From Global Studies Diploma to TK-12 Global Curriculum

Loren FauchierDirector of Global Education

Providence Day Schoolwww.providenceday.org

Current Arrangement?Global Studies Diploma (GSD) Program• Began in 2005• Open to any upper school student• Rigorous • 95 graduates so far; 80 currently in the

program• Recognized by NAIS• Recognized by a number of colleges and

universities

GSD Components Global courses + world language Extracurricular requirements e.g.

Global speakersModel UNBlogging about global issues

Cross-cultural experience: student travel, hosting

Senior Global leadership course

Current Global Curriculum

• Lower School: countries, issues, attitudes (Covey and “The Leader in Me”)

• Middle School: history courses, geography & global issues

• Upper School: 9th Grade Global Civics, World History courses, Global Issues courses

Driven by Mission?PDS Global Mission Statement:

“develop within our students an ability to appreciate and value the differences among people locally and globally and to develop the knowledge, skills and character dispositions to become active global citizens”

Definition of a Global Citizen: “One who understands and acts on issues globally and locally in an effort to help improve the condition of humankind and the planet.”

Next Steps?• Leadership “push” for change in curriculum• Form a committee with teachers from all three

levels• Use backward design (UbD)• Create a “template” of Global Competencies• Start with lower school to build the “base”

Global Performance Standards1. Investigate & understand different world views;2. Investigate & understand different social needs;3. Identify & prioritize issues locally and globally;4. Work & communicate respectfully with different peoples, both in our school community and in the larger world;5. Appreciate different linguistic, artistic and aesthetic values of major cultures;6. Develop innovative and viable strategies to approach local, national and global problems;7. Identify & utilize resources responsibly;8. Act purposefully, ethically & with a commitment to lifelong stewardship toward advancing solutions

Graduation Standards

Essential Questions 21 Century Skills Knowledge Character Dispositions

Regions/Countries

1. Investigate & understand different world views

• What is a worldview?• How do worldviews impact peoples' perceptions and actions?• How do you investigate a worldview?• How do worldviews change?• What is your worldview?• How does my self-reflection help or hinder my understanding of other worldviews?• How do different cultures view the world?

Creativity & innovation; critical thinking & problem-solving; communication & collaboration; Leadership & responsibility; entrepreneurship; ICT literacy

--World historical epochs and trends--The impact of geography on the understanding of local, regional and global issues--Ideological paradigms e.g. capitalism--Economic systems and globalization--Political systems and political change--Social structures and social change--Cultural expressions through art, literature and music--Major religious orientations--Contemporary norms and values of major cultures--Global ecosystems and environmental impact

Empathy; open-mindedness; humility; confidence; courage; patience; integrity; self-motivation; altruisim; respect for self & others; perseverance; conscientiousness

EUROPE: Germany & FranceEURASIA: RussiaNORTHEAST ASIA: China & JapanSOUTHEAST ASIA: IndonesiaSOUTH ASIA: IndiaMIDEAST: Iran & IsraelSUB-SAHARAN AFRICA: Nigeria & South AfricaCENTRAL AMERICA: Costa RicaSOUTH AMERICA: Brazil & Peru

2. Investigate & understand different social needs

• What are the needs of people in our local, national, and global community?• Why are there needs in our local, national and global communities?• How do social needs differ in society?

Identified Skill Sets Identified Knowledge Identified Character Dispositions

Identified Regions & Countries

Performance Standards/Goals: K Curriculum

Essential Questions 

Skills & CharacterDispositions

Investigate and understand differentworldviews, social needs, and the complexity of issues in both our local, national, and global communities.

What is the difference between a want anda need?

What are people’s needs? Why do people have needs? What are needs that children have?

(developed across all Performance standards)● Creativity & Innovation● Critical Thinking &● Problem solving

Work and communicate respectfullywith different peoples, both in ourschool community and in the larger world around us.

● What are ways we communicate with others? ● How are people alike?● How are people different?● What is alike and different about the

people in our class?● Does everyone feel the same way about things?

● Communication & Collaboration

● Leadership & Entrepreneurship

Appreciate different linguistic,artistic and aesthetic values of major cultures

● How do people speak differently in China,Spain/Peru and France?

How do people sing differently?

● Open-mindedness

Develop innovative, creative, and viablestrategies to approach local, national, andglobal problems.

● How do we solve problems? ● What are ways to work together to

discuss ideas and problems in our class?In our school?

● How do you solve a problem betweentwo people?

● How do you solve a problem in a groupof people?

● Empathy● Open-mindedness● Humility● Confidence & Courage● Patience