A Summer Institute for Educators
July 8-12, 2013
Global Connections of “To Kill a Mockingbird”
This research unit is only one set of methods teachers can begin to follow when teaching this novel; the global applications of it are limited only by an educator’s imagination.
Global Rights in the LBGT Community
Students will explore the status of lesbian, gay, bisexual and transgendered (LGBT) communities throughout the world in a variety of countries and geographic regions. The ultimate goal will be for students to transform this knowledge into activism through volunteerism, international relationships and promotion of their knowledge through educational activities and online forums.
Art in a Global World
“Art in a Global World” allows students to connect with art through technology. Since museums have integrated modern information technology to be relevant, inclusive and accessible to the audience, access to culture has been available to those who want and wish to expand their horizons. Exposure to Art is now available at any time.
The Arab Spring & Digital Technology
As global citizens of the 21st Century, all students must be digitally literate. They must be able to read, research, write and publish online. This unit provides students with opportunities to develop technological skills needed to blog and comment in order to participate in a community of learners outside the classroom. Students will read articles and blogs online, research online and publish blog entries, learn how to use social media sites while acquiring the content specific vocabulary necessary for proficiency. Students will examine the recent uprisings in North Africa and the Middle East to examine what role technology played in the dissemination of information and the spread of revolts known as the Arab Spring.
Social Change: Technology’s Role in the 21st Century
Maria Carmen del Bosque
This lesson teaches students the impact of conflict and social change in a community. Students will understand that as societies evolve, so does each institution and individual, bringing possible conflicts and changes in the community.
Global Gardeners: iEARN Daffodils and Tulips
Students in different parts of the world plant bulbs together and collect data and track when they blossom. Classrooms around the world choose daffodil and/or tulip bulbs to plant during the same week in November. The project can be as involved or as simple as your class needs it to be. The online interaction takes place through the global learning website www.iearn.org. The project is divided up into learning themes (technology, global connections, geography and science) that will be addressed over the course of the project. Guiding questions for each theme are indicated in the project.
Bullying: Is it a Middle School Problem Across the Globe?
A major emphasis of the 2013 Global Youth in the Digital Age Summer Institute was the use of technology in educational settings. Violence and bullying has escalated among school age children recently as face to face bullying is fueled by a more pernicious and psychologically damaging cyber-bullying. Examination of this problem as a global issue will contribute to a better understanding of developmental issues shaping childhood in the contemporary world. Important too is the previously identified and research supported impact of bullying on adult development. Cross cultural approaches to decreasing the incidence of bullying may help provide more effective solutions and protect or improve the mental health of more children.
Genocide Project: Google Sites
As a followup to a class reading of Night by Elie Wiesel and a general study of elements of the Holocaust, students are asked to research other significant genocide events in recent history to try to identify common elements. All of the instructions and examples can be found on the project website: https://sites.google.com/site/genocidecms/
Demographics Through Infographics
This lesson plan is designed to teach the population unit (Unit II I in accordance with College Board AP standards) in Human Geography with the focus on demography. Note: This unit does not include information on migration which is also a key component of the population unit.
Going Global in the Public Health Classroom
The theme of the unit is global and cultural competency in public health and is designed to “globalize” the classroom by using technological tools that enable intercultural interaction and communication. It is a project-based learning experience in which students will initiate an intercultural collaboration and apply technological tools for collaboration and connection in investigating a specific culture.
Arab Spring: The Power of Youth and Technology
Students will learn about the Arab Spring, with a focus on factual information about the events in the Middle East over the last three years as well as concepts about social change. Students will discuss methods of social change, factors that lead to social change, and how these methods and factors have been at play in the Middle East. Finally, students will consider what role they might play in social change.
Religious and Ethnic Conflict in Sudan
This lesson will demonstrate how cultural differences sometimes contribute to conflict among civilizations or nations, and there are positive and negative impacts of mass human migrations on people and a nations.
Professional Development Presentation - Teaching in a Blended Learning Model
This professional development outline is intended to facilitate a school-wide collaborative endeavor aimed at adding technology-rich lessons and school-wide activities targeting new Common Core Standards for English and Mathematics, ultimately transitioning to blended instructional strategies.
Literacies for the Digital Age to Teach in the K-12 Classroom
This professional development model clearly identifies the essential literacies teachers must have in a digital classroom.
Social Work - Plan of Study
This plan of study in current social work education focuses heavily on clinical-practice activities with individuals or families rather than on policy-practice skills and activities shaping legislation. This Unit of five lessons for college-senior-level students attempts to redress that imbalance with a focus on including a policy-practice dimension of civic engagement skills for a broader definition of the field. The Unit connects to the themes of the PIER Summer Institute on Global Youth in the Digital Age.
“Let’s Get Current” in World Geography
This lesson demonstrates the task of news reporting and using research skills to understand local and foreign geographic places. This lesson applies the Five Geographic Themes to answer important geographic questions and make comparisons between our hometown and a foreign place. This lesson aligns with Common Core standards and provides multiple source material for students to examine evidence and draw conclusions. In this lesson, students will take on the role of a news reporter, examining multiple resources both locally and of those of foreign countries to explain daily life in both historical and present context. Due to its broad geographic connections, this lesson can be applied to any geographic unit. This lesson is ideal for use with a web-enabled smartphone or tablet.
Perspective Matters: Stories Told by Our Digital Texts
This unit focuses on the stories images are able to communicate in different media. The lesson compels students to look closely at several visual and literary texts in order to examine the story that is told via different genres and media.