KENYA:

NYUMBANI CHILDREN'S HOME

www.nyumbani.org

Nyumbani Children’s Home was founded in 1992 to care for children abandoned at birth after testing positive for HIV. Because these children carry their mothers antibodies, 75percent actually give a “false positive” when tested. At Nyumbani, children are cared for until a definite assessment of their HIV status can be made. Children found not to have the virus are adopted or assisted in finding other homes. Children who are found to be HIV+ are given the best nutritional, medical, psychological, academic, and spiritual care available, and live at Nyumbani until they become self-reliant. (See photos of Nyumbani kids!)
 

NIGERIA:

NUMAN SCHOOL PROJECT

www.numanschoolproject.org

The Numan School Project is dedicated to renovating the primary schools of Numan, Nigeria, to enable students there to receive a better education. Currently, schools lack everything from books, pencils, chairs, and desks to plumbing and lunch programs. The Numan School Project aims to provide not funding not only for these necessities, but also for structural renovations done by local residents, thereby enabling the community itself to support their children’s education.

GUATEMALA:

LIFE OF HOPE MINISTRIES

www.lifeofhopeministries.org

Life of Hope Ministries is a Christian organization that promotes awareness for the plight of Guatemalan street children suffering from poverty and the effects of civil war. The organization supports programs focused on rescue and relocation to safe foster homes, as well as supporting their health and education. Their constant mission is to empower these children to create a better life for themselves. (See photos of Life of Hope kids!)

PERU:

ANGELS OF THE AMAZON

www.perujungle.com

Angels of the Amazon provides essential medical care, surgeries, therapy, and treatments for children living in the remote jungles of the Amazon rainforest, and donates medical supplies to the jungle first-aid clinic.  AOA also provides these children with educational supplies, scholarships, and academic encouragement. To assist families without disrupting the native culture, AOA has helped establish a village cooperative that trains local women to design, produce, and sell handmade crafts which supplements their income and empowers them to better provide for their children’s needs. (See photos of Angels of the Amazon kids!)

HAITI:

L’ATHLETIQUE D’HAITI

www.lathletiquedhaiti.com

L'Athletique d'Haiti is an after school sports and tutoring program for youth living in the slums of Port au Prince, Haiti, that not only provides kids with the opportunity to play sports but to succeed in school as well.Focusing on soccer, basketball, and track, the program aims to teach self-esteem, discipline, and dedication --skills developed through playing sports. Currently serving over 1,300 young athletes from ages 6 to 20, who qualify by remaining enrolled in school full time, L’Athletique d’Haiti provides athletic training, after-school tutoring, and one hot meal per day. (See photos of L'Athletique d'Haiti kids!)

AFGHANISTAN: U.S./Afghanistan Junior Investor Program  

 “Peace. It does not mean to be in a place where there is no noise or trouble or hard work. It means to be in a the midst of those things and still be calm in your heart.”       -Unkn own

 

Program Leaders

Missy Klapperich; Cannon Falls Middle School 6^th grade social studies teacher

Dina Fesler; CCC program coordinator

Kathy Braga; CCC program coordinator

P.E.C.A. directors; Kabul, Afghanistan

 

Problems Addressed
For American youth -- American children have little knowledge of the realities of life for young people in other cultures, especially war-affected areas. Due to the war in Afghanistan, many have an inaccurate understanding of Afghan culture and are unable to put a human face to this country. News focused solely on the Taliban and extremist groups leads to widespread stereotyping and distrust of all Afghans.

 

For Afghan youth – Due to 30 years of war, Afghans continue to struggle to strengthen their own local economies. Students in this program live in an economically vulnerable area, which is heavily controlled by Taliban. Areas like these are the easiest targets for Taliban and insurgent groups to exploit. Limited university capacity leaves high school graduates with little opportunity for advancement. Students without college prospects or vocational skills are most vulnerable to radicalization due to a lack of positive stimulation and economic insecurity. Many young Afghans have an inaccurate and/or negative image of Americans due to lack of exposure and misinformation and prohibited communication.

 

For American society – Americans have become exhausted by eight years of war. Many no longer see the US military involvement as a solution and believe that more sustainable options must be explored.

 

For Afghan society – Afghans need more economic opportunities, as well as protection from insurgencies in order to take care of their own people. Studies have shown that Afghan communities with strong economies are most successful in fending off Taliban influence.

 

Both sides experience issues of stereotyping (Afghanistan and U.S.) due to lack of communication, leading to fear and distrust, and potentially leading to future problems even after the war is over.

 

Goals

To implement a joint peace-building and educational program in American middle and high schools that gives U.S. students the opportunity to build positive relationships with their Afghan peers by teaching one another about their lives. This groundbreaking program will also give U.S. students the opportunity to co-invest in the vocational training of their Afghan peers to help them develop sustainable, market-based solutions to strengthen their local economies and help them avoid recruitment into insurgent groups as a means to an end.

Outcomes

American youths who participate in this program will:

-          Learn firsthand about the culture and conditions of life in Afghanistan.

-          Share their own culture and build positive relationships with young people in Afghanistan.

-          Take concrete steps to help others in need and feel a personal connection to philanthropy.

-          Demonstrate the goodwill of the American people by making supportive, cross—cultural and interfaith connections in a highly volatile part of the world.

-          Take pride in having a leadership role in the peaceful reconstruction of Afghanistan.

-          Have a leadership role by teaching the curriculum to younger students.

-          Have already raised $1,800 to enroll the first 18 Afghan students in vocational training as a result of their first fundraiser last November.

 

Afghan youths who participate in this program will:

-          Gain a more accurate understanding of the culture of young people in the U.S.

-          Become empowered by sharing their lives and culture with American children.

-          Contribute to the economic stability of their region.

-          Avoid recruitment into extremist groups.

-          Take pride in having a leadership role in the peaceful reconstruction of their country.

-          Contribute to the economic sustainability of the school.

-          Sanctioned by community elders, these students have recently made unprecedented contact with Americans by writing letters to the American students who held the fundraiser.

 

Program

·         Step One: Education - Putting a human face on modern Afghan society.
Together with partners in the Cannon Falls schools and P.E.C.A., a nonprofit organization that builds schools in Afghanistan (www.afghanmodelschool.org), WKR will create an 10-part social studies teaching curriculum for American middle/high school classes, including learning-based activities, handouts, discussion topics, and 10-part DVD on contemporary life in Afghanistan.

Step Two: Investment – Creating opportunities for kids to change the world.

1. After finishing the curriculum, the American class will do a project to raise $100 which will be used to sponsor one Afghan student’s vocational training program for one year. The purpose of having the kids do the fundraising is to teach them the relative value of money, as well as give them more personal ownership of the project. Similar to micro-credit lending, the American students are investing in the success of an Afghan student who they will want to see succeed. However, instead of a return on a financial investment, the US students will have the opportunity to learn first hand about how the $100 is being used to effect change.
2. While the Afghan student learns their trade of choice and is training to be a businessperson in Afghanistan (studying marketing, pricing, distribution, sales, etc), the U.S. sponsoring class also learns at the same time. The curriculum that the Afghans use will be translated into English so that the American teacher/class can witness this education in action. Monthly updates from the Afghan student on how it feels to be a part of this vocational class, be able to ask questions, hear the Afghan student’s thoughts/perceptions will provide an invaluable, multi-faceted learning experience.
3. After the Afghan student begins business, a percentage of his/her revenues will be co-invested back into the school for long term sustainability of the program for future students.
4. Upon completion of the course study, the American students will co-invest in the program by teaching their experiences to a younger level class of students.

"You and I are alike in some ways; we are both kids that have goals and dreams.  One day whether it is soon or sometime in the future you will have a safe place to live.  I pray every night for you and hope that you can grow up to an important person; a doctor, a lawyer, maybe part of an organization that helps kids who are in the same situation as you were.  Don’t let anything stop you from dreaming, no matter what anyone says they can’t take that from you.  Dream BIG!”

~Harlie; Cannon Falls student

 

IRAQ: U.S./Iraq Young Ambassador Program 2010    

 “Look at other people and see yourself in them. Realize that we are truly one.  We may be different in our cultures, colors and beliefs...but we all need love in our lives."       -Cherokee Philosophy

Program Leaders

Todd Thompson; ArtTech Science teacher

Joe Pahr; ArtTech Social Studies teacher

Bustan directors; Suleimanya, Iraq

Problems Addressed

For Iraqi Youth-- Iraqi teenagers have little knowledge about other nation's cultures and civilizations, especially that of Americans, yet for the last six years their lives have been deeply affected by the war involving the U.S. This lack of world orientation causes escalation of sectarian and ethnic violence within Iraq and getting the youth involved in the sectarian violence, both directly and indirectly. Iraqi teenagers often are found to have little appreciation or respect for cultural and religious diversity.

For American youth--American teenagers have little knowledge of the realities of life for young people in other cultures, especially war-affected areas. Many have an inaccurate understanding of Iraq and believe that Iraqis are the enemy. This can lead to negative stereotyping, fear and distrust, and ultimately, a dangerous future between the Iraqi and the US youth.

Goals

To foster peace, respect and friendship among U.S. and Iraqi teens through a school-based cultural communication exchange experience. This project will create marketable evidence of the process and results for the American and international communities to see. It will inspire participating kids to embrace their leadership roles beyond completion of the program and reach even larger audiences, and engage American and Iraqi youth in peacemaking through education and advocacy.

Outcomes

American youths who participate in this program will:

-          Learned first-hand about the culture and conditions of young people in Iraq

-          Make cross—cultural and interfaith connections around the world

-          Represent the U.S. as ambassadors and young leaders of our nation.

-          Become community spokespeople on peace-building with Iraqis.

Iraqi youths who participate in this program will:

-          Gain a more accurate understanding of Americans and American culture.

-          Share their lives and culture with American children.

-          Become empowered as leaders representing their nation.

-          Become community spokespeople on peace-building with the U.S.

Program

Fifty students (15-16 years old) in each country will team up in groups of three. Each American group will be paired with an Iraqi group with whom they will communicate with during the entire length of the project. Every week, each group will study one aspect of culture: 

1. Cultural Introduction (location, language, population, religion, ethnic diversity)
2. Place and Time, Geography (land, climate, flora/fauna)
3. Family Life (family members/ roles, traditions, celebrations, weddings, household chores)
4. Food, Clothing, Shelter, Transportation (how is food prepared, popular clothing trends, what do houses look like….)
5. Economics (jobs, technology, money, trade, imports/exports)
6. Education (school systems, how people teach)
7. Communication (written and spoken languages, TV, radio, body language)
8. Arts and Recreation, Sports, Dance, Music (use of leisure time, popular culture)
9. Belief Systems (religious beliefs and practices, myths, birth and death rituals, what do people value)
10.  Government (who makes and enforces laws, how do people resolve conflicts, discussions on peace-building)

Every two weeks, each group will conduct email interviews with the other group in order to research and learn about each of these cultural areas (two areas will be covered every two weeks). These interviews will be conducted through a Google “gmail” account shared by each team. Each team will continue to build upon the same document over the course of the term.

Initial letter: Before the interviews begin, each group will introduce themselves to the other by an initial “letter exchange” on their gmail account. From there, each group will focus one of ten cultural topic areas each week, preparing questions for their interviews.

Interviews: Each interview session must explore both factual and personal information on the other’s culture and life. For example:

Family Life Question:

What is a typical family size in one home?

Who are all the members of your family that live with you?

Who is your relative that you feel closest to and share a story about something memorable you did together recently.

Concluding letter: Each group concludes with a letter discussing what they learned about their friends during this interview exchange.

 HAITI: U.S./Haiti Young Leaders Program  

 “Happiness lies in the joy of achievement and the thrill of creative effort.”     -Franklin Roosevelt

Program Leaders

Jean Janicke; Washington DC program coordinator

Lisa Van Dyke/Port au Prince, Haiti, CCC Haiti program coordinator

FLOC Community Center leaders; Washington DC

L’athletique d’Haiti directors; Port au Prince, Haiti

Problems Addressed

For American Youth-- American inner city youth struggle with issues of violence, race, poverty and constructive self-expression. Many lack knowledge of other world cultures, and the perspective of how relatively fortunate they are. They often need constructive opportunities to become leaders in their communities.

For Haitian Youth--Young people in Haiti’s oppressive slums often lack the ability to imagine different lives for themselves. Usually on the receiving end of charity, they feel isolated by the international community, and need more opportunities to see themselves and teachers and leaders, rather than victims.

Goals

To create a leadership-building exchange between the kids of FLOC, an inner-city Washington DC youth center, and kids of L’athletique d’Haiti, a leadership-through-sports program that serves Haiti’s most impoverished youth. This project will incorporate the use of art and culture to help each youth group teach the other about their culture, as well as to demonstrate their ideas on leadership. At the end of the exchange, the FLOC youth group will organize a fundraiser that will exhibit the art of the Haitian students in a Washington DC gallery.

Outcomes

American youths who participate in this program will:

-Gain a better understanding of the lives and culture of their peers living in Haiti.

-Understand the relativity of socio-economics in each society.

-Make a positive difference in the lives of other at-risk youth through supportive interaction.

-Demonstrate leadership by organizing a fundraiser to impact their impoverished Haitian friends.

Haitian youths who participate in this program will:

-Have a chance to interact with peers in the U.S.

-Become teachers and leaders by sharing their knowledge on toy-making with the U.S. kids

-Show their dreams for the future by creating artwork that will go on display in Washington DC.

Program

In December 2009-January 2010, Lisa Van Dyke traveled to Haiti to begin the cultural exchange. She used CCC’s paper doll activity to conduct leadership sessions with about 50 middle and high school aged children. Using assorted fabric scraps and trims each child used the paper doll template to depict themselves as a leader, and to describe the dreams they have for their future. Lisa also had several Haitian children teach a step-by-step course on how to make toys out of garbage and recycled materials, which is usually how these children have access to toys.

After returning to the U.S., Lisa compiled all images of the art and the children who created it onto a YouTube video. From there she sent the original artwork and garbage toys and a “how to” photo lesson to Washington DC where Jean Janicke is currently conducting the U.S. side of the exchange in a three-week program with the FLOC kids. Jean’s curriculum focuses on Haitian culture, social issues and self-expression:

Lesson 1: Jan 19-21, Intro and current events

LEARN:

1. Talk about the earthquake

    What are some of the factors that made the disaster so bad?

    What are people in DC doing to help?

2. Real kids in Haiti

Photos and stories from Lisa’s trip

DO:

Borrow from Chicago improv theatre- jump up to get facts on Haiti, use facts to complete bingo card

Lesson 2 Jan 26-28, The US and Haiti: Same Hemisphere, Very Different Worlds

LEARN:

1. What do we remember about Haiti? Refresher with puzzle.

2. Economic differences between Haiti and US- game with candy or moving around the room to   line up with US versus Haiti stats

DO:

Toys from trash competition

Materials:

Instructions from the kids in Haiti

Items normally headed for the trash or recycling bin: bottle caps, corks, and coffee cup lids for wheels, straws for axles, other items with an interesting color or shape

Lesson 3 First week of February, Haitian Culture and Art

LEARN:

Folk tales from Haiti, act out with costumes

Source: The Magic Orange Tree and other folk tales from Haiti

Materials: Photocopies of the shorter stories, hats and other costume items

DO:

Make a spirit flag OR peace flag to send to Haiti

Sources:

Book Spirits in Sequins

American Museum of Natural History Haiti exhibit website

Materials:

Copy outlines from book, color photocopies of sample flags,

Construction paper, paint pens, sequins, glue

Additional material:

Questions from Mountain Beyond Mountains

-What is meant by the phrase, “All suffering isn’t equal” on page 216? How does this belief shape the work that Paul Farmer, Jim Kim, and Partners in Health do?

-Many people in Cange believe that Paul Farmer “works with both hands,” meaning that he works both with science and with the magic necessary to remove Voodoo curses (page 27). How did he learn about the role of Voodoo in the lives of the residents of Cange? How does Farmer interpret the continuing presence of Voodoo in modern Haitian life?

GUATEMALA: Sibley Elem./La Limonada Peaceflag Exchange  

“Sharing yourself with others and accepting their love for you is the most precious gift of all.”    

-Lillian Carter

Program Leaders

Rich Koechlein; Guatemala City, Guatemala; traveling CCC volunteer

Amy Pfefferle and Darren Lofquist; Northfield; Sibley teachers

Life of Hope Ministries directors; Guatemala City, Guatemala

Problems Addressed

For American youth—American students have little first knowledge of different world cultures, particularly the realities of life for their peers growing up in dangerous gang-infested slums. Their cultural and socio-economic insulation can prevent them from appreciating the opportunities they have. They need more ways to become empowered by contributing to the world around them.

For Guatemalan youth—Children growing up in dangerous, gang-controlled neighborhoods desperately need education to prevent the cycles of violence from repeating. They need a connection to the outside world, and opportunities to feel proud of their heritage by teaching their own culture to outsiders.

Goals

To help elementary school students in a Northfield and their peers in a Guatemala City slum school create friendships with one another, and teach their respective cultures to one another through an on-going art based communication exchange.

Outcomes:

American youth participating in this program will:

-Learn about Guatemalan culture and the lives of the children there in a direct and experiential way.

-Feel empowered by representing American culture through this exchange.

-Have a personal connection to philanthropy; become leaders by taking action steps to help their friends in need.

Guatemalan youth participating in this program will:

-Feel pride in teaching their culture to students in the U.S..

-Realize that they have new friends in the U.S. who care about them and want to help support their education.

-Be inspired to stay in school and create better lives for themselves through education.

Program

In January 2010, Rich Koechlein conducted a presentation on Guatemalan culture to the children of Sibley Elementary. He led a discussion on sharing culture, and had each child create artwork that describes how they see their own culture. Each child was photographed holding their artwork, and all art and photos were assembled onto peace flags that Rich will give to the classrooms in the partnering school in the La Limonada ghetto. Letters were written that shared Minnesota culture and asked questions of their Guatemalan friends about their culture.

From there, Rich traveled to Guatemala to conduct sessions on culture with the students there, as well as collected art and photos for a peace flag for the Sibley students.

On February 16, Rich will conduct a follow-up presentation and deliver the peace flags and letters. This exchange will continue via mail between the school for the next three months where they will use art to communicate on culture and strengthen friendships. The U.S. classes will conduct a fundraising drive to collect school supplies for the Guatemalan children in the La Limonada school.

NIGERIA: Minnesota/Numan School T-Shirt Exchange 

 “A lemon beside an orange ceases being a lemon, and the orange an orange, and they become fruits."

-George Braques

Program Leaders

Dina Fesler; Cannon Falls

Pepe Wonosikou; Numan School Project director, Numan, Nigeria; CCC Nigerian program coordinator

Problems Addressed

For American Youth- Many American students have little first knowledge of different world cultures and how their peers in the Third World live, especially children living in an impoverished village in West African. They need more exposure to other cultures and first hand knowledge through communication. Inner city youth need to gain perspective on their lives by seeing the struggles faced by their peers in other countries.

For Nigerian Youth-Most Nigerian children growing up in rural village schools are lucky to have any education at all. They sit on dirt floors without enough books to study from, and the sense of isolation can lead them down wrong paths. Most will never have the chance to connect with American youth, or to have leadership opportunities where they can proudly educate American kids on Nigerian culture.

Goals

To help Minnesotan and Nigerian students teach one another about their respective lives and cultures through the process of decorating cultural  T-shirt gifts for one another. To help children in both countries continue to educate their communities about the project by wearing their shirts in public.

Outcomes

American youths participating in this program will:

-Have a chance to learn about Nigerian culture from their new friends in Nigeria.

-Gain greater perspective on struggles faced by children in the Third World, and discover ways they an support them

-Feel empowered as a leader by representing the U.S.

Nigerian youths participating in this program will:

-Become leaders of their community by representing Nigeria to students in the U.S.

-Learn more about the U.S. first hand through their new American friends

-Discover teaching opportunities for themselves while wearing their new shirts depicting U.S. culture.

Program

In June 2009, Pepe Wonosikou conducted a presentation on Nigerian culture with eight middle school students from Cannon Falls, St. Paul and Bertha, Minnesota. Wearing native dress, she showed photographs of how their Nigerian peers live and go to school, and led a discussion on Nigerian culture.

From there, each student was given a white T-shirt and fabric paint to decorate with images reflecting their own culture. In July, Pepe brought back the T-shirts to Nigeria along with letters written by the American children to give to students at Numan school in Numan, Nigeria. While there she conducted the same program with eight students there who also decorated T-shirts to bring back to the American children.

In March 2010, the U.S. students will reconvene to receive their shirts and see Pepe’s presentation on the Nigerian end of the exchange. CCC will also recruit 25 more students from around the Twin Cities, including an inner city Minneapolis school, to join in this next session and create another round of T-shirts to go back to Nigeria in April. They will also discuss staging a fundraiser to help the Numan School buy much needed school supplies to help their new friends in Nigeria continue their education.

IRAQ: War Kids Relief Young Ambassador Pilot Program  

Program Leaders

Pam Middleton, Northfield

Charles London

Sandra Hakim

Northfield Library staff

Bustan Association for Children’s Education, Media and Culture; Suleimanya, Iraq

Problems Addressed

For Iraqi Youth-- Iraqi teenagers have little knowledge about other nation's cultures and civilizations, especially that of Americans, yet for the last six years their lives have been deeply affected by the war involving the U.S. This lack of world orientation causes escalation of sectarian and ethnic violence within Iraq and getting the youth involved in the sectarian violence, both directly and indirectly. Iraqi teenagers often are found to have little appreciation or respect for cultural and religious diversity.

For American youth--American teenagers have little knowledge of the realities of life for young people in other cultures, especially war-affected areas. Many have an inaccurate understanding of Iraq and believe that Iraqis are the enemy. This can lead to negative stereotyping, fear and distrust, and ultimately, a dangerous future between the Iraqi and the US youth.

Goals

To foster peace, respect and friendship among US and Iraqi teens through a multi-faceted cultural exchange experience. This program will create marketable evidence of the process and results for the American and international communities to see. To inspire participating kids to embrace their leadership roles beyond completion of the program and reach even larger audiences. To engage American and Iraqi youth in peacemaking through interactive cultural exchanges and peer-to-peer conflict resolution exercises.

Outcomes

American youths who participated in this program have:

-          Learned first-hand about the culture and conditions of young people in Iraq and how many similarities they all shared.

-     Became advocates of their new Iraqi friends by participating in radio interviews, as well as making presentations at a social justice conference at a college.

-          Become empowered by the fact that they are some of the first American civilians to have built friendships with Iraqi people.

-          Continued to communicate with their Iraqi friends after the program ended.

Iraqi youths who participated in this program have:

-          Learned about Americans and American culture directly from other children.

-          Told their new American friends that they would like to continue the friendships.

-          Told their teachers that they would like to continue to participate in the program.

Program

100 youths in three US cities (Northfield, New York City and Washington DC) took part in a 3-month pilot project to train them as peace builders and diplomats via an interactive cultural exchange with 100 kids from three cities in Iraq.

Exercises were conducted on culture and history, as well as “speaking peace,” diversity and respect and tolerance.

1. Introduction to the Young Ambassador program

• Discussion of the way we represent our group; the way we collect information and learn from others; the way we communicate; the importance of clear and effective communication.
• Though governments make treaties and declare wars, peace is made by people in how they deal with each other. Peace is not just something that happens, but it is something that every one of us has to create.

2. Cultural Exploration – Iraq

Groups of five students work together and each student takes a different category to study from (geography, culture, history, religion/ethnicity, current events). Each student breaks off to cover their list and they must memorize at least three things from their session. Afterward, the group reconvenes and students take turns presenting the information that they know about their area.

3. Diversity & Tolerance – Activity from HIPP

The Planet Game: Purpose: to identify how stereotypes and judgments about others hinder us from resolving conflict. The goal of this game is to explore the difference between facts and judgments, to talk about respecting diversity, and how assumptions have impacted you personally. This game is about fact-finding across cultures.

4. Letter Writing Sensitivity Training

-Using a white board to make a list, ask kids to go around the group coming up with questions that would be appropriate to ask someone they don’t know or have just met. Have them think about what questions they personally would feel comfortable answering. In a separate column, discuss what questions would make them feel uncomfortable to be asked.

-Conduct an exercise where kids are split into pairs asking one another the good questions on the board, like an interview. After each pair has interviewed their respective partner, have them take turns going around the room with the interviewer introducing their partner to the rest of the group by sharing the answers to the questions.

-Practice asking questions by first sharing your own personal story of comparison.

5. Advocacy

What is Advocacy? What are the tools of advocacy?

After brainstorm, divide into groups of four. Each group gets a card with an Iraq “issue” on it, and some possible solutions.

As a group, they need to come up with a strategy using the tools on the board to address this issue. They will present it to everyone.

What is the most important thing about this issue you want to share? What is your message?

How do you want to share it? (radio, newspaper, talking at the dinner table, etc.)

“Thank you for trying to reach out to our country. I am very excited to read your letter. It is beautiful. I really want to know more about your life in Iraq. Please write me more about your culture, life structure, and your education.”                                                                                                                        -U.S. boy

“My hope is to continue studying in this school because it is very progressive. My dream is to become a useful member for my society and nation. I ‘d like to meet the new friends that I may meet through this program. I was delighted to write this letter.”                                                                                 -Iraqi girl

INDIA: Northfield/ASHA Girls Journal Project   

“We must be the change we wish to see in the world.”     -Gandhi

Program Leaders:

Dina Fesler; Northfield

Nancy Anderson, Pune, India; CCC international program coordinator

Rich Koechlein; Pune, India; CCC international program coordinator

Sara Jaramillo; Northfield, youth leader

ASHA directors, Pune, India

Problems Addressed:

For American Youth- American teenagers have little knowledge of the realities of life for their peers in Third World countries, especially those living in India’s oppressive slums. Some have seen movies like “Slumdog Millionaire,” which shed some light on the plight of these children, however, they feel they have no means to help.

For Indian Youth-Girls growing up in India’s slums often suffer from illiteracy, lack of information on preventative health care, and domestic violence. Many drop out of school at young ages to become domestic servants because they are not encouraged by their families to continue their education. Lack of exposure to the outside world makes it difficult for them to imagine a different path in life, thus leading to a repetitive cycle of poverty for their own children.

Goals

To help, 30 teenage girls in Northfield and 30 teenage girls in an Indian slum create a mutually rewarding bond by sharing their lives and feelings through a common journal. To help these girls connect in a meaningful, age appropriate way by expressing their inner thoughts, hopes and dreams with a peer in a very different life situation. To give them a chance to view their lives and their worlds from a different perspective, to inspire them, and ultimately empower both groups to discover new possibilities for their futures.

Outcomes:

American youths who participated in this program have:

-Made a personal connection with the peers living in an Indian slum and learned first hand about their lives, their similarities and differences.

-Are in the process of organizing a fundraiser to support the ASHA community center which serves the Indian girls.

-Realized how fortunate they are to have the education and opportunities as Americans.

Indian youths who participated in this program have:

-Stayed in school due as a result of the program.

-Received better grades in school.

-Participated in community activities as a direct result of their confidence built by this program.

-Become mentors to children from other communities.

-Inspired their mothers to get involved.

-Expressed an interest in having careers, including photography and journalism.

Program

In March 2009, Sara Jaramillo recruited 30 Northfield high school girls to participate in this two-month cultural exchange.

Session One/U.S.: Dina gave a presentation on India and the teenage girls served by the ASHA program. Indian tea and snacks were served. Each girl got one journal that she would share with her counterpart in India. Her job was to decorate the front side of the journal and write 2-3 pages of whatever she wanted to share (daily schedule, family, friends, photos, poetry, sketches, etc.)

Session One/India: Rich Koechlein traveled to India and passed out the journals to the 30 girls in the ASHA program. With the help of ASHA’s translators, he conducted a session on the project and asked the girls to decorate the backsides of their journals and to write 2-3 pages on the same sorts of topics.

Session Two/U.S.: Dina and Rich led the session. Rich presented a slide show of the trip so they could see the Indian girls participating on the other end. He passed out journals to the girls. A native Indian who speaks Marathi came to the session to translate the journals. The girls had one week to continue writing in their journals.

Session Two/India: Nancy Anderson traveled to India to deliver the journals to continue to work with the Indian girls on the other side and bring back the journals again.

Session Three/U.S.: Dina and Nancy led the session for the Northfield girls. Nancy presented a slide show of her trip and passed out the journals again to the Northfield girls.

“This is truly a miracle.”

Minal Dani, ASHA founder in response to the program

KENYA: FLOC /Nyumbani Young Ambassador Club                 

"Man’s mind, once stretched by a new idea, never regains its original dimension.”

-Oliver Wendell Holmes

Program Leaders

Jean Janicke/Washington DC;

Megan Mullally/Nairobi, Kenya; CCC Kenya program coordinator

Jen Geiling; CCC Kenya program coordinator

FLOC community center leaders; Washington DC

Nyumbani Children’s Home directors; Nairobi, Kenya

Problems Addressed

For American youth- Many impoverished children in the Washington D.C. area are in need of mentorship, counseling, and emotional outlets. They need opportunities to feel empowered and valued by having something to share with and teach others. All American kids need to learn more about other world cultures and issues, especially the lives of other peers who are in even more need.

For Kenyan youth- AIDS orphans growing up in Nyumbani have long been considered “throwaway kids” by their own society. Growing up without parents and living with HIV is hard enough, but the social stigma associated with AIDS has made it difficult for these children to attend public school, as well as feel as though they have something to contribute to society. They have very few opportunities to feel like leaders.

Goals

To help at-risk children in Washington DC and AIDS orphans living in the Nyumbani Children’s Home develop leadership abilities through cultural exchange. To help these children self-express, deal with emotional issues, and make positive connections with these peers on the other side. To help the U.S. youth become community leaders through their efforts to support the education of Kenyan children in need. To empower the Kenyan AIDS orphans by giving them the chance to represent their country as  ambassadors.

Outcomes:

American youth who participated in the program have:

-Become empowered by sharing their stories and lives with their peers in Kenya.

-Learned about the unique aspects of Kenyan culture and befriended Kenyan children.

-Developed a greater appreciation of their own opportunities in the U.S.

-Become community leaders by raising enough money through a cell phone recycling program they started to buy 16 backpacks filled with school supplies for their Kenyan friends.

Kenyan youth who have participated in the program have:

-Demonstrated remarkable change in their community after only 11 days. The participating students made a presentation to over 300 community members on being Kenyan ambassadors and leaders. Here is their program:

“First and foremost, we would like to thank you for coming today to see our presentation.  We would also like to thank Teacher Ben for all of his guidance and assistance these past weeks.  We are the Kenyan Ambassador’s Club.  Jen and I brought lots of things from the United States that describe American culture, people, and way of life.  Our club met 11 times over the last 3 weeks!  Our students have learned some interesting things about the United States and through several projects have put together information on life here in Kenya and at Nyumbani.  Jen and I will take this information back to America to teach those students more about Kenya.  Now our 30 bright and inspiring students will share some of the activities and lessons learned in the club.

Nzula and Mutanu: Ambassadors are people who represent their countries to others.  While doing this they learn more about other countries and teach about their own.  Ambassadors trade skills and knowledge to understand each other’s culture and way of life.

Nthenya and Tabitha: Our first activity as ambassadors was to make pictures to teach other people about Kenya.  Many of these pictures showed the map, flag, geography, and wildlife of Kenya.  We hope our pictures get others to know about Kenya and love it as we do.

Musyoki and Musili: When ambassadors teach about Kenya and study other countries they learn what is common and what is different.  This helps us to understand others so that we can be respectful of our differences.  Also we can learn skills from other countries that we can use in Kenya to be more successful.

Koki and Esther: As part of the club we were given notebooks from American students teaching us about life in America.  We were given the responsibility to make pages about ourselves and our community.  These pages will be taken back with Megan and Jen to teach American students about us and our lives.

Nduku and Emmanuel: One fun way to learn about other cultures is through storybooks and games.  In our club we read two American storybooks and played the famous game “checkers.”  American students will now read Kenya storybooks - e.g. Hare and Hyena and Licence to Fly - and play Kenyan games.

Munyiva and Masika: Another way for Americans to learn about Kenyan culture is through food.  We are sending information on how to cook some of our foods – e.g. chapati and meat stew.

Mbeke and Musyoka: Communication is important for ambassadors.  We were able to communicate with our American friends through letters and our pages.  We shared things about ourselves and asked questions to our friends.

Jemimmah and Syomiti: Our clothes are ways to show Kenyan culture and traditions.  We used cloth and pens to draw ourselves so that students in America can see who we are and how we dress.

Mwanzia and Mwanzia: One of our favorite activities was taking a paper doll from America around the village.  We were given cameras to take pictures around our house and school.  These pictures will go back with Jen and Megan to show our American friends how we stay.

Vengi and Mary: We learned about community service and helping others.  Some of the ways we can serve people in our community are by fetching water, collecting firewood, helping with home duties, and looking after cattle for needy people.

Mumbua and Zadock: As part of our Ambassadors Club, we served our community by collecting rubbish.  We cleaned the area by the staff houses and filled eight plastic bags.  It is important for leaders to do community service.

Kamile and Prudance: Leaders are people who set good examples for others.  They are responsible, honest, trustworthy, and merciful.  Some of the leaders at Nyumbani Village are the managers, counselors, and teachers.

Angeline and Muia: We named several important leaders from America and Kenya.  Jen taught us about the President of the United States, Barack Obama.  Megan read us a book about Wangari Maathai and the Green Belt Movement.

Agnes and Purity: Every day we wrote in our journals to review what we had learned in our meeting.  This activity helped us find ways we could be ambassadors for Kenya and leaders of our community.

Kathini and Meshack: As ambassadors of Kenya we hope to teach others to live in peace.  We will be leaders in our community and the world.  Together we will shine!

Program

Beginning in November 2008, Jean Janicke conducted a four-part program on Kenya at the FLOC community center:

Session 1

Learn: About Nyumbani  (photos, presentations, etc from Erin K.)

Do: Exercises to learn about Kenya.  Visit stations and rotate every 15 minutes

• *Country basics, (location, history)
• *Nature/environment/animals
• *What do people there do? In rural tribes/in Nairobi/sports
• Food (make a dish I looked up)

[Possible inter-session Saturday field trip- Zoo or African Art Museum]

Session 2

Learn: About being an ambassador

• Step 1- Know something about them: (know the culture, know the language, know the people) 
• *Learn some Swahili
• Step 2- Tell something about you (be honest, tell and learn, show that you are a real person)

Do : Letters and Photo lesson/distribute cameras

Session 3

Learn:  Current issues in Africa: 

*AIDS, failed states on Kenya’s borders, last election in Kenya

Do:  Paintings, take photo of each kid with painting,

Talk about fundraiser

[Possible inter-session Saturday field trip to Kenyan embassy

      Session 4

Learn: About music and dance (African Heritage group in DC)

Do: Teaching video with a DC song and a dance

In April 2009, Megan Mullaly and Jen Geiling took the materials prepared by the FLOC students and brought them to Kenya to conduct an 11-day program there:

CCC/Nyumbani Young Ambassadors Club Lesson Plans

Day 1: Welcome

Introduction – Brief summary of club and introduce ourselves.  Students write their names and standards on the board.  Names and standards are written on journals.  Show on globe where Kenya is and where the United States is located.

Take photos for binder – group, individual kids (for their individual binder page), school building, entrance, multi-purpose hall.

Craft – Make sun mobile craft while pictures are being taken.

            Closing – Write in journals.  What do you want to be when you grow up?

Day 2: Being an Ambassador

Introduction – Write in journal.  What comes to mind when you think of America or Americans?  What comes to mind when you think of Africa or Kenyans?

Ambassador Training:

Start discussion with, “What is an ambassador?”

What does it mean to represent your country?  What would be important for others to know about your country?  Generate list together.

Explain what advertisements are and what they are used for.  Look at some ads in magazines.  Do they write good things or bad things about their product?

Individually, make advertisements for Kenya.  What would you want to include? 

Closing – Write reflection in journal.  What did you learn about being an ambassador for your culture?  Why is that important?  How could you be an ambassador?

Day 3: Image of Yourself

Introduction – Use globe to clarify some misconceptions about America / Americans (based on journal entries from previous meeting).  Find Africa and identify that it is a continent.  Find Kenya and identify it as a country.  Find North America and identify it as a continent.  Find the U.S. and identify it as a country.  This is the country where Americans live, where we are from.  Find Great Britain and identify it as where the British are from.

Create / Dress paper dolls – Using fabric, paper, and coloring materials, students “dress” paper dolls to look like them.

Globe Game – Using a large inflatable globe, pass it from one person to the next.  The person throwing the ball calls out the name of an ocean, continent, country, etc. and the person catching the ball needs to find it.

Closing – Finish sentence in journal.  One thing I enjoyed about our meeting today is . . .

Day 4: Working Together

Introduction – Balance Activity: pair up students and have them sit on the floor back to back; link arms, bend knees with feet flat on the floor; pair should stand up together

            What was the purpose of this activity?  What did you need to do to stand up successfully?

Paper Dolls & Photos - Take photos as scavenger hunt; go in pairs and work together to take pictures of paper doll and student in the order of list

Closing – My favorite food is . . .  Ask if kids know how to make the food.  If not, ask them to ask their sho sho or umau before the next meeting.

Day 5: American Culture

Introduction – Write down recipes for favorite foods on note cards.

American Game & Book – checkers and The Lorax (16 kids play checkers and 14 kids read The Lorax & practice acting out the story)

            Closing – The Lorax group acts out their story for the other half of the class

Day 6: American Culture

American Game & Book – checkers and Gracias: The Thanksgiving Turkey (yesterday’s checkers players read the book & practice acting out the story while the other 14 kids play checkers)

Gracias: The Thanksgiving Turkey group acts out their story for the other half of the class

Closing – Reflection on The Lorax and Gracias: The Thanksgiving Turkey (oral discussion)

            What does this story tell you about American culture?

In journals, answer the following question.  What books would tell people in America about Kenyan culture?.

Day 7: Sharing About Yourself and Your Culture

            Introduction – Look at binders from FLOC kids.

What do you learn about American culture from their binders?

What do you want to tell the FLOC kids about you and your culture?

Cultural Pages – Create pages in binder; 5-6 kids per binder; each get two pages and one specialty page to tell about themselves and their lives; use magazines, draw, write, etc.

            Closing – On note cards, finish the sentence.  I would like to ask the FLOC kids . . .

Day 8: Being a Leader

Introduction – Leader Game; break into two groups and play this a few times so that several kids have a chance to be the leader; players stand in a circle and “it” stands in the middle with closed eyes; someone in circle is selected to be the leader; “it” opens his/her eyes and everyone in circle must follow the body movements or expressions of the leader; “it” tries to figure out who the leader is; when the leader is caught he/she becomes “it”

Was it easy being a leader?  What could leaders have done differently?  What could others have done differently to help leader from being caught?

Was it easy being it?  What did the leaders/other students do that made it harder to figure out who was the leader?

            Why does there need to be a leader in this game?

Leadership Training:

Start discussion with meaning of leadership.  What qualities does a leader have?  Who are some leaders in Kenya?  Who are some leaders at the village?  (Generate list on poster paper.)

Talk about Barack Obama – his roots, how he got to his leadership position as President of the United States by starting at lower positions of leadership, how he gives back to his community.

Read Wangari’s Trees of Peace.  Discuss book and how Wangari is a leader in her community.

Community Service:

What is community service?  Identify people / groups of people that need assistance.  How could you help these communities?

What kind of service did Wangari do for her community?  What were the effects of planting the trees?

            Closing – Finish the sentence.  If I could change the world, I’d . . .

Write reflection in journal.  What did you learn during the Leadership/Community Service Training?  How might you use what you learned in your life?

Day 9: Community Service: This was an optional activity.

            Introduction – What is community service?

Community Service Activity – Explain that we will be collecting trash.  Identify what is trash – plastic, paper, bottle caps, candy wrappers, etc. – and what is not trash – branches, leaves, dirt, etc.

Discuss why trash should not be left on the ground.  What could it do to the environment?  To the animals?

Group students and go collect trash in one common area (by staff houses and clusters 9 and 10).

Closing – Write reflection in journals.  Give specific examples of how you can help your community at the village and others.

Students are presented with a Community Service Award (cross craft with Community Service Award written on the back) to show that they participated in this activity..

Day 10: Communicating with People of Other Cultures

            Introduction – In journals, finish the sentences.

I feel good about myself when . . .

A person I trust is . . . because . . .

            Sensitivity Training:

Brainstorm some questions that are appropriate to ask someone you do not know.  Would you feel comfortable answering these questions?  Why or why not?

When you write letters to someone you do not know, it is better to share your story/information first to help others feel comfortable telling about themselves.

Letter Writing – Write a letter to your FLOC friend.

Closing – Write in journal.  Of everything we learned, what was your favorite activity and what did you enjoy learning about?

Day 11: Last Day and Graduation

Short Activity – Take pictures of students with Megan and Jen.  Take group shots.

Hand out “script” for graduation.  Students were paired based on their responses to closing journal entry from previous day.  One will read in English and the other will translate into Kikamba.

Closing – In this club, what have you learned about Americans and American culture?  What have you learned about yourself?

HAITI: Eden Prairie Girls Soccer Team/Haiti Girls Soccer Team 

“We laugh at the same human foibles. We cry at the same human frailties. You care for the things I care for.  Friendship like this adds years to life."     -Maya Angelou

Program Leaders

Amy Leonard/Eden Prairie;

Lisa Van Dyke/Port au Prince, Haiti

Problems Addressed

For Haitian youth- Haitian children live in the poorest country in the western hemisphere and are always on the receiving end of aid. Without opportunities for them to feel like leaders, they are often doomed to repeat they cycles of poverty because they are always in the position of the victims. They know very little of the lives of the American people and usually see them solely as people who donate aid to them but who do not see them as peers.

For American youth- Children in the U.S. have little knowledge of Haitian culture and the lives of kids there. Many U.S. charities organized donor drives, or get people involved in packing and shipping food aid for Haitians. As a result, Haitians are viewed only as “poor people” who need to be helped, but they are not seen as peers. This mentality creates a divide that never really helps either one much in the long run.

Goals

To create a peer relationship between an Eden Prairie girls soccer team and a Haitian girls soccer team by helping them communicate with one another through their common passion: soccer. To help the American girls learn about Haiti/Haitian culture, and begin to understand the lives of their friends in Haiti. To introduce the Haitian children to American kids who see them as equals. To help the Haitian girls take pride in teaching about their culture and discover their similarities with American athletes.

Outcomes

US kids who participated in the program have:

            -Connected with Haitian kids without seeing them only as “poor people.”

-Impacted the lives of the Haitians by giving friendship, as opposed to giving money or charity.

-Developed a friendship based on their love of soccer.

Haitian kids who participated in the program have:

-Become empowered by developing peer relationships with kids in the U.S.

-Learned about the lives and similarities of American kids, and made friends with them.

-Received personal gifts from U.S. kids that weren’t considered charity.

-Became empowered as leaders by teaching American kids about themselves, and sharing their strengths as a soccer player.

Program

In December 2008, Lisa Van Dyke and Amy Leonard conducted a session with 20 Eden Prairie girls to teach them about Haiti and Haitian culture though photos and videos. They also introduced them to the L’athletique d’Haiti program which empowers Haitian youth through soccer and sports training. Afterwards, each of the girls created a scrapbook of photos of themselves playing soccer, as well as sharing information about their lives and families. Each girl also shared information on what her best soccer skills were, and areas she working on to improve.

In January 2009, Lisa traveled to Haiti and gave the scrapbooks to 20 girls in the soccer program there. She also conducted a session on U.S. culture, and discussed the concepts of leadership through sports. Afterwards, with Lisa’s help, each of the girls created a similar scrapbook to give back to the Eden Prairie girls.

In February 2009, Amy hosted a second party for the Eden Prairie girls with a Haitian Carnivale theme, decorations and Caribbean snacks. The American girls received their scrapbooks, saw photos of Lisa’s trip, and then created artwork, decorated Carnivale masks, and participated in video interviews for their new Haitian friends. They also learned some Creole phrases that they spoke on the video, which was later sent back to the kids in Haiti.

Como Park/Cannon Falls Traveling Trunk Program   

“The real voyage of discovery is not in finding new lands, but in having new eyes.”

-Marcel Proust

Program Leaders

Missy Klapperich; Cannon Falls 6^th grade social studies teacher

Laurie Halvorson; Como Park 5^th grade teacher

Kathy Braga; CCC program coordinator

Problems Addressed

For Como Park Youth- Como Park Elementary school has a high immigrant population (85% diverse student body, 50% new immigrants) who face issues assimilating to their new culture. Lack of assimilation can lead to isolation, negative stereotyping, fear and ethnic discrimination. Language barriers and fear of the unknown often prevent these kids from learning about life outside their small communities, perpetuating a cycle of isolation. Immigrant children often lack opportunities to connect with Caucasians as peers. Right now, most of the Caucasians they know are teachers.

For Cannon Falls Youth-Students in Cannon Falls have a lack of exposure to other ethnicities and cultures due to their isolated geographic location. Lack of exposure can lead to stereotyping, lack of tolerance, and compassion for others.

Goals

To help students from a rural school connect with immigrant children in an urban school through an interactive, curriculum-based classroom exchange. To dispel myths and break stereotypes about different ethnic groups by letting them teach one another about their respective cultures. To foster peace and friendship among different ethnic groups who are all “Minnesotan.”

Outcomes

Como Park students who participated in this program have:

-Made cross-cultural friendships with Caucasian children they would otherwise have never met.

-Become empowered as a proud representative of their culture.

-Learned about the lives of children who live in rural Minnesota.

Cannon Falls students who participated in this program have:

-Learned about the lives of new immigrants in Minnesota

-Broken the stereotypes that they had about other races.

-Became empowered by discovering their own unique culture and sharing it with others.

Program

Beginning in the fall of 2008, 100 students in Missy Klapperich’s Cannon Falls 6^th grade social studies classes partnered with 100 students in Laurie Halvorson’s Como Park 5^th grade classes for a yearlong cultural exchange. Every month they used an antique trunk to send back and forth items that taught the other class about their cultures in unique and experiential ways. Items included ethnic and cultural objects, a Hmong quilt, toys, dolls, flags, recipes, school souvenirs, letters, autographed banners and photos. Each student was also paired with a student in the other class to write to every month as a pen pal.

Teachers used the items that arrived in the trunk each month to teach students about the other culture, and to learn how to represent their own culture.

In May 2009, all the students met at the Minnesota History Center for a daylong field trip where the students all got to meet one another in person.