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This is part 2 in a series focusing on what educators are building through the TED-Ed Innovative Educator Alumni Innovation Projects. Read part 1 here. 

The TED-Ed Innovative Educator Alumni Innovation Projects launched as a way to solve some of the most pressing issues in education by combining the strengths of inspiring educators who have completed the TED-Ed Innovative Educators (TIE) program. TIEs started the process by developing four Opportunity Statements based on problems they wanted to address in education right now. Those are:

1. Redesign instruction: Reimagine how instruction can comprehensively meet the needs of all students.

2. Redesign how we address inequities: Reimagine how to empower teachers and communities to address race, equity, inclusion, and justice issues.

3. Assess innovations from the COVID-19 pandemic: Assess how to carry forward the innovations created during the pandemic into full-time in-school instruction (and continue to build a culture of school/district innovation).

4. Reinvest in educators’ well-being: Reinvest in how best to support our teachers and admin, professionally, and personally.

Below we highlight some key takeaways from projects that were completed around two Opportunity Statements: assessing innovations from the COVID-19 pandemic and reinvesting in educators’ well-being.

Assessing innovations from the COVID-19 pandemic

Dylan Ferniany, Chief Academic Officer, K-5 (Alabama, USA)

“The COVID-19 pandemic upended the education system overnight. As we re-enter our new normal, we may want to jump right back into the way things were. We have an opportunity to do things differently. This project is a reflection on our pre-pandemic and post-pandemic practices.”

Through the development of her project, Dylan explains that virtual and in-person learning are not mutually exclusive. After conducting a survey, she found that not only have channels of communication between teachers and families become more fluid, but educational practices have also become more transparent – revealing a spectrum of learning options for both children and adults. Dylan suggests that reflecting on and integrating the practices that were introduced during the pandemic is invaluable to education today. These practices can help teachers and school administrators better serve their students across various modes of instruction.

Eric Johnson, 6th Grade Self-Contained Teacher (Indiana, USA)

“We were witnesses to and participants in a real paradigm upheaval, unprecedented uncertainty, and almost constantly changing direction from a lot of different input points. I wanted to capture the focus of changes in instructional practices.”

By speaking with a number of educators and leading external surveys, Eric brought to light the positives that arose from remote learning. His findings indicated that many respondents found their teacher-student relationships to be strong or stronger in virtual classrooms. Eric emphasizes that relationships and empathy are crucial during these times as teachers achieve a greater understanding of students and their environments through literally having windows into each others’ lives.

Lisa Winer, Math Teacher, Doctoral Student in Teaching and Learning (Florida, USA)

“My goal is to share educational findings during the time of COVID-19 on how to best foster student engagement and conversations about math, deepen learning, and lessen anxiety through educational technology and flipped learning.”

Lisa collected data through surveys and a focus group of students to gain a better understanding of how to innovate the teaching of mathematics in the 21st century classroom. She found that– from a student perspective– hybrid models, Google forms for questions, and devices in the classroom (such as a Wacom or an iPad) facilitate effective flipped learning. Lisa suggests implementing traditional teaching methods for new material and flipped learning for less complex material. Additionally, she recommends that educators create videos of their lessons for review so that all students are supported and can grow confidence in their learning.

Maggie Muuk, High School Language Teacher, English and Technology (Kching, Malaysia)

“Many students do not have sufficient access to gadgets or the internet to enable them to stay aligned with lessons and teachers do not have enough exposure [to these tools]. I integrated TED-Ed and I guided them through the ‘how’ and the ‘why.’”

Maggie created a supplementary program at her school using TED-Ed materials to foster students’ critical thinking, deepen their language learning, and develop their discussion skills. By working closely with teachers to promote exposure to a variety of learning tools, Maggie found that many students improved their reading and writing skills while also learning how to construct ideas.

Małgorzata Guzicka, High School Teacher (Legnica, Poland)

“I remember how surprised I was when I started sharing problems with other teachers and other TIEs and seeing how common these problems were. I thought students could have a similar platform where they could connect and share insights.”

After taking inspiration from the TIE program and similar spaces, Małgorzata intends to create an online space where students can learn from each other on an international scale. On this platform, students would be able to meet, learn how to express their opinions, learn about different cultures, improve their language skills, and receive emotional support– all while acknowledging their shared experiences. She was able to lead a call with multiple students and a fellow TIE, Maggie Muuk, and found that her students thoroughly enjoyed participating in the space. With her project, Małgorzata emphasizes the value of connection and collaboration in educational communities, especially during challenging times.

Mitzi Stover Former HS English and Speech Teacher, Current Community College English Teacher (California, USA)

“This is an opportunity to build a better educational system for all students. We should not be looking to ‘return to normal.’ What have we learned in the last sixteen months that we can bring back to our face-to-face classrooms? How can we make education even better?”

Mitzi’s project honed in on the implementation of hard and soft deadlines in the classroom. After identifying improved practices that resulted from virtual learning, Mitzi advocates for flexible deadlines as a way to promote student agency and overall equity. Benefits of hard and soft deadlines include the practice of time management for students and, for teachers, less daunting inboxes and more autonomous students.

Timothy Couillard, High School Physics and Ethics Teacher (Virginia, USA)

“How do we prevent the teacher from being the bottleneck and gatekeeper that stunts what the learning experience could be? How do we encourage authentic collective learning in students that is more than transactional?”

Timothy’s innovation hones in on the value of collective learning and collaborative adventure. For his project, Timothy proposed the creation of a system based on “open world” role-playing game mechanics whereby students have permission to guide their own learning experiences and iterate on each other’s work. Educators can create shared work spaces with an open media component for their students with simple tools like Google Sheets, for example. This framework can then be implemented in more structured core classes that often lack flexibility.

TED-Ed Innovative Educator Alumni

Reinvesting in educators’ well-being

Sarah Harkin, Student and Educator (Shanghai, China)

“I wanted to learn more about the systemic factors that contribute to and hinder teacher well-being. I hope to find real ways to help build teacher capacity and systemic support within schools in order to better prioritize teacher well-being, specifically mental health and work-life balance.”

From research collected from an educator well-being and wellness survey and prior literature, Sarah recognized that there seemed to be three categories of obstacles teachers collectively face: environmental (e.g. the systems they are a part of), personal (e.g. being a caregiver), and career-related (e.g. job requirements, mentorship). She advocates for solutions such as mental health days, restrictions on meetings per week, mental health resources, mentoring, and better training programs for teachers.

Sharon Hadar, Geography Teacher (Raanana, Israel)

“Teachers like nurses, doctors, and other professionals are the base of a community because we teach future generations. What do we need? Is it up to us to deal with our well-being?”

Sharon worked closely with other TIEs to create and distribute a survey regarding educator well-being. She stresses the importance of having a platform to monitor and collect data regarding the individual and collective teacher experience. With this data, members of educational institutions gain incredible insight about how to better serve teachers, students, and families overall.

Check out Part 1, which highlights TIE Innovation Projects addressing inequities in the classroom as well as approaches to redesigning instruction! Many of the TIEs are continuing their alumni engagement and are developing talks on their ideas of how to better education. Updates on TIE talks will be shared in the coming months. And check out our Educator Talks channel, which is dedicated to celebrating and elevating the ideas of educators working in classrooms and schools throughout the world.

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Earlier this year, alumni of the TED-Ed Innovative Educator (TIE) program embarked on their respective Innovation Project journeys – uniting their myriad gifts and experiences to tackle global issues in education. TIEs started the process by developing four Opportunity Statements based on problems they wanted to address in education right now. Those are:

1. Redesign instruction: Reimagine how instruction can comprehensively meet the needs of all students.

2. Redesign how we address inequities: Reimagine how to empower teachers and communities to address race, equity, inclusion, and justice issues.

3. Assess innovations from the COVID-19 pandemic: Assess how to carry forward the innovations created during the pandemic into full-time in-school instruction (and continue to build a culture of school/district innovation).

4. Reinvest in educators’ well-being: Reinvest in how best to support our teachers and admin, professionally, and personally.

Each TIE picked an Opportunity Statement, went through design-thinking exercises to determine their project focus, and went out to test their potential solutions in their communities. Over six months, they met on a call every two weeks, provided updates on their projects, and gave feedback on each other’s progress. Their final learnings were then shared among the group with presentations. Below we highlight some key takeaways from projects that were completed around two Opportunity Statements: redesigning instruction and redesigning how we address inequities.

Explore innovation projects about assessing innovations from the COVID-19 pandemic and reinvesting in educators’ well-being in part 2 of this series.

Redesigning instruction

Georgios Villias, Biology Teacher (Athens, Greece)

“Nourishing student curiosity, offering outdoor opportunities for observation, making inquiry and project-based learning a routine, offering more autonomy that is the recipe for a successful rise in student awareness and empowerment.”

For Georgios, identifying approaches that actively engage students and further their development of knowledge and skill is paramount to education. Being a biology teacher, Georgios surveyed a few of the National Geographic Certified Educators to spotlight successful practices within the National Geographic Learning framework that encourage student engagement and motivation. To effectively implement these practices, he suggests educators must be willing to exit their comfort zones and make necessary adjustments in curriculum, training, and/or policy.

Mahrukh Bashir, Director/Teacher (Tangerang Selatan, Indonesia)

“Education is all about providing rich learning experiences customized to a child’s learning needs, talents, and dispositions. We want an environment that is rich, encouraging, and engaging.”

Mahrukh designed a heutagogical framework where students receive personalized, structured learning based on their interests, capabilities, and talents. With continuous feedback from parents, teachers, and students themselves, Mahrukh was able to successfully implement this framework into her school. As a result, students were able to hone in on their respective passions while also developing their own autonomy in their educational spaces.

TED-Ed Innovative Educator Alumni

Redesigning how we address inequities

Aletha Williams, Lead Teacher (Houston, Texas)

“I chose to participate in the Innovation Project because it gave me the opportunity to speak about the racial inequalities that are happening in schools and because of the things that I was seeing in my own district.”

Aletha’s project aimed to create a framework that allows teachers, students, and parents to address school board members at town halls regarding inequalities occurring in the district. After a successful test run of her town hall meetings concept, the district is now changing the student code of conduct to be more inclusive. Additionally, they are looking into hiring more teachers of color and including a Department of Diversity, Equity, and Inclusion to serve the district.

Tim Leistikow, High School Teacher (Minnesota, USA)

“Empowering starts with radical truth-telling. I was humbled by the vulnerability that my colleagues showed while sharing with one another about what it means to be white educators and how whiteness shows up in ways that can negatively impact the learning environment.”

Tim centered his project on discussions about racial and social justice issues in the classroom and leaning into the discomfort that can arise during them. He was inspired by TIEs of color who worked on uplifting marginalized voices and navigating inequity in their communities. He realized that understanding his role as a white, male educator would allow him to show up more authentically for his students. During the past spring, he met with other white educators to unpack their racial identities and explore ways to better learning environments for all students.

Tobye Ertelt, Digital Teacher Librarian (Colorado, USA)

“I want to be able to help students find ways to use their voices without fear. There are too many people within the system right now that are unwilling to change. We have to shift the power source to those who want to see the change and enact the change.”

Tobeye’s innovation consists of creating both an equity center that would serve as a safe-space for students to seek support of all kinds. With these platforms in place, students will learn how to become advocates, find resources to support themselves in various arenas, seek mental support, embrace diversity, and become allies. During the project Tobye was able to start a pilot for the “Virtual Equity Center,” with plans to move it into a physical space down the road.

Wiputra Cendana, Educational Technology Coordinator/Academic Lecturer (Tangerang, Banten, Indonesia)

“This project is to [provide] a new learning model as I synthesize from a particular current teaching experience. I am finding that in lecture we have really high standards and want the students to go up to that standard, but we need to meet the students where they are. We are trying to find a win-win solution and bring them up together.”

Wiputra and his colleagues conducted a research study that tested a framework for approaching inequities in a college classroom, specifically in the context of varying learning speeds. The study demonstrated that modifying the curriculum and providing additional teaching materials enabled slower learners to pass their Computer and Learning Media course. To implement these findings in broader contexts, it is imperative that instructors maintain high flexibility and a design process for each step of learning (before, during, and after lessons).

Check out Part 2, which highlights projects focused on assessing innovation during the pandemic and reinvesting in teacher well-being. Our TIEs are continuing their alumni engagement and are developing Talks sharing their ideas on how to better education. Keep an eye out for updates on TIE Talks in the coming months! And check out our Educator Talks channel, which is dedicated to celebrating and elevating the ideas of educators working in classrooms and schools throughout the world.

Elise Haadsma

TED-Ed’s mission is to amplify the ideas and lessons of educators and students around the world.

We do this by working closely with dedicated groups of educators, and the reach and impact of TED-Ed for learners everywhere is all thanks to them. We are so appreciative of their insights, feedback, hopes, and commitment.

Learn more about these amazing groups of educators:

TED-Ed Innovative Educators

TED-Ed Innovative Educators meet up at the ISTE Conference in Chicago.

The TED-Ed Innovative Educators (TIEs) are ambassadors and advocates of TED-Ed’s mission to amplify student and teacher voices. There are currently 104 distinguished educators in this program who were chosen— through an application and interview process— because of their work to improve creativity and innovation in education systems around the world. TIEs use TED-Ed Lessons, the TED-Ed Student Talks program, and TED Masterclass to support students and educators sharing their ideas in over 25 countries. The TIEs are an integral and beloved part of the TED-Ed family, who support and collaborate with the TED-Ed team on news initiatives.

Educators who write scripts for TED-Ed Animations

TED-Ed Animations

TED-Ed has the privilege of working with expert educators in various fields who contribute their knowledge, passion, and creativity to author TED-Ed Animations. Many come from teaching settings ranging from middle school classrooms to universities to hospitals and beyond. They volunteer their time to collaborate with the TED-Ed production team and animation studios to craft engaging narratives designed to spark the curiosity of learners all over the world. Their deep knowledge of the subject matter, experience working with students, and collaboration with our team of fact-checkers ensures that our content and visuals are factually accurate. We are so grateful to work with these teachers, professors, researchers, authors, and artists; their love of learning and enthusiasm for their subject matter is a daily dose of inspiration.

TED-Ed Student Talk Leaders

Alicia Lane leads Dollar Store STEM activities at TED HQ. Photo: Dian Lofton/TED

Within the TED-Ed Student Talk program, there are thousands of educators who guide students through the process of discovering, developing and sharing their ideas in the form of TED-style Talks. This vibrant community of educators have one passion in common: student voice. They not only help students develop their ideas and confidence, but ensure that students know their ideas matter greatly. These educators have created a community that is truly global by bringing the TED-Ed student Talk program to their schools, educational programs, and community centers in over 140 countries. We celebrate their commitment to their students every day.

TED Masterclass participants and Learning Leaders

Stephanie Ng speaks with Tonya Breland, Christina McCabe, and David Aderhold at the TED Masterclass Showcase. Photo: Ryan Lash / TED

There are thousands of educators in both K-12 and University settings who are participating in TED Masterclass, a course designed to help educators identify and develop their big ideas in education. As they participate in the 11 lesson course, this group of educators are developing their best ideas, lessons, and experiences into TED-style Talks. By participating, they are ensuring that educators are sharing and learning from each other, and that they can continue to improve education systems collectively. These educators are also supported by an amazing group of committed Learning Leaders, who identify ideas at their organizations and celebrate them. You can see examples of celebrated educator ideas on the TED-Ed Educator Talks channel, and can learn more about TED Masterclass here.

Any dedicated educator can tell you: A teaching job extends far beyond the classroom. Molding the minds of future leaders while simultaneously ferrying them across the rapids of childhood and adolescence — and dealing with the economics of the job — is not for the faint of heart. Here are three solid reasons to give teachers the love and support they deserve.

1. Being a teacher can be tough (just about everywhere)

Teachers from around the world often struggle with similar financial issues, no matter their longitude or latitude. Many teach for the love of education and to shape the minds of the coming generations; not for the love of money. ”I took a pay cut to become a teacher. It is a calling, not a job,” says one 6th grade teacher in the TED-Ed community. “The fact is, I wake up each morning excited for what the day holds for my classroom — the challenges as much as the triumphs.” To hear from more teachers around the world about the economics of the job, read this article.

2. Educators don’t just teach, they manage a flurry of feelings

As kids age into their late teens, they simultaneously embark on an emotional journey that often plays out during school hours. Heartbreak, arguments with friends, troubled home life, struggles with mental health and schoolwork, never-before-experienced emotions, and numerous other factors typically crop up during and in-between classes. Without a parent or guardian at hand, it’s left to the teachers and school staff to tend to the emotional well-being of students. The RULER program, which is used in over 1000 schools in the US and abroad, is currently one of the most prominent tools for teaching students these 5 important skills:

Recognizing emotions in oneself and others
Understanding the causes and consequences of emotions
Labeling emotional experiences with an accurate and diverse vocabulary
Expressing and
Regulating emotions in ways that promote growth

Educator Nadia Lopez (TED Talk: Why open a school? To close a prison) has her own tips for dealing with emotions that’ve already begun to bubble over. For her advice on how to dial down conflict with administrators, scholars and staff — applicable in situations far beyond the classroom — read this article.

3. Yes, teachers help kids, but sometimes they need help too

Teachers often spend hundreds of dollars on school supplies over the course of a school year. There are many options that allow parents and other charitable individuals to support classrooms near and far. Organizations like Donors Choose allow any interested party to choose an inspiring project and donate any amount.

Or, you can always take part in chiseling down fees in your own backyard. If you’re interested in doing more, here are some tips from the TED-Ed Innovative Educators on how to help a teacher out, if time and/or resources are available.

Let’s be honest, most people have at least one story about their favorite teacher that’s left a lasting impression, shaped a lifelong interest, or helped them get through a tough time. That educator’s compassion and dedication may have even brought you to where you are now. Love is a main ingredient in what makes those memories stick — one that helped principal Linda Cliatt-Wayman (TED Talk: How to fix a broken school? Lead fearlessly, love hard) successfully turn around three schools.

As she says to her students everyday and a mantra for many educators to their kids:

This article was adapted for TED-Ed from this TED Blog post. Art credit: iStock

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This compilation of reading assigned to students everywhere will expand your horizons — and your bookshelves.

In the US, most students are required to read To Kill a Mockingbird during their school years. This classic novel combines a moving coming-of-age story with big issues like racism and criminal injustice. Reading Mockingbird is such an integral part of the American educational experience that we wondered: What classic books are assigned to students elsewhere?

We posed this question to our TED-Ed Innovative Educators and members of the TED-Ed Community. People all over the globe responded, and we curated our list to focus on local authors. Many respondents made it clear in their countries, as in the US, few books are absolutely mandatory. Below, take a look at what students in countries from Ireland to Iran, Ghana to Germany, are asked to read and why. [Note: To find free, downloadable versions of many of the books listed below, search Project Gutenberg.]

Afghanistan

Quran
What it’s about: The revelations of God as told to the prophet Muhammad, this is the central religious text of Islam and remains one of the major works of Arabic literature.
Why it’s taught: “Overall, there is no culture of reading novels in my country, which is sad,” says Farokh Attah. “The only book that must be read in school is the holy Quran, and everyone is encouraged to read it starting from childhood.”

Albania

Kronikë në gur (1971) by Ismail Kadare
What it’s about: Known in English as Chronicle in Stone, this novel is told through the eyes of a child and shows how different conquering forces — Italian fascist, Greek and Nazi — ravage a small Albanian city during World War II.
Why it’s taught: Kadare is one of the most critically acclaimed Albanian writers, and was nominated several times for the Nobel Prize in Literature. This book “helps you understand vividly what World War II meant for the people who lived through those events,” says Vaitson Çumaku. “Because it’s from the perspective of a child, it also shows you that there can be optimism during hard times.”

Australia

Tomorrow, When the War Began (1993) by John Marsden
What it’s about: A teenage girl and her friends return from a camping trip to find that an unidentified foreign military force has invaded Australia.
Why it’s taught: This book “speaks to our fear of invasion and our fighting spirit,” says Beth James Waters. It also “beautifully portrays the vastness of and abundant natural dangers in our land.”

Austria

Faust (1787) by Johann Wolfgang von Goethe
What it’s about: In this play, a scholar named Faust makes a pact with Mephistopheles — the devil — because Faust is dissatisfied with life. The devil says he will grant Faust a transcendent moment, but in return, Faust must act as his servant for eternity in hell. Through the devil’s intervention, Faust falls in love with a beautiful young girl named Gretchen. Tragedy ensues.
Why it’s taught: It raises many vast philosophical debates, including science versus spirituality, reason versus passion, and salvation versus damnation, and “it can be interpreted in many ways,” says Barbara Paulmayer. “Faust is not as easy to understand as newer pieces of literature, so it stimulates students to think in a different way.” In addition, its plot and themes have gone on to influence many other works.

Bosnia; Serbia

Na drini ćuprija (1945) by Ivo Andrić
What it’s about: Known in English as The Bridge on the Drina, this novel sweeps through 300 years in a small town near the Mehmed Pasha Sokolović bridge. Its story begins in the 16th-century Ottoman Empire, when the bridge was built, to World War I, when it was partially destroyed.
Why it’s taught: Andrić received a Nobel Prize, and so far he has been the only Nobel Prize winner from Serbia, Croatia and Bosnia. “It is truly a timeless book,” says Martin Kondža. “Its themes and stories also apply to humanity today. The bridge acts as a dumb witness to empires being born and crushed, human lives reaching their peaks and depths, and countries being established and destroyed.”

Brazil

Morte e vida Severina (1955) by João Cabral de Melo Neto
What it’s about: Known in English as The Death of a Severino, this play in verse is about the arduous journey of a man who is fleeing the drought- and poverty-stricken northeastern region of Brazil in search of a better situation and the city.
Why it’s taught: “It shows the dual conditions that the country has always presented and still presents — poor lives, inequality, ignorance, and silent people, versus a city population, with all its advantages — and the distance between these two groups,” says Andrea Rodrigues.

Bulgaria

Under the Yoke (1894) by Ivan Vazov
What it’s about: This novel looks at a Bulgarian village under Ottoman rule and depicts a failed insurrection in the 1870s that helped trigger the country’s eventual breakaway. The large cast of characters includes villagers on both sides of the rebellion.
Why it’s taught: For one thing, Vazov is seen as the father of Bulgarian literature. But, adds Kristine O’Malley, “Being enslaved by the Ottoman Empire and the struggle for independence have shaped the national identity of Bulgarians,” making this book a perennially popular read.

Canada

The Wars (1977) by Timothy Findley
What it’s about: Robert Ross, a 19-year-old Canadian, tries to cope with the death of his sister by enlisting to fight in World War I. Beset by his own demons, he travels to France where he fights in the trenches and sees the worst of warfare — and of humanity.
Why it’s taught: “It’s an iconic Canadian novel. It’s so brutally honest in its depiction of war, sorrow, and coming to terms with an uncaring world in one’s own way,” says Karen Goepen-Wee. “This text does not tread lightly around the angst and horror of World War 1 for Canadian soldiers,” says Will Gourley.

Chile

Sub Terra (1904) by Baldomero Lillo
What it’s about: This short-story collection is about the backbreaking, impoverished, dangerous existence of coal miners in southern Chile in the late 19th century.
Why it’s taught: “Sub Terra represents an important part of Chile’s history,” says Natalia Salamanca Moreno. “These stories show students a lifestyle that is completely different from theirs today, which can help them appreciate what they have now. The stories also emphasize important, timeless family values, like being thankful for your parents and their efforts.”

China

Analects by Confucius
What it’s about: This book is a compilation of the teachings of the ancient philosopher Confucius; it’s believed to have been written sometime between 475 BC and 221 BC.
Why it’s taught: “Teachers want students to learn good morals from the Analects, like showing respect to your parents, learning merit from others no matter their status, and using critical thinking,” says Aylee Lu. “This book remains a cornerstone of Chinese culture.”

Colombia

Cien años de Soledad (1967) by Gabriel García Márquez
What it’s about: This pioneering fictional work of magical realism — known to English-language readers as 100 Years of Solitude — traces the rise and fall of a fictional Colombian town through five generations of the Buendía family, starting in the early 19th century.
Why it’s taught: Márquez is considered one of the most important writers in the Spanish language, and he was awarded the Nobel Prize in Literature in 1982. This novel depicts the violence that has plagued Colombia for decades, and “shows how much corruption and suffering Colombians have endured,” says Daniela Ramirez Barreto. “Yet there is something about us that refuses to give up.”

Cyprus

The Murderess (1903) by Alexandros Papadiamantis
What it’s about: This novella is about an old woman named Hadoula who lives on the island of Skiathos. She murders poor young girls as a kind of mercy killing, since she views their future prospects to be limited and bleak.
Why it’s taught: “It sheds light on the role of women and on gender roles within marriage; these are of great importance in Cyprus and Greece,” says Evanthia Poyiatzi. “And it makes students decide whether the woman’s behavior is ethical or unethical.”

Egypt

The Days (1935) by Taha Hussein
What it’s about: This book is the autobiography of intellectual and writer Hussein, who lived from 1889 to 1973. He became blind at the age of 3 but grew up to be the minister of education in his country and is one of the most influential figures in Egyptian literature.
Why it’s taught: The book teaches students “the importance of gathering knowledge, the need to rebel against traditions and the negative effects of ignorance upon individuals in a society,” says Mahmoud Attalla.

Finland

Seitsemän veljestä (1870) by Aleksis Kivi
What it’s about: Known in English as Seven Brothers, this book is about a quarrelsome family of seven brothers and their struggles in rural Finland. They eventually grow and mature into decent members of society.
Why it’s taught: It is believed to be the first truly Finnish novel by a Finnish author in the Finnish language about ordinary people. “It’s considered the national novel of Finland,” says Jaani Länsiö. “It’s about Finnish stubbornness.”

Germany

Tagebuch der Anne Frank (1947)
What it’s about: Known in English as The Diary of Anne Frank, this journal was kept by a Jewish girl named Anne Frank as she lived with her family in hiding in Amsterdam under Nazi occupation.
Why it’s taught: “We should never forget what horrors were unleashed by narrow-thinking people,” says Charlotte Böhm.

Ghana; Nigeria

Things Fall Apart (1958) by Chinua Achebe
What it’s about: Set in Nigeria in the 1900s, this novel follows Okonkwo, an Igbo leader and village wrestling champion, his journey to power and glory, and his eventual fall when he fights back against white colonialists.
Why it’s taught: “On the surface, it’s a celebration of African traditionalism and how those ideals were washed away with the coming of the missionaries,” says Ama Y Adi-Dako. “At the heart of it, though, it is a critical look at the concept and drawbacks of African and tribal masculinity.”

India

Autobiography: The Story of My Experiments With Truth (1927-1929) by Mohandas K. Gandhi
What it’s about: The Indian leader’s memoir covers his life from his childhood to his early 50s.
Why it’s taught: “This book upholds the essence of living a life with dignity, which is possible only through truth and nonviolence,” says Bismi Sain.

Indonesia

Laskar Pelangi (2005) by Andrea Hirata
What it’s about: Known in English as Rainbow Troops, this novel is based on a true story about ten students from a remote village in Indonesia who, with the help of a pair of inspiring teachers, learn to stand up for themselves and their community.
Why it’s taught: It teaches “sacrifice, dedication, hard work, passion, brotherhood, friendship, optimism and perseverance in the face of challenges,” says Mahrukh Bashir.

Iran

Poems by writers such as Hafiz, Sa’Addi, Ferdowsi, Rumi and Khayyam
What they’re about: Love, beauty, joy and other themes.
Why they’re taught: “In Iran, the novel is a relatively newer form of literature,” says Ne Da. “But among our literary classics are abundant poets and poetry. Each poem speaks to a different value.”

Ireland

Ice Man: the Adventures of an Irish Antarctic Hero (2003) by Michael Smith
What it’s about: It’s a biography of Tom Crean, an Irish boy who ran away from home at the age of 15 to join Captain Robert Falcon Scott’s Antarctic voyage. He was also a member of Ernest Shackleton’s Endurance expedition.
Why it’s taught: “It shows that the Irish are ambitious explorers who can triumph over adversity and that through hard work, focus and dedication, everything is possible,” says Naoimh Riordan.

Italy

I Promessi Sposi (1827) by Alessandro Manzoni
What it’s about: Known in English as The Betrothed, this novel takes place in northern Italy in the first half of the 17th century. Italy was not yet a nation, and this book shows the lives of villagers living under repressive Spanish rule as well as the impact of a deadly plague that killed many people.
Why it’s taught: “I Promessi Sposi is one of the two pillars of Italian literature,” says Sofia Ramundo. “It is considered the blueprint for historical novels,” says Michela Sacchi O’Brien.

Pakistan

The Reluctant Fundamentalist (2007) by Mohsin Hamid
What it’s about: An international bestseller, this novel follows the story of a Pakistani man as he reflects on his time in the United States before and after the events of September 11, 2001.
Why it’s taught: “These books touch the unique dilemmas faced by modern Pakistanis who are struggling with fundamental ideals and trying to find their own identity,” says Vajiha Atiq.

Philippines

Noli Me Tangere (1887) by Jose Rizal
What it’s about: Rizal went on to be a hero of the Philippine revolution, and his novel — the English-language title is Touch Me Not — shows life in the Philippines society under cruel, repressive, arbitrary Spanish Catholic rule.
Why it’s taught: By combining a dramatic story with an activist message, this novel has been compared to Uncle Tom’s Cabin by Harriet Beecher Stowe. It is taught to help students “appreciate the efforts of our forefathers in shaping our independence,” says John Eric Uy.

Russia

War and Peace (1869) by Leo Tolstoy
What it’s about: Following the lives and loves of five families, this epic novel begins in 1805 and continues through Napoleon’s 1812 invasion of Russia.
Why it’s taught: War and Peace “is basically speaking about every aspect of our life: how to be valuable in society, how to be forgiving, and how to be respectful,” says Valentina Ishmanova. “I believe everyone goes through the same situations as Tolstoy’s characters Natasha, Pierre, and Prince Andrei.”

US

To Kill A Mockingbird (1960) by Harper Lee
What it’s about: A classic novel about the American South in the 1930s that illustrates how racism, sexism and injustice have shaped US history (and still cause harm today).
Why it’s taught: “We’re still dealing with racism and systematic prejudice, especially in the legal system in the US,” says Shaun McGovern. [Extra Resources: Teaching Mockingbird.]

Vietnam

Truyện Kiều (1820) by Nguyễn Du
What it’s about: It’s an epic narrative poem about a young woman named Thuý Kiều who is driven to sacrifice herself to save her family.
Why it’s taught: Known in English as The Tale of Kiều, the poem shows “the humanity and the beauty of my country,” says Joy Truong, who adds that she likes its positive qualities, a stark contrast to most other stories and poems which “focus on the difficulties of the Vietnamese.”