Service Learning Curriculum_8_27_15

Service Learning Program
V 4.0 2015

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ShareChange's Service Learning Program (SLP) provides high school students the
knowledge, structure, and support to develop and execute comprehensive Service
Learning Projects. The SLPpromotes student engagement and collaboration
through a facilitated process where students reach consensus on each of our five
"Steps to Action": Community Vision, Community Issue, Root Problems, Actionable
Options, and Action Plan. The Service Learning Program integrates community
input and participation in order to maximize the quality, scope, and impact of
Service Learning Projects.
The following SLPCurriculum is intended to guide our trained Teachers and
Program Facilitators as they run the Service Learning Program in pre-screened high
school classrooms. The SLPCurriculum includes 10 Modules, where each can meet
the constraints of a typical 50 minute class period (or continue as multi-day
lessons). The Modules can be integrated into high school courses and expand upon
important class themes and concepts.
Service Learning Program
Note: The above graphic is a tentative schedule
for our SLP, as project-based learning is very
dynamic and adjustments may be needed.

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- Community Vision: a statement that describes the ideal state of your
community.
- Community Issue: a general problem that, if solved, brings the community
closer to our Community Vision.
- Root Causes: the causes of the Community Issue that, when solved,
significantly impact the issue.
- Actionable Options: potential options for feasible projects that, if executed,
would address the Root Causes.
- Action Plan: a plan that outlines and assigns the tasks necessary to
complete the Service Learning Project.
ShareChange's "Steps to Action":

4
Module 1:
Class reaches Consensus on a Community Vision
- HW: Students administer ?Community Input Survey?to four individuals
(Due by Module 2 to be used in Module 3)
Module 2:
Introduction to "ShareChange's Steps to Action" and our Consensus Method
- In-class: Apply Consensus Method in a consensus building activity
Module 3:
Class reaches Consensus on a Community Issue
- In-class: Class reviews analysis of completed ?Community Input Surveys?
Module 4:
Identify Stakeholders and build context of Community Issue
- In-class: Students complete "Instructional Survey"
- HW: Internet research on an aspect of the Community Issue
Module 5:
Create a ?Stakeholder Input Survey?focused on the Community Issue
- Review completed ?Instructional Surveys?: questions, analysis, and
findings (analysis and presentation provided by Program Facilitators)
- In-class: Develop ?Stakeholder Input Survey"
- HW: Internet research on Stakeholders for Community Issue
Service Learning Program:
Curriculum Overview

5
Module 6:
Understanding "Methods of Research" and Source Credibility
- In-class: evaluate student research with "Source Credibility Handout"
- Introduce "Methods of Research" and effective ways for collecting
additional information
Module 7:
Class reaches Consensus on Root Causes
Module 8:
Majora Carter Case Study: ?Greening the Ghetto?
- In-class: students evaluate case study of a community project with
Community Development concepts
- HW: Stakeholder followups to increase community participation (tailored
to need)
Module 9:
Class reaches consensus on Actionable Options and Objectives
- In-class: students evaluate Objectives with ?SMART Criteria?(Specific,
Measurable, Achievable, Responsible, and Time-Oriented)
Module 10:
Finalize Action Plan for the Service Learning Project
- In-class: students complete ?One-Month Accountability Plan?
- Introduce "Project Review": to be filled-out by students after the project
is completed

6 Module 1
M ODULE 1:
Step to Action: Community Vision
Module Overview:
Students use the concept of a School-Community to create their Community Vision
and evaluate how a Service Learning Project can improve the strengths and
weaknesses of their community.
Learning Objectives:
1. Students will learn about the importance of all individuals in the creation of a
Movement.
2. Students will be learn and apply the concepts of Service Learning and
School-Community to create their ideal Community Vision.
Concepts:
School-Community; Vision Statement; Movement; Service Learning, Sustainable
Materials:
Facilitators?guiding questions; Chart paper; Markers; Overhead of the "School
Community Semantic Map"
Handouts:
Handout # 1: ShareChange's Definition of Service Learning
Handout # 2: School-Community Map
Handout # 3: Community Input Survey

7 Module 1
Purpose:
To discuss and question common assumptions about the roles of ?leaders?and
?followers?in Movements and evaluate ways of effectively using Service
Learning as a tool for creating change.
Essential Question:
How do you organize a group of people to work together to create change?
Steps:
1) Define the concept of a Movement:
A group of people working together to advance a common political, social,
or artistic idea.
2) Prompt discussion by asking the students if they can provide any examples of
Movements (could be historical or present day). Ask the students how they would
go about starting a Movement? for what purpose?
3) Play Derek Sivers?Ted Talk ?How to Start a Movement?(3 min)
4) Discuss students?responses with respect to the key points of the Ted Talk
Activity One:
Facilitator Points for Discussion:
- We often focus on a designated leader and forget about the group
- ?Leadership is over glorified? and ?Followers? are misunderstood
and under-appreciated
- As more people join a Movement, participating becomes less risky
or costly (in this example, there is less fear of embarrassment)
- At a certain point, the perceived cost of participating can become
lower than the perceived cost of not participating

8 Module 1
5) Refer to "Handout # 1: ShareChange's Definition of Service Learning" and define
Service Learning:
A process where students collaborate to research the needs of their community and
develop and execute a project that addresses a community issue in a sustainable
manner.
6) Briefly highlight the relevance and importance of the italicized words and the role of
how Service Learning can mobilize people with effective projects.
Facilitator Points of Emphasis:
- Collaborate: students work together as a classroom and with the
community
- Research: students apply a variety of research methods to understand
community needs
- Community: students research more than the their school (which will be
discussed next activity)
- Develop: students are involved in generating every aspect of the
project
- Execute: students work with the community and receive support
throughout the completion of the project
- Community Issue: projects focus on a single community issue
- Sustainable: projects are responsible and create a large, long-lasting
impact

9 Module 1
Purpose:
The purpose of this activity is demonstrate how Service Learning can make a
meaningful difference in their School-Community and to develop and reach
consensus on their ideal Community Vision.
Essential Question:
What are the strengths of your School-Community and how can we build upon
those strengths to improve upon its weaknesses?
Steps:
1) Introduce and define School-Community:
The geographical region and group of people that are directly involved in the
students?everyday lives.
(This includes relevant neighborhoods, businesses, school grounds,
other students, faculty, and staff. The notion of a School-Community
should be somewhat vague, as this will create some flexibility when
determining if a problem is actionable.)
2) Provide students with copies of "Handout # 2: School-Community Map." (Note:
this handout will be used as a reference for discussion in Module 4.)
3) Explain that when we refer to their "Community" throughout the program, we are
referring to their School-Community.
Important Note: for the remainder of the SLPCurriculum we refer to
the concept of "School-Community" as the students' "Community"
Activity Two:

10 Module 1
4) Have students brainstorm people and organizations in their community and record
them on the semantic maps.
Teacher/Facilitator Questions:
- Who are the members of your community?
- What organizations or businesses are part of your community?
5) Compile a list of the students' responses on the board and briefly discuss the role
each member plays in their community.
6) Pass out "Handout # 3: Community Input Survey" and have students fill out the
survey to the best of their ability. (This Handout is intended to get the students to
begin to think critically about their Community. It will also introduce them to the
actually "Community Input Survey" they will administer to Community Members.)
7) As a class compile a list of the "strengths" and "weaknesses"
8) Define Community Vision:
A statement of the ideal or perfect state of your community.
(Note: A Vision Statement is a tool for creating a starting point for discussions. It
focuses on a positive, desired state of their community, rather than limiting the
discussion to community problems. Students create a Vision Statement of their
ideal community, which becomes their Community Vision.)
9) Facilitate a Brainstorm and reach Consensus on the Community Vision:
Example of a Community Vision:
?Our school community isa clean and safe environment. Community membersand
organizationsactively collaborate and support each other to foster equity and
opportunity.?
10) Refer back to the ?School-Community Semantic Map?and have students fill in
additional members that were not originally included.

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Steps
for
Action
(RoadMap)
Module 1
Homework: Community-Input Survey
1) Pass out and review the ?Community-Input Survey?
questions.
2) Ask each student to administer the ?Community-Input
Survey?(in Appendix B) to one teacher/staff member, one
student, and two members of their Community. Tell the
students that its important that the respondents circle the
group that are affiliated (so we know the different
perspectives). The goal is to have the surveys completed by
Module 2 (to be discussed in Module 3). When returned
collect and staple the surveys under the student's name so
they get credit, but we preserve the respondents anonymity.
Teacher/Facilitator recommendations and precautions:
- Safety, as always, is the highest priority. Students
should be directed to inform their teacher of any
potential safety concerns.
- Students should return their completed surveys
by the following Module, because their data will
be discussed in subsequent Modules.

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Module Overview:
Students are introduced to a systematic approach to problem solving and
intra-group communication. Students learn how ShareChange's Steps to Action
structure the development of community projects and apply a communication
method to reach Consensus on a sample problem.
1. Students will learn about the importance of group participation and
communication and our systematic approach for effective problem solving.
2. Students will be introduced to a structured process for reaching group
Consensus and apply the process to a sample problem.
Concepts:
Steps to Action; Consensus; Consensus Method
Materials:
Facilitators?guiding questions; Chart paper; Markers; Overhead of the "School
Community Semantic Map"
Handouts:
Handout # 4: ShareChange's Steps to Action
Handout # 5: The Consensus Method
M ODULE 2:
Work ing Together in Service Learning
Module 2

13 Module 2
Purpose:
To introduce the concept of Ownership and show how our Steps to Action utilize
ownership to effectively create and execute an actionable project.
Essential Question:
How do ShareChange's Steps to Action increase Ownership and guide students
through effective community projects?
Steps:
1) Define Ownership:
The sense of belonging or caring that is created by valued participation
2) Define Consensus:
The ability of group members to support a decision (it does not mean that
every group member prefers the decision)
3) Ask: Why is Ownership important in creating change? How does Consensus
increase Ownership?
4) Introduce "ShareChange's Principles of Ownership" and connect them to
important themes of the discussion on Consensus and Ownership. (5 min.)
ShareChange's Principles of Ownership
- People care more when they participate and believe that their participation
is valued
- The earlier people participate in something, the more they care about it
- Collaboration strengthens group solidarity and willingness to participate
- Greater participation leads to greater motivation to ensure success
Activity One:

14 Module 2
5) Pass out Handout # 4: ShareChange's Steps to Action." Briefly introduce our
Steps to Action (which provides the essential steps that structure and guide
students through a responsible and effective service learning project). This is
simply to highlight that the students will reach consensus before proceeding
to each of the next steps of the project.
- Community Vision: a statement that describes the ideal state of your
community.
- Community Issue: a general problem that, if solved, brings the community
closer to our Community Vision.
- Root Causes: the causes of the Community Issue that, when solved,
significantly impact the issue.
- Actionable Options: potential options for feasible projects that, if executed,
would address the Root Causes.
- Action Plan: a plan that outlines and assigns the tasks necessary to
complete the Service Learning Project.
ShareChange's Steps to Action:

15 Module 2
Purpose:
Students apply our Consensus Method in a simulation exercise called the "Ice
Cream Agenda."
Essential Question:
How did the Consensus Method increase individual participation and help the
class reach group consensus in the "Ice Cream Agenda" exercise?
Steps:
1) Briefly define the Consensus Method:
A system of processes used to increase participation of group members
and the quality of meetings (Consensus Method adapted from Michael
Doyle?s ?How to make Meetings work: the new Interaction Method.?)
2) Review our ?Handout # 5: The Consensus Method.?Students will not need to
memorize the method, but they should understand that there is a process. Here are
short summaries:
- Brainstorm Tools: to increase participation; generate and clarify ideas
- Prioritizing Tools: to order and eliminate options
- Deciding Tools: to bring students to consensus on their desired outcome
3) Introduce the "Ice Cream Agenda" scenario:
Students are asked to give an ice cream mixer for the 9th grade class. They
are being asked to decide on 2 ice cream choices. The students must reach
Consensus on the ice cream choices.
Activity Two:

16 Module 2
4) Teacher/Facilitator?s guide the process of consensus building
through the implementation of the following steps:
1. Define the group: Who are we? (ex. Senior class
members)
2. Define the issue: What is the issue? (ex. What kind
of ice cream should we serve?)
3. Define the desired outcome: What is the desired
outcome? (ex. Decision on two ice cream flavors for
a 9th grade mixer)
4. Use the Consensus Method to reach Consensus on
choices that satisfy the desired outcome.
5) Debrief the activity with the class.
Debriefing questions may include:
- What factors impacted the ability of the group to
come to consensus?
- How difficult was it to reach consensus?
- What behavior was important in making sure that
everyone was heard?
(All voices need to be heard and opinions valued. Remember, the
choice may not be your favorite but all members need to be able
to agree with moving forward with the decision.)
REMINDER: completed "Community Input Surveys"
must be collected by next Module.
Steps
for
Action
(RoadMap)

17 Module 3
M ODULE 3:
Step to Action: Community Issue
Module Overview:
Students use the Consensus Method to reach Consensus on issues facing their
Community, and narrow down the Community Issue for their Service Learning
Project.
1. Students will apply the concepts of Consensus, and Vision to identify their
Community Issue.
2. Students will gain a greater understanding of how structured group dialogue and
participation can increase group participation and decision making.
Concepts:
Community Issue; Consensus; Vision Statement; Service Learning Project
Materials:
A large copy of the Community Vision from Module 1
Completed "Community Input Surveys"
Handouts:
N/A

18 Module 3
Activity One:
Purpose:
To review ?Handout # 3: Community-Input Survey?results and revise the Community
Vision (if needed). As a reminder, the Community Vision provides the point from which
we begin dialogue and reach Consensus on the Community Issue for the Service
Learning Project.
Essential Question:
How do our survey data relate to our Community Vision?
Steps:
1) Present a compiled list of the "Strengths" and "Weaknesses" from the completed
"Community-Input Surveys" in Module 1.
Note: The list can also be generated from an activity where students orally share
their survey data and add to the list generated in Module 1. A Program Facilitator
can also compile and analyze these data prior to class.
2) Review the Community Vision from Module 1. If needed, make revisions with the
Consensus Method (listed for convenience):
a) Brainstorm: List Ideas; Clarity Check
b) Prioritize: Discard Doubles; Vote; Focus Interest
c) Decide: Consensus Check; Combine; Modify

19 Module 3
Purpose:
To reach classroom Consensus on their Community Issue for their Service
Learning Project.
Essential Question:
What Community Issue can we meaningfully address in a way that brings our
community closer to our Community Vision?
Steps:
1) Define Community Issue:
A general problem that, if solved, brings the community closer to our
Community Vision.
2) Have students use the information generated from the completed
Community-Input Surveys to brainstorm important issues in their community.
List them on the board. (10 min)
Teacher/Facilitator questions:
- What do you consider strengths of your Community? (What?s
working well in your Community?)
- What do you consider weaknesses of your Community? (What?s not
working well in the Community?)
- In what ways are these weaknesses preventing your Community
from reaching the Community Vision?
3) Use the Consensus Method to reach Consensus on a Community Issue that
students want to continue investigating for their Service Learning Project.
Activity Two:

20 Module 4
M ODULE 4:
Stak eholders and Contex t Building
Module Overview:
Students build the context for their Community Issue by identifying important
Stakeholders and their interests.
Learning Objective:
1. Students will evaluate Stakeholders for their Community Issue and gain a greater
understanding of its context.
Concepts:
Stakeholder; Ownership; Context Building; Interviews; Surveys; Observation,
Data-Analysis
Materials:
Handout # 2: School-Community Maps (completed in Module 1 )
Copy of Community Issue
Handouts:
Handout # 6: Stakeholders and Context Building
Handout # 7: Instructional Survey
Handout # 8: Research Article Breakdown

21 Module 4
Purpose:
The purpose of this activity is to gain a better understanding of the community
members, organizations, and overall context for their Community Issue in order
to identify and acquire information on important Stakeholders.
Essential Question:
Who are the Stakeholders for this issue and what additional information can we
learn about the context of the Community Issue?
Steps:
1) Define Stakeholder:
Any person or organization with an interest in an issue.
2) Distribute "Handout # 6: Stakeholders and Context Building." Have students
break into small groups (2 to 4 students) to fill out the Handout. Help the
students as needed.
3) As a class, compile a list of Stakeholders. For each Stakeholder, discuss with
the class the following questions on the Community Issue:
- Why might it be important to talk to this Stakeholder?
- What important information may the Stakeholder be able to provide?
- Do the stakeholders have any relationship to other Stakeholders? (Such
as partnerships, alignments etc? )
- What are their interests? How might their interests impact their views?
Activity One:

22 Module 4
Purpose:
To Introduce "Methods of Research" and how they complement each other in
gathering information on their Community Issue and important Stakeholders.
Essential Question:
What methods can we use to access additional information about our
Community Issue and key Stakeholders?
Steps:
1) Ask students: If you were asked to do research about a topic, what are some
ways you would find the information you need? List the answers on the board.
2) Introduce four "Methods of Research" (Interviews, Surveys, Observation,
Data-Analysis):
Interviews: information acquired by formally asking someone a question
(written notes or audio/video recording usually necessary).
Surveys: information acquired by asking people to fill out previously written
questions. They can include multiple choice; scales (e.g. 1-5); and free
response.
Observation: information acquired by actually observing something (could be
in person, or audio/video recordings)
Data-Analysis: information acquired by analyzing data collected from other
sources (meaning, the information was not collected by you). It is always
important to know who collected the data set, and details of how the data set
was collected.
Activity Two:

23 Module 4
3) Discuss the students' list from Step 1 with respect to these four
categories of research and the benefits and limitations of each.
4) Complete "Handout # 7: Instructional Survey"
Note: (Before passing out the survey, instruct students to
complete the survey without talking and to write any
questions or comments they have on the survey. Let the
students know that the survey contains different kinds of
questions and we will discuss the surveys the following
week when we look at the kinds of questions we can use to
develop our own surveys.)
Homework: "Research Article Breakdown"
Pass out "Handout # 8: Research Article Breakdown." Have the
students find an article that provides relevant information on
some aspect of the Community Issue. Students are to complete
the handout by Module 5.
Program Facilitator Reminder:
Data from the ?Instructional Surveys?must be analyzed
to create a presentation of the findings and questions for
the presentation in Module 5.
Steps
for
Action
(RoadMap)

24 Module 5
M ODULE 5:
Developing a Stak eholder Survey
Module Overview:
Students are introduced to the complexity of surveys through a presentation of
their data and findings from the ?Instructional Survey?(from Module 4). Students
then develop as a class a ?Stakeholder Input Survey?for important Stakeholders
1. Students will understand the characteristics of a good survey and the limitations
of surveys.
2. Students will understand important concepts for analyzing data and apply them
to create a ?Stakeholder Input Survey.?
Concepts:
Stakeholder; Data; Conclusions; Findings; Causation; Correlation; Representative
Sampling
Materials:
Completed "Handout # 6: Stakeholders and Context Building"
Program Facilitator's analysis of ?Handout # 7: Instructional Survey?data
Completed "Handout # 7: Instructional Surveys"
Handouts:
Handout # 8: Research Article Breakdown
Handout # 9: Common Question Types for Surveys

25 Module 5
Purpose:
Students will use the information from ?Handout # 7: Instructional Survey?(from
Module 4), to evaluate survey questions and the information which we were
able to extract in order to develop a ?Stakeholder Input Survey.?
Essential Question:
How can we formulate questions that will provide accurate and meaningful
information in order to learn about our Community Issue?
Steps:
1) Discuss and evaluate the questions and findings from the ?Instructional
Survey.?
Possible Teacher and Facilitator questions:
- What information were we able to gather from the survey?
- Did you find some questions harder to answer than others? Why?
- What ways could we improve the questions?
- How did the questions limit the quality of the information we
collected?
- What conclusions can we make from these findings?
- Do our conclusions follow from these data?
2) Distribute "Handout # 9: Common Question Types for Surveys" and review the
Handout as a guide to help students build effective survey questions.
Activity One:

26 Module 5
Facilitator Notes (optional information):
A. Numbers are symbols that should accurately represent whatever
you are specifically trying to measure.
Example: You are a P.E. Coach and you ask a student to go and count how
many ?balls?there are in the storage room, which contains 4 basketballs
and 4 footballs. The student returns and tells you there are eight balls in
the storage room. If you want to play 8 basketball games simultaneously,
the answer ?eight balls?does not represent what you truly wanted, which
is the number of basketballs in the storage room.
B. Conclusions must be supported by the data findings and research
methods.
Example: You are a teacher and you have been given the task of choosing
the location for the senior class' Prom. Wanting the input of students, you
have your class write the location of their choice on a piece of paper. You
collect and count all the students?responses, and all 30 of your students
wrote ?Disneyland.? Therefore, may think your class data represent the
views of all seniors at the school. You then conclude that the school must
want their Prom to be at Disneyland. However, your class is not
representative of the opinions of the hundreds of students in the senior
class. Without additional data collection from the entire senior class, you
can only conclude that the findings represent the opinion of your
specific class.
C. Correlation does not equal Causation.
Just because two things or events may frequently happen around the
same time, it does not mean that one caused the other to happen.
Vox.com has compiled many fun examples that you can discuss in class.
In one example, the consumption of whole milk is strongly correlated
with the marriage rates in Mississippi in the last ten years. Despite this
correlation, you cannot conclude that an increase in whole milk
consumption increases the likelihood that you will get married
(www.Vox.com).

27 Module 5
Purpose:
The purpose of this activity is to guide students through the process of developing
a ?Stakeholder Input Survey?that they will administer to community members.
The survey is intended to provide important perspectives on their Community
Issue and how it should be addressed.
Essential Question:
What important insight and information may our Stakeholders provide for our
Community Issue?
Steps:
1) As a class or in small groups, ask students to brainstorm questions for the
Stakeholders that will help them learn more about the Community Issue. Students
should use the list of Stakeholders from Module 4 and their responses to
?Handout # 6: Stakeholders and Context Building,"
2) As a class, list the questions on the board, Prioritize a set of Key Stakeholders
and important questions
3) Break students into groups and assign a Stakeholder to each group. Have the
students create a draft of a "Stakeholder Input Survey."
Teacher/Facilitator notes:
Creating surveys for each Key Stakeholder may require a few days. It
may be more practical to Prioritize a few Stakeholders for the activity
(such as, students and parents). Program Facilitators will likely need
to edit the drafts to create the final surveys for the Stakeholders.
Activity Two:

28 Module 5
Teacher/Facilitator recommendations and precautions:
After the "Stakeholder Input Surveys" are completed, assign
students to Stakeholders based on interest and practicality.
Try to have the students administer the survey to different
community Stakeholders in order to get a better
representation of perspectives.
Safety, as always, is the highest priority. Students should be
directed to inform their teacher of any potential safety
concerns and survey only Stakeholders that are approved by
the teacher.
Homework: Internet Research on Stakeholders
Research 1- 3 sources to gather information on the Stakeholders for
the Community Issue. Information can include addresses of
important businesses, local government representatives' names,
office addresses, etc. For each source have the students fill out
"Handout # 8: Research Article Breakdown." Distribute the number
of Handouts per student that equals the number of assigned
sources. The Handouts should be completed and returned by
Module 6.
Steps
for
Action
(RoadMap)

29 Module 6
M ODULE 6:
Evaluating Research and Source Credibility
Module Overview:
Students explore Subjectivity, Objectivity, and Source Credibility by evaluating
news media headlines and analyzing the findings of their internet research
homework (assigned in Module 4).
1. To analyze the influence of Source Credibility and Bias on research content.
2.To discuss the difference between Subjective and Objective information and how
they relate to Source Credibility.
Concepts:
Subjective; Objective; Bias; Source Credibility
Materials:
Examples of current events from (www.allsides.com)
Prepared Example of a Completed ?Research Article Breakdown?(from Module 4)
Students Completed "Research Article Breakdowns" from Module 4 and Module 5
Handouts:
Handout # 10: Source Credibility Check

30 Module 6
*This activity is optional based upon time constraints.
Purpose:
To teach students how to differentiate between Subjective and Objective
information and understand the importance of being aware of Bias when conducting
research. Students then apply this knowledge in their analysis of the credibility of
news media.
Essential Question:
How does the media and media Bias influence the information that we frequently
receive?
Steps:
1) Ask students to list media sources from which people get information about the
world and rank what they believe to be the influence of each media source on
American citizens (e.g. magazines, television, movies, etc... Encourage students to
choose specific sources)
2) Discuss the sources of information available to students, the sources from which
the students get their information, the sources the students?believe have the most
influence on people, and which sources they trust.
3) Pass out "Handout # 10: Source Credibility Check" and use the Handout to
evaluate the sources.
3) Define Subjective, Objective, and Bias:
- Subjective: any information that includes an individual's perspective
or opinion.
- Objective: any information NOT influenced by an individual's
perspective or opinion.
- Bias: preconceived opinion in favor of or against ideas, things, people,
or groups.
Activity One: *

31 Module 6
4) Use the pre-chosen examples from the website www.allsides.com to
juxtapose headlines from current news from three news networks (ideally
from different political perspectives). Dissect the news headlines, highlighting
words that indicate Subjectivity. Extrapolate Objective information about the
news story.
5) Discuss the similarity and differences in the language and content of the
headlines.
Teacher/Facilitator questions may include:
- Are there any similarities/differences among the networks in the
language they use to describe their top headlines?
- Are there any similarities/differences among the networks in the
content displayed by the networks?
- Why do you think these similarities or differences exist?
- Do some media sources seem more objective than others?
- How could we find out about potential media bias?

32 Module 6
Purpose:
To review and evaluate the internet research "Research Article Breakdown"
assignment in Module 4, as well as analyze additional research synthesized and
compiled by Program Facilitators or students.
Essential Questions:
How can each research method provide unique information and help you
understand a different perspective on the Community Issue?
Steps:
1) Review the definitions of the four types of research methods that were
discussed in Module 4 (for reference):
Interviews: information acquired by formally asking someone a
question (written notes or audio/video recording usually necessary).
Surveys: information acquired by asking people to fill out previously
written questions. They can include (but are not limited to) multiple
choice; scales (e.g. 1-5); and free response.
Observation: information acquired by actually observing something
(could be in person, or audio/video recordings)
Data- Analysis: information acquired by analyzing data collected from
other sources (meaning, the information was not collected by you). It is
always important to know who collected these data, and details of how
these data were collected.
Activity Two:

33 Module 6
2) Discuss additional information that we need to know about
Community Issue. Determine the type of research method needed
to get that information
3) Refer back to "Handout # 10: Source Credibility Check." Present
the prepared example of a ?Research Article Breakdown.?Ask the
students questions to apply relevant concepts (such as, Subjectivity,
Objectivity, Bias, and Source Credibility) and evaluate whether the
article source passes the "Source Credibility Check."
Teacher or Program Facilitator questions may include:
- What type of research does the article include?
- Who/What is the source of the research?
- Who/what organization funds this source?
- Does the source have a known political, social, or
cultural bias?
Important: "Stakeholder Input Surveys" should be
completed by Stakeholders as soon as possible and
returned for analysis
Steps
for
Action
(RoadMap)

34 Module 7
M ODULE 7:
Step to Action: Root Causes
Module Overview:
Students are introduced to the definitions of Root Causes and Symptoms of
problems. Students then analyze the factors that create and sustain their
Community Issue, and reach Consensus on its Root Causes.
1. Students will be able to differentiate between a Symptom and a Root Cause.
2. Students will extrapolate Root Causes of the Community Issue by analyzing the
factors that contribute to the Community Issue.
Concepts:
Cause; Symptom; Consensus Method
Materials:
Materials to applying Consensus Method (Facilitation Materials)
Completed "Handout # 6: Stakeholders and Context Building"
Handouts:
Handout # 10: Root Cause Tree

35 Module 7
Purpose:
To organize and analyze data from the "Stakeholder Input Surveys" and integrate
the information into our compiled research on the Community Issue
Essential Question:
What information have we gathered from our "Stakeholder Input Surveys"
that will help us find and evaluate Root Causes?
Steps:
1) Give students copies of the completed ?Stakeholder Input Surveys.?Each student
should have multiple completed surveys in front of them.
Program Facilitators could tally data by having students raise the respective
number of fingers (if they have multiple surveys) for the answers to each
multiple choice question. (For example, ?For question one, how many
respondents answered A??; if the student has two respondents who chose
?A,?the student would raise two fingers)
2) Highlight findings that provide important insight and discuss important patterns
that emerge.
3) Discuss how the findings fit within the broader context of the compiled research
(A synthesis of the research by the Program Facilitators and supporting ShareChange
stuff of the information gathered by the students, community members, and
Program Facilitators)
For example: If ?Stakeholder Input Surveys?suggests that students do not eat
school food on campus. What has research found about the quality of school
food and student eating habits on campus?
Activity One:

36 Module 7
5) Begin to explore Causes and relationships to see what additional information
the Stakeholders can provide or potential opportunities for collaboration
6) Assess what additional information is needed and what research methods may
be required to understand or verify assumptions we may be currently forced to
make

37 Module 7
Purpose:
To differentiate a Root Cause from a Symptom and to apply the Consensus
Method to reach Consensus on the Root Causes of their Community Issue.
Essential Question:
What are the Root Causes of the Community Issue and what Root Cause do the
students' want to address for their Service Learning Projects?
Steps:
1) Post the student's written-out Community Issue in a location accessible to all
students.
2) Define Symptom:
Something that is caused by something else (A Symptom could be
anything that is caused by the Community Issue)
3) Define Root Cause:
The contributing factors to the Community Issue that, when solved,
eliminate the causes of the Community Issue and its Symptoms.
4)Break the students into small groups to use "Handout # 11: Root Cause Tree"
as an analytical tool for differentiating Root Causes from Symptoms.
5) List the students possible Root Causes of the Community Issue and evaluate
the responses to determine whether they are Root Causes or a Symptoms. (For
each potential Root Cause on the list, ask: ?If this issue was addressed, would
all the symptoms disappear??)*
Activity Two:

38 Module 7
*some potential causes that the students say in the Brainstorm
may be Symptoms of the Community Issue so we need to
differentiate causes of the Community Issue from the Symptoms
(that result from it) through the facilitation process.
5) Build context in order to analyze the Root Causes (facilitated
process):
1. Review the Community Vision and Community Issue.
2. Brainstorm and list Findings (including their
experiences and research) for the Community Issue
and Root Causes.
3. Brainstorm and list Assumptions underlying Findings
4. Use the Findings and Assumptions to evaluate the list
of the potential Root Causes.
6) Review list of Root Causes and Prioritize the top Root Cause that
will be investigated in future Modules.
7) Divide the class into groups, corresponding to the number of
Root Causes. Have the students in each group look up 1-3 articles
that relate to their respective Root Cause. Students should look for
different ways in which the respective Root Cause was addressed
in similar contexts. (Program Facilitators might need to provide
these contexts in the form of case studies).
For example:
- What did other schools see as the Root Cause of uneaten
and wasted food (unhealthy, taste, funding)?
- How did other schools address the Issue?
Steps
for
Action
(RoadMap)

39 Module 8
M ODULE 8:
Participation, Ow nership, and Problem Solving
Module Overview:
Students use Majora Carter?s ?Greening the Ghetto?TED Talk as a case study for
evaluating one individual?s project developing a community park. Students explore
the complexity of problem solving and the importance of Stakeholders, community
participation, and Ownership.
1. Students learn that it is possible for ordinary people to do extraordinary things.
2. Students understand the importance of community Ownership of a project, if it is
to be effective, responsible, and sustainable.
3. Students determine factors that influence community Ownership
Concepts:
Sustainability; Ownership;
Materials:
Majora Carter TED Talk ?Greening the Ghetto.?
Handouts:
N/A

40 Module 8
Purpose:
To discuss community-development projects and apply the concept of
Ownership through the analysis of a thought experiment involving the
development of an unused community space.
Essential Question:
How can individuals motivate community members to take ownership of
community projects in order to promote sustainability and improve quality of
life?
Steps:
1) Display an image of a dilapidated, unused, public space in the community.
Discuss with the following questions with the students:
- What could the space be used for?
- Who could you get to help you?
- How would you motivate them to help you?
2) Have students share and discuss their responses.
Teacher/Facilitator questions may include:
- What is the Community issue? (ex. Lack of green space for the
community to enjoy)
- This is a possible Symptom of what Root Cause?
- Do you think Community Members would want to help you?
Why/why not?
Activity One:

41 Module 8
3) Reintroduce the definition of Ownership:
The sense of belonging or caring that is created by valued participation
4) Ask students:
- How could we create community Ownership of our projects and their
environment?
- If everyone in the community wanted a park, do you think they would help
clean it? Why or Why not?
- If more people get involved in the cleanup effort, would you be more willing to
help?

42 Module 8
Purpose:
The purpose of the activity is to use Majora Carter's Ted Talk, "Greening the
Ghetto" as a case study to evaluate a real world project with concepts
introduced throughout the program, including our Steps to Action, Community
participation, and Ownership.
Essential Question:
1. What concepts from our SLPProgram can help us understand why Majora
Carter?s community project was successful? and Why?
Steps:
1) Play Majora Carter?s Ted Talk ?Greening the Ghetto?(segment 0:00-9:00) In
this first segment of the video, Majora Carter discusses her background,
historical background of the South Bronx, and the evolution of the Greenway
movement.
Important points of the video segment (slide with points # 10):
a. Inequity exists in the distribution of public facilities:
South Bronx handles 40 percent of NY City?s waste, 100
percent of the Bronx waste, had numerous sewage treatment
plants, and one of the lowest park to people ratios in the city.
b. Impact of the perception of others on the community?s
perception of itself:
?The common perception was that only pimps and pushers
and prostitutes were from the South Bronx. And if you are
told from your earliest days that nothing good is going to
come from your community, that it is bad and ugly, how could
it not reflect on you??
c. Majora defined an actionable project which resulted in her major
Activity Two:

43 Module 8
accomplishments.
She found an abandoned park, and through community support,
leveraged a $10,000 grant into a 3 million dollar park.
d. Conclusion: Even though it is very difficult to mobilize people for a
common cause, it is possible for ordinary people to do extraordinary
things.
2) Discuss and evaluate the TED talk with important program concepts:
Teacher/facilitator questions may include:
- What do you think is Majora Carter?s Community Vision?
- What were the issues in her community?
- What were the important Stakeholders in the Community?
- What were the Root Causes of the Community Issue?
- What were some ways Majora Carter fostered Community Ownership of
the park development project?
- Can you think of ways she could have better involved her Community?
- What actions to address the Root Cause did Major Carter undertake?
- Can you think of any other approaches to the Root Causes?
(OPTIONAL)
3) Skip forward to segment (13:24-15:47). In this segment, Majora Carter discusses
the urban planning policies of Enrique Penalosa Londono, Mayor ofthe Colombian
city, Bagota, and subsequent impact of these policies on the city.
Important points from the segment:
- Transportation infrastructure benefited drivers, a minority population
Unsafe and dirty conditions before implementing policies
- Mayor Londono wanted to reduce the amount of car lanes, and make the city

44 Module 8
more friendly for bikes and pedestrians
- Policies were fought by the citizens and he was almost
impeached
- The reforms increased bike ridership and pedestrian
transportation, creating a sense of ownership, that
resulted in cleaner and safer environments
Highlight from video segment:
The more people frequented their environment, the greater their
willingness to take care of their environment. Ideally we want
community members to be involved in the development of
solutions to their community problems, which will lead to
greater ownership and motivation to execute and sustain efforts
that address the Community Issue. The community members also
provide invaluable insight. We cannot assume that we know
what the community members want or need.
4) Share 2-3 examples of projects designed and executed by high
school students that significantly impacted their communities.
Homework: Stakeholder Followups to Increase
Community Involvement (as needed)
Review ?Stakeholder Input Survey?analysis and previous research
and discuss important stakeholders and ways you can increase
their involvement in the project. Make a plan to follow up
discussions or create questions for Stakeholders regarding
possible ways of addressing the Root Causes.
Steps
for
Action
(RoadMap)

45 Module 9
M ODULE 9:
Step to Action: Actionable Options
Module Overview:
To reach consensus on an Actionable Option to the Root Causes, create a Project
from the Actionable Option, and define SMART (Specific, Measurable, Achievable,
Responsible, Timely) Objectives of the project.
1. To evaluate Actionable Options to the Root Causes, and various approaches to
working towards those Actionable Options.
2. To learn about "SMART Criteria" and learn how to apply them to evaluate
different Objectives for possible projects.
Concepts:
Vision; Goals; Objectives; Smart Criteria
Materials:
Chart paper; markers; Community Vision, Root Problem, and Community Issue;
Large Project Planning Template (PPT)
Handouts:
Handout # 12: Project Planning Checklist
Handout # 13: Creating SMART Objectives

46 Module 9
Purpose:
To Brainstorm and reach Consensus on an Actionable Option and create a Vision
Statement for the Service Learning Project.
Essential Question:
What Actionable Option will become the SLPProject the students execute to
address the Root Causes?
Steps:
Helpful Context:
This SLPCurriculum develops and organizes our SLPProjects in a
culminating Action Plan that includes important components of the
project, such as the Vision Statement, Desired Outcomes (D.O.'s),
Objectives, and Potential Obstacles. The Action Plan is then broken down
into "One-Month Plans" that assign the time-sensitive Tasks and track
progress and accountability throughout the completion of the project. The
Action Plan then becomes a tool for helping Students, Teachers, and
Program Facilitators stay focused and visualize how their Tasks contribute
to the success of the project.
For this Module:
Students reach Consensus on an Actionable Option, reach Consensus on a
Vision Statement for the Service Learning Project, and formulate the
Objectives necessary for the Project's success.
Activity One:

47 Module 9
(As a class)
1) Review the Root Cause of the Community Issue (keep them posted where they
are visible for the entire Module
2) Define Actionable Options (5 min):
The possible feasible approaches (Policy, Programs, Individual or Collective
Action) that would address the Root Causes
3) Create a Vision Statement for the Ideal Actionable Option
4) Brainstorm and list potential Actionable Options
5) Apply the Consensus Method to reach Consensus on a single Actionable Option
that would address the Root Cause. This will become the Service Learning Project.
6) Using the Consensus Method, develop a Vision Statement for the Actionable
Option.
7) From the Vision Statement extrapolate and list the student's Goals for the
project.

48 Module 9
Purpose:
Students apply the "Handout # 13: SMART Objectives" criteria to evaluate and
prioritize Objectives .
Essential Question:
How do the ?SMART Criteria?help us compare and evaluate whether projects are
actionable, responsible, and effective?
Steps:
1) Define Objectives:
Actions that can be completed and have a specific outcome necessary for
the project to succeed.
For example:
Objective: to increase the volume of the school?s recycled items
by 50% by May 30th, 2020
2) Brainstorm Objectives that will be necessary to complete the project.
3) Provide ?SMART Criteria Handout,?and introduce each criterion in SMART
(Specific, Measurable, Achievable, Responsible, Time-Oriented).
- SPECIFIC? Is the Objective precise about what the team hopes to achieve?
- MEASURABLE? Is the Objective measurable? Will you know whether your actions
have resulted in improvement? How?
- ACHIEVABLE? Is this Objective able to be accomplished? Are you attempting to do
too much? Could you do more?Do you have the resources needed (people, time,
Activity Two:

49 Module 9
support)?
- RESPONSIBLE? Does the community support the Objective? Does
the Objective include community Participation? Who would the
Objective benefit and who would it cost? How?
- TIME-ORIENTED ?Do you have the time to complete the Objective?
Can you identify a time-line for important steps of the Objective?
4) Guide students through the questions in Handout # 13 :
Creating Smart Objectives," evaluating the Objectives against the
?SMART Criteria.? Modify Objectives to meet the SMART criteria.
Steps
for
Action
(RoadMap)

50 Module 10
M ODULE 10:
Action Plan
Module Overview:
Students use their work from previous modules to develop an Action Plan and
establish their Standards for Success for their project. Students then break down
the Action Plan into "One-Month Accountability plans" for project execution.
1. To learn a method for organizing important aspects of a project in a way that
connects actions to desired outcomes.
2. To learn about project accountability, and how to delineate and organize
necessary steps to maximize time, energy, and resources.
Concepts:
Critical Factors for Success; Resources; Potential Obstacles; Tasks; Project
Accountability
Materials:
Materials for facilitation; Project Planning Template, including vision, objectives
(Project Facilitators do this in prep time).
Handouts:
Handout # 14: One-Month Accountability Plan

51 Module 10
Purpose:
To guide students through a structured, facilitated process of identifying
important aspects of their Project and building a comprehensive Action Plan.
Essential Questions:
How does enumerating and organizing the various facets of your project help you
understand how to accomplish your Desired Outcome?
Steps:
1) Briefly review the student's Actionable Option, Vision Statement, and
Objectives
2) Define and Brainstorm Resources:
Anything that your project may need to reach your Objectives, include
materials, funding sources, other organizations and people.
3) Define, Brainstorm, and Prioritize 5 Critical Factors for Success:
The factors most vital to your Project?s success. (An example may be
willing and committed volunteers. )
4) Brainstorm Potential Obstacles:
Using the Consensus Method, Program Facilitators assist the group in
coming up with five factors most vital to your project?s success. An
example may be willing and committed volunteers.
Activity One:

52 Module 10
5) Define and Brainstorm Tasks:
The actions necessary to accomplish the Project?s Objectives.
(In this section, you get down to the specifics, ultimately assigning
responsibility to necessary Tasks. The group must determine what needs to
get done, by when, and assign Tasks to group members.)
8) Develop the Action Plan by combining all of the components in a Project
Planning Template (which will be created by the Program Facilitators to meet the
needs and interests of the students).

53 Module 10
Purpose:
To break down the Action Plan into a "One-Month Accountability Plan," establish
next steps, and assign tasks.
Essential Question:
What Tasks do we need to accomplish our Objectives, when do the Tasks need to
be done, and who is going take responsibility for the Tasks?
Steps:
1) Introduce the "Handout: One-Month Accountability Plan" as a tool for organizing and
tracking the progress of the project to ensure that necessary steps are accomplished
on-time.
2) Review each category on the Template:
- Task: actions that are necessary to reach the Project?s Objective. (This
includes who will participate and a specified deadline)
- Desired Outcome: what was the task intended to complete or accomplish
- By Whom: who is responsible for completing the task
- By When: what date should the task be completed
- Done: was the Desired Outcome of the Task completed? If the Task was
completed, simply mark ?Yes?or place a check mark
3) Guide students throughout the process of filling out "Handout # 14 : One-Month
Accountability Plan."
Additional One-Month Accountability Plans are available for extended programs
Handout # 15 Project Evaluation will be handed out at the end of the Project
Activity Two:

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