Annotated Bibliography

Peer Reviewed Articles
Redmond, M. L. (2014). Reaching global competence. Foreign Language Annals, 47(1), 1-2. Retrieved from

Redmond's article discusses the importance of a well-rounded and world-class education for students. She noted that in a nation as diverse as the U.S., it is imperative to have the ability to interact and connect with people of all backgrounds and points of view, especially as a member of society and within the workforce, which our students will enter one day. As teachers we are to prepare our students for the future, and in order to do this we need to provide opportunities for our students to understand different cultures and attain skills in global competence and world languages. Redmond is a special language teacher and in this article she continues to share her experience at the "Languages For All?" conference in September of 2013 at the University of Maryland. This article is great for any foreign language teacher looking to enhance their program, or any classroom teacher with interest of collaborating with a language teacher to continue language/global studies inside the classroom. This article was found in the MSU Library Catalog.

Conk, J. A. (2012). The world awaits: Building global competence in the middle grades. Middle School Journal, 44(1), 54-63. Retrieved from

Within this article Conk's focus is it help students develop global competence, particularly through the literature choices in English Language Arts. Her writing reiterates the importance of global interaction and understanding in the 21st century, and how our "global world," "global economy," and technology continue to advance. Conk sees the adolescent age as a time of curiosity and a time for discovery, and continues to express why middle grade students need to attain a sense of global competence in order to succeed in the future. The author explains the 4 pillars of implementing global competence, and shares great suggestions and tactics for how teachers can promote this global learning and connection within their classroom. This article is great for any teacher or educator interested in implementing an aspect of global competence within their classroom, or anyone interested in why global competence is imperative. This article was found in the MSU Library Catalog.

Maggs, P. (2005). Global collaborations: a realistic and exciting option for schools. St Kilda, Vic: Australian Teachers of Media. Retrieved from

This article supports the idea that due to the growing global economy around us, children need to develop an open mind about the world around them. A program called, Kahootz Xpressions, is at the center of this article and it provides a way for students to access virtual 3D environments where they can "write stories, develop ideas, build animation sequences or develop inventions and ecosystems." All creations can be posted to an online forum where student's work can be shared and viewed from the online community. This tool is a great form of collaboration, and has been used to connect classrooms around the globe. You can share work and collaborate with specific classrooms around the world, or just browse the projects posted and see the different creations students around the world are creating. This article would be beneficial for anyone interested in utilizing this tool, and building their students global competence, collaboration, and communication. This article was found in the MSU Library Catalog.

Panetta, L. E., (2007). Editor's corner: The quiet crisis of global competence. American Scientist, 95(5), S4. Retrieved from

The importance of global connections and communications is well known by now, considering the 21st century world we live in, easily accessible communication, and global influence on the economy and business worlds. This article stresses global collaboration and how it is apparent in the everyday world of adults in areas such as the medical, business, and government communities. The authors go on to discuss the importance of global competence, and the crisis of ignoring it altogether. Schools have reached out for more funding to enhance their global presence through improving foreign language programs, cultural and world history studies, as well as providing study abroad options for older students. Facts are listed about the realities of school with a lack of focus on global competence, and what schools can do to better improve this area of study and exposure for students. This article offers insight for anyone who desires to understand the need for global competence. This article was found in the MSU Library Catalog.

Online Articles
Reimers, Fernando. (2009). Leading For Global Competency. Retrieved 6 July, 2015, from <>.

The article above is found on the Association for Supervision and Curriculum Development (ASCD) website. The association strives to empower educators to support the success of each learner on a global scale. Principals, superintendents and teachers from 138 countries are represented through the association to advocate the importance of global competence. This would be a fantastic resource for administration or teachers who are interested in or currently starting a global competence requirement at their school. Simply put by Reimer, "An organized, bottom-up, teacher-led movement can advance global education in ways that advocates have been unable to do so far."

National Education Association. (2015). Global Competence Is a 21st Century Imperative. Retrieved 7 July, 2015, from <>.

The National Education Association provides the definition and a substantial list of reasons school need for global competence. This article also lists the step-by-step procedures of how to start a globally collaborative district and why is it so important that we promote the movement. The NEA shows their commitment by collaborating with 8 other partners to support global competence. This would be a great introductory article for someone unfamiliar with global competence.

Professional Organizations
Asia Society. (2015) Asia Society Education. Retrieved 7 July, 2015, from <>.

Asia Society is an educational organization that provides a plethora of resources to support a globally competent classroom. Lesson plans, how-to guides and global curriculums are included to support and plan for a classroom that functions on a global level. Asia Society strives to "build capacity in the field of education to ensure that future generations of citizens graduate both college--and career-ready, and globally competent." This website would be great for teachers who need support and/or lesson ideas to begin a globally aware environment in their classroom.

Harvard Project Zero & Portland Public Schools. (2015). Educating for Global Competence. Retrieved 7 July, 2015, from <>.

This website features the ideals of two collaborating schools: Portland Public Schools and Project Zero and Harvard Graduate School of Education. They provide a substantial amount of resources to support and promote global competence such as Global Thinking Routines. It is a great starting point for someone who would like to know more about why staying globally connected is imperative for students and teachers alike.

Lesson Plans/Resources

Lesson Plans. (2013). The Times Educational Supplement Scotland, (2318), 31. Retrieved from

Most people have wondered what they can do in the face of global climate change. In this collection of lesson plans, an inspiring video-based lesson shows that we all have more power than we think, and helps students to understand how their choices can make a difference - and could be the decisive link in a chain that has effects across the world. Climate change also has a long-term impact on agriculture. Charity Oxfam's Sow the Seed project encourages global citizenship, helping student to understand the issue of food production and encouraging them to take action.

Anger, R.L. (2009). Take Action! Lesson Plans for the Multicultural Classroom. Upper Saddle River, NJ.: Pearson/Prentice Hall. Retrieved from

This book is a resource for teachers seeking practical step-by-step multicultural lesson plans organized around seven micro cultures: culture and identity, race and ethnicity, abilities and disabilities, religion, socioeconomics and class, language, and gender and sexuality. The lessons are designed for elementary, middle, and secondary students.

Swayhoover, L.M. (2014). Education for a better world imaginarium: A critical discourse analysis of global education lesson plans (Order No. 3644025). Available from ProQuest Dissertations & Theses A&I; ProQuest Dissertations & Theses Global. (1622987290). Retrieved from

This resource explores instructional materials available to teachers at the upper-elementary grades 3, 4 and 5 to teach about global social issues and develop global competence with their students. The choices that teachers make with regard to curriculum and instructional materials influence how their students will see themselves, construct their relationships with others in the world, and interpret world affairs. Global Education is broadly defined as activities in K-12 education settings related to teaching about world regions and about global issues in order to increase global competence. This study collected lesson plans designed for children in the upper-elementary grades which were submitted by a small sample of teachers, discovered through a search of lesson plan databases, or produced by organizations engaged in development and humanitarian aid projects. Sixty lesson plans were coded for content and this study finds sustainable development to be the most prominent global education theme addressed. The study focuses on a subset of these 60 lesson plans and describes rhetorical means, such as the choice of vocabulary and metaphors, and the interplay of text with images in order to identify embedded messages reflecting the ideologies of the entities producing these lesson plans. It was discovered during this analysis that lesson plans for young children do not always provide adequate context or information to be able to explain the causes of global social issues and many invoke self-sufficiency discourses which perpetuate hierarchal relationships and embedded power relations. This study has implications for a) educators in K-12 settings who need high quality tools and preparation, b) faculties of education assigned the role of preparing future educators in K-12 settings, c) curriculum writers at NGOs producing curriculum materials, and especially, d) educators influencing global education policy discourses that conflict with the goals of critical global education for a peaceful, collaborative future.

Selfridge, D.J. (1996) Common Ground: Agriculture for a Sustainable Future. Lesson Plans. Distributed by ERIC Clearinghouse. Retrieved from

This document contains lesson plans for a four-unit course in agriculture for sustainable development. Each unit of the document contains some or all of the following components: an introduction; objectives and competencies addressed; a list of equipment, supplies, references, and other resources; three or four learning activities; a question-and-answer game based on the format of the television game show "Jeopardy"; problem-solving techniques; illustrations of agricultural operations; material safety data sheet examples; and sample newspaper articles. The topics of the four units are as follows: (1) sustainable agriculture (investigation and analysis of agricultural practices as related to conservation tillage and best management practices); (2) innovative chemistry and conservation tillage (advantages and disadvantages of pesticide applications and the interrelationship of herbicide use with conservation tillage); (3) genetically improved plants (implications of genetically improved plants to our society and for agriculture on a global basis); and (4) Third World impact and global stability (the economic importance and interdependency of agriculture throughout the world).