Global learning in the social studies classroom / Brad M. Maguth and Gloria Wu -- Inquiry-based global learning and the C3 framework /Brad M. Maguth and Gloria Wu -- What is the difference between the Chinese dragon and its depiction in the West? / Brad M. Maguth and Gloria Wu -- How can we learn about faraway places? Life and learning in Tanzania / Valerie Struthers Walker -- How did the silk road influence the development of China, the Middle East, and Europe? / Mckenzie J. Pfeil and Danielle Shirey -- What were the psychological motivations of the Nanjing Safety Zone Committee / Jing Williams and Mary Johnson -- How did European views on race lead to the African slave trade? / R. Zachary Seitz and Prentice Chandler -- What can Iraqi food tell us about its society and cultures? / Emma Harver -- How should the world best respond to refugees? / Erica Pilon, Monica Blatchley, and Jaime Miller -- In what ways do Cold War perspectives compare across the globe? Kenneth Carano, Mike Thissell, and Joel Everett -- What is the lasting impact of the use of nuclear weapons during WWII in Japan? / Jongsung Kim and Kazuhiro Kusarhara -- To what extent can human rights and a free market coexist in a global economy? / Jason Harshman -- How is my community's immigration story part or the story of the world? / Sunghee Shin and Beverly Milne (Lee) Bisland -- What can local store products tell me about the world and its people? / Stephen Day, Stephanie Scarpinato, and Susan Sennewald -- In what ways is the U.S. constitution a global document? / Daniel Safko and Brad M. Maguth -- Can we right an environmental wrong? Carly Muetterties -- What individual and collective actions are most effective to protect bees and other pollinators? Elizabeth O. Crawford, Rachel Crawley, Stephanie Dean, Matthew Pope, an Andres Ray -- Where does the world stand on gay rights? Zachariah Lowe -- Why is anti-Black racism in Latin America a human rights Issue? / Christopher L. Busey.
Summary:
"This book, edited by experienced scholars in the field, brings together a diverse array of educators to showcase lessons, activities, and instructional strategies that advance inquiry-oriented global learning. Directly aligned to the College, Career, and Civic Life (C3) Framework for Social Studies State Standard, this work highlights ways in which global learning can seamlessly be interwoven into the disciplines of History, Economics, Geography, Civics, Psychology, Sociology, and Anthropology. Recently adopted by the National Council for the Social Studies, the nation's largest professional organization of history and social studies teachers, the C3 Framework prioritizes inquiry-oriented learning experiences across the social studies disciplines in order to advance critical thinking, problem solving, and participatory skills for engaged citizenship"-- Provided by publisher.
This resource is supported by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act as administered by State Library of Iowa.