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<channel>
	<title>ZF</title>
	<atom:link href="http://gcevoices.com/zf/feed/" rel="self" type="application/rss+xml" />
	<link>http://gcevoices.com/zf</link>
	<description>for we are the music makers, and we are the dreamers of dreams</description>
	<lastBuildDate>Mon, 13 May 2013 05:09:36 +0000</lastBuildDate>
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		<title>Policy Action 3- ZF</title>
		<link>http://gcevoices.com/zf/2013/05/13/policy-action-3-zf/</link>
		<comments>http://gcevoices.com/zf/2013/05/13/policy-action-3-zf/#comments</comments>
		<pubDate>Mon, 13 May 2013 05:09:36 +0000</pubDate>
		<dc:creator>zf</dc:creator>
				<category><![CDATA[Humanities]]></category>
		<category><![CDATA[Policy]]></category>
		<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[action project]]></category>
		<category><![CDATA[chicago high school]]></category>
		<category><![CDATA[GCE]]></category>
		<category><![CDATA[global citizen]]></category>
		<category><![CDATA[Global Citizenship Chicago High School]]></category>

		<guid isPermaLink="false">http://gcevoices.com/zf/?p=244</guid>
		<description><![CDATA[After many years working as a teacher&#8217;s assistant at my temple, it was an honor to come back for their last day and teach an art course with them. When I was a regular assistant, I faced many challenges and I learned a lot. I taught and took care of 3 and 4 year olds, [...]]]></description>
				<content:encoded><![CDATA[After many years working as a teacher&#8217;s assistant at my temple, it was an honor to come back for their last day and teach an art course with them. When I was a regular assistant, I faced many challenges and I learned a lot. I taught and took care of 3 and 4 year olds, kids who were just starting to learn about their Jewish identity, and I taught a fifth grade class where I worked almost exclusively with a young boy with Asberger&#8217;s. I also used to organize art programming during my junior year of high school. Going back to class with these kids was amazing. I planned a different project for each class and I spent 20-30 minutes in each, using the art to teach the kids about Judaism and their community. 
For me, growing up with religious school every Sunday was not always a gift. I was always the student to argue with our teacher.  I always wanted to have the loudest voice, the boldest opinion. I still feel that way a lot, but I also have an immense appreciation for the education I got while I was in religious school. Religious freedom is a human right, but beyond that, humans have the right to a community. Sunday school opened the door for me to start thinking about my religious identity, but it helped me on a deeper level by giving me a group of people I could connect to in a basic way.
I worked with many children, but I also worked with the educational director at my temple, Lori S. She and I spoke about the meaning of community and I was inspired by our conversation. She has known me since I was a baby, and she watched me grow up, through the good times and bad. One thing that she said struck me, which is that we are here not just for the students, but for the families and the congregation as a whole. I agree with this. To use myself as an example, I grew up going to Sunday school, being taught by teachers and teacher&#8217;s assistants. When I was old enough, I became a teacher&#8217;s assistant. I then taught other kids, and I participated at temple events, showing my students that this was something cool and interesting. It is a circle and I am a part of it.  
My art programming came at the end of the year, so I could only really see the product of the work that the teachers at temple did, but my mother was the preschool teacher there, and she was able to come home every Sunday with a new story of something she taught her students. For my programming, I had the kids do some variation of a project based around the question &#8220;what does being Jewish mean to you?&#8221; And I was able to get some amazing responses. Unforunately, all of the kids took their pieces home with them, but I was able to see real inspiration, based around a Jewish identity. ]]></content:encoded>
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		</item>
		<item>
		<title>Policy Action 2- ZF</title>
		<link>http://gcevoices.com/zf/2013/05/01/policy-action-2-zf/</link>
		<comments>http://gcevoices.com/zf/2013/05/01/policy-action-2-zf/#comments</comments>
		<pubDate>Wed, 01 May 2013 21:02:10 +0000</pubDate>
		<dc:creator>zf</dc:creator>
				<category><![CDATA[Humanities]]></category>
		<category><![CDATA[Policy]]></category>
		<category><![CDATA[action project]]></category>
		<category><![CDATA[chicago high school]]></category>
		<category><![CDATA[GCE]]></category>
		<category><![CDATA[global citizen]]></category>
		<category><![CDATA[Global Citizenship Chicago High School]]></category>
		<category><![CDATA[milestone]]></category>

		<guid isPermaLink="false">http://gcevoices.com/zf/?p=240</guid>
		<description><![CDATA[easel.ly Monopolies are not always run by private companies. They are not always monopolizing goods or services. Sometimes ideas are monopolized. Sometimes they are monopolized in places we trust. Because states in the U.S. are given the rights to decide most of their laws, some states choose to limit what can be taught in public [...]]]></description>
				<content:encoded><![CDATA[<a href="https://s3.amazonaws.com/easel.ly/all_easels/124576/SexEdInforgraphgic/image.jpg"><img alt="SexEdInforgraphgic title=" src="https://s3.amazonaws.com/easel.ly/all_easels/124576/SexEdInforgraphgic/image.jpg" /></a>
<a style="text-align: left;" href="http://easel.ly">easel.ly</a>
<p dir="ltr" id="docs-internal-guid-2bfbd543-61ea-2fbf-d598-c0149899ffae">Monopolies are not always run by private companies. They are not always monopolizing goods or services. Sometimes ideas are monopolized. Sometimes they are monopolized in places we trust. Because states in the U.S. are given the rights to decide most of their laws, some states choose to limit what can be taught in public schools. This is especially prevalent in how individual states choose to teach their students about sex. Some opt for an all encompassing or “comprehensive” sex education course. This requires schools to teach about four major areas of sexual health: Abstinence, Contraception, HIV/AIDS and other STDs, and Pregnancy. This makes sure information that students need is available to them, whatever they choose to do. Other states choose to teach through “Abstinence only” courses, where they are not allowed to teach students about any form of contraception or pregnancy/STD prevention. Those states are almost always found to have higher cases of STDs and pregnancy in teens aged 15-20. Abstinence only education puts a monopoly on the information a student can receive, using the excuse that if they don’t know about it, they won’t do it. Unfortunately, as the data shows us, that is simply just not the case. Illinois, which until recently had an abstinence only policy, had one of the highest teen pregnancy rates in the country with 33 in every 1000 girls. Obviously, that system isn’t working. If it were, Illinois should have had one of the smallest rates in the country. States with that policy are working backward from the data, saying that if we follow their ideas, the data will change. Instead, we need to follow the data and change the ideas. Teens will have sex no matter what. It is the job of our schools to teach them about the dangers and risks involved, and how to keep themselves safe.</p>
<p dir="ltr">My infographic gives you the facts and an idea of what we need to change. I have also included a short list of some websites if you want to learn more about sex ed.</p>
&nbsp;

Learn about sex education!

http://dft.ba/-sex-ed-bill


http://dft.ba/-sex-ed-infographic


http://dft.ba/-illinois-stats

<a id="docs-internal-guid-2bfbd543-61ea-908e-c99f-23762211ed94" href="http://www.scarleteen.com/">http://www.scarleteen.com/</a>]]></content:encoded>
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		</item>
		<item>
		<title>Urban Planning Action 1 &#8211; ZF</title>
		<link>http://gcevoices.com/zf/2013/04/19/urban-planning-action-1-zf/</link>
		<comments>http://gcevoices.com/zf/2013/04/19/urban-planning-action-1-zf/#comments</comments>
		<pubDate>Fri, 19 Apr 2013 14:30:03 +0000</pubDate>
		<dc:creator>zf</dc:creator>
				<category><![CDATA[STEM]]></category>
		<category><![CDATA[Urban Planning]]></category>
		<category><![CDATA[action project]]></category>
		<category><![CDATA[chicago high school]]></category>
		<category><![CDATA[GCE]]></category>
		<category><![CDATA[global citizen]]></category>
		<category><![CDATA[Global Citizenship Chicago High School]]></category>
		<category><![CDATA[milestone]]></category>

		<guid isPermaLink="false">http://gcevoices.com/zf/?p=232</guid>
		<description><![CDATA[For our first action project in Urban planning, we were tasked with building a bridge that could hold weight. Bridges are an important part of any urban area, especially one with water, like New York or Chicago. We had to design it within our group, decide on the materials needed to make the bridge and [...]]]></description>
				<content:encoded><![CDATA[For our first action project in Urban planning, we were tasked with building a bridge that could hold weight. Bridges are an important part of any urban area, especially one with water, like New York or Chicago. We had to design it within our group, decide on the materials needed to make the bridge and keep it in budget. We then built the bridge over the course of three days. Below is our design and a video clip of us testing out our bridge. In the end, our bridge was able to hold up 17 books, which was 28.9 lbs.

&nbsp;

Design and measurements:

<a href="http://gcevoices.com/zf/files/2013/04/doc01034420130418115118.png"><img class="aligncenter size-medium wp-image-233" alt="doc01034420130418115118" src="http://gcevoices.com/zf/files/2013/04/doc01034420130418115118-300x194.png" width="618" height="400" /></a>

&nbsp;

Video:

<iframe src="http://www.youtube.com/embed/2yapi5Muoag" height="315" width="420" allowfullscreen="" frameborder="0"></iframe>]]></content:encoded>
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		</item>
		<item>
		<title>Policy Action 1 &#8211; ZF</title>
		<link>http://gcevoices.com/zf/2013/04/15/policy-action-1-zf/</link>
		<comments>http://gcevoices.com/zf/2013/04/15/policy-action-1-zf/#comments</comments>
		<pubDate>Mon, 15 Apr 2013 14:16:55 +0000</pubDate>
		<dc:creator>zf</dc:creator>
				<category><![CDATA[Humanities]]></category>
		<category><![CDATA[Policy]]></category>
		<category><![CDATA[action project]]></category>
		<category><![CDATA[chicago high school]]></category>
		<category><![CDATA[GCE]]></category>
		<category><![CDATA[global citizen]]></category>
		<category><![CDATA[Global Citizenship Chicago High School]]></category>
		<category><![CDATA[milestone]]></category>

		<guid isPermaLink="false">http://gcevoices.com/zf/?p=226</guid>
		<description><![CDATA[Below is my script and video for my first policy class action project. Our goal was to create a proposal to change something we didn&#8217;t like about our neighborhood. I decided to make mine about a vacant lot in the middle of two major streets. I also made a video to go along with it. [...]]]></description>
				<content:encoded><![CDATA[Below is my script and video for my first policy class action project. Our goal was to create a proposal to change something we didn&#8217;t like about our neighborhood. I decided to make mine about a vacant lot in the middle of two major streets. I also made a video to go along with it.

Video:
<div><a href="http://youtu.be/DbBSiM9PiPg" target="_blank">http://youtu.be/DbBSiM9PiPg</a></div>
<div></div>
<iframe src="http://www.youtube.com/embed/DbBSiM9PiPg" height="315" width="420" allowfullscreen="" frameborder="0"></iframe>

Script:
<p dir="ltr">INTRO: TITLE OF PIECE</p>
<p dir="ltr">“So right in the middle of two major streets in Evanston there’s this big piece of land. It was going to be made into a bunch of condos and retail space, but the developer ran out of money in the 2008 crash so the land is just kind of sitting there. There used to be a fence around it, but people wanted it to be taken down so they could used it for whatever they wanted. Now all people use it for is to get the the train faster.</p>
<p dir="ltr">The area that surrounds the lot is pretty nice, its busy and has some great retail and delicious restaurants, and most of them are small, Evanston owned businesses.</p>
<p dir="ltr">There is no central point for people in South Evanston to congregate, no Downtown area. I want to create an outdoor community area for people to have available to them in the summer time. The area doesn’t have to be very grand, just a little bit of outdoor seating for everyday, which could be paid for by the city, and it could be a shared outdoor eating space, with free wifi (also paid for by the city) that would give people a reason to get out and enjoy the summer. I would also want to have some community events take place there, like a weekly farmers market. There is a farmers market in central Evanston on Saturdays and one in West evanston on Wednesdays, so perhaps on Mondays South Evanston could have one. This could also help pay for the wifi and seating area. Another idea I had was to do a sort of movie night for the community, so people could come out and have a fun, family friendly night. We do this at my house for my neighbors, and it is always so fun  and a great way to build good relationships. Even small things like book drives or open mic nights can bring people out and showcase just how awesome Evanston is.</p>
<p dir="ltr">This block of land has so much potential to be great for the community. It shouldn’t go to waste just as an area of grass people use to get to the train quicker.</p>
&nbsp;]]></content:encoded>
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		<title>162 Action Project 1 &#8211; ZF</title>
		<link>http://gcevoices.com/zf/2013/04/11/162-action-project-1-zf/</link>
		<comments>http://gcevoices.com/zf/2013/04/11/162-action-project-1-zf/#comments</comments>
		<pubDate>Thu, 11 Apr 2013 20:25:20 +0000</pubDate>
		<dc:creator>zf</dc:creator>
				<category><![CDATA[162]]></category>
		<category><![CDATA[Elective]]></category>
		<category><![CDATA[action project]]></category>
		<category><![CDATA[chicago high school]]></category>
		<category><![CDATA[GCE]]></category>
		<category><![CDATA[global citizen]]></category>
		<category><![CDATA[Global Citizenship Chicago High School]]></category>
		<category><![CDATA[milestone]]></category>

		<guid isPermaLink="false">http://gcevoices.com/zf/?p=224</guid>
		<description><![CDATA[Our first action project for 162 was to look at injustice in sports, and I chose to look at it from a current events standpoint. In the news right now, NFL players are discussing coming out of the closet. I did some research trying to see why the players have never come out of the [...]]]></description>
				<content:encoded><![CDATA[Our first action project for 162 was to look at injustice in sports, and I chose to look at it from a current events standpoint. In the news right now, NFL players are discussing coming out of the closet. I did some research trying to see why the players have never come out of the closet while being active players, and my research helped confirm my hypothesis, which is all in my prezi presentation below. I think it is just unbelievable that there are only 10 players who are gay from the NFL and I hoped to illustrate that with the facts I have found.

<iframe src="http://prezi.com/embed/3kfwtpczcuwz/?bgcolor=ffffff&amp;lock_to_path=0&amp;autoplay=0&amp;autohide_ctrls=0&amp;features=undefined&amp;disabled_features=undefined" height="400" width="550" frameborder="0"></iframe>]]></content:encoded>
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		</item>
		<item>
		<title>The Sun-Watch: A portable sun dial ~ ZF</title>
		<link>http://gcevoices.com/zf/2013/03/08/the-sun-watch-a-portable-sun-dial-zf/</link>
		<comments>http://gcevoices.com/zf/2013/03/08/the-sun-watch-a-portable-sun-dial-zf/#comments</comments>
		<pubDate>Fri, 08 Mar 2013 20:32:17 +0000</pubDate>
		<dc:creator>zf</dc:creator>
				<category><![CDATA[Light and Sound]]></category>
		<category><![CDATA[STEM]]></category>
		<category><![CDATA[action project]]></category>
		<category><![CDATA[chicago high school]]></category>
		<category><![CDATA[GCE]]></category>
		<category><![CDATA[global citizen]]></category>
		<category><![CDATA[Global Citizenship Chicago High School]]></category>

		<guid isPermaLink="false">http://gcevoices.com/zf/?p=192</guid>
		<description><![CDATA[As our last project for Light and Sound, we created designs for our very own time telling device. We then wrote a small paper about the designs and why we did it. Below are my results and the design I made. I wanted to stick to a simple, portable design, so I came up with [...]]]></description>
				<content:encoded><![CDATA[As our last project for Light and Sound, we created designs for our very own time telling device. We then wrote a small paper about the designs and why we did it. Below are my results and the design I made. I wanted to stick to a simple, portable design, so I came up with the &#8220;Sun-Watch,&#8221; a portable sun dial.

&nbsp;

<iframe src="https://docs.google.com/document/d/123gKycJAetPI24ml5bpz4bESYYu3OBNg7Aw4KUG8dRY/pub?embedded=true" height="540" width="620"></iframe>

<a href="http://gcevoices.com/zf/files/2013/03/sunwatch-e1362678504339.png"><img class="aligncenter size-medium wp-image-193" alt="sunwatch" src="http://gcevoices.com/zf/files/2013/03/sunwatch-e1362678504339-300x273.png" width="300" height="273" /></a>]]></content:encoded>
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		</item>
		<item>
		<title>Chicago In My Dreams- Textile Cultures</title>
		<link>http://gcevoices.com/zf/2013/03/08/chicago-in-my-dreams-textile-cultures/</link>
		<comments>http://gcevoices.com/zf/2013/03/08/chicago-in-my-dreams-textile-cultures/#comments</comments>
		<pubDate>Fri, 08 Mar 2013 18:33:54 +0000</pubDate>
		<dc:creator>zf</dc:creator>
				<category><![CDATA[Art]]></category>
		<category><![CDATA[CounteRCulture]]></category>
		<category><![CDATA[Elective]]></category>
		<category><![CDATA[action project]]></category>
		<category><![CDATA[chicago high school]]></category>
		<category><![CDATA[GCE]]></category>
		<category><![CDATA[global citizen]]></category>
		<category><![CDATA[Global Citizenship Chicago High School]]></category>

		<guid isPermaLink="false">http://gcevoices.com/zf/?p=202</guid>
		<description><![CDATA[For our last action project, we created art items with our printed fabric. I loved being abole to create art out of art. I made a sculpture/pillow. Below is my artist&#8217;s statement and a couple images. &#160; Zoe Friedland Chicago in my Dreams Fabric 2 ft. by 1 ft. My piece is an image of [...]]]></description>
				<content:encoded><![CDATA[For our last action project, we created art items with our printed fabric. I loved being abole to create art out of art. I made a sculpture/pillow. Below is my artist&#8217;s statement and a couple images.

<a href="http://gcevoices.com/zf/files/2013/03/photo-4.jpg"><img class="aligncenter size-medium wp-image-212" alt="photo 4" src="http://gcevoices.com/zf/files/2013/03/photo-4-300x224.jpg" width="300" height="224" /><a href="http://gcevoices.com/zf/files/2013/03/photo-3.jpg"><img class="aligncenter size-medium wp-image-211" alt="photo 3" src="http://gcevoices.com/zf/files/2013/03/photo-3-300x224.jpg" width="300" height="224" /></a> <a href="http://gcevoices.com/zf/files/2013/03/photo-2.jpg"><img class="aligncenter size-medium wp-image-210" alt="photo 2" src="http://gcevoices.com/zf/files/2013/03/photo-2-224x300.jpg" width="224" height="300" /></a></a>

&nbsp;

Zoe Friedland
Chicago in my Dreams
Fabric
2 ft. by 1 ft.
<p dir="ltr">My piece is an image of the skyline of Chicago, stuffed and turned into a pillow. It then has cut outs of the buildings in front of it glued to the top. My print is very organic with the flowers growing, so I loved the idea of the juxtaposition of organic vs. the clean cut lines of the city. Chicago has a special place in my heart, because my entire family grew up in Chicago. The pillow is not particularly cozy, but it can be slept on, and I encourage the audience to give it a try.</p>
My process started with the idea of creating a city skyline with wire sculptures, but this idea was quickly dashed after I realized that wire wrapping is not my particular strong suit. In fact, it was quite difficult for me. I then had the idea of creating an installation to put up against a wall, as if the city was growing out of the ground onto a random building. This is still an idea I want to follow through on, but it left a lot of extra fabric, so I decided to make it two sided and a pillow. The rest of the process was fairly straightforward, with sewing and stuffing and more sewing.

In the end, I am very proud of the work I did, and I am so happy I could challenge myself creatively in this way. It was a challenging, exhausting process, but luckily, I have the perfect item for a nap!]]></content:encoded>
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		</item>
		<item>
		<title>Thesis: Gay Rights- A Nation&#8217;s Argument ~ ZF</title>
		<link>http://gcevoices.com/zf/2013/03/08/thesis-gay-rights-a-nations-argument-zf/</link>
		<comments>http://gcevoices.com/zf/2013/03/08/thesis-gay-rights-a-nations-argument-zf/#comments</comments>
		<pubDate>Fri, 08 Mar 2013 16:03:41 +0000</pubDate>
		<dc:creator>zf</dc:creator>
				<category><![CDATA[A Nation's Argument]]></category>
		<category><![CDATA[Humanities]]></category>
		<category><![CDATA[action project]]></category>
		<category><![CDATA[chicago high school]]></category>
		<category><![CDATA[GCE]]></category>
		<category><![CDATA[global citizen]]></category>
		<category><![CDATA[Global Citizenship Chicago High School]]></category>
		<category><![CDATA[milestone]]></category>

		<guid isPermaLink="false">http://gcevoices.com/zf/?p=197</guid>
		<description><![CDATA[Thesis: Gay people should have all the rights that straight people have and should be accepted by the society they live in. They are treated as if they were second class citizens in rights of marriage and equality. Antithesis: It was never something that we would talk about or say was okay. I try to make myself [...]]]></description>
				<content:encoded><![CDATA[<iframe src="https://w.soundcloud.com/player/?url=http%3A%2F%2Fapi.soundcloud.com%2Ftracks%2F82353555" height="166" width="100%" frameborder="no" scrolling="no"></iframe>

<iframe src="http://prezi.com/embed/ameqj6gqq4i4/?bgcolor=ffffff&amp;lock_to_path=0&amp;autoplay=no&amp;autohide_ctrls=0&amp;features=undefined&amp;disabled_features=undefined" height="400" width="550" frameborder="0"></iframe>

Thesis: Gay people should have all the rights that straight people have and should be accepted by the society they live in. They are treated as if they were second class citizens in rights of marriage and equality.

Antithesis: It was never something that we would talk about or say was okay. I try to make myself okay with this, but it is just hard. For me, marriage is between a man and a woman. That’s how you procreate. Their bodies fit together. It just doesn’t make sense to me. And I know that it is wrong, and I know that they should have marriage rights, but I don’t think I would call it “marriage.” I would just give them civil liberties and that is it.

Synthesis: Though it makes my grandmother uncomfortable, there is nothing inherently wrong with homosexuality, and in 20 years, people will not even think twice about it.

<a href="http://gcevoices.com/zf/files/2013/03/Screen-shot-2013-03-08-at-10.52.29-AM.png"><img class="aligncenter size-medium wp-image-206" alt="Screen shot 2013-03-08 at 10.52.29 AM" src="http://gcevoices.com/zf/files/2013/03/Screen-shot-2013-03-08-at-10.52.29-AM-300x161.png" width="300" height="161" /></a>

&nbsp;

&#8220;Bridging the Gap&#8221; (2013) ZF

Citations:

<a href="http://www.biblebelievers.com/Cameron3.html">http://www.biblebelievers.com/Cameron3.html</a>
&#8220;What Causes Homosexual Desire and Can It Be Changed?&#8221; What Causes Homosexual Desire. N.p., n.d. Web. 08 Mar. 2013.

<a href="http://www.frc.org/issuebrief/new-study-on-homosexual-parents-tops-all-previous-research">http://www.frc.org/issuebrief/new-study-on-homosexual-parents-tops-all-previous-research</a>
&#8220;Family Research Council.&#8221; New Study On Homosexual Parents Tops All Previous Research. N.p., n.d. Web. 08 Mar. 2013.

<a href="http://psychology.ucdavis.edu/rainbow/html/facts_mental_health.html">http://psychology.ucdavis.edu/rainbow/html/facts_mental_health.html</a>
&#8220;Homosexuality and Mental Health.&#8221; Homosexuality and Mental Health. N.p., n.d. Web. 08 Mar. 2013.

<a href="http://www.glsen.org/cgi-bin/iowa/all/about/history/index.html">http://www.glsen.org/cgi-bin/iowa/all/about/history/index.html</a>
&#8220;About/History | GLSEN: Gay, Lesbian and Straight Education Network.&#8221; About/History | GLSEN: Gay, Lesbian and Straight Education Network. N.p., n.d. Web. 08 Mar. 2013.

<a href="http://www.thetrevorproject.org/Programs">http://www.thetrevorproject.org/Programs</a>
&#8220;Programs.&#8221; The Trevor Project. N.p., n.d. Web. 08 Mar. 2013.
<a href="http://www.thetrevorproject.org/HistoryOfTrevor">http://www.thetrevorproject.org/HistoryOfTrevor</a>
&#8220;Who Is Trevor?&#8221; History of The Trevor Project. N.p., n.d. Web. 08 Mar. 2013.]]></content:encoded>
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		<title>Deduction on Trial, Liberia ~ ZF</title>
		<link>http://gcevoices.com/zf/2013/02/22/deduction-on-trial-germany/</link>
		<comments>http://gcevoices.com/zf/2013/02/22/deduction-on-trial-germany/#comments</comments>
		<pubDate>Fri, 22 Feb 2013 16:15:53 +0000</pubDate>
		<dc:creator>zf</dc:creator>
				<category><![CDATA[A Nation's Argument]]></category>
		<category><![CDATA[action project]]></category>
		<category><![CDATA[chicago high school]]></category>
		<category><![CDATA[GCE]]></category>
		<category><![CDATA[global citizen]]></category>
		<category><![CDATA[Global Citizenship Chicago High School]]></category>
		<category><![CDATA[milestone]]></category>

		<guid isPermaLink="false">http://gcevoices.com/zf/?p=175</guid>
		<description><![CDATA[For this project, we staged a trial to decide if Germany had the right to colonize in Africa. I, along with GL, played the part of Liberia, a country made up of freed American slaves. Below is our argument for the trial. In the end, the judges decided to vote in favor of the African [...]]]></description>
				<content:encoded><![CDATA[For this project, we staged a trial to decide if Germany had the right to colonize in Africa. I, along with GL, played the part of Liberia, a country made up of freed American slaves. Below is our argument for the trial. In the end, the judges decided to vote in favor of the African countries, denying Germany the right to colonize. I am very happy about this decision, though my country probably didn&#8217;t care either way.

<a href="http://gcevoices.com/zf/files/2013/02/Map-of-Africa-1900.jpg"><img class="aligncenter size-medium wp-image-176" alt="Map of Africa 1900" src="http://gcevoices.com/zf/files/2013/02/Map-of-Africa-1900-300x228.jpg" width="300" height="228" />http://www.probertencyclopaedia.com/photolib/maps/Map%20of%20Africa%201900.htm</a>

&nbsp;

Rule: The German government should not interfere with independent state of Liberia. We have no say in what they do with the other, un-defined parts of the continent.

Case: Liberia is a country uniquely created for freed slaves. We are starting our country over from scratch. Although we don&#8217;t agree with German people taking over a country that is not rightfully theirs, we are not at liberty to tell them what they can and cannot do. We are just starting out as a  country and we want to have the freedom to thrive.

Result: If the German government leaves us (Liberia) alone, we have no problem with what they do to the rest of Africa. We are just trying to get back on our feet. We understand that this can be frustrating for those who wish for the Germans to not colonize, but we don&#8217;t have the resources or the organization to take a staunch opinion on either side. We hope this can be understood.

<iframe src="https://docs.google.com/presentation/d/1tgcE-yX2HDb-n0fk3u2EoTLLMnd14maKUFv2lHRaObw/embed?start=false&amp;loop=false&amp;delayms=3000" height="749" width="960" allowfullscreen="true" frameborder="0"></iframe>

&nbsp;]]></content:encoded>
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		<title>Student Constitution ~ ZF</title>
		<link>http://gcevoices.com/zf/2013/02/22/student-constitution-zf/</link>
		<comments>http://gcevoices.com/zf/2013/02/22/student-constitution-zf/#comments</comments>
		<pubDate>Fri, 22 Feb 2013 15:22:22 +0000</pubDate>
		<dc:creator>zf</dc:creator>
				<category><![CDATA[A Nation's Argument]]></category>
		<category><![CDATA[action project]]></category>
		<category><![CDATA[chicago high school]]></category>
		<category><![CDATA[GCE]]></category>
		<category><![CDATA[global citizen]]></category>
		<category><![CDATA[Global Citizenship Chicago High School]]></category>

		<guid isPermaLink="false">http://gcevoices.com/zf/?p=173</guid>
		<description><![CDATA[For our 3rd action project in A Nation&#8217;s Argument, we created a student constitution outlining rules that we as students hope to implement into our day to day life at GCE. We voted into action 9 separate rules, each created by a different student. Below is my rule, which got voted into the document. (Constitution [...]]]></description>
				<content:encoded><![CDATA[For our 3rd action project in A Nation&#8217;s Argument, we created a student constitution outlining rules that we as students hope to implement into our day to day life at GCE. We voted into action 9 separate rules, each created by a different student. Below is my rule, which got voted into the document.

<a href="http://gcevoices.com/zf/files/2013/02/constitution_1_of_4_630.jpg"><img class="aligncenter size-medium wp-image-179" alt="constitution_1_of_4_630" src="http://gcevoices.com/zf/files/2013/02/constitution_1_of_4_630-248x300.jpg" width="248" height="300" /></a>(Constitution of the United States, 1787)

&nbsp;

Result: Students at GCE are constantly told that they should take charge of their education. They are encouraged to use the opportunities they have been given to apply them to their interests. These are noble ideas, but often, students don’t have the time or resources to really do what they want in their education. They have no time, and therefore can’t explore their own interests.

Rule: A student can create their own curriculum for an independent study that would replace a class, as long as they have a weekly lesson plan, they can prove that they can connect it to the course material they are replacing, and they have an adult supervisor that they check in with weekly. This would require a proposal process and they would need to prove its connection to whatever course they are replacing or adding on to.

Case: Students who feel trapped in their education now have the opportunity to take more control of what they learn.  This also means they are more responsible and autonomous, which makes their success more dependent on them.]]></content:encoded>
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