Finding the World in the EALRs

Download Report

Transcript Finding the World in the EALRs

Finding the World in Washington State’s Standards & Assessments

What the state should and can do to improve international education

OVERVIEW

 What is international education and why should the state support it?

 What are our goals and how will we know if we have achieved them?

 What stands in our way and what trade-offs must we make?

 What are we currently doing and what could we be doing better?

INTRODUCTION

What is international education and why should the state support it?

   

Why is international education important?

NCSS Statement: Increased human interactions across borders increases the potential for both cooperation and conflict.



“The purpose of global education is to develop in youth the knowledge, skills, and attitudes needed to live effectively in a world possessing limited natural resources and characterized by ethnic diversity, cultural pluralism, and increasing interdependence.”

Adults’ understanding of the world often comes from their secondary education Participation in international education programs results in greater global awareness and global concern.

World Affairs Council: “International education is basic education.” 4

Reasons to be Concerned

 Many schools offer less instruction in about the world today than they did in the past. This decline is attributable to many of the recent school reform programs, including the emphasis on instruction and basic skills testing.  Minimal training of teachers in how to integrate the world in their lessons.

Global Literacy

“Roughly two-thirds (65%) of those with moderate or low interest in international news say they sometimes lose interest in these stories because they lack the background information to keep up.”

- Pew Research Center SOURCE: Nancy Bacon, World Affairs Council 6

OUR MEASURES OF SUCCESS

What are our goals and how will we know if we have achieved them?

Czarra’s Checklist, Part I

      What should students know and be able to do if they are to be considered globally and internationally fluent?

What is the current state of international and global education in the United States?

How can policymakers assess global and international education efforts within their own schools, school districts, or states?

How can education policymakers create structures that support the strengthening of a global and international perspective without overwhelming current resources?

What policy mechanisms can be used to support the global and international literacy of students within the current context of standards and accountability?

Can these policies be used in such a way as to not overwhelm the current standards and assessment systems?

Czarra’s Checklist, Part II

      Do students study and are they aware of global issues and complexities?

Have students studied at least one other culture?

Do students have a general geographical, cultural, and historical knowledge?

Do students study a foreign language or engage in cultural exchanges?

Do students know and understand that cultures cross national boundaries?

Can students recognize, analyze, and evaluate major events and trends in American and world history and examine how these events and trends connect to their own lives, local communities, and the United States?

Are all of these goals of equal importance? Which are our priorities?

Banks’ Recommendations

 Balancing Diversity and Unity  New Conception of Citizenship Education: Multicultural Citizenship (Avoid cultural hegemony & Balkanization)  “Maintain attachments to their cultural communities as well as participate effectively in the shared national culture.”  Students should feel the need to take action as citizens to help solve the world’s difficult global problems.

How can the state promote attachments to cultural communities?

Today’s Survey Questions

    What are the 3 primary obstacles in the way of addressing the international knowledge and skills gap in the schools and educational institutions in our state?

What recommendations do you have for overcoming these obstacles?

What kinds of educational resources do you need to promote international education where you engage the community?

How important is it for Washington state to address these issues?

How will our plan meet pedagogical goals while addressing administrative & political constraints?

How will students show that they are ready to be citizens in an international community? - CBA Scope & Sequence

How will students show that they are ready to be citizens in an international community?

Students will…  write research papers on events in Washington State, US, & World History    defend a position on a controversial issue using their understanding of the Constitution and international human rights analyze the economic effects of scarcity on communities from around the world. investigate and propose solutions to environmental problems 13

CHALLENGES WE FACE

What stands in our way and what trade-offs must we make?

Competing Reasons for International Education

 Prepare students to help solve problems that cross national borders (e.g. nuclear proliferation)  Prepare students to compete and thrive in an economy linked to other countries (e.g. careers for the 21 st century)  Prepare students to live, work, and cooperate with people from other nations (e.g. fair trade) 15

Persistent Tensions in Social Studies

          Depth & Breadth Content & Skills Social Sciences & History Current Events & History Chronology & Case Study & Themes Global Perspective & National/Local Understanding Western & Non-Western Realism & Optimism Focus on Commonalities & Differences Time (180 days x 45 minutes = 135 hours per year) 16

WASHINGTON STATE’S VISION FOR INTERNATIONAL EDUCATION

What are we currently doing and what could we be doing better?

       

Other States’ Visions of International Education

Michigan, New York, & several other states mandate some form of global education Massachusetts: recently added new areas of the world in its standards Geography is now taught in schools throughout the country. (due to pressure from National Geographic Society) World history is now a requirement for graduation in about 20 states, and in many places where it is not a state graduation requirement, districts have added their own world history mandates. Only a handful of states have clear, thoughtful standards in world history. only a handful of states have clear, thoughtful standards in world history. Connecticut & Michigan: International Education Commissions Wisconsin: universities provide content training for teacher exchange programs; created network of global educators Wisconsin: created “Planning Curriculum in International Education” – how to internationalize every subject area 18

Quiz on EALRs & Assessments

     What is your favorite EALR?

Which subjects have EALRs?

What percentage of Social Studies EALRs make explicit reference to places outside of the United States? What percentage of Social Studies EALRs make explicit reference to the United States?

How many state laws relate to international education?

How long has Washington had EALRs? How long have we had the WASL?

The Czarra Checklist, Part III

            Policy Statement on International Education? Emerging Full-Time Person Devoted to International Education? No Certification: Includes Global Literacy? No Study-Abroad Programs? (Teachers & Students) Yes Global Concepts in Standards? Yes World Language Standards? Future Proficiency in World Languages for HS Students? No International Assessment Organizations? Future?

Integration Across All Educational Levels? Future?

Instructional Materials: International Issues & Diversity? No!

Coordinate Efforts of International Ed & Business Orgs? Some Regular Professional Development to Promote International Education? Future?

Are all of these goals of equal importance? Which are our priorities?

  

Emerging Vision for International Education in the Washington State Social Studies Program

Two main goals of social studies program   Civic Efficacy = the ability for students to participate as

engaged, informed

citizens in the world.

Social Understanding = the knowledge, skills, and attitudes needed to live effectively in a world characterized by ethnic diversity and cultural pluralism CURRICULUM    Determining what is truly

essential

for students to know about the world “Near and Far” : comparative approach encourages looking at the rest of the world throughout K-12 Acknowledging a Trade-off   Depth Over Breadth: A program to promote enduring understanding of essential learning, not the mentioning of a laundry list of content items needed to avoid cultural illiteracy Enduring Understandings/Skills Over Memorization of Content ASSESSMENT  The Pivotal Role of Assessment in Achieving our Goals for International Education 21

  

OSPI, the Legislature, & International Education

The State’s 4 Educational Reform Goals     Goal I:Read with comprehension, write with skill, and communicate effectively and responsibly in a variety of ways and settings; Goal II: Know and apply the core concepts and principles of mathematics; social, physical, and life sciences; civics and history; geography; arts; and health and fitness; Goal III: Think analytically, logically, and creatively, and to integrate experience and knowledge to form reasoned judgments and solve problems; and Goal IV: Understand the importance of work and how performance, effort, and decisions directly affect future career and educational opportunities.

Course Requirements  US History, Washington State History, & Contemporary World Problems International Education – several exchange programs

Are the goals of international education compatible with the state’s education reform goals?

What makes international education essential for all students?

 What international aspects of civics must all students learn?

 What international aspects of history must all students learn?

 What international aspects of geography must all students learn?

 What international aspects of economics must all students learn?

The World in the EALRs – Explicit & Implicit References

 Explicit References (see next four slides)  Implicit References: Virtually all of the EALRs could include study of the world outside our nation’s borders (social studies & other subject areas)   H2.1. Compare and contrast ideas in different places, time periods, and cultures, and examine the interrelationships between ideas, change, and conflict.

G3.3 Examine cultural characteristics, transmission, diffusion, and interaction.

History EALRs

   H 1.3.2 Examine the development of different cultures in Washington State, U.S., and world history WH1.2.2 Compare and contrast elements of culture (e.g., society, government, economy, technology, arts, ideas, and beliefs) in the following contexts: Ancient history (prehistory – 600): River civilizations, Greece, Rome, China World History (600-1600): Medieval Europe/Renaissance, Islam, African Kingdoms, Meso-America, Japan WH1.2.3 Identify and analyze major concepts, people, and events in world history from 1600 to the present including:· Global expansion and encounter (1450-1770)· Age of Revolutions (1750-1914)· Causes and consequences of WW1 and WWII (1870-1989)· Emergence and development of new nations (1945-present)· Challenges to democracy and human rights (1900-present) 25

What role should World History play?

    Should students learn about the development of world civilizations as they relate to the history of the United States?

Should students learn about world history as it relates to their own cultural background?

Should students only learn history that relates to current problems?

Why is it essential for all students to learn world history?

Civics EALRs

    C3.1 Understand how the world is organized politically and how nations interact C3.2 Recognize factors and roles that affect the development of foreign policy by the United States C 4.1 Understand individual rights and their accompanying responsibilities including problem solving and decision-making at the local, state, national, and international level C 4.2 Identify and demonstrate rights of United States citizenship related to school, local, state, national, and international issues 27

How should we teach Civics?

 Should students learn to value our democratic ideals?

 Should students learn to compare and contrast our government with other governments and weigh the pros and cons of each?

Geography EALRs

   G1.2.3a Explain why different places of the world have particular physical and human characteristics G2.3.2 Examine the Pacific Northwest as part of the Pacific Rim region and describe similarities and differences among Pacific Rim countries with regard to oceans, landforms, trade, and culture G2.3.3 Analyze how cultural and physical features define the Pacific Rim as a region 29

How should we teach geography?

 Should students learn to memorize as many countries, continents, and capitals as their brains can hold?

 Should they learn how the geography of various regions affects how people live, work, govern themselves, etc…?

“

Despite the devastating 9/11 attacks on the U.S. and the subsequent media spotlight on the Middle East and Central Asia, 83% of young Americans could not find Afghanistan on a world map.” - National Geographic survey SOURCE: Nancy Bacon, World Affairs Council

If students were able to correctly label a map of the Middle East & Central Asia, what would that tell us about their ability to be responsible citizens? Should locating places on a world map be a primary goal of international education? How many places? Which places?

Economics EALRs

 E 2.3.3b Analyze how prices coordinate production and exchange in domestic and international markets  E2.4.1a Explain how various forms of investment affect individuals and societies in neighborhoods, communities, and countries 32

Economics EALRs

 Should students learn to understand the benefits of trade and capitalism?

OR  Should they learn to compare and contrast various economic systems evaluating the pros and cons of each?

How should the EALRs be revised?

The World in the Social Studies Frameworks

 Numerous explicit references to the cultures, countries, and regions beyond our borders  Efforts to have students make regularly compare and contrast what they know locally with people and their experiences outside of the United States 34

           

K-12 Scope & Sequence in the Social Studies Frameworks

K = Self (Near & Far; Now & Then) 1 st 2 nd = Home (Near & Far; Now & Then) = Neighborhood (Near & Far; Now & Then) 3 4 6 7 rd th 5 th th th 8 th = US History & Government (19 th 9 & 10 th Century) = World History (1600 to Present) 11 th 12 th = Community (Near & Far; Now & Then) = Washington State History (local tribal history) = US History (Colonial Period & Independence) = Ancient Civilizations & World Geography = World History (600-1600); Washington State History = US History & Government (20 th = Contemporary World Problems Century) 35

ASSESSMENT

How will we know if we have succeeded?

The Role of Assessment



Do we need a state-mandated social studies assessment to ensure that students are learning about the rest of the world?

What would a social studies assessment system look like and how would it improve teaching and learning?

 Classroom-Based Assessments (CBAs) at all 3 benchmarks.

  Classroom-based assessments enable students to study a topic deeply and present their understanding in a more authentic, valid way.

An assessment system based on classroom-based assessments would create a scope & sequence for student learning of essential skills and conceptual understandings.

CBA Scope & Sequence Public Controversial Issues Civics Government and Its Functions Economics Economic Factors Economic Systems Human Movement: Culture & the Environment Geography Spatial Relationships Human Environmental Interactions History Historical Research Project Historical Interpretation The Tasks Elementary

Students will… Students will… Students will… Students will… Students will… Students will… Students will… Students will… Students will…

Formulate their own Develop a bill and positions on a take it through the Explain the Demonstrate ways economic effects of in which people public controversial law making process scarcity on issue.

evaluating the individuals and purpose of the bill.

communitiesin Washington.

meet economic needs and wants individually and collectively Trace the movement of a people and explain the causes and effects of that movement.

Compare and contrast the spatial Determine how the environment arrangement of two influences the different cultures.

development of Construct a thesis about an issue, person, problem, or event using Use artifacts to construct a written historical account. culture and how humans impact their environment. evidence from sources.

Middle School

Formulate their own Evaluate how positions on a checks, balances, public controversial and core issue addressing democratic values constitutional rights, are represented in and responsibilities.

a current or historical, state or federal event.

Explain the causes and effects of a current or historical economic problem.

Compare and contrast the methods two Select a current or historical culture and describe the historical or contemporary societies (in Washington State) have used to meet interrelationships among the movement of peoples, goods, and the natural the same economic environment.

needs Illustrate how people could develop in an area given to them on a map Investigate two groups of people living in similar environments and determine the relationship between humans and the environment.

Construct a thesis about an issue, construct a person, problem, or coherent historical event using evidence from sources.

Use artifacts to interpretation

High School

Formulate positions Analyze an event on an issue addressing constitutional involving checks and balances evaluating the issues, court cases, philosophical and government implications.

policy.

Explain the economic factors of an economic problem, and compare and contrast potential solutions. Compare and contrast several different economic systems and identify an ideal sy stem.

Explain human Analyze how two settlement patterns related to an issue and evaluate the regions cooperate and conflict with each other based impact of the environment.

on spatial patterns Identify a problem related to the human impact on the environment propose a solution .

Construct a thesis evidence from sources.

Use artifacts to about an issue, construct a person, problem, or historical event using interpretation and make new historical insights.

Why Classroom-Based Assessments?

     CBAs enable students to demonstrate that they have met the Essential Academic Learning Requirements at the 5 th , 8 th , and high school benchmarks in an authentic, valid way.

The CBA models have been developed by teachers and thus, serve to empower the profession.

CBAs promote flexibility and creativity in the classroom while ensuring accountability to the EALRs.

CBAs seek to promote best practices in Social Studies (History Day, Model UN, Project Citizen, International Baccalaureate) CBAs seek to minimize the administrative burden put on districts and schools.

 

Which is a better way to assess students’ understanding of world history? – What is essential?

NAEP Question:  The opening of diplomatic relations between the United States and China's communist government occurred during the presidential administration of A) Harry S Truman B) John F. Kennedy C) Lyndon B. Johnson D) Richard M. Nixon Classroom-Based Assessment Prompt   By the end of 11th grade, students will identify a conflict and use what they have learned in social studies to examine the causes and effects of the conflict. In this examination, students will identify:    Participants Time and place in which conflict occurred Basic causes of the conflict The student will use inquiry and information skills, critical thinking skills and group process skills to examine and analyze the conflict through the four social studies factors: history, geography, civics, and economics. The student will complete an essay to argue which factor was the dominant influence in the conflict using evidence from each of the four strands to support her/his position. The final essay will include a timeline and a visual display (map, graph, chart, etc.) that help to illustrate the conflict and support the thesis.

 

Which is a better way to assess students’ understanding of civics? – What is essential?

NAEP Question:

 Two countries both claim that an island in the Pacific Ocean belongs to them. The countries are preparing to go to war with each other over this issue. What is the United Nations able to do to help end the conflict? A) Send weapons to both sidesB) Disarm the militaries of both countries C) Arrange for diplomatic negotiations between the two countriesD) Force all other countries to stop trading with the two countries

Classroom-Based Assessment Prompt

By the end of 8th grade students will…         Select a controversial national or international issue relating to our democratic ideals (liberty, justice, equality, life, common good, rule by law, pursuit of happiness, diversity, popular sovereignty).

Identify and gather information on the different viewpoints on the issue.

Identify the rights and responsibilities of people with different points of view in addressing the issue.

Summarize the various points of view and then civilly critique those viewpoints in a public forum Describe one way to resolve the issue in a way that balances individual rights with the common good.

Write a personal position paper on the issue and argue that the position is worthy of thoughtful consideration using evidence and data from the research Form your own opinion on the issue Present a written persuasive position statement supported with evidence.

 

Which is a better way to assess students’ understanding of geography? – What is essential?

NAEP Question:  When the warm ocean current El Niño replaces the cooler Peruvian, or Humboldt, current along the coast of Peru, the supplies of anchovies on which sea birds feed decrease. As a result, the number of sea birds roosting on the coastal islands decreases.

15. In Peru, the developments described have an impact on A) the money earned from tourists who visit its beaches B) the ability of ships to dock at its ports C) warm weather in coastal areas D) the export of anchovies Classroom-Based Assessment Prompt:  By the end of 11th grade, the student will independently investigate the complexities and interdependencies inherent in the relationship between human and natural systems. They will identify a problem or issue relative to the human impact on the environment. They will compare and contrast the responses to the issue/problem of at least two different cultural perspectives. They will propose a solution and/or predict the future development of the situation, consistent with both sets of cultural values and institutions, if left unresolved. Students will present their findings in an oral or written presentation.

Which assessment is more reliable? Which is more valid? Are both measures equally important?



Which is a better way to assess students’ understanding of economics? – What is essential?

NAEP Question: Why are businesses in two different countries most likely to trade with each other?

 A. They know that although one business will be hurt from trading, the other will be better     off, and they both hope to be the winner.

B. Businesses are unable to sell their products in their own countries.

C. Each business expects to be better off as a result of the trade.

D. Their respective governments require them to do so.

 Classroom-Based Assessment Prompt  The student will identify, research, and explain the economic factors that have contributed to a current or historical economic problem, and compare and contrast potential solutions. Students will present a cost/benefit analysis of each potential solution, identify a realistic solution, and defend that solution in a poster, speech, written paper, or some other mode of presentation appropriate for the complexity of the work.

Students will… Students will… Students will… Students will… Students will… Students will… Students will… Students will… Students will…

Formulate their own Develop a bill and positions on a take it through the Explain the Demonstrate ways economic effects of in which people public controversial law making process scarcity on issue.

evaluating the individuals and purpose of the bill.

communitiesin Washington.

meet economic needs and wants individually and collectively Trace the movement of a people and explain the causes and effects of that movement.

Compare and contrast the spatial Determine how the environment arrangement of two influences the different cultures.

Middle School

Formulate their own Evaluate how positions on a checks, balances, public controversial and core issue addressing democratic values constitutional rights, are represented in and responsibilities.

a current or historical, state or federal event.

Explain the causes and effects of a current or historical economic problem.

Construct a thesis about an issue, construct a person, problem, or coherent historical event using evidence from sources.

Use artifacts to interpretation

High School

Formulate positions Analyze an event on an issue addressing constitutional involving checks and balances evaluating the issues, court cases, philosophical and government implications.

policy.

Explain the economic factors of an economic problem, and compare and contrast potential solutions. Compare and contrast several different economic systems and identify an ideal sy stem.

Explain human Analyze how two settlement patterns related to an issue and evaluate the regions cooperate and conflict with each other based impact of the environment.

on spatial patterns Identify a problem related to the human impact on the environment propose a solution .

Construct a thesis evidence from sources.

Use artifacts to about an issue, construct a person, problem, or historical event using interpretation and make new historical insights.

Limitations of OSPI’s Role

      Locally controlled state  Contemporary World Problems can be interpreted many different ways Importance of In-Service Training Need more information  Where are languages being taught?

 How are schools meeting the EALRs related to the rest of the world?

Resources  For Professional Development What OSPI cannot do   Cannot politically advocate Cannot implement state curriculum adoption No Child Left Behind: 43% of students are in schools that did not meet Adequate Yearly Progress 46

Next Steps

 Classroom-Based Assessment Development & Implementation  Grade Level Expectations  Coordination with Groups Creating Instructional Materials  Data Collection on International Education in Washington State 47

The Importance of Unity Among the State’s Social Studies Advocates

Financial Literacy Holocaust Education Environmental Education History Day Geography Education Civic Education

CBAs

International Education

The Importance of Unity Among the State’s Social Studies Advocates

SCIENCE READING MATHEMATICS The Arts Health/Fitness Social Studies WRITING Technical Education HEALTH CARE THE ECONOMY CHILD CARE CORRECTIONS 49

Ideas? Answers?

Contact Information  [email protected]

 (360) 725-6351  www.k12.wa.us/curriculuminstruct/SocStudies  Washington State Council for Social Studies listserv:  www.learningspace.org/socialstudies 50