How much of a course needs to be global to count toward the Certificate?
It is next to impossible to quantify the amount of time a class needs to deal with global issues. Instead, teachers should design a course conceptually or thematically with global lead concepts or themes. Requirements for the certificate cannot be checked off as an item on a list. Rather, all issues or inquiries should eventually be discussed within a global framework.
I teach a course on Shakespeare. Can that be part of the Certificate program?
Yes. Studying Shakespeare asks students to explore a different period in history as well as a different culture. Shakespeare wrote during the reign of Elizabeth I when England broadened its sphere of influence widely. Studying Shakespeare involves not only a close reading of the text but also an understanding of the world in which his work was created. An additional component of a class on Shakespeare could be research on what other writers were active in other parts of the world at that time. Were there common themes? Was there a world view that was common to all of them?
Can the world language requirement be satisfied by two years in two different languages each?
No. The central goal or learning world languages is to achieve meaningful levels of proficiency. We must expect Global Scholars to have good command of the language in order to understand and function in the culture where that language is spoken. That cannot be achieved in two years.
The following are links to external resources for educators, students, parents and community members. Global Wisconsin Inc. welcomes suggestions for additional sites.
Do middle school world language credits count toward the requirements of the Certificate?
No. The Certificate is a high school program and requires four credits on the high school transcript. If a school district counts middle school credit for high school graduation, an exception may be granted. Such exceptions must be approved by the DPI.
Can orchestra, band, or choir be included in the coursework for the Certificate? And what about Food?
That depends on how those classes are set up. Assuming that performances include composers from several different world cultures, can we assume that students learn at an appropriate level of depth of knowledge and inquiry about those cultures? The performance alone does not add a global component to the learning process. Similar arguments apply to Foods classes. What do students learn about the production and preparation of food in relation to local cultures, health, sustainability, etc.? Why, for example, is it important to shift consumption of white maize to yellow maize in some cultures? What is the impact of adding Vitamin D to nutrition and health in this particular case? If students research those topics, classes should count for the Certificate. Otherwise, they should not be included.