The Community Based Service Learning Service Project Booklet · The Community Based Service Learning Service Project Booklet Class of 2016 Fall 2014 – Spring 2016 ... Project Proposal

The Community Based Service Learning Service Project

Booklet

Class of 2016

Fall 2014 – Spring 2016

“Developing Leaders Who Create and Support

Posit ive Social Change according to the Gospel”

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Cardinal Newman Crest

“God Shal l Cal l On Me and I Wil l Hear the Lord”

Founding of Cardinal Newman High School 1964

Upper Left: Symbols of the Diocese of Santa Rosa

! Valley of the Moon ! Cross of Roses ! School Sponsored by Diocese

Upper Right: Symbol of Society of the Precious Blood

! Founding Teaching Order from Ohio Bottom: Image of John Henry Cardinal Newman

! English, Cardinal ,1801-1890 ! Oxford Don ! Anglican Minister ! Leader of “Oxford Movement” ! Author ! Convert to Cathol ic ism ! Founder of Univers ity Col lege Dublin ! Began Birmingham Oratory ! Named Cardinal in 1879 ! Revered Academic and Churchman ! Named Venerable in 1991 and Blessed in

2010

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TABLE of CONTENTS

Assignment Due Dates 4-6

Getting Started Early & Checklist Spring 2014 7-8

CBSL Mission/History 9-10

What is a CBSL Project? 11-12

Project Calendar Timeline 13

Partner Class Schedule Request 14

Project Proposal 15

Mentor Contract 16-18

Project Goals 19-20

Project Journals/Time Log 21-22

Project Time Log 23

English Component 24-36

Social Justice Circle of Faith 37

Seven Themes of Catholic Social Teaching 38-39

English Artifacts 40-43

CBSL Project Portfolio 44-45

Senior Boards Information 46-49

Senior Boards Dress Code 50-52

Senior Boards Critique Sheet 53

Mentor Evaluation 54-55

Project Block Release 56

Driver/Passenger Permission Forms 57-58

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Service Project Due Dates

Fall 2014 - Spring 2015

Fall/Spring Semester Religion: September 2014 Students receive CBSL Project Binder September 2014 CBSL Binder Test October 2014 Initiative and Community Contact Assignment(Alice will design) October/November 2014 Junior/Senior Dialogue (Religion Classes) November 2014 CBSL Thanksgiving Service (Alice will design) Week of January 6, 2015 CBSL Project Proposal Week of March 9, 2015 CBSL Mentor Contract and Signed Goals Worksheet & Typed Version March 2015 Revised Project Goals & Service Hours Spring 2014- Spring 2016 Journal and Time Log Entries (Monthly) English: January 2015 Introduction to Research March 2015 Complete Research and Culminating Project

• All typed Journal Logs will be turned in to the Religion teacher monthly • All due dates are subject to change pending school schedule changes

Note: Please save and backup all CBSL project assignments on a computer file and maintain your own hard copies in a CBSL Portfolio.

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Fall 2015

Fall Semester Religion: September 2015 CBSL Timeline/Calendar Revised September 2015 Portfolio Check #1 October 2015 Portfolio Check #2 November 2015 Portfolio Check #3 November 2015 Project Summary #4 December 2015 Portfolio Check #5 October 2015 CBSL Workshops Spring 2015- Spring 2016 Journal and Time Log Entries (Monthly) English: October CBSL Artifact Gathering October 15, 2015 CBSL Workshops November – December CBSL Artifact Final Exam Presentations



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Spring 2016

Spring Semester

Religion: January 2016 Portfolio Check #5 February 2016 Portfolio Check #6 April 2016 Portfolio/Service Project Reflection Paper/Hours April 2016 Visual aid for Board Presentation April/May 2016 Board Presentation Practice April 2016 Final Block Release Time May 2016 Service Project Board Presentations Spring 2015- Spring 2016 Journal and Time Log Entries (Monthly) English: April 2016 Visual aid for Board Presentation April/May 2016 Board Presentation Practice May 2016 Service Project Board Presentations



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Cardinal Newman High School Mission Statement

Faith ~ Unity ~ Spirit ~ Excellence MISSION Cardinal Newman is a Catholic, college preparatory high school. Our mission is to educate our students in the wholeness of mind, body, and spirit through the teachings of Jesus Christ as proclaimed by the Catholic Church. Our students learn to apply leadership skills and talents in service to others. We challenge each student to work to his or her highest potential in the lifelong pursuit of learning and excellence.

"God shall call on me and I will hear the Lord" John Henry Cardinal Newman 1801-1890 PHILOSOPHY, GOALS AND OBJECTIVES The Cardinal Newman High School community has committed itself to the principles of Catholic education and academic excellence, as envisioned by our namesake, the Blessed John Henry Newman. Embracing the Gospel of Jesus Christ and the teachings of the Catholic Church, the faculty and staff strive to realize an authentic Christian community which gives witness to the students and parents alike. Our community, founded upon Gospel values, exists to serve the families of the Diocese of Santa Rosa. At Cardinal Newman we respect the family as the primary agent for the spiritual, moral, intellectual, physical and social development of the student. We seek to assist and to supplement the family in this vital task. The Cardinal Newman community recognizes that excellence in education can best be achieved, and future leaders nurtured, within a living tradition rooted in the Love and Truth of Christ. We encourage students not only to develop and enhance their creative and critical thinking abilities, but to cultivate Christian virtue and an appropriate sense of social responsibility. An essential educational goal of the Cardinal Newman community is to raise young men and women capable of constructively participating in the life of our society. As expressed by Newman himself the purpose of an education is ... the great ordinary means to a great but ordinary end; it aims at raising the intellectual tone of society, at cultivating the public mind, at purifying the national taste, at supplying true principles to popular enthusiasm and fixed aims to popular aspiration, at giving enlargement and sobriety to the ideas of the age, at facilitating the exercise of political power, refining the intercourse of a private life. It is the education which gives [students] a clear conscious view of [their] own opinions and judgments, a truth in developing them, an eloquence in expressing them, and a force in urging them. The Cardinal Newman community cultivates Christian virtue through the study of Scripture, amplified by the teachings of the Catholic Church and service. Thus, ours is a lived faith incorporating a campus ministry, prayer, liturgy, retreats and community service. To introduce the life of Christian service to our students, each will spend at least 25 hours a year in community service. The commitment to service culminates in a Community Based Service Learning (CBSL) Project conceived and implemented by the individual student in the junior and senior years of study. In the course of their junior

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year, the students research a particular social issue that they feel capable of addressing through a focused project. They then seek out a mentor in the community with whom they design a course of action both practical and challenging. Prior to graduation and at the conclusion of their projects, the seniors prepare and deliver presentations explaining their research and highlighting the work they have done. Parents, family, faculty, students, and the greater community attend this day of student CBSL presentations. Cardinal Newman offers a college preparatory curriculum for those students seeking college and university entrance. The comprehensive curriculum is also tailored to meet the diverse needs and educational objectives of all students. The overall development of the student is balanced through his or her involvement in diverse cultural and physical extracurricular activities, student government, and the provision of comprehensive counseling and disciplinary programs. On our school crest are the words of the Blessed John Henry Newman, “From shadows and symbols into the Truth.” We at Cardinal Newman assist in the birthing of the individual intellect, capable of reasoning and problem solving; then continue to shape that intellect as an aspect of the whole person, grounded in a Christian spiritual reality, able to be productive of goodness in a complicated moral age. The course of this birth and growth occurs through the cultivation of learning and virtue in the individual person. We seek to guide our students from their youthful immaturity into a productive and enlightened realm of social relations, where Christ is King.

CBSL Historical Mission Mission: Cardinal Newman High School is a Roman Catholic educational community that challenges young men and women to integrate and reflect the Gospel values of Jesus Christ from an academic, personal, social and spiritual foundation. Our educational program provides students with the tools needed to create and support positive social change in the communities where they live and work. In keeping with the Mission Statements of Cardinal Newman School, it is the ultimate mission of the Community Based Service Learning Program to allow students to demonstrate the outcomes expressed both in content and in skill through their Service Project. (CBSL Committee est. 1997) Vision: “Graduating Leaders who Create and Support Positive Social Change” Through the program you will experience and discover:

" Your talents, skills, and interests

" Social problems that exist in the local, national and global communities

" How your God given gifts can benefit and affect change in the community

" How well you can contribute to a solution through Service Learning

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Getting Started on your CBSL: Service Project

The following is a listing of how to begin the process of finding a Service Project that suits your interested, skills and fulfills the needs of the community.

# Reflect on meaningful service work you completed in the past

# In junior year volunteer at service sites that might possibly have need

for the development of a service project

# Consider helping a current senior with their Service Project

# In junior religion class, investigate the Seven Themes of Catholic

Social Teaching; find a focus that you are passionate about that will

help you remain committed to the project

# Speak to your junior Religion and English teachers about ideas

# Speak to Mr. Contrereas, Ms. Greaney, Dr. Berry or Mrs. Del Monte

or any CN teacher about ideas for a service project

# Speak to seniors about the process they went through to start their

service project

# Pray for direction with developing your ideas to support those in need

through service work

# Study all the CBSL Service Project requirements found in the Class of

2016 CBSL Project Booklet. This can be found on the CN website

under the Faith and Service bar

# Get stared as early as possible!

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Name:______________________ Class Period: Social Justice

Taking Initiative: CBSL Investigation Prayer: Blessed are you, Lord God,

Send the Holy Spirit as we strive to do Your will and Your work as we embark on our CBSL project. Inspire our hearts, motivate us, and provide us with direction so that we can best participate in the glory of your creation. Grant that this project will be for Your honor and for the benefit of Your people. Amen

Media Intro: Inspire, Lead, Serve

https://www.youtube.com/watch?v=U2IofoWQdrE

Objective: CBSL and Life Skill: INITIATIVE in·i·tia·tive n. 1. The power or ability to begin or to follow through energetically with a plan or task; enterprise and determination. 2. A beginning or introductory step; an opening move: took the initiative in trying to solve the problem. Journal: God shall call on me, and I will hear the Lord: Where are you being called? Consider in writing:

• Social issues of greatest interest • Gifs, talents, interests, passions • Experiences (service or otherwise) you have had that could inform your calling • Current state of progress

Library Activities: 1. Plan and/or research where you will do service hours. They should (must) be done in an area of interest for your CBSL. Make contact and arrange a time to serve.

• Check out these places online: www.cardinalnewman.org, http://vcsc.volunteereasy.com/, http://www.volunteernow.org/, and the many other ways to find opportunities as discussed in class.

2. Calendar and plan “Getting Started” checklist items. Create a CBSL Google drive file. Put three relevant items in the file. Relevant items would be, contact information, service fair reflection, notes and details about findings for this assignment, CBSL related reflections and assignments from English class. Contact current seniors and set up a time to shadow at their service site outside of the school day. 4. Read project summaries. Note projects of interest and contact information of students, organization and mentors.

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5. Make contact via email with seniors or possible mentors. Set up dates and times to meet or engage in service activities. 6. Read past portfolios. Pay special attention to: Proposal, Letter of intent, Research, Summary, Evidence, and Reflection 7. See the school website: www.cardinalnewman.org. Under the “Faith and Service” check out any/all of following links: Community Service Booklet, CBSL News, and CBSL History, Current CBSL current listings. 8. Email teacher (________________________,) and/or Ms. Greaney ([email protected]) with questions or set up meeting times. Only Ms. Greaney after talking to me. 9. Read through ideas in your textbook. See pages 63, 164, 165, 239 (shaded sections) Process: 1. Circle the activities that best pertain to where you are with your project. Begin those activities. 2. Complete the “Work Log” on DETAIL. Save notes, contacts, and photos in Google drive. 3. Save and catalog evidence of everything you do. Evidence includes, but is not limited to notes, emails (cc: teacher on all), photos, and screen shots of text messages, your updated Google calendar and drive. 4. Pray! When you feel uncertain or uninspired, take a step back and pray that God shows you the next right step. Note:

• It is required that this library time is used exclusively for CBSL related work. • These are individual tasks, even if you plan on working with a partner. • Progress will be check and grade for “On task and Initiative” will be given at the

end of the class period. Rubric: Journal: /10 Completion and detail of work log and evidence: /30 On task and initiative: /10

______________ Total: /50

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CBSL Project Check List Fall of 2014

Juniors, be sure you are aware of the following requirements before getting started on your service project for 1st and 2nd quarters Fall 2014.

• Submit a formal Project Proposal to your Junior Religion Teacher

• Have your project approved by the CBSL Committee

• Complete service hours for junior year by investigating possible service projects either by contacting and volunteering at non-profits agencies or working with current seniors at their service project sites

• Complete the Formal Research Component in English class

• Fill out a CBSL Class Schedule Request Form

• Submit a formal Mentor Contract and Goals (worksheet and typed) to your Religion teacher

• Record your service hours weekly from the start of your project, first meeting

with your mentor, forward

• Type journal entries for each time you complete service hours

• Complete your Letter to the Mentor and submit to your English teacher

• Continue to complete service work from Fall 2014-Spring 2016

• All projects must continue through the Spring of Senior year 2016

• Complete a Calendar Timeline recording all CBSL Project events

• Use Google Drive Calendar or some other form of calendaring

• Remember, fundraising must NOT be the focus of project work!

Be aware changes in the program may occur between the Fall of your junior year and Spring of your senior year.

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The Community Based Service Learning Project

What exactly is a CBSL Project? The CBSL Project will consist of assignments leading up to the Senior Board presentations in May. There will be components that will be a part of your Religion class and your English class. There may be other classes that will require assignments related to your project.

Religion Component It is the role of the Religion teacher to check all service hours each week in the first and second semester. The project will involve all 25 hours + of your service project requirement. So that there is no confusion, all the hours must be completed at the project site. No other hours can be completed to fulfill the 25 hours for the CBSL Project requirement. The second semester of your Religion Class will be devoted primarily to your project. We encourage you to use your Religion and English class time for CBSL project work. You will take a Time Log with you, or keep one at the site. Your mentor will keep track of your hours by signing the log each time you work. This is extremely important so that you can get the proper credit and that we follow through with our responsibility of knowing where you are during school hours. You will need to keep a journal of your experiences each time you visit your site. The journal will be collected by the Religion teacher on a weekly basis. This is vital for your recall when the project is completed. You will need to present the overall project experience to a panel of teachers, mentors, community members and students. Each student must complete a CBSL project in order to pass Religion class, English class and graduate. You will meet with your mentor at minimum once a month to revisit your goals for the project and make adjustments where necessary. This will allow you to decide whether you are on track in the completion of your project. The mentor will have a chance to evaluate you periodically. If the mentor agrees that a project has been attempted in good faith, you will be able to deliver your Senior Board presentation. In the case of a student who has not completed a CBSL project, the student will be placed on a contract and service work will be completed during the summer in order to meet the graduation requirement.

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CBSL Project Continued…

English Component The English class will primarily be centered on the research aspect of the CBSL project. You will need to demonstrate your knowledge of research sources and of specific facts concerning your social issue. This can be best started with an interview with your mentor. The mentor can give you information and direction to other sources. You will need to demonstrate your knowledge of research and how it relates to your project by completing a formal research assignment and in-class presentation. Junior and Senior years Socio-Cultural Investigation: During the spring semester of junior year you will examine the socio-cultural context in which your project takes place. All social issues are embedded in the historical and cultural conditions. This investigation will allow you to more deeply consider the roots of the issue by examining it from a number of different perspectives. You will examine the social issue through the lens of academic research. In the fall semester of senior year, you will explore the ways the social issue is represented in literature, film, art, music and sites of popular culture. You will create a folder in which you document and reflect on the artifacts you discover. In your English class, you will have opportunities to present and discuss your findings.

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CBSL Project Calendar Timeline

Please create a calendar of events for your CBSL Project beginning with February 2015 and ending May 2016 (your calendar will be updated as you progress with your project). Consider using Google Calendar through your CN email account. Take into consideration the following:

$ School calendar $ Personal calendar, work schedule, sports schedule, family events, etc. $ Project site schedule $ Mentor’s schedule $ Special events for project and project “evidence” $ Donation Collection $ Fundraising $ Formal “Thank you” to your mentor and farewell to those you are working

with at your project site Begin with steps toward investigating your CBSL project, meeting with seniors, potential mentors, teachers, etc. Then move toward submitting paperwork, formulating your project goals, meeting with your mentor, and beginning your service work and research through your English class. Include as many dates and details as possible and remember to update as you progress forward with your project efforts. Include the following months:

% February 2015 % March 2015 % April 2015 % May 2015 % June 2015 % July 2015 % August 2015 % September 2015 % October 2015 % November 2015 % December 2015 % January 2016 % February 2016 % March 2016 % April 2016 % May 2016

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CBSL Project Class Schedule Request 2015-2016 (limit 3 students per group) Name: Partner(s) Name(s): Project Work: Project Site: Additional Project needs if necessary:

In coordination with your mentor, estimate a possible time needed for Block Release in the Fall and Spring Semesters of Senior Year: Fall 2015 Time of Day/Period: Day of the Week: Spring 2016 Time of Day/Period: Day of the Week: Note: Block Release will be given to seniors who have proper paperwork completed and during Religion block period only. English block periods may be considered, however class time takes precedence – release at the discretion of the English teacher and school CBSL Coordinator. Submit this request to your Religion teacher. Date of submission:

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Service Project Proposal Fall 2014-Spring 2016 Student Name Student Telephone

Student Email Describe your proposed Service Project:

Describe the proposed Project Site:

Additional details of project efforts:

Will your project involve fundraising?: Yes No

If yes, what plans do you have for fundraising:

Proposed Mentor: Mentor Telephone Number Street address City State Zip Code Email Address Signatures: Student Proposed Mentor Parent Date: Approved:

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CARDINAL NEWMAN HIGH SCHOOL

CBSL SERVICE PROJECT MENTOR CONTRACT

Goals and Objectives of the CBSL Project Program To provide an opportunity for the seniors of Cardinal Newman High School

to demonstrate their skills and abilities attained through their academic experience with a culminating project in the community.

Expected Student Outcomes include: 1. Identify personal skills, strengths, and interests. 2. Identify a community social issue connected with that interest. 3. Identify people in the community with whom they can consult to develop their

project. 4. Create a contract with goals to address problems, issues, and concerns relative

to their service project. 5. Demonstrate their service project and social issues addressed to a board panel.

Mentor Expectations The mentoring component of the program is essential to the success of the students’

overall experience. As a result the mentor role will include the following: 1. Help student understand the mission of their service agency so student can

discover their role in achieving that goal (if applicable). 2. Adequately train the student for tasks that are to be performed, if necessary. 3. Supervise the student when at the service site. The student is responsible to

be at a service site during a specified time(s); mentor verifies hours served. 4. Mentor gives feedback to the student about their performance/progress. 5. Mentor gives feedback to the faculty and grades student performance/progress. 6. Mentor provides a safe working environment for the student.

Mentor Requirements In order to successfully complete the expectations mentioned above it is important that the

mentor agree to the following: 1. Contact Service Coordinator if questions or comments are necessary. 2. Assist the student in monitoring their service hours by keeping a time log sheet at their service site - logged each time service is performed.

3. Guide the students on their project by doing the following: a. Help student to identify service project social issue (Goal Sheet) b. Help student set goals for completing their project (Goal Sheet)

c. Direct students to resources for social issue research. Student may interview mentor and others at service site (Goal Sheet).

d. Direct student to make formal connection to service agency. 4. Mentors are encouraged to attend student’s CBSL Board presentation where speech will be given on the project. (May 2016)

5. Read and help evaluate the student’s research work in connection with the service project in preparation for their class and board presentations. 6. FORMALLY EVALUATE the student’s performance; forms will be provided by the student each semester.

*This page is to be given to the mentor for their reference to responsibilities in guiding the student(s)

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Mentor Contract Information Sheet Please print clearly and fill out completely Fall 2014-Spring 2016

Student Information: (Please Print Clearly) Name Last First Middle Initial Address Phone Email School Information Religion Teacher English Teacher Mentor Information: (Please Print Clearly) Name Last First Middle Initial Organization Name/Address Name Street Address (or simply mailing address of mentor) City Zip Code Communications Phone (Home)

Phone (Work)

Cell Text ? Y or N

Email

Project Information: General Project Title Briefly state work to be completed at service site:

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Mentor Contract Signatures Fall 2014- Spring 2016

Mentor □ I have read and fully understand the CBSL program. I will comply with the

requirements of the role as mentor as described in this contract.

□ I agree with the goals collaboratively established by the student and myself.

□ If I have any concerns about the completion of the tasks connected with this program by the student or myself, I will contact the CBSL Director, Mr. John Contreras. ([email protected] or 707.546.6470)

Printed Mentor Name:

Mentor Signature: Date:

Student □ I agree to be prompt, listen to the mentor, complete the tasks given, and respect

the goals and procedures of the organization.

□ I understand that I may lose this privilege if I do not comply with the above.

□ I understand I will be going beyond volunteerism.

Printed Student Name:

Student Signature: Date:

Parent/Guardian □ I understand the contract that exists between the mentor and my son/daughter.

□ I will support the completion of the project.

□ I also understand the conditions to which my son/daughter has agreed and the

consequences that will occur if they do not complete the project.

Printed Parent/Guardian Name:

Parent Signature: Date:

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Mentor Contract Project Goals Worksheet Student Name: Directions: Please meet with your mentor and use these questions to get started planning for your service work. Develop additional questions and thoughts as they apply to your particular project. You must meet with your mentor to discuss plans and goals. Use this sheet to take notes. Formally type your goals on a separate sheet of paper using the MLA narrative format. See example on page 20 Turn this worksheet in with final work. What social issue are you addressing in your service work? Specifically, what will you do to impact this social issue? What are two Themes of Catholic Social Teaching your project will address? (Explain) What are your personal goals regarding your project? What changes do you expect to undergo because of your experience? What experience or strengths do you bring to your project? How can your mentor help you in completing your project? Develop your own additional questions

Mentor Signature: Date:

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Example: CBSL Project Goals Student Name Teacher Name CBSL Project Date

(Project Title) Goals For my CBSL Project I will be working with five classmates, two mentors, and the Sonoma County Down Syndrome Support group. Our project has many components. Two members of our group will be teaching a dance class. Two other members will be coaching a soccer team. I personally will be teaching an art class at the Becoming Independent volunteer site. As a group we will go to classrooms and teach acceptance through stories and games. As a group we will also have a bowling party, a Valentine’s Day Dance, and we attend the annual Buddy Walk fundraiser at Howarth Park in Santa Rosa. The Social Issue we are addressing is acceptance and inclusion. Children who are different or more specifically have disabilities are all too often not included in the larger group and are treated badly by other kids. Our group’s mission is to teach kids how to better accept those with disabilities and become friends. We hope to make a big impact on the kids with whom we are lucky enough to work with at various schools. The Catholic Social Teachings we are addressing include Solidarity, Care for God’s Creation, and the Dignity of the Human Person. Solidarity is the interconnection among all peoples which calls us to value and respect the experience of all. We are called to work globally for justice. Care for God’s Creation states that we must be guided by our concern for the welfare of others, both around the work and for generations to come. The Catholic Social Teaching that pertains to our project the most is The Dignity of the Human Person. This theme says that every human person is created in the image and likeness of God. All people are sacred. People do not lose dignity because of disability, poverty, are, gender or lack of success, race or ethnicity. My personal goal is to make a strong impact and the kids. I am a firm believer in accepting people and I want to share my view with other people. I also, hope to learn not only about acceptance but also about myself. I tell myself that I am accepting of others and this helps me remain committed to justice. I hope this project will challenge me to become even more committed to accepting others and appreciating our differences. I bring a lot to this project because of my experiences with my brother. My little brother has Down Syndrome and I have been taking care of many of his needs over the years. My mentors have been very helpful. They are connecting me to Becoming Independent so I can get my art class started. They are very knowledgeable and very supportive.

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CBSL Project Journals During the service phase of your project work, you will need to journal regarding your project. Your final CBSL Portfolio will contain, but will not be limited to 10 journals entries. Your journals will allow the reader to understand the effort, thought and learning you experience. You may choose a more traditional style of journal keeping or you may choose from a variety of journal prompts listed on the following pages. No matter what style of journal entry you choose, these will be valuable when you prepare for your CBSL Board presentation. Traditional journals should include the following: ● Time spent on the various project phases; i.e. writing, designing, constructing,

planning, taking classes or lessons, interviewing or contacting sources, purchasing materials

● Write up a list of things you need to do the next visit or day and an approximate

date you plan to accomplish these tasks ● Feelings, thoughts or personal reflections you have about your experience. Let

this be a tool to process your challenges, discoveries or successes you might be having.

● Personal interaction with individuals at your site that were of value.

Sample Entry: Journal #4 2/22/11 As I am coming to the end of my CBSL project, I am feeling accomplished and satisfied with the work that I have done up to this point, I am starting to look back at some of the fun activities and feel good about myself and taught something of value to younger children in need. In the last two weeks, my partners and I went to the Children’s Village to present a Power Point on the Santa Rosa creeks. We taught the kids the importance of a healthy creek and how it is a big part of our local community’s ecosystem. We scheduled a time in March to visit the Children’s Village again, plant some trees and vegetation to the creek behind their learning center. Once we do the hands on activity, we will be hosting a BBQ for the kids. We want to make it a fun and exciting day for all the kids to remember us and the time we have spent together.

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CBSL Journal Prompts Fall 2014- Spring 2016

# Watch a film that addresses the social issue/problem area you are dealing with and write a review. An example of this might be “The Up Syndrome” that addresses the life of a young man who has special needs.

# Write a letter to any of your population i.e. those people you are working with

that would be opened 5 years from today.

# Write down questions you’d like to have answered about your population.

# Write a poem or create a photo essay about the situation you are working in and the social issue you are addressing.

# Write a letter to a student who might consider your project and include what skills

they’d need to have and what advice you’d give them.

# What connections have you found between your service project and your life?

# Do you think your project itself reflects society’s inability to deal with your social issue OR its ability to deal with your social issue?

# Has your project changed your personal definition of what it means to be a

successful person?

# If you could get into a time machine and land 30 years later, what do you think you’d see regarding the social issue your project is addressing? What would you like to see?

# Based on your experience how could the social injustice that is related to your

project be changed through legislation, laws or government programs?

# What do you know about the history of the social issue your project addresses?

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Cardinal Newman High School Service Project Time Log

Name: • Due Weekly

• Mentor or Site Supervisor Signature Required

Date Task and or Comment Time In

Time Out

Mentor Signature

Total Hours:

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English Component

SPRING SEMESTER JUNIOR YEAR

Religion and English classes will assist you in formulating a project and in researching a social issue related to your project. You will need to demonstrate your knowledge of peer reviewed research concerning the social issue. It is in your best interest to begin the process immediately as it is difficult to engage in research without clear ideas about where you will be working and what you intend to accomplish. You will demonstrate your understanding of the social issue through a presentation. This process will help you gain focus and direction serving your community.

Research Step One: In order to complete the project successfully, you are going to need to conduct research. Once you focus on a particular area of interest, you should begin to investigate a wide range of sources in order to address your questions. Your research should lead you to an understanding of the local and the wider context of the social issue you address. If you are working with a partner or group of other students, you should focus on a particular aspect of the issue that interests you. You must not present the same factual information as your partner(s). Every junior must document data (quotes, facts, statistics) relevant to his/her research using appropriate MLA style. Completing research is a prerequisite to presenting your findings. Data collection sheets should include:

1. Date 2. MLA Documentation of the source 3. 1-2 typed paragraphs explaining how/why this data is relevant to your project

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CBSL Project Research Template

Data Sheets Reproduce the information below to create a template for your research data sheets. As you conduct research keep in mind the following requirements:

• Find 5 sources, 3 peer reviewed articles (scholarly) • Identify your sources using appropriate MLA citations. • Each partner must present different facts. • Explain the relevance of your factual information in 1-2 typed paragraphs per

sheet. (8 1/2” x 11”)

Data Sheet # Name Teacher Project Partner(s): Driving Question: Source: Data: Significance of Data:

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Example Data Research Sheet

Data Sheet # 1 Amber Allen Mrs. Trent Redwood Consortium for Student Services No partner(s) Driving Question: Are people with disabilities getting the opportunities, resources, and education they need to live their best lives? Source: Fields, Marilyn J., Jette, Alan M.. “Dealing with Disability.” Issues in Science and Technology 2(2008):85.eLibrary. Web. 11 Mar.2014 Data: -“At least one in seven residents-currently report having some kind of disability that limits their daily activities or restricts their participation in work or social life.” (pg.1) -“The enactment in 1991 of the Americans with Disabilities Act (ADA), a landmark law, has contributed to a significant increase in the understanding of disability, its causes and strategies that can prevent its onset and progression.”(pg.1) -“Many barriers remain, in health care facilities, workplaces, public spaces, transportation, and elsewhere, that limit the extent to which people can live independently and be involved in their communities.”(pg.2) -“Disability is increasingly being used as an interaction between the individual and the environment.”(pg.2) -“In recent decades, a variety of technological innovations and advances in biomedicine, coupled with shifts in attitudes about disability and legislative and regulatory changes, have helped to reduce or mitigate some of the environmental barriers that can hinder a person’s opportunity to participate in everyday community life and that thus create disability.”(pg.3) -“Ironically, many barriers still exist in many hospitals and physical mobility, sensory, or other impairments.”(pg.3) 0”Among the priority areas for expanded research efforts, federal agencies should invest more in developing, testing and disseminating promising interventions that will help people maintain their independence and ability to function in community life.” (pg.5) Significance of Data: In this article, it states that people with disabilities aren’t getting all of the opportunities they need to live their most productive life. There has been progress towards aid for people with disabilities because of the ADA’s accessibility requirements, yet there are still many barriers that remain. This article is useful in knowing that there are people with disabilities. One of the social issues in this article is about how some healthcare workers don’t have the experience they need to care for patients with disabilities. They think that Schools of Medicine should provide their students with better education about disability and care for patients with disabilities. I learned that there are millions of people in the United States with disabilities, and we need to plan for the future to help create more supportive physical and social environments that promote increased independence and integration for people with disabilities. They information I got from this article is significant to my CBSL project because I was able to find out that there are still many barriers to overcome when it

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comes to helping people with disabilities, and we as a community could make a difference by understanding what their needs are and working toward meeting those needs. CBSL Goal: To work directly with student with special needs, to learn how they function in a classroom environment, and to make a positive impact on their lives and mine.

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Electronic Databases: Fall 2014-Spring 2016

eLibrary2

1. On the desk top at school double click on the elibrary2 icon.

2. The log-in screen will appear. Type in Cardinal Newman’s User Name: cardinalnewman Password: newman

3. At-home access: URL: http://elibrary.bigchalk.com Type the same User Name and Password as above.

4. Use “Advanced Search” and check: full text, scholarly journals

5. Search with scholarly articles only. Destiny: Webpath Express

1. On the CN library homepage: https://cnhs.follettdestiny.com

2. Click “Catalogue.”

3. Use “Webpath Express”

Sonoma County Library www.sonomalibrary.org Click:

1. Magazine, Newspaper, More Research Articles

2. Under the category of general reference go to: Magazine Articles

3. Copy your Library Bar Code #.

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A Guide to Researching Social Issues for the Senior Project

Social Issues Think about the social issues related to your project. Social issues are matters which directly or indirectly affect many or all members of a society and are considered to be problems, controversies related to moral values, or both. Social issues include poverty, violence, pollution, injustice, suppression of human rights, discrimination, and crime, as well as abortion, gay marriage, gun control, and the teaching of evolution, to name a few. Social issues are enmeshed in the fabric of the community and lie beyond the control of any one individual. The Catholic Social Teachings direct us to take action by first informing our conscience; we must then address these issues in service together with those in need. Step One: Identify the Community In order to prepare for your project, you need to consider the social issues related to the community with which you will be working. For example, if you are working with children, you might consider any one of the following issues: Community: Children Social Issues:

1. Socio-economic conditions 2. Mental health concerns 3. Educational standards and outcomes 4. Disabilities 5. Nutritional or dietary needs 6. Physical fitness 7. The role of mentoring in improving children’s lives

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Now think about the communities with which you will work and about the particular issues that are relevant to them. Community: Social Issues: 1. 2. 3. 4. 5. 6. 7. Ask questions! Think about the conditions and circumstances related to your project that interest you. Start with easy questions and build to more complex ones. If you are working with a nonprofit or a community organization, consider why they came into being. Think about the population they serve. Consider how problems might escalate if the agency or organization were not able to support the population they serve. Don’t be afraid to consider challenges or flaws in the programs with which you are aiming to work. Are there better, newer or more innovative ways of meeting the needs the agency seeks to address? How might the services change with more money, better resources, better public relations? Ask more specific questions, these you are really curious to investigate. For example, with regard to children, you might ask:

• If you are tutoring…What’s the best schooling for bilingual children?

• If your designing an after school art program…How important is art in children’s cognitive development?

• If you’re working with children who endure economic hardships…What

percentage of children living in poverty graduate from high school?

• If the students you work with are labeled “at risk”…How exactly are children categorized as “at risk”?

• If you are designing a Physical Education program…Exactly how much exercise

should a 10 year old have every day?

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Once you have some key questions, you are ready to begin research. Brainstorm 5-7 questions below: 1. 2. 3. 4. 5. 6. 7. Key Terms Finding excellent research that will help you answer your questions involves using key terms that will help to narrow down the number of articles you’ll find. Sometimes putting two terms together such as “assistance dogs” and “elderly” will be useful. Make a list of key terms. For example, if you are interested in kids and exercise, you might use the following terms: Children or youth and poverty Physical fitness or exercise and requirements Methods of teaching physical fitness to youth “Values education” and sports and youth “Health benefits” and exercise and youth Brainstorm your key terms below: 1. 2. 3. 4. 5.

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Beginning to search Popular magazines like “Time” or “News Week” might be able to provide you with introductions to these issues, but you must find peer-reviewed research. That’s research conducted by professionals in academic journals. (Sounds a little scary, I know. But don’t worry, it’s not a difficult as it sounds. And it’s the kind of research that will impress your professors in college, so now is a good time to find out about it.) Organizing your search As you research, you should keep in mind that you will be building a coherent argument around your social issue. Below are some organizing themes:

• Defining Characteristics: How is the issue defined? • Geographical: How do people experience this issue in different locations? • Historical: How did ideas about this issue evolve over time? • Cause/Effect: What are the sources of the issue and how have they influenced the

severity of the issue? • Problem/ Solution: What has been done to address the issue? Have these

interventions worked? Online Databases eLibrary: A college level research engine that allows you to cite the original source: books, encyclopedias, periodicals, etc. Enter through Cardinal Newman High School Library on the Cardinalnewman.org>Academics>elibrary (user name: 54-13377, password: bigchalk)>Advanced Search (check “magazines” only) (check “scholarly journals only). INFORTRAC: Refer to page 25: Electronic Database: Fall 2014- Spring 2016

Be sure and maintain copies of all your work!

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Letter to Your Mentor

The purpose of writing a letter to your mentor is to: 1.) express appreciation for her/his support 2.) reveal the work you have done in support of the project and 3.) express your plans to move the project forward. Your letter should be approximately one page, single spaced and you will format the letter using the “Business Letter Format” provided below. The following questions should help you formulate your body paragraphs. These questions are meant to guide you, but not limit you in developing a strong working relationship with your mentor. First Paragraph: 1.) Thank your mentor for specific help: What has he/she done to get you started or to contribute to your progress. For example, you might begin by writing, “Thank-you for meeting with my partner, John Smith, and I in order to plan for the upcoming fundraiser.” Or “Thank you for meeting with me to review the school policies that I need to follow in order to be a tutor at Washington Elementary.” Note: Even if your mentor has not yet spent much time with you on the project, you can show appreciation for his/her willingness to take you on. Demonstrate that you know something about his/her work. For example, “I really appreciate your willingness to support me through the project. I know that as a teacher of second graders you have many responsibilities for lesson planning and teaching your students.”

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2.) Clearly express your view of the project. Even if you think your mentor knows exactly what you are doing, provide a brief overview of the project. For example: “Ben and I look forward to teaching physical education and nutrition to your sixth graders every Wednesday after lunch.” 3.) Reveal your thinking about the importance of the project referencing research you conducted. For example, “Having read recent studies about the decline in the wood duck population, Jeff feels that our project will address the critical issue of safe shelter for the ducks.” Note: It’s important that your mentor realizes that you are committed to a larger issue than your grade. Be clear about what aspect of the project is important to you. It would be impressive to reveal what you’ve read, researched and discussed outside of your discussions with your mentor. Second Paragraph: 1.) Describe to your mentor what you have done so far and provide some analysis and reflection on your progress. You should reveal any plans or activities that you have conducted for the project of which your mentor might be unaware. You can also write about any activities that you have conducted in the presence of the mentor and reveal their significance to you. (It’s okay to ask for advice in this section) For example, “I enjoyed meeting with the patients of the facility last Wednesday and thought that our initial exercise program went very well. Mr. Johnson seemed very agile on the treadmill but I was concerned that some of the patients might have health issues that would prevent them from fully participating. If the patients join our exercise session, can we assume that they are capable of performing any of the activities we devise?” Or you might reveal particular conversations or plans you have made, “After meeting with you, we contacted Mary’s Pizza in order to set up our first “Dine and Donate” event. We’ve set the date of November 3rd and Megan is working on the flyers.” Note: It’s important that your mentor understand your commitment to the project by referencing particulars. Mentors don’t always get the opportunity to learn either what you’re doing or, importantly, what you are thinking about what you are doing. In order for you to develop your project, it is critical that you work closely with your mentor. Providing him/her with feedback and questions will definitely help to keep you on track.

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Third Paragraph 1. Demonstrate how you are moving forward with the project. Wherever you are in your project, whether you are just beginning or you have been working on it for a year, it is helpful to your mentor to understand your goals for the coming school year. In this paragraph you and your partners should explain your future plans--both immediate and long term. For example, “Our first three sessions with the students went well and now we are working to make the next activities more challenging. The third graders have demonstrated that they can keep time to the music by clapping and this week we will introduce footwork in order to begin to develop a routine. We anticipate that they kids should be able to dance in unison to an entire song within the month and have three routines by the Christmas talent show.” Or, be more specific about each member of your group’s responsibilities... “As we prepare for the upcoming fundraiser, Ben will be responsible for purchasing the supplies, Megan will advertise the sale of nachos and Matt will take responsibility for the set-up and take-down of the stand. We hope that we will raise at least $50.00 at each of the six sales we will conduct in September and October.” Note: Even if it seems to you that everyone is “on board” and knows who is doing what, it will be helpful for your mentor (and for your partners!) to have, in writing, a demonstration of your commitment to the activities you plan. Note: End your letter on a positive note. “Thanks again for your support! We look forward to seeing you next Thursday.” Or “We really appreciate all you’ve done to help us get our project started. We will provide you with updates as we get closer to the Pancake Breakfast.”

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Circle of Faith-In-Action

Awareness: How does God see the world’s people, especially the poor and vulnerable? Before we can work for justice we must see hear and know the world in a spirit of friendship, just as God does. Once we do this, we are better able to recognize the ways it can be made a better place to live. Analysis: What is needed for the people of the world, especially the poor and vulnerable, to experience justice? Ask: Why is the world the way it is and how can it be made as good as God intends? Action: How are we called to act so that all can experience justice and live in dignity? How can we act for justice in a way that makes life better for those in our community? New Awareness: How has our analysis and action deepened or changed our perception of the situation? Windley-Daoust, Jerry Living Justice and Peace: Catholics social teaching in practice

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Seven Key Themes of Catholic Social Teaching

The Church's social teaching is a rich treasure of wisdom about building a just society and living lives of holiness amidst the challenges of modern society. Modern Catholic social teaching has been articulated through a tradition of papal, conciliar, and episcopal documents. The depth and richness of this tradition can be understood best through a direct reading of these documents. In these brief reflections, we wish to highlight several of the key themes that are at the heart of our Catholic social tradition. 1. Life and Dignity of the Human Person The Catholic Church proclaims that human life is sacred and that the dignity of the human person is the foundation of a moral vision for society. Our belief in the sanctity of human life and the inherent dignity of the human person is the foundation of all the principles of our social teaching. In our society, human life is under direct attack from abortion and assisted suicide. The value of human life is being threatened by increasing use of the death penalty. We believe that every person is precious, that people are more important than things, and that the measure of every institution is whether it threatens or enhances the life and dignity of the human person. 2. Call to Family, Community, and Participation The person is not only sacred but also social. How we organize our society in economics and politics, in law and policy directly affects human dignity and the capacity of individuals to grow in community. The family is the central social institution that must be supported and strengthened, not undermined. We believe people have a right and a duty to participate in society, seeking together the common good and well-being of all, especially the poor and vulnerable.

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3. Rights and Responsibilities The Catholic tradition teaches that human dignity can be protected and a healthy community can be achieved only if human rights are protected and responsibilities are met. Therefore, every person has a fundamental right to life and a right to those things required for human decency. Corresponding to these rights are duties and responsibilities to one another, to our families, and to the larger society. 4. Option for the Poor and Vulnerable A basic moral test is how our most vulnerable members are faring. In a society marred by deepening divisions between rich and poor, our tradition recalls the story of the Last Judgment (Mt 25:31-46) and instructs us to put the needs of the poor and vulnerable first. 5. The Dignity of Work and the Rights of Workers The economy must serve people, not the other way around. Work is more than a way to make a living; it is a form of continuing participation in God's creation. If the dignity of work is to be protected, then the basic rights of workers must be respected the right to productive work, to decent and fair wages, to organize and join unions, to private property, and to economic initiative. 6. Solidarity We are our brothers' and sisters' keepers, wherever they live. We are one human family, whatever our national, racial, ethnic, economic, and ideological differences. Learning to practice the virtue of solidarity means learning that "loving our neighbor" has global dimensions in an interdependent world. 7. Care for God's Creation We show our respect for the Creator by our stewardship of creation. Care for the earth is not just an Earth Day slogan, it is a requirement of our faith. We are called to protect people and the planet, living our faith in relationship with all of God's creation. This environmental challenge has fundamental moral and ethical dimensions that cannot be ignored. This summary should only be a starting point for those interested in Catholic social teaching. A full understanding can only be achieved by reading the papal, conciliar, and episcopal documents that make up this rich tradition. __________________________________ Office of Social Development & World Peace United States Conference of Catholic Bishops 3211 4th Street, N.E., Washington, DC 20017-1194 (202) 541-3000

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English 12 & 12 AP Fall 2015-Spring 2016

CBSL Artifact Gathering: Final Exam part I Now that your projects are underway, you are invited to make them meaningful through an investigation of a theme related to your project. You should have a range of themes from which to choose. For example, if you are working with elders, you might choose one of the following themes: 1.) aging, 2.) memory, 3.) the wisdom of age, 4.) loneliness, 5.) the pleasures of age. If you are teaching dance you might consider: 1.) the power of dance, 2.) the demands of dance, 3.) ballet as social criticism, 4.) cultural dance, 5.) hip hop and politics. Your choice should be a personal one; you should want to find examples of artifacts that help you think more deeply about a theme of your project. What are artifacts? Artifacts are resources you find that help you to think about your theme. They include: poems, lyrics, stories, novels, essays, movies, interviews, surveys, photographs, images, sculptures, actual objects, virtual objects. Where do I find them? In addition to searching elibrary via the Cardinal Newman Library website, and EBSCO via the Sonoma County Library website, you should also search: Storycorps, a national project to instruct and inspire people to record each other's stories. storycorps.org This I Believe, an international organization engaging people in writing and sharing essays describing core values that guide their daily lives. thisibelieve.org This American Life, a weekly public radio show, the most popular podcast in the country thisamericanlife.org TED Talks, a nonprofit organization devoted to "ideas worth sharing." ted.com How many do I need? Ten. Seven artifacts must be original and three can be shared with a partner if they support the theme your partner is investigating.

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Where do I keep them? In a portfolio. For every artifact, you must have an actual artifact or a representation of the artifact. So, if you are going to use a particular soccer ball as one of your artifacts, you must take a photo of it and put it in your portfolio. If you are going to include a scene from a film, you must print out a review or a summary of the film. What do I do with them? For each artifact, you must write a reflection, 1/2-1 page in length, analyzing and reflecting on the artifact in relation to your project. For example, if you are working with homeless youth or are building homes for Habitat for Humanity, you might choose to investigate a theme related to "the meaning of home." As an artifact, you might select Miranda Lambert's "The House that Built Me." You should listen to the song, print out the lyrics and reflect on what the song is saying about the importance of a home. You should analyze what makes the lyrics effective and consider what the song might mean to a child who has never lived in his/her own home. After sharing your findings in a small group, you will place the artifact and your reflection in your portfolio. When Are They Due?

% Artifact #1: First week of October

% Artifact #2, #3: Third week of October

% Artifact #4, #5: First week of November

% Artifact #6, #7: Second week of November

% Artifact #8, #9: Third week of November

% Artifact #10: Third or fourth week of November

Final Exam: Beginning in early December, you will be allowed to select the date on which you plan to give your presentation, a synthesis of your findings. (More details to follow.) There will be some evening slots as well as class periods from which to select. Each senior will make an 8-10 minute presentation on a theme related to his/her project.

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English 12 & 12 AP Fall 2015-Spring 2016

CBSL Artifact Gathering: Final Exam part II Directions: You have been gathering artifacts for a theme or question related to your CBSL. For your final exam you must synthesize your material and explore the insights you have gained. Your response must have shape and substance. It is neither a simple reflection nor a list of the artifacts you discovered, but a well considered talk/paper on your work. We are curious about what led you to the theme, texts you read/viewed that helped shape your understanding, powerful examples that illuminated ideas, conversations, images, film that led you to think about your theme more deeply. Ideas to keep in mind:

% You must make reference to at least three of the artifacts in your portfolio.

% Avoid stating the obvious.

% There should be an element of persuasion in your talk/paper.

% There should be cohesion in your talk/paper. (Consider graphic organizers: my.hrw.com/nsmedia/intgos/html/igo.htm)

% Challenge yourself to reveal the way your mind works.

% Make your presentation original. We do not want to see re-runs of your partners’

work. Note: AP students must provide a class set of any poems/passages you include in your talk/paper.

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Method of presentation: Voicethread Slide Presentation (voicethread.com): Interactive Slide Show that allows you to record your voice as you present your slides. Due December 6th/7th. (Posted in Facebook or sent directly to your teacher) Must be at least 7 minutes in length. 5 slides minimum. Prezi Presentation (prezi.com): Must be presented to a group. Must be at least 7 minutes in length. Youtube Video: Must be posted on Facebook or sent directly to your English teacher. Make sure it’s well-lit and audible. Must be at least 7 minutes in length. TED style Talk: You can choose to schedule your presentation, but if you are not prepared, you will lose an entire letter grade. Images/slides encouraged. Notes okay. Must be at least 7 minutes in length. Paper: MLA Format 5-7 pages. No paper less than 5 pages will be accepted. The highest grade you can earn on a paper is a “B”. If you read your paper to the class, you may earn up to a “B+.” Note: Once you have made a selection of the method of presentation, you must adhere to the deadlines. If you are unprepared to speak on your assigned date, or if you miss a deadline you will lose 5% for every day that you are late. Anyone who fails to present before final exam date, unless scheduled to present on the day of the exam, will be required to take a 90 minute written final. Opportunities to present:

% November Third or Fourth week of November, Afternoon or Evening

% December First week of December, Afternoon or Evening

% December First and Second Week of December, Afternoon or Evening

% December First – Third week of December, Class periods Additional opportunities may be available before or after school based on teacher availability and student interest. Note: Bring treats on the day/evening of your presentation.

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CBSL Portfolio Check List

□ Table of Contents □ Project Proposal

□ Mentor Contract with Signatures

□ Typed Goals & Measurable Goal(s)

□ Letter to the Mentor

□ Project Summary

□ 5 Data Sheets (articles optional)

□ 3 or more of 10 Artifacts gathered

□ Time Log with Hours Totaled

□ Timeline Calendar

□ Journal Logs Typed (based on weekly service, minimum of 10)

□ Reflection Paper

□ Mentor Evaluation

□ Additional Evidence with Captions (Flyers, Lessons Plans,

Organization Information, Pictures, emails, etc.)

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CBSL Project Portfolio Evaluation

Your Portfolio has been evaluated and graded based on the following:

Professional Appearance Excellent Very Good Average/Below ___Complete ___Somewhat complete ___Incomplete Organized Excellent Very Good Average/Below ___Complete ___Somewhat complete ___Incomplete Complete Excellent Very Good Average/Below ___Complete ___Somewhat complete ___Incomplete Written Mechanics Excellent Very Good Average/Below ___Text No Errors ___Text Few Errors ___Text Many Errors Artifacts Support Project and Measurable Goals Excellent Very Good Average/Below ___Goals Met ___Some Goals Met Goals Not Met Artifacts supportive ___Most Artifacts Support ___Few Artifacts Support ___Caption Explanation ___Some Captions ___Little/no Explanation ___All Related ___ Some Related ___Not Related Evaluated and graded by:

Comments:

200 points possible/Grade:

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PowerPoint Guidelines

Include the following in any order you choose:

Title Slide: Project Title, Student Name, Project Site Introduction Slide(s): Social issue; explain in a specific manner the problems and needs addressed by service work, research etc. Project Slide(s): Service experience, how you went beyond volunteerism, effecting real change in the community and you, use specific examples and stories from your overall service project experience, etc. Personal Growth Slide(s): Achievements and struggles; real change in you and the community in which you worked; Explain the connection between a Catholic Social Teaching and a Biblical value in relation to your service work..Integrate these into story-telling. Do not compartmentalize each point, but rather synthesize as you explain point by referencing your project work, etc. Concluding Slide(s): Future thoughts such as how the overall service project experience will in your future endeavors and Thank You! Note: Please inform your teachers which form of multi-media you will be using for your presentation. Check with the class room you are scheduled to present in to be sure the proper technology is available to support your multi-media presentation. It is the student’s responsibility to test run PowerPoint presentation and/or any other media being used in presentation days prior to actual Senior Board. 75 Points

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Tri-Fold Story Board Option

Research Project Work Personal Growth

• Think of your multi-media/story board as an index cue card on which you place key words and images that help you speak about your service project experience.

• Construct a blueprint BEFORE you construct your presentation.

• Use FONTS that are large enough and clear enough so that it can be read from a

distance, as from the back of a classroom to the front.

• Photographs should be large enough and clear as well. Use colors that will help to make your text bold.

• Remember the multi-media/story board is meant to be a tool used during your

presentation as a visual aide. 75 Points

Graphs Project Title &Personal Change (Use Pictures & Captions) Stats Beginning End &Impact on the Community 60% of Population Middle Charts (Project Experience) &Values: Catholic Social Who, What, When, Where & Biblical (Social Issue Info.) (Be sure and use specific examples)

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Senior Board Presentation Outline Introduction: What is the “Problem”? Introduce the “social issue” related to your topic. Create a clear picture in the minds of the audience of the problem. You can begin by giving an amazing fact, asking a question, reading a quote from a story, song or poem, telling a story. Explain your research: What are 3 “parts” of the problem? You can refer to 3 causes, 3 consequences, 3 defining characteristics. Weave your facts, your research, into this explanation of the problem. Don’t just recite a bunch of facts. Always comment after a fact, explain it. Tell how it became real to you in your service work. Don’t let the fact speak for itself; tell your understanding of it. Describe, in detail, your project: Working on the problem. How did your project address the problem that you researched? Where did you go? What did you do? How many hours (if more than the required)? How much time, money? How many kids? Clients?, etc. Paint a vivid picture of your experiences. Tell a story of a challenge or an accomplishment. What was your contribution to solving the problem? How did you improve a situation? Change the quality of someone’s experience? Lessen the burden on an agency? Here is a good place to offer reflection on the scope or seriousness of the problem with which you dealt. Perhaps the “big picture” won’t really change until a number of things happen. What might those things be? What are the connections to the Seven Themes of Catholic Social Teachings and Gospel Values/School Mission Statements? Connect your project to at least one theme and explain the connection to your service work experience. Specifically, how did my service experience directly connect to the social teaching addressed? Use a specific example. What Gospel values can you quote to support your service work? With Jesus as the model, how did you serve as Jesus served? What effect did the experience have on you? Be honest! What feelings, thoughts, questions, did the experience leave you with? Having done some work, would you consider doing more?; now or through your work in college or through your intended profession? Perhaps a final story that renders the essence of the experience to you. A final quote and your comments on it would also be a good way to end. Finally: Say, “Thank You”

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Senior Board Presentation Outline Introduction: What is the “Problem”? (wow factor, draw your audience in…) Explain you research: What are 3 “parts” of the problem? (five facts) Describe, in detail, your project: Working on the problem. (story telling) What was your contribution to solving the problem? What are the connections to the Seven Themes of Catholic Social Teachings and Gospel Values/School Mission Statements? (CBSL Booklet) What effect did the experience have on you? (story telling) Finally: Say, “Thank You” (in a creative manner)

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CBSL Senior Boards Event May 2016

Prayer: Newman ACC Continental Breakfast: Newman ACC Time: 1st period – approximately from 8:00 AM – 8:40 AM (Seniors and some Teachers) Location: Prayer Newman ACC Menu: Continental Breakfast Luncheon: Newman ACC Time: 12:18 PM – 12:44 PM (Seniors, Teachers, Community Members) Menu: TBA Hospitality Room: Newman ACC – Fruit, Cookies, Coffee, Water, etc. (Open throughout the day)

School Bell Schedule: “A” 7:55 – 8:40 1st Period 8:46 – 9:31 2nd Period 9:37 – 10:22 3rd Period 10:22 – 10:37 Break 10:42 – 11:27 4th Period 11:33 – 12:18 5th Period 12:18 – 12:44 Lunch 12:49 – 1:34 6th Period 1:40 – 2:25 7th Period

* Note: Board Presentations will take place during periods 2 -7 in select classes throughout the campus. There will be one to two presentations per class period.

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Business casual guidelines for men and women

Business casual is crisp, neat, and should look appropriate for any formal presentation. It should not look like cocktail or party or picnic attire. Avoid tight or baggy clothing; business casual is classic rather than trendy. You want to look professional for your CBSL Presentation!

Basics: Khaki or dark colored slacks, neatly pressed, and a pressed long-sleeved, buttoned solid shirt are safe for both men and women. Women can wear sweaters; cleavage is not business-appropriate (despite what you see in the media).

Shoes / belt: Wear a leather belt and leather shoes. Athletic shoes are inappropriate.

Cost / quality: You are not expected to be able to afford the same clothing as a corporate CEO. However, do invest in quality that will look appropriate during your first two or three years on the job for a business casual environment or occasions.

Details: Everything should be clean, well pressed, and not show wear. Even the nicest khakis after 100 washings may not be your best choice for a reception. Carefully inspect new clothes for tags, and all clothes for dangling threads, etc. (as with interview attire).

Use common sense. If you have the slightest thought you might be dressed inappropriately then you probably need to re-think your dress.

Specifics for men's business casual

Ties: It never hurts to slightly overdress; by dressing nicely, you pay a compliment to your host. Please plan on wearing a tie.

Shirts: Long-sleeved shirts are considered dressier than short-sleeved and are appropriate even in summer. Choosing white or light blue solid or conservative stripes is your safest bet.

Socks: Wear dark socks, mid-calf length so no skin is visible when you sit down.

Shoes: Leather shoes should be worn. No sandals, athletic shoes or hiking boots.

Jewelry: Wear a conservative watch. If you choose to wear other jewelry, be conservative. Removing earrings is best, therefore NO earring

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Cell phones/checking the time: Leave your cell phone in your car! Don’t worry about checking the time, our bell schedule will guide you through the day.

Specifics for women's business casual

Don't confuse club/street attire with business attire. If you would wear it to a club or a dance, etc. you probably shouldn't wear it in a business environment/CBSL Presentation. Also, most attire worn on television is not appropriate for business environments such as your CBSL Presentation. Don't be deluded.

Pants / skirts: Women can wear casual pants or skirts. Neither should be tight. Fabrics should be crisp; colors should generally be solid; navy, black, gray, brown and khaki are always safe bets. For the most business-like appearance, pants should be creased and tailored; neither extreme of tight or flowing. If you are pursuing a conservative industry and are in doubt, observe well-dressed women in your industry on the job, at career fairs, at information sessions, etc.

Skirt length and slits: Your skirt should come at least to your knees while you are standing. While you are seated, your thighs should be covered. If your skirt comes to just below the knee, a slit to just above the knee might be acceptable. A very long skirt should not be slit to above the knee. Generally slits in the center back of a skirt — to facilitate walking a stair climbing — are acceptable. Slits to facilitate a view of your legs are not appropriate for business purposes. Slips should not be visible.

Shirt / sweaters: In addition to tailored shirts or blouses, tailored knit sweaters and sweater sets are appropriate business casual choices for women. Cotton, silk, and blends are appropriate. Velvets and shimmery fabrics suitable for parties are not appropriate. Fit should not be tight. Cleavage is not appropriate to business and CBSL presentations.

Jewelry / accessories: Wear a conservative watch. Jewelry and scarf styles come and go. Keep your choices simple and leaning toward conservative. Avoid extremes of style and color.

Cosmetics: Keep makeup conservative and natural looking. A little is usually better than none for a polished look. Nails should be clean and well groomed. Avoid extremes of nail length and polish color.

Shoes: Should be leather or fabric / microfiber. Appropriate colors are black, navy, brown, tan, taupe (to coordinate with your other attire and accessories); white and pastels are not appropriate. For the most conservative look, toes should be covered. Sandals which are neither extremely dressy nor extremely casual might be appropriate. Thin straps and spike heels are not appropriate. Chunky heels and platforms are not appropriate. Your choices reflect your judgment. Make certain you can walk comfortably in your shoes; hobbling around campus would not be wise or appropriate.

-Virginia Tech website (amended)

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Remember low heels (2 inch or lower)

Professional Dress for Men (with a neck tie)

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Service Learning Presentations Critique Sheet

Please Check One:

Presenter’s Name: Parent of presenter Parent (Other)

Project Title: Teacher Staff Presentation Time: Mentor Community member Directions: Please place the appropriate LETTER next to EVERY number listed below. A=Excellently B=Very Well C=Fairly D=Poorly F=Very Weakly

HOW WELL DOES THE SPEAKER…

Introduction and Research: 1.___ Command your attention with a powerful introduction? 2.___ Explain clearly the social issue/problem the project addresses? 3.___ Present research in a clear and logical manner? 4.___ Persuade you that there were genuine needs/issues that the project addressed?

Project: 5.___ Describe his/her experience clearly and thoroughly? 6.___ Demonstrate how the project went beyond volunteerism? 7.___ Describe tangible changes that came about through project? 8.___ Make use of specific examples and/or stories to describe the project?

Personal Growth: 9.___ Convey eloquently his/her achievements and/or struggles? 10.___ Explore how the project caused real change in himself/herself? 11.___ Describe and explain the connection between a theme of Catholic Social Teaching and a Biblical value to the project? Delivery: 12.___Deliver a polished and practiced speech? 13.___Respect, in dress and demeanor (eye contact, posture, gesture), the seriousness of the day? 14.___Unify his/her ideas in a presentation that flowed from opening to Conclusion?

Questions and Answers: 15.___Respond to questions confidently and thoroughly?

Feel free to add note on the reverse

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Student Name

Cardinal Newman High School Community Based Service Learning Project

Mentor Evaluation Form

1. What was the nature of your student’s participation in your organization? a. Very active b. Somewhat active c. Not very active d. Rarely saw them

2. How often did you see your mentee?

a. At least once a week b. Once every two weeks c. Once a month d. Only once

3. Did he/she act responsibly in meeting appointments, following rules and goals?

a. Yes b. Most of the time c. Seldom d. Never

4. How did you strategize with the student about the project?

5. How well did they interact with the individuals involved in your organization? a. Very well b. Well c. Okay d. Not well

6. Did he/she successfully complete their goals?

a. Yes b. Most of them c. Some of them d. No

7. Did he/she actually initiate change or just do service? a. Real change occurred b. Some change c. Mostly service

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8. Do you have any additional comments?

9. If you could grade the student based on planning and follow-through to completion, what grade would you give him/her and why?

A = Very active, planned & strategize, followed through and met their goals B = Active most of the time, planned and met most of their goals C = Moderately active, some planning and yet project showed little change D = Somewhat active but project was mostly service F = Did not meet and follow through with their project at all

Comment:

Printed Student Name Printed Mentor Name Printed Religion Teacher Mentor Signature Date *Please return to the Community Based Service Learning Director Mr. John Contreras 50 Ursuline Road Santa Rosa, CA 95405 or [email protected] (student may also hand deliver to Religion teacher)

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Community Based Service Learning

Block Release 2015-2016

In order to better communicate with all involved in the process of leaving campus to serve in the community it is vital that all of the teacher/mentor involved are aware of the needs and movement of the student(s). Therefore the process needs to include verification from the mentor or an adult acting in the place of the mentor. This person will be responsible for the following:

• Verify the time needed for release • Time of release is properly used for the completion of service hours • Verify hours worked / sign time logs • Keep student on track with project goals • Communicate with overall CBSL Directors – Ms. Greaney and Mr. Contreras

Student Name: requests to be out of school during the Religion Block period requested below in the Fall / Spring Semester 2015-2016 school year. Project Site where work is to be performed:

Mentor / Responsible Adult: Name Signature Class to be missed Teacher Signature/Comments Period & Day:

Teacher:

Period & Day:

Teacher: *Signature indicates that the teacher is allowing the student to make-up work missed. Should a teacher not sign, the class missed is considered a CLASS-CUT and disciplinary action will be taken. Class work cannot be made up. CBSL Director Signature Student Signature Date Parent Signature

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Community Based Service Learning Student DRIVER Permission Form

Date:

Name of Student Driver:

Purpose for Student Transport:

Frequency of Transport:

Parental Acknowledgement and Permission: I, the undersigned parent of the driver noted above, acknowledge that my son or daughter will be transporting himself/herself, and possibly passenger(s), from school sanctioned purpose stated above. If passengers will be transported a permission form for each of them will be kept on file. I herein give my permission for this transportation for the stated purpose. I further agree to indemnify and hold harmless Cardinal Newman High School and the Roman Catholic Bishop of Santa Rosa from all liability for any accidents or damage to property or persons that may result from this transport. I acknowledge that Cardinal Newman High School has appropriate driver license and insurance information on file for the above noted driver.

' My child may transport passengers and has a valid driver license that permits this transport.

' My child may not transport passengers, but may transport themselves.

Signature of Parent of Driver Date Signature of Student Driver Date

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Community Based Service Learning

Student PASSENGER Permission Form Date:

Name of Student Passenger:

Name of Student Driver:

Purpose for Student Transport:

Frequency of Transport:

Parental Acknowledgement and Permission: I, the undersigned parent of the

passenger noted above, acknowledge that my son or daughter will be riding with the

above mentioned driver for the school sanctioned purpose stated above. I herein give my

permission for this transportation for the stated purpose. I further agree to indemnify and

hold harmless Cardinal Newman High School and the Roman Catholic Bishop of Santa

Rosa from all liability for any accidents or damage to property or persons that may result

from this transport. I acknowledge that Cardinal Newman High School has appropriate

driver license and insurance information on file for the above noted driver.

Signature of Parent of Passenger Date Signature of Student Passenger Date

The Community Based Service Learning Service Project Booklet · The Community Based Service Learning Service Project Booklet Class of 2016 Fall 2014 – Spring 2016 ... Project Proposal

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