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Epidemic infectious diseases have shaped many aspects of ancient and modern history. In an interdependent world, well-known pathogens and new, emerging infectious diseases continue to pose a global threat. At the same time, the biomedical and social sciences have been making incredible progress in the diagnosis, prevention, and treatment of communicable diseases.

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Recent events highlight the importance of emerging infectious agents, including HIV/AIDS in the early 1980s, the introduction of West-Nile Virus in the western hemisphere in the late 1990s, and SARS (Severe Acute Respiratory Syndrome) in 2003, and draw attention to the role of increased travel and global connections in facilitating the rapid spread of infectious diseases.

HIV/AIDS is now the world’s greatest pandemic. It has claimed more lives than the Black Plague of the 14th century. With an estimated 16,000 new infections daily, more than 40 million people worldwide are infected with Human Immunodeficiency Virus (HIV). More than seven out of 10 of the world’s HIV-infected people live in sub-Saharan Africa. The impact of HIV/AIDS on local economies, its potential to contribute to regional instability due to loss of human life, and the moral imperative to address the pandemic has brought prevention and treatment of HIV/AIDS to the forefront. Increasingly, it is clear that a multidisciplinary team approach including social scientists, behavioral specialists, clinicians, researchers, and policymakers is essential to address this global pandemic.

Advances in epidemiology, molecular diagnostics, bio-informatics, and genomics have enriched our understanding of ancient and emerging pathogens and offer new avenues for addressing infectious diseases. Vaccines, pharmaceuticals, and new paradigms of public health have increased our ability to control and even eradicate infectious agents. The control of many formerly common childhood diseases has been effectively achieved through the development of vaccines. Smallpox and measles provide examples of diseases that have been eradicated by the culmination of modern innovative public health approaches and widespread vaccination. In the news today, the potential for a viral antigenic shift resulting in a more transmissible form of the deadly H5N1 influenza virus has led to extensive media coverage and disaster planning at local, state, and federal levels of government, as well as international public health bodies.

Teachers and students need a strong foundation in the biologic and social sciences to place these events and responses in context and to allow transfer of vital information and understanding to the community at large. There have been few initiatives to provide high school teachers with accurate, up-to-date knowledge on infectious diseases. U.S. high school students continue to be exposed to global infectious diseases through sensationalized media coverage including popular films and television.

We have been developing a high school curriculum unit with Stanford students Robin Lee, Michelle Silver, Piya Sorcar, and Jessica Zhang and Gary Mukai of 91�Թ� to allow teachers and students to place news concerning infectious diseases in perspective; appreciate diverse social and economic responses to infectious diseases; and understand infectious diseases in the context of a global, interdependent world. The curriculum will also encourage students to consider issues related to epidemic and pandemic infectious diseases and their own personal risk.

The proposed five-module unit is as follows, with the first module having been completed this summer:

I: Introduction to Virology and Infectious Diseases

II: The Epidemiology of HIV/AIDS in the United States and around the World

III: Science, Economics, and Business in Infectious Diseases

IV: Local and International Politics and Policy in Infectious Diseases

V: Community and Personal Health

“Preparing the next generation of leaders and creating more informed elementary and secondary students means changing and improving curricula, setting higher standards, and ensuring that content is based on current research relevant to the world’s critical problems and urgent issues.” Coit “Chip” Blacker, FSI Director and Co-Chair, International Initiative

91�Թ� was established more than 30 years ago and serves as a bridge between FSI and elementary and secondary schools in the United States and independent schools abroad. 91�Թ�’s original mission in 1976 was to help students understand that we live in an increasingly interdependent world that faces problems on a global scale. For 30 years, 91�Թ� has continued to address this original mission and currently focuses its efforts primarily in three areas:

1. curriculum development for elementary and secondary schools;
2. teacher professional development; and
3. distance-learning education.

91�Թ� hopes to continue to educate new generations of leaders by addressing five key initiatives of The Stanford Challenge, announced by President Hennessy last fall.

Initiative on Human Health / 1

91�Թ� is working with the School of Medicine and the Center for Health Policy on a high school curriculum unit that focuses on HIV/AIDS. 91�Թ� is collaborating with Drs. Seble Kassaye, David Katzenstein, and Lucy Thairu of the School of Medicine’s Division of Infectious Diseases & Geographic Medicine. Using an epidemiological framework, students will be encouraged to consider the many issues involved in the pandemic, including but not limited to poverty, gender inequality, and biomedical research and development. Two Stanford undergraduates, Jessica Zhang and Chenxing Han, are working with the physicians on this unit.

Initiative on the Environment and Sustainability / 2

91�Թ� recently completed a curriculum unit called 10,000 Shovels: China's Urbanization and Economic Development. 10,000 Shovels examines China’s breakneck growth through a short documentary that integrates statistics, video footage, and satellite images. The documentary, developed by Professor Karen Seto of the Center for Environmental Science and Policy, focuses on China’s Pearl River Delta region while the accompanying teacher’s guide takes a broader perspective, exploring many current environmental issues facing China. Stanford’s School of Earth Sciences is helping to promote this unit and documentary.

The International Initiative / 3

All of 91�Թ�’s curriculum units focus on international topics. Two of 91�Թ�’s most popular units are Inside the Kremlin: Soviet and Russian Leaders from Lenin to Putin and Democracy-Building in Afghanistan. Inside the Kremlin introduces students to key elements of Soviet and Russian history through the philosophies and legacies of six of its leaders—Lenin, Stalin, Khrushchev, Gorbachev, Yeltsin, and Putin. The unit includes (on DVD) six lectures by six FSI faculty members, including FSI director Coit D. Blacker; professors David Holloway and Gail W. Lapidus, CISAC; professor and deputy FSI director Michael A. McFaul; history professor Norman M. Naimark; and history professor Amir Eshel, Forum on Contemporary Europe.

Democracy-Building in Afghanistan is a teacher’s guide for a film called Hell of a Nation. The film’s lead advisor and 91�Թ�’s key advisor was former CDDRL fellow J. Alexander Thier. Hell of a Nation documents the lives of two Afghans participating in the political process to develop a new constitution for Afghanistan—illustrating the “human face” of democracy-building and elucidating the complexities and difficulties of democratic construction in a divided and historically conflict-ridden nation.

Arts and Creativity Initiative / 4

Following 9/11, 91�Թ� decided to develop a unit called Islamic Civilization and the Arts, which introduces students to various elements of Islamic civilization through a humanities approach. Lessons on art, the mosque, Arabic language and calligraphy, poetry, and music provide students with experience analyzing myriad primary source materials, such as images, audio clips, sayings of Muhammad, and excerpts from the Quran. In each lesson, students learn about the history, principles, and culture of Islam as they pertain to particular forms of art.

91�Թ� recently completed a new unit called Along the Silk Road, which explores the vast ancient network of cultural, economic, and technological exchange that connected East Asia to the Mediterranean. Students learn how goods, belief systems, art, music, and people traveled across such vast distances to create interdependence among disparate cultures. This was a collaboration with the Silk Road Project, the Art Institute of Chicago, Stanford’s Cantor Arts Center and Center for East Asian Studies, and the Shorenstein Asia-Pacific Research Center.

The K-12 Initiative / 5

91�Թ� develops curriculum based on FSI scholarship, conducts teacher professional development seminars locally, nationally, and internationally, and also offers a distance-learning course called the to U.S. high school students. At seminars at Stanford, FSI faculty members offer lectures to the teachers and 91�Թ� curriculum writers give curriculum demonstrations that draw upon the content presented in the lectures. Last summer, Stanford professor Al Dien (Asian Languages) and the 91�Թ� staff gave a workshop for 80 teachers in the Chicago Public Schools. World-renowned cellist Yo-Yo Ma performed at the workshop.

The Reischauer Scholars Program is a distance-learning course sponsored by 91�Թ�. Named in honor of former ambassador to Japan Edwin O. Reischauer, a leading educator and noted scholar on Japanese history and culture, the RSP annually selects 25 exceptional high school juniors and seniors from throughout the United States to engage in an intensive study of Japan. This course provides students with a broad overview of Japanese history, literature, religion, art, politics, and economics, with a special focus on the U.S.-Japan relationship. Top scholars affiliated with the Shorenstein Asia-Pacific Research Center (including Ambassador Michael H. Armacost, Professor Daniel I. Okimoto, and Professor ), leading diplomats, and young professionals provide web-based lectures as well as engage students in online dialogue. These lectures and discussions are woven into an overall curriculum that provides students with reading materials and assignments.

91�Թ� has for many years focused on the initiatives that have been identified by President Hennessy to be at the core of The Stanford Challenge. By continuing to focus on these initiatives, the 91�Թ� staff hopes to continue to make FSI scholarship accessible to a national and international audience of educators and students, with the ultimate goal of empowering a new generation of leaders with the tools needed to deal with complex problems on a global scale.

The Stanford Program on International and Cross-cultural Education (91�Թ�) serves as a bridge between FSI’s research centers and elementary and secondary schools throughout the United States. Over the past year, 91�Թ� curriculum writer Rylan Sekiguchi and Joon Seok Hong (MA, East Asian Studies, 2007) have been developing a curriculum unit for secondary schools called “U.S.–South Korean Relations” in consultation with Professor Gi-Wook Shin, director of the Korean Studies Program (KSP). The KSP was formally established in 2001 at the Shorenstein Asia-Pacific Research Center with the appointment of Professor Shin as the founding director. “U.S.–South Korean Relations” is the result of 91�Թ�’s first formal collaboration with the KSP.

For more than half a century, the United States and South Korea have been close and strong allies, a relationship nurtured under war and the pursuit of common interests. Despite this long and established alliance, U.S.–South Korean relations and Korean history are not adequately taught in American secondary schools. “U.S.–South Korean Relations” seeks to fill the gap by exposing students to the four core pillars of the alliance: democracy, economic prosperity, security, and sociocultural interaction. Each pillar supports the U.S.–South Korean relationship in a different and important way.

Lesson One examines South Korea’s maturing democracy, providing students an overview of South Korean democratization and engaging them on the concept of democracy. Students also study how the U.S.–South Korean relationship affected South Korea’s democratization and vice versa. Ultimately, students consider how common political and social values serve to strengthen relations between two countries and societies.

Lesson Two introduces students to the economic aspect of the U.S.–South Korean relationship and encourages them to recognize how economic interdependence between the two countries has served to draw them closer together. Students examine modern-day trade,such as the recently concluded U.S.–South Korean Free Trade Agreement (KORUS FTA), and also learn about the historical role the United States played in helping South Korea industrialize after the Korean War.

Lesson Three outlines the security concerns that South Korea and the United States have shared since the Korean War and the signing of the Mutual Defense Treaty in 1953 to the recent nuclear weapons issue with North Korea. Students study the history of the U.S.–South Korean security alliance and evaluate why both Seoul and Washington have considered the alliance so important and beneficial.

Lesson Four complements the broad country-tocountry perspective of the first three lessons and encourages students to consider how the U.S.–South Korean relationship has influenced the individual lives of Koreans and Americans. Students contemplate how the cultural interactions between the two countries have influenced both societies and changed the lives of their people.

The U.S.–South Korean relationship is one of the most successful bilateral relationships in the world. 91�Թ� hopes that the curriculum unit, “U.S.–South Korean Relations,” not only offers U.S. secondary students a broad overview of this relationship but also inspires students to enroll in college courses on Korea through programs such as the KSP.

On April 4 91�Թ� formally received the 2008 Franklin Buchanan Prize at the Association for Asian Studies conference in Atlanta. The Buchanan Prize, which is awarded annually to an outstanding curriculum publication on Asia designed for any educational level, elementary through university, this year recognized Waka Takahashi Brown and Selena Lai for Bundled Set: Chinese Dynasties Part One and Two.

Together the units cover each dynastic period beginning with the Shang through the fall of the Qing, providing more than 12 weeks of material for middle- and high-school history and social science courses. The units provide an accessible synthesis of an enormous span of Chinese history, introducing students and their teachers to key questions and sources for understanding Chinese civilization at different moments in time. Through primary sources and age-appropriate readings, the units engage students in standards-based lessons that address an impressive array of institutions and ideas, including political and social developments, ritual, philosophy and religion, technological innovations, arts and literature, education and the economy.

This is the fourth time that 91�Թ� has won the prestigious Buchanan Prize since it was established in 1995. The Association for Asian Studies publishes the Journal of Asian Studies and is the largest scholarly association on Asian countries, cultures, and regions in the world.

The Asia Society last week awarded the 2007 Goldman Sachs Foundation Media and Technology Prize to the Reischauer Scholars Program, a college-level, distance-learning course about Japan for American high school students developed at Stanford.

Gary Mukai, 91�Թ� director, and Naomi Funahashi, the primary instructor for the scholars program, accepted the prize, a plaque and a check for $25,000, at a March 10 luncheon in New York City.

Mukai said he would use the money to fund the 2008-09 scholars program, which is named in honor of Edwin O. Reischauer, a former U.S. ambassador to Japan.

Currently, the program receives funding from the Center for Global Partnership of the Japan Foundation, a nonprofit organization that promotes international cultural exchange and mutual understanding between Japan and other countries.

Stanford was one of four winners of the 2007 Goldman Sachs Foundation Prizes for Excellence in International Education awarded by the Asia Society, an international organization whose goal is to strengthen relationships and promote understanding among the people, leaders and institutions of Asia and the United States. The prizes were created to identify and recognize the most promising and successful examples of international education in the United States.

In addition to Stanford, the society also awarded prizes to a Florida elementary school, an Oregon high school and the Ohio State Board of Education.

Every year, the Reischauer Scholars Program selects 25 exceptional high school juniors and seniors throughout the United States to take part in the course, which offers a broad overview of Japanese history, literature, religion, arts, politics, economics and contemporary society, with a special emphasis on U.S.-Japan relations.

The course is offered through 10 "virtual classes" via the Internet over four months, and includes lectures, readings and online discussions, as well as videos and presentations that creatively display maps, statistics, images and digitized primary resources. Senior scholars, diplomats and other experts from the United States and Japan teach the classes. Students who successfully complete the course earn credit from the Stanford Continuing Studies Program.

The Stanford Program on International and Cross-Cultural Education is a K-12 education outreach program at the Freeman Spogli Institute for International Studies.

The advisers to the Reischauer Scholars Program are Michael Armacost, a former ambassador to Japan and now a distinguished fellow at the Freeman Spogli Institute; Daniel Okimoto, a professor emeritus of political science at Stanford; Consul General Yasumasa Nagamine of the Consulate General of Japan in San Francisco; and Nisuke Ando, a professor emeritus of law at Doshisha University in Japan.