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Program
Strategy
"Never doubt that a small group of thoughtful, committed
citizens can change the world. Indeed, it is the only thing that
ever has."
–Margaret Mead
Using a three-part approach to leadership
training, CCC programs offer American students a unique opportunity
to learn about life beyond our borders by establishing peer
relationships in these foreign lands, and ultimately, taking
action steps to effect positive
change in the lives of these new found
friends.
Curriculum: Working with middle school level classrooms and organized
youth groups in the US, CCC creates and implements educational
programs and activities that teach students about culture in 12
different countries. Using a variety of unique teaching tools and
games, CCC’s strategy is to spark interest in learning about world
culture by making it fun and engaging.
Connection: Working with CCC’s partner charities that serve at-risk
children in these 12 countries, American students are able to put a
human face to these cultures by establishing peer relations with
children who also participate in the international end of the
programs. Connections are made through a variety of mediums
including letters, photography, art, journaling, t-shirt design, and
story writing.
Community Service: CCC aims to cultivate a new generation of philanthropists
who can help disadvantaged children abroad become the future problem
solvers of their own
communities.
After each program, CCC offers suggestions about ways in
which young Americans can use their own talents, creativity, and
energy to make a difference in the lives of their new-found friends.
Students willing to initiate an idea (stage a fundraiser, supply
drive, etc.) are supported by CCC’s resources to help them
successfully execute their project.
Click on the current and previous program links below to
see more.
CURRENT
PROGRAMS:
AFGHANISTAN:
U.S./Afghan Junior Investor
Program
IRAQ:
U.S./Iraq Young Ambassador Program
2010
HAITI:
U.S./Haiti Young Leaders Program
GUATEMALA:
Sibley Elem./La Limonada Peaceflag
Exchange
PREVIOUS
PROGRAMS:
IRAQ:
War Kids Relief Young Ambassador Pilot
Program
INDIA:
Northfield/ASHA Girls Journal
Project
KENYA:
FLOC/Nyumbani Young Ambassador
Club
HAITI: Eden Prairie Girls Soccer Team/Haiti Girls Soccer
Team
Como
Park/Cannon Falls Traveling Trunk
Program
INTERNATIONAL CHARITY
PARTNERS:
Children's Culture Connection is proud to
be an advocate of twelve wonderful charities working to
improve the lives, health, and education
of children around the world:
CHINA:
CHINA AIDS ORPHAN
FUND
www.chinaaidsorphanfund.org
China AIDS Orphan Fund was established to
improve the lives of children orphaned by HIV/AIDS in Henan
Province. Today in this
region more than 1 million people have the HIV virus, mostly
contracted while donating blood for money in the early 1990s. As
adults succumb to the disease, their children often must shoulder
responsibility for their own care and that of their younger
siblings. Funding priorities include education for AIDS orphans,
humanitarian services to families affected by HIV/AIDS, medical care
and training, as well as foster care and orphanage programs.
INDIA:
ASHA; BETTER LIFE
EDUCATION PROGRAM
www.mapsadopt.org/hum_aid/india_aid.html
Action for Self-reliance, Hope & Awareness
(ASHA) was established in 1993 to address violence and
injustice against women in India. Their Better Life Education
Program targets adolescent girls in impoverished
areas to proactively break the
trend of domestic violence, poor health, and low self-esteem.
Through an interactive community program that teaches positive
self-image, nutrition, personal care, sex education, vocational
guidance, life skills, and literacy, girls develop healthy
attitudes and confidence, and are encouraged to seek help in dealing
with family problems. (See photos of ASHA
kids!)
AFGHANISTAN:
AFGHANI MODEL
SCHOOL
www.afghanimodelschool.org
Afghani Model School addresses Afghani
children’s educational and public health needs. Because education is
the best means of achieving stability and safeguarding against
extremist ideologies, P.E.C.A .(Partnership for Education of
Children in Afghanistan) funds schools that teach critical reasoning
skills that will enable children to reject extremist ideologies and
gain perspective on other world cultures.
VIETNAM:
CHILDREN OF
VIETNAM
www.childrenofvietnam.org
Due to difficult economic conditions,
natural disasters, disease, and the lingering effects of
war, many children in Vietnam are undernourished and too
poor to attend school or to receive medical treatment. Many others
suffer from physical disabilities caused by
leftover landmines and ammunition. Children of Vietnam (COV) is
a non-political humanitarian organization that provides education,
vocational training, housing, and nutritional and medical assistance
(including hearing aids and limb prostheses) to poor, disabled and
homeless children to help them become healthy, productive, and
self-reliant adults. (See photos of Children of Vietnam
kids!)
BULGARIA:
ORPHAN SPONSORSHIP
INTERNATIONAL
www.orphansponsorship.org
Orphan Sponsorship International works to
improve the lives of Roma children suffering from ethnic
discrimination and the lack of education and healthcare by providing
a channel for people to be actively and personally involved in their
lives. By helping a sponsor focus his or her funds and
attention on one child, sponsorship not only provides for the
child's physical needs, but for his or her emotional needs as
well.
RUSSIA:
MARIA’S CHILDREN
INTERNATIONAL
www.mariaschildren.org
Maria's Children International uses the arts to connect with
damaged, orphaned, refugee, disabled, and other vulnerable children.
Through the emotionally therapeutic experience of creating
their own artwork, these children are able to discover
their unique self-worth and abilities. MCI then works to assist
these children in their development, teach them life skills, and
help them grow into healthy, happy adults able to contribute to
their society.
IRAQ:
IRAQ:
BUSTAN ASSOCIATION FOR CHILDREN’S EDUCATION, MEDIA AND
CULTURE
www.bacma.com
Bustan creates child-related cultural and educational
projects for Iraqi children to communicate across the sectarian
divide. By training children to produce their own materials such as
plays and documentary films, the organization conducts actvity-based
learning and two-way communication
approaches.
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
6th 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.
- 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.
- 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.
- 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.
- 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:
- Cultural Introduction (location, language, population,
religion, ethnic diversity)
- Place and Time, Geography (land,
climate, flora/fauna)
- Family Life (family members/ roles,
traditions, celebrations, weddings, household
chores)
- Food, Clothing, Shelter, Transportation (how is food
prepared, popular clothing trends, what do
houses look like….)
- Economics (jobs, technology, money, trade, imports/exports)
- Education (school systems, how people
teach)
- Communication (written and spoken languages, TV,
radio, body language)
- Arts and Recreation, Sports, Dance,
Music (use of leisure time, popular
culture)
- Belief Systems (religious beliefs and
practices, myths, birth and death rituals, what do people
value)
- 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
“There is a destiny that makes us
brothers. None goes his way alone.
All that we send into the lives of others come back
into our own." -Edwin Markham
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.
- 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.
- Diversity & Tolerance – Activity from
HIPP
The PlanetGame: 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.
- 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.
- 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 6th grade social
studies teacher
Laurie Halvorson; Como Park 5th 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 6th grade social studies
classes partnered with 100 students in Laurie Halvorson’s Como Park
5th 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.
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