These resources have been created by Fellows in the 2012 cohort of the NEA FoundationGlobal Learning Fellowship.

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In this lesson, students will learn about the Cultural Revolution in China and its effects on a young girl through the medium of the novel, The Red Scarf Girl. Through this platform we will examine the Cultural Revolution, education and the values associated with education in China and in the USA, all while comparing the motivations and reactions of characters in the novel with characters we have read about in European/American literature.
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Using modern China as a example of this tendency, the purpose of this lesson is to define, identify, challenge and verify students’ assumptions about China – its nature, policies, and role in the world. Building accurate knowledge bases will replace unverified or false assumptions.
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The students will complete a survey related to physical fitness/leisure activities that they participate in on a regular basis. They will also give the survey to two other adults to complete. After the results, the students will view pictures of the Chinese people in the parks exercising. The students will then design a plan to increase their own fitness and encourage an adult to also increase their fitness. To culminate the project, the students will write a comparison/contrast paper addressing what they do physically, what the Chinese do physically and what they learned through their own physical fitness plan.
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Clues to American Culture

by Danielle Sleeper

Students will define “culture,” participate in group discussions, and create a multimedia presentation on American culture.
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This lesson theme focuses on public and private methods of transportation in China, with an emphasis on Beijing and Shanghai, as well as Issues of current transportation systems in China. Students will be assigned a research topic related to transportation in China. Students will be assigned a letter of the alphabet for their designated project (A-Z) in order to focus on their assignments. For example: A = Automobiles, B = Bicycles / Buses / or Bridge Construction. Final Project will be a student contribution to a Class Picture Book.
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Students are curious learners and as part of this unit they will be invited to participate in thoughtful conversations on photographic images of China. They will make local and global connections through these conversations, as well as see themselves as citizens of a diverse and changing world.
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My lesson topic will be very relevant to Kindergarten students as it compares American children to Chinese children. They will see pictures and learn about the culture of the Chinese and compare it to themselves. They will connect the broad global awareness that we are all the same and different in many ways. It is significant as it connects the reality of their lives and interests to a bigger world connection. They will connect the importance of learning about other cultures, as they will interact with students from other countries throughout their lives.
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Global citizenship and national citizenship – both in terms of people’s aspirations and the realities of their daily lives – are increasingly represented and shaped by technology – and perhaps, paradoxically, both promoted and discouraged by technology as well. At the same moment that the US Common Core Standards bid us to emphasize informational text, we are encountering other people and cultures whose emphasis on artistic expression and exploration has been curbed as a matter of political policy, not just educational priority. The roles of art (including literature) and technology must be examined if we are to understand how it is we come to conceptualize – and thus understand and/or misunderstand -- the differences and similarities between ourselves and people of other countries and cultures, especially as strive to embrace the role of “citizen” and the rights, responsibilities, and relationships it implies. 1. What makes someone a good citizen? a great citizen? And from where do our criteria for good citizenship come? Does being a great citizen make someone “great”? 2. What makes citizens of a nation be free? feel free? Given the choice, would people rather be free or feel free? 3. To what degree are art and literature sources of global, national, and local understanding and misunderstanding? To what extent does self-expression strengthen and weaken “nation”? 4. What effects do 21st-century technologies have on the illusion and reality of freedom? How does technology heighten the tensions between the purposes of “the individual” and “the nation”? 5. What does Such is This World@sars.come (SITWsars) -- both the novel’s history and the novel itself – suggest are important differences and similarities between Chinese and American values, practices, and notions of good citizenship?
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Global Fitness Lesson

by Danielle Sleeper

Students will compare and contrast fitness activities from the United States and China. Students will view photos and videos representing examples of Chinese fitness. Students will participate in Tai Chi exercising, rhythmic activities, and stretching methods from China.
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The Impact of Globalization

by Danielle Sleeper

Students will understand what globalization is and its history, the positives and negatives of it, the impact it has had on the people and the economies of the US and other countries. Students will participate in a discussion on globalization and change. Students will work in groups to research a specific country. Students will then share that research with others and discuss the impact globalization has had on those countries and the world.
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Researching Other Countries

by Danielle Sleeper

Students will participate in a discussion about their knowledge of other countries. (During the discussion we’ll reinforce the difference between countries & states.) Students will be invited to share if they have visited/lived in other countries. Students will be introduced to Google Earth and some of its features. Students will be introduced to Ask.com a safe search engine that will allow them to ask questions about different countries.
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In this lesson, students will compare and contrast physical activities and food choices based on food pyramids from the United States and China. Students will view photos and videos representing examples of Chinese physical activity and nutrition. Students will participate in rhythmic activities, games and stretching methods from China.
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Parents will understand that parenting practices, parenting norms, and beliefs about parenting stem from the culture in which they are raising their kids. To begin a journey of global competence, the conversation begins at birth. In particular, students will use the developmental milestone of potty training, explore how culture influences our parenting practice.
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In this lesson, students will research U.S. companies in China, China business etiquette and culture, as well as job opportunities in international business. The students will discover: 1) The amount of products that are manufactured outside of the U.S. and what American companies are involved. 2) China business etiquette and manners. 3) International job opportunities. 4) Personal career decisions.
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A lesson plan for Pre-AP & AP French comparing French, Chinese, and American cultural perspectives on families and communities
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The student will use context clues/illustrations/prior knowledge to make connections to print in English and Chinese. The scope will be broadened as they develop a clear understanding of how our English Language learner students use all of these techniques on a regular basis. Students will also begin to conceptualize a world that does not totally revolve around our language and cultures. This will be the first step for many children to see beyond the concept of “This is what we do” and “This is what they do” into “We are as much alike as we may be different.”
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This plan is used as part of the Argument Essay unit of ENG120: College Composition at Canaan Memorial High School and White Mountains Community College.
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The theme of the study is to examine traditional Chinese values of jia ting (family) and yi (doing one’s duty) in contemporary children’s literature. The children will compare what they learn about these values with what they are already learning about concerning the traditional Hawaiian values of `ohana (family) and pono (righteousness).
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This lesson deals with identifying traditional instruments around the world with introspection as to their place in the culture of a region, identifying the influence of place on materials and construction, their diffusion around the world and their relationship to the modern popular music of that area. The project also seeks to explore cultural diffusion of modern popular music and instruments.
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Folder for all materials for the lesson plan
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Students will learn about and experience Chinese culture, recognizing their many gifts to the world. Essential questions include: Why do geographic features influence where and how a community develops? How does a culture influence the physical environment around them? How do cultural factors influence the shape of a community?
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An ELA lesson plan about Non-Verbal Communication in China.
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A lesson about global competency and its importance in science education.
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Our students' world is going to be more global, more competitive, and more technological than anything we can imagine. As educators, we need to make sure that our students have the tools they will need to be productive global citizens. Helping students become globally aware will also help them understand the issues that are becoming increasingly important to both their local community and the United States. Global awareness should extend to all areas of science. My Anatomy and Physiology students need to view science and medicine in a global sense. They should become globally aware of methods for treating various disorders to allow them to keep an open mind in their medical futures. Today there is an emphasis on obtaining medicines from plants and animal venom, and an urgency to protect species around the world. No one knows where the next miracle cure may be found. There is also a renewed interest in testing some of the medicines used in different countries. The students will expand their knowledge of disorders and gain an appreciation of science and medicine of other countries.
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Students will use the concept of an ecological footprint to learn about the use of resources and global sustainability. They will begin with the calculation of one person’s ecological footprint in the United States, then they will calculate the footprint of one person from another country, and then they will work in small groups to learn about practices that decrease sustainability. Finally, they will research one problem, and prepare and present an action plan to address the problem. The goal of this activity is for students to understand their role in global sustainability and realize that that the resources on this one world must meet the needs of all of its people.
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This lesson is designed to have students research the historical significance of the Silk Road trade route, focus on the successes and failures of the variety of people to whom this trade corridor mattered (tradesmen, entrepreneurs, consumers, soldiers, and others), analyze the root of these successes or failures, and then lastly construct a set of criteria for successful interaction on the trade route. The students will then apply these criteria to themselves as a possible user of this trade corridor and create a statement of strengths versus areas of need to rectify prior to engagement in business.
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