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|Project Title: ||New Students New World|
|School Year: ||2007|
|School - District:||East Junior High - Brockton|
|Contact Name:||Tracey A. Hebert, Catherine Concannon, Kathryn Murphy|
|Contact Phone:||(508) 580-7351|
|Community Need:||Community Development, Education|
|Brief Description of SL Project: |
The students of East Junior High School explored the difficulties new immigrants face when they first come the community of Brockton. The students used what they learned to create a video that will help the new immigrants to better understand the culture here.
|The Community Need the Project is Meeting:|
Brockton is a very diverse city with a large population. On a daily basis families come to the parent information and registration center for the Brockton Public Schools. Some of these families are new arrivals to the U.S. The predominant nationalities of the new entrants are Cape Verdean, Haitian, and Puerto Rican. East Junior high school is the school designated to service students of bilingual and ESL backgrounds. Approximately 25% of the school population has been in the U.S. for less than 3 years. These students face challenges learning English, and mastering the junior high curriculum, while also becoming acquainted with a new city, climate, social norms dress, school climate and rules. Many of these students are called upon by their parents to translate for them, make appointments, and be their link to the outside world.
|Service Component: |
After learning about the difficulties encountered by the new immigrants, the students in social studies class brainstormed ways they could help to alleviate the strain of transition to the United States. Students were challenged to come up with a permanent fix, not something that was a one shot deal.
The students worked on creating a welcome video to be placed in the parent information and registration center. The students worked 10 hours on this project.
|Connections with Massachusetts Curriculum Frameworks: |
World History I:
WHI.12 Explain why European nations sent explorers westward and how overseas expansion led to the growth of commerce and the development of the trans-Atlantic slave trade. (H, E)
WHI.13 Identify the three major pre-Columbian civilizations that existed in Central and South America (Maya, Aztec, and Inca) and their locations. Describe their political structures, religious practices, economies, art and architecture, and use of slaves. (H, G, E)
WHI.14 Identify the major economic, political, and social effects of the European colonial period in South America. (H, E)
WHI.33 Summarize how the Scientific Revolution and the scientific method led to new theories of the universe and describe the accomplishments of leading figures of the Scientific Revolution, including Bacon, Copernicus, Descartes, Galileo, Kepler, and Newton. (H)
WHI.34 Describe the concept of Enlightenment in European history and describe the accomplishments of major Enlightenment thinkers, including Diderot, Kant, Locke, Montesquieu, Rousseau, and Voltaire. (H)
WHI.35 Explain how the Enlightenment contributed to the growth of democratic principles of government, a stress on reason and progress, and the replacement of a theocentric interpretation of the universe with a secular interpretation. (H)
1. Review Incas’ and Aztecs’ exposure and reaction to other cultures.
2. Have students list the hardships these groups faced from the cultural clash.
3. Ask students to predict the culture clash new students coming to the United States may face.
4. Tell students a panel of adults immigrants will be joining them in class and will tell their personal stories of how they felt arriving in the U.S.
5. Ask students to formulate thoughtful questions to probe the panel to see if their thoughts about how new immigrants will feel are true.
6. Have students place question on board and as a class agree on the questions to be asked.
|How Youth Voice Helps Shape Project:|
The students were able to take ownership of this project by taking the information they learned from the new immigrants experiences and creating a project that would help to alleviate their difficulties. The students decided to create a welcome video for the Parent Information Center that would be in the native language of the immigrants who populate the area.
|Student Reflection Component: |
The students reflected after each activity by taking notes in their journals on how they could assist the immigrant groups to feel more comfortable here in the United States.
|Community Partners Involved: |
The community partners for this project included the Cape Verde Association, Latino Health Institute, Brockton Public Schools Information and Registration Center and Massasoit Community College. Each group helped to recruit new immigrants to speak on the panel and discussed with the group the needs these individual groups would have transitioning into the school district.
|Demonstration/Celebration of Students' Work: |
The students will continue this project into the fall. They have completed the video, but must now have it translated into the different languages.
|Evaluation of Project’s Impact:|
This project may be evaluated by conducting interviews with students who have recently immigrated to see if they found the information in the video to be helpful in their transition. Students can also assess the impact and how well it helped the need by creating a survey for students and parents who have watched the video. This survey would include questions about what information they have utilized and what additional information and/or resources would be beneficial to help support them.
|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.