This teacher’s manual is designed to provide you with rubrics, scaffolding, activities, and other supplemental material to help you with the class. There are also activities, discussion questions and key vocabulary at the end of every chapter. Faculty who are teaching this class likely come from a variety of disciplines. It may be helpful for you to reflect on where you situate yourself in the field in order to assist your students in understanding how discipline and ideology how you scaffold your course. International and Global Studies are diverse fields. For more on the distinction between the two, see the brief blog post here http://introglobal.wpengine.com/2014/10/international-studies-versus-global-studies/ See also: http://introglobal.wpengine.com/2013/11/what-is-international-or-global-studies/
As you can see, there is a distinction between International Relations and International Studies as well, that may not be familiar to your students when they begin the course. At the start of the class, it be helpful for you to talk about these distinctions, and the historical origins of International Studies as discussed in the introductory chapter, under the subheading “What is International Studies.”
This text is not an International Relations text. Instead, we have adopted an interdisciplinary perspective that reflects the majority of International and Global Studies programs nationally. This work situates itself in the center of critical thinking, in that we provide multiple perspectives on each issue, so that students come to realize their role in seeking out accurate information. For this reason, the text will introduce students to arguments on more than one end of the ideological perspective and will allow you and your students to reach your own conclusions regarding the issues presented. At the same time, we have tried to be explicit about our own ideologies.
This teacher’s manual will be organized to quickly provide you with key items that you can use when teaching the class. You may also wish to look at the following blog post, which suggests some common pitfalls to avoid in the course, including adopting a “global problems” approach, which can overwhelm students:
This teacher’s manual will not focus on campus internationalization, but more resources on this topic can be found at the following website:
Both of us would be happy to answer any questions or inquiries that you may have about teaching with this textbook. We are also happy to share other materials that may not be shared in this manual. Kim Brown may be reached firstname.lastname@example.org and Shawn Smallman may be reached at email@example.com We hope that you will have a good experience using this text.