Reflection and examples of activities used during Public Achievement

determination. They are starting to find leadership skills within themselves and really take
ownership of the project. It was fun and exciting to see them become more attached to the
project.
Our main focus for this meeting was to start working out the kinks of the project. We
started by doing highs and lows of their week so that we could get off on a cordial start. I try to
make sure that the girls are getting to have fun with our meetings as well as the work; I don't
want them to be burnt out by the time the project arrives. The week before we discussed the
specifics of our project and the girls found it harder than they anticipated to put the details down
in stone. In order to make the details decided upon for this week I drafted a mock invitation. I
asked the girls if they ever made up an invitation and in the who, what, and where they wrote "I
don't know but I'll let you know." The girls started laughing of course at my outrageous
comment, but soon realized that if they didn't' make decisions that is what their phone calls and
emails would resemble. So, as a group they delegated and filled in the blanks. We got a lot
farther with that. Next, the girls and I practiced mock phone calls using the PA guide form in the
book. It was really helpful and the girls did really well. Student #2 really grabbed onto this
lesson and impressed me. From there, the girls started to decide what they would need to do this
next week. Student #3 did a nice job brainstorming and prioritizing, because of that I believe she
will be my facilitator for the next week. I think she will do a great job. As for Student #1, I
assigned her and the other girls to meet with the principal and go over our project. They needed
to discuss our date and see how realistic it was for the student athletes from MSU to come and
join them for lunch. This next week should be a treat to see what they found out and where we
will begin with the rest of our planning. They are really growing and starting to understand the
power they have in their school community through our small discussions on democracy and
their place in it. I am looking forward to what their final project will look like and I have a lot of
fun working with them! J
Skill #4 Develop strategies for promoting social responsibility among secondary social
studies students
During the spring of 2010 I participated in Public Achievement at Dakota Meadows Middle
School. I really enjoyed my time, and I got plenty of experience working with seventh grade
students during a service learning project. The students had 10 weeks to complete a project
based in their community that addresses a need that they see visable. The students that I worked
with chose to create a project that was geared towards student athletes. In order to get their ideas
together, I generated a number of activities and agendas that guided our process. Below are a
few examples of what my group and I did.