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Planning Curriculum in International Education. INSTITUTION Wisconsin State Dept DOCUMENT RESUME ED 480 600 SO 035 279 AUTHOR Durtka, Sharon; Dye, Alex; Freund, Judy; Harris, Jay; Kline, Julie; LeBreck, Carol; Reimbold, Rebecca; Tabachnick, Robert; Tantala, Renee; Wagler, Mark TITLE Planning Curriculum in International Education. INSTITUTION Wisconsin State Dept. of Public Instruction, Madison. REPORT NO Bull-3033 ISBN ISBN-1-57337-102-5 PUB DATE 2002-00-00 NOTE 361p. AVAILABLE FROM Publications Sales, Wisconsin Department of Public Instruction, Drawer 179, Milwaukee, WI 53293-0179. Tel: 800- 243-8782 (Toll Free); Tel: 608-266-2188; Fax: 608-267-9110; Web site: http://www.dpi.state.wi.us/pubsales. PUB TYPE Guides Non-Classroom (055) EDRS PRICE EDRS Price MF01/PC15 Plus Postage. DESCRIPTORS Academic Standards; *Curriculum Development; *Demonstration Programs; Elementary Secondary Education; *Global Education; *International Education; Public Schools; Social Studies; State Standards IDENTIFIERS *Global Issues; *Wisconsin ABSTRACT International education begins at home, in the very communities and environments most familiar to students. A student does not need to travel outside U.S. borders to meet the peoples or understand the issues of the global village. This planning guide shows how curriculum in all subject areas encompasses global challenges, global cultures, and global connections. The guide is based on work taking place in Wisconsin classrooms and takes its lead from Wisconsin's Model Academic Standards. Wisconsin's heritage cultures are part of the fabric of the guide, and they weave their way through all its chapters. Following introductory information, the guide is divided into eight chapters: (1) "Defining International Education: What Is It? Why Is It Important?";(2) "Organizing International Education"; (3) "Teaching International Education: Strategies and Check Lists";(4) "Connecting International Education to the Standards"; (5) "Building International Programs in Our Schools";(6) "Viewing International Education in Wisconsin: A Sampler of 35 Exemplary Programs"; (7) "Resources for International Education"; and (8) "Appendices for International Education" (n=6) . (BT) Reproductions supplied by EDRS are the best that can be made from the original document. : 0 . iDeM usti2k xo. '** U S DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND ". Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL HAS EDUCATIONAL RESOURCES INFORMATION BEEN GRANTED BY CENTER (ERIC) This document has been reproduced as , received from the person or organization originating it _ - 0 Minor changes have been made to improve reproduction quality TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this INFORMATION CENTER (ERIC) document do not necessarily represent 1 0:* official OERI position or policy NIL ,,sotredeICIfie? rib) I BESTC0131/AVAILABLE 2 Madonna L-Tanack linternatonall Education ConsuDtant ii Enzabeth M. Wurmaster, State Supenintendent W5sconshl Department off Pubnc Onstruct6on Madison, Wisconsin, USA 3 This publication is available from: Publication Sales Wisconsin Department of Public Instruction Drawer 179 Milwaukee, WI 53293-0179 (800) 243-8782 (U.S. only) (608) 266-2188 (608) 267-9110 Fax www.dpi.state.wi.us/pubsales Bulletin No. 3033 © September 2002 Wisconsin Department of Public Instruction ISBN 1-57337-102-5 The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, religion, age, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation, or physical, mental, emotional, or learning disability. Printed on recycled paper Forrewo[rd 11 education is international. Learning and knowledge are connected to cultural systems that encom- pass the entire globe and beyond. International education begins at home, in the veiy communities and environments most familiar to stu- dents. An opportunity to travel to different countries or cultures enables a student to know what it means to be American and to begin to see and truly understand his enormous freedoms and responsibilities. But a stu- dent does not need to travel outside U.S. borders to meet the peoples or understand the issues of the global village. As the enclosed poster shows, "Global Wisconsin" is found all around us, in our sister school part- nerships, immigrant communities, and local businesses with worldwide exports. Planning Curriculum in International Education shows how curriculum in all subject areas encompasses global challenges, global cultures, and global connections. The guide is based on work taking place in Wis- consin classrooms and takes its lead from Wisconsin's Model Academic Standards. Wisconsin's heritage cul- tures are part of the fabric of the guide, and they weave their way through all its chapters. All students, as well as all teachers, bring their respective cultures to the classroom. As teacher Mark Wag ler says in the opening essay, "My best global connections are my own students. When I look at them closely, I see the neighborhoods and the world in which we live illuminated with global highlights." Many Wisconsin, national, and international educators contributed to Planning Curriculum in Interna- tional Education. They provided excellent ideas to develop standards-led curriculum and instruction and to help teachers choose from an imaginative variety of instructional strategies. I sincerely thank the task force authorsSharon Durtka, Alex Dye, Judy Freund, Jay Harris, Julie Kline, Carol LeBreck, Rebecca Reimbold, Robert Tabachnick, Renée Tanta la, and Mark Wag leras well as the numerous contributors for their pioneering efforts in international education. I am proud to presentthis de- partment's first curriculum guide in this exciting and important interdisciplinaiy area. Elizabeth Burmaster State Superintendent Medng the Wo Hound:-How Ons Ifeachav &tinge theW©B .fteFOlarth and R1Lt 1 avadars Mark Wagler Randall Elementary School Madison, Wisconsin September 2000 1 the earth didn't suddenly become round and more complicated; it has simply been opened to a rotate around the sun because of Copernicus; wider range of experiences. My best global connec- __. it just became simpler to describe. Freed of tions are my own students. When I look at them the complicated calculations needed to figure the more closely, I see the neighborhoods and the world epicycles of Ptolemy, Renaissance astronomers were in which we live illuminated with global highlights. able to see a new world and a new sky. Come to our multi-age fourth and fifth grade Something similar happens today in our class- classroom at Randall School in Madison, Wisconsin. rooms. Letting the whole world into our curriculum According to local, state, and national standards, I makes it easier to teach and learn. Freed of the con- am required to focus my social studies curriculum straints that made us believe we don't have time for on U.S. history and geography and Wisconsin and international education, we find global issues and world cultures. While guided by these expectations, perspectives already thriving in the world of our my instruction is at once more native and more uni- childrenand in our instruction. versal, as local cultures and international perspec- For me, teaching globally isn't a matter of adding tives regularly emerge and overlap in our classroom. things; it is rather a way of rethinking my pedagogical Notice how they meld in the following examples of practices. My curriculum hasn't gotten longer or cultural inquiry, dialogue, and action. 6 Community Mapping series), an in-depth history of America since World War II. Chapters titled "A (Very Short) History of In Room 202 our study of culture begins with field- Russia," "A Curtain of Iron," "The Marshall Plan," work. Night after night, for homework, students ob- and "French Indochina" are supplemented with serve their families, interview parents and neigh- substantial accounts of anticommunism, the Korean bors, and look for cultural patterns. As they present War, the Bay of Pigs and the Cuban missile crisis, their findings to the whole class and hear reports the Vietnam War, and the experiences of Mexican from classmates, students quickly discover a multi- immigrants. The text, peppered with references cultural perspective: Other families have different (photos,stories,sidebars)toChurchill,Stalin, beliefs, customs, and expressions. Before long, our Khrushchev, Mao Zedong, Gandhi, Ho Chi Minh, examination of family culture takes us outside the and Gorbachev, prompted many discussions with United Statesto ancestors' immigration, tradi- international flavors. tions, travel, and worldwide friendships. We have entered international education. Journal of Student Inquiry Foodways In May 2000 five students from Ms. Lanyon's class- room at Hawthorne School, also here in Madison, This past fall we had a major focus on family food- sent letters to five of my students. They described ways. For about a month, students had homework what they enjoyed in the articles we had written for assignments to explore raising food, shopping, Great Blue: A Journal of Student Inquirya collab- recipes and food preparation, food for special occa- orative local publication for student reports about sions, setting the table, decorating with food, and investigations in all areas of the curriculumand beliefs about food. Our study culminated in a family told my students what we would discover in the arti- potluck and a classroom video. Students and their cles they wrote. One letter, to one of my Mexican families presented a rich array of
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