ERIC ED480600: Planning Curriculum in International Education.

362 Pages·2002·6.8 MB·English

by  ERIC

DOCUMENT RESUME
SO 035 279
ED 480 600
Durtka, Sharon; Dye, Alex; Freund, Judy; Harris, Jay; Kline,
AUTHOR
Julie; LeBreck, Carol; Reimbold, Rebecca; Tabachnick, Robert;
Tantala, Renee; Wagler, Mark
Planning Curriculum in International Education.
TITLE
Wisconsin State Dept. of Public Instruction, Madison.
INSTITUTION
Bull-3033
REPORT NO
ISBN-1-57337-102-5
ISBN
2002-00-00
PUB DATE
NOTE
361p.
Publications Sales, Wisconsin Department of Public
AVAILABLE FROM
Instruction, Drawer 179, Milwaukee, WI 53293-0179. Tel: 800-
243-8782 (Toll Free); Tel: [phone]; Fax: [phone];
Web site: http://www.dpi.state.wi.us/pubsales.
Non-Classroom (055)
Guides
PUB TYPE
EDRS Price MF01/PC15 Plus Postage.
EDRS PRICE
Academic Standards; *Curriculum Development; *Demonstration
DESCRIPTORS
Programs; Elementary Secondary Education; *Global Education;
*International Education; Public Schools; Social Studies;
State Standards
*Global Issues; *Wisconsin
IDENTIFIERS
ABSTRACT
International education begins at home, in the very
communities and environments most familiar to students. A student does not
need to travel outside U.S. borders to meet the peoples or understand the
issues of the global village. This planning guide shows how curriculum in all
subject areas encompasses global challenges, global cultures, and global
connections. The guide is based on work taking place in Wisconsin classrooms
and takes its lead from Wisconsin's Model Academic Standards. Wisconsin's
heritage cultures are part of the fabric of the guide, and they weave their
way through all its chapters. Following introductory information, the guide
"Defining International Education: What
is divided into eight chapters:
(1)
(2) "Organizing International Education";
Is It? Why Is It Important?";
(3)
"Teaching International Education: Strategies and Check Lists";
(4)
"Building
"Connecting International Education to the Standards";
(5)
(6) "Viewing International Education
International Programs in Our Schools";
"Resources for
in Wisconsin: A Sampler of 35 Exemplary Programs";
(7)
International Education"; and (8) "Appendices for International
Education" (n=6) .
(BT)
Reproductions supplied by EDRS are the best that can be made
from the original document.
:
0
.
iDeM
usti2k
xo.
'**
PERMISSION TO REPRODUCE AND
U S DEPARTMENT OF EDUCATION
".
Office of Educational Research and Improvement
DISSEMINATE THIS MATERIAL HAS
EDUCATIONAL RESOURCES INFORMATION
BEEN GRANTED BY
CENTER (ERIC)
This document has been reproduced as
,
received from the person or organization
_
-
originating it
0 Minor changes have been made to
improve reproduction quality
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
Points of view or opinions stated in this
document do not necessarily represent
1
0:*
official OERI position or policy
NIL
,,sotre
ICIfie?
de
rib)
I
BESTC0131/
AVAILABLE
2
Madonna L-Tanack
linternatonall Education ConsuDtant
ii
Enzabeth M. Wurmaster, State Supenintendent
W5sconshl Department off Pubnc Onstruct6on
Madison, Wisconsin, USA
3
This publication is available from:
Publication Sales
Wisconsin Department of Public Instruction
Drawer 179
Milwaukee, WI 53293-0179
[phone] (U.S. only)
[phone]
[phone] Fax
www.dpi.state.wi.us/pubsales
Bulletin No. 3033
© September 2002 Wisconsin Department of Public Instruction
ISBN 1-57337-102-5
The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, religion, age, national
origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation, or physical, mental, emotional, or
learning disability.
Printed on recycled paper
Forrewo[rd
11 education is international. Learning and knowledge are connected to cultural systems that encom-
pass the entire globe and beyond.
International education begins at home, in the veiy communities and environments most familiar to stu-
dents. An opportunity to travel to different countries or cultures enables a student to know what it means to
be American and to begin to see and truly understand his enormous freedoms and responsibilities. But a stu-
dent does not need to travel outside U.S. borders to meet the peoples or understand the issues of the global
village. As the enclosed poster shows, "Global Wisconsin" is found all around us, in our sister school part-
nerships, immigrant communities, and local businesses with worldwide exports.
Planning Curriculum in International Education shows how curriculum in all subject areas encompasses
global challenges, global cultures, and global connections. The guide is based on work taking place in Wis-
consin classrooms and takes its lead from Wisconsin's Model Academic Standards. Wisconsin's heritage cul-
tures are part of the fabric of the guide, and they weave their way through all its chapters. All students, as
well as all teachers, bring their respective cultures to the classroom. As teacher Mark Wag ler says in the
opening essay, "My best global connections are my own students. When I look at them closely, I see the
neighborhoods and the world in which we live illuminated with global highlights."
Many Wisconsin, national, and international educators contributed to Planning Curriculum in Interna-
tional Education. They provided excellent ideas to develop standards-led curriculum and instruction and to
help teachers choose from an imaginative variety of instructional strategies.
I sincerely thank the task force authorsSharon Durtka, Alex Dye, Judy Freund, Jay Harris, Julie Kline,
Carol LeBreck, Rebecca Reimbold, Robert Tabachnick, Renée Tanta la, and Mark Wag leras well as the
this de-
numerous contributors for their pioneering efforts in international education. I am proud to present
partment's first curriculum guide in this exciting and important interdisciplinaiy area.
Elizabeth Burmaster
State Superintendent
Medng the Wo
Hound:
-How Ons Ifeachav
&tinge the
W©B .fte
h and R1Lt 1 avadars
FOlart
Mark Wagler
Randall Elementary School
Madison, Wisconsin
September 2000
1 the earth didn't suddenly become round and
more complicated; it has simply been opened to a
rotate around the sun because of Copernicus;
wider range of experiences. My best global connec-
it just became simpler to describe. Freed of
tions are my own students. When I look at them
__.
the complicated calculations needed to figure the
more closely, I see the neighborhoods and the world
epicycles of Ptolemy, Renaissance astronomers were
in which we live illuminated with global highlights.
Come to our multi-age fourth and fifth grade
able to see a new world and a new sky.
Something similar happens today in our class-
classroom at Randall School in Madison, Wisconsin.
rooms. Letting the whole world into our curriculum
According to local, state, and national standards, I
makes it easier to teach and learn. Freed of the con-
am required to focus my social studies curriculum
straints that made us believe we don't have time for
on U.S. history and geography and Wisconsin and
international education, we find global issues and
world cultures. While guided by these expectations,
perspectives already thriving in the world of our
my instruction is at once more native and more uni-
childrenand in our instruction.
versal, as local cultures and international perspec-
For me, teaching globally isn't a matter of adding
tives regularly emerge and overlap in our classroom.
things; it is rather a way of rethinking my pedagogical
Notice how they meld in the following examples of
practices. My curriculum hasn't gotten longer or
cultural inquiry, dialogue, and action.
6
Community Mapping
series), an in-depth history of America since World
War II. Chapters titled "A (Very Short) History of
In Room 202 our study of culture begins with field-
Russia," "A Curtain of Iron," "The Marshall Plan,"
work. Night after night, for homework, students ob-
and "French Indochina" are supplemented with
serve their families, interview parents and neigh-
substantial accounts of anticommunism, the Korean
bors, and look for cultural patterns. As they present
War, the Bay of Pigs and the Cuban missile crisis,
their findings to the whole class and hear reports
the Vietnam War, and the experiences of Mexican
from classmates, students quickly discover a multi-
immigrants. The text, peppered with references
cultural perspective: Other families have different
to Churchill,
stories, sidebars)
Stalin,
(photos,
beliefs, customs, and expressions. Before long, our
Khrushchev, Mao Zedong, Gandhi, Ho Chi Minh,
examination of family culture takes us outside the
and Gorbachev, prompted many discussions with
United Statesto ancestors' immigration, tradi-
international flavors.
tions, travel, and worldwide friendships. We have
entered international education.
Journal of Student Inquiry
Foodways
In May 2000 five students from Ms. Lanyon's class-
room at Hawthorne School, also here in Madison,
This past fall we had a major focus on family food-
sent letters to five of my students. They described
ways. For about a month, students had homework
what they enjoyed in the articles we had written for
assignments to explore raising food, shopping,
Great Blue: A Journal of Student Inquirya collab-
recipes and food preparation, food for special occa-
orative local publication for student reports about
sions, setting the table, decorating with food, and
investigations in all areas of the curriculumand
beliefs about food. Our study culminated in a family
told my students what we would discover in the arti-
potluck and a classroom video. Students and their
cles they wrote. One letter, to one of my Mexican
families presented a rich array of dishes and family
American students, was especially poignant: "You
practices, emphasizing ethnicity, religion, travel,
wrote about Cinco de Mayo and Mexican independ-
and origins. We encountered traditions from Cam-
ence. We don't have independence yet in Kosovo,
bodia, Scotland, Mexico, Turkey, Norway, Laos,
where I come from." Our class talked for awhile
Sweden, Germany, and the Ukraine.
about independence movements.
Another student, in Madison for a year with his
family, wrote an article entitled "A Norwegian Kid
in the U.S.," contrasting school, recreation, lan-
Folk Tales
guage, and food in these contexts. For his commu-
When we started reading from Favorite Folktales
nity service project at the end of the year, he wrote
from around the World, a collection edited by Jane
letters to relatives and friends in Norway, bridging
Yolen, many students first looked for stories from
cultural experiences. Throughout the year, we regu-
the country or region they come from. Although I
larly linked classroom conversations to his compara-
cautioned them not to expect the culture in the folk-
tive descriptions of Norway. Although particularly
tales to represent life in these countries today, they
revealing to my students of Norwegian ancestry, his
for enduring cultural
enjoyed searching
traits
portrayal of daily life across the ocean opened the
among the historical relics.
imaginations of all the students.
A third student, who loves to read the history of
American wars, interviewed three World War II vet-
erans and the son of another about their experi-
U.S. History
ences for his Great Blue journal article, with a focus
During the spring semester we read Joy Hakim's All
on Asia and the Pacific. "I wanted to go deeper into
the picture," he wrote. "Who were the people in
the People (volume 10 of her A History of the U.S.
vi
Making the World Round
7
World War II?" Two of the veterans he talked to
Jersey, Ireland, and Kazakhstan. Together we cre-
ated text for a collaborative literary magazine, each
were grandfathers of other boys in our class.
section edited by the classroom that proposed it: po-
Another grandfather, who regularly volunteered
in our room, told us stories about growing up, the
etry, essays about the space program, postcard-sized
son of a Jewish mother, in Nazi Germany. He
accounts of a typical days, hobbies, "what if' fan-
helped a fourth student prepare a Great Blue article
tasies, and local imagination.
evaluating books about Tibet's religious leader, the We began working on another i*EARN project
(to be continued next year) called "Global Art:
Dalai Lama. A mother, who works with interna-
Sense of Caring about Local Environments," with
tional students at UW-Madison, arranged for two
classrooms in Washington, New Mexico, Rhode Is-
Mexican graduate students to talk to our class about
land, Ghana, Uganda, Australia, and Moscow and
Day of the Dead.
Novosibirsk in Russia. This project, on taking care
of habitats, will combine reading, writing, art, video
making, science, and community action. We will
A Student Puts It All Together
send the other classrooms our just-completed
"Mornings-in-the-Marsh" twenty-eight
booklet,
Several months ago I found this letter on my desk:
pages of poetry, photos, fiction, and essays reflecting
"Dear Mr. Wag ler, Could I do a presentation of my
our study of a nearby marsh and our service in re-
culture for our class? It would be about 1 1/2 hours
moving nonnative species and building paths to
long. Please let me know." Of course, I said yes. A
make this site accessible for other students.
month later she presented an extraordinary array of
Hmong cultural expressions. She performed a
dance while wearing traditional clothing, brought
samples of needlework and described how to make
Conclusion
them, handed each student a cup of stir-fried noo-
dles with beef, showed family photos, summarized
I imagine a skeptic saying, "Oh, sure! You live in a
the history of the Hmong, and shared unforgettable
city with lots of different cultures. We don't have
stories of her own family's escape from Laos and im-
much international culture, or many educational
migration to America.
opportunities, in our town." I beg to differ. In every
community there are people with global experi-
ences and perspectives.
In the 1950s, while attending a rural Amish-
Connecting with Classrooms
Mennonite school, I had a teacher who went to Eu-
Abroad
rope following World War II to help rebuild Ger-
the
This has been the first year my classroom has partic-
of
horrors
His showing
slides
many.
ipated in the computer network called i*EARN (In-
concentration camps and his stories of traveling on
ternational Education and Resource Network, see
his motorcycle made the world round for me.
"Resources"). During our first Learning Circle, we
Now the world is also round for my students
exchanged classroom surveys and personal intro-
and close to home. Our local beginnings curve into
ductions with classrooms in California, Illinois, New
global inquiry, dialogue, and action.
vii
Making the World Round
Authorrs and Task FOTCS [Membscrs
1-- --the department expresses the utmost appreciation and thanks to the team of authors who committed
their time and knowledge to make this guide possible. Their dedication to their profession and to rais-
ing student achievement is commendable.
_
Judy Freund, Ed.D.
Sharon Durtka, Ph.D.
International Education Programs Coordinator
International Education Consultant
Milwaukee Public Schools
Hudson, Wisconsin
Milwaukee, Wisconsin
Rebecca Reimbold
Education Policy and Community Studies
Alex Dye
Outreach Coordinator, Center for International
University of WisconsinMilwaukee
Studies
Milwaukee, Wisconsin
University of WisconsinMilwaukee
Milwaukee, Wisconsin
B. Robert Tabachnick, Ed.D.
Professor Emeritus
Department of Curriculum and Instruction
Jay Harris
Global Perspectives Consultant
University of WisconsinMadison
Worldview Consulting
Madison, Wisconsin
De Pere, Wisconsin
Renée Tanta la, Ph.D.
Julie Kline
World History and African History Consultant
Outreach and Academic Program Coordinator
Milwaukee, Wisconsin
Center for Latin American and Caribbean Studies
University of WisconsinMilwaukee
Mark Wag ler
Milwaukee, Wisconsin
Classroom Teacher
Randall Elementary School
Carol LeBreck, Ph.D.
Madison, Wisconsin
Professor Emeritus
Director, Global Educators Program and Interna-
tional Student Teaching Program
Educational Consultant, Global Links
University of WisconsinRiver Falls
River Falls, Wisconsin
ix
9
AcknoMedgmeMs
special thanks goes to many individuals at the Wisconsin Department of Public Instruction and
specifically to Carol Stricker, Sandi McNamer, Jack Kean, and Sue Grady. Each spent many extra
hours assisting with the development of this guide. Without their dedication and energy, this guide
would not have been possible.
One leaves a country wishing to come back again; we leave this writing project already wishing we could
begin again. This is the Department of Public Instruction's first curriculum guide in international education;
the task force began with blank pieces of paper. We simultaneously dread, apologize for, and yet welcome
criticisms of our shared vision, and our culpability for omissions and errors. We are pleased to have a body of
work on which to add, correct, and base new initiatives.
University of WisconsinMadison Emeritus Professor B. Robert Tabachnick deserves special commen-
dation, as a gentle scholar who saw the project through from its first beginning in 1998 to its end in 2002. His
personal and professional life as an academic, traveler, and astute participant observer in cultures served us
well. Any shortsightedness is despite, not because of, his advice. Teacher and philosopher Mark Wag ler chal-
lenged us throughout on the applicability of our words to the classroom and the need for our vision to extend
far beyond it. Task members Carol LeBreck and Judy Freund contributed countless hours in meetings and
just as many hours driving on wintry Wisconsin highways, creating visions enroute. Colleagues Jay Harris,
Alex Dye, and Sharon Durtka shared in conceptual design and contributed substantive pieces in hours of
need. Photographer Jeanne Tabachnick generously contributed visual images from decades of traveling the
world, including scenes from countries such as Sierra Leone, where daily lives portrayed have been since de-
stroyed and disrupted by current conflicts. Parents and teachers at Lloyd Street Global Elementary School
contributed an outstanding collection of photos. To the entire task force, I extend the gratitude and admira-
tion of this department.
Our work stands on the substantial contributions of H. Michael Hartoonian, Frank Grittner, and Dave
Engleson, three men in the department whose professional years here laid foundations for connecting chil-
dren in classrooms to countries and cultures both far away from and within Wisconsin.
Madeline Uraneck
Task Force Chair
Ohnision for Acadenfac ExceHence
Jack Kean, Assistant State Superintendent
Sue Grady, Director, Content and Learning Team
Chet Bradley, Health and Physical Education Consultant (Retired)
Marie Burbach, Marketing Education Consultant
Rajah Farah, Teacher Licensing Consultant
Gerhard Fischer, Ph.D., Education Program Coordinator
Dean P. Gagnon, Agricultural Education Consultant
Jodean Grunow, Ph.D., Mathematics Consultant (Retired)
Ellen Last, Ph.D., English Language Arts Consultant
Shelley Lee, Science Consultant
Joan Loock, Business Education Consultant
Mary Parks, Education Specialist
Melvin Pontious, Ed.D., Music Education Consultant
Karen Prickette, Social Studies Education Consultant
xi
10