Student Perspective: Trevor Thompson, Raymond S. Kellis HS Alumni

Contributed by Trevor Thompson

Question: Why did you join NGC, and how has it affected you? 

I joined New Global Citizens and created the team at Raymond S. Kellis High School my junior year of high school after attending the Cesar Chavez Leadership Institute at Arizona State University after a presentation about it was given.

It was amazing how fast the team grew as more and more people became interested in making a global impact and helping others who really needed it.

I am especially grateful for Mrs. Casey King, our adviser, who really had a passion for helping others and did anything and everything that she could in order to benefit the team.

Through advocating for and raising money for the House of Hope in Uganda, I truly grew as an individual in many different ways; I gained a passion for helping others that I never knew I had, I learned how good doing so feels, and I gained leadership qualities that will forever benefit me in the future.

I am thankful for New Global Citizens for giving me and numerous others like myself the wonderful opportunity to have such an enriching experience.

Teacher to Teacher: Global Competency


Taken by Team Mentor Noemi Gonzalez

Written by Lisa Glenn, NGC’s Education Coordinator, for ANEE 

Globalization. From turning off the alarm clock made in a distant land to
communicating effectively with the person in the next office, we all interact with
the rest of the world on a daily, if not hourly basis. Unfortunately, it seems that the
US education system has not yet caught up to the needs of students in this global
context. The even more unfortunate truth is that students who do not develop global
competency are destined to lag behind their foreign counterparts in the workforce
and in academia until we take the time to evaluate our education system and include
global competency training in our curriculum.

So, what does global competency look like? Students who are globally competent
can investigate the world around them, recognize and value diverse perspectives,
communicate ideas about global issues, and take action as it is needed. Basically,
global competency is simply an extension of the already great teaching that most
educators do on a daily basis.

Teaching global competency falls in line quite seamlessly with the Common Core
State Standards (CCSS). Here in Arizona, as we begin to implement the CCSS, we
would be well served to also consider how we are teaching students to become
Global Citizens. College and career readiness certainly includes the ability to write
and read, to investigate mathematical theorems, and to apply the Scientific Method.
But our students are living in a world where they must also be able to interact
with and understand people from diverse backgrounds and countries. At ASU,
NAU, Grand Canyon, UA, and other institutions, our students will collaborate with
researchers from around the world. As professionals, our students will create
partnerships with global organizations. And, if we are so fortunate, our students will
become leaders who will interact with others on a global scale. If we do not provide
our students with the tools and skills needed to succeed in these arenas, then we
have truly failed.

We must use this critical time in the education field to seize upon the strength at the
base of the Common Core standards—that is, the Habits of Mind. The great benefit
of these standards is that they do not, in many cases, prescribe to the teacher exact
content to be taught. As a result, we as teachers can choose to teach the Habits of
Mind through the lens of global issues. We can choose to implement projects on how
to use public health information to make responsible decisions instead of simply
researching disease transmission. We can examine a systems-based approach to
armed conflict in addition to teaching Civil War history.

By embracing global competency, we open our students up to a whole new world of
engaging content. According to CommLaw Conspectus, 43% of US students say that
they think their homework is never or only sometimes meaningful. As educators, we
can link the concepts that students must grasp to developed and engaging content
that students are excited about and in so doing, support them in becoming Global
Citizens to ensure their successful tomorrow.

Reach Lisa Glenn at 

Tolleson’s Growing Support for “A Ban Against Neglect”


This year marks the 3rd Chapter of NGC at Tolleson Union High School, with the first year dedicated to the Afghan Institute of Learning and the second year focusing on Shelter of Friendship, Brazil, along with Well-Repair Project, Malawi. This year the team is focusing on supporting ABAN, a ban against neglect, located in Ghana. The project helps young poor mothers who are currently living on among the streets. Through the use of sustainable methods, ABAN helps women get on their feet by teaching them how to create garments and accessories by making their city’s trash into marketable goods. To learn more about ABAN, please click here. 

The team is currently leading a large, no less than 20 member team and has already participated in Phoenix’s art culture event, First Fridays. 

Their upcoming event on Nov. 20 will involve a “Half the Sky” screening, which is included in this year’s starters kit package for all schools, and will host a panel for discussion with, hopefully, some guest speakers (ASU professors and/or teachers). 

The team is also making their own coin pouches to sell to the student population, along with investing in ABAN products in order to simultaenously support the ABAN women and girls while raising more funds and especially raising community awareness.