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Global Awareness Through    Travel Literature    Susannah Wheelwright   Grade 6 World Geography Teacher        wheelwright...
Global Awareness Through Travel            LiteratureGlobal Awareness         TravelUnderstanding other      “Seeing” othe...
Global Awareness Through Travel           LiteratureTravel Literature                       Maps            Diaries       ...
Overview• Global Content: Maps, Geotagged Primary  Sources, Other Cultures• Geographically Rich Global Experiences:  Virtu...
Why?• To challenge  stereotypes and  prevent  generalizations• To make foreign  places real instead of  imagined
How?• Classroom teachers  and students interact  with travel literature  as text• Students publish  globally and  communic...
Links
AcknowledgementsThanks to:Julie Elkan, Holliston Tech Ed CoordinatorMassachusetts Historical Society (MHS) for  the Swensr...
Global Awareness Through Travel Literature
Global Awareness Through Travel Literature
Global Awareness Through Travel Literature
Global Awareness Through Travel Literature
Global Awareness Through Travel Literature
Global Awareness Through Travel Literature
Global Awareness Through Travel Literature
Global Awareness Through Travel Literature
Global Awareness Through Travel Literature
Global Awareness Through Travel Literature
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Global Awareness Through Travel Literature

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Online GlobalEdCon Presentation, Nov. 2011.

Fostering Global Awareness Using Travel Literature and Other Primary Sources

This session will be an introduction to using travel literature to promote global awareness and global connections. This global content enables students to compare and contrast their own regions and cultures with other areas of the world. Possibilities for virtual travel, student-created blogs and discussion groups, and collaboration with students in other regions of the world will be discussed. Ideas for promoting students' understanding of contemporary and historical geography in a global context will be shared: travel blogs, digital stories, and interactive sites enable global dialogue and cultural understanding; Google Maps & Google Earth host global content such as an interactive map of geotagged primary sources; and student-created blogs, digital images, and maps authentically assess students' understanding of global geography and culture.

This session is recommended for anyone who is interested in promoting global cultural awareness through the concept of travel in Social Studies, Literacy, or English Language Arts classes. While examples of specific projects will be included in this session, its primary focus will be to share ideas for global collaboration using 21st century skills and web tools. Students who travel via literature will see their world expand and will become more aware that they are global citizens.

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Global Awareness Through Travel Literature

  1. 1. Global Awareness Through Travel Literature Susannah Wheelwright Grade 6 World Geography Teacher wheelwrights@holliston.k12.ma.us
  2. 2. Global Awareness Through Travel LiteratureGlobal Awareness TravelUnderstanding other “Seeing” other people cultures + and places +Knowing one’s place in reflecting on global the larger world + experiences + comparing andEmpathetic worldview + contrasting to ownOutreach and service = place and culture = Global Citizenship Learning via a geographical lens
  3. 3. Global Awareness Through Travel LiteratureTravel Literature Maps Diaries BlogsImages Video Letters TEXTS Global Audio Fiction Photos Postcards Logbooks Guidebooks
  4. 4. Overview• Global Content: Maps, Geotagged Primary Sources, Other Cultures• Geographically Rich Global Experiences: Virtual Travel, People from other cultures, Literature and Images, Interactive Maps• Compare and Contrast: Global Interactions, Text to Visual, Local to International, Culture to Culture, Historical to Contemporary
  5. 5. Why?• To challenge stereotypes and prevent generalizations• To make foreign places real instead of imagined
  6. 6. How?• Classroom teachers and students interact with travel literature as text• Students publish globally and communicate with people of other cultures
  7. 7. Links
  8. 8. AcknowledgementsThanks to:Julie Elkan, Holliston Tech Ed CoordinatorMassachusetts Historical Society (MHS) for the Swensrud Teacher Fellowship and the support and access to their library of primary sourcesMarie Cuevas & Laurie O’Rourke, fellow curriculum creators & webinar viewers

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