Archived Information

# 

# 

# Slide 1: Closing the OPPORTUNITY GAP in an International/Global Studies School

## Carolyn W. Stedman The Metropolitan Learning Center Inter-District Magnet School for 

## Global and International Studies

## Bloomfield, Connecticut

## United States Department of Education 

## National High School Leadership Summit 

## Washington, D.C. - December 2, 2004

End of Slide 1

Slide 2:

# The Vision

## A school that brings students from a variety of backgrounds together to explore the complex global systems (peoples and cultures; the environment; health; the economy; politics, diplomacy, and security; technology; science) of our world. 

## A school that provides all students with an opportunity to participate in a meaningful international people-people experience

End of Slide 2

Slide 3:

# Metropolitan Learning Center -- created in 1998

## National Magnet School of Distinction 2002 & 2004

## National Association for Multicultural Education (NAME) Institution of the Year (Region 1) 2004

## Goldman-Sachs Award for Excellence in International Education 2004

## 

# End of Slide 3

Slide 4:

There is a picture of 10 young people standing on a stage.

Caption: First Metropolitan Learning Center Chapter National Honor
Society Inductees

End of Slide 4

Slide 5:

# Metropolitan Learning Center in Brief

## Grades 6 to 12 (first class will graduate in June 2005)

## Inter-District -- Urban, Suburban, Small town (6 districts -- Hartford, Bloomfield, Windsor, East Windsor, Enfield, Windsor Locks)

## 685 students in grades 6 to 12 

## Ethnic Distribution:

## - 24 percent White 

## - 60 percent Black / African American 

## - 11 percent Hispanic / Latino 

## - 4 percent Asian / Pacific Islander 

## - three tenths of one percent Native American or American Indian

## Our students are accepted randomly (lottery) from those who apply through sending districts

## 10 and a half percent Special Education

End of Slide 5

Slide 6:

There are pictures of paintings, students wrestling, and a student band.

Caption: The Annual Global Showcase

End of Slide 6

Slide 7:

# 

# Metropolitan Learning Center's Mission Statement

## The mission of the Metropolitan Learning Center Magnet School, a dynamic partnership of school districts, educators, students, parents, and business leaders, is to provide *[a forum for global and international studies so that students experience the diverse culture, linguistic, political, and business perspectives of our world]{.underline}* while developing strong intra-personal and inter-personal skills to be prepared citizens of the international workplace 

End of Slide 7

Slide 8:

There is a picture of seven young girls.

Caption: French Class performance at World Language Showcase

End of Slide 8

Slide 9:

# 

# Expectations for Student Learning

## ACADEMIC

## Global Connections

### - Students demonstrate a state-of-the-planet awareness, a cross-cultural appreciation, a knowledge of global dynamics, an understanding of human choices, and a recognition of the global perspective.

Five point scale: exemplary, goal, proficient, basic, below basic

End of Slide 9

Slide 10:

# Expectations for Student Learning

## ACADEMIC

## Oral Proficiency in a Second Language

## Students use the vocabulary necessary to communicate effectively, use accurate language including grammar and word order, speak clearly with a natural pronunciation and intonation, understand what is said and respond appropriately and be understood by the listener.

Five point scale: exemplary, goal, proficient, basic, below basic

End of Slide 10

Slide 11:

## 

# Third Generation Connecticut Mastery Test 

## Grade 8 (Class of 2008) tested in 2001 and 2003

Data table, four rows, four columns, comparing class of 2008 scores in
reading, writing, and math in two years: 2001 and 2003. First row and
first column are headers. Column headers read, from left to right,
percent at or above goal, reading, writing, and math. Row headers read,
from top to bottom, percent at or above goal, scores from 2001 (grade
6), scores from 2003, and state average. Summary: the Class of 2008
improved in reading, stayed the same in writing, but fell behind
slightly in math.

In 2001, 56 percent of the Class of 2008 scored at or above the goal in
reading, compared with 52 percent in writing and 44 percent in math.

In 2003, 62 percent of the Class of 2008 scored at or above the goal in
reading, compared with 52 percent in writing and 43 percent in math. By
comparison, No Child Left Behind scores were 76 percent in reading, 80
percent in writing, and 69 percent in math.

The state average was 67 percent in reading, 62 percent in writing, and
46 percent in math. Table follows for readers who prefer tabular
presentation.

  ----------------- ----------------- ----------------- -----------------
  \% at or above    Reading           Writing           Math
  goal                                                  

  Scores from 2001  56%               52%               44%
  (Grade 6)\*                                           

  Scores from 2003  62%\              52%\              43%\
                    NCLB 76%          NCLB 80%          NCLB 69%

  State Average     67%               62%               46%
  ----------------- ----------------- ----------------- -----------------

End of Slide 11

Slide 12:

# Connecticut Academic Performance Test Spring 2004 (Class of 2006)

Data table, five rows, three columns, comparing class of 2006 scores in
reading, writing, math, and science with the Connecticut state average.
First row and first column are headers. Column headers read, from left
to right, Performance Level Proficient: No Child Left Behind,
Metropolitan Learning Center, and Connecticut state average. Row headers
read, from top to bottom, Performance Level Proficient: No Child Left
Behind, reading, writing, math, and science. Summary: although lagging
slightly in math, the Metropolitan Learning Center Class of 2006 far
exceeded Connecticut state averages in reading, writing, and science.

The Metropolitan Learning Center had No Child Left Behind Performance
Level Proficient scores of 92 point 7 percent in reading, 97 point 6
percent in writing, 75 point 6 percent in math, and 91 point 3 percent
in science. By comparison, the Connecticut state averages were 79 point
1 percent in reading, 84 point 5 percent in writing, 76 point 5 percent
in math, and 81 point 7 percent in science. Table follows for readers
who prefer tabular presentation.

+-----------------------+-----------------------+-----------------------+
| Performance Level     | MLC                   | CT State Average      |
|                       |                       |                       |
| Proficient (NCLB)     |                       |                       |
+-----------------------+-----------------------+-----------------------+
| Reading               | 92.7 percent          | 79.1 percent          |
+-----------------------+-----------------------+-----------------------+
| Writing               | 97.6 percent          | 84.5 percent          |
+-----------------------+-----------------------+-----------------------+
| Math                  | 75.6 percent          | 76.5 percent          |
+-----------------------+-----------------------+-----------------------+
| Science               | 91.3 percent          | 81.7 percent          |
+-----------------------+-----------------------+-----------------------+

End of Slide 12

Slide 13:

There is a picture of four young people outside with materials for yard
work. No caption.

End of Slide 13

Slide 14:

# 

# Advanced Placement (World History) Scores -- 2004

Data table, seven rows, three columns, comparing Metropolitan Learning
Center and global scores on the Advanced Placement World History test in
2004. Column headers, from left to right, are Grade, Metropolitan
Learning Center, and global. Row headers, from top to bottom, are Grade,
5, 4, 3, 2, 1 and percentage with overall score of three or more.
Summary: Metropolitan Learning Center students did significantly better
than the global students on the World History Advanced Placement Test in
2004.

Score of 5. 11 point 1 percent of the Metropolitan Learning Center
students, versus 10 point 9 percent of the global students.

Score of 4. 33 point 3 percent of the Metropolitan Learning Center
students, versus 16 point 1 percent of the global students.

Score of 3. 44 point 4 percent of the Metropolitan Learning Center
students, versus 27 point 8 percent of the global students.

Score of 2. 5 point 6 percent of the Metropolitan Learning Center
students, versus 23 point 2 percent of the global students.

Score of 1. 5 point 6 percent of the Metropolitan Learning Center
students, versus 22 point 0 percent of the global students.

Overall Score of 3 or More: 88 point 8 percent of the Metropolitan
Learning Center students, versus 54 point 8 percent of the global
students.

Table follows for readers who prefer tabular layout:

  ----------------------- ----------------------- -----------------------
  Grade                   MLC                     GLOBAL

  5                       11.1%                   10.9%

  4                       33.3%                   16.1%

  3                       44.4%                   27.8%

  2                       5.6%                    23.2%

  1                       5.6%                    22.0%

  OVERALL SCORE +3        88.8%                   54.8%
  ----------------------- ----------------------- -----------------------

End of Slide 14

Slide 15:

Pictures of people in Islamic clothing holding up maps.

Caption: Advanced Placement World History -- Inquiry lesson on Spread of
Islam to Africa

End of Slide 15

Slide 16:

# 

# Goals of a Global / International Education

## \"State of the Planet\" Awareness

## Cross-cultural Awareness

## Knowledge of Global Dynamics

## Awareness of Human Choices

## Perspectives Consciousness

End of Slide 16

Slide 17:

A figure describing how the parts of the Metropolitan Learning Center
curriculum are inter-related. Outer ring of the figure describe the
general concepts: State of the Planet Awareness, Cross-Cultural
Awareness, Knowledge of Global Dynamics, Awareness of Human Choices,
Perspectives Consciousness. Inside that ring are related concepts of
diverse cultures and values, commonality of humanness; Beliefs, cultural
origins, systems evolution, origins of problems; Peace and security,
development, environment, human rights; Economic, political, ecological,
technological, and cultural. Inside that ring are four concepts (in
triangles) at top, right, bottom, and left: human cultures and values,
global history, global problems and issues, and global systems, with
Social Participation, knowledge, abilities, and values mixed in (between
each triangle) with the four concepts.

Clockwise from top:

1.  State of the Planet Awareness, related to diverse cultures and
    values, and the commonality of humanness, which in turn are related
    to Human Cultures and Values.

2.  Cross-Cultural Awareness, related to beliefs, cultural origins,
    systems evolution, and origins of problems, which in turn are
    related to Global History.

3.  Knowledge of Global Dynamics, related to peace and security,
    development, environment, and human rights, which in turn are
    related to Global Problems and Issues.

4.  Awareness of Human Choices and Perspectives Consciousness, related
    to economic, political, ecological, technological, and cultural
    awareness, which in turn are related to Global Systems.

5.  Human Cultures and Values, Global History, Global Problems and
    Issues, and Global Systems are intrinsically inter-related with
    Social Participation, Knowledge, Abilities, and Values.

End of Slide 17

Slide 18:

# 

# Global Systems

## Economic

## Political

## Ecological

## Cultural

## Technology

End of Slide 18

Slide 19:

# Metropolitan Learning Center Middle School Map

## Integrated

## Inter-Disciplinary

## Systems-based curriculum

Single row of boxes. First cell (left) stands for Environment and
Health. Second cell stands for Government, Politics, and Current Events.
Third cell stands for Cultures and Societies. Fourth cell (right) stands
for Economics and Inter-Dependence. Row appears below.

  ----------------- ----------------- ----------------- -----------------
  Environment and   Government,       Cultures and      Economics and
  Health            Politics, and     Societies         Interdependence
                    Current Events                      

  ----------------- ----------------- ----------------- -----------------

End of Slide 19

Slide 20:

Data Table, four rows, five columns, identifies geographical emphases
for courses in environment and health, politics, sociology and
anthropology, and economics at the Metropolitan Learning Center between
grades 6 and 8. First row and first column are headers, but the first
column of the first row is blank. Column headers read, from left to
right: blank; Environment and Health; Government, Politics and Current
Events; Cultures and Societies; and Economics and Interdependence. Row
headers read, from top to bottom: blank; Grade 8; Grade 7; and Grade 6.

In the sixth grade, first, students would study the environment of and
the health of the people of urban America and the Arctic regions. They
would also study the government, politics, and current events of Eastern
Europe and Central America. They would study the cultures and societies
of North Africa and Southeast Asia, and finally, they would study the
economics and inter-dependence of Southeast Asia and North and Central
America.

Next, in the seventh grade, students would study the environment of and
the health of the people of sub-Saharan Africa and the Caribbean. They
would study the government, politics, and current events of the Middle
East and Central Asia. They would study the cultures and societies of
South Asia and Central Asia. Finally, they would study the economics and
inter-dependence of Patagonia, Australia, New Zealand, and Oceania.

Finally, in the eighth grade, students would study the environment of
and the health of the people of the Amazon Basin and East Asia. They
would study the government, politics, and current events of Western
Europe and Southern Africa. They would study the cultures and societies
of the Caribbean and Western Europe. Finally, they would study the
economics and inter-dependence of rural America and East Asia.

The table follows for readers who prefer tabular layout.

+-------+---------------+-----------+----------------+----------------+
|       | Environment & | Go        | Cultures &     | Economics &    |
|       | Health        | vernment, | Societies      | I              |
|       |               | Politics, |                | nterdependence |
|       |               | and       |                |                |
|       |               | Current   |                |                |
|       |               | Events    |                |                |
+-------+---------------+-----------+----------------+----------------+
| Grade | Amazon Basin  | Western   | Caribbean      | Rural America  |
| 8     |               | Europe    |                |                |
|       | East Asia     | Southern  | Western Europe | East Asia      |
|       |               | Africa    |                |                |
+-------+---------------+-----------+----------------+----------------+
| Grade | Sub-Saharan   | Middle    | South Asia     | Patagonia      |
| 7     | Africa        | East      |                | Australia/New  |
|       |               | Central   | Central Asia   |                |
|       | Caribbean     | Asia      |                | Z              |
|       |               |           |                | ealand/Oceania |
+-------+---------------+-----------+----------------+----------------+
| Grade | Urban America | Eastern   | North Africa   | Southeast Asia |
| 6     | Arctic        | Europe    |                |                |
|       | Regions       | Central   | Southeast Asia | North &        |
|       |               | America   |                | Central        |
|       |               |           |                | America        |
+-------+---------------+-----------+----------------+----------------+

End of Slide 20

# Slide 21: Metropolitan Learning Center Inter-District Magnet School for Global/International Studies MIDDLE SCHOOL THEME-BASED GLOBAL STUDIES CURRICULUM

Data Table, four rows and five columns, also identifies geographical
emphases for courses in environment and health, politics, sociology and
anthropology, and economics at the Metropolitan Learning Center between
grades 6 and 8, but in much greater detail. First row and first column
are headers, but the first column of the first row is blank. Column
headers read, from left to right: blank; Environment and Health;
Government, Politics and Current Events; Cultures and Societies; and
Economics and Interdependence. Row headers read, from top to bottom:
blank; Grade 8; Grade 7; and Grade 6. No summary.

In the sixth grade, in the first quarter, students would study the
environment of and the health of the people of urban America and the
Arctic regions. Specific objectives include urban health issues, asthma,
tuberculosis, and childhood inoculations while learning U.S. states and
their capital cities. Other objectives include pollution, ozone
depletion, and mercury poisoning, especially in the Arctic and
Antarctic.

In the second quarter, sixth-graders would also study the cultures and
societies of North Africa and Southeast Asia. Specific objectives
include archeology, preservation, tourism, Ancient Egypt, the Ancient
Khmers, and the travels of Ibn Battuta from North Africa through the
Indian Ocean to Southeast Asia.

In the third quarter, sixth-graders would study the economics and
inter-dependence of Southeast Asia and North and Central America.
Specific objectives include European colonization and economic
exploitation and development of Central America and South East Asia.
Other objectives include migration, expatriate workers and economic
development: Guatemala and Vietnam.

In the last quarter, sixth-graders would also study the government,
politics, and current events of Eastern Europe and Central America.
Specific objectives include governments in transition, including those
in El Salvador and the Czech Republic, as well as United Nations
conflicts, Yugoslavia, and Nicaragua.

Next, in the seventh grade, in the first quarter, students would study
the cultures and societies of South Asia and Central Asia, with special
emphasis on Buddhism and Islam (the spread of two universalistic
religions on the Silk Roads) and critical issues in Central Asia and
South Asia today: society, religion, and the environment.

In the second quarter, students would study the environment of and the
health of the people of sub-Saharan Africa and the Caribbean. Specific
emphases include health and nutrition in Sub-Saharan Africa and the
Caribbean and communicable diseases in Nigeria and Haiti including
malaria, tuberculosis, and AIDS.

In the third quarter, students would study the government, politics, and
current events of the Middle East and Central Asia, which specific
regard to governments in transition, establishing democracies in Iraq
and Uzbekistan, and with regard to the Arab-Israeli conflict in a
historical context.

Finally, seventh-graders would study the economics and inter-dependence
of Patagonia, Australia, New Zealand, and Oceania and would specifically
focus on economic activities such as livestock ranching and tourism as
well as issues such as immigration, immigrants and indigenous peoples,
colonialism, and post-colonial economic development.

Finally, in the eighth grade, in the first quarter, eighth-graders would
study the cultures and societies of the Caribbean and Western Europe.
Specific emphases include the Colombian Exchange, Europeans, Americans,
and Africans in the Caribbean, the Atlantic Slave Trade, and the
peoples, languages, and cultures of the Caribbean and Western Europe
today.

In the second quarter, eighth-graders would study the government,
politics, and current events of Western Europe and Southern Africa.
Specific objectives include the history of the Dutch and British in
Southern Africa and colonial legacies of Ireland and South Africa and
British colonialism, as well as truth and reconciliation versus
reparations as a lesson for the United States.

In the third quarter, eighth-graders would study the environment of and
the health of the people of the Amazon Basin and East Asia. Specific
issues include carbon dioxide emissions and the Kyoto Accord, tropical
wood shipped to East Asia, and habitat destruction in Brazil and China.

Finally, eighth-graders would study the economics and inter-dependence
of rural America and East Asia, with specific study on resources for
development such as the Tennessee Valley Authority and the Three Gorges
Dam as a study in resource development as well as Japanese companies in
rural America, with case studies including Bridgestone and Honda.

The table follows for readers who prefer tabular layout.

+---------+------------+------------+-------------+------------------+
|         | E          | G          | Cultures &  | Economics &      |
|         | nvironment | overnment, | Societies   | Interdependence  |
|         | & Health   | Politics,  |             |                  |
|         |            | and        |             |                  |
|         |            | Current    |             |                  |
|         |            | Events     |             |                  |
+---------+------------+------------+-------------+------------------+
| GRADE 8 | Amazon     | Western    | Caribbean   | Rural America    |
|         | Basin      | Europe     |             |                  |
|         |            |            | Western     | East Asia        |
|         | East Asia  | Southern   | Europe      |                  |
|         |            | Africa     |             | Case Studies:    |
|         | Case       |            | Case        |                  |
|         | Studies:   | Case       | Studies:    | Resources for    |
|         |            | Studies:   |             | development: The |
|         | CO2        |            | The         | Tennessee Valley |
|         | emissions  | History of | Colombian   | Authority and    |
|         | & Kyoto    | the Dutch  | Exchange,   | the Three Gorges |
|         | Accord &   | & British  | Europeans,  | Dam: a study in  |
|         | tropical   | in         | American    | resource         |
|         | wood,      | Southern   | and         | management       |
|         | shipped to | Africa     | Africans in |                  |
|         | East Asia  |            | the         | Japanese         |
|         |            | Colonial   | Caribbean / | Companies in     |
|         | Habitat    | legacy-    | the         | Rural America:   |
|         | d          | Ireland &  | Atlantic    | Bridgestone,     |
|         | estruction | S. Africa  | Slave Trade | Honda and other  |
|         | in Brazil  | British    |             | case studies     |
|         | & China    | c          | The         |                  |
|         |            | olonialism | Caribbean   | Quarter 4        |
|         | Quarter 3  | -- truth   | and Western |                  |
|         |            | and        | Europe      |                  |
|         |            | reco       | today --    |                  |
|         |            | nciliation | peoples,    |                  |
|         |            | vs.        | languages,  |                  |
|         |            | r          | cultures    |                  |
|         |            | eparations |             |                  |
|         |            | -- lessons | Quarter 1   |                  |
|         |            | for the    |             |                  |
|         |            | U.S.       |             |                  |
|         |            |            |             |                  |
|         |            | Quarter 2  |             |                  |
+---------+------------+------------+-------------+------------------+
| GRADE 7 | S          | Middle     | South Asia  | P                |
|         | ub-Saharan | East       |             | ampas/Australia/ |
|         | Africa     |            | Central     |                  |
|         |            | Central    | Asia        | New              |
|         | Caribbean  | Asia       |             | Zealand/Oceania  |
|         |            |            | Case        |                  |
|         | Case       | Case       | Studies:    | Case Studies:\   |
|         | Studies:   | Studies:   |             | Economic         |
|         |            |            | Buddhism    | activities -     |
|         | Health &   | G          | and Islam   | livestock        |
|         | nutrition  | overnments | -- the      | ranching,        |
|         | in Sub     | in         | spread of 2 | tourism          |
|         | Saharan    | t          | univ        |                  |
|         | East       | ransition: | ersalistic\ | Immigration,     |
|         | Africa and | Es         | religions   | immigrants and   |
|         | the        | tablishing | -- on the   | indigenous       |
|         | Caribbean  | democracy  | Silk Roads  | peoples --       |
|         |            | in Iraq &  |             | colonialism,     |
|         | Co         | Uzbekistan | Critical    | post-colonial    |
|         | mmunicable |            | issues in   | economic         |
|         | disease in | Ar         | Central     | development      |
|         | Nigeria &  | ab/Israeli | Asia and    |                  |
|         | Haiti      | conflict   | South Asia  | Quarter 4        |
|         | (malaria,  | in         | today       |                  |
|         | tub        | historical | --society,  |                  |
|         | erculosis, | context    | religion    |                  |
|         | AIDS,      |            | and         |                  |
|         | etc.)      | Quarter 3  | environment |                  |
|         |            |            |             |                  |
|         | Quarter 2  |            | Quarter 1   |                  |
+---------+------------+------------+-------------+------------------+
| GRADE 6 | Urban      | Eastern    | North       | Southeast Asia   |
|         | America    | Europe     | Africa      |                  |
|         |            |            |             | North & Central  |
|         | Arctic     | Central    | Southeast   | America          |
|         | Regions    | America    | Asia        |                  |
|         |            |            |             | Case Studies:    |
|         | Case       | Case       | Case        |                  |
|         | Studies:   | Studies:   | Studies:    | European         |
|         |            |            |             | colonization &   |
|         | urban      | Go         | A           | economic         |
|         | health     | vernments, | rchaeology, | exploita         |
|         | issues -   | in         | pr          | tion/development |
|         | asthma,    | t          | eservation, | of Central       |
|         | TB,        | ransition: | tourism:    | America & South  |
|         | childhood  | El         | Ancient     | East Asia        |
|         | ino        | Salvador & | Egypt and   |                  |
|         | culations, | Czech      | the Ancient | migration,       |
|         | (learn     | Republic   | Khmers      | expatriate       |
|         | states &   |            |             | workers and      |
|         | capital    | Conflict,  | The travels | economic         |
|         | cities)    | UN: Former | of Ibn      | development:     |
|         |            | Yugoslavia | Battuta:    | Guatemala and    |
|         | Pollution, | &          | From North  | Vietnam          |
|         | ozone      | Nicaragua  | Africa      |                  |
|         | depletion, |            | through the | Quarter 3        |
|         | mercury    | Quarter 4  | Indian      |                  |
|         | poisoning  |            | Ocean to    |                  |
|         | Arctic     |            | Southeast   |                  |
|         | Antarctic  |            | Asia        |                  |
|         |            |            |             |                  |
|         | Quarter 1  |            | Quarter 2   |                  |
+---------+------------+------------+-------------+------------------+

+-----------------------------------------------------------------------+
| # Metropolitan Learnin                                                |
| g Center Interdistrict Magnet School for Global/International Studies |
|                                                                       |
| # MIDDLE SCHOOL THEME-BASED GLOBAL STUDIES CURRICULUM                 |
+-----------------------------------------------------------------------+

# 

End of Slide 21

Slide 22:

# High School Curriculum

Data Table: 12 rows, 3 columns. Compares curriculum requirements for the
Metropolitan Learning Center and public schools in Connecticut. First
row and column are headers, but the first-row, first-column cell is
blank. Column headers from left to right are blank; Connecticut; and
Metropolitan Learning Center. Row headers from top to bottom are blank;
English; Math; Social Studies; Science; Arts; Physical Education and
Health; Electives; World Language (Spanish, Chinese, French, EXP,
Arabic); Senior Project; Global and International Studies; and Total.
Summary: The Metropolitan Learning Center has far more stringent
curriculum requirements than public schools in Connecticut.

Similarities:

English: Connecticut and the Metropolitan Learning Center require four
units.

Math and Social Studies: Connecticut and the Metropolitan Learning
Center require three units in each subject.

Science: Connecticut and the Metropolitan Learning Center require two
units in each subject.

Differences: Electives:

Electives: Connecticut allows students to choose eight units of
electives, whereas the Metropolitan Learning Center allows students to
choose only six.

Differences: Things Connecticut does not Require

Arts, Physical Education and Health: Connecticut requires one unit in
art and one unit in physical education and health. Instead, the
Metropolitan Learning Center requires four units from one or more of the
following categories: international seminars, art, music, technology,
personal wellness, exercise science, and financial literacy.

Foreign Language: Connecticut does not require study in a foreign
language, however, the Metropolitan Learning Center requires three units
plus oral proficiency in that language.

Senior Project: Connecticut does not require a senior project but the
Metropolitan Learning Center requires a unit dedicated to a senior
project.

Global and International Studies: Connecticut does not require
coursework in global or international studies but the Metropolitan
Learning Center requires two units of global and international studies.

Total: Connecticut has a total curriculum of 22 units whereas the
Metropolitan Learning Center has a total curriculum of 28 units.

The same information is presented in tabular layout for those readers
who prefer it.

# 

+-----------------------+---------------------+------------------------+
|                       | Connecticut         | Metropolitan Learning  |
|                       |                     | Center                 |
+-----------------------+---------------------+------------------------+
| English               | 4                   | 4                      |
+-----------------------+---------------------+------------------------+
| Math                  | 3                   | 3                      |
+-----------------------+---------------------+------------------------+
| Social Studies        | 3                   | 3                      |
+-----------------------+---------------------+------------------------+
| Science               | 2                   | 2                      |
+-----------------------+---------------------+------------------------+
| Arts                  | 1                   | 4                      |
|                       |                     |                        |
|                       |                     | (International         |
|                       |                     | Seminars, Art, Music,  |
|                       |                     | Technology, Personnel  |
|                       |                     | Wellness, Exercise     |
|                       |                     | Science, Financial     |
|                       |                     | Literacy)              |
+-----------------------+---------------------+------------------------+
| Physical Education    | 1                   |                        |
| and Health            |                     |                        |
+-----------------------+---------------------+------------------------+
| Electives             | 8                   | 6                      |
+-----------------------+---------------------+------------------------+
| World Language:       | 0                   | 3\* PLUS oral          |
| Spanish, Chinese,     |                     | proficiency            |
| French, EXP, Arabic   |                     |                        |
+-----------------------+---------------------+------------------------+
| Senior Project        | 0                   | 1                      |
+-----------------------+---------------------+------------------------+
| Global and            | 0                   | 2                      |
| International Studies |                     |                        |
+-----------------------+---------------------+------------------------+
| Total                 | 22                  | 28                     |
+-----------------------+---------------------+------------------------+

End of Slide 22

Slide 23:

A picture of four people, all with the same sweatshirt on ("Rebuilding
Together"). No caption.

End of Slide 23

Slide 24:

# Social Studies / Language Arts Sequence

## Ninth grade -- The U.S. in the World / American Literature

## Ninth and Tenth -- Global and International Studies

## Ninth and Tenth -- International Essential Seminars (European, African, Latin American, East Asian, Middle East one-quarter credit seminars)

## Tenth -- Emerging Civil Societies / Emerging Voices

## Tenth -- World History and Advanced Placement in World History) / World Literature

## Twelfth - World Religions, U.S. Foreign Policy, Advanced Placement Human Geography

End of Slide 24

Slide 25:

# Co-Curricular and Extra-Curricular Activities

## Study Abroad -- partnerships with Youth For Understanding, English as an International Language, Academic Year U.S.A, People-to-people

## International Education and Resource Network / Bristol Research Initiative for the Dynamic Global Environment exchanges

## Global Nomads

## Capitol Forum, Model United Nations, Geography Challenge, etc.

## Service projects -- Adopt-a-Minefield; Heifer; United Nations Children's Fund; 

End of Slide 25

Slide 26:

One picture of six people, two of them with medals around their neck,
and two holding a framed award. No caption.

End of Slide 26

Slide 27:

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# A picture of four people standing in front of a board. No caption.

End of Slide 27

Slide 28:

There are two pictures of a senior student. First picture is the senior
student (lean physique) in sumo wrestling gear with a traditional sumo
wrestler standing behind him. Second picture is of the same senior
student wrestling a person of equivalent size.

Caption: Metropolitan Learning Center senior currently in Japan

End of Slide 28

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