Standards Evaluation for Global Competency
IREX- Teachers For Global Classrooms
College Board- AP US History Curriculum Framework
Learning Objective Theme: America in the World
In this theme, students should focus on the global context in which the United States originated and developed as well as the influence of the United States on world affairs. Students should examine how various world actors (such as people, states, organizations, and companies) have competed for the territory and resources of the North American continent, influencing the development of both American and world societies and economies. Students should also investigate how American foreign policies and military actions have affected the rest of the world as well as social issues within the United States itself.
Overarching question: How have events in North America and the United States related to contemporary developments in the rest of the world?
WOR-8 Explain how U.S. military and economic involvement in the developing world and issues such as terrorism and economic globalization have changed U.S. foreign policy goals since the middle of the 20th century.
Integration of Global Education
Specific Lesson modifications for Global Competence
Informal Outcome Assessments
College Board- AP Psychology Standards and Curriculum Framework
XIV. Social Psychology This part of the course focuses on how individuals relate to one another in social situations . Social psychologists study social attitudes, social influence, and other social phenomena . Students should be able to:
Articulate the impact of social and cultural categories (e .g ., gender, race, ethnicity) on self-concept and relations with others .
Integration of Global Education
Specific Lesson Plan Modifications for Global Competencies
Informal Outcome Assessments
College Board- AP US History Curriculum Framework
Key Concept 7.3: Global conflicts over resources, territories, and ideologies renewed debates over the nation’s values and its role in the world, while simultaneously propelling the United States into a dominant international military, political, cultural, and economic position.
I. Many Americans began to advocate overseas expansionism in the late 19th century, leading to new territorial ambitions and acquisitions in the Western Hemisphere and the Pacific
C. Questions about America’s role in the world generated considerable debate, prompting the development of a wide variety of views and arguments between imperialists and anti-imperialists and, later, interventionists and isolationists.
Integration of Global Education
Specific Lesson Plan Modifications
Informal Assessment
IREX- Teachers For Global Classrooms
College Board- AP US History Curriculum Framework
Learning Objective Theme: America in the World
In this theme, students should focus on the global context in which the United States originated and developed as well as the influence of the United States on world affairs. Students should examine how various world actors (such as people, states, organizations, and companies) have competed for the territory and resources of the North American continent, influencing the development of both American and world societies and economies. Students should also investigate how American foreign policies and military actions have affected the rest of the world as well as social issues within the United States itself.
Overarching question: How have events in North America and the United States related to contemporary developments in the rest of the world?
WOR-8 Explain how U.S. military and economic involvement in the developing world and issues such as terrorism and economic globalization have changed U.S. foreign policy goals since the middle of the 20th century.
Integration of Global Education
- Students will understand that U.S. foreign policy is influenced by global issues, and vice versa
- Students will evaluate how U.S. foreign and economic policies are tied to those of other countries
- Students will compare U.S. foreign and economic policies to those of other nations.
Specific Lesson modifications for Global Competence
- Students will choose a foreign policy dilemma or crisis that the United States has had to deal with in the last 30 years. They will research the historical context of that crisis from the standpoint of those countries it deals with.
- Students will evaluate U.S. foreign policies in terms of their effects on the every day lives of individuals living in other nations, and trace those effects to the present day. For example, while learning about Regan’s foreign policy during the 1980s, students will examine the effects on specific Latin American countries and trace them to today.
Informal Outcome Assessments
- Students will create a simulated news show/documentary that exposes the specific effects of one U.S. foreign policy on specific individuals in another country.
- Socratic seminars focusing on the role of United States economic policy and the world economy.
College Board- AP Psychology Standards and Curriculum Framework
XIV. Social Psychology This part of the course focuses on how individuals relate to one another in social situations . Social psychologists study social attitudes, social influence, and other social phenomena . Students should be able to:
Articulate the impact of social and cultural categories (e .g ., gender, race, ethnicity) on self-concept and relations with others .
Integration of Global Education
- Students will apply social psychology concepts such as self-concept, self-serving bias, group behavior, and fundamental attribution error to explain behaviors of individuals in other countries, as well as in the United States.
- Students will use social psychology categories to examine demographic labeling throughout the world.
Specific Lesson Plan Modifications for Global Competencies
- In order to understand self-concept and relations with others, students will learn the concept of “otherness” and how this applies to cross-cultural relations.
- Students will examine how different cultures and nationalities identify themselves in relation to others.
Informal Outcome Assessments
- Students will write a reflection paper applying AP Psychology terminology to explain how two different groups/cultures identify themselves in relation to each other.
College Board- AP US History Curriculum Framework
Key Concept 7.3: Global conflicts over resources, territories, and ideologies renewed debates over the nation’s values and its role in the world, while simultaneously propelling the United States into a dominant international military, political, cultural, and economic position.
I. Many Americans began to advocate overseas expansionism in the late 19th century, leading to new territorial ambitions and acquisitions in the Western Hemisphere and the Pacific
C. Questions about America’s role in the world generated considerable debate, prompting the development of a wide variety of views and arguments between imperialists and anti-imperialists and, later, interventionists and isolationists.
Integration of Global Education
- Students will understand the pros and cons of U.S. involvement in the world, starting in the 19th century
- Students will examine the historic arguments for and against U.S. imperialism and global expansion at the end of the 19th century and examine how one specific culture was affected by this expansion and trace that to contemporary events.
Specific Lesson Plan Modifications
- When learning about the effects of the Spanish –American War, students will be assigned one of the following groups/cultures: Philippines, Hawai, Guam, Puerto Rico, and Cuba and examine how U.S. policies affected these areas. Students will create a 6 degrees of separation flow-chart where they trace the Spanish-American War to contemporary events and conditions in those countries through 6 steps.
- Students will examine the historical debate over U.S. foreign policy and expansion, and trace that to contemporary debates over the U.S. role in the world. Students should include an analysis of at least one other countries’ perspective of U.S. involvement in foreign affairs. Students will be instructed to examine foreign newspapers and sources to gauge this perspective.
Informal Assessment
- Simulated UN where other countries examine the role of the United States in foreign affairs.
- Students create campaign/persuasive posters advocating for or against U.S. foreign intervention in contemporary times. Student posters should focus on a specific region of the world that has been affected by U.S. intervention, either in negative or positive ways, or both.