Contents
China…………………………………………………………………………………………2
Greece-Crete…………………………………………………………………………….3
Turkey-Istanbul……….…………………………………………………………………4
Slovenia………...………………………………………………………………………5-6
Italy-Lake Garda………..………………………………………………………………7
United Kingdom-London…………………………………………………………..8
Morocco……………………………………………………………………………………9
Switzerland………………………………………………………………………………10
Greece-Sailing………………………………………………………………….………11
Spain– Costa de Sol………….………………………………………………………12
Sri Lanka………………………………………………………………………….………13
Turkey……………………………………………………………………………..………14
Suisse Romande………………………………………………………………………15
United Kingdom– Cooking………………………………….……………………16
Croatia…………………………….………………………………………………………17
Iceland………………………….…………………………………………………………18
Poland…………………………..…………………………………………………………19
Tanzania…………………………………………………………………………..………20
Italy– Venice…………………………………………….………………………………21
Nepal…………………………………………………………………………………….…22
Oman………………………………………………………………………………………23
Romania…………………………………………………………………….…………...24
Russia……………………………………………………………………………………...25
Ghana…………………………………………………………………………………..…26
Italy-Sardinia…………………………………………………………………….……..27
CHINA
Classroom Without Walls 2013
Project Name:
Project Leader:
Grade Levels:
Dates:
Beijing Old & New
Leanda Wood
10-11-12
June 1 -7 (Note: This trip conflicts with the June SAT test)
Max Participants:
Mission Principles:
20
Learn, Challenge
Description
On this trip we will juxtapose ancient monuments such as the Great Wall of China and the Temple of
Heaven against Beijing’s most modern architecture such as The Cube, The Egg, and the 798 art area. We
will take some hands-on workshops in traditional Chinese activities and visit the home of a Chinese
hutong resident. We will stay in VERY basic accommodation in a city where few people will speak your
language. You may not get to eat western food; in fact you may not know what you are eating at all! If
you like this kind of cultural adventure and believe you are flexible, positive and open-minded then this is
a fantastic trip for you.
Essential Questions:
Enduring Understandings:
Does a country have to sacrifice its ancient
past to create a modern future?
Beijing has more than 3000 years of recorded
history yet it has become a huge, modern
How does a government appropriate
potentially subversive art into the mainstream culture?
metropolis where historic sites sit alongside a
How does a government cater to the housing
needs & aspirations of a modern generation?
and new and must make choices on how to best
without destroying traditional patterns of family
life?
new, sometimes avant-guard culture, so China is
faced with an identity collision between the old
deal with this.
The difficulty of wealth distribution and living
standards created by having such a populous
nation.
Application Question (s): Explain why you would like to travel with us to Beijing and what you hope to gain
from the experience? AND What makes you believe you will be a positive open-minded trip member when we
are staying in clean, safe, but VERY basic accommodation and eating food that you are not used to?
Classroom Without Walls 2013
Project Name:
Project Leader:
Grade Level(s):
Dates:
Mens Sana in Corpore Sano
Andreas Meitanis
10-11-12
June 2-8
Max Participants:
Mission Principles:
30
Learn, Challenge
CRETE
Description
This CWW Project will travel to the island of Crete. The trip is recommended to students: who are in good physical
condition and wish to test their stamina while crossing a beautiful natural site; those curious souls who wish to
discuss and debate philosophical issues and the ZIS Philosophy in particular, learn about the changing and
overlapping cultures and civilizations in the Mediterranean; and students eager to read prose and poetry and
indulge in creative writing. Key aspects of the trip include: a visit to the Minoan site of Knossos; a day devoted to
discussing philosophy; a day devoted to Greek literature and poetry; and a 6-8 hour spectacular hike of the
Samaria Gorge.
Essential Questions:
Enduring Understandings:
How does poetry reflect a country’s history and
culture?
The present influences our view of the past.
There is no absolute historical truth.
Considering the restoration process, how do we
project ideas, values and current thinking on the
past?
Responsibility for the common welfare is basic
for a civilized community.
What is civic duty?
Poetry is the artistic reflection of a country's
society, culture and history.
How does one's experience with the natural
effect our ethos?
Hiking reinforces respect for nature.
Application Question:
Discuss ONE of the four Essential Questions of the project.
Classroom Without Walls 2013
Project Name:
Project Leader:
Grade Level(s):
Dates:
Grade 9 Istanbul Exploration
Brook Mullens
9
June 3-7
Max Participants:
Mission Principles:
112
Learn, Challenge
TURKEY
Description
Join the rest of your grade 9 classmates and explore the bustling, vibrant and historic city of Istanbul, Turkey. We
will explore sites from the days of the Romans Empire and the Ottoman Empire as well as modern secular Turkey.
Sites we will visit include the Blue Mosque, the Hagia Sophia, the Hippodrome and Topkapi Palace. We will take a
boat cruise on the Bosporus Straight, the water separating Europe and Asia. You will also have a chance to
experience many cultural aspects of Turkey including playing backgammon while drinking tea in a cafe, going to a
dance show, taking a Hamam (a traditional Turkish bath) and shopping in the enormous Grand Bazaar. Students
will travel in four separate groups. Each group will have its own curricular focus, its own itinerary, its own
professional tour guide from the ETR tour company and its own hotel.
Essential Questions:
Enduring Understandings:
How does geography assist or hinder an
empire’s development?
The best way to understand a culture is to
experience it.
In what ways might a conqueror integrate
conquered people into the society?
How do people preserve their traditional culture while adapting to modern life?
What is globalization and how does it affect
people and places people and places?
Modern Istanbul reflects its Ottoman past,
Islamic tradition and secular present.
Globalization can coexist with or threaten a
country’s traditional values.
Religion is integral part of people’s lives and
their nation’s history.
Application Question (s):
No application is required. All grade 9 students will participate in this project.
Classroom Without Walls 2013
Project Name:
Kayak and Outdoor Adventure, Slovenia
Project Leader:
Grade Level(s):
Dates:
Max Participants:
Mission Principles:
Ian Hoke
10-11-12
June 2-9
20
Learn, Challenge
SLOVENIA
Description
The idea of this week is to provide different learning experiences in the outdoors of beautiful Bovec, Slovenia, with
an emphasis on kayaking. Students will engage in kayaking lessons on the Soca River each morning or on five
mornings. In the afternoons, students will be able to choose from one of several outdoor activities like mountain
biking, rafting, canyoning, and hiking. We have the option to take a hike in the mountains through historic foxholes
from World War I, as well. Student interest will drive the decisions on these further activities. Some students will
complete their Duke of Edinburgh expedition requirements through this project, allowing them to take a lead
among their peers, organizing activities and meals while managing a modest budget.
Essential Questions:
How do we respond to both physical and
mental challenges?
How is the idea of risk used as a learning
medium for personal development?
Enduring Understandings:
Learning is a lifelong goal that can be
achieved in many ways.
We are all challenged differently by different
learning experiences.
What is the relationship between risk, fun,
and accomplishment?
Application Question (s):
Please describe a time when you took a risk and learned from the experience.
MORE INFORMATION CWW TRIP TO SLOVENIA
Students last year enjoyed the trip and blogged about it, including an exciting video chronicling our time in
Bovec.
Also, see links in the paragraph description on previous page.
For all students, the pre-departure expectations are as follows for specific skill levels upon arrival in Slovenia:



Basic: Participants need to be prepared for the variety of challenges this week will offer. They need to
be physically fit, competent swimmers, and open to learning different skills.
Beginner (for trip): Participants will be expected to attend two flat water sessions at the ZIS Early
Childhood Center. Wet exiting, swimming techniques, self-rescue, and kayaking terminology will be
covered, as will basic paddle stroke techniques.
Intermediate (for trip): Participants interested in experiencing a wider array of whitewater and in
reaching a higher degree of competency in Bovec, or those using this experience as a Duke of
Edinburgh expedition will be expected to attend the following. Dates are not fixed; details to follow:
February 26
Flatwater day to introduce newcomers to the basics of paddling
March 2-3
Eskimo roll clinic in Chur with Kanuschule Versam – student expense
March 5, 19
Flatwater days to build and practice skills, roll
April 13
Basic Whitewater day on the Reuss beginning in Bremgarten
April 27 – 28
Versam Whitewater Weekend – Saturday – paddle with pro instructor (student expense);
Sunday – group paddle. Camping overnight.
Classroom Without Walls 2013
Project Name:
Project Leader:
Grade Level(s):
Dates:
Max Participants:
Mission Principles:
ITALY
Lake Garda
TBD
10-11-12
June 3-7
18
Learn, Challenge
Description
Lake Garda is well known as an excellent location to learn and enjoy water-sports. It is also a beautiful
location and we will be staying close to the picturesque small town of Malcesine, with its magnificent
medieval buildings and charming harbour. The sailing centre is fully equipped to offer a wide range of
activities, such as windsurfing, kayaking, sailing dinghies and catamaran. The fully qualified and
experienced staff will guide you through the skills you need to learn, so that you can safely go onto the
water.
Essential Questions:
Enduring Understandings:
Why is safety important in water-sports?
Water sports can be dangerous if safety
procedures are not followed correctly.
What skills do I need to have to participate in
activities?
What will I discover about myself by accepting
new challenges?
Application Question:
Why do you want to participate in water-sports?
We learn about ourselves by accepting
challenges and learning new skills
Classroom Without Walls 2013
Project Name:
Project Leader:
Grade Level(s):
Dates:
Max Participants:
Mission Principle:
UNITED KINGDOM
London Theatre
Will Sloop
10-11-12
June 3-7
20
Learn
Description
This project will take us to London to see some of the world's best theatre productions. Our itinerary will
include workshops with leading artists, backstage tours of the city’s finest theatres, and discussions of
the history of London theatre. We will also see live performances in the city’s West End theatre district,
at the National Theatre, and/or the Globe Theatre. In addition to the theatre excursions, we will also
observe the sights and sounds of London, exploring famous landmarks and world-class museums.
Essential Questions:
Enduring Understandings:
How has the history of theatre in England
shaped theatre today?
The history of English drama is deeply rooted
in London and the culture of the area.
What are the elements of great drama?
Application Question:
Why would you like to participate in the London Theatre project, and what would you hope to see/learn
on the trip?
Classroom Without Walls 2013
Project Name:
Project Leader:
Grade Levels:
Dates:
Max Participants:
Mission Principles:
MOROCCO
Medinas, Mountains and a Moroccan Service Adventure
Ann Fritzen
10-11-12
June 3-8
24
Care, Learn
Description
Morocco has acted as the bridge between Europe and Africa since ancient times. Come take an
enchanting journey through Northern Morocco. Work with a small village school in the High Atlas
Mountains as you learn about each other’s cultural customs through homestay experience. Once your
work is through wander through the labyrinth of Fez’s ancient medinas. Here you’ll stay in a traditional
Moroccan riad (a house with an interior courtyard). We also visit Casablanca before flying out and eat in
Rick’s Café, the setting for the movie Casablanca.
Essential Questions:
How can we learn about each other's cultural
customs through a service project?
How does the Service Trip change the
participants’ world view and what difference
will we make to the local Moroccan community?
Enduring Understandings:
Service matters. Everyone has a culture. Culture is dynamic and powerful. It shapes how
we see ourselves, the world, and others.
Application Question:
How do you think staying in a local family’s home during the service project will enhance your experience, or change your view on culture and family?
Classroom Without Walls 2013
Project Name:
Project Leader:
Grade Levels:
Dates:
Max Participants:
Mission Principles:
SWITZERLAND
Paragliding in the Heart of Switzerland
TBD
10—11—12
June 3-9
10
Learn, Challenge
Description
“Paragliding in the Heart of Switzerland” challenges students to learn a new skill and push their comfort
zone to have a new, exciting experience. For several days, students will learn to, take off, fly, and land
with a paragliding wing. Expert instructors from WinWings in Schwyz lead the students in either English
or German. Following several days of learning basics on Swiss hillsides, students will experience two days
of solo flights over some of the most beautiful countryside on Earth, guided over hand radios by
instructors on the ground. Students complete the beginner course for Swiss licensure in paragliding and
may continue toward solo licensure following the course.
Essential Questions:
Enduring Understandings:
How do we respond to both physical and
mental challenges?
Learning is a lifelong goal that can be
achieved in many ways.
How is the idea of risk used as a learning
medium for personal development?
We are all challenged differently by different
learning experiences.
What is the relationship between risk,
fun, and accomplishment?
Application Questions:
Please describe a time when you took a risk and learned from the experience.
GREECE
Classroom Without Walls 2012
Project Name:
Project Leader:
Grade Levels:
Dates:
Max Participants:
Mission Principles:
Day Skipper Sailing Course - Greece
Peter McGrath
10-11-12
June 1-8 (Note: This trip overlaps with the June SAT test)
24
Learn, Challenge
Description
Learn to skipper an ocean going yacht on short passages. A comprehensive introduction to basic
navigation and pilotage, safety procedures and collision regulations, boat handling, seamanship and basic
skippering techniques that will enable you to skipper a boat in coastal waters in daylight and settled
weather. We will be sailing out of Greece, either Athens or Corfu and will run through the day skipper
curriculum during our week at sea. See the attached links for details of the curriculum. Some students
will complete their Duke of Edinburgh expedition requirement through this trip.
Essential Questions:
Enduring Understandings:
The sea is the ultimate classroom.
What are the skills, knowledge and
experience necessary to safely navigate an
ocean going yacht over a coastal
passage?
Developing skills is based on a comprehensive
understanding of underlying knowledge.
Application Question:
Why does sailing appeal to you and why do you want to develop or improve your boat handling skills?
SPAIN
Classroom Without Walls 2013
Project Name:
Project Leader:
Grade Levels:
Dates:
Max Participants:
Mission Principles:
COSTA DEL SOL (South Coast of Spain Exploration Trip)
Carmenza Vasquez
10-11-12 Spanish Students
June 3-7
16
Learn, Challenge
Description
Suitable for beginners to advanced Spanish students, the focus of the trip is to immerse yourself in the
culture and history of the South of Spain while you enjoy the sun, beautiful beaches, local cuisine and
lively music. Other highlights include touring the Nerja Caves (a World heritage), the Alhambra Palace
(one of the Wonders of the World), the mountain white village of Mijas, the colonial port of Cadiz and
Gibraltar. You will be challenged to listen and speak Spanish in different real life situations. Surprise
yourself with your knowledge of the Spanish language in the sunny Costa del Sol!
Essential Questions:
Enduring Understandings:
The Costa del Sol is one of the most touristic
areas in Spain. What is the impact of tourism
in the regions and communities that attract
thousands of visitors?
The best way to experience a language is to
engage in speaking it.
Language, traditions, food, music are an essential part of the country’s culture. Why is
important to conserve them?
What is the relevance of monuments and
archeological ruins in order to value the culture of a country?
To understand the culture of a region it is
necessary to know its history. In the South of
Spain, Catholics, Jews and Muslims lived
peacefully for centuries. The heritage of Spain
is rich with their influence.
Language influences the development of a
region in historical, social and cultural
contexts.
Application Questions:
¿Cuál es la importancia de hablar más de un lenguaje en el mundo actual?
¿Qué opinas de la cocina española?
Classroom Without Walls 2013
Project Name:
Project Leader:
Grade Levels:
Dates:
Max Participants:
Mission Principles:
SRI LANKA
MENCAFEP project
Andrew Mollitt
10-11-12
June 1—9 (Note: This trip conflicts with the June SAT test)
20
Learn, Care
Description
For the past 25 years MENCAFEP has transformed the lives of young people with disabilities in Sri Lanka.
This year’s CWW visit will spend four days high up in the tea plantations helping at the MENCAFEP School
in the town of Nuwara Eliya. Mornings will be spent helping in classes seeking to learn more about how
attitudes to disability have been changed through the project’s work. In the afternoons we will run a
football coaching camp for local youngsters from the area – many of whom will remember ZIS’s previous
visit in 2011. There will also be the opportunity to see some of the many sights of the island that Lonely
Planet recently voted number 1 on the list of countries to visit in 2013.
Essential Question:
How do cultural influences effect the
provision for those with a disability?
Enduring Understandings:
Every individual deserves the chance to live a
dignified and fulfilling life.
Though disability is common to all countries,
provision for those affected by it isn’t.
Efforts of a dedicated individual can change
the lives of many.
Application Question:
What do you hope to learn by visiting the MENCAFEP school in Nuwara Eliya, Sri Lanka.
Classroom Without Walls 2013
Project Name:
Project Leader:
Grade Levels:
Dates:
Max Participants:
Mission Principles:
TURKEY
Historical and Natural Turkey
Steven Eddy
10-11-12
June 2-8
16
Learn, Challenge
Description
We will explore one of the most spectacular geological and historical sites of the World. Located in
Anatolia in Central Turkey, Cappadocia is known for its unique rock formations, its underground cities,
and wonderful villages. Many different civilizations, including Byzantines, early Christians and Ottomans
lived in the area, taking advantage of the natural surroundings. We intend to stay in a cave hotel in
Goreme, a beautiful town, and discover the region, on foot, on bike, on horses and through the air. A
balloon ride, a river rafting excursion and great food, should be some of the highlights of this trip.
Essential Questions:
How does the natural environment contribute
to the development and unique features of a
culture?
Enduring Understandings:
To understand the historically diverse
cultures of the Anatolian region and to
learn how erosion and volcanic activity can
affect the landscape.
Application Questions:
Why am I interested in the Cappadocia/Anatolian region? What do I expect to learn and experience from
this project? What new challenges do you expect from this experience?
SUISSE ROMANDE
Classroom Without Walls 2013
Project Name:
Project Leader:
Grade Levels:
Dates:
Max Participants:
Mission Principles:
Voyage en Suisse Romande
Christophe Barillon
10-11-12
June 3-7
15
Connaissance, Défi
Description
Visite d’une partie de la Romandie divisée en plusieurs étapes telles que la visite d’institutions
internationales (La Croix Rouge Internationale, le CICR… à Genève), de musées (L’Art Brut et celui des
Jeux Olympiques à Lausanne) ainsi que d’autres endroits touristiques (Carouge, le Château de Chillon,
entre autres) qui font la réputation de la Romandie et qui permettent de mieux comprendre
l’importance du rôle joué par la partie francophone de la Suisse à l’intérieur de la Confédération.
Essential Questions:
Dans quelle mesure la Suisse romande contribue-t-elle à l’image de la Confédération helvétique ?
Comment peut-on expliquer que la Suisse
offre une image nationale forte en dépit de
nombreuses différences ?
Enduring Understandings:
Comment la langue influence-t-elle le développement d’une région à divers niveaux : historique, social économique et culturel ?
Application Questions:
1. Pour quelles raisons avez-vous décidé de participer à ce voyage?
2. Quelles attentes en avez-vous ?
3. Quel(s) aspect(s) vous intéresse(nt) le plus ? Pourquoi ?
Classroom Without Walls 2013
UNITED KINGDOM
Project Name:
Cook For Life
Project Leader:
Zoe Johnson
Grade Level(s):
10-11-12
Dates:
June 3—7
Max Participants: 12
Mission Principle(s): Learn, Challenge, Care
Description
This fantastic 5-day course provides you with all you need to cook healthy delicious food to equip you for
the rest of your life. Each day is dedicated to a different food group (fish; meat; vegetables; pasta & rice;
bread and cakes), and provides time to try out a huge range of dishes. You will be working in teams of 46, and will be getting stuck into hands-on cooking straight away producing contemporary food that is
easy to make and packed with flavor and goodness. Not only will you eat the food we cook together but
we can double the quantities made and donate the food to a local homeless shelter. In the evenings we
may also have time for a little shopping, sightseeing and punting!
Essential Questions:
How will I survive at living away from home?
Can I learn to cook in a week?
How do people cook healthy and nutritious
meals on a budget?
Enduring Understandings:
To gain the understanding and the skills
required to cook simple, cheap, but delicious
food.
To know how food affects well-being, fitness
and brain power.
To learn how to shop smart and budget for a
week’s food.
Application Questions:
Describe your favorite recipe or meal. (Why do you like it? Do you know how to cook it? How could you
improve it?)
CROATIA
Clasroom Without Walls 2013
Project Name:
Outward Bound Croatia
Project Leader:
Esther Wright
Grade Levels:
10-11-12
Dates:
June 1-8
(Note: This trip conflicts with the June SAT test)
Max Participants: 25
Mission Principles: Challenge
Description
If you are interested in exploring the wonderful outdoors then this is the project for you!
The week will be broken up into two sections: 1) snorkelling, kayaking, rock climbing, boat trip to Islands,
site seeing 2) hiking - In small groups: planning routes, map reading, cooking own food, sleeping in
mountain huts. This trip will be run by the company ‘Outward Bound’ and will be in the area of Jablanac
and Rab Island, in Croatia. Duke of Edinburgh students could be a final assessment for the Silver or Gold
expedition. If you are interested in this project and you are not a DofE participant that does not matter.
This project just requires you to be interested and willing to participate in a variety of outdoor activities.
Essential Questions:
What makes something a real challenge?
How do you know your mental limitations?
What are you physically capable of?
How do you overcome the 'fear' factor?
What impact on the environment do we have
participating in outdoor activities?
Enduring Understandings:
The whole experience will give you physical and
mental challenges, laughs, disagreements, joy
and frustrations along the way. By the end of this
project you will have experienced several basic
outdoor activities that will challenge you in many
ways. Everyone will develop better team and
leadership skills, not to mention much more confidence and a 'rucksack' full of great memories!
Application Question (s):
Explain why you enjoy outdoor activities and how you have perhaps found them challenging and
rewarding?
Classroom Without Walls 2013
ICELAND
Project Name: Iceland, Science and Culture
Project Leader: Joe Amato
Grade Level(s): 11-12
Dates:
June 2/3 - 8/9 TBD
Max Participants: 22
Mission Principle(s): Learn, Care, Challenge
Description
We will explore the geology, ecology, and culture of the island nation of Iceland. We will visit and explore waterfalls, a geothermal plant, a black sand beach, various Icelandic cultural and historical venues,
a glacier, sulfur springs, geysers, and a boiling coastal lava field. Activities will include whale and puffin
watching, a 3 to 4 hour hike along a river, a hike on glacier with some ice climbing, bathing at the Blue
Lagoon and an optional Icelandic horseback riding tour. Perhaps you may even learn how to pronounce
the name of the April 2010 volcano: Eyjafallajokull.
Essential Questions:
How have extreme and ongoing geological
processes shaped the living and physical environment of the island of Iceland?
How have extreme and ongoing geological
processes shaped the culture and character of
Icelandic people?
Enduring Understandings:
The culture of the people who dwell on the
extremely remote island of Iceland, which is just
barely hospitable for human life, has been very
much fashioned by its physical geography. Since
the early 20th century as Iceland has become
more a part of western Europe it has had a roller
coaster experience of policy successes and
failures especially in the area of economics.
Application Questions:
How do your personal interests and/or hobbies lend themselves to going to Iceland? Do you believe in
elves, gnomes, trolls, light fairies, or lovelings?
Classroom Without Walls 2013
POLAND
Project Name:
Bearing Witness
Project Leader:
Paul Doolan
Grade Levels:
10-11-12
Dates:
June 3-7
Max Participants: 20
Mission Principles: Learn, Care
Description: Beautiful and fascinating, Cracow truly is one of the jewels of Central Europe. The bugle
call that echoes at hourly intervals from the tower of St. Mary’s Church sets the rhythm of life. Flowers
stalls, street musicians, artists selling their works and the vendors of souvenirs all contribute to the lively
atmosphere of this place. We will enjoy Cracow, but the prime reason for this trip is to remember and
bear witness to the greatest crime of modern European history – the Holocaust. We will visit the former
Jewish ghetto and synagogues, and the factory of Schindler, made famous by Steven Spielberg’s film
Schindler’s List . Most importantly, we will spend time at Auschwitz concentration camp where we will
have an extensive guided tour and a workshop on a theme of our choice.
Essential Questions:
What makes human societies engage in mass
killing?
Do we have a duty to remember?
Enduring Understandings:
Students will understand that civilization is
precious and that during extreme circumstances
civilized values come under great strain,
sometimes with fatal consequences.
Humans are capable of great cruelty, but also incredible courage and generosity.
Collective memory shapes our identity.
Application Question:
Why should we remember the Holocaust?
TANZANIA
Classroom Without Walls 2013
Project Name:
Tanzania
Project Leader:
Dan Pieri
Grade Levels:
11-12
Dates:
June 1—9 (Note: This trip conflicts with the June SAT test)
Max Participants: 18
Mission Principles: Learn, Care, Challenge and Lead
Description: Since, 1969, International School Moshi (ISM) has been hosting international students
from around the world who come to Tanzania to interact with and learn from this country and the
people who live here. ISM has developed an extensive community service programme supporting
national primary and secondary schools in the Kilimanjaro region. Students who travel to Tanzania will
work on a community service project designed to advance the local community. In addition, students will
have the opportunity to participate in cultural and outdoor activities, such as safari, camping or trekking. NOTE: The community service project is labor-intensive and will challenge many students’ physical
and mental endurance.
Essential Questions:
What do I have to give? How has the service
of others helped me?
What is my responsibility to the global
community? How far am I willing to go to
make a difference?
What can we learn about ourselves by
understanding the hardships and joys of
others?
Enduring Understandings:
Despite cultural differences we are all united
in a common bond of humanity.
Service matters. You can make a difference.
Application Questions: What two words/phrases in Swahili are you most likely to use while in Tanzania? Name three of the many tribes found in Tanzania? What could you bring to help the local school
where we will be doing our service project?
Classroom Without Walls 2012
ITALY
Project Name:
Venice Today
Project Leader:
Paul Smith
Grade Levels:
10-11-12
Dates:
June 3-7
Max Participants: 15
Mission Principles: Learn, Challenge
Description
The purpose of this project is to make documentary style photographs. We will aim to document the city
'truthfully' and not like a glossy tourist brochure. Each day we will go to locations in Venice and on the
lagoon to take photographs. In the evenings you will submit your best photographs for an after dinner
slide show/critique and daily competition. A guest photographer will join us and we will visit the Venice
Biennale and other art galleries to find inspiration. This could be a useful experience for AP & IB art
students, but it is open to anybody with an interest in improving their photography.
Essential Questions:
To what extent can documentary photography
be considered a representation of the truth?
Enduring Understandings:
Artistic truth is an interpretation of
experience.
Application Questions:
Why are you interested in documentary photography and what is the most truthful photograph you have
taken?
Classroom Without Walls 2013
NEPAL
Project Name:
Nepal Service Learning
Project Leader:
Adrian Castelli
Grade Levels:
11-12
Dates:
May 31 - June 9 (Note: This trip will conflict with the June SAT test)
Max Participants: 32
Mission Principles: Care, Learn
Description
During our stay, students will visit sacred Hindu and Buddhist temples and monasteries, complete a trek
through the foothills of the Himalayas and, most importantly, work in a home for street kids in
Kathmandu as well as a local school outside of the capital. During our visit students will be expected to
teach classes, to participate in the everyday tasks of the school and home, and to engage with the
students in a variety of ways- to do this applicants should expect to meet at least 5 extra times outside
school scheduled meetings. The Nepalese students will compensate by teaching our students Nepalese,
traditional dances and about Hindu festivals and traditions.
Essential Questions:
How does religion influence the culture and
daily life of the Nepalese?
What place does education have in the
development of a society?
What can I offer and what can I learn from another culture?
Enduring Understandings:
Effective education involves both teaching and
learning.
Religion, economics and history shape society
and culture.
Service matters. You can make a difference
Application Question: What skill do you believe you have that you can offer and or teach in Nepal, and what
do you hope to learn from the students and children you will meet? Please try to provide example and experience
you may have to support your answers.
Classroom Without Walls 2013
OMAN
Project Name:
Outward Bound
Project Leader:
Ryan Myndio
Grade Levels:
10-11
Dates:
May 31—June 9 (Note: This trip conflicts with the June SAT test)
Max Participants: 25
Mission Principles: Learn, Lead, Challenge
Description: Outward Bound strives to ‘unlock human potential’ in young adults through teamwork,
leaderships and personal challenges. In this trip students will experience the Al Hajah mountain range in
Oman. They will camp for approximately four nights at altitudes of 2000 to 2500m. Through teamwork
and strong self-disciplinary skills they will lead the group using maps and GPS from point to point. They
will challenge themselves in 30-40 degrees Celsius heat to push forward to the next checkpoint together.
After this part of the expedition is complete there will be a few days to learn about Omani culture with
some of the local people, still subsiding in cliff dwellings, and experience the Muslim Mosques and
Bazaars in Muscat.
Essential Questions:
Enduring Understandings:
How is the day to day life of Middle Eastern
culture different from ours?
Challenging oneself and testing one’s
boundaries is can be extremely beneficial in
all aspects of life.
What stereotypes exist about the Middle East
and its people?
Seeing firsthand how life exists for someone
can break stereotypes almost immediately
Physically, how will this trip ready me for life
experiences in the future?
Application Question:
If ‘unlocking human potential’ is the theme for Outward Bound, what aspects of Challenge, Lead and
Learn do you look forward to developing while on this trip?
Classroom Without Walls 2013
ROMANIA
Project Name:
Habitat for Humanity
Project Leader:
Kevin Browning
Grade Levels:
10-11-12
Dates:
June 2-8
Max Participants: 15-30
Mission Principles: Care, Challenge, Learn
Description:
Our project will continue a long tradition of ZIS support for the NGO Habitat for Humanity. This is a fully
service oriented project that will take us to the town of Ploesti in Romania. Our team will work closely
together with a family and Habitat supervisors to renovate and/or build shelter for the family who need
basic, affordable housing. If you are seeking a service opportunity, your support and labor will be invaluable to us. You will leave this project knowing that you have made a difference to the lives of families in
need.
Essential Questions:
Enduring Understandings:
- How can communities work together to
- Habitat for Humanity makes a difference for mil-
solve poverty housing?
lions of people by empowering them to improve
their living conditions.
- What are the socio-economic causes of poverty housing?
- What role do I play in helping to solve the
problem of poverty housing?
- Micro financing enables people living in poverty
to make steps toward becoming self-sufficient.
-My actions do make a difference in alleviating
poverty.
Application Question:
After researching the Habitat websites, explain why you as part of our team can make a difference in our
efforts and in the lives of a deserving family.
RUSSIA
Classroom Without Walls 2013
Project Name:
Treasures of Two Capitals: Moscow and St. Petersburg
Project Leader:
TBD
Grade Levels:
10-11-12
Dates:
June 1-7 (dates subject to change—depending on flight confirmation)
Max Participants: 16
Mission Principles: Learn
Description:
In 1861 Fyodor Dostoyevsky wrote, “If there is a country in the world which to other countries is more
unknown or unexplored, enigmatic and mysterious, that country is undoubtedly Russia.” If you are interested in knowing more about the excesses of the Tsars, the tumultuous events of the Revolutions of 1905
and 1917 or the tyranny of Stalin, this trip is designed to help you experience Russia’s political history
from the time of Peter the Great to the creation of the Soviet Union. We will visit the places where the
Russian Empire was created and crushed and reborn as a Communist superpower. We will begin our exploration in Moscow and then travel by train to Russia’s “window on the west:” St. Petersburg.
Essential Questions:
Why was Russia ripe for revolution?
How do individuals help to shape revolutions?
What impact does ideology have on revolutions?
How do revolutions change societies and regions?
Enduring Understandings:
Russia developed differently than other European countries because of its unique history.
Poverty and war can lead to Revolution.
Revolutions are shaped by their leaders and
outside forces that they have little control
over.
Application Question:
Why are you interested in learning more about Russia’s political history?
Classroom Without Walls 2013
GHANA
Project Name:
Bosomtwe Community School
Project Leader:
Robert Friesen
Grade Levels:
10-11
Dates:
June 1-10
Max Participants: 22
Mission Principles: Learn, Care, Challenge and Lead
Description:
The Bosomtwe Community School (BCS) in Kumasi, Ghana was first linked to ZIS as a result of the efforts
of Ibi Oubda and Maud de Moor in order to help disadvantaged students gain an education. Students
traveling to BCS will continue the work developed by previous “Team Ghana” and CWW groups. Activities will include: teaching the BCS students; developing teaching resources; building facilities for the
school campus; working within the local community; raising the profile of BCS within the Zurich international community. While the majority of the trip will be centered on BCS, we will also be exploring some
of the cultural centers in Kumasi and Accra.
Essential Questions:
Enduring Understandings:
What place does education have in the development of a society?
Preparation and planning are critical to effectively
enact change.
What is the most effective way to provide meaningful service?
Understanding cultural differences broadens our
understanding of the world and our place within
it.
In what ways does cultural understanding foster
empathy?
What can I offer and what can I learn from another country and another culture?
You can make a significant difference in the lives
of others. Service enriches the lives of volunteers
as well as the recipients.
Application Question:
What is the most effective way to provide meaningful service? In your response, please give a personal
example.
Classroom Without Walls 2013
Project Name:
Yoga in Sardinia
Project Leader:
Elana Glasenberg
Grade Levels:
10-11-12
Dates:
June 4-8
ITALY
Description:
Have you ever wanted to try yoga? Have you practiced yoga before and now you are interested in
learning more about the practice and its benefits? If so, this may be the trip for you! Join us on the
beautiful island of Sardinia where an inspirational yoga instructor will challenge us each morning with
intense practice. We will learn to relax, unwind and reduce our stress levels as well as improve our
flexibility, strength, balance, and stamina. In the afternoons we will take an Italian cooking class,
join an Italian language lesson, swim, cycle, play tennis, take a boat trip of the islands and visit a local
market.
Essential Questions:
What are the fundamentals of yoga and how
does it help us to heal ourselves?
Enduring Understandings:
By challenging ourselves we learn that yoga
helps us to understand the need and
importance of leading a healthy lifestyle.
Application Question:
Why would you be interested in committing to this trip? What do you hope to accomplish from being
part of this trip?