Driving Question:

How can I promote political and civic education in my local community in Belo Horizonte through engaging workshops for young people?

Product output from this module:

A curriculum created by me to teach political education and securing external funding to allow for its implementation.

Project Summary:

Luiza, a senior from Brazil, has always been passionate about politics. Her Service Learning Mastery project, “Agents of Change: Empowering Brazilian Youth through Political Education,” stemmed from her concern about the political apathy prevalent in Brazil. Statistics show that two-thirds of the Brazilian population feel disconnected from politics, posing a threat to the country’s democracy.

Through the service learning curriculum, Luiza delved into this issue, discovering that the root cause of political apathy was a lack of political education. She conducted a strategic statistics project, engaging with young people in her community to understand their views on politics and education’s role in shaping political engagement. She found that politics were not effectively communicated to young people, making it difficult for them to see their potential impact.

To address this, Luiza aimed to promote political and civic education through engaging workshops for young people. She invested time in learning about politics and education, drawing inspiration from Paulo Freire’s critical pedagogy, which emphasizes active, reflective learning rather than traditional, passive education.

Luiza designed a three-lesson plan focusing on public policy creation in Brazil, emphasizing hands-on, interactive activities. The first session introduced students to politics and democratic values, encouraging them to see themselves as current political agents. The second session involved analyzing local issues and developing solutions. In the final session, students implemented their solutions to effect change in their community.

Securing an international grant through Civics Unplugged, Luiza conducted her workshops with 20 students at an NGO in her hometown. Initially, students associated politics with corruption, but by the end, they saw it as a means for social change and collective effort. They identified and addressed hygiene issues at the NGO, benefiting 400 students.

Luiza found the project both challenging and rewarding, witnessing significant personal growth and the empowerment of other students. She expressed gratitude to her teachers, mentors, and the NGO for their support and belief in her vision.

Driving Question:

How can I promote global awareness in New Zealand youth through teaching primary school students about different countries and cultures around the world?

Product output from this module:

A collection of classes I have taught and lesson plans inspired by the classes I teach and the different countries. 

Module Summary:

Rianon, from New Zealand, undertook a service learning project called “Beyond NZ” to address the lack of global awareness among New Zealand primary school students. Geographic isolation has made New Zealand a peaceful country but has also limited its interaction with the rest of the world. Rianon observed that New Zealand’s education, especially at the primary level, is heavily focused on local content, leading to cultural insensitivity, limited problem-solving skills, and ineffective communication.

To tackle this issue, Rianon reconnected with her old primary school, where her former teacher became her external mentor. She observed his teaching methods and then taught classes herself. Her goal was to inspire interest in global awareness through engaging and fun lessons about different countries. Rianon taught six classes with three different teachers, totaling eight hours of teaching time. The students, aged 8 to 9, were taught about Botswana, South Korea, and India.

For Botswana, Rianon shared personal stories from her travels and had the students create informational posters. The South Korea lesson included fun facts and cultural traditions, and the students planned their own trips. The India lesson focused on cultural diversity and celebrations, ending with a competitive quiz.

Rianon used visual communication and collaborative activities to keep the students engaged. Although she acknowledges that the project didn’t change the primary school education system, it successfully made the world seem a little closer for these children in Devonport, New Zealand.

Driving Question:

How might we demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness while attending TGS?

Project Summary:

Andrea, David, and Doeun presented their project, “Building Grit Through Physical Education,” highlighting how physical activity at TGS fosters resilience, community, and personal growth. Each shared personal anecdotes illustrating their journeys through physical challenges and the support they received from their peers and mentors.

David shared his experience of running a quarter marathon in Greece despite a shin splint, emphasizing how community support helped him recover and persevere. Doeun recounted her struggle to maintain physical activity, ultimately achieving a 10K run through persistence and encouragement from friends. Andrea discussed her fencing project across different countries, overcoming challenges like adapting to new teachers and techniques, and how sports can unite people regardless of cultural differences.

The trio emphasized the importance of community in PE, citing their weekly “tough tummy time” sessions led by their PE coach, Shasta, which fostered a sense of togetherness. They also highlighted student-led sports sessions, where students like Aryna, Luiza, Sally, and Liam took on leadership roles to coach and support their peers, developing personal skills and contributing to the community.

The project showcased how TGS’s physical education program instills values such as grit, ubuntu (togetherness), and responsibility, leaving a lasting impact on the students.

Driving Question:

How might we understand the relationship between humans and energy in the past, present, and future of Japan?

Module Summary:

The module “Wall-EEE: Exploring the Eras of Energy” investigated the relationship between humans and energy in Japan, focusing on past, present, and future perspectives. Students learned about energy management, use, and production from cultural, spiritual, and scientific viewpoints. The module included guest speakers: one discussed Shinto Buddhism, another from the Japanese government, and a historian/scientist on atomic bomb survivors.

Their investigations involved exploring Hiroshima’s energy systems, experimenting with renewable energy models, and visiting various sites. These included a Shinto Buddhist temple, Disneyland, museums, a nuclear power plant, and Mazda’s factory, to understand different aspects of energy use and management.

The module culminated in creating a model and theoretical framework for an energy system in Hiroshima, addressing existing gaps. They employed human-centered design principles, inspired by insights from Disney and Mazda, to ensure user-friendly and efficient designs. They concluded by inviting attendees to see their demonstrations and final products.

For their final product, Sigurd R. and Sarfo A. developed an automated circuit designed to store and utilize the limited power generated by solar panels for Hiroshima’s tram system. Their aim was to eventually take tram stations off the grid with an effective battery management system. During their survey of Hiroshima, they noticed tram stops that provided shelter to passengers. Inspired by this, they proposed installing solar panels at these stops to harness energy.

In Hiroshima, trams are much more prolific there than in most other cities, which typically have metro systems without above-ground stations and therefore cannot utilize solar energy. Additionally, the tram system of Hiroshima was one of the first infrastructures rebuilt after the bomb, symbolizing hope and reconstruction after the war.

Driving Question:

How can we use media to respectfully share Indigenous Australian Dreamtime stories and cultural knowledge while honoring Aboriginal rights and sensitivities?

Module Summary:

The module titled “I See You” challenged students to engage deeply with complex themes of power dynamics, equity, and oppression, examining their manifestations both in Australia and their respective cultural contexts. Emphasizing experiential learning, the module aims to cultivate an understanding of media’s multifaceted roles.

A significant focus of the module was on respectfully sharing Indigenous Australian Dreamtime stories and cultural knowledge, while honoring Aboriginal rights and sensitivities. With over 500 distinct Aboriginal groups and a history spanning 60,000 years, Aboriginal culture’s profound connection to the land is central. The module included immersive experiences in Aboriginal communities, such as in North Queensland, where students explore fundamental questions about land and its significance.

The culmination of these experiences often results in creative projects like films. For instance, “Dear Yabula” and “Lore of the Land” are films crafted by students. These works aim to convey the deep perspectives and wisdom of Aboriginal cultures, particularly their relationship with ancestral lands. Inspired by the songlines of various Aboriginal peoples, including the Wurundjeri Woi-wurrung, Bunurong/Boon Wurrung, Gimuy-walubarra Yidi, and Dyirribarra Bagirbarr, the films are developed with permission and serve as respectful conduits for sharing Indigenous stories and knowledge. The module thus underscores the importance of media in fostering understanding and appreciation of Indigenous cultures while navigating ethical considerations and respecting cultural protocols.

Driving Question:

How might we understand the relationship between physics and human performance in aerial and aquatic environments?

Module Summary:

The module Over/Under: Air, Water & Physics explored the relationship between physics and human performance in aerial and aquatic environments. Their project involved taking trapeze classes for five weeks, where they learned and practiced various tricks, reflecting on the physics involved in their movements. They focused on understanding forces, pendulums, and the transformation of kinetic and potential energy.

Midway through the term, they participated in a workshop in Cairns, where they learned additional aerial arts and tight roping, and completed a water safety diving course. This course included pool training in breath-holding techniques, streamlining, and basic swimming skills, which they later applied in a lake, encountering real-world aquatic conditions, such as swimming with a crocodile. They also visited the Great Barrier Reef, where they swam with turtles and saw sharks.

The educational components of their module emphasized the physics of trapeze, such as gravitational, centripetal, and air resistance forces, as well as pendulum motion and energy transformation. In diving, they focused on swimming strength, equalizing pressure, rescue techniques, and efficient breathing.

Rianon T.’s final product is a physical scrapbook titled “A Physicist’s Guide to Trapezing and Free Diving!”. This scrapbook serves as an educational and informative overview of the physics involved in trapezing and free diving. Throughout the module, she focused on developing the 21st-century skill of adaptability and managing complexity. This was exemplified through various activities, including trapezing, creating physics experiments, building a car, launching a baking soda rocket, experimenting with pendulums, learning to free dive, and adapting to new challenges constantly.

She found this module particularly engaging and enjoyable, especially the trapezing aspect. The open-ended nature of the summative assessment allowed her to creatively interpret your learning, resulting in a fulfilling and engaging final product.

Driving Question:

How can I design a wellness app that effectively promotes healthy lifestyle choices for individuals of all ages and fitness levels?

Project Summary:

ana P., from India and Zambia, decided to undertake her year-long mastery project to create a wellness app designed to promote healthy lifestyle choices suitable for individuals of all ages and fitness levels, which she called “Treat Yourself”

Yana’s passion for baking and yoga, which have been consistent interests in her life despite other fleeting hobbies, inspired her to create this app. As she grew older and became busier with school and travel, she found herself spending less time on these activities. Through this project, Yana aims to reconnect with her passions, master them, and share them with others via her app.

The primary goal of her project is to design a functioning wellness app that features healthy recipes and mindfulness activities. Currently halfway through the project, Yana has developed a prototype of the app using a low-code online platform. She prepared for the content creation by completing several online courses, including certifications in nutrition, vegan and gluten-free baking, and yoga teaching.

Yana provides a brief demonstration of the app, showcasing its blog section where users can read about her experiences, such as meditating in Bosnia or trying a digital detox. Another feature of the app is yoga videos, which was a new and somewhat embarrassing experience for her as she transitioned from teaching live classes to filming and narrating them. Additionally, the app includes various recipes contributed by Yana and fellow TGs students, like gluten-free cupcakes, protein balls, and yogurt bowls.

Looking ahead, Yana plans to consider publishing and the associated rights after graduating from TGS. She intends to create more content, develop additional prototypes, and release the app for feedback.

Driving Question:

How can AI be applied in investigative, opinion, and solutions-based journalism in the context of digital communities in Bosnia?

Module Summary:

The “AI Journalism” module explored the intersection of artificial intelligence and journalism. The module aimed to understand the capabilities and limitations of AI in news writing and its impact on current events.

Students investigated the origins and evolution of journalism in their home countries and Bosnia, comparing human-written articles to AI-generated content. They examined various types of journalism—investigative, solution-based, and opinion—and learned how AI can be ethically and legally integrated into these fields.

The module included excursions to notable sites like the Al Jazeera Balkans, the National Museum of Bosnia and Herzegovina, and the Sarajevo Film Festival. Guest speakers provided insights into wartime reporting and modern journalism challenges, emphasizing the irreplaceable human element in storytelling.

Through practical experiences and reflections, students created their own articles, juxtaposing them with AI-generated pieces to discern the unique human touch in journalism.

For instance, senior student Santi D. created an article titled ‘Unraveling the Web of Deceit: Serbian Media’s Role in Spreading Fake News During the Yugoslav Wars,’ which examines the impact of misinformation during the 1990s conflicts in the Balkans. The article outlines how the Serbian media played a crucial role in shaping public perception and exacerbating ethnic tensions through the dissemination of fake news and propaganda.

Driving Question:

How can I create an engaging and educational virtual event that empowers young people to explore and pursue their interests in STEM fields?

Project Summary:

David O. created a project called “STEMpact” aimed at engaging young people in science, technology, engineering, and mathematics (STEM) fields. The project is designed to transform students from mere spectators to active participants in technological advancements. David, passionate about cognitive science and mathematics, recognized the challenges young people face in choosing specific STEM careers and sought to address this through immersive experiences.

STEMpact featured a series of workshops, each focusing on different STEM fields such as marine biology, quantum computing, and biotechnology. These sessions included guest speakers who shared their experiences and advised participants on preparing for careers in these fields. The project successfully attracted participants from nine different countries, with an overwhelming majority finding the workshops helpful.

David highlighted the personal growth and skills he developed through the project, including adaptability, networking, and leadership. He emphasized the importance of managing unexpected challenges, building professional connections, and coordinating various aspects of the event. The project’s success, reflected in positive feedback and growing participation, underscores its impact in igniting interest and passion for STEM among young learners. David concludes by encouraging others to forge new connections, innovate, and use their personal stories to address societal challenges.

Driving Question:

How can I use my personal life experiences to write and illustrate a children’s book that explores the topics of race, culture and identity?

Project Summary:

Samara M., one of our senior students, shared a deeply personal project inspired by her multicultural background, having lived in Kenya, China, Malaysia, and Tanzania. Despite loving books like “Alexander and the Terrible, Horrible, No Good, Very Bad Day” and “The Gruffalo,” she felt a lack of stories that reflected her unique experiences.

Identifying as a third culture kid, Samara highlighted the challenges and feelings of isolation that come with this identity. To bridge this gap, she created a children’s story that resonates with the third culture experience and beyond.

Samara conducted research across schools in Kenya and Tanzania, revealing a significant underrepresentation of black characters in children’s books. Motivated by these findings and Susan Sontag’s belief that stories shape our world, Samara wrote “The Little Frog’s Dilemma,” a tale set in a pond divided into four regions, each with distinct skills.

The protagonist, a frog with parents from different regions, embodies a blend of these cultures but struggles to excel in any single skill. Despite initial failures in dancing and magic, the frog’s unique croak, a metaphor for its mixed identity, ultimately earns it the honor of performing for the queen.

Through this story, Samara aims to reflect diverse experiences and foster connection. She encourages everyone to embrace and share their personal narratives, believing they have the power to ignite empathy and break down barriers.

Samara’s hope is that “The Little Frog’s Dilemma” will resonate with readers and become a cherished story, inspiring others to create bridges through their own unique tales.