Global Studies at San Jose Episcopal Day School

In order to be quality citizens and leaders, students at SJEDS need to embrace the following:

• Ability to understand and relate to foreign cultures (Comm. for Economic Development)
• Study and be familiar with foreign languages (National Security Language Initiative; Comm. For economic Development)
• Be exposed to cultures outside of the United States (Comm. for Economic Development)
• Nurture partnerships and develop resources within an international framework (NAIS)

Description of Programs:

Program Models are defined as number of hours within the program.

1. Immersion:
   Complete immersion of the identified culture & language.
2. Flexible:
   Identified culture is woven throughout the curriculum as needed or desired (language proficiency level should be identified)
3. Language Only:
   Typically HS and Secondary – language classes only with specific language outcomes in preparation for AP and college level proficiency.

U. S. Department of Education has approved 4 new languages to be added to the AP College Board tests: Italian, Russian, Japanese, Mandarin.

Summary of Research:
All programs/curriculum focus on UN Millennium Goals

• International
  Canada, Australia and the UK have active programs for Global Education within their national standards. Focus at the early levels is defining culture as well as some of the cultural issues that we are dealing with in today’s world such as poverty, starvation, peace, human rights and the environment. Focus at higher levels of education is more specific and taught through thematic units on an identified global issue. University level focuses on language proficiency, global approach for business and working in or with a foreign country.

• National
  Numerous colleges offer Global Studies Programs and/or Degrees. Indiana University has developed the Center for Global Studies, which seems to be in the forefront of this new type of degree. (immersion)
• K-12
  Approximately 20 states are adding or have added Global Education to current curriculums. Most programs are flexible in that they enhance curriculum through the study of various cultures and range in the degree of study. The most popular vehicle for cultural “mini-units” is technology. Many elementary and middle schools are involved in E-Pals, have web-pages documenting their study of global communities as well as highlighting their communication with a global community.
  Chinese Immersion programs exist in approximately ten states and are expensive to develop, implement and maintain ($10,000-$15,000).The main obstacle is quality educators who understand the United States culture and pedagogy/philosophy of teaching.

Early & high programs would fit best under the Flexible Model as the curriculum ranges from school or classroom websites to specific “mini units”. SJEDS fits best under the “Flexible Model” for global education.

The global studies program at San Jose Episcopal Day School is grounded in the belief that children must be global citizens at a young age. The objective of this program is to introduce our students to a new country each year, graduating with a working knowledge of seven “global” countries after the 6th grade. There are three components to the Global Studies Program.

1. Travel:
   SJEDS sends two to three faculty members to the “focus” country to gather artifacts and data to bring back to the classrooms.
2. Connections:
1. Students connect with the traveling faculty through José the Bear and his adventures.
2. Students connect with the culture through our websites blog and podcast, videos, e-pals and special guests .
3. Students connect with the curriculum through integrated lessons and an interdisciplinary unit.
3. Interdisciplinary Instruction:
   Interdisciplinary units are designed to teach conceptual and procedural information such as perception, parts-to whole, sequencing or diversity. The intent is to bring all the subjects together under one concept to show the connectedness among the disciplines. Units follow the Heidi Hayes Jacobs method for interdisciplinary curriculum