Homeless Awareness Campaign
Teacher(s): Jim Altson, Laura Kuperus, Lori Koza
Main Contact: Jim Alson Email: firstname.lastname@example.org
Date: 6.28.12 Building: Lee Middle School Grade Level: 6-12th Grade
First Semester: X Second Semester: X
Give a brief overview of the project you are planning.
Through this project, we want students to look at conditions that cause poverty and lead to hunger and homelessness. We want them to become aware that there are homeless people around them, be sensitive to their situations and needs, become familiar with local agencies who can address those needs, and understand what they can do individually or as a group to help with this local (and global) problem.
Effective Practice: MEANINGFUL SERVICE
Service learning actively engages participants in meaningful and personally relevant service activities.
What community need will you address and how did you determine the need?
We will address the issue of homelessness which is often compounded by hunger. The project was inspired by the increasing number of homeless families/students in our community.
What service will you provide to address the need?
– Bringing awareness to the community that there are people among us who are homeless
– Bring awareness to the community of agencies who can help with their needs should they find themselves in this situation.
– Conduct a food drive
Effective Practice: LINK TO CURRICULUM
Service learning is intentionally used as an instructional strategy to meet learning goals and/or content standards.
How is this project related to your curriculum?
Social Studies: Citizen Involvement
ELA: Integration of knowledge and ideas to understand literature
Math: Family Budgets
What are the educational goals?
Character Education: Perseverance, Responsibility
Personal Skills: Sensitivity, Stereotypes, Prejudices
Curriculum Crafter Connections www.curriculumcrafter.com
Strand: 06SS: (Public Discourse, Decision Making, and Citizen Involvement)
TLW identify and investigate a public issue in the Western Hemisphere, analyze information about it, and develop a solution to present to others. (Capstone project)
(Gist: Western Hemisphere – Global Issues Project)
Strand: 07SS: (History)
TLW investigate how historians think and the processes, tools, and information they use to study and communicate historical knowledge. (Gist: Historical Thinking)
TLW analyze the nature and causes of social problems and suggest possible prevention strategies or solutions. (Gist: Social Problems and Preventative Strategies)
Additional State Standards and Benchmarks
List standards and benchmarks met by this project.
Strand: 11-12 ELA: (Writing)
TLW participate in shared research to build and present knowledge.
(Gist: Research to Build and Present Knowledge)
Strand: ELA: 11-12 ELA: (Writing)
TLW demonstrate the production and distribution of writing.
(Gist: Production and Distribution of Writing)
Strand: 09-10 ELA: (Reading Literature)
TLW utilize key ideas and details when reading literature.
(Gist: Key Ideas and Details – Literature)
Strand: ELA: (Reading Literature)
TLW demonstrate an integration of knowledge and ideas to understand the literature.
(Gist: Integration of Knowledge and Ideas – Literature)
Strand: BIO: (Interdependence of Living Systems and the Environment)
TLW explain factors that influence population dynamics, evaluate situations that disrupt ecosystems, and analyze the impact of humans on the environment.
(Gist: Population Ecology and Human Impacts on Ecosystems)
Effective Practice: REFLECTION
Service learning incorporates multiple challenging reflection activities that are ongoing and that prompt deep thinking and analysis about oneself and one’s relationship to society.
What form(s) of reflection will you use with the students to help them identify what they have learned and accomplished?
• Pre/Post Surveys (Survey Monkey)
• Language Arts – Written and Verbal Reflections in class
• Actions taken and progress made by Leadership Class
Effective Practice: DIVERSITY
Service learning promotes understanding of diversity and mutual respect among all participants.
What types of diverse perspectives and experiences will be explored as part of your project? (i.e.: cultural, generational, abilities/disabilities, learning styles, etc)
• Generational (Breaking the cycle)
Effective Practice: YOUTH VOICE
Service learning provides youth with a strong voice in planning, implementing, and evaluating service learning experiences with guidance from adults.
How will students gain ownership of the project?
• Making Brochures
• Helping at the Community Pride Events
• Writing Reflection Essays in Language Arts and sending them to different groups
• Helping at Career Day
Effective Practice: RECIPROCAL PARTNERSHIPS
Service learning partnerships are collaborative, mutually beneficial, and address community needs.
Who will you partner with for this project?
• Kelloggsville High School and Middle School
• Roy Jaurez (speaker on being homeless)
• Community Agencies who assist those who are homeless
How will students benefit from this partnership?
• Increased awareness
• Empathy with homeless people in the community
• Knowledge of resources available if they are ever in need
How will the partner benefit from this collaboration?
• Increased awareness of their agencies/programs
• More involvement in programs
• Opportunity to display at booths/tables at Community Pride Event
Effective Practice: PROGRESS MONITORING
Service learning engages participants in an ongoing process to assess the quality of implementation and progress toward meeting specified goals, and uses results for improvement and sustainability.
How will you assess the student learning goals?
How will you assess your service goals?
Number of community agencies involved
Effective Practice: DURATION AND INTENSITY
Service learning has sufficient duration and intensity to address community needs and meet specified outcomes.
How will you prepare students for this experience?
Teachers will be given access to a list of resources they can use to introduce the topic including books, videos, websites, activities, data.
What do you know? Worksheet
Define Hunger, Homelessness, Poverty
Examine possible causes of hunger & homelessness
Look at historical events in which people experienced hunger and homelessness
What are some sample possible activities students might do as part of this project?
• Create brochures
• Talk at Community Pride event
• Listen to guest speaker
• Create a list of people in your community who help with these causes
• Look at natural disasters that could occur in your community that might leave you without food or shelter. What do you need to have to be prepared? How can you help your neighbors be prepared?
The three arms of sustainability are environmental stewardship, economic growth, and social progress. Think planet, profit, and people.
Describe how your project addresses the issue of sustainability?
This project directly addresses the arms of economic growth and social progress. By helping students to understand why people end up in situations where they are homeless, they might be better prepared to not find themselves in that situation in their own life, and thus contributing to a more financially stable, vibrant community.