Walking Shield

When a group of Native Americans took over Alcatraz prison, protesting generations of injustice, Phil Stevens decided he wanted to do something to help. As a successful businessman, he hadn’t thought much about his Lakota Sioux roots until he visited the reservations. “Our people are refugees in their own land,” he told his family upon his return. This is the story of how Phil used his business savvy and connections to find ingenious ways to bring desperately needed clothing, medical supplies, and housing to the reservations. “The most important thing we are doing is providing hope for our people,” he says. His organization, Operation Walking Shield, is helping people rebuild their hopes, their dreams, and their dignity. “I tell the young people they need to learn to live in both cultures — with a moccasin one foot and a tennis shoe on the other,” Phil says.

Walking Shield
When a group of Native Americans took over Alcatraz prison, protesting generations of injustice, Phil Stevens decided he wanted to do something to help. As a successful businessman, he hadn’t thought much about his Lakota Sioux roots until he visited the reservations. “Our people are refugees in their own land,” he told his family upon his return. This is the story of how Phil used his business savvy and connections to find ingenious ways to bring desperately needed clothing, medical supplies, and housing to the reservations. “The most important thing we are doing is providing hope for our people,” he says. His organization, Operation Walking Shield, is helping people rebuild their hopes, their dreams, and their dignity. “I tell the young people they need to learn to live in both cultures — with a moccasin one foot and a tennis shoe on the other,” Phil says.

ELA Learning Standards:

SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

W.9-10.7
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.

W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.

SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

W.9-10.7
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 topic under investigation.

W.9-10.8
When conducting research, gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Skills: Native American history, housing, negotiation skills, resourcefulness, cultural diversity and heritage, social & economic equity, entrepreneurship, environmental stewardship

Teaching Jazz, Creating Community

Wynton Marsalis is best known as an award-winning jazz musician. But for students in the thousands of schools he’s visited, he’s a role model telling them to “take your freedom and put it into the service of somebody else’s.” Young people like Roberto Perez in Washington D.C. have learned from Wynton how jazz can be a metaphor for creating democracy. “What a kid learns from jazz is how to express his individuality without stepping on somebody else’s,” says Wynton. ·”Being a good neighbor, that’s what jazz is all about.”

Teaching Jazz, Creating Community

Wynton Marsalis is best known as an award-winning jazz musician. But for students in the thousands of schools he’s visited, he’s a role model telling them to “take your freedom and put it into the service of somebody else’s.” Young people like Roberto Perez in Washington D.C. have learned from Wynton how jazz can be a metaphor for creating democracy. “What a kid learns from jazz is how to express his individuality without stepping on somebody else’s,” says Wynton. ·”Being a good neighbor, that’s what jazz is all about.”

ELA Learning Standards:

SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.9-10.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

SL.11-12.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

W.9-10.7
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.9–10.7
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.

RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

SL.9-10.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions

L.PK-12.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

R.PK-12.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

SL.PK-12.1
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

W.PK-12.7
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Skills: Creativity, Self Discipline, Humility, Expression through Music, Collaboration

Oakland’s Firefighting Peacemaker

As a child, Ray Gatchalian was taught to help others. “We’re here to inspire one another, to bring out the best in each other,” his father told him. When Ray’s Oakland, California neighborhood was about to go up in flames in the largest urban wildfire in U.S.history, Ray organized a dozen curious onlookers into a makeshift fire brigade that saved many homes and inspired one of the volunteers to become a fireman. “Fighting the fire with Ray changed my life,” he says.

Oakland's Firefighting Peacemaker
As a child, Ray Gatchalian was taught to help others. “We’re here to inspire one another, to bring out the best in each other,” his father told him. When Ray’s Oakland, California neighborhood was about to go up in flames in the largest urban wildfire in U.S.history, Ray organized a dozen curious onlookers into a makeshift fire brigade that saved many homes and inspired one of the volunteers to become a fireman. “Fighting the fire with Ray changed my life,” he says.

ELA Learning Standards:

SL.9-10.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

W.9-10.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purpose, and audiences.

W.9-10.7
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.9–10.7
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.

SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

W.9-10.7
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 topic under investigation.

W.PK-12.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

W.PK-12.7
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Skills: critical thinking, civic duty, teamwork, cooperation, emergency preparedness

Helping Others to See

For people at the Aravind Eye Hospital in Mudurai, India, Dr. V is a hero. Both a village elder and a hospital chief, he insists that his staff provide “impeccable service” and guides his institution of compassion with a glance, a word, a silent presence, a smile. As Gandhi once said, “My life is my message.” Dr. V’s ·unique blend of being and doing is his message. Thanks to support from the Seva Foundation, he and his staff perform 92,000 cataract surgeries a year and 850,000 treatments to prevent blindness. “If you allow the divine force to flow through you, you will accomplish things far greater than you imagined,” says Dr. V. In this story, Seva’s founder, Ram Dass, explains how their support for Dr. V – balances ”being and doing” — or compassionate Actions and compassionate hearts — so they can do the most good for others in the world.

Helping Others to See
For people at the Aravind Eye Hospital in Mudurai, India, Dr. V is a hero. Both a village elder and a hospital chief, he insists that his staff provide “impeccable service” and guides his institution of compassion with a glance, a word, a silent presence, a smile. As Gandhi once said, “My life is my message.” Dr. V’s ·unique blend of being and doing is his message. Thanks to support from the Seva Foundation, he and his staff perform 92,000 cataract surgeries a year and 850,000 treatments to prevent blindness. “If you allow the divine force to flow through you, you will accomplish things far greater than you imagined,” says Dr. V. In this story, Seva’s founder, Ram Dass, explains how their support for Dr. V – balances ”being and doing” — or compassionate Actions and compassionate hearts — so they can do the most good for others in the world.

ELA Learning Standards:

L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.9-10.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

W.9-10.7
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.

W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.

WHST.9–10.7
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.

L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

R.PK-12.4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

W.PK-12.9
Draw evidence from literary or informational texts to support analysis, interpretation, reflection, and research.

W.PK-12.7
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Skills: caring, compassion, leadership, humility, service

Fulfilling Martin’s Dream

When Frank Carr heard Martin Luther King Jr. give his famous “I Have a Dream” speech, it was a turning point in his life. Returning to Chicago, he challenged his business colleagues to join him in opening doors of opportunity to “all God’s children” so they could succeed in the. corporate world. His vision led to the national organization, INROADS which provides mentors and internships for over 6,000 young people like Juan, a young Mexican immigrant who was given a chance to succeed. Now a manager at Wm. Wrigley Jr. Company, Juan says” There is so much talent in our youth. We all need to take the time to harvest it and help them realize their dreams.”

Fulfilling Martin's Dream
When Frank Carr heard Martin Luther King Jr. give his famous “I Have a Dream” speech, it was a turning point in his life. Returning to Chicago, he challenged his business colleagues to join him in opening doors of opportunity to “all God’s children” so they could succeed in the. corporate world. His vision led to the national organization, INROADS which provides mentors and internships for over 6,000 young people like Juan, a young Mexican immigrant who was given a chance to succeed. Now a manager at Wm. Wrigley Jr. Company, Juan says” There is so much talent in our youth. We all need to take the time to harvest it and help them realize their dreams.”

ELA Learning Standards:

H.9–10.7
Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

SL.11-12.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.9-10.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

W.9-10.7
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.11–12.7
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.

R.PK-12.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

RI.9-10.9
Analyze seminal documents of historical and literary significance (e.g., Washington’s Farewell Address, Lincoln’s Second Inaugural and the Gettysburg Addresses, Roosevelt’s Four Freedoms speech, King’s “Letter From Birmingham Jail”), including how they address related themes and concepts.

W.PK-12.6
Use technology to produce and publish writing and to interact and collaborate with others.

W.PK-12.7
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Skills:
Leadership, Changing an Injustice, Communications, Planning and Organization, Goal Setting, Content of Character