Globalizing History and Social Studies Courses

1. Craig J. Perrier Curriculum Coordinator for Social Studies Virtual High School Global Consortium www.goVHS.org November 16th, 2010 Globalizing History and Social Studies Courses

2. Background Imagining the Globalized Student and School Theory and Rationale From the Ivory Tower Standards and 21st Century Skills What Can Schools Do? Content and Resources Partnerships and Professional Development Course Catalog Presentation Outline

3. Background When did “globalizing” social studies courses begin? -1977 Walter HugginsArticle -2000 La Pietra Report (OAH) What does a globalized student do, study, learn, etc? -Understand the nature of global challenges What values exist in a globalized social studies course? -Cosmopolitan World View -Content Knowledge

4. Making the Imagined Student and School a Reality LEVELS OF INTEGRATION Schools Can Do It Departments Can Do It Teachers Can Do It Background

5. Theory and Rationale • Views from the Academy • James Loewen and the High School/College divide. • -Lies My Teacher Told Me (1995) • Historical Contextual Frameworks • -Transnational Processes -Global Perspectives • American Exceptionalism and Nationalism • -Purpose of National History

6. Diagram of Historical StudyBy: Craig Perrier POLITICAL PERSPECTIVE GLOBAL PERSPECTIVE Theory Cause Sources Method SPACE TIME ANY PERSON, THING, EVENT or IDEA in HISTORY SOCIAL PERSPECTIVE CULTURAL PERSPECTIVE MILITARY PERSPECTIVE ECONOMIC PERSPECTIVE “Over time and cultures, the most robust and most effective form of communication is the creation of a powerful narrative.” Howard Gardner

7. Theory and Rationale The AHA, in 2005, claimed: “American actions, private and public, leave larger footprints than ever before. The lines between foreign and domestic, international and national, even global and local, diminish and blur. Consequently, the introductory history course must prepare future citizens to understand and navigate a far greater kaleidoscope of cultures and countries. A more self-consciously internationalized U.S. history survey offers an escape from the tyranny of “coverage,” with its obligation to take up an ever-expanding range of topics. An international approach encourages a more rigorously thematic orientation, requiring the identification of and concentration on topics that open up U.S. history to comparative scrutiny.”

8. Theory and Rationale • Global Awareness • Using 21st century skills to understand and address global issues • Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts • Understanding  other nations and cultures, including the use of non-English languages

9. NCSS: New Standards “New global connections have created both opportunities and challenges…which requires an understanding of complex connections… in order to identify issues and support informed and ethical decision-making”

10. Theory and Rationale Views From the Halls of Education NCSS Standards: Global Connections Social studies programs should include experiences that provide for the study of global connections and interdependence. P21: Global Awareness Working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts. Understanding  other nations and cultures, including the use of non-English languages

11. What Can Schools Do? Content and Resources (Big Questions) What content is dated and nonessential? Whose voice will be heard/left out of content? Are there interdisciplinary options or fusion approaches in course content? Do students have the opportunity to achieve “global literacy”?

12. What Can Schools Do? Content and Resources Internet Modern History Sourcebook History News Network (George Mason Center) Global History Sourcebook Annenberg Media Gilder-Lehrman Institute (Podcasts) PBS

13. What Can Schools Do? Partnerships and Professional Development (Part 1) iEarn: “Learning with the world, not just about it.” Primary Source: “connecting educators with people and cultures throughout the world.” World Affairs Council: “supports the largest national network of local councils that are dedicated to educating and engaging students in international affairs and the critical global issues of our times.”

14. What Can Schools Do? Partnerships and Professional Development (Part 2) United Nations: “Model UN cultivates literacy and leadership as students explore important global topics.” Facing the Future: “We believe in the transformative power of widespread, systemic education to improve lives and communities, both locally and globally.

15. War is a lot more complicated than a video game. • Exploring ethical & humanitarian issues of armed conflict • Understanding how humanitarian law protects life and human dignity • Making connections between personal and global events Give students the skills to understand how conflict intersects with the rights and protections of people – at home and abroad. For more information and free online teaching materials: www.redcross.org/ehl Email: EHL@usa.redcross.org

16. The CHOICES Program The Choices Program has its origins in research begun in 1982 by the Center for Foreign Policy Development at Brown University. Choices offers teachers a flexible resource for covering course material while actively engaging students and developing skills in critical thinking, deliberative discourse, persuasive writing, and informed civic participation. The instructional activities that are central to Choices units can be valuable components in any teacher’s repertoire of effective teaching strategies. www.choices.edu

17. What Can Schools Do? Course Catalog: Does your Social Studies Department Offer Relevant, Varied, Global Courses? • Newton, MA: Sustaining Global Communities • Weston, MA: Contemporary World Issues • Lexington, MA: Modern Japan, Human Rights, Modern Conflict • Con/Car, MA: Russia, Africa, World Civ, European Electives • Middlesex and Phillips Andover Academy offered a lengthy, diverse catalog However… none offered a course in….? Globalization

18. What Can Schools Do? Course Catalog Expand Electives in Face to Face Classes Adopt International Baccalaureate Program Open Enrollment with Local Colleges Partner with Virtual Online Education

19. Virtual High School Established 1996 •Collaborative model (662 schools) •300+ courses (AP and IB) •13,000+ student enrollments

20. Virtual High School How Does VHS Globalize History/Social Studies Courses? Students and Teachers collaborate from around the globe. Social Studies offers over 25 Courses, many with Global Literacy. Content pulls from Online Sources … a Global Library is Available.

21. Virtual High School Sample Course Offerings in Social Studies at VHS Eastern and Western Thought World Religions (Sample Blog) World Conflict, a United Nations Introduction American Foreign Policy The Modern Middle East (Sample Weekly Overview)

22. Virtual High School Student Survey Comments: Spring 2010 What did you like best about taking a VHS course? “I loved the subject matter, and working with kids from all over the world!” “Meeting different people from different places and not judging people by the way they look or act, rather, by their knowledge and what they offered.” “It was great being able to have a class with students from all over the country and even outside of the country!”

23. Concluding Remarks 2008 Interview Gordon Wood • Nature and Purpose of History Education • Mode of Understanding, Not a List of External Facts • Dimension of Understanding of Reality • Vocational v. Liberal Arts

24. Two Reading Suggestions A Nation Among Nation’s by Thomas Bender (2006) America in the World: United Stat History in Global Context by Carl Guarneri (2007)

25. Thank You! Questions Comments Concerns “History at its best is critical, exciting, thought provoking, and ambiguous. It is the reflective element of the collective mind” Richard Overy