This book, edited by experienced scholars in the field, brings together a diverse array of educators to showcase lessons, activities, and instructional strategies that advance inquiry-oriented global learning. Directly aligned to the College, Career, and Civic Life (C3) Framework for Social Studies State Standard, this work highlights ways in which global learning can seamlessly be interwoven into the disciplines of history, economics, geography, civics, psychology, sociology, and anthropology. Recently adopted by the National Council for the Social Studies, the nation’s largest professional organization of history and social studies teachers, the C3 Framework prioritizes inquiry-oriented learning experiences across the social studies disciplines in order to advance critical thinking, problem solving, and participatory skills for engaged citizenship.

part I|24 pages

Inquiry-Based Global Learning

chapter 1|12 pages

Global Learning in the Social Studies Classroom

ByBrad M. Maguth, Gloria Wu

chapter 2|10 pages

Inquiry-Based Global Learning and the C3 Framework

ByBrad M. Maguth, Gloria Wu

part II|247 pages

Showcasing Global Learning

part Section 1|71 pages

Investigating Global and Cross-Cultural Perspectives

chapter 3|17 pages

What Is the Difference Between the Chinese Dragon and Its Depiction in the West?

ByBrad M. Maguth, Gloria Wu

chapter 4|18 pages

How Can We Learn About Faraway Places? Life and Learning in Tanzania

ByValerie Struthers Walker

chapter 5|10 pages

How Did the Silk Road Influence the Development of China, the Middle East, and Europe?

ByMackenzie J. Pfeil, Danielle Shirey

chapter 6|11 pages

What Were the Psychological Motivations of the Nanjing Safety Zone Committee?

ByJing Williams, Mary Johnson

chapter 7|14 pages

How Did European Views on Race Lead to the African Slave Trade?

ByR. Zackary Seitz, Prentice Chandler

part Section 2|69 pages

Understanding Global Issues and Geographies

chapter 8|15 pages

What Can Iraqi Food Tell Us About Its Society and Cultures?

ByEmma Harver

chapter 9|10 pages

How Should the World Best Respond to Refugees?

ByErica Pilon, Monica Blatchley, Jaime Miller

chapter 10|16 pages

In What Ways Do Cold War Perspectives Compare Across the Globe?

ByKenneth Carano, Mike Thissell, Joel Everett

chapter 11|16 pages

What Is the Lasting Impact of the Use of Nuclear Weapons During WWII in Japan?

ByJongsung Kim, Kazuhiro Kusahara

part Section 3|42 pages

Making Local to Global Connections

chapter 13|16 pages

How Is My Community’s Immigration Story Part of the Story of the World?

BySunghee Shin, Beverly Milner (Lee) Bisland

chapter 14|11 pages

What Can Local Store Products Tell Me About the World and Its People?

ByStephen Day, Stephanie Scarpinato, Susan Sennewald

chapter 15|14 pages

In What Ways Is the U.S. Constitution a Global Document?

ByDaniel Safko, Brad M. Maguth

part Section 4|64 pages

Applying Global Learning to Take Informed Action

chapter 16|14 pages

Can We Right an Environmental Wrong?

ByCarly Muetterties

chapter 17|16 pages

What Individual and Collective Actions Are Most Effective to Protect Bees and Other Pollinators?

ByElizabeth O. Crawford, Rachel Crawley, Stephanie Dean, Matthew Pope, Andrea Ray

chapter 18|19 pages

Where Does the World Stand on Gay Rights?

ByZachariah Lowe

chapter 19|14 pages

Why Is Anti-Black Racism in Latin America a Human Rights Issue?

ByChristopher L. Busey