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Service-Learning ProjectsShowcasing Youth Voice, Action & Engagement
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Minneapolis Community Education Youth Development
Creating an environment where youth can Learn, Lead, Serve & Belong
M inneapolis Community Education exists to engage youth and adults in community-driven learning and enrichment opportunities. Within Minneapolis Community Education, the
principles of Youth Development guide all our youth programming.
Research shows that when youth engage in problem solving real-life issues, their school commitment and achievement grows. The service-learning projects in this booklet are district-wide examples exemplifying strong civic and academic commitment.
In partnership with the MPS Department of Teaching and Learning, Minneapolis Community Education provides training and support to educators, afterschool facilitators and youth in quality, standards-based service-learning practices. Service-Learning mentors are available to provide practioners with curriculum and resources to embed service-learning practices into teaching strategies.
Community Education Youth Development
The Principles of Youth Development➤ Youth feel physically and emotionally safe
➤ Youth experience belonging and ownership
➤ Youth develop self-worth
➤ Youth discover self
➤ Youth develop quality relationships with peers and adults
➤ Youth discuss confl icting values and form their own
➤ Youth feel pride and accountability that comes with mastery
➤ Youth expand their capacity to enjoy life and know that success is possible
Gisela Konopka (1973) and Karen Pittman (1991) identifi ed critical elements essential to the healthy development of young people. www.extension.umn.edu/distribution/youthdevelopment
Defi ning Service-Learning
“ Service-Learning is a form of experiential learning whereby students apply content knowledge, critical thinking and good judgment to address genuine community needs.” —Minnesota Department of Education
➤ Curriculum Integration: embedding service-learning experiences in curricular goals and standards that drive student learning.
➤ Refl ection: facilitating continuous refl ection before, during, and after the service experiences—using multiple, cognitively challenging methods to encourage critical and creative thinking that addresses learning objectives.
➤ Youth Voice: engaging the vision and leadership of young people as valued contributors to society by integrating their ideas into the selection, design, implementation, and evalu-ation of service-learning experiences.
➤ Diversity: fostering civil discourse and democratic values through the inclusion of diverse perspectives and experi-ences, and through a respect for all learners.
➤ Meaningful Service: applying problem-solving and critical thinking skills to community and civic needs in real-world environments.
➤ Progress Monitoring: analyzing student refl ections and assessment measures, in combination with project and partner evaluation data, for continuous review and improvement.
➤ Duration: ensuring that service and learning experiences are of suffi cient intensity and duration (equal to one semester), so that all phases of planning, through project evaluation, are included.
➤ Reciprocal Partnerships: leveraging community assets and promoting collaborative communication and interaction among stakeholders.
K-12 Service-Learning Standards for Quality Practice
Copyright © 2008 National Youth Leadership Council (www.nylc.org). Used with permission.3
Spoken Word ClubEdison High School, Grades 9-12
Students:
➤ Performed and taught spoken word at community organi-zations across the Twin Cities;
➤ Visited homeless shelters and used those interactions to create spoken word poems about various social issues from multiple perspectives; and
➤ Performed poems about their own challenges growing up.
This was a way for them to reach out and give advice to other students who may have encountered similar issues.
Students invited those with whom they interacted to create their own spoken word pieces as a way to re-spond to their situations non-violently, and compiled the poems into an Edison poetry book. Throughout the process, students partnered with the Minnesota Spoken Word Association, and were mentored by art-ists working in the Twin Cities area. ■
Timeline: Year long
Curricular Connections: English, communications, writing, community service
Partners: CANVAS, COMPAS, Intermedia Arts/Youth Venture, The Loft, Edison Collaborative and the Minnesota Spoken Word Association (MNSWA)
Funding: Service-Learning Mini-Grant
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Kiva/Micro-lendingPatrick Henry High School, Grade 9
Timeline: Year long
Curricular Connections: Economics, computer literacy, business, global studies
Partners: Kiva.org
Funding: Service-Learning Mini Grant
Service-Learning Projects
N inth grade students learned about the world in a powerful way through the micro-lending organization Kiva (whose mission is to “connect people, through lending, for the
sake of alleviating poverty.”)
Students used knowledge of economics and good business practic-es to select an entrepreneur from abroad. They explored their cho-sen entrepreneur’s country, culture, and daily life through research and correspondence on the Kiva website and realized the impact of the microloan on the entrepreneurs’ businesses, families, and communities as they monitored the entrepreneurs’ progress online.
Throughout the course of the proj-ect, students built community with-in their classrooms, experienced and refl ected upon what it means to be a global citizen, and explored the ways in which individuals can make great strides to improve the lives of their families, communities, nations, and the world, in spite of serious obstacles. ■
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Nobel Laureate OperaRamsey Fine Arts, Grade 4
T he 4th grade opera is a yearlong integrated social studies, language arts, and music project with multiple instruc-tional strands in which students learn the art elements of
opera as well as the instructional standards from the PeaceJam Junior curriculum on the life of the chosen Nobel Peace Laure-ate, President Barack Obama.
All 98 4th grade students are involved in all aspects of the cre-ation and performance. They:
➤ Learn standards in the elements of opera including lyric writing, text setting, composition, choreography and staging; and
➤ Research the character, confl icts and goals of the Laureate, develop the storyboard, write the lyrics to tell the story, compose the music, choreograph the dances, design and create the sets, props and costumes, advertise and perform the opera.
Students feel ownership of the opera and are able to personally connect to the Laureate’s story and relate its lessons to their own lives and values. The goal is creating an opera performance, while the process helps students develop a sense of belonging, optimism, effi cacy, competency and usefulness. ■
Timeline: Year-long
Curricular Connections: Social studies, language arts, theater arts, research
Partners: Learning Through Music Consulting Group, U of MN School of Music, Puppets Rozenschnoz, Thursday Musical, MN Opera, Twin Cities Opera Guild, Stepping Stone Theater
Funding: Service-Learning Mini Grant
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Students in ActionRoosevelt High School, Grades 9-12
Timeline: Year long
Curricular Connections: Research, community service, health, horticulture studies
Partners: Close-Up, Jefferson Awards, Blue Cross/Blue Shield
Funding: Service-Learning Mini Grant, Blue Cross/Blue Shield
Service-Learning Projects
T he vision of Students in Action is to increase the number of Roosevelt High School students who are helping their community, school and classmates through volunteering.
Students:
➤ Recognized peers’ service by giving them Jefferson Awards;
➤ Went to Washington D.C. and participated in a Healthy Communities program;
➤ Started a nutrition program in which they surveyed students to fi nd out how they can offer healthy choices for lunch; and
➤ Grew plants to sell very cheaply to the community at the Roos-evelt Mosaic Arts and Culture Fair so community members can start their own gardens. ■
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Success Coffee CartSuccess Academy, Grades 9-12
“Start your day off with a little Success in a cup.”
T his project was started by a Success Academy staff mem-ber named Ms. Elles. While going through the closet of school supplies, she found a coffee pot and asked the
principal if she could start a student-run school store or a coffee shop. Her request was granted in the 2009 school year.
This project developed into a fully designed and student-run service learning project. The idea was for students to learn life
skills and job experience while earning school credit. Ms. Elles sought help from other Success Academy staff like Ms. Moore, the Economics teacher, and Mr. Beumer, the Science teacher, to help with the educa-tional background.
The Success Coffee Cart offered Starbucks coffee, Hot Chocolate, Apple Cider and a variety of teas. Regular customers also began to request other items, like daily newspapers and donuts. The Coffee Cart built strong community support as well as establishing a successful customer base. ■
Timeline: Year long
Curricular Connections: Life skills, economics science, entrepreneurship
Partners: Classroom teachers
Funding: Service-Learning Mini Grant
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Care to Be AwareWashburn High School, Grade 9-12
Timeline: Year long
Curricular Connections: Health, communications, research, leadership development
Partners: NAMI—Minnesota, Cub Foods, Yoga Center of Minneapolis, Core Power Yoga—Uptown
Funding: Service-Learning Mini Grant
T he purpose of this service learning project was to raise ser-vice and awareness of resources to promote mental wellness. The “Girl Power” and “Silver Ribbon” Connections groups
(dayschool co-curricular classes) teamed up to carry out the project.
Students:
➤ Heard speakers from organizations such as NAMI and the author of Wasted, Marya Hornbacher;
➤ Learned about disorders through literature and videos, heard about different treatments op-tions and invited other classes to the speaking events to promote awareness;
➤ Planned a 5k walk/run (which included contact-ing businesses for donations and organizations to sponsor booths on race day, and working as a team to make decisions); and
➤ Race participants pledged to “care and be aware” of those suffering with mental illness or other brain disorders by putting their handprint on a large canvas to be displayed in the school and wearing a silver ribbon daily to show support. ■
Service-Learning Projects
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Bikes for GambiaWellstone International, Grade 9-12
W ellstone students helped strangers an ocean away in a small but tangible way. Students collected, worked on and donated 23 bicycles to be sent to
villages near Kerawan, Gambia on the north bank of the Gam-bia River. These villages are very poor and children often walk several hours to school and adults walk hours to get to work or to obtain food and water.
Gambian natives Lamin and Alaji Jarju headed up the Bikes for Gambia project. They taught students about Gambian geog-
raphy and politics, as well as their own Mandinka language and culture. Lamin is now in Gambia, awaiting the arrival of Wellstone bicycles along with the almost 1,000 other bicycles that will be distributed directly to Kerawan villages.
The project allowed Africans from many countries to band together and address one particular need in one small cor-ner of the continent while delving into some of the challenges and successes of the continent today. ■
Timeline: Year long
Curricular Connections: Geography, political science, English, global issues
Partners: McDonald Sunrise Cyclery, Midtown Greenway Coalition, Re-Cycle
Funding: Service-Learning Mini Grant, student fund drive
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Art TrashWhittier International Elementary School, Grades 4-5
Timeline: Year long
Curricular Connections: Creative arts, “going green”—recycling
Partners: Better Homes & Garbage
Funding: Service-Learning Mini Grant, The Loft
Service-Learning Projects
T he afterschool service-learning group, Everyday Leaders, used grant money to collect garbage in the Whittier com-munity and turn it into art.
Students:
➤ Called themselves “Art Trash;”
➤ Connected with a reuse center called “Better Homes and Garbage;”
➤ Created their own pieces of trash art for display; and
➤ Designed their own t-shirts which they wore at the event. ■
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Lovin’ the LibraryLake Nokomis Community School, Grade 1
O nce a month, we take a trip to the Roosevelt Library on the city bus. We shelve books, wash the preschool-er’s toys, put up a bulletin board in the children’s area,
organize the movies, put out a display of themed books, sort magazines and board books.
We interviewed Ms. Lisa, the librarian at the Roosevelt Library, and Ms. Helgesen, our librarian at Wenonah School. Ms. Lisa read us And Tango Makes Three and Ms. Helgesen read us L is for Library.
On Saturday mornings, the preschoolers come to the library for storytime. We made them hats, animal masks, bookmarks and toilet paper penguins.
At the Dodge Nature Center we learned about animal tracks. My group saw bunny, squirrel and coyote tracks. We made animal masks and an animal track bulletin board.
We went to the Minnesota Landscape Arboretum. We learned how to get maple syrup. What you do is drill a hole in a tree and then the sap runs out. You put it in a bucket and take it to the sugarhouse where it is boiled to make syrup. Along the way, we learned some big words: sugarbush, naturalist and bibliophile.
We had a great time learning about science and sharing it. Thank you for the grant money. ■
Timeline: Year long
Curricular Connections: Literacy, library science, vocabulary, science, community service
Partners: Hennepin County Library: Roosevelt & Nokomis branches
Funding: Service-Learning Mini Grant
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District (MPS) Support
Community Education Youth Development TeamThe Youth Development Team works with district staff and community partners to empower youth, through building a supportive learning community using high quality service, service-learning and best practices of youth development.
Contact the Youth Development staff for helpful links, service-learning grant opportunities, deadlines, and invaluable community partner contacts.
Jerilyn Ezaki • [email protected]
Janine Freij • [email protected]
Tony Walker • [email protected]
HYPE (Helping Youth Promote Empowerment) HYPE is a youth-directed grant program providing funds to youth and youth-serving agencies that strive to make our communites better places. For more information, call Janine Freij at 612.668.3990 or go to http://youth.mpls.k12.mn.us
Reference Books & Resources
Complete Guide to Service-Learning by Cathryn Berger Kaye, M.A., Free Spirit Publishing
Service Learning: a guide to planning, implementing, assessing student projects by Sally Berman, Corwin Press
The Service Learning bookshelf; A bibliography of fiction and nonfiction to inspire student learning and action by Cathryn Berger Kaye, M.A., Free Spirit Publishing
National Youth Leadership Council www.nylc.org
Resources for Getting Started with Service-Learning
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Everyday Leaders Program
A s a district wide Community Education youth development pro-gram, Everyday Leaders gives students an opportunity to grow in leadership through team-building, activities to boost social skills, and
large-scale problem-solving activities. This program allows students to see needs in their community and to engage in efforts to meet those needs as a group through service projects that are student-initiated and student-led.
Everyday Leaders was founded on the basic tenets of Service-Learning, which consist of the belief that students are an asset to their community and have something valuable and essential to offer those around them. Everyday Leaders is offered in all Community Education after school programs.
If you would like to learn more about the Everyday Leaders program or are interested in becoming a facilitator or community partner, email [email protected]
Shine On! Young Leaders Rising
Shine On! Young Leaders Rising is a newspaper written by and for youth. This newspaper shares the stories and wisdom of young leaders and highlights the leadership,
service, and service-learning projects that are happening in our Minneapolis schools and communities. Shine On! is a district-wide service-learning publication led by Minneapolis Community Education.
A Youth Editorial Board comprised of high school students from around the district makes all of the decisions related to this publication. Their passion is to create a newspaper that makes their commu-nity proud of the youth in Minneapolis Public Schools. The Youth Editorial Board received the 2010 Minnesota Service Award in the service-learning category.
Visit our website at youth.mpls.k12.mn.us/shineon to learn more and read through past issues online.
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Minneapolis Community Education2225 East Lake Street, Minneapolis, MN 55407612.668.3939 ■ [email protected]
Director of Community Education Manager of Community ProgramsJack Tamble Colleen Sanders 612.668.3948 [email protected]
The Youth Development TeamYouth Programs Specialist
Tony Walker 612.668.3831 [email protected]
Jerilyn Ezaki 612.668.3809 [email protected] Freij 612.668.3990 [email protected]
Visit us online at http://youth.mpls.k12.mn.us/sl.html
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