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St. Vincent de Paul YFJ/PC Project 2016

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  1. 1. St. Vincent de Paul School Mt. Vernon, Ohio Student presenters: Hayden Lingel, Emma Buehrer, Aedan Ferrell, Alexandra Costache, John Brenneman, Paris Frazee, Makayla Shouten, Catherine Day, Morgan Spearman, Mary Thomas, R.J. Plasse, Camille Fuller, Lilly Stuller, Cameron Miller, Ethan Wendt Advisors and Editor: Mrs. Rachel Schank, Mrs. Beth Robinson. Mrs. Terra Dilley
  2. 2.  2014-2015  Phase 1 Selecting a Topic  Phase 2 Researching Solutions  Phase 3 Implementation  2015-2016  Phase 2 Researching Solutions  Phase 3 Implementation  Phase 4 Presentation
  3. 3. Nov. 12, 2014 First we had to understand what is justice, and what is injustice.  We filled out vocab cards defining justice and injustice.  We added places we might see justice and injustice.  We drew pictures of what justice and injustice look like.  We looked up the definitions online at http://www.merriam- Phase 1 Selecting a Topic
  4. 4. Phase 1 Selecting a Topic
  5. 5. Phase 1 Selecting a Topic
  6. 6. Phase 1 Selecting a Topic
  7. 7. Phase 1 Selecting a Topic
  8. 8. Merriam Webster Dictionary online (2014) defines Justice: “1a : the maintenance or administration of what is just especially by the impartial adjustment of conflicting claims or the assignment of merited rewards or punishmentsb : JUDGE c : the administration of law; especially : the establishment or determination of rights according to the rules of law or equity 2a : the quality of being just, impartial, or fairb (1) : the principle or ideal of just dealing or right action (2) : conformity to this principle or ideal : RIGHTEOUSNESS c : the quality of conforming to law 3: conformity to truth, fact, or reason : CORRECTNESS” Injustice is defined as “1: absence of justice : violation of right or of the rights of another: UNFAIRNESS (Merriam Webster, 2014).” Phase 1 Selecting a Topic
  9. 9. Nov. 19, 2014 We discussed what injustice was and we had to find it. Nov. 19 through Dec. 3, 2014 We wrote about injustices we saw in our school, in our town, and in the news in our Ouch Journals. Phase 1 Selecting a Topic
  10. 10. Dec. 3, 2014 We shared things from our Ouch journals. We came up with a list of Injustices in our community and looked for relationships. Most of them were connected to 5 different topics 1. Substance Abuse 2. Disrespect 3. Vandalism 4. Prejudice 5. Physical abuse (Neglect) Phase 1 Selecting a Topic
  11. 11. Dec. 10, 2014 We agreed at our meeting that we should pick the topic that had the most impact on our community. We couldn’t decide which topic that was. So we formed groups to research the topics more. At the end of our research each group had to make a persuasive presentation to tell, our administration, Principal Downs and Father Hammond how our topic had the most impact on the community. Phase 1 Selecting a Topic/ Phase 2 Researching Solution
  12. 12.  Dec. 17, 2014 Part of our presentation’s research was convincing our group and administration that the community felt our topic was an injustice. Each group member came up with potential survey questions to ask community members. Our survey had to include close and open ended questions about how the topic affected the community. Phase 1 Selecting a TopicPhase 1 Selecting a Topic/ Phase 2 Researching Solution
  13. 13. December 21st , 2014 through January 4th , 2015 our groups surveyed a sample of community members. Each group surveyed 40 or more community members. The surveys were divided between three age groups: Adults (18+), Teens (13-17), and Children (5-12). January 7, 2015 We tallied the results together to examine the data. Phase 1 Selecting a TopicPhase 1 Selecting a Topic/ Phase 2 Researching Solution
  14. 14. January 7, 14, 21, 2015 Using what we learned in math about compiling data and creating graphs, each group prepared a presentation using survey results and research. Play Video Phase 1 Selecting a TopicPhase 1 Selecting a Topic/ Phase 2 Researching Solution
  15. 15. January 28, 2015 Vandalism was chosen as the topic.  There had been vandalism in our school by students.  A students project being displayed in the hallway had been broken.  Students were writing on bathroom walls with permanent markers and scratching into the stalls with pens.  There had been vandalism outside at the school by community members.  Someone had taken a large metal bearing off of our parking lot gate, twice.  A chain on a playground swing had been cut so that the swing would come apart when someone used it  People had written on the playground equipment and scratched words into it. Phase 1 Selecting a TopicPhase 1 Selecting a Topic/ Phase 2 Researching Solution
  16. 16.  We used the research from the presentation to make lists of ideas for how to solve the injustice of vandalism in our school and community. Phase 2 Researching SolutionPhase 2 Researching Solution
  17. 17.  At the end of our meeting we reflected on what we did to pick our topic and how we felt about it. Phase 2 Researching SolutionPhase 2 Researching Solution
  18. 18. Phase 2 Researching Solution
  19. 19. Phase 2 Researching Solution
  20. 20. February 18, 2015 We got together to talk about what we could do about Vandalism. At the meeting there were lots of ideas on what to do. Phase 2 Researching Solution
  21. 21. Our research had shown that educating people about vandalism could help stop it. We wanted to start with educating the students at our school. We drafted an email to the local police department requesting a speaker to talk to our school about vandalism Phase 2 Researching Solution/ Phase 3 Implementation
  22. 22. March 4, 11, 18, 25 and April 8, 2015 We made new groups and created lesson plans for each grade to teach them the WHO, WHAT, WHEN, WHERE, WHY and HOW of Vandalism. Phase 2 Researching Solution/ Phase 3 Implementation
  23. 23.  March 18, 2015 We agreed that we needed to consult the classroom teachers about the best strategies for teaching their grade and to get feedback about our plans. We requested to meet with them by helping our advisor to create a staff email and stopping by their classrooms. The principal set a date, April 15th, and helped us make a rotating schedule of teachers.  We had hoped to meet with a police officer to give us more information about local vandalism, our principal put in a follow up call to our email but couldn’t get anything scheduled. Phase 3 Implementation
  24. 24.  March 25, 2016 To measure the success of our lessons we developed a pre and post test that included the WHO, WHAT, WHEN, WHERE, and WHY from our lesson plans.  First we made up questions then we put them together into a test. Phase 3 Implementation
  25. 25.  March 25, 2016 We had our pre and post tests, and our lesson plans ready to present to the classroom teachers. Phase 3 Implementation
  26. 26.  April 15, 2015 We met with the classroom teachers for each grade to tell them about our plan for teaching their class about vandalism. They gave us ideas for what to work on to make our plans better.  All the plans included a presentation about vandalism and an activity to show kids how vandalism can make you feel.  The teachers felt many of us were not well prepared. We had ideas but didn’t think about how to get the students to listen and didn’t have clear directions for our activities. They gave us constructive criticism, we used it to make changes to our plans. Phase 3 Implementation
  27. 27.  April 24, 2015 We taught our lessons to fourth through sixth grade.  April 30, 2015 We taught kindergarten through third grade.  After the lesson students gave examples of vandalism that they had seen. Phase 3 Implementation Play Video
  28. 28. Phase 3 Implementation
  29. 29. One of the lesson plans included students creating these posters to remind us how vandalism and our Catholic faith connect. Vandalism hurts more than the property vandalized! Phase 3 Implementation
  30. 30. We tallied the results of the pre tests and post tests from before and after our lesson. We made notes about what each grade learned and what they didn’t. We talked about how we felt about the process we went through this school year.
  31. 31. That was the end for the 2014-2015 school year. But the next year we wanted to continue working on Vandalism. We decided we needed a reminder about the WHO WHAT WHEN WHERE WHY and HOW of Vandalism. August 18th through October 23rd, 2015, the first quarter of the 2015-2016 school year we broke into new teams to research more about vandalism and connect our learning to our Catholic education.
  32. 32. Definition Team a. What is the definition for the word “Vandalism”? b. Who commits acts of vandalism? Why are these acts committed? Who has acts of vandalism committed against them? Where are these acts committed? c. Create a 11 x 17” poster that defines prejudice and outlines the Who, Why, and Where information from above. Phase 2 Researching Solution
  33. 33. Phase 2 Researching Solution (Merriam Webster, 2015)
  34. 34. School Team a. Read the Definition Team’s poster. b. Imagine you have witnessed a student act of vandalism in our school. On a 11 X 17” sheet of paper create a 6-10 box cartoon showing the words and actions of those involved. c. How would you respond to the situation? Underneath the cartoon include a description of what you would do to make a positive difference. Phase 2 Researching Solution
  35. 35. Phase 2 Researching Solution
  36. 36. Community Team a. Read the Definition Team and School Team’s posters. b. Go to and search for “vandalism”. Read the relevant articles. c. On an 11 X 17” sheet of paper create a newspaper that summarizes three of the articles. Next to each one add an editorial paragraph: Your personal responses to these articles on vandalism. Phase 2 Researching Solution
  37. 37. Phase 2 Researching Solution (Shipley, 2015) (Shipley, 2015) (Wichie, 2015)
  38. 38. Research Team a. Read the posters from the Definition Team, School Team, and Community Team b. Research “how to stop vandalism”, seek relevant and reliable resources. ( ker&Bridgeman_1994.pdf from last year’s research might be a good place to start!) c. On an 11 X 17 sheet of paper create 2 lists, one for ways to prevent, stop, or address vandalism in our school and the other for ways to prevent, stop, or address vandalism in our community. Phase 2 Researching Solution
  39. 39. Phase 2 Researching Solution (Barker & Bridgeman, 1994)
  40. 40. Works of Mercy Team a. Read the posters from all the other Vandalism Teams. b. Which works of mercy would we use when addressing vandalism or its underlying causes? c. On an 11 X 17” sheet of paper create a poem, song, or rap describing how these Works of Mercy relate to vandalism. Phase 2 Researching Solution
  41. 41. Phase 2 Researching Solution
  42. 42. Oct. 23 through Nov. 4, 2016 We shared our posters at school. We displayed them to help educate others and to spread awareness to all the grades. Phase 2 Researching Solution
  43. 43. November 5, and November 12, 2015 We met and decided on new actions for this school year. To continue educating students about vandalism in our school we would plan a vandalism activity with our school families, groups of students from every grade who meet together. With the new information about vandalism in the new park we wanted a 5K run in the park to educate the town about vandalism and raise the money for the park to clean and repair any damages from vandalism. Our principal said it might be too late to get a date at the park. She used some of her connections to help us make contact. Phase 3 Implementation
  44. 44.  Parks Department email Phase 3 Implementation
  45. 45. January 7, and January 14, 2016  We decided that our 5K run should be to collect money and request cleaning supplies for the Ariel Foundation Park to fix the vandalism.  We would run the 5K in the park, have a speech about vandalism before the run, and offer information at the start of the run and during the race.  We needed to request school funds to purchase bottled water and we would use the water stations throughout the run to educate the public about vandalism. Phase 3 Implementation
  46. 46.  January 22, 29, 2016 We decided we needed to research what we might need from 5K websites, to interview community members who had organized local 5Ks, to plan an Ariel park route, and to email a request to the parks department. We divided up the work. Phase 3 Implementation
  47. 47. Phase 3 Implementation
  48. 48. Phase 3 Implementation
  49. 49. Phase 3 Implementation
  50. 50. Phase 3 Implementation We interviewed a community member who had organized several 5K charity runs for points to consider during our planning phase.
  51. 51. Phase 3 Implementation We wrote a speech to start our run, because by figuring out what we’d want to say it helped us decide what we wanted to do.
  52. 52. Phase 3 Implementation We started brainstorming businesses we could ask to support our run and some of the costs.
  53. 53.  At first the Ariel Park event committee emailed that they could not give us a date for our run until next school year and didn’t know when we could present to them because of re-staffing. Then we got a date in April but it conflicted with a big track meet. We got another date in August but it was given away because we didn’t send our email to meet with them in time.  February 5, 2016 Our principal talked to us about not emailing them earlier in the year and we should have been able to tell more about our plan before we started asking.
  54. 54.  February 19, 26, 2016 We changed our focus to our school plan to create an education game about vandalism for our school families.  For the school plan we decided to play a vandalism mystery game. We would lead our school families to an act of vandalism that we faked in the school. There would be clues to follow to lead us to the vandal. During the game we could discuss what vandalism is, and what to do when you see it. Phase 3 Implementation
  55. 55.  March 10, 17, 2016 Our advisor helped us make this outline using our notes. We met as a team for 20 minutes to discuss how we wanted the event to work. We asked our principal when we could schedule the activity and she said April 4th. Phase 3 Implementation
  56. 56. March 24, 2016 Our plans were ready, we created fake vandalism figured out our plans before we left for Spring break. Phase 3 Implementation
  57. 57. April 4, 2016 We helped our families follow clues to the gym. The vandals lined up on the stage “caught” by administration. Our families had to guess which was our vandal from the clues they found. We took our vandals back to our classrooms with our families so we could talk to them why they vandalized, and how we could help them. Phase 3 Implementation Play Video
  58. 58. April 4, 2016 We met with our school families at 12:50 p.m. while fake vandals set out our examples of vandalism and clues. At 1p.m. we left our classrooms with our school families and “discovered” the acts of vandalism and the clues. We discussed with them what to do when we found vandalism, tell a person in charge, and clean it up. Phase 3 Implementation Play Video
  59. 59. Phase 3 Implementation Play Video
  60. 60. April 7, 2016 We met one last time as a team to complete a end reflection about Service Learning. We had a talk of what might be a better approach for the next year like getting started early so we have time for what we want to do.
  61. 61. Injustice [Def. 1, 2,]. (n.d.). Merriam-Webster Online. In Merriam-Webster. Retrieved November 12, 2014, from Justice [Def. 1, 2,3]. (n.d.). Merriam-Webster Online. In Merriam-Webster. Retrieved November 12, 2014, from Vandalism [Def. 1]. (n.d.). Merriam-Webster Online. In Merriam-Webster. Retrieved August 22, 2015 from http://www.merriam-
  62. 62. Barker, M. & Bridgeman C. (1994). Preventing vandalism what works? Crime Detection and Prevention Series . Paper 56. Retrieved from dgeman_1994.pdf Shipley, Virgil. (2015, August 24). Rivalry or vandalism? Mount Vernon News. Retrieved from vandalism/ Shipley, Virgil. (2015, July 2). New Park Vandalized. Mount Vernon News. Retrieved from vandalized/ Wichie, Allison. (2015, May 8). 4 arrested in Northwestern High ‘senior prank’. Whio. Retrieved from from-northwestern-school-buses/nmB8n/