1.2. Create a collage with pictures from magazines that represents the values and dreams of each individual student. After the project is completed students will write about what the collage represents to them and then orally present it to the rest of the class.
1.3. In the classroom.
1.4. During specific times set aside by the teacher.
1.5. This activity will encourage reflection by not only the student creating it but others in the classroom. Hopefully it will create empathy for and understanding of how a student views the world around him/her. It will help students view others in the classroom as individuals and not stereotypes.
1.6. The teacher will provide construction paper, magazines, glue, lined paper, pencils or pens and the appropriate amount of time to complete the project with in a weeks time. Ideally this project should take place early on in the school year.
2. Tohono O'odham from the Nation
2.1. Entire School and the community
2.2. Create a school/communtiy garden.
2.3. In an appropriate spot on school grounds that has water available.
2.4. This activity will take place over time depending on circumstances that may or may not be beyond your control.
2.5. The O'odham people have practiced farming for thousands of years before the dominant culture replaced their language, food sources, religion, social norms and housing. Growing their own food was a big part of their paradigm both socially and religiously. This activity will help to re-establish this connection to the land and spirit world and give the community and students a place to practice that which was a part of their daily lives for so long. It will also bring the community together in a space of common desires and expectations and allow them to practice on a seasonal basis the art of growing their own food, along with all the attendant cultural values associated with the activity.
2.6. To create this activity the teacher must enlist the help of not only students but the entire community, including the administration of the district along with all the teachers. It is best to allow the process to unfold through the direct participation of the community, allowing them to decide the formal parameters of the project ie: where on school grounds it is located, how large will it be, what will be grown there, how will it be enclosed. It is important to let the community guide the project and allow them to take ownership or stewardship of not only the process but the outcome. Your place is to facilitate with resources, guidance when asked, provide feedback, and be the conduit of plans and aspirations between the school, administration and the community.
