Empowering Global Citizens

Alternatively, students could also maintain a portfolio of pictures and im—
portant items that represent the day—to—day life in the countries of their pen
pals, and those portfolios could be exchanged with students’ pen pals at this
point in time. This portfolio would be similar to the one they created and
exchanged in second grade (if implemented at that time), or they could even
do it at this stage in the event that students and pen pals did not exchange
the same during the second grade.

(Note that students are asked to keep a Video journal so that they can be-
come familiar with technology from the start and also because many activi—
ties in the middle school rely heavily on written tasks. A Video journal would
also provide a form of documentation that could eventually be shared with

stakeholders.)