This unit broadens understanding of the many influences on the languages spoken in America. Students explore the concept of a 'global citizen' and analyze language data while participating in class discussions and presenting their findings.
A series of open-ended pre-reading questions designed to engage students, assess prior knowledge, and expose any pre-conceived ideas about the person or culture explored in the Reflection. Previewing the Experience questions are intended to be non-threatening and accessible to a range of students. Students are encouraged to answer honestly, and to discuss their answers with their classmates.Previewing the Reflection
In her One World Reflection, Rashida discusses her experience with foreign languages and provides insight about the high incidence of monolingualism in the U.S. She advocates learning more than one language in order to become an informed 'global citizen.'
This resource is to be used during and after students read the Reflection. Included in it are a series of reading comprehension questions designed to check for student understanding of the Reflection. These questions formats include multiple-choice, fill-in-the-blank, true/false, short response, or other effective questioning strategies.
English/Language Arts / 9th, 10th, 11th, 12th / 6 – 8 class periods as well as homework (300-400 min)
Students will deconstruct the term “global citizen” in order to develop a better understanding of the importance of this term, and how language plays a part in this. Additionally, students will read about notable people who could be considered global citizens to add to their understanding of this term. Following this, students will create an informational presentation to present to peers in order to communicate the necessity of being a well-informed global citizen.An Appreciation of Language
Social Studies / 9th, 10th, 11th, 12th / 2-3 class periods (90-135 min)
Students research the languages spoken in a given state and then use multiple online sources to explore the root cause of why particular languages are spoken in different states. Teachers can add an additional presentation or paper for students to demonstrate and showcase their learning.Data Trends on U.S. Multilingualism, State Language Log and Presentation Rubric
This resource is to be used after students read the Reflection. It includes a series of post-reading questions designed to encourage student reflection and assess changes in students' perception and understanding of the cultural issues addressed in the unit through some deliberately repeated questions in the "Previewing the Reflection" activity.
This resource should be used after the students read the Reflection. Students are presented with a list of questions intended to illicit a more personal response about the Reflection they have just read. After considering those questions, students compose a letter to the author of the Reflection with their thoughts, observations, questions and comments. Teachers should feel free to contact Rachel@oneworldeducation.org if they would like to have their students' finished letters delivered to the One World Ambassador.