AlvernoAlvernoAlverno

PLAN
FOR
CHANGE
2 April 2015

Project Proposal

Preface
The following project- based learning proposal is designed to fit the curriculum of
a 12th grade classroom. Students will explore themes in Khaled Hossenis A
Thousand Splendid Suns by placing themselves in front of the lens of one of the
main characters, Mariam. They will carefully design a plan that they could
execute to improve the lives of individuals like Mariam. Students will have
already read A Thousand Splendid Sun. They are completely aware of what
truly happens to these characters, and with this in mind they will analyze how
they could have changed the outcomes for these characters. This book will serve
as an inspiration for the students by familiarizing the students of the
circumstances that arise in countries under occupation like Afghanistan. This
book will be a glimpse before they thoroughly research a country similar to
Afghanistan and learn of life in countries that suffer. Students will participate in
Service Learning experiences prior to beginning this project. They will complete
the following three activities prior to the project:

Care packages for women in the Milwaukee Rescue Mission

1. Decide what products will be placed in the care packages.
2. Create the care packages
3. Distribute the care packages at the Mission
4. Reflect on the attitudes of the members at the Mission and
their attitude when receiving the packages.
Volunteer at a Seven Oaks Nursing and Rehabilitation Center
1. Create activities (games, community building exercise, etc.) to
engage in with the residents
2. Visit the nursing home and engage in activities
3. Reflect on the attitudes of the residents and how their different
illnesses impact them, and their attitudes during the activities.
Volunteer as a tutor at Milwaukee Rescue Mission
1. Create a strategy to tutor the children at the mission (ways to
engage the children)
2. Tutor the children at the mission
3. Reflect on the importance of education, and how the children

Students will be participate in Service Learning activities prior to their project so

they get an idea of what it is like to help those in need of resources, medical
attention, or education. This will also help them decide which prompt to select
because they will have experience in all three areas.

YOU HAVE BEEN CHOSEN...

You and your group have been chosen to go to a war torn country to help improve the lives of women

Essential Questions:
PBL:
How will you choose a country that is in need of your humanitarian services? What constitutes need?
How will you measure the progress that your support brings to the country?
How do you know if your sources are scholarly? How do you know that your sources are reliable and c
How did you decide what to research? How did you conduct your research?
How did you connect your own ideas and beliefs to your research?
Did you provide textual evidence from your evidence to support your plan?
What challenges could stand in the way of your plan successfully helping the civilians of your chosen
If your plan were implemented in the Afghanistan of A Thousand Splendid Suns, would Mariams life h
How do natural and human disasters change the outlook of a country and its people?
How are women and children especially affected by natural and human disasters?
Service Learning:
How has your service learning experience guided your choice of prompt in the PBL portion of the unit?
How has your perspective changed after your service learning experience? If it hasnt changed, why n
What new skills or interests have you learned from this experience?
Did anything from this experience surprise you?
What did you like or dislike about the experience?
What did you learn about the people in this community?
Why do you think this community is struggling with this issue (hunger, loneliness, lack of education, e
How have you taken the knowledge youve gained from this experience and implement it in your proje

Select ONE of the following prompts:

Humanitarian: Imagine you have discovered the money that was supposed to be
given to Mariam. How would you use it in her memory to help improve the life of
woman residing in countries at war? How will you decide what to include in your
care package for residents of this war-torn country?
- Pick a country of your choice that is at war
- Research the conditions of this country
- Analyze what struggles women are facing in that country (healthcare,
education, employment, etc.)
- Plan a step-by-step course of action
- Conclude how would Mariams life have been different if there was a
humanitarian like you to help her?
Medical Professional: Imagine that your are about to enter a country who is in
need desperate need of improvement in healthcare.
- Pick a country that has a weak healthcare because it is under occupation,
in war, enduring social upheaval, or has experienced a natural disaster.
- Research the infrastructure problems this country has
- Analyze what supplies and systems need to be put into place and what
tools you could bring
- Plan a step-by-step course of action
- Conclude how would Mariams life have been different if there was a nurse
like you to help her?
Educator: Imagine you are entering a country that is need of a neighborhood
teacher to educate children from ages 8-15. This country is at war, so the children
cannot leave their neighborhoods, but need to be taught survival skills and the
basic core academic tools to be able to communicate effectively.
- Pick a country that is need of extra teachers due to warfare, displacement
people, etc.
- Research survival skills and the core academic tools these kids would need
in the country they reside in.
- Analyze how you will be able to effectively teach them in a way that is
meaningful to them.
- Plan a step-by step course of action
- Conclude how would Mariams life have been different if there was an
educator like you to help her?

COMMON CORE STANDARDS

Comprehension and Collaboration:

Come to discussions prepared, having read and researched material under study; explicitly draw on th

Work with peers to promote civil, democratic discussions and decision-making, set clear goals and dea

Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quan

Presentation of Knowledge and Ideas:

Present information, findings, and supporting evidence, conveying a clear and distinct perspective, su

Part B. Project Overview

Part C. Linking service-learning to academic, civic, and other learning goals

Created by RMC Research Corporation 22 for Learn and Serve Americas National Service-Learning Clearinghouse

Service Problem: The Milwaukee Rescue Mission is in need of care packages and
tutors. The Seven Oaks Nursing and Rehabilitation Center is in need
of volunteers to create and participate in activities with the
residents.

Purpose:Thepurposeofthisprojectisforstudentstoexperiencewhatitisliketobe
aroundthosewhoareinneedoffood,education,andmedicalattention.Thegoalisfor
studentstobeabletohaveanideaofwhatthesepeoplewouldneedforabetterlife,
andtousethisinsighttostarttheirresearchfortheirproject.Theywillalsogain
knowledgeoftherolesofahumanitarian,nurse,andeducator.Thiswillhelpthem
selectaprompt.

K-12 Service-Learning Project Planning Toolkit

Created by RMC Research Corporation 23 for Learn and Serve Americas National Service-Learning Clearinghouse

K-12 Service-Learning Project Planning Toolkit

K-12 Service-Learning Project Planning Toolkit

Created by RMC Research Corporation 24 for Learn and Serve Americas National Service-Learning Clearinghouse

Part D. Weaving in Reflection

Paseo Wheel: Students will engage in a reflection similar to the Paseo Wheel after each
meeting, but it will be a quicker process so that students can use their reflections to
improve their next meeting. The students will be in groups of four. Instead of a wheel, it
will be more like a square. The students will face each other and two students on the
same side will ask the other two students facing them, What went well and what would
could be done to improve the meetings and make them more efficient? The two
students who are being asked the question will answer, and then the other two students
sill reiterate what they said and respond by explaining how they think they could
improve as well. They will make a goal for the next meeting on what they want to have
completed by the end of that day. They will repeat the reflection after each meeting.
ServiceLearning:Aftereachservicelearningexperience,studentswillwriteareflectionindividuallyonhow
theirimpressionsofthosewhoareeconomically,academically,andphysicallyunderprivilegedhavechanged.If
theirimpressionshaventchangedtheywillexplainwhytheyhaventchanged.Thesereflectionswillstudents
reflectonthedifferentstrugglesthatpeoplefacewithintheircommunity,andhowitimpactsthem.
PBLandServiceLearningReflection:StudentsareparticipatingintheirServiceLearningexperiencebefore
beginningtheirprojectsotheycanusetheirServiceLearningexperiencesasdirectionfortheirproject.To
provetheyhavereflectedontheirServiceLearning,theywillcompletethefollowingreflectionsbeforeorafter
thefollowingstagesoftheirproject:

Prompt:Afterselectingthehumanitarian,educator,ormedicalprofessionalprompt,studentswillwrite
ashortreflectionofhowtheirthreedifferentServiceLearningexperiencesimpactedtheirprompt
decision.

Research:StudentswillreflectonhowtheirServiceLearningexperiencedirectedtheirresearchforthe
project.Theywillexplainhowwhattheywitnessedguidedthemtodecidewhattoresearchfirst.

Conclude:Studentswillwriteareflectiononhowtheirresearchandplanthattheyhavecreated
connectstotheirServiceLearningexperience.Theywillanalyzehowthepeopleinthesecountriesare
similar/differentfromthoseintheircommunity.

Worksheet Five: Demonstration and Celebration

Titleoftheevent

CelebrationForChange

Dateandtime

May15th,2015
3:00p.m.

Location

AlvernoCollege
1.Students:Studentswillpresenttheirprojects

Participantsandtheirroles

2.Volunteersfromthecommunity:BoardMemberswillcritique
studentsontheirprojects
3.Teacher:Willgradestudentsbasedontheircontentandpresentation
4.VolunteerFaculty:Willbetheaudienceforthestudents

Howwillyouinviteparticipants
ViaEmail
totheevent?
Demonstration:Studentswillpresenttheirprojectsintheformatthey
havedecidedtodoso.Theyareallowedtochoosehowtopresenttheir
project,aslongasallofthecomponentsareincorporated.Priortothe
Whatareyourspecificactivities
presentationtherewillberefreshmentandsnacksforeveryonetoindulge
fordemonstrationand
in,aswellastimeforstudentstosocializewiththevolunteers.Afterall
celebration?
ofthepresentations,therewillbeacelebratorytimeforstudents.There
willbesomedessertsforeveryonetoenjoy,andmoresocialinteraction
time.
3:003:20StudentsandvolunteerswillarriveatAlverno.
3:203:25Abriefintroductionwillbegivenbytheinstructoraswellasa
thankyoutoallofthevolunteers
Attachanagenda
3:254:00Everyonewillenjoyrefreshmentsandsnackswhilesocializing
4:005:00Presentation/Feedbackfromboard
5:005:05Concludingthankyoutoeveryonebyinstructor
5:055:25DessertsandSocializing

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Phase of
Service
Learning
Planning
and
Preparatio
n

Worksheet Three: Planning for Reflection

Using the above chart of options, plan the reflection assignments you will use before, during, and at the
conclusion of the service activity.
After each
What
do you
Student
10
Students/Student Others in
Howwillyouevaluatesuccess?
Studentswillbesuccessfuliftheyhavemetallofthecriteria
Howwillyouengageyour
Iwillaskthestudentsandthevolunteersafterconcludingthecelebration
studentsandothersinreflection
tofilloutashortsurveyansweringiftheythoughtthecelebrationwas
aboutthe
successfulandhowtoimproveitforthenextyear.
demonstration/celebration?
Created by RMC Research Corporation 51 for Learn and Serve Americas National Service-Learning
Clearinghouse

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During the
Service
Activity

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During the
Culminating
Event

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What goals will each reflection activity allow you to meet?

The first activity allows students to collaborate with their peers and determine what
their expectations are for each service learning experience. The journal activity gives
students an opportunity to document their thoughts and feelings throughout each
experience, and to note how their expectations and/or point of view changed during
their experience. The final reflection helps students to prepare for the PBL portion of
the unit and connects their service learning to their reading of A Thousand Splendid

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Phase of
ServiceLearning
Planning
and
Preparation

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During the
Service
Activity

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During the
Culminating
Event

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What goals will each reflection activity allow you to meet?

The first activity allows students to collaborate with their peers and determine what
their expectations are for each service learning experience. The journal activity
gives students an opportunity to document their thoughts and feelings throughout
each experience, and to note how their expectations and/or point of view changed
during their experience. The final reflection helps students to prepare for the PBL
portion of the unit and connects their service learning to their reading of A
Thousand Splendid Suns.

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Criteria for student projects:

By the end of the unit, students will be expected to complete each of the following
benchmarks:
1. Select a country or region that is currently engaged in war or has a population
displaced by warfare, natural disaster, or social upheaval. Each group will
have to write a paragraph rationalizing their choice and connecting it to
Afghanistan as portrayed in A Thousand Splendid Suns. The teacher will
confirm each groups choice of country or region before they continue.
2. Research the living conditions of women and children in your chosen country
or region. Use a variety of sources to answer the following questions:
What is the cause of the most recent displacement or conflict in this
country or region (change of power, natural disaster, conflict with other
country, epidemic, etc.)?
What is the place of women in this culture? Is it a matriarchal society? Do
women have positions in the government or in business? If there is more
than one prominent cultural group in your chosen country/region, are the
roles of women in conflict?
Humanitarian- How does the recent conflict specifically effect women and
children?
Humanitarian- What humanitarian efforts are already in place in this
country or region? Have they been making a positive change? What are
some examples of similar efforts in other countries or humanitarian
projects that have been successful in the past?
Medical- What is the healthcare system like in this country or region? Does
this system plan and provide for womens healthcare?
Medical- If there are specific health problems in this country or region (ex.
Ebola virus epidemic), how do those problems effect women and children?
Medical- Are there international or humanitarian groups already providing
healthcare within this country or region? How have those efforts been
successful? What are some examples of previous successful efforts to
improve similar healthcare problems?
Education- What is the education system like in this country or region?
How has the system changed since the recent conflict? What opportunities
do women and girls have within this education system?
Education- What academic skills, content knowledge, and survival skills are
important for children in this country or region to learn?
3. Analyze how your group can address some of the problems that you have
found in your research. Write a mission statement that connects Mariams
story to the work your group hopes to do in your selected country or region.
Your Mission Statement should be concise and clear. It should include who
your group is, what your group does, and who your work will benefit.
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6. Present your plan to the board. You must include all of the components of
the project, but the format
of your presentation is up to you.

Cross-Curricular Opportunities for PBL and Service-Learning

All three of the PBL prompts support Social Studies Standard C.12.8, which
states that students will locate, organize, analyze, and use information from various
sources to understand an issue of public concern, take a position, and communicate
the position. Students will be required to research a problem facing a population
and then create a possible solution to that problem. This portion of the PBL unit
could easily be adapted to achieve this Social Studies standard, and would work well
as a cross-curricular unit with a World History or World Cultures class.
The research portion of the PBL unit could also be used as a cross-curricular
activity with a Statistics class. Students could analyze the way in which statistics
about women in their chosen country or region are presented, and how the statistics
inform their understanding of that population. They could also design a plan for
measuring the outcomes of their plan. What benchmarks will they set for success in
their country or region? How will they accurately measure these benchmarks?
The three prompts for the PBL unit allow students to choose the type of project
they will complete based on their skills and interests. For example, the Medical
Professional prompt might be more appealing to a student or group who is skilled
and interested in health and science. The Educator prompt could be adapted
depending on the students interests and abilities. For example, students who have a
particular strength in math could design an educational plan for their country that is
focused on the implementation of a math curriculum, while students with a strength
in reading might be more interested in creating a plan for literacy. The Humanitarian
prompt could similarly be adapted to include aspects of many disciplines.

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