Cuba Education Program

I. Briefly review the project form. Discuss the project theme, outline and time line; review the project and curriculum objectives.

PWC-Cuba Education Program, a joint initiative of Prince of Wales Collegiate, Canada World Youth, and the Cuban Ministry of Education. This five-year project was piloted in 1998-99, and is now an accredited course in social studies (International Studies 3223). The project is a course of study involving 20 students and four teachers each year. All students and teachers are eligible. The course involves the study of Cuba over a year, including seminars, individual and group assignments and projects, language study, and cultural immersion -- a two week visit to Matanzas and Havana, Cuba. A Web site is maintained that includes course information, photos, links, and student journals and research projects.

The project seeks to thoroughly investigate Cuban life through its literature and language, its politics, art, music, and history. A focus on Cuba will be infused into the curriculum for participating students as they prepare to study, in depth, Cuba and its cultural richness. Such a program reinforces this school's fundamental goal of striving to provide a greater social awareness in our students, providing opportunities for language immersion, and a better understanding of the world. Such a system of inquiry and reflection will undoubtedly teach them much about themselves and their role with respect to community development and citizenship.

II. Show the audience the outcome of the project proposal.

Results and a tour of the project can be seen at: http://www.pwc.k12.nf.ca/~cuba/

III. Briefly comment on any successes or problems that were encountered throughout the life of the project.

The pilot was deemed a success by all participants, and will continue for the next four years as an accredited social studies course, International Studies 3223.

IV. Comment on any aspects of the project that you would do differently.

Any changes to the project will arise from changes in the course dynamics. e.g. the students and teachers involved, social and political changes, etc.