Gerardo
  • Course: Secondary social studies pre-service teacher methods course
  • Unit: How to teach about global issues
  • Ideas: Focus around the organizations implementing the MDGs in Costa Rica and compare/contrast these activities with other countries. I plan to focus my unit to help my pre-service teachers think about how other countries, using Costa Rica as an example, think about important global issues (gender equality, universal education, etc.). A second component will be analyzing international resources to incorporate them into their teaching
  • What I will pay attention to: I will be looking closely at the comparative materials in the modules and our meetings with officials in Costa Rica to provide content for the unit.
Amy Kilbridge
  • Course: Professional Development for Secondary Social Studies, Science and English Language Arts teachers
  • Unit: An integrated unit focused on the MDG of Ensuring Environmental Sustainability
  • Ideas: Since there are new Common Core State Standards for Literacy in Social Studies and Science I plan on creating a unit to align with the Standards which would involve Social Studies, Science and English Language Arts curriculum. I envision some type of writing project, possibly involving research and some readings on the environment related to Costa Rica. I'm also very interested in the young adult literature used in classrooms in Costa Rica.
  • What I will pay attention to: I'll be looking for texts written by Costa Rican authors - both fiction and non-fiction to use in my unit. I'll want to learn more about Costa Rica's political situation as it relates to environmental sustainability. I'll want to know more about the role scientists have played in Costa Rica's efforts to ensure environmental sustainability as well.

Sharon Seto
  • Course: Learning module with case studies to support the International Baccalaureate (IB) Diploma Geography syllabus on development and the MDGs
  • Unit: How to teach about measuring development and effective ways to reduce disparities
  • Ideas: Using Costa Rica as the example, I plan to develop modules on the MDGs in line with the IB geography syllabus and to tie them into several other complementary units in the syllabus, including on sustainability in agriculture and in urban growth, gender and education, migration issues, and the impact of globalization.
  • What I will pay attention to: I will be looking for examples of NGO and government programs in Costa Rica that address the MDGs. I will also be looking for data, photos and resources to include in the modules. I also hope to relate my work to service-learning projects that might be helpful to IB and other social science teachers.

Bridget Bailey

  • Course: Middle School Spanish - 8th grade (cross-curricular unit with Social Studies and possibly Science)
  • Unit: Culture of Spanish-speaking countries - Understanding the relationships between culture and environment through investigations that include student, peer connections with Costa Rica.
  • Ideas: Use the MDGs as the focal point for investigations and Costa Rica as a case study. I would like to facilitate peer relationships through digital connections that provide first-hand insight about the people, culture and environment. Through the leaning process students will be empowered and motivated to create a service learning project that augments our schools MDGs program.
  • What I will pay attention to: I will be looking for possible peer connections for my students as well as examples of ways MDG programs relate to the culture of the country. I also plan to secure videos, photos, data and various forms of realia that will support my unit.


Anna Perrin
  • Course: Spanish 1-4, AP/IB
  • Unit: Culture and lifestyle in Latin American countries
  • Ideas: My goal is to design basic units related to the MDGs to be taught in high school Spanish classes of all levels. I currently envision this relating to a written/oral project, though the actual content would be varied by . In low-level Spanish classes, this would probably involve a unit on related vocabulary and a basic presentation. In higher-level classes, it would be focused primarily on performing research (in Spanish) on the topics of the MDGs in different Latin American countries, and then using this knowledge to write a research paper and give an oral presentation.
  • What I will pay attention to: I will be primarily looking for examples of how the MDGs are addressed in Costa Rica so as to design a model presentation/paper (for each of the levels of Spanish classes) to act as a demonstration for what I would then be asking of my future students in this unit.
Heidi Korth

  • Course: Spanish 2 or Spanish 4
  • Unit: Culture of Spanish-speaking countries and connecting it with environment...
  • Ideas: I currently teach an immigration unit in Spanish 3 and really start to get students to look at global issues. I want to expand on that in Spanish 4 using the MDGs. I could have a more basic unit for Spanish 2 and then get more in-depth in Spanish 4. Students carry a lot of misconceptions about the culture in the Spanish-speaking world, so I would like to do more of a culture focus in Spanish 2 and then get more into the environmental issues in Spanish 4. Spanish 2 could create research presentations (maybe in collaboration with the World Cultures class?) on a Spanish-speaking country and include the life of a person in poverty versus a person in the upper class. Spanish 4 could possible collaborate with the environmental science class to work with the MDGs. I'm not clear exactly how I want to do that...
  • What I will pay attention to: I will be looking to create a cultural presentation on Costa Rica to model for the students in Spanish 2. I will also try to figure out what I want to do with Spanish 4.

Nicole

  • Course: Spanish I and/or II
  • Unit: Costa Rican Culture Comparisons
  • Ideas: Students will compare America to other Latin American countries and I will use Costa Rica as an example. Using each of the MDGs as a lense of comparison. Additionally, I am thinking of exploring the experience of a Costa Rican student with English classes. Doing a comparison between American students experiences with Spanish in their daily life and in Spanish class and Costa Rican students’ experiences with English in their daily life and in English classes.
  • What I will pay attention to: I will be looking for student (ideally high school age) experiences with English classes and daily interaction with English outside of school. Tourist interactions, perhaps? Additionally, I will be taking note of the Costa Ricans access to education and how its landscape helps or hinders people’s access. I'm still formulating ideas but these are my current thoughts.

Ashley:

  • Course: Spanish 3 Honors
  • 4 Units: (1) Schools in the 21st Century, (2) Relationships, (3) Technology and the 21st Century Student, and (4) Volunteerism Abroad.
  • Ideas / What I will pay attention to: (Our curriculum is already written and board approved. So working within the curricular framework, I will use the MDGs to create authentic, global cumulative assessments for each of the four units.)
Unit 1 – The School: Connect to MDG 2: Achieve Universal primary educationStudents will watch Casi Casi. Students will connect with a LA school and skype / email students. Students will research schools/literacy programs in Latin America. Students will create a rubric to determine whether a particular country is moving towards acheiving MDG 2.Unit 2 – Relationships: Connect to MDGS 3, 4, 5: Promote Gender Equality, Reduce Child Mortality, Improve Maternal HealthStudents will research one of the 3 MDGs above in Latin America and present about the impact of MDG-focused organizations on relationships. Scenario Cumulative Assessment: Students will be given a mock-scenario and a setting...and will be asked to research a organization / plan to fit that scenario. (Example: A Quechua woman in Bolivia has recently lost her husband and is having difficulty maintaining her family. What should she do? Where can she go?)
Unit 3 – TechnologyBroadly connect to all MDGs – task students with using technology (videos / blogs / social media / etc.) etc. to create a campaign for an NGO in Latin America that focuses on achieving the MDGs. Contact NGOs and see if they would be willing to judge / use the campaigns (or feature them online).Unit 4 – Volunteerism AbroadBroadly connect to all MDGs - task students with fundraising (as a group) to raise money for micro-financing in Latin America (use http://www.kiva.org/start) Students can Skype / write emails to the monetary recipients (if permissible) and 'volunteer' abroad without leaving the country.

Lauren Smith

  • Course: Eastern Hemisphere (7th Grade Social Studies)
  • Unit: Current international relations (theme within each curriculum unit)
  • Ideas: I will introduce my students to MDGs at the beginning of the year and share my experience in Costa Rica as a way to conceptualize what they are in practice. The MDGs will then become a theme that is focused on in each unit. Since each unit focuses on a different country/region, students can focus on the application of MDGs in these areas when talking about current events and international relations. I hope this process will aid students in making connections and comparisons throughout the course and ultimately bring a greater understanding of the material, MDGs, and international relations.
  • What I will pay attention to: I will be looking for students to have a greater understanding of international relations and current cultural dynamics through the use of MDGs and how they apply to the countries/regions focused on in the course.


Kalee Crist
  • Course: Spanish 4
  • Unit: MDG’s
  • Ideas: I am in a unique situation in regards to curriculum and aligning the MDGs to my curriculum, so figuring out my project has been challenging. With no set curriculum and no textbooks to guide me, I had no idea where my students were at last year. Therefore, through trial and error I had a year of very sporadic units and reviews. This next year after having a better understanding of where my students are at with their Spanish skills, I will be able to create a more definite, dependable curriculum that we can build on throughout the year. Although I am still unsure as to how this will officially look, I am thinking about creating units with the overall themes mirroring those of the Millennium Development Goals.
  • What I will pay attention to: I am going to try to create connections with a school in Costa Rica so that we may be able to create a partnership in our classrooms through an exchange of skype interactions, letters, and pictures. I am also going to be looking for articles and newspaper clippings that I can use to highlight current topics related to the MDG’s as well as literature that can help me highlight these themes as well as grammar points I hope to cover in Spanish 4.