K-12 Global Education Symposium 2017

Human Rights and Social Justice

October 26–27, 2017
The Friday Conference Center
Cost: $175 per person, $600 for a team of four
CEU: 1.5 CEUs will be awarded upon completion of program study guide

Our global education symposium in Chapel Hill will feature short plenary talks and sessions on human rights issues to increase awareness of human rights and social justice issues and to provide pedagogical strategies and resources for integrating human rights and social justice issues into teaching.

World View’s symposia are planned three years in advance based on the needs and wants of educators to prepare students to be engaged in an interconnected and diverse world. This program is being designed to meet the global education needs of K-12 classroom teachers, administrators, media coordinators, specials and electives teachers, other school professionals, central office and all educators seeking the Global Educators Digital Badge. Register now!

Schedule  |  Speakers | *new* Special Features | *new* Learn by Doing  | Concurrent Sessions |  Sponsors  |  Program Material  |  Lodging & Directions


 8:30 a.m. Welcome
Charlé LaMonica, Director, World View, UNC-Chapel Hill
Carol Tresolini, Vice Provost for Academic Initiatives, UNC-Chapel Hill
 8:45 a.m. Plenary Talk 1: Setting the Stage – What Are Human Rights? And Why Do We Need Social Justice?
Robin Kirk, Co-Director, Duke Human Rights Center and Lecturer, Department of Cultural Anthropology, Duke University
 9:05 a.m. Plenary Talk 2: Setting the Stage for Experiential Learning & Human Rights
UNC School of Education Faculty featuring testimonials from teachers
 9:30 a.m. Plenary Talk 3: Conflict Kitchen
Dawn Weleski, Co-Founder, Conflict Kitchen
 10:15 a.m. Break and Exhibits
 10:45 a.m. Deep Dive: Human Rights Issues Part I
(small group sessions offering a deep dive into a human rights issue: 10 sessions)
 11:35 a.m. Deep Dive: Human Rights Issues Part II
 12:20 p.m. Conflict Kitchen Lunch and Exhibits
 1:30 p.m. Short Strategy / Resource Sessions Part I
(interactive sessions highlighting a resource or teaching strategy: 10 sessions)
 2:15 p.m. Break and Exhibits
 2:45 p.m. Short Strategy / Resource Sessions Part II
 3:30 p.m. Interactive Labs
(10 sessions)
 5:00 p.m. Adjourn for the day. Exhibits available.
 8:30 a.m. Welcome
 8:40 a.m. Plenary Talk 4: Mapping Human Rights Issues Today
John Cox, Associate Professor of International Studies and Director of the Center for Holocaust, Genocide & Human Rights Studies, UNC Charlotte
 9:05 a.m. Plenary Talk 5: Bridging Global Connections with NewsArts
Fareed Mostoufi, Senior Education Manager, The Pulitzer Center
This talk includes a Skype session with Daniella Zalcman, journalist.
 9:45 a.m. Break and Exhibits
 10:00 a.m. Team / Learning Community Meetings or Reflection
1. Action Plan Team Meetings
2. Learning Community Meetings and Courageous Conversations
3. World Café Reflection
 10:45 a.m. Plenary Talk 6: Being a Bridge
Thomas RaShad Easley, Hip-Hop Forester
 11:15 a.m. Closing Talk: All That We Mean by Justice is Love When it Comes Into the Public
Omid Safi, Professor of Asian and Middle Eastern Studies and Director of the Duke Islamic Studies Center, Duke University
 12:00 p.m. Adjourn
*Thomas RaShad Easley will be available to sell and sign albums in the atrium after the adjournment.


John Cox is a professor of global studies and history at UNC Charlotte, where he directs the Center for Holocaust, Genocide & Human Rights Studies. Before coming to UNCC six years ago, John founded and directed a genocide and human rights studies center at Florida Gulf Coast University. Cox earned his Ph.D. at UNC-Chapel Hill in 2006. He has written and lectured widely on genocide, human rights and resistance to Nazism and other oppressive systems. He recently published a book on modern genocide and racism, To Kill a People: Genocide in the 20th Century. His other publications include a book on anti-Nazi resistance, Circles of Resistance: Leftist, Jewish, and Youth Dissidence during the Third Reich. Some of his other writings can be found on his academia.edu page. He is an activist as well as an educator and scholar, and is currently involved in local and national efforts in solidarity with immigrants and refugees.
Thomas RaShad Easley has spent most of his career as a diversity professional focused on the recruitment, retention and diverse talent in natural resource disciplines. He serves as the diversity director of the College of Natural Resources at NC State University, where he teaches courses, counsels students and consults with faculty and staff on programming ensuring they are inclusive to all populations. As a professor, he has designed numerous courses and now teaches a course on diversity and environmental justice, and he leverages his background in forestry, genetics and education to do community workshops, course lectures and provide diversity facilitation. He earned his undergraduate degree in forest science from Alabama A&M University, his master’s degree in forest genetics from Iowa State University and his doctorate in adult education from NC State University. Easley is also an Eagle Scout and a musician known by RaShad in the world of music. His art is called “Save Your Life Music” because he puts a message of love, embracing self and helping others in his music.
Robin Kirk is the faculty co-chair of the executive committee of the Duke Human Rights Center at the Franklin Humanities Institute. An author and human rights advocate, Kirk directs the Belfast program for DukeEngage, in partnership with Healing Through Remembering, an extensive cross-community project dealing with the legacy of past conflict and human rights. She is a lecturer in the department of cultural anthropology. Kirk has written three books, including More Terrible Than Death: Massacres, Drugs and America’s War in Colombia and The Monkey’s Paw: New Chronicles from Peru. In the fall of 2006, she was a Fulbright lecturer at the Human Rights Center at Istanbul Bilgi University in Turkey. Kirk authored, co-authored and edited over twelve reports for Human Rights Watch, all available online. Kirk has been published in The New York Times, Washington Post, Sojourners, The American Scholar, the Raleigh News and Observer, the Boston Globe and other newspapers.
Fareed Mostoufi is part of the education team at Pulitzer Center, where he focuses on designing classroom resources and connecting journalists to students. He has been a freelance curriculum writer for Pulitzer Center for several years, but he joins the team after working for nearly four years as a theater artist and educator in the community engagement department at Arena Stage in Washington D.C. While at Arena, Fareed devised and directed original, autobiographical plays with communities in Washington D.C., Peru, India and Croatia that explored violence, health and identity. Before that, Fareed taught ESL and Spanish in D.C. Public Schools. As a recipient of a 2009 Fulbright Scholarship to Argentina, he also taught culture, literature and playwriting at a teachers’ college in San Miguel de Tucuman. In collaboration with the Ministry of Education there, he created the workshop Drama Techniques for English Language Learners, which was presented to more than 400 teachers in the Tucumán province. Fareed received his BFA in dramatic writing from New York University in 2008 and his MA in teaching from American University in 2012. He is passionate about social justice and is a firm believer in the power of storytelling to cultivate empathy.
Omid Safi is a professor of Asian and Middle Eastern studies at Duke University, where he is the director of Duke Islamic Studies Center. Safi specializes in Islamic mysticism (Sufism), contemporary Islamic thought and medieval Islamic history. He is the past chair for the Study of Islam, and the current chair for Islamic Mysticism Group at the American Academy of Religion. Before joining Duke University, Safi was a professor at the University of North Carolina at Chapel Hill. He blogs at On Being.

Special Features

Wendi Pillars will be acting as a graphic facilitator during the symposium, “drawing” the presentations. Wendi, a National Board–certified teacher, has been teaching English language learners in grades K-12 for over 20 years, both stateside and overseas. She also works as a facilitator with the Teacher Leadership Institute, where she guides emerging teacher leaders in playing more consequential roles in shaping educational policies and practices. She is the author of Visual Notetaking for Educators: A Teacher’s Guide to Student Creativity, and a frequent contributor to EdWeek and other educational platforms. Wendi is an active member of the Center for Teaching Quality Collaboratory, a Global Classroom Fellow through the State Department and a Grosvenor Teacher Fellow. She is focused on providing brain-changing and perspective-changing learning opportunities with language learners and loves to explore new ideas with her students. Find her on Twitter @wendi322.

REFUGEE, the multimedia art exhibition, will be available for participants to view during the symposium. REFUGEE is organized by the Annenberg Space for Photography and hosted by the Friday Conference Center. Don’t miss an opportunity to see this amazing exhibit and learn more about refugees at the symposium.



Learn by Doing

There will be many experiential learning activities and exhibits at the symposium, including virtual reality glasses used with 360° tours of refugee camps and more. World View invites participants to “learn by doing” with these hands-on activities focused on human rights and social justice. More information will be available soon.

Concurrent Sessions

Deep Dives
(small group sessions offering a deep dive into a human rights issue)
Refugee Protection Today: Conflict and Potential [K-12]
Niklaus Steiner, Director, Center for Global Initiatives, UNC-Chapel Hill
The protection of refugees today stands at a precarious place. The number of refugees worldwide is at a high point, while the commitment to protect them continues to drop. Liberal democracies are especially torn between their stated commitment to helping refugees as part of a larger human rights agenda and their increasingly restrictive rhetoric and action. This tension raises many difficult political and ethical questions but also offers the opportunity to rethink what refugee protection can and should look like.
Global Refugee Crisis and Implications for Refugee Resettlement and Immigrant Populations in NC [K-12]
Ellen Andrews, North Carolina Area Director, Church World Service, Immigrant and Refugee Program
This session will provide background on the global refugee situation as well as detailed information about the resettlement process to North Carolina. Educators will learn background and cultural information on refugee populations arriving to NC, and the session will provide ample opportunity for participant-participant and participant-presenter interaction. The focus will be on facilitating an increased understanding of the general situation of refugee and immigrant students and their families, and sharing ideas on integrating this knowledge into classroom settings.
Two Hidden Children: A Holocaust Story [K-12]
Shelly Weiner, Holocaust survivor
Raya Kizhnerman, Holocaust survivor
Shelly Weiner: I was born in Rovno/Rivne, Poland. I was four years old when the Nazis invaded my town. Laws forbidding Jews from all kinds of work and school were passed, and our family realized that all Jews would be killed or deported to camps. A farm family in a nearby village where my mother’s sister lived hid us for 28 months on top of his barn and in an underground bunker. There were four of us: my mother, myself, Raya and her mother. In 1949, after the Second World War was over, my family came to the US. I grew up in Philadelphia and have been living in Greensboro since 1972. Raya and her mother decided to stay in Russia after the war. Raya went to school in Ukraine and then moved to St. Petersburg, where she went to college. In 1980 she and her mother came to the US and moved to Greensboro. We will be talking today on our memories and experiences as young children hidden during the Second World War. We will also screen “Return to Rovno/Rivne,” a film that shares our lives.
Rebelling as Indians: Indigenous Rights Movements in Today’s Latin America [K-12]
Rudolph Colloredo-Mansfeld, Senior Associate Dean for Social Sciences and Global Programs in the College of Arts and Sciences, UNC-Chapel Hill
After decades of integrating with national society, indigenous peoples surprised the citizens of Ecuador with a series of popular uprisings in the 1990s and 2000s. Native leaders fought to define different models of economic development for their own communities. Promoting their political autonomy, they challenged the nation to rewrite the constitution to recognize multiple cultures. In 2017, the consequences of the indigenous movement are still being made clear – both within and well beyond Ecuador’s borders. In this presentation, we will learn about contemporary Andean peoples and the important lessons of race, inclusion and economic progress that they offer the world.
The Role of Businesses and Consumers in Supporting Human Rights [K-12]
Carol Hee, Clinical Associate Professor of Strategy and Entrepreneurship, UNC Kenan-Flagler Business School
This session will explore how and why companies are taking steps to advance human rights, from the places where they source raw materials, to manufacturing floors and retail shops, to the fate of products at the end of their useful life. We will also discuss how individuals can identify companies that are making a significant positive difference and advocate effectively for change.
Global Health Equity: Eliminating Disparities and Upholding Human Rights [K-12]
Katherine L. Turner, President, Global Citizen, LLC Consulting and Adjunct Faculty, UNC-Chapel Hill
Health disparities abound at the global and national levels. There are significant disparities in health indicators among countries, with some countries’ health systems unable to provide basic care for all of their residents. At the national level, health disparities based on race and ethnicity, socioeconomic status, gender, age, geography and other factors persist. Numerous international human rights declarations signed and ratified by most nations recognize health as a human right. In this engaging and thought-provoking session, we will discuss a broad overview of global public health disparities, explore health as a human right and outline what is needed to achieve equity. Resources for educators to integrate these topics into their classrooms and programs will be provided.
Enhancing Awareness of Human Trafficking in Schools: Part 1 [6-12]
Nancy Hagan, Project Site Coordinator, Project NoREST, UNC-Chapel Hill
Educators interact daily with children who may be at risk of becoming, or who may already be, victims of human trafficking. During this session, participants will be offered an overview of human trafficking that presents the definition, nature and scope of sex and labor trafficking. This session will identify indicators of student vulnerabilities to trafficking, recruitment techniques used by traffickers and the impacts of exploitation on victims, and will include community resources, prevention techniques and action steps for educators. The presenter will use a variety of methods, both didactic and interactive, to engage participants. Questions and answers will be considered throughout.
Enhancing Awareness of Human Trafficking in Schools: Part 2 [6-12]
LB Klein, Doctoral Research Assistant, School of Social Work, UNC-Chapel Hill
Cynthia Fraga Rizo, Assistant Professor, School of Social Work, UNC-Chapel Hill
During this session, participants will be provided with an overview of recent mandates to teach about and respond to sex trafficking in schools. Session presenters will also discuss why schools are well-positioned to prevent and address sex trafficking. In addition, the session will introduce attendees to a project currently working to develop school-based content on sex trafficking, as well as protocols for identifying and connecting youth to needed community services. The majority of the session will be an interactive creative thinking session using the Charette Procedure.
Short Strategy / Resource Sessions
(interactive sessions highlighting a resource or teaching strategy)
From Global to Local: Bringing Global Reporting into the Classroom [K-12]
Fareed Mostoufi, Senior Education Manager, The Pulitzer Center
Migration. Global health. Conflict. Environmental sustainability. How do these global issues connect to local contexts? How do we bring these issues into the classroom? What role can journalism play in classrooms, and in the lives of our students? Participants will explore these questions in this interactive workshop led by education staff from the Pulitzer Center on Crisis Reporting. The session will include a combination of presentations and hands-on curriculum building activities. Participants will leave with tools to incorporate global reporting into their classes, as well as connections to journalists working on pressing world issues.
Using #OwnVoices Texts to Explore Human Rights and Social Justice in the Classroom [K-12]
Casey Rawson, Postdoctoral Research Associate, School of Information and Library Science, UNC-Chapel Hill
Kimberly Hirsh, Ph.D. Candidate, School of Information and Library Science, UNC-Chapel Hill
In response to the Charlottesville violence, author Jacqueline Woodson tweeted, “When you don’t know ‘how to talk about it,’ let some authors help you.” As an educator, it can be difficult to introduce discussions about human rights and social justice in the classroom in a productive and respectful way, especially if you have never experienced the marginalization and oppression you’re discussing. This is where #OwnVoices texts – literature about diverse characters written by authors from that same diverse group – can help. In this session, we will share examples of #OwnVoices texts at all grade levels and how they are being used to facilitate teaching and learning about human rights, social justice and equity. Participants will be able to identify #OwnVoices literature and describe how these texts can help facilitate classroom conversations about human rights and social justice.
Teaching Human Rights with Carolina Navigators [K-12]
Elizabeth Bucrek, Carolina Navigators Program Manager and Instructor, The Center for Global Initiatives, UNC-Chapel Hill
In this interactive session, you will learn how Carolina Navigators makes it easy for you to teach about human rights, civil rights and other cultures in your classroom. An innovative service-learning program, Navigators works with UNC-Chapel Hill students with international expertise to create free global education resources for K-14 educators and students across the state. Participants will go on a virtual and hands-on tour of available global education resources, will take part in a model activity and will have the opportunity to explore the Universal Human Rights and United Nations, African American History and Culture and World Religions culture kits. Educators will also learn how to get their own free educational resources for teaching about human rights in their classrooms.
Voices from the Ground: Performance Art and Reciprocal Learning [K-12]
Dasan Ahanu, Public Speaker, Organizer, Workshop Facilitator, Poet, Spoken Word Performer, Educator, Songwriter, Writer, Emcee and Artist
This session will focus on the use of art in the classroom as a way of sparking crucial conversations about human rights and social justice. Looking at various examples of performance art from independent artists, the participants will discuss strategies for utilizing these examples with their students. The value of using independent artists is that it speaks to the value of grassroots voices. These artists are often creating from within the circumstances and obstacles they are addressing. What will students share and create based on what they see? This will be an interactive session centered on sharing, exploration and creativity.
 Transform Your Teaching with the SDGs [K-12]
Kimm Murfitt, #TeachSDGs Ambassador and IB Coordinator, Winkler Middle School, Cabarrus County Schools
Heard about the Sustainable Development Goals, commonly known as the Global Goals, but feel uncertain as to where to start? This breakout session is designed for you! Intended as a launch pad for teaching the SDGs, teachers will leave with ideas for beginning this work with students and will gain resources for further support in their own growth. Come learn ways to support your understanding in order to engage and educate your students on the Sustainable Development Goals. Transform your teaching and transform your classroom!
 Congos, Carnaval and Critical Consciousness: Using Digital Portobelo in the Classroom [K-12]
Laurel Stolte, Interventionist, Frank Porter Graham Elementary, Chapel Hill-Carrboro City Schools
Renée Alexander Craft, Associate Professor, Department of Communication Studies and Curriculum in Global Studies, UNC-Chapel Hill
Come with us to visit Portobelo, Panama! Digital Portobelo is a bilingual (Spanish/English) online collection of interview excerpts, photos, videos and other resources that allow for preservation of and engagement with this small town’s rich colonial history and Afro-Latin Congo culture. Through this exploration, teachers and students can gain deeper understanding of Afro-Latin identities and the ways people preserve their cultural backgrounds and resist injustice while forging connections between cultures. Learn how one group of teachers is using Digital Portobelo to promote critical thinking and cross-cultural exploration, and consider ways it can be used in your classroom. Recommended for elementary dual language and secondary Spanish, social studies and language arts teachers.
Introducing Holidays and Heroes in the Classroom [K-5]
Holly Loranger, Assistant Director, World View, UNC-Chapel Hill
Holidays and celebrations to commemorate a historical event, an important issue or person can be an exciting opportunity to introduce history, geography, national heroes and culture from around the world. They also present an opportunity to build critical literacy and develop global competence. As we enter into what many of us in the United States call the “holiday season,” it makes sense to want to introduce holidays to our students. Adding a global dimension through a social justice lens can be done in with some thoughtful planning. This session will provide strategies for incorporating holidays, days of commemoration, and heroes into instruction in culturally-appropriate and authentic ways.
“You Can’t Talk About That”: Facilitating Difficult Conversations Through Contemporary Art [6-12]
Jack Watson, Visual Art and Art History, Durham School of the Arts
The classroom is a space to participate in dialogues about today’s challenging issues, but many teachers find this difficult. By using contemporary art as a lens, students can engage with challenging issues through the diverse perspectives of artists whose work is socially relevant and deeply connected to identity. Conversations around contemporary art become rich sites for an open discourse, and participatory art experiences in their own right. This session will present strategies for facilitating conversations and artistic dialogues in the classroom around social justice issues by using contemporary art. We will view and discuss examples of artists’ works, explore various educational resources and talk about the ways in which these conversations can lead to direct action in school communities and beyond. While the focus is on art, the strategies have interdisciplinary possibilities.
“Nonviolence Is Impossible”: Role Playing in the Classroom [6-12]
Wesley Hogan, Director of the Center for Documentary Studies and Research Professor in the Franklin Humanities Institute and in the Department of History, Duke University
When people think of the civil rights movement, nonviolence is always mentioned but rarely understood. Some people think nonviolence blankets the whole civil rights movement as its single most distinctive feature, but scholars in the last two decades have shown how misleading that idea is. Nonviolence was more of a “one-off” tactic, used sporadically to great effect. This interactive session will demonstrate how middle school and high school teachers can run a 45-minute interactive role play on the 1960s freedom movement sit-ins that will teach students how nonviolence worked, why it was hard to do, why it worked in some places and not in others and how this tactic differed from other movement tools like boycotts, marches or self-defense.
Talking About Difficult Things: Developing a Discussion Based Classroom to Talk About Issues of Human Rights and Social Justice [6-12]
Brian Gibbs, Assistant Professor, School of Education, UNC-Chapel Hill
In this session participants will explore what makes strong essential questions, how they can be used to draw out human rights/social justice issues, how to organize content around them and how to use these questions as a way to develop an inquiry- and discussion-based classroom.
Using Twitter for Teaching and Learning about Human Rights [6-12]
Scott Morrison, Assistant Professor, Elon University
Participants in this interactive session will learn how Twitter can be used for teaching and learning about human rights issues. First, we will go over the basics of Twitter and how thousands of teachers use the social media platform for professional learning and networking. Then we will explore how the Twitter feeds of organizations like Human Rights Watch, Human Rights Campaign and The United Nations Human Rights Office, as well as hashtags like #humanrights, can be used by teachers to find curriculum and other resources for teaching about current issues related to human rights. By the end of the session, participants will be able to understand how Twitter can be used to facilitate teaching about human rights issues.
Strategies and Resources for Introducing the Topic of Climate Justice to Students [9-12]
Dana Haine, K-12 Science Education Manager, UNC Institute for the Environment
Briana Steele, Senior Program Manager, Alliance for Climate Education
Climate change is an amplifier of many social justice issues, with society’s most vulnerable populations primed to experience the greatest risks from climate impacts such as extreme heat and flooding. In this interactive session we’ll conduct a hands-on activity that can be used to introduce students to the concept of climate justice; we’ll then explore relevant NC and US scenarios that can be incorporated into instruction. We’ll introduce the topic of community resilience and conduct another hands-on activity that can be used to convey the “ingredients” of community resilience and we’ll discuss the role of adaptation in addressing climate impacts in order to protect vulnerable populations. This is a highly interdisciplinary topic; we’ll discuss strategies for integrating this topic into the classroom.
Interactive Labs
Studying Human Rights Through Disciplinary Literacy [K-12]
Drew Hammill, K-12 Social Studies Curriculum Specialist, Social Studies Charlotte Mecklenburg Schools
John Nabors, K-12 Social Studies Curriculum Specialist, Social Studies Charlotte Mecklenburg Schools
The ability to develop, articulate and debate meaningful questions lies at the core of social studies instruction. This session will provide evidence-based pedagogical approaches that combine human rights and social justice issues into inquiry-based instruction. K-12 teachers will participant in a model inquiry that allows to teachers simultaneously experience the inquiry design model process and create their own while collaborating with colleagues. Teachers will also walk away with giveaways and access to free resources.
Nour International: A Collaborative Curriculum on the Syrian Refugee Crisis [K-12]
Kathryn Jones, History and Government Teacher, Faculty Advisor and Co-Founder, Nour International and The Madeira School
Lucia Mock, Ph.D. Candidate, Faculty Advisor and Co-Founder, Nour International and UNC School of Education
This session will center on the Syrian refugee crisis. Educators will discuss best practices to deliver content on the refugee crisis, to discuss this contested and complex issue with students and to help students develop action plans to spread awareness through the process of design thinking. We will learn the difference between viewing refugees as nameless, helpless victims and viewing refugees as fellow global citizens, prompting student empathy and a more culturally-sensitive action plan. Materials on the refugee crisis will be provided, including primary source videos and documents from the Burj al-Barajneh refugee camp in Lebanon and materials to help students develop action plans.
Weaving Connections: Documenting Through a Local and Global Lens [K-12]
Diana Greene, Executive Producer, Weaving Connections
Educators will learn ways to weave visual storytelling into the classroom at any grade level, and discover how to use sound, music, image and interviews while exploring a subject. By incorporating multimedia tools, we will link verbal thinking with visual literacy and expand understanding; we will gain research and artistic skills to help tie local classrooms to the broader global landscape; and we will experiment with documentary film techniques using smartphones. In addition, educators will examine the film Weaving Connections, made by high school journalism students in Winston-Salem and funded from a grant from The Pulitzer Center. Using Winston-Salem as a case study, students saw firsthand how the “local” and “global” directly intertwine by looking through the lens of textile manufacturing.
Does the Earth Have Rights? Bringing Environmental Issues into the Classroom [6-12]
George Gilmer, 6th Grade ELA/SS Humanities Teacher, Smith Middle School, Chapel Hill-Carrboro City Schools
Mike Harris, 6th Grade Social Studies Teacher, Durham Academy
Erin Kellas, 7th and 8th Grade Social Studies Teacher, Smith Middle School, Chapel Hill-Carrboro City Schools
Scott Morrison, Assistant Professor, Elon University
In this interactive session, we will discuss interdisciplinary topics and demonstrate activities that teachers can integrate into their classrooms. The goal is for participants to walk away with practical strategies and be inspired to address current issues related to the environment with their students. By the end of the session, participants will be able to understand how environmental issues can be integrated into multiple disciplines, and implement activities that encourage deliberation and assignments that integrate literacy and critical thinking
Exploring the Role of Image, Information and Interpretation in War Scenes [6-12]
Carolyn Allmendinger, Director of Academic Programs, Ackland Art Museum, UNC-Chapel Hill
Jenny Marvel, Head of School and Community Programs, Ackland Art Museum, UNC-Chapel Hill
During this interactive and multitiered session, participants will consider and reflect upon the roles that information, imagery, discussion and debate play in shaping our perceptions, understandings and attitudes toward politically charged situations. In the course of the session, participants will be made aware of the multidimensional impact of experiential pedagogy, as they actively engage with works of art and each other. The focus will be selected prints from the Ackland’s fall exhibition, “Flash of Light, Fog of War: Japanese Military Prints, 1894-1905.” For most American audiences, the wars depicted in these prints are geographically and historically distant – if not completely unknown – events. Their imagery, however, is visually engaging and approachable, and their content rich and controversial; this combination of factors makes them excellent subjects for problem solving exercises. By attending to images and events from the past, participants will discuss applications of the session’s methods to current events, specifically ones that engage with social justice and human rights issues
Conversations about Moral Disagreement in the Classroom: High School Ethics Bowl as a Pedagogical Tool [9-12]
Dominique Déry, Director, National High School Ethics Bowl, Parr Center for Ethics, Department of Philosophy, UNC-Chapel Hill
Steven Swartzer, Lecturer and Outreach Coordinator, Parr Center for Ethics and Department of Philosophy, UNC-Chapel Hill
The National High School Ethics Bowl (NHSEB) is a remarkable program that uses friendly competition to promote respectful, supportive and in-depth discussion of ethics among high school students. NHSEB fosters constructive dialogue and furthers the next generation’s ability to make sound ethical decisions. Our collaborative model rewards students for the depth of their thought, their ability to think carefully about complex issues and the respect they show to the diverse perspectives of their peers. This program enables students to exercise key democratic virtues, preparing them to navigate challenging moral issues in a rigorous, systematic and open-minded way. Participants in this session will learn how to use the NHSEB in high school classrooms. Participants will engage in a moderated conversation about select cases from the NHSEB, and will practice identifying the central moral dimensions of these cases and discussing them in a way that shows awareness and thoughtful consideration of multiple viewpoints. Participants will also practice judging a mock ethics bowl round—including assessing the quality of the presentations and asking thoughtful questions that encourage students to think about these issues more deeply. Finally, participants will learn about resources that NHSEB has available to high school teachers



Team / Learning Community Meetings or Reflection
Action Plan Team Meetings
*more information coming soon!*
Learning Community Meetings and Courageous Conversations
*more information coming soon!*
World Café Reflections
*more information coming soon!*




Program Material

To receive 1.5 Continuing Education Units (CEU) you will need to attend the full symposium and return a completed study guide AFTER the program. The study guide has questions to be answered before attending the October program and afterwards. It is available here

In the weeks leading up to the symposium, we will unpack its theme, Human Rights and Social Justice, and begin learning about key human rights issues impacting the world today. The first suggested reading is to peruse the United Nations Global Issues Overview website. This website gives a broad overview of the most critical issues the UN is addressing now. Please select several issues that peak your interest to become more familiar. 

Lodging & Directions

Please download and print the parking pass for the Friday Conference Center (located here) and display it on your dashboard while parked and attending the symposium. 

Courtyard by Marriott
100 Marriott Way, Chapel Hill, NC 27517
Rate: $139.00, guaranteed until September 25, 2017
Rooms can be booked by calling the hotel directly and mentioning the UNC World View block or by following this link: Book your group rate for K12 Symposium

Hampton Inn & Suites
6121 Farrington Rd, Chapel Hill, NC 27517
Rate: $104.00, guaranteed until October 2, 2017
Rooms can be booked by calling the hotel directly and mentioning the “World View K-12 Symposium” code or by following this link: hamptoninn.hilton.com/en/hp/groups/personalized/R/RDUCHHX-K12-20171025/index.jhtml

Hampton Inn & Suites
370 East Main St. Unit 100, Carrboro, NC 27510
Rate: $119.00, guaranteed until September 27, 2017
Rooms can be booked by calling the hotel directly and mentioning the UNC World View block or by following this link: hamptoninn.hilton.com/en/hp/groups/personalized/R/RDUCOHX-K12-20171025/index.jhtml?WT.mc_id=POG