grant recipient name

7/24/2019 Grant Recipient Name

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Grant

Recipient

Name

Project

Title

Project

Description

Virtual Exchange

Bonnee B.

Bentum

Ghanaian Teens

and USA Teens

Reading Together

Bonnee organized a global read of Men We Reapedby 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.

Felicia

Alexander

Promoting Cross-

Cultural StudentEngagement

through Video

and Literature

Students from four high schools in Ain Aouda, Morocco;

Casablanca, Morocco; Piotrkowie Trybunalskim, Poland and EastWindsor, 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

Global

Connections

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 ofstudents who could participate in the exchange.

Steve

Weissburg

Global Math

Consortium

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.


2/4

Curriculum Enhancement

Caroline

Foster

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.

Dana

Tatlock

The Silk Road-

Connections

Across Space,

Time, and

Cultures

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

Issues

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.

Jeremy

Peterson

Refugee or

Immigrant: Using

Personal Stories

to Understand the

ImmigrantExperience

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 studentread 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.

Julianna

Keyes

African History

Curriculum

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 alarger stake in World History classes.


3/4

Classroom Projects

Frances

Wilkins

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.

Helen

Haskell

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

health.

Lesley L.

Hilts

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.


4/4

School-wide Initiatives/Projects

Anne Artz

International

Garden

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.

Aura

Highsmith

World without

Walls Mural

Windows

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 muralwindows project.

Noah

Zeichner

Washington State

Global Issues

Network (WAGIN)

Conference

This is the third alumni grant that Noah has won. The project has

grown from a school-based Water Week initiative, to a multi-

state, multi-school, student-led conference.

Students at Chief Sealth International High School in Seattle

planned and led the WAGIN Conference. Students organized all-

school assemblies, Global Issues Week, and developed an all-

school 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.

grant recipient name

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