Students will be assigned to read a passage from the New York Times titled A List of Previous Disasters in Haiti, A Land All Too Familiar With Hardship by Inyoung Kang from October 4, 2016. It would be beneficial to link (http://nyti.ms/2duhKk1)the article to a classroom web page so students can access the links embedded within the article. This lesson was developed by Marissa Piersanti as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

This will be a culminating project that reviews what students have learned and investigated so far with Haiti. Students are to take one of the problems or difficulties the people of Haiti might have encountered and develop a plan, in this case an invention, to help solve this problem. Students do not have to necessarily create the invention, but must develop a plan for their invention. Students will then present their idea or invention to the class through a poster, powerpoint, imovie, or another source of media outlet. This lesson was developed by Marissa Piersanti as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

In this lesson, students will be completing a math problem based learning activity by solving mathematical problems and activites to help when students pack food through our Feed the Hunger Campaign. This lesson was developed by Marissa Piersanti as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

In this lesson, students will learning about monetary amounts (a quarter) and what a quarter could buy you here in the United States as well as in Haiti. Students will also be exploring fractions by comparing the same monetary amount to a fraction of a dollar and also write out a dollar amount using fractions in simpliest form. This lesson was developed by Marissa Piersanti as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

Students will learn and perform the Mexican Hat Dance. This lesson was developed by Sarah Owen-Palethore as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

Students will work in cooperative learning groups to practice reading one of two reader's theater scripts. Groups will discuss the type of hats worn by the characters and possible reasons they wore the hats. A group scribe (volunteer from the grroup) will make a vocabulary list as the scripts are read. In this list, five difficult vocabulary words are recorded for later learning. The teacher will collect word cards and make a vocabulary list for students to learn and present to the class. Finally, students will perform the reader's theater scripts for their classmates. This lesson was developed by Sarah Owen-Palethore as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

Students will look up the website "Around the World in 80 Hats" (https://visual.ly/community/infographic/travel/around-world-80-hats) on the internet, spending time looking at the designs and fabrics of the varied hats. Students talk with one another, naming their favorite hats, and telling why they chose the hat. Students will draw two hats, a familiar hat and a creative hat. Students will select one of the two hats to add to their chalk pastel self-portrait.

Students will look up the website "Around the World in 80 Hats" (https://visual.ly/community/infographic/travel/around-world-80-hats) on the internet, spending time looking at the designs and fabrics of the varied hats. Students talk with one another, naming their favorite hats, and telling why they chose the hat. Students will draw two hats, a familiar hat and a creative hat. This lesson was developed by Sarah Owen-Palethore as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

Students will look up the website "Around the World in 80 Hats" (https://visual.ly/community/infographic/travel/around-world-80-hats) on the internet, spending time looking at the designs and fabrics of the varied hats. Students talk with one another, naming their favorite hats, and telling why they chose the hat. Students will draw two hats, a familiar hat and a creative hat. Students will select one of the two hats to add to their chalk pastel self-portrait.

Students will interview an older relative, neighbor or friend, asking them to tell about a favorite hat from their past. Students will record notes from the interview, and later summarize them in a paragraph. Students will share these paragraphs with their classmates in an oral presentation. This lesson was developed by Sarah Owen-Palethore as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

In this lesson, students will use their creativity to create a visual representation of a human right that is important to them. The lesson meets NCDPI global education goals such as recognizing perspectives, communicating ideas and taking action (through creation of their poster). Note: This lesson was created in accordance with the 7th Grade Social Studies Essential Standards and the VIF/Participate Global Competence Indicators for Grade 7. For more information about VIF/Participate and these indicators, please visit https://www.participate.com/. This lesson was developed by Lindsey Gallagher as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

In this lesson, students will learn about the history of human rights around the world and why they became so important to the world. The lesson focuses on the NCDPI global education components of investigating the world and recognizing perspectives as students consider why certain human rights came to be added to the Universal Declaration of Human Rights. Note: This lesson was created in accordance with the 7th Grade Social Studies Essential Standards and the VIF/Participate Global Competence Indicators for Grade 7. For more information about VIF/Participate and these indicators, please visit https://www.participate.com/. This lesson was developed by Lindsey Gallagher as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

In this lesson, students will choose an article about a global human rights issue to read, learn more about and then reflect on. The lesson will allow students to take to heart the NCDPI Global Education goals of investigating the world, recognizing the perspectives of others in different parts of the world and communicating ideas through their reflection. Note: This lesson was created in accordance with the 7th Grade Social Studies Essential Standards and the VIF/Participate Global Competence Indicators for Grade 7. For more information about VIF/Participate and these indicators, please visit https://www.participate.com/. This lesson was developed by Lindsey Gallagher as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

In this lesson, students will work in groups to read about a variety of rights/issues around the world and make connections between those scenarios and the Universal Declaration of Human Rights. Students will also reflect on visual literacy skills and how images can portray human rights issues. In the lesson students will participate in activities that encourage them to meet NCDPI global education goals including investigating the world, recognizing perspectives and communicating ideas. Note: This lesson was created in accordance with the 7th Grade Social Studies Essential Standards and the VIF/Participate Global Competence Indicators for Grade 7. For more information about VIF/Participate and these indicators, please visit https://www.participate.com/. This lesson was developed by Lindsey Gallagher as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

Students will begin to take what they have learned about human rights, the UN and apply it to an issue that is important to them. Students will work together to write a simple UN resolution to address that issue and present it to the class through a model UN activity. The lesson meets NCDPI global education goals such as investigating the world, recognizing perspectives, communicating ideas and taking action. Note: This lesson was created in accordance with the 7th Grade Social Studies Essential Standards and the VIF/Participate Global Competence Indicators for Grade 7. For more information about VIF/Participate and these indicators, please visit https://www.participate.com/. This lesson was developed by Lindsey Gallagher as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

In this lesson, students will learn about North Korea and what life is like in the country. Students will also begin to identify human rights issues within North Korea. Students will meet NCDPI global education goals such as investigating the world, recognizing perspectives and communicating ideas in their reflection. Note: This lesson was created in accordance with the 7th Grade Social Studies Essential Standards and the VIF/Participate Global Competence Indicators for Grade 7. For more information about VIF/Participate and these indicators, please visit https://www.participate.com/. This lesson was developed by Lindsey Gallagher as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

In this lesson, students will begin to consider which human rights are important to them and why. Students will meet global education goals from NCDPI including recognizing perspectives, investigating the world and communicating ideas about what is important to them. Note: This lesson was created in accordance with the 7th Grade Social Studies Essential Standards and VIF/Participate Global Competence Indicators for Grade 7. For more information about VIF/Participate and these indicators, please visit https://www.participate.com/. This lesson was developed by Lindsey Gallagher as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

In this lesson, students will begin to consider what human rights are and how they impact people around the world. This lines up with several of the Global Competencies used by NCDPI including investigating the world and recognizing perspecties. Note: This lesson was created in accordance with the 7th Grade Social Studies Essential Standards and VIF/Participate Global Competence Indicators for Grade 7. For more information about VIF/Participate and these indicators, please visit https://www.participate.com/. This lesson was developed by Lindsey Gallagher as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

Students begin to identify the resources that humans need to survive and enjoy life. Humans need water, food, shelter and clothes. They also want to play and be entertained. Students will begin to investigate how the things they need and want are products that come in packaging such as paper, boxes, cans, glass, plastic; things that generate waste. This lesson was developed by Claudia Gonzalez Abi Saab as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

In this culmination lesson, students will use what they have learned and new vocabulary to "take action" and contribute to the conversation about what makes a "Zero Waste Classroom." and promote "Zero Waste School". Make recycled paper and bringing a toy made of recycled materials will give the students opportunity to experience the process of "Reduce" " Reuse" and "Recycle". This lesson was developed by Claudia Gonzalez Abi Saab as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.