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A classroom as big as the world
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In Mr. Becker's Middle East class - one of the more popular offerings - students take on a new identity when they begin the semester.
A teen can "become" a Kuwaiti oil magnate, a Lebanese student, or an Israeli settler - complete with a name and a profession. The student maintains that identity for a whole quarter.
"It pushes them to think outside themselves," says Becker, whose classroom is decorated with Middle Eastern pillows, rugs, and art. Most students sit on the floor during class; girls will sometimes borrow a head scarf to wear for a few days.
Rob Fiffer, a junior who took the Middle East course last year, had the role of a Palestinian militant. "I was pro-Israeli settlements," he says of his own political stance. "Now I realize things aren't so black and white."
Fizza Hussain, on the other hand, took on the part of an Israeli teenager. A Pakistani who often watches Pakistani television at home, she says the course helped her discard stereotypes about Israelis.
Both students carry on intelligent, informed discussions about the region and the Iraqi elections. Rob helped start a club, Middle Ground, because "I wanted everyone to experience a little of what the Middle East course was like."
The club puts out a monthly newsletter that covers everything from restaurant reviews to serious interviews. A recent issue included a political cartoon, an interview with a civil rights lawyer, and a piece about an Israeli hip hop artist.
In January, Middle Ground sponsored the schoolwide mock election for Iraq. Every day during that week's morning announcements, students read information about a different Iraqi political party. In the end, 120 students participated. (The People's Union of Iraq emerged the winner.)
Students like Rob and Fizza - newly passionate and well informed about international issues - are what Evanston's teachers hope for.
Knowledge that makes a difference later
It's not surprising that the school has strong participation in Model United Nations, or that, long after their sophomore "global perspectives" year, some students talk about getting daily updates from The New York Times and BBC World News.
Moreover, Evanston teachers say, the background students get helps them in more traditional courses. "So much of what they bring to class involves knowledge they got as sophomores," says Martin Moran, who teaches an advanced political science class for seniors.
It's a result all schools can achieve, says Professor Montgomery, if they're willing to invest in global studies in more than superficial ways. "You have to get away from the F-words," he cautions. "Food, flags, festivals, famous people, and fashion - if that's all it is, then it's an add-on."
If done correctly, he says, global education shouldn't have to be something "extra."
"To me it's all about infusion," he says. "The global components are already there. It's whether the teachers, school, and students are finding ways to highlight those global aspects to whatever it is they're teaching."
