Rationale

Context: In the summer of 2008, I completed this service learning project for Elementary Social Studies Methods under the guidance of Dr. Eric Groce.  This project was also completed with the assistance of my cohort Ka Vang and other teachers and leadership at Startown Elementary school in Newton, NC.

Impact: Students, parents, and teachers all worked together on this project to help students in need at our elementary school.  This project helped students to develop good character traits and citizenship while incorporating a plethora of cultural aspects, which helped students develop appreciation for others.  Students created and helped design portions of a cook book, and parents and staff donated recipes. These were combined to create a cook book that was sold for profits going toward the cause of students at our school who needed money for medical procedures and expenses.  The students made dishes from their recipes and shared them in an international sort of dinner.  Students gained an appreciation for others while helping children less fortunate than themselves.

Standard 16: Elementary teachers develop as leaders in their schools and communities by staying informed about educational policy issues and supporting professional development. Elementary teachers participate in co-curricular activities, provide leadership in student and curriculum involvement, and connect these activities to the development of citizenship ideals in their students.

Indicator 7: Teachers encourage participation in civic and volunteer activities.

Standard 16 indicators 1,3, and 7 were all met through students spending time outside of school working on pages for the cookbook and gathering recipes.  These same students spent many hours after school compiling the recipes into categories and making sure the measurements were all equal units.  Students were encouraged but not required to participate in this project and they all wanted to help as they knew that the proceeds would benefit a student that they all cared about. Parents and guardians were also communicated with by way of letters sent home and recipes sent back to us. This helped to build a partnership and connection between the parents and students and school personnel.