In this module, students engage with literature and nonfiction texts that develop central ideas of guilt, obsession, and madness, among others. Building on work with evidence-based analysis and debate in Module 1, students will produce evidence-based claims to analyze the development of central ideas and text structure. Students will develop and strengthen their writing by revising and editing, and refine their speaking and listening skills through discussion-based assessments.
Highlighting the film, Girl Rising, this curriculum seeks to examine the barriers that prevent children, specifically girls, from accessing education. The curriculum engages students in a critical discussion of: "How do we, as youth, create solutions to overcome the challenges of access to education?"
The Wasted: Don't Trash the Earth curriculum asks students to examine the impact of the waste we locally and globally produce and seek creative solutions to reduce this wastefulness by answering the driving question: "How can we, as youth, rethink waste?"
The ocean's resources are slowly being depleted. This curriculum examines the issue of overfishing and its impact on both the environment and human life. In developing sustainable solutions, the students address the driving question: "How can we as youth, sustain the future of the world's ocean through our actions today?"
With a focus on education in Afghanistan, the Witness to Education in Afghanistan and Throughout the World curriculum examines global and local examples of how education can be use to create social change. Students address the driving question: "How can we, as youth, utilize education to promote positive change within our communities?"
In this module, students read, discuss, and analyze nonfiction and dramatic texts, focusing on how the authors convey and develop central ideas concerning imbalance, disorder, tragedy, mortality, and fate.
This learning resource is a product of our involvement in the GoPro Learning Challenge. As part of our Community Garden series, it develops learner knowledge and skills in the following areas: deepened understanding of the tomato plant/fruit, it's dietary/cultural significance, preparation of soil/roots for planting, proper positioning of tomato plants for optimal growth, and protection of young plants in a home garden. Learners will be asked to engage with the resource and demonstrate their acquisition of knowledge/skill by presenting acquired knowledge and demonstrating proficiency in the various components of proper planting.
This project invites debating teams from secondary schools to debate in a Museum. Primary and Secondary School students enter a local competition. Also, international debates between students of similar age groups can be organised. Teachers work on didactic approaches to teaching students how to use argumentation, to lsiten as well as be heard. How do these debating skills develop from ages 10-18? How can be improve them? How do different levels cope with debating?