hamdanalameri.weebly.com€¦  · Web viewPROJECT PROPOSAL FOR 100 PORJECTS FOR PEACE. Resala Charities: Verbal Communication, Teamwork and the Advancement of Youth in Cairo, Egypt

PROJECT PROPOSAL FOR 100 PORJECTS FOR PEACE

Resala Charities: Verbal Communication,

Teamwork and the Advancement of Youth in

Cairo, Egypt Hamdam Alameri, Ashley Garber, Burnley Truax, Reham Bahauddin,

Jessica Rosenblatt

Lewis & Clark College

February 9, 2014

Project Dates: May10, 2015 - June 14, 2015

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Table of Contents

Project Proposal Page.........................................................................................3-4

Project Budget …………………............................................................................ 5

Appendix 1: Fundraising…………………………………………………………..6

Appendix 2: Letter from Resala Charities .................................................7-8

Appendix 3: Letter from Harold McNaron …………………………………9

Appendix 4: Letter from Julie Vorholt ……………………………………….10

Appendix 5: Letter from Suzanne Groth…………………………………… 11-12

Appendix 6: Letter from Saeed Al Romaithi…………………………….....13

Appendix 7: Letter from Shaaban Mohammed…………………………...14

Appendix 8: Number of children at the Charity………………………… 15

Appendix 9: Curriculum……………………………………………………………15-19

Appendix 10: List of Contacts …………………………………………………...19-22

Who We Are and What are Roles Will Be…………………………………...22-24

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Verbal Communication, Teamwork and the Advancement of Youth in Cairo, Egypt “Coming together is a beginning. Keeping together is progress. Working together is success.”

~Henry FordIntroduction: Building and sustaining peace is a long-term process through which people must strive to understand the effect their voices have on a community, while accepting the points of view of others. The goal of our project is to work with Egyptian youth affected by poverty, homelessness and injustice by teaching them the value of positive communication and teamwork skills. We plan to build strong relationships and teach youth about voicing their opinions and experiences in safe and active ways. As Mahatma Gandhi said, “Honest differences are often a healthy sign of progress.” Eventually the children of Egypt will be the ones running the nation, and with the ability to communicate, use teamwork, and speak their opinions in a safe way they will have the potential to advance the politically unstable nation by using peaceful communication skills. While we will only be in Egypt a number of weeks, our goal is to leave behind a lasting impact and long term relationships that will promote open-mindedness, active communication, leadership and teamwork skills that will last a lifetime, essentially promoting peace for generations to come.

Background: The Arab Spring struck Egypt in December of 2010. Political frustrations and discomfort came out in youth protests that spread across the nation. By 2013, two of Egypt’s political leaders had been forced from power and the political structure had been completely transformed. Before the Arab Spring the estimated amount of orphaned youth was near 40,000 (UNICEF 2009). Since the Arab Spring there is now an estimated 50,000 street children and over one million orphaned youth (Fordham, 2011). As the future of Egypt is in question, the need for peace efforts and progress begins with the children of the politically restricted nation. Studies over the years have shown the more educated and less poverty stricken a child is the more they have the capacity to succeed. One study in particular found that children in orphanages, who had a strong connection to adult caregivers, were emotionally more capable of achieving success  (Taylor and Francis 2008). The goal of our project in particular is to create lasting relationships with youth, by teaching communication and teamwork skills that will last far beyond our time in Egypt.

Project Outline: Our project promotes peace by creating a four-week curriculum that teaches Egyptian youth effective communication skills through teamwork as well as leadership skills. In addition the curriculum aims to emphasize alternative communication strategies to help the Egyptian youth effectively communicate across cultures in order to create diplomatic relationships today and in the future. Our project will work with students specifically in the Resala Cairo Charity Orphanage in Egypt (Appendix 2), creating an educational program of communication and leadership skills for the children currently in the system. The branch has a total of 76 orphans (Appendix 8) at the school, but our focus will be on the children between the ages of 7 and 16. Forty-two of the students go to school, while the others do not. Our program and curriculum, with the help of Resala Charities will be used to expand the voice of all the children at the charity, raising their confidence in both Arabic and English. The program will give children the ability to express their opinions in open forums, build relationships and connect to one another by learning key communication skills in both Arabic and English. Older students will work in a big-brother system, which is already in place by Resala Charities in order to create and teach leadership and communication skills thus preparing students for peaceful resolutions in the real world.  In addition, these older students will learn the curriculum we will be teaching so that they can carry it on and even lead this program in years to come.

Our four-week curriculum, which was built with the help of professions and their already established curriculum, (Appendix 9) teaches the kids a number of different skills with each week having a specific theme, all of which are related to verbal communication and teamwork. Each day will start and end with English lessons that will focus on basic skills, improving all forms of verbal communication skills. Aside from everyday activities, each week we will have series of lessons, games, and hands on activities that will promote the week’s theme. At the end of the week we will tie everything together in a field trip based on the Resala Charities input, where the students will take the skills they learned into the outside community. Throughout the program and specifically, in the last week we will bring in outside community members to talk about the themes and convey messages of leadership and verbal communication skills that our project is promoting in a leadership and opportunity fair for the children to learn from Middle Eastern leaders (Appendix 10) about how peace is used every single day. The community and Arab leaders who promote peace will come together to teach verbal, communication and teamwork skills in real world scenarios. They will also be presenting on available positions open as peace workers or communication specialists. At this fair the children will present their skills and projects to the community and Arabic leaders. The first few days in Egypt will be dedicated to making one on one connections with these volunteers and training the other volunteers whom we have recruited in the last few months. Once the program is in place we will begin to establish rapport with the children and start implementing our curriculum.

Project Components: 1. Field Trips/Transportation

We will work with Resala Charities and community leaders, who have agreed to provide transportation for the orphans, teachers and volunteers throughout the program, to create field trips related to the specific weekly themes. This will allow the students to apply the skills they have learned in a real world setting.

2. Teachers/ Panelists Other than ourselves we have made connections to the community via the leaders of the Resala Charities who have established rapport within the Egyptian community. We have also made connections with media sources in the United Arab Emirates and Egypt. This includes connections to community leaders, actors, authors and community business

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owners, who have agreed to talk to the children about how to be successful communicators and leaders when they become adults. These people will be brought in for the leadership fair and several group activities (Appendix 6, 7 and 10)

3. Program SustainabilityWe will be training the adults as well as the older children in the Orphanage our curriculum, leaving behind our leadership contacts, and all of our supplies. We specifically chose curriculum that has already been shown to work by professions and our contacts, so it can be implemented sustained years after we are gone. We will work with the adults and older students before and during the project, as well as when the project comes to an end, debriefing each day so they can fully absorb the scope of our curriculum. Once the project ends we will work closely with the orphanage and older children to encourage that our program is in place for years to come by meeting with them both as a group and as individuals to talk about financial and overall sustainability. In our final weeks we will talk with the community connections we have established ensuring that our curriculum can be used in the future. Our goal is to make the older children leaders amongst the group, allowing them to be in a similar leadership positions as us, so they can lead similar projects in the future. We hope with our training and skills that we leave behind, the orphanage leaders and older students will have the resources and confidence to run the project for themselves.

Practicality and Community Support -We have received a letter from the leader of the orphanage showing that we have been in close contact with the charity and they are in full support of us coming (Appendix 2). The charity is providing us with a number of supporters from the outside community. These leaders will be key elements in our project (Appendix 10).-We have made community contacts in Egypt who have agreed to help with the classroom workshops and during the opportunity fair. These connections include famous actors/ actresses, authors, business owners, social media specialists, contacts at the children’s hospital, international representatives and many more of whom have read our proposal and have not only agreed to support it, but have begun promoting it (Appendix 10).-Two of our group members, Hamdan and Reham are native Arabic speakers, making communication easier and more reliable as they will serve as translators during the duration of the trip. We have also been in contact with other bilingual teachers and community members that will serve as further translators. Hamdan will teach our group basic Arabic skills, as he is a SAAB Arabic language tutor through Lewis and Clark College. - Hamdan has family in Egypt who he has been in contact with, giving us further connections within the community including connections with representatives that support peace growth, translators for English speakers and safety connections in case of political instabilities.  -When Hamdan returned to his home, the United Arab Emirates, over winter break, he implemented our curriculum with children in his community, teaching the verbal communication and leadership skills that we will be teaching to children in Egypt. The events turned out extremely successful and acted as a trial run for our project. He has also been in contact with his embassy and has gotten their full support and has received several contacts through them. -We have talked and worked closely with Professor Paul Powers from the Religious Studies department where he explained the culture differences in a predominantly Muslim culture. He got us in contact with an alumnus of Lewis & Clark College, Jade Lansing, who has lived in post- Arab Spring Egypt, and is able to help us prepare emotionally for our journey. We have been in contact with Jade and she has agreed to support us when we arrive in Egypt. -We have talked with Harold McNaron from the Leadership and Service program, who also wrote us a letter of support (Appendix, 3). He has gotten us in contact with his friend, Wintry Smith, who is the head of the non-profit organization, “Peace Village” which promotes peace and communication skills to children in America. She has agreed to teach us skills and activities and plan a curriculum that will help promote peace and verbal communication to young children.-We as a group will be modeling teamwork for the Egyptian children. They will see us working together and this will provide an effective model for them. Because they will know us, they may be more motivated to be active team members themselves. A strong affective relationship can be highly motivating to learners.

Post Program Sharing: There will be post program sharing both in Egypt and at home. In Egypt we will communicate through several forms of Social media outlets to promote our project using out contacts (Appendix, 6 and 9). For example we will create an Instagram, twitter, and Facebook page that will include our daily experiences in Egypt with the theme of each day and week. Everyday one of us will post pictures and videos with a summary of that days and promotion of peace. This will grab a greater audiences’ attention and will spread awareness about orphanages and our curriculum. We will also create social media pages for the charity itself, so the orphanage can keep in touch with the greater community long after our presence in Egypt is over.

When we return to Lewis and Clark in the fall of 2015, promoting the project throughout the Lewis and Clark community will be one of our top priorities. We have already been working with Harold McNaron and the Student Leadership and Service office, and this relationship will not stop when we get back from Egypt. Together, we hope to hold events that will promote the work we have done and encourage others to apply for 100 Project for Peace in the future by using the SLS office and other similar resources. This includes having workshops in the fall of 2015 allowing students to learn from our experiences and ask questions about our project.

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BudgetCategory Expense Cost Source Funding Source

Classroom Supplies Audio/Visual Materials-DVD's, DVD player, camera, etc. $600 Amazon 100 Projects for Peace

  Office and Art Supplies $600 Amazon 100 Projects for Peace

  Games-Including puzzles, crafts, toys etc. $500 Amazon 100 Projects for Peace

  Shipping to Egypt $230 USPS.com 100 Projects for Peace

Total:   $1,930  

Teaching English Teaching Books $800 Book Store- Egypt via Resala Charities 100 Projects for Peace

  Books-Both in Arabic and English $1,000 Book Store- Egypt via Resala Charities 100 Projects for Peace and In-Kind Donation

  Workshop materials $1,500 Amazon 100 Projects for Peace

Total:   $2,400    

Field Trips with Kids Transportation w/ Group $600 Resala Charities Covered by Resala Charities

  Food/ Water $800 Resala Charities 100 Projects for Peace

  Entrance Fees (75 kids 5 volunteers) $800 http://www.egypt-privateguide.com/ 100 Projects for Peace

  Emergency Supplies-medical supply kit, first aid kit etc $50 NOLS 100 Projects for Peace

Total:   $3,050    

Workshops Community parties and get together $400 Resala Charities 100 Projects for Peace

  Scripts for Play $200 Book Store 100 Projects for Peace

  Recreational Materials $300 Amazon 100 Projects for Peace

Total:   $1,300    

Incentives/ Rewards For Volunteers

Job Fair/ Play Volunteers and Workshop Stipend $700 Resala Charities 100 Projects for Peace

  Lunch, Coffee and Snacks $10x10= $100 Resala Charities 100 Projects for Peace

  Training Packets $5x10=$50 Resala Charities 100 Projects for Peace

Total:   $450    

Sustainability DVD's of final play performance $20 Amazon 100 Projects for Peace

  Video rental material $200 Lewis and Clark College Lewis and Clark

  Debriefing Presentation materials $430 Resala Charities 100 Projects for Peace

Total   $650    

Personal Student Expenses

Round Trip Ticket to Cairo from PDX (Extremely Conservative) $1,000 Expedia.com Personal/ Lewis & Clark

 Room ($7-$12 a Night) Hostel-

Family Palace in Cairo and transportation

hostels.com Personal/ Lewis & Clark$500

  Food and Water purifier $225 Resala Charities Personal/ Lewis & Clark

  Supplies for Volunteers (First aid kit, utensils, etc.) $200 Amazon Personal

  Cell Phone and Visa Expenses $250 Sprint Wireless Company, US & UAE Embassies Personal/ Lewis & Clark

Total   $2,175    

Project Expenses: $9,130 Complete Student Expenses: $2,175

Sustainability: $650 Complete Project Total: $11,955

Appendixes

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Appendix 1- Fundraising

L&C Finance Committee: $1,500-$2,500Fundraising with Student Organizations: $250-550Other Fundraising (Events, friends, family): $1000Personal Contributions: $2000Greenhouse Scholars (Private Scholarship via Jessica Rosenblatt): $2000 this will cover travel and food expenses not listed in the budget. Fundraising through media sources and contacts in the UAE: $500

These numbers are based on our previous experiences in raising funds through writing grant applications for finance committee and by working with student organizations.

Appendix 2- Letter from Resala Charities

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Translation Below

January 15, 2014

Warmest Regards,

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Presented to your Excellency ∕Resala Association for charity workAnnouncement number 444 for the year 2014

We had received your request to come to Egypt for implementing a program for children which is being sponsored by the association, “Atfal Qayd Alhayah, or alive children activity”, and as we have been in touch with you in the past few months, and we are fully aware of your project whether the administrative, the children or the staff part of it, therefore we are fully ready to provide for you any assistance and aid needed. In addition to providing you with any needed information to manage the contest of “100 Projects for Peace”And we will also help you to communicate with the society in Egypt to convey the children’s best interest and to improve the work in general.

-Atfal Qayd Alhayah Activity’s Director

Resala Charity’s address:35 street 3 Taqseem Alnasser Alqadeem Wadi Hof- Hadaeq Helwan

Phone number: 01110443994 – 23711701

Resala Charities was established in 1999 by students at Cairo University along with the help of an engineering professor as a youth movement effort. It has now expanded to 250,000 volunteers with 67 branches all over Egypt. It provides 31 activities aiming at helping the Egyptian community. These activities include: caring for orphans, helping the blind, the deaf, children with special needs, blood donations, poverty alleviation and literacy training. The charity has gone from a student project to a leader in Egypt with connections across the nation with professional, educational, and financial resources.

Appendix 3- Letter from Harold McNaron

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Appendix 4- Letter from Julie Vorholt

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Appendix 5- Letter from Suzanne Groth

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Appendix 6-Letter from Saeed Al Romaithi

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Appendix 7- Letter from Shaaban Mohammed

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Appendix 8-Number of Children at the Charity

Number of Children Age of Children

0 2- 4 1

2 4- 6 2

10 7- 9 3

16 9-12 4

44 12-16 5

3 16-18 6

1 Older than 18 7

76 Total

Appendix 9-Curriculum

-Egypt and the charity is majority Muslim, our plan includes dates that do not fluctuate with Ramadan, and because of religious conflicts, instead we will be arriving and leaving before the holiday month begins.  

Week Number/ Theme

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Week-1 Breaking Down Barriers

Workshop #1

Play/ Crafts

Workshop #2

Play/Crafts Movie and Discussion

Fieldtrip Free day

Week-2 Leadership

Workshop #3

Play/ Crafts

Workshop #4

Play/ Crafts

Speech Construction

Fieldtrip Free day

Week 3 Verbal communication

Workshop #5

Play/ Crafts

Workshop #6

Play/ Crafts

Practice Speeches

Fieldtrip Free day

Week-4 Bringing it all together

Workshop #7

Play/ Crafts

Formal Party

Play/ Crafts

Wrap up Informal Party

Free day

There will be three groups.  The first group will consist of children aged 4 to 11, the second group will consist of children aged 12 to 15, and the third group will consist of children aged 16 to 18.  We will spend two hours each day on the assigned activity. Hamdan and Reham, who speak Arabic, will lead the activities, while the three group members that do not speak Arabic will plan the activities and assist the Arabic speaking group members during the activities.

English Learning Each day will start and finish with English teachings that will stray from the traditional structure of Hamdam and Reham leading the assigned activities, and instead will be lead by the fluent English teachers. On the first day, children will be given English learning books and utensils and be given basic structure into English, starting with the alphabet and basic greetings. As the four weeks go on, children will slowly gain more skills and start learning English at higher skill levels. By the time the program is over the goal is to have the children understand basic greetings and understand simple structural aspects. They will keep all their English books for the future lessons. The books and supplies that we purchase will be selected with help from the Academic English Studies Department at Lewis and Clark College who specialize in teaching English as a second language.

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Play/CraftsAll age groups will come together at the beginning of the project and we will divide children into two groups based on their preference. One group will work on arts and crafts, which will be sold, at our informal party within the community (see below) and the other group will work to perform a play which will be performed at our informal party. The series of crafts throughout the project will have the focus of teaching verbal communication skills and leadership skills. These will be in form of different workshops. Some of these crafts include peace doves, diversity collages, and flour stress balls.

For the play we will hire/recruit somebody from a local theater company to assist us in our production of the play. We have also recruited Ahmed Muhammad Helmy and Hanan Tork (See Appendix 10) who are professional actors in the Arab world to help with the creation and design of the play. The play will have the theme of verbal communication and leadership skills at the forefront. A play style was chosen because when working together to create an on stage performance, children must work together to create something beautiful and functioning. We will have the children perform a play that correlates with the teaching of our workshops.

Workshops1. Team building games All age groups We will lead series of activities, which require the children to achieve a task by working together

and communicate with each other. There are quite a few activities that serve this purpose but a couple of examples include the

Human Knot Game and the Blindfold Leader Game.  In the Human Knot game children begin by standing in a circle and holding hands with somebody across from them.  They then must untangle the knot they have made with their hands without letting go of anyone’s hand.  This requires the children to talk to each other to determine strategy.  In the Blindfold Leader game, children get into pairs.  One person from each pair is blindfolded.  The person that is not blindfolded must lead their partner through the maze only with their voice.

2. Anger Management/Stress Relief For the first hour the three groups will be split up.  Each group will talk about what anger is, what

makes an particular individual angry, and how to prevent this anger.  The groups will go about this lesson differently with group one learning through stories and activities and groups two and three learning through a talk and discussion panel.  We will prepare for this lesson through intensive research on anger and discussion with people more advanced in this topic than we are.

All groups will come together for the second hour.  At this time we will have somebody from the community (maybe volunteer, maybe we will pay them) come and teach a number of stress relief strategies.  This will give the children a way to deal with their anger in a way that is not destructive or harmful.

3. Self Esteem We will lead this activity with all groups, but we will give the younger children extra help. We will do the following activity (Discovery

Education-http://www.discoveryeducation.com/teachers/free-lesson-plans/self-esteem.cfm):1. Ask students to define the term self-esteem. Write their ideas on a sheet of newsprint. Help

students understand that self-esteem refers to how we understand and value ourselves.2. People with high self-esteem are realistic about their strengths and weaknesses and are able to set

goals and work toward them with optimism and humor. They also feel competent in areas they consider important and do not take other people's negative impressions of them too seriously. People with low self-esteem have a hard time honestly evaluating their strengths and weaknesses and often have an unrealistic, overall negative impression of themselves. They take other people's opinions of their strengths and weaknesses more seriously than they should. Also, they do not feel competent in areas they consider important. People with low self-esteem tend to be pessimistic.

3. Tell students that an important first step in building self-esteem is taking a realistic look at their strengths and weaknesses and likes and dislikes. This helps them know what goals are realistic to pursue, what aspects of their personality and lifestyle to seek to improve, and how to identify their weaknesses without worrying about how others perceive them. Tell students that self-knowledge helps lay the foundation for high self-esteem.

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4. Then tell students they are going to complete a personal inventory during this lesson to help them achieve better self-understanding. Tell students to follow the directions, filling in blanks or checking the answers that apply to them. You may copy the inventory for students, read it out loud, or write it on a piece of newsprint and post it in the classroom.

Personal InventorySchool Subjects

1. I like ______________.2. I do not like ________________.3. I am good at __________________.4. I am not good at _______________.5. I am good at this subject, but I do not like it: ____________.6. I am not good at this subject, but I like it: _______________.

Activities

1. I like __________________.2. I do not like ________________.3. I am good at _________________.4. I am not good at _________________.5. I am good at this activity, but I do not like it: _________.6. I am not good at this activity, but I like it: ____________.7. I prefer being involved in individual activities _____ or group activities ___. (Check one.)

Relationships with Friends and Adults (Check the statements that apply to you.)

1. I am generally well liked: ____________.2. I am generally not well liked: ___________.3. I have a group of friends: ________.4. I prefer having one or two friends: _______.5. I am a leader: ___________.6. I am a follower: _________.7. I prefer people who like the same things I like: ___________.8. I prefer people who like different things: _____________.9. I have the support of significant adults in my life: __________________.10. I have the support of a group of peers: ______________________.

Food Preferences

1. I like to eat ____________.2. I do not like to eat __________.3. I do ____ do not _____ eat a balanced diet. (Check one.)

Relaxing

1. I relax by __________.2. I like relaxing alone _____ or with other people ____. (Check one.)3. After this activity, I always feel calm and peaceful. _______________. -Give students ample time (it should not take more than 10 or 15 minutes) in class to complete the inventory. Then ask students to take the information they learned about themselves and create a drawing, collage, or short essay that illustrates who they are. Make available paper, art supplies, and magazines to cut up. Give students about 20 minutes to complete their projects.-Ask students what they learned about themselves? How can they apply this information to their lives? How does it affect the goals they set for themselves? Tell them that understanding their own strengths, weaknesses, and preferences is essential in boosting their self-esteem.-Conclude the lesson by asking students what role they think self-esteem plays in leading a healthful life. If students feel good about themselves, do they think they will make good decisions about friends; diet; exercise; sex and abstinence; dangerous habits such as drugs, smoking, and drinking; and overall work habits? Why do they think this is so? Help students understand that if they feel good about themselves, they will want to take care of themselves.4. Tolerance/Cultural Competence We will lead this activity with all age groups. Before starting the activity we will have researched the most common stereotypes in Cairo.

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The workshop will consist the following activity (Education World- http://www.educationworld.com/a_lesson/03/lp294-01.shtml):

Bursting Stereotypes1. Before starting this lesson, cut paper for sentence strips (paper or tagboard cut to lengths

approximately 2 inches wide and 12 inches long), and inflate about two-dozen small balloons.2. Write the word stereotype.  Ask students if they know what the word means. Write down the

dictionary definition of the word. 3. Have students break into small brainstorming groups and ask them to come up with stereotypes

they might have heard or thought about. Tell them keep a written record of the stereotypes they think of. When the flow of stereotype statements seems to be slowing down, ask students in each group to take a final look at their lists and mark with an asterisk 6-10 of the most interesting stereotypes. Bring the class back together so they can share their ideas. Each time a student shares a stereotype, hand that student a sentence strip so s/he can write the stereotype on a sentence strip. Instruct students to write large and bold; markers or crayons work best.

4. Call students holding sentence strips to come one at a time to the front of the classroom. Have each student read aloud the statement on his or her strip and hold the strip up for classmates to see. Hold up a balloon as the strip holder calls on classmates to refute the stereotype on the strip. Once satisfied that the stereotype has been blasted, pop the balloon.

5. Ask students to share how they felt about the lesson. What did they learn? Were there times during the lesson when they felt angry or sad?

5. Relationships (Spousal, familial, cross cultural) Split up age groups Group 1:  We will explain to the children the concept of bullying.  We will then work with them to

create anti-bullying posters and anti-bullying contracts that they can refer to when in conflict with one another.

Group 2: Recruit somebody to come and speak about relationships.  They should speak about what a good relationship is, what an abusive relationship is, and what to do if you find yourself or a friend in an abusive relationship.

6. Public Safety All age groups Recruit police officer or public safety officer from community to speak to the kids about ways that

they can stay safe and avoid conflict.   Provide children with a list of safety resources near them. 7. Career Pathways Split up age groups Group 1: Each child will draw a picture of what they want to be when they grow up.  They will

then take turns sharing and explaining their pictures.  This will show these young children the wide variety of opportunities available to them in the future.

Groups 2 and 3: Recruit a few people from community to speak to the children about the possibilities for their future.  For the first hour they will speak about the different opportunities that lie ahead (jobs, education).  For the second hour the children will have the opportunity to talk individually with these people about their specific interests and wishes.  These people will talk with the children about ways to reach these goals.

Leadership Fair We will invite prominent members of the community to speak frankly together about the importance of peace among children. These members of the community include: Ahmed Muhammad Helmy, Saeed Al Romaithi, Khalifa Almoumari, Fahad Almoumari, Christopher Perry, Ashraf El-Safoury and Hanan Tork (Appendix 10). There will also be representatives from the Children’s Cancer Hospital Egypt, Arab International Bank, and the Museum of Egyptian Antiques all of whom have talked to our group and have agreed to send a representative to the orphanage. Children will have created a speech, poem or work of art (on the two speech construction days) illustrating what peace means to them. We will select a few children to present their speech or work of art to the visitors. This will serve as an opportunity for the children to voice their concerns to the larger community. Then the adults themselves will speak to the children in panels about their experience with verbal communication and leadership skills in the real world. They will present about the opportunities available to children in Egypt who posses these skills and what they mean in the greater Arab world.

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Informal PartyThis party will be open to anyone in the Egyptian and surrounding community. We will provide food and entertainment.  The children will perform their play and sell their arts and crafts. The goal of this party is bring together the community and the orphanage in a peaceful way that promotes communication and leadership amongst everyone. It allows the children to be present, but it also allows the community to witness the progress the charity is making in striving for peaceful efforts amongst youth. The goal is to provide a safe environment for the children to show the work they have created.

Field TripsWe will decide on where we want to go for our field trips based on the recommendations of those who live in the community but we will likely go to places of cultural importance.  The charity has agreed to provide us with transportation for these field trips.

Classroom/Building LayoutThe center has three buildings the first building is seven stories tall and has a meeting room and playroom. It is also equipped with a kitchen, storage, classroom and computer room. The 3rd and 7th floors are used for housing and bedrooms and the roof has a planting and gardening area. The second building has four stories and is home of the reception and administration office. The second and third floors are used for bedrooms and the fourth floor has an activity floor. The third building is currently being made, but has a roof, gymnasium, meeting room and library. It is also being fitted for a computer room with WiFi so we can use the Internet for many of our games, language barrier difficulties and activities. By the time we are planning to arrive, the third building should be complete.

Appendix 10-List of Contacts

Contact Profession Connection to Us

Mustafa Hanafi

Is the head of Resala Charities Orphanage in Cairo

As the head of the Resala Orphanage he is our lead contact in Egypt. We will be working directly with him and his charity. The children we are working with are under his supervision. We have received his full support, and has written a letter stating that he knows we are coming and that he wants to work with us.

Said Abdutwab

Mechanical Car Repairman One of our group member’s (Hamdan’s) relatives in Egypt. He has agreed to be one of our lead contacts in Egypt.

Paul Powers Professor in the religious studies department at Lewis and Clark College

Paul Powers has been one of lead supports. Although, it has been awhile since he has visited Egypt himself, he has provided great knowledge into the area with everything from safety to weather, to everyday life on the ground. He has prepared us for what to expect in a nation that is politically shaken. As a religious studies professor, he has provided us with religious side of things, like Ramadan. He has provided us with full support and has given us a number of contacts and information to consider while on the ground in Egypt.

Harold McNaron

Head of Student Leadership and Service at Lewis and Clark College

Harold and the Student Leadership and Service office has been one of our bigger leads as far as curriculum goes. The office has proved us help into leadership activities and verbal

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communication opportunities especially amongst youth. Harold gave us one of his good friends as contacts, Wintry Smith, who specifically works in peace education who agreed to help us setup and create a curriculum. Harold has agreed to help us through the project from start through long lasting sustainability.

Julie Vorholt Professor for the Academic English Studies department at Lewis and Clark College

Jessica's work as a student assistant in Julie's ESL classes in Academic English Studies (AES) has allowed her to see English language teaching in action. Julie's modeling has given Jessica a solid beginning foundation in how to overcome language barriers and teach high-beginning/intermediate English. While our project’s main focus is on verbal communication and leadership skills, every morning and afternoon will have a English lesson. Julie has been a supporter of our project and has offered to be a resource person; she would direct Jessica and Hamdan to materials about English language teaching pedagogy as they continue developing the English language portion of our curriculum.

Wintry Whitt Smith

Chairwoman of the Board of Peace Village, an Oregon-based nonprofit supporting summer peace education camps all over the country. She also runs her own early childhood education program, which includes peace and nonviolent curriculum for kids

A contact through Harold McNaron, Wintry Smith has agreed to help us plan our curriculum, as she is a peace and verbal communication education teacher for students throughout Oregon. She has met with our group about our project several times. She is excited and dedicated to the outcome and success. She has agreed to help us plan an extensive four-week curriculum that includes games, activities, and English learning focused around team building, verbal communication and leadership skills. We meet in person once a week as she is stationed in Portland.

Jade Lansing Alumni who has been teaching English and working for the UN in both Egypt and Lebanon

Giving to us by Paul Powers, Jade, has been our groups on the ground contact. Graduating from Lewis and Clark a few years ago, Jade has been teaching English in the Middle East and has emailed out group back and forth a few times over the course of the semester. She has provided valuable information about daily life in Egypt, including religious barriers, life for women, tourist safety, weather conditions, food, and language barriers. She has encouraged us to go and has agreed to be a contact for us when we reach Egypt.

Hamad Al Mansouri

Contact within the UAE embassy, as one of our group members, Hamdan, is a citizen of the UAE.

Hamad works in the UAE embassy where he has agreed to help us with the leadership, communication and the leadership/peace fair by providing us with contacts like actors, police officers and business owners who would be willing to speak with the children during the

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opportunity fair. He has already gotten us in contact with a number of people within the Middle East who would be willing to travel to Egypt and speak at the leadership fair as well as help with a number of different workshops. He has also agreed to help us financially. Hamad and Hamdan have been in contact for a number of weeks and a letter of support is currently being written.

He has already gotten us in contact with several people within the Arab community who have agreed to help us with the career and leadership fair including: -Christopher Perry who is the Regional Vice President of Sales & Marketing, Mid-Atlantic at Hilton Worldwide. -Ashraf El-Safoury HR Department Head at Emaar Misr. He graduated from the faculty of law, Ain Shams university 1995. -Abdul Aziz Ahmed Saleh Al Sawaleh who is the Chief Human Resources Officer at the Etisalat Group. Etisalat is the leading telecommunications company in the Middle East and Africa, headquartered in the UAE.-The Children’s Cancer Hospital Egypt-Arab International Bank -The Museum of Egyptian Antiques

Ewanna Wiley Senior Academic Advisor- Abu Dhabi Investment Authority-Embassy of the United Arab Emirates, Cultural Division

Ewanna is an academic advisor in the United States for students who come from the UAE to study in America. She was previously Hamdan’s advisor before he came to Lewis and Clark College. She has agreed to be a mentor for our project. She has agreed to donate $200 to our project and give any help we need once in the Middle East with contacts, safety issues, Visa problems, or Embassy issues that may occur.

Hanny Wadie Asaad

Educational Consultant & Gifted Education Specialist Summer Planning Expert & Founder of Hands Together Foundation in Egypt

Hanny has agreed to speak at the leadership and career fair about his individual experience running his own business. He has also agreed to send a number of members from his business to Cairo to participate one on one with the children during many of the activities throughout the four week curriculum. His foundation specifically works to promote peace across the Middle East and has been in contact with our group for a number of weeks now.

Saeed Al Romaithi, Khalifa Almoumari, and Fahad Almoumari

Social Media Professionals, specifically on Instagram. Where they have over one million followers through out the Middle East.

They will help us to sustain our idea through making it spread among the Arabian society via social media. They will also come to Egypt to lead a field trip that will focus around the theme of teamwork. 

Rashed Obaid Al Director of ETF at the Minister Rashed has been in contact with our group many

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Dhaheri of State Office in the UAE weeks now and has agreed to provide us support in getting contacts for the leadership and opportunity fair. He has already gotten us in contact with a number of actors and actresses across the Middle East including Hannah Tork and Ahmed Muhannad Helmy. He has also provided us with connections to authors and publishing companies who will show up to the fair and help us with the cost of books for the children during the project, lowering the cost of our budget. Rashed has agreed to help us in any way possible to get professional contacts within the Arab community.

Hanan Tork Actress and former ballerina. She now makes cartoon television shows for children. Recently, she made a series that talks about the children who live in streets called (Awlad Alshawaraa) that translates into, “street kids”.

She has agreed to work together with Ahmen Muhammad Helmy (see below) to help teach children basic acting and performing skills that will turn into the a final play performance for the community during the leadership and opportunity fair. The play will help teach children teamwork and communication skills within themselves by forming a group project that takes everyone to be successful. Hannan is a high profile actress who has agreed to help the children learn how to perform, while promoting the themes of our curriculum.

Ahmed Muhammad Helmy

Egyptian comedian and drama actor who has worked with children on many entertainment programs. He is one of the judges on Arab’s Got Talent.

He will help with the play the kids will put on. He will teach them basic acting and performing skills while teaching them how to work together. He is a very high profile actor throughout the Arab world, kids look up to him as a leader. He has been in contact with Hamdan, about not only creating and performing a play with the children, but also promoting the project throughout the Arab world.

-Elmehwar TV-Abudhabi TV-MBC TV-Emarat Alyoum-Alittihad-Majid magazine

Media outlets in the United Arab Emiratis and Egypt including television states and magazines.

Hamdan has already contacted these news sources and asked them to promote our project to the Arab world. They fit into the sustainability aspect of our project by promoting what we are doing to the rest of the community. They have agreed to run stories on our project and profile what we are doing throughout our time in Egypt. We are currently working on getting American media sources involved as well. Hamdan first got in contact with most of these sources because he has been featured and written about in them himself.

Youssed Maaty A well-known Egyptian author who try to promote peace through his writings. Especially between Muslims and Christians in Egypt.

He will lead a workshop that talks about verbal communication with the children during week 3. He will present his work and provide insight into how to properly communicate in effective ways with others that you do not agree with. He has been working with our group to create an effective lesson plan that creates solutions for peaceful solutions.

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Who We Are and What Are Roles Will Be

Hamdan Alameri

Hamdan is a first year Economics major at Lewis and Clark College. While growing up in the United Arab Emirates, he published his first book, which was released last year. It included many meaningful stories that teaches children a multitude of lessons. Many scholars in his country have recognized Hamdan. He received the prestigious Zayed bin Hazaa Al Nahyan award for leadership. In Egypt he received third place in a competition for great speakers around Arabian countries. Hamdan has attended a wide variety of workshops in different areas such as leadership, time management, problem solving and more. In addition, he launched a club named “Egtanem Wagtek” in which he recruits children from his community to volunteer in many aspects of society, including assisting the elderly and helping with orphans. During his winter break, in December of 2014, Hamdan led two events for his club: a trip to Mecca and a festival for the children which was run in a similar manner to the informal party that we have planned for this project. You can see in the photo up top some of the children he worked with using the same strategies we will be using in Egypt. He ran some of the same activities we will be doing with the children in Egypt with these children.

He brings experience working with children and is a native Arabic speaker who will help the group to communicate with others in Egypt and UAE. He also has a lot of contacts in UAE and Egypt, which will help the group to recruit people to assist in the project. Hamdan has demonstrated extensive leadership and passionate energy towards this project, bringing in and uniting group every step of the way.  

Jessica Rosenblatt

Jessica is a second year Rhetoric and Media studies major at Lewis and Clark College. She has defined her experience at college through her work with international students and scholars after having two international students as roommates her freshman year. She now works for the Academic English Studies Program as a classroom assistant and tutor along with being a member of the International Students of Lewis and Clark Board. On the side she tutors one of the house keepers in Copeland hall in English during her lunch break three time a week. As of right now the housekeeper just finished the alphabet! She also serves as a sophomore class senator and was a member of the girl’s golf team for the first year and a half of her time at Lewis and Clark. Next year she will be continuing her international education by studying abroad in Greece. In high school she was named recognized as a Greenhouse Scholar for being one of the top students in Colorado. She is a dedicated and passionate human being who brings positivity to the group. She loves to dream and wants to see others succeed as well.

What she brings to the project is an international education, not only having experience with language barriers, but teaching English in a one on one and classroom settings. She has worked closely with professor Paul Powers and the AES department in preparation for this project and experience. She brings verbal communication skills, teaching abilities, language barrier experience and leadership skills that will be needed in order to achieve the goal of creating long term teamwork development. Jessica is also a recognized first responder through the National Outdoors Leadership School, so medical safety is her first priority.

Ashley Garber

Ashley is a first year Sociology and Anthropology major at Lewis and Clark College.  She volunteers weekly at Operation Nightwatch, an organization that provides friendship to the homeless population in Portland.  She has also volunteered in Peru, caring for children of single mothers while these mothers pursued an education. Ashley was a babysitter for four years in high school and also worked as an au pair in Spain this past summer.  In addition, she has experience leading workshops with children, as for her Silver Award for Girl Scouts she lead a number of workshops

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with children aged 4-10 teaching them about the outdoors (how to be a responsible camper, how to recycle, etc). Ashley has extensive experience with children as well as extensive experience with travel as she has traveled to Peru, Brazil, and Spain on her own in the past couple of years.  

Burnley Truax

Currently Burnley is a sophomore at Lewis & Clark College majoring in Biochemistry. Prior to college, she grew up in Chicago where she participated in several school-run service projects for the neighborhood homeless and hungry organizations and weekly volunteering at a bilingual primary school. In addition, she has been privileged to witness the power of microloans in the Philippines, participated in the building of hydroponic gardens in Costa Rica, and volunteered at a local homeless organization, Operation Nightwatch. Upon entering college, Burnley joined the rowing team and also fundraised for clean water wells in Uganda and Kenya by running the Chicago Marathon. She is planning on studying abroad in Vietnam and is looking forward to continuing her exciting major. Burnley’s involvement has taught her that she along with everyone is a citizen of the world, which requires being conscious and responsive to the injustice experienced in her own communities in addition to people around the globe and aiding those people how they see fit.

Reham Bahauddin

Reham is a third year biology and pre-med major at Lewis and Clark College. She is the president of the Arabic Club at the college and has been the chair of the Middle East region for four years. In her country, Saudi Arabia, Reham had volunteered in several events as an event organizer. Also, she volunteered at the Kids Development Center where she spent time teaching children teaching them different skills. Reham is currently volunteering at Oregon Museum of Science and Industry. She is a native speaker of Arabic and will be one of the key interpreters during the project. An active Arabic leader herself, she will serve as a role model for others to look up to as the project is implemented in its next steps.

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