This book, edited by experienced scholars in the field, brings together a diverse array of educators to showcase lessons, activities, and instructional strategies that advance inquiry-oriented global learning. Directly aligned to the College, Career, and Civic Life (C3) Framework for Social Studies State Standard, this work highlights ways in which global learning can seamlessly be interwoven into the disciplines of history, economics, geography, civics, psychology, sociology, and anthropology. Recently adopted by the National Council for the Social Studies, the nation's largest professional organization of history and social studies teachers, the C3 Framework prioritizes inquiry-oriented learning experiences across the social studies disciplines in order to advance critical thinking, problem solving, and participatory skills for engaged citizenship.
Inhaltsverzeichnis
1: Global Learning in the Social Studies Classroom; 2: Inquiry-Based Global Learning and the C3 Framework; Section 1: Investigating global and cross-cultural perspectives; 3: What is the difference between the Chinese dragon and its depiction in the West?; 4: How can we learn about faraway places? Life and learning in Tanzania; 5: How did the Silk Road influence the development of China, the Middle East, and Europe?; 6: What were the psychological motivations of the Nanjing Safety Zone Committee?; 7: How did European views on race lead to the African Slave trade?; Section 2: Understanding global issues and geographies; 8: What can Iraqi foods tell us about its society and cultures?; 9: How should the world best respond to refugees?; 10: In what ways do Cold War perspectives compare across the globe?; 11: What is the lasting impact of the use of nuclear weapons during WWII in Japan?; 12: To what extent can human rights and a free market coexist in a global economy?; Section 3: Making local to global connections; 13: How is my community's immigration story part of the story of the world?; 14: What can local store products tell me about the world and its people?; 15: In what way is the U.S. Constitution a global document?; Section 4: Appling global learning to take informed action; 16: Can we right an environmental wrong?; 17: What individual and collective actions are most effective to protect bees and other pollinators?; 18: Where does the world stand on gay rights?; 19: Why is anti-black racism in Latin America a human rights issue?;
