Kim Stalnaker

TGC 2014-2015
Consider Standards in Relation to Global Education
1. 10.4.1: Analyze the arguments for entering into war presented by leaders from all sides of the Great War.
(District of Columbia Social Studies standard)
2. This standard is mainly looking at the Assassination of the Archduke of Austria-Hungary in Sarajevo and the
chain of events that following his killing. For students to master this standard, it requires an understanding of
the alliances and rivalries that existed in Europe at the time and the underlying tensions that some countries
exploited. As recommended in the Asia Societys report on Educating for Global Competence, I will require
students to investigate the world, recognize perspective, and communicate ideas.
3. In order for students to recognize their own perspective on the issues, I will ask students to think about how
they usually react when someone they care about (friend or family member) is being threatened or disrespected.
Unfortunately, this is a situation many of our students are very familiar with. Issues related to maintaining
respect and standing up for friends and family is valued among many students in our community. Once students
are hooked into the lesson by connecting to their personal lives, I will ask students to investigate the world of
1914 in Europe. They will explore the different cultures, languages, and ethnicities of the Balkans under the
Austro-Hungarian Empire and consider how this melting pot could impact events. In groups, students will
communicate their ideas on how this spark (the assassination) led to a world war. In their presentations, students
will receive extra points for using accountable talk (a structured method of speaking and asking questions
respectfully), which will help prepare them for diverse audiences.
4. Students will turn and talk with their neighbor about a question relating to how they would respond if
someone was threatening or disrespecting someone important to them. In addition, they will consider and
discuss if their reaction had a successful outcome. Then students will examine a map of Austria-Hungary, which
shows the ethnicities and languages of the region. Students will research the history of the region; groups will
focus on different ethnicities and report back to the class. Once students finish their research, we will watch a
video, which reenacts the assassination of the Archduke. With information on the assassins and the location of
the assassination, students will use their research to determine what led to the assassination. In their same
groups, students will be asked to create a poster, which contains the following: a) A drawing of the crime scene
of the assassination, b) 3 expanded sentences (a Hochman writing method that our school is using) which have
the following stems: Tensions grew, Archduke assassination, Austria-Hungary responds. Once students have
presented, students will complete an exit ticket with a Venn diagram in which they compare the response they
had to a situation in which someone they care about was threated or disrespected to what happened at the
beginning of World War I.
1. 10.10: Students explain the causes, major events, and global consequences of the Cold War (District of
Columbia Social Studies standard)
2. With this standard, students are expected to understand the tensions that built between the Soviet Union and
the United States at the end of World War II, some key events (Berlin blockade, the Zimmerman telegram, the
Cuban Missile Crisis, the Berlin Wall, and the wars in Korea and Vietnam), and the impact the war had on the
rest of the world. For this lesson, I will focus on the Cuban Missile Crisis. In order to build global
competencies, students will create questions and determine their global significance, they will evaluate how

access to knowledge and resources affected perspectives, they will listen and communicate effectively, and
lastly they will consider the nuclear issues we are still grappling with today.
3. Students will create questions about Soviet and Cuban intentions while looking at the data from US spy
planes (investigate the world). After examining data, students will consider perspectives of all three parties the
U.S., the Soviet Union, and Cuba. Once they have completed their research and read key documents, students
will play the role of an advisor from one country and present their ideas (communicate ideas). Lastly, students
will consider what nuclear issues the world is still dealing with today and what actions the U.S. is taking to
minimize the proliferation of nuclear weapons. (take action).
4. I will begin by giving students the data that President Kennedy and his advisors received from the U-2 planes
on Soviet activity in Cuba. Using this data and considering the perspective of the Russians, the Cubans, and the
U.S., students will create questions. Students will use these questions to guide their research. Students will take
on the role of a key leader or advisor from the U.S., Cuba, or the Soviet Union and will articulate their opinions
and suggested actions in a simulated activity. Each team will present an action they will take and will anticipate
the action of the other sides. Spies will be deployed from each team to determine what actions they think the
other side will take. Students will be required to present their suggested actions in different forms letters,
information through an advisor, or via phone call with another leader. Lastly, in a homework assignment,
students will read about current nuclear weapons issues, what is being done to minimize the build up of these
weapons, and express their opinion on what actions they think should be taken.
1. 10.11.3: Explain the pan-Africanism movement, the formation of the Organization of African Unity, and
various independence movements (Congo, Angola, Mozambique, Zimbabwe) and African American support for
these movements. (District of Columbia Social Studies standard)
2. With this standard, students are expected to understand the movements toward African independence and the
role of African American support in these movements. Students will be expected to consider how the
independence movements were different in different countries (recognize perspective), will research what
happened in one particular country (investigate the world), will participate in a meet and greet (communicate
ideas), and consider whether there are still countries today fighting for their independence (take action).
3. After reviewing what students learned about imperialism in an earlier unit, student will examine a map of
African independence and consider what caused the changes in Africa to happen. Students will learn new
vocabulary around the independence movements, especially pan-Africanism. Then students will be assigned
one African or pan-African leader. After completing research on their leader, students will participate in a meet
and greet activity in which they have to learn about other leaders. They have to communicate their ideas as a
leader in character.
4. The main assessment that students will complete is an overview of their African or pan-African leader in
which they are expected to read and write about their accomplishments and key ideas. Once they are experts in
their character, they become that character for a meet and greet event. If possible, some props and costumes will
be used. During the meet and greet, students must meet with one African and one pan-African leader. They will
need to record information about them, do a comparison with their own character, and create a bumper sticker
with the leaders ideas. An exit question asks them to consider how and why their characters and the other
characters ideas and actions brought hope to others seeking African freedom and independence. Lastly,
students will reflect on some countries that continue to struggle for freedom and independence today and what
actions are being taken for or against those movements (Crimea could be a controversial and interesting
example).