Civics in a Digital Republic: A Transformative Curriculum

Lesson 3: Global Community: Programs for International Relations

Beliefs Concerning Societal Conditions and Governmental Responsibilities 150 D.3 GLOBAL COMMUNITY PROGRAMS FOR INTERNATIONAL RELATIONS SUMMARY Each lesson in this unit plan presents different tools that may encourage students to explore their role in the global community. This unit is comprised of three lessons: • Skype (http://www.skype.com/intl/en-us/home) • Doors to Diplomacy • Model United Nations. SKYPE SUMMARY Skype is a tool that connects your classroom to a variety of individuals or places around the world. By exposing students to varied perspectives, they will broaden their horizons and will begin to understand their location in relation to the global context. • Students will connect with various individuals from anywhere in the country/world. • This lesson can be implemented in nearly any context. Whenever a teacher locates an expert in their field, Skype can be used to have a video conference, lecture, or discussion with the class. In preparation for the lesson, students may want to do some initial research or come up with questions for the expert. Beliefs Concerning Societal Conditions and Governmental Responsibilities D.3 Global Community PROGRAMS FOR INTERNATIONAL RELATIONS continued Beliefs Concerning Societal Conditions and Governmental Responsibilities 151 PROCEDURE Day 1 • Introduce students to the concept of bringing an expert into the classroom . You may want to use a K-W-L chart for this activity. Ask students what they know about the expert or topic. In small groups, have students come up with questions for the expert that will Skype into the class. Review the questions together and lay ground rules for the next day’s lecture /discussion/Q&A session. Day 2 • Arrange the classroom where all students can see the projector screen and can be in view of the webcam.You might want to use a webcam with some degree of flexibility. Remind students of the rules for the activity before calling the expert. Your role during the activity will be to act as a moderator and facilitator between the students and expert. After the Skype call has ended, ask students to give a summary of what the talk was about. You can have students write their reactions or create a product depending on the conversation or topic. Differentiated Instruction • These lessons are constructed so that teachers are able to address various learning needs in their classrooms.We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn. • Modifications in the lesson may include: • Outline or script of the discussion • Preferrential seating • ASL interpreter • Guided notes D.3 Global Community PROGRAMS FOR INTERNATIONAL RELATIONS continued 152 Beliefs Concerning Societal Conditions and Governmental Responsibilities Sample Student Products • http://www.youtube.com/watch?v=yYa2RkdbbEo Collaboration • Students will work collaboratively & individually. Students will work in groups of four. Time Allotment • Two class periods. One hour per class. MATERIALS & RESOURCES Instructional Materials • High speed Internet access, computer, webcam, Skype account Resources • Firefox, Internet Explorer, Skype. • The number of computers required is one. • Students will not need familiarity with technology in order to implement this lesson. However, it is important that faculty members test Skype and establish contact with professionals prior to the implementation of the activity. • Curriculum Toolbox STANDARDS & ASSESSMENT Next Generation Content Standards and Objectives for Social Studies in West Virginia • SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American govern- D.3 Global Community PROGRAMS FOR INTERNATIONAL RELATIONS continued Beliefs Concerning Societal Conditions and Governmental Responsibilities 153 ment through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives , community volunteerism). • SS.12.C.2 Students will explore social contracts, the establishment of rule of law, and evaluate how limited government and rule of law protect individual rights. • SS.12.C.7 Students will evaluate the processes within the United States Constitution a living document with democratic principles that are modified and expanded to meet the changing needs of society. • SS.12.C.20 Students will assess the influence of the media on public opinion and on the decisions of elected officials and the bureaucracy: bias in reporting and editorials, • push pull polls and selective reporting of citizen opinions, advertisement and campaign ads, reporting of news out of context • SS.12.C.21 Students will investigate the impact that special interest groups have on shaping public policy at local, state...