Example of globalizing state standards

The following is just an example of how I globalized my lessons, making sure that I met all requirements of the state standards. You can use this example to help you globalize your lessons. 
Example of how to globalize lesson plans to fit specific state standards:
Tennessee State 7th Grade World History and Geography Standards:


World History and Geography: The Middle Ages to the Exploration of the Americas

Middle Ages in Western Europe, 400 A.D./C.E. – 1500s
Students analyze the geographic, political, economic, social, and religious structures of the civilizations and recognize and relate their significance to today’s world.
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.Integration of Global Education


7.34 Demonstrate understanding of the conflict and cooperation between the Papacy and European monarchs, including Charlemagne, Gregory VII, and Emperor Henry IV.  Begin to understand the importance of religious and cultural perspectives in establishing world order and multiple points of view. (H, P)


7.36 Conduct and collaborate in a research project explaining the significance of developments in medieval English legal and constitutional practices and their importance in the rise of modern democratic thought and representative institutions worldwide. Ask questions and seek answers about the topics and relate knowledge to the contemporary world using all stages of the inquiry process: Ask, investigate, create, share, reflect, revise. (H, P)


7.37 Examine the spread of Christianity north of the Alps and the roles played by the early Church and by monasteries in its diffusion after the fall of the western half of the Roman Empire. Demonstrate how religion and culture play central roles in the progress and development of political, economic, social, and religious structures of the civilizations and
multiple perspectives and understandings. (C, G, H)


Specific Lesson Plan Modifications for Global Competency


Students will analyze the geographic, political, economic, social and religious structures and understand the importance of each in the development of perspectives in establishing point of view. 


Students will collaborate with other students and demonstrate openness to diverse ideas and perspectives through active dialogue.


Students will ask questions that spark global research beyond the prescribed Western European confines of the course.


Students will present their project findings to groups of students, teachers or people in their community.


Students will use multiple media and demonstrate digital literacy in a purposeful manner to present ideas, incorporating visual, print and audio segments.


Informal Outcome Assessments


Students will be able to collaborate and write a research paper that analyzes the influence of Christianity on the geographic, political, economic, social and religious development of Western Europe.
Students will be able to conduct a discussion that evaluates the most important aspects of this time period and relate those aspects to the contemporary world.


Students will explore these developments beyond Western Europe to recognize the interconnectedness of the world and relate it to the contemporary world.


Islamic World, 400 A.D/C.E. – 1500s


Students analyze the geographic, political, economic, social, and religious structures of the civilizations and recognize and relate their significance to today’s world.


Integration of Global Education


7.3 Identify and explore the physical location and features and the climate of the Arabian Peninsula, its relationship to surrounding bodies of land and water, including Northern Africa, Mediterranean Sea, Black Sea, Caspian Sea, Tigris and Euphrates Rivers, Nile River. (G)


7.4 Describe the expansion of Muslim rule through conquests and the spread of cultural diffusion of Islam and the Arabic language to recognize and compare and contrast this time period and events with those previously studied to develop and better understanding of the connectedness of events and people throughout world history. (C, E, G, H)


7.5 Trace the origins of Islam and the life and teachings of Muhammad, including Islam’s historical connections to Judaism and Christianity and examine how each religion grew and spread throughout the modern world. (C, H)
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7.8 Examine and summarize the contributions Muslim scholars made to later civilizations in the areas of science, geography, mathematics, philosophy, medicine, art, and literature and recognize the connectedness of human development throughout human history. (C, G, H)


7.9 Describe the establishment of trade routes among Asia, Africa, and Europe and the role of merchants in Arab society making note of how people traveled and transported goods. Compare and contrast information about these routes with trade routes of today and how goods are moved throughout the world. (E, G, H)


Specific Lesson Plan Modifications for Global Competency


Students will use technology collaboratively to research and write a research paper analyzing the geographic, political, economic, social, and/or religious structures of the civilizations in this unit.


Students will understand the connectedness of historical events to the present world and recognize the complexity of the human experience.


Students will model questioning strategies to ask globally competent questions for the understanding of multiple perspectives studied in this course.


Students will analyze and evaluate characteristics and purposes of geographic tools, knowledge and perspectives and apply them to the past, present and future.