Teaching Resources

How can teachers assess their global competency?

Click to find out.

For Teachers:

Why is keeping your culture, religion, or belief system alive important to you, your family, or the world?

How does education play a key role?

Videos, action steps, articles, lesson plans, examples for project-based lessons, and local resources can be found here:

Fulbright: Teachers for Global Classrooms Resources

PBL- Project-Based Learning Resources

Framing Global Learning, Exploring the Local-Global Dynamic, SDGs, Global Citizenship, etc.

Lesson plan inspiration:

After watching the video on the right titled, "Don't ask where I'm from, ask where I'm a local", use Padlet (linked below) and ask your students to answer the following:

Where do they feel "local"?
Where is "home" for them?

Where are you local?

Don't ask where I'm from, ask where I'm a localWhen someone asks you where you're from … do you sometimes not know how to answer? Writer Taiye Selasi speaks on behalf of "multi-local" people, who feel at home in the town where they grew up, the city they live now and maybe another place or two. "How can I come from a country?" she asks. "How can a human being come from a concept?"

The danger of a single storyOur lives, our cultures, are composed of many overlapping stories. Novelist Chimamanda Adichie tells the story of how she found her authentic cultural voice -- and warns that if we hear only a single story about another person or country, we risk a critical misunderstanding.

Lesson plan inspiration:

After watching the video titled, "The danger of a single story", consider the following for you and your students:

Where does your story start?
Do you have more than one?

Lesson plan inspiration:

After exploring the United Nations Sustainable Development Goals , have students explore how global their state is. From there, they can:

Compare and contrast the goals and how different states or countries are contributing and/or addressing them.
Write a descriptive piece on what they learned.
Write a piece to show a chronology of events leading up to where we are today.
Write an argument for what changes need to take place for where they want to see us go.

InfographicsA picture is worth a thousand words—or thousands of data points. See our infographic series derived from Mapping the Nation data.

Lesson plan inspiration:

How Global is your state?

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Have students discuss how they believe their school, city, and/or state is addressing the United Nations Sustainable Development Goals and then discuss the real data shared here.

Want students to think more deeply? Develop and expand on their written responses?

Try some of the thinking routines shared below by the Harvard Graduate School of Education.

Try them out during book club discussions or when brainstorming for writing.

Harvard Graduate School of Education: Project Zero's Thinking Routine Toolbox

This toolbox highlights thinking routines developed across a number of research projects at PZ. A thinking routine is a set of questions or a brief sequence of steps used to scaffold and support student thinking. PZ researchers designed thinking routines to deepen students’ thinking and to help make that thinking “visible.” Thinking routines help to reveal students’ thinking to the teacher and also help students themselves to notice and name particular “thinking moves,” making those moves more available and useful to them in other contexts. If you're new to thinking routines and PZ's research, please click here to explore more about thinking routines.

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