在一个联系日益紧密的世界里, it is important for students in the United States to develop an understanding and appreciation for the 历史, 文化, 以及其他国家的传统.
Through this mini-blog series we are highlighting authors Mary Ann Buchino and 鲍勃鲱鱼 and there book on global education: 连接跨越文化.
“OPE体育下载可以是一场开放式的大冒险. The students learn about the people of other countries through the stories they read, 体育游戏, 艺术项目, 音乐, 和数学. They learn from the students and guest speakers that they meet. When maps are used in all subjects, they’re not just memorizing; the maps have meaning. 他们有一种“他人”的感觉.” Children as young as kinderg艺术en see the adults around them interested in the 文化 of other people. 它成为日常生活的一部分. 它成为了我们的一部分.”
– Comment from a teacher in a school with global education across the curriculum
Integrating global education into the curriculum is generally inexpensive and can add a special dimension to any subject area. It is best when done across all curriculum areas so that the students get a holistic picture of different 文化. 他们通过文学来了解文化, 艺术, 音乐, 体育课, 和数学一样, 科学, 当然, 历史. In this chapter the reader will find suggestions for integration global education into all areas of the curriculum.
The list of children’s books that focus on stories from other 文化 is long indeed. Consultation with the school librarian or the children’s librarian from the local public library is an excellent way to find books and stories that will be meaningful for your students.
In kinderg艺术en as teachers introduce the alphabet, books such as D是舞龙 provide a fun way to help students remember the sound that the letter D makes while providing information about Chinese 文化.
此外，民间故事，如 瑞典石汤, 非洲路上的狮子, 来自俄罗斯的巨大萝卜 适合安静的时间和听力活动吗.
Primary-level language 艺术s often teach students to explore word choices, 检查不同的观点, 比较和对比设置和字符, 可以读A，然后进行推理. 故事等 木兰 故事发生在中国，可以拿来和电影比较.
伟大的木棉树 tells the story of the rain forest in South America from the point of view of the animals. 书等 墨西哥胡椒百吉饼 allow students to compare and contrast where they live their favorite treat with the character of Mexican heritage.
Teachers in the higher-grade levels may choose to use novels to read aloud to the class or to assign as class novels to be read independently or in groups by the students. Novels can be assigned at varying rates depending on the class, 例如, 每月一个, 每季度, 或每学期. 不管分配的小说数量是多少, 有人建议, 只要有可能, 与其他课程领域的联系是很有帮助的. The following novels are examples of those that relate to other curriculum areas.
埃斯佩兰萨上升 帕姆·穆尼奥斯·瑞安——在一场突如其来的悲剧之后, 埃斯佩兰萨, a young girl living on a large plantation in Mexico with several workers and servants, finds herself fleeing to California with her mother to become a farm worker. The story unfolds during the Great Depression and presents a close look at Mexican 文化 和传统.
埃及的盒子 by Jane Louise Curry – When Tee’s great-uncle dies, he leaves her an Egyptian shabti doll. 一个shabti, 通常约5″-8″高, half-mummy, 木头或石头做的半女孩, was placed in the tomb to ac company and serve the deceased in the afterlife. Tee’s shabti comes to life and does the bidding of this sixth grader who doesn’t like schoolwork or chores at home. This work of fiction fits well with the study of ancient Egypt.
束缚的纽带断裂的纽带 by Lensey Namioka – This novel is the story of a young woman growing up in China in the 1911 when the binding of feet was tradition for all girls. Not having her feet bound first tradition that Ailin Tao breaks away from in this story Dis projects can focus on traditions in our 文化 as well as Chinese 文化 and how they have changed or remained the same over the years.
我禁止的脸 by Latifa – This is an autobiographical account from the perspective of a teenage girl living in Kabul when the Taliban takes over. The impact on her family and friends and their eventual escape helps students to understand some of the issues related to the war in Afghanistan.
晚上 by Ellie Wiesel – The memoir of the author’s time as a teenager in a Nazi death camp during World War II is both moving and graphic. This book is an excellent cross-cultural match with the study of World War II.
Grades K-8 offers educators a roadmap to global education with proven, practical ways to modify the curriculum to prepare students to be contributing members of the global village. There are practical suggestions for all curriculum areas that will provide teachers with examples of how their subject area can move toward a more global approach.
It’s not adding more to an already full schedule; it’s changing what happens in the classroom to increase student understanding and challenge attitudes and assumptions they have about other nations, 文化, 和传统. It points the way to forming friendships with students around the world.