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  • 1. Global Awareness/ Multiculturism
    What Else is Social Studies?
  • 2. What is Global Awareness-
    Global Awareness is a conceptual understanding based upon an applicable knowledge of global and cultural perspectives. The understanding of concepts that impact the world encompasses, but is not limited to, environmental, social, cultural, political, and economic relations.
    What is Global Awareness?
  • 3. What is Multiculturalism?
    What is Multiculturalism-
    the preservation of different cultures or cultural identities within a unified society, as a state or nation.
    the policy of maintaining a diversity of ethnic cultures within a community
    The view that the various cultures in a society merit equal respect and scholarly interest. It became a significant force in American society in the 1970s and 1980s as African-Americans, Latinos, and other ethnic groups explored their own history.
  • 4. What do We want to know about Global Awareness/ Multiculturalism?
    • Why is global awareness important?
    • 5. What does it encompass?
    • 6. What are the most important things to highlight when teaching about global awareness?
  • Why is Global Awareness Important?
    Because it gives deeper meaning to history and explains many of the current events and situations that still occur today. It allows students to understand people who are not exactlylike them andsee things from their perspective. It allows them to search for rational solutions, given the knowledge they know of the people they researched. It also empowers the learner to make informed decisions and personal opinions based off of facts. It shows students the cause and effect relationship in a way that they can see. By seeing this they will further develop their critical-thinking skills and become more inquisitive and critical. All of these things will make them better, more responsible citizens, since knowledge is power and ignorance allows one to remain inactive. By learning about various lands and cultures students will become flexible, creative, proactive members of an ever-changing society.
  • 7.
    • It is the understanding of concepts that impact the world such as economics and transportation and includes technological, educational, environmental, social, political, and cultural issues. It can also be gender-related and can be viewed as a combination of one’s own unique identity and habits melding and working with others and their varying personalities; all of which is to a goal of a healthy society and world.
    What Does it Encompass?
  • 8. What are the most Important Things to High Light when teaching about global awareness?
    • Of course the most important way to teach global awareness would be in the outlined model given us via both the NCSCOS and National Standards, but there are other approaches and opinions that others have deemed to be the most important factors when teaching students about global awareness. For example, Hanvey proposed a five-dimensional approach to take when teaching global awareness. His includes cross-cultural, state of the planet, perspective consciousness, knowledge of global dynamics, and human awareness choices. Other theories include studying current events and relating them to the past, cognitive and linguistic-centered approaches. All agree that the goal and purpose; however, should be to help students understand the many relationships present in society and how to navigate them. Of course, one should follow the sequence which the NCSS encourages for the sake of the students’ development stage.  
  • What is Appropriate for Primary Grades?
    • Kindergarten-  Social Studies- All ofCompetency goal 1- The learner will investigate how individuals, families, and groups are similar and different
    • 9. 1st Grade- Social Studies-All of competency goal 4- The learner will explain different celebrated holidays and special days in communities. Social Studies- The learner will analyze how individuals, families, and groups are similar and different.
    • 10. 2nd Grade- Social Studies- 1.04 Identify responsible courses of action in given situations and assess the consequences of irresponsible behavior, 3.03 Compare similarities and differences among cultures in various communities, 3.05 Identify historical figures and events associated with various cultural traditions and holidays celebrated around the world, 3.06 Identify individuals of diverse cultures and describe on their contributions to society.
    • 3rd Grade- Social Studies- 1.06 Identify selected personalities associated with major holidays and cultural celebrations, 4.04 Compare how people in different communities adapt to or modify the physical environment to meet their needs.
    • 11. 4th Grade- Social Studies- 4.01 Assess and evaluate the importance of regional diversity on the development of economic, social, and political institutions in North Carolina, 4.02 Identify religious groups that have influenced life in North Carolina and assess the impact of their beliefs- All of Competency goal 5- The learner will examine the impact of various cultural groups on North Carolina.
    • 12. 5th Grade- Social Studies-2.08 Describe the different types of families and compare and contrast the role the family plays in the societal structures of the United States, Canada, Mexico, and selected countries of Central America, All of competency goal 3-The learner will examine the roles various ethnic groups have played in the development of the United States and its neighboring countries.
  • What is appropriate for Middle School?
    • When examining social studies for middle grades they begin to study countries outside of the U.S and therefore any of the information they learn about these countries is helping make them aware globally, and making them more multicultural!! Right???
    • 6th Grade- South America and Europe- A lot in Competency goals 8, 11 and 12
    • 13. 7th Grade- Africa, Asia, Australia- A lot in Competency goals 2,8, 11, 12
    • 14. 8th Grade- North Carolina History- Not much on Multiculturalism here. Could be a stretch and use immigration patterns to look at how diverse we are??
  • Specific Resources Including Websites
    • In the CMMC
    • 15. Multicultural Map (Social Studies Kit 28)
    • 16. Cultures of the World theme box (Social Studies Kit 24)
    • 17. Indians the first Americans experience kit (Social Studies Kit 27)
    • 18. Black History Brain Quest Cards (Social Studies Kit 22
    • 19. American Indians Fandex guide kit (Social Studies Kit 23)
    • 20. Hispanic America Brain Quest Cards (Social Studies Kit 25)
    • 21. National Geographic Pictures of the world Card Game (Social Studies Kit 14)
    • 22. Websites
    • 23. http://www.globalawareness.com/
    • 24. http://hantsdec.virtualschools.net/folders/free_downloads/free_teaching_resource__fairtrade_bananas.cfm
    • 25. http://www.lessonplanet.com/search
  • Should It be a part of Social Studies?
    • Yes!
    • 26. Why? Because it has to do with other cultures and world perspectives, while also integrating history, since the past impacts each culture and passes on traditions and feelings/emotions. There are many elements of social studies within the topic of global awareness and the two are interrelated and inseparable.
  • Does it reflect NC Standards?
    • Yes, because NC Standards has sections devoted to anthropology, sociology, individual identity and development, culture and diversity, global connections, and historic perspectives. The sequence includes the learning of “Families around the World” in kindergarten, “Neighborhoods and Communities around the World” in 1st grade, “Regional Studies: local, state, nation, and world” in 2nd grade, citizenship in 3rd grade, NC history in 4th grade (which is directly linked to Europe), Focus on Canada, Mexico, Central America, and US in 5th grade, South America and Europe in 6th grade, Africa, Asia, and Australia in 7th grade, and in high school world history. Nearly every grade, in some respect, is directly linked to global awareness.-North Carolina Social Studies Standard Course of Study Aug. 2006
  • Does It reflect National Standards?
    • Yes, because the thematic strands of the national standards include culture, people, places and environments, individuals, groups, and institutions, production, distribution, and consumption, global connections and civic ideals and practices. All of these strands have at least one foot in the vast pool that makes up global awareness.
  • References
    • http://www.globalawareness.com/
    • 27. http://hantsdec.virtualschools.net/folders/free_downloads/free_teaching_resource__fairtrade_bananas.cfm
    • 28. http://www.lessonplanet.com/search
    • 29. http://www2.education.ualberta.ca/css/css_38_3/ARburnouf_global_awareness_perspectives.htmhttp://www.60secondparent.com/_webapps/Gifted%20children%20and%20global%20awarenesshttp://books.google.com/books?id=8JR0W8AQp6oC&pg=PA22&lpg=PA22&dq=what+does+global+awareness+encompass%3F&source=bl&ots=HMvkMc7i1M&sig=FizeSH9m5GIeDSwwVKpT76MFRz8&hl=en&ei=r0K_TIGZMIGC8gbzzKm8Bg&sa=X&oi=book_result&ct=result&resnum=2&ved=0CBkQ6AEwAQ#v=onepage&q&f=false
    • 30. http://www.socialstudies.org/standards/strands/