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|Project Title: ||History is What You Are Doing|
|School Year: ||2007|
|School - District:||Community Day Charter Public School - Community Day Charter Public (District)|
|Contact Name:||Charley Easley|
|Content-Area(s):||History & Social Sciences|
|Community Need:||Community Development, (historical preservation)|
|Brief Description of SL Project: |
History is What You Are Doing is a summer service-learning project addressing the need to identify and preserve historical landmarks in the city of Lawrence. Students are aware and acknowledge that their city is rich with history with many places that are historically important. Many felt that there is a lack of awareness about these locations and their importance. The students identified historic sites in Lawrence and developed markers/placards to identify the sites in an effort to bring attention to these important historical sites, instill pride in residents, increase tourism, and in general, increase awareness of the rich history of the city.
|The Community Need the Project is Meeting:|
Community Day Charter Public School and the Lawrence History Center (LHC) maintain a strong partnership and prove to be an invaluable resource to each other. Students have consistently participated in service-learning projects with the LHC and have recognized the need to preserve the history of Lawrence. As a result, this service-learning project is geared toward the historical preservation of the City of Lawrence while raising awareness to city residents that they are part of a community embedded with historical and cultural beauty.
|Service Component: |
This intensive (90 hours) three-week summer service-learning program engaged middle school students from Community Day Charter Public School and the Lawrence Family Development Charter School. The program took place at the Lawrence History Center, which gave students opportunities to examine the Center’s many artifacts (e.g. immigration records, tax records, engineering and architectural plans) to learn the history of local landmarks. The students identified historic sites in Lawrence and developed markers/placards to identify the sites in an effort to bring attention to these important historical sites, instill pride in residents, increase tourism, and in general, increase awareness of the rich history of the city.
|Connections with Massachusetts Curriculum Frameworks: |
History & Social Sciences- HIC-5.3 Observe and identify details in cartoons, photographs, charts, and graphs relating to a historical narrative; HIC-12.7 Show connections, causal and otherwise, between particular historical events and ideas and larger social, economic, and political trends and developments; HI12.USI.28-Explain emergence and impact of textile industry in New England and industrial growth generally throughout antebellum America; HI-12.USI.28a. the technological improvements and inventions that contributed to industrial growth; HI-12.USI.28b. the causes and impact of the wave of immigration from Northern Europe to America in the 1840s/1850s; HI-12.USI.28c. rise of a business class of merchants/manufacturers; HI-12.USI.28d the roles of women in New England textile factories; HI-12.USII.2 Explain the important consequences of Industrial Revolution; HI-12.USII.2a. growth of big business; HI-12.USII.2b. environmental impact; HI-12.USII.2c. the expansion of cities
|How Youth Voice Helps Shape Project:|
This project is youth-centered in that students select historic sites and determine the design of the markers/placards.
|Student Reflection Component: |
At the end of the project, students will be asked to answer several reflection questions, including:
What did you learn about the city of Lawrence?
How do you feel about the work you completed?
What next steps would you propose (e.g, present markers/placards to mayor, encourage the city to continue developing placards based on students’ designs, etc.)?
|Community Partners Involved: |
Lawrence History Center developed and implemented this project with CDCPS. Pat Jaysane, director of LHC, was actively involved in all phases of the project. She worked with the project coordinator/teacher liaison from CDCPS (Charley Easley) throughout the spring to finalize the design of the project, and with Charley Easley and the LFDCS teacher/liaison to implement the 3-week project with students.
|Demonstration/Celebration of Students' Work: |
This service-learning project will be conducted this summer. For the reflection/last day, there is a planned celebration for the work of the students and the press will be invited.
|Evaluation of Project’s Impact:|
Evaluating the impact of the service-learning project on the community is an important component of high-quality service-learning as it can often decipher whether or not the project served its purpose. If projects are going to be continued from one year to the next, evaluation is an important tool to use to observe what may need to be changed for continued success or improvement.
|Challenges/Solutions Identified by District:|
Communication is always a challenge when dealing with participants from three different sites (including two schools still in the midst of the school year) to launch a new project. Staff members from each site used technology (particularly e-mails) to overcome the diversity of their daily schedules. Administrative support from each organization and compensation for teachers for project related activities above and beyond the regular contract day offered additional solutions to overcome these challenges. Offering the project as a 3-week summer program with a low student to adult ratio helped overcome the challenge to students of making best use of the wealth of information and resources at LHC to reach consensus on the historical sites in the city that would be the focus of their service project.
* 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.