Jemmalyn U.

Peralta - TGC Evaluate Standards with Global Education

California Common Core State Standards

https://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf

Making Inferences and Justifying Conclusions S-IC

Understand and evaluate random processes underlying statistical experiments.
1. Understand statistics as a process for making inferences about population parameters based on a
random sample from that population.

Integration of global education

Students will understand statistics as a process for making inferences about data regarding inequalities on
education between men and women based on random samples from different countries (or any global issue).

Students will interpret and apply the results of statistical data to develop and defend an argument regarding a
global issue (poverty, climate change contributions of various countries, etc)

Instead of looking at math examples/surveys of ice cream, musical preferences, etc- global aspects can
appear with specific data about global issues while still applying the mathematical/numerical calculations in a
given set of data. All data is provided with statistical measure-graphics, line graphs, correlation, tables, and so
forth the provided data will be more relevant with data gathered regarding a global issue.

Specific lesson plan modifications for global competencies

Students will analyze data gathered from 20 countries on education levels between men and women; analyze
data on pay scales between men and women; analyze job/career categories between men and women. Data
from government census, post-secondary educational institutions, SDG data. (investigating the world)

Students will compare and contrast two countries and draw conclusions in small groups to describe causes
and access to educational inequities (or any global issue). (investigate the world & communicate ideas)

Students will research and understand different cultural expectations of educational inequities (or any global
issue) based on the data of specific countries and understand the influence and impact on the
mathematical/statistical findings. (investigate the world, recognize perspectives, & communicate ideas)

Within the lesson, students will need to investigate the data and where the source is from. Students will need
to determine the data’s reliability, interpret information, and compare/contrast the causes for the variety of
information that may occur. Students will also need to understand multiple perspectives and recognize how the
data relates to them, their area, and the world.

Informal outcome assessment

Students will create a venn diagram poster to compare and contrast data information- looking for differences
and similarities regarding the global issue.

Students will write a long paragraph explaining and describing the cultural differences and expectations
between men and women education levels and how it impacts/affects a country/city/themselves. Students can
explain what changes can be made to alter the statistical data provided.
Students can use their given to create similar surveys regarding the educational inequities (or any global issue)
to determine the reality of the global issue in their local context and share data with the class, school, and/or
community to bring awareness of educational equities in a local context.

AVID 9th Grade Elective Standards

https://www.avid.org/
Character Development 9-CD
C. Community and School Involvement
● Be exposed to a variety of school activities/clubs and community service opportunities at the beginning
of the year
● Become active in at least one school or community service project/activity
● Track community service hours and extracurricular activity participation in a multi-year student portfolio
● Develop awareness of personal strengths/skills and utilize them to better the school and community

Integration of global education

Students will understand what important lessons community services can provide in development of their
character, their role as a citizen, and values in helping the community/service project.

Students volunteer in a non-profit that contributes to the SDGs and contributes to actions & changes in our
society.

Students will understand the different perspectives that community service can provide and develop empathy
in a variety of different service situations.

Integrating global education with service will provide opportunities for students to take action and understand
the multiple perspectives in the action they do. In AVID it is expected for students to be involved in and out of
school to develop character and provide experience for them to discuss in their college applications.

Specific lesson plan modifications for global competencies

Students will research local non-profit organizations and research their mission/goal, purpose, and action
(community service) they provide and where a student can volunteer at. (investigate the world & take action)

Students research national and world organizations that serve to support the SDGs goals and what are other
students their age doing to be active in the sustainable development goals. (investigate the world, recognize
perspectives)

Students watch videos of service projects students have started/developed in this nation and across the world.
Students analyze the impact of how one idea can start a chain of reactions for change. (recognize
perspectives)

Students collaborate with organizations or students nationally or globally to connect on a service project.
(communicate ideas & take action)

Within this standard, students can develop a purpose as to why doing community service is important and how
it can build character, awareness, and open doors of opportunity for changes. Students can understand
multiple perspectives and how taking action can make a difference.

Informal outcome assessment

Students create an inventory list of their skills/strengths they can offer and determine areas they believe are in
most need service/help in our local area.

Students create informational graphic of non-profit organizations that displays the purpose of the organization,
who they serve/support, and why they impact our society.

Students develop a plan of action they would like to do either on their own or in collaborative effort, and reflect
on what they hope to gain from the service and how the action will support a particular global issue.