Building Cultural Diversity Bridges

that will span a

Lifetime.

 

  

2008 - 2009 Global Bridges

 

Introduction

This year long honors level course is designed to give the students a greater understanding of their roles and responsibilities as global citizens in the 21st century. The course is dived into two components. First there is a structured class on global issues, perspectives and citizenship in light of Catholic Social Teaching. This section of the course is designed to explore cultural diversity and global issues in the student’s community, state, nation and in the global community. The second aspect of this course is "School Connectivity." In this component the student will have the distinct opportunity to connect directly (via technology) with students from countries such as Afghanistan, Tajikistan, Palestine, or South Eastern Europe in order to enhance their understanding of cultures and broaden the boundaries of their everyday lives. Students will work with students in another country on joint projects and lessons.

With the international connection and various other aspects, this course is very fluid and does require a higher level of independent work by the student. Using technological tools to communicate with one another, students will work independently, in groups and in multi-national teams to explore fundamental questions about who they are and how they can develop relationships. Students may look at the official website for this course at www.globalconnectivity.org to view past projects.

Course Description

This course relies heavily on participation, both active listening and sharing your perspective. During the course of the school year in addition to School Connectivity, the student will be provided with an environment to a) gain knowledge of diverse perspectives and lifestyles, b) explore their own social identity and group memberships, c) gain conceptual understanding of the key issues and concerns related to social justice and d) develop strategies for communicating and relating across cultural differences.

To successfully complete the goals of this course a climate of critical analysis, respect and honesty need to be established. Please keep in mind that when discussing issues in this class, all perspectives will be respected as long as they are argued critically. You are asked to respect the different opinions of others by really listening, and asking respectful questions for more information about how they came to their opinion, especially if you disagree.

One of the most important elements of this course is critical thinking. In general, critical thinking involves challenging the course material, others and yourself to consider as many perspectives on the issues as possible. The starting point for all such thinking is that of the Catholic Church on moral and social elements. You will be expected to think critically about how dominant social systems have influenced your perspectives and behaviors. One of the goals in this class in not to negate your beliefs, but to challenge you to think about how and why you came to believe what you believe.

The dialogue (sections) and written assignments provide opportunities for you to share your critical analysis with your classmates and instructors. Your critical analysis may contain your opinions, however you should express your opinion less as a matter of fact, and more as a position that you have taken as a result of your particular experiences as a person who has been shaped by culture/history/identity (e.g. gender, sex, race, age, socioeconomic class, abilities, sexual orientation, religion, language, etc…..)

In addition the Goals of the School Connectivity Project (SCP) is to help the students learn to use information technologies to communicate and work together to build understanding, trust and cooperation across cultures. The Objectives of SCP are as follows:

To enhance/develop intellectual capacities, individuality, and independence of the student.

To enhance communication, team work, and interaction skills.

To develop basic skills in online communication, web page design and other ICT related activities.

To understand and participate in project-based online activities.

To begin to develop a global based perspective.

To begin building and sustaining connections among students.

Course Methodologies and Activities

This course consist of both lectures and computer lab. In the lecture portion, the focus is on raising awareness of key issues, concerns and concepts, providing accurate information and data on diverse groups and relating theories and models to critical incidents of social oppression in everyday life. The basis for all lectures is Catholic Social Teaching. In the computer lab the students will take what they have worked on in class (Identity and Community, and Building Cultural Connections) and develop and present descriptions of themselves and their community online. In addition they will then apply what they have learned by interacting with their local community members. They will work in multi-national teams to research and study parts of mutually agreed upon topics. They then will work together to create thoughtful online compositions that synthesize the research from each school that reflect cultural similarities and differences. Students will work on various collaborative international projects including but not limited to the development of a collaborative website.

The lab sections will follow a group dialogue and experiential activity format and primarily focuses on relating the lecture and SCP material to personal experiences and active learning activities. In the lecture session students will be taught how to use the dialogue process to facilitate their understanding of their fellow students experiences of their peers and the information presented in the readings.

 

 

 

 

 

Resource Reading(s) Assignment Guideline Questions

Students will have many reading assignments throughout the year. The student is to turn in a typed reading assessment for each reading assignment. The reading assignment is to answer each of the following questions:

What in the reading was particularly interesting, surprised you, or was new information to you?

What are some things that you agree with or identify with? Explain how and why.

What are some things you disagree with? Explain how and why.

In what ways might the information in the reading be useful to you?

How does the reading play out on the global stage in light of understanding global perspectives?

What questions do you still have in regards to the topic of this particular reading?

Overview

SCP - Correspondence

Tests

Using computer technology for collaboration, communication, and project design, development, and presentation

Using active participation and collaborative learning for students to cooperate, share information, learn from one another, and adopt democratic practices

Encourage constructivist learning by guiding and supporting students in organizing, managing online products

Introducing project-based activities as an alternative to traditional based teaching methods, which are long-term, interdisciplinary and integrated with real world issues and problems

Learning problem-solving and conflict resolution techniques for effective collaboration and communication

Creating safe environments for discussions and work about tolerance, diversity and peace.

Students respond to weekly Bulletin Board discussion topics, sharing ideas and resource links

Students teach the SMR community about global awareness via website, bulletin boards and TV announcement.

Students write articles about the project for their school newspaper, newsletters, and the School Connectivity Web sites.

Students video record interviews with community members. Edit and present them on the school’s Web site.

Students and teachers gather and share information about other online projects across the world to compare activities and to find potential partners for similar Internet-based collaborative projects in the future.

Students must correspond with at least one student from each of our cluster schools weekly.

Required Texts and Materials

Reference Readings (located in the LRC)

Handouts

Assigned Internet Readings

Computers with Microsoft Office or equivalent software

Microsoft Power Point

Internet and Web browser

School Connectivity Websites

Books, newspapers, journals, museum artifacts, archival documents, photos, videos, interviews

 

Course Outline

20/20 Project (Due Jan 6)

School Connectivity Project (ongoing)

Introduction to Critical Thinking

Foundations of Social Justice (secular understandings)

10 Building Blocks of Catholic Social Teaching – (ongoing)

- Principle of Human Dignity

- Principle of Community and Participation

- Principle of Work and the Rights of Workers

- Principle of Solidarity

- Principle of Stewardship

- Principle of Subsidiarity

- Principle of Human Equality (including Rights and Duties)

- Principle of the Common Good

- Resource and Other Assigned Readings (ongoing)

 

SCP Outline (pending RSI-SOL curriculum)

Experiential Learning – students will be assigned as ambassadors for a particular country. As an ambassador it will be the students’ responsibility to develop a PowerPoint presentation teaching the other students about their countries. Students will be responsible to keep informed about their countries news and to report to the "Council of Nations" appropriately. Students will also be required to turn in a cycle report based upon the information they obtained (via their particular country’s news reports)

Poverty Project – during the second semester student will be assigned a poverty project. Details of this project will be given to the student at the start of the 2nd semester.

Midterm Exam – the 20/20 Project will be used to assess the students performance and will be valued as the students midterm exam grade.

 

 

 

 

 

Grading System

In Class Participation (discussions to include etiquette and

Council of Nations) 25%

Projects/Lab/SCP (includes projects/communications etc.) 35%

Tests 15%

Outside Work (includes homework, reading assignments

and related reports) 25%

 

 

Semester Grade

First Quarter Grade 40%

Second Quarter Grade 40%

Final Exam 20%

Textbooks – Currently there is no assigned textbook for this course, therefore the student

will need to be very diligent in taking notes during class lectures and student presentations. This course is designed on a high level of individual student work.

Reference Readings – Throughout this course students will be responsible for reference readings. These assigned readings will be found in the Learning Resource Center (LRC). Students will need to check out the article and they may either make 1 photocopy for their personal use, or they will need to sit in the LRC and read and take notes on the particular assignment. Under no circumstance may a student leave the LRC with the resource copy. Students should note that Reading Assignment Guideline Questions are required for all reading assignments.

Writing – students taking this course are high school juniors and as such all assignments should reflect the quality and quantity of a college preparatory junior level student. A students grade will be severally lowered for falling below this high level of performance. To help the student understand the minimum requirements please review the following guidelines .

All work should reflect critical thought at a junior level.

A paragraph must be a minimum of six complete sentences

A short or brief essay must be a minimum of three complete paragraphs

An essay must be a minimum of seven complete paragraphs.

For writing such as journals and reading assessments the student should answer/and or define their work completely and critically. For example; a journal writing should not be "today we went into lab and worked on our projects." This perimeter is not specific enough in detail and as the student maybe required to return to their journal during testing or exams to answer specific questions, the above example would be serious loss to the students’ ability to answer the question fully.

 

Policies and Rules

Late work on major assignments will be assessed one letter grade lower for each day the work is late. (except incases of illness). Students know well in advance when major assignments are due. Students should submit their work in advance in cases where the student knows they will not be in class.

No homework will be accepted after it has been collected. Students will receive a 0 for missing work. Students missing class because of athletic participation are required to turn in their homework the day it is due before leaving campus.

The responsibility of collecting missed assignments, scheduling time for make up tests and completed missed work is that of the student, not the instructor. Please note that make-up work does not include previously assigned work. That work is due upon the student’s return to class.

Students missing a test or quiz due to an early dismissal (i.e. participation in athletics) are required to make up test or quiz during the next scheduled class period.

Students are expected to arrive on time for class.

Students are expected to come to each class with all materials (text books, writing materials, and notebook) and prepare to begin work immediately.

Class is over when the instructor states that it is finished.

Rudeness of any kind will not be tolerated. Students are expected to respect the opinions and rights of others.

Students will be called on randomly to answer questions or to engage in intellectual discussions with the instructor and/or fellow students. Therefore, preparation for class is essential

Grades will be posted at the start of each new cycle using confidential student numbers in lieu of student names. It is the responsibility of the student to remember his/her number and to refrain from sharing it with others.

Unruly, immature, disruptive, or improper behavior will never be tolerated.

All work must typed. Students are advised to plan ahead to avoid mechanical disruptions. Students who run into complications and cannot type their work must have a note from their parents specifying the problem.

You are expected to come to class prepared and in compliance with the uniform code as stated in the student-parent handbook.

No person is an Island and a class is a community. As a community it respects each member, and seeks to help build up the Kingdom by positive reinforcement. An individual acts on behalf of the community, and the community is thus rewarded or punished in accordance with such acts.

You are to follow and uphold the criteria established in the student-parent handbook on attendance and the SMR Honor Code.

Students are never to touch any of the equipment in the classroom without permission. The general rule in this classroom is that if it does not belong to you DON’T TOUCH IT.

Students are never permitted use of the instructor’s computer or any other school equipment found in the classroom.

Students are never permitted to sit at the instructors desk (there are two in this room).

Students are responsible for the breakage of any and all equipment in which the student failed to follow the above specified guidelines.

Any Behavior that prevents another student from learning is unacceptable.

The instructor reserves the right to amend the policies and Rules governing this class when necessary.

Personal Compliance Agreement

 

I ______________________________________, affirm that I have read,

(Name – please print legibly)

understand, and promise to comply with the Policies and Rules presented to me regarding

my behavior and responsibilities during this class.

 

 

 

Name:_________________________________________ Date: ______________________

(Signature of Student)

PARENTS

(Please check one of the following and sign/date below)

 

_____ I affirm that I and my son/daughter have read this syllabus and attest that my

son/daughter will comply with the Polices and Rules of this class as set by the

instructor.

_____ I have read the syllabus for this course but I do not agree with the Policies and

Rules of this class as set by the instructor. (please state which policy and reason(s)

______________________________________________________________________

______________________________________________________________________

 

 

Name: _________________________________________ Date: ______________________

(Signature of Parental/Guardian)

 

Parent email: _____________________________ Student email: ______________________________

 

Please Print Legibly

THIS FORM IS TO BE SIGNED AND RETURNED TO THE INSTRUCTOR ON OR BEFORE SEPTEMBR 5, 2008

 

The Instructor(s) reserve the right to amend the Policies and Rules (including but not limited to the Course Syllabus) governing this Course when necessary.