Driving Question:

How does capoeira embody the essence of Afro-Brazilian culture and history?

Module Summary:

The teacher-led module “Capoeira” explores the history, cultural significance, and practice of Capoeira, a Brazilian martial art with roots in African traditions. Students examine how Capoeira developed during colonial times, its periods of restriction and criminalization, and its eventual legalization and global spread. Through this lens, the module highlights Capoeira as both a physical discipline and a cultural expression deeply connected to Afro-Brazilian identity.

Throughout the module, students engage in hands-on learning and cultural immersion to develop their understanding of Capoeira. Learners participate in weekly Capoeira classes, where they practice movement, rhythm, and technique, as well as learn to play traditional instruments such as the berimbau. They explore different styles of Capoeira, including Angola and Regional, and deepen their skills through an intensive training experience with expert practitioners, including sessions at ABADÁ-Capoeira, a globally recognized Capoeira organization.

In their final assessment, students create and perform a choreographed Capoeira piece that incorporates the styles and techniques they have learned. The process requires collaboration, creativity, and communication, as students from diverse backgrounds work together to build a cohesive performance. Through this experience, the module emphasizes the importance of cultural appreciation, physical expression, and teamwork, allowing students to engage with Capoeira as both an art form and a living cultural tradition.

Driving Question:

How can we use multimedia literary expression to tell the story of conservation of biodiversity in Brazil?

Module Summary:

The teacher-led module “Narrative of Life” explores how storytelling can be used to communicate the importance of biodiversity conservation in Brazil. Guided by the driving question, how can we use multimedia literary pieces to tell the story of conservation of biodiversity in Brazil, students investigate environmental issues through creative expression, combining research with artistic interpretation to raise awareness about human impact on nature.

Throughout the module, students participate in a range of field experiences, workshops, and expert-led sessions that deepen their understanding of conservation and storytelling. Learners engage with professionals such as an agroforestry project leader, take part in poetry and vocal workshops, and join a boat expedition with a marine bioacoustics expert. A key highlight of the module is a week spent in the Amazon, where students gain firsthand insight into biodiversity and conservation efforts, supported by local organizations and experts.

In their final projects, students create immersive multimedia literary pieces that communicate environmental narratives in creative ways. These projects include performances, writing, and audiovisual storytelling that aim to inspire awareness and action. For example, students present works such as a song that personifies nature to highlight the impact of human exploitation, using artistic expression to convey complex environmental issues. Through this interdisciplinary approach, the module emphasizes the power of storytelling in driving meaningful change and fostering a deeper connection to the natural world.

Driving Question:

To what extent does football contribute to Brazil’s economy?

Module Summary:

The teacher-led module “Footballnomics” explores the cultural, social, and economic impact of football in Brazil. Guided by the driving question, to what extent does Brazilian football impact its economy, students investigate how football shapes communities and contributes to economic systems. The module highlights football not only as a sport, but as a powerful social force that connects people and influences national identity.

Throughout the module, students engage in experiential learning, field visits, and academic study to better understand football’s role in Brazilian society. Learners participate in activities such as playing beach football, attending live matches, visiting stadiums, and exploring favelas, gaining firsthand insight into how football is embedded in everyday life. They also collaborate with organizations that use football as a tool to support youth and provide safe community spaces.

Academically, students explore both the economics and psychology of football, including topics such as supply and demand, financial systems within the sport, marketing strategies, and concepts like tribalism in fan culture. The module is further enriched by guest speakers, including former professional players, coaches, and advocates addressing issues such as racism in football and the global influence of the sport. In their final projects, students apply their learning by creating games and simulations that reflect the economic and strategic aspects of football, demonstrating how the sport operates both on and off the field.

Driving Question:

How can we improve earthquakes preparedness in Vancouver through collaboration and innovation?

Module Summary:

The teacher-led module “Quake Quest” explores the science, history, and societal impact of earthquakes in Vancouver and the surrounding region. Guided by the driving question, how can we improve earthquake preparedness in Vancouver through collaboration and innovation, students investigate the risks associated with seismic activity and the strategies communities use to prepare for and respond to natural disasters. The module emphasizes interdisciplinary learning, combining science, mathematics, history, and technology to better understand earthquake preparedness.

Throughout the module, students learn from guest speakers, field experiences, and hands-on investigations that deepen their understanding of earthquakes and disaster response. Students explore Indigenous knowledge through stories such as the Thunderbird and Whale, which help explain natural phenomena and preserve historical records of seismic events. They also receive training in emergency preparedness from Christine Bodnarchuk of the BC Earthquake Alliance, learning essential safety practices such as “Drop, Cover, and Hold On.” Additional speakers introduce topics including search-and-rescue operations with trained dogs, artificial intelligence in disaster response, and the role of satellite data in detecting ground movement after earthquakes.

Students also participate in experiential learning opportunities, including visits to local geological landmarks along the Sea-to-Sky corridor and the Museum of Anthropology, where they explore both the geological causes of earthquakes and their cultural and historical impacts. In their final assessments, students apply their learning by creating tabletop games that incorporate earthquake science and probability concepts, as well as developing AI-based proposals aimed at improving earthquake preparedness, response, and recovery. Through these projects, students demonstrate how collaboration, technology, and education can help communities better prepare for future seismic events.

Driving Question:

How can we understand the impact of equity and Canadian policies on the unhoused populations of Vancouver to propose new policies?

Module Summary:

The teacher-led module “Roof Rights” explores the challenges of housing affordability and homelessness in Vancouver. Guided by the driving question, how can we understand the impact of equity and Canadian policies on Vancouver’s homeless population in order to propose new policies, students investigate the social, economic, and political factors that shape housing access in the city. The module encourages learners to analyze real-world systems and develop policy-based solutions to address the housing and homelessness crisis.

Throughout the module, students conduct independent research, field visits, and discussions with experts to better understand the issue. Learners visit sites such as the Chinatown Foundation and East Hastings, where they observe initiatives focused on supporting unhoused individuals and revitalizing communities. They also explore other areas of Vancouver, including Deep Cove, to examine the contrast between neighborhoods with high livability and those facing significant housing challenges. These experiences help students understand how access to services, resources, and inclusive infrastructure shapes quality of life in urban environments.

Students also learn from guest speakers and researchers who share insights into homelessness, drug policy, and social support systems in Vancouver. Speakers include filmmaker Dominic Streeter, author Travis Lupick, and researcher Jing Xue, who discuss topics such as substance use, safe injection sites, and experimental housing initiatives. The module culminates with students developing policy proposals aimed at improving support systems for unhoused populations, addressing areas such as community centers, rehabilitation programs, mental health resources, and housing assistance.

Driving Question:

How can we apply our learning of indigenous environmental advocacy in Canada to create a sustainable NGO in our home country?

Module Summary:

The teacher-led module “Beyond Existing” explores the intersection of Indigenous environmental advocacy and NGO development in Canada. During the module, students examine how Indigenous perspectives, histories, and cultural traditions shape approaches to environmental stewardship and community advocacy. The module challenges students to consider how these lessons can be applied globally by asking the driving question: how can students use their learning about Indigenous environmental advocacy in Canada to create a sustainable NGO in their home countries?

Throughout the module, students engage in an immersive learning experience that combines research, workshops, guest speakers, and field experiences. Learners begin by building foundational knowledge about Indigenous history, culture, and social narratives in Canada before exploring real-world examples of advocacy and nonprofit work. Students also travel to Bowen Island, where they meet Indigenous artist and storyteller Simon James and learn about cultural practices such as totem pole carving, as well as visit the Chinatown Storytelling Centre to explore the relationship between governments and NGOs.

In the later stages of the module, students participate in workshops focused on NGO development and social entrepreneurship, learning how to craft mission statements, develop a theory of change, and frame social issues effectively. Students also meet leaders such as Chloë Fraser, an environmental advocate and TGS alumna, and community figures including Karlen Thomas and Manvi Bhalla, who share their experiences in advocacy and nonprofit leadership. The module culminates in a charity ball event, where students pitch their NGO ideas to a panel of guests in order to secure support for their initiatives and demonstrate how they can apply their learning to create meaningful change.