Global Citizenship Day- Lesson Plan

Zebulon S. Perrin

Global Citizenship Day Lesson

Blog Link: blogaroundtheworld.edublogs.org

Global Citizenship Day

Stage 1- Desired Results

Established Goals:

6 – H1.4.1 Describe and use cultural institutions to study an era and a region (political,

economic, religion/belief, science/technology, written language, education, family).

6 – H1.4.3 Use historical perspective to analyze global issues faced by humans long ago and

today.

6 – G2.2.1 Describe the human characteristics of the region under study (including languages,

religion, economic system, governmental system, cultural traditions).

6 – G2.2.3 Analyze how culture and experience influence people’s perception of places and

regions

(e.g., the Caribbean Region that presently displays enduring impacts of different immigrant

groups – Africans, South Asians, Europeans – and the differing contemporary points of view

about the region displayed by islanders and tourists).

Understandings:

Students should develop an understanding of

cultural literacy and global awareness as they

recognize the world as a large, multi-ethnic

mosaic.

Students should understand the components of

interactive communication; through the use of

personal interviews, holding a small group

discussions and digital writing (literacy).

Students should understand the diversity of

humans and different cultures as they analyze

these topics from a global perspective.

Essential Questions:

-What do I have in common with people

around the world?

Students will be able to:

Interview guests from around the world, generating quality questions to gain in-depth answers

about specific content.

Zebulon S. Perrin


Participate in a conversation with members from different countries to construct meaningful

understandings about the world around them.

Compose content-area specific blog comments (content area writing), adding them to our ‘Blog

Around the World’ project.

Create detailed, informative videos describing the use of authentic cultural artifacts from Central

America.

Classify the differences and similarities between different education systems from a global

perspective.

Analyze information about specific countries, culminating in a specific blog comment posted to

our ‘Blog Around the World’ project.

Compare items from different regions of the world, being an active participant in inquiry based

artifact exploration.

Discuss the world in global terms; recognizing different cultures around the world, helping them

become prepared for our interdependent and global future.

Stage 2 – Assessment Evidence

Technique #1- iPad movies

One way that I assessed my students was

through the use of iPad movies. Students were

responsible for inquiry based artifact

exploration, taking a closer look at artifacts

from Central America. Students then generated

iPad videos, describing and showcasing the

various uses of these artifacts.

Technique #2- Interviews

Another way that I assessed my students was

through the use of interviews with our guest

experts. Students participated in small group

discussions, talking about cultural literacy and

didn’t life experiences of our guests. This

allowed me to informally check my students; I

was able to see whether or not students were

grasping the ‘big idea.’

Technique #3- Country Information Questions

One specific way I evaluated my students

during this lesson was through the integration

of ‘Country Information Questions.’ Students

were assigned a country, and given a set of

questions that they needed to answer. Using

the computers in the lab (and the website

https://www.cia.gov/library/publications/the-

world-factbook/), students formulated answers

to the specific questions. Each question dealt

with a different country in the West Indies.

Technique #4-Blogging

This is the focal point on how I assessed my

students. Students were responsible for writing

in the content area, developing blog posts

about their Global Citizenship Day.

Specifically, I used these blogging comments

as a basis to see whether or not the students

https://www.cia.gov/library/publications/the-world-factbook/


Zebulon S. Perrin


grasped the material. Through the frenzy of

this lesson, I was able to take a step back and

recognize (through these blogs) the main

content that my students were connecting with.

It allowed me an opportunity to check the

understanding and comprehension of my

students.

Technique #5- Notepads

I also assessed my students through the use of

individualized ‘mini notepads.’ Each student

was given their own notepad, and responsible

to transcribe notes from their discussion with

our guest experts. Students summarized the

main information from our guests, taking

detailed notes in order to compose blog

comments the following day. I was able to

make a quick check of students progress and

comprehension of the material by evaluating

Technique #6-Tickets out the door

This evaluation wasn’t assessing skills or

content my students understood; it was a self-

assessment piece. I asked the students to create

tickets out the door, critiquing the lesson I just

gave. Specifically, I asked the students to jot

down one idea they had that could improve the

lesson. I wanted to receive feedback from the

students, taking into consideration ways that I

could improve my own teaching. I feel that

self-reflection is an integral piece to teaching; I

must be able to recognize the strengths and

weaknesses of my lessons. Thus, I wanted the

students to provide myself with constructive

criticism to improve my teaching and lesson.

Stage 3 – Learning Plan

Zebulon S. Perrin


Lesson Guide:

Day 1:

Hook: The hook of this two day lesson was a combination of factors; the guest experts from

different countries, the artifact baskets (to create iPad presentations) and our posts/comments that

were added to our blog.

Opening Activity:

First and foremost, I introduced our guest experts to the class. Afterwards, I gave a brief

introduction to the class about what each station would look like. I reminded the students about

what each station entailed; students were able to get a refresher about the important aspects of

each rotation. Specifically, I went over the main components of each station with the students,

detailing their specific roles (very quickly).

Main Activity(ies):

This is the bulk of the lesson. During this time period, students have been broken into groups of

eight and will be responsible to complete a multitude of tasks. Before class started, students were

assigned a starting point to begin the class. The starting points were:

1. Artifact baskets- Students will explore a basket of artifacts from Central America. They

will use the available resources-guiding sheets and iPads to find information regarding

the use and importance of these items. They will then create an iPad movie/presentation

in which they act as a museum curator and discuss the importance of these resources.

2. Guest interviews- Students will begin interviewing our guests from different countries,

using a guiding sheet of questions they had prepared beforehand. Students will ask

pertinent questions, taking notes and summarizing the information on their notepads.

Students are expected to communicate effectively with our guests. Our guest experts

include: Individuals from Panama, Belize, Taiwan and Puerto Rico!

3. Blog work- Students will work on their country information qu8estions, discovering the

answers by looking up the information. Once they have completed this portion of the

requirements, students will collaboratively work to combine their answers into a blog

post.

Students will have eight minutes per rotation station to accomplish these goals. Once the timer

has ringed, students will rotate to the next station on their list (written in their notepad). Students

will have a chance at each station during the day.

Zebulon S. Perrin


Closing Activity:

We will thank our guest experts and discuss the most valuable information they shared with us

during the day. Once doing so, I will collect the notepads from students and pass them back out

tomorrow as an addition to our lesson.

Day 2:

Hook: The hook of this lesson is the student’s opportunity to add posts to our classroom blog.

Students will blog about their experience the previous day, composing a post about important

information/highlights during the day.

Opening Activity:

For the opening activity, I will give a brief introduction about what the day will look like. I will

instruct students to log on to the class blog, and ask them to take out their individual notepads.

Main Activity:

I will then begin to review our day in Social Studies with the students. Students will use previous

knowledge, recalling information they learned the previous day. We will compile a list on the

Smartboard, allowing students to take a look back at the information. Doing so I will be

engaging all learners, and providing scaffolding help for students who need it. Once we have

reviewed the previous day, students will begin to compose their blog and add it to our project.

During this time I will be monitoring the classroom and providing assistance to students who

may need it. I will be available for students who need support, and will guide them through the

blog post guidelines once again. Also during this time I will be reminding students to fill out

their ‘Day in Social Studies’ handout, using this as guideline to compose their post.

Closing Activity:

In this closing activity, students will write tickets out the door. On them, students will write two

main points/ideas that they learned from the previous day. This will allow me a quick check to

see whether or not students grasped the material.

On the back side, students will write down one way I could improve the lesson. This will allow

me instant feedback from my students, giving me a great reflection piece to critique my teaching.

Zebulon S. Perrin


-Additional Resources-

Listed on the following pages are resources used during this

lesson. It includes;

1. Tentative Schedule of Events

2. Informational Letter to parents.

3. Becoming the Expert- Country Information Questions

4. Artifact Basket Directions

5. Basket #1 Information

6. Basket #2 Information

7. Questions we compiled for our guest experts.

8. Question hand-out sheets each group had when interviewing the

guests.

9. Smartboard info. Sheet used to reflect on the previous day via a

whole class discussion

10. Our Day in Social Studies Reflective Assignment used on our

class blog.

Zebulon S. Perrin


Tentative Time Schedule -Daily Events-

4th Hour

10:15- Guest Experts will arrive at the Middle School and sign-in at the office. There will be two

students to meet the experts and escort them to the classroom.

10:15-10:31- Experts will discuss what the schedule looks like and will prepare to give their

presentations.

10:31-10:35 Class will officially begin. Students will enter the classroom and retrieve their

sheets for the day. Introductions for our guest experts. Mr. Perrin will discuss (briefly) what will

be expected of the students, and what the schedule will look like.

10:35-10:43- Rotation #1

-Students will be in their first rotation. Approximately 8 students will be at one of the four

stations set up in class.

-During this time, guest experts will be answering questions from the students (groups of 8).

10:43-10:51- Rotation #2

-Students will then rotate from their station. Students will move on to the next station that they

have been assigned to.


10:51-10:59- Rotation #3




10:59-11:07- Rotation #4




11:07-11:15- Rotation #5

Zebulon S. Perrin





11:15-11:21- Wrap-Up

-We will have a wrap-up period with a conclusion. Any final thoughts/comments from the guest

experts would be appreciated!

5th

Hour

11:26-11:31 -Class will officially begin. Students will enter the classroom and retrieve their

sheets for the day. Introductions for our guest experts. Mr. Perrin will discuss (briefly) what will

be expected of the students, and what the schedule will look like.

11:31-11:39- Rotation #1

-Students will be in their first rotation. Approximately 8 students will be at one of the four

stations set up in class.


11:39-11:47- Rotation #2




11:47-11:55- Rotation #3




11:55-12:03- Rotation #4




12:03-12:11- Rotation #5

Zebulon S. Perrin





12:11-12:16- Wrap-Up

-We will have a wrap-up period with a conclusion. Any final thoughts/comments from the guest

experts would be appreciated!

Zebulon S. Perrin


Dear parents of sixth grade social studies students,

We are having an exciting time in Social Studies this year! We have delved into our unit

covering Latin America, just finishing up Central America and heading into our unit on the West Indies.

Students have finished their first round of individual and group reports, creating some terrific and

creative projects!

We need your help! I am pleased to announce an exciting opportunity occurring within our

classroom. Mr. Perrin’s field instructor at Michigan State University has agreed to come in and be our

‘guest expert’ for the day (in addition to another field instructor). Having lived in several different

countries around the world, they would act as content experts in these regions, answering questions

from students in class. After asking and answering questions, students would be able to add this

information to our classroom blog, ‘Blogging Around the World.’

Having these field instructors dedicate their time to OMS is truly an honor, one that we are

extremely thankful for here at Owosso Middle School. As such, we would like to make this an enjoyable

experience for them as well. We would like to project the most positive image of our great community

that we can. This is where we need your help! Students will be making thank-you cards throughout the

week, but we would love refreshments for the ‘guest experts’.

We would love donations of the following:

Small snack size plates

Napkins

Disposable cups

forks

Juice

Baked goods (homemade, or donuts, muffins, or something else purchased)

Fruit (cut salad style)

If you can provide any of these items, please return this sheet by Friday, February 24th, or simply reply to

this email with what you would like to bring.

We really appreciate your contribution to our class! We are grateful for all the help we receive! Thanks

again!

Mrs. Spielman

Mr. Perrin

Zebulon S. Perrin


-You are now invited to ‘Become the Expert’ on a country in the West Indies! It is now

up to you to research and find information about this country!

-For information, you can visit: https://www.cia.gov/library/publications/the-world-

factbook/

-As a group, you will need to answer specific questions about your country. You will

want to divide the amount of work evenly in your group, with each member looking

up information. Each student should find information, and copy it down in their mini-

notepad. You will have 10 minutes to research this information!

The questions are:

What key industries impact this country’s economy? What is this

country’s economy comprised of?

What are the major issues facing this country in the future?

Name a popular type of food they eat in this region (you may have

to search to find this answer).

Is this country an:

- Independent nation - Colony

- Territory



Zebulon S. Perrin


-Look over the artifacts in your basket. Inspect them closely; see

what they are all about!

-Read over your information sheet. Make sure each group member

understands what the artifacts are and what they are used for!

-Create your video with the iPad! Make sure each member of the

group has a role; you will need to assign specific jobs. Remember-

you will need somebody to record it!

Use an exciting, clear voice when speaking!

Look into the iPad camera-it is your audience!

No giggling while you are filming-you won’t be able to hear your video!

Explain your main idea/points to us. We don’t know what you’re talking

about.

Be confident and calm.

Have fun!!

Zebulon S. Perrin


-Your basket contains the following units: 2 Pottery pieces, 1

Serape, 1 dress, 1 figurine, and 1 worry doll.

Pottery: You have both a set of decorative pottery and a handmade jug. Do you know the

difference between these two? The set of pottery that is strung together by the hand-twined

rope was used as a decorative piece. People of Central America would decorate their homes

and use these pottery pieces during holidays! The ‘plain’ pottery jug had a different uses. It was

mainly used to hold water, and was often used around the table. Pottery was instrumental to

their culture, both as a decorative piece and in everyday use.

Serape: This is a long blanket-like shawl worn in Mexico. It is usually brightly colored and worn

by many men (hangs to the knees). They are often made of wool, but can be made from cotton.

Serapes are important because they were used as an outer cover to protect from weather (both

cold and heat), as a pillow or blanket, as a ‘dress-up’ outfit and sold as a tourism piece to be

used as a decoration.

Dress: This beautiful dress is an icon in Central American countries. It is used in traditional

dance, showing the importance that dance holds in Central American culture. Also, it is used

during festivals and parties, being used as a celebration ‘dress up’ item of clothing.

Worry Dolls/Figurine: These two artifacts (the little box of worry dolls and figurine) are huge

sectors of these country’s economies. They are sold as a major tourism piece, being bought on

the streets in these countries. These dolls are cheap to make! Therefore, they allow vendors to

earn money and make a living in their countries.

Zebulon S. Perrin


-Your basket contains the following units: 2 Sombreros, 1

Candy Skull, 1 Hand-woven basket, 1 Mayan calendar, and 1

Decorative headpiece.

Basket: You have a hand-woven basket. Baskets were made from whatever people could find

(braided grass, bundled pine needles, wicker, wildwood, bark, swamp grass and even animal

hair). Baskets were obviously used to carry different items at the same time; it was used to

make things easier for these people.

Candy Skull: Candy sugar skulls are used as a decoration during Cinco de Mayo. Cinco de Mayo

is a celebration of Mexican heritage and pride. These sugar skulls are used to adorn altars of

loved ones, and can be seen everywhere during this celebration. These sugar skulls help show

the importance Central American countries place on their past history and pride!

Mayan Calendar: This pyramid is a decorative piece of artwork often displayed through Central

America. Again, it is sold to tourists to make a living in these countries. Do you know what is

inside of this pyramid? It is a Mayan calendar- one of the first known ‘calendars’ in the world!

This model helps to show what ancient Mayans had made, a mold of a calendar used to keep

track of dates and times.

Headpiece: This decorative headpiece is used during celebrations and festivals. They are

commonly found throughout Central America, used as decorations during fiestas. Also, these

decorative wreaths are major tourism pieces, sold to visitors coming from different countries.

Sombreros: Notice the 2 different types of hats in your basket. Can you tell the difference

between the 2? What might be their different uses? One use is that these hats (the non-

decorative one) are used out in the working fields. People use them to keep the sun out of their

eyes and off their faces! Another possible use (the decorative one) is that they are worn during

celebrations and festivals.

Zebulon S. Perrin


-Questions for our Guest Experts-

1. What is the transportation like in your country?

2. How are the schools different in your country than in America?

3. What is the biggest difference between your country and America?

4. Do you wish to go back to your country? Why?

5. What types of afterschool activities did you do (Sports, clubs, etc.)?

6. Why did you leave your country and come to the United States (and Michigan!)?

7. What is a popular food in your country? How is that country’s type of food different from

America?

8. What kinds of animals and wildlife are in Belize? Is it similar to the United States?

9. What different languages can you speak? Can you say “Welcome to the United States” in

a different language?

10. What types of jobs did people do in your country?

11. What kind of clothes do people wear? Is there anything ‘special’?

12. What is the housing situation like? Do many people live in houses? Apartments? Is it

really expensive?

13. What is the weather like in your country? What type of natural disasters did you have

there? Did you experience any?

14. Do you like it better than the United States?

Zebulon S. Perrin


-Questions for our Guest Experts-

15. How are the schools different in your country than in America?

16. What is the biggest difference between your country and America? Why did

you leave?

17. What is a popular food in your country? How is that country’s type of food

different from America?

18. What different languages can you speak? Can you say “Welcome to the

United States” in a different language? Did you learn them in school? Was it

hard to learn? Do you get confused?

19. What is the weather like in your country? What type of natural disasters did

you have there? Did you experience any?

Remember to say THANK YOU!

Zebulon S. Perrin


Zebulon S. Perrin


An Exciting Day in our Social

Studies Classroom!

My favorite speaker/part of our Global Citizenship Day was

Global Citizenship Day- Lesson Plan

Documents

Transcript of Global Citizenship Day- Lesson Plan