Cleveland Council on World Affairs
Bridges to the World Professional Development Institute: 2010
Race, Religion and Culture in World Studies
Spring 2010
Cleveland State University
College of Education and Human Services
(EDT 559 Section 980)
1. Bridges to the World Professional Development Institute: 2010
2. Optional Semester credits: 1 or 2 (student option)
3. Course Instructors: Professors Donald Ramos (College of Liberal Arts and Social Sciences - Emeritus) and James Moore (College of Education and Human Services)
4. Contact information
Coordinator: Professor James Moore
Address: COEHS RT1314
Telephone: 687-4606
Email: j.moore2@csuohio.edu
Associate Coordinator
Professor Donald Ramos, Professor of History Emeritus
Telephone: 687-3925 (preferentially use email)
5. Workshop Schedule
Day/Date Number of Hours
January 21 8 hours (8:00-4:00)
February 9 8 hours (8:00-4:00)
March 11 8 hours (8:00-4:00)
April 20 8 hours (8:00-4:00)
Location:
Barbara Byrd Bennett PD Center in Bratenahl
6. Pprogram Description
Bridges to the World Professional Development Institute: 2010 is offered for curriculum coordinators and social studies teachers primarily, although it would be of benefit to language arts and foreign languages/cultures as well.
The purposes of the workshop include increasing global awareness, cultural competency, and content knowledge among educators in order that they can facilitate student competence in global education. The workshops will provide teachers with specific instructional activities that can be implemented, with appropriate modifications, in middle and secondary school social studies classrooms.
Workshop faculty include faculty drawn from several departments of Cleveland State University, Baldwin Wallace College and Case-Western Reserve University. Faculty will be drawn from a range of disciplines to ensure that workshop participants will be exposed to different approaches and viewpoints. Supplemental presenters are cultural representatives of the world regions covered in the workshops.
7. Required textbooks or materials packets:
a. Social Studies and World: Teaching Global Perspectives. NCS Bulletin 103.
b. Jared Diamond. Guns, Germs, and Steel: The Fates of Human Societies. W.W. Norton & Co.,2005.
c. Each instruction has provided bibliographic citations for readings specific to workshop being presented. Handout, a resources list, and activity materials will be provided to each participant for each workshop. The course will maintain a website with all assignments and handouts.
d. Recommended: David Christian. This Fleeting World: A Short History of Humanity. Berkshire Publishing Group, 2007.
8. Program/Course Workshop Objectives
A. In terms of the major areas of knowledge and understanding, participants should acquire and demonstrate by the end of the course/workshop, students should be able to:
1. Articulate a sound rationale for incorporating global perspectives into social studies and other content areas in K-12 classrooms.
2. Explain the competing political perspectives regarding global education in American society.
3. Describe the important role that religion plays in the different regions of the world,
4. Examine the history and politics of the Middle east and develop appropriate teaching methods and activities about the Middle East.
5. Analyze the role of China and India in international relations and explain why these two countries are critical to world politics and American foreign policy.
6. Examine the critical role that population trends play in international relations and their relationship to other global issues, such as world hunger, ethnic conflicts, and environmental issues.
B. Participants should develop and demonstrate by the end of the course/workshop the following skills:
1. Identify print, electronic resources, and other media for teaching about global education and international events.
2. Develop a unit teaching about a selected global issue (women's rights, religion in different regions of the world, and so forth) and obtain the required materials for the unit plan.
3. Examine thematic issues within a comparative format.
C. Participants develop and demonstrate the following dispositions (attitudes/values)by the end of the course/workshop:
1. Appreciate the wide range of cultural diversity throughout the world and how diversity can be a positive factor for human progress.
2. Develop tolerance for diverse perspectives and ideologies on controversial issues, such as human rights and religion.
3. Understand the importance of geography in influencing a country's economic and political development and reject the racist explanations for developing world poverty.
4. Demonstrate an awareness of the serious issues/problems facing the world community and the United States — intolerance, over-simplification, racism.
Course Outline and Schedule of Activities: Race, Religion and Culture
Class 1 (January 21, 2010)
Session 1A
Welcome and Introduction of Participants
Richard Crepage, Director of Education, CCWA
Discussion of the Workshop Series, emphasizing teacher and student outcomes, formats, materials, etc.
Global Perspectives Overview:Global Awareness, Cultural Competency and the Curriculum
Professor Donald Ramos, CLASS, CSU Emeritus
Overview of need for globalization of the curriculum, state and national recognition of need for globalization, impact for middle and high school teachers
Resources for Curriculum Development.
Kathy Dobda, CSU Assistant Director for Public Services and Head of Library Instruction
Workshop on website and multimedia resources for teaching about world regions. Assessing and evaluating best resources.
Session 1B
Culture in a Global Context
Professor Kátia Almeida Tracy, Adjunct Assistant Professor, CWRU Anthropology and School of Nursing
General introduction to the role of culture within the evolving globalized environment.
Class 2 (February 9, 2010)
Session 2A
Religion, Race and Society in Latin America: An Introduction
Professor Donald Ramos, CLASS, CSU Emeritus
Connections to the Ohio Social Studies Standards
Web and Other Resources
Hybridity, A Synonym for Latin America:
A Catholic Society Except When It Is Not: The ReMaking of Latin America’s Religious Map
Brazil: The Trouble with Affirmative Action and the Power of Race
Session 2B
Religious Complexity and the Middle East
Professor Stephen Cory, CSU History and Middle Eastern Studies
Introduction to the religious complexity of the Middle East with a focus on evolution of Islam.
Approaches for teaching about the Middle East, including case studies, responsive papers and Map Walk activity.
Class 3 (March 11, 2010)
Session 3A
Placing India into the Curriculum
Professor Murali Nair, CSU School of Social Work
Looking beyond imperialism, Indian in the modern world. Reality and stereotypes about Indian culture in the U.S..
Using PowerPoint, music, websites, description of the India Experience Program and its impact on area students.
Session 3B
Gender and Sexuality in China
Professor Wenqing Kang, CSU Department of History
General introduction to history of China
Exploration of the role which gender and sexuality has played in shaping modern China.
Class 4 (April 20, 2010)
Session 4A
Shaping the Present: The Impact of the Past on Contemporary China
Professor Liya Wang, Baldwin-Wallace College, Department of Sociology
Session 4B
Resources for Further Curricular Development
Constructing a Whole from the Various Parts: A Case Study
Professor Donald Ramos, CSU History Emeritus
The Andes as a Case Study: What Happened to the Incas?
An Appeal for a holistic Approach to Teaching Social Studies
Bringing It All Together: Teaching about the World
Professors James Moore and Donald Ramos
Curriculum design and pedagogical issues
Dissecting the global from the regional
Selecting and incorporating curricular materials and activities, outcomes, assessment and evaluation components.
Evaluation for credit-seeking Students |
|
Description |
% of Grade |
Comprehensive 5 day curriculum unit plan based on a selected global issue, theme, or region of the world, etc. that requires teachers to develop objectives, content, activities, materials, and some form of assessment. Evaluation by Moore |
70% |
Reflective journal writing on each session Evaluation by Ramos |
20% |
In-class discussion and participation Evaluation by Ramos |
10% |
Course Grading.
All work should be done in accordance with generally accepted standards for graduate students.
A 93-100%
A- 90-92
B+ 87-89
B 83-86
B- 80-82 Below satisfactory graduate work
C 70-79 Below satisfactory graduate work
F 69 and below