UPI Education's Summer Camp Leadership Development Program 2014 at Camp Colley, AZ. A huge thank you to all our sponsors, facilitators, and donors. This journal commemorates each and every single success, and memorializes the wonderful people who were involved, and the students whose lives are changed for the better due to the Life Skills Solutions™ training program they participated in.
UPI Education's Summer Camp Leadership Development Program 2014 at Camp Colley, AZ. A huge thank you to all our sponsors, facilitators, and donors. This journal commemorates each and every single success, and memorializes the wonderful people who were involved, and the students whose lives are changed for the better due to the Life Skills Solutions™ training program they participated in.
History 12 Archive Contribution Object and Infographic due .docxsimonithomas47935
History 12 Archive Contribution
Object and Infographic due: Monday, May 4th by 11:59pm
Analysis Essay Due Friday, May 8th by 1:59PM
We often discuss history as an abstract concept; however, history is often best understood
from the lived reality of everyday spaces and experiences. For this assignment, you will identify
an object with a relationship to a person you believe to be historically significant.
You have a good deal of leeway when it comes to selecting an item and defining who/what is
“historically significant” however, here are a couple things to keep in mind as you decide on an
archive item:
• Accessibility: Do you have access to the item and/or an individual with some connection
to the item? Similarly, do you have access to someone you can conduct an oral history
with?
• Relationship to course: The best research unfolds from your data; however, you should
at least have a broad idea of the potential connections you plan on making to the
course. For example, are you interested in your item as a product of a particular era or
an item whose significance has changed over time?
• Creativity: As History 12 has shown, history is created at all levels of society. In this case,
you will need to focus on something you have a connection to. As such, family history is
both completely relevant and encouraged for this assignment; however, you might also
think about documenting an object in the various communities you belong to (schools,
church, athletics, sub-cultures, etc).
History 12 Archive:
Students are required to upload their item to the History 12 Archive Google Form. To be
considered complete, your upload must include: a title, an image, and tw0 paragraphs
describing the item and analyzing its significance.
Infographic*:Students are required to create an infographic depicting the item and its
significance to History 12. Your infographic will be no more than one page and must use both
text and images to describe your item and place it in historical context.
Two Page Analysis:Students are required to write a two page essay analyzing their object’s
historical significance. Essays must connect the archive object to specific historical content
covered in History 12.
Optional Oral History: Students have the option of conducting an oral history with the person
connected to their object and completing a one-to-page “time log” documenting what was
covered in the oral history for five points of extra credit.
*Note: You will find sample infographics in the “Sample Infographics” link posted to the
Research Project Module
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Staffing experience iact training presentation summer 2013
1. Staff, Pray, Love:
The Guide to Relationship Building
During Birthright
Shoshana Gibbor - MIT/Wellesley IACT
Featuring Kylie Fisher - IACT Emeritus
2. #1: When does the trip start?
On campus? At the airport? In Israel?
If leveraged correctly, Taglit is not just a “trip,”
but an enduring journey. This journey starts
on campus, and hopefully never ends!
From recruitment, to registration, to eligibility
interviews... orientations, late-night Q&A
sessions, and beyond... every piece of the
process is a step in building a
relationship with the potential
3. Claiming the Itinerary
● The trip provider is your partner!
○ bolstering this relationship is key.
● Make sure to put in requests early, and take
into account that they know what works and
what doesn’t work....
○ We may think we know better at times -
but don’t let them know that!
○ This is what they do best so sometimes
you have to just go with it.
● However, that being said, you know what
will/won’t work for your campus. Speak up!
4. Prepare Them...Prepare
Yourself.
Preparing the Students
● As previously mentioned, relationship building
starts before the airport.
● Preparing the students makes them more
comfortable and confident at the outset of the trip,
and will build their trust in your leadership and
responsibility capabilities.
Preparing Yourself
● You’re not just a babysitter, you’re an educator.
○ Prepare yourself on a few sites you can lead,
a few bus discussions, and a few “shpiels” that
5. Building Bus Culture
●
● Leveraging the Israeli mifgash
○ Hebrew Word of the Day
● Nobody is “too cool”
○ including you!
● Inside jokes, songs, etc.
● Those special touches...
○ going beyond the requirements
○ letting the students shine
● You’re a “mishpucheh!”Matsav Kapit, literally a "teaspoon situation": when you're
too silly to keep your ish together (in a figurative sense
[thankfully]).
6. Planting the Seed
● They’re inspired by Sde Boker?
○ Bring in someone from the Arava Institute.
● They’re obsessed with falafel and hummus?
○ Why not hold an Israeli cooking class?
● They want to delve into Middle Eastern politics?
○ Run an Israel chevruta session, or bring in a political
lecture.
● They’re an English major?
○ Back on campus, give them a collection of Amos Oz,
A.B. Yehoshua, and David Grossman novels.
The possibilities are endless! Use interests you learn
7. Secret Sauce
● Build bonding relationships with the group and
individuals.
● Be GENUINE...Be Yourself...know that you are
“always on” when staffing and use it to your
advantage.
○ The participants will model your attitudes &
behaviors while on the trip - you are a role
model, act like one.
● Work with your co-staff and Israeli guide, the
better the staff dynamic, the stronger the group
dynamic will become.
● Be Flexible
10. Hypothetical #1 (3 minutes)
You are three days into the trip. You notice that Aaron has
been very quiet, and while he seems like he is enjoying
the trip, hasn’t made any real connections with anyone
else.
11. Hypothetical #2 (3 minutes)
It’s halfway through the trip. Kate and Rachel are showing
themselves as “Birthright Naysayers.” According to them,
the trip is propaganda, it’s only showing one side, and
it’s a big brainwashing tool.
12. Hypothetical #3 (3 minutes)
The trip is coming to an end. It’s been an amazing journey
filled with happiness, laughter, and tears.
The participants have come together as one, and you hear
the back of the bus talking about planning a reunion back
on campus.
Editor's Notes
For newbies - you can request certain hikes, speakers, etc. Ask returning coordinators to chime in on what they have requested....
Other things to prepare - Room Assignments, logistics, counting heads, learning names, interests, etc. Have some great Ice-breakers and energizers that you can pull out of your hat at any minute, prepare to get sick - bring lots of tissues, throat lozenges, etc. Be prepared for ANYTHING - being flexible is KEY
-letting students shine: give examples, ask if anyone has examples of this.
-make wearing a hat cool. Make sure to ALWAYS carry and drink water. have appropriate attire on for days activities.
unfortunately some people don’t make big connections -- important to use room assignments as a way to foster relationship bonds btw. participants. Also encourage Israelis to hang out with the quieter participants - raises their profile and makes them seem cool. Can ask “Aaron” who would you like to room with if you could room with anyone...
Fact Checking with these types of participants is important. Sit down with them and try to understand where they are coming from, talk to them in a non-threatening way. And see where their ideas and perceptions are coming from. Ask the Tour Guide to also talk with them. Returning to campus - find a way to bring them back into the BRI alumni community bc you will still have to engage these participants. Make sure you are aware of all the different resources and organizations that are available so that you can be a liaison to help these students find an educational outlet for their questions.
Make yourself a relevant part of this convo -- position yourself as a resource who can help with anything they want or need to pull off the most amazing reunions in the history of BRI