Unit By Design - What can we do to receive refugees and immigrants at our school? Should we do it? Are Central-American minors immigrants or refugees, why?
Click here for a link to my UBD about Refugees and Central American Immigrants - docs.google.com/document/d/1KCb2iYyZuhx-Dip0tpobHId3iUY1TatC7cY_9v4dZ3Q/edit?usp=sharing
Globalizing my Lessons - Standard-Based Global Education
ACTFL- Spanish
Standard 1.1 - Students engage in conversations, provide and obtain information, express feelings and emotions, exchange opinions.
(Students communicate with students from other countries and cultures and learn to respect their perspective and how to be respectful while providing their opinions to an issue)
Standard 1.2 - Students understand and interpret written and spoken Spanish.
(When interpreting authentic written or spoken message, students investigate the cultural factors, before finalizing their interpretation. Also, consider different perspectives
Standard 1.3 - Students present information and ideas to an audience of listeners
(Students will present information to a community in order to "Take Action." For example, my students presented about the situation of the Central American minors crossing the border - Mexico/USA - to the whole Middle School class in order to make them aware of the situation and then created a song to suggest thing we could do in order to make these students welcome in our school.)
Standard 1.1 - Students engage in conversations, provide and obtain information, express feelings and emotions, exchange opinions.
(Students communicate with students from other countries and cultures and learn to respect their perspective and how to be respectful while providing their opinions to an issue)
Standard 1.2 - Students understand and interpret written and spoken Spanish.
(When interpreting authentic written or spoken message, students investigate the cultural factors, before finalizing their interpretation. Also, consider different perspectives
Standard 1.3 - Students present information and ideas to an audience of listeners
(Students will present information to a community in order to "Take Action." For example, my students presented about the situation of the Central American minors crossing the border - Mexico/USA - to the whole Middle School class in order to make them aware of the situation and then created a song to suggest thing we could do in order to make these students welcome in our school.)
Assessments for my global education Standards
1. While communicating with students:
a. Were they respectful?
b. Did they express their opinions without being confrontational?
c. Did they agree to disagree in some issues where culture can be a barrier?
2. Analysing Cultural Factors:
a. Did students try to analyze the bottom of the iceberg? (things such as concept of right and wrong, concept of death, family values, moral values, time/punctuality value)
b. Could they make a relationship between cultural factors and the message? Could they see the connection when comparing to their own cultures?
3. Presenting information and taking action:
a. Did students present in a way to show different perspectives and respect to the same?
b. Did their songs involve suggestions considering the values, perspectives and cultural factors of these students?
a. Were they respectful?
b. Did they express their opinions without being confrontational?
c. Did they agree to disagree in some issues where culture can be a barrier?
2. Analysing Cultural Factors:
a. Did students try to analyze the bottom of the iceberg? (things such as concept of right and wrong, concept of death, family values, moral values, time/punctuality value)
b. Could they make a relationship between cultural factors and the message? Could they see the connection when comparing to their own cultures?
3. Presenting information and taking action:
a. Did students present in a way to show different perspectives and respect to the same?
b. Did their songs involve suggestions considering the values, perspectives and cultural factors of these students?