The International Dimension
Because of the rigorous nature
of the academic components of the IB Middle Years Program, it is often easy to
forget about the "international" component of the International
Baccalaureate. However, the idea of international understanding and global
thinking should inform every course in the IB MYP. After all, the mission
statement calls for the creation of "a better and more peaceful
world." The IB enjoys a reputation as a leader and innovator in the field
of international education. To that end, the most recent IB strategic plan
(which you can read more about here)
calls for continued efforts to improve and strengthen the IB's leadership in
global education. This emphasis on international education does not stop on the
global level, however. It is also a crucial element of the IB classroom.
Students should always be encouraged to view texts, ideas, and discussions from
a perspective which extends beyond local and national borders. The ways in
which all nationalities and cultures influence and benefit from other global
communities should be a part of the continuing conversation in each and every
IB classroom.
Questions for Reflection:
1.
What are the ways
in which the texts, topics, or ideas in your classroom have benefited from
contributions from other communities, cultures, and nationalities?
2.
How does your
particular course address the issue of the international dimension of an
education within the IB MYP? Is it explicitly addressed or more subtly
"woven" into the content?
3.
How can you help
your students understand the importance of international understanding as it
relates to your course?
(1) The contributions of other societies for the core of my content and my teaching philosophy for World History I. Basically, we look at how the peoples of the past have contributed to the world we live in today. The course covers everything from language, to religion, to technology.
ReplyDelete(2) I would say the international dimension is woven into the content. For example we look at conceptions of the role of the individual in society. Should an individual’s rights and achievements be paramount as with the Greeks, or should a person’s loyalty be to the state as with the Romans.
(3) I think the biggest role my class plays in this area is dispelling myths and identifying commonalities across cultures. For example, the Golden Rule was espoused by Socrates, Jesus, and Confucious.
1.Immigration and foreign policy figure prominently into the fabric of the U.S. Not a day goes by teaching U.S.History from 1763-1877 that the benefits of other cultures is not in evidence.
ReplyDelete2. The journey from revolution to creation of a new political system today bears a striking resemblance to the U.S. as she journeyed from colony to country.
3. Students realize that 19th century America did not exist in a vacuum and that global ties are even stronger and more important today for survival.
1. In my classroom we study the U.S. as a growing country but we also talk about how foreign policy changed over time and what relations with other countries brought about those changes.
ReplyDelete2. The international dimensions are woven throughout the course while at times it is more explicit. For example, in our globalization unit we openly discuss the environmental issues addressed by actions of all countries as well as the communication between countries, and/or their citizenry, using new technologies and how that affects international issues.
3. We often discuss how other countries “see” the U.S. at specific times in our history and relate it to how those countries view the U. S. now. One topic in particular is the Japanese view of the US during WWI, prior to WWII and now. This also allows them opportunities to discuss how many other countries view us historically and today. Sometimes discussions get quite heated! Those are opportunities to discuss democratic citizenship as well as the right to free speech.
In my Comparative Government class, there are numerous opportunities to benefit from contributions from other communities, cultures, and nationalities. First, our student population is extremely diverse, which provides opportunities for individual students to talk about their cultures, religions, and homes of origin (as well as their "home" countries' governments). The class requires the study of different political models, which challenges students to reflect on the U.S. political system, their own biases, and their limited knowledge of other parts of the world. We also closely follow international current events, which teaches students to look at issues from multiple perspectives. Thus, to a great extent, the international dimension is woven into the content. I believe I can help my students understand the importance of international understanding by emphasizing that globalization makes us increasingly dependent upon one another. An event in one part of the world - whether economic or political, etc. - can often have an important impact on distant parts of the world. By showing the kids examples of these kinds of things, they can begin to develop an appreciation for the importance of international understanding.
ReplyDeleteBy teaching World History II there are innumerable ways to address the international component, and I disagree with the first sentence above because I think it is actually the primary component that I integrate from IB into my class.
ReplyDelete1. The answer to this question is every and any day in my class so it is hard to think of one example. When we study religions we look at passages from all the holy books to talk about their similarities and difference and why they exist; when we talk about nation-hood and revolution, we looked at South Sudan and did a UN simulation on refugee rights in an international dispute; when we studied international trade we looked at statistics and documents to decide what it really meant to be a developing or developed country and why certain areas of the globe are majority developing... as one example each.
2. It is woven in as best as I can.
3. I think my students have a good foundation from Glasgow MS and from being in a diverse environment already. I think it is my job to show them the reasons why having an international understanding benefits them and their community instead of only focusing on local news. The learner profile can help as that reminder for them and for me.
In teaching US History, when we encounter another country, I make it a habit to stop and examine why this other country might agree/disagree with us. Going into the history of other cultures is enriching and fosters that cultural awareness and holistic education. We are always encouraging of diversity and quick to fix any preconceptions students may have about another culture or nationality. The US History course is not addressed explicitly, so when lesson planning, we are sure to make it explicit. It is important for the students to understand that the United States makes its decisions often based on what happens internationally.
ReplyDelete1) In IBHA, it's always to fun to attempt to find any cultural bias or find weaknesses in a primary document.
ReplyDelete2) The international emphasis is subtly woven in. We even try and approach IBHA by addressing the United States by name, not calling it "us."
3) I think that History as a subject has a big advantage to connecting our curriculum to the rest of the world and other subjects. I take full advantage of ways to connect the unit to not only other parts of the world, but to other times in history.
1. As a teacher of predominantly Eastern Hempishere cultures, it is easy and fun to use primary sources from the various regions to ideally provide an understanding on why things may be different in other cultures.
ReplyDelete2. As previously mentioned, because it is a course dealing exclusively with foreign cultures, it is something that is easily woven into the fabric of learning.
3. You can explain to them the real world concepts of a small world. How products and ideas can easily go across the globe and the world is much more interactive with itself then it was even 100 years ago.
Since I teach predominately US History classes, which for 9th graders in our county we are talking 1870s-Present day (though that is changing coming up soon), it is always useful to incorporate the opinions of other nations and cultures. Students are often surprised to learn that while our nation believes itself to be pretty awesome, many societies both today and throughout history have not shared the same opinion. I would probably say that the international dimension is within the content of my classes.
ReplyDelete1. What are the ways in which the texts, topics, or ideas in your classroom have benefited from contributions from other communities, cultures, and nationalities?
ReplyDeleteOur student body is very diverse, with many students recently moving to the U.S. from other countries. The connections and perspectives brought by each student contributes to a more robust conversation of such topics as immigration, civil rights and industrialization.
2. How does your particular course address the issue of the international dimension of an education within the IB MYP? Is it explicitly addressed or more subtly "woven" into the content?
While U.S. history can be taught with a limited perspective on only the U.S. American perspective, I believe it is difficult to teach U.S. history without a global and international perspective. Particularly when we discuss such topics as foreign policies and world wars, an international perspective is explicitly addressed in the content.
3. How can you help your students understand the importance of international understanding as it relates to your course?
One way is to value the perspective and contributions of our diverse student body by asking for their unique thoughts on specific topics. Another is to explicitly teach students how to consider different perspectives, especially international ones.
- Sarah Beck