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Clearwater High School has developed a Civil Rights Ambassador Program dedicated to the mission of accepting diversity, while promoting civil rights throughout our campus and community. Students have begun study in a course that pushes them to become leaders or “change agents” on our campus, leading cultural competence training and developing collaborative awareness and structures for all of our students. They are also required to participate in peer-to-peer mentoring as "Big Brothers and Big Sisters", and the primary goal of the program is to develop a mind set within our community to preserve, promote and perpetuate the importance of the legacy of the Civil Rights Movement in the United States.

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Civil Rights Tour

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School:
Clearwater High School 
Subject:
Social Studies 
Teacher:
Russell Denton 
Students Impacted:
31 
Grade:
9-12 
Date:
January 24, 2017

0% Funded

 

 

Only $33,135.00 Needed

 

 

Goal

Clearwater High School has developed a Civil Rights Ambassador Program dedicated to the mission of accepting diversity, while promoting civil rights throughout our campus and community. Students have begun study in a course that pushes them to become leaders or “change agents” on our campus, leading cultural competence training and developing collaborative awareness and structures for all of our students. They are also required to participate in peer-to-peer mentoring as "Big Brothers and Big Sisters", and the primary goal of the program is to develop a mind set within our community to preserve, promote and perpetuate the importance of the legacy of the Civil Rights Movement in the United States.  

 

What will be done with my students

As a capstone project, our ambassadors will tour civil rights related cities on a field trip through the southern U.S. over Spring Break to collect pictures, videos, and interviews. Upon returning they will create a web-based educational resource that will allow others to access events, locations, and individuals directly connected to the Civil Rights Movement. Community presentations, social media, and a website will be utilized as mediums for all to access the documents (videos of personal interviews, pictures of historical sites, text, an AP DBQ style template, etc.) our student ambassadors have created. Our Ambassadors will also share their experiences with others through presentations at our school, and at other schools and sites throughout our district. 

 

Benefits to my students

The "Baby Boomer" generation that grew up during the Civil Rights movement in the United States of America are currently in their late sixties and older. Many of their voices are already gone, and if we do not move quickly, we will lose the opportunity to have a first hand experiential experience with them. Many of the struggles we hear about today in the news, on social media, and on television mirror many of the issues the generation before us endured. By preserving, promoting and perpetuating these past experiences, we are able to learn from them.

One cannot simply explain the significance of the civil rights movement, but rather, must involve the individual in the process of learning with first hand expertise and knowledge of what has transpired. One must engage the learner, while giving them ownership of the process, document that process, and share our findings. It is then our responsibility to develop a resource that will last forever for all to access. Key stakeholders and landmarks will be visited, documented and made available on our website. A presentation will also be prepared and presented at our school, and sites throughout our district and community.

Documenting and presenting our project via multiple venues will make it available for all to access (kiosk, website, social media, and presentations). Our school system is in support of our Civil Rights Ambassadors Program and curriculum, and it is embedded throughout our school philosophy. As a result, the presentations and mentoring opportunities our Civil Rights Ambassadors provide will continue to be fostered, developed, and presented well beyond the current stakeholders.  

 

Describe the Students

The 31 students in my class are a mix of white, Africa-American, and Hispanic students. Some students are not only diverse in terms of race but some were not born in America, but come from places like Mexico and Trinidad. Some of the students are ESOL (or were previously) and some are ESE. Many are involved in various clubs and programs including: football, basketball, wrestling, track, NHS, Big Brothers Big Sisters, PMAC, etc. Most of the students have performed at a high level academically, however not all have.  

 

Budget Narrative

Our budget mainly consists of costs allowing our students to travel outside of the area to tour cities such as Atlanta, Memphis, Birmingham, and Washington, D.C. The reminder of the budget describes various museums, locations, and tours our students wish to experience while traveling through the south. The last item is a budget item so that our students can represent our school, district, and community while they take their trip and also serves to commemorate their time learning over break. 

 

Items

# Item Cost
1 APEX Museum Tickets $240.00
2 NCCHR Museum Tickets $540.00
3 National Civil Rights Museum Tickets $500.00
4 16th St. Baptist Church Entry Fee $250.00
5 Civil Rights Institute Tickets $270.00
6 Ford's Theater Museum Tour $135.00
7 Various Travel Expenses (Flights, Buses, Hotels) $30,000.00
8 Class T-shirt and Polo $1,200.00
  Total: $33,135.00

0% Funded

 

 

Only $33,135.00 Needed

 

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