Spring 2017 Community Impact Project
A Legacy of Giving is very excited about partnering with all of the Legacy schools and Leads on the redesigned spring Community Impact Project (C.I.Project), which is outlined below. We have developed this project according to Project-Based Learning best practices, and it is intentionally flexible to allow for as much scope and depth as each Lead/team is able to incorporate. The main goal for the project is to provide meaningful inquiry and actions that engage students’ minds, hearts, and philanthropic natures. Students should perceive the work as personally significant, and it also should fulfill an educational purpose(s). Each step may follow provided lesson plan guidelines, and since our Legacy Leads are the experts, steps can also be designed or revised according to time, style, and students. The more voice and choice students have the better, and building skills such as collaboration, communication, critical thinking, and the use of technology will be key to a rich experience.
Learn: Choose social concern to address, inquire and research, create a Driving Question
Students narrow topic to one specific social concern and find consensus
Students create a specific Driving Question on which to focus efforts or a main goal – post it!(e.g., How can we help Austin’s Festival Beach Food Forest become more sustainable in order to provide more families with free produce?)
II. Internalize: Determine meaning and reality of project elements
Students and Leads choose how to specifically address the social concern
Leads determine necessary grades/documentation/feedback and steps of process that can be measured
III. Advocate: Use voice to raise awareness and gather support #welovelegacy
Students create an advocacy plan while Leads provide guidance
Students monitor advocacy efforts for effectiveness and revise, repeat, etc.
Students document advocacy: photos, screenshots, journal entries, etc.
IV. Act: Directly contribute to solution
Students and Leads coordinate whole group and individual actions
Students document actions and data: photos, testimonials, etc.
Students monitor and adjust actions for desired outcomes
V. Reflect: Showcase and celebrate successes and challenges
A. Students gather data and feedback from advocacy and actions
B. Students analyze what worked/went well and challenges faced
C. Students plan Student Philanthropy Showcase presentation
D. Students present and celebrate project highlights at Student Philanthropy Showcase
A Legacy of Giving is very excited about partnering with all of the Legacy schools and Leads on the redesigned spring Community Impact Project (C.I.Project), which is outlined below. We have developed this project according to Project-Based Learning best practices, and it is intentionally flexible to allow for as much scope and depth as each Lead/team is able to incorporate. The main goal for the project is to provide meaningful inquiry and actions that engage students’ minds, hearts, and philanthropic natures. Students should perceive the work as personally significant, and it also should fulfill an educational purpose(s). Each step may follow provided lesson plan guidelines, and since our Legacy Leads are the experts, steps can also be designed or revised according to time, style, and students. The more voice and choice students have the better, and building skills such as collaboration, communication, critical thinking, and the use of technology will be key to a rich experience.
Learn: Choose social concern to address, inquire and research, create a Driving Question
- Students brainstorm human-based social concerns under one general area of interest (local, national, or global.)
- Advocacy for Human Rights
- Children & Youth
- Community
- Disaster Relief
- Environment/Conservation
- Homelessness & Housing
- Health & Wellness
- Hunger & Food Insecurity- we are going to focus on hunger this year
- Veterans & Armed Forces
- Education (early childhood, K-12 and higher education)
- Gender equality
- Economic security
- Income inequality
Students narrow topic to one specific social concern and find consensus
- Students research the issue area and take notes to learn:
- Facts and statistics on problem
- Setting(s) of greatest need or local status of problem
- Cause(s) of problem
- Solutions/suggestions for actions
- Organizations/contact info for people already working with problem
- What else they need/want to know
Students create a specific Driving Question on which to focus efforts or a main goal – post it!(e.g., How can we help Austin’s Festival Beach Food Forest become more sustainable in order to provide more families with free produce?)
II. Internalize: Determine meaning and reality of project elements
- Students answer the following questions:
- What does the topic personally mean to me?
- What do I ultimately want to do about it?
- What am I realistically and specifically able to do about it?
- What talents and efforts can I give towards the solution?
- How much time can I give towards advocating and taking action per week?
Students and Leads choose how to specifically address the social concern
- Raise awareness, raise money, volunteer in person, volunteer online, create or gather products, etc. (or combinations)
- Assess resources: computer access, funds, materials, field trips, parental support, community support, Legacy support, etc.
Leads determine necessary grades/documentation/feedback and steps of process that can be measured
- Students help design rubrics for grades/measurements/checklists
- Formalize a process for feedback and revision – use of journals, mentors, etc.
III. Advocate: Use voice to raise awareness and gather support #welovelegacy
- Students discover most natural and useful modes of expression
- Talents: Writing, singing, acting, video, coding, art, dance, etc.
- Explore media outlets: Web-based, social media, art, music, film
Students create an advocacy plan while Leads provide guidance
- Pick best modes and outlets – whole group/collective and individual
- Determine audience and purpose(s) for advocacy: awareness, fundraising, advertise events, ask for help, etc.
- Devise a timeline for advocacy efforts
- Create intended specific messages to share
Students monitor advocacy efforts for effectiveness and revise, repeat, etc.
Students document advocacy: photos, screenshots, journal entries, etc.
IV. Act: Directly contribute to solution
Students and Leads coordinate whole group and individual actions
- Collections (e.g., Food & Coat Drive or $)
- Field trip(s) to volunteer (e.g., gardening at Food Forest)
- Create products (e.g., make blankets for patients)
- Others
Students document actions and data: photos, testimonials, etc.
Students monitor and adjust actions for desired outcomes
V. Reflect: Showcase and celebrate successes and challenges
A. Students gather data and feedback from advocacy and actions
B. Students analyze what worked/went well and challenges faced
C. Students plan Student Philanthropy Showcase presentation
D. Students present and celebrate project highlights at Student Philanthropy Showcase