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|Project Title: ||Take Action|
|School Year: ||2006|
|School - District:||Central Middle - Quincy|
|Contact Name:||Claire McCarthy|
|Content-Area(s):||Comprehensive Health, English Language Arts|
|Community Need:||Human Needs, Disabilities|
|Brief Description of SL Project: |
Students were actively involved with activities within the classroom as well as outside which celebrated the differences and abilities of others. From this, students were able to gain an understanding of challenges that others must face every day. As a result, they put together a fair celebrating differences existing in the world around us. The school, local and broader communities were informed about the activities students were involved with when they hosted their Living with Challenges Fair.
|The Community Need the Project is Meeting:|
Students discovered needs and problems after reading Welcome Home, Jellybean. The students were able to decide on what project to investigate because they realized that their school was not handicap accessible.
|Service Component: |
Students researched laws and historical information that would give them some type of explanation for why their school was not handicap accessible. They used this information to identify the problem they wanted to work on because the information allowed students to get an insight for why their school was not handicap accessible and also the information allowed the students to discover another component for why everyone was different.
|Connections with Massachusetts Curriculum Frameworks: |
Comprehensive Health Standards:
Interpersonal Relationships-Students will learn that relationships with others are an integral part of the human life experience and the factors that contribute to healthy interpersonal relationships, and will acquire skills to enhance and make many of these relationships more fulfilling through commitment and communication.
Community & Public Health-Students learn the influence of social factors on health and contribution of public health, and will gain skills to promote health and to collaborate with others to facilitate healthy, safe, and supportive communities.
English Language Arts:
Language Strands-1:Discussion, 2:Questioning, Listening, and Contributing, 3:Oral Presentation
Composition Strands-19:Writing, 20:Consideration of Audience and Purpose, 21:Revising 22:English Conventions, 23:Organizing Ideas in Writing, 24:Research, 25:Evaluating Writing and Presentations
|How Youth Voice Helps Shape Project:|
Listening to and engaging youth in the service-learning process provides ownership and greater learning opportunities. Students experience significant age appropriate challenges involving tasks that require thinking, initiative and problem solving as they demonstrate responsibility and decision-making in an environment safe enough to allow them to make mistakes and succeed.
|Student Reflection Component: |
Students made a connection between their project work and learning when they presented their work at the Living with Challenges Fair that they had put together.
|Community Partners Involved: |
Students and the school
|Demonstration/Celebration of Students' Work: |
Accomplishments were recognized when students hosted the Living with Challenges Fair and during the fair students were given the opportunity to present their internalization and reflection of concepts they had studied.
|Evaluation of Project’s Impact:|
Students working on this project might have evaluated its impact by surveying participants in the Living with Challenges Fair to see how much they learned. Effective evaluation is essential for addressing the outcomes of service-learning programs, for making decisions about improving the program, and for strengthening support for the program in the school district and community.
|Challenges/Solutions Identified by District:|
Service-learning is a challenging methodology to master. It is important to be aware that challenges and difficulties arising from the service experience is part of the learning experience as well.
* NOTE: This project summary was written by the district/community. Any text in italics was added or modified by the Department (ESE). Most of these projects were supported with Learn & Serve America funds distributed through the ESE.