New in 2017-18 the Global Leadership Program offers a diverse set of learning experiences outside of school, planned and led by CCHS students.  All trips have a student limit and prospective students must fill out an application form. Attendees are selected based on how well they demonstrate an authentic interest in the educational topics the student leaders crafted their trip to explore.

2017-18 Global Leadership Trips

Politics Through the Looking Glass: Understand the Confirmation Bias in American Politics: Washington D.C. Trip

Date: Fall 2017 | Student Leaders: Gia Carusone, Thomas Marciano

Society often tells us that politics is among the few things that we should never talk openly about in public. Politics Through the Looking Glass offers students the ability to recognize biased-based division and the significance of collaboration in politics. Through contact with the offices of U.S. Senator Cory Booker and Congressman Tom MacArthur, we were able to obtain access to view the House, Senate, and Congress Gallery debates, research documents at the National Archives, and receive a docent-guided tour of the Library of Congress and the Capitol Building. Students will explore what contributes to the formation of the divide among political parties and the aspects that help and hurt a successful debate. This will give students the hands-on opportunity to view how collaboration in politics works to make beneficial decisions. Through various tours, students will see how the history of politics has developed over time. Not only will students be able to understand the learned concepts and recognize the confirmation bias in the classroom, they will be able to recognize them in real life and be able to communicate what they have learned to others. They will then come together to craft a system for how they believe people can see their differentiating ideologies as an asset rather than a threat and truly collaborate for what is best for the common good.


Prior Workshop 1 – November 1st 3-6pm  – Intro to Confirmation Bias

  • Students will explore their political affiliation and discuss with peers the differences in the values and principles behind each party. Students will then learn about the confirmation bias. The confirmation bias is a human tendency that causes people to notice, remember, and give greater weight to evidence that confirms their values and beliefs, and at the same time fail to notice, remember, and give less weight to evidence that contradicts their values and beliefs (Nickerson, 1998). Students will learn how the confirmation bias causes people with different political ideologies to not only disagree but at times see the other sides as ignorant or evil. This is known as naive realism.

Day One- The Confirmation Bias at a Glance: Experiencing the Confirmation Bias

On the Bus Ride students will listen to multiple Democratic and Republican political speeches and have students determine which speech was which party and why they believed it was that party.

Workshop 2: Taking other perspectives: 9:00 – 10:30

Students will be given the opportunity to take on opposing political perspectives than their own self identified ideology. Students will be given a profile with a list of core values and beliefs and take part in different committees to solve real world problems.

Day Two – Confirmation Bias Throughout History

9:45 a.m. – Guided Library of Congress Tour must arrive by 9:30 a.m.

  • The Library of Congress is the research library that officially serves the United States Congress and is the de facto national library of the United States. It is the oldest federal cultural institution in the United States. Students will explore the concept fact vs opinion and discuss the history of “fake news”.

1:00pm – Self-Guided National Archives Tour

  • Students will examine, and discuss important documents from our nation’s history to see how in the past our nation struggled with similar political divides we are facing now. Students will discuss the impact that new media might have had on division in our country today compared to the period that the documents are from.

3:00 PM – Smithsonian National Museum of American History

  • Students will explore the history of the United States and discuss what were events that united us as a country and divided us as a country.

6:30 PM Monuments at Night Tour

Workshop 3 Large Group Reflection and Discussion: Hopes for America

Each student will share how they hope America can unite and how they think that could happen.

Day Three: The Impact of the Confirmation Bias Today

  • 9:00 am Obtain House and Senate Gallery passes from U.S. Senator Cory Booker’s office building
  • 10:00am – Capitol Building Guided Tour
  • Students will begin watching the film “Out of Many, One,” which will take them on a journey through our country’s struggle to establish the world’s first truly representative democracy and introduce them to the magnificent building that houses our Congress. Once inside the historic Capitol, they will see the Crypt, the Rotunda, and National Statuary Hall.
  • Watch Politics In Action! We were able to gain access to watching Senators and Representatives in action through contacting the offices of U.S. Senator Cory Booker and Congressman Tom MacArthur. Students reflect on House/Senate’s ability to communicate and propose an improved system of debating that utilizes the awareness of the confirmation bias
  • 2:00 PM Supreme Court Self-Guided Tour: Students will have the opportunity to take advantage of a variety of educational programs including Courtroom Lectures, a visitor’s’ film, and court-related exhibitions.
  • 3:00 PM Workshop 4: Bringing America Together Small Groups on the Mall! Students will discuss in small groups strategies to craft a system for how they believe people can see their differentiating ideologies as an asset rather than a threat and truly collaborate for what is best for the common good.

Pleasant Life vs the Meaningful Life: Hershey Park

This trip will enable students to experience the difference of a meaningful life over simply a life of pleasure. Throughout this trip students will get to enjoy some of life’s pleasures including experiencing the joy of the thrill-seeking amusements as well as experiencing a chocolate lovers dream by going on the Hershey Factory tour!  But is this what makes life fulfilling? Students will learn Emily Esfahani Smith’s distinction between a happy life and a meaningful life. They will learn the four “pillars” that give life meaning: belonging, purpose, storytelling, and transcendence. Through the understanding of these pillars students will explore the impact of the Hershey family on America and how they improved health and education, thus using their success to craft a meaningful life. Students will then develop their own plan to make their life meaningful.

Date: Fall 2017 |  Student Leaders:Abby Loughlin, Ben Kreuter, Nick Hughes, and Mike Macera

  • Workshop 1: What is a Meaningful Life? Students will discuss what they believe make life fulfilling. They will then learn Emily Esfahani Smith’s distinction between a happy life and a meaningful life. They will also learn about the hedonistic treadmill which causes positive emotions to lose their impact over time if not linked with meaning. Students will reflect how they can make their experience at Hershey Park fun as well as meaningful.
  • Workshop 2  Small Group Reflection/Discussion: Students will discuss how successful they were in making their experience meaningful. They will also reflect and discuss what makes their own life meaningful through “The North Star Prayer Service”
  • Workshop 3 The Four Pillars of a Meaningful Life: Students will learn Emily Esfahani Smith’s four “pillars” that give life meaning: belonging, purpose, storytelling, and transcendence. Students will reflect and discuss in small groups how these concepts apply to the Hershey Family story.
  • Hershey Museum and Chocolate Lab Tour
  • Workshop 4: large group discussion on how each student hopes to apply the four “pillars” that give life meaning.

Understanding Grit from the Perspective of Abe Lincoln: Gettysburg Trip

Do you want to find passion? Do you want to learn to set and achieve any and all goals? Do you want to know the secret to success? You’re in the right place. This trip to Gettysburg, Pennsylvania is based off of learning grit and perseverance and how to integrate it better into our lives and utilize these principles in setting and achieving goals. Grit is defined as the perseverance and passion for long term goals, students will also learn perseverance, which is essential to grit and setting and achieving long term goals. This will be backed by the historical significance of Abraham Lincoln’s presidency, Gettysburg Address, and quest to keep the union together, as well as the turning point of the war, what helped the north win? What did they have that tipped the scales? Students will learn grit per the research of Angela Duckworth, and her research will be backed by historical examples. For example, President Lincoln persevered through one of the most trying times in U.S. history, he faced career issues (the Southern Secession and one of the bloodiest wars), as well as personal issues (depression).

Date: Fall 2017 | Student Leaders: Emily Devereaux

Itinerary: Day 1

(12:30) Gain context about the war through a battlefield tour: The Gettysburg Batttlefield is much larger than most people expect, more than 10,000 acres, and it is criss-crossed by more than 40 miles of battlefield avenues. There are more than 1,450 monuments, markers and plaques on the field. Our Gettysburg tours will give you a clear understanding of what happened here, why it happened here and why Gettysburg is so important in American history. You’ll see all the important places and you’ll see them in a sequence that makes it much easier to understand everything.

(3:30) Student Leader guided walking tour and discussion at Gettysburg National Military Park, discussing the dichotomies between the Union and Confederacy and introducing what grit is. Why did the north win? What traits determined the winner? Students will learn the difference in passion regarding leaders in the Civil War. This will be exemplified by Lincoln’s attitude in comparison to that of Robert E. Lee. Students will discuss how what they learned the difference in motivation to talk about possible causes why the North won this battle and in turn, the war.(This discussion will lead into the first workshop on Grit)

(4:30) Workshop 1: Introduction to Grit: Students will learn an introduction to grit, as defined by Angela Duckworth as the perseverance and passion for long term goals. Students will distinguish aspects of Grit specifically goal setting, passion, and perseverance. Students will discuss Grit played out in real-life examples including excerpts for Duckworths book about the summer before West Point and relate that to what they learned about motivation behind the leaders in the civil war.

(5:30) Workshop 2: Integrating Grit Into Our Lives, Passion Reflection at Devil’s Den:  now that students have baseline knowledge of what grit is, they will reflect on how they can become more gritty. Following a student leader speech on passion, students will take time to walk, reflect and discuss in pairs about what they are REALLY passionate about in life.

(6:30) Dinner in downtown Gettysburg

(8:00) Workshop 3: Applying Grit: The WOOP model: Students will learn Dr. Gabriele Oettingen WOOP model to develop an action plan for their passions. Students will share their plans to one another in small group discussions.

Itinerary: Day 2

(10:00) Gettysburg museum and Visitor Center: The Gettysburg Museum of the Civil War, featuring items from one of the largest collections of Civil War relics in the world, is available for viewing during regular center hours. The exhibit galleries and interactive programs take the viewer through the causes of the Civil War to its bloody end, with extensive displays on the battle of Gettysburg and the personalities who served in the armies as well as the civilians who experienced war on their doorsteps.

(12:30) Students will visit Gettysburg Battle Cemetery where Lincoln delivered the Gettysburg Address, and discuss the purpose of the Address and how he used grit and this speech instilled that in his soldier

(1:30) Workshop 4 Closing Small Group Discussion: Little Round Top, students will reflect in groups: what are the goals talked about yesterday? How will you achieve them? How can we apply grit and perseverance in our lives?

Overcoming Fears to Make the Most of Life: Trip to Cape May Zoo Zipline

Have you ever stepped out of the comfort zone? Have you ever tried to challenge yourself with the support of your friends? The confidence Leadership Academy Seminar at the Cape May Zoo high ropes course and zipline will teach you how to overcome fears to make the most of your life! In this Leadership Academy program, students will learn mental toughness skills to overcome fears and control the body’s fight or flight system. Students will then have the opportunity to apply these skills through challenging yourself by completing obstacles 40-50 feet in the air at the Cape May Zoo High Ropes Course and Zipline. Often, our greatest enemy is ourselves. After challenging yourself on the height challenge, our hope is you will be able to apply these skills to overcome any fear in your life.

Spring 2018 | Student Leaders: Clover Li, David Nguyen, Matthew J. Hart, Hannah Hassinger, Graziana Gladden


Workshop 1

Students will learn how their fight or flight system affects their performance how they can use positive emotions to calm them so they can perform at their best. Then they will learn about the significance of mental toughness and how they can control their thinking in the heat of the moment. They will practice these strategies to prepare them for the high ropes course

Workshop 2

Students will learn more ways to overcome their fears, including “What questions”  which will help them uncover of their fears. And develop strategies to help them gather evidence to overcome them.

Trip to Cape May Zoo High Ropes Course

8:30 AM Depart CCHS. -On Bus ride there small group icebreaker discussions.

10:00 AM Arrive at Cape May Zoo

10:15-1:15 AM Groups rotate in between the following activities

  • High Ropes Course/ Zip Line (90-100 Minutes) : Apply skills taught in workshop

  • Silent Prayer Walk  (20 minutes): Reflecting on Gifts and Promises God has provided them.

  • Lunch and Zoo self guided tour 60 minutes

1:30 Head back to CCHS (arrive ~3:00 PM)

  • On Bus back students discuss sustains and improves in how they overcame their fears.

Trusting the Process: Social Identity Theory and The Sixers

Have you ever wondered what makes sports fans so passionate? Ever wonder what drives people to support their group of sorts, no matter how successful this group is? Social Identity is a person’s sense of who they are based on the groups in which they belong to. The groups which people are included in are an important source of pride and self-esteem. Groups give us a sense of unity, and in order to increase our group’s self-image, we boost its status, while discriminating against other groups. In a way, this is how society acts towards supporting their professional sports teams. During this experience you will learn the social identity theory and how it applies to life, and more importantly sports. Specifically, we will focus on the Philadelphia 76ers fanbase and the “Process” and how that ties into the Social Identity Theory. By listening to Sixers experts, like Spike Eskin, and examining the fanbase live in action, we can better understand why society is so drawn to creating groups and coming together through sports. Spike Eskin is a program director, sports editor, and radio host at CBS Philly and 94 WIP and is the co-host of the Rights to Ricky Sanchez podcast. He is the head organizer of the Rights to Ricky Sanchez lottery party and Retweet Armageddon.

Date: Winter 2018 |Student Leaders: Tom Cava, Sam Long


Workshop at CCHS

  • This workshop will teach the Social Identity Theory. Introduced by Henri Tajfel, social identity is a person’s sense of who they are based on the groups in which they belong to. He proposed that the groups (social class, family, sports team, etc.) which people are included in were an important source of pride and self-esteem. Groups give us a sense of social identity, and in order to increase our group’s self-image, we boost its status, while discriminating against other groups. In a way, this is how society acts towards supporting their professional sports teams. In order to make our team sound better, we brag about our team while putting down other teams. As these actions are frowned upon in most of the world, it is encouraged in the world of sports. This action is known as in-group (our own) and out-group (the others). The social identity theory theorizes that in-groups will search for negatives about the out-group in order to boost their own image. Some can argue that the best part of sports is the rivalry between two teams who just don’t like each other. In this theory, there are three steps, Categorization, Identification, and Comparison. First, we categorize things in order to identify them and understand them better. Next, we adopt the identity of the group we have categorized ourselves as belonging to. Finally, we compare ourselves and our groups to other groups. In a way, most of us are born into our sports fandoms, and some develop likings outside of the family “beliefs”.


  • 3:00 PM Bus ride to WIP FM in Philadelphia (20 minutes)

  • 4:00 PM Speech by program manager and host Spike Eskin on the sixers fandom and what he believes makes the sixers fans so passionate and unique

  • Students will watch the “Rights to Ricky Sanchez” radio broadcast

  • 6:30 Bus ride to Wells Fargo Center (15 minutes)

  • Sixers Game at 7:00

Closing Workshop: Students will review what they learned and discuss how this theory was seen in action.