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.            

The final way students will examine ideas worth writing about for memoir writing is by looking for parallel moments in their lives. Often, we discover an issue has been a defining force in our lives when we have more than one moment that illustrates it. Students investigate patterns and possible themes for choosing a significant moment for memoir writing by studying personal social media posts (Snapchat, Instagram, Facebook, etc.) and evaluating its authenticity in communicating a message. This lesson was developed by Jaclyn Garing 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 use narrative techniques to develop personal experiences and events to convey a message. Learners engage in a range of collaborative discussions about global issues that drive stereotypes and misinterpretations, building on others’ ideas, and expressing their own clearly. This lesson was developed by Jaclyn Garing 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 investigate how individuals, groups, and corporations have created change and how they are calling people to action. Students will then decide on how they want to take action themselves to aid in the global food crisis. This lesson was developed by Emily Waddington 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 continue their research using nonfiction text, videos, and infographics to identifying the contributing factors to the global food crisis. Students will document their findings and effectively communicate to share their information with others. This lesson was developed by Emily Waddington 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 participate in collaborative research using the jigsaw strategy to better understand the global food crisis while noting big ideas and common themes among the text. Students will create questions about the global food crisis in response to their research that will guide further instruction. This lesson was developed by Emily Waddington 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 understand the many economic and social obstacles that impact the global food crisis. Students will participate in a mock Oxfam Hunger Banquet to better understand perspectives of many who are affected by the crisis. This lesson was developed by Emily Waddington 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 investigate the global food crisis by gathering information through research—informational reading, photographs, videos, etc. Through their research, students will be able to define and understand the meaning of food insecurity while taking into account the many injustices in food availability around the world. This lesson was developed by Emily Waddington 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 determine central ideas on the concept of illiteracy and will cite several pieces of textual evidence to support their analysis. Students will analyze and discuss the main ideas and supporting details presented in diverse media and formats and explain how the ideas clarify the concept of illiteracy. They will acknowledge new information expressed by others and, when warranted, modify their own views. This lesson was developed by Kimm Murfitt 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 determine central ideas on the concept of illiteracy and will cite several pieces of textual evidence to support their analysis. This lesson was developed by Kimm Murfitt 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 determine central ideas on the concept of illiteracy and will cite several pieces of textual evidence to support their analysis. This lesson was developed by Kimm Murfitt 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.   It has been adapted to have a cultural lens using the lesson from Facing History and Ourselves to help set the stage for students to access the material and set the stage for why different cultures may approach literacy differently.      

Students will determine central ideas on the concept of illiteracy and will cite several pieces of text evidence to support their analysis. This lesson was developed by Kimm Murfitt 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 learn to formulate effective questioning techniques and understand the basic characteristics of the interview process.

In this lesson, students observe the characteristics of effective small-group discussions through video examples of a "fishbowl" technique. In subsequent discussions, they are encouraged to interact with one another in a productive and respectful manner, with a focus on the value of exchanging meaningful compliments. Through targeted self-reflection, students set goals for improving their participation in productive discussions and take responsibility for monitoring their progress. Although this lesson is recommended for middle school students, it could also be used effectively with both younger and older students.

In this lesson, students can explore for themselves the problem Tom Sawyer faced, how he “solved” his conundrum, and what he learned about human nature in the process. When combined with writing about the passage, students will learn to appreciate how Twain’s humor contains a deeper message and to derive satisfaction from struggling to master complex text.

In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments.

This English Language Arts /Literacy Unit empower students with a critical reading and writing skill at the heart of the Common Core: Reading complex texts closely to analyze textual details and deepen understanding.

These English Language Arts/Literacy Units empower students with critical reading and writing skills at the heart of the Common Core: analyzing and writing evidence-based arguments.

This unit develops students’ abilities to analyze arguments from a range of perspectives on the use of performance-enhancing drugs in sports. Students also learn to develop, write and revise their own evidence-based arguments.