Consolidation and Revolt

1. Ross School Consolidation and Grade 11 Integrated Unit Revolt R O S S I N S T I T U T E A C A D E MY

4. Key Elements > Global perspective > Cultural History narrative > Integrated learning > Multiple Intelligences > Understanding by design > Project-based learning R O S S I N S T I T U T E A C A D E M Y

5. Unit Description Students look at various expressions of cultural consolidation in the late 19th century such as nationalism and imperialism, and consequent cultural exchange. We discuss the question of cultural identities, how they are formed and maintained, and their relationships to groups, individuals, and government. Students study the forms and causes of imperialism in this time period, the accompanying imperialist attitudes, rationales and justiﬁcations, and the perspective and experience of the colonized. The centerpiece of the unit is an integrated project in which students work in groups to examine and peer teach a particular revolt or resistance movement against imperialism. R O S S I N S T I T U T E A C A D E M Y

6. Enduring Understandings > One of the features of global culture is the energizing of traditional cultures that have been repressed by the forces of industrial modernization and colonization. > A new interest in identity emerges an exploration of consciousness and visionary experience. > The conﬂict between nation-states creates new international structures not limited to national identity. > Linear systems of causation with their reductionist emphasis give way to ocmplex dynamical systems, chaos and uncertainty. R O S S I N S T I T U T E A C A D E M Y

7. Essential Questions > What is cultural/national identity and where does it come from? > How does cultural identity create bonds and/or boundaries? > What are the costs and rewards of imperialism? > What is the legacy of consolidation and expansion of cultural and/or political power? R O S S I N S T I T U T E A C A D E M Y

8. Cultural History Class R O S S I N S T I T U T E A C A D E M Y

9. Cultural History Class > Nationalism R O S S I N S T I T U T E A C A D E M Y

15. Cultural History Class > Nationalism > Demographic shifts R O S S I N S T I T U T E A C A D E M Y

21. Cultural History Class > Nationalism > Demographic shifts > The 2nd Industrial Revolution R O S S I N S T I T U T E A C A D E M Y

22. Cultural History Class > Nationalism RAILROAD MILEAGE > Demographic shifts > The 2nd Industrial Revolution R O S S I N S T I T U T E A C A D E M Y

23. Cultural History Class > Nationalism > Demographic shifts > The 2nd Industrial Revolution R O S S I N S T I T U T E A C A D E M Y

24. Cultural History Class > Nationalism > Demographic shifts > The 2nd Industrial Revolution > The doctrine of “progress” R O S S I N S T I T U T E A C A D E M Y

25. Cultural History Class > Nationalism > Demographic shifts > The 2nd Industrial Revolution > The doctrine of “progress” R O S S I N S T I T U T E A C A D E M Y

26. Cultural History Class > Nationalism > Demographic shifts > The 2nd Industrial Revolution > The doctrine of “progress” > The New Imperialism R O S S I N S T I T U T E A C A D E M Y

27. Cultural History Class > Nationalism > Demographic shifts > The 2nd Industrial Revolution > The doctrine of “progress” > The New Imperialism R O S S I N S T I T U T E A C A D E M Y

28. Cultural History Class > Nationalism > Demographic shifts > The 2nd Industrial Revolution > The doctrine of “progress” > The New Imperialism > China & Britain R O S S I N S T I T U T E A C A D E M Y

33. Cultural History Class > Nationalism > Demographic shifts > The 2nd Industrial Revolution > The doctrine of “progress” > The New Imperialism > China & Britain > The Scramble for Africa R O S S I N S T I T U T E A C A D E M Y

37. Cultural History Class > Nationalism > Demographic shifts > The 2nd Industrial Revolution > The doctrine of “progress” > The New Imperialism > China & Britain > The Scramble for Africa > The “opening” of Japan R O S S I N S T I T U T E A C A D E M Y

43. Cultural History Class > Nationalism > Demographic shifts > The 2nd Industrial Revolution > The doctrine of “progress” > The New Imperialism > China & Britain > The Scramble for Africa > The “opening” of Japan > Marxism R O S S I N S T I T U T E A C A D E M Y

44. Cultural History Class > Nationalism > Demographic shifts > The 2nd Industrial Revolution > The doctrine of “progress” > The New Imperialism > China & Britain > The Scramble for Africa > The “opening” of Japan > Marxism R O S S I N S T I T U T E A C A D E M Y

45. Cultural History Class > Nationalism > Demographic shifts > The 2nd Industrial Revolution > The doctrine of “progress” > The New Imperialism > China & Britain > The Scramble for Africa > The “opening” of Japan > Marxism > Social Darwinism R O S S I N S T I T U T E A C A D E M Y

46. Cultural History Class > Nationalism > Demographic shifts > The 2nd Industrial Revolution > The doctrine of “progress” > The New Imperialism > China & Britain > The Scramble for Africa > The “opening” of Japan > Marxism > Social Darwinism > Reactions to Western Imperialism R O S S I N S T I T U T E A C A D E M Y

49. English Class R O S S I N S T I T U T E A C A D E M Y

50. English Class Students examine, respond to and reﬂect upon texts that render the conﬂict between colonized and colonizing cultures. R O S S I N S T I T U T E A C A D E M Y

51. English Class Students examine, respond to and reﬂect upon texts that render the conﬂict between colonized and colonizing cultures. > Adventures of Huckleberry Finn (Mark Twain) R O S S I N S T I T U T E A C A D E M Y

52. English Class Students examine, respond to and reﬂect upon texts that render the conﬂict between colonized and colonizing cultures. > Adventures of Huckleberry Finn (Mark Twain) R O S S I N S T I T U T E A C A D E M Y

53. English Class Students examine, respond to and reﬂect upon texts that render the conﬂict between colonized and colonizing cultures. > Adventures of Huckleberry Finn (Mark Twain) > Things Fall Apart (Chinua Achebe) R O S S I N S T I T U T E A C A D E M Y

54. English Class Students examine, respond to and reﬂect upon texts that render the conﬂict between colonized and colonizing cultures. > Adventures of Huckleberry Finn (Mark Twain) > Things Fall Apart (Chinua Achebe) R O S S I N S T I T U T E A C A D E M Y

55. English Class Students examine, respond to and reﬂect upon texts that render the conﬂict between colonized and colonizing cultures. > Adventures of Huckleberry Finn (Mark Twain) > Things Fall Apart (Chinua Achebe) > "White Man's Burden” (Rudyard Kipling) R O S S I N S T I T U T E A C A D E M Y

56. English Class Students examine, respond to and reﬂect upon texts that render the conﬂict between colonized and colonizing cultures. > Adventures of Huckleberry Finn (Mark Twain) > Things Fall Apart (Chinua Achebe) > "White Man's Burden” (Rudyard Kipling) R O S S I N S T I T U T E A C A D E M Y

57. English Class Students examine, respond to and reﬂect upon texts that render the conﬂict between colonized and colonizing cultures. > Adventures of Huckleberry Finn (Mark Twain) > Things Fall Apart (Chinua Achebe) > "White Man's Burden” (Rudyard Kipling) > "To the Person Sitting in Darkness” (Twain) > "The Philippine Mess: Letter to Joseph Twitchell" (Twain) R O S S I N S T I T U T E A C A D E M Y

58. English Class Students examine, respond to and reﬂect upon texts that render the conﬂict between colonized and colonizing cultures. > Adventures of Huckleberry Finn (Mark Twain) > Things Fall Apart (Chinua Achebe) > "White Man's Burden” (Rudyard Kipling) > "To the Person Sitting in Darkness” (Twain) > "The Philippine Mess: Letter to Joseph Twitchell" (Twain) R O S S I N S T I T U T E A C A D E M Y

59. English Class Students examine, respond to and reﬂect upon texts that render the conﬂict between colonized and colonizing cultures. > Adventures of Huckleberry Finn (Mark Twain) > Things Fall Apart (Chinua Achebe) > "White Man's Burden” (Rudyard Kipling) > "To the Person Sitting in Darkness” (Twain) > "The Philippine Mess: Letter to Joseph Twitchell" (Twain) > "Shooting an Elephant” (Orwell) > "A Hanging" (Orwell) R O S S I N S T I T U T E A C A D E M Y

60. English Class Students examine, respond to and reﬂect upon texts that render the conﬂict between colonized and colonizing cultures. > Adventures of Huckleberry Finn (Mark Twain) > Things Fall Apart (Chinua Achebe) > "White Man's Burden” (Rudyard Kipling) > "To the Person Sitting in Darkness” (Twain) > "The Philippine Mess: Letter to Joseph Twitchell" (Twain) > "Shooting an Elephant” (Orwell) > "A Hanging" (Orwell) R O S S I N S T I T U T E A C A D E M Y

61. English Class Students examine, respond to and reﬂect upon texts that render the conﬂict between > Skills: Narrative colonized and colonizing cultures. technique, point of view, character > Adventures of Huckleberry Finn (Mark development, Twain) textual analysis, > Things Fall Apart (Chinua Achebe) critical thinking, > "White Man's Burden” (Rudyard Kipling) timed writing, > "To the Person Sitting in Darkness” (Twain) public speaking, > "The Philippine Mess: Letter to Joseph listening to others Twitchell" (Twain) > "Shooting an Elephant” (Orwell) > "A Hanging" (Orwell) R O S S I N S T I T U T E A C A D E M Y

62. Science Class R O S S I N S T I T U T E A C A D E M Y

63. Science Class Evolution and Genetics R O S S I N S T I T U T E A C A D E M Y

64. Science Class Evolution and Genetics R O S S I N S T I T U T E A C A D E M Y

65. Science Class Evolution and Genetics > Evidence of evolution R O S S I N S T I T U T E A C A D E M Y

66. Science Class Evolution and Genetics > Evidence of evolution > HMS Beagle R O S S I N S T I T U T E A C A D E M Y

67. Science Class Evolution and Genetics > Evidence of evolution > HMS Beagle R O S S I N S T I T U T E A C A D E M Y

68. Science Class Evolution and Genetics > Evidence of evolution > HMS Beagle > Radioactive dating R O S S I N S T I T U T E A C A D E M Y

69. Science Class Evolution and Genetics > Evidence of evolution > HMS Beagle > Radioactive dating > Natural selection R O S S I N S T I T U T E A C A D E M Y

70. Science Class Evolution and Genetics > Evidence of evolution > HMS Beagle > Radioactive dating > Natural selection > Mendel’s experiments R O S S I N S T I T U T E A C A D E M Y

71. Science Class Evolution and Genetics > Evidence of evolution > HMS Beagle > Radioactive dating > Natural selection > Mendel’s experiments R O S S I N S T I T U T E A C A D E M Y

72. Science Class Evolution and Genetics > Evidence of evolution > HMS Beagle > Radioactive dating > Natural selection > Mendel’s experiments > Mitosis & meiosis R O S S I N S T I T U T E A C A D E M Y

73. Science Class Evolution and Genetics > Evidence of evolution > HMS Beagle > Radioactive dating > Natural selection > Mendel’s experiments > Mitosis & meiosis R O S S I N S T I T U T E A C A D E M Y

74. Science Class Evolution and Genetics > Evidence of evolution > HMS Beagle > Radioactive dating > Natural selection > Mendel’s experiments > Mitosis & meiosis > Introductory population genetics & Punnett squares R O S S I N S T I T U T E A C A D E M Y

75. Science Class Evolution and Genetics > Evidence of evolution > HMS Beagle > Radioactive dating > Natural selection > Mendel’s experiments > Mitosis & meiosis > Introductory population genetics & Punnett squares R O S S I N S T I T U T E A C A D E M Y

76. Science Class Evolution and Genetics > Evidence of evolution > HMS Beagle > Radioactive dating > Natural selection > Mendel’s experiments > Mitosis & meiosis > Introductory population genetics & Punnett squares > Gene pool and the deﬁnition of evolution (macro- versus micro- evolution). R O S S I N S T I T U T E A C A D E M Y

77. Science Class Evolution and Genetics > Evidence of evolution > HMS Beagle > Radioactive dating > Natural selection > Mendel’s experiments > Mitosis & meiosis > Introductory population genetics & Punnett squares > Gene pool and the deﬁnition of evolution (macro- versus micro- evolution). > What are the primary mechanisms of evolution? > How are species created? > Sex-linked traits R O S S I N S T I T U T E A C A D E M Y

78. Mathematics Class R O S S I N S T I T U T E A C A D E M Y

79. Mathematics Class Statistics R O S S I N S T I T U T E A C A D E M Y

80. Mathematics Class Statistics > Density curves R O S S I N S T I T U T E A C A D E M Y

81. Mathematics Class Statistics > Density curves > Normal distributions R O S S I N S T I T U T E A C A D E M Y

82. Mathematics Class Statistics > Density curves > Normal distributions > Standard deviation R O S S I N S T I T U T E A C A D E M Y

83. Mathematics Class Statistics > Density curves > Normal distributions > Standard deviation > Correlation R O S S I N S T I T U T E A C A D E M Y

84. Mathematics Class Statistics > Density curves > Normal distributions > Standard deviation > Correlation > Regression R O S S I N S T I T U T E A C A D E M Y

85. Mathematics Class Statistics > Density curves > Normal distributions > Standard deviation > Correlation > Regression > Random samples R O S S I N S T I T U T E A C A D E M Y

86. Mathematics Class Statistics > Density curves > Normal distributions > Standard deviation > Correlation > Regression > Random samples > Comparative experiments R O S S I N S T I T U T E A C A D E M Y

87. Mathematics Class Statistics > Density curves > Normal distributions > Standard deviation > Correlation > Regression > Random samples > Comparative experiments R O S S I N S T I T U T E A C A D E M Y

88. Mathematics Class Statistics > Density curves > Normal distributions > Standard deviation > Correlation > Regression > Random samples > Comparative experiments > Graphical representation of data R O S S I N S T I T U T E A C A D E M Y

89. Mathematics Class Statistics > Density curves > Normal distributions > Standard deviation > Correlation > Regression > Random samples > Comparative experiments > Graphical representation of data R O S S I N S T I T U T E A C A D E M Y

90. Mathematics Class Statistics > Density curves > Normal distributions > Standard deviation > Correlation > Regression > Random samples > Comparative experiments > Graphical representation of data > How can data be organized and interpreted? R O S S I N S T I T U T E A C A D E M Y

91. Mathematics Class Statistics > Density curves > Normal distributions > Standard deviation > Correlation > Regression > Random samples > Comparative experiments > Graphical representation of data > How can data be organized and interpreted? > How can patterns in data be summarized? R O S S I N S T I T U T E A C A D E M Y

92. Mathematics Class Statistics > Density curves > Normal distributions > Standard deviation > Correlation > Regression > Random samples > Comparative experiments > Graphical representation of data > How can data be organized and interpreted? > How can patterns in data be summarized? > How can relationships be described using scatter plots? R O S S I N S T I T U T E A C A D E M Y

93. Mathematics Class Statistics > Density curves > Normal distributions > Standard deviation > Correlation > Regression > Random samples > Comparative experiments > Graphical representation of data > How can data be organized and interpreted? > How can patterns in data be summarized? > How can relationships be described using scatter plots? > How can these methods be used to understand social organization? R O S S I N S T I T U T E A C A D E M Y

94. Integrated Arts Theatrical works, methods & movements in 19th & 20th century Europe & America > Playwriting > Interpreting theatrical scripts > Dramatic content and structure > Character motivation > Role of protagonist and antagonist Texts > Conﬂict and resolution > A Jubilee by Anton Chekhov > Character construction > Scene construction > Conveying information through dialogue R O S S I N S T I T U T E A C A D E M Y

95. Integrated Arts Theatrical works, methods & movements in 19th & 20th century Europe & America > Playwriting > Interpreting theatrical scripts > Dramatic content and structure > Character motivation > Role of protagonist and antagonist Texts > Conﬂict and resolution > A Jubilee by Anton Chekhov > Character construction > Scene construction > Conveying information through dialogue R O S S I N S T I T U T E A C A D E M Y

96. Overview of all Domains History English Math Science Performing Arts Nationalism Narrative Statistics Biology and Playwriting technique Evolution Demographic shifts Density curves Textual analysis and Point of view Evidence of interpretation The 2nd Industrial Normal evolution Revolution Character distributions Theater history development HMS Beagle The doctrine of Standard deviation Dramatic content “progress” Textual Analysis Radioactive dating and structure Correlation Imperialism (China, Critical thinking Natural selection Elements of a “hero” Regression Africa, Japan) Timed writing Mendel’s Character deﬁnition Random samples Marxism experiments and motivation Public speaking Comparative Research Mitosis & meiosis Conﬂict and Listening to others experiments Writing Introductory resolution Huckleberry Finn Graphical population A Jubilee Critical thinking representation of Things Fall Apart genetics Primary sources data Riders to the Sea Various topical Punnett squares The Hairy Ape essays or poetry Gene pool R O S S I N S T I T U T E A C A D E M Y

97. Integrated Learning Experiences > Bridgewater: Using Excel spreadsheets, students examine and manipulate statistical information from passenger lists from an immigrant ship from London in the late 19th century. > Domains involved: Math, History, English, Technology > Students manipulate data and make graphs. > Students write a brief essay assessed by Math, English and Cultural History teachers. R O S S I N S T I T U T E A C A D E M Y

98. Integrated Learning Experiences > Students evaluate contemporary texts about Social Darwinism in light of what they have learned about evolution and its mechanisms. > Students explore whether the ideas they have learned about how physical traits evolve can be applied to complex behaviors and phenotypes in human society. > Domains involved: Cultural History, Science R O S S I N S T I T U T E A C A D E M Y

99. Integrated Learning Experiences George Orwell Essays > In two essays by George Orwell (“Shooting an Elephant,” “A Hanging”) students reﬂect upon Orwell’s portrayal of the psyche of the oppressor. > In a 400-500 word reﬂection, students discuss how Orwell portrays the effects of British imperialism on the British themselves, particularly Orwell himself who plays a central role in each of the essays. >Domains Involved: English and History R O S S I N S T I T U T E A C A D E M Y

100. Integrated Learning Experiences Mark Twain Assignment > After reading Twain’s “To the Person Sitting in Darkness” and “The Philippine Mess,” as well as The Adventures of Huckleberry Finn, students compose a speech or a letter from Twain’s point of view on the subject of US imperialism. > Students draw upon Twain’s general feelings, and the evolution of his feelings, about imperialism, as well as on his speciﬁc thoughts about the situation in the Philippines. > Domains involved: English and History R O S S I N S T I T U T E A C A D E M Y

101. Integrated Learning Experiences Eugenics > Students look at the American eugenics movement in the context of late19th/early 20th century immigration, Social Darwinism, genetics, modern statistics, nativism, and fascism. > Domains involved: History, Math, Science > Student assignment: short answers to questions on topics. R O S S I N S T I T U T E A C A D E M Y

105. MI Learning Experiences National Anthems > In learning how cultural & political identities are formed and maintained, students listen to various national anthems, writing and reﬂecting on what they evoke. > Students view a controversial interpretation of the US National Anthem during a time of political turmoil (Vietnam War era—Jimi Hendrix at the Woodstock festival). > Students reﬂect upon how cultural symbols develop, maintain and shift meaning. R O S S I N S T I T U T E A C A D E M Y

106. MI Learning Experiences Images of Imperialism > Students analyze images to understand the motivations, justiﬁcations and rationales for 19th century imperialism. R O S S I N S T I T U T E A C A D E M Y

111. The Trial Project > In this simulation activity, students research a leader of a resistance movement against western dominance in the late 19th/early 20th century. They work in groups to construct a play whose story is that of charging the leader with a crime (usually “treason”) for which he or she is tried. They then perform the play in front of their peers and communicate the varying points-of-view connected with these resistance movements and the circumstances surrounding them. > Students role-play witnesses, advocates, judges and leaders. > Domains involved: History, English, Integrated Arts Tasks > Individual research on assigned leaders > Group preparation of storyboard and script > Group rehearsal and performance R O S S I N S T I T U T E A C A D E M Y

112. The Trial Project > Teachers create the leader list and assign groups. Students randomly choose the leader they will work on. > Over the years the list has changed and been varied; usually 6-8 in total. > Leaders have included: Wovoka (the United States), The Mahdi (Sudan), Louis Riel (Canada), Patrick Pearse (Ireland), Emiliano Zapata (Mexico), John Chilembwe (Malawi), Marcus Garvey (United States), Mary Baker Eddy (United States), Victoria Woodhull (United States), Bal Gangadhar Tilak (India), Makario Sakay (Philippines), Emilio Aguinaldo (Philippines), Ida B. Wells (United States) R O S S I N S T I T U T E A C A D E M Y

127. Student Work: Script Excerpts Trial of Mohammed Ahmed (the Mahdi) JUDGE: Mohammed Ahmed, known largely as the Mahdi, is charged with raising a rebel army, treason, resisting arrest, murder, incitement to murder, and conspiracy to murder…How do you plead? DEFENSE ATTORNEY: …He has done nothing but inspire people to believe a new freedom is attainable. This rebel army was not raised by my client. If you were only to look at the Sudanese, you would see how much they unanimously wish to overthrow the Anglo-Egyptian government… THE MAHDI: By corrupting our society, by forcing a way of life, an alien culture on the people of Sudan, the Anglos kill of the best parts of Islamic culture, our culture. Even this court I’m tried in has no place in our true society… You say your government is here to beneﬁt our community, to “uplift” it, but if that were true your government wouldn’t oppress our people. What right does one people have to impose cultural policies on another? You do not practice what you preach. Instead of beneﬁting our society you demand heavy taxes and force innocent people to join your military and kill for your meaningless causes. R O S S I N S T I T U T E A C A D E M Y

128. Student Work: Script Excerpts Trial of Patrick Pearse JUDGE: Mr. Pearse I will remind you that this court will only recognize Ireland as a province. There is no such thing as the Irish Republic. Mention it again and I will order you executed on the spot. PROSECUTING ATTORNEY: Thank you your Honor. Mr. Pearse, please try again to explain your justiﬁcation for this revolt. MR PEARSE: My politics are the politics of nationalism. I am an Irish nationalist. I believe, like you, in the logic of self-rule for a distinct people, in our case a Gaelic people whose traditions and language and history unite them. My revolt was successful— PROSECUTING ATTORNEY: Not very successful. MR PEARSE: My revolt was successful in that it gave my people hope; it gave them inspiration for the republic that should exist… R O S S I N S T I T U T E A C A D E M Y

129. Student Work: Unit Reflections > Nativistic rebellions against westerners were not only to liberate the people from oppression but also to keep alive the culture that had existed long before the arrival of western powers. Many indigenous peoples did not like the influence of the western ways and fought to keep their old traditions. > It was amazing how the western powers justified their domination by using not just technology but also ideas about science like Darwin’s new theory that helped them ‘explain’ how their guns could kill off a massive native army which of course has nothing to do with biology. > I always knew that statistics could tell any story you want them to and I guess this was true from the very beginning of probability theory when eugenics (white imperialists) tried to explain why one group was better than another. R O S S I N S T I T U T E A C A D E M Y

130. Student Work: Unit Reﬂections > It was interesting how the modern cultures combined their traditional religious beliefs with their weapons of modern science to dominate the cultures that didn’t have those modern ideas yet. > Sometimes the indigenous groups, as in Wovoka and John Chilembwe [sic], were inﬂuenced by the imported ideas of the peoples they fought against, such as Christianity. It was like the guy in China whose name I can’t remember who thought he was Jesus’ brother. R O S S I N S T I T U T E A C A D E M Y

131. Student Work: Project Reﬂections > When I ﬁrst heard about [the Trial Project] I had strong doubt that I would enjoy the process. What I liked about it though was that since students had to write a play, they had to present the emotions and the impact that the leader really had on the people. Whereas, in a paper, it would mainly just be the facts about what happened. … > Writing a play and having to use acting as tool to express the impact, was challenging but not impossible. I was also very passionate about the leader I was studying and so I felt a personal connection to him, and so writing about him, and expressing his feelings was fun for me. > The Trial Project involved not only researching the leaders but creating a production that re-lived the actual struggles and beliefs. This helped me gain a better and more realistic understanding of the leaders and a revolutionaries; I gained a better understanding of the situation [Chilembwe’s] people were in and how their oppression had affected him. R O S S I N S T I T U T E A C A D E M Y

132. Student Work: Project Reﬂections > The Trial Project allowed you to really see what your leader went through. Working in the group was helpful because you got to hear other peoples ideas. Also hearing how other groups decided to present their trial was really helpful. When groups really got into it, you could see what a trial might have actually been like. By making the rest of the class decide if the defendant was innocent or guilty made the overall trial more interesting and made people listen more closely. > One of the strengths of the Trial Project was that it really displayed how none of these situations was really clear-cut, how can you ﬁnd the right answer? Ms. Clark always says don’t judge the past by the standards of the present and this really forces that idea. R O S S I N S T I T U T E A C A D E M Y

133. Text > Demonstrate responsibility to the natural world and the capacity to make individual and collaborative contributions to the human community > Integrated knowledge, critical thinking abilities and problem-solving skills > Demonstrate ability to create and communicate effectively through diverse modes of human expression > Demonstrate capacity to be introspective and to know oneself in a holistic, “well” manner; commitment to better oneself by courageously facing one’s failures and building on successes > Intellectual passion, curiosity and commitment to learning > Ability to envision the future and develop strategies to effect positive change > Imaginative, Humane Leadership R O S S I N S T I T U T E A C A D E M Y

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