Importance of global education

1. Global Education in St. George
What is it?
Why do we need it?
By Kit Harrison, Teachers for Global Classrooms Fellow 2015

2. The local is no longer separate from
the global
• The earth’s water systems are globally connected
• The earth’s food supply is globally connected
• The earth’s climate is globally connected
• The earth’s people are globally connected

3. “Maine will soon need to make hard decisions on
what to do to protect its rapidly acidifying waters”
Final Report of the
COMMISSION TO STUDY THE EFFECTS OF COASTAL AND OCEAN
ACIDIFICATION AND ITS EXISTING AND POTENTIAL EFFECTS ON SPECIES
THAT ARE COMMERCIALLY HARVESTED AND
GROWN ALONG THE MAINE COAST
January 2015

4. St. George students need to be
prepared to help make those hard
decisions
about Maine’s environment

5. Maine’s environment is connected to
the global environment

6. • Our students also need to be prepared to
accept and work with the area’s gradually
changing population

7. Currently only 55% of the students in
Portland’s schools are white and 60
different languages are spoken in the
homes of the students.

8. The faces of Portland and Lewiston have
changed and it is inevitable that our
communities will also change
• Current refugee populations that are coming to Maine are
from Somalia, Sudan, Congo, Ethiopia, Burma, Iran and Iraq.
Trends in refugee resettlement mirror the conflicts and
tragedies that are happening worldwide.

9. Students who are open to other
perspectives will do best in college and
the workforce
• Our students need to be prepared to share dorm
rooms and classes at college with students from all
over the world.

10. Global education strives to create
global competence
• Global competence is the disposition and
capacity to
understand and act on issues of global
significance.

11. Students can learn to think globally with the help of an articulated
curriculum

12. Schools all over the country are working to globalize
their classrooms. Some offer global competence
certificates at graduation.

13. Global education doesn’t cost a lot

14. The key is to decide global education is
important and then provide professional
development time for teachers to learn how to
infuse global education into their classrooms.

15. Global competence doesn’t happen
without planning

16. • Excellent curricular resources exist to help
teachers begin to globalize their classrooms.
Many were developed by World Savvy and
Asia Society.

17. The Arts
Investigate the World
Students investigate the world
beyond their immediate
environment.
Students:
-Explore a range of domestic and
international texts and media to
identify and frame researchable
questions of local, regional, or
global significance.
- Use a variety of domestic and
international sources, media, and
languages to identify and weigh
relevant evidence to address
globally significant researchable
questions.
- Analyze, integrate, synthesize,
and appropriately cite sources of
evidence collected to construct
coherent responses to globally
significant researchable
questions.
- Develop and logically and
persuasively present an
argument based on compelling
evidence that considers multiple
perspectives and draws
defensible conclusions about a
globally significant issue.
Take Action
Students translate their ideas
and findings into appropriate
action to improve conditions.
Students:
-Identify and create opportunities
for personal and collaborative
actions, using reading, writing,
speaking, and listening to address
situations, events, and issues to
improve conditions.
- Assess options and plan action
based on evidence from text and
media and the potential for
impact, taking into account
previous approaches, varied
perspectives, and potential
consequences.
- Use language arts skills to act,
personally and collaboratively, in
creative and ethical ways to
contribute to sustainable
improvement, and assess the
impact of the action.
- Reflect on how effective
reading, writing, listening and
speaking contribute to their
capacity to advocate for and
contribute to improvement
locally, regionally, or globally.
Communicate Ideas
Students communicate their
ideas effectively with diverse
audiences.
Students:
-Recognize and express how
diverse audiences may perceive
different meanings from the
same texts or media and how
those different perspectives
effect communication and
collaboration.
- Use appropriate language,
behavior, language arts strategies
(reading, writing, listening, and
speaking) and non-verbal
strategies to effectively
communicate with diverse
audiences.
- Select and use appropriate
technology, media, and literary
genres to share insights, findings,
concepts, and proposals with
diverse audiences.
- Reflect on how effective
communication in various genres
impacts understanding and
collaboration in an
interdependent world.
Recognize Perspectives
Students recognize their own
and others’ perspectives.
Students:
- Recognize and express their own
perspectives on situations,
events, issues, or phenomena,
and determine how that
perspective has developed or
changed based on exposure to a
variety of texts and media from
different periods and cultures.
- Examine perspectives of other
people, groups, or schools of
thought within and about texts
and media from around the
world, and identify the influences
on those perspectives.
- Explain how cultural interactions
within and around texts or media
are important to the situations,
events, issues, or themes that are
depicted and to readers’
understandings of those texts and
media.
- Explore and describe how
differential access to literacy and
to a range of works from different
genres, periods, and places
affects perspectives and quality of
life.

18. World Languages
Investigate the World
Students investigate the world
beyond their immediate
environment.
Students:
-Explore a range of domestic and
international texts and media to
identify and frame researchable
questions of local, regional, or
global significance.
- Use a variety of domestic and
international sources, media, and
languages to identify and weigh
relevant evidence to address
globally significant researchable
questions.
- Analyze, integrate, synthesize,
and appropriately cite sources of
evidence collected to construct
coherent responses to globally
significant researchable
questions.
- Develop and logically and
persuasively present an
argument based on compelling
evidence that considers multiple
perspectives and draws
defensible conclusions about a
globally significant issue.
Take Action
Students translate their ideas
and findings into appropriate
action to improve conditions.
Students:
-Identify and create opportunities
for personal and collaborative
actions, using reading, writing,
speaking, and listening to address
situations, events, and issues to
improve conditions.
- Assess options and plan action
based on evidence from text and
media and the potential for
impact, taking into account
previous approaches, varied
perspectives, and potential
consequences.
- Use language arts skills to act,
personally and collaboratively, in
creative and ethical ways to
contribute to sustainable
improvement, and assess the
impact of the action.
- Reflect on how effective
reading, writing, listening and
speaking contribute to their
capacity to advocate for and
contribute to improvement
locally, regionally, or globally.
Communicate Ideas
Students communicate their
ideas effectively with diverse
audiences.
Students:
-Recognize and express how
diverse audiences may perceive
different meanings from the
same texts or media and how
those different perspectives
effect communication and
collaboration.
- Use appropriate language,
behavior, language arts strategies
(reading, writing, listening, and
speaking) and non-verbal
strategies to effectively
communicate with diverse
audiences.
- Select and use appropriate
technology, media, and literary
genres to share insights, findings,
concepts, and proposals with
diverse audiences.
- Reflect on how effective
communication in various genres
impacts understanding and
collaboration in an
interdependent world.
Recognize Perspectives
Students recognize their own
and others’ perspectives.
Students:
- Recognize and express their own
perspectives on situations,
events, issues, or phenomena,
and determine how that
perspective has developed or
changed based on exposure to a
variety of texts and media from
different periods and cultures.
- Examine perspectives of other
people, groups, or schools of
thought within and about texts
and media from around the
world, and identify the influences
on those perspectives.
- Explain how cultural interactions
within and around texts or media
are important to the situations,
events, issues, or themes that are
depicted and to readers’
understandings of those texts and
media.
- Explore and describe how
differential access to literacy and
to a range of works from different
genres, periods, and places
affects perspectives and quality of
life.

19. Social Studies
Investigate the World
Students investigate the world
beyond their immediate
environment.
Students:
-Explore a range of domestic and
international texts and media to
identify and frame researchable
questions of local, regional, or
global significance.
- Use a variety of domestic and
international sources, media, and
languages to identify and weigh
relevant evidence to address
globally significant researchable
questions.
- Analyze, integrate, synthesize,
and appropriately cite sources of
evidence collected to construct
coherent responses to globally
significant researchable
questions.
- Develop and logically and
persuasively present an
argument based on compelling
evidence that considers multiple
perspectives and draws
defensible conclusions about a
globally significant issue.
Take Action
Students translate their ideas
and findings into appropriate
action to improve conditions.
Students:
-Identify and create opportunities
for personal and collaborative
actions, using reading, writing,
speaking, and listening to address
situations, events, and issues to
improve conditions.
- Assess options and plan action
based on evidence from text and
media and the potential for
impact, taking into account
previous approaches, varied
perspectives, and potential
consequences.
- Use language arts skills to act,
personally and collaboratively, in
creative and ethical ways to
contribute to sustainable
improvement, and assess the
impact of the action.
- Reflect on how effective
reading, writing, listening and
speaking contribute to their
capacity to advocate for and
contribute to improvement
locally, regionally, or globally.
Communicate Ideas
Students communicate their
ideas effectively with diverse
audiences.
Students:
-Recognize and express how
diverse audiences may perceive
different meanings from the
same texts or media and how
those different perspectives
effect communication and
collaboration.
- Use appropriate language,
behavior, language arts strategies
(reading, writing, listening, and
speaking) and non-verbal
strategies to effectively
communicate with diverse
audiences.
- Select and use appropriate
technology, media, and literary
genres to share insights, findings,
concepts, and proposals with
diverse audiences.
- Reflect on how effective
communication in various genres
impacts understanding and
collaboration in an
interdependent world.
Recognize Perspectives
Students recognize their own
and others’ perspectives.
Students:
- Recognize and express their own
perspectives on situations,
events, issues, or phenomena,
and determine how that
perspective has developed or
changed based on exposure to a
variety of texts and media from
different periods and cultures.
- Examine perspectives of other
people, groups, or schools of
thought within and about texts
and media from around the
world, and identify the influences
on those perspectives.
- Explain how cultural interactions
within and around texts or media
are important to the situations,
events, issues, or themes that are
depicted and to readers’
understandings of those texts and
media.
- Explore and describe how
differential access to literacy and
to a range of works from different
genres, periods, and places
affects perspectives and quality of
life.

20. Science
Investigate the World
Students investigate the world
beyond their immediate
environment.
Students:
-Explore a range of domestic and
international texts and media to
identify and frame researchable
questions of local, regional, or
global significance.
- Use a variety of domestic and
international sources, media, and
languages to identify and weigh
relevant evidence to address
globally significant researchable
questions.
- Analyze, integrate, synthesize,
and appropriately cite sources of
evidence collected to construct
coherent responses to globally
significant researchable
questions.
- Develop and logically and
persuasively present an
argument based on compelling
evidence that considers multiple
perspectives and draws
defensible conclusions about a
globally significant issue.
Take Action
Students translate their ideas
and findings into appropriate
action to improve conditions.
Students:
-Identify and create opportunities
for personal and collaborative
actions, using reading, writing,
speaking, and listening to address
situations, events, and issues to
improve conditions.
- Assess options and plan action
based on evidence from text and
media and the potential for
impact, taking into account
previous approaches, varied
perspectives, and potential
consequences.
- Use language arts skills to act,
personally and collaboratively, in
creative and ethical ways to
contribute to sustainable
improvement, and assess the
impact of the action.
- Reflect on how effective
reading, writing, listening and
speaking contribute to their
capacity to advocate for and
contribute to improvement
locally, regionally, or globally.
Communicate Ideas
Students communicate their
ideas effectively with diverse
audiences.
Students:
-Recognize and express how
diverse audiences may perceive
different meanings from the
same texts or media and how
those different perspectives
effect communication and
collaboration.
- Use appropriate language,
behavior, language arts strategies
(reading, writing, listening, and
speaking) and non-verbal
strategies to effectively
communicate with diverse
audiences.
- Select and use appropriate
technology, media, and literary
genres to share insights, findings,
concepts, and proposals with
diverse audiences.
- Reflect on how effective
communication in various genres
impacts understanding and
collaboration in an
interdependent world.
Recognize Perspectives
Students recognize their own
and others’ perspectives.
Students:
- Recognize and express their own
perspectives on situations,
events, issues, or phenomena,
and determine how that
perspective has developed or
changed based on exposure to a
variety of texts and media from
different periods and cultures.
- Examine perspectives of other
people, groups, or schools of
thought within and about texts
and media from around the
world, and identify the influences
on those perspectives.
- Explain how cultural interactions
within and around texts or media
are important to the situations,
events, issues, or themes that are
depicted and to readers’
understandings of those texts and
media.
- Explore and describe how
differential access to literacy and
to a range of works from different
genres, periods, and places
affects perspectives and quality of
life.

21. English Language Arts
Investigate the World
Students investigate the world
beyond their immediate
environment.
Students:
-Explore a range of domestic and
international texts and media to
identify and frame researchable
questions of local, regional, or
global significance.
- Use a variety of domestic and
international sources, media, and
languages to identify and weigh
relevant evidence to address
globally significant researchable
questions.
- Analyze, integrate, synthesize,
and appropriately cite sources of
evidence collected to construct
coherent responses to globally
significant researchable
questions.
- Develop and logically and
persuasively present an
argument based on compelling
evidence that considers multiple
perspectives and draws
defensible conclusions about a
globally significant issue.
Take Action
Students translate their ideas
and findings into appropriate
action to improve conditions.
Students:
-Identify and create opportunities
for personal and collaborative
actions, using reading, writing,
speaking, and listening to address
situations, events, and issues to
improve conditions.
- Assess options and plan action
based on evidence from text and
media and the potential for
impact, taking into account
previous approaches, varied
perspectives, and potential
consequences.
- Use language arts skills to act,
personally and collaboratively, in
creative and ethical ways to
contribute to sustainable
improvement, and assess the
impact of the action.
- Reflect on how effective
reading, writing, listening and
speaking contribute to their
capacity to advocate for and
contribute to improvement
locally, regionally, or globally.
Communicate Ideas
Students communicate their
ideas effectively with diverse
audiences.
Students:
-Recognize and express how
diverse audiences may perceive
different meanings from the
same texts or media and how
those different perspectives
effect communication and
collaboration.
- Use appropriate language,
behavior, language arts strategies
(reading, writing, listening, and
speaking) and non-verbal
strategies to effectively
communicate with diverse
audiences.
- Select and use appropriate
technology, media, and literary
genres to share insights, findings,
concepts, and proposals with
diverse audiences.
- Reflect on how effective
communication in various genres
impacts understanding and
collaboration in an
interdependent world.
Recognize Perspectives
Students recognize their own
and others’ perspectives.
Students:
- Recognize and express their own
perspectives on situations,
events, issues, or phenomena,
and determine how that
perspective has developed or
changed based on exposure to a
variety of texts and media from
different periods and cultures.
- Examine perspectives of other
people, groups, or schools of
thought within and about texts
and media from around the
world, and identify the influences
on those perspectives.
- Explain how cultural interactions
within and around texts or media
are important to the situations,
events, issues, or themes that are
depicted and to readers’
understandings of those texts and
media.
- Explore and describe how
differential access to literacy and
to a range of works from different
genres, periods, and places
affects perspectives and quality of
life.

22. 1 in 5 American jobs tied to international trade
Asia Society, 2013
Global competence education prepares
students to work in the global economy.

23. Let’s start the conversation here in St. George about
adding global competence education to what we do.