Lesson Plans

GEEO asks that each educator participant traveling with us create a Classroom Action Plan for how they will share their GEEO overseas experience with their students. Sometimes this can be a simple lesson plan and other times this can be a program that stretches throughout the school year. Below you will find some examples of action plans that our participants have submitted in the past. If you are traveling with us, feel free to use these as inspiration when creating your own action plan.

 

Competencies for a Global Citizen Graduate

As you design your GEEO Classroom Action Plan, consider the following competencies necessary for a globally competent graduate. The following competencies for K-12 students are from the book Empowering Global Citizens: A World Course by Fernando M. Reimers et al. You can find a PDF available online here. The book and its curriculum are licensed under the Creative Commons Attribution 4.0 International License

 

Intercultural competency: This includes the ability to interact successfully with people from different cultural identities and origins. It encompasses interpersonal skills as well as intrapersonal skills and ways to govern oneself in the face of cultural differences. 

    1. Interpersonal Skills
      1. Work productively in and effectively lead intercultural teams, including teams distributed in various geographies through the use of telecommunication technologies 
      2. Demonstrate empathy toward other people from different cultural origins
      3. Demonstrate courtesy and norms of interaction appropriate to various cultural settings 
      4. Resolve culturally based disagreements through negotiation, mediation, and conflict resolution 
    2. Intrapersonal Skills
      1. Curiosity about global affairs and world cultures 
      2. The ability to recognize and weigh diverse cultural perspectives 
      3. An understanding of one’s own identity, of others’ identities, of how other cultures shape their own and others’ identities, and of where one is in space and time 
      4. The ability to recognize and examine assumptions when engaging with cultural differences 
      5. The recognition of cultural (civilizational, religious, or ethnic) prejudice and the ability to minimize its effects in intergroup dynamics 
      6. An understanding and appreciation of cultural variation in basic norms of interaction, the ability to be courteous, and the ability to find and learn about norms appropriate in specific settings and types of interaction 

 

Ethical orientation 

    1. Appreciation of ethical frameworks in diverse religious systems 
    2. Commitment to basic equality of all people 
    3. Recognition of common values and common humanity across civilizational streams 
    4. Appreciation of the potential of every person regardless of socioeconomic circumstances or cultural origin 
    5. Appreciation of the role of global compacts such as the Universal Declaration of Human Rights in guiding global governance 
    6. Commitment to supporting universal human rights, to reducing global poverty, to promoting peace, and to promoting sustainable forms of human-environmental interaction 
    7. Ability to interact with people from diverse cultural backgrounds while demonstrating humility, respect, reciprocity, and integrity 
    8. An understanding of the role of trust in sustaining human interaction as well as global institutions and recognition of forms of breakdowns in trust and institutional corruption and its causes 

 

Knowledge and skills: In addition to highlighting the cosmopolitan links infused in the curriculum, as Kandel recommended a century ago, a global education curriculum should provide students with the knowledge and skills necessary to understand the various vectors of globalization. These include culture, religion, history and geography, politics and government, economics, science, technology and innovation, public health, and demography. 

    1. Culture, religion, and history and geography 
      1. World history and geography, with attention to the role of globalization in cultural change 
      2. The study of religions as powerful institutions organizing human activity 
      3. Historical knowledge, which includes various perspectives and an understanding of the role of ordinary citizens in history 
      4. World geography, including the different areas of the world, what unites them, what differences exist, and how humans have changed the geography of the planet 
      5. World religions, history, and points of contact between civilizations over time 
      6. Major philosophical traditions and points of connection 
      7. Performing and visual arts (e.g., theater, dance, music, visual arts, etc.) as a means to find common humanity 
      8. Different arts and ability to see connections 
      9. Ability to view art as expression, to use art for expression, and to understand globalization and art 
    2. Politics and government 
      1. Comparative government 
      2. How governments work in different societies 
      3. Major international institutions and their role in shaping global affairs 
      4. Contemporary global challenges in human-environmental interaction 
      5. Sources of these challenges, options to address them, and the role of global institutions in addressing these challenges 
      6. History of contemporary global conflicts and the role of global institutions in addressing these challenges 
    3. Economics, business, and entrepreneurship 
      1. Theories of economic development and how they explain the various stages in economic development of nations, poverty, and inequality 
      2. Institutions that regulate global trade and work to promote international development 
      3. Contemporary literature on the effectiveness and limitations of those institutions 
      4. The impact of global trade 
      5. The consequences of global poverty and the agency of the poor 
      6. The demography and factors influencing demographic trends and their implications for global change 
    4. Science, technology and innovation, and globalization 
    5. Public Health, population, and demography 

 

Work and mind habits 

    1. Demonstrate innovation and creativity in contributing to formulating solutions to global challenges and to seizing global opportunities; seek and identify the best global practices; and transfer them across geographic, disciplinary, and professional contexts 
    2. Identify different cultural perspectives through which to think about problems 
    3. Understand the process of cultural change and that there is individual variation within cultural groups 
    4. Carry out research projects independently 
    5. Present results of independent research in writing, orally, and using media

Sample Lesson Plans

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Subject: Art | Grades: 1, 2, 3, 4, 5, 6, 7, 8, Kindergarten, Preschool

Location: Costa Rica

Contributor: Lesson 01

Lesson Plan

I am an art teacher and I would like to teach my students about art in Costa Rica. I would like to create a couple units where students can make a few art projects based on what I saw and researched from Costa Rica. I am also going to make a power point with photos from my trip and explain the the children all about beautiful Costa Rica!

Pre-Departure Preparation

I will research popular art work in Costa Rica so I not only know some background info, but also what to look out for while I’m there.

Preparation During Travel

I will visit local art galleries, ask locals about popular art in Costa Rica, and take many pictures during the trip to add to my power point presentation. I will also take beautiful landscape photos as inspiration for paintings.

Subject: Science & Business | Grades: 10, 11, 12, 6, 7, 8, 9

Location: India/Nepal

Contributor: Lesson 02

Lesson Plan

Since I am a business teacher, I want to teach my students about International business etiquette in India. The students will research India’s business etiquette and compare it to other Asia countries and the United States. Then they will present their findings via a PPT and present it to the class.

Pre-Departure Preparation

I will research business etiquette in India.

Preparation During Travel

I will talk to various different business owners. I will also ask the local business owners in the villages that we will be visiting about etiquette in business appearance, dress attire, and communication. I will take many pictures to include businesses and dress attire that students will be able to use in their presentations.

Subject: Language Arts & Religion, Social Studies | Grades: 6, 7, 8

Location: India/Nepal

Contributor: Lesson 03

Lesson Plan

I plan to create some amazing power point presentations on history and culture for my two World History classes that will emphasize the diversity and richness of the Indian culture. I hope to supplement this with craft items, samples of music, art, etc. to create an artifact teaching trunk for our building. Because I teach a world religions unit in my religion curriculum I also intend to do a power point presentation on Hinduism and Buddhism with an emphasis on religious beliefs, commonalities, and forms of worship.

Pre-Departure Preparation

I’m planning on doing a lot of reading so that I can ask focused questions and have a game plan of what I want to focus on.

Preparation During Travel

I plan to take advantage of the opportunity to visit as many historical, cultural and religious sites as possible. I hope to take advantage of any cultural presentations that might be made available to us. I hope to interview or talk to as many local people as possible and to take as many pictures as possible.

Subject: English | Grades: University

Location: India/Nepal

Contributor: Lesson 04

Lesson Plan

I will require that students read “Gandhi, His Life and Message for the World” by Louis Fischer. They will have to write an essay on Gandhi’s goals, accomplishments, and methods. To accompany the following class discussion, I will present a slide presentation of my photos showing the Gandhi Museum which contains the memorial walk from his simple room to the place of his death and also the Gandhi Memorial with the eternal flame. Both of these sights are in New Delhi.

Pre-Departure Preparation

none needed.

Preparation During Travel

I will take photos at the Gandhi Museum and Gandhi Memorial.

Subject: Gifted | Grades: 1, 2, 3, 4, 5, 6, 7, 8, Kindergarten

Location: India/Nepal

Contributor: Lesson 05

Lesson Plan

My fifth grade students will complete a novel study about Peak by Roland Smith. This novel is about a boy named Peak who attempts to be the youngest person to climb Mount Everest. Peak leaves New York City for Kathmandu, Nepal, and begins the long trek up the mountain. In addition to practicing reading strategies and analyzing literary devices, my students will learn about the life of Nepalese Sherpas, the struggle between Tibet and China, and the perils of climbing the world’s tallest mountain. My sixth grade students study world leaders through literature. Our second unit of study is Gandhi. First, students read a biography of Gandhi and learn about the Indian culture, religions, language, and caste system. Then, we read the novel Keeping Corner by Kashmira Seth. The novel about a young girl named Leela who is in the Brahman caste. She suddenly becomes widowed and is forced to stay in her home and “keep corner” for a year. While in seclusion, she learns about Gandhi and how he is fighting for the rights of women and to eliminate the caste system. During the novel, we will learn more about the Hindu god Ganesh and the goddess Lakshmi. Students will make a Rangoli design like the characters did to celebrate Diwali. In 2010, I started an International Night at my school. I will add the countries of India and Nepal to this night. I will create displays with my students based on our units of study. My goal is to bring in someone to apply mehndi on the students’ hands and someone to teach Hindi lessons.

Pre-Departure Preparation

I will research important places in Kathmandu as well significant places in Gandhi’s life. I will read more about the current state of the caste system in India. I plan to read memoirs and novels set in Nepal and India to help me better understand the culture. I will buy a Hindi phrase book and an app for my tablet to practice basic phrases.

Preparation During Travel

To enrich my Gandhi unit, I will visit sites important to Gandhi’s life such as the Gandhi Smriti in New Delhi where he spent the last days of his life. I will ask my guide for more information about the Hindu religion, the caste system, and Nepal’s views of Tibet. I would like see a traditional dance or musical performance. Whenever I get a chance, I will read local newspapers to find out more information about current events in both countries. To share one way women celebrate religious festivals or weddings, I will try to get mehndi on my hands and videotape the process. My students always enjoy seeing foreign currency so I will save Nepalese and Indian coins and bills. Since I will have a few extra days in Kathmandu, I will plan a trip to Mount Everest so I can give my students more background knowledge. Postcards of famous sites, Hindu gods/goddesses, and Mount Everest’s base camps and summit will help my students visualize important events in the novels so I will be on the look out to purchase as many as possible. Finally, I will take many photos and videos to share what I see and learn with my students.

Subject: All subjects | Grades: 1, 2, 3, 4, 5

Location: Egypt

Contributor: Lesson 06

Lesson Plan

I plan to coordinate Egyptian Studies, with our Global teacher for the annual Global Fair. I would like to include architecture, music, art, food, culture and customs for our student body. ( Previously, this school year our class viewed videos and DVDs about Egypt for background knowledge.) I plan to help the students create model pyramids for the annual Global Fair. We will prepare taste testing food items for the Global Fair as Egyptian music and photos are on the Power Point Global Fair Display. Meet with an Egyptian Elementary school teacher to unite our schools for a Global Fair and share school addresses and emails to have an ongoing dialogue with students, if possible.

Pre-Departure Preparation

I have previously viewed videos and DVDs concerning Egypt and Egyptians, culture and customs. Bring my camera and plenty of memory sticks.

Preparation During Travel

I will need to take photos, gather available menus from restaurants, purchase Egyptian music CDs and possibly DVDs and speak with a local teacher about how to coordinate an International Global Fair between our schools,

Subject: Geography | Grades: 6, 7, 8

Location: Egypt

Contributor: Lesson 07

Lesson Plan

My geography students will plan their own trip to Egypt. Through researching travel locations in Egypt, they will create an itinerary and write a postcard to a friend describing what they have seen and done while on this trip.

Pre-Departure Preparation

I will begin to find travel and tourism sites my students can use to research destinations they would like to incorporate into their trip.

Preparation During Travel

I will take pictures along the trip to give students some ideas of places they can include in their project.

Subject: English | Grades: 10, 11, 12, 9

Location: India/Nepal

Contributor: Lesson 08

Lesson Plan

I will be teaching “The Ramayana” and would like to be photographing temples, sites, and Indian dieties that mentioned in the epic. I also would like to interview some people about the importance of this epic and their knowledge about Rama and Sita.

Pre-Departure Preparation

I will have a list of the setting, deities, and rituals.

Preparation During Travel

I will take pictures and photographs and interview people during my free time.

Subject: English, ESOL, Reading | Grades: 6, 7, 8

Location: India/Nepal

Contributor: Lesson 09

Lesson Plan

I will have an “India” day when I read Indian folktales (while wearing a sari). Students will write their version of an Indian folktale.

Pre-Departure Preparation

I will research simple folktales related to the Indian culture.

Preparation During Travel

I will buy a sari! I will ask about Indian folktales, and hopefully buy a book of simple folktales.

Subject: All subjects | Grades: 1, 2, 3, 4, 5

Location: India/Nepal

Contributor: Lesson 10

Lesson Plan

I strongly believe in cross-curricular lessons and I intend to teach about rangoli designs used during traditional festivities in India. Students will then use various materials to constuct their designs which will incorporate geometric shapes and symmetry that they have learned in math class. These designs will be displayed in locations throughout the school, possibly culminating during our annual neighborhood art fair.

Pre-Departure Preparation

I will continue to research how recyclable materials can be used to create these designs. Furthermore to examine how they can be related to our character education program currently in place in our curriculum, having discovered that these designs signify cultural mannerisms and hospitality.

Preparation During Travel

During my time in India, it will be necesary to find examples of the rangoli designs and to discuss with the native people how they were constructed and what the significance of each of the elements are. I expect some of the designs also relate to their religious beliefs and certain deities and while visiting temples, etc., I will explore these connections to the different designs.