Program

Statement of Objective
Students will…

Sample Methods

Segment 1

Provides background on race, religion, culture and history of both groups as well as institutional racism, power, white privilege and prejudice;  and what it means to be a change agent

January Retreat
Beginning the Journey

meet and begin to develop rapport w/ each other, staff, and the facilitators;
learn and practice basic listening, speaking, relationship-building and teamwork skills;
see video of and discuss MLK, Jr.;
discuss Speak Up

Activities including ice-breakers, making a life map, team-building, dialogue, fishbowl, and problem-solving activities;  Why Blacks and Jews;  Soul Food Shabbat dinner, attend synagogue/Black church;  overview of Judaism and Black history;  learn about tikkun olam, they also will go to each other’s schools this semester to see how others are getting educated; students are encouraged to take risks and share results;  ask Jews re Judaism 

Feb.-African and African American History and Culture

gain a basic understanding of African and African-American history, race, religions and culture,

Expert speakers;  history of slavery, Reconstruction and Jim Crow, the N word, Learn Lift Every Voice and Sing

March - Jewish History and Culture

gain a basic understanding of Jewish history, religion, and culture;. Life cycle events, calendar year, Jewish history 101, discuss assimilation

Expert speakers, Jewish history/creative skit activity;
Israeli dancing w/ Rachel Armoza
Black students/families attend Passover Seder; Jewish students/families attend Palm Sunday/Easter

April Retreat
Creating Social Change, learning about Civil Rights Movement and  St. L Public School Voluntary Transfer Student Program

acquire a framework for understanding civil disobedience and nonviolence—including the role of power—through the Civil Rights Movement;
recognize what is required of them to make change

Students interview successful activists and change agents, (Percy Green, Eric Vickers, etc.) focusing on their 1) motivation, 2) actions taken, and 3) impacts of their actions; watch documentaries about the CRM and discuss; students complete independent research on key Civil Rights figures; simulation activities-Star Power;  session on the Voluntary Transfer Student Program; 

May-Institutional racism/oppression, power, white privilege, and prejudice

gain an  understanding of the concepts of institutionalized oppression and white privilege and how they manifest in our lives

Facilitated discussions about the Fabric and Cycle of Oppression, simulation activities such as The Level Playing Field;  learn ways to fight Hate;  look at effects of poverty on discrimination

Segment 2

Provides real world exposure to and experiences of people and institutions of civil rights and social change efforts

June-July
Transformational Journey

experience people and places important to civil rights and social change in the U.S.

Three+ week trip—NYC, DC, Atlanta, AL, MS, NOLA, Little Rock and Memphis—to meet with past and present change agents.   Process every nigh – ex¨ discussion of the “N” word

July
Processing the Trip and Re-Entry

recognize the personal changes in themselves resulting from the transformational journey; and
learn strategies for integrating their new perspectives with the “old” world they must re-enter.

Facilitated discussions and activities;  discuss potential Action Plans.

July
Fundraising and Speech-Writing

write fundraising letters to at least 10 affluent, influential people;
write speeches about their experiences to be given in the community; and
write brief articles for school paper

Students use templates to start the writing process, refer to notes in their journals to tailor their documents, and work with mentors/editors to refine all the finished products.

Segment 3

provides training and development of facilitation, conflict resolution, and problem solving skills

September
Leadership and Activism

learn how to motivate, mobilize, organize;  students learn their strengths and weaknesses and how they impact efforts to make change

Self- and peer analysis of leadership traits; Students learn about listening, patience, partnering, how to be inclusive.
 Susan Talve, St. Stanislaus, Rachel Storch,

October Retreat
Becoming Change Agents

develop facilitation, and problem solving skills.

Students receive training and  practice facilitating diversity discussions; learn how to converse with those who disagree

November
Conflicts Around the World including Israel/Palestine, and Darfur

look at Israel/Palestine;  Darfur and other hotspots in the world; 
Engage students in histories of resistance to institutionalized violations of minority rights in democratic countries

Expert speakers

December
Role of Media in Social Change

recognize and understand the role and influence of the media in creating change;  discuss December Festivals of Light (Hanukah, Kwanzaa, Christmas).

Students interview members of the local media regarding the nature of media and how it influences change; facilitated discussions;  each brings symbol of their December holiday.