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|Project Title: ||Greek Cultural Fair|
|School Year: ||2006|
|School - District:||John F Kennedy - Hudson|
|Contact Name:||Marla Blair, Courtney Leary, and Carey Nemerowicz|
|Content-Area(s):||History & Social Sciences|
|Community Need:||Education, Diversity|
|Brief Description of SL Project: |
Essential questions of what is culture and what elements are common to all cultures framed the service-learning since both the sixth grade as well as the second grade curriculum addressed culture. Students were given opportunities to learn about ancient Greek civilization in a variety of ways from simulations of different types of government to “virtual tours of ancient Athens through engaging in activities at various classroom stations to reading and responding to texts about ancient Greek mathematical and scientific contributions.
|The Community Need the Project is Meeting:|
Hudson boasts a large Greek population and it is important to the district that students, at a young age, understand the prevalent ancestry. As both sixth graders and second graders are specifically supposed to study Ancient Greece, the sixth graders want to help present the second graders with their Greece unit. The sixth grade students recognized that younger students, much like themselves, have many diverse learning styles. Sixth graders endeavored to have as many different displays, exhibits and presentations as possible to appeal to all the different learning styles that the second graders would have. The students worked in pairs, trios or small groups to decide on their methods of delivering their research results.
|Service Component: |
Sixth graders created the Greek Cultural Fair and then welcomed the second graders to the middle school was which transformed for the day into Ancient Greece with sixth graders serving as docents, actors and teachers for their second grade student guests.
|Connections with Massachusetts Curriculum Frameworks: |
Historical Documents used and Instructional lessons connected to History and Civics. The specific MDOE Frameworks that were addressed are content standards, 7.6 “Identify the characteristics of civilizations” and 7.24-7.35 “The Roots of Western Civilization: Ancient Greece c. 800-300 BCE.
|How Youth Voice Helps Shape Project:|
Youth voice could be incorporated in a project like this by asking students to present their own experiences with diversity by living in their town. Expect that, since community diversity was seen as a community need, that students would all have some anecdote to share.
|Student Reflection Component: |
Students from the outset were making connections between their project and their learning since this was an education service-learning endeavor. Students reflected on their work in the Ancient Greek Culture Fair. They responded to questions about what they learned about ancient Greece, about group work and about presenting to second graders. They reflected on ways they could have improved their contribution to the Fair and how their experiences with the Fair changed the way they think about working with a young audience.
|Community Partners Involved: |
Community partners for a project like this could include a local Greek charity or community organization or other local businesses that currently have service designed to impact the Greek community.
|Demonstration/Celebration of Students' Work: |
Since this was the second year and last year’s Greek Cultural Fair was highly successful, students entered the process with a great enthusiasm. Teacher and administrative backing was also strong as was recognition for student involvement and for teacher initiative in the process.
|Evaluation of Project’s Impact:|
Students designed evaluations for the fair that the second graders filled out when they returned to their own schools. The student evaluations were used to evaluate the impact of the Greek Cultural Fair.
|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.