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1

2 A Youth Service Event Planning Guide

3 Everybody can be great, because everybody can serve. Dr. Martin Luther King Jr. 4

4 TABLE OF CONTENTS Welcome 5 Welcome and Introduction 7 What is Grow Involved on Martin Luther King, Jr. Day? 9 Organizing Your Event 10 Five Steps to Planning a Successful MLK Day Event and Service Projects 12 Introduction 13 Breakdown of and Service Projects 15 Peace Project 25 Environment Project 37 Goals Project 47 Additional Projects 49 Create Your Own Service Project 51 Five Steps to Planning a Successful Event Worksheet Service Project Resources 53 Introduction 54 Honoring Dr. King 55 MLK Famous Quotes 56 MLK Speech Excerpt 57 Six Principles of Nonviolence 58 Guidelines for a Poetry and Art Exhibit Student Reflection 60 Introduction 61 Student Reflection Form Resources for Event Planning 62 Introduction 63 Guidelines for Writing an Invitational Letter 64 Sample Event Flier 65 Sample Media Release 66 Online Resources 67 Response Form 5

5 Welcome WELCOME Thank you for empowering young people to be active in their communities while honoring Dr. King s legacy of service! This guide will lead you through the process of planning a handson, all-inclusive service event for Martin Luther King, Jr. Day. In 2003, Children for Children held the first Grow Involved on Martin Luther King, Jr. Day in New York City. Designed as a public event for families and young people, it brought together community members and local nonprofit organizations in a day of hands-on service. Currently in its 12th year, this event has grown to engage over 2,500 people annually. In 2009 Children for Children joined together with HandsOn Network, Learning to Give, and Kids Care Clubs to create generationon. This new venture combines the successful models of Kids Care Clubs and HandsOn Schools with Children for Children and Learning to Give programs to offer resources and opportunities that empower youth and families to make a difference in our world. GenerationOn wants to help you create an MLK Day event in your own community. Your MLK Day event can be as large as you dream. This guide contains the tools and resources to help you plan your event with your students. Thank you again for your commitment to young people and service! Volunteers paint a mural designed by a student that will be donated to a local school. 6

6 What is generationon? GenerationOn mobilizes the energy, ingenuity, and compassion of young people, beginning at an early age, to discover their power and potential to solve real-world problems through volunteer opportunities and servicelearning programs that instill a lifelong commitment to service. Welcome What is Service-Learning? Service-learning is a teaching and learning strategy that integrates traditional academic and curricular goals with meaningful hands-on community service. The National Commission on Service-Learning defines it as, a teaching and learning approach that integrates community service with academic study to enrich learning, teach civic responsibility, and strengthen communities. Service-learning is distinct from traditional conceptions of volunteerism and community service in that it is directly linked to curricular objectives, bringing the real-world into the classroom and the classroom into the real world. Servicelearning is not an add-on or extra component of classroom instruction. Service-learning wraps community service and learning together to form one coherent goal. Student reflection is a large component of service-learning. Reflection allows students to comprehend changes they have made through service and academic study. Service-learning offers powerful lifelong benefits. Participants learn responsibility, leadership, critical thinking and problemsolving skills. They experience greater selfrespect, character development and selfdiscipline, increased motivation and engagement in studies, more tolerance, a broader perspective, and improved academic performance. GenerationOn service-learning lesson plans are designed to help teachers and youth group leaders incorporate youth service into their schools and communities. The lesson plans enable instructors to integrate service-learning into their curricula while encouraging students to get active in their communities and world. The time is always right to do what is right. 7

7 Welcome What is Grow Involved on Martin Luther King, Jr. Day? Grow Involved on Martin Luther King, Jr. Day, a program of generationon, unites communities through hands-on service to honor the legacy of Dr. King one of history s greatest public servants while simultaneously helping others. Youth, families, and individuals unite to complete hands-on service projects that benefit various nonprofit organizations and agencies that serve those in need. These projects introduce young people to powerful ways to address problems they perceive in the world. Volunteers experience the impact of service while producing materials that will make a difference in the lives of others. In the generationon model, the event lasts from 3 4 hours, with participants arriving and departing at scattered times. Midway through the event, when attendance is at its peak, volunteers are asked to pause for minutes and reflect on the legacy of Dr. King. This pause is also when invited dignitaries, such as a mayor or a media personality, are able to speak to the youth volunteers. Additionally, entrants and/or winners from the Poetry and Art Contest are asked to share their entries (See Poetry and Art contest on page 58). An example schedule for the day you plan might look like this: The New York City Grow Involved on MLK Day event is structured like a fair; generationon partners with a local school and transforms their gymnasium into a room filled with service stations. Participants freely mingle between project tables and complete hands-on service projects. These projects, such as making a card for a local Meals-on- Wheels program, enable even the very young to participate and begin to understand the power of giving. 10:00am: 12:30pm: 1:45pm: 2:00pm: Doors open, participants begin projects Dignitaries arrive, participants are asked to pause and reflect Project wrap-up Doors close 8 Injustice anywhere is a threat to justice everywhere.

8 Welcome Banner backdrop from generationon s MLK Day event. Planning your MLK Day Event to work with YOUR goals: This guide is designed to lead your team through planning and implementing your own Grow Involved on MLK Day event. Featuring helpful checklists and planning worksheets, it will help you brainstorm with your team. You will cover all aspects of event planning as well as have the option to develop new hands-on projects to address needs found in your community. In the Service Project Resources section (page 53), you will find additional information on the teachings of Dr. King that will help you lead your service-learning projects and lessons. In the Resources for Event Planning section (page 62) you will find documents you can reference in planning your event. In addition to planning worksheets, we have included three service-learning projects and correlating lesson plans developed for elementary, middle, and high school students. When preparing to teach your service-learning projects, we recommend reading through the lesson plans in order to familiarize yourself with the content. It is also important to make sure you provide enough time and materials in order to complete the project. For more information on the service-learning projects go to page 12. Time to get started making a difference! 9

9 Welcome Planning your Grow Involved on Martin Luther King, Jr. Day Event It is important to address the logistics of your event to ensure that it will be a success. Below are some key discussion points to decide within your team. On the adjacent page, find a comprehensive checklist that provides an overview of what needs to be accomplished. See page 62 for helpful resources for event planning. Date Are you able to hold your service event on the MLK Holiday? We strongly suggest hosting your service event on this date, as it enables you to draw attention to your cause, young people are off from school and able to participate, and it reinforces the message of honoring Dr. King s legacy by giving time to help others. If the Monday holiday is not a possibility for your group, consider honoring him the weekend before, bringing attention to the important upcoming holiday. Participants Who will you invite to participate in your event? Will your event be open to the public, or focus on children and families of a particular organization, such as your school or church? What Hands-on Service Projects will you complete? Details on pages 12 How will you honor Dr. King? Details on page 54 What plan do you have for reflection? Details on page 60 Will you invite special guests/dignitaries? Details on page 63 Location Where will you hold your event? Do you need to secure permission or request a permit? 10

10 Whether you are organizing a school-wide event or inviting the whole community, these five steps will help you to plan and run a successful Grow Involved on Martin Luther King, Jr. Day Service Event. A companion worksheet is included on page 51. It provides space to insert action steps for all the points below. 1 Organize Form a group to plan and run your Grow Involved on Martin Luther King, Jr. Day Service Event. This can be an existing group (a team, after-school club, class) or a new group formed specifically for this project. Decide how often your group will meet throughout the duration of the project. Select a responsible adult who can assist with your project. Find possible community partners. 2 Select or Create your Hands-on Service Project(s) State the goals and objectives that you hope to accomplish. Discuss your ideas and choose which hands-on projects will be part of your event. Choose from the projects provided in this guide OR create your own hands-on service projects. Develop a way to connect your service project(s) with an activity that honors the legacy of Dr. Martin Luther King, Jr. 3 Plan your Service Event What is the timeline for your project? Set deadlines to ensure that everything happens on time. Select your event location: What kind of space do you need for your event? Is there a person or business willing to donate space for the amount of time you need? Obtain permission: Do you need to ask for permission to use a space for your event? If so, from whom? Assign jobs: Who will be in charge of running your event? Who will lead the hands-on service projects? Who will coordinate the Dr. King tribute? Get the message out: How are you going to publicize your event and who will be responsible for doing the publicity? Organize materials: What supplies do you need to run your hands-on service project(s)? Is there a person or business willing to donate these items? Create a budget: How much will this event cost to run? Do you need money to start your project? How will you raise money? Will you ask for a donation? Assign someone to keep track of all of your event expenses. Engage community partners: Tell others in the community about what you are trying to accomplish and ask for their support. Is there a person or business willing to donate space, materials or money to help you complete your project? Register your project! When you have finished planning, don t forget to register online at Welcome The function of education is to teach one to think intensively and to think critically. 11

11 Welcome 4 Run Your Service Event Make sure all aspects of your event are covered on the day(s) of your event. Manage your group to make sure everyone is working on their particular assignment. Hang all posters, banners, and decorations. Sign in all participants when they arrive. Recognize all participants, sponsors, and donors. Ensure that appropriate time is spent addressing Dr. King s legacy of service. Good ideas to keep in mind during your project: Keep a journal of your experience with your service project and event. Take pictures or make a video of your project. Thank everyone for their participation. Hand out reflection forms at the conclusion of the event. 5 Follow Up and Reflect After the project has been completed: Reflect with your group about what went well and what you d change. Have your group fill out the Student Reflection Form (page 51) and return them to you so you can collect feedback and evaluate your project. Submit the Grow Involved on MLK Day Event Report to generationon. (page 67). In addition to thanking volunteers on the day of the event(s), send written thank you cards to everyone who helped so they know their efforts were appreciated. If they realize how much of a difference they made, they might be more willing to help with your next project! Congratulations!! You are on your way to planning and running a successful Grow Involved on Martin Luther King Jr. Day Hands-on Service Event! Clean up when the event is over. 12

12 This section includes instructions for three service projects and correlating lesson plans. The Peace Project, The Goals Project, and The Environment Project all challenge students perceptions of the world around them. You will also find information on how to create your own service project. Additional service project ideas can be found at the end of this section and at Intelligence plus character that is the goal of true education. 13

13 lesson plans and Service Projects This guide includes three service projects and nine lesson plans. Each service project has three correlating lesson plans. The lesson plans are broken down by level in order to target specific age and skill range. The three levels are Elementary, Middle School, and High School (see table below). Each lesson plan is unique and geared toward the target age. The target age is merely a suggestion and not an essential component. These lesson plans are crosscurricular and do not need to be confined to the target age. For example, it is okay for a sixteen year old to complete a lesson plan entitled Middle School. You choose which lesson plan will best reach your students as they are intended to be molded to fit your organization s needs. If you are unable to run a lesson, you will find the instructions for each service project after the lesson plans. Elementary Middle School High School Target age: 5-11 years old Target age: years old Target age: years old Creating Peer Leaders If you are working with a group of students that vary in age, try challenging older students to become peer leaders. Peer leaders are older students who help guide younger students. Peer leading allows for enhanced student relations and better overall comprehension. Older students like to take on helpful leadership roles when working with younger peers. Older students can be helpful with brainstorming, starting discussions, recording ideas, leading small groups, and constructing materials. 14

14 lesson plans and Service Projects Project Name Project Description The Peace Project Pages Dr. Martin Luther King Jr. strove for a more peaceful and equal society. The Peace Project gives students the opportunity to discuss their interpretations of peace. Students create peace bracelets that will be donated to an organization of their choice. The Environment Project Pages A clean community is a happy community. Dr. Martin Luther King Jr. s call for a peaceful world directly correlates with the need for clean environment. The Environment Project opens student perspectives on the importance of saving energy and reducing pollution. Students create light switch plate covers as helpful reminders to conserve. The Goals Project Pages Dr. Martin Luther King Jr. set many goals that he wished to accomplish in his lifetime. The Goals Project helps us identify personal and community goals. Young people should be encouraged to focus on clear tasks and goals. Students create a message quilt that will be donated to an organization or school of their choice. Elementary Elementary Elementary Page 17 Page 27 Page 39 Middle School Page 19 High School Page 21 Middle School Page 29 High School Page 31 Middle School Page 41 High School Page 43 15

15 peace project Service-Learning: Peace Project Dr. Martin Luther King Jr. strove for a more peaceful and equal society. The Peace Project gives students the opportunity to discuss their interpretations of peace. Through this project, students will better understand Dr. King s legacy of nonviolence and consider how everyone can make a difference in the world. The Peace Project also gives students the opportunity to give back to their local communities by creating and donating Peace Bracelets. Service Learning Project Snapshot Estimated time: 30 minutes Students work collaboratively to create Peace Bracelets that will be donated. These bracelets share the message of peace with the recipient via a handwritten message. Each bracelet will be unique and something beautiful to share with someone else. Students will consider where they would like to donate their bracelets. See page 23 for full project. Peace is not merely a distant goal that we seek, but a means by which we arrive at that goal. 16

16 peace project Service-Learning Lesson Plan Snapshot Elementary Middle School High School Target Age: 5-11 Target Age: Target Age: Estimated Time: 60 minutes Estimated Time: 60 minutes Estimated Time: 55 minutes Lesson Goals: Students will consider how they can serve communities and effect meaningful change by promoting peace. Students will read about the legacy of Dr. Martin Luther King Jr. Students will discuss peace and its meaning to them. Lesson Materials: Meet Martin Luther King Jr. by James T. de Kay Lesson Goals: Students will consider the legacy of Martin Luther King Jr. and his work in advancing social justice. Students will discuss nonviolence and consider other historical figures who practiced non-violence. Students will consider nonviolence tactics they use in their own lives. Students will examine countries currently trying to achieve peace. Lesson Goals: Students will consider the legacy of Martin Luther King Jr. and his vision of a nonviolent world. Students will explore the question: Is America free from discrimination and inequality? Students will discuss how they can become leaders in their own communities. Students will address a community problem and consider ways to solve it. See page 17 for full lesson plan. Lesson Materials: Meet Martin Luther King Jr. by James T. de Kay Six Principles of Nonviolence on page 57 See page 19 for full lesson plan. Lesson Materials: Six Principles of Nonviolence on page 57. See page 21 for full lesson plan. 17

17 PEACE project Elementary Lesson Plan: Peace Project Learning Goals: Target Age: 5-11 Students will consider how they can serve communities and effect meaningful change by promoting peace. Students will read about the legacy of Dr. Martin Luther King Jr. Students will discuss peace and its meaning to them. Lesson Materials: Meet Martin Luther King Jr. by James T. de Kay I have decided to stick with love. Hate is too great a burden to bear. 18

18 Warm Up: Let s Engage! Estimated Time: 15 minutes Announce that the theme of the lesson is peace. The definition of peace has many dimensions: it may mean the absence of violence or war, or it may be described as the presence of social justice and equality. Hold a class discussion with students and include the following: What does peace mean to you? Who is someone who reminds you to be peaceful? What does the world look like when there is no peace? Why is war horrible? Create a short list on a large sheet of paper or a chalk/ dry erase board on traits of a peaceful person. Allow students to call out traits. The list might include items such as does not use mean words, helps others, etc. Differentiated Activity: Estimated Time: 10 minutes Ask students to form small groups of two or three. Once students have formed groups, give them about two minutes to find three or more things that each member has in common. Make the game more challenging by asking students to exclude visible similarities such as gender, ethnicity, and skin and eye color. Similarities might include: favorite television shows, living in the same neighborhood, desire or hope for world peace. When each small group has discovered three or more similarities, ask for two or more groups to merge. Have students share their discoveries and then find similarities within the larger group. Expand once more and bring the entire class together. Is there something that the entire class has in common? Debrief: Why Does This Matter? Estimated Time: 5 minutes Hold a class discussion over the experience with the activity. Items to consider: What, if anything, surprised you with this activity? How did this activity impact your understanding of community? Was it hard or easy to find something for a community to agree on? Why is peace important when we have so many differences? Why is it important to the world? Why is it important to embrace diversity? Action: What Can I Do? Estimated Time: 25 minutes Introduce the book Meet Martin Luther King Jr. to the class. Select chapters you would like to read with the class (suggested chapters: 1, 3, 6, 7, 8, 9, 15, 19, and 20). Hold a class discussion and consider whether Dr. King s dream has been realized. Ask students to share personal ideas on freedom and peace. Items to consider: How did Martin Luther King, Jr. s teachings influence others? Why did Dr. King accomplish more by being peaceful rather than violent? How can we continue Dr. King s legacy and work? How can students learn from Dr. King s example? Recap: Symbols of Peace Estimated Time: 5 minutes Ask students to think of what peace looks like now that they have learned about Dr. King. Students might share personal stories of what peace looks like in their personal lives such as a peaceful family member or influential person they know who practices peace. Students may also think peace looks like traditional symbols such as the peace sign, a dove, or a heart. Ask students that as they move forward, out of the classroom and into the world, to remember how Dr. King remained peaceful even when it was difficult. Some people pressured him to not be peaceful, but he did not listen to them. Tell students to keep the peace in the world by applying the traits of a peaceful person (list created in warm up activity) to their own lives. Challenge each student to become a peaceful person. Please proceed to the Peace Bracelet Project: Page

19 PEACE project Middle School Lesson Plan: Peace Project Learning Goals: Target Age: Students will consider the legacy of Martin Luther King Jr. and his work in advancing social justice. Students will discuss non-violence and consider other historical figures that practiced non-violence. Students will consider non-violence tactics they use in their own lives. Students will examine countries currently trying to achieve peace. Lesson Materials: Meet Martin Luther King Jr. by James T. de Kay Six Principles of Nonviolence 20 Warm Up: Let s Engage! Estimated Time: 10 minutes Announce to the class that today s topic is peace and nonviolence. Ask students to share people who come to mind when they think of nonviolence. Students may share historical figures such as Mahatma Gandhi, Dr. King, or the Dalai Lama. Students may also share people they know personally in their communities or family members. Ask students to share why these people are good symbols of peace and nonviolence. Ask: How does this person represent peace? Differentiated Activity: Estimated Time: 10 minutes Ask students to get into small groups of three or four. In their small groups, have students discuss what they already know about the life of Martin Luther King Jr. Students should create a short list of items on what they know about Dr. King. Students should remember his advocacy for peace and equality. Items to consider: What do you know about the life of Dr. King? Why is Dr. King a good example of nonviolence? What were some of Dr. King s biggest successes and most remembered speeches? Are Dr. King s teachings relevant today? Can we still learn from his movement?

20 Debrief: The Movement Estimated time: 5 minutes Bring the class back together and ask for them to share topics they talked about in their small groups. Lead a short discussion on the importance of Dr. King s movement. Gauge the level of understanding students have about Dr. King s life and work. Make sure students understand why Dr. King began his work for equality. Remind students that he stood against segregation and injustice in many forms ( An injustice anywhere is an injustice everywhere - MLK). If students have a difficult time remembering about Dr. King, read them some excerpts from Meet Martin Luther King Jr. This book details the life of Dr. King and is a good resource for students who may not know very much about him and his life. Action: What Can I Do? Estimated time: 30 minutes Introduce students to Dr. King s six principles of nonviolence on page 57. Provide each student with a photocopy of the page. Have students work individually or in pairs as they consider how nonviolence can be practiced in their daily lives. For more information, visit the King Center website at Students should write down ideas they have on incorporating nonviolence into their daily lives. Students should consider how they can lead their lives in order to make life easier and more peaceful for everyone. Note: Some students may wish to work alone on this item. Things to consider: Have you ever come across a situation that you know you could have handled differently? By following the six principles, how could you have been more peaceful in this situation? Do you sometimes argue with a sibling, cousin, family member, or classmate? What can you learn from the six principles of nonviolence in order to change your relationship with that person? Can you think of someone in your school that is treated unfairly? Is there something you can do to make their life more peaceful? Mahatma Gandhi was a person who strove for peace through nonviolence in India. Dr. King used many of Gandhi s ideas in his own life. Is there someone in your life who inspires you to be peaceful? Recap: Can We Change it? Estimated time: 5 minutes Ask willing students to share some of the items they considered and thought of as they read Dr. King s six principles of nonviolence. Did anyone come up with a problem that they believe can be fixed through nonviolence and peace? Remind students that words can sometimes be more powerful than actions. Also remind students that helping one person each day can lead to a better world for everyone. If someone is having a hard time in school, find them the help they need. Lesson Extension: If there is time remaining, read the excerpt from Dr. Martin Luther King s I Have a Dream speech to the class. This can be found on page 56. Hold a short discussion on why it was important for Dr. King to call on people to be peaceful even if others were not being peaceful toward them. Please proceed to the Peace Bracelet Project: Page 56. That old law about an eye for an eye leaves everybody blind. 21

21 PEACE project High School Lesson Plan: Peace Project Learning Goals: Target Age: Students will consider the legacy of Martin Luther King Jr. and his vision of a nonviolent world. Students will explore the question: Is America free from discrimination and inequality? Students will discuss how they can become leaders in their own communities. Students will address a community problem and consider ways to solve it. Lesson Materials: Six Principles of Nonviolence on page 57. Poster board or chalk/dry erase board with correlating writing utensils. Darkness cannot drive out darkness; only light can do that. Hate cannot drive out hate; only love can do that. 22

22 Warm Up: Let s Engage! Estimated Time: 5 minutes Announce to the class that today s topic is peace and nonviolence. Ask students to share names of people they believe practiced or currently practice nonviolence. Students may share historical figures such as Martin Luther King Jr. and Mahatma Gandhi or they may share personal community/family members. Ask students to share why they believe this person is a good representation of peace. Differentiated Activity: Estimated Time: 20 minutes Divide a poster board or chalk/dray erase board in two and on one side write the words Peace is and on the other side write Peace is created by then invite students to come up and write words, names, symbols, and stories on the board. Ask students to be creative. They do not need to stick with adjectives in order to complete the sentences. Students do not need to go to the board one at a time. Allow groups or the entire class to go to the board and write together. When students have finished, hold a discussion over what has been written on the board. Allow students to explain what they wrote and debate each other on some of their concepts and ideas of peace. Allow the discussion to evolve into a broader discussion on peace and violence in America and abroad. Ask: Is America free from discrimination and inequality? What places in America are still trying to achieve peace? Debrief: How Can I Spread Peace? Estimated Time: 10 minutes Open the class for discussion on ways to spread peace. Ask students to think of things they can do in their daily lives that will convey a message of peace. Are good leaders peaceful? Why was Martin Luther King Jr. s message accepted more because he was peaceful rather than others who were more radical? Action: Planting Seeds of Peace Estimated Time: 5 minutes Challenge students to change their lives in a way that will spread a message of peace. Ask students to turn to the person next to them and quickly share an idea of what they can do differently in order to brighten someone s day or be more peaceful. This is a quick exercise and intended for students to think of something small, quick, and easy they can do in order to make the world a better place. Recap: Peace Estimated Time: 5 minutes Reserve this time for any last questions or comments from students. Ask students to share their ideas on how they can change their lives in order to be more peaceful. Request students to remember Martin Luther King Jr. s teachings of peace whenever they are confronted with a difficult situation or seemingly impossible challenge. Lesson Extension If there is time remaining, read the excerpt from Dr. Martin Luther King s I Have a Dream speech to the class. This can be found on page 56. Hold a short discussion on why it was important for Dr. King to call on people to be peaceful even if others were not being peaceful toward them. Proceed to the Peace Bracelet Project on page 23. Peace is not merely a distant goal that we seek, but a means by which we arrive at that goal. 23

23 Peace Project: Peace Bracelets Preparations: First Things First Before beginning the project, be sure students decide where they would like to donate their bracelets. Ideas might include women s shelters, child protection homes, or transitional housing facilities. These bracelets are meant to serve as a reminder for those who wear them that someone cares about them and is sending peaceful thoughts. During the classroom planning session, students should: determine their theme decide where to donate the bracelets learn* (via a teacher demonstration) how to complete the bracelets create instructional signs * In lieu of completing the project in advance during class, it is suggested that students create posters that spell out their theme words and write guide sheets that list the step-by-step process so that event participants have a reference. How to Construct the Bracelet: 1. Cut approximately 10 inches of cording for the bracelet. 2. Tie the end of the cord to a single pony bead to serve as an anchor. This will help keep the beads from falling off too easily. 3. Use pony beads to form the bracelet. Include an accent bead in the middle of the bracelet. If materials are available, use letter beads to spell out words such as peace, love, or hope. 4. Tie the ends of the cording together to form a finished bracelet. OR, if your string is not elastic, consider securing the final bead with a knot. This design permits the recipient to tie the bracelet around their wrist and ensure that it fits properly. 5. Write a message on a small piece of paper to accompany your bracelet, sharing positive messages about peace. Using ribbon and a hole puncher, attach your card to the bracelet. Reflection: How Does This Impact Me and Others? Estimated Time: 10 minutes Project Materials: string or fabric ribbon, beads, construction paper, hole puncher, additional ribbon for attaching cards Did reading, research and discussions with classmates give students a new perspective on the meaning and significance of peace? Did learning about Dr. King and his teachings inspire students to make a difference in their community? Ask students to write a short story about what peace means to them and how they intend to work with others in order to bring peace to their school and home communities. 24

24 Peace Project: Peace Bracelets Start a Conversation While participants work on this project, engage them in conversation. Ask them to think about the impact of their work and how it will affect others. Here are some sample conversation starters: How will these bracelets brighten someone s day? What are other ways you can help those in need? How can these bracelets promote peace? Moving Forward: Who will you share your message of peace with after this project? Create Peer Leaders If you are working across grade levels and have older students working with younger ones, try encouraging older students to become peer leaders. There are many ways that everyone can work together! Peer leaders can: Tightly tie string for younger volunteers Help organize bead patterns Assist with spelling and idea generation for the cards To facilitate conversation between the different age groups, share the above conversation starters with your peer leaders and encourage them to develop their own questions, too. Everybody can work together to make a difference! 25

25 Environment Project Service-Learning: Environmental Project A clean community is a happy community. Dr. Martin Luther King Jr. s call for a peaceful world directly correlates with the need for clean environment. A clean environment leads to better respect for it and its people. The Environmental Project helps to protect our communities and children through promoting a clean and healthy environment. The project is flexible in order to open student perspectives on the importance of saving energy and reducing pollution. The Environmental Project uses service-learning projects to promote environmental awareness. One way to achieve this is for students to create light switch plate covers that remind others to conserve that they can donate or keep. Service Learning Project Snapshot: Estimated time: 20 minutes Students create light switch cover plates. These covers will serve as decorative reminders to turn off lights in order to save energy. Students can take their light switch plates home or donate them. See page 33 for full project. In the end, we remember not the words of our enemies, but the silence of our friends. 26

26 Environment Project Service-Learning: Environmental Project Elementary Middle School High School Target Age: 5-11 Estimated Time: 45 minutes Lesson Goals: Students will explore the importance of saving energy. Students will study the relationship between saving energy and reducing pollution. Students will understand the importance we all play in changing the world. Lesson Materials: Light bulbs Chenille sticks Environmental Hand out; page 35 See page 27 for full lesson plan. Target Age: Estimated Time: 45 minutes Lesson Goals: Students will discuss the importance of saving energy. Students will explore multiple approaches to saving energy and how to implement them into their daily lives. Students will understand the importance environmental awareness. Lesson Materials: Light bulbs Chenille sticks Environmental Hand out; page 35 See Page 29 for full lesson plan.. Target Age: Estimated Time: 55 minutes Lesson Goals: Students will discuss the importance of saving energy. Students will explore how to teach others on saving energy. Students will understand the importance of environmental awareness. Students will discuss possible ways of sharing information with others. Lesson Materials: Light bulbs Environmental Hand out; page 35 Deck of 52 playing cards See Page 31 for full lesson plan. 27

27 Environment Project Elementary Lesson Plan: Environment Project Learning Goals: Target Age: 5-11 Students will consider the importance of saving energy. Students will study the relation between saving energy and reducing pollution. Students will explore the importance we all play in changing the world. Lesson Materials: Light bulbs Handful of chenille sticks Environmental Handout (page 35) 28 Warm Up: Let s Engage! Estimated Time: 10 minutes Announce to the class that today s topic is the environment. Hold a short discussion on the environment to establish the level of understanding in the classroom. What is the environment? The environment can be described as our surroundings. This includes animals, plants, people, oxygen, water, and even our behaviors. Think forests, oceans, grasslands, the desert, etc A clean or dirty environment affects the way we feel and interact with others. What does a dirty environment look like? What does a clean environment look like? What are things that hurt the environment? Have you ever witnessed someone litter or have you seen pollution? What do you know about pollution? Differentiated Activity Estimated Time: 10 minutes Announce to the class that you will now talk about the importance of saving energy. Students may or may not know what it means to save energy. Follow these steps as you explain saving energy: Take a handful of chenille sticks (or other material such as a jar of marbles or bag of candy that can be passed out to the class). Tell students that these objects are something very desirable. They are worth

28 a lot of money, so take as many as you want. Make sure there are not enough for every student in the class to get one. Hand the chenille sticks to a student and ask him/her to take as many as he/she wants. The student should then pass the remaining chenille sticks to the next person. The next student will then take as many as he/she wants and pass them to the next student. Tell the class to continue taking as many chenille sticks as they want without worrying if the next person will have any or not. The chenille sticks should run out before every student can get one. As the students pass around the chenille sticks, begin to explain how we get a majority of our energy from nonrenewable resources such as fossil fuels. Explain what fossil fuels are and how we use them: We dig or pump up natural resources such as coal, oil, and gas from the ground and take them to power plants where we burn the fossil fuels in order to create energy that we use in our homes, schools, and businesses. Energy can be defined as the electricity we use to power our lights, televisions, computers, and telephones (anything that we plug in). We also use energy to make our cars move. When we burn these fossil fuels it creates smoke or pollution. This pollution creates dirty air and makes it harder to breathe, especially for children, the elderly, and those with asthma. See page 35 for environmental hand-out. Use this hand-out to familiarize yourself with how we produce energy. Make copies of this hand-out for your class and give each student a copy. Debrief: Saving Energy Estimated Time: 10 minutes After you have explained how we get our energy from nonrenewable resources, ask the class what happened to all of the chenille sticks. Some students will notice that not everyone received a chenille stick. Some students might have more than others. Explain that these chenille sticks are like the world s fossil fuels. The world has a limited supply of fossil fuels and if we continue to burn them so quickly, without worrying if there will be enough for people later, there will be no fossil fuels left in the world within the next 100 years. Remind students that since we get our electricity by burning fossil fuels, we need to begin to use less electricity. If people use less electricity then our power plants will not burn as many fossil fuels. When power plants burn less fossil fuels that means our air will have less pollution and fossil fuels will not be gone so soon. Action: What can I do? Estimated Time: 10 minutes Remind students that electricity is used by objects we plug into the walls. Items like lights, televisions, computers, and refrigerators all use electricity. When we save electricity, power plants burn less fossil fuels thus making the air cleaner and saving our fossil fuel supply. Pose the question: What can I do to save energy? Ask students to share ideas they have on how they can use less electricity. Have students think of an item in their home or school that uses electricity every day and how they can use that item less or remember to turn it off when it is not being used. Possible Additional Information: Introduce students to CFL light blubs. Ask if they have ever seen a CFL light bulb before. CFL stands for Compact Fluorescent Lamps. Most American homes use incandescent light bulbs. These bulbs are round and look like a pear. Many Americans are beginning to use newer CFL bulbs. The CFL bulbs last ten times longer than incandescent bulbs. These new bulbs also use less energy and save money on electricity bills. Sometimes children nickname CFL bulbs the curly-cue bulbs because of their strange shape. CFL bulbs can be used in any type of lamp or light fixture where incandescent bulbs are used. Recap: Saving Energy Estimated Time: 5 minutes Moving forward, remind students that they need to practice energy-saving in their daily lives. By saving energy, we are keeping the air cleaner and burning less fossil fuel. We can practice energy saving by turning off lights, using less water, and walking or riding a bike instead of driving. Please proceed to the Light Plate Environment Project on page

29 Environment Project Middle School Lesson Plan: Environment Project Learning Goals: Target Age: Students will discuss the importance of saving energy. Students will explore multiple approaches to saving energy and how to implement them into their daily lives. Students will consider the importance of environmental awareness. Lesson Materials: Light bulbs Handful of chenille sticks Environmental Handout (page 35) 30 Warm Up: Let s Engage! Estmated time: 5 minutes Announce to the class that today s topic is saving energy. Begin by asking students to share their understanding on energy and how it is produced. Hold a short discussion on what it means to save energy and how energy is produced. (For a detailed description of saving energy, see Environmental Project Elementary Warm Up and the Environmental handout on page 35.) This will give you an understanding of the class knowledge base. Levels of understanding will likely be mixed. Post questions to the class such as: What produces energy and electricity? What does to mean to save energy? What are things we can do to save energy? What are some examples of fossil fuels? What happens when we burn fossil fuels? What are nonrenewable resources? Examples? What are renewable resources? Examples? Why is it important to save energy? Differentiated Activity Estmated time: 10 minutes Next, announce to the class that you will now talk about the importance of saving energy. Students may or may not know what it means to save energy. Follow these steps as you explain saving energy:

30 Take a handful of chenille sticks (or other material such as a jar of marbles or bag of candy that can be passed out to the class). Tell students that these objects are something very desirable. They are worth a lot of money, so take as many as you want. Make sure there are not enough for every student in the class to get one. Hand the chenille sticks to a student and ask him/her to take as many as he/she wants. The student should then pass the remaining chenille sticks to the next person. The next student will then take as many as he/she wants and pass them to the next student. Tell the class to continue taking as many chenille sticks as they want without worrying if the next person will have any or not. The chenille sticks should run out before every student can get one. As the students pass around the chenille sticks, begin to explain how we get a majority of our energy from nonrenewable resources such as fossil fuels. Use the handout on page 35 to help guide the class through the process of using fossil fuels in order to produce energy. Every student should have a copy of the hand out. As students pass around the chenille sticks, ask volunteers to read sections of the hand out aloud. Debrief: Saving Energy Estimated Time: 10 minutes After reading through the handout, ask the class what happened to all of the chenille sticks. Some students will notice that not everyone received a chenille stick. Some students might have more than others. Explain that these chenille sticks are like the world s fossil fuels. The world has a limited supply of fossil fuels and if we continue to burn them so quickly, without worrying if there will be enough for people later, there will be no fossil fuels left in the world within the next 100 years. People must use less electricity and drive personal vehicles less frequently in order to save the world s supply of fossil fuels. Additional information (optional): Introduce students to CFL light blubs. Ask if they have ever seen a CFL light bulb before. CFL stands for Compact Fluorescent Lamps. Most American homes use incandescent light bulbs. These bulbs are round and look like a pear. Many Americans are beginning to use newer CFL bulbs. The CFL bulbs last ten times longer than incandescent bulbs. These new bulbs also use less energy and save money on electricity bills. Sometimes children nickname CFL bulbs the curly-cue bulbs because of their strange shape. CFL bulbs can be used in any type of lamp or light fixture where incandescent bulbs are used. Action: What Can We Do? Estimated Time: 15 minutes Break students into small groups of 3 or 4 to discuss the following items: What are some of the items we use each day that consume the most energy? What are actions we can take in order to save energy? What are some renewable resources we can use to produce energy? (Wind, water, solar, etc.) Why is it important to be aware of environmental issues? Why is it important to share information with others? Who is someone you can share this information with? What do you believe is the best approach for sharing environmental protection information? Recap: Saving Energy Estimated time: 5 minutes When students have finished with their small groups, bring the class back together to share ideas and topics they discussed. Allow students to bounce ideas off each other and create a discussion on saving energy and getting the word out about energy consumption. Remind students to practice saving energy in their daily lives and to share their knowledge with family members and friends. Reserve time at the end for additional questions or comments about saving energy. Please proceed to the Light Plate Environmental Project on page 33. NOTE: There is an alternative project for older students at the BOTTOM of the project page. 31

31 Environment Project High School Lesson Plan: Environment Project Learning Goals: Target Age: Students will discuss the importance of saving energy. Students will consider how to teach others to save energy. Students will discuss the importance of environmental awareness. Students will discuss possible ways of sharing information with Learning others. Goals: Target Age: Lesson Light bulbs, Materials: handful Light of bulbs pipe cleaners, environmental Hand out (page 35) Environmental Handout (page 35) Deck of 52 playing cards Warm Up: Let s Engage! Estmated time: 10 minutes What does it mean to save energy? Introduce the concept of saving energy to your class. Hold a very brief discussion over saving energy. Gauge the level of understanding amongst the students and elaborate on concepts when necessary. (For a detailed description of saving energy, see Environmental Project Elementary Warm Up and the Environmental handout on page 35.) If needed, share the Environmental Handout on page 35 to increase understanding on the process of producing energy. Opening Activity Estmated time: 10 minutes Tell students that everyone will participate in an activity to understand energy consumption and fossil fuels. Prepare a deck of cards for your class. Your modified deck should have one card for each student and include four Face cards, one number 2 card, and the remaining cards should be valued between 10 to 3. Pass out cards to students. Tell students to not look at their cards. Once every student has a card, ask them to flip their cards over. Every student with a face card 32

32 is a country that will share 75% of the world s fossil fuels. Every person with a number card that reads between 10 and 3 will share 25% of the world s fossil fuels. The person with a card that reads 2 will receive no fossil fuels. Explain that this activity is meant to show the unequal distribution of fossil fuels among the world s nations. Powerful countries, such as the United States, use a majority of the world s oil. At the current pace of oil consumption, the fossil fuel supply will be gone within the next 100 years. At that time, no country will have fossil fuels to burn for energy. Debrief: Why Is This Important? Estimated time: 5 minutes Hold a discussion with the class on why it is important to lead and teach others about conserving energy. Ask students why it is important to become ambassadors for environmental awareness. Ask: Why do communities need leaders in order to produce needed change? How can I reach younger people in my community? How can I reach older people in my community? What are important facts I should share about saving energy? Where can I reach people with this information? (Put up signs, speak to in person, make an ad, etc.) When students have finished in their small groups, bring the class back together to discuss their ideas as a whole. Students should share their ideas and concepts and learn from each other. This time is intended to show students the importance of relying other multiple viewpoints in order to share and distribute information. Recap: Saving Energy Estimated time: 5 minutes Reserve this time to answer any remaining questions. Additional information (optional): Introduce students to CFL light blubs. Have they ever seen them before? Most American homes use incandescent light bulbs. These bulbs are round and look like a pear. Many Americans are beginning to use newer light bulbs called Compact Fluorescent Lamps, or CFL bulbs. The CFL bulbs last ten times longer than incandescent bulbs. These new bulbs also use less energy and save money on electricity bills. Sometimes children nickname CFL bulbs the curly-cue bulbs because of their strange shape. CFL bulbs can be used in any type of lamp or light fixture where incandescent bulbs are used. Please proceed to the Light Plate Environmental Project on page 33. NOTE: There is an alternative project for older students at the BOTTOM of the project page. Differentiated Activity Estimated time: 20 minutes Ask students to break back into their small groups. Each group should discuss possible strategies for becoming leaders on sharing information on environmental awareness information with others. Items for students to consider include the following: How can I teach others on the importance of saving energy? We may have all come on different ships but we re all in the same boat now. 33

33 Environment Preparations: First Things First Before beginning this project, ask students to brainstorm their overall message. Remind students that these light plates will serve as reminders to turn off the lights in order to save energy. During the classroom planning session students should determine: What they will write on their light plate covers. Ideas include Turn me off! Save Energy, Save the Earth Lights Out! Who the light plates will be given to. Ideas include a parent or family member, a close family friend, or a teacher for his/her classroom. Knowledge they will share with others about saving energy (who they will share their information with). Before beginning, explain to students that by using old boxes they are promoting the idea of reusing materials for new purposes. How to make the light plates: 1. Distribute the cardboard boxes, light plate templates, and scissors. Give safety warning before use. Project Environment Project: Light Plate Covers 4. When finished, tape the light plate over an existing light switch plate. These light plate covers will serve as reminders for others to turn off unused lights. Reflection: What did you learn? When students have finished their light plates, bring the class back together to share their finished products. Hold a short discussion over how these light plates can be useful when reminding us to turn off lights. Ask students where they plan on putting their plates. For younger students, remind them why turning off unused lights helps save energy and reduce pollution. Alternative Project for Older Students: Allow students to bring in real light plates to decorate. Connect with an art teacher to explore different mediums to use to decorate the light plates. Let students collaborate on where light plates can be donated or how they can be best utilized. If possible, donate or decorate light plates at a school, community center or retirement home. Thank you for spreading your message! 2. Use the light plate template to trace a plate on the cardboard. Cut out the cardboard light plate. 3. Decorate the light plates using crayons, markers, colored pencils, and other utensils. Include a message on each light plate. Project Materials: scissors, markers, crayons, colored pencils, light plate template, cardboard (old boxes such as cereal, granola bar, or cracker boxes) real light plates (for older students) 34

34 Environment Project Start a Conversation While participants work on this project, engage them in conversation. Ask them to think about the impact of their work and how it will affect others. Here are some sample conversation starters: How can these light plate covers remind people to turn off their lights? Where will you put (or donate) your plate cover? Who will see and use this plate cover? Moving forward: Who will you share your knowledge of saving energy with after this project? Create Peer Leaders If you are working across grade levels and have older students working with younger ones, try encouraging older students to become peer leaders. There are many ways that everyone can work together! Peer leaders can: Help cut lightplate templates Brainstorm creative sayings Energize and encourage younger students To facilitate conversation between the different age groups, share the above conversation starters with your peer leaders and encourage them to develop their own questions, too. Everybody can work together to make a difference! 35

35 Environmental Project Where Energy Comes From Pollution containing Carbon Dioxide (CO2) causes global warming and makes it hard to breathe. Companies pump and dig up nonrenewable fossil fuels such as coal, oil, and gas. These nonrenewable resources are taken to Power Plants to be burned in order to create energy. Power plants burn the fossil fuels and produce pollution. This pollution contains Carbon Dioxide. Carbon Dioxide is harmful for the environment The Problem: United States is a very busy country. We use a lot of energy in our homes, businesses, schools, and factories. Homes use most of their energy through heating, air conditioning, and by using light fixtures and appliances. Appliances include items such as washer/dryers, televisions, refrigerators, and game systems. The more energy we use the more fossil fuels are burned in our power plants. The more fossil fuels we burn, the more pollution we will have in our air. The Solution: Americans are beginning to understand the importance of saving energy. People save energy by doing simple things such as turning off lights that are not being used. Some parts of the country are beginning to build new power plants that do not burn fossil fuels. These power plants make electricity by using wind, water, and the sun. When we burn less fossil fuels it means there will be less pollution in our air and water. Households and businesses are also beginning to use new Compact Fluorescent Lamps (CFL). These bulbs last ten times longer than incandescent bulbs and they also use less energy. CFL bulbs save electricity and money. Power plants produce energy (electricity) that is taken to our homes, schools, and businesses through power lines. The average American household uses 10,000 kilowatts of energy every year! Source: American States Office for Sustainable Development 36

36 Environment Project: Light Cover Template 37

37 goals project Service Learning: Goals Project Dr. Martin Luther King, Jr. set many goals that he wished to accomplish in his lifetime. These goals were what he used in order to measure his accomplishments. They gave him something to work towards. This helped him lead effectively. In order to become an effective leader you must know how to identify and set goals. Setting a goal is helpful for identifying and working to solve a problem or a need. The Goals Project helps us identify personal and community goals. Young people should be encouraged to focus on clear tasks and goals. Concrete goals lead to solid accomplishments that make students feel proud. The Goals Project also allows students to share their messages with to their communities by creating Message Quilts. Service Learning Project Snapshot: Message Quilt Project Estimated time: 45 minutes Students will create a decorative message quilt. Students will work collaboratively to choose a theme for the quilt and decide where they would like to display it. Students will come up with their own goals before beginning the quilt project. See Page 45 for full project. We must use our time creatively. 38

38 goals project Service Learning: Goals Project Elementary Middle School High School Target Age: 5-11 Target Age: Target Age: Estimated Time: 40 minutes Estimated Time: 50 minutes Estimated Time: 45 minutes Lesson Goals: Students will understand what it means to set a goal. Students will consider the importance of setting goals. Students will consider goals they can set for themselves and their communities/school. Lesson Materials: Sweet Clara and the Freedom Quilt by Deborah Hopkinson Paper, Pencils See Page 39 for full lesson plan. Lesson Goals: Students will consider the importance of setting goals. Students will discuss goals they envision for themselves and their communities. Students will consider how accomplishing goals often requires outside help. Lesson Materials: Sweet Clara and the Freedom Quilt by Deborah Hopkinson Paper, Pencils See Page 41 for full lesson plan. Lesson Goals: Students will set personal and community goals. Students will consider problems in their communities and contemplate how to solve said problems. Students will consider the importance of seeking help from others when accomplishing goals. Lesson Materials: MLK transcripts, page 56 Paper, Pencils See Page 43 for full lesson plan. 39

39 goals project Elementary Lesson Plan: Goals Project Learning Goals: Target Age: 5-11 Students will understand what it means to set a goal. Students will consider the importance of setting goals. Students will consider goals they can set for themselves and their community/school. Lesson Materials: Sweet Clara and the Freedom Quilt by Deborah Hopkinson Paper, Pencils At the center of nonviolence stands the principle of love. 40

40 Warm Up: Let s Engage! Estmated time: 5 minutes Ask students to define the word goal. As a group, come up with a definition. A goal is the purpose of your action or an objective. A goal is another way of saying what it is that you want to do. Give students examples of goals that you set for yourself. These can be short term, such as a goal to brush your teeth every morning, or long term, such as a goal to learn a new language. Explain that setting these goals helps you have something to work toward. Explain that Martin Luther King, Jr. set goals for how he wanted the world to be more peaceful. His goals were big and he needed others to help him reach his goals. His goals were not achieved overnight but he did not give up. These goals helped Martin Luther King, Jr. plan his work and life. Ask students why it is important to set goals. Action: Identify Needs Estmated time: 10 minutes If book is available, read Sweet Clara and the Freedom Quilt to the class. When finished, ask the class what some of Clara s goals were and what she did in order to accomplish them. How did others help Clara? Why was it important for others to help Clara? Was it a good thing that she sought help from others? Differentiated Activity Estimated time 15 minutes Ask students to close their eyes and envision a goal they have for themselves. Students should think silently about their goals and how they might accomplish them. Provide prompts such as: What is important to you? Do you have a sports goal? Would you like to make better grades? What do you want to be when you grow up? Who is someone who can help you reach this goal? Can a teacher, friend, or family member help you? What can you do you reach this goal? Will you need to make big changes? What challenges do you face in working toward your goal? Does something stand in your way? After students have been given time to mentally think about their responses, ask the class to break into small groups of 3 or 4. Students should share their goals with one another in their small groups. Lesson extension: Ask students to draw or write down their goals. Recap and Debrief: Why Does It Matter? Estimated time: 10 minutes Gather the class back together to share goals that were discussed. Next, hold a short class discussion on reaching goals. Ask students if large groups can have goals, too. Prompt students with questions such as: Is there a goal that the entire class can work on together to achieve? Can large groups accomplish goals? Why is it important to work together in order to accomplish goals? Why is it important to share our goals with others? Why is it important for others to help us achieve goals? Ask students if there are any remaining questions about setting and achieving goals. Please proceed to the Message Quilt Project on page 45. Injustice anywhere is a threat to justice everywhere. 41

41 goals project Middle School Lesson Plan: Goals Project Learning Goals: Target Age: Students will consider the importance of setting goals. Students will discuss goals they envision for themselves and their communities. Students will consider how accomplishing a goal can require getting help from others. Lesson Materials: Sweet Clara and the Freedom Quilt by Deborah Hopkinson Paper, pencils MLK transcripts, page 56 A right delayed is a right denied. 42

42 Warm Up: Let s Engage! Estmated time: 10 minutes Ask students to define the word goal. As a group, come up with a definition. A goal is the purpose of your action or an objective. A synonym for goal is intention. Explain that setting goals is beneficial because it gives us something to strive toward and helps make plans. Students should also understand that in order to reach a big goal we sometimes have to set a series of smaller goals to guide us in the right direction. For example, if someone has a goal of getting an A on their next science test, smaller goals might include finishing all science homework and asking for help when needed. A New Year s Resolution is an example of setting a goal. Explain that Martin Luther King, Jr. set goals for how he wanted the world to be more peaceful. His goals were big and he needed others to help him reach his goals. His goals were not achieved overnight but he did not give up. These goals helped Martin Luther King, Jr. plan his work and life. Hold a brief class discussion on how setting goals can help us accomplish things in our lives. Share some personal goals you set for yourself. In addition, explain the difference between long term and short term goals. A short term goal is something you d like to happen in the near future. An example might include: I plan to complete my science fair project this Thursday so that I can go to my friend s house on Friday. A long term goal is something you d like to achieve in the distant future. An example might include: I plan to have straight A s on my next report card. Action: Identify Needs Estmated time: 10 minutes If book is available, read Sweet Clara and the Freedom Quilt to the class. When finished, ask the class what some of Clara s goals were and what she did in order to accomplish them. How did other people help Clara? Why was it important for others to help Clara? Was it a good thing that she sought help from others? Differentiated Activity Estimated time: 15 minutes Ask the class to break into small groups of 3 or 4 in order to discuss personal goals. Each group should first consider school-related goals. Each member should have a schoolrelated goal that is unique to him/her. This can include a range of topics including earning better grades, joining a school sports team, or strengthening friendships. Once each member has shared a goal, groups should collaborate and share possible strategies to use in order to accomplish each goal. Students should share ideas, possible strategies, and experience with one another. Explain: sharing ideas and strategies with others help us create the best strategy for accomplishing a goal. Recap and Debrief: What Do You Think? Estimated time: 15 minutes Bring the class back together and ask each group to share a few items they spoke about in their small groups. Ask students if they believe it was helpful to share goals with their peers. Possible questions to ask include: Who can help you achieve your goal? Why is it important to share our goals with others? Why is it important to have others help us achieve our goals? Why is it important to find someone with experience to help you achieve a goal? Ask the class if there are any remaining questions on setting goals. Please proceed to the Message Quilt Project on page 45 Lesson Extension: Read excerpts from Dr. Martin Luther King Jr. s I Have a Dream speech on page 56. Ask students to discuss goals MLK had for the world and how he accomplished them. Who were his allies? 43

43 goals project High School Lesson Plan: Goals Project Learning Goals: Target Age: Students will set personal and community goals. Students will consider problems in their communities and contemplate how to solve said problems. Students will consider the importance of seeking help from others when accomplishing goals. Lesson Materials: Paper Pencils Warm Up: Let s Engage! Estmated time: 10 minutes Ask students to think of a short term goal they set for themselves when they woke up in the morning or before they went to bed at night. Examples might include a goal of getting to school on time or remember to finish math homework. Open the floor to students and ask them to share their short term goals with the class. Next, ask students to share goals they have set for themselves for the week. Then ask about monthly, annual, and possible distant future goals. Discuss the difference between setting short term and long term goals. A short term goal is something you d like to happen in the near future. An example might include: I plan to complete my science fair project this Thursday so that I can go to my friend s house on Friday. A long term goal is something you d like to achieve in the distant future. An example might include: I plan to have straight A s on my next report card. How can short term goals help us achieve long term goals? Explain that in order to achieve a big goal we sometimes have to set many smaller and easier goals in order to accomplish it. For example, if someone has a goal of getting an A on their next science test, smaller goals might include finishing all science homework and asking for help when needed. Ask students to share their knowledge of Martin Luther King, Jr. and goals he set for himself and for the world. Make sure students understand that Dr. King needed help from others to achieve his goal and his accomplishments did not happen overnight. 44

44 Differentiated Activity Estimated time: 20 minutes Ask students to break into small groups of 4 or 5. Assign a recorder for each group that will write down discussion points that are shared in the small groups. They will be shared with the class later. In small groups: Have students discuss problems they see in their communities. Problems might include litter, graffiti, violence, inadequate outdoor space, or lack of after school programs. Some problems might be very big such as gang violence. Some problems might be very small such as residents not mowing their lawns. Ask students to concentrate on smaller problems. Each group should identify one small problem. achieve this goal? Is there an organization that will work with me? Who is a partner or friend in the community that will help get me started? Debrief: What Have You Identified? Estimated time: 10 minutes Bring the class back together and allow students to share their community goals and problems. Each group should have established at least one problem and goal. Allow students to ask questions and share ideas, resources, and concerns with each other. One group might know of a resource to share with another. Hold a brief discussion and challenge students: Are these goals realistic? Are there problems too big to fix? Martin Luther King, Jr. plan his work and life. Despite the fact that many of Dr. King s goals were not accomplished until after his death, he was persistent to achieve peace for minority communities even when others doubted him. Please proceed to the Message Quilt Project on page 45. Lesson Extension: Read excerpts from Dr. Martin Luther King Jr. s I Have a Dream speech on page 56. Ask students to discuss goals MLK had for the world and how he accomplished them. Who were his allies? Once each group has established a problem, ask them to think of potential factors that contribute to the problem. Certain lawns may not be mowed because an elderly person lives there. Next, ask each group to think of a way to fix the problem. Students should set a goal for themselves on how to help to solve the problem. Goals might include organizing a group of students to clean up a residential street or raking leaves for shut-ins. Students could set a goal to join with a local organization that already works on solving similar problems. Finally, have students think of potential people who could help them achieve their goal. Students should ask themselves: How many people will it take to help Recap: Setting Goals Estimated time: 5 minutes Ask students why they believe it is beneficial to work with others when setting a goal for the community. Explain that Martin Luther King, Jr. set goals for how he wanted the world to be more peaceful. His goals were big and he needed others to help him reach his goals. His goals were not achieved overnight but he did not give up. These goals helped Our lives begin to end the day we become silent about the things that matter. 45

45 Service-Learning Lesson Plan Preparations: First Things First Before running this project, establish a class goal for the quilt. The class needs to decide on what their message will be and where they will donate the finished quilt. For example, if students select a theme of service, they may decide to donate the quilt to a fire or police station as a thank-you. If students choose to honor Martin Luther King Jr. (see MLK quotes on page 55) they might donate the quilt to a school or community center. During the classroom planning session, students should: Determine their theme Decide where to donate the finished quilt Learn* (via a teacher demonstration) how to make a quilt square. How to Make a Quilt Square: 1. Establish a theme for the quilt and where it will be hung or donated. 2. Distribute bandanas and markers to students. Each student should have one bandana. 3. Instruct students to decorate their bandanas to coordinate with the quilt s theme Students may write messages, draw pictures, write poetry, or decorate their bandana as they please. If possible, include additional materials for older students such as buttons, sequins, and other decorations that can be glued or sewn onto the bandana. 4. As students finish their bandanas, establish a location (a table or floor) where students can set down their finished product and begin to form the shape of the quilt. Create instructional templates and signs * In lieu of completing the project in advance during class, it is suggested that students use markers to create paper samples of quilt squares to help event participants understand the theme. 5. Attach the bandanas together using the safety pins. If materials are available, you may choose to sew the bandana squares together. 6. Hang the quilt or donate it to the predetermined location. Project materials: Solid color bandanas, fabric or permanent markers, safety pins Optional additional materials: Needle and thread, buttons, sequins, felt paint, felt stickers Reflection: Ask students how this quilt might spread a message to those who will see it. Allow time for students to view each other s bandana squares. Students may also present their finished bandana squares to each other. Thank you for spreading your message! 46

46 goals project Start a Conversation While participants work on this project, engage them in conversation. Ask them to think about the impact of their work and how it will affect others. Here are some sample conversation starters: How can this quilt spread our message? What is our impact? How many people will see this message? What are other ways we can spread our message? Moving Forward: Who will you share your message with after this project? Create Peer Leaders If you are working across grade levels and have older students working with younger ones, try encouraging older students to become peer leaders. There are many ways that everyone can work together! Peer leaders can: Assist with spelling and idea generation for the quilt squares Lay out the quilt and develop the plan to connect squares Attach squares with safety pins To facilitate conversation between the different age groups, share the above conversation starters with your peer leaders and encourage them to develop their own questions, too. Everybody can work together to make a difference! 47

47 Looking for more activities to run during your MLK Day event? Here are six additional hands-on service project ideas. To download a complete lesson plan to accompany the project or to find even more ideas, visit Use these projects to grow the size of your MLK Day service event, or run them after MLK Day to continue service year-round! 48 Advocacy: Letter Writing for a Cause Purpose: To speak out on an issue of importance Materials: paper, pencils, envelopes, mailing addresses of elected officials Directions: Participants write letters to local elected officials, expressing concerns or sharing suggestions. Participants could also write messages of support to Amnesty International or other advocacy groups. After the event, mail the letters individually or combine them in one envelope. Love is the only force capable of transforming an enemy into a friend. Remembering Senior Citizens: Paper Flowers and Have a Great Day Cards Purpose: Bring a smile to the faces of senior citizens at local care facilities Materials: green pipe cleaners, multicolored tissue paper, scissors, construction paper, markers, crayons Directions: To create the flower, participants first cut tissue paper into 5 by 7 squares. Stack 4-8 sheets and then fold like an accordion. Wrap the green pipe cleaner around the center of the accordion stack. Then, gently separate each layer of the tissue paper towards the center of the flower. Finally, participants design a card with a positive message to accompany their flower. Groups can also make flower centerpieces by combining their flowers into a decorated container, such as a plastic bottle or cardboard tube. Coordinate a donation with a local senior center or hospital. Copyright GenerationOn. All rights reserved.

48 Animal Shelter Awareness: Cat Toys Animal Shelter Awareness: Adopt-Me Dog Bandanas Purpose: A friendly gift for cats at the shelter awaiting adoption. Or, new pet owners could be sent home with the toy to encourage them to care and play with their cat. Materials: plain infant socks, nontoxic fabric markers, ribbon, catnip, cotton or other stuffing material such as fabric scraps Directions: Participants decorate the infant socks with patterns and designs. Then they put a pinch of catnip into the base of the sock, filling the rest with cotton or fabric scraps. To close the sock, tie a knot at the end. Participants can also embellish with a ribbon. Coordinate a donation with the local ASPCA or animal shelter. Healthy Living: Food Bags for Shelters Purpose: A friendly bandana that dogs can wear while waiting to be adopted. Hopefully the message on the bandana will inspire visitors to adopt a new pet. Materials: plain bandanas or plain fabric cut into 24 inch squares, nontoxic fabric markers, rulers, stencils Directions: Participants fold the bandana in half, to make a triangle. Then they customized the bandana with messages such as, Take me home! I ll be your friend forever! Let s play fetch! Coordinate a donation with the local ASPCA or animal shelter. Education: Themed Activity Books Purpose: Create and assemble an activity book for children. Purpose: Pack healthy foods into custom designed bags to help feed others. Materials: donated canned foods and/or dry goods, markers, paper bags, construction paper Directions: Encourage all event participants to bring a can of healthy food/dry goods. Work in teams to pack goods into bags that can be decorated with positive messages about favorite healthy foods. Also include printouts of easy, healthy recipes or eating tips. Coordinate a donation with a local food bank. Materials: construction paper, stapler or hole-punch and yarn, activity book inserts, markers Directions: Before the event, ask a team of volunteers to create an activity book. First select a theme, such as the environment or peace. Then, using free computer programs, make word searches, mazes, crossword puzzles, and matching games. During the volunteer event, participants assemble the pages of the book, attach a cover, and design the front. Coordinate a donation with a local afterschool program, hospital, or transitional housing facility. 49

49 Your MLK Day activities are not limited to the projects provided in this guide. Work with your team to develop a new hands-on service project! 1. Brainstorm with students on various needs they see in their community. You could take a walk around the neighborhood, read about current events in the newspaper, or interview community members to gather information. 2. After listing several ideas, assign teams to brainstorm possible solutions that would be completed as a hands-on service project. 4. Ask teams to share their plans with the class. As a class, decide the most feasible project based on your skills, available time, resources, and space. Maybe you ll pick more than one! 5. Assign teams to complete the following tasks: confirm the donation site before the event, secure project supplies, and create a sample project for display during the event. 3. Once teams develop an idea, have them complete the Hands-on Service Project Planning Form to the best of their ability. 6. Add the hands-on project to your event plan. Congratulations! A Project Planning Success Story! A class identified health and fitness concerns in their community. They decided that their project would be making supplies for a physical activity that students could play during recess or after school. One team developed a hands-on project where volunteers construct jump ropes. They completed their worksheet and realized that their project would be easy it would take only a few steps to make a jump rope and that many people could work on the project at one time, enabling them to engage a lot of volunteers. Finally, the project used supplies that were inexpensive and easy to obtain. The class coordinated a donation with a local after-school facility and ran the hands-on project during a Global Youth Service Day event. Afterwards, the completed jump ropes were delivered and some of the students also helped teach the young recipients how to jump rope! Life s most persistent and urgent question is, what are you doing for others? 50

50 Grow Involved on Martin Luther King Jr. Day Project Name: Need/Issue Addressed: (Homelessness, Education, Environment, etc) Step-by-Step Instructions: How is this project service?: Ideas for layout of project station: Special Requirements: Intended Recipient: (Be specific, instead of writing children at a hospital specify which hospital and a potential contact for donation) Approximate # of items that can be completed? Do you need a specific space, like a gym or auditorium? Is there prep work required, such as pre-cutting? Would paint or glue have to dry? How can finished product(s) be transported? How much supervision is required? (1 mural? 4 garden plots? 400 potholders?) Necessary Materials (include quantities appropriate for # of expected project participants): One-to-one ratio? 1 adult per table of youth participants? How many participants could work on the project at one time? As many as table space permits? Or would only 10 people fit around a garden plot or mural? Idea developed by: 51

51 Companion Worksheet to This worksheet is designed to accompany page 8 11 of the Guide, Five Steps to a Successful MLK Day Event. Use the space provided to fill in action steps for your event. Organize 1. Our schedule for planning meetings is: 2. Our team leader is: Select or Create your Hands-on Service Project(s) 8. These are the projects that will be completed at our event: (See pages 8 11 for information on selecting and planning) 3. The goals and objectives of our event are as follows: 9. These are the supplies we need for the handson projects: 4. Our event will be located at: It will start at and end at. 5. We have obtained permission to use this space by: 6. On a separate sheet, develop a timeline for your project. 7. On a separate sheet, develop a budget. The total budget is: Amount of budget to be spent on: hands-on projects: food: advertising/fliers: Plan your Service Event 10. We will honor the legacy of Dr. King by: (see page 54 for more information) 11. The person/team in charge of overseeing the event is: The person/team in charge of leading the hands-on projects is: The person/team in charge of coordinating the Dr. King tribute is: 52

52 12. We will publicize our event by: 19. Sign-in/registration will be overseen by: The person/team in charge of publicity is: 13. The additional supplies necessary for our event are as follows: 20. Participants, sponsors, and donors will be recognized by: 21. We will incorporate the tribute to Dr. King by: Will we be able to get them donated? If so, by whom? 22. The person/team in charge of documenting the event via photographs or video is: 14. The person/team in charge of engaging community partners is: Our ideas for partners to engage are: 15. The person who will register our project online at is: Run your Service Event 16. The person/team in charge of making the day s schedule and communicating it to everyone is: 23. We will thank event participants by: 24. Reflection forms will be created and distributed by: 25. The person/team in charge of clean-up is: Follow up and Reflect 26. All participants complete the Student Reflection Form and return to the project leader. 27. The person/team in charge of submitting the Grow Involved on MLK Day Event Report is: 17. The person/team in charge of hanging posters/directional/welcome signs is: 18. The person/team in charge of set-up is: 28. Our plan for writing thank-you letters is as follows: Congratulations on completing a successful service event! 53

53 Service Project Resources Planning Your Event This section includes resources that you will find useful for completing your Dr. Martin Luther King, Jr. Day service projects. The following pages include resources such as famous quotes, speech transcripts, Dr. King s Six Principles of Nonviolence, and additional event ideas. If you would like additional resources, go to 54 I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.

54 How will your event honor the life and legacy of Dr. Martin Luther King, Jr.? This guide includes Dr. King s Six Principles of Nonviolence, famous Dr. King quotes, and an excerpt from one of Dr. King s speeches. Use these to develop your own tribute to Dr. King. Additionally, on the following pages you will find guidelines on how to run a Poetry and Art Exhibit recognizing Dr. King. Here are some suggestions to ensure that Dr. King s legacy is remembered during the entire event process: Before the event: Encourage students to write a poem, draw an image, or use some other form of creative expression (such as photography or video) that reflects on Dr. King s message. Construct a Reflection Station to display at your event where people can write down thoughts and ideas they think of during the event. Select a portion of the room to hang posters of Dr. King s message or create a display table. Design a mural featuring a famous Dr. King quote that can be painted by event participants. During the event: Hold a moment of silence for participants to reflect. Invite students who wrote poems or songs about Dr. King to share their work. Have participants sign a pledge to continue Dr. King s legacy of service beyond Martin Luther King, Jr. Day. After the event: Keep the dream alive! Work with your students to plan What s next? Will you hold another service event? You are invited to visit to learn about future projects and days of service such as Global Youth Service Day. Planning Your Event Young volunteers paint a mural of Dr. King. Copyright GenerationOn. All rights reserved. 55

55 Ask your students to think about the meaning of Dr. King s words. Encourage a discussion on how the statements below inspire and inform them. Our lives begin to end the day we become silent about things that matter. Life s most persistent and urgent question is, What are you doing for others? That old law about an eye for an eye leaves everybody blind. I have decided to stick with love. Hate is too great a burden to bear. Love is the only force capable of transforming an enemy into a friend. The time is always right to do what is right. Darkness cannot drive out darkness; only light can do that. Hate cannot drive out hate; only love can do that. Peace is not merely a distant goal that we seek, but a means by which we arrive at that goal. Project Resources Intelligence plus character that is the goal of true education. We must learn to live together as brothers or perish together as fools. The ultimate tragedy is not the oppression and cruelty by the bad people but the silence over that by the good people. Injustice anywhere is a threat to justice everywhere. We must use our time creatively. Everybody can be great because everybody can serve. We will remember not the words of our enemies, but the silence of our friends. 56

56 Dr. King Speech Excerpt The following is an excerpt from Dr. Martin Luther King Jr. s I Have a Dream speech. This speech was given on August 28, 1963 at the steps of the Lincoln Memorial in Washington DC. This speech has gone down in history as one of the most important speeches given during the 1960 s civil rights movement.... But there is something that I must say to my people, who stand on the warm threshold which leads into the palace of justice: In the process of gaining our rightful place, we must not be guilty of wrongful deeds. Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred. We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow our creative protest to degenerate into physical violence. Again and again, we must rise to the majestic heights of meeting physical force with soul force. The marvelous new militancy which has engulfed the Negro community must not lead us to a distrust of all white people, for many of our white brothers, as evidenced by their presence here today, have come to realize that their destiny is tied up with our destiny. And they have come to realize that their freedom is inextricably bound to our freedom. We cannot walk alone. Project Resources Something to consider: Why was it important for Dr. Martin Luther King, Jr. to call for peace even when people were not being peaceful to him? For audio, video, and a transcript of this entire speech, please visit: 57

57 Below are the six principles of nonviolence, which sit at the core of Dr. King s philosophy of nonviolence. Use them to start a discussion among your students on how nonviolence can be practiced in their daily lives. For more information on the six principles, visit the King Center website at PRinCIPLE ONE: Nonviolence is a way of life for courageous people. PRinCIPLE TWO: Nonviolence seeks to win friendship and understanding. PRinCIPLE THREE: Nonviolence seeks to defeat injustice not people. PRinCIPLE FOUR: Nonviolence holds that suffering can educate and transform. PRinCIPLE FivE: Nonviolence chooses love instead of hate. PRinCIPLE SIX: Nonviolence believes that the universe is on the side of justice. Project Resources Source: The King Center: 58

58 One way to encourage participants to reflect on the message of Dr. King is to invite them to exhibit their own work at MLK Day. This project not only inspires reflection, but also enhances your overall event by: inspiring participants to think more deeply about Dr. King s message and how it pertains to their life today; providing beautiful art and inspiring poetry that can be displayed at your event; and creating material that can be shared at your event for example, you can invite entrants to read their poetry out loud. You can choose to categorize this program as an exhibit or turn it into a contest with awards and recognition. On the following page you will find a sample entry form. It is suggested that you accompany the entry form with a directions sheet that explains the purpose of the exhibit or contest. For example, you may want to create a theme for all entries, such as, What I would change in this world or How I continue the message of Dr. King. Below is a sample directions sheet that you may find helpful. Please note that this sample is for an exhibit for a contest, be sure to include when winners will be notified and what awards will be presented. Enter the Grow Involved on Martin Luther King, Jr. Day Poetry & Art Exhibit! Goal: To create artwork or poetry expressing how you feel about Dr. Martin Luther King Jr. s remarkable contributions to the world of service, as well as to the equal rights movement and non-violent activism. Entries can also be about the importance of service. Guidelines: Artwork and poems should be created on (or attached to) the Entry Form. You may use whatever art supplies you like, as long as any paint or glue is dry and nothing will fall off of your entry when we hang it up. Short poems and long poems are both welcome, but poems should be no more than two pages in length. Please either type your poem or make sure that it is written legibly. If your poem has an illustration, it will be considered part of your poetry entry unless you tell us otherwise. Children of all ages welcome to participate (up to age 18). Have fun! Due Date: MLK DAY. Mail, fax, , or hand-deliver your submissions to: (insert contact information here) Questions? Call (insert name and contact information here) Thank you, and good luck! Project Resources 59

59 Grow Involved on Martin Luther King Jr. Day Name: Age: Phone Number: School: Please submit your poetry or artwork in the area below, or attach it to this form. Good luck! Project Resources 60

60 Reflection is a key piece of the service-learning process it enables participants to think about what they have learned as well as evaluate their work. There are two forms included in this guide to aid in your classroom s reflection process. First, encourage students to complete a personal reflection. Distribute copies of the reflection form (found on the following page) and ask students to comment on what they learned from planning their MLK Day event. Students can also think about what part of the day was most meaningful for them. Use the information collected from these reflection forms to inspire a classroom discussion. Be Creative! Reflection is not limited to completing a form get creative with your students! Here are some other ways that students can reflect on their experiences: write a short story on one lesson learned about Dr. King make a collage with pictures or words, looking for examples of peace, sharing, leading and tolerance. report on the event write an article for a school newsletter or the local newspaper write a letter to next year s class with a piece of advice for their MLK Day event Share your Success! In addition to reflection providing a time to think about personal growth, it is also helpful to reflect as a class on the successes and challenges of running your MLK Day project. As a group, talk about what went well and what can be improved for the future. Collect the individual Student Reflection forms and tabulate them together. Use the Reporting Form on Page 67 to share your event experiences with generationon. Be sure to save a copy for your records, so you class can track all the good they accomplish! Somewhere along the way, we must learn that there is nothing greater than to do something for others. 61

61 Instructions: Use this form to tell generationon what you think about the service project you completed! Please complete this form to the best of your ability. All of the information you provide is anonymous (we don t ask your name) and confidential (we don t share your individual responses with anybody). I am a boy or girl (please circle one.) School: Age: Date: Teacher: A. Is this your first change to generationon activity? (Please circle the best option.) Yes No B. Volunteering means doing something nice for someone else without being asked. Have you ever volunteered before? (Please circle the best option.) Never 1 time 2 or 3 times 4 or more times Read each sentence and for you or YOU DON T KNOW if it is VERY TRUE for you, SORT of TRUE for you, NOT TRUE 1. Through this project, I learned about issues that affect my community. Very True Sort of True Not True Don t Know 2. Through this project, I did something that helped someone else. Very True Sort of True Not True Don t Know 3. Through this project, I became more interested in helping my community. Very True Sort of True Not True Don t Know 4. Through this project, I connected more to the values of Martin Luther King. Very True Sort of True Not True Don t Know Project Reflection Resources 5. I would like to do more volunteer projects like this one. Very True Sort of True Not True Don t Know 6. What was your favorite part of this project? (Please use the space below to write your answer): 7. What would have made this project better? (Please use this space below to write your answer): 8. Do you have ideas for any other projects that you would like to do in the future? (Please use the space below to write your answer): 62 Please photocopy student reflection forms and return to: nhinds@generationon.org. Fax: Thanks for taking the time to fill out this survey!

62 Resources for Event Planning This section includes resources available to you in order to ensure that your event is a success. The following pages include guidelines for writing an invitation letter, a sample event flier, sample media releases, and additional online resources. For additional information please visit Freedom is never voluntarily given by the oppressor; it must be demanded by the oppressed. 63

63 Invite local dignitaries to attend your event! Possible guests include your mayor, city council members, or celebrities. Be sure to highlight any unique aspects of your event. For example, perhaps your group created a hands-on project that benefits a charity supported by a local celebrity. That s an excellent connection to inspire the celebrity to attend! It is also important to specify how you would like the invited guest to participate. Elected officials often request the opportunity to speak make sure that you don t promise too many people the chance to talk or you ll run out of time for service! Name Address City, State Zip Date Dear [insert guest], I am writing to invite you to be an honored guest at [insert organization/school name] Grow Involved on Martin Luther King, Jr. Day Event being held on Monday, January 19th. Encouraging young people to make Martin Luther King, Jr. Day a day on, and not a day off, we are running a service event at [insert location]. This event brings together volunteers in a day of action, featuring hands-on service projects such as [insert project examples]. Planning Project Resources Event Details. [Event name, date, time, location include driving directions/cross streets] Your Participation. [Specify participation that matches what you d like to see. Would you like this guest to speak? Present an award? Volunteer alongside event participants? If you are asking them to present an award or speak, make sure that you provide a specific time for their arrival.] [Insert brief background on your school or organization, such as your mission statement.] If you have any questions, please contact me at [insert contact information]. I look forward to hearing from you. Thank you for your consideration! Sincerely, Name Organization 64

64 Get the word out! Below is a sample event flier. Work with your team to develop your own design. Remember to make your flier easy to photocopy. It s also helpful to have a design that can be ed; we recommend converting it to a PDF for easy distribution. GenerationOn Grow Involved on Martin Luther King Jr. Day Hands-On Youth & Family Volunteer Event MLK DAY at 10 am Two Locations: Martin Luther King Jr. High School: 123 Main Street PS 57 James Weldon Johnson: 123 Main Street This free event, focused on youth volunteering and giving, will feature fun hands-on service projects for kids to benefit organizationsall over New York City. Children of all ages are welcome (accompanied by an adult if under 13). From 10:00am 2:00pm Hands-On Service Projects (Ongoing. Stop by!) Presentation of Poetry & Art Contest Awards by Reflection on Dr. King. Healthy snacks available throughout the day. With questions or to RSVP (Groups larger than 15): Call Or info@generationon.org Planning Project Resources 65

65 To promote your event, consider writing a media release and sending it to local news stations and other media outlets. Use the sample media release below from a Children for Children event as a guide. For your release, create your own engaging title and highlight youth leaders from your program. Remember to include general information about your organization at the end of the release. Good luck! CHILDREN BRING FAMOUS WORDS EVERYBODY CAN BE GREAT BECAUSE EVERYBODY CAN SERVE ALIVE WITH SERVICE. Contact: [Contact Name], [Organization/School] Tel. XXX.XXX.XXXX Planning Project Resources Thousands answer Dr. King s call to serve during sixth annual Grow Involved hands-on service event. Answering a call to service thousands of young people, their families and friends from New York will have a day on, not a day off, to bring to life Dr. Martin Luther King Jr. s dream. Volunteers will spend their day giving during generationon s Grow Involved on Martin Luther King Jr. Day. We are continually inspired by the enthusiasm with which thousands of volunteers embrace the importance of engaging youth from all backgrounds in service and giving starting at an early age, said Maggie Jones, executive director of generationon. It is amazing to see so many people give up their day off to get involved in their community. Generations of Giving GenerationOn volunteer David Martins, 13, of P.S. 89 in the Bronx will be leading a project at Martin Luther King High School that will raise awareness and money to help fight malaria in Africa. This day, Martins said, is the perfect time for youth to become involved in their local and global communities. Martin Luther King made a big change in history, Martins said. We are doing a big project so that people know that we care about them and we re trying our hardest to make the world better like he did. In New York City, thousands of volunteers will gather at two locations, Martin Luther King High School and P.S./I.S. 57 James Weldon Johnson School, where they will engage in hands-on volunteer projects and reflect on Dr. King s lifelong commitment to service and selflessness. James Yaro, 16, a member of generationon s Youth Planning Committee in New York, feels his generation has an obligation to renew their commitment to community. People my age should learn to respect what Dr. King did for the world and try to replicate his caring and give back to their communities the way he did, Yaro said. Projects completed by volunteers will benefit organizations like the ASPCA, Homes for the Homeless, and local senior centers. For more information on Grow Involved on Martin Luther King, Jr. Day and its hands-on projects, contact: [Name] [Organization] [phone] [ ] [INSERT general information from your organization or school, such as your mission statement]. GenerationOn, a non profit organization founded by parents in 1996, fosters community involvement and social responsibility in young people. GenerationOn s wide range of programs encourage children to Grow Involved, beginning at an early age, helping children and others. GenerationOn also provides resources to schools that allow them to incorporate service-learning into their programs. GenerationOn engages more than 52,000 young people across the country each year. To learn more, visit: 66

66 GenerationOn Visit the generationon website to access downloadable service-learning lesson plans, program guides, and a toolkit for our global initiative, Sweat for Nets. Information on Martin Luther King Jr. The King Center is dedicated to the advancement of the legacy of Dr. Martin Luther King, Jr. The site provides information and links to a variety of programs and services related to the vision and legacy of Dr. King. National Service-Learning Clearinghouse Clearinghouse staff are ready to assist you with materials, referrals, information, and reference, and technical assistance. Please ask us if you need help with program startup, academic research, assessment and evaluation, online documents, or anything else regarding service-learning SERV Global Youth Service Day An annual event, Global Youth Service Day is organized in the United States by Youth Service America. Find out how your students can be a part of a global youth movement towards service. Dr. Martin Luther King, Jr. Day of Service Initiated by Congress in 1994, the King Day of Service builds on his legacy by transforming the federal Dr. King holiday into a national day of community service grounded in his teachings of nonviolence and social justice. The aim is to make the holiday a day ON, where people of all ages and backgrounds come together to improve lives, bridge social barriers, and move our nation closer to the Beloved Community that Dr. King envisioned. Serve.org The President is calling on all Americans to participate in our nation s recovery and renewal by serving in our communities. There are many ways to get involved. America s new foundation will be built one community at a time - and it starts with you. Volunteers work together to design fleece scarves for the homeless. Planning Resources 67