Globalization has changed the purpose of education. In response to the demands of an increasingly complex, nuanced, and connected world, schools in the United States offer a variety of global experiences for students. These approaches seek to develop students’ global competencies. One way these competencies can be met is to globalize the teaching and learning of U.S. History.
Additionally, we hope that the project develops your advocacy for this approach to teaching U.S. History. Ultimately, by using this “global turn” you will better prepare your students to succeed in the future.
For an overview of the resource, watch this screencast:
“A more global framework creates new perspectives, and some fresh challenges, making American history a livelier experience and, of course, linking it to other history courses in a less fragmented way. Ultimately, I would suggest, a global approach to American history lets us deal with three key, and difficult, questions – important ones, but tough ones as well.”
I hope you enjoy and utilize this resource. It will go through monthly updates throughout 2016. If you would like to contribute to the resource, please reach out through the U.S, in Global Context feedback area.
I love going to farmers’ markets. I try to buy from a variety of farms in order to spread my support around. I also love Oliver Wendell Holmes 1919 dissent statement in Abrams v. United States. In it he invokes the power an individual can have among the collective. He notes:
“Persecution for the expression of opinions seems to me perfectly logical. If you have no doubt of your premises or your power and want a certain result with all your heart you naturally express your wishes in law and sweep away all opposition…But when men have realized that time has upset many fighting faiths, they may come to believe even more than they believe the very foundations of their own conduct that the ultimate good desired is better reached by free trade in ideas. . . . The best test of truth is the power of the thought to get itself accepted in the competition of the market, and that truth is the only ground upon which their wishes safely can be carried out.”
In short, Holmes believes that “the ‘marketplace of ideas’ is the foundation of the constitutional system, not merely the First Amendment, and efforts to suppress opinions by force therefore contradict a fundamental principle of the Constitution.”
Any marketplace of ideas can be competitive, risky, rewarding, and collaborative. What happens when we apply this principle to the field of education… on a global level?
TES is what happens!
The English based Times Education Supplement (TES) is dedicated to supporting the world’s teachers. Their mission “is to enable great teaching by helping educators find the tools and technology they need to excel, supporting them throughout their career and professional development.”
Additionally, TES is “home to the world’s largest online community of teachers with 7.3 million registered users… this network is one of the fastest growing of any profession globally, helping support, guide and inspire educators around the world.”
I was introduced to TES during last November’s Global Education Conference (see that presentation below). I promptly became a member of TES (check out my TES page here) and contacted them to find out more. From there, I met Gabe Barker. Gabe was happy to sit for an interview about the education marketplace known as TES. His insights follow. Welcome to the new marketplace – Enjoy!
Hi Gabe. Tell us about how you got involved in TES and explain the organization’s vision.
After teaching for a few years and then getting my graduate degree in education technology, I was looking for jobs that would keep me in that field. I saw an ad for the position on EdSurge and jumped at the opportunity to help as many teachers as possible to share, sell, and create teaching materials online.The high-level vision of TES is quite simple – help teachers teach. We strive to support teachers in real, tangible ways. Since teachers are so strapped for time, they often can’t design every worksheet, lesson, handout, and quiz needed to teach a successful class and still have enough energy for their students in the classroom. Moreover, now that most states require classes to align with Common Core State Standards, teachers in the U.S. are in need of even more resources that they know are effective with real students. Since teachers are the ones in class every day, they know best what materials actually increase student learning outcomes. TES works to meet that need. Every resource in the marketplace is created by a teacher for a teacher. For every resource purchased in the U.S., the teacher who created the resource gets 100% of the profit because we value the hard work that teachers put in to make those materials.In addition to this dynamic marketplace, we host Blendspace, a lesson-building product where teaching resources can be freely integrated and implemented; and Wikispaces, an open classroom management platform that facilitates student-teacher communication and collaboration.
2. What are some of the successes of TES and what is ahead for 2016?
Our greatest success this past year was launching the U.S. marketplace in August 2015, and it’s been a fast and furious five months since then. Shortly after this launch, we integrated Blendspace’s lesson builder and our marketplace platform so that educators can instantly incorporate the resources they discover on TES into digital lessons. We view this integration as a move toward making it even easier and effective for teachers to implement TES resources and engage students in differentiated, flipped, and/or group learning.Since we also care deeply about teachers and their experiences with TES, we provide personalized attention to authors via our content team (made up of all former teachers like myself!). In addition to that support, we strive to foster communication about best teaching and TES author practices through our Authors’ Hub and Teachers’ Lounge guest blog. We also offer exclusive Pinterest collections and boards filled with resources created by our educator community. As we move into 2016, we are launching the Teacher Advisory Board and the Ambassador Program in the US. The Teacher Advisory Board is composed of a small group of leaders in US education and the Ambassadors Program consists of teachers in the US and Canada. The Teacher Advisory Board is expected to give us insight into big trends in education, and the Ambassadors will provide product feedback and help out on various projects and initiatives (e.g., our guest blog, videos, etc). We have both the Teacher Advisory Board and Ambassador Program to better understand teachers’ perspectives, from their experiences with our products to broader issues impacting the education community.
3. What makes your program unique in the space of global citizenship education?
While most of my previous answers have focused on the US marketplace, it’s important to note that TES is truly a global platform. In our marketplace, teachers and other educators from around the world can discover and share innovative teaching techniques and resources. Essentially, TES helps teachers incorporate global content and perspectives into local lessons, which works to increase global collaboration and further “flatten” the world of education. Furthermore, by using global content in their lessons, teachers help their students gain new insights about different parts of the world.
4. What are the best ways for teachers/schools to get involved?
It’s easy for teachers and schools to get involved with TES. The first step is to create a free account and search tes.com<http://tes.com><http://tes.com> for resources to try out with students. Schools can encourage team leaders to test resources from TES, and help other teachers use resources in the classroom. Additionally, individual teachers can become authors by uploading materials that they’ve created for their classrooms and making them available in the marketplace. They can either share their materials for free or sell them to earn 100% royalty. Moreover, we’re always looking for new teaching perspectives to share with our community. Teachers can submit a blog post or an article for publication in our guest blog.
5. What are some examples of feedback you have received on the teacher resource component of TES?
One of the best parts of my job is the daily communication and feedback I have with teachers in our community. We are thankful that we receive so much feedback from teachers! Here are a few gems:
“The uploader on TES resources is incredibly user-friendly and easy!! Thanks for this service!” – a seller of Spanish resources on TES
“I like the personal touch at TES which I haven’t had from other online marketplaces…it feels like I’m noticed and recognized.” – a Social Studies teacher on TES
“Thank you for your marketplace and always being ready to help!! I did the happy dance when I saw my sales this morning. :)” – An English Language Arts Teacher on TES
6. It has been a pleasure. What final words do you have for readers?
Teachers are some of the hardest working and most passionate professionals, and they don’t receive recognition often enough about their value and impact on students in their classrooms. TES provides a venue to help alleviate some of the stresses on teachers’ time, including finding effective resources and creating digital lessons, and to elevate and share their teaching practices with other educators around the world. Essentially, we hope to make a difference in teachers’ lives, so they can continue making a difference in students’ lives. We’re always open to feedback, and look forward to working with you!
The TES Presentation that Inspired Me…
During the 2015 Global Education Conference (please get involved with this) Jim Knight, Chief Education Adviser at TES was a keynote speaker. As a former Cabinet minister in the Labour Government, Minister for Schools and Learners, and member of the Privy Council and the House of Lords, Jim Knight has skills in decision making, communication, media handling and strategic policy, and has unrivalled expertise in the inter-relationship between education, skills and employment policy given his ministerial experience. He also has a current understanding of the potential use of digital technology in the delivery of public services. See his presentation below.
Happy Martin Luther King Jr. day. My 2013 post framed Dr. King not merely as an American citizen, but rather as a global citizen… a concept that is widely used today in education and beyond. In a 1979, Harry Belafonte performed the song “Turn the World Around” on the Muppet show emphasizing the power of knowing, not otherizing, people and recognizing the agency and positive results that engagement can foster. Watch the video below and enjoy!
How great is that?
In preparation for the segment, “designers at The Muppet Workshop did background research on African masks, to serve as the chorus. While these would be patterned very closely on real African masks, Jim Henson was very particular about selecting the final designs, since as Belafonte recalled, “he didn’t want to cause offense by choosing masks that would have some religious or national significance.”
Well done Mr. Henson. And although some people may dismiss this as political correctness, an error in application of that term, I consider this understanding to be an example of global citizenship in practice.
So, what about today in 2016? Currently, there are a range of global citizen programs available for educators, schools, and communities to select from in order to bolster the global education experiences students have. One program that stands out and should be explored by you is “Global Concerns Classroom.” In their own words:
Global Concerns Classroom (GCC) is an innovative global education program that seeks to raise awareness of current international humanitarian issues in U.S. youth and to empower them to take meaningful action. Through dynamic resources, student engagement programs, and professional development for educators, GCC prepares youth to gain the knowledge and skills needed to be globally competent for the 21st century.
Very compelling indeed! At a conference this past November, I had the pleasure of meeting GCC Education Officer, Margi Bhatt. We reconnected in the new year and discussed GCC and global education. Margi’s insights about GCC’s vision, resources, and her own work are provided below. Be sure to connect with her and explore how GCC can contribute to your school and class.
1) Tell us about how you got involved in GCC.
After finishing my Master’s at Teachers College in International Education Development, I was eagerly seeking a position at an education NGO in New York City that not only captured my interest but whose mission I could believe in. Concern Worldwide’s reputation was well-known at Teachers College and when I saw there was an opportunity to work in the domestic education side of it through the Global Concerns Classroom program, I jumped at the opportunity! Luckily, the fit was great and I was hired for the job! I’ve been here for almost a year and half now.
2) What are some of the successes of GCC and what is ahead for 2016?
GCC has been active since 2001, though it has taken on many faces since its conception. One of the strongest aspects of GCC is the content it provides teachers and students through standards-aligned curricula and our global issue guides. Because GCC sits under the greater INGO Concern Worldwide, we have access to up-to-date material on global issues. We source our information directly from our teams in the field so we can best capture what’s happening around the world and make it accessible for the US classroom.
All our resources are completely free of charge as well and as streamlined, easy to implement as possible for our teachers. Having been teachers ourselves, team GCC is always teacher-conscious and we hear great things from our participating teachers about the resources we provide, which gives us pride in our work! You can read more about our approach to programming on our website!
The last two years, we’ve focused our yearlong programming on Innovations in Global Health and Global Climate Impact. The yearlong program includes standards-aligned curriculum in the fall (5-6 lessons, 50 minutes each), Global Youth Summit in the winter, Community Action Plan and a Showcase event the spring, followed by the overseas field visit opportunity in the summer.
For the 2016-17 school year, we will turn our focus to Humanitarian Emergencies. Our curriculum will cover both manmade and natural disasters and how humanitarian organizations like Concern Worldwide respond in times of crisis. The lessons will include information about the humanitarian landscape and emphasize the importance of coordination. Our Global Youth Summit in the winter will give students the opportunity to put all this to the test through a simulated emergency scenario. We are very excited for what’s to come!
3) What makes your program unique in the space of global citizenship education?
Besides the fact that all our resources and program participation is completely free of charge, one very unique factor of the GCC program is the annual overseas field visit. After participating in the various components of our program throughout the school year, students who are deeply interested in the global issues they’ve learned about are invited by their teachers to apply for a field visit opportunity.
Chosen students (and their teachers!) spend a week visiting Concern Worldwide programs in the field, with previous trips to Tanzania, Kenya, and Ethiopia. This experience is hugely impactful for students as they are able to complicate and deepen their understanding of development work. You can read about our students’ experience last summer in Ethiopia on the GCC Blog!
Student alumni of our field visits have gone on to explore college degrees and career tracks in this field, citing their GCC/Concern experience as an inspiration. Teachers who participate in the visit find they are better equipped to talk about global citizenship topics in the classrooms back home and are more motivated to include global concepts in the topics they teach. We are thrilled to be able to provide such a special opportunity for our students and teachers!
4) What resources do you have for teachers?
We have ten global issue guides focusing on major humanitarian and development issues in various countries, seven standards-aligned, ready-to-go unit plans (5-6 lessons, 50 minutes each), student narrated videos, and classroom posters to help teachers get the conversation started. Most recently, we’ve added an issue guide and unit plan on Climate Change in Niger. Our Water poster is very popular!
All of our resources are available on our website for free in PDF downloadable format. Teachers can also request hard copies of our issue guides for their classroom library. In 2015, we received dozens of requests from teachers all over the world, impacting hundreds of students.
In addition, teachers are welcome to request any other needs they may have for teaching global issues in the classroom and we do our best to provide guidance and additional resources.
(sample video from GCC)
5) Are you seeing more schools in the USA making a move toward global education?
Yes, definitely! We are continually hearing from teachers all over the US seeking resources on global topics. Most recently, I’ve noticed a trend at the state-level for creating a global citizenship certification program for high school students. A lot of times, it’s the teachers themselves who are leading these campaigns to make global education a priority and to create incentives for their students to take part. States like Wisconsin, Illinois, Iowa, and others are at various levels for making the certification program a reality. With these programs in effect, we hope that our resources will help fill any gaps teachers and administrators experience in their need for curriculum. Very exciting to see global education trending, especially since, from my conversations with teachers and students, it’s what they want to be teaching and learning!
6) How can schools get involved with GCC?
Currently, our yearlong program is available to high schoolers in NYC, Chicago, and Boston metro-areas. Any educator that fits those two criteria (geography and grade-level) are welcome to register on our website for next year’s program on Humanitarian Emergencies. Once registered, teachers will receive further information on the details of the programming, including curriculum and dates for events.
For those who don’t quite fit the bill, we have amazing online resources, PDF-downloadable and for free! If you’re a teacher looking to teach about global issues, you will find global issue guides per topic and by country on our site. In addition, there are 5-6 lesson (50 minutes each) unit plans on topics like Climate Change, Child Survival, Displacement, Education, HIV and AIDS, Hunger, and Water. There are also student-narrated videos to play in the classroom, as well as classroom posters to get the conversation started!
If teachers have other needs related to teaching global issues, we are always ready to receive requests and provide whatever resources and assistance!
7) It has been a pleasure. What final words do you have for readers?
Having worked with teachers the last couple of years on global citizenship education through GCC, I see first-hand the demand on teachers from all sides – administrators, students, guardians, and peers. It can be challenging in such a shifting educational environment to continue to provide great learning for students with energy and without losing sight of what is at stake – after all, the next generation of leaders are in the classrooms today!
In the last two years, I’ve also seen amazing teachers who are so dedicated to their work, which inspires me continuously to provide them with the most effective and streamlined tools to make their jobs easier. I will never forget last fall in Chicago, when a teacher came up to me after our professional development session – she hugged me and explained that she’s been looking for something like the GCC program for her students and she’s so thrilled that she’s found it!
Global citizenship education is quickly becoming essential to better prepare students for the 21st-century and to generally provide them with critical perspective on global issues. I am happy to be a part of the work that is making this happen!
Happy New Year! I hope that 2016 is an enlightening and inspiring year for you.
I remember reading Italo Calvino’s Six Memos for the Next Millennium at cafes and along Ipanema beach in Rio de Janeiro, Brazil. Reading it in 2003 the millennium had already started and Calvino’s swansong was nearly two decades old. But “Six Memos” resonated with me in a way that transcended Calvino’s focus on literacy criticism and theory, “(the work was an )investigation into the literary values that he wished to bequeath to future generations.” In short, I felt the world and education profession had passed through a gateway. What did we bring with us as a guide in the new era?
Calvino prepared a series of lectures in 1985. Five of them were planned in Italy. He intended to complete the sixth while in the United States. However, prior to his departure, Calvino died, his sixth lecture was unfinished. The title of the compilation indicating six memos was retained, although the book contains only five.
The topics/values which Calvino highlights in his lecture series are:
Consistency (never finished)
Below is a rare interview with Calvino recorded just before his death and broadcast on BBC TV just after his death.
So, it is now 2016 and we are well into the new millennium. What is the current status of education in your world? How do you, your students, and your colleagues use technology as a tool for teaching and learning?And lastly, what can Calvino offer us as we frame education and ed technology in this millennium?
Calvino talks about the new novel and the need for change in the literary craft. I contend that the qualities Calvino identifies in Six Memos for the Next Millennium are useful and relevant guides for us in education. A new craft for teaching and learning is needed so that when you see a classroom today, it should not be a replication of the 1980s or 1990s. One of the key factors in education’s evolution is the ubiquity and potential of technology.
Six Uses of Technology
Education Week’s recent Spotlight “Leaders in Technology and Innovation” contained a range of insights and case studies regarding the implementation and current use of ed tech. A point that stood out in the publication echoed a common sentiment among educators expressing the limits of technology in teaching and learning. Taken from an evaluation of a 1:1 initiative in Charlotte, NC, the program noted that “on average, students and teachers used the laptops for one lesson per day, often for ‘superficial’ academic purposes, with Internet browsing the primary form of use.”
This observation is a legitimate concern. Such use is a limitation to education in this millennium. Certainly there must be more to do with technology. especially in a 1:1 setting. But what else can be done?
To begin answering this question, I have returned to Calvino for inspiration. Below you will find a use of ed tech matched with one of the qualities found in Six Memos for the Next Millennium. Combined they represent changes in education that are facilitated by technology. With the start of the new year, there is no better time to try one, or more, with your students.
Video Conference and Chat with Students Beyond the School(Lightness) “I have tried to remove weight, sometimes from people, sometimes from heavenly bodies, sometimes from cities; above all I have tried to remove weight from the structure of stories and from language.”
Why do it? Collaboration, engaging with students on a global scale, and communication skills
Use Social Media for Formative Assessments(Quickness) “Quickness of style and thought means above all agility, mobility, and ease, all qualities that go with writing where it is natural to digress, to jump from one subject to another, to lose the thread a hundred times and find it again after a hundred more twists and turns.”
Why do it? Authentic setting, full class participation, learning beyond class time
Students Create a Portfolio (Exactitude)“To my mind exactitude means three things above all: (1) a well-defined and well-calculated plan for the work in question; (2) an evocation of clear, incisive, memorable visual images;(3) a language as precise as possible both in choice of words and in expression of the subtleties of thought and imagination”
Why do it? Used to collect, organize, reflect upon, and share student work – digital presence
Try this: https://threering.com/ OR https://sites.google.com/site/googlioproject/
Creating Media(Visibility) “…the power of bringing visions into focus with our eyes shut, of bringing forth forms and colours from the lines of black letters on a white page, and in fact of thinking in terms of images.”
Why do it? Student generated information is part of this millennium. Not just written papers…
Require Students to Apply Knowledge to Contemporary Issues(Multiplicity) “…the grand challenge for literature is to be capable of weaving together the various branches of knowledge, the various “codes” into a manifold and multifaceted vision of the world.”
Why do it? Taking informed action and/or using knowledge to impact a student’s worldview makes learning relevant.
Why do it? Students engage with already created resources and contribute/edit the source with what they know.
Try this: Students can fact check, suggest modifications, and provide updates to existing information. http://edtechteacher.org/my-product/fact-check-your-textbook/
Implementing any of these in your classroom will move the experiences of your students into the 21st century. But this list of 6 is by no means the final word. To explore more options, and an even greater vision, let’s finish with the US DOE’s recent 100 plus page “memo.”
Give this document a read. I am confident that it will inspire, inform, provide context and possibilities. Moreover, the number of resources and models will surprise you. Checkout the vision of the plan:
“The National Education Technology Plan is the flagship educational technology policy document for the United States. The 2016 Plan, Future Ready Learning: Reimagining the Role of Technology in Education, articulates a
vision of equity, active use, and collaborative leadership to make everywhere, all-the-time learning possible. While acknowledging the continuing need to provide greater equity of access to technology itself, the plan goes further to call upon all involved in American education to ensure equity of access to transformational learning experiences enabled by technology.”
For the sake of this blog, it is section 2 of the plan that is most relevant. It is titled, “Teaching With Technology” Goal: Educators will be supported by technology that connects them to people, data, content, resources, expertise, and learning experiences that can empower and inspire them to provide more effective teaching for all learners.
Start there as a very practical in-road to changing teaching and learning in your school using ed tech. Even better -for inspiration and an overview of the section – start with the short video below .
Let’s finish with this Calvino quote. I love it because it reinforces the need for change and the new. Indeed, the wheel of education does deserve to be reinvented.
“Whenever humanity seems condemned to heaviness, I think I should fly like Perseus into a different space. I don’t mean escaping into dreams or into the irrational. I mean that I have to change my approach, look at the world from a different perspective, with a different logic and with fresh methods of cognition and verification. The images of lightness that I seek should not fade away like dreams dissolved by the realities of present and future…”
The heaviness of teacher centered and teacher directed learning anchors education to the previous millennium. How light will you become in 2016?
This past summer the first annual Untold History Institute was held in New York City. The event was attended by mostly secondary educators from multiple states. I had the honor of leading a workshop that weekend on Globalizing US History. The institute coincided with Untold History’s release in Brazil this July. Having lived there for 6 years, I can easily imagine what book stores in Sao Paulo and Rio de Janeiro would be featuring the text. But I digress… In addition to the workshops, Oliver Stone attended a viewing of an episode of the multi-volume documentary. Following the airing, Mr. Stone along with Dr. Peter Kuznick and myself took part in a panel discussion and Q and A session with the audience moderated by former NCSS President and current state Social Studies Consultant for Connecticut Stephen Armstrong.
(L – R) Armstrong, Perrier, Kuznick, and Stone
Incidentally, the documentary series is excellent. I especially enjoy the later episodes that focus on the Clinton – Obama administrations.
So, how does this all get us back to the purpose of this post? As an educator I believe it is important to start with and be able to answer the “Why?” of teaching and learning. Simply put, I should be able to provide valid rationales (both mine and others, for example the La Pietra Report) for instructional, assessment, content, and student outcome decisions. But at the Untold History Institute, participants came to the event with the “Why?” already answered.
This freed up time to address the “How?” of globalizing US History. This is an equally important question that moves theory into practice. I must note, the general feeling among teachers was to start small and build from there. Moreover, because time is precious, finding and sharing of resources that can be used to globalize US History is a practice we encourage.
Regardless of the approach(es) you use, teachers must decide how they will frame the nation as a tool for historical investigation with their students. Each of the approaches recognizes the nation-state as a way to explore the past, but assert that using the nation as a lens to the past is not the only way or the best way for students to conceptualize history.
Below, I have provided an overview of the 4 approaches I used in the workshop. Please note, it is better not to view these as mutually exclusive. Rather these 4 approaches have nuances that distinguish them from each other but still overlap or are used in tandem.
1) Comparative Approach: Framing US events, people, ideas etc. in relation to a non-US equivalent. By doing this, students are provided a context and relational view.
-Example: Everything is relative, but conclusions can be made/argued in context. Comparison informs our claims about “how revolutionary the American Revolution was” or “how powerful is the US economy.”
World War 2 Casualties: An animated data-driven documentary about war and peace, The Fallen of World War II looks at the human cost of the second World War and sizes up the numbers to other wars in history, including trends in recent conflicts..
2) Transnational Approach:The nation is not the focus of historical engagement. Rather ideas, groups, events etc are recognized as phenomenon that cross borders. In addition, historical actors in this approach are not the common textbook actors. In turn, terms like hybridity, interaction, fusion, synthesis etc are used in opposition to claims of self-contained, static, packaged national/cultural units.
-Example: This was the approach the summer workshop teachers used (they blew me away). Their topic was looking at emancipation from a transnational perspective. This recognizes that ideas travel and are guided by people and groups and not necessarily by nations or governments.
3) Non-US Perspective about “US” Events: At the heart of this approach is the question, “Can we learn about ourselves from the way others see us?” Teachers use non-US perspectives to question national claims, beliefs, and preconceived notions about US history.
-Example: The sky is the limit. The book History Lessons (below) is an interesting start by looking at how textbooks around the world introduce US history. In my experience, the Civil War and Civil Rights era are commonly explored from a non-US perspective.
4)Thematic Approach: US events are situated as an example of larger themes in world history. It is important to note that global events retain local/national variations and are not seen as simply repeated events. In this approach US is part of world history, not an exceptional other.
-Example: The American Civil War had a global impact. Framing the war as part of a trend in world history that centralized political power and secured national boundaries places our historical view at 80,000 feet.
-Sample Resource: I created this ThingLink tool to visualize the claim above.
In Joseph Heller’s Catch 22 the exchange between a young US soldier and older Italian is one of my favorites. What do you make of it? Does it relate to any contemporary events? What about the impact of nuclear weapons on global politics and power? Is morality a national or human universal?
Anyway, I am going to finish with this short list of resources. They have all influenced my thinking, teaching, and world view. Lastly, on Wednesday, November 18th at 6:00 PM EST I will be leading a session on this topic during the 2015 Global Education Conference. Stop in if you can (it’s online) or watch the recording. More to come…
Suggested Books thatHelp You Globalize US History
History Lessons (2004) –Dana Lindaman and Kyle Ward: The widely contrasting approaches to U.S. history that can be found in the textbooks of other nations.
Transnational Nation (2007) – Ian Tyrrell: The development of nationalism, movement of peoples, imperialism, industrialization, environmental change and the struggle for equality are all key themes in the study of both US history and world history.
America in the World (2007) – Carl Guarneri: This text examines how larger global processes have had a role in each stage of American development, how this country’s experiences were shared by people elsewhere, and how America’s growing influence ultimately changed the world.
American Compared Vol 1 and 2 (2006) – Carl Guarneri: Ideal for instructors seeking to present U.S. history in a global context, this innovative reader pairs comparative readings on key issues such as slavery, immigration, imperialism, civil rights, and western expansion.
The Twentieth Century World and Beyond (2011) – William Keylor: The book’s unique analytical framework–which focuses on the relationships between and among countries rather than on individual histories–helps students easily examine how the nations of the world have interacted since the beginning of the last century.
Among Empires (2007) – Charles Maier: The book’s unique analytical framework–which focuses on the relationships between and among countries rather than on individual histories–helps students easily examine how the nations of the world have interacted since the beginning of the last century.
A Nation Among Nations (2006) – Thomas Bender: Thomas Bender recasts the developments central to American history by setting them in a global context, and showing both the importance and ordinariness of America’s international entanglements over five centuries.
America on the World Stage (2008) – Gary Reichard and Ted Dickson: Each xhapter covers a specific chronological period and approaches fundamental topics and events in United States history from an international perspective, emphasizing how the development of the United States has always depended on its transactions with other nations for commodities, cultural values, and populations.
The Declaration of Independence: A Global History (2007) – Dave Armitage: In a stunningly original look at the American Declaration of Independence, David Armitage reveals the document in a new light: through the eyes of the rest of the world. Not only did the Declaration announce the entry of the United States onto the world stage, it became the model for other countries to follow.
The Global Cold War (2007) – Odd Westad: This volume shows how the globalization of the Cold War during the 20th century created the foundations for most of today’s key international conflicts, including the “war on terror.”
The Wilsonian Moment (2009) –Erez Manela: This book is the first to place the 1919 Revolution in Egypt, the Rowlatt Satyagraha in India, the May Fourth movement in China, and the March First uprising in Korea in the context of a broader “Wilsonian moment” that challenged the existing international order.
Teaching Global History (2011) –Alan Singer: The text challenges prospective and beginning social studies teachers to formulate their own views about what is important to know in global history and why. It explains how to organize the curriculum around broad social studies concepts and themes and student questions about humanity, history, and the contemporary world.
Teaching Recent Global History (2014) – Diana Turk et al.: The authors’ unique approach unites historians, social studies teachers, and educational curriculum specialists to offer historically rich, pedagogically innovative, and academically rigorous lessons that help students connect with and deeply understand key events and trends in recent global history.
Rethinking American History in the Global Age (2002) – Thomas Bender: In rethinking and reframing the American national narrative in a wider context, the contributors to this volume ask questions about both nationalism and the discipline of history itself. The essays offer fresh ways of thinking about the traditional themes and periods of American history.
The Savage Wars of Peace (2002, 2014) – Max Boot: America’s smaller actions—such as the recent conflicts in Bosnia, Somalia, Haiti, Kosovo, and Afghanistan—have made up the vast majority of our military engagements, and yet our armed forces do little to prepare for these “low intensity conflicts.”A compellingly readable history of the forgotten wars that helped promote America’s rise in the last two centuries.
When I am asked by people for advice or have the ears of social studies educators I work with (rookie or veteran) I like to share this bit of advice– “Each year, be sure to add at least one new aspect of teaching to your repertoire.” I have come to consider this sentiment to be a core belief, maybe wisdom at this point, of my professional philosophy and personal world view.
This synthesis of professional and personal convictions reminds me of scholar Lee Shulman’s concept of pedagogical content knowledge (PCK). Shulman stressed the interplay of two domains often considered to be exclusive aspects of K-16 teaching: subject matter expertise and instruction. He reminds us,
“If teachers are to be successful they would have to confront both issues (of content and pedagogy) simultaneously, by embodying the aspects of content most germane to its teachability… It represents the blending of content and pedagogy into an understanding of how particular topics, problems, or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction.” (Shulman, 1986, p. 8-9)
Here is Shulman in 2011 reflecting on teaching and education. The 55 minutes are well worth it. So get a coffee and some ice cream, and enjoy!
Welcome back. In 1987 Shulman co-authored an article I consider part of the pedagogical canon, “150 different ways of knowing: Representations of knowledge in teaching.” In essence, a synthesis of understanding by the teacher is part of each class and, in turn, the educator’s professional expertise. For example, using a high school English class reading Uncle Tom’s Cabin as an example, pedagogical uses of literature and the role of discussion as an instructional strategy in uncovering meanings in the work, combined with subject matter knowledge of the history of slavery and abolition can be represented using a simple Venn diagram labeled with Shulman’s theory.
So, from Shulman, I return to my very simple recommendation: expand your instructional repertoire every year by trying something new that can help students engage with your content. This summer my goal was…well still is… to improve my expertise with a range of educational technology tools so that I can use them with my students and promote them among my colleagues. Each of them can be used with online, traditional and blended approaches to teaching and learning. Moreover, the 6 tools below are applicable to a range of content areas. Mastering them and then using them with intent in your classes will place you in that sweet spot of Shulman’s Venn diagram.
This tool “develops interactive images that help students develop 21st-century skills and enrich their enthusiasm for learning… It’s an engaging, all-inclusive tool for students to demonstrate their learning, though its full potential depends on how teachers use it.”
I am super excited about this one. You, and your students, can take any image (including maps, political cartoons, data charts, etc.) and add information to it – explanatory notes, prompts and questions, video, additional information, links, etc. I created this one below to collect the Atlantic World via music. In the end, with ThingLink, your creativity, content knowledge. and instructional vision is the limit.
9 Songs About Society from the Atlantic World, 1957-1988
2) Google Cultural Institute: Historic Moments (Online Exhibits/Content) From the f0lks at Google, the Historic Moment portal to their umbrella website “Cultural Institute” provides “online exhibitions detailing the stories behind significant moments in human history. Each exhibition tells a story using documents, photos, videos and in some cases personal accounts of events.” Wow! Be sure to explore tutorials on the site or a growing repository by people online. The content is growing and is useful for online, face to face, ad blended approaches to teaching about the past. So far, my two favorites are “The Second World War in 100 Objects” and “Nelson Mandela: One Man’s Memory.” Bookmark this one and share it far and wide.
3) Joomla!(Content Management Platform) “A content management platform is software that keeps track of every piece of content on your Web site, much like your local public library keeps track of books and stores them. Content can be simple text, photos, music, video, documents, or just about anything you can think of. A major advantage of using a CMS is that it requires almost no technical skill or knowledge to manage. A mobile-ready and user-friendly way to build your website. Choose from thousands of features and designs. Joomla! is free and open source.” How do you organize and present you resources to students? Where can students interact with the assignments, resources, and assessments you create and use? Joomla is ideal for creating your own electronic portfolio as well and getting your research out in the public sphere.
4) Social Explorer (Visualizing Data): This tool was introduced to me by my colleague, Patti Winch. See, sharing does work! “Social Explorer provides quick and easy access to current and historical census data and demographic information. The easy-to-use web interface lets users create maps and reports to illustrate, analyze, and understand demography and social change.” Amazingly, it contains data from each census back to 1790! I am excited to tap into this tool with gusto. Take a look at what can be done.
5) Screencast-o-matic (Presentations) –Screencast-o-matic is video and audio screen capture software. In the classroom, Screencast-o-matic is useful for recording audio commentary on student writing, recording a mini-lecture, narrating a presentation, or any other function you can think of! Ok, so this isn’t a new one for me, but they have recently expanded by adding a bunch of new features. So, I need to catch up. I have students create their own explaining their final paper topic Here is a short example of a screencast I made and use in class.
6) Ted Ed: Lessons Worth Sharing:(Online Lessons) “TED-Ed’s commitment to creating lessons worth sharing is an extension of TED’s mission of spreading great ideas. Within TED-Ed’s growing library of lessons, you will find carefully curated educational videos, many of which represent collaborations between talented educators and animators nominated through the TED-Ed platform.”
My goal is to submit a lesson that will be accepted and then made into a Ted Ed lesson. Review your resources, and your colleagues (because you can nominate teachers too) for outstanding lessons. We all have gems that should be shared with as many educators and students.
Now, if these tools have not captured your interest, check out these two lists for more options.
So, where can this bring us. Back to Shulman of course, and then beyond. By recognizing educational technology as a domain of knowledge for educators’ to master, we transfer PCK to TPCK. “Technological pedagogical content knowledge refers to the knowledge and understanding of the interplay between CK, PK and TK when using technology for teaching and learning (Schmidt, Thompson, Koehler, Shin, & Mishra, 2009). It includes an understanding of the complexity of relationships between students, teachers, content, practices and technologies (Archambault & Crippen, 2009).”
Whatever tools you add to your repertoire, I say congratulations! You have modeled life-long learning and are an inspiration to your students and colleagues. Let me know what works for you, suggest additional tools, and stay in touch via twitter: @CraigPerrier
The last weekend of June 2015 was fantastic. Among other things, it included a Sunday meetup at ISTE 2015 in Philadelphia, PA (by the way, one of my favorite spots, the Reading Terminal Market, is located across the street from the convention center). This was my first ISTE (International Society for Technology in Education) conference, and I am hooked. The multi day event showcases the newest, nest, and innovations in education technology. Global educators are, quite often, success users of technology in the classroom. So this marriage of Ed Tech and Global Ed makes perfect sense. Check it out:
Now, back to Sunday, June 28th. The meetup I attended was a three hour event called Global Education Day. The amazing Lucy Gray, and incredible Steve Hargadon, in cooperation with VIF International Education, organized and sponsored the meetup which turned out to be a global education jam session!
Gray and Hargadon are the creators of one of my favorite annual events – the Global Education Conference a free week-long online event bringing together educators and innovators from around the world. The sixth annual is Monday, November 16 through Thursday, November 19, 2015. The entire conference is virtual and will take place online in webinar format. Sessions are held around the clock to accommodate participant time zones. You can search and view archived recordings of past sessions. I hope you attend, and present, in November. The call for proposals is now open.
In addition to outstanding networking, the event generated was a wishlist of resources and opportunities for global educators and their students. Speaking of wishlists… how about Pearl Jam in Argentina 2013:
Ok, back to the conference. Below you can find a number of the resources that were shared at the Global Ed Day Meet-up. To do so, participants used three formats (below) and you can view the tweets that day at : #globaled15
Round table discussion
Cool Tool Duels (my personal favorite format!)
So, what are you going to adopt for next year? Explore them all, share them with your colleagues and network, and most importantly implement them with your students next school year. Have fun exploring the resources. Your students will benefit from your decision adding a global dimension to their education.
Cool Tool Duels This activity focused on participants showing one tool or web site to the audience that could be used to promote global collaboration. I did #3, Face to Faith. Time limit is only 2 minutes per person. I loved this strategy and is something I will be using at my future department chair meetings. 3-2-1… Go
Growing up, I believed there were only two seasons – baseball season and the off-season. Whether you lean towards Field of Dreams or the Natural, baseball and life were beautifully intertwined. But it is never that simple, is it?
Currently, the months of May and June welcomes anther season that has become a different “American past time” related to education. Across the US, schools are presently engrossed in testing season. Instead of hot dogs and popcorn, this season is often marked by stress and anxiety.
For students, high stakes tests end of the year assessments correlate to grade advancement and GPA. For parents, exam results dictate summer – and future – plans and their involvement. For teachers, professional evaluations are directly connected to their students’ performances and, quite possibly, their salary levels. In short, testing season is a very tangible reality!
Preparing for May and June begins at that the start of the school year – if not the summer before. Discussions regarding what resources to use result in important educational decisions. I have found that relevant and impactful resources can be hard to come by. When you discover a program that supports contemporary education it is important to share that resource far and wide.
“Before choosing classroom resources, you need to be confident that they’re based on research and—most importantly—effective in the classroom. That’s why Mentoring Minds stays up to date on ever-changing standards and conducts extensive research on the alignment and efficacy of our products, ensuring that they’re scholastically sound and of the highest quality. We’re the partner you need to stay ahead of the curve.”
But there is more. Overall, Mentoring Mind’s resources are focused, detailed, and support a range of classroom settings and students. In short, the resources represent my two favorite aspects of good education – Explicit and Intentional teaching! Here are my favorite resources from Mentoring Minds.
Total Motivation Reading is a rigorous and comprehensive supplemental resource that integrates critical thinking and prepares Level 2 students to excel in English Language Arts. Designed from the ground up to address 100% of the Common Core Standards.
Strategies and techniques will be shared to assist in personalizing instructional practices to ensure the success of diverse learners. Designing and implementing differentiated instruction can facilitate progress in ways that meet the needs of all learners.
Prevent Academic Failure Support students with learning and behavioral needs with the Response to Intervention (RTI) process. Prevent academic failure through early intervention, frequent progress monitoring, and increasingly intensive research-based instructional interventions for students in general education classrooms who continue to exhibit difficulty in learning.
Develop and implement specific strategies to increase parent involvement at school and at home. Hundreds of strategies to build powerful parent partnerships, prepare for parent-teacher meetings, communicate better with parents, and more.
I eagerly await a line of social studies and history resources. But until then, Mentoring Minds offer a range of resources that makes it, well, simple.
Greetings from San Diego! I recently had the pleasure of co-teaching an AP US History class on 20th Century US Foreign Policy. The teacher, Mr. John Struck – 2014 Winner of the Gilder-Lehrman VA teacher of the year, and I created an “Opposing Viewpoints” lesson around the claim of “US Interwar Isolationism.” The lesson targeted the course’s newly established Historical Thinking Skills . Specifically, we focused on these two: Historical argumentation and Appropriate use of relevant historical evidence and challenged students to formulate a short essay response based on the following sources:
Our two 15 min presentations
Prior knowledge (class textbook etc.)
A general Q and A session where students could ask the presenters to clarify, elaborate etc.
Structured small group discussions among students on how they would form their reply
This approach to teaching and learning about the past, that is presenting students with a provocative question followed my multiple, opposing historical narratives (or constructed claims about the past) is an effective approach grounded in constuctivist theory. In this class the guiding question was “To what extent can US interwar foreign policy be considered isolationist?” In addition, students were exposed to content relevant concepts including “Soft Power”, “Hard Power”, “Agency”, and “Multi-lateral.”
In the 1987 Metahistory, historian Hayden Whitesketches this pluralistic standpoint as such: “we are free to conceive ‘history’ as we please, just as we are free to make of it what we will” (p. 433). In such a climate, the plurality of narratives, readings, and interests foregrounds polyphony, or in Ihab Hassan’s term “multivocation,” a postmodern feature that maintains that there exist multiple versions of reality or truths as read, seen, and interpreted from different perspectives.
Or, as French Philosopher Paul Ricoeur encapsulated and reminded us: “If it is true that there is always more than one way of construing a text, it is not true that all interpretations are equal.”
Fast forward to a 2015 article by Stephane Levesque, Probing the Historical Consciousness of Canadiansand you can see this congealing of history education, narrative, and identity. Levesque, professor of education at the University of Ottawa asks important and complex questions related to these themes:
Is identity a key factor to relating to history?
What historical sources do people consider trustworthy?
How do they construct a sense of the collective past?
How should classroom teachers engage students…in learning national history?
What role should this kind of survey play in evaluating students’ prior historical knowledge and thinking?
Ultimately, Levesque notes the disconnect between High School History teachers and historical research and the subsequent difficulty to enact change at the secondary level. “Scholarly knowledge by itself is not enough to change practice. Simply telling teachers… about new evidence and urging them to change their practice is rather ineffective.”
I disagree with Levesque’s point somewhat. I have had multiple opportunities to work with scholars that brought about an expansion of my knowledge base and powerful reflection about my practice. I urge high school teachers to seek out these opportunities and in fact attempt to create such connections in m y current position.
Enter Dr. Eric Singer and Oliver Stone’s Untold History project. I had a chance to talk with Singer, Historian, Principal Researcher and Educational Outreach Coordinator for Untold History of the United States. The discussion added to the topics mentioned above and highlighted what the project offers teachers, including free resources and a summer institute.
Hi Eric. Thank you for taking some time to discuss history education. Who is involved in the Untold History of the United States project and what has been your outreach to educators?
Involvement expands by the day. Since late 2012, we have brought together a veritable army of people who crave an alternative to traditional historical narratives that have persisted for way too long. Teachers, administrators, curriculum writers, activists, public intellectuals, journalists and academics have helped us organize screenings, develop curriculum, establish a vibrant website, organize speaking engagements and facilitate cross-disciplinary communication.
In 2012 I took on the role of Educational Outreach Coordinator for a new Untold History Education Project. Since then, we have keynoted several social studies and education conferences including NCSS 2013 and ALA 2013. We have also anchored scores of other events including a discussion with students at Stuyvesant High School in New York, the commemoration of the desegregation of Central High School in Little Rock, AR and the keynote of the 2015 Northern Nevada Council of Social Studies conference. Along the way, we established an advisory group for the project that includes award-winning master teachers, curriculum specialists, leaders in the social studies field, academics and activists.
Describe your resources and opportunities for educators and students.
We developed a curriculum guide to go along with the Untold History documentary and books. The guide, which is aligned to the California State Social Studies Standards, is designed with Common Core in mind. It is available for free on our website. The lesson plans contained within are all primary source-based, inductive and mindful of multiple teaching and learning styles. They provide suggestions for teachers, but are flexibly crafted so that teachers can exercise their own creativity and employ their own expertise.
In December, we released Volume 1 of the Untold History Young Readers’ Edition, which boils down the content of the series and original adult book for middle and early high school students. Volume 1 covers Reconstruction, war profiteering during World War I, the causes of the Great Depression, World War II and the decision to drop atomic bombs on Hiroshima and Nagasaki. The original Untold History book is currently being used in AP and other upper-level high school classrooms across the country and around the world. Volumes 2, 3 and 4 are now in production and will be released in 2016 and 2017.
Any new plans or events coming up in the future?
In July, we will host the first annual Untold History summer teaching institute, Teaching “Untold” History. The institute, which will run from Friday, July 10 through Sunday, July 12 is open to all middle and high school teachers.
Topics of concentration will include “Moving Beyond the Textbook,” “Globalizing US History” and “Deconstructing Engrained Narratives.” This experience will be valuable to teachers of AP and IB instructional programs, as well as teachers of non-affiliated curriculum. The ultimate goal is to establish methods that empower students to think critically about history and the world around them, so that they may become better informed participants in the democratic process.
The institute will also attempt to critique historiographical approaches to instruction. Ultimately, we will publish our curricular products on the Untold History website, making them available to teachers across the country and around the world. We will also seek out other potential venues for publication and outreach.
Thank you Eric. I am looking forward to the July Conference!
Information on the Conference is Provided Below. Hope to see you there.
Teaching “Untold” History Summer Institute July 10-12, 2015
East Side Middle School 331 E. 91st St.
New York, NY
Please join us for an exciting and invigorating weekend as we explore ways to engage multiple historical perspectives in the classroom. Historians, master teachers and curriculum specialists will lead intimate, interactive weekend-long workshops⎯out of which will come tangible curriculum designed for teaching some of the most controversial topics in recent history.
Director Oliver Stone and Historian Peter Kuznick, co-writers of the Showtime documentary series Untold History of the United States and companion book, are scheduled to participate.
This experience will be valuable for
Middle and High School US History Teachers working with Common Core requirements
Middle and High School US History Teachers working in non-Common Core environments
Any teacher interested in developing ways to teach multiple perspectives to diverse groups of students.
There is a $200 fee to attend, which covers the cost of speakers and 2 meals/day. Attendees will also receive:
Continuing education certificates
Copies of Untold History DVD, book and Young Readers’ Edition
Resources produced from the workshop
Networking opportunities with public historians, academics and curriculum specialists
Copies of the Untold History of the United States curriculum guide, designed to accompany each episode of the documentary series.
We have reserved a block of rooms at the Courtyard New York Marriott Upper East Side. Rooms with 1 king bed are $195/nt, 2 queen beds $215/nt.
It will be possible to share rooms in order to minimize costs.
For more information on institute content, lodging options or to register, please contact:
Eric Singer, MEd, PhD Principal Researcher and Educational Outreach Coordinator Untold History Education Project
What are you currently reading? I am in the middle of Dalton Trumbo’s Johnny Got His Gun, Gary Marx’s 21 Trends for the 21st Century and whatever I find interesting on Flipboard. It was on that wonderful app where I came across an article sharing these quotes about the wonder and power of books and reading in general:
“Books are like mirrors: if a fool looks in, you cannot expect a genius to look out.” -J.K. Rowling
“If we encounter a man of rare intellect, we should ask him what books he reads.” -Ralph Waldo Emerson
“Great books help you understand, and they help you feel understood.” -John Green
“Once you learn to read, you will be forever free.” -Frederick Douglass
Our students’ literacy levels, that is the ability to be read, write, and communicate both verbally and with a range of media, directly impacts their capacity to think critically. Let’s define that ubiquitous 21st century educational objective, critical thinking, using this visual.
That is a great list that leads to central questions about education. What are your favorite skills on the list? Are your students developing them? Do you explicitly let students know that they are developing those skills?
I argue that being explicit is a key step in teaching and learning. For one thing, it helps students answer the question “why?” But the type of experiences we provide students with to both develop and and demonstrate their literacy skills is significant.
For some c0ntext, take a look at this history of reading…hmmm over 2 million views. Well done.
Consider adding these electronic literacy tools to your repertoire. Try them out, or at least one, this year. They can add an additional way to engage your students, and ultimately develop their critical thinking skills.
Newsela provides articles to students at 5 varying levels of difficulty but with the same content. Super easy to use and has collaborative and annotation features. As their website says: Newsela is an innovative way to build reading comprehension with nonfiction that’s always relevant: daily news. It’s easy and amazing.
Wordle is a fun tool that visually displays words of a selected text in varying sizes by their frequency. You can ask students to predict what the piece is about, or ask them to define/use the most common words in the piece, or have them create a wordle to analyze their own writing. See the example below. What text do you think it is?
Sentence Starters are powerful tools that demystify writing and helps students get over writers block and frustration. The website I suggested is from Auckland, NZ. But there are an abundance of these online to select from. If you are a Pinterest fan you can find multiple boards there too.
Thinklink allows you and students to create interactive visuals. In a recent blog, the website Ed technology has expanded on the tool’s educational potential: “The images you create can come alive by adding to them text, video, music, and links. ThingLink has also recently rolled out a new feature, which is still in beta, that allows you to add interactive pinmarks to YouTube videos. These pin marks can be links to other videos or websites. The ability to enrich images with different media content makes ThingLink an ideal tool to incorporate in your instruction. There are a variety of ways you can use ThingLink with your students and the visual below provides 27 examples of activities that students can do using this platform.”
Word Walls are an effective tool to enhance literacy. They should be part of every… that’s right I said it… EVERY classroom. If time is an issue, have students make them. If space is an issue, consider restructuring your room space. Teachers can also call these “Concept Walls” and use them for larger ideas for a unit or course. But these must be referenced and used by students in order to make them effective. If you aren’t using a word/concept wall, why aren’t you?
Finally, I love this list by Kathy Schrock which qualifies/categorizes literacy according to content and skill areas that each possess their own nuances, jargon, and skills. The one to add, possibly, is cultural literacy… but that may be folded under the global literacy domain.
Oh ,by the way, the wordle I used was from the preamble to the UN Charter. Spread the news and enjoy!