The purpose of the curriculum component of the 100 People Project is to provide a vehicle for educators, parents and community leaders to use the culturally rich materials produced by the project to make today's youngsters more globally and culturally aware of their world as well as giving them tools by which to evaluate their own position in an increasingly global society.
The curriculum component of the 100 People Project will allow the audiences cited above to use the curriculum as a complete entity or to access modules from it for inclusion in other curricular activities. Teachers will be able to use modules as part of their language arts, science, math or social studies instruction; teachers, as well as parents and home-school educators, can, in addition, use the materials for individually targeted purposes such as awareness of another country and its culture, leadership development/citizenship, and as building blocks in character education, using a global context for personal responsibility. Community leaders in youth clubs and community centers can use the materials for thematic activities or as part of tutorial efforts to support the students' traditional academic curriculum.
There will be a specific curriculum site within the 100 People Project website, where the online media and links to other media formats from the project will be housed. The precise products have not yet been specified but can be expected to include: streaming media of interviews with the 100 People, including translations to Spanish, English and Mandarin; pod casts of these interviews as well as other sounds and auditory activities, such as music and oral histories, found within the environments of each of the 100 People; visual graphics including photographs, artistic products from the environment, and other appropriate items; literature and written documents reflective of the culture, as well as the personal narrations of the subjects. There will be thematic outlines weaving these products into curriculum nets, which can be modified or adapted to the instructional setting. The decision has not been made as to the amount and nature of any non-electronic formats that might be used, though print materials may be produced and made available upon request or downloaded from the web site. One significant aspect in the conversations about the curriculum is the importance of including formats appropriate for mobile devices such as IPODs, MP3 players and web-enabled cell phones, acknowledging the prevalence of these devices within the youth population.
The precise nature of the curricular products will be determined by curriculum writing teams, selected from teachers, teacher educators, and school leaders, coupled with technology specialists. The actual process will use a WIKI as the collaboration tool for outlining the anticipated curriculum and for writing. Once the initial curriculum site is available, the WIKI process will be continued as a way for users to provide input for consideration for inclusion, making the curriculum potentially dynamic. The initial phase, employing educational leaders at many levels and representing major organizations, will help the production team of 100 People to identify possible artifacts that might be collected through the nomination process as well as through the actual production phase; these, initially, will focus on commonalities such as housing, transportation, education, health, food, jobs, family, environment, culture, and religion. In addition the unique aspects of each these and any other feature of the environment will be, ideally, captured for archiving for potential use in the curriculum project.