Table Of Content

DOCUMENT RESUME ED 356 176 SO 023 014 AUTHOR Hartoonian, H. Michael; Stock, Hilary TITLE A Guide to Curriculum Planning in Global Studies. INSTITUTION Wisconsin State Dept. of Public Instruction, Madison. PUB DATE 92 NOTE 193p. AVAILABLE FROM Publication Sales, Wisconsin Dept. of Public Instruction, P.O. Box 7841, Madison, WI 53707-7841. PUB TYPE Guides Non-Classroom Use (055) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS Citizenship Education; *Curriculum Development; Educational Objectives; Elementary Secondary Education; Interdisciplinary Approach; *International Studies; Social Studies; *State Curriculum Guides; *Teaching Methods IDENTIFIERS *Global Studies ABSTRACT This guide is designed to assist educators develop curricula to embrace global perspectives. The guide is organized into five sections. The first section provides an overview of global studies, and seeks to answer such questions as "Why study global studies?" and "What does global studies include?" The second section identifys themes and topics of global studies within the existing social studies curriculum and among the social science disciplines. The third section provides a number of sample teaching units for all grade levels. Examples of these units include: "All the World's a Stage" (Grades K-2); "All that Garbage" (Grades 7 and 8); and "Human Rights--Given? or Created?" (Grades 9-12). The fourth section examines the role of global studies at the elementary and secondary levels and how it may be integrated with the natural sciences, the humanities, and foreign language instruction. The fifth section contains eight appendices. These appendices include a list of references and additional printed resources, microcomputer resources, a list of global and international studies organizations and centers, U.S. addresses of other nations' embassies, and nine rules for being Luman. (DB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** / ce: sal U f DEPARTMENT Of EDUCS Office of Educational Research and In EDUCATIONAL RESOURCES INC F CENTER (ERIC) is document has been rpri mood from the Person or P originating et 0 Minor changes have boon made reproduction *utility Points of vim* of opinions Mated mint do not nCtUanly mom* OERI position Of ;oho, rr- sL , - . -:-',-.,_''',g '4.-.404. .0 "PERMISSION TO REPRODI MATERIAL HAS BEEN GRA . C - oc.n, - TO THE EDUCATIONAL REE BEST COPY AVAILABLE INFORMATION CENTER (ER A Guide to Curriculum Planning in Global Studies DPI Wisconsin Department of Public Instruction Herbert J. Grover, State Superintendent H. Michael Hartoonian Consultant, Social Studies Education Hilary Stock Global Studies Task Force Chairperson University of Wisconsin-Madison Monte Hottmann Administrator Division for Instructional Services Robert Gomoll Director Bureau for School Improvement Susan Grady Chief Program Development Section This publication is available from: Publication Sales Wisconsin Department of Public Instruction P. 0. Box 7841 Madison, WI 53707-7841 (800) 243-8782 We are grateful to the Bo lz Conservatory, Olbrich Gardens, Madison, which served as the location for the cover photograph. The photograph on page 1 appears courtesy of Susan McDonald, nature photographer for Wildlife Images in Madison. Bulletin No. 93051 © 1992 Wisconsin Department of Public Instruction The Wisconsin Department of Public Instruction does not discriminate on the basis of race, color, sex, age, religion, handicap, or national origin. Printed on Recycled Paper Contents Page Foreword Acknowledgments vii Introduction and Rationale xi 1 An Overview of Global Studies Why Study Global. Studies? 2 The Global View: Unity and Diversity 3 The Local Nature of Globalism 5 The Goals of Issue-Oriented Content 6 What Does Global Studies Include? 7 Push and Pull Factors 15 Cultural Universals 16 Conclusion 16 References 17 2 Global Studies in the K-12 Social Studies Program Introduction 22 Global Studies and Themes from the Social Science Disciplines 23 Global Studies and Topics within the Social Studies Curriculum 24 References 35 3 Sample Teaching Units Introduction 40 Instructional Strategies 40 Grades K-2: All the World's a Stage 41 Grades 3-5: Please Pass the Potatoes 52 Grade 6: An Education Exam 64 Grades 7 and 8: All that Garbage 76 Grades 9-12: Too Many of Us 88 Grades 9-12: EarthHome Planet or Space Station? 102 Grades 9-12: Regional Conflicts 118 Grades 9-12: Human RightsGiven? Or Created? 126 4 Global Studies Across the Subject Areas Introduction 138 Global Studies at the Elementary Level 138 Global Studies at the Secondary Level 139 Integration with the Natural Sciences 139 Integration with the Humanities 143 Integration with. Foreign Language Instruction 146 iii 5 Appendixes 150 A. References and Additional Printed Resources B. Global Studies-Related Publications Available 154 from the Wisconsin Department of Public Instruction 158 C. Microcomputer Resources 162 D. Global and International Studies Organizations and Centers 169 E. Periodicals of Interest to the Global Studies Educator 170 U.S. Addresses of Other Nations' Embassies F. 177 G. Essay: "An Inclusive Reality" 180 H. Nine Rules for Being Human iv 1) Foreword Preparing students for citizenship, including teaching them to understand their respon- sibilities and opportunities in an increasingly interdependent and complex world, may ultimately be the most important educational goal we face. Our nation's well-being is tied to that of individual citizens, and vice versa. That overall well-being is intimately related to our knowledge of how the world works, from cultural changes to economic exchanges. Our students will inherit the world in the twenty-first century. They must be prepared with an understanding of that world, even though that world does not yet exist. To visualize and plan for it are acts of great courage and imagination. If we are to prepare students to take their place in next century's global society, we must ensure that they possess knowledge, wisdom, imagination, courage, and all the other best features of human society. And we must ensure that we give them an education that prepares them far beyond what was necessary and sufficient in the past or even in the present. The Wisconsin educators, students, classrooms, schools, and districts who contributed to this guide did so in a manner that is inspiring and exciting. Their interest in global education and in education for citizenship attests to a strong faith in the future and in the present as well. This guide summarizes their efforts and knowledge on the topic of global studies. I present it in the belief that it will help other educators and students take a step toward understanding the complexities, the dilemmas, and the promise of a world which, as humans are now beginning to understand, has always been interdependent and is becoming recognized increasingly as such. 1 present it with great pride and the hope that it will serve Wisconsin educators as they strive to create a just, strong, and wise citizenry among present students. Herbert J. Grover State Superintendent Acknowledgments As befits a publication on global studies, this guide owes debts to a broad network of supporters and contributors. The Danforth Foundation deserves gratitude for its funding of the Wisconsin Global Studies Model Schools Project. Additional thanks are reserved for the National Geographic Society and the Wisconsin Geographic Alliance for supplemental funding and g --graphic resources. It takes hard work and great inspiration to generate ideas and strategies for effective ation and education. These Wisconsin educators, schools, and districts provided the ima impetus for this guide and amply earned the most heartfelt appreciation. Children's Community School, Mt. Horeb. Preschool through kindergarten content specialists: Pence Topalski, Sally Flood, Denise Flint, Lori Ranum, Lori Stoll, Martha Pfaff, and Pam Haack. Rothschild Elementary School, Rothscl ld. Kindergarten through third grade content specialists: Jim Harris, Celeste Bable, Rita Weiski, Cathy Bohm, Laurie Heilmeyer, Mary Radtke, Randy Colton, Ellen Mrotek, Carol Wangen, LaDonna Creel, Melody Ryan, Diana Ospowski, David Grade, Johns Solheim, Beth Rosenburg, and Marlin Block. Conrad Elvehjem Elementary School and Indian Mound Middle School, McFarland. Fourth through sixth grade content specialists: Donald Barnes, Julie Frohreich, Richard Mueller, and Deborah Larson. Daniel Webster Middle School, Milwaukee. Sixth through eighth grade content specialists: Jim Porfilio, Gil Gjere, Rae Nelson, Karen Hartman, Jim Grover, Dave Harmon, Helen Dahms, Sue Herman, Nora Schultze, Niam Ziyad, John Durr, Vonnie Orr, Charlotte Promersberger, Joan Michalak, Craig Supanich, Ann Katskeks, Dorothy Sherry, Minnie Pulliam-Novy, and Peggy Segrue. Parker Senior High School, Janesville. Tenth grade content specialists: Mike McKinnon, Mike Griffin, and Jean Van Laanen. Riverside University High School, Milwaukee. Tenth through twelfth grade content specialists: Michele Trevino, Robert Jasna, Mary Truitt, Richard Lyons, Diane Gulbronson, William Fantry, Art Jahns, and Art Rumpf. Appleton Area School District. Valuable input came from these individuals from Franklin Elementary School, Huntley Elementary School, Madison Junior High School, East High School, Wilson Junior High School, West High School, and Einstein Junior High School: Janne Schwaller, Marilyn Conradt, Molly Landis, Jim Westphal, Dorothy Johnson, Mako Beis, John Wuebben, Heidi Schweitzer, Jim Snavely, Floyd Marks, Sue Patschke, Steve Dahms, Mike Breitzman, Ed Benedict, and Len Nagler. 0 Waukesha School District. Valuable input came from these individuals from Rose Glen Elementary School, Meadowbrook Elementary School, Banting Elementary School, Heyer Elementary School, Hadfield Elementary School, Prairie Elementary School, Butler Middle School, South High School, and North High School: Phil Ferguson, Sara Hudson, Charlene Curtis, Sharon Beil, Sally Michalko, Sue Hine, Dave Sponheim, Cathy Stencil, Doug Walters, Frank Remphrey, Katie Anchor, Steve Sansone, Nick Pamilia, Sue Bacun, Tony Bra lick, and Steve Haessler. Great appreciation is also extended to the members of the State Social Studies Curricu- lum Studies Committee and of the Global Studies Curriculum Development Task Force, who are the authors of this guide. Phil Ferguson Richard Palm Social Studies Chair Professor of Geography Elementary Education University of Wisconsin Waukesha Public Schools Eau Claire Waukesha Jim Snavely Charles Gloor Social Studies Coordinator Social Studies Teacher Appleton Public Schools Vincent High School Appleton Milwaukee Hilary Stock Cynthia Green Global Studies Task Force Chair Eagle School University of Wisconsin Madison Madison Ruth Gudinas Michele Trevino Emeritus Social Studies Teacher Human Relations Department Riverside High School Madison School District Milwaukee Michael Hartoonian John Wuebben Social Studies Consultant Social Studies Teacher Department of Public Instruction Madison Junior High School Madison Appleton We also wish to acknowledge with gratitude the support of the United States-Japan Foundation and the Wisconsin Economic Education Council. Numerous other educators and community members shared their ideas and knowledge with us, and we thank them for their input: Judi Benade, Madison; Patty Kuntz, Madison; Gerry Greenfield, Parkside; Jerry Fix, Hartland; Katherine Bush, DeForest; Julie Zimmerman, Green Bay; Libby Gifford, Delafield; Joe Elder, Madison; Sheldon Smith, LaCrosse; Kathy Warpinski, Dodgeville; Cindy Rogers, Minneapolis; Bill O'Gara, Eau Claire; Carroll Heideman, Madison; Pat McNeal, St. Cloud, MN; Judith Du Mez, Milwau- kee; Charles Garmith, Roseville, MN; Claire Kotenbeutel, Madison; Jeff Blaga, Racine; Norris Sanders, Green Bay; Sherry Kempf, Madison; Donald Johnson, New York; Alice Edgar, Milwaukee; Ken Swift, Madison; Julie Kline, Milwaukee; Rose Ann Kamierczak, Oconto Falls; Kate Cruikshank, Madison; Becky Kaiser, Madsion; Ginny Kester, Madison; James Shilling, Sparta; Marilyn Turkovitch, Chicago; Carol Hansen, Ann Arbor; Doug Julius, Racine; Sylvia Plinney, Milwaukee; Sally Henshaw, Madison; Hiro Toyota, Lincoln, viii iJ NB; Peggy Mueller, Chicago; Jane Ragsdale, Madison; Ed Friedman, Madison; Lloyd Joyal, Eau Claire; Kathy Rabey, Kenosha; Walter Enloe, Minneapolis; Alexander Durtka, Milwau- kee; Carol Craig, Eau Claire; Marie Seitz, Milwaukee; Brenda Fujikawa, Madison; Patricia Thorton, St. Paul; Claud Thompson, Oshkosh; Marlene Buechel, Verona; Mary Curtis, McFarland; Joan Raducha, Madison; Jarin Frey, Fond du Lac; Sue Gogue, Baraboo; Margaret Laughlin, Green Bay; Bob Holsinger, Stoughton; Ann Hassenpflug, Madison; Wade DallaGrana, Madsion; Jean Sorensen, Mankato, MN; Richard Sutton, LaCrosse; Anna Gass, Milwaukee; Brenda White, Madison; Roger Wangen, Minneapolis; Sister Mary Ann Schintz, Madison; Sister Nancy Rae Reisdorf, Madison; Walt Herscher, Appleton; Sharon Rae Landergott Durtka, Cudahy; Dave Engleson, Madison; Jimmy Suzuki, Eau Claire; Greg Wagner, LaCrosse; Cindy O'Neil, Sparta; Steve Landfried, Stoughton; Peggy Doeksen, Stillwater, MN; Madeline Uraneck, Madison; Paul Schoenike, Monroe; Howard Lewis, Cambridge, MN; John Cogan, Minneapolis, and Judith Vandenberg, Freedom. Finally, we thank the Department of Public Instruction staff who contributed to the production of this publication. They include Michele Gale-Sinex, editor; Kathy Addle, Holly Dunagan, Marilyn Kvale, and Sandra Zimmerman, management information technicians; Victoria Rettenmund, graphic designer; Margaret Dwyer, fact-checker for Appendix D; Neldine Nichols, photographer; and Lisa Isgitt, proofreader. ix