The Process of Making a Difference

Over the last few weeks the students in my Peace Studies class have been identifying issues which interest them so that they can develop a plan of action to try to address the issue. They have now created their action plans and are attempting to raise awareness and to make a difference, if only a small one. The sheer fact that they are trying to make a difference is a step forward. It has been exciting to see the range of topics being explored- from packaging food that was made but never served in our dining hall and sending it to local food kitchens to addressing adult illiteracy to protesting against puppy mills.  

 From: peaceactionphiladelphia.org

Each student is expected to identify and analyze:

* the causes of the issue and its history

*  the organizations (Governmental and/or Non-Governmental (NGOs) working in the area of their issue. They must identify and discuss:

§  who they are;

§  what they are doing;

§  what their successes are;

§  what obstacles they face;

§  and whether or not they making progress and how one  can tell.

·        They must describe the criteria they are using to gauge success- use of philanthropic dollars, impact on the problem, education, rehabilitation, placement of those who are oppressed (ex. places to live for those who are homeless), other?

·      

* any other people who are involved with the issue and what they are doing. What is working? What isn’t? Why?

*how the issue relates to peace, social justice, and non-violence, as well as why the issue is important. Why should we care about it?

The culmination of this project is a multimedia presentation of their analysis of the items above as well as their analysis of the action plans and their effectiveness. 

These students would benefit from feedback. Those who have social media sites so far can be reached at: 
AIDS in South Africa 

End Family Illiteracy - Facebook

End Family Illiteracy- Twitter 
Drive Safe Now (Eyes on the Road) 

Global Warming 
Help End Animal Experimentation 

Help Homeless in Baltimore 

Help Stop Violence Against Native American Women 

Hunger in the Horn of Africa
Recycle Plastic Bags

Stop Discrimination Against Hispanic Immigrants 

Stop Puppy Mills 

Stop Teen Dating Abuse

Support Veterans with PTSD 

Please encourage these students with your questions and reactions.

True learning involves direct action

I am one of the members of my school's cohort through Powerful Learning Practice as we explore how to implement 21st century learning skills effectively. This year we have joined several teachers from Pennsylvania schools. Our focus is on Inquiry-Driven Instruction. As a group, we decided to target our explorations on the question of "How can we make a difference?" Each of us is working with a group of students to have them try to find ways to answer that question and, in fact, make a difference. We are sharing our processes, obstacles, and successes through our blog.

I have to admit that I am not starting from scratch with this project. I have been teaching Peace Studies for several years and each year the students have been assigned a Peace Action Project.  However, I have adapted our project to include even more 21st century skills, especially including more feedback and insight from outside of our community.

Students in the class range from grades 10-12 and students in the school come from all over the world. Their major project is to identify a problem, research it, develop and implement an action plan (to make a difference), and to create a multi-media presentation of all of their work and their evaluation of it. Last year was the first year I required the multi-media presentation. In the past, students turned in term papers. I was blown away by their presentations. Not only were they exceptionally well-done, but I realized that a term paper is between the student and me. The presentations led to much greater learning.  I was sold.

From: http://www.fiveaoks.on.ca/

This year my students have projects including a comparison of homophobia in China and the U.S. (a Chinese student is doing this one), puppy mills, food waste in local restaurants, human trafficking, teen dating abuse, and much more. Each student must create and enact an action plan to try to make a difference. These plans will be in effect for a minimum of six weeks. Part of their work will involve communicating with someone in the field who is already trying to make a difference. They must communicate via email, twitter, facebook, or some other social media, or skype. Note: We have discussed how to find people through these media and then how to communicate with them. In addition, we have discussed what type of information they should not be giving out.

For their plans they are required to identify what they will do, when, and what resources they need to accomplish their goals. It is through direct action that they will become even more involved in the process of being change-agents. Research is valuable but actually trying to make a difference opens a whole new world. Personally connecting with others, seeing the obstacles, and reviewing what has worked and how to make adjustments gives students skills that go well beyond what they can find in any book.  Let the deep learning begin!