Discussion Guide for “Around the World In Seattle”

In Around the World in SeattleOneWorld Now!’s film collaboration with the Nicholas Sparks Foundation, OWN students and alumni of different cultural backgrounds show each other places that are meaningful to their unique heritages. We see a Chinese lion dance, visit an Oromo mosque, snack at a Vietnamese bakery, explore a Buddhist pagoda, learn about a performing arts space for youth, have lunch at a Korean restaurant, and hear from a Russian-American student why an ice arena is a special place for her.

“I thought the video documentary took us places that we wouldn’t have been otherwise, and it is a great resource for teachers.” – Fakhereddine Berrada, Teacher at Lakeside

“The video was excellent and really speaks to culture, inclusion and diversity for all. I liked the message and the way it was delivered by these enthusiastic and articulate young people. This is a success and should be shared.” – M.K. Deacon

Show the film in your classroom and use our Film Discussion Guide.

Community Agreements

Before your discussion, consider setting community agreements

When working with our high school students on questions of social identity, culture and social justice issues, we find it important to set community agreements together to help create a safe space for students to share their feelings and thoughts. For example:

  • Active listening and one speaker at a time
  • Avoid judgement statements and generalizations; ‘speak in first person…’
  • Respecting each other’s own perspectives as genuine.

Possible Questions for Facilitating Discussion and Reflection

Below is a brief sample of questions, recognizing that the discussion should be adapted for different ages.

  1. What common experiences did the students in the film share?
  2. How are students in the film like you? Different from you?
  3. How can you relate to the students’ experiences featured in the film?
  4. What was your favorite moment in the film and why?
  5. What about the stories shared surprised you about your peers or your city?
  6. What facets of social identity did the film explore?
  7. What cultural values and norms were shared?
  8. How might an immigrant’s experience of American identity differ from that of someone born in the United States?
  9. What social issues in our community/broader society does the film point to or uncover?
  10. If you participated in an “around the world” project, what would you choose to share with your peers and why?
  11. What might “Around the World in Seattle” have looked like in 1910? How about in 2115?

Themes/Topics to Further Explore

  • Diversity in your community
  • Patterns of inclusion and/or segregation within our community
  • American Identities
  • Immigrant experiences
  • Intergenerational challenges
  • Language
  • Religion
  • Cultural practices and norms (eg: food, music)

Connect the film to curriculum and different disciplines

A discussion of the film and experiences of students in the room can be approached through different disciplines. In doing so, the session can be linked to building important 21st Century Skills / Social and Emotional skills such as: social identity development, self-awareness; relationships to peers; cross-cultural collaborations; empathy towards others.

If you would like to show the film with a facilitated discussion to your students, please send a note to hello@oneworldnow.org for more information.

Thank you event and film supporters: Nicholas Sparks Foundation, Wildmoon Productions, Associates in Cultural Exchange, Seattle Globalist, Global Washington, and the World Affairs Council.



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