1) Sociology Standard 9 — Social Problems
“Students analyze a range of social problems in today’s world. Social problems result from imbalances within the social system and affect a large number of people in an adverse way.”From Indiana Department of education Sociology Standards http://www.doe.in.gov/sites/default/files/standards/socialstudies/ss-2014-sociology-20140325.pdf
2. It would be fairly simple to integrate global education into this standard. Students could choose to research global social issues and report on the factors that are involved, what some people are doing to help solve the problem and how they themselves could help solve the problem. This could be manifested as a term project and could consist of a research paper and prepared speech to raise awareness. If the resources were available, we could manifest it into a social science fair with tables full of student projects visited by other students, teachers, and people in the community.
3. The Webinar from Dr. Daniel Prinzing helped give good examples of how he was able to change standards in Idaho to better reflect global competence. He offered a great argument for the need to revitalize standards and gave good examples of how to accomplish it.
4. I envision this project as a final overview of the Sociology course. It would consist of major concepts discussed during the semester and could be considered a final project for the course. Students write a research paper, volunteer a number of hours in an attempt to actively do what they can to confront the problem, contact agencies already working towards solutions, prepare a (ideally) school wide speeches raising awareness of the issue and then prepare for a social science fair where members of the community attend and either donate to a cause or simply come to hear what the students have done.
2) Psychology Standard 6 — Abnormal Psychology
“Students explore the common characteristics of abnormal behavior as well as the influence culture has had on that definition. Students also identify major theories and categories of abnormal behavior. Students discuss characteristics of effective treatment and prevention of abnormal behaviors.”
From Indiana Department of education Psychology Standards
http://www.doe.in.gov/sites/default/files/standards/socialstudies/ss-2014-psych-20140718.pdf
2. Students are generally somewhat aware of how the United States deals with abnormal behavior but have little concept on how other cultures determine and treat abnormal behavior. Students could research and compare and contrast how the United States treat people with mental disorders compared to how a developing country deals with mental disorders and compare both to a Western European country. Students can investigate the resources available, the structure of the system, and the facilities available to people who have mental disorders. It would also be interesting to have students research how different cultures define mental disorder. The United States uses the DSM. What do other countries use? Students would also investigate the cultural aspect of mental disorders. What is thought to be crazy in one part of the world may be held in high esteem in another.
3. The Asia Society’s 2011 publication on page 3 discusses how global migration is on the rise all over the world meaning that if a student enters into the field of psychology as a career, they may encounter a number of clients from all over the world who display “odd” behavior. It is important to consider that the odd behavior may very well be the cause of cultural background and not necessarily a mental disorder. If working in another country, it is important that they understand the system in which they will be working as well as the social ambiguity of define mental disorders. The publication also mentions on page 11 that the need for interdisciplinary experts and solutions. Psychology plays a role in every life in around the world including animals. Psychology is a necessary discipline to use if students are to be globally competent in any field. The must understand the how culture, biology, economics, religion, and climate will affect the behavior of others. As global problems cannot ignore psychology, psychology cannot ignore global problems.
4. For a summative assessment, I would have students create a scale based on a number of factors including available resource, facilities, state of those facilities, state of the system, availability of resources to the poor, cultural perception of people with mental disorders, and anything else research would suggest to be on the scale. The student would rate each country’s ability to treat mental illness comparing each country identifying areas of weakness and areas of strength. They would also have to create a plan of improvement for one of the systems they studied.
3) Sociology Standard 5 – Sociology of Gender
“Students learn to differentiate between the biological differences that divide the human population into male and female, and gender which is the personal traits and social positions that members of a society attach to being male or female. The development and changes in gender roles over time will be examined.”
From Indiana Department of education Sociology Standards http://www.doe.in.gov/sites/default/files/standards/socialstudies/ss-2014-sociology-20140325.pdf
2. For this standard students could compare and contrast the roles of gender in the United States and another country of their choice. They could compare factors like pay scale, number of CEO’s, responsibilities at home, number of women with jobs, education of women, involvement in politics and the rites women hold.
3. I could use part of the lesson I found at http://campaignforeducationusa.org/uploads/Lesson_for_All_2014_HS_Compressed.pdf on p. 29. This lesson identifies and asks student to investigate and research the fact that women are/were denied an education in Afghanistan because of the Taliban and now because of long held stereotypes. Using this resource would give students an idea of how some women are treated around the world.
4. For a simple formative assessment, I would ask students to create multiple Venn Diagrams each alluding to a factor in #2. Each diagram would help students quickly and easily compare and contrast the United States with another country.
4) Psychology Standard 3- Development
“Students understand the process of how humans grow, learn and adapt to their environment from conception to death.”
From Indiana Department of education Psychology Standards http://www.doe.in.gov/sites/default/files/standards/socialstudies/ss-2014-psych-20140718.pdf
2. I would integrate global education into this standard by having student read the article titled, How Cultures Around the World Think About Parenting found at http://ideas.ted.com/how-cultures-around-the-world-think-about-parenting/. For the unit on child development and parenting, I would ask students to read the article and reflect on what the author was trying to communicate. After reading the article students would answer the following prompts. I would then lead a class discussion allowing students read aloud how they answered the questions below.
1. Which parenting style mentioned (and its corresponding nation) in the article would you most like to emulate if/when you become a parent? OR Which parenting style would you wish your parents would have utilized more in how you were raised? Please explain why you chose your style?
2. Which nation’s parenting style do your parents most emulate besides the United States? Why would you choose this nation? Did those values help develop the values you have and the person you are today? How?
3. Choose one parenting style and apply it to the United States i.e. all of the sudden every parent switches to this style in one day, how would that change our society when those children become adults?
3. I found this an important lesson for my students because it gives them the opportunity to achieve the requirement that globally competent students recognize perspectives. This was identified as necessary from the assigned reading document Educating for Global Competence: Preparing Our Youth to Engage the World. It is specifically mentioned in Chapter IV on page 31. Completion of this lesson will give my students the opportunity to practice this ability by understanding that different cultures value different characteristics when raising their children. It also demonstrates fulfillment of the mandatory state psychology state standard 3 concerning child development. Addressing the standard in this way allows students rethink how they were raised and how they will raise their children. It also helps them understand the merit of how other cultures raise their children to equal effect as we do in the United States. Altering the standard in this way raises global competency in our students by seeing a new perspective on something as important as raising children.
4. Students will be assessed on how they answer the questions after reading the article Educating for Global Competence: Preparing Our Youth to Engage the World. This will be considered a formative assessment. The grader will not be looking for specific answer but rather will grade on the students’ ability to see merit in another viewpoint as well as their ability to reflect on their own lives.
1. Which parenting style mentioned (and its corresponding nation) in the article would you most like to emulate if/when you become a parent? OR Which parenting style would you wish your parents would have utilized more in how you were raised? Please explain why you chose your style?
2. Which nation’s parenting style do your parents most emulate besides the United States? Why would you choose this nation? Did those values help develop the values you have and the person you are today? How?
3. Choose one parenting style and apply it to the United States i.e. all of the sudden every parent switches to this style in one day, how would that change our society when those children become adults?
2. Identify how you could integrate global education into each standard.
3. Cite specificTGC course materials that you used to modify the standards.
4. Suggest a formative or summative assessment for the standard revisions.
5) Sociology Standard 3 – Socialization
“Students examine the process by which people develop their human potential and learn culture. Socialization will be considered as a lifelong process of human social experience.”
From Indiana Department of education Sociology Standards http://www.doe.in.gov/sites/default/files/standards/socialstudies/ss-2014-sociology-20140325.pdf
2. Since education is one of society’s best tools for socialization, this lesson will focus on education. I will ask students to read the culture and education section found in the article 1/Education and Multiculturalism. By completing this task students will understand the importance of education in transmitting culture to the next generation. By completing this task, students will have a better understanding of the necessity of schools as a tool for socialization. Following this step, students will read the first paragraph in Apendix 2 found at this website; http://thelearningcurve.pearson.com/reports/the-learning-curve-report-2014/appendix-2. Once this is completed, students will then visit the website http://thelearningcurve.pearson.com/index/index-ranking and answer the following questions.
1. What nation is ranked as having the best school system overall?
2. What place did the United States come in?
3. The United States was first at one time, what do you believe the current rankings mean for the future of the world in terms of economic or social power and why?
4. What does this mean for you as a student who may be competing in a global market for jobs and/or placements at a college or university?
5. Click on Country Profiles and choose any country listed in the index. Please include information concerning their overall rank and all 18 indicators.
6. Repeat #5 but concerning the United States. What did you find interesting or surprising when comparing the two countries?
3. I decided to utilize the article assigned during the course called 1/Education and Multiculturalism. This article provides a great section concerning schools and their importance on culture and socializing our students within that culture.
4. My formative assessment will be based on the students’ ability to see where they stand in comparison to the world in terms of education as well as their ability to reflect on what that means for the global economy and society. I will also be looking for understanding of what that means for the students who will be competing for college placements and careers therein. This understanding will be determined by how they answer the questions listed below.
1. What nation is ranked as having the best school system overall?
2. What place did the United States come in?
3. The United States was first at one time, what do you believe the current rankings mean for the future of the world in terms of economic power and why?
4. What does this mean for you as a student who may be competing in a global market for jobs and/or placements at a college or university?
5. Click on Country Profiles and choose any country listed in the index and include information concerning their overall rank and all 18 indicators.
6. Repeat #5 but concerning the United States. What did you find interesting or surprising when comparing the two countries?
“Students analyze a range of social problems in today’s world. Social problems result from imbalances within the social system and affect a large number of people in an adverse way.”From Indiana Department of education Sociology Standards http://www.doe.in.gov/sites/default/files/standards/socialstudies/ss-2014-sociology-20140325.pdf
2. It would be fairly simple to integrate global education into this standard. Students could choose to research global social issues and report on the factors that are involved, what some people are doing to help solve the problem and how they themselves could help solve the problem. This could be manifested as a term project and could consist of a research paper and prepared speech to raise awareness. If the resources were available, we could manifest it into a social science fair with tables full of student projects visited by other students, teachers, and people in the community.
3. The Webinar from Dr. Daniel Prinzing helped give good examples of how he was able to change standards in Idaho to better reflect global competence. He offered a great argument for the need to revitalize standards and gave good examples of how to accomplish it.
4. I envision this project as a final overview of the Sociology course. It would consist of major concepts discussed during the semester and could be considered a final project for the course. Students write a research paper, volunteer a number of hours in an attempt to actively do what they can to confront the problem, contact agencies already working towards solutions, prepare a (ideally) school wide speeches raising awareness of the issue and then prepare for a social science fair where members of the community attend and either donate to a cause or simply come to hear what the students have done.
2) Psychology Standard 6 — Abnormal Psychology
“Students explore the common characteristics of abnormal behavior as well as the influence culture has had on that definition. Students also identify major theories and categories of abnormal behavior. Students discuss characteristics of effective treatment and prevention of abnormal behaviors.”
From Indiana Department of education Psychology Standards
http://www.doe.in.gov/sites/default/files/standards/socialstudies/ss-2014-psych-20140718.pdf
2. Students are generally somewhat aware of how the United States deals with abnormal behavior but have little concept on how other cultures determine and treat abnormal behavior. Students could research and compare and contrast how the United States treat people with mental disorders compared to how a developing country deals with mental disorders and compare both to a Western European country. Students can investigate the resources available, the structure of the system, and the facilities available to people who have mental disorders. It would also be interesting to have students research how different cultures define mental disorder. The United States uses the DSM. What do other countries use? Students would also investigate the cultural aspect of mental disorders. What is thought to be crazy in one part of the world may be held in high esteem in another.
3. The Asia Society’s 2011 publication on page 3 discusses how global migration is on the rise all over the world meaning that if a student enters into the field of psychology as a career, they may encounter a number of clients from all over the world who display “odd” behavior. It is important to consider that the odd behavior may very well be the cause of cultural background and not necessarily a mental disorder. If working in another country, it is important that they understand the system in which they will be working as well as the social ambiguity of define mental disorders. The publication also mentions on page 11 that the need for interdisciplinary experts and solutions. Psychology plays a role in every life in around the world including animals. Psychology is a necessary discipline to use if students are to be globally competent in any field. The must understand the how culture, biology, economics, religion, and climate will affect the behavior of others. As global problems cannot ignore psychology, psychology cannot ignore global problems.
4. For a summative assessment, I would have students create a scale based on a number of factors including available resource, facilities, state of those facilities, state of the system, availability of resources to the poor, cultural perception of people with mental disorders, and anything else research would suggest to be on the scale. The student would rate each country’s ability to treat mental illness comparing each country identifying areas of weakness and areas of strength. They would also have to create a plan of improvement for one of the systems they studied.
3) Sociology Standard 5 – Sociology of Gender
“Students learn to differentiate between the biological differences that divide the human population into male and female, and gender which is the personal traits and social positions that members of a society attach to being male or female. The development and changes in gender roles over time will be examined.”
From Indiana Department of education Sociology Standards http://www.doe.in.gov/sites/default/files/standards/socialstudies/ss-2014-sociology-20140325.pdf
2. For this standard students could compare and contrast the roles of gender in the United States and another country of their choice. They could compare factors like pay scale, number of CEO’s, responsibilities at home, number of women with jobs, education of women, involvement in politics and the rites women hold.
3. I could use part of the lesson I found at http://campaignforeducationusa.org/uploads/Lesson_for_All_2014_HS_Compressed.pdf on p. 29. This lesson identifies and asks student to investigate and research the fact that women are/were denied an education in Afghanistan because of the Taliban and now because of long held stereotypes. Using this resource would give students an idea of how some women are treated around the world.
4. For a simple formative assessment, I would ask students to create multiple Venn Diagrams each alluding to a factor in #2. Each diagram would help students quickly and easily compare and contrast the United States with another country.
4) Psychology Standard 3- Development
“Students understand the process of how humans grow, learn and adapt to their environment from conception to death.”
From Indiana Department of education Psychology Standards http://www.doe.in.gov/sites/default/files/standards/socialstudies/ss-2014-psych-20140718.pdf
2. I would integrate global education into this standard by having student read the article titled, How Cultures Around the World Think About Parenting found at http://ideas.ted.com/how-cultures-around-the-world-think-about-parenting/. For the unit on child development and parenting, I would ask students to read the article and reflect on what the author was trying to communicate. After reading the article students would answer the following prompts. I would then lead a class discussion allowing students read aloud how they answered the questions below.
1. Which parenting style mentioned (and its corresponding nation) in the article would you most like to emulate if/when you become a parent? OR Which parenting style would you wish your parents would have utilized more in how you were raised? Please explain why you chose your style?
2. Which nation’s parenting style do your parents most emulate besides the United States? Why would you choose this nation? Did those values help develop the values you have and the person you are today? How?
3. Choose one parenting style and apply it to the United States i.e. all of the sudden every parent switches to this style in one day, how would that change our society when those children become adults?
3. I found this an important lesson for my students because it gives them the opportunity to achieve the requirement that globally competent students recognize perspectives. This was identified as necessary from the assigned reading document Educating for Global Competence: Preparing Our Youth to Engage the World. It is specifically mentioned in Chapter IV on page 31. Completion of this lesson will give my students the opportunity to practice this ability by understanding that different cultures value different characteristics when raising their children. It also demonstrates fulfillment of the mandatory state psychology state standard 3 concerning child development. Addressing the standard in this way allows students rethink how they were raised and how they will raise their children. It also helps them understand the merit of how other cultures raise their children to equal effect as we do in the United States. Altering the standard in this way raises global competency in our students by seeing a new perspective on something as important as raising children.
4. Students will be assessed on how they answer the questions after reading the article Educating for Global Competence: Preparing Our Youth to Engage the World. This will be considered a formative assessment. The grader will not be looking for specific answer but rather will grade on the students’ ability to see merit in another viewpoint as well as their ability to reflect on their own lives.
1. Which parenting style mentioned (and its corresponding nation) in the article would you most like to emulate if/when you become a parent? OR Which parenting style would you wish your parents would have utilized more in how you were raised? Please explain why you chose your style?
2. Which nation’s parenting style do your parents most emulate besides the United States? Why would you choose this nation? Did those values help develop the values you have and the person you are today? How?
3. Choose one parenting style and apply it to the United States i.e. all of the sudden every parent switches to this style in one day, how would that change our society when those children become adults?
2. Identify how you could integrate global education into each standard.
3. Cite specificTGC course materials that you used to modify the standards.
4. Suggest a formative or summative assessment for the standard revisions.
5) Sociology Standard 3 – Socialization
“Students examine the process by which people develop their human potential and learn culture. Socialization will be considered as a lifelong process of human social experience.”
From Indiana Department of education Sociology Standards http://www.doe.in.gov/sites/default/files/standards/socialstudies/ss-2014-sociology-20140325.pdf
2. Since education is one of society’s best tools for socialization, this lesson will focus on education. I will ask students to read the culture and education section found in the article 1/Education and Multiculturalism. By completing this task students will understand the importance of education in transmitting culture to the next generation. By completing this task, students will have a better understanding of the necessity of schools as a tool for socialization. Following this step, students will read the first paragraph in Apendix 2 found at this website; http://thelearningcurve.pearson.com/reports/the-learning-curve-report-2014/appendix-2. Once this is completed, students will then visit the website http://thelearningcurve.pearson.com/index/index-ranking and answer the following questions.
1. What nation is ranked as having the best school system overall?
2. What place did the United States come in?
3. The United States was first at one time, what do you believe the current rankings mean for the future of the world in terms of economic or social power and why?
4. What does this mean for you as a student who may be competing in a global market for jobs and/or placements at a college or university?
5. Click on Country Profiles and choose any country listed in the index. Please include information concerning their overall rank and all 18 indicators.
6. Repeat #5 but concerning the United States. What did you find interesting or surprising when comparing the two countries?
3. I decided to utilize the article assigned during the course called 1/Education and Multiculturalism. This article provides a great section concerning schools and their importance on culture and socializing our students within that culture.
4. My formative assessment will be based on the students’ ability to see where they stand in comparison to the world in terms of education as well as their ability to reflect on what that means for the global economy and society. I will also be looking for understanding of what that means for the students who will be competing for college placements and careers therein. This understanding will be determined by how they answer the questions listed below.
1. What nation is ranked as having the best school system overall?
2. What place did the United States come in?
3. The United States was first at one time, what do you believe the current rankings mean for the future of the world in terms of economic power and why?
4. What does this mean for you as a student who may be competing in a global market for jobs and/or placements at a college or university?
5. Click on Country Profiles and choose any country listed in the index and include information concerning their overall rank and all 18 indicators.
6. Repeat #5 but concerning the United States. What did you find interesting or surprising when comparing the two countries?