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Global/Cultural Connections in Standards
Reading Writing Communicating
High Hopes Project
The Journey North
Paper.li on #GlobalEd
Reading Writing Communicating
Type into this table the standards connection that you found.
Engage effectively in a range of
discussions (one-on-one, in groups, and teacher-led) with
partners on grade 5 topics and texts,
building on others' ideas
and expressing their own clearly. (CCSS: SL.5.1)
collaboration with 5th grade students of different cultures to understand their diverse characteristics...
Utilizing online presentation tools engages audiences from across the world
Ask primary questions of
, significance, relevance, accuracy, precision, logic,
, depth, and breadth.
come up with relevant questions to ask people of other countries and cultures.
Acknowledge the need to t
reat all viewpoints fair-mindedly
learn about various cultures in-depth and treat those cultures fairly.
multiple accounts of the same event or topic
, noting important
point of view
they represent. (CCSS: RI.5.6)
what are the perspectives of other cultures on a historical event?
Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account. (CCSS: RI.9-10.7)
Look at details in articles about the same subject presented by Al Jazeera, BBC, and ABC.
Compare the development of an idea or concept in multiple texts supported by text-based evidence
Compare creation stories in different cultures.
Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems
Relate a literary work to primary source documents of its literary period or historical setting
Gilgamesh and Genesis, talk about oral history—transition.
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted,
their own views and understanding and make new connections in light of the evidence and reasoning presented. (CCSS: SL.9-10.1c)
Same activity as Al Jazeera, BBC, and ABC.
1.1.a and b
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. (CCSS: SL.9-10.4)
Select organizational patterns and structures and choose precise vocabulary and rhetorical devices
Writing to refugees as pen-pals, writing a research paper, and giving a presentation (PechaKucha). Creating a presentation for specific audiences…???
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. (CCSS: SL.9-10.1)
Argumentative activity covered with Erhardt.
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus). CCSS: RL.9-10.7)
Looking at videos, pictures (art), and written texts from the same culture and/or different cultures that represent a specific event (“subject”). For example, the role of women and/or education in a culture.
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