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|Project Title: ||Whitman-Hanson Cares|
|School Year: ||2007|
|School - District:||Whitman Hanson Regional - Whitman-Hanson|
|Contact Name:||Megan Gaudette|
|Grades:||9, 10, 11, 12|
|Brief Description of SL Project: |
Whitman-Hanson Cares is a school wide project that highlights the Search Institute of America’s initiative, “The Power of Promoting Positive Assets in Youth.” The students learn about the Forty Developmental Assets through a video created through the interdisciplinary work of the CSL class and TV Production class. In conjunction with the Forty Developmental Assets the school continues to address the previous themes of Anti-Violence Week, anti-bullying, violence prevention, and anti-addictions as well as introduce new issues that need to be addressed such as, homelessness, poverty, and affordable housing. In addition the school participates in building a habitat home in Whitman as a concrete project bringing all of the issues to hand.
|The Community Need the Project is Meeting:|
This project addressed the need for students, parents, and the community to be aware of the Forty Developmental Assets that assist youth in making the transition successfully into adulthood. Along with the Forty Developmental Assets the high school added on to their Anti-Violence week by continuing to show “Whitman-Hanson Cares” through participating in helping to build a habitat house in Whitman. The students address important issues such as homelessness, poverty, and affordable housing.
|Service Component: |
The CSL students and TV Productions classes work together to create a video teaching all Forty Developmental Assets. The video is aired on SmartBoards to the student body and is also shared with the community on the local cable television station. The students also participate in build days to help construct the habit home in Whitman. Two students became members of the CSL advisory board to help with the block grant as well as the Habitat for Humanity project. Approximately 300 students were involved with the project and the whole school participates in Anti-Violence week.
|Connections with Massachusetts Curriculum Frameworks: |
Physical Health- Students will recognize decisions that all individuals will make with respect to their bodies in daily living and identify the relationships among actions, conduct and wellness.
Social and Emotional Health- Students will develop skills needed in daily life as they come to learn about their identity and how to manage interactions with other people.
Safety and Prevention- Students examine how they make decisions and weigh the probable consequences of their actions.
Personal and Community Health- Students will develop a clearer understanding of their personal, social and civic responsibilities by acting on accurate information to improve health in their communities.
|How Youth Voice Helps Shape Project:|
Students were able to express their concerns about the issues such as homelessness, poverty, and affordable housing. Students were able to choose how they wanted to help out by either partaking in a build day, fundraising, or publicizing. Two students were members of the CLS advisory board and were able to bring the student body concerns and suggestions to the school administrators, staff, and community members.
|Student Reflection Component: |
Students recorded events surrounding the project, took pictures, wrote about project events in the school newspaper, and created display boards reflecting on their participation.
|Community Partners Involved: |
Habitat for Humanity worked side by side with the students and the school on the project. Other community members joined the CSL advisory board in hopes of creating stronger ties with the stakeholders of the CSL project.
|Demonstration/Celebration of Students' Work: |
The project was celebrated during the Arts in Bloom and Parent Conferences in which members of the community had a chance to see all of the work accomplished by the students.
|Evaluation of Project's Impact:|
Surveys were conducted to see the impact that the project had on students who participated by comparing the survey to a class of students who did not participate. Students and faculty involved with this project might have measured the projects’ impact by surveying a sample of students that would have been a beneficiary of the Forty Developmental Assets video, whose awareness was aimed at being increased through the project. Students and faculty might have also led focus group discussions with various classes that may have watched the video as a way to observe the impact on their peers.
|Challenges/Solutions Identified by District:|
Whitman-Hanson Regional High School was fortunate to avoid challenges throughout their project, however, is aware challenges and difficulties may arise from the service experience and contributes to the overall learning experience.
* 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.