Learn how to teach global concepts and use them to increase critical thinking across the curriculum. In this new book from popular consultant Becky Hunt, you’ll get ready-to-use lesson plans, stories, and activities to help you teach five key global concepts—Change, Interdependence, Culture, Scarcity, and Power. Aligned with both the C3 Social Studies Framework and the Common Core State Standards for English Language Arts, these engaging lesson plans encourage critical thinking skills that will lead to increased creativity in problem solving. This book is an essential resource for teachers looking to: Create a framework to teach young people global concepts that will help them analyze and understand the world. Present stories and lessons connected to real-world issues that inspire students to develop innovative solutions. Engage students in lessons that will help them to understand and celebrate people from different cultures at home and around the world. Shape students into global citizens with an understanding of the world and a desire to bring about change. Special features include anchor stories, games, graphic organizers, and critical-thinking questions. Many of the tools are available as eResources on our website, www.routledge.com/9781138237940, so you can print and use them in your classroom immediately.

What is globalisation? How are its effects felt by different people across the world? How can we help young people flourish in a world characterised by globalisation? Conflict, poverty, breaches of human rights, and environmental sustainability are everyday issues for global citizens today, old and young. Global Learning and Education presents a detailed and challenging introduction to a central concern facing education systems and curricula around the world: How young people understand and experience globalisation and how meaningful global learning can be developed. Encouraging a critical and reflective approach in order to advance understanding of a range of theoretical and practical factors, it considers the meaning and definitions of globalisation, global citizenship and global education. Global Learning and Education explores key issues including interconnectedness and interdependency, cultural diversity, social justice and sustainable development. It considers how global learning should and can imbue all aspects of education, within curriculum subjects, through project based learning, and through extra-curricular activities that help students participate and engage in global issues. It argues the importance of the mission and ethos of a school itself, of shaping global learning for different educational contexts, and of ensuring teaching and learning meets the needs of individual learners. Global Learning and Education is a comprehensive, thought-provoking - sometimes contentious - introduction for educationalists concerned with what globalisation means for our young people. Illustrated throughout with case studies that seek to inspire creativity and hope, and including questions and suggested reading for further investigation, it is essential reading for all those involved in the teaching and learning of young people, as well as those studying this vital topic on Education Studies and Masters level courses.

Focusing on the experiences and perspectives of children who are caring for a parent with HIV in the global North and South, this text presents a unique insight into the similarities and differences in children's experiences across diverse socioeconomic, cultural and welfare contexts.

This book aims to open the doors to this multidimensional world by focusing on the conceptual framework of gastronomy and providing readers with new intellectual frameworks and perspectives. The content of the book has been designed considering the current gastronomy trends worldwide. In this context, initially, neglected concepts in gastronomy literature were identified, and their shape and content characteristics were explained by drawing on existing literature. For instance, concepts such as gastronomy museology, gastronomy literacy, and gastronomic value typology were addressed independently for the first time in this book, and the overall framework of these concepts was established. Additionally, some commonly used concepts in gastronomy literature were reinterpreted and defined. The book consists of sixteen interconnected chapters. These chapters, focusing on the specific features of global gastronomy concepts, are structured to appeal to academics, students, professionals in the industry, employees of local governments, and individuals interested in gastronomy. We are grateful to the authors and publishing staff who contributed to the preparation and publication of this book, as we believe it would contribute to the gastronomy literature and provide opportunities for a better understanding of the conceptual framework of gastronomy.

This book examines the relation between the phenomenon of globalization, changes in the lifeworld of young people and the development of specific youth cultures. It explores the social, political, economic and cultural impact of globalization on young people. Growing diversity in their lifeworlds, technological development, migration and the ubiquity of digital communication and representation of the world open up new forms of self-representation, networking and political expression, which are described and discussed in the book. Other topics are the impact of globalization on work and economy, global environmental issues such as climate change, political movements which put “nationalism first”, change of youth`s values and the significance of body, gender and beauty. The book highlights the challenges of young people in modern life, as well as the way in which they express themselves and engage in society – in culture, politics, work and social life.

Most of the Muslim societies of the world have entered a demographic transition from high to low fertility, and this process is accompanied by an increase in youth vis-à-vis other age groups. Political scientists and historians have debated whether such a “youth bulge” increases the potential for conflict or whether it represents a chance to accumulate wealth and push forward social and technological developments. This book introduces the discussion about youth bulge into social anthropology using Tajikistan, a post-Soviet country that experienced civil war in the 1990s, which is in the middle of such a demographic transition. Sophie Roche develops a social anthropological approach to analyze demographic and political dynamics, and suggests a new way of thinking about social change in youth bulge societies.

Contemporary societies are marked by new global trends-economic, cultural, technological, and environmental shifts that are part of a rapid and uneven wave of globalization. The growing global interdependence that characterizes our time calls for a generation of individuals who can engage in effective global problem solving and participate simultaneously in local, national, and global civic life. Put simply, preparing our students to participate fully in today's and tomorrow's world demands that we nurture their global competence.This document introduces a definition of global competence developed by the Global Competence Task Force-a group of state education agency leaders, education scholars, and practitioners-under the auspices of the Council of Chief State School Officers EdSteps initiative (CCSSO-EdSteps) and the Asia Society Partnership for Global Learning (see page (iv) for task force participants). The definition builds on seminal work within the states and a broad range of organizations working to advance global knowledge and critical thinking skills. A process of careful articulation and vetting yielded the definition of global competence here proposed:Global competence is the capacity and disposition to understand and act on issues of global significance.Globally competent individuals are aware, curious, and interested in learning about the world and how it works. They can use the big ideas, tools, methods, and languages that are central to any discipline (mathematics, literature, history, science, and the arts) to engage the pressing issues of our time. They deploy and develop this expertise as they investigate such issues, recognizing multiple perspectives, communicating their views effectively, and taking action to improve conditions.This publication of CCSSO and the Asia Society Partnership for Global Learning puts forward a new definition for global competence and explores how to infuse the capacities of global competence into the classroom and into policy.