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|Project Title: ||History Center Archive Project|
|School Year: ||2006|
|School - District:||Community Day Charter Public School - Community Day Charter Public (District)|
|Contact Name:||Susan ONeill|
|Content-Area(s):||History & Social Sciences|
|Community Need:||Community Development, (historical preservation)|
|Brief Description of SL Project: |
Eighth grade students completed a summer service-learning project with a Community Day Charter Public School faculty member. These students assisted the faculty member to identify and assess primary source documents at the Lawrence History Center/Immigrant City Archives to be used as instructional resources for the grade 8 History/Social Science Curriculum. Students involved in the project developed a deeper understanding and appreciation for the history of Lawrence and the stories of the many immigrants that helped build the city that exists today.
|The Community Need the Project is Meeting:|
A brainstorming session with the service-learning teacher listed the need to generate excitement for the study of history. The idea that students would be more excited about history if they could see a connection between present and the past emerged as a result.
|Service Component: |
Students spent approximately 40 hours reviewing the grade 8 History and Social Science learning standards, visiting the Lawrence History Center/Immigrant City Archives and writing/editing lesson plans with the service learning teachers.
|Connections with Massachusetts Curriculum Frameworks: |
The lessons are part of a supplemental curriculum unit titled Lawrence in the Industrial Revolution I (1840’s to 1860).
HI.12.USI.28A: Tech. improvements/inventions that contributed to industrial growth
HI.12.USI.28C: Rise of business class of merchants and manufacturers
HI12.USI.28D: Role of women in New England textile mills
HI.12.USII.2: Explain important consequences of Industrial Revolution
English Language Arts:
Language Strands- 1:Discussion, 2:Questioning, Listening,Contributing,
8: Understanding Text, 9:Making Connections
Composition Strands- 19:Writing, 20:Consideration of Audience/Purpose, 21:Revising, 22:Standard English Conventions, 23:Organizing Ideas in Writing, 24:Research, 25:Evaluating Writing and Presentations
|How Youth Voice Helps Shape Project:|
Students were afforded the opportunity to engage in the service-learning process taking on ownership of the project while increasing learning opportunities. Students at Community Day Charter Public School experienced challenges and tasks that required thinking, initiative and problem solving as they demonstrate responsibility and decision-making in their projects.
|Student Reflection Component: |
Students reflected on how people in Lawrence lived at that time. Students prepared projects that: explained why tenements (“triple deckers”) were built; who the immigrant groups were, and why they came to Lawrence; who mill workers were (men, women, and children) and what kinds of jobs, pay, work day, work week, holidays, and quality of life they had.
|Community Partners Involved: |
Lawrence History Center/Immigrant City Archives
|Demonstration/Celebration of Students' Work: |
Students were recognized as Model Students. Student celebration might have also included a recognition night with other students, teachers, and community members to highlight students’ accomplishements.
|Evaluation of Project’s Impact:|
The objective of the project was met: quality lesson plans that help students to make connections to the past were created and successfully implemented in grade 8 classrooms.
|Challenges/Solutions Identified by District:|
* 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.