Deck 7: The Classroom As a Global Community: Nationality and Region

Question 1

Globalization refers to all of the following, EXCEPT:

A) a system that requires understanding, sensitivity, and collaboration.
B) a system of increasingly complex intercultural interactions.
C) a system that promotes interconnectedness among people.
D) a system of national loyalties and emerging nation-states.

Answer 1

D

Question 2

The following are the characteristics of the Cold War era, EXCEPT:

A) division and walls.
B) a balance between individuals and nation-states.
C) friends and enemies.
D) one-on-one communication technologies.

Answer 2

B

Question 3

According to the National Council for the Social Studies, teaching toward a global perspective lays:

A) emphasis on human experience influenced by transnational and cross-cultural interaction.
B) emphasis on a few major world actors.
C) emphasis on a distinction between human beings and the global environment.
D) emphasis on the separation of social, political, and ecological realities.

Answer 3

A

Question 4

Each of the following are part of Piaget's stage theory of development, EXCEPT:

A) the sensorimotor period.
B) the preoperational period.
C) the discrete operational period.
D) the formal operational period.

Question 5

Sana is a preschooler who exhibits egocentric behavior. According to Piaget's stage theory of development, she is in the:

A) sensorimotor stage.
B) preoperational stage.
C) concrete operational stage.
D) formal operational stage.

Question 6

A true statement about globalization is that:

A) it is characterized by integration.
B) it is a static process.
C) it tends to promote a world of friends and enemies.
D) it disrupts the sensitive balance between nation-states and individuals.

Question 7

The word "perspective" in the term "perspective consciousness"
Describes an awareness that:

A) one has only a surface display of one's innermost thoughts.
B) one's view of the world is not universally shared.
C) one has a point of view that is uniquely one's own.
D) one has the ability to feel what another experiences.

Question 8

Catherine is aware that more than 16,000 children die from hunger-related causes each day. This is an example of Catherine's:

A) knowledge of global dynamics.
B) state of the planet awareness.
C) cross-cultural awareness.
D) perspective consciousness.

Question 9

Hanvey suggests that developing cross-cultural awareness may be the most difficult of the five dimensions to attain because:

A) there are just too many cultures to fully understand.
B) ethnocentrism is too strong for most people.
C) it is a developmental process that takes time.
D) most people lack significant experience.

Question 10

Knowledge of global dynamics suggests that:

A) there are more similarities among people than there are differences.
B) the closer we look, the more surprises we will find.
C) we need to study more about current conditions in the world.
D) we should expect some unanticipated effects when we intervene in any system.

Question 11

The first level of cross-cultural awareness posited by Hanvey involves:

A) awareness of subtle cultural traits that contrast markedly with one's own and evoke reaction on an emotional level.
B) awareness of how another culture feels from an insider's perspective.
C) awareness of superficial or extremely visible cultural traits that often become the basis for stereotypes.
D) awareness of information because of its familiarity at the subjective or affective level.

Question 12

Effective pedagogies in global classrooms may include all of the following, EXCEPT:

A) the unnecessary use of maps, newspapers, television programs, or UN materials.
B) traditional practices.
C) developmentally appropriate practices.
D) the creative use of technology.

Question 13

In the context of the place of content knowledge in a global classroom, which of the following is NOT the case?

A) Traditional content areas are broadened.
B) Lessons and units are contained within traditional disciplines.
C) Content from international organizations and associations is integrated.
D) Materials from international databases may be utilized.

Question 14

According to Hanvey, the development of a global perspective:

A) should be integrated throughout the school curriculum.
B) demands linkages among classrooms in different parts of the world.
C) is a complex, multifaceted developmental process.
D) can only be realized with international students in classrooms.

Question 15

Which of the following is NOT an example of internationalizing disciplines?

A) including world literature in reading and language arts
B) including the study of the natural world and ecology
C) including the American view of the Revolutionary War in history
D) including the study of the metric system

Question 16

Globalization has its own dominant culture that tends to create a homogenizing set of circumstances.

Question 17

Globalization is a dynamic and ongoing process.

Question 18

According to the National Council for the Social Studies, teaching toward a global perspective emphasizes the idea that humankind is independent of the state of the global environment.

Question 19

As children progress from the preoperational stage to concrete operations, they begin the process of decentering and can accommodate alternative points of view.

Question 20

Robert Hanvey identified that individuals come to realize that their own views of the world are not universally shared.

Question 21

The study of population growth, birth and death rates, and migration patterns is not really necessary to understand the state of the planet.

Question 22

Traditional pedagogical practices, such as lecturing and questioning, still hold importance in global classrooms.

Question 23

Large-scale infusion of a global perspective is less desirable than a global education program restricted to the social studies.

Question 24

The use of traditional forms of assessment is banned in effective global classrooms.

Question 25

An important ethical issue involved in developing a global classroom is the fair allocation of available resources to schools.

Question 26

Contrast the Cold War era and the contemporary globalization system.

Question 27

Discuss the ideas emphasized by teaching toward a global perspective according to the National Council for the Social Studies.

Question 28

Provide a brief example of how each of the five dimensions of Hanvey's global perspective may be incorporated into a fourth-grade science unit on environment.

Question 29

Briefly discuss how the roles and responsibilities of teachers and adults may change in global classrooms.

Question 30

Discuss, with examples, some important ethical issues involved in developing a global classroom.