2022 Spring Semester Journal
Dedicated to the 30th Anniversary of the US-Georgia Diplomatic Relations
US-Georgian Relations: Investing in Education for Better Future
ut of all the universities my parents have taken me to, until this day, I remember Stanford the best. The scorching weather, greenery, parents visiting students with their golden retrievers, people riding around campus on their bicycles, libraries filled with books and electronics, cafes with merchandise shops, and small fountains splashing water; a place where I always wished to study.
Education is an essential part of life since it helps people develop and gain new information. Learning helps us acquire skills we can use in the world. The knowledge that we receive helps us reach certain goals. It is vital to learn so the future generation discovers an advanced way of living.
The US plays a big part in academic achievements by helping students enroll in different programs. The US agrees with the fact that learning plays a big role in people’s lives. They support young students in reaching their goals and help them learn about their future professions. There are many exchange programs. Some of them are the FLEX, UGRAD, and Fulbright.
FLEX is a program for high school students, UGRAD is for college students, and Fulbright is for graduates. In Georgia, Fulbright is co-sponsored by the government, and the program is carried out by the US Embassy in Georgia, the International Education Center, the Bank of Georgia, and the Georgia Capital.
These programs are very helpful since they teach Georgians leadership skills, help them learn about American society, and help students understand different cultures. In addition, not only do exchange students learn, but they develop relationships and professional connections, which are important for their future. After the students finish their studies, they should return to their homeland and invest in the development of their country.
From personal experience, my aunt has gotten a FLEX scholarship and has lived in the US. As well as my parents who have taken a part in the Muskie program, now known as Fulbright, have also lived in the US. These programs have made a huge impact on their lives since we travel to the US almost every year!
As I have mentioned, Thanks to my parents, I have been able to travel a lot and see other places outside Georgia. While traveling in Europe and USA, I got an opportunity to visit top-ranking universities. I am impressed with the modern campuses - the classrooms, the libraries, the cafeterias, and the outside grounds. A similar environment has been provided to the students at the American High School/European School and I am so glad that students get the opportunity to learn in such surroundings!
-By Nitsa Skhvitaridze
The Basis for the American High School Curriculum
American High School stands out in many ways, but one of the most important things about our school is the unique curriculum. The first thing you might notice is that our school offers subjects which most schools in Georgia do not have. In an effort to prepare students for a successful future in international universities, it’s very important to have an equally international curriculum. In this article, we will discuss the importance of some of our subjects.
Upon entering Sophomore year, our students are offered and encouraged to take AP classes. Advanced Placement is a program founded by Collegeboard, an American organization, which is active around the world. AP exams are very important to admission to American universities, as many applicants have taken the exams to increase their GPA and their preparation for college. Some students have taken up to 11 AP classes in just 3 years of high school, as they had plenty of opportunities to make their CV more competitive. Some classes which would be hard to find anywhere else in Georgia include AP Psychology, AP Environmental science, and AP 2D Design.
The base curriculum is also inspired by the American education system, seen most clearly from our English curriculums throughout high school. Each year, there’s a theme for what literature students will be reading, such as Eastern, European, or American literature. This allows the students to have a broader understanding of humanities around the world, as at the same time, they get to study the historical context and importance of these works. American universities have equally varied curriculums, with many works that students in Georgia rarely get to read, such as Dante’s Inferno, Homer’s Iliad, Odyssey, or Things Fall Apart. These stories from three different authors already show a great variety of geographical and historical context for these books.
-By Mariam Chakhnashvili
US Democracy and How Georgia Can Use It as an Example
The United States is a highly democratic nation characterized by high legitimacy, relative peace, and political stability. But how can stronger relations between the U.S. and Georgia pave the way to a more democratic Georgia?
In terms of the democracy index, according to Georgia Today, Georgia has been ranked number 91 in comparison to 167 independent states. This does not come as a surprise to most, considering that many post-Soviet nations are usually behind and are said to be struggling with maintaining an “ideal” democracy. But how can we see America as the ”ideal” democracy that many believe it to be, and how does this differ from Georgia? For starters, we can look at the corruption rates of the two nations. According to the World Population Review, Georgia has a score of 55 on the corruption index, compared to the United States, which has a score of 67. This dramatic difference in corruption rates can compromise the democracy of Georgia and cause a shift in the transparency of the regime. A high rate of corruption can snowball into a problem with media transparency, purely because corruption in government usually causes cover-ups of shady things that politicians have done, and more often than not these shady things are not democratic and end up hurting the citizens. Media transparency is a huge factor in maintaining democracy within a nation because it provides people with accurate, unbiased information regarding the current state of the country and allows them to have a better understanding of what is going on. The Global Economy, a website that specializes in evaluating the overall political and economic conditions of nations, ranks the United States as the 26th most transparent country, while Georgia is at 45th. But why are these differences in a democracy important? What difference can they make in Georgia and how do they help America? For starters, democracy is characterized by a high legitimacy, meaning that the current government has a high approval rate and the citizens are satisfied with the regime. Many can infer from the statistics presented that lower scoring nations in the transparency category, as well as higher scoring nations in the corruption category, also have lower levels of legitimacy. This inference would be correct, as ‘The Global Economy’ also places Georgia at a dramatically lower score of 41 on the legitimacy index, compared to the United States, which is at 134. Without legitimacy, the citizens of a nation are not satisfied with their government, which could even lead to dissatisfaction with their lives within their nation. The main difference between Georgia and the United States is specifically a lack of advancement in Georgia compared to that of the United States. Things like better schools, urban centers, and general opportunities for Georgian citizens to be actively involved in the nation are needed. These characteristics of society and urban development are all needed in order to raise legitimacy and strengthen democracy within Georgia, which can be put into action by following the example of the United States democracy. By stepping towards a more western approach within the government and regime, meaning corruption rates declining and transparency rates rising within Georgia, advancements like better schools, urban centers, and opportunities for Georgian citizens can be achieved. These opportunities will raise government approval within Georgia, and with this increase in legitimacy, democracy will strengthen.
-By Tamar Kobakhidze
US-Georgia Common Values
The US has been supporting Georgia since the start of its independence in 1991 to create a free and democratic society. Because of this, we can find many similarities in the values of the US and Georgia.
America has been present in Georgia for more than 30 years and has been helping it to transform into a transparent society with high social, human, and economic development indicators. Georgia has progressed in many areas thanks to the regular US assistance programs. For example, Georgia is granted many assistance programs in democratic, economic, social, educational, and other sectors’ development. This aid contributed to the significant progress of our country in all these directions and approximation to the American and international standards.
We can see a similarity in US and Georgian morals of tolerance and diversity. American society is an example of respect and protection of human rights; the same values are fundamental for Georgian society. Historically, Georgia has been tolerant of different religions and nations. In Tbilisi, people of different religions, cultures, and nationalities lived together peacefully for many centuries. For example, here you can find Jewish synagogue, Armenian monophysite church, Muslim mosque, Georgian orthodox churches, and other temples of different religions. American society is also multiethnic and culturally diverse.
My school is also part of our shared values. American High School is an institution accredited by the US and the North Central Association of Colleges and Schools; thus even our school community progresses and shares the same principles in academic, social, and moral standards with similar American educational institutions. American assistance to strengthen the Georgian educational system is truly vital because it can provide our country with not only intelligent and civilized youngsters, but also with the generation of citizens sharing similar principles with their counterparts throughout the democratic world.
America and Georgia share more and more values because the US is supporting Georgia's development. America's aid is truly crucial for our country's development because it helps us take a stand on the global stage.
-By Anna Davitashvili
The Knight in Panther’s Skin Translation by an American Poet
The Knight in the Panther Skin is a majestic work of Shota Rustaveli, which has been translated into numerous languages, one of them being English. Lyn Coffin, an American poet, translator, writer, and editor, who has written more than thirty books and has been awarded the Georgian National Literature Prize in 2016, also has translated the poem.
Reading the English version of The Knight in the Panther Skin, I found myself researching the motivation behind the translation of one of the greatest Georgian works. Having been told by her friends that she should read a section from the Knight in the Panther Skin, made by a 12th century monk, Lynn found it troubling at first. However, when she started reading the poem, she found it majestic and endearing.
“This was a suspenseful narrative of knights, an adventure story that came sweeping across the ages and landed in my lap. And what knights! These knights wept at the drop of a hat. They wept for their own sorrows, and for those of their friends. If they didn't weep enough out of sympathy, they scratched their faces and hit their heads on walls. They were emotional, hot-headed, and reflective by turns; they pursued ladies, dealt summarily with pesky intruders or wrong-headed bridegrooms, competed with kings. They loved strong women, and they loved strong men. And woven into the adventure story were proverbs and parables, advice and humor, religious insights and philosophical complaints.”
She thinks, that The Knight in the Panther skin is a great, beautiful story and believes, that while she was having a hard time translating the poem, Shota Rustaveli’s spirit helped her write…
-By Sophie Darchiashvili
Recurring Themes in Nikoloz Baratashvili’s and Robert Frost’s Poems
Nikoloz Baratashvili, a Georgian poet, and Robert Frost, an American poet, both have discussed fate in their literary works. However, the themes and the message of the poems are thoroughly different.
Robert Frost’s poem “The Road not taken” shows the philosophical contradictions of free will. Throughout the poem, Robert shows two roads, diverged in a yellow wood, and displays his decision to take the easier road. He then shows regret for choosing that path, since the road made all the difference, which leads to the main idea of the great poem. He argues, that even one choice, no matter how big or small, can impact your life.
Nikoloz Baratashvili also discusses fate in his poem “Merani”, which is about running away from a disastrous fate and making way for future generations. Unlike Robert Frost’s protagonist in “The Road not taken”, Nikoloz Baratashvili’s protagonist in “Merani” does not have to choose between two options, rather, he is moving without any directions. He is ready to leave his friends, family, motherland and is ready to escape his fate in order to pave the way for others, which would make it easier for them to escape their unfortunate fates as well.
These two poems, which discuss the same idea – fate, display them in completely different manner and themes. While Robert Frost’s poem is about one’s individual decision which will affect one person’s life, Nikoloz Baratashvili’s poem is about one’s decision to escape fate and impact the lives of others. These two masterpieces are crucial to understanding and realizing how your decision affects you and your surroundings.
-By Sophie Darchiashvili
Georgians in NASA
Diplomatic ties between countries serve as a perfect way of evolution. Different nations that exchange their food, culture, knowledge, and bright minds develop the world as a whole. That said, U.S.-Georgia relations play an important role in both countries. It is especially important for Georgia. Some of Georgia’s brilliant citizens, after hard work, found themselves in NASA.
One of the first men who paved the way in NASA, for the future Georgian generation, was Karlo Khutsishvili. The invention of a 19-year-old student flew across the oceans and gained great success and recognition in the international arena. He was in the tenth grade when, together with his friend he created an innovative tool - a multi climate, which makes it easier for farmers to make weather predictions. This multifunctional and innovative project turned out to be a prerequisite for international success for the young Georgian physicist, and he was invited to NASA. Since then he started working on his projects, like an electromagnetic weapon. “I think that less attention is paid to the scientific field in our country, which is very bad,” said he once. However, since that time more Georgian people started working to find a place in NASA’s wide community.
For instance, Alexander Taktakishvili, who has been working in NASA Goddard Space Flight Center since 2005, studies space weather. Nevertheless, after a fight with stereotypes, Georgian girls participated in the training program of NASA Space Center University. The young inventors went to NASA after winning the Millennium Innovation Competition for creating a robot lab technician. In addition, Gvantsa Chikovani, a young inventor created a landslide-sensing device for which there is no analog. In 2017, Gvantsa and four of her eighth-grader classmates invented an innovative method of warning alerts for landslide-prone areas. Students flew to America in NASA Space Center for a training program. They also showed themselves in "NASA '' and took the first and third places in the competitions that were held there.
“To see Georgian children in NASA, is the motivation for other pupils to study better and achieve higher levels,” Said Megi Khurodze, AHS 10B, when answering the question “what impact do you think NASA/Georgian relations have on our country?” Christine Bazerashvili, AHS 10B, agreed and added that she is proud of those people from such a little country who gained such enormous success.
To sum up, the U.S.-Georgia relations as related to the youth education programs in NASA, brings encouragement to other citizens, especially youth, to work hard and to attain progress. Personally, I believe that intercourse between countries is important because it gives people the chance to find themselves high opportunities to develop. The people, who I mentioned earlier, tried their best to make the Georgian-U.S. relations deeper. I think it is time for us to fulfill our nation's dream.
-By Nino Tedoradze
We Love Hollywood!
-By Nino Tedoradze
Interview with American High School Alumni Studying in the United States
I decided to ask several questions to two Georgian students, alumni of American High School/European School, who are currently learning in the USA. The aim of this survey was to receive information from them about studying in the USA.
Questions were the following:
1. In which state are you learning?
2. When did you go to university?
3. How did American High School/European School help you to get accepted to your university?
4. Why did you choose the USA?
5. How did you see American education from Georgia?
I interviewed two students, Mariam and Liza Arveladze. They are currently studying at the University of Pennsylvania. Mariam is a freshman in college, while Liza is a sophomore. Neither of them took the SAT.
According to Mariam, The European School provided her with lots of assistance which assisted her in attending college in the US. She thinks that the most helpful asset was providing her with a college counselor who helped and guided her through her entire college application process.
While Liza stated that the American High School/European School gave her a very strong education. Not only does American High School/European School teach students by book, but it teaches students how to think on their own and grow their intelligence. She was very close with all the teachers in her sector and every single one of them did everything in their power to help her get the grades and education that she got. Other than that in American High School her comfort boundaries were always pushed to the fullest which taught her so much. People there were always working on projects, presentations, etc.; it helped her to develop presentation skills, which is something she currently uses every single day in college.
As Liza said she chose the USA because she was raised there and she knew the country well. Second, she got accepted into a very strong architectural program that she could not give up. Finally, getting a bachelor’s degree in the USA was her plan.
In Mariam's report, she said that she chose the USA because of her strong educational background. She is a pre-med major and the US is notorious for having the best medical programs, so for her choosing to attend college here was very easy.
-By Nikoloz Chakhnashvili
Education in American High School versus the public education system in the United States
Prior to transferring, I attended a New Jersey public school. Now that I have completed a little over half a year here at AHS, I can confidently compare the educational experiences between AHS and America’s public education system. Since America’s public education system is so diverse according to the place you reside, I want to clarify that I went to one of the better schools in my district and that my experiences might not coincide with those who went to different districts.
As a student who has tried both education systems, I can discern where the two programs are similar and where they vary. The most apparent similarity between the two is the content of the curriculum; although it is being taught to us in a different manner and I have not taken these courses in the US, I can sense how strongly American they are. For instance, the textbooks we use at AHS are very close to, if not the same, as those used in America. The publishing companies of the schoolbooks I have both seen in the library and used myself at school here are identical to ones in the US. In contrast, one of the most striking differences between the two systems is the mandatory classes. At AHS there are subjects such as Sociology, Classics, and Computer Science that I see as most interesting. Conversely, no matter the grade, American schools guarantee their students with musical, artistic, and engineering classes. I find it rather upsetting that neither the 9th nor the 10th grades have any of these subjects available. Nevertheless, by enrolling in AHS my chances of making it into an American college are not diminishing in any way.
To add on, the facilities here at AHS are tidier, e.g. you’ll often see janitors around the halls ensuring the school remains spotless. Not only are the classrooms neat and practical, but they are also additionally equipped with boards that are much better quality and more sophisticated. Due to the larger amount of recreational areas in the school, namely London Hall, and the numerous couches spread throughout the building, the place has a much more comfortable and friendly atmosphere. To substantiate, it may seem comical, but even the walls here, which are smooth and painted, are comforting.
Furthermore, the ambiance of the school at AHS is friendly and encouraging. The faculty here are far more approachable and warm than the ones I have encountered in the US. They are remarkably more considerate and I see myself forming strong student-teacher bonds with them. I highly appreciate how AHS sticks closely with America’s educational system but still allows classmates to spend the entire school day together, whereas in the US students are introduced to a different set of classmates each class throughout the day and it changes annually.
Though there are some similarities between my experiences with America’s public schools and European School’s American High School program, to me, AHS has provided a great social and educational experience. Despite the strong resemblance between the two education-wise, American High School students have access to the college board AP courses, AP capstone diploma and can receive the U.S. presidential award for educational excellence similar to students studying in the United States. I am very happy to have these opportunities at American high School/European School.
-By Natalie Ghviniashvili
There are many interesting exchange programs in the U.S. for Georgians. Some representatives of American High School/European School have participated in the U.S. government exchange programs. One of them is Mariam Khatiashvili, AHS Student Engagement Coordinator with a Ph.D. in American Studies. She participated in the Study of the U.S. Institutes for Scholars (SUSI) on the U.S. Foreign Policy exchange program in 2017. It is an intensive academic program with integrated study tours.
“I was selected, along with a multinational group of 16 experienced foreign university faculty and practitioners from around the world”, she says. “This exchange program, that was hosted by Bard College, NY, equipped me with a deeper understanding of new approaches to U.S. foreign policy and how U.S. foreign policy is formulated and implemented. One of the benefits of this program is that upon returning to Georgia, I created university courses and implemented projects and activities to teach U.S. foreign policy in Georgia.”
The program taught the participants many significant things for their teaching process. Mariam Khatiashvili states: “This exchange program transformed my teaching experience and pedagogical approach. My teaching style is more firmly based on the 21st century American teaching best practices. How I, as an educator, incorporate various issues of the U.S. foreign policy in curriculum, is now the key to unlocking the 21st century global skill sets so that my students can lead and compete globally. For instance, I use model diplomacy simulations in the classroom, that are skill-building role plays based on American historical and real-world foreign policy scenarios. Diplomacy simulations give students a better view of significant events and individuals that have shaped U.S. foreign policy and the role of the United States in today’s role.”
Mikheil Barnovi, history teacher at AHS, also told us about his experience: “In 2017-2018 I was participating in a Fulbright academic exchange program for university professors. I did my postdoctoral research in Native American history at University of New Mexico in Albuquerque. It was a groundbreaking experience for me.”
Mikheil was very surprised and interested in the ways of teaching in the U.S. “Teachers would present different primary and secondary sources and demonstrate on how to use various historical thinking skills to reconstruct the history process”, he says. “Students would then be asked to practice Analyzing Evidence: Content and Sourcing, Interpretation, Making Historical Connections, etc.”
The exchange programs showed the pedagogues many outstanding aspects of teaching. Mikheil Barnovi says: “One of the most remarkable differences between teaching in Georgia and teaching in the United States, was how much time teachers gave students to analyze primary sources on their own. Students are often challenged to make judgments about the short- and long-term impact of a cause and to compare the relative significance of the possible causes and effects of major events. In America professors and high school teachers continue to improve in their effectiveness as they gain experience in the teaching profession.” Mikheil adds that the American approach and teaching techniques completely changed his teaching process and that he is trying to adhere to the American standard.
“The U.S. government exchange programs play a crucial role in strengthening U.S. - Georgia relations” says Mariam Khatiashvili. “Exchange program alumni bring new vision and experience in Georgia that contributes to the positive development of our country in various fields, including but not limited to education and civil society.”
-By Ana Danelia
Editorial Board
Mariam Chakhnashvili, 12th A grade, editor-in-chief
Giorgi Ugulava, 12th B grade, lead designer/developer
Sophie Darchiashvili, 12th A grade, staff writer/designer
Nino Tedoradze, 10th B grade, staff writer/designer
Nitsa Skhvitaridze, 8th grade, staff writer/designer
Elisabed Arveladze, 8th grade, staff designer
Nikoloz Chakhnashvili, 8th grade, staff writer
Ana Danelia, 9th A grade, staff writer/designer
Tamar Kobakhidze, 11th B grade, staff writer/designer
Anna Davitashvili, 9th A grade, staff writer/designer
Natalie Ghviniashvili, 9th B grade, staff writer
Advisory Board
Natia Tevzadze, Dean, American High School
Mariam Khatiashvili, Student Engagement Coordinator, American High School