Mariam Dunkan, a 16-year-old Girl Scout from Farmington Hills, developed a literacy curriculum and book for grades 3-5 that won her the Gold Award and national recognition for promoting inclusivity in local schools
When a Farmington Hills high school student saw that nearly 70 percent of fourth graders nationwide could not read at grade level, she decided to act. Mariam Dunkan, a 16-year-old student in Farmington Public Schools, created a literacy project that has now earned her the Girl Scouts' highest honor and national recognition for leadership.
Dunkan's curriculum, "Two Girls, One World: Bridging Cultures Through Literacy," is designed for grades 3-5 and centers on a book she wrote, "The Adventures of Dalia and Kaitlyn." The story follows two middle school friends from different backgrounds as they travel the world, introducing young readers to diverse cultures and perspectives. The project was developed to be easily integrated into existing classroom reading programs, with supporting worksheets, activities, and a video component.
Addressing Reading Challenges
According to the National Assessment of Educational Progress, about 70 percent of fourth graders in the United States are not reading proficiently. Dunkan said this statistic motivated her to focus on early literacy, emphasizing that a strong reading foundation is critical before students reach middle school. Her curriculum aims to make reading more accessible and relatable by featuring characters and stories that reflect the diversity of local classrooms.
Farmington Hills is home to families speaking more than 60 languages, and Dunkan drew on her own experiences learning from classmates of many backgrounds. She said she wanted to create a resource that helps students see themselves in the stories they read, while also learning about others. The curriculum includes drawing and writing exercises, diagram activities, and opportunities for students to discuss their own experiences.
Recognition and Community Impact
Dunkan's project was recognized with the Girl Scouts' Gold Award, the organization's highest honor for individual achievement. She was also named a Young Woman of Distinction, a national award given to Gold Award recipients whose work demonstrates measurable and sustainable impact. Kaylyn Burucki, a career readiness specialist for the Girl Scouts of Southeast Michigan, said the award highlights Dunkan's leadership and the project's potential to address national challenges in literacy and inclusion.
Teachers who piloted the curriculum reported that students were engaged and eager to participate. One testimonial described a student who wanted to skip recess to keep listening to the story. Dunkan also collected feedback from staff and students, many of whom said they recognized themselves in the book's characters.
Expanding the Conversation
In July, Dunkan attended the Girl Scout Global Citizenship Summit and Scouts UNITE convention in Washington, D.C., where she joined 100 Girl Scouts and Girl Guides from across the country and abroad. She participated in a mock debate on women's rights at the Council on Foreign Relations and said the experience broadened her understanding of global policy discussions. Dunkan said she plans to continue her advocacy for literacy and inclusivity through future activism and education work.
Her book, "The Adventures of Dalia and Kaitlyn," is now available for purchase online. The curriculum package, including worksheets and activities, is being shared with local teachers for classroom use. Dunkan's initiative comes at a time when Farmington Public Schools and other districts are under increased scrutiny for how they address diversity and inclusion, as seen in recent coverage of classroom incidents.
How the Program Fits Local Needs
Farmington Public Schools serves a diverse student population across Farmington, Farmington Hills, and parts of West Bloomfield. The district has faced challenges in ensuring all students feel represented and supported, both academically and culturally. Initiatives like Dunkan's curriculum offer teachers new tools to address reading gaps while fostering a sense of belonging among students. The district's willingness to pilot student-led projects reflects a broader effort to involve youth voices in shaping educational resources.
