This document provides an overview of the TGPLAN program, which focuses on having students think globally and problem solve locally through project-based learning experiences. It discusses that TGPLAN stands for "Think Globally, Problem-solve Locally, Act Neighborly" and is a program at the Academy for Global Studies high school. It describes some of the key components of TGPLAN, including international expeditions for students, such as one recently taken to Costa Rica. The document outlines the goals of providing a globally-focused education through interdisciplinary and experiential learning opportunities.

1. Think Globally,
Problem-solve Locally,
Act Neighborly!
Welcome to TGPLAN
Stacy Allen Webster and Edward Tierney, Academy for Global Studies

2. global
local =
Austin, TX
international traveling expedition to Costa Rica

3. “Teddy”
Edward Tierney
World History teacher
Stacy
Stacy Allen Webster
English II/World Literature teacher
About Us

4. About Us
The Academy for Global Studies at
Stephen F. Austin High School:
• smaller learning community
• main campus = 2000+ students
• AGS = approx. 450 students 9th-12th
• public urban high school
The AGS Dream:
• globally focused curriculum
• interdisciplinary, teamed model
• project-based learning
• rigorous for all (Pre-AP/AP courses)
• service-learning
• travel expeditions/field experiences
• capstone/portfolio experiences

5. And now…our interpretation of
a successful ISSN school:

6. Curriculum
Travel
Expeditions
Service
Learning

7. TGPLAN Overview Costa Rica
service
and think
tank
Identify
global and
local issue
Research
and
interviews
Take
Action
group
project
Advocacy
product
Reflective/
persuasive
essay
Showcase
Night

8. Sample advocacy products:

9. Learning Expedition to Costa Rica
Why Costa Rica?
 the majority of our students are learning Spanish
 we hoped to visit a Central or South American
country in order to connect to our spring unit on
colonization and postcolonial identity
 Costa Rica is safer and more navigable for large
groups than some other options
 EARTH University fosters a travel experience vs.
a tourist experience
 it’s the happiest country on the planet!

10. Curriculum Connections
EARTH University
 Politics and history of bananas
 Methane collection and water purification
 The science and sociology of trash (waste, recycling, class)
 Sustainability/use of resources
 Cultural interaction and service at the FINCAS
Bribri Indigenous Tribe
 Native populations in a postcolonial culture
 Preserving culture
 Service learning
Doka Coffee Plantation
 Chemistry of caffeine
 Migrant worker conditions
 Globalization of food/farming

11. EARTH University
(Escuela Agricultura de Regiόn Tropico Húmeda)

12. Global Problem-solving

13. Bribri indigenous tribe

14. Bribri service projects

15.  Big world/small world
 How far do you need to travel to change the world?
 Social/environmental umbrella
 Inspiration/empowerment
Think Tank

16. Community Partners

17. What ideas do you have for incorporating travel,
field experiences, or guest teachers to enhance
a specific unit of study? What challenges/obstacles
do you anticipate?
Thought Jot

18.  Formulating driving questions to guide process
 Conducting research to frame perspective
 Interviewing primary sources
 Documenting the research process
Investigate the World

19. TGPLAN Workdays

20.  GROUP-designed service-learning projects
 INDIVIDUALLY-designed advocacy products
Take Action

22. Been there? Heard that? What obstacles have you
faced with collaborative projects? What solutions
have worked for you? What ideas would you like to
try?
Pair & Share

23.  Students determine their own impact (depth of project,
time commitment, etc.)
 Service points v. grade points
 Original design v. existing organizations
 Service-learning develops ethos for the individually-
created advocacy product and showcase night
Take Action service project details:

24.  INDIVIDUALLY-designed advocacy products
Take Action
Big Ideas (these can stand alone if designed
and executed well):
Combo-platter (these are smaller pieces,
but still effective – combine 3 to create an
advocacy campaign):
PSA (public service announcement) – this
can be a short film, a slideshow of
images with narration or text slides, etc.
Podcast or collection of podcasts
Website
Documentary covering an issue
Documentary based on action you have
taken
Photo essay
Scrapbook
Art/sculpture (authentic!)
Song (write lyrics, compose
music?...record performance!)
Social Networking Advocacy Movement
(not just creating a FB group)
Letter writing campaign (letters actually
mailed!)
Other ideas:
Poster or billboard design
T-shirt design
Bumper stickers
Flyers
Magazine advertisement
Wrist bands (“chum”)
Song lyrics/poetry
Buttons
Sample letter for a letter writing
campaign
Other ideas:

25.  Voice = power
 The task: use media/technology/artistic tools/crazy antics
to bring VOICE to the POWERLESS
Advocacy

28. Our newest task sheet asks students to:
 Consider the local manifestations or implications of a
global issue
 Incorporate logos, pathos, and ethos to persuade others to
take action
 Call the viewer to a specific action
 Document research
That was then, this is now…

30. Rubrics
www.TGPLANproject.weebly.com

32. SAGE Design
 STUDENT CHOICE
Are there opportunities for students to make choices about
content, process, and/or product?
 AUTHENTIC WORK
Are students being asked to do the kind of work professionals do
in the “real world”?
 GLOBAL SIGNIFICANCE
How are students being asked to investigate the world, recognize
multiple perspectives, communicate effectively, and/or take
action?
 EXHIBITION TO A REAL-WORLD AUDIENCE
How will students have the opportunity to present their learning to
an authentic audience?

33.  Reflective/persuasive essay (individual)
 Showcase Night (group presentation)
Communicate Ideas

34. I want to remember who we are
taking action for, who we are
advocating for, because that is
really what it is about when you get
to the very core of this project.
This project caused me
to reflect on my
capacity for change.
Even though I am a high
school student, I [can]
make a positive impact
on my community.
Youth who are experiencing homelessness
can see that there are people around their
same age and in their community that care
about them, and know that they are there,
and will not turn their eyes away.

35. Q & A