The Community Awareness Program - Lancaster High School



The Community Awareness Program

2012-2013

The community awareness program or C.A.P. is designed to encourage students to take an active role in bettering the local and global society in which they live. It is designed to give the individuals of Lancaster a chance to experience, first hand, the positive impact they can have on the lives of those less fortunate than themselves. Students who take this opportunity seriously will benefit: socially, morally and academically. We look forward to supporting, encouraging and assisting these individuals in the aforementioned endeavor.

Community Awareness Project

Writing Component

Throughout your twelve, required community service hours, you must reflect on the time that was volunteered. The writing component is a mandatory part of the CAP assignment. It will be compiled into a portfolio at the end of the school year, and turned in as part of your fourth quarter grade and your entire exam grade, which equates to 20% of your cumulative average. This writing component will be a combination of personal reflection supported by academic research utilizing either the MLA or APA guidelines for proper citation and formatting for the aforementioned. Each quarter there will be hours and an accompanying paper due, which will be worth 100 points for each of the first three quarters. At the beginning of the fourth quarter, each student will submit proof of all 12 hours of volunteer service, along with a completed portfolio.

Community Awareness Code Of Conduct

(You are a representative of: the Lancaster Central School District and your family. ANY insubordination, disrespect, dishonesty or immaturity, on your part, will result in immediate removal from the program and the subsequent academic penalties associated with the aforementioned.

( All hours completed after September 4, 2012 must be completed through: the attached list of volunteer organizations, , established service organizations in the community (i.e. Churches, food pantry’s etc.) or service based school functions that take place after school or on the weekends and adhere to all of the organizations guidelines for volunteering.

PART I: Reflection Papers:

Required Each Of The Three Quarters – Post Volunteer Reflections: Due: The 9th Week of each quarter with the first one due on 10/29/12

This paper will be written after you have completed four hours of approved volunteer work. You will be required to write a reflection/research piece, upon completion of four new service hours; the due dates will be at the teacher’s discretion, but will always be the beginning of the ninth week of all three quarters. All of your papers, with the exception of your final analysis, will follow the following format.

Each Reflection Paper MUST INCLUDE:

( Two pages, double spaced, 12 point Times Roman Font, and will include all of the

following:

• The name of the establishment where you volunteered.

• Two or more, three line, quotes with proper citations which reflect the historical impact of the establishment(s). (What does the establishment do? Why was this establishment started, and when? How did this establishment become so successful? Why is the agency necessary? Etc.)

• A description of the work that you completed at the establishment.

• The specific impact that your presence had on the people and establishment.

• What did you learn, from the volunteer work which you completed for the hours?

The purpose of these response papers is to validate your ability to complete your responsibilities, to reflect on the value of your time and commitment to the organization and to convey your best thoughts, reflections and efforts in a succinct and academic forum.

PART II: Final Reflection: Due The Week of April 22, 2013

This reflection will be contained within a professional looking portfolio.

The Final Reflection will be a researched based thesis paper regarding a: principal, theme, or unit of study, learned throughout your volunteering. For example: In assisting those less fortunate, people gain a greater understanding of themselves, which is otherwise unavailable, if not for this volunteer opportunity. This “Final Reflection” must be three – four pages typed, Times New Roman, font size 12, follow the guidelines associated with writing a proper thesis paper, and include either new or previously obtained data to support your argument: NO exceptions! Failure to complete this writing component will result in failure of the CAP assignment and as a result, English III, due to the fact that if a student receives less than a 55% on an exam, they automatically fail the course. While writing your Final Reflection, you must include the following points:

( A thesis driven argument illustrating a: principal, theme, or unit of study learned

throughout your volunteering.

• What was learned from this CAP experience? Four pieces of research that support your above convictions. You may utilize your quarterly research.

• What impact did you make on the people that you worked with, and also on the establishment? Explain.

• In what way(s) did this experience make you a better person? Explain.

• How will you apply what you have learned while working at this placement to future employment, and how will experience effect your future?

All portions of the project will be graded on the rubric that is attached. All writing will be graded based on content, fluency, punctuation and grammar, and the academic honesty policy stated below.

ACADEMIC HONESTY: (Plagiarism/Cheating)

Students at Lancaster High School are expected to take responsibility for their conduct in both their social and academic actions. Academic honesty requires that students turn in work that is their own and shows their best effort. Academic dishonesty would include cheating or plagiarism.

Part III: Cross Curricular Projects: Due the Week of April 22, 2013. This, too, will be contained within the same, professional looking portfolio.

Extension projects to connect service learning with multiple disciplines. All participants MUST submit one element from one of the following disciplines.

ARTS:

A. Photo Gallery:

Compile a collection of mounted photographs that are reflective of your experience during your project. This should be a relatively extensive selection of photos. It should speak to a multi-layered view of the organization you worked with, and your reflections on how your time there impacted both the community and yourself.

B. Collage:

Create a collage, either paper or digital, to represent your project experience. Include words and images that reflect the nature of the organization that you worked with, as well as your own unique involvement. Consider both the way that you were able to make an impact and how the experience impacted you.

SOCIAL STUDIES:

A. Democratic Term Reflection:

Consider how your experience relates to one of the following terms: justice, diversity, opportunity, and equality. Write a one-page reflection on how the term connects. Focus especially on how our American society is still a “work in progress,” and our role in bridging the gap between democratic ideals and the reality of life in our community and country.

B. Interview (primary source):

Arrange an interview with a director at one of your organizations. Create a list of questions that will allow you to get to know the program from the perspective of someone who is highly involved and knowledgeable about the cause. Consider the following in formulating your own questions:

When and why was the organization founded? How does it impact our community? Who does it serve? Is it privately or publicly funded? In what ways can members of the community be involved? Why did he or she choose to become involved?

Your interview may be submitted in written or recorded format (with permission).

MATHEMATICS/BUSINESS:

A. Fund Raising Development:

Develop a financial goal based on current needs of one of your organization s (speak with a director to determine what their current goals or initiatives are). Then, create a plan to raise a specific dollar amount, including a projection of when you should meet your goal. Include your target audience and your fund raising method. Present your plan in a formal proposal, including a graph or chart to show your projected short and long term progress toward that goal.

B. Statistics:

Research local and national statistics on the social issue connected to one of the organizations that you’ve worked with. Create a presentation to display these statistics in a manner that will be revelatory to your audience and will garner support for your cause.

CAP AND “TRANSITION PROGRAM” PARTNERSHIP

The Transition Program staff will be available to assist and support 11th and 12th graders complete the requirements of the Community Awareness Program. This support can be accessed by student request or teacher referral. There are two teachers, on staff, who are able to and willing to assist students: Ms. Grant and Ms. Machnica. Students will be provided with individualized support, only using what they need. Supports include:

➢ Securing the placement (linkage) with U-Give or other acceptable agencies

➢ Assisting with transportation problems

➢ Brainstorming alternatives when transportation isn’t available

➢ Support for students struggling on site

Point Breakdown for the Project:

1st Quarter: 100pts towards your quarterly average, includes the paper and proof of hours.

2ndQuarter: 100pts towards your quarterly average, includes the paper and proof of hours

3rd Quarter: 100pts towards your quarterly average, includes the paper and proof of hours.

4th Quarter: 200pts = 100 pts toward your fourth quarter average and the remaining will represent your final exam grade; this includes the final, professional looking portfolio and all of the required contents.

Your completed project must be submitted in a three-ring binder/ portfolio, with each entry either laminated or encased in a transparent sleeve to ensure its professional appearance. The aforementioned will also prepare participants for the desired portfolios necessary to obtain jobs in the competitive workforce environment they will soon be entering. Finally, each participant must earn a collective score, based on the following rubric, of three or better to receive a passing grade for the English III exam.

CAP Alternative Project

In the event that you choose not to participate in the community awareness project, you will be responsible for completing an eight-page research paper at the end of the school year with the following requirements.

1. You will forfeit 100 points a quarter as outlined in the course description guide and this project packet.

2. Complete a thesis driven research paper to demonstrate their ability to write, research, and communicate their ideas in a manner, which will make them marketable in the current post high school climate.

3. Individuals will choose one of the prompts from the attached list of possible arguments regarding the issues of: race and ethnicity, multiculturalism or diversity, or education that will be distributed the week of May 13, four weeks prior to the last day of classes, to develop their thesis statement and paper.

4. Students will then properly implement six different academic resources to support their position on the aforementioned argument.

5. Students will submit their completed paper to their assigned English III instructor on June 10th, the last day of classes, electronically. Failure to meet the deadline will result in an automatic 0 for your final exam grade.

6. All papers must argue one position of their chosen argument.

7. Papers will follow the guidelines of proper thesis writing as modeled throughout the year which include but are not limited to: refraining from using the words “I” or “You”, utilize proper in text citation, no quotes longer than three lines, 12 point Times Roman Font and the entirety of your paper must adhere to current MLA/APA format as outlined on the Purdue Online Writing Lab at .

English III Final Evaluation Contract

I (Student’s Name Printed) ___________________________________ agree to complete the ______ CAP project _______ Research Paper (you may only pick one and will be held responsible for all of the requirements of your choice) and all of its components outlined in this packet and below for my English III final evaluation. Further, I have discussed/reviewed the aforementioned with my parent/guardian and commit to the accolades and consequences associated with my effort/actions involved with my chosen evaluation method.

Brief Synopsis Of Evaluation Requirements (A Full Description Can Be Found Within The Attached Packet):

Cap Project Overview:

1. 12 approved service hours must be completed with proper documentation.

2. 4 approved service hours by the nine-week mark of the first three academic quarters. A two page analysis, with proper in text citation due at the end of the first three quarters and a three to four page overview of your entire CAP experience due at the end of April.

3. One cross curricular project

4. All of the aforementioned will be submitted in a three ring binder the week of April 22, 2013

Research Project Overview:

1. Student forfeits 100 points every quarter, throughout the year.

2. Student will receive a topic of the teacher’s choice to complete a ten-page thesis/research paper.

3. The aforementioned will be distributed the week of May 13th 2013 giving students four weeks to submit the paper electronically.

4. The paper MUST follow the strict guidelines associated with both a thesis paper and the MLA/APA format outlined on the OWL Purdue University website

SIGNATURES:

Student Signature ____________________________________________________

Parent / Guardian Signature ___________________________________________

Parent/Guardian’s email address/best number to be reached at.

____________________________________________________________________

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