Standards Globalization Examples

CCSS Standard

Global Expansion

TGC Resource(s)

Assessment

CCSS.ELALITERACY.W.7.3
Write narratives to
develop real or
imagined
experiences or
events using
effective technique,
relevant descriptive
details, and wellstructured event
sequences.

The book No More

Strangers Now
features multiple
interviews from
twelve different
teenagers who live in
post-Apartheid South
Africa. Selecting
several of these to
highlight for students
to read about multiple
perspectives would
allow them to see
more than one story
from a similar
location.

The TEDtalk video of

Chimamanda Ngozi
Adichie really clicked
for me; by using one
story (whether it be a
nonfiction article or
fiction novel) to focus
on, we were limiting
students to a singular
viewpoint. While they
knew the material in
that one source well,
they did not
experience multiple
viewpoints.

CCSS.ELALITERACY.RH.6-8.9
Analyze the
relationship
between a primary
and secondary
source on the same
topic.

By using speeches,
students will evaluate
them as a primary
source. They will
make comparisons to
secondary sources
(textbook and news
articles printed in the
USA) from the same
time period.

www.primarysource.or
g
Educating for Global
Competence:
Preparing Our Youth
to Engage the World
(Asia Society)
especially pages 1213. These two
sources highlighted
using multiple
sources.

CCSS.ELALITERACY.RL.7.1
Cite several pieces
of textual evidence
to support analysis
of what the text
says explicitly as
well as inferences
drawn from the text.
CCSS.ELALITERACY.SL.7.5
Include multimedia

Using music/ lyrics

from African artists,
students will use the
lyrics to determine
the political
sentiments in the
words.

Oxfam Education.
(2007). Education for
global citizenship: a
guide for schools. By
looking at different
ways information is
presented (in this
case, music),
students get a sense
of how ideas shift and
change. Lyrics from a
century ago were

After reading at
least three different
perspective pieces
from the book
(Black, White,
Colored, Indian)
students will write
their own piece
from the
perspective of a
made-up South
African teenager,
including details
about culture,
school,
expectations, and
future plans.
In class, students
will use a speech
by Nelson Mandela
to a) identify the
authors purpose,
b) quote one fact
and explain its
relevance to the
authors purpose,
c) quote one
opinion and explain
its relevance to the
authors purpose,
and d) write an
objective summary.
They will do the
same with the text.
As an assessment,
students then
compare the
speech and the text
in a Venn diagram.
Using several
examples of South
African Apartheidthemed music
(translated to
English, ranging
from 1897 to
present), students
will trace the
development of
ideas over time. As
an assessment,

components and
visual displays in
presentations to
clarify claims and
findings and
emphasize salient
points.

very subtle and

repetitive, but more
modern lyrics are
more direct and are
written by
contemporary artists
from around the
world.

students will write

their own antiApartheid themed
song (poem) to
present to the
class.