In this lesson, students will gain knowledge about various birthday traditions from other countries around the world. The students will help the teacher make a chart of the most liked birthday traditions from the countries shared in the story.The students will also give similarities and differences they notice about birthday traditions around the world. This lesson was developed by LaToya Dawson 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, we will focus on the country of Malaysia. The students will learn about birthday traditions in this country. The students will share and write in their journals their favorite birthday tradition from Malaysia. This lesson was developed by LaToya Dawson 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 birthdays around the world. Students will listen and learn about the diversity of people, food, games and birthday traditions globally. This lesson was developed by LaToya Dawson 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 purpose of this lesson is to help students identify and evaluate possible causes of revolution by examining the causes of the American Revolution. In this lesson, students will be analyzing and evaluating the tensions over power and authority between the British government and the British colonists. Students will be investigating the world and recognizing perspectives by evaluating the disagreements between the British colonists and the British government . They will also be communicating ideas by analyzing colonial and British documents and describing the tensions between the British government and British colonists. Students will reading primary source documents, thinking about the authors and content of the documents, discussing these ideas with group members, and evaluating these ideas in a written response. This lesson was developed by Dorothy Kerby 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 purpose of this lesson is to help students research and investigate the world by looking at revolutions around the world and governments created as a result. In this 2 day lesson, students will look at revolutions in other parts of the world and compare and contrast them to the American Revolution. Students will examine causes of the French Revolution and will compare the types of governments that were overthrown and the new governments that were created to replace the old. Students will compare and contrast the Declaration of Independence (U.S.) and the Declaration of the Rights of Man and the Citizen (France). Students will also create presentations depicting other revolutions around the world and how similar/different they are to the American Revolution and the French Revolution. This lesson was developed by Dorothy Kerby 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 purpose of this lesson is to help students gain a deeper understanding of how the United States government was formed, and the people/ideas that influenced the founding documents of the nation. In this lesson, students will evaluate the importance of the Articles of Confederation and identify the weaknesses that caused the delegates at the Constitutional Convention to create a new governing document. Students will be recognizing perspectives and communicating ideas about the Articles of Confederation. This lesson will consist of teacher facilitated notes and discussion opportunities that will prompt group and classroom conversation. This lesson was developed by Dorothy Kerby 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 purpose of this lesson is to help students gain a deeper understanding of the U.S. Constitution and the Bill of Rights which contains their rights as citizens or future citizens of the United States of America. In this multi-day lesson, students will analyze the U.S. Constitution and discuss the many compromises that took place at the Constitutional Convention. They will inspect the 27 amendments to the U.S. Constitution and choose one that they feel is most important and defend their choice in a written response. Students will be recognizing perspectives, communicating ideas, and taking action by analyzing the U.S. Constitution and choosing an amendment that is most important to them and writing a letter to a future generation of adolescents to explain and defend their chosen amendment. This lesson was developed by Dorothy Kerby 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 purpose of this lesson is to help students gain a deeper understanding of the Declaration of Independence and perspectives of the founding fathers as they constructed this document . In this lesson, students will read and analyze the Declaration of Independence, while evaluating the impact it had on the American Revolution. To guide students in their analysis, each group will be assigned a specific task while analyzing the Declaration of Independence. Students will be recoznizing perspectives as they read and analyze the ideas put forth in the Declaration of Independence and other contributing theories that impacted the document. Students wil also be communicating ideas as they work in groups to discuss the components of the Declaration of Independence. This lesson was developed by Dorothy Kerby 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 goal of the first component of this unit design is to connect new learning and language to prior knowledge and build students’ background and interest of global poverty. They will begin to investigate the world and recognize perspectives by learning and thinking about the essential questions for the unit: What is poverty? What are some causes of poverty? What are the effects of poverty of children? Students are engaged in a variety of visual literacy tasks where speaking, listening and writing begin to occur through the support of graphic organizers and prompt cards with sentence frames linked to the speaking and listening standards (Zwiers 2008). This lesson was developed by Karie Gregory 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 are ready to share their knowledge of poverty related issues and stories with their peers. Teams continue to work with their poverty article from lessons 4 and 5 in an extension project using technology. The goal of this project is to have students identify the most important pieces of information from their article and communicate this in a digital format. The first part of this lesson allows students to plan a news segment with information and images to be video recorded and compiled for a final news report. They will work together to create teleprompter cards and choose and save images related to their articles using Google images to prepare for the project. Finally in Part 2 (Lesson 7), students will compose the video. A rubric is also provided to students to provide guidance and feedback as they create their portion of the news report (“Using Rubrics” 2016). This lesson was developed by Karie Gregory 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 lesson 7, students are video recorded while presenting information about poverty in front of a green screen as the final piece of the collaborative group project. Students learn how to import images from saved files and videos on to a timeline in the iMovie application or other movie making software using an iPad or computer. The final news report is shared with an audience such as the class, school, or community to communicate ideas and take action by building awareness about the global issue of poverty. This lesson was developed by Karie Gregory 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 component of this unit provides students with the opportunity to write an essay explaining poverty. They are prompted to explain some causes, effects, challenges, emotions and finally their opinion telling the most important thing people can do to overcome poverty. A writing essay rubric is used to guide, revise and edit their writing. Throughout this unit, students have learned about poverty from online sources, news articles, fiction texts and personal experiences. Education has been a common hope or theme for people living in poverty. One of the goals of this assignment is to assess if students can recognize this as the most important idea and if they can support their ideas with reasons or evidence from their learning. This lesson was developed by Karie Gregory 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 lesson has two components: 1) a fluency list of poverty words and 2) a world map of poverty cases. In the first component the teacher introduces a list of poverty words organized by part of speech that will be learned and practiced during this lesson. Fluency practice continues to occur throughout the unit in both the reading fiction and non-fiction components. Being able to read content vocabulary words, phrases and sentences fluently is so important in a student’s ability to comprehend complex texts and issues. Providing students with ample time and opportunities to practice academic language directly from their texts will allow this to occur (Rasinski "Fluency Matters" 2014). In the second component a large world map is used to investigate the issue of poverty by comparing the effects of poverty of people in 6/7 continents. Students will engage in speaking and writing tasks using the world map. This lesson was developed by Karie Gregory 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 component students are exposed to a quality piece of literature with themes and bigger ideas focusing on childhood poverty. They will continue to develop a deeper understanding of the bigger issues while building compassion for others living this way. As students read The Most Beautiful Place in the World by Ann Cameron, they will practice summarizing each chapter and describing Juan using a Character Map. Two key strategies are utilized to guide conversation and understanding of the bigger ideas and text themes. First an anticipation guide is used to introduce the big ideas and character perspectives found within the book ("Anticipation Guide" 2016). The second strategy used is a Triad conversation protocol, where students work in teams of three and follow a system that leads them through academic conversation. (Dewees & Nelson "WIDA National Conference"). This lesson was developed by Karie Gregory 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.            

During this component students are engaged in a variety of expository texts to fortify their understanding and deepen their knowledge of global poverty. Students will read and classify information from news articles related to poverty on a character map using the five subtopics (causes, effects, challenges, emotions and hopes). After guidance and modeling of an article about homeless children in Colorado, students will operate in learning teams to become experts on a different news article. Teams will read and collaborate to create a poster showcasing their new learning about a person or group of people living in poverty. Working in diverse teams provides students with the opportunity to take charge of their learning while promoting higher-level thinking, oral communication and leadership skills ("Collaborative Group Work" 2012). This lesson was developed by Karie Gregory 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 the second part of reading informational text students give their poster presentations in teams from GEDB Tchr Capstone: Lesson 4. Students will spend the second part of this lesson moving through rotations to record all new learning from the posters onto a process grid. By recording information on a grid students continue to practice classifying key details about four different poverty cases and points of view of different groups living in poverty around the world. As they rotate to each poster students also practice academic language, posititve interdependence and create a pre-write organizer for informative writing (see resource link) ("OCDE Project GLAD 2-day Research and Theory Workshop" 2015). This lesson was developed by Karie Gregory 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 identify and share different table manners that are deemed acceptable and appropriate. Students will collaborate and share their own customs and table manners in their families.This lesson was developed by Sandra Bays 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 explore table manners and customs of different cultures. They will then begin to discuss similarities and differences compared to their own customs and table manners.This lesson was developed by Sandra Bays 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 learn about table manners and customs of South Korea through a video created by American students currently living in South Korea. Students then compare and contrast with our table manners in the United States.This lesson was developed by Sandra Bays 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.

After reading about a traditional meal in South Korea, students will have a chance to help prepare Bibimbap, a traditional South Korean meal, and practice eating using the same customs and manners as South Korean families.This lesson was developed by Sandra Bays 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.