A Problem-Based Service Learning Unit

Alverno College

Introduction
This problem-based learning unit, I Can Help, is inspired by Khaled Hosseinis
novel A Thousand Splendid Suns, and aims for 11th graders to participate in
service learning after having in-depth engagement with the given problem
scenario. Prior to beginning these learning goals, the 11th grade class has
already read and analyzed A Thousand Splendid Suns. Students will focus on
the life struggles of one of the female main characters: Mariam or Laila.
Using close character analysis, students will determine how they can apply
the struggles these women endured to struggles in our own community.
Students will choose an issue from the novel for example: lack of education,
domestic abuse, peace planning, or suicide prevention to research, and then
complete service learning, in the area of Greater Milwaukee.

Call to Action:
We need help only you can provide! A safety mission from the United States
of America has recently brought refugees from war torn Afghanistan to your
community. Characters from A Thousand Splendid Sons are coming to
Milwaukee, Wisconsin today! You know the book and you know the
characters; yet your specific mission will be to focus on either Mariam or
Laila. Its up to you to decide what area you can best help her with. Use your
strengths and interests to decide which direction to follow. Do you have a
passion for counseling? You could create a counseling plan for Laila. Do you
have a passion for education? Then you could create a literacy plan for
Mariam. You will be given a 4 month period where you can work one-on-one
with the character of your choice and help make a positive impact on her life.
Your 4 month plan will need to have a description of how you will reach your
goal for your character by the end of time allotted.

Choose from one of the following prompts:

Counseling

It is very clear that Mariam and Laila have had difficult situations to handle in life that have affected them
emotionally, socially, and physically. Consider that Mariam was a child orphaned from suicide, had an
absent father, and was a victim of domestic abuse. Also consider that Laila lost all members of her family,
was forced to accept views she didnt agree with, and was also a victim of domestic abuse. After
researching counseling techniques create a 4 month plan to help your character better her life by
reaching good mental health.

Education

Both Mariam and Laila have a passion for education, yet lack the means to attain their fullest potential.
Mariam adored her mentor and teacher Mullah Faizullah, and greatly missed his teachings once she
married Rasheed. After this union she was no longer allowed to pursue education. Laila was able to study
in Kabul, yet again, needed to discontinue her studies once marrying Rasheed. Its up to you to create a
plan to educate your character of choice for the next 4 months. What skills can you teach her that she can
use beyond your help?

Basic Needs

Youre well aware that Mariam and/or Laila will have basic needs once arriving in our community. Yet how
will you provide them to your character? Consider the nutrition and living styles the women have had, and
how you can adapt that to our community. In addition, what do you consider to be the basic needs of
these women beyond the basics? What else will you need to provide as a health coach?

Problem-Based Learning Questions

Using your strengths, how could help Mariam or Laila in Milwaukees society today?
Which issues are most important for Mariam or Laila to resolve?
How will you create a 4 month plan to help your character in your selected area?
Service Learning Questions
How can you apply and adapt your 4 month plan for your character into a more condensed one
which actually helps a person in need?
How can you make connections at the program of your choice and what work will you do there?

How will you evaluate the efficacy of your plan when it is implemented at community program?

Service Learning Locations:

Milwaukee Women's Center:

Who does it serve: People with urgent needs, victims of domestic violence, people living with
mental illness(es)
What service(s) does it provide: Advocacy, working to pass laws, counseling for victims of
domestic violence
How to get involved: Volunteer (must work with an adult who can supervise for students under
the age of 18)
More Info at: http://communityadvocates.net/women/

Who does it serve: under-educated adult population

What service (s) does it provide: core programs: basic reading and spelling, English
Language Learning, and General Education Development

How to get involved: become a tutor, support events, annual book sale, spelling bee, and
fundraising events
More Info at: http://www.literacyservices.org/about/index.html

Who does it serve:Those in need of food (who have significant trouble getting it)
What service(s) does it provide: farm and farm crops, food bank, advocacy
How to get involved: volunteer (food sorts, the farm, stockbox sorts, nutrition education, etc.)
More Info at: https://www.hungertaskforce.org/about-us/

Common Core State Standards Most Relevant to

I CANhelp:
Social Studies Performance Standard E Grade 12
E.12.2 Explain how such factors as physical endowment and capabilities,
family, gender, ethnicity, religion, socioeconomic status, attitudes, beliefs,
work, and motivation contribute to individual identity and development
E.12.14 Use the research procedures and skills of the behavioral sciences
(such as gathering, organizing, and interpreting data from several
sources) to develop an informed position on an issue

E.12.16 Identify and analyze factors that influence a person's mental

health

Speaking and Listening Standards for Literacy in All

Subjects
Presentation of Knowledge and Ideas Grades 11-12
4. Present information, findings, and supporting evidence, conveying a
clear and distinct perspective, such that listeners can follow the line of
reasoning, alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to
purpose, audience, and a range of formal and informal tasks

Writing Standards for Literacy in All Subjects

Research to Build and Represent Knowledge Grades 11-12
7. Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem; narrow
or broaden the inquiry when appropriate; synthesize multiple sources on
the subject, demonstrating understanding of the subject under
investigation.
8. Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the strengths
and limitations of each source in terms of the specific task, purpose, and
audience; integrate information into the text selectively to maintain the
flow of ideas, avoiding plagiarism and overreliance on any one source and
following a standard format for citation

Criteria for PBL unit:

1. Students will give clear reasoning as to whom they chose to help, Laila or Mariam, and what
their strength is.
2. Students will show understanding and purpose in the research they do and how they collect
their information.
3. Students will have meaningful check-ins with the group, showing research found, and
discussing what potential outcomes could be.

4. Students will show understanding of pros and cons to each decision and come up solutions if
one avenue doesnt work out.
5. Students will show empathy to the character they choose in their research and discussions of
next steps.
6. In the final outcome, the students will be able to show the path in which they started, if there
were any difficulties, how they worked through it, and reasoning to back up their decisions.
Part B. Project Overview
Project Title: Empowering Women
Subject area/Grade Level: 11th grade English Class
Service problem: Helping women in an area of choice at the Womens Center in Milwaukee
Purpose of the project: To learn more about issues going on in our community with women and
create a plan to help in one of the areas (education, domestic abuse, suicide, or peace
planning).
Academic Goals: Integrate and evaluate multiple sources of information presented in diverse
formats and media (quantitative data, video, multimedia) in order to address a question or solve
a problem. RST.11.7
Conduct short as well as more sustained research projects to answer a
question (including a self- generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation. WHST.11.7

Part C. Linking service-learning to academic, civic, and other learning goals

Subject Area

Model Content Standards

Benchmark or Indicator

1. English

1. RH.11-12.4 Determine the central 1. service-learning has clearly

ideas or information of a
articulated learning goals.
primary or secondary source; provide
an accurate
summary that makes clear the
relationships among
the key details and ideas.
2. service-learning is aligned with
the academic and/or programmatic

curriculum.
SL.11-12.6. Adapt speech to a variety3. service-learning helps
of contexts and tasks, demonstrating participants learn how to transfer
a command
knowledge and skills from one
of formal English when indicated or setting to another.
appropriate.
Subject Area

Model Content Standards

Benchmark or Indicator

1. Social Studies

1. RH.11-12.9 Integrate information

from diverse sources,
both primary and secondary, into a
coherent
understanding of an idea or event,
noting
discrepancies among sources.

1. Service-learning promotes
acquisition of knowledge and skills
to enhance youth leadership and
decision-making.

2. SL.11-12.4 Present information, 2. Service-learning involves youth

findings, and supporting evidence, in evaluating the quality and
conveying a clear
effectiveness of the serviceand distinct perspective, such that learning experience.
listeners can follow the line of
reasoning,
alternative or opposing perspectives
are addressed, and the organization,
development, substance, and style
are appropriate to purpose, audience,
and a
range of formal and informal tasks.

Civic Goals
Civic Knowledge

1. Students can understand what is needed

in their community.
2. Students research to find out how they
can help and what tools they will need.

Civic Skills

1. Students can speak clearly to adults

about their points of view.
2. Students are able to speak with women
about sensitive subjects, choosing their
words and ideas wisely.

Civic Attitudes/Values

1. Students will develop a new

understanding regarding the lives of others
and how precious it is.
2. Students will learn how important it is to
help others around them and how to ask
appropriate questions.

Other Goals (e.g., social skills, career preparation)

1. Students will gain confidence in the way they present themselves.
2. Students will gain knowledge when it comes to meeting new people with different
backgrounds.
3. Students will gain knowledge regarding asking the right questions to get the answers they are
looking for.

Part D. Weaving in Reflection

The reflection for this service-learning project will come in two pieces. The first will be a blog
that the students will put together to share with each other. It will be up to them to post once a
week about what they did that week at the Womens Center, what struggles or challenges they
faced, and what goals they have for the next week (or toward the final outcome of the project).
They will then have to read each others blogs and respond to one a week to show they can
provide advice, constructive feedback, and reflection regarding their peers.
The second piece of the reflection will come at the very end. The students will be constructing a
paseo wheel so they can discuss what went well and what they could do differently next year.
This is a good tool to use at the end because it allows students to develop their listening abilities
to their peers as they will have to summarize and repeat what each other is saying and it
allows them freedom to make changes. These are both good skills for our students to learn as
they go out into the working world, how to listen, respond, and reevaluate.

Worksheet Three: Planning for Reflection Part A: Checklist for Training and Orientation
_____ Students have been trained so they know how to conduct the service and what is
expected of them.
_____ All students have meaningful roles to play.
_____ Students have been given guidance on how to perform tasks well together. _____ The
community partner understands and is on board with all activities.
_____ Students have engaged in troubleshooting conversations (what to do if....)
_____ Transportation has been arranged as needed.
_____ Needed materials and supplies have been secured.
_____ There are enough adult supervisors.
_____ All safety and other risk protections are in place.
_____ Parent permission forms have been obtained.
_____ Permission for pictures and publications have been obtained.
_____ The media have been invited (as appropriate).
_____ Reflection activities to take place during service have been planned.
_____ Explicit links to curriculum have been made.
_____ Administrators are aware of and supportive of the activity.
Part B: Weaving in Reflection
Along with writing, students will be able to choose from three different reflection activities. These
reflections projects can be done individually or in groups of 2-3 but no more than 3 students in a
group.
__Create a before and after story board on one or two women you helped at the center.
Students will include pictures, stories, activities, and follow up activities to check in as time goes
on.
__ Create a short movie or comic story describing what one or two women went through, how
they got to the center, what their dreams are, and what the student has done to help move them
forward.
__ Create a scholarship proposal to help the children of the mothers at the center you have
been working with. Write the proposal as if you were going to send it in, making sure to outline
who it would be for, how much would be needed, what the criteria would be, and if any service
projects would be involved.

Part C: Assessment
The assessment portion of this self-learning project will be done in two ways. The first will be by
the teacher or leader of the group, using a rubric designed to incorporate the IPARD circle of the
project (investigate, plan, action, reflect, and demonstrate). The leader will take into
consideration all the work that was done from start to finish, along will all reflective pieces. The
students will be given this rubric at the beginning of the project so they know exactly what is
being looked at.
The second part of the assessment will be done by the students. They will be given a rubric to
self-assess themselves and their role in the project (much like the ones found on National
Service-Learning Clearinghouse website. They will then be given an improvement plan for
service-learning projects so they will have the opportunity to individually assess what needs to
improve and HOW they would go about doing this. This, again, is an important skill to learn as
you go into different career fields. To know how to assess you and how to improve is an
important personal trait as well.
Worksheet Five: Demonstration and Celebration

Title of event

I CAN Help

Date, time, and location

Date TBD/ time 6-7pm/ school gymnasium

Participants and their roles

The responsibility of the teacher will be to

invite faculty from the school, members
from the community, other volunteers, and
families of the students to the celebration.
The teacher will also explain the project at
greater length during the event. The
students will be responsible for planning
how they would like to share their work.
They are also responsible for speaking to
guests about their project during the event.

How will you invite participants to the event?

Participants will be sent letters, emails, and

verbal reminders of the date and time of the
event.

What are your specific activities for

demonstration and celebration?

Students will showcase the blogs from their

project. They will also

Agenda

5:45: Students and teacher arrive to set-up for

the event.

6:00: The teacher speaks to guests and students

about the project goals, implementation, and
outcomes (as well as how it was weaved into
the curriculum). Next, the teacher introduces
the students who chose to present their blogs
through reading an entry at the event.
6:15: student presentations
6:30: students who have chosen to create
pamphlets and/or posters invite guests to walk
around the room to look at and discuss the
project with the students as well as the teacher.
6:50: Teacher thanks guests and students for
their participation in the project.

How will you evaluate success?

For the celebration to be successful, students

must have completed their blogs and chosen a
way to display them at the event. They have the
option to either create a poster with excerpts
and pictures from their experience, create a
pamphlet to pass around to guests at the
celebration, or to read a blog entry at the event.
For each option, students must include how
their service-based project connected with the
problem-based project.

How will you engage students?

To engage students, they will be given the

option as to how they would like to showcase
their blog. They will also be expected to speak
to guests about the project at the event.

Part D: Specific Cross-Curricular Opportunities:

Subject and/or Standard

Implementation

Math
Modeling: links classroom

In a math class, students could be given

information regarding a need in their
community and graph the amount of
donations (ex. food donations) given by
their school. They could also take this a
step further and analyze how many people

mathematics and statistics to

everyday life, work, and decisionmaking.

were helped by the donations.

Social Studies
CCSS.ELA-LITERACY.RH.11-12.9

Integrate information from diverse

sources, both primary and secondary,
into a coherent understanding of an idea
or event, noting discrepancies among
sources.
Science
Biology/Health

Students could interview their classmates

and volunteers on a particular issue that
they are working on that affects their
community. Students could then go on to
see how that issue affects the world on a
larger scale through additional research.

Students could research the effects of

hunger and dehydration on the human
body.