Network News and Opportunities

Flat Connections Live! is coming to Canada in 2015!

This event will provide an opportunity for Higher Education and K-12 teachers, leaders and administrators to experience connected and collaborative learning while using digital technologies to connect across the world.

Hosted by Red River College, Winnipeg this event promises…

Call For Proposals

Submission Deadline: Wednesday, January 14, 2015 @ 5 PM ET

Welcome to the ACTFL Annual Convention Call for Proposal Submission Portal. Please read the Submission Guidelines then sign in or…

Global Navigator Student Scholarships

A new and significant source of scholarships for high school students to study abroad in the summer of 2015. 

With support of the donation of 125 Global Navigator Scholarships, CIEE—Council on International Educational Exchange—is now accepting student applications…

Teacher Designed Tasks

Module of the Month

My Community, Who Are We?

An ELA Module for 3rd + 4th Grade by Geraldine Habunal, ASGE

Module Overview

After learning about "My Community, Who Are We?" my students no longer just think of themselves as citizens of this country or the country of their birth. They now know that they have rights and responsibilities as citizens of their home, their community, their city, their state, their nation, and the world. I thought that they would have a hard time getting the abstract concept of being "digital" citizens. But, that was not the case. It was actually the easiest idea for them to grasp.

- Geraldine Habunal


Capitalizing on Global Opportunities: 
 The Need for Cultural Awareness at Home and Abroad

On Nov 19th, students at Jackson High School International Academy had the opportunity to engage with professionals from a variety of corporations, non-profits, higher education institutions and government agencies. 

The goal of the event was for students to gain a better understanding of how knowledge of culture and language helps individuals in different careers. Students asked professionals questions such as, “In what ways have you, as a professional, seen the impact/effects of globalization?”, “What are some of the advantages/disadvantages of globalization?”, and “How can being multilingual expand business opportunities for an organization or job opportunities for an individual?”

Included in the program flyer is a list of participating organizations and questions students asked. The event included student speakers, a video address by Ohio Governor John Kasich. Mr. W.R. “Tim” Timken of The Timken Company provided the keynote address.

Congratulations to the Jackson High School community for facilitating this amazing event!

Introducing Fort Vancouver Center for International Studies

Fort Vancouver Center For International Studies is school new to the ISSN. Fort’s Center for International Studies develops students’ global competence by actively engaging students in all coursework to positively impact our world. All Fort students have access to a wide variety of globally-focused coursework including Contemporary Cultures in Literature, Exploring Foods, Mandarin, Model United Nations, Natural Resources and Conservation, AP Spanish Language and Culture, and Contemporary World Problems.  The Fort Vancouver High School Center for International Studies has a Travel Center where students can explore learning opportunities within the United States and internationally to broaden their perspectives and enhance their high school experience.  Students at Fort also have the option to earn an International Studies diploma through completing written and experiential projects, school and community service, and participating in cultural events along with their required coursework. Hear from the students and faculty in this video.

Global Issue Overviews

Globally significant issues are challenges faced by large numbers of people on different sides of national boundaries, are of significant direct or indirect concern to many countries of the world, and have implications 

that require a global response. Below are some Asia Society developed curriculum overviews for some of these issues, along with supporting resources for classroom exploration.

Performance Assessment Shells

Performance Assessments can be used with elementary, middle ad secondary students. Students communicate their understanding of globally significant issues through various ways. Below are Asia Society developed Performance Assessment Shells, including: Infographics, Position Papers, Public Speaking and Event Planning. Additional resources include a FAQs page and a Quality Rubric developed by SCALE.

Looking for ways to connect + collaborate?

Follow Asia Society

Help or Feedback Requested

Rice Bucket

This summer I participated in a teacher training mission in Liberia West Africa.  We came home just before the Ebola crisis peaked.  I am now helping our students at Lincoln West High School in Cleveland, Ohio to Take Action to raise money to buy rice for those not working because of the Ebola crisis.  I would be glad to tell anyone about it and challenge you to raise more than we did.  We raised $800.00.  Please reply and I will get you started.


Inquiry Based Learning

I'm an AP Language teacher at the Academy for Global Studies in Austin, TX. Like a lot of  teachers, I have dipped my toe into inquiry-based learning with things like Socratic seminars, student-designed projects, student-led discussions, etc. However, I want to go further. I want to turn over my classroom to the students for three weeks. I want them to take over what they learn, how they learn it, and how they show their learning. I have done a lot of research, but I still feel nervous. I am…

Connections to Schools in Dubai?

Hi Everyone! 

We have a staff member who will be traveling to Dubai in a few weeks and she would love to visit a school there. Does anyone have any connections in Dubai that she could reach out to prior to her trip! Any information is very much appreciated. Please message me if you have a contact. 



Performance Outcomes + Rubrics

Performance Outcomes are the abilities students can demonstrate to prove their global competence. For each subject area and for global leadership, we provide a series of tools to clarify global competency goals, and help students and teachers document the contribution toward achieving those goals.

The “I Can Statements” are aimed at students, describing in first-person voice what he or she will be able to do in the benchmarked 5th, 8th, 10th, and 12th grade years.

For each performance outcome an accompanying rubric lists specific evidence students must demonstrate as they progress towards global competency. This is a tool for both students and teachers alike.



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