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Virtual Exchange
Bonnee B.

Ghanaian Teens
and USA Teens
Reading Together

Bonnee organized a global read of Men We Reaped by Jesmyn

Ward. She collaborated with TGC alumna Corinth Matera at a high
school in Minneapolis, and Christian Djokotoe at Archbishop
Porter Girls Secondary School in Takoradi, Ghana. All of the
students read the novel, engaged in online discussions, and took
part in a video book discussion using Google Hangout. She also
invited students from Mahondo Secondary School in Kisumu,
Kenya to participate in the video discussion.


Promoting CrossCultural Student

through Video
and Literature

Students from four high schools in Ain Aouda, Morocco;

Casablanca, Morocco; Piotrkowie Trybunalskim, Poland and East
Windsor, NJ met virtually through shared discussions, conducted
in both uploaded videos and comments posted onto a closed
platform. Students developed relationships with their
international peers and engaged in discussions around cultural
topics, including sensitive ones like religious practices, in order to
find common ground.



Judith Carruth organized Global Connections where students

engaged in Google Hangout discussions with students in Brazil.
The students discussed daily life, social norms, and protest as a
political tool. Judith purchased laptops to increase the number of
students who could participate in the exchange.


Global Math

Steve Weissburg used his School Community Grant to expand

his current international network, create more collaborative
projects, and increase the "buy in" for global projects within his
school district. In his ninth grade Algebra class, Steves students

participated in projects with students from Pakistan,

Morocco, Serbia, Romania, India and South Africa. They
investigated data on Ebola, population growth, and climate
change, shared their cultures, and learned about other
cultures through virtual exchanges, shared videos and pictures.

Curriculum Enhancement

Perspectives on
World War II

Caroline Foster purchased books about World War II, so that she
can provide her students with non-Western perspectives of World
War II. She will use these books in conjunction with a Language
Arts teacher to study World War II from differing viewpoints.


The Silk RoadConnections

Across Space,
Time, and

Dana Tatlock developed and implemented a unit on The Silk Road

in her schools sixth grade program. She connected themes within
the unit to modern issues of trade, environment and culture. She
purchased a broad range of maps, curricula, and classroom texts
to teach the unit.
Dana Tatlock says, A final lesson learned... it can't hurt to try for
one of these grants... I wasn't confident that I would get it, but
having done so it has really done wonders for our curriculum.

Janet Hall

Evaluating Global

Janet Hall purchased National Geographic materials to engage

students in reading, discussing, and writing about clean energy
issues and transnational cooperation. The materials provided
engaging tools in the effort to strengthen student reading skills.


Refugee or
Immigrant: Using
Personal Stories
to Understand the

Jeremy developed Refugee or Immigrant: Using Personal Stories

to Understand the Immigrant Experience, a six-week
interdisciplinary seminar held at his school. The seminar had two
driving questions: 1. Why do people immigrate? 2. What is the
difference between a refuge and an immigrant? Jeremys student
read a book and held book discussions, interviewed members in
their community to learn more about refugee and immigrant
status, and created a podcast and public presentation.


African History

Julianna Keyes collaborated with a team of teachers to develop a

new unit on African History in her World History class. Her goal
was to broaden the World History curriculum to be inclusive of
more non-Western perspectives. She used her School Community
Grant to purchase curriculum supplies to teach the new unit to all
the eighth grade students in her school. In addition, the project
gave students with immigrant background and African heritage a
larger stake in World History classes.

Classroom Projects


We are South
Philadelphia - We
are Morocco

Frances created a project using photojournalism techniques to

create a blog/website as an environment for students to use to
learn about their peers from other countries, cultures, and who
speak different languages. Frances introduced global perspectives
in her classroom by helping students learn from and with one
another, and to break down barriers created by othering.
Students learned about many of the issues surrounding the
immigration/relocation of many of the schools ESOL students.


How Do We Feed
The World?

Helen Haskell created the How Do We Feed The World? project

for her schools 7th grade science program. The project
supplemented the existing science content and infused a global
perspective to her classes. She used the grant to provide supplies
for this project. Students grew food and, based on resources and
economics, made comparisons between their diets and those of
other cultures around the world. Students also studied the
genetics of various organisms and related their current knowledge
of DNA to their knowledge of human migration, resources, and

Lesley L.

Poetry of Witness

Lesley Hilts students participated in a Refugee Simulation through

the World Relief Organization in Spokane, Washington. In the
Poets of Witness unit, students study poets who have endured
wars, civil strife, racism, religious persecution, etc. She used the
simulation to augment her students awareness of the impact of
strife, war, poverty and religious persecution on large populations
of the world and to increase their understanding of why and how
someone becomes a refugee.

School-wide Initiatives/Projects
Anne Artz


Anne Artz developed a project where students identified and

planted plant species that are native to their home countries. The
Garden Club, International Club and Art Department worked
together to implement this project.


World without
Walls Mural

Aura Highsmith organized the "World without Walls Mural

Windows project so her students could gain a better sense of
global culture. Students and community volunteers created murals
with images based on cultures of the world, paralleling the visual
arts and history curriculum. Students painted a series of 16"x 20"
painted windows/portals that look into the cultures, art, and
architecture from cultures around the world. They also studied
and drew images in every grade level in connection to the mural
windows project.


Washington State
Global Issues
Network (WAGIN)

This is the third alumni grant that Noah has won. The project has
grown from a school-based Water Week initiative, to a multistate, multi-school, student-led conference.
Students at Chief Sealth International High School in Seattle
planned and led the WAGIN Conference. Students organized allschool assemblies, Global Issues Week, and developed an allschool lesson plan about global climate change. Students from
fifteen different schools in three states attended the conference.
Every student who attended co-led a workshop.