Global Awareness Narrative

Meredith Lombardo

In order to gain a deeper understanding of Global Awareness, I conducted personal

research on NCDPIs website, so that I could more accurately and consistently create a culture

of Global Awareness in my classroom. Through my research via NCDPI, I discovered that

Global awareness is not just about maps and globes, but it is about instructing students in

twenty-first century skills. Skills like personal responsibility, adaptability, personal and financial

literacy, and social responsibility are all deeply connected to global awareness.

My definition of global awareness is an awareness of the world, and the cultures of

the world. It is an understanding of those cultures, and of the ideas that deeply influence

them. Global awareness is important for todays teacher and learner because our world is only

growing more connected by the day. The workforce is no longer only local, and our

understanding of cultures and influences around the world will shape the way we handle the

experiences we face, outside of the classroom.

In order to stay up-to-date with global events as a teacher, I do what I can to keep

abreast of local and world news, and am involved on social media platforms that provide current

and relevant information (Twitter).

Global Awareness Project

January

In January, we celebrated Martin Luther King, Jr. Day, and I shared the book, Happy Birthday,

Martin Luther King! with my students. I consulted Dr. McKinney and asked for her wisdom when

it came to sharing such a sensitive subject with such young children, and was thankful for her

advice. My students showed compassion and empathy as they heard about what we once faced

as a nation, and completed a quick writing piece about why Dr. King was important. They

shared their writing with each other.

We also observed Inauguration Day, which was the perfect opportunity to teach my students

about the White House, the President, some of his responsibilities, and voting/democracy. My

students each created an inauguration mini-book, which included academic vocabulary and

definitions.

February

In February, we celebrated Groundhog Day, made predictions, and used the internet to find

pictures of the groundhog. We also observed Lincolns birthday and Washingtons birthday;

Lincolns birthday was the perfect continuation of our MLK conversation from January. Students

learned once again about the realities of slavery, and showed compassion and empathy at the

thought of slavery being a reality in our nation.

March

In March, we celebrated Saint Patricks Day, and I shared an Irish folktale with students (which

they made into their own books), and a short, developmentally-appropriate information piece

about the origin of Saint Patricks Day, and why we celebrate.

April

In April, we conducted research for, American Heroes for our school-wide Night at the Museum

event. Students participated in research using a variety of media (with teacher support and

guidance). When I worked with students, I showed them photographs and maps pertaining to

their characters life, and talked about where we live as well (Google Earth, resource). Students

presented their research during the Night at the Museum, and also shared with one another in

our classroom. They had the opportunity to learn about many different kinds of people who

impacted American culture, as well as the world.

Other

In addition to these specific plans, I encouraged 21st century skills development throughout the

plans I created; my primary focus was on growing my students in the 4 Cs.