)
  • Engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Integration of Global Education
  • Students will engage in interpersonal communication with a variety of their classmates.
  • Students will develop a thorough list of questions that will help them to get to know someone better – including information about family, work, home, likes/dislikes, favorites, and hobbies.
  • Students will listen to and communicate effectively with diverse people, using appropriate verbal and nonverbal behavior, languages (the target language), and strategies.
  • Students will select and use appropriate technology and media to communicate with diverse audiences.
  • Students will reflect on how effective communication affects understanding and collaboration in an interdependent world.
 
Specific Lesson Plan Modifications for Global Competencies

  • In addition to regular classroom, student-to-student, interactions, students will also engage in dialogues with students from another country – either students learning Spanish, or students from a Spanish-speaking country learning English.
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  • Students will engage in class discussions and dialogue to examine how effective communication affects understanding.
  • Students will watch video recordings of at least two dialogues: one where the communication is ineffective, and one with effective communication, to help illustrate the difference.
 
Informal Outcome Assessments
  • Students will demonstrate ability to communicate effectively, using skills taught in class, through interpersonal discourse.
  • Students will complete a reflection on their own interactions as well as those of others.