Global competencies complement the Common Core State Standards, Next Generation Science Standards, NM Social Studies Standards and the Partnership for 21st Century Learning.
The examples below illustrate how the standards can be taught through a global lens.
The examples below illustrate how the standards can be taught through a global lens.
Common Core State Standards
CCSS ELA RI.5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Integration of Global Education:
- Students will investigate the world by reading historic and scientific texts exploring how different countries manage water consumption and will articulate the perspectives of people in regions with insufficient or unsanitary water.
CCSS ELA RI.5.6: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
Integration of Global Education:
- Students will analyze Manifest Destiny from the perspectives of Native Americans and American expansionists and examine how that history presents itself in our country today.
CCSS ELA RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
Integration of Global Education:
- While studying state history, students will explore the events leading to the creation of the atomic bomb in Los Alamos and the consequences of dropping the bombs on Hiroshima and Nagasaki.
CCSS ELA RL.3.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
Integration of Global Education:
- While reading literature from diverse cultures around the world, students will identify locations on the globe and reflect on commonalities and differences in the ways characters manage conflict and teach morals and lessons.
CCSS ELA RL.2.9: Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
Integration of Global Education:
- Students will compare and contrast various versions of the same story from different cultures around the world, identify those locations on the globe and analyze how geography contributes to details in the stories.
CCSS ELA RL.1.5: Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
Integration of Global Education:
- Students will read a range of text types (informational text, stories, articles, poems) with a cultural or geographical focus (Africa, Antarctica, China, deserts, oceans, rain forests, etc.)
CCSS ELA RI.K.3:With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
Integration of Global Education:
- Students will analyze articles or other texts from diverse locations around the United States and/or world as they describe connections.
Next Generation Science Standards
K-ESS3-3 Earth and Human Activity: Communicate solutions that will reduce the impact of humans on the land, water, air and/or other living things in the local environment.
Integration of Global Education:
- Students will learn about the effects of trash on the environment, what it means to reduce, reuse and recycle, and brainstorm solutions for addressing this issue at home and at school.
K-2-ETS1-1 Engineering Design : Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
Integration of Global Education:
- Students will examine the need for clean water around the world (Amazon: Water Pollution, Oil Spill, The Secret of Water, Water True Books, Water Cycle, A Long Walk to Water, etc.) and create an object or tool to sanitize water or bring it to communities in arid locations.
2-LS4-1 Biological Evolution: Make observations of plants and animals to compare the diversity of life in different habitats.
Integration of Global Education:
- Students will research the diverse plant and animal life in habitats across the globe (desert, freshwater, ocean, rain forest, temperate forest, tundra, grassland, savanna, mountain, etc.) and compare their ecosystems.
3-LS3-2 Heredity: Use evidence to support the explanation that traits can be influenced by the environment.
Integration of Global Education:
- Students will learn about the evolution of the peppered moth (air pollution during the Industrial Revolution resulted in populations of color change) and devise experiments in which environmental influences can alter traits in plants (temperature, light, pollution, etc.). Students will research modern examples of traits being influenced by environmental changes.
4-PS3-2 Energy: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
Integration of Global Education:
- Students will learn about light energy, heat energy and the greenhouse effect by constructing solar ovens and measuring the temperature differences. Students will examine how the greenhouse effect may influence our current climate.
5-LS2-1 Ecosystems: Develop a model to describe the movement of matter among plants, animals, decomposers and the environment.
Integration of Global Education:
- Students will choose different habitats throughout the world and follow the movement of matter among specific plants, animals and decomposers. Students will analyze what might happen if one of those elements was eliminated, overpopulated or changed in some way.
New Mexico Social Studies Standards
NM Social Studies Standards K-4 Benchmark II-E: Students will identify and describe similar historical characteristics of the United States and its neighboring countries.
Integration of Global Education:
- Students will compare and contrast the ways in which Canada, Mexico, Central America and the United States view the roles of family, education, government, economy, technology; the movement of people, goods and ideas; ethnicity and religion; and various cultural elements (language, art, music, dance, symbols, values, etc.), and explore how these roles and cultural elements evolve over time.
NM Social Studies Standards K-4 Benchmark II-E: Describe how economic, political, cultural, and social processes interact to shape patterns of human populations, and their interdependence, cooperation, and conflict.
Integration of Global Education:
- After analyzing the push/pull factors which encouraged Spaniards/Mexicans to leave their homelands and migrate to NM, students will consider the current push/pull factors encouraging immigrants to leave their homelands and move to the United States.
- Students will explore the ways in which New Mexico’s geography and historic immigrants have influenced the culture in our state, and how our culture continues to change as immigrants arrive and share their traditions.
NM Social Studies Standards 5-8 Benchmark I-B: Analyze and interpret major eras, events and individuals from the periods of exploration and colonization through the Civil War and reconstruction in United States history.
Integration of Global Education:
- Students will identify the interactions between American Indians and European settlers and explore the ways in which those interactions and relationships affect the United States today.
- Students will describe how the introduction of slavery into the Americas laid a foundation for conflict which continues to play a role in the United States.
NM Social Studies Standards 5-8 Benchmark I-D: Research historical events and people from a variety of perspectives.
Integration of Global Education:
- Students will analyze exploration and colonization from the perspectives of Native Americans, Africans, Spaniards, French and British, and determine how diverse perspectives affects conflict and compromise.
NM Social Studies Standards 5-8 Benchmark 2-C: Understand how human behavior impacts man-made and natural environments, recognize past and present results and predict potential changes.
Integration of Global Education:
- Students will compare historic and modern maps, illustrations and photographs of state and national landmarks and geographic areas to determine how human behavior has impacted the environment. They will then take current human behavior into account to predict what these landmarks and areas might look like one hundred years from now.
P21 advocates using the 21st century skills (Creativity/Innovation, Critical Thinking/Problem Solving, Communication & Collaboration) to understand and address global issues.
By integrating global competencies and standards, students learn to work collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts.