Global Ed 2 Curriculum (7th & 8th Grade Elective Course)
Global Ed 2 Introduction:
We get students talking about social studies, science, and writing. Global Ed 2 is a problem-based learning (PBL) simulation that capitalizes on the multidisciplinary nature of social studies as an expanded curricular space to learn and apply science literacies, while simultaneously also enriching the curricular goals of social studies. It is designed to cultivate a scientifically literate citizenry by grounding science education in meaningful socio-scientific contexts related to the world in which students currently live. It is implemented in 7th and 8th grade social studies classrooms, and facilitated by the social studies teachers. Global Ed 2 is mediated by technology to enhance communications and learning. Each simulation consists of three phases: Research, Online Interaction and Debriefing, spanning 14 weeks in the Fall semester.
Within each Global Ed 2 simulation, approximately 12-16 classrooms are recruited and assigned to represent the interests of specific countries focusing on an issue of global importance such as water scarcity, climate change or alternative energies. Each classroom is assigned one country to represent throughout the simulation. From a decision-making perspective, the simulation goal for each country is the development of an agreement with at least one other country (or countries). Global Ed 2 requires students to understand important concepts related to social studies such as geography, culture, political systems and economics. However, to be successful in the simulation, GlobalEd 2 also requires that students develop an understanding of the underlying science concepts related to the simulation topic and be able to communicate within and across countries in the simulation using an argument-based model – which are all key Common Core objectives. Read more: Global Ed 2 website
Introduction & Details:
I wanted to share information about an exciting new program at Hawthorne your son/daughter will have the opportunity to participate in during the 2017-2018 school year. This program is called Global Ed 2, which is an interactive and online program with over 50 schools around the world, designed by The University of Chicago, The University of Maryland, and The University of Connecticut. The Global Ed 2 program incorporates science, social studies and writing into a problem based learning curriculum. Problem based learning will teach students to take charge of his/her learning, to become active rather than passive learners, solve problems, to negotiate solutions, evaluate their solutions, and learn to use their metacognitive skills. Students will focus on the issue of water consumption, depletion, and conservation and work towards achieving a mutually agreeable solution for their country and their counterparts. Students will serve as delegates or representatives of an assigned country, similar to the high school example of Model UN based on the United Nations meetings. Students will be assigned one of four issue areas within the issue of water (consumption, depletion, and conservation): Environment, Human Rights, Health Care and Economics. Within their issue area, students will research, create opening/closing statements and communicate directly with their counterparts that represent other “countries”. Students will learn how to be diplomatic and negotiate in an effective manner through the use of evidence based writing.
Global Ed 2 incorporates all aspects of common core instruction in an interactive simulation. Global Ed 2 will be offered to 7th and 8th Grade students as an elective (extra) class with Mr. Streit. Twenty to thirty students will be learning about Global Ed 2 during working lunches 2-3 classes per week during the Fall Semester (approximately 14 weeks). The Global Ed 2 elective class will be graded, but grades will not appear on the student's report card. Instead, your groups final grade will be used a voucher. A voucher grade that can replace one major assessment (Assessment OF Learning) in the normal 7th and 8th Grade Social Science curriculum. Four groups of four to six students per group will be created. The GlobalEd program has had a variety of positive impacts on students including enhancing science and social studies skills, incorporating evidence based writing and learning the skills of effective negotiation. I look forward to participating in this exciting simulation with your child.
- What is a developing or third world country?
- What are the basic human rights?
- Is fresh and clean water a human right?
- Is fresh water the new oil?
- What is desalinization? Is it cost effective? What are the pros and cons of desalinization?
- What is your your personal responsibility regarding the "Problem of Water"?
- Do some simple calculations to estimate how many gallons of water you use per week?
- Which of these could you do without if you lived in a developing or third world country and water was scarce?
- In what ways can you decrease or conserve the amount of water you use?
- Complete a Home Water Audit
My Use of Water Log/Tally
Drinking water (cups/glasses including water fountain)
Cooking (cups used to cook)
Brushing your teeth (times)
Washing the dishes (times)
Washing your clothes (average loads)
Flushing the toilet (estimate how many times)
The students would then choose a spokesperson to represent their role and participate in a town hall meeting to share their research and concerns. They would be able to consult with the other members of their group to try to reach a solution. Regardless of whether or not a solution has been decided, the students will end with a reflection on what they learned about water safety and the difficulties of problem solving with people who have different interests.
My role as the facilitator is to help the students make sense of their research in terms of the effects of water quality and to help them consider issues that may impact a specific stakeholder. My role in the meeting would be to make sure each group was able to communicate their ideas and concerns. Ultimately I would be looking to see if they were able to understand why water quality matters and how different groups of people have different needs and perspectives.
Writing a Problem Based Argument / Persuasive Argument Lessons:
Persuasive Argumentation Teaching Activity Students need help understanding how to support their arguments by making the connections between a Claim, the Evidence supporting it, and the Reasoning connecting the two. This brainstorm activity and the accompanying exercises will help students prepare for developing sound persuasive arguments during the Global Ed II project. This activity may well extend over 1-3 class periods.
Section 1: Claim, Evidence, and Reasoning (CER)
A. Introduce the concept of Claim, Evidence, and Reasoning through a think-a-loud, class brainstorm about how we might change people’s minds, and how they might change our minds. Some sample questions to ask are:
- Can you change someone's mind?
- Should you?
- How do change someone's mind?
- How do other people change your mind?
- What are some things people do to change your mind that work?
- What are some things people do to change your mind that you don't like or don't work?
- What do you think of when you hear the word "claim"? (It’s important with these last three questions to not prompt correct responses, but to let students arrive at their own definitions. Teaching the correct uses of the terms comes later.)
- What do you think of when you hear the word "evidence"?
- What do you think of when you hear the word "reasoning"?
- Claim: noun – to assert in the face of possible contradiction
- Evidence: noun – something that furnishes proof
- Reasoning: noun – a statement offered in explanation or justification, connecting the proof to the claim
1. Example: Scientific reasoning
a) Claim: The sun is hot.
b) Evidence: My skin feels warm.
c) Reasoning: My skin became warmer when the sun came up.
2. Example: Social reasoning
a) Claim: My mom is mad.
b) Evidence: She is frowning.
c) Reasoning: She was frowning yesterday when she said, “I am mad.”
3. Example: Political reasoning
a) Claim: Japan should join our international organization.
b) Evidence: Japan needs to increase their food supply.
c) Reasoning: Countries in our organization will send food to other countries.
D. Think Aloud / Modeling: Tell students they must come up with a C-E-R chain they might use in their own lives. They do not have to use examples that are true or real evidence. Model this in a think-a-loud, walking them through the connections between the three elements. Use this example or your own:
a) Claim – My favorite band is the best band.
b) Evidence – They have 5 #1 songs.
c) Reasoning – No other bands have as many number one songs.
E. Guided Practice: Students must write out their own C-E-R chain. If needed, post these guiding descriptions:
a) Your Claim – something you think is true
b) Your Evidence – What made you think it was true
c) Your Reasoning – What about the evidence convinced you?
F. Meet-Pair-Share: Discuss in groups or as a class.
a) What was the most difficult part of this exercise? Why?
b) Would this be a useful thing to know how to do? Why or why not?
c) Why might this be a better way to present an argument? [This question leads into the next]
d) What happens if you try to present an argument without using this technique?
G. Independent Practice: Repeat this exercise for homework. If students are familiar with internet research, this can be extended to require a real claim that is validated with research.
Section 2: Academic vs. Propagandist Persuasion [this section will most probably be on a second or third day]
1. With an understanding of claim/evidence/reasoning, students can begin to understand the difference between clear, academic persuasion and unclear, propagandist persuasion. In class discussion, review the concepts. The following concepts may be useful:
1. Uses the Claim / Evidence / Reasoning chain
2. Uses objective, not emotional language
3. Students may understand this as “speaking to adults” language
1. Presents Claim without Evidence and/or Reasoning
2. Uses overly emotional language
3. Students may understand this as “speaking to your friends” language
a. Discuss a claim that you want to convince the students of:
1. You should do your homework.
2. You should join (insert extra-curricular activity)
3. Stay in school.
b. Write (either before hand or during the class discussion) two short discussion-post style explanations of your claim (100 – 150 words). One should be academic and the other propagandist. See the Persuasive Techniques chart for examples and help writing in these styles.
1. Begin with the propagandist post.
2. Think aloud how the writing is conceived, including what the writer is hoping to achieve with the content, style, word choice.
3. Ask students how they react to the language of the post. Does it convince you of the claim?
4. Think-aloud through writing the academic post.
5. Discuss the comparison between the two. Which is more effective? If one is more effective, why might you want to use the other one instead? What are the drawbacks of each? c. Ask students to repeat the exercise using their own claim.
a) Which is easier to write?
b) Which do they think is most effective?
c) How can they improve on the academic post?
d) Ask students to exchange work, commenting on which post is more effective and how their classmates might improve the academic post.
Section 3: Assertions, Questions, Proposals
1. Review A/Q/P definitions from handout
a. What are the purposes of each?
b. Are there any types of posts that would not fall into these categories?
c. In which situations might you use each type of post?
2. Model posts of each kind to follow up the claims of the above discussion. Students create posts of each kind to follow up their own claims from above exercise. Use the following guidelines for students’ posts to give them structure:
1) Statement of the concept or opinion which is clear to someone not familiar with the topic
2) At least one statement connecting your assertion to the information discovered in your question
3) At least one piece of factual evidence to support your claim
4) 1 or more statements connecting the evidence to the claim (reasoning)
b. Question: Develop a question about something you'd like to know. Must contain the following elements
1) Statement of the question which is clear to someone not familiar with the topic
2) Why the question is important
3) Suggestions for possible action depending on the answer
1) Statement of the proposed action which is clear to someone not familiar with the topic
2) At least one statement connecting the proposal to your assertion 3. Anticipation of at least two possible outcomes
3) Students can then exchange work to answer whether they feel the posts actually match the type of post indicated.
4) Discuss the challenges in trying to focus the post to a particular type.
5) For a possible homework assignment, students may come up with 1 issue/topic from their personal
lives and 1 global issue. Then, they can write a post under each type on the two topics.
Global Ed 2 - Writing Opening Statement Example (from your Country's perspective and your Interest perspective)
- Global Ed 2 website
- Global Ed 2: Student Resource Website
- Global Ed 2: General Water Science Issues (Videos w/ Slides)
- Global Ed 2 - Writing Opening Statement Example
- Global Ed 2 - CER Rubric
- Global Ed 2 - Student Simulation Login
- LA Times: Developing or Third World Country Article
- UN: Universal Declaration of Human Rights
- Slideshare: Global Education Presentation
- WATER our most precious resource (Video)
- TED Talk - Angela Morelli - The Global Water Footprint of Humanity (Video)
- TED Talk - Deepika Kurup - What a right or privilege? (Video)
- TED Talk - Kaveh Madani - Water: Think Again (Video)
- TED Ed: Water Scarcity Lessons
- Ways We Waste War - Student Project (Video)
- The Global Water Crisis | How Much Water Do We Really Use Everyday? (Video)
- 20 Surprising Facts on Water Consumption
- Statista: Annual Water Consumption per Capita
- Every Little Drop: Water Consumption
- The Future of Water Documentary
- National Geographic: Freshwater Crisis
- National Geographic: Saving Lake Erie (Video)
- Visually: Water Infographics
- WWF: Water Scarcity
- E School Today: Introduction on Water Shortage
- Seterra Interactive Maps: World - Oceans, Seas, Lakes, and Rivers
- Water Use It Wisely
- Home Water Audit
- Chicago Council on Global Affairs: Water Scarcity
- Rain Bird: Water Conservation for a Growing World
- IL Drinking Water Branch
- CBS Chicago: Great Lakes Water Shortage
- Dogo News: Flint Water Crisis
- NPR: High Levels of Lead in CPS Drinking Water
- NPR: What Do We Get Our Water
IIE AIFS Foundation Generation Study Abroad
How do we create a culture of travel in k-12 districts? Join #Generationstudyabroad and support international education in your school!
- Why Study Abroad? Globalization is changing the way the world works; employers value the skills gained abroad. #Generationstudyabroad
- Why Study Abroad? Foreign language skills are increasingly important – the ability to work across cultures is essential. #Generationstudyabroad
- Why Study Abroad? Many of the world’s most exciting innovations come from cross-cultural teams. #Generationstudyabroad
- Why Study Abroad? Study abroad positively impacts academic success, skills and employability and career direction. #Generationstudyabroad
International Education Week - Join the Celebration!
Take the #GenerationStudyAbroad Teacher Pledge and promote the benefits of study abroad in your classroom!
Help IIE double the number of students studying abroad! IIE is seeking 10,000 students and alumni to join the #GenerationStudyAbroad initiative to help promote study abroad.
- Generation Study Abroad Video
- Generation Study Abroad Voices Video Contest Winner – Alejandro Alba
- Generation Study Abroad Voices Video Contest Winner – Christine O’Dea