Holton-Arms GlobalEducation
Tableof Contents
Welcome Letter
Compass Learning Goals
In the Curriculum
Global Scholars
Off-Campus Global Programs
Belize (7th and 8th grade)
Spain (9th and 10th grade)
France (9th and 10th grade)
Italy (9th and 10th grade)
Morocco (11th grade)
India (11th grade)
Hosting International Students
Colegio Mirabal from Madrid, Spain (Middle School)
San Silvestre from Lima, Peru (Upper School)
Impact
Welcome Letter
Dear Community Members,
Education has the remarkable ability to transcend borders, cultures, and backgrounds, uniting us as a global community bound by the pursuit of knowledge and understanding. As we navigate an increasingly interconnected world, the importance of global education in our schools has never been more evident. A globally-minded curriculum can have a profound impact on shaping the future leaders of tomorrow.
Our Learn Well, Live Well, Lead Well philosophy of education guides us in developing students with a shared responsibility for people, the planet, and peace; an eager willingness to participate in local, national, and global civic life; and the ability to interact with diverse cultures with empathy and open-mindedness.
Through their educational journey at Holton, students hone their creative and critical thinking skills through researching and analyzing global issues, and working collaboratively to problem-solve. They improve their communication skills through active listening and intercultural dialogue, and sharpen their language proficiency. A globally-minded curriculum instills a passion for lifelong learning and curiosity about the world. Holton students develop the skills and habits of mind needed to continue learning, adapting, and growing throughout their lives, empowering them to become informed, engaged global citizens.
As members of our community, I invite you to join us in embracing global education and its transformative potential. Whether through supporting curriculum enhancements, participating in cultural exchange programs, or engaging in conversations about global issues, together, we can unlock the full potential of every individual and create a more just, inclusive, and sustainable world for generations to come.
With gratitude,
Kelly Randall Holton-Arms Director of Global Education
Compass Learning Goals
The compass metaphor for our learning goals serves to determine our direction in global education, guiding students through diverse landscapes and pointing them towards knowledge and understanding. Just as a compass helps travelers navigate unfamiliar territory, a global education framework guides learners toward new insights and perspectives, ensuring they remain on course despite the complexities of an ever-evolving world.
N S W E
urture students' capacity for empathetic dialogue and cross-cultural communication.
park students' curiosity and critical thinking about global systems and the interconnectedness of the world.
iden students' understanding of diverse perspectives.
mpower students to take action for the promotion of a sustainable, just, and peaceful world.
IntheCurriculum
Overview
Global competence encompasses knowledge of world cultures and global issues along with the skills to engage responsibly in a global environment. Globally competent teaching fosters an environment that values diversity, integrates globally relevant learning experiences, and encourages intercultural dialogue. It spans across disciplines providing a comprehensive understanding of global systems, structures, and events and their relevance to our lives.
Knowledge
Across divisions and disciplines, students are exposed to a dynamic curriculum that increases their knowledge and understanding of world history and geography, environmental challenges and sustainable practices, and global political and economic systems.
Dispositions
Skills
Through their educational journey at Holton, students hone their creative and critical thinking skills through researching and analyzing global issues, and working collaboratively to problem-solve. They improve their communication skills through active listening and intercultural dialogue, and sharpen their language proficiency.
Holton students graduate with a shared responsibility for people, the planet, and peace, an eager willingness to participate in local, national, and global civic life, and the ability to interact with diverse cultures with empathy and open-mindedness.
Examples in the curriculum
Lower School
In 3rd grade, students construct their very own Mongolian Gers as part of an interdisciplinary study of global shelters
In partnership with Bikes for the World, students prepare bikes that support greater access to work and school for countries around the world.
Throughout their study of cultures in Africa, 4th grade students work with local and global organizations to inspire connections and change in the world. Here students participate in a pen pal project with peers in Kenya at the Don Bosco Mutungu Primary School
7th grade students use the SDG’s as a framework for investigating the effects of human activities on the earth, for example, water contamination and the impact of sea level rise on coastal communities and farmlands.
Upper School
Spanish II students learn about the Mexican tradition of altars and create their own during Dia de los Muertos.
Comparative World Religions class takes field trips to the Islamic Center of Washington, D.C. and the Kunzang Palyul Choling temple to gain a deeper understanding of religions in practice beyond the textbooks.
Alice Sprinkle ‘14, brings the Oxford University Orchestra and musicians from Afghanistan for a one-day residency that featured an instructional rehearsal and performance with the Upper School Chamber Orchestra.
Global Scholars Honors Designation
The Global Scholar Honors Designation is tailored for students passionate about understanding and addressing global issues. Through specialized coursework in Upper School, students will broaden their knowledge of international perspectives, cultures, and geopolitical dynamics. They will show a commitment to making a positive impact on a global scale, whether through advocacy, diplomacy, research, or humanitarian efforts.
Those who meet the requirements will have the distinction noted on their transcripts and be formally recognized during the Senior Awards Assembly.
Requirements:
Grades 9-12: World Language study or through highest level offered (Chinese, French Latin or Spanish) 1.
Environmental Stewardship in Belize
(7th and 8th Grade)
Duration of Program: 9 days (June 2025)
Location: San Ignacio and Tobacco Caye
Global Focus: Climate Action (UNSDG Goal 13), Life Below Water (UNSDG Goal 14), Life on Land (UNSDG Goal 15)
Global Partner: World Leadership School.
Program Overview:
Recognizing the importance of preserving its natural treasures, Belize has become a global leader in sustainable practices, implementing a wide variety of conservation measures. The country is endowed with diverse ecosystems, including the Belize Barrier Reef, a UNESCO World Heritage Site, and lush rainforests. d ll l l and learn from the community members of a small rural vil Creek District, they will travel to Tobacco Caye to explore m participate in coral reef bleaching data collection.
Sample Itinerary
Day 1 Day 5
Arrival and transfer to Clarissa Falls
Community Dinner and Orientation
Transfer to Dangriga for boat ride to Tobacco Caye
Tour and scavenger hunt of the island
Day 2 Day 6
Visit to Xunantunich Mayan Ruins
Drumming lesson with the Garifuna
Day 3
Visit with Howard Smith School
Tamale cooking class
Guided hike and bird identification
Day 4
Visit to Benque Cultural Center
Visit to butterfly farm to discover the beauty of the blue morpho
Intro to environmental and marine ecology
Lionfish dissection
Coral bleaching data collection
Night snorkel
Day 7
Visit to Smithsonian Institute’s Research Center on Carrie Bow Caye
Snorkeling on Belize Barrier Reef
Visit Man-O-War Caye Bird
Sanctuary
Day 8
Mid-morning boat transfer to Tropical Education Center
Stop by Marie Sharp’s Pepper
Farm and the Art Box
Night tour of Belize Zoo
Day 9
Fly home
Language Immersion in Spain
(9th and 10th grade)
Duration of Program: 14 days (June 2025)
Location: Salamanca
Global Focus: Language and Culture
Global Partner: Estudio Sampere
Program Overview:
During our stay in Spain, the historic city of Salamanca is turned into a compelling classroom in which students develop their Spanish proficiency. By living with host families, students practice their language skills daily and learn about everyday life in Salamanca. Their morning language classes are applied dur f around town such as visits to the central market and a local participate in guided visits in the nearby areas of Avila & Se
Day 1
Arrive to Madrid airport
Sample Itinerary
Transfer to Salamanca by bus
Arrive to Salamanca and meet host families
Day 2
Orientation of the program
Walking tour of Salamanca
(Plaza Mayor, Universities, Casa de las Conchas and Monuments)
Day 3
Spanish class
Flamenco dance class and Chocolate and Churros
Day 4
Spanish class
Guided visit to the central market with cooking class
Day 5
Spanish class
Visit to the bullfighting museum
Day 6
Spanish class
Guided visit to the Cathedrals of Salamanca
Day 7
Full day excursion to Avila & Segovia
Day 8
Free day with host families
Day 9
Spanish class
Language exchange with local school
Day 10
Spanish class
Conversation class followed by shopping excursion
Day 11
Spanish class
Cinema class
Day 12
Spanish class
Farewell party – Hornazo and typical food from SalamancaVisit
Day 13
Transfer to Madrid
Reina Sofia, Tour of the city, Flamenco Show
Spend the night in Madrid
Day 14
home
Language Immersion in France
(9th and 10th Grade)
Duration of Program: 14 days (June 2025)
Location: Angers
Global Focus: Language and Culture
Global Partner: Université Catholique de l’Ouest Centre for International d'Etudes Françaises (C.I.D.E.F.)
Program Overview:
During our stay in France, the quaint town of Angers is turned into a compelling classroom in which students develop their French proficiency. By living with host families, students practice their language skills daily and learn about everyday life in Angers. Their morning language classes are applied during f around town such as visits to markets, museums, cafes, and also participate in guided visits in and around the Loire Val
Sample Itinerary
Day 1
Arrive in Paris
Take train to Angers
Meet Host Family
Day 2
Morning with Host Family
Program Orientation
Explore Angers
Day 3
French class
Visit Museum Jean Lurcat
Day 4
French class
Lunch at Caves aux Moine
Visit Cadre Noir in Samur
Day 5
French class
Theater Class
Afternoon coffee and croissants at local café
Day 6
French class
Gourmet workshop
Day 7
Scavenger hunt at local market
Picnic lunch at Jardin des Plantes
Visit Lac de Maine
Day 8
Visit Puy du Fou (amusement park)
Day 9
Free day with host family
Day 10
French class
Visit the village of Rochemenier and l’Abbaye de Fontevraud
Day 11
French class
Theatrical expression class
Day 12
French class
Visit Chateau d’Angers et des tapisseries del’Apocaplypse
Day 13
French class
Lunch at a Creperie
Visit to Chocolaterie Artisanal
Picnic prepared by host families
Music festival
Day 14
Fly home
Language Immersion in Italy
(9th and 10th Grade)
Duration of Program: 9 days (June 2025)
Location: Rome, Pompeii, and Naples
Global Focus: Language and Culture
Global Partner: Paideia Institute
Program Overview:
During our stay in Italy, the exciting cities of Rome, Pompeii, and Naples are turned into a compelling classroom in which students develop their Latin proficiency. The program brings Latin to life both by reading ancient texts at the historical sites where they happened and through a variety of student-centered ap h b h traditional and spoken Latin methodologies. These immers Naples Archaeological Museum, the Roman Forum, the Col Appian Way, and Domus Aurea, to name a few.
Sample Itinerary
Day 1
Overnight flight to Rome
Day 2
Day 5
Visit Colosseum & San Clemente
Visit Domus Aurea, Via dei
Fori Imperiali, Trajan’s Column, Markets of Trajan Arrive to Rome and transfer to Naples
Naples Archaeological Museum
Overnight in Naples
Day 3
Visit Pompeii Transfer to Rome
Day 4
Visit Roman Forum and Palatine Hill
Visit Capitoline Hill and Museum
Day 6
Visit Circus Maximus, Baths of Caracalla
Visit Appian Way
Day 7
Visit Vatican Museums
Visit St. Peter’s Basilica
Day 8
Walking Tour of Campus Martius
Visit The Villa and Galleria
Borghese
Day 9
Fly home
The Sustainable Development Goals Project
Students participating in the Junior Journeys to Morocco and India will engage in “The Sustainable Development Goals Project.” Each journey is carefully designed to explore the three pillars of sustainability: economic, social, and environmental. This project gives students the opportunity to deepen their understanding of the SDGs by interacting with local institutions, cultural heritage sites, and NGOs focused on these goals. Through community-based learning, students will connect classroom content to the communities they visit. Upon returning to Holton in the fall, they will lead discussions with their peers during advisory sessions, fostering dialogue on the importance of global competence.
Sustainable Development in Morocco
(11th Grade)
Duration of Program: 14 days (June 2025)
Location: Rabat, Fes, and Chefchaouen
Global Focus: Gender Equality (UNSDG Goal 5), Reduced Inequalities
(UNSDG Goal 10), Life on Land (UNSDG Goal 15)
Global Partner: Envoys
Program Overview:
In recent years, Morocco has taken strides towards equality, bringing about positive changes for its populations on the margins. While challenges persist, Morocco's constitutional and educational reforms signal a trajectory towards a more participatory and democratic governance model. In Rabat and Fes, students learn about initiatives addressing gender inequality, including legal reforms that seek to strengthen women's rights. Exchanges with local students allow for peer-to-peer dialogue around the importance of education in moving societies towards greater equality. As we make our way to our final destination, Chefchaouen, students discover t contributions of the Amazigh peoples (an indigenous group to our interactions with the Amazigh community, students come picture of the complexities of Morocco’s national identity.
Day 1
Sample Itinerary
Overnight flight to Casablanca
Day 2
Arrive to Casablanca Airport, then transfer to Rabat (~1.5 hours). Upon arrival to Rabat, check in to hotel, eat dinner Early lights out.
Day 7
Visit with Rif potters. Lunch. SDG Project Work Shopping at the medina. Group Reflection and Dinner
Day 3 Day 8
Morocco 101 (orientation) and Darija Language Lesson Lunch.
City Tour (Hassan Tower, Chellah, and Kasbah des Oudayas) Group Reflection and Dinner.
Day 4
NGO visit to Douar Tech. Lunch.
Introduction to SDG Project Group Reflection and Dinner.
Day 5
Breakfast at the hotel, then transfer to Chefchoaun (~4.5 hours) Lunch
City Tour of Chefchouan. Group Reflection and Dinner
Day 6
Bus to Talassemtane National Park. Visit Visit Bridge of God and Akchour Waterfalls.
Lunch at the park
Bus back to Chefchouan.
Group Reflection and Dinner.
Transfer to Fes (~4 hours).
Lunch along the way.
SDG Project Work Group Reflection and Dinner.
Day 9
NGO visit to Initiative pour la protection des droits des femmes (ADFM). Lunch.
City Tour of Fes (tanneries, lQarawiyyin University, Bou Inania Madrasa). Group Reflection and Dinner
Day 10
Shopping at the Fes medina Lunch
SDG Project Work. Group Reflection and Dinner
Day 11
Visit Dommaine de la Pommeraie. Lunch at Dommaine de la Pommeraie
Transfer to Rabat (~2.5 hours).
Group Reflection and Dinner.
NGO visit to Ecole de Jardinage Bouregreg Med-O-Med. Lunch. Scavenger hunt in the Rabat medina. Transfer to Casablanca (~1.5 hours) Group Reflection and Dinner.
Fly home
Day 12
Visit International University of Rabat. Lunch
NGO visit to Educall. SDG Project Work. Group Reflection and Dinner.
Sustainable Development in India
(11th Grade)
Duration of Program: 14 days (July/August 2025)
Location: Delhi, Agra, and Dharamshala
Global Focus: Gender Equality (UNSDG Goal 5), Reduced Inequalities (UNSDG Goal 10), Climate Action (UNSDG Goal 13)
Global Partner: Format Travel
Program Overview:
As students journey through northern India, they delve into the intricate interplay between tradition and modernity, examining how these forces shape and are shaped by the country's population, culture, religion, and politics. While India has seen significant economic growth, it remains a land of stark contrasts, with disparities in health, wealth, education, and gender roles. Students engage with these complex issues, gaining insight into India’s ongoing pursuit of the Sustainable Development Goals. They observe grassroots organizations revitalizing traditional crafts, empowering women artisans, and working to bridge gender gaps in income and opportunity. In the foothills of the Himalayan mountains, students explore efforts to preserve Tibetan culture, crucial for promoting social inclusion and reducing inequalities in India’s diverse society. Additionally, they learn about initiatives aimed at advancing climate action, such as promoting electric vehicles and sustainable rural development, which also create economic opportunities and reduce carbon footprints. These experiences offer students a profound understanding of how grassroots initiatives are steering India toward a more inclusive and sustainable future.
Sample Itinerary
Day 1
Overnight flight to Delhi
Day 2
Arrival and transfer to hotel Orientation to India
Visit Akshardham Temple
Day 3
Visit Old Delhi (Jama Masjid & Red Fort)
Visit to New Delhi (Luytens Delhi). Dinner and reflection.
Day 4
NGO Visit with Dastkar. Bollywood Dance Lesson. Dinner and reflection
Day 5
Visit the Taj Mahal. Marble workshop with local craftsman to learn the ancient techniques used to build the Taj Mahal. Dinner and reflection.
Day 6
NGO Visit with Enactus SDG Project Work. Dinner and Reflection
Day 7
Travel Day: Fly to Amritsar (~1 hour).
Bus to Dharamshala (~6 hours).
Day 8
Tibetan Art Workshop w/ Tibetan Artistic Masters
Conversation with students from “Students for Tibet” and Tibetan poet-activist, Tenzin Tsundue Dinner and Reflection
Day 9
NGO Visit to Chinmaya Organization for Rural Development. Introduction with Dr. Kshama Metre
Field Visit with CORD. SDG Project Work. Dinner and Reflection.
Day 10
Guided Hike with CORD Spiritual Discussion with Monk Dinner and Reflection.
Day 11
Travel Day: Bus to Amritsar (~6 hours). Fly to Delhi (~1 hour).
SDG Project Work. Dinner and Reflection.
Day 12
NGO visit to Revfin. Visit to the Lotus Temple. Dinner and reflection.
Day 13
Souvenir shopping and mehndi Finalize SDG Projects. Dinner and final reflection.
Day 14
Arrive to Norbulingka and take a tour of the institute. Visit Tibetan Institute of Performing Arts Dinner and Reflection. Depart for Airport
International Visits
Embracing the global community at Holton, we recognize the immense value of hosting international students. By opening our doors to students from around the world, we cultivate an enriching cultural exchange that extends beyond the classroom. We believe that exposure to diverse perspectives prepares our students to thrive in an interconnected world, promoting the development of cross-cultural understanding, empathy, and a global perspective.
This experience can strengthen intercultural communication skills and create lasting friendships that span the globe. For host families, it is a chance to see the world through a new lens and appreciate the diversities and commonalities that connect us all. For our visiting students, it is a chance to learn new traditions, expand their historical knowledge, and enhance their language skills. Promoting a sense of global community enriches the lives of everyone involved!
Middle School students from Colegio Mirabal in Madrid, Spain
Upper School students from San Silvestre in Lima, Peru
Impact
“
Impact
600+ students have participated in our off-campus programs.
Over 250 students have graduated as Global Scholars.
When we left America more than two weeks ago, I would never have expected to feel the way I do about leaving India. I feel as if I have gone through some kind of transformation, and I have a new outlook on life and a more open and understanding mind and soul... This journey gave me the opportunity to learn about myself and how I react to new situations and environments. Moving forward in my life, I will always have this incredible journey to look back on as I remember the bonds and memories I have shared with our group
Madison W. ’16 (India)
“Going into this journey, I was excited to learn new things, but I had no idea that my expectations barely scratched the surface of what the experience had in store. The sights we visited were incredible, but the people are who changed me for the better.
Inshira M. ’16 (India)
“”
I learned about the real heart of Belize the people. If I had just gone with my family I might not have experienced the level of culture that I experienced with this trip.
Alyssa D. ‘23 (Belize)
” ”
Impact
“
It was really fun to do things that you didn’t need to do on a phone or computer; unplugging was more fun than it seems and your focus isn’t on what you're missing, it's on what is going on in the moment. It was so much fun to step back and enjoy everything that life gives us the opportunities to do.
Sarah F. ‘23 (Belize)
“I think the biggest thing for me that I discovered on the Peru trip was learning about being a sustainable global citizen…I loved seeing and getting ideas for how to make a positive environmental change at school and at home as well as new ideas, hopes, and dreams for making a difference in the world.
Laila F. ‘19 (Peru)
“
I really enjoyed being pushed out of my comfort zone and I feel like my improvement of my French is due to me not being afraid of making mistakes. I think it was a fantastic experience that helped me develop, both my French and as a person.
” ” ”
Irene Q ‘21 (France)
Impact
“I find it vital to go on a Junior Journey because it provides invaluable experience in a new culture and lifestyle, forces one to step outside of their comfort zone, and demonstrates how in this world of over seven billion people we are all interconnected.
“”Lauren B ‘20 (Peru)
It is a once in a lifetime chance to explore a country and learn about a totally new culture. Junior Journeys are a chance to widen our views of the world and open ourselves to future experiences I learned that I am more capable than I think I am. At first I thought that I would never be able to go on one of these trips, but now I feel that I am a confident world traveler.
”
Emily E ‘20 (China)
“I will find a way or make one ”
