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Strand PHIL.II Philanthropy and Civil Society
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Standard PCS 07. Skills of Civic Engagement
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Benchmark HS.4 Analyze and synthesize information to differentiate fact from opinion based on the investigation of issues related to public policy. Discuss these issues evaluating the effects of individual actions on other people, the rule of law and ethical behavior.
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Strand PHIL.IV Volunteering and Service
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Standard VS 03. Providing Service
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Benchmark HS.3 Describe the task and the student role.
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Students will finalize the project and its scope.
The learner will:
- identify the advantages and disadvantages of each proposed project.
- decide on one or two service projects that the class will undertake for the remainder of the semester.
- complete the second planning worksheet, identify potential problems and obstacles to completing the project and develop solutions to those problems.
- Service Learning Planning Worksheet (see Attachment One).
Anticipatory Set:
Remind students that there was a lack of information on some identified items from the last class. Ask students to remember what information was needed.
Day One: Begin by asking those students who were responsible for gathering information on the feasibility of each project to report to the class and answer any questions.
- Guide students’ debate regarding the merits and problems associated with each project.
- After all the information has been presented and discussed, conduct a class vote on the projects. If more than three have been proposed, allow the students to vote for two on the first vote and then vote again on the top three choices. If the class is fairly evenly divided on the top two choices, allow them to proceed with both, if both projects can be successfully undertaken with only half the class working on each.
- Day Two: If two projects have been selected, divide the class into two groups and have each group complete the Service Learning Planning Worksheet (see Attachment One). Each student should complete a planning worksheet and the chairperson should complete a worksheet for the entire group. The only difference will be on Question Four: individuals will explain what they expect to do to complete their 10 hours while the group work sheet will list all group members and the work each expects to do.
- If there is only one project, allow the whole class to work together to fill out the worksheet. The teacher can lead the discussion or have a student lead (which allows the teacher to serve as an observer to ensure all students are listening and contributing to discussion).
- Announce the journal assignment. The journal should include at least five one-page entries. The first entry should answer the question: “How do I feel about doing this project?” The last entry will be an evaluation of the project and what the student has learned from it. The other three entries (or more) should be done during the course of the project. A date should be set when at least three entries should be complete and checked (for credit) to make sure the entries are at least one page in length and deal with the project in some way. Each student should keep track of the hours worked on the back of the journal.
Each student will be completing a Service Learning Planning Worksheet (Attachment One). Credit should be given for completing all the questions. All the answers should be similar except for Question Four. It is important that all students have complete answers so that they remain involved members of the group and stay informed. Journals should be evaluated using the following criteria: There should be a minimum of five full pages. The first entry should be a reflection of how the student feels about doing the project before it starts. The last entry should be an evaluation of the success of the project and how the student benefited from the project. The hours the student worked should be documented on the back of the journal