IX Global Connections

1. IX Global Connections Kim Hartrum Kayra Winn Jen Melton Alicia Kirby

2. Global Connections includes: Social Studies programs should include experiences that provide for the study of global connections and interdependence. Students will be able to: • Understand the importance of global connections among world societies. • Analyze tensions and problems and possible solutions. • Analyze patterns and relationships among world cultures. • Usually deals with geography, culture, and economics; but can be related to other subjects.

3. Global Connections Early Grades: • exposure to media and first hand experience • basic issues and solutions Middle Grades: • analysis of the interactions among nations • how nations respond to global events and changes based on their cultural complexities

4. Early Grade Performance Expectations • Explore ways that language, art, music, belief systems, and other cultural elements may facilitate global understanding or lead to misunderstanding • Give examples of conflict, cooperation, and interdependence among individuals, groups, and nations • Examine the effects of changing technologies on the global community • Explore causes, consequences, and possible solutions to persistent, contemporary, and emerging global issues, such as pollution and endangered species • Examine the relationship and tensions between personal wants and needs and various global concerns, such as use of imported oil, land use, and environmental protection • Investigate concerns, issues, standards, and conflicts related to universal human rights, such as the treatment of children, religious groups, and effects of war

5. Middle Grades Performance Expectations • Describe instances in which language, art, music, belief systems, and other cultural elements can facilitate global understanding or cause misunderstanding • Analyze examples of conflict, cooperation, and interdependence among groups, societies, and nations • Describe and analyze the effects of changing technologies on the global community • Explore the causes, consequences, and possible solutions to persistent, contemporary, and emerging global issues, such as health, security, resource allocation, economic development, and environmental quality • Describe and explain the relationship and tensions between national sovereignty and global interests in such matters as territory, natural resources, trade, use of technology, and welfare of people • Demonstrate understanding of concerns, standards, issues, and conflicts related to universal human rights • Identify and describe the roles of international and multinational organizations

6. Literature • Celebrations! by Anabel Kindersley • Children Just Like Me by Barnabas & Anabel Kindersley • The Great Kapok Tree by Lynne Cherry • E For Environment: An Annotated Bibliography of Children's Books with Environmental Themes by Patti K Sinclair • The Lorax by Dr. Seuss   • Just a Dream by Chris Van Allsburg • Children from Australia to Zimbabwe by Maya Ajmera and Anna Rhesa Versola • Where Once There Was a Wood by Denise Fleming • Common Ground by Molly Bang • Anson’s Way by Gary D. Schmidt • Fly Away Home by Eve Bunting

7. Web Resources for Students and Teaches • http://www.nytimes.com/learning/ - Daily news that is student-friendly with links to a dictionary and atlas. • http://www.heretoday.org/ - Offers free lesson plans on endangered species to teachers • http://www.ita.doc.gov – International Trade Website • http://www.un.org/cyberschoolbus/ - United Nations website for students and teachers Webquests: • “The Northern Spotted Owl Debate” http://www.spa3.k12.sc.us/WebQuests/endangeredanimals/endangered.htm • “The Fate of the Rainforests” http://www.spa3.k12.sc.us/WebQuests/Rainforests/index.htm • By Way of the Moon” http://www.spa3.k12.sc.us/WebQuests/space/index.htm

8. Who Polluted the River? http://www.populationconnection.org

9. Performance Expectation: Explore causes, consequences, and possible solutions to persistent, contemporary, and emerging global issues such as pollution and endangered species • Science Standard I.B.1.d: Communicate investigations and explanations. • Social Studies Standard 2-2.4: Summarize changes that have occurred in the life of the local community over time, including changes in the use of the land and in the way that people earn their living there. (G, E, H)

10. Mock UN Center (6th grade) • Center Outline: Students will use their knowledge of the United Nations to model working together to solve a hypothetical problem presented. Students will be able to choose which nation they wish to act as a representative and act the way their nation would based on information given. • Performance Expectations: explore the causes, consequences, and possible solutions to persistent, contemporary, and emerging global issues, such as health, security, resource allocation, economic development, and environmental quality. Language Arts Standards: • 6-C1.4: Demonstrate the ability to express and explain ideas orally with fluency and confidence. • 6-C1.5:Demonstrate the ability to participate in conversations and discussions by responding appropriately.

11. Mock UN Center (cont) Social Studies Standards: • 6-6.3: Illustrate the exchange of plants, animals, diseases, and technology throughout Europe, Asia, Africa, and the Americas (known as the Columbian Exchange), and explain the effect on the people of these regions. Science Standards: • I-A-1.d: Make inferences based on observations. • I-A-6.e: Recognize and analyze alternative explanations and predictions. • I-A-6.a: Analyze different ideas and explanations to consider alternative ideas. • I-B-2.a: Compare and contrast different proposals using selected criteria (e.g., cost, time, trade-off, and materials needed).

12. Mock UN Center (cont) Health and Safety Learning Standards • 1. Students will comprehend health promotion and disease prevention concepts. • 4. Students will analyze the influence of personal beliefs, culture, mass media, technology, and other factors on health. Drama 6th-8th Grade Standards: • I-B. Individually and in groups create characters, environments, dialogue and action through improvisation and writing. • VI-C. Act out different careers and social roles through improvisations and theatre games.

13. Mock UN Center (cont.) • Websites used: • http://www.cia.gov/cia/publications/factbook/ • http://www.bt.cdc.gov/agent/smallpox/overview/disease-facts.asp • Alternative Mock UN center: Have problem based on a current event or not have them represent countries, but committees within the UN. The difficulty of this activity can be modified to be used with older or younger grades. Literature: • http://unp.un.org/catalogue.aspx?bool=k12 - Variety of titles related to the United Nations and Global Connections • Operation Sippacik by Rumer Godden • This Is the United Nations by M. Sasek • Getting To Know the United Nations Peace forces by Kathleen Teltsch • How the United Nations Works by Tom Galt

14. Global Penpals (7th grade) • Center Outline: Students will explore global cultures through communications with individuals in other countries through an international pen pal program. • Performance Expectation: describe instances in which language, music, belief systems, and other cultural elements can facilitate global understanding or cause misunderstandings. Social Studies Standards: • 7-3.5: Identify and compare the cultural characteristics of each world region. • 7-3.16: Explain the different ways in which places are connected and how these connections impact the economic, cultural, and political interdependence on the regional and global scales.

15. Global Pen Pals (cont) Language Arts Standards: • 7-W1.6.1: Demonstrate the ability to write multiple paragraph compositions, friendly letters, and expressive and informational pieces. • 7-RS2.1: Demonstrate the ability to use a variety of resources including technology to access information. Literature: • Cultures of the World series Websites: • http://www.iecc.org • http://friendshipthrougheducation.org

16. Global Warming Center (3rd grade) • Center Outline: Students will explore information about global warming using an interactive website and complete a worksheet. • Performance Expectation: Explore the causes, consequences, and possible solutions to persistent, contemporary, and emerging global issues, such as health, security, resource allocation, economic development, and environmental quality. • Social Studies Standards: • 3-1:The student will demonstrate an understanding of places and regions and the role of human systems in South Carolina. • 3-1.4: Explain the effects of human systems on the physical landscape of South Carolina over time, including the relationship of population distribution and patterns of migration to natural resources, climate, agriculture, and economic development. (G, E, H)

17. Global Warming (cont) Science Standards: • Life Science: Habitats and Adaptations (IIC.2.f.): Determine how humans impact natural resources (renewable and nonrenewable). • Earth Science: Earth Materials (III.A.2.a): Compare the effects of heat from the sun on various earth materials (rocks, soils, and water). Websites: • http://www.epa.gov/globalwarming/kids/ • http://www.kids.gov/k_plants.htm

18. Land Distribution Center: 3rd grade • Center Outline: Students will learn about global land distribution through a teacher demonstration using an apple to represent the earth. • Performance Expectation: Examine the relationships and tensions between personal wants and needs and various global concerns, such as use of imported oil, land use, and environmental protection • Math Standard: • I. C. 3.1: Describe fractional parts of a unit or agroup of objects (1/100, 1/10, 1/8, 1/6, 1/5, 1/4, 1/3, and 1/2). • I. E. 3.1: 1. Represent equivalent forms of commonly used fractions using concrete and pictorial models.

19. Land Distribution Center (cont) • Science Standard: • Life Science II.C.2.f: Determine how humans impact natural resources (renewable and nonrenewable ). • Social Studies Standard: • 3-1.2: Interpret thematic maps of South Carolina places and regions that show how and where people live, work, and use land and transportation. (G, P, E) Websites used: http://www.populationeducation.org

20. Quiz 1. True or False: This strand teaches about the relationships and interdependency among various world cultures. • True or False: This strand focuses on history.

21. 3. Which one of the following is a performance expectation for middle grades in the Global Connections strand? a. Identify examples of institutions and describe the interactions of people with institutions b. Describe instances in which language, art, music, belief systems, and other cultural elements can facilitate global understanding or cause misunderstandings c. Describe the role that supply and demand, prices, incentives, and profits play in determining what is produced and distributed in a competitive market d. Calculate distance, scale, area, and density and distinguish spatial distribution patterns

22. 4. Which of the following fields is not included in the Global Connections strand addresses: • Universal human rights • Environmental quality • Prohibition • Health care 5. True or False: This strand only appears in units or courses dealing with geography, culture and economics.