THE TIME IS NOW!SERVICE LEARNING FOR

RELEVANCE, CIVIC RESPONSIBILITY, & ACADEMIC SUCCESS

You must be the change

you wish to see in the world.

Mahatma Ghandi

Cathryn Berger Kaye, M.A.CBK Associates

All materials in this packet unless otherwise notedhave been developed by Cathryn Berger Kaye, M.A. CBK Associates All Rights Reserved

Select pages excerpted from: The Complete Guide to Service Learning 2 Editionnd

by Cathryn Berger Kaye, M.A. ©2010 Free Spirit PublishingUsed with permission from Free Spirit Publishing, Inc., Minneapolis, MN; 1-800-703-7322; www.freespirit.com All Rights Reserved

Documents also excerpted from Strategies for Success, A Learning Curriculum that Serves by Cathryn Berger Kaye, M.A. ©2009 All Rights Reserved

To duplicate all or select pages of these materials, please contact: Cathryn Berger Kaye, M.A.cbkaye@aol.com310/397-0070

Visit www.abcdbooks.org for free curriculum , to order books and for additionalservice learning resources

Cathryn Berger Kaye M.A. © 2006Strategies for Success: A Learning Curriculum that Serves

QUOTABLE QUOTES

Step One: DRAW Make a picture that visually interprets a quote. Integrate the words in the picture or the frame.Skills:

Step Two: FIND THE MEANINGWrite a paragraph explaining what the quote means to you.Skills:

Step Three: OPINIONS & FEELINGSWhat do you think about this quote? Do you agree or disagree? Write your thoughts in a paragraph. Howdoes this quote make you feel? Describe your feelings in a separate paragraph. Skills:

Step Four: BE CREATIVE!Write a poem, short story, song or any written form that includes this quote. Skills:

Step Five: WHO IN HISTORY?Who made this statement? When was it spoken? How is this particular statement influenced by what wasgoing on in the world and what applicability does it have today? Skills:

Step Six: AND THE MORAL IS....Write a short story with a conflict between two characters; characters can be people, animals or inanimateobjects like a lamp. End your story with a life lesson that can be explained through this quote. Concludewith, “And the moral of the story is....” That’s where you place your quote!Skills:

Step Seven: COMPARATIVE STUDYSelect two quotes. What are common or contradicting messages? Consider: “Education is not preparationfor life; education is life itself.” John Dewey, and “Life is either a daring adventure or nothing.” HelenKeller.Skills:

Step Eight: PUTTING THE QUOTE INTO PRACTICEHow can this quote be used to teach or influence others? How could it be used in a service learning activity?Who might you give this quote to? Skills:

Step Nine: WHAT QUOTE WILL I BE REMEMBERED BY?Write your quote to be remembered by. Skills:

STUDENT REFLECTION Complete one of the following:a) What about this quote is most memorable for you? b) Write a letter to the author of this quote telling both your thoughts and feelings. c) Who would you like to give this quote to? Describe how you could give the quote your desiredresponse.

Cathryn Berger Kaye, M.A. © 2007CBK Associates All Rights Reserved

Setting the Course for Student Success with SERVICE LEARNING

Defining Service Learning:

Social - Emotional Development

Words on wall v Internalized

Extrinsic v Intrinsic

Discussed v Experienced

Added on v Integrated

Literacy

Form Function

IDEAS!

How We Learn by Alison Gopnick, Ph.D

M & D

The Expert Student by Robert Sternberg, Ph.D.

A_____________________ thinking

C _____________________ thinking

P_____________________ thinking

WISDOM , the opposite of foolishness, is theapplication of successful intelligence andexperience to

_______________________________________

K-12 SERVICE LEARNING STANDARDS

Duration & Intensity

The length of the experience allows for a complete and thorough process as articulated in the Five Stages ofService Learning with age appropriate content, skill development, and depth of material covered.

Link to Curriculum

The process includes deliberate cross-curricular connections whereby students learn skills and content throughvaried modalities that meet academic standards and enables the transference of skills and content to newapplications. The content informs the service and the service informs the content.

Reciprocal Partnerships

Students participate in the development of partnerships and share responsibility with community members,parents, organizations, and other students. These relationships afford opportunities to interact with people ofdiverse backgrounds and experience, resulting in mutual respect, understanding, and appreciation.

Meaningful Service

Students identify, authenticate, and learn about a recognized community need. Student actions are reciprocal,valued by the community, and have real consequences while offering opportunities to apply newly acquiredacademic skills and knowledge.

Youth Voice and Choice

Students experience significant age-appropriate challenges involving tasks that require thinking, initiative, andproblem solving as they demonstrate responsibility and decision making in an environment safe enough toallow them to make mistakes and to succeed.

Diversity

Student experience affords opportunities to multidimensional understanding and varied points of view. Thisprocess allows students to gain perspective, and develop mutual respect and appreciation for others whilereplacing stereotypes with accurate information.

Reflection

Students participate in systemic varied processes that integrate cognitive thinking related to social issues andtheir lives as well as empathetic response; this affective and cognitive blend deepens the service learning asstudents apply and transfer new understandings of themselves, others, and the world around them.

Progress Monitoring

Once students identify and authenticate the need, they use varied methods to observe and track change andimprovement as they carry out the service learning process. Advancement toward intended or developingoutcomes is examined along with effectiveness of applied procedures and recognized mutual benefits. Findingsare shared with stakeholders.

This document is adapted from the K-12 Service Learning Standards, nylc.org, with added information from 2 Edition The Complete Guide to Service Learning nd

by Cathryn Berger Kaye, M.A., copyright © 2010. Free Spirit Publishing Inc., M inneapolis, MN; 866/703-7322; www.freespirit.com.

___________________________ Across the Curriculum

Eng lis h /Lan g u ag e Arts So c ial Stu d ie s /His to ry Lan g u ag e s

T h e a te r, M u s ic , & Vis u a l Arts To p ic o r Th e m e Math

Ph y s ic al Ed u c atio n Co m p u te r Sc ie n c e

From The Complete Guide to Service Learning CD-ROM by Cathryn Berger Kaye, M.A., copyright 2004. Free Spirit Publishing, Inc.Minneapolis, MN; 866/703-7322; www.freespirit.com. This page may be photocopies or printed for individual, classroom, or small groupwork only. Since Free Spirit Publishing allows educators to adapt this rom to their needs, it may have been modified from its originalformat and content.

THE FIVE STAGES OF SERVICE LEARNING

These Five Stages of Service Learning describe what students do to transform their ideas intoaction. Adults provide guidance, and ensure that students’ skills and knowledge are developedduring the process.

InvestigationYoung people identify community needs of interest and begin their research. During this process,often called “social analysis,” they assess the needs by designing a survey, conducting interviews,using varied media including books and the Internet, and drawing from personal experience andobservation. Students then document the extent and nature of the problem and establish a baselinefor monitoring progress. Community partners are often identified. If a community partner providesthe need, students still investigate to authenticate and document this need. A personal investigationis also of great value during which students interview each other to identify and consolidate eachperson’s interests, skills, and talents. These are then referenced, employed, and developed whilegoing through each of the sequential four stages of service learning.

Preparation and PlanningYoung people, often working with community partners, outline varied ways they will meet thecommunity need or contribute to improving the situation. Planning may include: developing acommon vision for success, deciding what will occur and who will do each part of the work, creatinga timeline, listing materials and costs, and overseeing any logistics and approvals that must beobtained to move forward. Clarifying roles and responsibilities is key.

ActionAll participants implement their plans to meet the community need or contribute to the commongood. The action most often looks like direct service, indirect service, advocacy, research, or acombination of these approaches to service.

ReflectionAt each stage, students consider how the experience, knowledge, and skills they are acquiring relateto their own lives and their community. Through varied activities they think about the needs, theiractions, their impacts, what worked and did not work, and their contribution. This process includesboth analytical and affective response. Final reflections may include measures or other ways to gaugeresults.

Demonstration/CelebrationDuring demonstration, students provide evidence to others of their influence and accomplishments.They showcase what and how they have learned and their acquired skills and knowledge. In thiscontext of demonstration, along with their partners, students may also plan and carry out acelebration of what they have gained and contributed including both the learning and the service.

Educating students and all partners in the process of service learning assists them in knowing howto best plan and anticipate what considerations must be made and thought of ahead of time.

Cathryn Berger Kaye, M.A. © 2009

Getting Ready for Personal Inventory

Every student brings skills, talents and interests to the class. What are they? Your task is to find out.The process? Personal Inventory. You will be interviewing another student to reveal abilities andinterests that will ultimately be helpful for the group.

Active Listening

List three indicators of good listening:

1.

2.

3.

List three behaviors to avoid when listening:

1.

2.

3.

Form groups of three. One person speaks about a subject for two minutes,one person listens, one observes the listener and notes the following:

• Great listening:

• Ideas for improvement:

• Switch roles:

Tips for Note Taking• Be on the lookout for KEY WORDS!• Write legibly so you can read your writing later.• Complete sentences? Not necessary – notes are meant to be a short phrase or summary, words

that capture key ideas!

Add a Tip of your own:

Strategies for Success with Literacy Building Skills Cathryn Berger Kaye, M.A. © 2009 All rights reserved.

Following the Personal Inventory, compile a class chart of your findings.These will come in handy on your journey with learning and service.

Getting Ready for Personal Inventory

If the person says, “I don’t know,” be ready with a response like:

1. Everyone has interests, for example I’m interested in .So what about you?

(Come up with two more responses:)2.

3.• Questions for Probing

If the person says, “I am interested in music,” what would you ask next?A probing question goes deeper. Hint: A person could listen to music or play a musicalinstrument. And there are many kinds of music.Write two sample probing questions:

Coming to TermsWhat’s the difference?

Interest:

Skill:

Talent:

Two Kinds of Questions• Questions for Getting Information

Look at the Personal Inventory Form. What will you ask to find out the person’s interests?

Strategies for Success with Literacy Building Skills Cathryn Berger Kaye, M.A. © 2009 All rights reserved.

Personal Inventory

Interests, skills, and talents – we all have them. What are they?

Interests are what you think about and what you would like to know more about – for example,outer space, popular music, or a historical event like the Civil War. Are you interested in animals,the movies, mysteries, or visiting faraway places? Do you collect anything?

Skills and talents have to do with things that you like to do or that you do easily or well. Is there anactivity you especially like? Do you have a favorite subject in school? Do you sing, play the saxophone,or study ballet? Do you know more than one language? Can you cook? Do you have a garden? Do youprefer to paint pictures or play soccer? Do you have any special computer abilities?

Work with a partner and take turns interviewing each other to identify your interests, skills, and talentsand to find out how you have helped and been helped by others.

Interests: I like to learn and think about . . .

Skills and talents: I can . . .

Being helpful: Describe a time when you helped someone.

Receiving help: Describe a time when someone helped you.

Strategies for Success with Literacy Building Skills Cathryn Berger Kaye, M.A. © 2009 All rights reserved.

Finding out about ___________________________________________________

MediaWhat media (newspapers – including school newspapers, TV stations, radio) in your communitymight have helpful information? List ways you can work with different media to learn about issuesand needs in your community.

InterviewsThink of a person who is knowledgeable about this issue or needs in general – perhaps someoneat school, in a local organization, or government office. Write four questions you would ask thisperson in an interview.

An interview with________________________________ .Questions:

••••

Strategies for Success with Literacy Growing Community Cathryn Berger Kaye, M.A. © 2007 All rights reserved.

Gathering Information about a Community Need

What does your community need? Use the questions in the following four categories as guidesfor finding out. As a class, you might agree to explore one topic, for example, how kids get along atschool, or hunger and poverty, or an environmental concern. Or you might decide to learn aboutgeneral needs at school or in the surrounding area.

Form smaller groups, with each group focusing on one category and gathering information in adifferent way.

Strategies for Success with Literacy Growing Community Cathryn Berger Kaye, M.A. © 2007 All rights reserved.

More on Finding Out About ____________________________

SurveyA survey can help you find out what people know or think about a topic and get ideas for helping.Who could you survey – students, family members, neighbors? How many surveys would you want tohave completed? Write sample survey questions.

Who to survey: How many surveys?

Questions for the survey:

1.

2.

3.

Observation and Experience

What ways are there to gather information through your own observation and experience?

Where would you go? What would you do there? How would you keep track of what you find out?

Next Step:Share your ideas. Make a plan for gathering information in the four ways just discussed. If youare working in small groups, each group may want to involve people in other groups. For example,everyone could help conduct the survey and collect the results. Add the information you learnto “Our Community Needs.”

I never perfected an invention

that I did not think about

in terms of the service I might give others . . .

I find out what the world needs,

than I proceed to invent.

Thomas A. Edison, inventor

DATE __________

STEP FOUR: Describe evidence of progress!

DATE __________

STEP THREE: Any more changes?

DATE __________

STEP TWO: What noticeable changes have been made?

DATE __________

STEP ONE: Establish your BASE LINE – What is the need?

Cathryn Berger Kaye, M.A. © 2009

STEP FIVE: Summary of findings.

PROGRESS MONITORING BEGINS HERE What progress monitoring methods will you use?

G ObservationG Data CollectionG InterviewsG Surveys

Other Ways:G _________________________

G _________________________

From The Complete Guide to Service Learning, 2nd Edition by Cathryn Berger Kaye, M.A., copyright © 2010. Free Spirit Publishing Inc., M inneapolis, MN; 866/703-7322;

www.freespirit.com. This page may be photocopied or printed for individual, classroom, or small group work only. Since Free Spirit Publishing allows educators to adapt

this form to their needs, it may have been modified from its original format and content.

Planning for Service Learning

Grade level(s): ________________________

ESSENTIAL PURPOSE OR QUESTION:

CONTENT—LEARNING ABOUT:

SERVICE NEED:

SERVICE IDEA:

INVESTIGATING the NEED:

PREPARATION and PLANNING:

ACTION:

REFLECTION METHODS:

DEMONSTRATION TO OTHERS:

YOUTH VOICE and CHOICE:

CURRICULAR CONNECTIONS:

Q English/Language Arts:

Q Social Studies/History:

Q Mathematics:

Q Science:

Q Languages:

Q Art and Music:

Q Technology:

Q Other:

Q Other:

SKILLS BEING DEVELOPED:

BOOKS and OTHER MEDIA USED:

COMMUNITY PARTNERS:

From The Complete Guide to Service Learning, 2nd Edition by Cathryn Berger Kaye, M.A., copyright © 2010. Free Spirit Publishing Inc., M inneapolis, MN; 866/703-7322;

www.freespirit.com. This page may be photocopied or printed for individual, classroom, or small group work only. Since Free Spirit Publishing allows educators to adapt

this form to their needs, it may have been modified from its original format and content.

OPPORTUNITIES FOR STUDENTS TO:

• EXPERIENCE and EXPLORE DIVERSITY

• PARTICIPATE IN PROGRESS MONITORING

• BE EXPOSED TO AND STUDY ABOUT CAREERS

• STRENGTHEN SOCIAL and EMOTIONAL and CHARACTER TRAITS

• DEVELOP LEADERSHIP

DURATION OF THIS SERVICE LEARNING EXPERIENCE – approximate timeframe

TEACHER COLLABORATION

PUBLIC AWARENESS or PRESENTATIONS PLANNED including MEDIA, ALERTING PUBLIC

OFFICIALS, RECOGNITION, CELEBRATIONS

ANY TANGIBLE PRODUCT(S) FROM THIS EXPERIENCE

ADDITIONAL NOTES

Personal ConnectorAsk questions that connect the story to group members’ experiences, such as:1. Do characters remind you of people you know? How?2. Have you been in situations similar to what is described in the book? What happened?3. How have you or people you know resolved similar situations?

Literary ConnectorAsk questions that connect this story to other stories group members have read, such as:1. Which characters remind you of characters from other stories? Why?2. What situations are similar to what happens in other stories? Why?3. What would a character in this story say about these other characters or situations? Why?

Service ConnectorAsk questions that connect this story to ideas for service projects, such as:1. What needs to be fixed in this situation?2. Did any characters in this story participate in service activities?3. What service ideas did you think of when you read this story?

Learning ConnectorAsk questions that connect this story to learning opportunities such as:1. What would you like to learn more about as a result of reading this story?2. What ideas in this story have you learned about or experienced in school?3. What do you think people your age would learn from reading this story?

Strategies for Success with Literacy Strengthening Relationships Cathryn Berger Kaye, M.A. © 2009 All rights reserved.

Literature Circle Roles – The Process

Tips For EffectiveGroup Discussions:

• Use activelistening skills

• Ask questions

• Take turns speaking

• Welcome allcomments

Form groups of four to discuss a story.

Assign each person in the group one of the “connector” roles below.Each connector’s job is to lead a group discussion about the story froma specific point of view. During your time as discussion leader, ask thequestions listed (along with others that come to mind) and encouragegroup members to respond. To begin, review tips for effective groupdiscussions.

Use the Literature Circle on ________________________________document to write notes and ideas. After the Literature Circle, fillin Process Notes; write what worked well with your group and what toimprove next time.

Process Notes:

PersonalConnector

LiteraryConnector

ServiceConnector

LearningConnector

Literature Circle on __________________________

� �

� �

Strategies for Success with Literacy Strengthening Relationships Cathryn Berger Kaye, M.A. © 2009 All rights reserved.

A Kids’ Guide to Climate Change & Global Warming Stage 3: Action 31

A Call to ActionFollowing is a message from Reid Detchon, executive director of Energy and Climate Division of the United Nations Foundation.

“Climate change is a global problem. At the United Nations (UN) Foundation we work on problems without passports—problems that transcend national boundaries. In 1988, the UN created the Intergovernmental Panel on Climate Change to convene world scientists and report to public officials about the progressing danger. This group won the Nobel Peace Prize with Vice President Al Gore.

“Young people are aware of the problem. Al Gore’s movie An Inconvenient Truth and extensive media coverage inform us that our world is changing in ways we won’t like. It will take at least 50 years to shift how we produce and consume energy. This is a project of a lifetime.

“What are key concerns? The global temperature ranges are moving northward by 30 miles per decade. As temperature ranges move, so do plants and animals. A warmer earth evaporates more water. Some areas get dryer. Storms get more intense. While it may be impossible to attribute Hurricane Katrina or the flooding in the central United States directly to global warming, these extremes will become more frequent and intense with climate change. We are losing polar ice. The North Pole will likely be ice-free in summer in the next sev-eral years. If Greenland’s ice sheet melts, sea levels will rise 20 feet. Florida’s Lake Okeechobee and much of Louisiana’s bayou would be gone. This is irreversible change.

Stage 3: Action

In 2007, lack of rain in central Florida caused Lake Okeechobee, the second largest body of fresh water in the United States, to catch fire.

“Anyone in school can spend a career solving the problems we have created—careers in renew-able energy and energy efficiency. Biologists, economists, social scientists, doctors . . . every field will be affected by climate change. We face an enormous challenge to make it right, and an enormous

opportunity to create a healthier, safer, more secure, and more prosperous world. ” —Reid Detchon, executive director of Energy

and Climate Division of the United Nations Foundation

A Kids’ Guide to Climate Change & Global Warming Stage 3: Action32

“Rising sea levels and changing rainfall patterns will displace people. As people move, conflict is possible. Climate change is one underlying cause of the crisis in Darfur: when rains stopped, herders moved their cattle to farmland for grazing. Disputes between herders and farmers started the deadly conflict.

“We created this mess, and and we can clean it up by making changes in our lives. These changes are not a matter of doing without, but doing better with what we have. We can harness the ample renewable energy from rain, sun, and river and ocean currents to meet global needs. We can move from coal, oil, and natural gas to cleaner fuels that return us to balance with nature. Technologies are ready and developing. In a few years, we can all drive plug-in hybrids that recharge with ordinary power cords. Every way we produce and consume energy can change for the better.

“Where to begin? Waste less energy! Probably half of the energy used in the United States is wasted. A phone charger plugged in 24 hours a day uses

energy even when the battery is full. Idle TVs use energy. So turn off all power cords when not in use. Change light bulbs to compact florescent bulbs. Rather than buy water in a throwaway plastic bottle shipped by truck to a store where you pick it up in a car, fill a reusable bottle with tap water from your faucet! And walk to the store instead of ask-ing your parents to drive you.

“Our combined personal daily actions make a big impact. However, the most important thing you can do is to express your concerns about climate change to public officials, political candidates, and parents and teachers. Ask questions such as: ‘What steps are you taking?’ ‘Is school energy effi-cient?’ ‘Could we use renewable energy?’

“Right now, global warming is the biggest threat to the world’s poorest people who rely on weather, land, and sea for their livelihood. In Peru’s highlands, people depend on water from mountain glaciers in the dry season. As these glaciers disappear in our lifetime, the people will have to move. African farmers don’t have ample rain-fall, monsoons in India are taking a toll, and Alaska’s coast is eroding. With people around the world affected by global warming, each light bulb and walk to the store can help these people. When I was growing up, my parents said, ‘Finish your meal—think of all the starving people in China.’ Now, we can say, ‘Turn off your light—think of all the starving people in Africa.’

“Each generation has a challenge and an opportunity. This is yours.”

Turn to pages 37–38, and choose a reflection activity to complete.

Compact fluorescent light (CFL) bulbs last seven to ten times longer and use 75% less electricity than regular bulbs. When all U.S. families switch, we will reduce carbon dioxide emissions by more than 90 billion pounds.

Time for reflecTion

An average car contributes about 12,000 pounds of carbon dioxide to our atmosphere annually. A hybrid car can reduce this amount to 3,500 pounds.

The SERVICE LEARNING BOOKSHELF Cathryn Berger Kaye, M.A.

THEME OFSERVICE

BOOK TITLE SERVICECONNECTION

AIDS Education &Awareness

Chanda’s SecretsFighting the AIDS and HIV Epidemic: A Global BattleQuicksand: HIV/AIDS in Our Lives Our Stories Our Songs...African Children talk about AIDS

African continent

African continent

Animals in Danger Flash PointGone FishingGone Wild: An Endangered Animal AlphabetNights of the PufflingsUp Close: Jane GoodallSaving Birds–Heroes Around the World straydog

Teen doing ServiceEndangeredEndangeredGlobal

Teen doing Service

Elders PeteySomebody Loves You, Mr. HatchStranger in the Mirror

Teen doing ServiceA MUST HAVE!

Emergency Readiness How to Build a HouseHurricane Song: A Novel about New OrleansThe Killing SeaNatural Disasters: Hurricanes, Tsunamis, and Other Destructive ForcesSlow Storm

Teen doing Service

Southeast Asia

Graphic Novel

Environment The Boy who Harnessed the WindCarbon Diaries 2010The Curse of Akkad: Climate Upheavals that Rocked Human History

Gone Fishing; Ocean Life by the NumbersHeroes of the Environment:ScatThe Wartville Wizard

FactualEco-NovelHistoric

Current StoriesHumorA MUST HAVE!

Gardening Cycle of Rice, Cycle of Life: A Story of Sustainable FarmingSeedfolksWanda’s Roses

Southeast AsiaA MUST HAVE!

Healthy Lives, Healthy Choices

Brushing Mom’s HairChew On This: Everything You Wanted to Know about Fast FoodCold Hands, Warm HeartDrums, Girls and Dangerous PieEating AnimalsLast Night I Sang to the MonsterLunch with LeninThe Omnivore’s Dilemma

Cancer/Poem formNonfiction

Heart TransplantTeens doing Service

Drug RehabShort Stories

Hunger, Homelessness& Poverty

If I Grow UpThe Long March: The Choctaw’s Gift to Irish Potato Famine Relief

Messed UpPitch BlackSoul Moon SoupWhat the World Eats

UrbanA MUST HAVETeen StrugglesGraphic NovelA MUST HAVEInternational

Immigrants Any Small GoodnessThe ArrivalBreaking ThroughThe CircuitFirst Crossing: Stories about Teen ImmigrantsReaching Out

A MUST HAVEGraphic NovelMemoirMemoir

Memoir

Literacy Dear Whiskers Extra CreditIn Our VillageA School Like Mine: How Children Live Around the World

The Book Thief

Cross Age TutoringAfghanistanGlobalGlobalHolocaust

Safe & StrongCommunities

Alan’s War: The Memories of G.I. Alan CopeBull RiderChildren of War; Voices of Iraqi RefugeesEyes of the EmperorHey, Little AntHow Humans Make FriendsNotes for a War StoryThe PhotographerRefresh, RefreshShooting the MoonSix Million Paper ClipsSunrise over FalujahToestomper and the Caterpillars

World War IIWar in Iraq War in Iraq World War IIA MUST HAVE!A MUST HAVE!Graphic Novel Graphic NovelGraphic NovelVietnam WarHolocaustWar in IraqBullying

Social Change-Issues & Action

After Ghandi: One Hundred Years of Nonviolent Resistance A Woman for President: Victoria WoodhullBifocalBirmingham, 1963Bone by Bone by BoneChanda’s WarsClaudette Colvin: Twice Toward Justice Close Encounters of a Third World KindDateline: TroyDream FreedomA Faith Like Mine: How Children Live Around the WorldThe Gospel According to Larry Healing Our World: Inside Doctors without BordersI Am A TaxiIqbal a NovelJakemanA Life Like Mine: How Children Live Around the WorldMy Mother, the CheerleaderSoldVote for Larry We Need to Go to School: Stones of the Rugmark ChildrenWe Were There Too: Role of Young People in U.S. History

Human RightsElection

Civil Rights Civl RightsChild SoldiersCivil Rights

Past to PresentSlavery in the SudanGlobalTeen ConsumerismsDoctor’s w/o Borders

Drug TrafficChild SlaveryFoster ChildrenGlobalCivil RightsTeen SlaveryElectionChild LaborA MUST HAVE

Special Needs Accidents of NatureThe Boy Who Ate Stars The Curious Incident of the Dog in the NighttimeOwning It: Stories about Teens with DisabilitiesRules

AutismAutism

Autism

From The Complete Guide to Service Learning Second Edition by Cathryn Berger Kaye, M.A. (Free Spirit Publishing, 2010)

Service Learning: TAKING ACTION from LOCAL to GLOBAL

Strategies:

Act Locally º Learn about Related Global Issues

Act Locally º Respond to Related Global Issue

Act Locally º Participate with Global Partners

RESOURCES that lead to .......................... IDEAS for ACTION!

On the Web

G www.inourvillage.org In Our Village

G www.changeworldbymonday.com Students in Estonia

G www.whatkidscando.org What Kids Can Do, Inc.

G www.ysa.org Global Youth Service Day

G

G

Other Resources and Ideas!

Deborah Ellis Books

UNICEF books – A Life Like Mine, A Faith Like Mine, A School Like Mine

Allan Stratton’s book – Chanda’s Secrets, Chanda’s Wars

Cathryn Berger Kaye, M.A. ©2010This page may be photocopied for individual, classroom, or small group only.