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Considering the large number of residential students in our school, it will be beneficial to improve our mentoring program for these students by including more members of the professional community with varying backgrounds who can relate to the students, most of whom are staying away from home. CAS can then be conducted in 2 ways:

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--"REACH IN" = working in the community by finding a cause to volunteer for, alongside mentors and teachers who also want to give back. These opportunities can be chosen by mentors and students alike at the Asia Society Cultural Center here in Houston, the Catholic Charities home downtown, and the Houston Food Bank. 

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--"REACH IN" = working in the community by finding a cause to volunteer for, alongside mentors and teachers who also want to give back. These opportunities can be chosen by mentors and students alike at the Asia Society Cultural Center here in Houston, the Catholic Charities home downtown, and the Houston Food Bank. 

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--"REACH OUT" = Using the following social organization as a source: https://www.globalgiving.org/projects/, students will select a project in a part of the world that they feel connected to. The example that will be used in class is "Support a Girl's Year at School in Afghanistan" by School of Leadership, Afghanistan (SOLA) 

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--"REACH OUT" = Using the following social organization as a source: https://www.globalgiving.org/projects/, students will select a project in a part of the world that they feel connected to. The example that will be used in class is "Support a Girl's Year at School in Afghanistan" by School of Leadership, Afghanistan (SOLA) 

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Support a Girl's Year at School in Afghanistan on GlobalGiving

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The School of Leadership, Afghanistan (SOLA) is an Afghan-led, private boarding school for girls in grades 6-8, the first of its kind in Afghanistan. Our mission is to prepare girls to become the confident women who will lead their nation to a peaceful, prosperous future.

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--To better connect with the social organization of focus, students will listen to TED TALK by Shabana Basij-Rasikh to gain perspective and context. Then, they will read the up-to-date reports included on each project for globalgiving.org.
Here is a sample from SOLA, or the School of Leadership for Girls in Afghanistan:
(Celebrating International Children's Day 2018)

Dear friends,

With summer here and vacation season upon us, we wanted to take a moment to bring you a quick update from our campus, where school is still in session -- and where wonderful things have been happening.

As you know, our new 6th grade class joined us in March. For many of them, this has been their first time away from their families, and our older students have been endlessly creative in finding ways to make them feel at home at SOLA -- but they outdid themselves for our celebration of International Children's Day in early June.

Of course, this is always a special day at SOLA, but this year, our older students took the lead in designing a surprise party for our 6th graders: decorating our campus, preparing gift boxes, and even baking a cake for their younger classmates. We hope the photos below help give you a feeling for the excitement, and the joy, of that day.

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--Students will read the following article by Katharine Esty from the Bill and Melinda Gates Foundation website on microfinance and the necessary empowerment of women in an economy: https://www.impatientoptimists.org/Posts/2014/01/5-Reasons-Why-Muhammad-Yunus-Focuses-on-Lending-to-Women#.Wz6FANMvyAw
They will then explore the following site on bridging the gap for gender inequality via http://worldslargestlesson.globalgoals.org/worlds-largest-lesson-2016-focus-on-goal-5-gender-equality/, and then they will design a graphic organizer on the points they found most salient and how best to implement them.

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This story map was created with the Story Map Cascade application in ArcGIS Online.

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TOK questions to explore during research and upon reflection:

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TOK questions to explore during research and upon reflection:

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--Regarding "TRUTHS FOR ALL CULTURES":
Across the board, why is it beneficial to spotlight women across the international economy? How does empowerment of these women fare for respective national economies and change the face of a country for the better?
--Regarding "PERSPECTIVE AS SHAPED BY CULTURE", What aspects of the regional cultures being studied and analyzed would have to evolve and possibly amended to accommodate a lasting, significant, and respected place for women in society?
ALSO, see the following article below from the migrant project regarding the use of SHAOLIN to help young Afghan girls deal with present circumstances. How are physical and ancient similarities between China and Afghanistan helpful in facilitating the relationship between these two central Asian cultures?

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TMP - 20/02/2017

On a hillside west of Kabul a small group of Afghan women and girls are practicing the ancient art of Shaolin "wushu" kung fu. The 10 ethnic Hazara women and girls are preparing for the day that Afghanistan can send its womens wushu team to an international tournament.

The group is being trained by a 20-year-s old woman, Sima Azimi, who obtained her black belt in wushu in Iran after studying it for three years, and now spends her time teaching other girls and women.

In Kabul, where women and girls are sometimes harassed on their way to school or work or while shopping, it is important to teach them self-defence skills. Azimi recalls an incident in which a thief tried to snatch her purse. Using her martial arts skills she fought back and managed to keep it.

Azimi currently has nine students. Among them is Raihana Amiri, who is also 20 years old. Amiri hopes she can participate international wushu competitions and thereby bring pride to Afghanistan.

When they aren't training outside, the team is coached in a small club, financed by a young actor. Azimi says it was difficult to find all the tools needed to train. She had to order a Shaolin sword from Iran and for the Shaolin uniforms they had to use the skills of a Kabul tailor.

Since she returned from Iran, Azimi has made it her mission to train young girls in the neighbourhood. She charges the girls and young women who attend her class anywhere from $2 to $5 a month, depending on what they can afford.

"Some of my students' families had problems accepting their girls studying wushu," she says. "But I went to their homes and talked to their parents."

Azimi believes that girls and women can compete equally with boys in martial arts. In a competition organized by the National Olympic Committee competition in Kabul, Azimi was the top female contender in kung fu.

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Afghan women and girls fighting to become Shaolin martial art ambassadors - The Migrant Project

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TMP - 20/02/2017 On a hillside west of Kabul a small group of Afghan women and girls are practicing the ancient art of Shaolin "wushu" kung fu. The 10 ethnic Hazara women and girls are preparing for the day that Afghanistan can send its womens wushu team to an international tournament.