The Advocacy Project requires a substantial amount of commitment from the teacher, students and parents involved with the project. Although the results of The Advocacy Project are stunning, being highly organized with students from the very first day by implementing The Advocacy Project requirements in the syllabus and presenting the project within the first month of school is a must.
I break the project down for students into manageable steps to ensure that all students have the resources they need to be successful in completing The Advocacy Project.
We start by discussing who is involved:
¿QUIÉN? PIENSA GLOBALMENTE : ACTÚA LOCALMENTE advocates in Señorita Tomscha’s class
And move on to the requirements of the project:
¿QUÉ? Advocacy Project: Quarters 1, 2, 3 and 4. Completing six (6) hours of a community service project per quarter to “act local” and develop leadership potential in Baltimore City
Then we discuss the purpose of the project:
¿POR QUÉ? Students will be able to apply concepts learned in their Spanish classroom at Baltimore to their community, therefore being able to “think global and act local”. In addition this is supported by MYP principles:
Community Advocacy · Helps students to increase their awareness of the world around them with firsthand experience · Increases students’ sense of responsibility and self-esteem · Gives insight into different social patterns and ways of life · Uses talents and skills developed in school and elsewhere
Next, I introduce students to the mechanics of the project:
Advocate Proposal Qtr. 1 Due: September 26th, 2014
Advocate Service Qtr. 1 Due: October 27th, 2014
Advocate Proposal Qtr. 2 Due: November 21st, 2014
Advocate Service Qtr. 2 Due: January 6th, 2014
Advocate Reflection Qtr. 1 + 2 Due: January 8th, 2015
¿DÓNDE? Throughout Baltimore City. Service may be completed anywhere within the city limits, preferably with a Latino community within Baltimore City.
¿CÓMO?Students will propose and develop their own community advocate project, to be completed by September 26th, and reflected upon by January 8th, 2015. Students will strive to be advocates for the Latino Community in Baltimore to complete the project requirements, but may also be advocates by promoting an initiative of their own design within the school, in their local community or within a church or local organization.
Lastly I make sure that students are aware of the way that the project affects their grade in my course:
¿CUÁNTO VALE?This is a 200 point project for Quarter 1 (Formative), and a Summative Assessment for Criterion C and Criterion D for Quarter 2.
Advocate Proposal(s) Due: September 26th, 2014 + November 21st, 2014
30 Points: An outline of your plan for advocacy in Baltimore City for Quarter 1.
Advocate Service Sheet(s) Due: October 27th, 2014 + October 17th, 2014
20 points: This will reflect your time spent on the project, a signature of a supervisor, andat least one photo of the work completed that day.
Advocate Reflection Essay Due: January 8th, 2014
Criterion C/D Summative Assessment Essay: You will reflect on your project(s) and your impact as a leader and advocate that “thinks globally and acts locally” by writing a five paragraph essay IN SPANISH (minimum 250 word count) with a thesis, paragraph and conclusion. Will be graded on a MYP Criterion C/D rubric and will reflect on your advocacy, reflection and connection of our class vision to your work.
Below I have included an example of the "Advocate Proposal" and the "Advocate Service Sheet."
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