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CRAFTING THE GLOBAL CITIZEN IN MODERN WORLD HISTORY

CRAFTING THE GLOBAL CITIZEN IN MODERN WORLD HISTORY. What is the global citizen?. Geographically literate Has a base knowledge of major historic trends and events Is aware of the basic structures of the major world religions Is sensitive to socio-economic inequity throughout our world

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CRAFTING THE GLOBAL CITIZEN IN MODERN WORLD HISTORY

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  1. CRAFTING THE GLOBAL CITIZEN IN MODERN WORLD HISTORY

  2. What is the global citizen? • Geographically literate • Has a base knowledge of major historic trends and events • Is aware of the basic structures of the major world religions • Is sensitive to socio-economic inequity throughout our world • Is sensitive to gender inequity across our globe • Understands the interdependence of our global economy and security • Understands how the management of world resources impacts the global economy, security and living standards of everyone • Stays current on events and developments across the globe • Cares about all citizens enjoying full human rights

  3. Is the history class the place?

  4. ABSOLUTELY!!!!!!!!! • Good guys (and gals) • Bad guys (and gals) • Important Decisions • Resource Allocation • Technological Development • Ethical Dilemmas • Oppression and Revolution • Problems and Solutions • Assessing and re-assessing

  5. Essentials: • Pitch the text! • Read, read, read (Magazine articles, chapters from theoretical works, primary sources) • Discuss, discuss, discuss (Historical issues and similar current problems) • Listen, listen, listen (NPR, BBC, PRI—and to one another) • Watch, watch, watch (Good documentaries and reports) • Research, research, research (going deep is good) • Teach, teach, teach

  6. Geographic Literacy Main Goals: • Learning the history of cartography • Understanding the concept of mental maps • Realizing the political uses of maps • Building geographic facility/knowledge over time (cumulative) Methods: • Reading geographic determinant theories (Landes/Diamond) • Mental map exercise • Examining the development of map-making over time and how maps appear culturally • Using gaming sites to learn your countries and capitals!

  7. Studying the World Regionally The Middle East/Southeast Asia • Focus on religion, rule and modernity • Case studies: The Ottoman Empire/Modern Turkey; the Safavid Dynasty/Modern Iran; The Mughal Empire/Modern India & Pakistan East Asia • Focus on tradition and the rejection of tradition • Case Study: Imperial China from the Yuan Dynasty to the Qing Dynasty; Modern China Europe • Focus on intellectual paradigm shifts • Case studies: Renaissance Ideals, the Protestant Reformation, Elizabethan England, the Scientific Revolution, The French Revolution Americas/Africa • Focus on imperialism, sustainability and independence • Case studies: Bermuda, South Africa, Kenya

  8. Studying Gender Issues • The Middle East:Women Rights/Roles in Modern Turkey (Kemal’s changes) and Iran (Jane Kokan’s video “Forbidden Iran” and Reading Lolita in Tehran) • Asia:Footbinding and Modern Body Modification, (Article on the nature of engineering social change—comparing case studies of anti-footbinding and anti-genital mutilation; NPR story on women left over from the footbinding era and Lisa See’s “Peony in Love”) • Europe: The Iconography of Power—how Elizabeth I negotiated gender expectations, a study of the portraiture of her rule. • Comprehensive: Modern Female Leadership projects and presentations—looking at the issues female leaders face

  9. Arts Education Literature: • Poetry Project: Comparing and contrasting the poetry of WWI to the blogs/poems of today’s soldiers in Iraq and Afghanistan Art: • Renaissance Art History Project: Students put together a virtual exhibit focusing on both the Italian Peninsula and Northern Europe Music: • Students will study the expression of world music and issues of appropriation. The 20-Year Anniversary of Paul Simon’s Graceland Tour will be the focal point.

  10. Character Education Using historical figures as an opportunity for self-reflection and to study values. • Gandhi—the art of ahimsa and forgiveness • Aung San SuuKyi—the power of perseverance (in progress) • Stephen Hawking—the ability to escape boundaries (in progress) • WangariMaathai—the creation of community

  11. Service Projects The Free Rice Challenge • In preparation for our cumulative geography assessment of the world, classes compete by amassing grains of rice. The winning class gets a breakfast party. The Jabalpur School, Central Rural India (in progress) • As a future project, I would like to set up a tutoring/Skype exchange with this school that serves Indian children of farming communities.

  12. Major Research Project • Teaching long-term commitment by starting in September, finishing in May with final paper and presentation • Focused on the 20th century/international (no U.S. topics). Allows for topics to be tied together and add culminating information/ideas to what has been studied throughout the year. • Teaches process and organization. • Teaches shaping/forming an opinion and supporting it. • Teaches them how to teach.

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