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  • School of Global Education at Stevenson High School

    Global Education is a high school magnet program housed at Stevenson High School. The interdisciplinary approach used in the School of Global Education promotes a better understanding of both the past and the present world and offers guideposts to the future. Email Miss Tanner for more information. 

    Global Education Interest Form 2024-25

    What is the School of Global Education?

    The School of Global Education has been operating successfully as a school-within-a-school since 1977, with national and international recognition.  Located at Livonia's Stevenson High School, its goal is to help students understand what is going on in their world from Livonia to China and to prepare students for the challenges of living in an age of globalization.  The Global Education program does this in many ways.

    A primary emphasis is on the curriculum.  The School of Global Education offers a four-year curriculum in Language Arts and Social Studies, open to any interested student who may wish to apply for enrollment.  The Global Education program's curriculum is both exciting and challenging, designed to prepare students for the rigors of university education.  It is strongly recommended that students who select Global Education should be at or above the reading level for their respective grade.

    Global Education is an interdisciplinary approach to cultural, political, scientific, and economic issues in an arrangement different from what is offered in the traditional Language Arts and Social Studies curriculum.  It seeks to promote an understanding of the values and priorities of the many cultures in the world and our American foreparents.

    Involving students in the community is an integral part of the program and is in keeping with our motto to "Think Globally, Act Locally." Students participate in a variety of cultural and ethnic encounters throughout the year and present their experiences through written, oral, and creative projects.  Some attend the Mid-American Model United Nations (MAMUN) conference each spring to gain additional insight and understanding about the politics of the international community.  Others participate in the Stevenson Intramural Model UN, a format that emulates the workings of the Security Council.  Throughout their four years in Global Education, our students are encouraged to become active in their community through service projects and by donating their time to charitable causes.  Internationally, we are also involved with the Invisible Children project through our adopted school in Uganda, and with ORBIS (The flying eye hospital).  Community service hours are part of the requirement for the senior research project.

    The school's operation is under the direction of the Global Education teaching staff and administrative team at Stevenson High School, supported by a very dedicated Parents Association (GEPA).  Students who remain in the program have the opportunity to develop close friendships and a strong support system to help them through their four years of high school.  Out-of-school activities and field trips contribute to the friendly atmosphere and the chance to make new friends.

    The interdisciplinary approach used in the School of Global Education promotes a better understanding of both the past and the present world and offers guideposts to the future.  It is our hope that such an approach to education, with its global focus on humanity, will help lessen the fear and suspicion in tomorrow's world.

    What Are Some Unique Features of the Global Education Program?

    • We are very proud of the academic challenge we present to our students. In our two-hour block, we do have the opportunity to spend more time on the topics we cover.  We are not providing a quick, cursory look at issues, but a careful, in-depth approach.  We want students to understand the why, not just the what.  Students are given many opportunities to see relationships between Language Arts and Social Studies, as well as between historical events and the present.  We often use current events discussions as a springboard to teach about more recent history.  We also use materials, assignments, and projects that overlap the fields of Language Arts and Social Studies.  Global Challenges, for instance, are counted for credit in both classes.
    • Our goal is to teach students to become critical thinkers, not to spoon-feed them curriculum. Our curriculum is a vehicle for that purpose.  We encourage them to look at alternate points of view and consider other possibilities and solutions.  Rather than telling them what to think, we try to teach them how to think.  For example, the SIMUN simulation (Stevenson Intramural Model UN) is a three-day event each spring involving all students in the program.  Students are presented with several scenarios about international crisis situations, and their goal is to try and solve them, peacefully.  Students are assigned a country to represent but must also research three topics, which are designed to give them background on issues and a springboard from which they can begin to address the problem.  They learn what their own country would be willing to do, but also how important it is to work together to create a solution.  They learn research, writing, and speaking skills all four years through this and many other activities.
    • The extracurricular activities are an integral part of our curriculum, and we encourage students to participate as often as they can in field trips and overseas travel. These are considered extensions of the classroom.  We select locations based on interest and whether they relate in some way to our curriculum.  We try not to repeat destinations within a four-year cycle, so students will not repeat locations.  Additionally, we participate in the Mid American Model UN conference each March.  This year we will spend four days at the Kalamazoo Radisson Hotel as part of this conference, representing Israel, Palestine, and the United Kingdom.  Annually, we celebrate Chinese New Year at the New Peking Restaurant in Garden City with a 12-course dinner and entertainment.  Throughout the year, we schedule several other extracurricular events based on what is happening in the community.  Sometimes, we have after-school films related to what we are learning, and sometimes, they are just for fun, such as our annual Haunted High Night near Halloween.
    • Each spring, we run a three-day Model UN simulation for all of the Globies. These involve crisis situations where students must use their knowledge and diplomatic skills to arrive at a peaceful settlement to the incident while remaining true to their country's policies.
    • The Global Challenges are required. Four times a year, Global Ed. students participate in some kind of activity that takes them into their communities to experience the arts, explore ideas, learn from others, and appreciate the diversity of talent and creativity we have.  These are also times where students can socialize with their fellow "Globies" or spend some quality time with their own families.  Students then present what they have learned to us in one of three formats: written, oral presentation, or creative display.
    • More than 90% of our students attend college after graduation. Our graduates pursue careers in all fields, armed with the writing, reading, speaking, and critical thinking skills they take with them as Globies.
    • Global Education is not just a class. It is a special close-knit community of learners.  We have the best Parent Association in the world, and through their fundraising efforts, they are able to provide us with additional classroom resources and chaperones for our overnight events.  We have very high expectations for our students, and we expect them to work hard to do their part in achieving success.  It is a warm and friendly environment with teachers who are dedicated professionals.  We want the very best for our students, and we expect them to give us their very best effort every day.

    Curriculum of the School of Global Education


    English:  Development of language, writing, and communication (including basic composition, speaking, and research skills); mythology, the beginnings of drama, and the creative process.

    Social Studies:   Within a framework of World History, an introduction to archaeology, sociology, geography, anthropology, psychology, economics, and political science.

    These courses are taken in conjunction and must be taken together for the entire year.  Students may not leave the program mid-year, except in cases of academic misplacement.


    English:                American literature and the development of the novel, short story, poetry, and drama.  Writing skills development and optional creative writing opportunities.

    Social Studies:   American pluralism in history, native and immigrant trends, and foreign policy.

    These courses are taught in conjunction and must be taken together for the entire year.  Students may not leave the program mid-year, except in cases of academic misplacement.


    English: Contemporary world literature, trends, and notable authors.  New directions in drama, the novel, poetry, and nonfiction, science fiction, and futurism.  Writing skills in research and rhetoric.

    Social Studies:   Studies in American and comparative governments.  Introduction to political philosophers.  Examines major global political and economic issues, including resource use, population, globalization, interdependence, and futurism.

    These courses are taught in conjunction and must be taken together for the entire year.  Any student who leaves this sequence at the semester must enroll in both an economics class and government class to complete the requirements for both courses.


    A year-long course that has, as its focus, the Senior Research Project and presentation.  Students will research an issue that has global, national, and local implications.  This project has several components, including a written paper, community service hours, and an oral presentation.  All portions of the Research project must be successfully completed in order to receive academic credit.  Students will also study a variety of literature, including plays, novels, and short stories related to global issues.  The second semester's focus shifts to instruction in the theory and physiology of speech, followed by application in public speaking, debate, oral, and written critiques of public speakers, and preparation to participate fully in the model United Nations.  Students will also complete their Senior Research project that was begun in Semester 1, including the balance of their community service hours and oral presentation.  Students will also study several pieces of literature related to global issues.  The final exam is the oral presentation of their project before a panel of staff members.


    This year-long course is taken in conjunction with the English 4 class.  Students will study and evaluate the workings of international organizations, diplomacy, law, and politics, as well as the changing role of the United States in world affairs.  This course will rely upon historical examples to help students analyze and understand current events as they occur.  The final exam is the oral presentation of the Senior Research Project completed in conjunction with the Global English 4 class.


    The Global Education program is a challenging curriculum.  It is strongly recommended that students be at or above reading levels for their respective grade.