Eleven High Schools in the Midwest Participated in Euro Challenge 2014

Eleven high schools from Illinois, Indiana, and Wisconsin participated in the 2014 Euro Challenge.

GlobalFest 2014

GlobalFest is an annual event that celebrates world languages and cultures, and encourages middle and high school students to make connections with the global society.

U-46 Teacher Travels the Globe to Enhance Her Lessons

Elgin Area School District teacher Chris LaRue spent two weeks in Turkey in 2013, a trip that was almost entirely funded by the Turkish Cultural Foundation.

EU Centers of Excellence Education Trip to Belgium

Read two teachers' experiences during the 2013 EU Centers of Excellence Education Trip to Belgium.

TED Helps European and American Educators Connect

The Transatlantic Educators Dialogue (TED), held from February through May, gives American and European educators an opportunity to meet virtually to discuss educational issues.

Saturday, February 13, 2016

Transatlantic Educator’s Dialogue (TED) Series-One: Week One and Two

By Lindsay Ozburn

From January to May, the European Union Center invites educators from throughout the world to come together in an online setting and discuss important topics in modern educational practice and politics. As part of this discussion, students from the University of Illinois are invited to follow the discussion and write short posts about related topics on a country of interest. Lindsay Ozburn, a student in the EU Center’s Masters of Arts in European Union Studies program, will be contributing to this series through a multi-week study of Bulgarian politics and government. Her research will provide a thoughtful and helpful case study that will give TED participants a chance to see how their discussion topics are expressed in real life.

Week One: Prompt – “Identify three current major news stories within your chosen country. What are they about and why are they so important? Is there one more important than the other two? Why do you think so (or not)?”

Bulgaria, where have you gone? 
As a student in European Union studies and aficionado of Greek culture, my focus has recently been on Greece and their relationship with the EU. Hoping to become an area studies specialist, I decided to branch out from my heavy focus on Greece and turn my view to its neighbor, Bulgaria. In my initial purview on the various news networks outside of Bulgaria itself (whose validity and bias I could not ascertain; thus, I chose to stay away from their reports), I noticed a common trend: Bulgaria was mostly absent from news reports, especially in the last few months. This was very surprising to me, for two reasons: one, they are on the frontlines on the immigration crisis in the EU and are some of the ‘gatekeepers’ of the EU’s borders; two, often associated as an Eastern European country, they were very recently concerned about the threat of Russia. I’ve chosen three very different articles to share. While it appears I have chosen one important article per month for December through February, the fact of the matter is, there was only one important article published each month relating to Bulgaria (other than news about Bulgarian Olympians being excluded from the upcoming games due to steroid use; which, could be another interesting indication in itself on the state of outsider media coverage of Bulgaria).

This first article (20 January, 2016) addresses why Bulgaria has had such a difficult experience as a market economy, and offers its evidence in a unique format: a survey of major historical events and the current political powers. The article softly argues that Bulgaria’s past communist rule is the main culprit – a regime whose policies are still doing damage to this day. Bulgaria was one of the later countries to join the EU (2007), and still isn’t eligible to join the Eurozone. While the piece doesn’t address whether their absence from the Eurozone is a good or bad thing, it is possible that Bulgaria may not have survived the deflation of the Euro. Overall, the importance of this historical piece lies in its ability to share, in one location, a concise history of Bulgaria, giving readers information on the progression of post-communist effect on their market economy.

This second article (4 December, 2015) discusses British Prime Minister David Cameron’s December visit to Bulgaria, where he ruffled some feathers when he praised Bulgaria’s barbed wire fence and attack dogs on its border with Turkey – aimed at halting refugees crossing the border. His sentiments in this instance reflect Britain’s anti-refugee position, being further played out in Cameron’s purposeful recognition of Britain’s absence within the Schengen Zone treaty. Bulgaria is known for their severe mistreatment of refugees, ranging from extortion to physical abuse, robbery, and police brutality, according to a report from the Belgrade Center for Human Rights. What is especially unique about this article is Britain’s attempt to discriminate against East-European minority vis-à-vis their membership negotiations with the EU, only one and a half months after Cameron was quite chummy with the Bulgarian PM Boyko Borissov.

This third article (3 February, 2016) offers a view on a large issue affecting Eastern Europe’s relationship with Western European countries. Britain is currently in negotiations with EU-level bodies to bridge the gap between some of their most contested issues (member state sovereignty, immigration, and the market economy, to name a few), in order to prevent the UK from bowing out of the European Union. One of their newest negotiation treaties contained a clause which decreases welfare, to the detriment of minority groups in the UK; of which Eastern Europeans make up a significant percentage. Eastern European countries are now grappling with the choice of either rejecting the UK’s proposal, risking a “Brexit” and thereby losing protection against Russia; or, allowing their ethnic minority groups to be discriminated against. I believe this article is the most important for three reasons: first, it reiterates the fact that Bulgaria receives very little news coverage (which I discovered while doing this exercise); and, when it does, it tends to be lumped with Eastern European countries and EU-wide issues; second, it discusses the very prevalent issue of ethnic discrimination within the UK and talk of a “Brexit”, both of which are being teased out through their membership alteration negotiations; and third, it highlights the prevailing issue of ‘old’ versus ‘new’ EU member states. Collectively, these three ongoing problems could be enough to advance the already troubled atmosphere within the EU to one of noncompliance, resulting in a ripple effect across all areas of EU competence and member state cooperation.

Week Two: Prompt - Please write about your country's citizenship, naturalization, and immigrant integration policies.

Citizenship, Naturalization, and Integration in Bulgaria: Will the EU’s Gatekeeper Ever Be (Ready for) More?
There has been much focus on Greece, Germany, and the Balkans as a whole, throughout this immigration crisis in the EU, and rightfully so. But, what about the individual Balkan countries? Specifically, what about Bulgaria? My initial research into Bulgaria revealed that they aren’t covered in international news on a frequent basis; and, when they have been (in the past few months), it was in the form of bad publicity for their treatment of and measures taken against refugees. Most specifically, news of barbed wire fence along their borders, and multiple reports of violent acts of racism and xenophobia. As one of the ‘gatekeepers’ to the EU, Bulgaria is prime real estate for human trafficking. They set an important precedence for all manner of immigration into the EU; for instance, how refugees will be treated and cared for on their trek through Balkans, how other land immigrants can be naturalized and become part of the EU community, etc.

After wading through pages of Bulgarian citizenship law documents and EU factsheets on Bulgaria, it appears that Bulgarian citizenship, naturalization, and immigrant integration laws are predisposed toward those who are highly educated, are already of Bulgarian descent, or those willing to devote their time to obtaining an all-encompassing knowledge of the Bulgarian language, customs, and obtain the usual residency and job status. While they have produced a very extensive, comprehensive document outlining plans for attracting third country nationals (TCN) to boost economic production, their actions in recent years do not mimic their words – specifically as it relates to TCN of a different religion or socioeconomic status.

According to Chapter 2, Section I of “Law for the Bulgarian Citizenship”, one can acquire citizenship by origin, place of birth, or by naturalization. Under citizenship by origin, you are a Bulgarian citizen if at least one of your parents is a Bulgarian citizen; or, if you are fathered by a Bulgarian citizen; or, if your origin from a Bulgarian citizen is established by a court. Under the origin clause, citizenship by parent appears to extend to adoptive and biological parents, alike, so long as they are a Bulgarian citizen. To acquire citizenship by birth, you must be born on the territory of the Republic of Bulgaria or if you are found on this territory and your parents are unknown. This may potentially extend to embassies on foreign soil.

However, if a person is does not qualify for or is unable to obtain the stipulations stated above, you must file for naturalization – a process which seems complicated and difficult for those who are fleeing to Bulgaria. The most basic route to naturalization is to: ‘become of age’ (not clarified; presumably 18), file for a permit for permanent stay in the Republic of Bulgaria, not be a criminal, have an occupation and a place of residence in the country, do not have (or will be released soon from) any other citizenship, and, most interestingly, have control of the Bulgarian language “which shall be ascertained according to an Ordinance by the Minister of Education, Youth and Science”. The requirement of ‘control of the language’ is also listed under Article 13a, which addresses those obtaining a refugee or protection status.

Overall, most documents discussing citizenship, naturalization, and integration all agree that, for the sake of Bulgaria’s economy, TCN must be attracted to the country and be successfully socially integrated. While this appears to be at the expense of any individual of a lower socioeconomic status, Bulgaria’s goals indicate a desire to be a proactive ‘gatekeeper’ and sustainable member of the EU by combating trafficking, increasing economic output, and increase implementation of European legal norms by increasing their operational capacities.

Sources:

EU Commission. 2009. “The Organisation of Asylum and Migration Polices. Factsheet: Bulgaria.” Updated September, 2012.

Krasteva, Anna et. al., eds. 2010. “Trends in Cross-border Workforce Migration and the Free Movement of People – Effects for Bulgaria.” Open Society Institute – Sofia: 7-176.

Law for the Bulgarian Citizenship. 1998. Amended SG. 33/30, April 2010: 1-11.

National Strategy on Migration, Asylum, and Integration (2011-2020). 2011.
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Monday, February 8, 2016

Experiencing the Work of the EU in Brussels: Report from the Illinois EU Center Delegation

By Lucinda Morgan, Michele Spalding, and Matthew Krause

As a member of a four-person delegation sponsored by the EU Center at the University of Illinois at Urbana-Champaign, we greatly appreciated the opportunity to first-hand learn about the history, operations, and programming of the European Union in Brussels. We were a part of a group of approximately forty educators and university students, organized by the EU Center of Excellence at the University of North Carolina. From June 21-26, 2015, we visited EU offices and attended lectures given by various EU representatives. In addition to the intended purpose of the study tour, we were in Brussels during a very interesting time, as the EU was deciding the future of Greece’s membership due to its economic situation, so we experienced an increased amount of security and media coverage during our visits to various divisions around Brussels.

Our first official visit was to the EU Commission, where we learned about its role and functions. We learned about the origins of the EU with Robert Schuman’s 1950 speech, in which he expressed the goal of making “war but physically impossible” in the aftermath of World War II. His words quickly came to fruition, as within a year, the six founding members of the EU signed their founding ECSC Treaty, thus establishing the Commission, Parliament, Council of Ministers, and the Court of Justice. Emphasizing the importance of the EU in the world today, we learned that though the EU is only 7% of the world’s population, it represents 25% of the world’s GDP, and provides 50% of the social welfare to developing nations. In terms of voter participation, it was interesting to learn that over 90% of people vote in Belgium (they are actually fined if they do not vote), and less than 20% vote in Croatia, the Czech Republic, and Slovakia. We also discussed how since 2008, Greece’s economy had contracted by 25% since 2008, and that the only other time that such a drastic decrease has occurred was with the post-Soviet countries.

Throughout the duration of the week, we also visited a school for the children of EU diplomats and staff, and also the Education, Audiovisual, and Cultural Executive Agency, which funds more than 4,000 educational projects a years. It was interesting to learn that though Finland is often in the global spotlight for its educational achievements, Estonia also has scores at a very high level on international assessments. Though the EU creates policies regarding the environment, agriculture, and economics, it was interesting to learn that the EU Commission does not have an overall general education policy, and that some countries have more than one national education system, such as Belgium, which has three distinctively different systems.

We also had the opportunity to visit the European External Action Service (EEAS), which is the foreign and security policy service, and performs many of the same duties as the State Department in the USA. Founded by the Lisbon Treaty in 2011, the EEAS works in close cooperation with diplomatic services of member states in order to enhance the EU’s “common message” regarding defense and security, both bilaterally and globally. The EEAS has 139 Delegation Offices around the world, and coordinates trade, developmental aid, humanitarian assistance, and enlargement on behalf of the EU. We also met with the EEAS International Relations Officer for the US and Canada, and learned more about the Transatlantic Trade and Investment Partnership (TTIP) and also the EU-US Science and Technology Cooperation Agreement that was established in 1998.

Beyond our visits to EU offices and agencies, we also experienced local culture and historic sites, such as visits to the Atomium (a unit cell of an iron cell 165 billion times that was the iconic building of the 1958 World’s Fair in Brussels—it looks like a structure from The Jetson’s cartoon) and Matonge Quarter (the Congolese neighborhood in Brussels, as The Democratic Republic of the Congo gained its independence from Belgium in 1960; there are over 100,000 Africans living in Brussels which is about 10% of the city’s population). We also very much enjoyed the outdoor cafes located near the Grand Place-Grote Market, where we devoured pots of fresh mussels and many varieties of cheese and Belgium chocolate. We are very grateful to the EU Center at the University of Illinois at Urbana-Champaign for sponsoring my participation in the study tour, as well as the EU Center at the University of North Carolina for coordinating and organizing this amazing experience. It was also enriching to interact with the other participants from the other EU Centers of Excellence in the USA, as we continue to stay connected to them beyond our time in Brussels through various social media platforms.

Lucinda Morgan is a PhD student in the Educational Organization, Leadership, and Policy Department at the University of Illinois at Urbana-Champaign. For the past six years, she has been the Coordinator for the Transatlantic Educators Dialogue (TED) for the EU Center at the University of Illinois at Urbana-Champaign. TED connects educators in Europe and the United States online so that they can share about their experiences teaching in the classroom and how various social issues impact their teaching and their students. For more information about TED, please see: http://europe.illinois.edu/ted/

Michele Spalding is the Assistant Dean of Student Affairs for Health Professions at Parkland College in Champaign, Illinois.

Matthew Krause is a student at the University of Illinois at Urbana-Champaign.
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Friday, September 4, 2015

Successful Transatlantic Educators Dialogue in 2015

This post originally was written by Dr. Zuzana Mészárosová and published on Učiteľské Noviny" (or translated, Whiteboard Newspapers") on August 28, 2015.  This post is the translated version of the original Slovakian post.  The tool used was Google Translate.  For the original piece, please follow this link.  This article has been re-presented with the blessing of the author.

TED  (Transatlantic Educators Dialogue) is a program generously sponsored by the European Union Center and the College of Education at the University of Illinois in Urbana Champaign.  Testimonials such as these prove the value of the program, and demonstrate the benefits of being involved in the program.  If you are interested in the program and would like more information, please visit the webpage for TED.

TED (Transatlantic Educators Dialogue) is a program of the American University of Illinois, which brings together experts in education in the US and Europe online  and experts exchange practical experiences and discuss various educational topics to detect each other. The discussions American and European educators conducted nearly half a year online and on the final day the graduates received certificates.


BRATISLAVA - The types of educational diplomacy with education experts ensures that they take into account different aspects in the debate, discussion on education systems in the countries participants in the debates, as well as overcome many cultural barriers, misunderstandings and misconceptions.

TED 2015 is the fourth annual overseas debates about education. Online collaboration is carried out once a week. The coordinator was Lucinda Morgan, from the University of Illinois. Interaction with the Blackboard platform was used, and technical support was available from the American University.  Moodle was used to exchange experiences between the parties, including discussions, debates and dialogues. All equipment and works that were created in the course of cooperation continue to be available to participants.

All participants worked in groups of eight. Each group worked independently and prepared a joint presentation and supporting materials. Americans working in the group worked on the topic of "Technology in the classroom," and we presented a vital project of European Schoolnet - eTwinning.

During the next presentations and debates, teachers learned a lot of new information on education systems in different countries of the participants of TED, various approaches, methods and forms of teaching, assessment and debate about the impact of immigration and migration, education and diversity, education in rural and urban areas, the international cooperation, and the future of education.

One of the results of TED cooperation was meeting some participants from TED 2015 on 27 June 2015 in Brussels, where they shared further exchanges and shared experiences. Transatlantic Dialogue Educators was an invaluable experience and provided benefits of online collaboration for every attendee. It was a great place for open debate and mutual comparability of education in Europe and overseas, as well as the professional development of teachers participating.



Author: Dr. Zuzana Mészárosová
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Wednesday, July 1, 2015

TED Transatlantic Educators Dialogue 2015

This blog was originally posted on Nataša Ljubić Klemše's blog, and has been reposted and translated with her permission.

by Nataša Ljubić Klemše

T.E.D. is a program at the University of Illinois that brings together educational experts of the United States and Europe to virtually exchange practical experiences and discuss various educational topics in order to reveal the two groups' similarities and differences.

This kind of educational diplomacy with educational experts ensures that multiple perspectives are considered in the debate and discussion of educational systems of participants' countries, as well as overcoming many cultural barriers, misunderstandings, and misconceptions.

T.E.D. 2015 represents the fourth generation of the overseas educational talks. 


As the only participant from Croatia, I had the honor to present the state of education in Croatia to educational experts from around the world, to introduce them to certain components, and also to learn about the educational systems of other countries in the world.

Online collaboration was carried once a week for 90 minutes per session from February to May 2015. The coordinator was Lucinda Morgan, a PhD student at the University of Illinois. For communication, we used the Blackboard platform, and technical support was available from the University of Illinois. Moodle was used to exchange experiences amongst the participants, including discussions, debates and dialogues. All facilities and works that were created during the collaboration remain available to participants after each session.

For the first three weeks, we got to know each other, and we went over the logistics of TED. Then we got started with the work.

All the participants were, according to personal interests, divided into eight groups. Each group worked individually and prepared a joint presentation and supporting materials. Participating in the working group "Technology in the Classroom," I had the privilege to work with many experts from the US and Europe. In preparation of our joint presentation, we used a number of communication tools and worked day and night, due to the different time zones. We prepared a presentation of "Technology in the Classroom; Yesterday, Today and Tomorrow "in which I personally focused on the field of education in the future. I made part of my presentation on Education 3.0, which among other things includes eTwinning. I presented the core components of Education 3.0 and eTwinning to the class.

During other presentations, I learned how to impress participants in the educational system, the different approaches to teaching, the evaluation and estimates on the impact of religion in education, homeschool education, the impact of immigration and migration on education and diversity education in rural and urban areas, the possibilities of international cooperation, and the future of education.

One of the outcomes of cooperation on T.E.D. was the gathering of participants from T.E.D. 2015 on June 27, 2015 in Brussels, where additional exchanges and experiences were shared.

At the workshop on training for eTwinning ambassadors in Latvia from June 17-20, 2015, I had the opportunity to meet with Vaiva Ozoliņa, another TED 2015 participant with whom I worked in the group "technology in the classroom." The priceless experience of online collaboration turned into a direct experience of meeting each other in the Baltic states, which represents the point of working together.


T.E.D. as a new form of transatlantic cooperation represents to me a totally new experience that has significantly enriched my professional CV. I am proud of all the new knowledge, new friends and acquaintances, and the opportunity to worthily present Croatia and how happy I am to be part of a great world educational system.
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Tuesday, April 21, 2015

High School Festival Celebrates Diversity

This blog post was originally published on the Danville Commercial-News website on April 18, 2015.
This event was co-sponsored by the European Union Center.


by Carol Roehm

High School juniors Tatum Bray, from left, and Rachel Parker learn about the formal Indian dress worn by junior Shreja Patel during Friday's International Festival at the high school.    

DANVILLE — Colorful costumes, henna tattoos and incense excited Danville High School students as they entered the gymnasium Friday afternoon for an international festival.
 
DHS’ GLOBAL House and the Humanities Division and the Center for Global Studies at the University of Illinois cosponsored the event titled International Festival: “A Celebration of Culture.”
The intent of the festival was to celebrate the vast cultural and ethnic diversity richly represented within the Danville community. The festival was nearly a year in the making.

DHS junior Samantha Buchanan, a GLOBAL House student, wore a German dirndl and her blonde hair in braids. She participated in the festival’s fashion show, as did junior Shreja Patel who wore a formal Indian dress.

“I think it’s cool,” Samantha said of festival. “We put a lot of work into it.”

DHS students visited booths and viewed stage activities in the afternoon before the doors opened to the general public later in the afternoon with more booths, a mini taste of cultural foods, immersion rooms, activities, parade of fashion and entertainment.

An evening performance included entertainment from many cultures as well as featured West African dancer Djibril Camara, formerly of the Ballet du Afrique Noir of Senegal. Camara also performed earlier in the day at East Park Elementary School.

Outside of the DHS gym, three classrooms were set up as immersion rooms where topics were explored in more detail. The topics, which included discussions on kimonos, Afghanistan and women’s rights and on the Arabic language, were presented in 30-minute blocks.

One of the immersion rooms was going to be about the Hindu language led by Mithi Mishra and Chaitra Prasad from the Department of Linguistics at the University of Illinois.

“India is fascinating when it comes to language,” Mishra said, adding that there are 22 different languages spoken in the country, and that English is taught only in expensive, special English-speaking schools.

There were at least 40 booths, many of them student- or classroom-created, at the event which was free to the public and took place in the gym, classrooms and the Dick Van Dyke Auditorium.
Dawn Nasser, coordinator of student recruitment at Danville Area Community College, displayed a table full of artifacts from Chile, Slovakia and Syria.

“I’ve been to nine different countries, so I brought different things with me today,” Nasser said.

Some of the items included a mask made from cactus, earrings and a change purse made from a coconut shell, a sword made from a swordfish’s beak and a figurine made from seaweed.
DHS sophomores Leondre Cobb and Isaac Vogt looked at each item on Nasser’s table.

“I like learning about all the different cultures that are here,” Isaac said. “I spent a lot of time with the international instruments because I’m a musician.”

Leondre said Nasser’s booth and the India booth were his favorites.

At another booth, Mira Bhavsat of Danville used henna to draw elaborate Indian designs on the back of students’ hands. Judging by the line of teenage girls, it was one of the most popular booths at the festival.

“I like it,” senior Samanta Calvillo said as she admired the back of her hand. “I thought (henna designs) was something they do all the time, but it’s for weddings and celebrations.”

Nearby, brothers Benjamin Xiong, a DHS senior, and David Xiong, a DHS junior, and their cousin, senior Andrew Xiong talked about their Hmong heritage and the traditional money vest displayed on their table.

Andrew explained that the colorful money vest decorated with dangling coins is worn by men “to show what you have” wealth wise.

Andrew said he thought the festival was “pretty good” because it gave him and his cousins, all first-generation Americans, an opportunity to share their culture with others.


“Before the festival people would ask me my race, and now I can share where my family is from,” he said.
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Wednesday, April 1, 2015

Euro Challenge 2015! How to Sustain the Social Systems in the Eurozone: A Look To France for Answers

by Letitia Zwickert

It is with great pride that I can say our Naperville Central High School team just won the Midwest Regional Euro Challenge Competition. I am extremely proud of my all-female team of Sasha Fenton, Meghan Howard, Hanna Meyer, Naina Prasad, and Nicole Simos; all students from my International Relations class, an honors course at NCHS. They met after school, and on weekends, since January to first learn more about the Eurozone, and then about the euro itself. Their task was to research a significant challenge facing the Euro area and find a member state to serve as the perfect example—they found a winning one! The challenge they chose is the social systems of the Eurozone, and their case is France. The social systems in the Eurozone, as currently structured, are very difficult to sustain given the economic environment and desire for future growth. As sophomores in high school, never haven taken an Economics course, my team needed to explain this challenge in the context of the current economic worries of slow growth, high unemployment and deflationary concerns. Intertwined with these issues, they highlighted the political and social realities that exist in the Eurozone and in France.  Additionally, their choice of focusing on the welfare system in France was a large undertaking, as France not only has the largest social welfare system in the Eurozone and the EU, but also in the world.  They had a lot to learn, and then, in turn, transform into a unique presentation! There was incredible team effort, individual growth, and professionalism throughout their weeks of work. Our team also had a notable advantage, with two very devoted upperclassmen, Kevin Angel and Megan Angel, who shared their economic knowledge, work ethic, and moral support during the preparatory process—two excellent upperclassmen mentors.

But this experience was only made possible by the generous outreach of the EU Center at the University of Illinois. Because of their work with high school teachers and students, and the sharing of outstanding opportunities, such as this one, my students gained knowledge about the EU that far outweighs that of typical high school content. The invaluable experience through the team work required to prepare for the Euro Challenge and the competition itself, judged by EU specialists, will serve them a lifetime. All of this gives them an enormous advantage as they look towards college and career choices. And, yet another incredible adventure awaits us, as we are now headed to the Euro Challenge Finals in New York City! Thank you so much EU Center!

Letitia Zwickert is the International Relations, World Cultures, and Minorities teacher at Naperville Central High School.

For more information about Euro Challenge, please visit the European Union Center's website.
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Wednesday, May 14, 2014

Eleven High Schools in the Midwest Participated in Euro Challenge 2014

Eleven high schools from Illinois, Indiana, and Wisconsin participated in the 2014 Euro Challenge. Euro Challenge is an exciting educational opportunity for high schools students (grades 9 & 10) to learn about the European Union (EU) – the largest trading partner of the US – and its single currency, the euro. The program offers students of global studies, economics, world history/geography or European studies a unique experience that moves them out of the classroom into the real world.

The participating schools in the Midwest were:

Downers Grove South High School, IL
Elgin High School, IL
Glenbrook South High School, IL
Mundelein High School, IL
Normal Community High School, IL
South Shore International High School, IL
Penn High School, IN
St. Joseph High School, IN
Brookfield Academy High School, WI
Madison East High School, WI
Marshfield High School, WI

For the competition, held on April 3 at the Federal Reserve Bank of Chicago, students researched problems and solutions to Europe's economic challenges. A team of three to five students presented its findings in a competition format. 

Normal Community HS (IL), St. Joseph’s High School (IN) and Brookfield Academy (WI) advanced to New York for the semifinal and final rounds of the competition held on April 30 at the Federal Reserve Bank of New York. 

The results of the final round were:

1st place – Princeton High School, NJ
2nd place – Montclair High School, NJ
3rd place – Hunter College High School, NY
4th place – Trinity Preparatory School, FL
5th place – Nova High School, FL

The Delegation of the European Union to the United States published a press release about the 2014 competition. Additional details can be found on the European Union Center’s Euro Challenge web page.

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