Latino Student Education

Self-Discovery Class Curriculum

Complete Curriculum for Self-Discovery Class as of 3/25/15

Self-Discovery Class, Major Topics

Basic Categories    Qty per grade:                 Have:  Needed: 8th    9th     10th     11th    12th

0) Pre Class Set Up                                                0                    3          3          3          3          3

1) Set Up Class                                                       0                    5          5          2          2          2

2) Team Building                                                    16                   10        10        7          7         5

3) Tutoring and Mentoring                                       0                    20        16        14        12        12

4) Honesty, Integrity, & Reliability                           1                     3          3          3          3          3

5) Environmental Service                                         3                    3         3          3          3          3

6) What can be done about Latino Performance     0                     5          5          5          5          5

7) Teamwork                                                            2                    9          8          8          8          5

8) Communications                                                  1                     10        5          6         5          5

9) Si, Se Puede                                                        0                     10        5          10        3          2

10) Cultural Confidence                                           14                   20        20        15        15        12

11) My Family Experience                                        0                     20        15        15        15        10

12) Being Bilingual                                                    0                     10        10        10        5          10

13) Why Stay in School                                             1                     15        15        10         10         15

14) Life Skills                                                             17                   10        10        10        10        10

15) Avoiding Gangs                                                   0                     10        10        5          5          5

16) Academic Roadmap                                           15                    5          10        15        15        15

17) Scholarship/Financing College                             2                    2          2          5          15        13

18) GPA                                                                     2                    3          5          10        10        10

19) Study Habits                                                        2                     10        10        15        15        15

20) ACT Preparation                                                 0                      0          0          3          10        10

21) Latino Leadership                                               4                      0          8          0          0          0

22) 7 habits of highly effective people                      0                      0          0          5          0          0

23) Ldr, New BSA Woodbadge Course                    0                     0          0          0          5          0

24) Ldr, Old BSA Woodbadge Course                      0                     0          0          0          0          15

25) Environmental Literacy & Involvement                0                     5          5          5          5           5

TOTAL,  (Many are multiple days)                           80                  180      180      180      180      180

Main Themes                                    Topics taught in each year

8^th Grade   Stay in School              1, 2, 3*, 4, 5, 6, 7, 8, 9, 10*, 11*, 12, 13*, 15,

9^th Grade   GPA/Study Habits        1, 2, 3*, 4, 5, 6, 7, 8, 9, 10*, 11*, 12, 13*, 14, 15, 16, 18, 19, 21

10^th Grade  GPA/Life Skills            1, 2, 3*, 4, 5, 6, 7, 8, 9, 10*, 11*, 12, 13*, 14*, 15, 16*, 17, 18, 19, 22

11^th Grade  Scholarships                1, 2, 3*, 4, 5, 6, 7, 8, 9, 10*, 11*, 12, 13, 14*, 15, 16*, 17*, 18, 19, 20, 23

12^th Grade  FASFA/ Univ Apps     1, 2, 3*, 4, 5, 6, 7, 8, 9, 10*, 11*, 12, 13, 14*, 15, 16*, 17*, 18, 19, 20, 24

* = high emphasis

Appendices

1. Appendix A. Forms
2. Appendix B. In Class Forms
3. Appendix C. Instructions to Teachers
4. Appendix D. Instructions to the School District Officials

More Detailed Outline where M: indicates lessons already written by our VISTA Volunteer Melissa Brent.

0) Pre Class Set Up

1. Parent’s permission/cooperation, signature
2. Who student will tutor, signature of other parent?
3. Coordination with Elementary School to provide statistics
4. Surveys (Qualitative and Quantitative) of High School Student

1) Set Up Class, Explain:

1. Purpose and breadth of course
2. Necessity of Tutoring someone, or being tutored
3. Importance of safety in tutoring non-siblings
4. Scope of tutoring necessary
5. Grade dependent on tutoring and progress of tutee

2) Team Building

1. Games for students to get to know/feel comfortable with each other
2. Activities to become acquainted with teacher
3. M: A-2 Class Bingo Grades 10-12
4. M: A-3 How well do you know the teacher? Grades 10-12
5. M: A-4 Two Things about me Grades 10-12
6. M: A-5 Tissue and Tell Grades 8-9
7. M: A-6 Me and My Airplane Grades 8-9
8. M: A-8 Two Truths and a Lie Grades 10-12
9. M: A-9 Personality Block Mobile Grades 8-9
10. M: A-23. I Want You To Know
11. M: A-24. Getting to Know You
12. M: A-25. Respect
13. M. A-26. Knowing the Community: Sharing
14. M: A-27. Exchanging Stories–Names
15. M: A-28. My Personal Name Story:
16. M: A-29. Who I Am Poems
17. M: A-30. Sample – My Personal “I Am From” Poem:
18. M: A-31. Complimentary Round Table

3) Tutoring and Mentoring

1. Explain exactly what is expected
2. Sign up students for who they will tutor
3. Set up reporting process and explain effect on grade
   1. Younger siblings, cousins, neighbors (Cross age tutoring)
   2. Parents
   3. Being tutored
4. Tutoring techniques: (See http://www.schools.utah.gov/CURR/star/Resources/Educator-Tutor/CrossAgeTutoringManual.aspx

and http://www.schools.utah.gov/CURR/star/Manuals-Materials/CrossAgeTutoring.aspx

for a complete instruction on Cross-Age Tutoring Instructions)

Multiple tutoring lessons to be used as needed by the students individual situations

4) Honesty, Integrity, and Reliability

1. Principals and advantages of honesty, integrity, and reliability
2. Honesty in reporting hours spent tutoring/Disadvantages of reporting hours incorrectly
3. Siblings will be tested on improvements in math and/or reading and your grade will reflect the progress of your tutee
4. Honesty as a principle in the world we live in
5. Effect of corruption in local and national governments
6. Advantages to businesses in being honest with customers
7. Advantages to you as an employee to be honest with your employer
8. M: C-1. Academic Integrity: What Is Your Opinion?
9. Reliability-Latinos can’t say NO, & then don’t show up. What is a better way?

5) Giving Service

1. A service project will be part of the class
2. How you grow by giving service
3. Brainstorm on the specific service project the class will carry out, consider: 1. The need for the service project (we don’t want something trivial), 2. The resources of the class for carrying out the service project, 3. A timetable for initiating and carrying out the service project, 4. An evaluation of the value of the service project to the students and to the person/organization helped
4. M: B-7. Community Service Part 1
5. M: B-13. Community Service Part 2
6. M: C-8. Community Service
7. Carry out a service project. In class time? After school?

6) Latinos are performing poorly in school. Why? What can be done about it?

1. Present statistics on Latinos vs whites in various areas
2. Latinos drop out of high school at 3X the rate of white kids, 48% vs 17%
3. Latinos enroll in universities at 1/3 the rate of white kids, _% vs _%
4. Of the Latinos who do enroll in university only 13% graduate, whereas 34% of white kids graduate
5. The average ACT score for white kids is 21 whereas the average for Latinos is 17
6. Latino youth are arrested for crimes at 2X the rate of white kids
7. Latina girls between 13 and 17 years of age have 3X the pregnancy rate of white girls
8. Divide the class into groups and have each group discuss one of these statistics, and then prepare a report on why this is so and what can be done about it.
9. Explanations, these should have come out in 8. above. Discuss these reasons and spend the majority of the time discussing what the class members can do to change the statistics for the members of this class, i.e. how can we change ourselves so that we achieve at least as well as white kids? (Note: Some of the reasons given can be very challenging, such as limited money for university tuition, need to have a job to help support the family, etc. Tell the class that one of the purposes of this class is to help students find ways to overcome these barriers.)

7) Teamwork

1. Discuss what is the meaning of Teamwork, both in concept and in real life situations
2. Discuss instances in which teamwork is lacking in the lives of the students where it would be helpful
3. Discuss instances in which teamwork is happening and how much it helps in specific situations
4. Discuss specific instances in which the class can set up a teamwork environment, to help not only other class members, but also their friends, acquaintances, and family members
5. Teamwork in service, tutoring, homework, family
6. M: A-11 Lost on the Moon
7. M: B-2. Roping in Teamwork

8) Communication Skills

M: A-7 Multi Way Tug of War

9) Si, Se Puede

1. Who first coined this phrase and what is the story behind it? (Cesar Chavez)
2. How does this phrase affect your performance and learning in this class?
3. How does this phrase affect your performance in all of school?
4. Who used this phrase more recently and what was the intention? Discuss the results
5. Class discussion on how this phrase affects the lives of all the students in the class
6. What potential does each student have that he/she may not be thinking at the moment that they have?

10) Cultural Confidence (This is one of the most important topics of the entire course and students must gain a new insight into the significance and value of their native culture)

1. Discuss what is different about the student’s culture and how these differences add to the American culture
2. It is said, “American is no longer a ‘melting pot’, but a ‘mixed salad’”. What does this saying mean and what are the responsibilities of minority students in making America a very nourishing salad?
3. Have students in groups analyze how their culture is currently degrading America, and what they individually can do to NOT have this effect on America and their own local culture and families, and have them report their findings
4. Assign students in groups to study and report on the contributions of great American leaders from their culture or ethnic background and how these leaders improved America (Political leaders, judges, businessmen, political or economic activists, educators, individual families, worker’s rights activists, minority non-profit organizations throughout the country, etc.) (This can be a very large part of the class and a significant amount of time should be devoted to homework/research, and reporting on the results.)
5. Assign students in groups to brainstorm ideas on how they can contribute to the overall cultural shift of America, and have the students report their ideas and findings
6. Have students prepare in groups and then report, with each student participating, on how this section has changed their perspective of who they are individually in America, and how they individually can contribute more than they had previously imagined to America, their own community, to their families, and to themselves as a result of this section.
7. (If the student has taken this class and done this assignment in a previous trimester, encourage them to pick a new leader for section 4. to study and on whom to report.) (Encourage the student to expand on his/her perspective on their own place in this culture and how this section of the class has further expanded their view of themselves in society.)
8. M: A-12 Name That Feeling
9. M: A-13 Diversity Letter Game
10. M: A-14 Who Do You Know?
11. M: A-15 Back to the Future
12. M: A-16 Cultural Hat Dance
13. M: A-19 Who I Am
14. M: A-21. Connect the Dots
15. M: A-22. Group Membership
16. M: A-34. Label Activity
17. M: B-9. Famous People—A discussion of role models
18. M: D-1. The Culture Tree (Day one)
19. M: D-2. Voices in Poetry (2 days)
20. M: C-9. Famous People—A discussion of role models
21. M: C-17. Quotables … What Do You Take From Them?

11) My Family Experience

1. To make the most of their parents sacrifice by obtaining the highest education level they can as a show of respect for their parents.
   • Note: Most parents and grandparents have never related to the youth what they went through to come to America in seeking a better life for their families. This section is neither to condemn nor condone the parents for crossing the border illegally, but to give the students an appreciation of what their families went through to get here. One part of the assignment is to write up the account. If for some reason you, as the teacher, decide to publish the accounts in a booklet for distribution to the families of your class, you MUST change names, places, dates, etc. to protect the anonymity of the parents who are probably still undocumented residents. You can spend a few weeks on this assignment, but most of the time is spent by the student on his own, so introduce the subject, follow-up to see that it is being done, but spend class time on other subjects.
   • Take the first class period to introduce the subject by asking the students in the class to tell the story of their parents coming to America. Most will have no idea, which is the point. Emphasize how important it is that they know the story of what their parents went through to come here and provide a better life for their children.
   • Assign each student to have an in-depth interview with their parents, or grandparents, and have the parents tell them the story of their immigration. (Have the students emphasize to the parents that every precaution will be taken to make sure the document produced will not end up in the hands of ICE.)
   • The student types up on a computer the results of the interview. Either the students work in  groups to review and edit the written copy, or the teacher works with each student to improve the written copy.
   • Each student presents to the class the document and description of their parents struggles to come to America.
   • In groups the students discuss their own impressions now that they know the difficulties their own parents made to come here. They discuss how this has affected: 1.Their own attitude of respect toward their parents, 2. Their attitude towards what they are willing to do to capitalize on the sacrifice of their parents, 3. How this affects their willingness to sacrifice current pleasures in order to make an even better life for themselves, 4. How they have more respect for their parents and their parents low education level compared to themselves, and how they intend
2. The various groups report their conclusions, making sure that each member of the group participates in the report.

(Note: If the student has done this exercise as a result of being in this class in an earlier trimester or year, assign them to interview and write the story of a different relative or neighbor.)

12) Being Bilingual

1. Using the Bilingual Evaluation Form in Appendix B, have each student do a self-evaluation on the extent of their personal bilingual capability.
2. Discuss the advantages of being fluently bilingual in the society of today (Economic income, culturally in their neighborhoods, enhanced educational opportunities, enhanced employment opportunities, opportunities to influence society and the local and national culture, etc.)
3. Have the students in groups discuss and report on how they can improve their personal bilingual capability (Take language classes to improve the depth of their language capability, particularly their grammar that they do not get from conversations at home, increase their interaction with their parents—talking more in the native language of their parents, reading more literature of all kinds in their native language, reading in their native language with their parents and other relatives, etc.)
4. Have the students set goals and report on improving their bilingual capability, how they will reach those goals, i.e. what they will do to reach those goals, and make commitments to pursue improvements in their bilingual capability

13) Why Stay in School

1. Discuss the reasons that a large number of minorities drop out of school before graduating from high school, and/or do not go on to advanced education.
2. Have the students analyze the reasons given above and discuss and report on which are valid reasons and which are not so valid. On both valid reasons for dropping out, and invalid reasons, have the students discuss in groups and report on alternatives to both sets of reasons and what are the advantages of staying in school
3. Have the students discuss in groups and report on reasons to NOT drop out of high school before graduating, and reasons to set goals to go on to higher education
4. Have the class discuss the reports given above and evaluate the validity of the reports, their feasibility, their desirability, etc.
5. Have the students discuss in groups and report, with each student participating, whether this subject has influenced their decision whether or not to drop out and why. If students still plan to drop out have that student report his/her reasons and have the class brainstorm, impersonally, what alternatives the student might have and what would be the advantage of the student taking the alternatives and stay in school.
6. Discuss with the class the overall motivation for advanced education i.e. university or trade school. Emphasize that there will be further sections on obtaining scholarships and other financial aid, and help in preparing to pass entrance exams.
7. M: A- 31. Unequal Resources

14) Life Skills

1. Have the students form groups and brainstorm on what life skills in which they are not as strong as the white kids in their classes (Getting part time jobs, keeping from getting pregnant, keeping from having to get married before they are sufficiently educated to be responsible for a family, how to get a full time job, overcoming the stigma of being brown, getting scholarships for university, getting admitted to advanced education, joining extra-curricular clubs at school, getting on sports teams, study skills, getting good grades, being recognized as a person instead of a minority, being elected to school office, gaining respect of teachers and other adults with influence, maintaining their parents culture while fitting into the local culture, maintaining rapport with parents while advancing beyond the education level of their parents, getting help with homework and learning what is being taught in classes, balancing needs to be a babysitter for younger siblings and yet getting homework done, avoiding the need to join gangs to meet their emotional needs for recognition and acceptance, how to join local Scout Troops, 4H, or other local worthwhile clubs, etc.)
2. Divide the students into small groups of 2 or 3 and have each group access the difficulties of being minority and come up with suggestions on how to overcome those difficulties
3. Have a group discussion on how overcoming these difficulties make the student stronger and more able to contribute to his culture and to America as a whole
4. Divide the students back into their groups and have them submit a written report, to be assembled into a booklet for everyone on how to become strengthened in their life skills
5. See Melissa Brent’s list of lesson plans on Life Skills
6. M: A-32. Is That a Fact?
7. M: B-1. Gender Communication
8. M: B-3. Leaders in Leadership
9. M: B-4. Making Judgments
10. M: B5. Protecting Yourself–Cyber Safety
11. M: B-6. Values Auction
12. M: B-8. Conflict Resolution
13. M: B-10. Goal Setting
14. M: B-11. Maturity
15. M: B-12. What Would You Do If…..
16. M: B-14. Harassment
17. M: B-15. How Do I Look?
18. M: B-16.Take a Stand
19. M: B-17. Things That Make You Go Hmmmm …
20. M: B-18. What is a Bad Attitude?
21. M: B-19. Business Portfolio
22. M: C-19. Public speaking

15) Avoiding Gangs

1. Divide the class into groups and have each discuss the topic, “Why Latino/Minority youth join gangs” The emphasis of this discussion is “What positive experience do youth get out of being gang members?”
2. Have each group report their finding and opinions
3. Now using the same groups discuss, “What is a better way to achieve the same goals?”
4. Report the results in the class
5. Have various volunteer members of the class discuss why the reasons to achieve the results some other way are not realistic
6. Have the class members evaluate how they as a class can overcome the objections raised above and provide the emotional needs for which youth join gangs
7. Set specific assignments and goals for the class to provide gang members an environment such that they can achieve their needs without being in a gang

16) Academic Roadmap

1. Have class consider the question: “If you could do or be anything you wanted to when you grow up, what would it be?” Make a list of answers and note if there are any that are more popular.
2. Starting with the most popular, make a list of requirements and discuss what a person has to do to be able to be what they want to be.
3. Education, such as university, 2. Money to get the education (or whatever else), 3. Experience and training in the field, 4. Pre-education (such as graduating from high school or trade school, 5. What university specializes in your chosen field? 6. GPA and ACT scores to get into the university you want, 7. Delay romance and marriage, or find a way to do both, 8. Etc.
4. Have each student, in his/her own notebook, make a step-by-step path and mile stones they have to do and reach to become what they want to be
5. For students who don’t know, assign them to research in the library, internet, or school councilors what are some options they could consider and think about over the next months or years
6. Divide the class into groups and have each group discuss things that would sabotage their goals:
7. Pregnancy, 2. Worldly things like a truck or the latest iPhone, 3. Getting married before they are ready, 4. Doing poorly in high school, i.e. low GPA, poor ACT score, 5. Getting in trouble with the law/legal system, 6. Not getting involved with extra-curricular activities such as debate team, year-book, band, etc., 7. Not mixing and becoming comfortable with teachers, with students of different cultures and ethnic backgrounds,
8. Have students divide into groups and list obstacles that could sidetrack them, and suggested ways to overcome those obstacles, such as:
9. Parental support for their goals, 2. Peer pressure to abandon their goals, 3. Extended family pressure to abandon their goals, 4. White society pressure to tell them “No Si, No Se Puede”,
10. School councilors that might discourage them, etc.
11. Have each student evaluate how badly they want to reach their goals, and whether they are willing to sacrifice “current fun” to reach their goals. Have them document their desire in their personal notebook
12. M: C-5.  What Did You Say?
13. M: C-6. Self-Assessment: How are you feeling lately?
14. M: C-7. Note taking Discussion
15. M: C-10. Goal Setting
16. M: C-11. What Would You Do If…..
17. M: C-12. Assignment Check
18. M: C-13. Goal for Grades
19. M: C-14. Memorization Tricks
20. M: C-15. Test Preparation
21. M: C-16. Skills You Can Use
22. M: C-18. Time & Task Management
23. M: C-21. Know The Workload
24. M: C-22. Study Tips–In Class
25. M: C-23. Where to Study in College
26. M: C-25. Applying to College: FAQs

17) Scholarships/Financing College or Trade School

1. Discuss current conditions in each situation (each student) whether they have the finances to support advanced education
2. Personal finances
3. Jobs
4. Parents financial situation
5. Extended family possible contributions
6. Discuss FASFA and other scholarships available especially to minority students, and female minority students
7. In 12th grade take all documented students to the computer lab and have each fill out his/her FASFA applications before the deadline. They will have to pick a few universities to include with the application
8. In 11th grade take all students, documented and un-documented, to the computer lab and train them on applying for scholarships. (Note: at Wendy’s they can make $8 to $10/hour to save for college. If they spend 20 hours finding a $500 scholarship they just made $25 per hour.)
9. Enroll each student in a course to prepare them to apply for scholarships, including:
10. 1. Where to look, 2. How to write their application letter, 3. How to save everything they have written on a computer or memory stick once to use the almost same thing in future applications, 4. Develop a group to review each students writing to critique it and improve their standard essays and such
11. It is critical that each student is trained to become proficient in applying for scholarships, and that they realize that they will need to continue to apply all during their college career to keep their education financed throughout the 4 to 5 years that they will be in undergraduate school. Encourage the students to not run out of money because they didn’t keep finding scholarships.
12. Emphasize that grants are also the way to finance advanced degrees, such as Masters, and Ph.D.s
13. Don’t neglect ROTC programs for students willing to spend time in the military after graduation. Nevertheless, make sure they understand the obligation for military duty if they take this route.
14. Emphasize that every year $millions of scholarships go un-awarded because no one applied for them. For minorities there are $millions of scholarships available, and all the student has to do is find the ones that fit his/her goals.
15. See the link titled FASFA on http://www.youthdiscovery.org/background-of-youth-discovery-inc/ for instructions in applying for a FASFA grant
16. Every student should apply for at least 5 scholarships. And then they should keep applying until they have received at least $5000.
17. M: C-24. Get Organized for College Scholarship Applications
18. M: C-26. How to apply For FAFSA

18) GPA

1. Make sure each student understands what a GPA is, and what is their own GPA. Make sure they understand that the importance of their grades towards their GPA begins in the 9^th Grade. Ask the students if their parents know what GPA stands for and what is the GPA of their student. (This may be embarrassing for the student, but emphasize that this is a starting point, i.e. being honest with their parents.) Don’t let the students tell their parents that F = “fantastic.”
2. Have the students in groups discuss the importance of a high GPA and report to the class.
3. Mention the coming subject of their ACT score and how their GPA and ACT score will affect their ability to go to the university of their choice.
4. Have the students in groups discuss the GPA of each member of the group, and have the group brainstorm on what each student can do, in the time remaining, to raise their GPA. (Even a 12^th Grader can do better in the remaining trimesters, and the improvement can be shown to university admissions personnel, and to potential scholarship committees.)
5. M: C-2. Grade Point Average
6. M: C-3. Last Term’s Report Card

19) Study Habits

M: C-4. Study Habits Assessments

M: C-20. Study Skills for College–It’s All About Time

20) ACT Preparation

1. Discuss the importance of doing well on the ACT for admission to the University of their choice and for obtaining scholarships
2. Enroll in an ACT preparation class and have all interested students seriously study the class. It may take multiple times taking the class for the student to be sufficiently prepared.
3. Emphasize that the student can take the test more than once, and if they feel they can do better (they were too up-tight the first time) that they can do so. There are also organizations that will pay the fee for minorities to take the test, and if this is important then you can find these sources.

21) Latino Leadership

1. Latino leadership emphasizes different styles than American, white, male leadership. These lessons are taken from the book: “The Power of Latino Leadership, Culture, Inclusion, and Contribution, by Juana Bordas, ISBN 978-1-60994-887-0 (pbk.) There are 13 lessons under 5 major headings. Please make the class aware that Juana is somewhat prejudiced in her view against traditional white leadership, and to take some of her comments against whites with a grain of salt.
2. You can study as many of the individual chapters as your feel is relevant. In fact you may want to have a committee of students review the book and make recommendations on which chapters they think will be relevant to the class.
3. The chapters are:
4. Ancient Roots and Mestizo Ancestry, 2. The Latino Legacy in the United States, 3. Personalismo: The character of the Leader, 4. Conciencia: Knowing oneself and Cultivating Personal Awareness, 5. Destino: Personal and Collective Purpose, 6. La Cultura: Culturally Based leadership, 7. De Colores: Inclusiveness and Diversity, 8. Juntos: Collective Community Stewardship, 9. ¡Adelante! Global Vision and Immigration Spirit, 10. Si Se Puede: Social Activism and Coalition Leadership, 11. Gozar le Vida: Leadership That Celebrates Life!, 12. Fe y Esperanze: Sustained by Faith and Hope, 13. Building a Diverse and Humanistic Society
5. It might be observed that these are characteristics of Latinos in general, and can be developed in individual communities, but that these characteristics are not common in the national leadership of Latin American Countries. Have the students divide into groups and discuss how they and their associates and families can incorporate these leadership principles in their own sphere of influence even though they are not common in national affairs. Also discuss what they can do to increase the influence of these ideas into national affairs.
6. M: A-16: Political Savvy
7. M: A-18 English Slang (Head in the Clouds,..)
8. M: A-18 Who I Am
9. M: A-19. Changes

22) 7 Habits of Highly Effective People

1. These principals as introduced and taught by Stephen Covey are great personal and leadership principals that the students can incorporate into their own lives
2. Obtain a copy of the literature surrounding these lessons, and with the advice of the class, decide which of the principals they wish to discuss and how much time they wish to spend on them
3. Emphasize that this section is highly individual as to what each students wishes to take from the subject, but that the more the student incorporates into his/her personality, the better off they will function in American society
4. Have the class decide, as a class, how much emphasis, i.e. days or weeks they wish to spend on this subject. You may want to divide the class into 7 groups and have each group prepare a presentation of each subject for the rest of the class. Nevertheless, do not allow the rest of the class to passively listen to the presentations, but create an atmosphere wherein each student is actively involved in accessing the habit into his/her life.

23) Leadership, New BSA Woodbadge Course (Woodbadge for the 21^st Century)

1. The Woodbadge for the 21^st Century course emphasizes Situational Leadership, including: 1. Leading Change,2. Problem Solving, 3. Valuing People and Leveraging Diversity,4.  Managing Conflict, and 5. Coaching and Mentoring.
2. These are all leadership skills that are valuable to the future leaders of the Latino and minority societies. BSA teaches these skills in a 6 (full day) course to scout leaders of all levels and genders. BSA does not charge royalties for use of their curriculum and it could be adapted for the classroom.
3. BSA delivers the course through classroom instruction and then a series of experiences to enable the students to relate to the course material. We will be developing specific lesson plans to adapt the course to the Diversity Discovery Class.

24) Leadership, Old BSA Woodbadge Course

1. Prior to 2002 the BSA Woodbadge course for Scout Leaders consisted of 11 leadership principals, with a considerably different emphasis than the Woodbadge for the 21^st Century course. Many business executives considered this the best leadership course in the country
2. The leadership skills taught include: 1. Getting and Giving Information, 2. Understanding Group Needs and Characteristics, 3. Knowing and Understanding Group Resources, 4. Controlling the Group, 5, Counseling, 6. Setting the Example, 7. Representing the Group, 8. Planning, 9. Evaluation, 10. Sharing Leadership, 11. Manager of Learning
3. BSA used 8 continuous days to teach these leadership principles, but interspersed a number of scout craft skills into the curriculum. We will be developing specific lesson plans for teaching these skills in the Diversity Discovery Class setting

25) Environmental Literacy and involvement

 

Appendix A, Forms

1. Invitation form by school administration for student to take this class.
2. Sign up form by the student, commitment to tutor sibling, name of sibling, and elementary school.
3. Permission and support form by the parent, agreement to sign time sheet, obtain parent signature.
4. Sibling form, Agreement to be tutored.
5. Permission form from parents of non-sibling tutee to take this class and supervise tutoring.
6. Weekly report form for number of hours spent tutoring, signed by parent and student.
7. Elementary school form, agreement to provide information to researchers, Researchers will have name of student to tie progress to high school tutor,  but will keep all information anonymous otherwise.
8. Agreement of high school to obtain progress of elementary school student being tutored.
9. High school form, agreement to release statistics on progress of high school student.
10. High school form, agreement to have class and contract for 5 years, depending on statistics, and depending on whether they get YDI support.
11. High school agreement to pay for polo-shirts of students of class.

Appendix B, In Class Forms

1. Bilingual self-evaluation of student.
2. Student agreement to complete qualitative survey forms, before and after class.

Appendix C. Instructions to teachers

1. Purpose of course
   1. To raise the self-expectation of the student so that he/she chooses to graduate from high school and go on to some form of higher education.
   2. To provide students with information they probably don’t know about American education.
   3. Emphasize the importance of scholarships (10 hours to find each $500 scholarship = $50 per hour. Much more than they can earn at a fast food store. Encourage them to spend time at home, friend, library, or other internet outlets looking for scholarships.) Scholarships are out there for Latino youth!
   4. Make sure they know how and importance of getting continuous scholarships.
   5. Nearly all students qualify for FASFA of about $5,200 per year. This is a good starting point but they will need other scholarships also. See that they complete their FASFA application and know how to do it in coming years.
2. Necessity of Tutoring someone, or being tutored
3. Importance of safety in tutoring non-siblings
4. Scope of tutoring necessary. (Minimum of 100 minutes per week.)
5. One-half of grade is dependent on tutoring and progress of tutee. (100 minutes/week = A, 50 minutes/week = C, less than 25 minutes/week = F.) (Tutee progress in his school–add 25 minutes per week average.)
6. Curricula are provided for grades 8 to 12.
7. Normally you would use the curricula for which you have the most students. Nevertheless, you are free to choose lesson plans from other years, especially as you see the need in your students.
8. Collect tutoring minutes forms on Monday. (Latinos forget. They get zero minutes for the week if not turned in by Tuesday. 1/2 of the class grade should depend on the number of minutes tutoring.)
9. Students need computer lab time in grades 11 and 12 for scholarship applications and for FASFA applications. Work with computer lab teacher to provide 1 to 4 weeks time for the DDC students to have computer access. (Avoid after school hours if possible as you will get much lower attendance and this is incredibly important for grades 11 and 12.) Encourage teamwork in internet access and in writing essays. Be sure other teachers edit their essays.
10. Encourage discussion in class and make sure each student understands the point.
11. Repeat classes if they don’t get it.
12. Don’t underplay the lessons on their family history of coming to America. This has a tremendous effect on to attitude of the student toward making his/her parents sacrifice worth it. One-fourth of the grade should be dependent on their report.
13. Encourage students that as they tutor their siblings that they can also raise their own math and reading level. Provide extra circular material if needed.
14. Arrange ACT preparation classes if they are below their grade level. Work with the school district to provide the ACT classes. Don’t let them get 17 when their Caucasian peers are getting 21.
15. Encourage all seniors to apply to at least 3 university or vocational schools so they have a choice, and maybe get a scholarship.
16. As you get into the class, provide to the students the outline of the class and ask them which subjects they need/want the most.
17. Investigate the possibility of class polo-shirts. Who designs it? who pays? (Try to get the school to pay.) What days do they wear it to school? Brainstorm with students on other ways to develop pride in the class.

Appendix D. Instructions to the School District Officials

1. This is not a trivial class. It can make the difference between a student going to university of living in poverty.
2. Have an annual conference of all students of all the schools participating in the district:
   1. Who is in charge?
   2. Where will it be held? In one of the district auditoriums or gymnasiums.
   3. Agenda for the conference:
      1. Round table discussions on the value and topics of the class.
      2. Round table discussions on how to make tutoring of siblings effective.
      3. Motivational speakers.
      4. Endorsement speeches by students who really “grew up” in the class.
      5. Awards?
3. Make sure ACT preparation classes are available at each school.
4. Make sure each school and each grade 11 and 12 student has sufficient computer lab, or home computer time, to search for scholarships and FASFA.
5. Make sure applications to local and regional university and vocational schools are available to each student.

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