In their senior year, students have the opportunity to take “globally focused” electives and complete a project that uses their knowledge in a practical global application. This experience can take the form of an international experience or local experience with global implications. Teachers work with students to develop projects that meet the requirements of the Global Competency Certificate, issued by the Global Communities Program. This certificate is based on the EdSteps Project and Asia Society Partnership for Global Learning. /uploads/1/2/6/6/12661210/educatingforglobalcompetence.pdf
The requirements of the Senior Project are the following:
Please note: Even if they are dropping other classes for a WISE project, students in the program are required to remain in at least one Global class.
The goal of the Global Communities Program is to create students who are active, community-service oriented, global thinkers. These students appreciate cultural differences, respect ecological diversity and understand the need for economic progress.
The second semester project should fulfill the goals of the Global Communities Program and demonstrate an understanding of these issues in order to receive a certificate of completion. Students will:
Second semester projects can take the following forms:
I. Local experience working with a culture that is unlike your own.
II. Foreign/National Travel
Steps in the process:
If you are not successfully completing your project, you should speak with your teacher immediately.Prepare your final presentation.
We expect you will have at least two initial conversations and two conversations after reflection.
Final Global Project Presentation Basics
Every group will deliver a presentation during Global Week that will answer their original question and explain “the answer” and what they have learned from their research and actions.
· During a particular block of Global Week, you will be one of several groups presenting your findings. Similar to a “Science Fair,” you will be presenting multiple times as you interact with classmates and visitors. (Be sure to invite anyone who helped you with your projects from the community and the school to your own parents and friends).
· You will be asked to set up a display in a common space in the school. How you set up that display is up to you. Some groups have used a poster, a video, a PowerPoint, a picture slideshow, or a combination of these media. Make sure that your TITLE and RESEARCH QUESTION are clearly displayed and helpful to the viewer.
· Although a visually pleasing project is appreciated, you will be graded on your deep knowledge of your topic and the impact your group has had on the broader community.
· As this is a GLOBAL project, the cultural interactions piece should not feel like a “tack on.” Make sure you provide evidence of how your cultural interactions have informed your conclusions.
· You MUST display your required readings. Be prepared to discuss how these texts informed your research and guided your conclusions.
· All group mates must participate equally and should be well rounded in their understanding of all aspects of the project. (There should be no “experts” on major components of the project. i.e. You can’t have a project with one “expert” on cultural interactions).
See the following rubric: /uploads/1/2/6/6/12661210/mgc_final_rubric.docx
The requirements of the Senior Project are the following:
Please note: Even if they are dropping other classes for a WISE project, students in the program are required to remain in at least one Global class.
The goal of the Global Communities Program is to create students who are active, community-service oriented, global thinkers. These students appreciate cultural differences, respect ecological diversity and understand the need for economic progress.
The second semester project should fulfill the goals of the Global Communities Program and demonstrate an understanding of these issues in order to receive a certificate of completion. Students will:
- Effectively synthesize learning from two or more disciplines.
- Demonstrate cultural competence, which is an ability to work with people from another culture for an extended period of time in a respectful and flexible way.
- Reflect on the importance and legitimacy of a culture other than the student’s own.
Second semester projects can take the following forms:
I. Local experience working with a culture that is unlike your own.
II. Foreign/National Travel
Steps in the process:
- Decide on your question and submit it to your teacher. (January)
- Form groups. Groups will be approximately four students. If you want to do a project for more than one discipline, all group members must be in the same blocks for each discipline.
- You will submit a proposal (available here) to your teacher in January. Please see the proposal form. Once your project is approved, you can begin your work. Some things to keep in mind when submitting your proposal:
- You should include books or other reading materials that you will read during this process. These reading materials should reflect the serious nature of your project and link to content of the curriculum over the past three years. (Honors should have two books or equivalent, while curriculum 1 & 2 can have one book or equivalent.)
- Include a timeline for work to be completed.
- Research your topic in one or two countries/cultures that provide the most useful information for your question, not necessarily ones with which you are familiar. Your research could include: 1) a novel set in another country 2) journal articles or books 3) films (documentary or feature films) 4) one or two in depth articles or a series of news or magazine articles.
- After doing substantial research, formulate questions for interviews or conversations with people from another culture/country. Then submit these questions to your teacher. (January)
- Ask questions in a conversational way, unless the person has agreed to a formal interview. An authentic two-way conversation where you are learning from each other is better than an interview. (By end February break.)
- Reflect on what you’ve learned through interviews/conversations. Did you learn new things or not enough from these conversations? (early March)
- Go back to the people you’ve interviewed or find more appropriate people to interview. Conduct further conversations. (March)
- You will be required to demonstrate your understanding of the topic to date. (Ex. Book in a Bag) This is your opportunity to recognize strengths and weaknesses before your final presentation. (April)
- During this time you will be required to update an online forum, which will include reflection journals and process updates to show your progress towards achieving your goals.
- Synthesize what you’ve learned. (By April)
If you are not successfully completing your project, you should speak with your teacher immediately.Prepare your final presentation.
We expect you will have at least two initial conversations and two conversations after reflection.
Final Global Project Presentation Basics
Every group will deliver a presentation during Global Week that will answer their original question and explain “the answer” and what they have learned from their research and actions.
· During a particular block of Global Week, you will be one of several groups presenting your findings. Similar to a “Science Fair,” you will be presenting multiple times as you interact with classmates and visitors. (Be sure to invite anyone who helped you with your projects from the community and the school to your own parents and friends).
· You will be asked to set up a display in a common space in the school. How you set up that display is up to you. Some groups have used a poster, a video, a PowerPoint, a picture slideshow, or a combination of these media. Make sure that your TITLE and RESEARCH QUESTION are clearly displayed and helpful to the viewer.
· Although a visually pleasing project is appreciated, you will be graded on your deep knowledge of your topic and the impact your group has had on the broader community.
· As this is a GLOBAL project, the cultural interactions piece should not feel like a “tack on.” Make sure you provide evidence of how your cultural interactions have informed your conclusions.
· You MUST display your required readings. Be prepared to discuss how these texts informed your research and guided your conclusions.
· All group mates must participate equally and should be well rounded in their understanding of all aspects of the project. (There should be no “experts” on major components of the project. i.e. You can’t have a project with one “expert” on cultural interactions).
See the following rubric: /uploads/1/2/6/6/12661210/mgc_final_rubric.docx