Alondria

Bowie
Louisiana Standards

Civic Literacy Standard 8- Louisiana Student Standards Social Studies Grade 8
Students examine the rights and responsibilities of Louisiana citizens that enable
them to become informed participants in civic life.

8.8.1 -Describe ways in which citizens can organize, monitor or influence
government and politics at local, state, and national levels.

Integration of Global Education- (Learning Target)
Students will develop compassion for those citizens whose countries do not allow
citizens to participate in the changing of their government.

Students will understand how citizens influence government choices through
protest, voting, and petitions on a national, local, state and global level.


Specific Lesson Plan Modifications for Global Competencies

Students will compare and contrast the process democratic process of checks and
balances with the U.S. to that of other democratic countries.

Students will analyze and debate different forms of governments that exist within
different countries mainly those who do not have a democratic process with citizen
involvement.

Students will participate in a debate about how citizens impact the government and if
their impact is in the best interest of the governing body or special interest groups.
(Example: oil companies, environmentalist, airline, etc.)


Informal Outcome Assessments- (End Result)

Students will be able to create a government of their own that allows both citizen
input and a structured body that allows all powers to be held accountable creating a
check and balance that can be implemented globally.

Students will do a round robin of questions in how the government impacts the
needs of people and how people improve or impacts the government.








Standard 10- Interdependence and Decision Making
Students use economic knowledge and skills to make decisions as individuals,
families, groups or businesses in the interdependent and changing state, nation, and
world.

8.10.5- Use a variety of resources to research and present findings about education
and training for jobs and careers


Integration of Global Education- (Learning Target)

Students will understand how education is connected with finding jobs globally and
how the lack of these jobs results in poverty within poverty stricken countries.
(Example: Numbia, Libya, Mali, and Pakistan}

Students will see how their peers in comparison to how the value of education in
perceived in the United States perceive the value of education in countries like
Libya, Numbia, Pakistan, and Johannesburg.


Specific Lesson Plan Modifications for Global Competencies

Students will evaluate data from primary and secondary sources (books, internet,
articles and etc.) from both public and school library to research about education in
the countries listed above and how a higher education leads to careers and jobs
within that country

Students will analyze charts from U.S. educational system and the educational
system that is in South Africa. They are to use these charts to compare the
graduation rate of high school students and college students.

Students will create podcast using the data collected about the educational rate in
the countries listed above in comparison to what drives U.S. education system and
how can the U.S. turn their educational system to its former days, prosperous.

Students will also do a Venn Diagram to compare and contrast the U.S. educational
system now to that in the 1970s to see how technology has delayed or impacted the
system to become low performing against other countries.


Informal Outcome Assessments- (End Result)

Students will be able to create a bar graph showing the outcome of education in
comparison to noneducated students showing the outcome which can lead to
poverty