Prayor describes global citizenship projects including Freedom Riders, Poland, and Barbados

The evidence is what the students researched, reasoned, produced, communicated, and defended.

Then there's traveling, because one of the attributes is global citizenship.

I just want to share a little bit about what students are learning.

Students study the Freedom Riders, and if anybody remember the Freedom Riders.

They analyze historical documents, primary resources, oral histories, and examine contemporary connections to civic activism.

They produce a scholarly research paper, a civic action project addressing a contemporary injustice, and a public presentation that defend

before educators, peers, community members, and civic leaders.

We're not simply labeling the student as a global citizen.

We're examining what the student actually did and produced.

And so those students trace the footsteps of the Freedom Riders, and they travel for two weeks across down south.

Then I want to talk about Poland.

And Poland is very important also.

The students studying Poland, they analyze historical documents and survivor testimony, work with Holocaust survivors, and extend the inquiry through place-based learning at Holocaust sites in Poland.

They produce documentaries and civic action projects and present and defend their work.

They actually get to...

Interview living survivors and then produce a documentary in this course.

Travel is not the product.

Learning is the product.

Place becomes part of the text.

And then lastly, I would just share students studying Barbados in the transatlantic slave trade and its impact on the African diaspora, analyzing primary resources, historical texts, oral histories, cultural narratives,

and historical records.

They produced a scholarly research paper in a collaborative civic action project

addressing contemporary questions of justice, power, inequality, and defend their work at the civic showcases in June.

The experience creates the context, the academic work provides the experience, and those students also travel in a cohort all throughout Brooklyn South.

For two weeks, they study abroad, and that becomes an alignment to approach a graduate.

Thank you, Superintendent Pereira.

I want to highlight that these are things that a given school may not be able to have the resources or the planning to be able to execute on their own, but through the great work of our students,

superintendents, we're beginning to be able to create opportunities, curriculum, and work that we can share across schools.

And that this is happening truly, you know, I would love to be able to have more of our high school superintendents and our community superintendents up here talking about that.

It is also...

Yeah, we're all working today.

But it is also important to be able to highlight that just because a school may be geographically located in one part of our city,

you see here the examples where we're able to bring them and leveraging the entire resources of our city, as well as some of the amazing networks and resources across our country and our world.