Suggestions for Curriculum Development on Communication; Part B, 4-6. Global Perspectives: A Humanistic Influence on the Curriculum. Number Three in a Series of K-12 Guides.

Sonst. Personen	King, David C. (Hrsg.); Long, Cathryn J. (Hrsg.)
Institution	Denver Univ., CO. Center for Teaching International Relations.; Center for Global Perspectives, New York, NY.
Titel	Suggestions for Curriculum Development on Communication; Part B, 4-6. Global Perspectives: A Humanistic Influence on the Curriculum. Number Three in a Series of K-12 Guides.
Quelle	(1976), (71 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Class Activities; Communications; Concept Teaching; Curriculum Development; Democratic Values; Educational Objectives; Elementary Education; Global Approach; Grade 4; Grade 5; Grade 6; Humanistic Education; Interdisciplinary Approach; Learning Activities; Lesson Plans; Skill Development; Social Change; Social Studies; Teaching Guides; Teaching Methods + Suchen Sie Ihr Suchwort? Nachrichtenwesen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational objective; Bildungsziel; Erziehungsziel; Elementarunterricht; Globales Denken; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Humanistische Bildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lernaktivität; Lesson planning; Unterrichtsplanung; Kompetenzentwicklung; Qualifikationsentwicklung; Sozialer Wandel; Gemeinschaftskunde; Lehrerhandbuch; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A guide for infusing global perspectives on communication into the social studies curriculum of grades 4-6 is designed to be used selectively by teachers. The four major objectives are to help students: (1) understand how the world's system can influence the individual's life; (2) recognize different viewpoints; (3) develop an ability to make judgments about world influence on one's personal life; and (4) recognize that personal actions can influence world interrelatedness. Section I presents ideas for developing nine communication activities. The activities involve language skills, dialect investigation, cross-cultural communication, technological change, consumer education, and an understanding of conflicting viewpoints. For each topic, areas of study are specified, objectives are listed, and teaching techniques are suggested. Section II presents six self-contained lessons which demonstrate how global perspectives fit in with the existing curriculum. The lessons involve language exploration, verbal and nonverbal communication, body movement, historical perspectives on communication, and people's feelings about animals. Multiple activities--such as dictionary games, simulations, story telling, TV viewing, and class discussion--are suggested for each lesson, along with a description of areas of study, objectives, suggested time, and required materials. A subject index is included. Teacher and reviewer comments are solicited. (Author/DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01