SXSWedu workshop -- case study for globalizing your school

1. Think Globally,
Problem-solve Locally,
Act Neighborly!
Welcome to TGPLAN
The Academy for Global Studies at Austin High School
www.TGPLANproject.weebly.com

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

3. 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
• problem-based learning
• rigorous for all (Pre-AP/AP courses)
• service-learning
• travel expeditions/field experiences
• capstone/portfolio experiences

4. Here’s everything you need to get started:
www.TGPLANproject.weebly.com

5. Curriculum
Travel
Expeditions
Service
Learning

6. 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

7. 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!

8. 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

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

10. Global Problem-solving

11. Bribri indigenous tribe

12. Bribri service projects

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

14. Community Partners

15. 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

16. ISSN Pillars
Investigating
the World
Recognizing
Multiple
Perspectives
Taking
Action
Communicating
Ideas
Four Pillars of the ISSN (International Studies Schools’ Network

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

18.  Considering multiple perspectives through collected
group interviews
 Making a plan that incorporates different gifts, talents,
and ideas
 Developing a perspective based on data, experience,
and context
 Assessing impact/drawing conclusions
Recognizing/ Weighing Perspectives

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

20. TGPLAN Workdays

22. 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

26. 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?

29. 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. Sample advocacy products:

31. Water Pollution PSA Creator: Karen
Alpulche

32. Rubrics
www.TGPLANproject.weebly.com

33. Homelessness Creator: Jordan
Jones

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

35. 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.

36. Q & A about TGPLAN project

37. Global learning in AGS:
 9th Grade: Community Garden Project
 10th Grade: Waste Management/Trash Talks
 11th Grade: Puck Magazine
 12th Grade: AGS Capstone Projects