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Sander talk to
Judy Winston
MUKIII
Mike Sorrell, Claire
Dexter king
want to
participate
ED-
Riley
Thornton
CORPORATION
FOR NATIONAL
*
SERVICE
(3/82/01
Diana-
\
As promised, here is
info on service-learning -
programs that Smith deal of
Manlyn
race.
~40% students
L+S: $/2ifunding an idea
disomysic
(aggn
form grants to OFFICE ev OF THE fate.14 CEO - 3/4: telentry, ideas
10/17/97
17:20
FAX
001
FAX COVER SHEET
NYLC
NATIONAL YOUTH LEADERSHIP COUNCIL
1910 WEST COUNTY ROAD B
ST. PAUL, MN 55113
PHONE: (612) 631-3672. FAX: (612) 631-2955
NATIONAL YOUTH LEADERSHIP
EMAIL: [email protected]
COUNCIL
WEBSITE: WWW.NYLC.ORG
DATE:
10/17/97
TO:
BRAD Lewis
FAX:
202-565-2781
FROM:
WOKIC WEAH
RE:
RACE RELATIONS PACKET
PAGES INCLUDING COVER: 26
NOTE:
Bead,
Per our conversation, I am sinclosing INFO
ON SERVICE - LEARNING ANd Diversity. LET Me
KNOW if you NEEd additional INFORMATION.
The Academy FOR Languages ANd Science
to would highlight be an the Excellent Role service choice if you wanted
me IN bringing academic communities achievement together learning and can he it play to
Need 6433, MOB INFO ON Schools, agencle Crive ME If a you
J
Mark your calendar!
One World: Youth At the Center
Ninth Annual Service-Learning Conference
April, 19-22, 1998 Twin Cities: Minneapolis and St. Paul, Minnesota, USA
Call, Write,[email protected])for More Information!
OUR MISSION IS TO ENGAGE YOUNG PEOPLE IN COMMUNITIES AND SCHOOLS THROUGH INNOVATION IN
LEARNING, SERVICE, LEADERSHIP AND PUBLIC POLICY.
10/17/97
17:21
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002
9
Service Learning Honors
Cultural Diversity
Wokie Roberts-Weah, Director of National Programs,
National Youth Leadership Council, St. Paul, Minnesota
erving one another has historically been a core value of many
S
cultures around the world. In recent years, a growing number of
U.S. classrooms and schools have recognized service as a powerful
way to-connect youth to their communities and cultural identities, to
help preserve service as a value, and to enhance learning opportunities.
Learning principles of service, cultural relevance, and responsibility
through service-oriented curriculums helps students understand, ap-
preciate, and value the rich histories in our diverse populations.
Currently, many U.S. schools and districts are developing curricu-
lum models incorporating service learning and multicultural concepts.
These programs result in positive learner outcomes, ranging from
enhanced cultural empowerment, to a better-developed sense of com-
munity pride, to knowledge of how to implement social action. Like
other service-learning initiatives in the United States, schools in New
Mexico, Pennsylvania, and Minnesota have attained such outcomes for
their students through cultural empowerment, cultural mobilization,
cultural exploration, and social action.
Cultural Empowerment
The cultural-empowerment model uses service learning as the foun-
dation for exploring the cultural roots of service. In Acoma, New
Mexico, for example, Sky City Community School developed A amuu
htsii ("For the Love of Mother Earth," in the Keres language), a multi-
59
10/17/97
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0 003
ENRICHING THE CURRICULUM THROUGH SERVICE LEARNING
year curriculum project relating academic disciplines to the concept of
preserving the community. Its goals are to deepen students' under-
standing of Acoma's history and to help them learn environmental
concepts that will likely affect Pueblo life in the future. The curriculum
provides opportunities for elementary school students to study soil
formation through the science curriculum, conduct community nature
walks as part of a social studies class, and maintain a journal of their
findings for language arts. Community service is integrated into the
curriculum through the annual refurbishing of Saint Estevan's Church
for Feast Day. Students remove litter from the school grounds, and they
construct tribal calendars that are shared with younger children. Learn-
ing objectives for the A атии htsii curriculum are intricately linked to
traditional Native American values, such as nourishing the earth, serv-
ing the community, and maintaining balance and harmony as part of
daily life.
Cultural Mobilization
The cultural-mobilization model engages students from diverse
cultural backgrounds in meaningful community service projects to
heighten multicultural understanding and encourage cooperative ac-
tion Northeast Middle School-Minneapolis' largest and most culturally
diverse middle school-used this approach when they transformed an
unused portion of the schoolyard into a functional community Gather
ing Place. The area is complete with performance stage, amphitheater
rock garden, and information kiosk. The Gathering Place Project, which
had multidisciplinary applications, used art as a creative field foi
exploring diversity issues, math to teach basic measuring skills, indus
trial arts to construct picnic benches, and science to teach students hov
to build an environmentally sensitive sculpture garden. Today, the
Gathering Place hosts community education classes, neighborhood
meetings, and music performances. Student artwork on the walls of th
information kiosk and concrete floor of the amphitheater document
the importance and range of different cultural groups represented i;
the school.
Discussions about one's family, socioeconomic status, and cultura
identity are natural outgrowths of the preparation, action. and refle
tion phases of the cultural mobilization model These activities can b
the start of a lifelong journey toward multicultural understanding an
self-discovery.
60
10/17/97
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E 004
SERVICE LEARNING HONORS CULTURAL DIVERSITY
Cultural Exploration
The cultural-exploration model combines concepts of diversity and
service learning to increase students' understanding of the history and
culture of their community. In Phoenixville, Pennsylvania, 4th graders
from Schuylkill Elementary became part of a real intergenerational
learning experience by working collaboratively with the Kiwanis Club
to produce A Phoenixville Journey, Past, and Future. The publication,
which was subsequently shared with school districts throughout the
state, brings to life the history, sites, and legacy of a small rural commu-
nity in Pennsylvania. Production of the book, which involved explora-
tion of 15 student-selected historical landmarks, gave Schuylkill
elementary students and the community at large a chance to learn about
and be proud of their community.
Social Action and Change
In Minneapolis, Minnesota, the Forum Project of Webster Open
School combined media technology, the performing arts, and service
learning. This project positively demonstrates how service learning can
be used to change students attitudes about diversity. After participating
in intensive awareness and prejudice-reduction training, 80 middle
school students experienced a significant gain in multicultural under-
standing and awareness. Newly acquired skills and knowledge were put
to good use when the Forum students produced an interactive video
-series on prejudice reduction. Today that series is a permanent part of
the Webster Open School video library and is used to educate younger
students. particularly those in suburban communities, on positive ways
to directly address racism and sexism.
*
*
*
Despite differences in approaches and intended outcomes of these
curricular models, all were developed by the schools, working in col-
laboration with their communities. The models include activities valued
by young people. and the programs involve active and inquiry-based
learning.
When we honor ties that bind people to the history of their ancestors
in projects like A amuu htsii, we move one step closer to teaching
61
10/17/97
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005
0
ENRICHING THE CURRICULUM THROUGH SERVICE LEARNING
students about the process of values formation in different cultures.
Cultural-mobilization models, like the Gathering Place of Northeast
Middle School, can help students develop respect for the culture of all
learners by working together on issues of common interest. As the
Phoenixville example illustrates, in-depth research studies of commu-
nity development can highlight the contributions of many different
ethnic groups and increase understanding of complex community is-,
sues. Social-action projects, such as the one in Minneapolis that focuses
on racism, provide opportunities for students to examine their beliefs,
in comparison to those of other cultural, socioeconomic, and religious
groups.
In these times of dramatic shifts in national school demographic
patterns, we must respond to the challenge of making stronger connec-
tions to the cultural roots of all students, According to James Banks
(1994) in Multiethnic Education, demographers now project that nearly
half of U.S. school-aged youth will be students of color by 2020. It will
become critically important for schools to employ a teaching staff that
works effectively with a complex mix of races, cultures, and languages
Understanding and help from the community will be essential to bridg
this gap.
As we seek new approaches to make learning more relevant ano
accessible to students who learn in a variety of ways, service learning i:
an important instructional methodology that allows us to maintain
academic standards, involve students from all cultural backgrounds
and bring greater understanding and meaning of the attributes o
various cultures.
References
Baldwin, A. (April 1977). "Tests Can Under-Predict: A Case Study." Phi Deli
Kappan 58, 8: 620-621.
Banks, J. (1994). Multiethnic Education: Theory and Practice. 3rd ed. Bostor
Allyn and Bacon.
Bennett, C. (1990). Comprehensive Multicultural Education: Theory and Practic
2nd ed. Boston: Allyn and Bacon.
Caim, R., and W. Roberts. (Spring 1993). "Addressing Issues of Race an
Culture Through Service-Learning." The Generator 13, 1: 14-17.
Hall, M. (Fall 1993). "Service Learning in Native Communities: The Generat
School Project." Journal of Navajo Education 11, 1: 3-6.
62
Hill City students plan a multicultural program
Three Hill City High school
of five host families.
Webster School, skits on racism
seniors, Tami Benson, Heather
For most of the Webster stu-
and sexism--written by and pre-
10/17/97
Richards and Dana Suomala,
dents, this was the first time they
sented by the Webster students-
decided to plan a multicultural
have ever experienced rural Min-
-and small group discussions.
day with a difference. These se-
nesota. They enjoyed a bonfire,
The programming was ben-
niors planned and implemented
toured the area, and dined at the
eficial to both the Webster and
17:24
the entire event.
Hill Lake Cafe and Jane's Fam-
Hill City students. Inviting the
Fourteen students in grades
ily Restaurant.
students to spend time before
four through eight from the
The older Webster students
the actual program, they had a
FAX
Webster Open School in Minne-
attended morning classes with
chance to get to know each other
apolis were invited to come to
their host families and the
as individuals. The feeling of
Hill City. In order for the stu-
younger students went roller
"token presenters" was reduced.
dents to get to know each other
skating and spent the afternoon
The only change recom-
and feel more comfertable in
with the elementary students
mended by both groups of stu-
their rural surroundings, the
The programming in the after-
dents: "Next time we'd like to
Webster students arrived the
noon for the secondary students
stay longer!"
evening before the program day
included a presentation on the
and spent the night in the home
006
EDUCATION
MDE
DEPARTMENT
OF
Dümbing-down?,
Revemping bacher
UPDATE
EDUCATION
Resources, PP. 67
INSERT
Violence prevention,
Aware
Minnesols Academic
CELEBRATING
13
DIVERSITY:
Excellence Foundation
HISPANIC
center Insert
Volume 30
Number 1
Sept.-Oct. 1994
AMERICANS
rule.
"If
WE
going
to
public review a draft of its "Proposed
School and Community Come
Together in Gathering Place
The Gathering Place began as little more
said Pat Benincasa, public artist-in-
than an empty lot and grew into a haven
residence.
of peace in a noisy. vibrant school -
Such broad participation greatly en-
Northeast Middle School in Minneapolis.
hanced service-leaming opportunities for
It contains a classroom amphitheater.
the students who participated. They
performance stage, sculpture garden.
gained organizing. decision-making, and
information kiosk. Nower garden. and
leadership skills: worked with people in
several picnic tables.
the building trades; and applied learning
In the process. a school and community
in science, math. industrial arts, special
came closer together and provided a
education. horticulture, and art to
wealth of learning opportunities 10 more
practical situations.
than 400 students who helped create the
"It's really given them a feeling of pride
Gathering Place
and ownership. a sense of community."
Partners included community organiza-
said art teacher Rose Curran. "They
nons like Northeast Lions and Kiwanis
brought the community into the school
Clubs. Audubon Neighborhood Improve-
with this project. There's more trust and
FAX
ment Association. and YMCA. Neigh-
mutual appreciation now."
borhood businesses like Frank and Nick's
"The Gathering Place exemplifies the
Barbershop. Margie's Hairstyling. Nan's
elebrate
17:25
purpose of the Learn and Serve America
Restaurant. local newspapers and radio
Program." said Tom Strom. MDE
stations. and lumber. concrete. and
coordinator. "With a small grant, the
landscape contractors donated time.
Northeast Middle School was able to
10/17/97
money. materials. expertise. and exposure
generate a collaborative effort that
In the project.
allowed students to make a positive
And folks from the community g""
contribution to their neighborhood while
involved. especially in the final stages.
developing both interpersonal and
'When we had our Build-a-thon. it was
academic skills." FFI on Learn and
just like an old-fashioned barn-raising."
Serve. call 612-297-2657.
008
10/17/97
17:26
FAX
I--The Independent-Gallup N.M.-Wednesday, January 25, 1995
Tribal educators meet
for Zuni conference
THE
By Malcolm Brenner
This weekend's institute is the
venture of the pueblo and the Zmi
Staff writer
first of its kind produced for and by
Public School District.
ZUNI - Educators from a dozen
Native American educators. Empha-
Director Edward Wemylewa said
tribal communities in seven states
sizing a community-based ap-
some of the positive things project
will converge on Zuni Mid School
proach, the participants- will be
students are doing include painting
Thursday for a three-day training
in Zuni homes. They will
a mural on the Veterans Wall, tutor-
institute on service learning.
learn how to bring local agencies,
ing elementary and Head Start stu-
The concept involves students in
elders, cultural values, language
dents, helping senior citizens enter
experiences which provide some
and other resources into the formal
the computer age, recycling and
sort of service to their communities,
structure of the public schools.
publishing a community newspap-
said John Guffey, service learning
The weekend's activities will in-
er.
coordinator with the National Indi-
clude a community feast and cele-
"The whole idea is to give youth
an Youth Leadership Development
bration Thursday night at the Mid
responsibility," Wemytewa said.
Project, Inc.
School, a Friday evening program
"They want that responsibility.
The Gallup-based project is co-
They feel they are seen but not
on Zuni culture and history, and a
heard."
sponsoring the institute with it's pa-
sunrise hike to Dowa Yalanne Satur-
rent organization, the National
He suggested involving students
day morning.
Youth Leadership Council.
by creating a youth ambassador po-
The Zuni Rainbow Project is
sition on the tribal council and hav-
We see service learning as com-
helping to sponsor the institute and
munily engaged learning, Guffey
ing a council liaison dedicated to
supplying some of the trainers.
and. ILS not an individual working
youth affairs.
Funded by a two-year $165,000
and a problem so he knows the
"We're trying to empower a com-
grant from the Department of Edu-
WET, but working with others to
munity of learners who dare to
cation, the project to promote ser-
improve the quality of life."
dream, take risks, and develop new
vice learning in Zuni is a joint
realities," Wemytewa said.
009
11
Service Learning
SOCIAL
A Catalyst for Social Action
ISSUES
and School Change at the
Middle Level
AND
WOKIE WEAH
MADELEINE WEGNER
SERVICE
AT THE
If you're coming over 10 help me, don't bother. But if
you're coming over because you think your liberation
is bound up with mine. let's work logelher.
-AUSTRALIANABORIGINALWOMAN
MIDDLE
Whether writing in the early or late twentieth century, working among Ameri-
LEVEL
can students or Brazilians who were illiterate, educational reformers from John
Dewey to Paolo Freire have echoed the sentiment of this aboriginal saying.
That said, teaching that focuses on creating independent thinkers capable of
working cooperatively to fight oppression-in all its guises-is still relatively
rare today. Instead, people merely retool the training of students to succeed
within an educational system widely agreed to be both antiquated and ineffec-
tive as well as a socioeconomic system that suffers from a similar need for
critical overhaul.
Samuel Totten
The latter concern has led us to wonder: What will happen if the most innova-
10/17/97 17:27 FAX
tive, cooperative, interdisciplinary learning is not applied outside the classroom
Jon E. Pedersen
until students are finished with their education? and Why not allow real-world is-
Editors
sues to drive students' need for academic, interpersonal and citizenship skills?
These questions need not remain rhetorical. In virtually every state in the
country, a methodology that incorporates the best teaching/learning techniques
and applies them to current social issued is taking hold: service learning
In New Mexico, for example, middle and high school students produced
1,000 adobe bricks to restore a crumbling 250-year-old church at Picuris
Pueblo while applying their geometry, chemistry, and construction skills.
212
Part, Two Service
010
In Michigan, elementary students practice writing and editing as they cre-
for an urban Minneapolis school. And, in a final example, an empty school
ate books and deliver them to new mothers in local hospitals through the
courtyard blossomed into a school/community "gathering place." in the process
literacy promotion project Rock-n-Read.
uniting a previously fractured school/community relationship. Each example
In northem Minnesota, students from 16 schools work cooperatively to col-
demonstrates how service learning can be used to inspire action and how edu-
lect, analyze and submit data on the St. Louis River to the Minnesota Pollu-
cators can foster learning that helps students become agents of change.
tion Control Agency. Throughout the project, while hip-deep in river water,
This chapter will explore the latter concem-profiling service learning
rather than behind desks in a classroom, they learn about sediment analysis
ideas that have been developed at the aforementioned Generator Schools. The
and water chemistry.
descriptions that follow are meant to be inspiring rather than prescriptive, for
service learning project is uniquely tied to its community and therefore
In each project, students see new relationships among academic subjects,
defies any lock-step instructions for implementation. All the projects, however. rely
demonstrate mastery of disciplines, and deepen their understanding of impor-
on the leadership of those who are rarely asked to serve others: young, often
tant social issues while investigating and implementing solutions to community
low-income students in urban, rural, and reservation schools.
needs. As education reformers Jim Kielsmeier, founder and director of the Na-
tional Youth Leadership Council (NYLC),' and Joe Nathan, director of the Center
for School Change,¹ noted in a Phi Delta Kappan article: "When teachers inte-
CREATING A CURRICULUM THAT AFFIRMS
grate service and social action into their academic programs, students learn to
CULTURAL PRIDE IN ACOMA, NEW MEXICO
communicate, to solve problems, to think critically, and to exercise other higher-
order skills. They learn these things because they are deeply immersed in a
For Native Americans, community service is an ancient concept, so integral to
consequential activity-not a metaphor, not a simulation, not a vicarious expe-
the culture that various tribal groups have their own words for it. In Cherokee,
rience mediated by print, sound or machine" (1991, p. 741).
gadugi refers to the call to bring people together. In the Pueblos Keres lan-
Some of the most effective examples of service learning are practiced by a
guage, si-yu-dze translates as "everybody's work," much like the Zuni expres-
consortium (the NYLC-sponsored Generator School Project) of 38 K-8 schools
sion yanse'lihanna.
around the country.' These schools serve as demonstration sites that build sup-
McClellan Hall, Southwestern Regional Generator School Director, de-
port for service learning by experimenting with, practicing, and sharing their
scribes this Native tradition of community work as "a learning-by-doing pro-
curricular ideas on how to link academic learning to community service. Over
cess." usually under the mentorship of relatives and elders. He explained. "Cus-
the three years of the project's existence, educators in Arkansas, Michigan,
toms, skills and languages were (at one time) transmitted according to locally
Minnesota, New Mexico, Pennsylvania, South Carolina, and Washington have
determined priorities; the extended family clan system and larger community
become a national community of service learning practitioners, all of whom are
provided a safety net for all." Although the concept of communal work is deeply
linked by regional centers in each of these states. These regional centers pro-
rooted in Native traditions, it has not been as deliberately fostered in the latter
vide professional development, gather curriculum, and convene teachers and
twentieth century as it once was. Yet, the need for this kind of service learning
students to share ideas among themselves and with other interested school dis-
has been rekindled by contemporary issues of environmental degradation, drug
tricts during regional and national conferences. Much of the material gathered
and alcohol abuse, teen pregnancy, school drop-out rates and gang involvement.
from these sites will be disseminated beyond the Generator Schools through the
Hall, who also is founder and director of the National Indian Youth Leader-
FAX
database services of the National K-12 Service-Leaming Clearinghouse/Coop-
ship Project (NIYLP)3 and the teachers he works with have been breathing new
erative, based at the University of Minnesota and managed by NYLC.4
life into the concept, instilling the community service ethic in a series of sum-
The program descriptions that follow are representative of geographically
mer camps and maintaining it through school-based programs during the aca-
17:28
diverse school settings, and the social issues studied reflect various communi-
demic year. For the past 11 years, Hall's summer camps for middle schoolers
ties' differences and needs. Although the schools' approaches differ, the goal
based out of Gallup, New Mexico, have been providing Native-American youth
remains the same: inspiring students to see new relevance in their education by
with exposure to the traditional roots of community service. (Hall also has brought
applying their skills to pressing community needs.
the camp model to states as wide ranging as Alaska, Michigan, Maine, Wash-
10/17/97
In one case, developing a curriculum that blended current education reform
ington and Montana.) The focus of the camp is on habilitation-the process of
recommendations with traditional Native-American values was the primary con-
becoming capable-not through self-centered individualism, but through inter-
cern for a Bureau of Indian Affairs school in New Mexico. In another case,
dependency. "We're about getting young people to use this up here," Hall says.
gender and race became the generative themes behind curriculum development
pointing toward his brow, "getting kids to think before they act." Students often
14
Part Two Service
011
egin as middle school campers, return as high school students to be trained as
most of the staff and students painted, a smaller group taught songs and games
ounselors, and continue their involvement as adult sponsors of middle school
to preschool children In the summer free-lunch program. An ongoing service
roups.
project, begun six summers ago, involves planting trees on a nearby Navajo
Employing indirect teaching, camp staff use metaphor, story telling, and
reservation.
ole modeling to teach team-building and leadership skills-skills that provide
After the camps, students are challenged to implement service-oriented
he foundation for effective community work. These techniques work well, Hall
projects in their home communities. For those students who return to NIYLP-
ays, because in most traditional cultures, it is not common to discuss certain
affiliated Generator Schools, many of the camp's tenets are reinforced by their
opics directly. Instead, he and his staff often tell stories that anthropomorphize
teachers who support the students in their efforts to address social needs and
nimals (e.g., the coyote) to teach lessons of drug and alcohol abuse to the
meet academic goals through service learning.
/ounger campers. "Education becomes a more open-ended process," says Hall.
One such school is the Sky City Community School in Acoma, New Mexico.
We don't prescribe that everyone is to 'get' the same thing at the same time;
Located an hour west of Albuquerque, the original Acoma village (pueblo) is
we're not lecturing to kids about what they shouldn't do. We're asking ques-
located on a mesa, 400 feet above the surrounding desert plain. A magical place
ions rather than giving answers." Hall contends that Indian and non-Indian
of sandstone and yucca, it is the oldest continuously inhabited city in the United
tudents alike respond well to such an approach as it is more respectful than a
States and it has evidence of settlement dating to 1150 A.D. Most families in the
eacher simply imparting answers.6
nearby town still maintain family homes atop the mesa, and some still live there
Throughout the camp, Hall and his staff are careful to model the kinds of
year round.
ehavior they are striving to instill. Deliberate role-playing is a part of the train-
To tour the mesa is to believe the culture is alive and well; men still gather
ng. where emotionally and physically challenging situations are simulated, fol-
in their kivas (isolated rooms in the pueblo) for conversation; and Acoma pot-
owed by a reflective session of questioning.
tery, distinguished by its fine geometric patterns painted with yucca leaves, is
In an activity entitled morals and ethics, for example, participants experi-
still produced by its residents.
ence the unequal distribution of resources and corresponding issue of personal
But, according to tribal member and teacher Donna Boynton, the area is not
responsibility. Although many options are possible with this activity, Hall often
Immune to problems typically thought of as urban. She began a mentoring/
uses a situation in which students are divided into groups of "haves" and "have
tutoring program three years ago, Buddy Works, in response to the rumors that
nots" and given varying degrees of equipment and food with which to get across
gangs were beginning to recruit Native adolescents and to the increase of "irre-
1 lake.
sponsible" behavior she saw developing among some of her students. She felt
Processing this experience with the participants afterwards is critical. Hall
that If she could impress on adolescents the importance of positive approaches
is careful to begin the reflection on the experience with simple questions such
to child rearing, and the skills and responsibilities involved, she might have a
as: What happened? and Who took the leadership roles? He then progresses to
way to influence their later parenting decisions and inspire an ethic of commu-
more interpretive questions on power inequities, asking: How did it feel to pos-
nity childcare. Like Hall, she believes that "If I can get them to become respon-
sess the better equipment when you knew your peers had less?
sible to someone other than themselves, if they can understand that there is
From simulation activities such as this, activities that emphasize team build-
someone who really needs them,
they will develop other skills that would
ing and servant leadership, Hall aims to build in young people the value of
go beyond their school years."
doing something for others and for the greater community.
Through her elective program, middle school students choose at least one
It is an ethic that Norbert Hill, Director of the American Indian Science and
kindergarten or first grade "buddy" with whom they spend one class period
Engineering Society, recognizes as essential to traditional ways of living. "Ser-
each week. Prior to the weekly meeting, the older students develop lesson plans
10/17/97 17:29 FAX
vice learning is
part of the fabric of our life, our well-being and survival. In
based on the developmental skills identified through the Prevention of Early
my tradition, to be noble is to give to those who have less. You are a servant
Childhood Failure program: receptive and expressive language skills, auditory
of the people, and the people must come first."
and visual skills. and gross and fine motor skills.
Building on these traditional notions of service, the culmination of each
Primary goals of the program include:
camp is a service project day. One year, camp participants and staff worked for
the National Park Service, installing a composting toilet facility and informa-
Transferring responsibility to seventh- and eighth-grade students to help
don bulletin boards, helping build a year-round weather station, and clearing
develop their social and academic skills
trails and weeding around Anasazi ruins. Another year, campers painted the
Teaching responsibility and child rearing skills to seventh- and eighth-grade
administrative office complex of a pueblo, including the governor's office. While
students
6
Part Two / Service
Creating an environment conducive to the development of readiness skills
and scheming about their next project. As 13-year-old Nicole wrote, "I helped
for kindergarten and first-grade students
my buddy learn his numbers, colors, shapes, and how to write his ABCs; but the
Providing a tutoring program for kindergarten students
thing I like most about Buddy Works is having a good little buddy right beside
me."
Having taught the middle school students these skills and how to write a
In essence, Buddy Works is designed to give those involved in the peer
sson plan, Boynton begins each week with a brainstorming session. Typically,
tutoring project "a sense of shared responsibility-to be caring, and nurturing.
ie lists on a chalkboard the skill areas just mentioned. The students consider
and to build a relationship which won't end at the end of the year, but will last a
e skills they would like to introduce or reinforce with their younger buddies,
lifetime," explains Sky City School principal, Charlotte Garcia. An added ben-
en come up with ideas for activities that relate to a particular season, celebra-
efit is that the middle school students reinforce their academic skills through
on, or reading. Activities often range from developing games or puzzles, to
tutoring their younger peers.
aking accordion, pop-up, or shape books. The students choose an activity,
The program recently was deemed "exemplary" by the Bureau of Indian
scuss whether the activity selected will meet all the objectives of the develop-
Affairs, and has been so successful that Boynton has had trouble keeping the
ental skills identified, and write out their lesson plans.
students' generosity toward one another in check. When 8 student transferred
Lesson plans for Buddy Works look as sophisticated as any that a teacher
schools last year, his buddy sent flowers to the new school. As she says, "II's a
ight prepare. On the left-hand column, the buddy's name is listed, followed
sharing that's positive. They're friends beyond grades 6, 7, and 8."
y the activity, its objectives, the methods to be used to teach the objective, and
Boynton also has developed a Parent Works program. Kindergarten parents
10 materials needed.
gather once a month to meet with the middle school students who model the
In a recent session, students planned a Sandwich Day. One of the middle
kinds of reading and writing activities they share with their younger friends.
chool students, Tahama, planned to first read the book The Biggest Sandwich
This approach extends to the family the literacy promotion already underway.
ver aloud to her younger buddies, Nicole and Dean. She decided that she would
As Boynton says, "By having students work with parents, there's even a greater
ten help them complete a construction paper sandwich book to practice their
bond. Each group touches the next, the bond widens and gets out into the com-
no motor skills. At the same time, the younger buddies would tell her about
munity." If the squeals in the Sky City library are proof, this approach is as
heir favorite sandwich, so that she could write a story for them involving the
effective today as it was a thousand years ago.
andwich-an exercise in receptive and expressive language skills. The biggest
For the middle school student, being a buddy means he or she plays differ-
hallenge, according to Tahama, was that "my buddy Dean did not pay atten-
ent
roles-a friend in the hallways, 8 teacher in class, and a big brother/sister at
on very well, so that was something we had to work on throughout the year."
a traditional feast. Along the way, the middle schooler also gets early exposure
As Boynton attests, often the students discover that they are including most
to possible career and parenting decisions. The exposure to teaching may have
f the skill areas-even some they had not anticipated-and also are integrat-
long-term benefits for Native schools, where non-Native teachers outnumber
ng multiple disciplines.
Native teachers by a large margin.
Another group of students read Pat Hutchins's book Rosie's Walk aloud to
Of course, there have been benefits that outreach the original goals of the
heir students. The story involves a chicken that goes for a walk and is stalked
program. Many of the students remain friends not only outside of school but
y a fox. Following the story line, the middle school students developed an
also beyond the year they are enrolled in the class. And the friendships that
bstacle course for their kindergarten buddies, aiming to encourage motor and
develop often bring out the best in otherwise troubled middle school students.
xpressive language skills. The middle schoolers then took the process a step
"I've seen students be very omery and negative with adults. But, for the mo-
FAX
urther, and labeled points in the obstacle course with "position" words and
ment they're with their buddies, they're patient and understanding. It's really
hrases (i.e., prepositions), such as through the yard, under the fence, and around
touching to see them working so closely." says Boynton.
17:31
Like the students, the teachers at the surrounding Generator Schools in
he beehive.
Still another student's application of the preposition lesson involved creat-
Gallup, Laguna, Taos, and Zuni share their struggles and victories. They gather
ng a board game for his buddy. Eighth-grader Cletus created a trip across a
during the summer for a residential teacher training camp, as well as throughout
!eserted island, complete with shark-infested waters. In traveling across the
the year for curriculum development projects, regional and national workshop
10/17/97
sland, his buddy not only learned how to avoid the sharks but also his reading,
presentations, and school exchanges. In the spring of 1994, the National Ser-
olor identification, and counting skills were reinforced.
vice-Learning Conference was held in Albuquerque, so the New Mexico Gen-
At the end of the activity, as with each Friday Buddy Works session, the
erator Schools hosted visits from teachers and students representing other Gen-
-tudents reflect on their experiences, assessing both successes and struggles,
erator Schools around the country. With these visitors from outside New Mexico,
projects that first appear to be indigenous to New Mexico gained broader expo-
In the alternative ending to the skil, the girls ask the boys to go with them to
sure and interpretation. In a program such as Buddy Works there are lessons not
a movie Instead of instigating an argument by taunting them with assumptions.
only for other schools serving Native populations but also for schools hoping to
For these middle schoolers, social action begins with their peers and with their
help nurture other cultural heritages and aiming to build understanding for other
immediate world. The second ending to the skit may seem a simplistic answer
to charged situation. but it reflects defusing techniques the students have learned
culturally based learning styles.
Lakota writer Vine Deloria Jr. (1990) has offered further testimony to the
through simulation games, workshops, and artists' residencies held over the
effectiveness of blending instructional methods that are at once traditional and
course of a school year.
new: "The old ways of educating affirmed the basic principle that human per-
This skit is just one of many student-produced artistic manifestations of a
sonality was derived from accepting the responsibility to be a contributing mem-
year-long study of race and gender entitled The Forum Project. To move the
students from empathy to positive action, local artists worked with students in
ber of a society" (p. 16).
It is this principle that Hall believes has "much to offer the process of re-
small groups, helping them draw from their own encounters to shape their per-
forming Native education." In Buddy Works, when younger students under-
formances and visual arts and teaching them professional techniques. The 80
stand and uphold the mentoring relationships that are traditional in their heri-
students who participated in the Forum's training in turn trained 80 more fellow
tage, the hope of keeping these practices alive in the face of contemporary so-
Webster students in a peer education model that resulted in significant gains in
cial challenges and numerous education reform initiatives-some of which do
multicultural awareness for the direct Forum participants, and measurable gains
not enhance traditional ways of learning-is reinvigorated. By reestablishing
for those students who were trained by the Forum participants.
traditional mentoring relationships, not only do students improve their academic
One group produced a rap video entitled "Discrimination on School
skills through tutoring but they also experience the benefits of contributing to
Grounds" in which a convincing rapper says, "Color, gender [bias], racism-
their school community-a step toward developing an ethic of positive social
just stop it!" as school scenes flash to the music. Another group created over-
action that is lifelong and benefits the larger community.
sized masks, representative of the cultures at the school. And a third developed
a game show in which three of the four audience members/participants were
systematically discriminated against.
BUILDING A THEMATIC YEAR-LONG
Some groups have performed more than 15 times to audiences ranging from
CURRICULUM AROUND RACISM AND
younger students at suburban schools, to a women's group from the YWCA, to
SEXISM IN MINNEAPOLIS, MINNESOTA
students and teachers attending the National Service-Leaming Conference in
Albuquerque, New Mexico. Often, the student performers are an ethnically di-
Four African- and European-American middle school girls chat, perched on
verse, heterogeneous group performing for more homogenous audiences, as
they did during a 1994 visit to the Hill City School-a rural Generator site in
urban schoolyard steps.
"Look at them black wannaabes," says one, glancing at two European-
northern Minnesota. The postperformance discussions force the Webster stu-
dents to further articulate their discoveries, to help audiences identify bias, and
American boys dreased in oversized shorts. "And I know they can hear me,"
to develop strategies for confronting it. The middle school students' insights-
she says to her friends.
"I don't appreciate you talking about us like that," retorts one of the boys.
developed over a period of nine months, and played out at home, in classrooms,
"I can talk to you anyway I want to," the provoker continues. "Boy, don't
and on stage-provide the backbone to the confidence the students exhibit as
they lead these postperformance discussions.
make me hurt you."
In one such exchange, students recounted an incident of gender bias in the
FAX
"I wish you would," the boy responds.
It is the sort of conversation neither educators nor parents want to believe is
classroom. Commenting on a teacher's response to a map-making exercise, sev-
17:32
happening in schools. It contains the ammunition of an administrator's night-
enth-grader Natalie said, "One boy had his square perfect. So did a lot of girls
in our class, but he only commented on the one boy's square."
mare, and it could lead to headline-making violence.
Fortunately, however, the scene is staged. And the provokers as well as
Eighth-grader Tanya advised, "Then you ought to talk to him."
the recipients of these remarks are middle school student authors, actors, direc-
"Yeah, I know, but I don't really know what to say to him," Natalie
tors, and producers of a skit-part of a year-long study of gender and race at
responded.
10/17/97
another Generator Project site, Webster Open School, in Minneapolis, Minnesota.
Another girl, Jenny, chimed in. "If either sex is getting treated that way, I
The action on the steps freezes and one of the girls interjects: "Has this ever
think that we have enough people that feel strongly about it to bring it up, to
happened to you? Let's look at what could have happened."
make something of it to make sure that it doesn't get not noticed.
You
220
Part Two / service
can bring it to the teacher's attention. Or if you don't feel comfortable talking to
activities is everywhere. One classroom has become a community museum dedi-
that teacher, you can tell a teacher you do feel comfortable talking to."
cated to the diversity of ethnicities that populate this urban neighborhood. An-
Discussions such as this illustrate Kyra's, one of the student writer/actors,
other houses seedlings soon to be replanted In downtown Minneapolis. In an-
goals of the postperformance discussions with audiences: "I hope that we can
other, bat houses are under construction, which will be relocated to nearby is-
teach people that they have the power to do what they want to do
that
they
lands in the Mississippi River so that their residents can provide a natural means
shouldn't put up with stuff when people are treating them different because of
of mosquito control.
their gender or race."
The school looks like the "open" school that it is. A rampway, with a library
Teacher Phirun Fricke agrees that there have been both attitudinal and be-
at the mezzanine level, connects a series of brightly painted classrooms divided
havioral changes among staff and students alike: "If you (a teacher) say things
by movable partitions that rarely reach all the way to the ceiling. Classes (ex-
like, 'Well, you know when you get married your wife can do your cooking,'
cept for kindergarten) are composed of two- and three-grade level groupings.
you'll have 20 kids on you in a second. Whereas, before [The Forum], they
The school also is a magnet for Ukrainian and Hmong students with limited
might have let it pass by."
English proficiency. It has a student population that reflects its urban setting: 26
Audience member and sixth-grader Shane wrote in the school newspaper
percent Asian American, 18 percent African American, 5 percent Native Ameri-
about his newfound understanding of prejudice based on training from the Fo-
can, 1 percent Hispanic American, and 50 percent northern European Ameri-
rum students. "You may think there is no cure for the 'isms,' but you just have
can. Children's voices, representing 28 home languages, dominate the hallways
to fight them. Fighting them doesn't mean "putting up your dukes.' It means
and classrooms.
learning about the 'isms.' "
But perhaps most critical to this project, according to Rogers, is the neces-
The project grew out of drama teacher Cynthia Rogers's fascination with
sary mix of teacher attitudes: those willing to be problem solvers as well as
the idea of sustaining a thematic focus across disciplines. Like Harvard profes-
letting themselves make mistakes. At the inception of Forum's planning, Rogers
sors of education Howard Gardner and Vito Perrone, Rogers believes that stu-
called these fellow teachers to a planning meeting and asked them to bring their
dents and teachers need to be able to immerse themselves in issues that tran-
syllabi and a teaching partner. She wanted to involve them in the kinds of "messy,
scend disciplinary divisions and that are relevant to their lives, particularly in
elastic" discussions that she sees as essential to the process of curriculum de-
this "Information age." When she surveyed Webster teachers, looking for issues
velopment, in particular-and learning, in general. As Rogers says, "Teacher's
that were common across grades and throughout disciplines, she found that
lives [should be] a series of conversations that ask questions and move kids to
most felt that racism and sexism were recurrent issues for students. Rogers also
really think
When we ask hard questions of kids and guide them through
believes that students need a community to turn to for regular discourse on
various thinking strategies to reach logical conclusions, they develop deeper
those issues, so that they can arrive at new levels of understanding. With this
and more complex solutions. They are moved
to
reasoning
that
allows
them
newfound understanding, they become capable of teaching others-the point at
to see 1 variety of viewpoints. After all, life demands more than simple answers
which real learning, and service to others, occurs.
for fill-in-the-blank formats."
Teacher Char Johnson says she believes that the year-long study of racism
Out of that conversation, and the weekly teacher/student meetings that fol-
and sexism will result in lifelong respect for diversity. "Students recognize that
lowed, grew the Project's focus on gender and race. The issues raised during
it's important. After all, they were able to teach someone how important it is."
those conversations became the Project's driving questions-its generative
Of the students' culminating performances, she says, "To convey an idea, you
themes:
have to have a certain amount of dedication to the project, so you put the effort
into learning about it. At the beginning, I think students thought, 'Oh this will
Why are we so uncomfortable around people who are different from us?
10/17/97 17:34 FAX
be too much work' And then by the second time through, they sort of became
Can a multiracial and/or multigender community exist in harmony?
infected with the idea. That's the whole idea, to help them understand the
What brings division or conflict to such a community?
benefits of responsibility, of following through." Teacher Bill Holden has al-
ready seen evidence that the students' ability to plan and execute a project for
From these questions, the teachers developed plans that incorporated the
an audience seems to have "rolled over into other classes."
talents of artists and educators outside the school. Chief among the cooperating
The Forum Project works particularly well at Webster Open School, with
organizations were the National Conference for Christians and Jews, the
its tradition of community-based, Interdisciplinary, thematic curriculum. In ad-
Humphrey Forum based at the University of Minnesota, and CLIMB Theater."
dition to the Forum Project, 25 to 50 service learning projects are underway on
With these groups as collaborators, the teaching team devised a process in
any given day, both inside and outside the school. Evidence of service-leaming
which students:
015
Worked in student/adult groups to practice skills of clarification and nego-
observations. As one student wrote, "When I first got there [to the simulation
tiation
activity], I thought, "Well, there are privileged people, but there's not too much
Transformed their intellectual knowledge into visual performance with the
anyone can do about It.' But after awhile, we figured out that we can [for ex-
help of artists, scholars, and teachers
ample] call up TV people, and whenever there's a prejudiced TV commercial,
Were trained to discuss the "isms" with their peers and train them in the
we can ask them to change it. My friends and I did that."
techniques they had learned
Social action also took the form of skits (written, directed and performed by
Gave performances to local schools and organizations followed by ques-
students and for students). One particularly sophisticated performance, "Battles of
tion and answer sessions with audiences to further explore issues of preju-
a Woman," was written and acted by four girls who appear too young to have expe-
dice and to teach conflict resolution skills
rienced some of the heady issues they tackle. The play has an intricate format: Four
friends unite in a restaurant after five years of separation. The course of their con-
Thanks to various funding sources,' the teachers had release time to find
versation leads to flashbacks on formative incidents in their lives, each of which
relevant materials, team teach, and "keep the experience alive," as Rogers says.
involved confronting sexism: A woman, played by middle school student Regina, is
Two books proved especially useful in helping the teachers make connections
forced to give her daughter the androgynous name "Toni" because her husband,
to the Forum project within their other courses: We: Lessons on Equal Worth
played by middle school student Stephanie, was hoping for a son. Another struggles
ind Dignity, the United Nations and Human Rights and Beyond the Suitcase: A
to prove her interest in woodworking over home economics, but is rebuffed by the
Resource for Multicultural Teaching of History.
shop teacher, again played by Stephanie, who says, "My boys, they're rough; they're
All of this activity happened over a six-month period, "so that it wouldn't
tough. You couldn't handle it. Anyway, you're probably worried about getting your
x overwhelming." says Rogers, and involved scheduled times for further conver-
hair caught in a table saw, or chipping a nail."
sation and journal writing among the teachers and students. "We worked to
Obviously, not all of the experiences reflected in this play are the students'.
create a philosophical base for exploration," she adds.
Many stem from conversations with parents, teachers, and other students-con-
Early on, students were Immersed in various activities intended to simulate
versations about topics that might not have taken place had there not been the
rejudicial experiences. In one, former teacher and noted national speaker Jane
Forum as an avenue for discussion.
Elliott divided students into two groups according to eye color. While the blue-
In a sense, the program has provided students with the language for dis-
yed students were inexplicably sent to sit on the hall floor outside the room,
cussing discrimination. As one middle school girl said, "My friends thought
he brown-eyed students were told that this was only a game, and to treat their
racism was something not to be discussed. Now they're more open about it. I
lue-eyed compatriots poorly.
think we're getting to know each other better than we already did. I mean, I
Once reunited, the blue-eyed students were ordered back into the room, to
know you're white and you know I'm black, but we also know who our inner
it on the floor between two groups of seated brown-eyes. "Blue-eyes," Elliott
person is. We don't intimidate each other about it. It's easier for us to stay to-
old the group, "aren't as nice as brown-eyed people. They're not as smart,
gether and be friends now."
hey're not as clean, and they are nasty, uncouth, and violent as well." Blue-
The instruction on gender and racial bias so permeated Webster's culture
yes had to sign out to visit a blue-eyes only restroom. If a brown-eye saw a
that students developed a system for catching its teachers and peers in an act of
>lue eye chewing gum, the blue-eye was ordered to throw it away.
discrimination. Holding up two fingers in an apparent peace sign (meant to
Suffering through such inequities, of course, has Its lessons. Since 1985,
signify the forked tongue of a snake), while hissing, indicates recognition of an
Elliott has been leading similar sessions in schools and corporate settings. (For
insult, a stereotype, or other form of inappropriate behavior. As teacher Rosemarie
FAX
1 more detailed discussion of Elliot's classroom experiment, see William Peters's
Redmon says, "Everyone knows what it means. The recognition of the behavior
1 Class Divided [Ballantine Books, 1971] or see the ABC News documentary
gives us the opportunity to ask 'Why'?"
rogram The Eye of the Storm.) She cautions that teachers need to be careful
Indeed, a midyear school bus incident involving Webster students attests to
17:35
IOW they use such lessons with children, but says that in her experience, adults
the impact of this sustained study. As one student recounts, "There was an Afri-
lave had the most violent reactions to the simulation.
can-American kid, a year older than me, on the bus. All the white kids were
One student, reflecting on the experience, said, "A lot of blue eyes felt that
goofing off. But he was the one to get in trouble. So all of us in the back seat got
he discrimination was wrong; a lot of brown eyes did too. I realized there are a
off the bus and walked home." Students then drafted a letter to the school board,
10/17/97
at of stupid things that people do. The simulation sort of woke up some people
explaining the incident. Ultimately, the bus driver was removed from the route.
, those things, and made them not feel so good about it."
The busing incident is also indicative of the types of student gains endorsed by
At the end of each day's session, students discussed their impressions in
the Minnesota Department of Education: creating active learners, responsible
mall groups and wrote in journals-recording insights, memorable events and
citizens, creative problem solvers, and lifelong learners.
This kind of action was possible because students were given the time to
Similarly bleak were the neighborhood/school relations, according to prin-
016
"really change" over the course of the year, according to Rogers. "They got to
practice taking on viewpoints, and began to see many ways to solve problems."
cipal Larry Lucio. "When 1 came to this school six years ago, everything and
anything bad that happened in the neighborhood was the Northeast kids' fault.
Particularly through their interactions with audiences, the performers reached
The business strip two blocks over didn't want kids loitering. waiting for the
new levels of understanding of bias, making it imperative for them to act on
bus in their businesses. There was a lot of stereotyping."
their convictions-to get off the bus. As Rogers says, "If we want kids to be.
Much of this climate was attributable to escalating neighborhood/school
come problem solvers, we have to teach them how to use their energy to make
tensions that developed when busing changed the composition of the student
the world a better, safer place. We have to give them a chance to leave their
body in the early 1980s. Assistant principal Mary Spindler said, at that time,
mark on the world to fail or to succeed, to collaborate with each other."
many neighborhood parents began sending their students to a parochial school
And, Rogers says, there were equivalent benefits for teachers. Referring to
the creativity and initiative of the teachers involved, she adds, "Service learn.
just two blocks away. However, Spindler did not label the problem "racism";
instead, she said, "It's just an ignorance about diversity."
sions." ing gives teachers the broadest spectrum of possibilities to fire up their pas-
Of the 1,000 students that dow attend Northeast, 80 percent are students of
color. Approximately 60 percent have single parents, 84 percent are eligible for
free or reduced lunches, and almost 25 percent of the student body moves each
Overcoming School/Community Tensions
semester-all the more reason to foster a sense of community among this bused-
through Public Art
in student body.
Not only do the students differ demographically from the school's aging
Where once there was a bleak courtyard, containing only a sizable air condi-
Polish and Ukrainian neighborhood but the students themselves had little that
tioning unit for the surrounding 1950s-era school, students, faculty, and com-
bound them to each other, since 90 percent come from all over the greater Min-
munity members in northeast Minneapolis have created an inviting public space:
neapolis school district. Furthermore, as Benincasa says, "If you ask most middle
a school/community "gathering place." Contemporary wooden structures, land-
school kids, 'Do you have a place in this culture, in this society?' I hazard a
scaped plantings, and student artwork fill this converted interior park. The ce-
dar amphitheater, performance stage, benches, and picnic tables are connected
guess that the answer would be 'Where?"
Industrial arts teacher Lee Washington cites the attendant lack of an after-
by a winding brick pathway, and the air conditioner is nowhere to be seen-
school sports program as part of the reason the school lacked a sense of com-
ings. creatively concealed by a kiosk that advertises school and community happen-
mon cause, "So any little bit of community we can have [through a project like
the Gathering Place] is a good thing," he adds.
As eighth-grader James describes it, "It's sort of a small park, an indoor
"When Northeast Middle School began Its restructuring efforts six years
theater at the same time sort of like a carnival thing. a festival thing."
ago, the goal was to make the school more of a community," says art teacher
It is anything but the drab space it once was, thanks to the efforts of this
Rose Curran. The Gathering Place takes that idea one step further-toward fos-
urban school's faculty and students, and the surrounding community. Since its
tering a sense of community that includes the surrounding neighborhood.
dedication last spring, it has been used for science lessons on composting, for
This courtyard transformation did not blossom overnight, however. "We
puppet plays and story telling put on for a nearby elementary school, for parent/
started developing ways of projecting to the community that the kids here do
eacher organization meetings, and for summer sessions taught through the 10-
care about more than drugs and rap-that they have a vested interest in the
cal community education program. Its potential uses are limited only by the
school they attend," says Lucio.
constraints of the school's and community's imaginations, and Minnesota's some-
In the students' first efforts at community involvement, they raked leaves
imes challenging weather.
and shoveled snow for nearby residents. They went caroling over the holidays
The genesis of the beautification plan began three years ago, when students
and spoke to the local business association about their projects. "We had to
10/17/97 17:37 FAX
ainted a colorful 80-foot-long mural on their cafeteria wall, with the assis-
reach out, be assertive, to give them 1 complete perspective and not allow them
ance of public artist Pat Benincasa. Transforming the wall into an exploration
to dwell on their assumptions," says Lucio.
cultures represented in the school-the largest, most ethnically diverse middle
Then, with some initial funding from the Generator School Project and from
chool in Minneapolis-proved to be a particularly successful way to get stu-
the Minnesota Department of Education's grants to schools from the federal
ents talking about their differences, in turn finding their commonalties. This
Corporation for National Service, Benincasa and art teacher Rose Curran con-
diversity wall"--a profusion of ethnic symbols and color-also served to high-
cocted a plan to manifest this need for community in a physical space. At the
ght the bleakness of the adjacent school courtyard.
heart of the project was "everyday art-art for everyday places," says Benincasa.
The purpose of the Gathering Place is "for the community members and the
means to have a sense of place. To prepare for this writing, students considered
100l to get together," according to eighth-grader Amber. It is testimony to a
different kinds of places in their community (a place with history, a happy place,
cessful public art, public education, and youth service learning collabora-
an ugly place, a free place, a place where you have never been, a hectic place, a
n. Benincasa quotes an Emily Dickinson line-"I dwell in possibility"-when
place where products are made, a place with animals, a place where people are
scribing the two-year metamorphosis of this space. "Any person involved in
helped, etc.). They then read a series of quotations on place, considering how
S project dwelled in possibility," she says.
strongly they agreed or disagreed with the statements. They also read through a
The educational objectives of the project include having the school become
list of characteristics of a place, and ranked where their community fell on a
:ivic partner with the community, extending the classroom into the commu-
continuum.
y. creating an interdisciplinary educational service learning experience, and
Following this discussion of places, students wrote about what it meant to
stering students' life skills, ownership of a project, and self-esteem. To secure
have a place they had revitalized themselves, and described the Gathering Place
idents for these grand plans, Benincasa and Curran devised an application for
in poetry. The following was written by eighth-grader Shanita:
volvement that asked students to find two teachers to recommend them, write
essay about what they could offer the project, and check a potluck list of
The Gathering Place is like a common town.
crests that included soliciting money, educating others, building with wood,
It has very nice things to see, even things on the ground.
ieotaping. pouring concrete, writing, speaking, helping with a green house,
The Gathering Place is a place for fun-
d creating time lines. They also asked parents about transportation needs for
even with excitement, where you shall be stunned.
ir children, assuming that as the project grew, after-school time would be
The Gathering Place is a place of romance,
cessary.
where everything in sight is in a beautiful glance.
The project was especially well suited to a school that is divided up into six
The Gathering Place is a place for all types of races.
erdisciplinary teams composed of 140 students and five teachers, each with a
It's a place to enjoy and meet new faces.
ferent academic emphasis. In fact, the project could be considered "post-
The Gathering Place is a place of light,
sciplinary," so Intertwined and interdependent are its curricular pieces.
The Gathering Place seems very bright.
With Benincasa's architectural model for the space as guidance, a math
The Gathering Place isn't just for certain people.
ass designed the courtyard's landscaping. They also provided the calculations
It's a place where all people are treated equal.
r an industrial arts class, which built the stage, kiosk, amphitheater, compost
as, picnic tables, and benches from blueprints. Meanwhile, a science class
Some wrote in teams, as did Danielle, Amy, and Jim:
as resurrecting a school greenhouse and learning about plant requirements as
cy raised seedlings for the spring planting that would fit the landscaping scheme
A place to build, a place to play,
the math students. English students were busy writing for grants and docu-
Everything should be this way.
enting each stage of the Gathering Place's development-both on videotape
We'll make a place where everyone
d in scrapbooks-leaming how to create a "visual narrative." And art stu-
Helps one another in the hot morning sun.
:nts were practicing mosaic designs in concrete blocks for the eventual floor
The thought came one winter day,
the amphitheater and making cloth banners to be hung from the platform on
A place to build, a place to play.
e stage. While all of these activities were underway, other students were giv-
FAX
g promotional talks at the local Kiwanis club, and researching prices of lum-
Industrial arts teacher Lee Washington also involved his students in small
'I, sod, and dirt.
group work to accomplish the goals of the project. "Normally, my students work
Critical to the students' academic outcomes was their time spent discussing
on individual projects, so I have a different set of instructions for each of them.
17:38
d writing about their experiences. As English teacher Katherine Kleingartner
In this case, 25 people worked on one set of projects, so I divided them into
ys, "In a service learning project, the skills are almost insidious-you don't
groups. For example, 5 students worked on a picnic table. They had to work
cessarily realize you're learning them, so that's an important reason for re-
together. Some weren't very good at math, so others would learn from those
ection." Student evaluations of the project testify to the "painlessness" of this
who knew a bit more. You would see them struggle from the start, but pretty
10/17/97
'It of applied learning. One wrote that "this is more fun than school."
soon you could see that they were learning."
Some of the more deliberate student reflections became part of a radio show,
As important as the skills instruction was to the project, Kleingartner says
red on Minnesota Public Radio. On the program, students described what it
that some of the most important experiences for the students were social. "Be-
228
Part Two , Service
018
cause our school's divided into teams, kids work with the same 140 students for
have to take care of IL It's not something the janitors are going to care for
their whole three years here. By offering the Gathering Place as an eighth-hour
it's a laboratory in some respects, because its use will evolve over the years."
(i.e., end of the day) class, it's intra-team, so kids are working with kids they've
Curran warns that the two-year project was not always easy to implement.
never met before. All of a sudden they have to depend on their social skills to
As many struggles came from within the school as without. At one point, a
have a successful interaction. They can't hang with a clique. That's really im-
"Bowl-a-Thon" fundraiser was threatened by teachers who felt this was push-
portant for middle-school-aged kids, particularly in a school where they be-
ing the idea of applied learning too far. In a letter that challenged those assump-
come very team-dependent."
tions, Curran outlined the academic and life skills outcomes of the project, si-
As 13-year-old Amber attests, "It's kind of hard to be the shy type when
lencing her opponents and allowing the event to be held:
you're working with the Gathering Place
You
don't
just
sit
and
read
a
book.
You do a lot of action, you work with a lot of community." She goes on to say,
Students will practice and develop math skills in a real-life experience.
"I've grown to be more attached to people. I used to be shy, and I'd never
Students will develop organizational and leadership skills.
volunteer for anything. I've grown to see that I need to be with people. I've
Students will meet once a week to reflect on their learning and to set goals
made a lot of friends."
for the upcoming week.
In fact, Amber spoke to the local Kiwanis Club, describing the project and
Students will record these reflection periods in journals to develop their
soliciting their interest. As she says, "I hadn't exactly volunteered to do it. I just
writing skills.
kind of sat back and let somebody choose me to do it. When I
went
I
was
Students will learn about commercial art, advertising, public speaking and
shy. But by the time I left-it was only about an hour-it kind of broke the
community outreach skills in a real-life situation.
shyness and I was able to be open more."
Students will gain a sense of self-esteem, ownership, and personal power
Indeed, the Gathering Place is much more than its disciplinary parts. As
as a result of their being productive members of the school community.
Benincasa says, it takes the concept of service learning one step further:
"It's about community building, not simply building something for the com-
The significance of such hands-on learning is, as Kleingartner altests, espe-
munity." As Kleingartner describes the project, it "combines community
cially important for middle school-aged students. "Information that is not im-
volunteerism with public art.
Community volunteers are really mentors
mediately applied to real world situations does not become internalized."
for the students."
Still, Curran admits, "As an art teacher, there are a lot of times when I
This spirit was most evident during the four-day fall "Build-a-Thon." School
just want to go back into the classroom and do little studio projects because
and community members worked side by side in an effort to get all but the
they're easler. Previous to this, my art projects were pretty much studio or
picnic benches built before winter. The school had plied the community with
art historical projects. I didn't have to be as community involved and deal-
information about the event and requested help in the form of time, monetary
ing with all the personalities of everyone.
But, once you get past all
donations, and/or food. When the building weekend hit, community members
that
the benefits are so huge." Curran continues, "This took us out of the
provided gardening, carpentry, and sewing expertise in such numbers that there
classroom, threw us into the school community, into politics, in the reality
were usually as many adults as students at work. Businesses donated tools, and
that art does not stand on its own-that it is interdisciplinary, and that it is
students organized a tool "check-in" so that each borrowed implement was num-
not just a studio thing, not just something that happens and you put it in a
bered, inventoried, and returned.
museum. And so I think, in a lot of ways, I'm doing a lot to change people's
The event was poignantly timed. On a day when the Twin Cities' largest
attitudes about art education."
newspaper, the Star-Tribune, ran a cover story on its Metro section about a teen
Arts extension service director Craig Dreezen, of the University of Massa-
10/17/97 17:39 FAX
killing over a pair of sneakers, the inside story featured the Gathering Place's
chusetts, shares this sentiment: "In a way, linking art to social action is a reinte-
"Build-a-Thon." "Thereafter, Benincasa attests, "The phones started ringing off
gration of the arts Into life in a way that was once unquestioned. To connect art
the hook, and the publicity allowed the school to generate more funding." One
with education, for example, is to reconnect the arts with their historical role as
woman even brought in a check on her way to surgery. Another woman dropped
basic tools of communication." These middle school students-whether creating
off a bag of apples. When asked whether she had any children in the school, she
a video documentary of the evolution of the project, compiling a scrapbook
said that she didn't, but that she had stopped by "because there's so much mean-
chronicling its development, writing poetry, presenting to the Kiwanis Club, or
ness in the world."
explaining to their peers how to dye concrete-have borne out the contempo-
The project also will have longer-term community-building benefits since,
rary application of that theory.
as Curran points out, "It brings the school/community together because they
At a time when middle schools have to be concerned about gang activity-
30
Part Service
5
019
viren a Northeast sign reads: "Please keep the following items in your locker:
effort to link all 38 schools electronically is currently underway: teachers and
ackets, bandannas, hats, book bags, knapsacks, backpacks, purses"-the Gath-
students can then share Ideas more easily with other Generator Schools and
ring Place provides an oasis. It makes the more optimistic declarations, written
with those linked to the National Service-Learning K-12 Clearinghouse/
n a sign near the school's central office, seem possible: "Be verbally appropriate;
Cooperative.)
e physically considerate; be on time; be prepared for class; strive for best
These practitioners employ the strengths of such education reform initia-
chievement; expect the best."
lives as thematic instruction when they study race and gender in the Forum
As Peter Hutchinson, the superintendent of the Minneapolis schools, said at
Project, "cooperative learning" when middle-schoolers team up with younger
ne opening ceremony for the Gathering Place: "This is proof that dreams come
students as buddies, and interdisciplinary study when neighborhood/school re-
de in Minneapolis schools, not somewhere else, but in Minneapolis schools."
lations become the impetus behind a school/community Gathering Place that
Benincasa makes those dreams explicit: "Out of this collaborative effort,
includes-instruction in six core curricular areas. As educator Audrey Cohen
acial barriers blurred between students of color and the Northeast Community.
(1993) wrote ih an issue of the Phi Delta Kappan, "As we abandon teaching by
his project evolved out of a need to bring the community and middle school
the disciplines, teachers inevitably face new roles with more challenging possi-
tudents together so that the students would not be perceived as 'those kids.'
bilities. Instead of teaching isolated subjects in isolated classrooms, they will
hose kids are now recognized as community resources and participants."
find themselves working together to build curricula around significant social
One such student, who pounded nails, watered plants, and laid mosaic con-
purposes. They will see themselves less as storehouses of information and
rete blocks on the amphitheater floor, also wrote the following poem and read
more as mentors, guiding their students through an empowering process that
t at the Gathering Place's dedication celebration:
unites intellectual knowledge with effective action" (p. 795).
It is not only teachers who experience a metamorphosis through service
Wanting to serve community, the Gathering Place stands.
learning. In recasting students from passive (often reluctant) information re-
The place for peace and unity, the product of many hands.
positories to community problem solvers, they exercise their citizenship rights-
The plans would never have come to be without work,
by building parks, teaching their native tongue, and forging a sense of commu-
without we.
nity by constructing a park. Through school-based service learning projects,
Rakes on air, they wouldn't be there
students become experts, teachers, and resources as they assess community needs
without we, without care.
and develop plans for action-all within the course of their academic days.
We all were needed to lend a hand;
Along the way, they meet learner outcomes mandated by school districts, tackle
We all were needed together,
social Inequities, and perceive reasons to secure academic skills.
And all together, we present,
At the same time, the community gains a new point of entry into the school.
by nature's grace
Schools are no longer primarily the objects of community frustration. Instead,
The Gathering Place.
they provide a new forum for cooperation, uniting parents, students, and com-
munity members around common issues.
But perhaps most importantly, the power of service learning lies in its abil-
SERVICE LEARNING AND SOCIAL ACTION
ity to help students in rural, urban, and reservation areas see how their libera-
tion and struggles for social justice are-as the aboriginal saying goes-tied up
Although these projects are only a sampling of the many service learning ef-
with each other's.
orts underway in the Generator Schools, they illustrate the goals of the project:
10/17/97 17:41 FAX
o integrate service and social action into academic programming by encourag-
ng schools to develop curricula that connect life experiences with learning.
REFERENCES
The diversity of projects is representative of the many paths available in mov-
ng from service learning to social action.
Bird, Traveller. (1972). The Path to Snow-
DeLoria, Vine. (1990, Winter). "Traditional
The Generator School Project builds a national community of learners and
blrd Mountain: Cherokee Legends.
Education in the Modern World."
ractitioners who rely on each other for inspiration, resources, and problem
New York: Farrar, Straus & Giroux.
Winds of Change, 5(1): 12-18.
olving through their annual national meetings, the summer National Youth
Cohen, Audrey (1993, June). "A New Edu-
Elliot, Roanne, and Sorenson, Mary Eileen.
Leadership Project camp, student exchanges among the schools, curriculum
cational Paradigm." Phi Delta
(1992). We: Lessons on Equal Worth
levelopment workshops, and (soon) computer bulletin boards. (A projectwide
Kappan, 74(10): 791-795.
and Dignity, the United Nations and
Human Rights. New York: The United
Stub, Helen. (Ed.). (1990). Beyond the Sult-
formation. The Humphrey Forum is a de-
grant by the Minnesota Department of
020
Nations Association of the United
case: A Resource for Multicultural
partment of the Hubert H. Humphrey
Education, and received additional fund-
States of America (UNA-USA).
Teaching of History. Minneapolis,
Institue of Public Affairs at the University
ing from the American Council of Learned
MN: Minnesota Humanities Commis-
of Minnesota. It runs a museum, offers
Societies (ACLS) and the NCCJ.
chins, Pat. (1967). Rosie's Walk New
sion in cooperation with the Minne-
courses that teach the concepts of govern-
10. Beyond the Suitcase is based on
York: Macmillan.
ment and politics, publishes a current af-
the work of the 1989-1990 Multicultural
Ismeler, Jim, and Nathan, Joe. (1991,
apolis Public Schools and the National
June). "The Sleeping Giant of School
Endowment for the Humanities.
fairs newspaper, and produces a television
History Symposium organized by The Ori-
show on current affairs. Contact Steve
gins Program and supported by the Min-
Reform." Phi Delta Kappan, 71(10):
Sandell at (612) 624-5799 for further in-
neapolis Public Schools. Further funding
739-742
formation. CLIMB Theater is an instruc-
came from the Minnesota Humanities
tive theater troup that works regionally
Commission in cooperation with the Na-
with K-12 students. Contact Peg Endres
tional Endowment for the Humanities and
IDNOTES
at (612) 227-9600 for further information.
the Minnesota State Legislature.
9. This project was funded through a
1. The National Youth Leadership
4. The National Service-Learning Co-
incil (NYLC) is an educational non-
operative: K-12 Serve-America Clearing-
it program based in St. Paul, Minne-
house was established in 1994. with fund-
1. NYLC offers technical assistance,
ing from the Corporation for National Ser-
th and adult training, and curricula and
vice (formerly the Commission on National
odicals to teachers, community lead-
and Community Service). Sponsored by
and others who practice or advocate for
NYLC and the University of Minnesota, it
ice learning and youth leadership. For
offers a toll-free information number (1-
c information, call (612) 631-3672.
800-808-SERV). a national database of
2. The Center for School Change is
service learning programs and resources,
ited at the Hubert Humphrey Institute,
a materials Library. an electronic bulletin
versity of Minnesota, Minneapolis. It
board, and referrals for training and peer
: established with support from the
consultation.
adin Foundation to help increase stu-
5. The National Indian Youth Lead-
1 achievement in selected Minnesota
ership Project (NTYLP) offers technical as-
munities and to improve educational
sistance, advice, and support to schools,
cy in the state. Call (612) 625-3506 for
programs and communities throughout the
her information.
country interested in examining service
3. The Generator School Project is a
learning in a traditional Native-American
aborative effort that includes the NYLC
context. For further information, call (505)
finnesota, the Arkansas Department of
722-9176.
cation, the National Dropout Preven-
6. For further ideas on the use of story
FAX
Center at Clemson University in South
telling, Hall recommends The Path to
olina, the National Indian Youth Lead-
Snowbird Mountain: Cherokee Legends
up Project (NTYLP) in New Mexico,
written by Traveller Bird (New York:
17:42
Michigan K-12 Service-Leaming Cen-
Farrar, Straus & Giroux, 1972).
it Michigan State University, the Penn-
7. MacClellan Hall, Something Shin-
/ania Institute for Environmental and
ing Like Gold, but Better (St. Paul: Na-
namunity Service Learning, and Project
tional Youth Leadership Council. 1991).
vice Leadership in Washington. Major
p. 17.
10/17/97
ding for the Project is provided by the
8. The National Conference for
vitt-Wallace Reader's Digest Fund, the
Christians and Jews (NCCJ) works to pro-
K. Kellogg Foundation, and the Cor-
mote peaceful conflict resolution. Contact
ation for National Service.
Paul Sand at (612) 333-5365 for further in-
10/17/97
17:44
FAX
02
WASHINGTON ELEMENTARY
1020 McLean
Mount Vernon, WA 98273
Phone: (360) 428-6122
Fax: (360) 336-5220
E-mail: [email protected]
Contact: Linda Jenkins
Washington Elementary is a K-6 neighborhood school serving 455 students from
Mount Vernon's west side. Thirty percent of the population is Latin, culturally and
linguistically. Half of the students qualify for support services in Chapter 1, Bilingual
Education, Learning Assistance Program or Special Education. Forty-seven percent of
the students qualify for free or reduced lunch. Washington Elementary is located in
Mount Vernon, a town of 18,000 residents, whose economy depends on agriculture,
logging, fishing and tourism. Traditionally a farming community, growth is
gradually changing Mount Vernon into a Seattle suburb.
The ethos of Washington Elementary is service within the school and to the larger
community. Service projects are directly linked to the school curriculum in each grade
level, giving students opportunities to use their learning in ways that help others.
Every teacher at Washington Elementary integrates service into at least one unit a
year. Service activities cover a range of issues and subject areas. An intergenerational
project brings fourth graders and senior citizens together to learn about cultural
heritage while working on crafts. Third grade students use compost they made in the
second grade to plant flowers for campus beautification. They extend this project as
fourth graders by growing indigenous plants, coinciding with their study of
Washington state.
The goals of service-learning at Washington Elementary include promoting retention of
learning by providing meaningful application of learning through service and
integrating service-learning into grade-level curriculum areas.
AREAS OF EXPERTISE:
peer tutoring
school/ community partnerships
technology
service projects integrated into the curriculum
AVAILABLE RESOURCES
Samples of grade-level curriculum maps that:
- show curriculum/ service connections
- use broad conceptual themes to integrate
- use guiding questions to ensure that learning is meaningful and relevant
- use higher level thinking skills across the content areas.
Articles describing peer tutoring and other components of Washington Elementary's
Service-Leaming Program
NYLC MODEL SCHOOLS SERVICE-LEARNING RESOURCE DIRECTORY.
PAGE 26
10/17/97
17:45
FAX
023
WISCONSIN
MALCOLM SHABAZZ CITY HIGH SCHOOL
SHERMAN MIDDLE SCHOOL
1601 N. Sherman Ave.
Madison, WI 53704
Phone: (608) 246-5040
Fax: (608) 246-4615
Contact: Jane Hammatt Kavaloski
Malcolm Shabazz City High School offers an alternative to the traditional high school
setting, with approximately 20% of the student body representing various ethnic
groups. The total student enrollment in 145. Thirty-three percent of the 438 students
at Sherman Middle School is of African American, Hispanic, Asian or Native
American descent.
The mission of Malcolm Shabazz City High School is to create a harassment-free
environment where all students, regardless of previous academic performance, family
background, socio-economic status, race, gender or sexual orientation are respected. It
is a school where all students are able to feel safe and are encouraged to take
academic and social risks. Expectations for achievement are high and learning is
viewed as lifelong. Curriculum and instruction are multi-cultural as well as skill and
age appropriate. A strong sense of community exists in which students are asked to
participate in school decision-making. Shabazz and Sherman Middle Schools were
chosen to be National Demonstration Sites for Service-Learning based on a history of
community service and student participation. Service is infused into the curriculum
through service-learning classes where students and staff are challenged to improve
their community and themselves. Service-learning classes benefit students through
enhanced academic achievement, increased student participation and improved student
attitude and school climate.
AREAS OF EXPERTISE:
"at-risk" high school students
teaming between middle and high school staffs
peer mediation/peer teaching
AVAILABLE RESOURCES:
History of Service-Leaming at Shabazz and Sherman
classroom action research related to "service-leaming and the fostering of resiliency"
trainings
orientation to service-leaming
Level I: project planning and curriculum integration
NYLC MODEL SCHOOLS SERVICE-LEARNING RESOURCE DIRECTORY.
PAGE 34
10/17/97
17:46
FAX
025
ALABAMA
THE ACADEMY FOR SCIENCE AND FOREIGN LANGUAGE
3221 Mastin Lake Road
Huntsville, AL
Phone: (205) 851-4100
Fax:
(205) 851-4102
Contact: Ollye B. Conley
Sandra Montgomery
The Academy for Science and Foreign Language is located in Huntsville, Alabama in
the northwest section of the city. The K-8 school, opened in 198, was developed to
reflect the racial and ethnic background of the city. Huntsville is approximately 65
percent white and 35 percent African American and the school population reflects this
diversity. The enrollment also includes a small number of students of Hispanic,
Asian or American Indian descent.
Faculty members are committed to service-leaming and focus on increasing academic
achievement and developing a respect for diversity. Muticultural education is infused
into the curriculum through teacher training and inclusion of multiculturalism in each
thematic unit.
Students at the Academy for Science and Foreign Language are involved in at least one
service-leaming project per semester. The mission and vision of the school is to share
service-leaming programs with others schools and the community, while keeping with
its designation as a magnet school to be innovative and bring about systemic change.
AREA OF EXPERTISE
infusion of multicultural education into the curriculum
NYLC MODEL SCHOOLS SERVICE-LEARNING RESOURCE DIRECTORY
PAGE 5
10/20/97 MON 14:12 FAX 215 665 8737
A J COMMITTEE
001
OPERATION
UNDERSTANDING
sharing a common bond.
FACSIMILE COVER SHEET
DATE:
10/20/97
TO:
Brad Lewis - Learn and Serve America
FAX #:
(202) 565-2781
FROM:
Linda White, Executive Director
PHONE #: (215) 665-8575
FAX #:
(215) 665-8737
NUMBER OF PAGES INCLUDING COVER PAGE:
52
COMMENTS:
Attached is a copy of the Operation Understanding
history/mission statement. The information contained on
the following pages will outline our service learning
approach to improved race relations. Our students have
been involved in this method of learning since 1994.
Please call me if you need any additional information. It was
a pleasure talking to you.
Illuladelphia
10/20/97 MON 14:12 FAX 215 665 8737
A J COMMITTEE
002
OPERATION UNDERSTANDING
HISTORY AND MISSION
Operation Understanding was established in 1985 in response to concerns bout the increasing tension and
waning communication between African-Americans and Jews. The progrant concept was developed by
William H. Gray, former United States Congressman (now President of UN CF/The College Fund) and
George M. Ross, Managing Partner of Goldman, Sachs and Company and former Chairman of the Board
of the American Jewish Committee. Operation Understanding is run in cooperation with the American
Jewish Committee and the Urban League of Philadelphia.
Operation Understanding's mission is to develop a cadre of African-Americ in and Jewish leaders who are
educated about and scnsitized to each other's experiences and can effectively lead their communities to a
greater understanding of difference and thus to productive working relationships. Operation
Understanding identifies future leaders, exposes them to cross-cultural expe riences, and provides them
with the leadership and facilitation skills to promote understanding amongst their peers. The program
begins a life long process of building bridges, cultivating allies, and forging lasting friendships across
cultural, racial, and religious boundaries. Through its Cross-Cultural Exchange programs, Peer Education
Team workshops, alumni programs, and city-wide conferences, Operation Understanding is able to share
its Incssage of cultural understanding with thousands of Philadelphia-area residents.
PROGRAM COMPONENTS
Cross-Cultural Exchange Programs
Every year twelve African-American and twclve Jewish high school juniors are selected from scores of
applications and nominations for a ycar of cross-cultural exchange. Every e fort is made to choose a
diverse group of participants who represent their community and come from all economic backgrounds.
The program is financed through donations so ability to pay is not a conside ation in the selection process.
The selection committee, made up of African-American and Jewish community leaders and two immediate
past participants, selects candidates based on their demonstrated leadership ability, communication and
interpersonal skills, and their commitment to foster social change. 176 Philadelphia students have
participated in our programs over the past twelve years.
Both the abroad and domestic programs consist of three segments: orientation, summer travel, and public
speaking. The orientation phase is begun after the selection process is complete. The objective of this
phaise is to build a foundation of knowledge regarding African-American Culture, Judaism/Jcwish-
Anjerican Culture, and the history of African-American/Jewish relations. The abroad participants learn
about the customs, language, and history of Israel and West Africa that will prepare them for their journey
in the next phase. The students are also provided with training in group dyn mics and interpersonal
relitionships.
Abroad
The second phase of this program includes a month long trip to the Republic of Senegal in Africa and to
Isriel. The trip exposes the students to the history of African-Americans and Jews and provides the
participants with greater insight and understanding. The participants have ar opportunity to meet with
students in both countries and become absorbed in Israeli and Senegalese cu ture. The Senegal portion of
the journey is coordinated by TOSTAN. a literacy development organization and the Israel portion is
coordinated by the Nesiya Institute.
Domestic
The domestic program's second phase consists of an intense 4-day retreat at 1 local site and travel LO New
Yolk City and Charleston, South Carolina. The retreat encourages the participants to develop an
understanding and respect of one another's cultures, trust one another, and build as a leam. The Group
Leaders facilitate a range of activities including a rope's course challenge, sessions on negotiation styles
and conflict resolution, and leadership development exercises. In New York City, the group explores the
Lower East Side and Harlem, meets with Holocaust survivors and Civil Rig ats activists, and visits sites of
cultural and religious significance for both communities. In Charleston, the group visits the McLeod
Plahtation, the old Jewish cemetery, attends Sabbath services at K.K. Beth Elohim (the oldest
1
10/20/97 MON 14:13 FAX 215 665 8737
A J COMMITTEE
003
reform synagoguc in America), and Sunday services at Emmanuel African Methodist Episcopal Church.
This journey helps the students to understand the roots of conflicts that are continuing in the U.S., and
help them to draw parallels from history to issues of racism and anti-semitism in today's society.
Tvto adults are chosen each year to accompany the groups and act as group eaders and facilitators. They
entourage the students to think of themselves as cultural anthropologists rat her than tourists. Nightly
meletings are held during which the students discuss stereolypes, racism, anti-semitism, African-American-
Jewish relations, identity, and what they can do to combat the problems they see. Strong bonds of
friendship result from the experience of living and traveling together and having daily conversations.
Having cultivated this new appreciation of one another's cultural heritage, th e student's are inspired to take
thefr message to the community, which is integral with the goals of the next phase.
The third phase takes place during the students' senior year in high school It is now time for the students
to take what they have lcarned and educate others. They share their message in a variety of forums
including radio shows, local and national television shows, newspaper artici es and personal appearances.
The students average about 30 speaking engagements per year. The student; often start multi-cultural
exchanges or clubs at their schools. The participants become part of the Peer Education Team. While the
students devote a lot of time educating others, the learning process is not over. The group continues to
mclet monthly to discuss what is happening in their schools and communities, develop their leadership
skills, and maintain the cohesion of the group.
Pear Education Team Workshops
Our Peer Education Team, made up of the twelve students from the abroad program and the twelve
students from the domestic program, is a group of professionally trained students who conduct "Multi-
cultural Awareness" workshops for area schools and community and religious youth groups. By
conducting workshops as peer educators, they encourage the young people in the audience to confront the
issues of racism, anti-semitism, stereotyping, and conflict resolution for themselves. In the 1996-1997
school year, our pcer educators facilitated over 50 workshops in the Philadelphia area Since the
workshops began in 1994, we estimate that the Peer Education Team has reached over 7,000 students.
Professional Diversity trainers from Temple University have developed a W orkshop and conduct a series
of training sessions each Fall to teach the Peer Education Team how to bc orkshop facilitators. The Peer
Education Team learns a variety of interactive exercises for a range of ages, audience sizes and racial
mikes. They also learn techniques for encouraging participation, diffusing conflicts and maintaining
control. All workshops are free of charge; honorariums are appreciated.
"Friends for Life"
"Friends for Life" is Operation Understanding's alumni organization. Each year an alumni retreat is held
with workshops and discussion groups to ensure alumni are cquipped to deal with tensions on their
college campuses and related concerns in the workplace. The alumni are able to share their successes and
frustrations with each other. The retrcat includes a component focused on developing leadership skills. In
addition to the annual retreat, our alumni committee meets monthly to plan cultural, educational and social
programs throughout the year. There is a semi-annual newsletter that alumni put together with updates on
various individuals, information about upcoming Operation Understanding events, journal entries and
personal essays, and a calendar of programs and speakers that may be of interest.
City-Wide Conferences
Every other year Operation Understanding sponsors an event open to the community at large in an effort to
promote dialogue between African-Americans and Amcrican-Jews of all ages. In December 1992
Operation Understanding sponsored its first city-wide conference entitled, "Blacks and Jews: Coming Full
Circle." In December 1994 Operation Understanding hosted "Facing Ourselves, Facing Each Other A
Dialogue on African-American/Jewish Relations." Both were attended by over 200 Philadelphians.
PROGRAM RESULTS
The NAACP Philadelphia Chapter honored Operation Understanding with ivs "Onc Nation" Award in
1995. The Philadelphia Commission on Human Relations honored Operation Understanding with the
2
10/20/97 MON 14:14 FAX 215 665 8737
A J COMMITTEE
004
Clirence Farmer Service Award in 1988 and recognized the Pcer Education Team with an award in 1995.
Operation Understanding received the 1997 Louis D. Apothaker Award from the Philadelphia Bar
Foundation, and will receive one of the first Muhammad Ali World Healing Honors. This program is the
first of its kind in the nation, and cities including Washington D.C. and San Diego have developed
programs modeled after ours.
In:1987 a local television station, WCAU, made the Operation Understanding program the focal point of
itslyear long theme called, "A World of Difference." The television стеw jo ned the students as they
traveled through Africa and Israel and later presented an hour long documentary of the program that has
been aired nationally.
The Philadelphia community has embraced this program and looks to Operation Understanding students
for presentations about their experiences and workshops that encourage other rs to help race relations in the
rejuon. Each year there are over sixty requests for Operation Understanding peer educators to conduct
workshops for Philadelphia public and private high schools, middle schools, Hebrew schools, church
groups, community youth groups and national conferences. Most of our audiences have asked for return
visits. Teachers and workshop attendees have commented about the effectif cness of using young people
to deliver a message rather than adults; they create an environment in which the audience is comfortable
being candid and confronting their stereotypes and misconceptions.
Offeration Understanding has initiated partnerships between predominantly African American churches and
sythagogues in the area Participants have also worked to establish lasting programs and organizations in
their schools. Akiba Hebrew Academy and Girard College have formed a joint program as a result of the
work of Operation Understanding participants. Abington Friends School has established a racial diversity
pringram and Springside School and Chestnut Hill Academy now have a cu, tural awareness forum.
All of the students who have participated in Operation Understanding have jone on to college where they
continue to effect change in interracial relationships on their college campuses. Many Operation
Understanding alumni have initiated dialogues and forums between African-American and Jewish student
groups on their college campuses. An Operation Understanding alumnus as responsible for starting a
"Nosaic House," or multi-cultural dom at the University of Virginia. When conflicts have broken out
between the Jewish and African-American communities on a number of carapuses, it was our alumni who
were a major force behind the ensuing mediation talks.
Dispite their busy schedules, program participants continue their involvement with Operation
Understanding long after the original year-long commitment. Over three-quarters return every ycar for the
scnd-off dinners to encourage the new participants; they attend an annual retreat to discuss race issues on
college campuses and the workplace and to develop leadership skills; they serve as mentors for the
younger participants, hosting them on their campuses and helping them with college and career decisions.
All of the students join the alumni group, "Friends for Life." Four of the al mni are full members of the
Board of Directors and contribute to the growth of the organization.
The life-changing experience that these students share, the special training and leadership development that
thisy receive, and the access created through the program afford them the opportunity to make a change in
their environments. It is expected that Operation Understanding participant: will continue to promote
interracial understanding as they go through life and to challenge old thinking and behaviors in their ever
widening social circle.
PROGRAM SUPPORT
Operation Understanding is administered by one full-time professional who coordinates the programs from
solection through follow-up programs. Four group leaders facilitate both the abroad and domestic summer
programs and then meet monthly with the students to discuss speaking eng agements, mentoring programs,
current events, and other group activities. As mentioned above, past participants continue to volunteer
time to the cause of interracial harmony in their schools, later on their college campuses and places of
employment, on Operation Understanding committees, and on the Board 0.: Directors. Parents of
participants, community and business leaders, human relations workers and other adults volunteer time
3
10/20/97 MON 14:14 FAX 215 665 8737
A J COMMITTEE
U.S.) 005
and resources to further the work of the program. Grants from corporation 6, individuals, and foundations
as-well an annual fundraising reception defray the $150,000 annual operating costs.
4
K-12PROGRAMS DEALING 710 P02
OCT 17 '97 14:17
Search Results: 1996-97 Learn and Serve America
WITH PIVERSITY
Friday, October 17, 1997
Programs
National Service-Learning Cooperative Clearinghouse
An Adjunct ERIC Clearinghouse on Service-Learning
1996-97 Learn and Serve America Programs
(Click here to learn more about Learn and Serve America from the Corporation
for National Service website)
1 records found! Click on the record for more information.
Program Name:
Agassiz Middle School
Contact Information:
Belinda Selfors
1305 9th Ave. S.
Fargo, ND 58103
Phone: 701-241-4724
Fax: 701-241-4722
Type of Organizational Sponsor:
School-Based
Age of Participants:
12 14
Setting:
Urban
Issue Areas:
Education
Human Needs
Description: CULTURAL DIVERSITY (Education & Human Needs) $500 Connecting With: Lutheran Social Services of
North Dakota This project is responding to the needs of a number of ESL students in the school. The project
includes activities directed toward students learning that focuses on what culture is an how it affects the way
we live. Students will learn that because of one's heritage, there may be differences in how an individual
dresses eats, worships, celebrates, and communicates. In doing an interdisciplinary unit on cultural diversity,
students' understanding, knowledge, and appreciation of various cultures will be broadened. Students will
provide service by holding a clothing drive, cleaning and repairing clothing to be given to needy ESL families.
LANGUAGE TOOLS FOR REFUGEES - (Education & Human Needs) $400 PAWS (Positive Activities
With Students) is an advisor-advisee program at Agassiz Middle school which connects each students with an
adult in a meaningful and positive way and provides opportunities to learn about various topics. Some of the
topics include Respect/Protect, team building, conflict resolution, decision making, peer pressure, school and
community pride. With these objectives in mind, this project will provide cultural difference awareness and
create meaningful tools to assist refugee students in learning English as a second language. ABC's VISIT
BETHANY HOMES - Mini Grant - (Human Needs) $212 Connecting With: Bethany Homes ABC's (All
Bengals Care) is a service group of 32 students at Agassiz Middle School who reached out to residents at
Bethany Home who rarely receive visitors. This mini-grant project holiday cheer to the residents. The students
http://134.84.184.41/program2.m$RETRIEVE7he
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710 P03
OCT 17 '97 14:17
Friday, October 17, 1997
Search Results: 1996-97 Learn and Serve America
Programs
ARN
National Service-Learning Cooperative Clearinghouse
An Adjunct ERIC Clearinghouse on Service-Learning
1996-97 Learn and Serve America Programs
(Click here to learn more about Learn and Serve America from the Corporation
for National Service website)
1 records found! Click on the record for more information.
Program Name:
Big Brothers Big Sisters of Muskegon County
Contact Information:
Jody/Anna Boyd/Starr
1706 Clinton St., Suite 300A
Muskegon. MI 49442
Phone: 616-728-2447
Fax: 616-728-2448
Type of Organizational Sponsor:
Community-Based
Age of Participants:
5 - 11
To provide strong educational mentoring and positive view of the high school experience to decrease the
possibility of the child's dropout.
Setting:
Urban
Issue Areas:
Education
Description: We provide one to one mentoring services to children from single parent home. These services are offered by
high school students. One of our client-centered goals is to decrease the school dropout rate while increasing
self-esteem. By using high school "Bigs", we are able to expose the "Littles" to high school atmosphere and
provide a youthful role model. The impact on the volunteer is learning the importance of philanthropy,
community, and diversity. In addition, the "Bigs" gain a sense of importance by knowing they made a
difference in the life of a child.
NOTE: To report any updates, changes, or corrections, please email the webmaster with the following
information: 1) program name, city, and state (as listed in online record), 2) your relationship to the program,
and 3) any new information to be added, changed, or deleted. You can also leave a voice message at
1-800-808-SERVe[7378].
Page: 1
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adereheader&value=86&field=idno&htmisdeaafo
710 P04
OCT 17 '97 14:17
Search Results: 1996-97 Learn and Serve America
Friday. October 17, 1997
Programs
BN
National Service-Learning Cooperative Clearinghouse
An Adjunct ERIC Clearinghouse on Service-Learning
1996-97 Learn and Serve America Programs
(Click here to learn more about Learn and Serve America from the Corporation
for National Service website)
1 records found! Click on the record for more information.
Program Name:
Central Berkshire Regional School District
Contact Information:
Amy Carmel
Nessacus Middle School, 120 First Street
Dalton, MA 01226
Phone: (413) 684-0780
Fax: (413) 684-4214
Type of Organizational Sponsor:
School-Based
Age of Participants:
5 11
12 - 14
Setting:
Rural
Issue Areas:
Environment
Education
Human Needs
Description: The Central Berkshire Regional School District is currently in its third year of its Community Service Learning
program. The initial focus of CSL in Central Berkshire was environmental community service through the
"greening" of our school and community. Over the past two years, we have expanded our initiative. In
addition to environmental community service, we now have projects dealing with diversity, communication
technology, and peace issues. One aim of the new initiatives is to raise the awareness level of students to be
more accepting of diversity (ethnical, racial, environmental, physical, etc.) in the community. Another aim is to
promote peaceful behavior within the community. The "Our Town Project" is also a big part of our CSL
initiative this year. Students on our computer technology classes are creating a WEB page about our school and
local communities (http://cbcc.bcwan.net/nessacus).
NOTE: To report any updates, changes, or corrections, please email the webmaster with the following
information: 1) program name, city, and state (as listed in online record), 2) your relationship to the program,
and 3) any new information to be added, changed, or deleted. You can also leave a voice message at
http://134.84.184.41/program2.fm$RETRIEVE7he
Page: 1
710 P05
OCT 17 '97 14:18
National Service-Learning Cooperative
Clearinghouse
L
An Adjunct ERIC Clearinghouse on
Service-Learning
1996-97 Learn and Serve America Programs
(Click here to learn more about Learn and Serve America
from the Corporation for National Service website)
1 records found! Click on the record for more information.
Program Name:
Chicago Heights District 170 / Lincoln School
Contact Information:
Stacy Papp
30 W. 16th St.
Chicago Heights, IL 60411
Phone: 708-756-4165
Fax: 708-756-4164
Type of Organizational Sponsor:
School-Based
Age of Participants:
5 - 11
Setting:
Suburban
Issue Areas:
Education
Human Needs
Description: The service learning committee, comprised of faculty, staff and students at Lincoln School, identified
racial and ethnic distrust as one of the problems facing local school children. The committee developed
this project as a way of enhancing the different cultures of Chicago Heights for Lincoln School students of
various levels of ability. Knowledge as: field trips to cultural centers, journal activities, pen pal programs
with senior citizens and other district students, development and implementation of a survey of cultural
attitudes and needs, cultural speakers, increased language awareness and the creation of a mural of
different ethnic cultures in Chicago Heights. The students will present the survey results and
recommendations to the Mayor of Chicago Heights and will display the mural for the school board upon
its completion.
NOTE: To report any updates, changes, or corrections, please email the webmaster with the following
10/17/97 1:46 PI
I of 2
710 P06
OCT 17 '97 14:18
Friday, October 17, 1997
Search Results: 1996-97 Learn and Serve America
Programs
National Service-Learning Cooperative Clearinghouse
An Adjunct ERIC Clearinghouse on Service-Learning
1996-97 Learn and Serve America Programs
(Click here to learn more about Learn and Serve America from the Corporation
for National Service website)
1 records found! Click on the record for more information.
Program Name:
Darlington County School District
Contact Information:
Valerie Harrison
102 Park Street
Darlington, SC 29532
Phone: 803-398-5100
Fax: 803-398-5229
Type of Organizational Sponsor:
School-based
Setting:
Rural
Issue Areas:
Environment
Education
Description: Service Learning - The Planting Citizens for Tomorrow Program at junior high schools across the district
emphasizes the relevance of enhancing the school, community, and individual. The STAR (Students Against
Racism) and SCOPE (Solving Conflicts or Problems Effectively) has conflict resolution as the focus of these
Service Learning Projects. Students are involved with the promotion of positive community/school
relationships. The goal is for all students to be trained in conflict resolution training. More students are to serve
as peer mediators and receive additional in-depth training. These students work with their peers to solve
conflicts. Community awareness activities are planned for the community as strategic locations that provide a
forum for the understanding and tolerance of diversity. Group projects and plans are being shared with the
respective communities via media and presentations to civic organizations. Darlington County District Code of
Ethics is reinforced at every opportunity. Trained students are serving as mentors/tutors for selected students
NOTE: To report any updates, changes, or corrections, please email the webmaster with the following
information: 1) program name, city, and state (as listed in online record), 2) your relationship to the program,
and 3) any new information to be added, changed, or deleted. You can also leave a voice message at
1-800-808-SERVe[7378].
http://134.84.184.41/program2.im$RETRIEVE?he
Page: 1
710 P07
OCT 17 '97 14:18
Friday, October 17, 1997
Search Results: 1996-97 Learn and Serve America
Programs
CARN
National Service-Learning Cooperative Clearinghouse
An Adjunct ERIC Clearinghouse on Service-Learning
1996-97 Learn and Serve America Programs
(Click here to learn more about Learn and Serve America from the Corporation
for National Service website)
1 records found! Click on the record for more information.
Program Name:
Discovery Jr. High
Contact Information:
Sherry Warner-Seefeld
1717 40th Ave S.
Fargo, ND 58104
Phone: 701-271-6090
Fax: 701-241-6095
Type of Organizational Sponsor:
School-Based
Age of Participants:
12 14
Setting:
Urban
Issue Areas:
Education
Human Needs
Description: IMMIGRATION DAY/MEMORIAL DAY (Education & Human Needs) $1695 The first phase of this project
involves serving the recently naturalized citizens of the community. After studying the history of immigration
in our country, researching and giving persuasive speeches on immigration, and celebrating the cultural
diversity of the students, they will celebrate immigration and cultural diversity of our country. A reception is
planned honoring recently naturalized citizens in the area. The second part of the project is to invite recent
refugees to share their experiences of coming to this country and to provide services to them. Students will be
paired with immigrant/refugee students within our school and at the elementary schools in the community.
They will form a bond with them, helping with homework, reading books to them as a way to ease their
transition into our community. The second phase of the project will follow the study of the Vietnam War and
will take place near Memorial Day. The students will use what study of the Vietnam War and will take place
near Memorial Day. The students will use what they have learned to plan a memorial event followed by a
celebration to involve the community. FARGO: OUR FRONTIER - (Education) $635 Connecting With: Fargo
Heritage Society & Red River Historical Society Students involved in this project will study the basics of
architecture in the classroom and will be able to identify various architectural features. The students will make
fields trips to three historical districts of Fargo, take pictures, and write narratives. They will develop a web
site for the Fargo Heritage Society, a slide show for use in the Fargo School District and the Heritage
Page: 1
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710 P08
OCT 17 '97 14:19
Friday, October 17, 1997
Search Results: 1996-97 Learn and Serve America
Programs
Society, as well as, models of various buildings MAKING BOOKS WITH FIRST GRADE- (Education) $270
Connecting With: Centennial Elementary School Ninth grade English students will partner with elementary
students in creating a children's book. Elementary students will create drawings about themselves, and then the
English students will work with their partner to write a story about the child and the pictures.
NOTE: To report any updates, changes, or corrections, please email the webmaster with the following
information: 1) program name, city, and state (as listed in online record), 2) your relationship to the program,
and 3) any new information to be added, changed, or deleted. You can also leave a voice message at
1-800-808-SERVe[7378].
Page: 2
http://134.84.184.41/program2.fm$RETRIEVE7he
710 P09
OCT 17 '97 14:19
Search Results: 1996-97 Learn and Serve America
Friday, October 17, 1997
Programs
EARN
National Service-Learning Cooperative Clearinghouse
An Adjunct ERIC Clearinghouse on Service-Learning
1996-97 Learn and Serve America Programs
(Click here to learn more about Learn and Serve America from the Corporation
for National Service website)
1 records found! Click on the record for more information.
Program Name:
Farnsworth Elementary School
Contact Information:
Ginny Newman
1290 Arcade Street
St. Paul, MN 55106
Phone: 612-293-8675
Fax: 612-293-8679
Type of Organizational Sponsor:
Community-based
Age of Participants:
5 - 11
Goal is to engage fifth grade classes in environmental and multicultural educational service projects that
build on classroom based themes and create relationships with seniors.
Setting:
Urban
Issue Areas:
Environment
Education
Description: Student's and seniors' skills in intergenerational communication and collaboration are being developed through
the study of 1) water and ecology issues and 2) cultural heritage to 1) enhance the beautification and
preservation of the Mississippi River with habitat restoration and storm sewer stenciling and 2) increase
diversity sensitivity through cultural events planned for school groups and nursing home residents. Projects
include neighborhood outreach.
NOTE: To report any updates, changes, or corrections, please email the webmaster with the following
information: 1) program name, city, and state (as listed in online record), 2) your relationship to the program,
and 3) any new information to be added, changed, or deleted. You can also leave a voice message at
1-800-808-SERVe[7378].
http://134.84.184,41/program2.m$RETRIEVE?he
Page: 1
ader=header&value=321&feld=idno&htmi-dolai&f
710 P10
OCT 17 '97 14:19
Search Results: 1996-97 Learn and Serve America
Friday, October 17, 1997
Programs
National Service-Learning Cooperative Clearinghouse
An Adjunct ERIC Clearinghouse on Service-Learning
1996-97 Learn and Serve America Programs
(Click here to learn more about Learn and Serve America from the Corporation
for National Service website)
1 records found! Click on the record for more information.
Program Name:
Greater Portland Big Brothers Big Sisters
Contact Information:
Richard Verre
175 Lancaster Street
Portland, ME 04101
Phone: 207-773-5437
Fax: 207-773-5437
Type of Organizational Sponsor:
Community-Based
Age of Participants:
5 - 11
Our goal is to facilitate a program which is owned and developed by high school volunteers which will bring
together and match students from culturally divers, inner city schools.
Setting:
Urban
Issue Areas:
Education
Public Safety
Human Needs
Description:
We are working with students from Portland High School's YES DIVERSITY group to develop a program
which will facilitate same-culture and cross-cultural matches between students at PHS and Reiche Elementary
School. Our goal is to increase refugee students' chances for success, reduce violence rooted in cultural fear
and ignorance, celebrate the rich diversity of our community and help foster the self-esteem of our young Bigs
and Littles.
NOTE: To report any updates, changes, or corrections, please email the webmaster with the following
information: 1) program name, city, and state (as listed in online record), 2) your relationship to the program,
and 3) any new information to be added, changed, or deleted. You can also leave a voice message at
1-800-808-SERVe[7378].
http://134.84.184.41/program2.fm$RETRIEVE?he
Page: 1
ader=header&value=379&field=idno&html=detaii&f
710 P11
OCT 17 '97 14:20
Search Results: 1996-97 Learn and Serve America
Friday, October 17, 1997
Programs
National Service-Learning Cooperative Clearinghouse
An Adjunct ERIC Clearinghouse on Service-Learning
1996-97 Learn and Serve America Programs
(Click here to learn more about Learn and Serve America from the Corporation
for National Service website)
1 records found! Click on the record for more information.
Program Name:
Hickory Public Schools
Contact Information:
Duane Kirkman
432 Fourth Avenue
Hickory, NC 28601
Phone: 704-322-2855
Fax: 704-322-1834
Type of Organizational Sponsor:
School-based
Age of Participants:
5 11
12 14
Intensive service learning expeditions for students at Hickory's two middle schools
Setting:
Rural
Issue Areas:
Environment
Education
Public Safety
Human Needs
Description:
Service learning expedition will focus on personal growth as well as service to others and will deal with such
community issues as diversity, school violence, pollution and hunger / homelessness.
NOTE: To report any updates, changes, or corrections, please email the webmaster with the following
information: 1) program name, city, and state (as listed in online record), 2) your relationship to the program,
and 3) any new information to be added, changed, or deleted. You can also leave a voice message at
1-800-808-SERVe[7378].
http://134.84.184.41/program2.fmSRETRIEVE7he
Page: 1
710 P12
OCT 17 '97 14:20
Friday. October 17. 1997
Search Results: 1996-97 Learn and Serve America
Programs
National Service-Learning Cooperative Clearinghouse
An Adjunct ERIC Clearinghouse on Service-Learning
1996-97 Learn and Serve America Programs
(Click here to learn more about Learn and Serve America from the Corporation
for National Service website)
1 records found! Click on the record for more information.
Program Name:
Highland Park Junior and Senior High
Contact Information:
Bev Gause
975 South Snelling Avenue
St. Paul, MN
Phone: 612-293-8950
Fax: 612-293-8953
Type of Organizational Sponsor:
Community-Based
Age of Participants:
5 11
12 14
15 17
Youth from junior and senior high will connect with seniors to address hunger issues and human rights
issues by collaborating with elementary students.
Setting:
Urban
Issue Areas:
Education
Human Needs
Description: Service learning classes, Spanish immersion students and Chinese students are collaborating with seniors on
issues of local hunger, human rights, cultural diversity and watershed protection by participating in a heritage
fair, a food drive for immigrant families in St. Paul, and developing activities for Chinese elders and their
grandchildren. They will also work with Expo students on storm sewer stenciling.
NOTE: To report any updates, changes, or corrections, please email the webmaster with the following
information: 1) program name, city, and state (as listed in online record), 2) your relationship to the program,
and 3) any new information to be added, changed, or deleted. You can also leave a voice message at
1-800-808-SERVe[7378].
Page: 1
http://134.84.184.41/program2.fm$RETRIEVE?he
ader=header&value=410&field=idno&html=detailf
710 P13
OCT 17 '97 14:20
Search Results: 1996-97 Learn and Serve America
Friday, October 17. 1997
Programs
CARN
National Service-Learning Cooperative Clearinghouse
An Adjunct ERIC Clearinghouse on Service-Learning
1996-97 Learn and Serve America Programs
(Click here to learn more about Learn and Serve America from the Corporation
for National Service website)
1 records found! Click on the record for more information.
Program Name:
In Pursuit of Peace
Sponsor:
Camp Fire Boys and Girls
Contact Information:
Ms. Vianna Pribble & Ms. Claudia Moguin, Project Directors
3309 E. Hefner Road
Oklahoma City, OK 73131
Phone: (405) 478-5646
Fax: (405) 478-5654
Type of Organizational Sponsor:
Community-Based
Setting:
Urban
Issue Areas:
Education
Public Safety
Description:
Camp Fire Boys and Girls partner with 64 Oklahoma City elementary schools and their individual guidance
counselors for a peer mediation program, 'In Pursuit of Peace.' Youth learn communication and
problem-solving skills and are given opportunities to practice these skills in real conflict situations. Also, 16
hours of training in peer mediation are provided. Youth then select from a list of participant-generated
volunteer opportunities and contract a minimum of six hours of service as peer mediators in the home, school,
or neighborhood. The overall goal of 'In Pursuit of Peace' is to help young people understand diversity and to
educate them about how to deal nonviolently with their differences. Principals of the elementary schools
indicate program success: -Youth mediators have reduced the number of office referrals for playground
disputes by 45 percent; -In-class discipline situations have been reduced by approximately 50 percent; and -The
number of fights previously settled by principal and teachers have decreased.
NOTE: To report any updates, changes, or corrections, please email the webmaster with the following
information: 1) program name, city, and state (as listed in online record), 2) your relationship to the program,
and 3) any new information to be added, changed, or deleted. You can also leave a voice message at
1-800-808-SERVe[7378].
http://134.84.184.41/program2.fm$RETRIEVE?he
Page: 1
711 P01
OCT 17 '97 14:26
AN
National Service-Learning Cooperative
Clearinghouse
An Adjunct ERIC Clearinghouse on
Service-Learning
1996-97 Learn and Serve America Programs
(Click here to learn more about Learn and Serve America
from the Corporation for National Service website)
1 records found! Click on the record for more information.
Program Name:
Maryland Historical Society
Contact Information:
Janet Syrrett
201 W. Monument St.
Baltimore, MD 21201
Phone: 410-685-3750 x337
Fax: 410-385-2105
Type of Organizational Sponsor:
Community-Based
Age of Participants:
The MHS program involves three parts: museum/school partnerships in the fall and spring culminating
in student exhibits at MHS, and a summer internship program.
Setting:
Urban
Issue Areas:
Education
Description:
Through the Maryland Historical Society student service-learning program "Making the Museum Mine,"
local youth are becoming a vital part of the museum's mission. Students form Baltimore City and County
public schools are working with the MHS to develop two students-designed exhibitions at the museum.
Taking an in depth look at a neighborhood's history, and the other addressing racism, cultural invisibility,
the nature of truth, and other social issues presented in the MHS exhibition "Mining the Museum." Other
local teenagers are working behind- the-scenes as summer interns at MHS.
NOTE: To report any updates, changes, or corrections, please email the webmaster with the following
information: 1) program name, city, and state (as listed in online record), 2) your relationship to the
program, and 3) any new information to be added, changed, or deleted. You can also leave a voice message
at 1-800-808-SERVe[7378]
of 1
10/17/97 13:39:43
711 P02
OCT 17 '97 14:26
Search Results: 1996-97 Learn and Serve America
Friday, October 17, 1997
Programs
EARN
National Service-Learning Cooperative Clearinghouse
An Adjunct ERIC Clearinghouse on Service-Learning
1996-97 Learn and Serve America Programs
(Click here to learn more about Learn and Serve America from the Corporation
for National Service website)
1 records found! Click on the record for more information.
Program Name:
Mid Pacific Institute and Hawaii Association of Independent Schools / Summerbridge Hawaii
Contact Information:
Kanoe / Robert Dowd / Witt
1585 Kapiolani Blvd Suite 1212
Honolulu, HI 96814
Phone: (808)973-1532
Fax: (808)973-1545
Email: [email protected]
Type of Organizational Sponsor:
Community-based
Age of Participants:
to encourage and motivate talented high school and college students to enter the teaching program to
empower middle school students to succeed in rigorous high school academic programs
Setting:
Suburban
Urban
Issue Areas:
Education
Human Needs
Description:
Mission Statement Summerbridge Hawaii began in 1993 as a collaborative effort between the Hawaii
Association of Independent schools, Mid-Pacific Institute, and the State oh Hawaii Department of Education.
These organizations have demonstrated throughout their histories strong leadership leadership continues to find
expression in Summerbridge Hawaii, under the direction of the Hawaii Association of Independent Schools.
Summerbridge Hawaii's mission is to stimulate and reshape the process and the profession of education
through the synergy of motivated at-risk students, talented and enthusiastic young teacher recruits, and a safe,
exciting, challenging learning environment. Our Goals: STUDENTS * identify, encourage, and prepare
entering seventh and eighth grade students with high academic potential for successful entrance into and
participation in academically rigorous high school and higher education programs. + develop in collaboration
with the schools and community a group of highly motivated students who are able and anxious to serve as
role models for peers. * Reflect the diversity of our community's population and place special emphasis upon
enrolling those whose educational opportunities are limited or who face barriers which may be created by low
income, family stresses, or language. TEACHERS * Encourage and prepare talented high school and college
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caren Results: 1990-97 Learn and Serve America Programs
http://13484.184.41/program2.fmSRETRIEV.657&cfieidsdmotbnl=deiai/oersfocrer
RN
National Service-Learning Cooperative
Clearinghouse
An Adjunct ERIC Clearinghouse on
Service-Learning
1996-97 Learn and Serve America Programs
(Click here to learn more about Learn and Serve America
from the Corporation for National Service website)
I records found! Click on the record for more information.
Program Name:
Native American Snowshoe Project/Menominee Tribal School
Contact Information:
Michael Clark
PO Box 39
Neopit, WI 54150
Phone: 715-756-2354
Fax: 715-756-2364
Type of Organizational Sponsor:
School-based
Tribe
Age of Participants:
Snowshoe Project will focus on 6th graders, ages 12-13. Goals of the project are to expand knowledge
of students in assembling and following directions. Expand community involvement withTribal School
and students.
Issue Areas:
Environment
Education
Human Needs
Description:
Menominee Showshoe Project's goals are to create a more open communication between Tribal School,
the community, and neighboring schools, to allow students an opportunity to create a part of past heritage,
and share what they have learned with other students and community people.
NOTE: To report any updates, changes, or corrections, please email the webmaster with the following
information: 1) program name, city, and state (as listed in online record), 2) your relationship to the
program, and 3) any new information to be added, changed, or deleted. You can also leave a voice message
at 1-800-808-SERVe[7378].
711 P15
OCT 17 '97 14:31
Search Results: 1996-97 Learn and Serve America
Friday, October 17, 1997
Programs
National Service-Learning Cooperative Clearinghouse
An Adjunct ERIC Clearinghouse on Service-Learning
1996-97 Learn and Serve America Programs
(Click here to learn more about Learn and Serve America from the Corporation
for National Service website)
1 records found! Click on the record for more information.
Program Name:
Old Hometown
Contact Information:
Cindy Redeker
212 Church St., Historic Pensacola Village
Pesacola, FL 32501
Phone: 904-470-4880
Fax: 904-470-4887
Type of Organizational Sponsor:
School-Based
Age of Participants:
15 - 17
Old Hometown is a heritage-based service-learning program of the Escamia County School District
Setting:
Urban
Issue Areas:
Education
Description:
Old Hometown is a heritage-based service-learning program of the Escambia County School District. Old
Hometown provides students with the opportunities to learn while serving their community, discover
knowledge of the past, develop technological literacy, celebrate diversity and create a sense of personal, social
and cultural identity. Students develop many academic and social skills for the world of work while
participating in activities such as interviewing Pensacolians for oral history projects, researching writing and
presenting "living history" reenactments, volunteering for civic agencies. promoting historic preservation,
improving historical properties and tutoring elementary school children through heritage properties and tutoring
elementary school children through our heritage literacy corps. Old hometown brings schools, government,
business, industry, and the arts together to give students hands-on experience in the real world, fostering a
commitment to lifelong service and learning.
NOTE: To report any updates, changes, or corrections, please email the webmaster with the following
information: 1) program name, city, and state (as listed in online record), 2) your relationship to the program,
and 3) any new information to be added, changed, or deleted. You can also leave a voice message at
1-800-808-SERVe[7378].
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Search Results: 1996-97 Learn and Serve America
Friday, October 17, 1997
Programs
National Service-Learning Cooperative Clearinghouse
An Adjunct ERIC Clearinghouse on Service-Learning
1996-97 Learn and Serve America Programs
(Click here to learn more about Learn and Serve America from the Corporation
for National Service website)
I records found! Click on the record for more information.
Program Name:
Orion Community Unit Schools #223
Contact Information:
Linnea K. Gustafson
Box 189
Orion, IL 61273
Phone: 309-526-3386
Fax: 309-526-3711
Email: [email protected]
Type of Organizational Sponsor:
School-Based
Age of Participants:
5 - 11
Target population: all students Kindergarten thru 5th grade; Goals: to help students develop self esteem,
recognize their personal skills, develop sense of community concern.
Setting:
Rural
Issue Areas:
Environment
Education
Human Needs
Description:
The Orion School District is implementing serve learning at all grade levels during the 1996-97 school year as
part of a comprehensive effort called Project CARE. Each grade at C.R. Hanna Elementary School has specific
curricular tie-ins at the appropriate level at well as helping students to recognize that they have gifts to share in
the community. Faculty in-service workshops have been planned. Among the service opportunities for K-5
grades this year are intergenerational programs that will involve visits to senior homes, the development of an
oral history booklet, the adoption of a local park, collaboration with this Village Board and a Woman's Club
working on a prairie plant garden, work with the Boy Scouts and the Soil Conservation District plating trees,
the development of awareness of cultural diversity both within and outside the local community and the sharing
of this information through programs at senior citizens centers, and help the development of a Website for the
communities comprising the school district.
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Search Results: 1996-97 Learn and Serve America
Friday, October 17, 1997
Programs
ARN
National Service-Learning Cooperative Clearinghouse
An Adjunct ERIC Clearinghouse on Service-Learning
1996-97 Learn and Serve America Programs
(Click here to learn more about Learn and Serve America from the Corporation
for National Service website)
1 records found! Click on the record for more information.
Program Name:
Providence Summerbridge
Contact Information:
Cathy Sanford
216 Hope Street
Providence, RI 02906
Phone: 401-521-6744
Fax: 401-751-7674
Email: [email protected]
Type of Organizational Sponsor:
Community-Based
Age of Participants:
12 14
15 17
18-23 College students and high school students teach in our program to benefit public middle school
students.
Setting:
Urban
Issue Areas:
Education
Human Needs
Description:
Summerbridge is a unique workshop in education where traditionally disadvantaged, high potential middle
school students from Providence public schools work with talented high school and college students interested
in teaching. The program stresses academic excellence, leadership, creativity and diversity.
NOTE: To report any updates, changes, or corrections, please email the webmaster with the following
information: 1) program name, city, and state (as listed in online record), 2) your relationship to the program,
and 1-800-808-SERVe[7378]. 3) any new information to be added, changed, or deleted. You can also leave a voice message at
http://134.84.184.41/program2.fm$RETRIEVE?he
ader=header&value=764&field=idno&html-detail&f
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Friday, October 17, 1997
Programs
CKAH
National Service-Learning Cooperative Clearinghouse
An Adjunct ERIC Clearinghouse on Service-Learning
1996-97 Learn and Serve America Programs
(Click here to learn more about Learn and Serve America from the Corporation
for National Service website)
1 records found! Click on the record for more information.
Program Name:
South Sioux City Public Library
Contact Information:
Lyn A Brodersen
2219 Dakota Ave.
South Sioux City, NE 68776
Phone: 402-494-7545
Fax: 402-494-7546
Type of Organizational Sponsor:
Community-Based
Age of Participants:
5 - 11
12 14
15 17
Setting:
Suburban
Issue Areas:
Education
Description:
The Community Storytelling Program provides an opportunity for high school students to address community
issues in a format easily understood by younger children. Older students produce children's stories about
cultural diversity, litter, safety and other community issues, middle school students illustrate the stories, and
the workers are presented to all K-1 classrooms in the city.
NOTE: To report any updates, changes, or corrections, please email the webmaster with the following
information: 1) program name, city, and state (as listed in online record), 2) your relationship to the program,
and 3) any new information to be added, changed, or deleted. You can also leave a voice message at
1-800-808-SERVe[7378].
ttp://134.84.184.41/program2.fm$RETRIEVE7he
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Friday, October 17, 1997
Search Results: 1996-97 Learn and Serve America
Programs
ARN
National Service-Learning Cooperative Clearinghouse
An Adjunct ERIC Clearinghouse on Service-Learning
1996-97 Learn and Serve America Programs
(Click here to learn more about Learn and Serve America from the Corporation
for National Service website)
1 records found! Click on the record for more information.
Program Name:
Summerbridge Manchester
Contact Information:
Natalie Koepp
Summerbridge Manchester, 2108 River Road
Manchester, NH 03104
Phone: 603-669-4524
Fax: 603-625-9715
Email: [email protected]
Type of Organizational Sponsor:
School-Based
Community-Based
Age of Participants:
12 14
11
Setting:
Urban
Issue Areas:
Education
Description: Summerbridge Manchester is a year-round, tuition free academic program where 70 motivated sixth and
seventh graders from Manchester public schools are taught by 28 talented high school and college students
from around the country. Summerbridge is committed to working with students from families with limited
economic means. This ambitious and rigorous two year program embraces academic excellence, leadership,
creativity and diversity. Through long-term support and advocacy, Summerbridge seeks to empower young
people to succeed in school.
NOTE: To report any updates, changes, or corrections, please email the webmaster with the following
information: 1) program name, city, and state (as listed in online record), 2) your relationship to the program,
and 3) any new information to be added, changed, or deleted. You can also leave a voice message at
1-800-808-SERVe[7378].
Page: 1
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711 P06
OCT 17 '97 14:28
Friday, October 17, 1997
Search Results: 1996-97 Learn and Serve America
Programs
H
National Service-Learning Cooperative Clearinghouse
An Adjunct ERIC Clearinghouse on Service-Learning
1996-97 Learn and Serve America Programs
(Click here to learn more about Learn and Serve America from the Corporation
for National Service website)
1 records found! Click on the record for more information.
Program Name:
Trailmaster
Sponsor:
Tri-County Community Action Program
Contact Information:
David Dembach
RR#1, Box 1181
Randolph, NH 03570
Phone: 603-466-5874
Fax: 603-466-5826
Email: [email protected]
URL: http://www.geocities.com/Yosemite/9877
Type of Organizational Sponsor:
Community-Based
Age of Participants:
12- 14
15 - - 17
18-years+, Post-Secondary
Setting:
Rural
Issue Areas:
Environment
Education
Human Needs
Description: Trailmaster is a leadership development program for youth in the Northern third of New Hampshire. During
the summer, Trailmaster has three teams consisting of 11 members each. These teams operate from wilderness
bases throughout the forests of the White Mountains region. They construct and maintain hiking and multi-use
trails. They also build log shelters, bridges, and perform other tasks that enhance the region's wilderness
opportunities. During the school year, Trailmaster members come together for one weekend per month to
re-establish friendships, perform service in the region, train for workshop delivery at student conferences and
schools, and just have fun together. Trailmaster has a student directed Improv team that offers performances in
the region's school on such topics as drug use, tobacco use, underage drinking, and respect for others in their
diversity Page: 1
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Friday, October 17, 1997
Programs
diversity. Student members have recently trained area teachers in Service Learning programming,
School-to-Work teachers and administrators in program safety concerns. TM's safety certification process for
tools and gear use and safe program procedures, new AmeriCorps members in the Trailmaster reflection
process, and grammar school students in safe and correct use of trail tools and trail construction through a
swamp using bog bridging construction. Trailmaster's collaborators are: the New Hampshire Division of
Parks and Recreation; the NH Division of Forests and Lands; The White Mountain National Forest; the towns
of Gorham, Randolph, Whitefield, and North Stratford; the school districts of Berlin, Milan, Gorham, North
Stratford, Groveton, White Mountain Regional, and Colebrook; The Randolph Mountain Club; the
Appalachian Mountain Club; and the Balsams Resort. Trailmaster has been providing North Country youth
with opportunities to proudly contribute to the enhancement of their region for the past ten years.
NOTE: To report any updates, changes, or corrections, please email the webmaster with the following
information: 1) program name, city, and state (as listed in online record), 2) your relationship to the program,
and 3) any new information to be added, changed, or deleted. You can also leave a voice message at
1-800-808-SERVe[7378].
http://134.84.184.41/program2.Im$RETRIEVE?he
Page: 2
711 P08
OCT 17 '97 14:28
Search Results: 1996-97 Learn and Serve America
Friday, October 17, 1997
Programs
National Service-Learning Cooperative Clearinghouse
An Adjunct ERIC Clearinghouse on Service-Learning
1996-97 Learn and Serve America Programs
(Click here to learn more about Learn and Serve America from the Corporation
for National Service website)
1 records found! Click on the record for more information.
Program Name:
Upper Merion Area School District
Contact Information:
Michelle M. Franc
435 Crossfield Rd
King of Prussia, PA 19406
Phone: (610)337-6008
Fax: (610)37-9468
Type of Organizational Sponsor:
School-based
Age of Participants:
5 - 11
12 14
15 - 17
Develop projects to enrich integrated / thematic units provide opportunities for applications of classroom
skills. Developmentally appropriate projects are in place k-12.
Setting:
Suburban
Issue Areas:
Environment
Education
Human Needs
Description:
Teachers K-12, develop projects designed to teach reflective thinking, provide experiential learning and
develop an understanding of the diversity of our community. The culminating experience is offered to high
school students through a CSL course housed in the social studies department, requiring 50 hours of service,
weekly journals, weekly discussions and a final presentation. It is our goal to graduate students who have an
understanding of the diverse needs of their community and a willingness to contribute to their community.
NOTE: To report any updates, changes, or corrections, please email the webmaster with the following
information: 1) program name, city, and state (as listed in online record), 2) your relationship to the program,
and 1-800-808-SERVe[7378]. 3) any new information to be added, changed, or deleted. You can also leave a voice message at
htitp://134.84.184.41/program2.fm$RETRIEVE7he
ader=header&value=982&fieldeidno&htmladetail8f
Page: 1
711 P09
OCT 17 '97 14:29
Search Results: 1996-97 Learn and Serve America
Friday, October 17, 1997
Programs
National Service-Learning Cooperative Clearinghouse
An Adjunct ERIC Clearinghouse on Service-Learning
1996-97 Learn and Serve America Programs
(Click here to learn more about Learn and Serve America from the Corporation
for National Service website)
1 records found! Click on the record for more information.
Program Name:
Wake Summerbridge
Contact Information:
Alissa Kingsbury
7409 Falls of Nevse Road
Ralgih, NC 27615
Phone: 919-847-0900 x2281
Fax: 919-848-6468
Email: [email protected]
Type of Organizational Sponsor:
School-Based
Age of Participants:
12 14
15 17
College age students who teach High School (and college) studnets tech and mentor middle school students
teach and mentor middle-school students in an academic enrichment program on youth empowerment.
Setting:
Urban
Issue Areas:
Education
Description:
Wake Summerbridge is a tuition-free, comprehensive three-year program for students from Wake County
Middle schools. The program includes six-weeks summer sessions, a year-round Saturday and mentoring
program, and high school advising. Summerbridge serves students with academic potential, many of whom
have limited access to supplemental academic programs. Their teachers are outstanding high school and college
students who are interested in education and community service. The intensive program stresses academic
excellence, leadership, creativity, and diversity. Wake Summerbridge, located on the campus of Ravenscroft
School, is modeled after the Summerbridge program at San Francisco University High School, established in
1978. It is a collaboration between the Wake County Public School System and Ravenscroft School.
NOTE: To report any updates, changes, or corrections, please email the webmaster with the following
information: 1) program name, city, and state (as listed in online record), 2) your relationship to the program,
and 3) any new information to be added, changed, or deleted. You can also leave a voice message at
http://134.84.184.41/program2.ImSRETRIEVE?he
Page: 1
aderwheader&value=999&field=idno&html=detall&1
711 P10
OCT 17 '97 14:29
Search Results: 1996-97 Learn and Serve America
Friday, October 17, 1997
Programs
National Service-Learning Cooperative Clearinghouse
An Adjunct ERIC Clearinghouse on Service-Learning
1996-97 Learn and Serve America Programs
(Click here to learn more about Learn and Serve America from the Corporation
for National Service website)
1 records found! Click on the record for more information.
Program Name:
Westerville/Grandville Heights City Schools
Contact Information:
Dr. Ginger Rose Ph.D.
336 S. Otterbein Ave.
Westerville, OH 43081
Phone: (614)895-5971
Fax: (614)794-7605
Type of Organizational Sponsor:
School-based
Age of Participants:
5 - 11
12 14
15 17
Setting:
Suburban
Issue Areas:
Environment
Education
Human Needs
Description:
This project focuses on improving the integration of service-learning in all subject areas through the training of
building leaders, selected staff members, and special education coordinators in service-learning program skills.
It also seeks to develop model service-leaming projects that demonstrate, in specific ways, how to involve
participants of diverse ages, economic circumstances, racial and ethnic backgrounds, and special needs in
quality service-learning experiences. K-12 students in both districts are involved in a variety of projects,
spanning environmental issues, human needs, education and the recognition and appreciation of diversity.
NOTE: To report any updates, changes, or corrections, please email the webmaster with the following
information: 1) program name, city, and state (as listed in online record), 2) your relationship to the program,
and 3) any new information to be added, changed, or deleted. You can also leave a voice message at
1-800-808-SERVe[7378].
http://134.84.184.41/program2fm$RETRIEVE?he
Page: 1
adersheader&value=1032&feid=idno&htmi-detai&
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earch Results: 1996-97 Learn and serve America Programs
National Service-Learning Cooperative
Clearinghouse
L
An Adjunct ERIC Clearinghouse on
Tenn
Service-Learning
RICA
1996-97 Learn and Serve America Programs
(Click here to learn more about Learn and Serve America
from the Corporation for National Service website)
I records found! Click on the record for more information.
Program Name:
Willamette High School
Contact Information:
Cyndi/Camille Lowell/Ronzio
1801 Echo Hollow
Phone: 541-689-0731 x4075
Fax: 541-689-7119
Type of Organizational Sponsor:
School-Based
Age of Participants:
5 - 11
12 14
15 - 17
Setting:
Urban
Issue Areas:
Education
Human Needs
Description: Students are involved in 5 different projects: (1) Grade School Mentors-11th and 12th grade students
work with a nearby 5th grade class to plan a service project; (2) Human Resources CAM Class will plan
service learning projects in the Eugene area; (3) Service Learning Class is offered for credit; (4) World of
Children--10th-12th grade students work with new HEADSTART on Willamette's campus; and (5)
Connecting--a totally student driven project involving Spanish class students who are going to 2 middle
and 3 elementary schools as 1:1 mentors to Hispanic and Laotian pupils, 3-5 hrs./week.
NOTE: To report any updates, changes, or corrections, please email the webmaster with the following
information: 1) program name, city, and state (as listed in online record), 2) your relationship to the
program, and 3) any new information to be added, changed, or deleted. You can also leave a voice message
10/17/97 1:21 PI
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Search Result 1996-97 Learn and Serve America
Friday, October 17, 1997
Programs
National Service-Learning Cooperative Clearinghouse
An Adjunct ERIC Clearinghouse on Service-Learning
1996-97 Learn and Serve America Programs
(Click here to learn more about Learn and Serve America from the Corporation
for National Service website)
1 records found! Click on the record for more information.
Program Name:
Youth Service Bureau of Porter County
Contact Information:
Danny Lackey
253 W. Lincolnway
VaValparaiso, IN 46383
Phone: 219-464-9585
Fax: 219-462-4159
Type of Organizational Sponsor:
Community-Based
Age of Participants:
5 - 11
12 14
To educate young children about racism and to promote unity among youth.
Setting:
Rural
Suburban
Issue Areas:
Education
Human Needs
Description: Teens United for Ethnic Awareness is an organization of high school students form various backgrounds
coming together, T.U.E.A provides educational and experiential opportunities for that encouraged awareness,
sensitivity and tolerance of peoples' differences.
NOTE: To report any updates, changes, or corrections, please email the webmaster with the following
information: 1) program name, city, and state (as listed in online record), 2) your relationship to the program,
and 3) any new information to be added, changed, or deleted. You can also leave a voice message at
1-800-808-SERVe[7378].
http://134.84.184.41/program2.tm$RETRIEVE?he
Page: 1
ader=header&values1067&fleid=idno&htmi=detail&
711 P13
OCT 17 '97 14:30
Search Results: 1996-97 Learn and Serve America
Friday, October 17, 1997
Programs
ARN
National Service-Learning Cooperative Clearinghouse
An Adjunct ERIC Clearinghouse on Service-Learning
1996-97 Learn and Serve America Programs
(Click here to learn more about Learn and Serve America from the Corporation
for National Service website)
1 records found! Click on the record for more information.
Program Name:
Youth Service Team
Contact Information:
Jim Topizhofer
Rosemount, MN
Phone: (612) 322-6003 423-4391
Type of Organizational Sponsor:
Community-Based
Description: The Rosemount Partnership Youth Service Team is a dual tiered mentorship whereby professional mentor high
school students, who in turn will mentor children in grades K-5. The programs executed in two parts. The first
part involves training sessions covering such topics as child development, resiliency, discipline, CPR, first
aid, team building, leadership, age appropriate activities, and diversity. Each session is taught by experts in
those various fields of human service, Upon completion of the training session, the high school age youth are
now ready to perform the service work, which is the second part of the program. This work is performed
during a four week summer school session as a local elementary school. The high school age youth aid
teachers in a classroom setting, supervise lunch, and lead the children in activities after lunch. The majority of
the children served during the service piece are educationally and economically disadvantaged.
NOTE: To report any updates, changes, or corrections, please email the webmaster with the following
information: 1) program name, city, and state (as listed in online record), 2) your relationship to the program,
and 3) any new information to be added, changed, or deleted. You can also leave a voice message at
1-800-808-SERVe[7378].
htp://134.84.184.41/program2.imSRETRIEVE?he
Page: 1
Martin Luther King, Jr. Awards 1997
Program American Red Cross
Pittsburgh, PA
Project Kick-off training for 10 FGP volunteers in the safety program for youth called HOME
ALONE.
Program Anchorage School District- Clark
Anchorage , AK
Project Story-telling service learning project with high-risk youth and adults. Storytelling is linked
with literacy training for the diverse study body and a visual literacy training program for the
teachers. The children will produce books to share with their families, senior citizens, and
children in shelters.
Program Arkansas Martin Luther King, Jr. Com
Little Rock, AR
Project
Program Augusta- Richmond Oppor. Ctr., Inc.
Augusta, GA
Project Face-lift for the Wallace Branch Library and Homework Center which services a
predominately African American neighborhood. The project is ongoing, but four of the
rooms will be targeted for work on the holiday.
Program California State University Hayward Foundation
Hayward, CA
Project University students will serve as tutors and mentors for an Oratorical Summit targeted at
high-risk high school students.
Program Cameron Campus Ministry
Lawton, OK
Project Teach-in during the week of the holiday based upon MLK
S principles of non-violence. The holiday will conclude with a speak and awards ceremony
recognizing those in the community who promote unity.
Program Campus Outreach Opportunity League (COOL)
Washington, DC
Project Expand "Into the Streets" program, a one-day service initiation at college campuses.
Program Catholic Social Services
Lansing, MI
Project Everett High School Excellers will be paired with 30 RSVP volunteers to write a book and
create a video tape on life before the Civil Rights movement. The book and video will be
copied and distributed to local libraries on the King holiday.
Program Chatham Savannah Youth Service
Savannah, GA
Project Youth Service Corps- remodel the theater area in the Civil Rights Museum
Program Chicago Public Schools- Dist 299
Chicago, IL
Project Three part plan- "Chicago Serves"
Recruit a committee to plan yearly service events for school aged children on the King
holiday
Develop materials on equality, justice, and tolerance for use in the public schools.
Engage school aged children from over 100 schools in service on the day at senior citizen's
homes, homeless shelters, and in food collection.
Program City of Longmont
Longmont, CO
Project Train 10 volunteers for the Community That Cares initiative. These volunteers act as role
models for Chicano and Mexican Immigrants and would organize 20 youth to paint at a
shelter for youth and families on MLK day. The day would begin with a discussion of the
teachings of MLK and end with a period of reflection and entertainment.
Program City of Milwaukee
Milwaukee, WI
Project Kick-off of a year- long community service competition for area schools. Schools will
compete to accumulate the most community service hours per enrolled student. the
winners will be recognized at next year's King Holiday celebration. In addition, the city's
public library system will organize read-ins.
Program City of Savannah, GA
Savannah, GA
Project Clean and landscape area adjacent to Civil Rights museum.
Program Community Chest, Inc.
Virginia City, NV
Project Nevada Commission, along with the AmeriCorps program will recruit 100-150 K-12 students
and ten local multicultural artists for hearts Into Arts Festival: I Have a Dream. for Nevada.
children will use art, storytelling, and writing to explore cultural and ethnic diversity.
Program Community School District 23
Brooklyn, NY
Project Declare the holiday as Awareness Day. Morning will be dedicated to a food and winter
clothing drive. The afternoon will be devoted to events celebrating Dr. King's legacy.
Program Dallas Selma Com Action & CDC
Selma, AL
Project Commemorative lock-in, prayer vigil, and the first of a regular discussion group on the
issues and messages explored in the holiday observance. Project covers six rural counties
in the black belt. Funds will be used for security at the six sites.
Program DC Commission for National and Community Service
Washington, DC
Project Meals on Wheels for the King holiday and for successive federal holidays. Paint a mural
depicting King's teachings on a senior citizen's service building during Nat. Volunteer Week.
Program East Junior High School
Casper, WY
Project Year-long service learning project for 7th and 8th graders which would begin on MLK day.
Take down the oral history of area's Afro-Am community and create a multi-media
presentation on the history of the black community, , the life and teachings of MLK, and the
impact of the civil rights movement.
Program Eastern Michigan University
Ypsilanti, MI
Project Day of Literacy- 1,000 children will be paired to read with an adult. During the day, each
child will also participate in activities designed to promote family literacy, help create
displays depicting the life of MLK, and will be given at least one book to take home.
Program Educational Service District 112
Vancouver, WA
Project Completion of a mural on the temporary walkways of the Portland Airport. Artists will be
students of all ages in the region served by the airport. The mentors, painters and
supervisors will be area AmeriCorps members.
Program Edward Waters College
Jacksonville, FL
Project Feed 1,000 people on the King Holiday in conjunction with 12 area churches. Want to
expand to 10,000 in 1998.
Program EOC Opp Auth for Savannah Chatham
Savannah, GA
Project Three month school food drive to re--stock area food banks.
Program Fulcrum Inst Dispute Resolution CI
Spokane, WA
Project Ten 3 hr. programs on nonviolent methods of conflict resolution. The programs will be held
in conjunction with Head Start and will be taught at community centers around the Spokane
area.
Program Georgia Commission for National and Community Service
Atlanta, GA
Project Sub-grant to the six regional organizations to run service projects in their regions. Grants
will range from $500-$1500.
Program Hall Neighborhood House, Inc
Bridgeport, CT
Project 150 students (75 from Bridgeport public schools, 75 from elite private schools) will come
together for a day of diversity workshops and to plan service projects for the spring.
Program Halls Junior High School
Halls, TN
Project City wide servathon- "Dream to Read" Encourage the donation of books to the library which
support the teachings of Dr. King.
Program Hands On Atlanta
Atlanta, GA
Project Two day Citizen Service Summit- "The Power of One."
January 19th will be filed with workshops, speeches, leadership training. On the 20th,
volunteers will fan out to four sites in Atlanta to do repairs and renovation. Activities will
include the repainting of a mural, working at a community garden, renovating a playground,
tutoring, building reading lofts in a kindergarten class, and refurbishing the children's
section in a library.
Program Human Development Commission
Caro, MI
Project Parental education project to teach them tactics for peaceful conflict resolution with their
children.
Program Human Services Council
Vancouver, WA
Project
Program Interfaith Ministries for Greater Houston
Houston, TX
Project Launch project to build, plant, and harvest two community gardens that flank homeless
shelters during an interfaith service of Christians, Jews, Buddhists, Hindu, and Muslims.
Program International Youth Organization
Newark, NJ
Project Serve breakfast and ha e reading sessions for children at seven Newark area shetlers. The
books will be read to the children and then distributed to them along with Pledge to Read
cards.
Program John Stark Regional High School
Weare, NH
Project Service learning project between John Stark and white students from New Hampshire.
White students spend four days learning about the African American community. One day
dedicated to serving meals at a women's shelter. Final day spent at MLK Center
at BU, learning about the teachings of Dr. King.
Program Kansas City Consensus (YWCA)
Kansas City, MO
Project Two day event will begin with a dinner and inspirational evening for AmeriCorps members
from the Mid-West region. On the holiday, volunteers will either work at one of three Habitat
for Humanity sites or clean-up an Argentine neighborhood. The day will end with a
celebration at the King mural.
Program Kentucky State University
Frankfort, KY
Project Food-drive and coat and winter clothing drive to re-stock area food banks and the Red
Cross and Salvation Army.
Program Lower MS Delta Service Corps Inc.
Greenville, MS
Project Three state project:
Arkansas- Mural and poster contest with school aged students
Louisiana- Renovations on a building to be used for a food bank and a classroom for Adult
Readiness. Will also clean up two local parks.
Mississippi- Renovate a park, establish a memorial mini-park, and organize a community
Program Marquette Co. Volunteer Center
Marquette , MI
Project Youth Volunteer Corps project- read to 4th and 5th graders from texts on MLK. Marquette
County only has 2% minority population.
Program Mid-America Chapter, ARC
Chicago, IL
Project 120 young adult volunteers from the local Red Cross will distribute
Home Safety Readiness kits to help in fire prevention.
Program NC Commission on National and Community Service
Raleigh, NC
Project Planning an observance program, food drive, and day of service for state employees and
community members.
Program North Coast Opportunities, Inc.
Ukiah, CA
Project Renovation of a space for the Police Activities League. The new space will allow for the
expansion of the PAL programming to include children's tutorial, theater arts, dance, arts
and crafts, a video class and a meeting space for groups and adults.
Program Northern Virginia Mediation Service
Fairfax, VA
Project Work with community groups to provide speakers and trainers on MLK day for
non-violence/mediation workshops and speeches. Long-term work will involve the
recruitment of diverse community mediators with multiple language capabilities to work in
Arlington County, the City of Alexandria and eastern Fairfax County.
Program Park West High School
New York, NY
Project Train all upperclassmen at the high school as peer mentors and mediators for first-year
students. Aid fellow students in resisting the lure of gang involvement.
Program People's involvement Corp.
Washington, DC
Project Food basket distribution for 150 families. In conjunction with Howard University Center for
Urban Progress will also host workshops, presentations, speeches and an essay contest
focusing on MLK's teachings.
Program Philadelphia Cares, Inc
Philadelphia, PA
Project Students from at least 23 schools will fan out in the city of Philadelphia to participate in
various service projects.
Program Prichard Community Partnership
Prichard, AL
Project Recruit 500 people to march to Renaissance Park on MLK day to construct and landscape
a park.
Program Probation Services Inc.
Brockton , MA
Project Gathering of local community agencies to promote and discuss the benefits of non-violent
conflict resolution. Training of 15 youths in non-violent conflict resolution.
Program Rocky Mountain Youth Corp.
Rancho De Taos, NM
Project RMYC members will introuduce elementary school children to the teachings of MLK by
creating diversity skits, and organizing a program for students to complete murals,
landscape their campuses, and particpate in the Rio Grande restoration project.
Program Rutland Mental Health Services
Rutland, VT
Project Service project with area teens. Organize donations of wood, food, and clothing.
Diversity training program following service.
Program Sigma Public Ed & Research Foundation
Washington, DC
Project
Program Southern III University
Edwardsville, IL
Project Sort clothing for the St. Vincent DePaul Center and recruit volunteers to serve as mentors
for a local mentoring program. the money will mostly be used to fund ongoing activities
after the day of service and recruitment.
Program St. Joseph's Historic Foundation
Durham, NC
Project Promotion of "A Day Without Violence" college students and police will post flyers and talk
to residents about violence in their neighborhoods. Publics schools and churches will be
encouraged to adopt a service organization to support on the Day and the Public schools
will be involved by observing a moment of silence to "kick off" the day.
Program St. Philip's College
San Antonio, TX
Project
Program The Fair Housing Continuum, Inc.
Cocoa, FL
Project Public-private partnership with Nations Bank- program on conflict resolution, cooperation
among racial groups, social justice, equal opportunity, and a servathon.
The servathon will serve as a reenactment on the March on Washington with its purpose to
feed the homeless.
Program The Kemetic Inst of Mound Bayou
Mound Bayou, MS
Project Renovation and repair of the MLK Fine Arts building at the JFK High School. Project witll be
kicked-off on the holiday with an ecumenical service, a rededication program, and a youth
forum.
Program The Mediation Center
Asheville, NC
Project Train 8 youth as peer mediators for a Section 8 housing complex over a two day period
ending on the Holiday. The teenage mediators will be chosen from each ethnic group
represented in the complex and will supervised for a year.
Program The Volunteer Center
La Crosse, WI
Project Teach-in for local and middle school students with topics which reflect MLK's six principles
of nonviolence and the six steps for nonviolent social change.
Program Town of West Seneca Youth Bureau
West Seneca, NY
Project Community "giveback" - food, book, clothing drive.
Collected items distributed and residents service in the community food pantries and other
organizations.
Day will end with a a community celebration.
Expected participation- 350 youth and 30 adult supervisors.
Program United Way of Berks County
Reading, PA
Project Read-in with 300 students who will read, discuss, and take home an age-appropriate book
which celebrates diverse Americans. Books will also be donated to the Police Athletic
League Library.
Program Vermont Network Against Domestic Violence
Montpelier, VT
Project Public read-ins to promote racial equity and diversity, food drive, quilt-making by RSVP
members for local shelters.
Program Volunteer Center of Morgan County
Decatur, AL
Project Teach-in for middle and high-school students. Topic- 6 principles of nonviolence and 6
steps for social change.
Program We Feed Our People
Washington, DC
Project Meal for 2,000 people in the park adjacent to the MLK library. Additional services will
include free health screenings and a clothing give-away.
Program Yakima County Substance Abuse
Yakima, WA
Project Produce a mural in the MLK city park, sponsor a week-long clean-up of the 15 blocks
surrounding the park, and sponsor an essay contest for school children grades 4-6. Mural
will be dedicated on the holiday and the park will be declared a violence free zone by the
city.
Program Young Leader's Academy
Baton Rouge, LA
Project Workshops, guest speakers, and a poetry/essay contest for the African American male
children (ages 8 & 10) who participate in the Saturdays of Service projects and their
families.
Program Youth Volunteer Corps of King Co
Seattle, WA
Project Service event at Seattle Univ. that includes convocation on the life and teachings of MLK
and creation of Dream books to be distributed. Each of the 100 middle school and high
school children will create a personal Dream Book.