Melanie+Spransy+Design+Space

=**I. Design space to develop your 250-300 word** // abstract // **that summarizes your question, rationale, and your findings.**=
 * What is your question?
 * What is your rationale?
 * What are your findings?

Rationale: The origin of my inquiry grew organically out of my personal experiences, especially studying and working outside of the United States. Before beginning graduate school, I served as an English teacher in southern Spain for nine months. Through my interactions with Spanish teachers, administrators, and students, I observed a different model of public education and noted how the system compared with my work in American schools. The importance that Spanish educators placed on global learning in their classrooms made a strong impression on me. The teachers integrated international perspectives into their instruction, and the government even hired foreign educators, like me, to give students opportunities to interact first-hand with other cultures. After my experience teaching abroad, I knew that I would have to change my practices as an American teacher in order to provide for global learning in my classroom.

Throughout my time in the New Literacies and Global Learning Program, I worked to build my understanding of global citizenship and explored the possibilities for global learning in secondary social studies classrooms. The following question compelled my graduate studies: **As a secondary social studies teacher, how can I help my students see themselves as citizens of the 21st century world?** My coursework, international experiences, and teaching position shaped my inquiry and informed my perspective. As I approached graduation, I began to reflect on my experiences teaching and learning in order to articulate a formal response to my compelling question. I sifted through my research and began to see patterns in my work. First, I found that intercultural collaboration would be essential to citizenship education in the 21st century. I then realized that educators could use new media and technology to connect with international classrooms and allow students to collaborate in new ways. In addition, I concluded that global learning pedagogy would allow students to examine their own perspectives as a means of going beyond cultural tolerance toward a more inclusive cultural understanding. In order to reach this understanding, I decided that teachers should push students to construct their own knowledge of global citizenship through student-led inquiry. Finally, I understood that social studies educators could lead the way for a new citizenship education that emphasizes the global elements of 21st century citizenship. I know that these findings have transformed my knowledge and practice as an educator, and I hope that my work will contribute to the current discourse on global citizenship education.

**II. Design space to plan out your** // creative synthesis // **that will visually represent your findings. Remember to include your abstract in your visual representation.**

> Develop your compelling question related to student learning by the end of your first semester in the program. Decide on a question that you are passionate about and want to focus on for the duration of your program. Click here to learn more about what we mean by compelling question. Here are a couple of examples: How do I creatively and effectively engage diverse learners in my middle grades classroom? How can I effectively engage elementary students in reading and writing?
 * ==Compelling Question:==


 * Compelling Question Possibilities:
 * How can I develop global citizenship in my secondary social studies classroom?
 * How can I help my students understand their roles as citizens of the 21st century world?
 * How can I challenge my students' nationalistic ideas of citizenship and build their global awareness?
 * How can I best support my students as they explore the possibilities of global citizenship?
 * How can I best develop my students as global citizens of the 21st century world?


 * Final Compelling Question:
 * As a secondary social studies teacher, how can I help my students see themselves as citizens of the 21st century world?

> Use coursework (including core courses ECI 546, 524, 523, 508 and your content specialty courses), individual investigations, and outside experts to explore different aspects of your question. Actively analyze information from multiple sources and perspectives as you explore answers to your question. Make a list here of the information you are analyzing. As you proceed with your analysis make some notes here about your initial findings and where you anticipate needing more information. Also, make sure to note if and how your compelling question has changed.
 * ==Gather & Analyze Information:==


 * Coursework: **


 * //ECI 523: Teacher as Researcher //**

-Research Question -Literature Review -Action Research -Findings -Global Citizenship Unit -Key Sources -Graphics
 * How can I use blogging to facilitate a collaborative learning environment while providing instruction on global citizenship?
 * Global Citizenship Defined: I find that scholars have not agreed upon a single definition for global citizenship. Instead, authors Zhao, Davies, and Oxfam focus on the active qualities of global citizens. I conclude that students should form their own definitions of global citizenship through collaboration.
 * Culturally Relevant Global Education: Educators can no longer present a one size fits all version of citizenship, but they must transform the concept in order to adapt to a multicultural classroom. Teachers should learn to unify their students, while accepting and encouraging diversity. I conclude that teachers must learn to integrate the cultural backgrounds of the students in their classrooms into global citizenship education.
 * Global Awareness and Competence: These terms are also relevant to the topic of global citizenship. I conclude that students must be able to see the interconnected nature of the 21st century world.
 * Student Blogging: Blogging provides students with an opportunity to collaborate while interacting with digital media and 21st century technology. Blogging is at the top of Bloom’s digital taxonomy. I conclude that blogging would be an excellent tool to facilitate global citizenship education.
 * Survey: I surveyed 20 social studies teachers currently working in middle and high schools throughout North Carolina.
 * Interview: I interviewed four in-service teachers who work in social studies classrooms.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Data Analysis: I defined my assumptions and then analyzed my data.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Many social studies educators feel responsible for building their students’ ideas of citizenship and supporting their inquiry.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Many social studies teachers are interested and willing to provide purposeful instruction on global citizenship in their classrooms, but they struggle to create materials on the topic.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Teachers commonly seek to define active global citizenship through global awareness and cultural tolerance.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Many social studies educators want to connect students with youth from around the world as a way to enhance their learning experiences.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Blogging provides an opportunity for students to build their own definitions of global citizenship by collaborating with students from other countries.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">American policy makers should restructure the curriculum to include the concept of global citizenship with a specific focus on the significance of globalization for the 21st century classroom.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">I wrote a five-day unit for the Civics and Economics classroom that connects with the NC Essential Standards.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">I have completed parts of the unit with my own class (show edmodo page).
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Banks, J. A. (2008). Diversity, group identity, and citizenship education in a global age. //<span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Educational Researcher //<span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">, //37//(3), 129-139.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Caverly, D. C., Nicholson, S. A., Battle, J., & Atkins, C. E. (2008). Techtalk: Web 2.0, Blogs, and Developmental Education//. Journal of Developmental Education//, 32(1), 34-35.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Churches, A. (2008, April 01). Bloom's taxonomy blooms digitally. Retrieved from Tech & Learning website: http://www.techlearning.com/article/blooms-taxonomy-bloomsdigitally/44988
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Davies, I., Evans, M., & Reid, A. (2005). Globalising citizenship education? a critique of 'global education' and 'citizenship education'. //British Journal of Educational Studies//, //53//(1), 66-89.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Davies, L. (2006). Global citizenship: Abstraction or framework for action? //Educational Review//, //58//(1), 5-25.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Gibson, K. L., Landwehr-Brown, M., & Rimmington, G. M. (2008). Developing global awareness and responsible world citizenship with global learning. //Roeper Review//, //30//(1), 11-23.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Merryfield, M. M. (1998). Pedagogy for global perspectives in education: Studies of teachers' thinking and practice. //Theory and Research in Social Education//, 26(3), 342-379.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">(1997) Oxfam's curriculum for global citizenship. Retrieved from Oxfam Education website: http://www.oxfam.org.uk/education/gc/curriculum/
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Rapoport, A. (2010). We cannot teach what we don’t know: Indiana teachers talk about global citizenship education. //Education, Citizenship and Social Justice//, //5//(3), 179-190.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Zhao, Y. (2009). Catching up or leading the way: American education in the age of globalization. Alexandria, VA: ASCD.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Tagxedo cloud depicting teacher definitions of global citizenship
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Church’s digital taxonomy with blogging at the top (http://www.techlearning.com/studies-in-ed-tech/0020/blooms-taxonomy-blooms-digitally/44988)


 * //<span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">ECI 525: Contemporary Approaches in the Teaching of Social Studies //**

<span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Maps as Historical Inquiry
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">For this project, I analyzed historical maps and made a voicethread describing a map that holds personal relevance for my life. Through this assignment, I saw how maps could be used to help students examine their own perspectives and expand their definitions of citizenship.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Blog Posts: [], []
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Voicethread: []


 * //<span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">ECI 546: New Literacies & Media //**

<span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Global Literacies and Learning <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">- Project Based Inquiry Project
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">For this class, I read //Catching Up or Leading the Way// by Yong Zhao. Zhao argues that schools must facilitate cross cultural competency in order to foster success in the 21st century. In addition to reading Zhao’s work, we actually got to skype with him during class. I asked him how he thinks American teachers can expand their students’ ideas of citizenship. He stressed the interdependence of our world today and claimed that teachers must move away from nationalistic rhetoric. He pushed me to help my students understand how problems in other countries affect our community. He stressed that we are all human beings and should understand our connections to the world community.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Question: How can I use primary source material from the American Revolution to connect students with the past through the use of Kidblog and DocsTeach?
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">We used the TPACK framework to form our question ( [] ).
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">We carried out a lesson using the Kidblog website in Cheri’s eighth grade social studies class.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">For our creative synthesis, we made a short film to document our process and present our findings. I expect that I will include clips from this work on my weebly page.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Although we were not blogging on citizenship in this project, I found that blogging is a powerful tool for collaboration.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Wiki page: http://hillerspires.wikispaces.com/Dyad+7+page


 * //<span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">ECI 526: Theory and Research on Teaching and Learning Social Studies //**

<span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">- The Purpose of Social Studies Education: Past and Present (Group Presentation) <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Key Sources
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">I collaborated with three other educators to answer the question “What has been and should be the purpose of social studies education in the American public school system?” After researching the topic, we agreed that social studies education in the American public school system should prepare students to become active citizens in the 21st century world.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Glog on changing notions of citizenship: []
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Aleinikoff, T. (2001). American Citizenship: An Introduction. //Citizenship// //Studies//, 5(1), 5-9. doi:10.1080/13621020020025150
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Battistoni, R. M., Longo, N. V., & Jayanandhan, S. (2009). Acting Locally in a Flat World: Global Citizenship and the Democratic Practice of Service-Learning. //Journal of Higher Education Outreach and Engagement//, 13(2), 89-108.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Considine, D., Horton, J., & Moorman, G. (2009). Teaching and reading the millennial generation through media literacy//. Journal of Adolescent & Adult Literacy//, 52(6), 471-481.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Crowe, A. R. (2006). Technology, citizenship, and the social studies classroom: Education for democracy in a technological age. //International Journal of Social Education//, 21(1), 111-121.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Davies, I., Evans, M., & Reid, A. (2005). Globalising citizenship education? A critique of 'global education' and 'citizenship education'. //British Journal of Educational Studies//, 53(1), 66-89.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Ennis, E. J. (1943). The meaning of American citizenship. //Journal of Educational Sociology//, 17(1), 3-7.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Holden, C. (2004). "Heaven Help the Teachers!" Parents' Perspectives on the Introduction of Education for Citizenship. //Educational Review//, 56(3), 247-258.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Milson, A. J., & Chu, B. (2002). Character Education for Cyberspace: Developing Good Netizens. //Social Studies//, 93(3), 117-119.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">(1997) Oxfam's curriculum for global citizenship. Retrieved from Oxfam Education website: []
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Rheingold, H. (2008). Using Social Media to Teach Social Media. //New England Journal of Higher Education//, 23(1), 25-26.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Schuitema, J., Ten Dam, G., & Veugelers, W. (2008). Teaching Strategies for Moral Education: A Review. //Journal of Curriculum Studies//, 40(1), 69-89.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Smith, R.M. (2005). The Challenges Facing American Citizenship Today. //PS: Political Science & Politics//, 38 (4), 679-681. doi:10.1017/S104909650505033X
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Spires, H., Lee, J., Turner K., & Johnson J. (2008). Having Our Say: Middle Grade Student Perspectives on School, Technologies, and Academic Engagement. //Journal of Research on Technology in Education//, 40(4), 497-515.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Sunal, C., Christensen, L., Shwery, C. S., Lovorn, M., & Sunal, D. W. (2010). Teachers from Five Nations Share Perspectives on Culture and Citizenship. //Action in Teacher Education//, 32(2), 42-55.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Titus, C. (1990). The history of a quest: Defining the social studies. //Louisiana Social Studies Journal//, 17(1), 3-6. <span style="font-family: Arial,Helvetica,sans-serif;">\
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Zhao, Y. (2009). //Catching up or leading the way: American education in the age of globalization//. Alexandria, VA: ASCD.

<span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">**//ECI 727: Digital History & Social Studies//**


 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Through my class on digital history, I realized the wealth of digital resources that aid the historical inquiry process. New access to digitized primary source materials allows students to investigate and understand the evolution of the concept of citizenship in American history. Through new technology, they can witness the evolution of citizenship in our country and further understand the new frontier for citizenship education.


 * //<span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">ECI 524: Theory and Research in Global Learning //**

<span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Inquiry Project <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Lesson Narrative <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Key Sources <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">- Education in the 21st Century World <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">-“Think global, act local” <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Literature Review <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Key Sources <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Mapping Worldviews <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">-Cosmopolitanism
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Compelling Question: Does global awareness require tolerance?
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Description: I investigated the tension between cultural tolerance and global awareness. Is tolerance requisite for awareness? Can the two concepts function independent of each other? I hoped to illuminate a new dimension of global learning, which I could integrate into my teaching practices.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Conclusion: Overall, scholars not only see global awareness and tolerance as interdependent concepts, but they also push educators to explore self-awareness and go beyond tolerance toward a more inclusive cultural understanding.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Inquiry Wiki: []
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">After fully exploring my inquiry, I created a lesson to push students past tolerance toward a deeper cultural understanding. Through this lesson, I called students to rely on primary and secondary source material to create a definition for cultural tolerance and critically assess the concept in historical context.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Link to lesson: []
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Banks, J. A. (2008). Diversity, group identity, and citizenship education in a global age. //Educational Researcher//, 37(3), 129-139.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Gibson, K. L., Landwehr-Brown, M., & Rimmington, G. M. (2008). Developing global awareness and responsible world citizenship with global learning. //Roeper Review//, 30(1), 11-23.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Hanvey, R. G. (1976). Attainable global perspectives. //The American Forum for Global Education//, 1-47. Retrieved from []
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Merryfield, M. M. (2008). Scaffolding social studies for global awareness. //Social Education//, 72(7), 363-366.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Moore, H. K., & Walker, C. A. (2001). Tolerance: A concept analysis. //Journal of Theory Construction & Testing//, 15(2), 48-52.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">(1997) Oxfam's curriculum for global citizenship. Retrieved from Oxfam Education website: []
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Pasamonik, B. (2004). The paradoxes of tolerance: A journal for readers, students and teachers of history. //The Social Studies//, 95(5), 206-210.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Shady, S. H., & Larson, M. (2010). Tolerance, empathy, or inclusion? Insights from Martin Buber. //Educational Theory//, 60(1), 81-96.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Zhao, Y. (2009). //Catching up or leading the way: American education in the age of globalization//. Alexandria, VA: ASCD.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">This class gave me a chance to explore how the new global environment has impacted education. This helped me step back and understand the context for my inquiry. I was especially impacted by the movie entitled //Schooling the World: The Last White Man’s Burden//. I found that universal education programs are often tools used to westernize and acculturate eastern populations. Instead of helping underprivileged youth in remote areas, western education initiatives are killing culture and unfairly labeling students as failures. This experience helped me understand that I must understand how the western world is perceived in the 21st century.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Trailer: [] (I have shown this in my world history classes this year and discussed the ideas presented in the film).
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">During our module on the Harvard Dialogues, I explored the tagline “Think global, act local.” I found that the core of global learning lies in the development of skills that facilitate intercultural contact. This intercultural contact does not require a trip abroad, but it can actually happen within your own community. I talked about my experiences with the Literacy Council of Wake County in my blog post on the topic. I think that this concept is especially relevant to students trying to explore the concept of global citizenship.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Blog post: []
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">I completed a comprehensive literature review on global learning. I concluded that although scholars have agreed on the need for global education, educators and policymakers have not yet come to a consensus on how global learning should take shape in American classrooms. I hope that this creative synthesis project with add to current scholarship on global learning initiatives and help pave the wave for a globalized educational environment.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Burnouf, L. (2004). Global awareness and perspectives in global education. //Canadian Social Studies//, 38(3), 1-12. Retrieved from http://moodle.wolfware.ncsu.edu/file.php/20411/Global_Awareness_and_Perspectives_in_Global_Education.pdf
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Clarke, V. (2004). Students’ global awareness and attitudes to internationalism in a world of cultural convergence. //Journal of Research in International Education//, 3(1), 51-70. Retrieved from http://jri.sagepub.com.prox.lib.ncsu.edu/content/3/1/51.full.pdf+html
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Davies, L. (2006). Global citizenship: Abstraction or framework for action? //Educational Review//, 58(1), 5-25.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Gibson, K. L., Landwehr-Brown, M., & Rimmington, G. M. (2008). Developing global awareness and responsible world citizenship with global learning. //Roeper Review//, 30(1), 11-23.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Hanvey, R. G. (1976). Attainable global perspectives. //The American Forum for Global Education//, 1-47. Retrieved from http://www.globaled.org/
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Mansilla, V. B., & Jackson, A. Educating for global competency: Preparing our youth to engage= the world. Retrieved from http://asiasociety.org/files/book-globalcompetence.pdf
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Merryfield, M. M. (2008). Scaffolding social studies for global awareness. //Social Education//, 72(7), 363-366. Retrieved from http://moodle.wolfware.ncsu.edu/file. php/17883/Merryfield.pdf
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Parker, W. C., Ninomiya, A., & Cogan, J. (1999). Educating world citizens: Toward multinational curriculum development. //American Educational Research Journal//, 36(2), 117-145. Retrieved from http://moodle.wolfware.ncsu.edu/file.php/20411/parker.pdf
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Rapoport, A. (2010). We cannot teach what we don’t know: Indiana teachers talk about global citizenship education. //Education, Citizenship and Social Justice//, 5(3), 179-190.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">This module called my attention to the use of maps as a means of intrapersonal reflection. I looked at a collection of student maps and created a voicethread analyzing the students’ perspectives.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">During my world history class, I have used my experiences with this assignment to help my students explore their own ideas about the world. On the first day of class, I ask my students to draw a rough outline of how they see the world. This exercise has been incredibly enlightening for me and my students. On my weebly, I will include my PowerPoint and some student examples.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Voicethread: [|http://voicethread.com/#q.b3251117.i17211301]
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Blog post: []
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">After reading Kwame Appiah’s //Cosmopolitanism: Ethics in a World of Strangers//, I conducted an interview with my friend May Chung. I believe that May exemplifies the idea of cosmopolitanism and provides a useful example for the future of citizenship in the United States.
 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Video: []

<span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">**//ECI 511: Computer Applications and Computer Integration//**


 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">During Dr. Oliver’s class, I gained experience with many of the technological tools that can help facilitate global citizenship education. We worked with Google Maps, Diigo social bookmarks, spreadsheets, ToonDoo, UDL Book Builder, Voicethread, and many other web 2.0 tools. The experiences in this course have allowed me to effectively integrate 21st century technology into my classroom.


 * //<span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">ECI 508: Teachers as Leaders //**


 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Dr. Pope’s class has allowed me to build my understanding of teacher leadership. I hope to apply the knowledge from this class in my efforts to make global citizenship education a reality. My leadership log is tracking my journey and may be useful during my creative synthesis process.


 * <span style="color: #008000; font-family: 'Times New Roman','serif'; font-size: 16px;">Curriculum Connections: **

//**<span style="color: #008000; font-family: 'Times New Roman',Times,serif; font-size: 130%;">Common Core **//
 * <span style="color: #008000; font-family: 'Times New Roman',Times,serif; font-size: 130%;">CCSS.ELA-Literacy.RH.11-12.7 || <span style="color: #008000; font-family: 'Times New Roman',Times,serif; font-size: 130%;">Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. ||
 * <span style="color: #008000; font-family: 'Times New Roman',Times,serif; font-size: 130%;">CCSS.ELA-Literacy.RH.11-12.8 || <span style="color: #008000; font-family: 'Times New Roman',Times,serif; font-size: 130%;">Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information. ||
 * <span style="color: #008000; font-family: 'Times New Roman',Times,serif; font-size: 130%;">CCSS.ELA-Literacy.RH.11-12.9 || <span style="color: #008000; font-family: 'Times New Roman',Times,serif; font-size: 130%;">Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. ||

//**<span style="color: #008000; font-family: 'Times New Roman',Times,serif; font-size: 130%;">NC Essential Standards **//
 * <span style="color: green; font-family: 'Times New Roman','serif'; font-size: 16px;">CE.C&G.4 || <span style="color: green; font-family: 'Times New Roman','serif'; font-size: 16px;">CE.C&G.4 Understand how democracy depends upon the active participation of citizens ||
 * <span style="color: green; font-family: 'Times New Roman','serif'; font-size: 16px;">CE.C&G.4.1 || <span style="color: green; font-family: 'Times New Roman','serif'; font-size: 16px;">CE.C&G.4.1 Compare citizenship in the American constitutional democracy to membership in other types of governments ||
 * <span style="color: green; font-family: 'Times New Roman','serif'; font-size: 16px;">CE.C&G.4.3 || <span style="color: green; font-family: 'Times New Roman','serif'; font-size: 16px;">CE.C&G.4.3 Analyze the roles of citizens in North Carolina and the United States in terms of responsibilities, participation, civic life and criteria for membership or admission ||
 * <span style="color: green; font-family: 'Times New Roman','serif'; font-size: 16px;">CE.C&G.4.4 || <span style="color: green; font-family: 'Times New Roman','serif'; font-size: 16px;">CE.C&G.4.4 Analyze the obligations of citizens by determining when their personal desires, interest and involvement are subordinate to the good of the nation or state ||
 * <span style="color: green; font-family: 'Times New Roman','serif'; font-size: 16px;">CE.C&G.4.5 || <span style="color: green; font-family: 'Times New Roman','serif'; font-size: 16px;">CE.C&G.4.5 Explain the changing perception and interpretation of citizenship and naturalization ||

> Synthesize the information from and across your sources to create a unique response to your question. You should be able to distill your synthesis into 4-6 bullet points (to be included in your written abstract) as well as provide a creative visual representation of your findings. You may use a variety of media and tools to design your visual representation of your Creative Synthesis. Think carefully about the tools that you will use to represent your findings. The first draft of your Creative Synthesis should be developed no later than Midterm/NCSU Spring Break while you are taking the ECI 508, Teachers as Leaders class. Click here to see sample products from former students.
 * ==Creatively Synthesize Information:==


 * //<span style="color: #c00000; font-family: 'Times New Roman','serif'; font-size: 16px;">Question: //****<span style="color: #c00000; font-family: 'Times New Roman','serif'; font-size: 16px;"> As a secondary social studies teacher, how can I help my students see themselves as citizens of the 21st century world? **


 * //<span style="color: #c00000; font-family: 'Times New Roman','serif'; font-size: 16px;">Findings: //**
 * **<span style="color: #c00000; font-family: 'Times New Roman','serif'; font-size: 16px;">Collaboration **
 * **<span style="color: #c00000; font-family: 'Times New Roman','serif'; font-size: 16px;">Teachers must provide opportunities for intercultural collaboration within and outside of the classroom. **
 * **<span style="color: #c00000; font-family: 'Times New Roman','serif'; font-size: 16px;">Technology **
 * **<span style="color: #c00000; font-family: 'Times New Roman','serif'; font-size: 16px;">Educators can use new media and technology to connect with international classrooms and allow students to collaborate in new ways. **
 * **<span style="color: #c00000; font-family: 'Times New Roman','serif'; font-size: 16px;">Global Learning **
 * **<span style="color: #c00000; font-family: 'Times New Roman','serif'; font-size: 16px;">Global learning pedagogy will allow students to examine their own perspectives as a means of going beyond cultural tolerance toward a more inclusive cultural understanding. **
 * **<span style="color: #c00000; font-family: 'Times New Roman','serif'; font-size: 16px;">Inquiry **
 * **<span style="color: #c00000; font-family: 'Times New Roman','serif'; font-size: 16px;">Teachers must push students to construct their own knowledge of global citizenship through student-led inquiry. **
 * **<span style="color: #c00000; font-family: 'Times New Roman','serif'; font-size: 16px;">Leadership **
 * **<span style="color: #c00000; font-family: 'Times New Roman','serif'; font-size: 16px;">Social studies educators must lead the way for a new citizenship education that emphasizes the global elements of 21st century citizenship. **

> Seek out at least two colleagues in the NLGL program in addition to your advisor to provide peer feedback on your abstract and creative synthesis based on the NLGL Creative Synthesis Rubric. Based on the feedback you receive, you may choose to make revisions to more fully meet the rubric criteria.
 * ==Critically Evaluate and Revise:==

> Be prepared to present your Creative Synthesis at the NLGL Design Studio Showcase during your final semester of your degree program, in conjunction with the ECI 508, Teachers as Leaders course.
 * ==**Share, Publish, Act:**==


 * http://21stcenturycitizenship.weebly.com