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Compelling

Question

How can you help cosmopolitanism heal the world?

Targeted
Participants

7th Grade Students in a World History Course

Unit Objectives

Method of
Delivery

Timeline

Introducing
the Unit
Activities

Student
Support

Students will understand the main tenants of cosmopolitanism.


Students will understand the importance of cosmopolitanism in
promoting global citizenship.
Students will be able to identify cosmopolitan traits in historical
and contemporary figures.
Students will apply global citizenship content knowledge and
global civic skills in their own lives.
This mini-unit likely requires four ninety-minute class periods. It will be
delivered in a traditional 7th grade world history class and requires
students be able to access the internet.
Day 1: Introduction to compelling question and PBI unit. Students
gather and analyze sources for supporting questions.
Day 2: Students creatively synthesize claims and evidence.
Days 3: Students critically evaluate and revise findings. Students
begin share, publish, and act section and will have 1 week of
out of class time to complete.
Days 4: Students share, publish, and act on findings
Part 1: Students think-pair-share on global problems that affect
justice, learning, health, and overall quality of life and ways that they
personally contribute (positively and negatively) as a member of their
community, school, and family.
Part 2: Briefly explain the PBI model and give overview of why
students are learning about cosmopolitanism with special focus on the
fact that it matters to their own lives. Review expectations including
essential requirement that students are expected to learn and apply
the lessons of cosmopolitanism in their own lives as part of the Share,
Publish, Act part of the PBI process.

Consider putting up a poster that reads Think Globally, Act Locally


as the theme for the week.
Consider having students explore issues through this link on kids
and global issues and completing a summary worksheet to build
contextual understand as a precursor to this mini-unit.
Consider playing Michael Jacksons heal the world song to help
set the stage emotionally and to introduce some content and
themes.
Consider assessing students understanding (and building
excitement for the unit) interactively using an online quiz on global
learning and/or kahoot.

Supporting
Question 1
Sources

Formative
Tasks/
Assessments
Student
Support
Supporting
Question 2
Sources
Formative
Tasks/
Assessments
Student
Support
Supporting
Question 3
Sources

Formative
Tasks/
Assessments
Student
Support

What are the ideals of cosmopolitanism?

1.

Global learning video


Kwame Appiah explanation of cosmopolitanism video
Student-selected resources
Students watch two videos and write a paragraph summary that
defines cosmopolitanism.
2. Students identify and read at least one additional sources related to
cosmopolitanism.
3. Students create a list of 5 core cosmopolitan principles based off of
the sources.
Teachers may provide students with additional resources. Teachers
may modify tasks based on reading abilities and independent research
skills.
What historical figures have represented cosmopolitan ideals?

Top 10 travelers article


Gandhi article
Nelson Mandela article

1. Students read the top 10 travelers article and tally travelers that
represented cosmopolitan ideals and travelers that did not.
2. Students read articles on Gandhi and Mandela and create a list of
ways that both men represented cosmopolitan ideals and ways that
they did not.
Teachers may want to provide additional background information
and/or modify tasks to meet the learning needs of their students.
What people today represent cosmopolitan ideals?

1.

Pope Francis article


Barack Obama article
Elie Wiesel speech video
Students read or watch sources provided, identify and read a source
about an additional person who represents the cosmopolitan ideal,
and make an evidence-based claim as to how the four individuals
represent cosmopolitan ideals (or not).
2. Students share findings in class discussion.
While rarely does a person completely encapsulate
cosmopolitanism, highlighting Pope Francis as a potentially
cosmopolitan personality could be problematic considering his
potentially sectarian beliefs. Ambitious teachers may wish to
discuss whether or not non-universalist theologians or religious
leaders can ever represent cosmopolitan ideals. Teachers, if they

Creative
Synthesis of
Evidence and
Claims

Student
Support

Critical
evaluation of
claims and
revision of
findings

Student Support

decide to use this article, should encourage students to think of


cosmopolitanism as a spectrum and to identify aspects of all
individuals included in this unit that represent cosmopolitan ideals
and aspects that do not.
o Teachers may consider introducing other religious figures
(such as the Dalai Llama or use excerpts from a Unitarian
Universalist) in lieu of the Pope Francis article.
Teachers may wish to provide additional background information
regarding the individuals and provide a list of potential
cosmopolitan individuals to explore (e.g. Trevor Noah, Malcolm
Gladwell, Drake, Hillary Clinton, Matisyahu).
Teachers may also encourage students to include relatives and/or
family friends a
Teachers may also want to set ground rules for class discussion.
1. Participants work online at home to creatively synthesize
information using one of the following technological tools:
a. VoiceThread
b. Padlet
c. Animoto
d. Glogster
e. Voki
f. Other (pending instructor approval)
2. Creative synthesis should include a concept web or logic model that
illustrates synthesis of evidence and claims.
Teachers may support students by modeling exemplary work and
providing rubrics.
Teachers may support students by making this component a group
project.
Teachers may modify this assignment by removing the technology
component and having students create an arts-integrated miniproject in class (e.g. visual poster or comic strip).
The idea of revising findings is especially important considering the
amount of information available via digital technologies. Too often,
people formulate opinions without opportunities to debate, reresearch, and revise findings. To facilitate this process, the following is
proposed:
1. While students are working on the next phase (Share, Publish,
Act) teacher provides feedback to students on their initial draft.
2. Students are expected to explore additional information (if
necessary) and to revise their creative synthesis based off of
teacher feedback.
Teachers can support students with oral and written feedback. They
may also consider peer to peer review of materials

Share- Participants share their new finding with whole class.


Publish- Final projects will be published on an online class website
Act- Students create action plans to help cosmopolitanism heal the
world.
o Action plans should include creative ways to use technology
to collaborate in future activities with students from around
the globe.
o Action plans should reflect source-based evidence and
cosmopolitan ideals
It is important to note that acting on knowledge does
not necessarily mean being an activist. Rather, it means
Share, Publish,
taking an informed stance on an issue.
Act
o Action plans should be reflect the Think Global, Act Local
mantra and discuss personal experiences.
o These action plans can be added to the creative synthesis
products students create.
Teachers may extend this task by using Skype to communicate with
another classroom in a different country.
o Students have an opportunity to communicate their findings
with students from across the globe as well as to ask and
answer cultural questions.
Teachers may also facilitate a digital pen pal exchange with a
classroom in another country using Edmodo.
Students may be encouraged to return to the introductory
discussions on global problems and individual contributions to
them and to think about how their thinking on the issues have
evolved. This may help promote metacognitive thinking and help
students see how the unit comes full circle.
Student Support
Teachers can direct students to the two reading links available on
the companion website.
Teachers may also provide a creating the action plan tips
companion document.
RUBRIC
Evaluating Sources Tasks (100 points total)
_____/25 incorporated source-based evidence in final product
_____/25 identified and used relevant outside sources
_____/25 formative performance tasks reflect higher-order thinking
_____/25 formative performance tasks reflect effort
Creative Synthesis of Evidence and Claims (100 points total)
_____/25 synthesis displays creative application of knowledge
_____/25 evidence-based claims rationale clear
_____/25 technology used to support synthesis was creative
_____/25 concept web illustrating claims clear

Critical evaluation of claims and revision of findings (50 points total)


_____/25 critical re-evaluation of claims and revision evident
_____/25 outside information brought in to augment final draft
Share, Publish, Act (100 points total)
_____/25 action plan reflects creativity and fidelity
_____/25 action plan reflects intellectual rigor
_____/25 action plan could be practically implemented
_____/25 final product reflects ideas of global learning such as Think Globally, Act
Locally and shows student understand of interplay between themselves and global
issues
Process and Participation (50 points total)
_____/25 discussions and debates thoughtful and reflective of scholarly debate
_____/25 deadlines met
OVERALL PBI UNIT GRADE _______/400 Points

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