Catching+the+Progressive+Spirit

This small group activity will put students in the role of a progressive reformer and ask them to complete a real-world charity event for the non-profit organization of their choosing (and Mr. Carpenito's approval). This project will require students to create a reform group, identify a local charity to contribute to, and organize a fundraiser. Each group will also be required to present their fundraiser idea to the class.

Follow the steps below to complete this activity:

Step 1: Organize your group
 * Students may work in groups of 3 or 4.
 * Students may choose to work alone if they do not want to work as part of a group
 * Each group must create a name for their newly formed reform group
 * Choose which roles each member of the group will be responsible for.

Step 2: Identify a NPO (non-profit organization) (helps your community) and/or is related to youth (your peer group).
 * Each group should select a charitable group to try to contribute to. The rule is you must choose an organization with a local branch
 * Here are possible examples of approved charities:
 * = [|Special Olympics Lehigh County] ||= [|Youth Advocate Program] ||= [|Via of the Lehigh Valley] ||
 * = [|Easter Seals] ||= [|Big Brothers/Big Sisters] ||= [|Boys & Girls Club of Allentown] ||
 * = [|Make-A-Wish Foundation] ||= [|Dream Come True Foundation] ||= [|Camelot House] ||
 * = [|United Way of the Lehigh Valley] ||= [|Allentown YMCA] ||= [|Second Harvest Food Bank] ||
 * = [|Lehigh Valley Child Center] ||= [|Valley Youth House] ||= [|Boy Scouts of America] ||
 * = [|Girls Scouts of America] ||= [|Miracle League] ||= [|Kidspeace] ||
 * Get your charity approved by Mr. Carpenito before moving to Step 3

Step 3: Develop a Fundraiser Idea clothing, food, etc, that can be donated to the organization as well. proceeds to charity. the event properly, and how we will get the donations to the organization.
 * The fundraiser must contribute to the organization you have selected in Step 2. It does not have to raise money. It can raise goods,
 * The fundraiser must be practical. The goal is to be able to actually run this fundraiser at Parkland High School and donate the
 * Be sure to include what supplies you need to run your event, how long your event would run, what roles people need to play to run

Step 4: Pitch your Reform Effort to the Class organize and execute over the next few weeks. The group selected will earn 3 extra points toward their grade. 1. Introduce your reform group 2. Identify the charity you are supporting and why you chose that specific non-profit organization 3. Explain your fundraiser-what you are collecting, how it will be organized, what role class members will play, supplies and any additional information you may need to allow the class to understand your idea. 4. Create a power point (keynote) to accompany your presentation
 * Each group must present their idea to the class. At the conclusion of presentations, the class will vote for one reform effort to
 * Your presentation must include the following:

Catching the Progressive Spirit Project Rubric 20 pts


 * Role: Project Manager**

Details: Your responsibilities as project manager include: keep group members on-task during all in-class time, help select group name and non-profit organization for donation, organize fundraiser and offer ideas for pitch visuals, report progress to Mr. Carpenito as requested.
 * || 10 || 8 || 6 || 4 || 2 ||
 * Does the presentation effectively present all required aspects? || Effectively presents all aspects || Attempts to present all aspects || Effectively presents most aspects || Effectively presents some aspects || Attempts to present some aspects ||
 * || 5 || 4 || 3 || 2 || 1 ||
 * How well does the Visual support the pitch info? || Effectively illustrates all aspects of the pitch || Attempts to illustrate all aspects of the pitch || Illustrates some aspects of the pitch || Attempts to illustrate some aspects of the pitch || The visual(s) do not support the pitch info ||
 * How was the use of in-class time? || Team made effective use of all in-class time (redirected 1x or less) || Team made effective use of most in-class time (redirected 2x) || Team made effective use of some in-class time (redirected 3x) || Team was redirected 4x || Team was redirected 5x or more times ||


 * Role: Pitch Person**

Details: Your responsibilities as a pitch person include: helping select group name and your groups fundraiser concept and present it to the class in an entertaining and energetic manner.


 * || 10 || 8 || 6 || 4 || 2 ||
 * Does the presentation effectively present all required aspects? || Effectively presents all aspects of step 4 || Attempts to present all aspects of step 4 || Presents most aspects of Step 4 || Presents some aspects of step 4 || Attempts to present some aspects of step 4 ||
 * || 5 || 4 || 3 || 2 || 1 ||
 * What was the quality of the presentation? || Maintained energy, eye contact and poise throughout ||  || Attempted to maintain energy, eye contact and poise ||   || Consistently lacked energy, eye contact and poise ||
 * How was the use of in-class time? || Made effective use of all in-class time (1x or less) || Made effective use of most in-class time (off task 2x) || Made effective use of some in-class (off task 3x) || Was off-task 4x || Was off-task 5x ||


 * Role: Visual Aid Coordinator**

Details: Your responsibility as a visual aid coordinator include: helping select your groups name, your groups fundraiser concept. and create visuals that will support your group's presentation. You must make sure that each visual is clear, colorful, and effectively illustrates the information presented in your groups pitch.


 * || 10 || 8 || 6 || 4 || 2 ||
 * How well does the visual support the pitch info? || Effectively illustrates all aspects of the pitch || Attempts to illustrate all aspects of the pitch || Illustrates some aspects of the pitch || Attempts to illustrate some aspects of the pitch || The visual(s) do not support the pitch info ||
 * || 5 || 4 || 3 || 2 || 1 ||
 * What was the quality of the visual? || All visual(s) are clear, colorful and original ||  || Some visual(s) are clear colorful, and original ||   || Visual(s) lack clarity, color and originality ||
 * How was the use of in-class time? || Made effective use of all in-class time (off task 1x or less) || Made effective use of most in-class time (off task 2x) || Made effective use of some in-class time (off task 3x) || Was off-task 4x || Was off-task 5x ||