Community Peace Builders

Community Peace Builders Project This toolkit provides the user with an overview, timeline, forms, and other resources for launching a Community Peace Builders project. For additional information or questions about the toolkit, please contact Catherine at [email protected]. Feedback, contributions, and ideas are very welcome!

2012

By Catherine Lindskog

Community Peace Builders Project

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Community Peace Builders

Table of Contents

Overview 3 Timeline 4 Timeline Description 6 Critique 8 Teacher Application 10 Registration Form for Classroom Visits 12 Group Interview Agenda 13 Power Flower Activity 14 Interview Scenarios 15 Training Agenda 16 Placement Details for Teachers 17 Calendar for Teachers 18 Calendar for University Students 19 Planning Session Agenda 20 Planning Session Check-‐In Questions 21 Lesson Plan Template 22 Project Certification Form 23 Resource List of Organizations 25 Script for Inviting CBOs to Planning Session 26 Mid-‐Point Check-‐in Agenda for University Students 27 Classroom Observations 28 Evaluation Themes 29


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Overview of Community Peace Builders

Purpose: The Community Peace Builders Initiative is a collaborative between the Chicago Public Schools and DePaul University. The partnership matches DePaul Peace Ambassadors with high teachers and their students and focuses on a series of peace education activities. These activities are facilitated by the DePaul Peace Ambassadors with the support of the classroom teacher.

Goals of the Activity: The Community Peace Builders Initiative is built on an educational experience that fosters a critical understanding of violence and alternatives for peace. This involves an exploration of values, behaviors, and attitudes, which promote non-‐violence through dialogue, practice, and consensus building. Each of the activities in the Chicago Public Schools Community Peace Builders Initiative will focus on such themes as root causes of conflict/violence, strategies for peace, healthy communication skills, and civic engagement.

Duration of Activity: The actual activity lasts 6 months, however preparation for the experience starts 6 months prior to the kickoff of the project. See the timeline below.

Key Players Involved:(i.e. teachers, community advocates, etc): teachers, university students, community partners, project coordinators from the high school district as well as the university.

Target Level of Audience: ages 14-‐18

Ideal Group Size: 15-‐25

Advanced Preparation Time: varies

Materials Needed: Curriculum Guide Something is Wrong: Exploring the Root Causes of Youth Violence (free online PDF version: http://www.project-‐nia.org/docs/Something_Is_Wrong-‐Curriculum.pdf)

Description and Instructions for Implementation (include vignette or case study if applicable): There are various levels of implementation that will be described, including the planning prior to project implementation, actual project implementation, and post project. Below is a timetable, followed by a detailed sequence of events:


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Community Peace Builders Initiative: Timeline

Date Event Details

Month 1 Chicago Public Schools and DePaul University begin initial coordination and planning.

-‐Identify university student assistants

-‐Devise application

-‐Identify curricular resource

-‐Set deadline for application, student interviews, and training date

Month 3 University student recruitment -‐Conduct info sessions at the university for students who are interested.

-‐Arrange a table at Service Day resource fair for interested students to learn about the program

Month 3 Application deadline for teachers and university students

-‐Teacher must return an application with principal’s signed approval

Month 4 Application evaluation and selection process

-‐Teacher applications evaluated and written email sent inviting them to participate in the program and attend the training.

-‐Flagged student applicants are invited to attend group interviews at the university.

Month 4 Student interview process Students participate in a group interview, conducted by DePaul and Chicago Public Schools coordination team.

Month 5 Anti-‐Oppression Workshop University students who will participate in the project participate in an anti-‐oppression workshop

Month 5 Community Peacemaker Training All students and teachers who participate in the program participate in a day-‐long training

Month7 Initial Planning Meeting between DePaul students and CPS teachers.

Should take place by 2 weeks prior to start date to discuss schedule for the year, community orientation, activities from the curriculum you will implement, and roles and responsibilities of CPS teacher and DePaul student

Months 7-‐11

Classroom Visits DePaul students make 10-‐12 classroom visits (approximately 2xs/month).

Month 7 Planning Session Students and teachers are invited to a planning


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session and to meet with members from various community organizations for potential partnerships in developing their peace projects.

Month 9 Mid-‐Term Check-‐In

-‐DePaul students meet to discuss experiences (successes, challenges, and means for support).

-‐CPS/DePaul Administration team makes school visits to check in with teachers and observe classroom experiences

Month 10 Submit Project Approval Form

Month 11 Final Project Day: Classrooms participate in actions around their semester-‐long peace projects. In the afternoon they participate in a citywide peace rally in the city center.

Month 11 Final Project Evaluations Due

Month 11 Closing Celebration and Reflection


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Timetable Description

Month 1: Initial Planning and Coordination involves devising a rough timeline of events. This planning began in the summer before the school year started. Recruitment of teachers also began during this time, as we distributed applications at our summer events. University students who would assist in building and maintaining connections with the students were also selected. The curricular resource was also identified.

The program was implemented in schools at the start of the second semester, which begins in January. The fall semester was used as a preparation period. All applications for teachers were officially given out when the school year began, and there was a one-‐ month turnaround deadline. The same held true for the university students.

Month 3: University students started the school year prior to the public high schools, so this time was used to recruit university students through campus-‐sponsored information sessions. We had two formal information sessions that gave us the chance to provide an overview of the program, expectations, and primary responsibilities for students. University representatives also were on hand to discuss the potential for students to earn credit for the experience or to turn it into an internship experience.

As teachers returned their applications, we also required the signature of the principal, in order to ensure that they were aware that this program was taking place in their school and that there would be student visitors two times per month from a local university coming to their school.

Month 4: The service learning team evaluated and selected the teachers to participate in the program. Both the DePaul and CPS teams reviewed student applications. Students were selected to participate in the group interview based on their written essay and expression of interest.

Month 4: The student group interviews were conducted on the university campus, late in the evening to allow for all students to participate without scheduling conflict. The entire interview lasted two hours, with a combination of an icebreaker activity, an exploration of identity, small group interview questions, and a simulation activity.

Month 5: All university students who were accepted to participate in the program were required to attend an anti-‐oppression workshop. Approximately 45% of first year students at DePaul come from the suburbs of Chicago. 61% of all first year students are white, with 16% from Hispanic/Latino backgrounds, and 7% African-‐American (http://www.depaul.edu/emm/facts/index.asp). This represents a strong contrast to the demographics of students in the Chicago Public Schools who are predominantly Black and Latino, coming from situations of poverty. The purpose of the anti-‐oppression workshop was to promote an awareness of some of the different issues faced by many of the urban youth that they would be working with.

All university students and teachers accepted into the program participated in the Community Peacemaker Training. At this training, all cooperating students and teachers were introduced to each other and spent the duration of the training in their respective teams. Much of the day was spent working on aspects of the curriculum that they would be using in their classes.

Months 7-‐11: These visits were the main component of the project, in which students make their regular visits to their respective high school classrooms. During the first 3 months, they facilitated


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activities from the curriculum that focus on the root causes of violence. By month 4, they moved into considering how to confront some of the issues faced in their communities that are connected to the root causes of violence through the development of peace projects.

Month 7: The planning session gave students and teachers the opportunity to plan activities, check-‐in, and connect with community partners that could potentially collaborate with them on their peace projects. We arranged for them to participate in rotations, with community partners stationed at different tables. Thereafter they did an activity on project development, so that they could consider possibilities for their peace projects with students. We also provided them with templates to plan their lessons and projects.

Month 9: The mid-‐term check-‐in gives teachers and students the chance to discuss how the program is progressing in their schools. Check-‐in for teachers is scheduled on one day, and for students another.

Month 10: By this time, all teachers are required to submit their project approval forms, which highlight what they plan to do for their peace projects.

Month 11: On the final project day, all groups begin at their respective high schools. They spend the morning hours working on their peace projects. In some cases they are launching them for the first time, and in others, they are promoting awareness or highlighting aspects of a project that has been ongoing throughout the semester. In the afternoon, all groups travel to the center of Chicago for a citywide peace rally. The rally serves as a culminating event to the Community Peace Builders Initiative and involves over 2,000 participants from high schools, universities, and community-‐based organizations across the city.

Month 11: At the closing celebration and reflection, teachers and DePaul students reflect on the semester and discuss successes and challenges. They are recognized for their commitment to the program with a dinner.


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Critique:

Month 1: We spent a lot of time during the planning stage trying to devise a curriculum for this project. In the end, we found a curriculum that we were able to adapt. There are so many curricular resources that already exist that it is highly encouraged to enhance a resource rather than reinvent it.

Month 3: The strategic recruitment of university students required identifying with key people at the university who could reach a significant number of students. In the case of DePaul, connections were made with people in the career services department, center for service and volunteering, teacher training, and the university ministry. All of these departments both coordinate service experiences or internships, and were enthusiastic about supporting the project. We were able to reach a large number of students at a resource fair on their annual day of service, which kicks off the school year. There were many eager students who came to speak with us during this 3-‐hour time period. We used it as an opportunity to refer them to 1 of 2 informational sessions that would provide further details about the project.

We used the informational sessions as a means of not only giving them details about the project, but also to talk more candidly with them about aspects of violence, and how students recognized their role addressing it.

Month 4: We received approximately 20 student applications and 10 from teachers. Many of the student applications were quite compelling. One was a young woman from Afghanistan who wrote about the violence she witnessed against her mother by her father. She wanted to be part of this program to help work with young people on interpersonal violence. Another student was directly affected by gang violence when a gang member stabbed him. In his application, he wrote that he wasn’t angry, but rather at a point of trying to understand why people make decisions to act on violence.

As a team, we felt that it would have been useful to establish a formal rubric for student and teacher applications. We shared our feedback in team meetings, which served as our main point of selecting the applicants for interviews.

Month 5: A significant amount of DePaul students participating in the CPM did not have experience in an urban environment. Many came from white, middle-‐class, and suburban backgrounds, which would be a sharp contrast to the classrooms where they would be working. We felt that it was therefore important for them to participate in an anti-‐oppression workshop. The workshop explored how aspects of one’s identity and social experience contributed to oppressive behaviors and systems.

The feedback from the workshop was powerful. It was amazing to see the students engaged in deep conversations with each other at this first encounter. Many of the issues they explored required a certain level of safety leading into the discussions, and that rapport was developed rather quickly, as reflected in their candid sharing.

The actual Community Peace Builders workshop trained all participants in the curriculum. I felt that it should’ve placed more emphasis on aspects of peace building, which the curriculum fails to do. The curriculum has a component for teachers to engage students in action. A secondary addition to the workshop could have been a component that explores the roots of peace, exploring social movements, organizing, non-‐violent communication, and other characteristics for


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peace building. This would give participants the chance to contrast root causes of violence and peace as they develop their peace projects throughout the semester.

Months 7-‐11: As previously mentioned, students should have had more work on aspects of peace building. I would have included this in the curriculum if I were to use it again.

Month 7: The planning session evolved out of feedback from DePaul students and Chicago Public Schools teacher to have more time to plan the activities together. We developed this session to offer time, as well as a direct opportunity to connect with representatives from local community-‐based organizations that could serve as potential partners for the development of their peace projects. Organizations talked about the work that they did, which included peace councils in schools, peace circles for solving conflict. Another organization did yoga and trained youth in more interpersonal aspects of peace, while some focused on working with youth on social issues to address violence and build peace. We arranged for teachers and students to have rotations in order to get the chance to meet with at least three of the representatives and talk more individually about how they might be a good community partner. Each rotation was for 10 minutes, which gave them the chance to ask questions and learn more about some of the existing projects that each organization was doing. Rotations could also be used for teachers and students to plan their sessions.

Teachers and students that participated in this event expressed feeling that they were moving in a more solid direction with their activities and the development of their peace projects.

Month 9: Check-‐ins were originally scheduled for teachers on a specific date, but we changed this because we felt that more feedback would be gained by making school visits to observe classrooms and speak with teachers one-‐to-‐one. This would give us the chance to have more candid conversations with groups and offer support. We kept the check-‐in night that was scheduled for the students because it was convenient for them. The group check-‐in with students gives them the chance to speak openly about potential challenges they are facing in their school environment. Some students shared concerns that teachers were not allowing them to give input on the lessons or facilitate them as much as they would like. Others felt that their teachers were giving them too much autonomy and they wanted more teacher engagement. In some instances, we reinforced the importance of having a balance of teacher/student engagement to all teachers. In other cases, we spoke more individually about special cases of concern.

Note: The first Community Peace Builders Initiative will officially end in 3 months. Final reflection and feedback will be shared upon completion of the project.


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Overview and Application for Teachers

Overview of the Chicago Public Schools Community Peace Builders Initiative

The Community Peace Builders Initiative invites teachers of Chicago Public High Schools to become involved in a collaborative with DePaul University. The partnership matches DePaul Peace Ambassadors with teachers and their students and focuses on a series of peace education activities. These activities will be facilitated by the DePaul Peace Ambassadors with the support of the classroom teacher.

The Community Peace Builders Initiative is built on an educational experience that fosters a critical understanding of violence and alternatives for peace. This involves an exploration of values, behaviors, and attitudes, which promote non-‐violence through dialogue, practice, and consensus-‐building. Each of the activities in the Chicago Public Schools Community Peace Builders Initiative will focus on such themes as root causes of conflict/violence, strategies for peace, healthy communication skills, and civic engagement.

Expectations of Participants

● DePaul Peace Ambassadors and CPS Teachers who participate in the Community Peace Builders Initiative will attend a training on Thursday, November 10, 2011 (This is an official

CPS professional development day for teachers).

● Teachers commit to having the DePaul Peace Ambassadors facilitate 10-‐12 classroom sessions with one class of students (2 DePaul student facilitators per class). This will take place over the course of the second semester (approximately 2 visits per month from January through June). The teacher and DePaul student will work together to schedule visits at the November 10th training according to what best works for both of them.

● Teachers and their students, along with DePaul Peace Ambassadors, will develop an action or service project on the morning of May 5, 2012, followed by a culminating Peace Rally.

This city-‐wide event will involve over 3,000 participants from Chicago Public Schools, area universities, and community-‐based organizations.


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Teacher’s Name: __________________________ School: ____________________________

Grade Level:____________________________ Subject Area: _______________________

Email: __________________________________ Cell Phone: _________________________

Why are you interested in involving your students in the Community Peace Builders Initiative?

What do you hope that you and your students will gain from participating in the experience?

Do the themes of this initiative connect with your curriculum map?

_____________________________ __________________

Teacher’s Signature Date

_____________________________ ___________________

Principal’s Signature Date

Fax or email application to:

For more information contact:

DEADLINE:

Created by: Jon Schmidt & Katie Lindskog, Chicago Public Schools Service-‐Learning Initiative

Application for

Community Peace Builders Initiative


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Chicago Public Schools Community Peace Builders Initiative Classroom Visits Information

Below, please indicate the days, periods, and times of the class that you would like for the DePaul student facilitator classroom visits to take place.

Registration Form

Teacher Name

School

Phone

Name of Class Grade Level of

Students

Preference 1 Day of Week

Class Period Time of Class

Preference 2 Day of Week Class Period Time of Class

Period

Preference 3 Day of Week Class Period Time of Class

Period

Created by: Katie Lindskog, Chicago Public Schools Service-‐Learning Initiative


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Community Peace Builders Initiative

Group Interview Agenda

DATE: TIME: AGENDA: 9:30 Welcome and Introductions 9:45 Flower Power Reflection Activity 10:00 Small Group Interviews 10:30 Scenario Activity 10:45 Calendar Overview, Q&A Flower Power Reflection Activity

1. Pass out Power Flower (Different Color Sheets – 5 copies of 5 different colors) 2. Take 5 minutes to fill out the sheet. 3. On the inner petal, students should write how they identify themselves. 4. On the outer petal, students should write whether or not this identity was chosen for

them 5. Find someone you do not know and share one or two pedals

Small Group Interviews

1. Split up into groups based on the color of your power flower sheet 2. Each interviewer will write down interviewee name and take notes 3. Interview Questions (tentative) 4. What personal, educational, or social experience influenced your desire to be part of this

initiative? 5. How has your identity affected how you think of yourself? And others? 6. What aspect of your identity might pose a challenge in your work with high school

students? Scenario Activity

1. Students stay in same small groups 2. Students are asked to create a peace project or are given one student scenario and then

they create a 2 minute skit (still deciding) 3. Interviewer will observe the students he/she interviewed individually

Materials 1. Name Tags 2. Flower Power 3. Pens/Pencils 4. Scenario Sheets 5. Sign – In Sheets 6. CPB Calendar

Interviewers:

Created by: Cristina Salgado & Katie Lindskog, Chicago Public Schools Service-‐Learning Initiative


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Power Flower

From: Chicago Freedom School


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Community Peace Builders Interview Scenarios

Imagine that you are working with a disengaged classroom. Perform a skit that demonstrates how you would engage this group of students. Think about how you would involve your cooperating teacher and what exercises or activities you might use.

Develop a team building activity that you would use with your students. Demonstrate this activity for the group and describe why you chose it.

Develop a peace project that you would create with your students. How would you decide what project you would do? What tools would you use? What community partners might you work with? Present an overview of your project to the group.

Put together a 45-‐minute class session for students on the theme of violence and the media. What resources would you use? What activities would engage students? Present your session to the group.

How would you organize a reflection session at the end of your peace project? What tools would you use? What questions would you ask? Present your session to the group.

Created by: Jon Schmidt, Cristina Salgado, Katie Lindskog, Chicago Public Schools Service-‐Learning Initiative


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Community Peace Builders Initiative Training Agenda DATE: TIME: AGENDA: 7:30 Set-‐Up and Run Through 8:30 Breakfast and Check In 8:45 PAX and CC 9:00 Welcome and CPM History and Overview 9:15 Memo 9:30 Teacher/Student Match Up -‐ 9:45 Opening Activities 10:45 Break 11:00 Curriculum Unit: The Usual Suspects 12:00 Facilitation Issues and Curriculum Q & A 12:30 CPB Announcements and Calendar Set-‐Up Stuffing Folders with Resource Guide, College Visit Guide, Placement Cards, College Student Contact Info, Calendars, Grant Opportunity Setting Up Check-‐In Table Signs outside Teacher/Student Match Up Everyone has their placement card and name tags. Give them 5 minutes to find their match. Spend 10 minutes discussing the following question: Discuss a time when you either helped a student to see the world in a new way, you were part of an experience when students saw the world in a new way, or you saw the world in a new way because of an educational experience or activity.

CPB Announcements and Calendar Overview of Resource Guide – Project Development Overview of College Visit Guide Grant Opportunity Disclaimer about placement Materials

1. Name Tags 2. Sign-‐In Sheet 3. Curriculum 4. Pens & Paper 5. Folders 6. Curriculum Copies

Run Through Assign Roles Foresee Questions

Created by: Cristina Salgado, Chicago Public Schools Service-‐Learning Initiative


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2011-‐2012 Community Peace Builders Initiative: Placement Details for Teachers

Teacher Name:

DePaul Student Name & Contact Information:

Day and Time of School Visit: Name of Class & Grade Level:

2011-‐2012 Community Peace Builders Initiative: Placement Details for Teachers

Teacher Name:

DePaul Student Name & Contact Information:

Day and Time of School Visit: Name of Class & Grade Level:



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Sample Calendar: Community Peace Builders Initiative: Important Dates for Teachers

Date Event Location Time

November 10, 2011 Community Peace Builder Training

9:00AM-‐1:00PM

January 2012 (second week)

Initial Planning Meeting with DePaul students should take place by Jan. 12, 2012 to discuss schedule for the year, community orientation, activities from the curriculum you will implement, and roles and responsibilities of CPS teacher and DePaul student.

Assigned School Varies

January 2012-‐May 2012

Classroom Visits-‐DePaul students will make their 10-‐12 classroom visits (approximately 2xs/month).

Assigned School Varies

March 28, 2012 Submit Project Approval Form By the end of the school day.

May 5, 2012 Final Project Day Service Projects: Your Community/School

Peace Rally:

Service Projects: 9:00AM-‐1:00PM

Peace Rally: 1:30PM-‐3:ooPM

May 10, 2012 Final Project Evaluations Due By the end of the school day.

May, 2012 (mid to end of month)

Closing Evaluation/Reflection

TBA TBA



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Sample Calendar: Community Peace Builders Initiative: Important Dates for DePaul Students

Date Event Location Time

October 28, 2011 Anti-‐Oppression Workshop DePaul University Student Center, Room 220

2:30-‐6:30PM

November 2, 2011 VIA Big 8: Inter-‐religious Celebration with Special Guest Speaker Rami Nashashibi of the Inner-‐City Muslim Action Network (IMAN)

DePaul University, SAC 154 9:15 -‐ 11:00 PM

November 10, 2011 Community Peace Builder Training

DePaul University, Cortelyou Commons 2324 N. Fremont St.

9:00AM-‐1:00PM

January 2012 (second week)

Initial Planning Meeting with DePaul students should take place by Jan. 12, 2012 to discuss schedule for the year, community orientation, activities from the curriculum you will implement, and roles and responsibilities of CPS teacher and DePaul student.

Assigned CPS High School Varies

January 2012-‐May 2012

Classroom Visits-‐DePaul students will make their 10-‐12 classroom visits (approximately 2xs/month).

Assigned CPS High School Varies

March 8, 2012 Mid-‐Term Check-‐In: DePaul students meet to discuss experiences (successes, challenges, and means for support).

DePaul University Student Center, 220

Undergraduate Students: 1:00PM-‐3:00PM

Graduate Students: 3:00PM-‐5:00PM

May 5, 2012 Final Project Day Service Projects: Your CPS High School/Community

Peace Rally: Federal Plaza (Dearborn & Adams)

Service Projects: 9:00AM-‐1:00PM

Peace Rally: 1:30PM-‐3:ooPM

May, 2012 (mid to end of month)

Closing Evaluation/Reflection TBA TBA



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Community Peace Builders Planning Session Agenda

4:15-‐4:35 Student/Teacher Breakout

4:35-‐5:00 Planning Time for Students and Teachers

5:00-‐5:45 Resource Roundtable with Community-‐Based Organizations

5:45-‐5:50 Review Timeline for Rest of the Year

5:50-‐6:00 Q & A

6:00-‐6:30 Review Grant Stipulations and Process

Materials:

Check-‐In Questions for Breakout Session

Lesson Plan Template

Project Certification Form

Resource Fair List



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Questions for Community Peace Builders Planning Session: Small Group Breakout for Check-‐In

Have your CPM sessions started? If so, how has it been going?

If you’ve started, what has been your role as a teacher? As a student? If you haven’t started, how do you envision your role as a student? As a teacher?

Have you experienced any challenges? If so, how have you worked through them?

-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐

Have your CPM sessions started? If so, how has it been going?

If you’ve started, what has been your role as a teacher? As a student? If you haven’t started, how do you envision your role as a student? As a teacher?

Have you experienced any challenges? If so, how have you worked through them?



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Community Peace Builders Lesson Plan Template

Community Peacemakers Lesson Plan Template


Date: Session:

Theme:

Lesson:

Reflection Questions:

Date: Session:

Theme:

Lesson:

Reflection Questions:


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Community Peace Builders Project Certification Form

Section 1: Project Overview

Section 2: Project Description:

Section 3: Project Goals

Section 4: Learning Standard-‐Common Core, State Content, or Social Emotional

Section 5: Student Voice

CPS Teacher and DePaul Student: Dates of Project Implementation:

School: Grade Level:

# of Students: Community Partner:

Project Title:

Preparation:

Action:

Reflection:

Learning Goals:

Service Goals:

Identify at least one content, skill, or social emotional learning goal.

Describe how student voice will be incorporated into the project.


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Section 6: Resources

Submitted by: Date:

Adapted by: Katie Lindskog, Chicago Public Schools Service-‐Learning Initiative

Please list the resources needed for this project.

Supplies:

Transportation:

Organizational Support:


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Community Peace Builders Resource List

The following is a list of community partners that may serve as potential collaborators for peace projects in Chicago.

Organization Focus Website BUILD Chicago Youth Leadership

Development, BUILDing Futures, Prevention, Alternatives to Violence

http://www.buildchicago.org

Alternatives Inc Youth Development, Urban Education

http://www.alternativesyouth.org/

Sankofa Safe Child Initiative

After School Tutoring, Violence Prevention, Youth Empowerment, Juvenile Justice, Family Conferences

http://sankofasafechild.org

The Peace Corner Youth Center

After School Tutoring, Violence Prevention, Youth Empowerment, Juvenile Justice, Family Conferences

http://www.thepeacecorner.org

Alliance for Community Peace

Faith Based, Youth Development/ Empowerment

http://www.allianceforcommunitypeace.org/

Big Brothers, Big Sisters

Youth Development http://www.bbbs.org

Umbrellas for Peace Peace and Non-‐Violence through Art

http://www.the-‐lamb-‐umbrellas-‐for-‐peace.org

The Urban Art Retreat Peace and Non-‐Violence through Art

http://www.urbanartretreat.com

Cease Fire Violence Prevention http://ceasefirechicago.org/ The Peace School Peace and Non-‐Violence http://www.peaceschool.org/ The Black Star Project Youth Development,

School Enrichment, Peace & Non-‐ Violence

http://blackstarproject.org

The Rainbow PUSH Coalition

Peace and Non-‐Violence, Violence Prevention

http://rainbowpush.org/

Kuumba Lynx Hip Hope Empowerment http://www.kuumbalynx.org/

Blocks Together Restorative Justice http://www.btchicago.org/ Community Justice for Youth

Restorative Justice/Peace Circles

http://cjyi.org/

The Pilsen Alliance Neighborhood Activism http://www.thepilsenalliance.org/ Mikva Challenge Youth Activism, Peace and

Leadership Councils http://www.mikvachallenge.org/



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Community Peace Builders Planning Session for Teachers and Students: Inviting Community-‐Based Organizations

This is a sample of the phone/email script we used when inviting community-‐based organizations to the planning session.

Overview of the Community Peace Builders Initiative: The CPS Community Peace Builders Initiative is a collaborative between the Chicago Public Schools and DePaul University. Throughout the course of the spring semester, DePaul Peace Ambassadors are co-‐facilitating activities with CPS teachers and their students that focus on a series of activities exploring the root causes of youth violence. Through this series of activities and exploration, students will develop peace projects over the course of the semester.

Overview of the Planning Session: The meeting on January 26th will serve as a planning session for the CPS teachers and DePaul students who are working together at the different schools. We are hoping to have a variety of community partners at the planning session to participate in a Resource Roundtable. The Resource Roundtable will give the teachers and students an opportunity to interact with the different community partners that could serve as potential partners in developing their peace projects.

What they need to know if they’re interested in attending:

The session on 1/26 is from 4pm-‐6pm at the Chicago Public Schools Teacher Training Center located at 320 N. Elizabeth Street. Parking is available in the lot on Ada and Fulton. The Resource Roundtable component begins at 5pm. At that time, we will have share brief introductions of each community partner. Community partners will be stationed at different tables and we will have 10 minute rotations so that CPS teachers and DePaul students have the possibility to interact with a variety of different potential partners for the peace projects.

For more information, they can contact:



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CPS/DePaul Community Peace Builders Initiative Mid-‐Point Check-‐in Meeting for University Students 1:00pm-‐1:15pm-‐ Welcome -‐Purpose of the meeting: To check in and talk about each other’s difficulties and how to work on them. -‐ Snacks 1:15pm-‐1:25pm-‐ Icebreaker -‐The Butt Wave, set-‐up chairs in a circle. There should be one chair less than there are people. 1:25pm-‐2:05pm Break into small groups -‐By counting off 2:05pm-‐2:15pm Small Group Discussions-‐ -‐Introduce yourself. Name. Year. And High School that you visit. -‐Give us a highlight of your overall experience as a Peacemaker. -‐What’s your role and relationship with the teachers and students? -‐What are some of the challenges at your High School? 2:15pm-‐2:30pm Large Group Discussion -‐Bring the group back together. -‐ What was a challenge and what was some of the feedback? -‐Transition to talking about the Peace Project. 2:30pm-‐2:50pm Peace Projects -‐What does a meaningful service project look like? -‐Brainstorming for possible peace projects. 2:50pm-‐3:00pm Announcements -‐Peace Rally Information -‐Registration -‐Social Media Resources -‐Replying to E-‐mails/Phone Calls -‐Service Immersion Created by: Cristina Salgado, Chicago Public Schools Service-‐Learning Initiative


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Community Peace Builders Classroom Observations

Date: Number of Students Present:

School: Teacher/Class:

Theme of Class:

General Observations:

High Points:

Challenges/Points for Follow-‐Up:



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Peace Makers Evaluation Themes

These themes, along with guiding statements, can be used to evaluation program effectiveness, once the Community Peace Builders Initiative is complete. The series of guiding statements may also be used as questions in conducting small focus group evaluations with students, both at the university and high school level.

Agency

After completing this project, I feel motivated to help solve problems of violence in my community.

After completing this project, I feel better equipped to address problems of violence.

After completing this project, I feel that I better understand how to solve problems of violence.

I helped to lead our service project.

I enjoyed participating in the service project.

I want to continue to understand the problem of violence and what we can do to reduce violence.

Understanding of Violence

I feel that I have a better understanding of the root causes of violence than before I started this course.

This course helped me better understand why people act violently in certain situations. I better understand myself because of this project.

I better understand my peers because of this project.

Motivation to Learn

This project motivated me to do well in this class.

This project helped me understand violence at a deeper level.

This project was relevant to my life.

I enjoyed learning about the root causes of violence.

I really want to participate or help lead another service project.

Created by: Jon Schmidt, Chicago Public Schools Service-‐Learning Initiative


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Community Peace Builders Toolkit

Catherine M. Lindskog

May 2012

[email protected]

Please contact the author for permission to reproduce components or the toolkit in its entirety.

Community Peace Builders

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Transcript of Community Peace Builders