Monday, April 19, 2004
I can't remember which category this is in, but it is edited and ready to go. There is a picture (the one with the students in yellow shirts) with this article.
YELLOW RIBBON’S CAPITAL IDEA
By: Laura Saari
RiverBend Academy – Mankato
March 30, 2004: Students from RiverBend Academy headed towards
Minnesota’s State Capitol with the standard trip slips in hand for a special
day of awareness for suicide prevention and mental health accessibility.
Buses left many of Mankato’s surrounding high schools at 7 a.m. to join
other schools from all over Minnesota.
RBA students were excited to be a part of making a difference and
helping others. As most would say, the trip opened their eyes to the seriousness of this issue and to how awareness can be a big first step.
The day at the Capitol included an initial informational meeting followed by meetings with Sen. Hottinger and Rep. Dorn. The importance of suicide
prevention and its funding were a major part of the discussions as was
seen in the 3,000 letters delivered to Gov. Pawlenty and the attendance
of nearly 200 students from around the state. South-central Minnesota
remains the organization’s strongest region being based in Mankato and
having 150 of the 200 students from Mankato, Mapleton and Winthrop.
The day was concluded with a press conference in the Capitol rotunda
and group pictures on the Capitol steps. The message was clear that “its
OK to ask for help and Yellow Ribbon is a place you can get it.”
*** 24 Hour Toll Free Crisis Line:
1-800-865-0606 South Central MN
1-800-SUICIDE National crisis line
YELLOW RIBBON’S CAPITAL IDEA
By: Laura Saari
RiverBend Academy – Mankato
March 30, 2004: Students from RiverBend Academy headed towards
Minnesota’s State Capitol with the standard trip slips in hand for a special
day of awareness for suicide prevention and mental health accessibility.
Buses left many of Mankato’s surrounding high schools at 7 a.m. to join
other schools from all over Minnesota.
RBA students were excited to be a part of making a difference and
helping others. As most would say, the trip opened their eyes to the seriousness of this issue and to how awareness can be a big first step.
The day at the Capitol included an initial informational meeting followed by meetings with Sen. Hottinger and Rep. Dorn. The importance of suicide
prevention and its funding were a major part of the discussions as was
seen in the 3,000 letters delivered to Gov. Pawlenty and the attendance
of nearly 200 students from around the state. South-central Minnesota
remains the organization’s strongest region being based in Mankato and
having 150 of the 200 students from Mankato, Mapleton and Winthrop.
The day was concluded with a press conference in the Capitol rotunda
and group pictures on the Capitol steps. The message was clear that “its
OK to ask for help and Yellow Ribbon is a place you can get it.”
*** 24 Hour Toll Free Crisis Line:
1-800-865-0606 South Central MN
1-800-SUICIDE National crisis line
Wednesday, April 14, 2004
SH 3 - EDITED (RA)
A Student’s Perspective on MBA’s Star Tracks Program
By David Hallgren
Star Tracks, at this juncture, is an incentive program and is used in motivating students to perform well on select behavioral competencies.
The behavioral competencies used in Star Tracks came from the Secretaries Commission on Achieving Necessary Skills. These behaviors are foundational for an effective worker to have, and the Minnesota Business Academy is encouraging these valuable skills in the classroom.
The Skills that will be evaluated on are as follows:
Listening – receives, attends to, interprets, and responds to verbal messages and cues
Decision Making – specifies goals and constraints, generates alternatives, considers risk and evaluates and chooses the best alternative.
Problem Solving – recognizes problems and devices and implements plan of action
Responsibility – exerts a high level of effort and preservers towards goal attainment
Sociability – demonstrates understanding, friendliness, adaptability and empathy
Self-Management – assesses self accurately, sets personal goals, monitors progress and exhibits self-control
Teachers have incorporated the use and evaluation of these skills into their regular classrooms as well as special projects. Students are evaluated by the teacher and rewarded for excellent demonstration of the above skills. The privileges include student council membership, dances, field trips, gift certificates, technology clearance, student lounge and open lunch.
There have been noticeable positive results since the initiation of Star Tracks. Students are working to improve there rating and obtain additional rewards. Common expectations of behavior make it easier for students to know what is expected in all classrooms. While still a new program at MBA, students and staff recognize the benefits to learning and helping students prepare for their future.
SH 2 - EDITED (RA)
MBA Seminar – Where Students Study Their Passion
By Nathan Stublaski - STORY FROM MN BUSINESS ACADEMY
The way that students have been taught has been linear for many years. The most common method is to introduce the topic, present the lecture, have a discussion or 'question and answer' session, give an assignment, and finally an exam. This has worked for some students, but it is a very strict skeleton and it may not be the best way for everyone to learn.
The Minnesota Business Academy seminar program works in a different way. In this program each student chooses a topic and a project related to the topic and then sets a goal. From then on students work almost completely on their own while completing projects. They push themselves to accomplish the goals. This can be a very efficient learning alternative for people that the traditional method does not work the best for. The projects in the current seminar vary from writing a novella based on the integration of Viking culture into Native American culture to designing an online course. Many projects involve original qualitative research, while others such as world trade policies with China involve more traditional research.
As the students work on their projects, they will come out with more knowledge of the subject than if an instructor was just telling the information. Students' instructors are there to help them complete their research and project. They lecture on topics that help them reach their goals.
In the seminar, students find their knowledge themselves. They gain a larger respect for what is being researched because they are doing the work to learn it, instead of someone else researching then regurgitating the information to the class. Also, by participating in a program that is as self directed as this one, students will be able to come out with better time management and responsibility skills. As students work toward their project goal, they are learning how necessary time management really is.
The seminar gives students an insight to what the real world is really like. It takes away the shelter of the high school environment and puts students into the harsher real world environment. This gives them a jump-start in performing in the work world where they will probably not have a person dictating what they should be doing at every given moment.
The seminar shows students what they are able to do when given the chance. It will show them where guidance is needed while still being able to simulate a real world working experience.
The seminar is a great learning experience on both ends of the education field. It gives students a chance to prove themselves and it gives them a chance to see what life will really be like outside of the protection of high school doors. It gives educators a chance to observe what students are capable of doing. It gives educators more insight on the various ways of presenting information as well as insight on what will motivate high school students.
SH 1 - EDITED (RA)
MBA Expands Its Learning Community Through Service
By Caleb McDonald
It seems that the main objective of most schools is to teach students the fundamentals of what is considered a basic education. Math, science and English are subjects that are undoubtedly vital to succeeding. Yet how often is the student taught “life-skills” that apply to the helping of others less fortunate, treating others with kindness and learning to be humble? At Minnesota Business Academy, it has always been a priority to teach students that to truly be successful in life, one must learn the importance of helping others. Twice a year the students and teachers embark on a week-long community service learning project. They participate in hands on activities and share their skills by giving back to the community. They accomplish this through programs like Habit for Humanity, volunteering at local food shelters, community cleaning services, in school construction and various environmental activities.
This biannual week-long service is called Interim. It is coordinated by the teachers and involves a good deal of fundraising that is facilitated by the students. The Habitat for Humanity group raised funds by allowing students to vote on a teacher of their choice to sleep in a box outside for an evening. “Teacher in a Box” was able to raise over $300. The students found that this was appropriate due to the nature of the Habitat for Humanity program, which builds homes for low-income families. The fundraiser not only supports the students’ Habitat for Humanity service learning project, but also helps draw attention to the issue of affordable housing.
Whether it is building homes, beautifying parks or helping librarians, students study the issues surrounding their project, and help make their community and environment better.
A Student’s Perspective on MBA’s Star Tracks Program
By David Hallgren
Star Tracks, at this juncture, is an incentive program and is used in motivating students to perform well on select behavioral competencies.
The behavioral competencies used in Star Tracks came from the Secretaries Commission on Achieving Necessary Skills. These behaviors are foundational for an effective worker to have, and the Minnesota Business Academy is encouraging these valuable skills in the classroom.
The Skills that will be evaluated on are as follows:
Listening – receives, attends to, interprets, and responds to verbal messages and cues
Decision Making – specifies goals and constraints, generates alternatives, considers risk and evaluates and chooses the best alternative.
Problem Solving – recognizes problems and devices and implements plan of action
Responsibility – exerts a high level of effort and preservers towards goal attainment
Sociability – demonstrates understanding, friendliness, adaptability and empathy
Self-Management – assesses self accurately, sets personal goals, monitors progress and exhibits self-control
Teachers have incorporated the use and evaluation of these skills into their regular classrooms as well as special projects. Students are evaluated by the teacher and rewarded for excellent demonstration of the above skills. The privileges include student council membership, dances, field trips, gift certificates, technology clearance, student lounge and open lunch.
There have been noticeable positive results since the initiation of Star Tracks. Students are working to improve there rating and obtain additional rewards. Common expectations of behavior make it easier for students to know what is expected in all classrooms. While still a new program at MBA, students and staff recognize the benefits to learning and helping students prepare for their future.
SH 2 - EDITED (RA)
MBA Seminar – Where Students Study Their Passion
By Nathan Stublaski - STORY FROM MN BUSINESS ACADEMY
The way that students have been taught has been linear for many years. The most common method is to introduce the topic, present the lecture, have a discussion or 'question and answer' session, give an assignment, and finally an exam. This has worked for some students, but it is a very strict skeleton and it may not be the best way for everyone to learn.
The Minnesota Business Academy seminar program works in a different way. In this program each student chooses a topic and a project related to the topic and then sets a goal. From then on students work almost completely on their own while completing projects. They push themselves to accomplish the goals. This can be a very efficient learning alternative for people that the traditional method does not work the best for. The projects in the current seminar vary from writing a novella based on the integration of Viking culture into Native American culture to designing an online course. Many projects involve original qualitative research, while others such as world trade policies with China involve more traditional research.
As the students work on their projects, they will come out with more knowledge of the subject than if an instructor was just telling the information. Students' instructors are there to help them complete their research and project. They lecture on topics that help them reach their goals.
In the seminar, students find their knowledge themselves. They gain a larger respect for what is being researched because they are doing the work to learn it, instead of someone else researching then regurgitating the information to the class. Also, by participating in a program that is as self directed as this one, students will be able to come out with better time management and responsibility skills. As students work toward their project goal, they are learning how necessary time management really is.
The seminar gives students an insight to what the real world is really like. It takes away the shelter of the high school environment and puts students into the harsher real world environment. This gives them a jump-start in performing in the work world where they will probably not have a person dictating what they should be doing at every given moment.
The seminar shows students what they are able to do when given the chance. It will show them where guidance is needed while still being able to simulate a real world working experience.
The seminar is a great learning experience on both ends of the education field. It gives students a chance to prove themselves and it gives them a chance to see what life will really be like outside of the protection of high school doors. It gives educators a chance to observe what students are capable of doing. It gives educators more insight on the various ways of presenting information as well as insight on what will motivate high school students.
SH 1 - EDITED (RA)
MBA Expands Its Learning Community Through Service
By Caleb McDonald
It seems that the main objective of most schools is to teach students the fundamentals of what is considered a basic education. Math, science and English are subjects that are undoubtedly vital to succeeding. Yet how often is the student taught “life-skills” that apply to the helping of others less fortunate, treating others with kindness and learning to be humble? At Minnesota Business Academy, it has always been a priority to teach students that to truly be successful in life, one must learn the importance of helping others. Twice a year the students and teachers embark on a week-long community service learning project. They participate in hands on activities and share their skills by giving back to the community. They accomplish this through programs like Habit for Humanity, volunteering at local food shelters, community cleaning services, in school construction and various environmental activities.
This biannual week-long service is called Interim. It is coordinated by the teachers and involves a good deal of fundraising that is facilitated by the students. The Habitat for Humanity group raised funds by allowing students to vote on a teacher of their choice to sleep in a box outside for an evening. “Teacher in a Box” was able to raise over $300. The students found that this was appropriate due to the nature of the Habitat for Humanity program, which builds homes for low-income families. The fundraiser not only supports the students’ Habitat for Humanity service learning project, but also helps draw attention to the issue of affordable housing.
Whether it is building homes, beautifying parks or helping librarians, students study the issues surrounding their project, and help make their community and environment better.
CW 5 - EDITED (SP)
When I Grow Up
By Missy, a 6th grader at Harvest Prep. in Minneapolis.
I might be a doctor and help the sick.
I might be a dancer of hip-hop and slick.
I might be a teacher and teach the school.
I might be the president, yeah that’s cool.
I will be a person that learns, earns and gives.
I will be a person that helps the good will.
I will be a person that will give in order to receive.
I will be a person that never gives up and believes.
That’s what I want you to do, never give up and always believe in yourself. You can achieve all that you believe.
When I Grow Up
By Missy, a 6th grader at Harvest Prep. in Minneapolis.
I might be a doctor and help the sick.
I might be a dancer of hip-hop and slick.
I might be a teacher and teach the school.
I might be the president, yeah that’s cool.
I will be a person that learns, earns and gives.
I will be a person that helps the good will.
I will be a person that will give in order to receive.
I will be a person that never gives up and believes.
That’s what I want you to do, never give up and always believe in yourself. You can achieve all that you believe.
CW 4 - EDITED (SP)
What Will I Be...
By Martina, a 6th grader at Harvest Preparatory School in Minneapolis, MN
I might be a preacher. I like to preach.
I might be a teacher. I like to teach.
I might be a model and take pictures on the beach.
I might be like Martin and say a speech.
I might be a singer. It’s fun to sing.
I might be rich and buy a billion dollar ring.
I might be a doctor and help the ill.
I might make computers and hang with Bill.
I might be a lawyer and trust the law.
I might be constructive with a saw.
I might be a chef. I like to cook.
I might be an author and write a book.
I might be one of these great things.
You never know what reality will bring.
What Will I Be...
By Martina, a 6th grader at Harvest Preparatory School in Minneapolis, MN
I might be a preacher. I like to preach.
I might be a teacher. I like to teach.
I might be a model and take pictures on the beach.
I might be like Martin and say a speech.
I might be a singer. It’s fun to sing.
I might be rich and buy a billion dollar ring.
I might be a doctor and help the ill.
I might make computers and hang with Bill.
I might be a lawyer and trust the law.
I might be constructive with a saw.
I might be a chef. I like to cook.
I might be an author and write a book.
I might be one of these great things.
You never know what reality will bring.
CW 6 - EDITED
Creative Writing(Centered)
My Dream for the Future
By Stephanie, a 6th grader at Harvest Prep. School in Minneapolis
My dream, My reality, My way,
Will I have anytime to play?
I will work hard everyday…
To be a dancer in every way,
Hip Hop, Jazz, Modern, Tap,
Hmm, I bet nobody can top that!!!
Or maybe I’ll be an actress or judge,
And when people think they’re better,
They’ll think twice to budge.
Or I could be a flight attendant,
Flying way up high,
Watching the birds go by and by.
But until then…
I’m planning on going to Spellman.
Before that…
I’m going to North High.
And that’s a fact!!!
Creative Writing(Centered)
My Dream for the Future
By Stephanie, a 6th grader at Harvest Prep. School in Minneapolis
My dream, My reality, My way,
Will I have anytime to play?
I will work hard everyday…
To be a dancer in every way,
Hip Hop, Jazz, Modern, Tap,
Hmm, I bet nobody can top that!!!
Or maybe I’ll be an actress or judge,
And when people think they’re better,
They’ll think twice to budge.
Or I could be a flight attendant,
Flying way up high,
Watching the birds go by and by.
But until then…
I’m planning on going to Spellman.
Before that…
I’m going to North High.
And that’s a fact!!!
STORY FROM COON RAPIDS LEARNING CENTER - Edited - I thought that both articles were different enough to have them side-by-side? You can change this if you want...I just thought both perspectives were good. ~Shar P.
SH 5 - EDITED (SP)
Project Sarapiqui: From Students For Students - an adult perspective
Students at Coon Rapids Learning Center (CRLC), an alternative high school, are spearheading a service learning campaign to benefit the Sarapiqui Conservation Learning Center (SCLC) in Costa Rica, which is located in one of the country's poorest regions. This endeavor is being called Project Sarapiqui: From Students For Students and it will benefit students in Costa Rica who work with SCLC.
The Sarapiqui Conservation Learning Center is community outreach program, working with children and adults of Sarapiqui county. SCLC is a non-profit agency, in fact the staff there are fulltime volunteers from the US and Europe, that is always in need of supplies or money. So, students at CRLC have decided to help the Center in two ways. One way is donating school supplies that the Center is in desperate need of. The students are carrying this out by advertising the program at school and asking students to donate school supplies. The school supplies will then be brought to the Sarapiqui Conservation Learning Center when a group of students from CRLC take a class trip to Costa Rica at the end of April. The goal is to have the students collect over 350 pounds of school supplies.
The second way students are trying to help students of Sarapiqui county is to support the SCLC High School Scholarship Program. Students in the area often have to quit school after 6th grade because they cannot afford the cost of the education, which is $250.00 a year for 5 years. Students at CRLC believe everyone deserves an opportunity for an education so students are raising money by asking for donations from students, parents, and businesses in the community. The goal is to raise enough money to support a Sarapiqui student through 5 years of school.
If you would like to help with Project Sarapiqui in any way, we are accepting cash or checks made payable to Coon Rapids Learning Center, and donations of either school supplies or money should be brought to Brandi Greer or Theresa Boisjolie, advisors at Coon Rapids Learning Center. Questions can be addressed at this number: 763-862-9223.
SH 7 - EDITED (SP)
STORY FROM COON RAPIDS LEARNING CENTER - Edited - SP
Project Sarapiqui - A Student's Perspective
By Ali, 12th grade
Two teachers from my school recently went to Costa Rica. While they were there they visited one of the poorest regions of the country, Sarapiqui. They found a Conservation Learning Center, which is an open and free secondary school, similar to our school, the Coon Rapids Learning Center. There are high schools in Costa Rica that many students can't attend because of the cost of uniforms, books, and transportation. Once the kids in Costa Rica are twelve and have completed the sixth grade, they cannot attend high school unless they can pay the two- hundred and fifty dollars a year, for five years.
The students at Coon Rapids Learning Center believe that every one deserves an opportunity for education. So some of my classmates and I have started a fundraiser to sponsor one student to go to high school for five years. Our goal is to raise $1250, that would provide all the materials needed for one student. So far we have raised over seven hundred dollars. We did that by putting together a day at our school, March 11th, where students could leave early if they donated two dollars. We also have a loose change jar located in our schools. In addition, we have sent letters to many businesses, and have contacted the Chamber of Commerce.
Not only are we trying to raise money, but we are also requesting donations of school supplies. This April eight students are going to Costa Rica, and we are trying to send at least fifty pounds of school supplies with each of them, to be donated to the Sarapiqui Conservation Learning Center.
We have received a lot of donations and hope to meet our goals. Some of my classmates and I intend on going to Costa Rica in the fall to meet the student we will sponsor. We are planning to keep this fundraiser going for years, and hopefully sponsor a student every year.
SH 1 - EDITED (SP)
STORY FROM Voyageurs Expeditionary High School
Talented and Gifted Program Implemented
By Chance, VEHS Student, 10th Grade
Voyageurs Expeditionary High School (VEHS), a new charter high school in Bemidji, opened this previous fall, is taking part in a renaissance of extended learning programs. One component that is helping fulfill this mission is the use of a Talented and Gifted (TAG) program. This academic extension provides students with focused interests and talents a chance to experience their passion in an alternative environment. VEHS, only seven months old, has been hard at work refining the TAG program so that the experience will extend to every student that has personal interests outside of the traditional school setting.
The person hired for spearheading this program is Mary Clemenson. Mary, a native of North Dakota, has lived in Bemidji for 16 years, with a brief stint in Boston. While in Boston she earned her Masters Degree in Musical Composition at the New England Conservatory, one of the top five music schools in the country. Her job includes exploring our community for student opportunities and supporting the staff in their efforts to provide new and interesting curriculum. She is energetic about her task; she has been busy coordinating a summer Writer's Workshop with Will Weaver, a renowned author, along with extended learning opportunities with local experts.
Mary Clemenson feels that "working with students at VEHS is a dream job. They are eager to learn and try new experiences. Their questions are insightful and they comprehend complex concepts. They are talented, intelligent and well motivated. What teacher could ask for more? It is a privilege to work in such a supportive environment." Mary's plans for next year are numerous. For starters, she will work closely with other members of the VEHS staff as the school intends to incorporate the TAG program more directly into the curriculum next year. We will be applying for a grant to host a photographer as an artist in residence, begin a yearbook, continue our supplemental music program, link up with the Headwaters Science Center, expand our National History Day experience, and many more as need arises. Voyageurs, because it is an ELOB (Expeditionary Learning Outward Bound) school, strongly supports programs that provide a good opportunity for experiential learning and self-direction.
Jaime, a ninth grade student at VEHS says, "I think Mary really brought something new to Voyageurs that no one else could have offered us." Zach, another ninth graders says, "I think Mary is a brilliant and committed woman who shows a passion for what she does!" Mary Clemenson, through the TAG program, has set up a lot of exciting opportunities for VEHS students that are popular with the student body and helpful to the rest of the staff. Personally, Mary has helped me extend my love and understanding for music in a way I could never repay!
Picture: Mary Clemenson explains an intricate concept in music theory to VEHS student Jaime Owens.
SH 9 - EDITED (SP)
STORY FROM SCHOOLCRAFT
The Rainforest Expedition
By Naomi - a 1st grader at Schoolcraft Learning Community, a K-8 charter school in Bemidji, MN in their fourth year of operation. To see what other crews are doing, you can visit the website www.schoolcraft.org.
Melanie's crew is learning about the Rainforest. Rainforests can be in Australia, Central and South America, and Africa. Some people are cutting down the Rainforest-- I don't like that because it destroys the creatures' world. Some people are trying to save the Rainforest. We need to save it because it's beautiful and we get fruit from there. I can't wait to visit the Rainforest one day! If you want to learn more, I'll tell you some interesting facts about the Rainforest:
* The macaw is the most colorful creature.
* The giraffe is the biggest animal there.
* The sloth is the slowest mammal there.
* The Blue Morpho butterfly is the biggest butterfly.
* The difference between monkeys and apes is that monkeys have tails and apes don't.
* The jaguar is the most powerful creature and my favorite!
ED 4 - EDITED (SP)
Keeping the Struggle Alive!!!
By Alysha, a 5th grader at Harvest Preparatory School in Minneapolis
Now that I've seen and heard the truth about the suffering of our people and what they went through during the Civil Rights Movement, this is what I'll do to keep the struggle going. I will make good grades and stay in school. I don't have to fight the same fight as my ancestors, but I will make sure their struggle was not in vain.
School will be a priority. I will listen to my teacher and follow directions. I will focus in school. I will read a variety of books and learn about everything. I will most of all be respectful to my parents and family. I will not talk back to them. I will make sure I always do the right things and make good choices in my life, so I can be a role model to my brother and sister and my community.
CW 3 - EDITED (SP)
Literary Analysis by Krista at Riverbend Academy
"My Antonia" by Willa Cather
One of the main themes of the book "My Antonia" deals with the relationship between the friendships and events of our childhood and who we become later in life. This is reflected in the style of the book.
In the novel's original introduction we meet the protagonist Jim Burden as he travels with a friend. Their talk turns to the extraordinary friendship between Jim and an immigrant woman he grew up with in Nebraska. Right from the start, the reader is introduced to how important and influential Jim's relationship with Antonia Shimerda has been in shaping his life. Jim admits he has spent a lot of time throughout his life thinking about his childhood with Antonia. He and his companion plan to write down all they can remember about her and when they meet again in New York, Jim presents his friend with the novel "My Antonia". It is his account of his relationship with Antonia spanning thirty years, from the moment they met to the recent renewal of their friendship.
The novel opens with the orphaned Jim traveling on the same train, to the same place, on the same night as Antonia. Right from the start, their stories intertwine. The book progresses through the years, recounting the story of Antonia in reference to Jim's life and his memories of her. We hear about the central character of the novel only through the memories and stories of the people around her. Actually, as the novel evolves, we hear less of Antonia and more of Jim, though in the most unexpected moments, she pops up in his narrative and we know she is never far from his thoughts.
Another important theme of the novel is that of the immigrant experience, especially how it affects women. Jim peppers his story of his and Antonia's life with those of other immigrant women he grew up with. It becomes obvious to the reader how much Jim admires and sympathizes with immigrant women. Perhaps this is because he too migrated to Nebraska, albeit from another state, leaving behind family and friends to live among unknown people in a completely new climate and culture.
The style of the novel also reflects this theme. It begins with Jim and Antonia's arrival in Nebraska and spans to the conclusion of the immigrant experience. It documents how all the immigrant women and men Jim mentions fail or flourish in the new land, the hardships endured and overcome, the eventual contentment and stability most enjoy, Antonia in particular.
The book records the trials Antonia endures early on (her father's suicide) and later in life (how she fell in love with a man who left her penniless and pregnant). Through each of the many hardships Antonia encounters, she maintains her buoyant spirits, quiet strength, sincerity, and an admirable fire for life. The book ends with Jim's recent visit to her home and his testimony to the endurance and vitality she retains, even in her forties. She has finally found her place and home in Nebraska, happily married to a Bohemian like herself, surrounded by numerous healthy children, and proprietor of a productive farm. Jim's account of Antonia's life exudes his love and admiration for her.
ED 5 - EDITED (SP)
What Will You Do Because of Dr. King
By Dafina, a 5th grader at Harvest Preparatory School in Minneapolis
Because of Dr. King, I will use his dream to continue my education. I'm blessed to know that somebody tried to make a better life for themselves and their African American future. Not only has Dr. King's dream come true, but also others who strived during the Civil Rights Movement to make a better life. Now I have the opportunity to accomplish my dreams for future generations.
I believe that because of Dr. King's dream, education is the only way to erase racism, sexism and all other prejudices people may have. By educating myself I help eliminate stereotypes and prejudices. By educating myself I can be whatever I want to be. I can work at one of the best jobs. I can have the best life that I can ever have.
I will use my advantages to be one of the many African Americans to go to college. Not just any college but one of the great historically black colleges or universities. My family and friends have strived to help me be where I am today. I keep that thought in my heart and brain to realize what I need to do to accomplish my dreams and goals in life.
Every year on January 15th, I feel more and more grateful to be a part of Dr. King's dream. I have the opportunity to gain an education as an African American woman. Dr. King's spirit and struggles stay in my heart. And because of their struggles, that strives me to remember that I'm not like everyone else. I'm a black woman who needs to do and be her best to achieve Dr. King's dream of excellence.
SH 5 - EDITED (SP)
Project Sarapiqui: From Students For Students - an adult perspective
Students at Coon Rapids Learning Center (CRLC), an alternative high school, are spearheading a service learning campaign to benefit the Sarapiqui Conservation Learning Center (SCLC) in Costa Rica, which is located in one of the country's poorest regions. This endeavor is being called Project Sarapiqui: From Students For Students and it will benefit students in Costa Rica who work with SCLC.
The Sarapiqui Conservation Learning Center is community outreach program, working with children and adults of Sarapiqui county. SCLC is a non-profit agency, in fact the staff there are fulltime volunteers from the US and Europe, that is always in need of supplies or money. So, students at CRLC have decided to help the Center in two ways. One way is donating school supplies that the Center is in desperate need of. The students are carrying this out by advertising the program at school and asking students to donate school supplies. The school supplies will then be brought to the Sarapiqui Conservation Learning Center when a group of students from CRLC take a class trip to Costa Rica at the end of April. The goal is to have the students collect over 350 pounds of school supplies.
The second way students are trying to help students of Sarapiqui county is to support the SCLC High School Scholarship Program. Students in the area often have to quit school after 6th grade because they cannot afford the cost of the education, which is $250.00 a year for 5 years. Students at CRLC believe everyone deserves an opportunity for an education so students are raising money by asking for donations from students, parents, and businesses in the community. The goal is to raise enough money to support a Sarapiqui student through 5 years of school.
If you would like to help with Project Sarapiqui in any way, we are accepting cash or checks made payable to Coon Rapids Learning Center, and donations of either school supplies or money should be brought to Brandi Greer or Theresa Boisjolie, advisors at Coon Rapids Learning Center. Questions can be addressed at this number: 763-862-9223.
SH 7 - EDITED (SP)
STORY FROM COON RAPIDS LEARNING CENTER - Edited - SP
Project Sarapiqui - A Student's Perspective
By Ali, 12th grade
Two teachers from my school recently went to Costa Rica. While they were there they visited one of the poorest regions of the country, Sarapiqui. They found a Conservation Learning Center, which is an open and free secondary school, similar to our school, the Coon Rapids Learning Center. There are high schools in Costa Rica that many students can't attend because of the cost of uniforms, books, and transportation. Once the kids in Costa Rica are twelve and have completed the sixth grade, they cannot attend high school unless they can pay the two- hundred and fifty dollars a year, for five years.
The students at Coon Rapids Learning Center believe that every one deserves an opportunity for education. So some of my classmates and I have started a fundraiser to sponsor one student to go to high school for five years. Our goal is to raise $1250, that would provide all the materials needed for one student. So far we have raised over seven hundred dollars. We did that by putting together a day at our school, March 11th, where students could leave early if they donated two dollars. We also have a loose change jar located in our schools. In addition, we have sent letters to many businesses, and have contacted the Chamber of Commerce.
Not only are we trying to raise money, but we are also requesting donations of school supplies. This April eight students are going to Costa Rica, and we are trying to send at least fifty pounds of school supplies with each of them, to be donated to the Sarapiqui Conservation Learning Center.
We have received a lot of donations and hope to meet our goals. Some of my classmates and I intend on going to Costa Rica in the fall to meet the student we will sponsor. We are planning to keep this fundraiser going for years, and hopefully sponsor a student every year.
SH 1 - EDITED (SP)
STORY FROM Voyageurs Expeditionary High School
Talented and Gifted Program Implemented
By Chance, VEHS Student, 10th Grade
Voyageurs Expeditionary High School (VEHS), a new charter high school in Bemidji, opened this previous fall, is taking part in a renaissance of extended learning programs. One component that is helping fulfill this mission is the use of a Talented and Gifted (TAG) program. This academic extension provides students with focused interests and talents a chance to experience their passion in an alternative environment. VEHS, only seven months old, has been hard at work refining the TAG program so that the experience will extend to every student that has personal interests outside of the traditional school setting.
The person hired for spearheading this program is Mary Clemenson. Mary, a native of North Dakota, has lived in Bemidji for 16 years, with a brief stint in Boston. While in Boston she earned her Masters Degree in Musical Composition at the New England Conservatory, one of the top five music schools in the country. Her job includes exploring our community for student opportunities and supporting the staff in their efforts to provide new and interesting curriculum. She is energetic about her task; she has been busy coordinating a summer Writer's Workshop with Will Weaver, a renowned author, along with extended learning opportunities with local experts.
Mary Clemenson feels that "working with students at VEHS is a dream job. They are eager to learn and try new experiences. Their questions are insightful and they comprehend complex concepts. They are talented, intelligent and well motivated. What teacher could ask for more? It is a privilege to work in such a supportive environment." Mary's plans for next year are numerous. For starters, she will work closely with other members of the VEHS staff as the school intends to incorporate the TAG program more directly into the curriculum next year. We will be applying for a grant to host a photographer as an artist in residence, begin a yearbook, continue our supplemental music program, link up with the Headwaters Science Center, expand our National History Day experience, and many more as need arises. Voyageurs, because it is an ELOB (Expeditionary Learning Outward Bound) school, strongly supports programs that provide a good opportunity for experiential learning and self-direction.
Jaime, a ninth grade student at VEHS says, "I think Mary really brought something new to Voyageurs that no one else could have offered us." Zach, another ninth graders says, "I think Mary is a brilliant and committed woman who shows a passion for what she does!" Mary Clemenson, through the TAG program, has set up a lot of exciting opportunities for VEHS students that are popular with the student body and helpful to the rest of the staff. Personally, Mary has helped me extend my love and understanding for music in a way I could never repay!
Picture: Mary Clemenson explains an intricate concept in music theory to VEHS student Jaime Owens.
SH 9 - EDITED (SP)
STORY FROM SCHOOLCRAFT
The Rainforest Expedition
By Naomi - a 1st grader at Schoolcraft Learning Community, a K-8 charter school in Bemidji, MN in their fourth year of operation. To see what other crews are doing, you can visit the website www.schoolcraft.org.
Melanie's crew is learning about the Rainforest. Rainforests can be in Australia, Central and South America, and Africa. Some people are cutting down the Rainforest-- I don't like that because it destroys the creatures' world. Some people are trying to save the Rainforest. We need to save it because it's beautiful and we get fruit from there. I can't wait to visit the Rainforest one day! If you want to learn more, I'll tell you some interesting facts about the Rainforest:
* The macaw is the most colorful creature.
* The giraffe is the biggest animal there.
* The sloth is the slowest mammal there.
* The Blue Morpho butterfly is the biggest butterfly.
* The difference between monkeys and apes is that monkeys have tails and apes don't.
* The jaguar is the most powerful creature and my favorite!
ED 4 - EDITED (SP)
Keeping the Struggle Alive!!!
By Alysha, a 5th grader at Harvest Preparatory School in Minneapolis
Now that I've seen and heard the truth about the suffering of our people and what they went through during the Civil Rights Movement, this is what I'll do to keep the struggle going. I will make good grades and stay in school. I don't have to fight the same fight as my ancestors, but I will make sure their struggle was not in vain.
School will be a priority. I will listen to my teacher and follow directions. I will focus in school. I will read a variety of books and learn about everything. I will most of all be respectful to my parents and family. I will not talk back to them. I will make sure I always do the right things and make good choices in my life, so I can be a role model to my brother and sister and my community.
CW 3 - EDITED (SP)
Literary Analysis by Krista at Riverbend Academy
"My Antonia" by Willa Cather
One of the main themes of the book "My Antonia" deals with the relationship between the friendships and events of our childhood and who we become later in life. This is reflected in the style of the book.
In the novel's original introduction we meet the protagonist Jim Burden as he travels with a friend. Their talk turns to the extraordinary friendship between Jim and an immigrant woman he grew up with in Nebraska. Right from the start, the reader is introduced to how important and influential Jim's relationship with Antonia Shimerda has been in shaping his life. Jim admits he has spent a lot of time throughout his life thinking about his childhood with Antonia. He and his companion plan to write down all they can remember about her and when they meet again in New York, Jim presents his friend with the novel "My Antonia". It is his account of his relationship with Antonia spanning thirty years, from the moment they met to the recent renewal of their friendship.
The novel opens with the orphaned Jim traveling on the same train, to the same place, on the same night as Antonia. Right from the start, their stories intertwine. The book progresses through the years, recounting the story of Antonia in reference to Jim's life and his memories of her. We hear about the central character of the novel only through the memories and stories of the people around her. Actually, as the novel evolves, we hear less of Antonia and more of Jim, though in the most unexpected moments, she pops up in his narrative and we know she is never far from his thoughts.
Another important theme of the novel is that of the immigrant experience, especially how it affects women. Jim peppers his story of his and Antonia's life with those of other immigrant women he grew up with. It becomes obvious to the reader how much Jim admires and sympathizes with immigrant women. Perhaps this is because he too migrated to Nebraska, albeit from another state, leaving behind family and friends to live among unknown people in a completely new climate and culture.
The style of the novel also reflects this theme. It begins with Jim and Antonia's arrival in Nebraska and spans to the conclusion of the immigrant experience. It documents how all the immigrant women and men Jim mentions fail or flourish in the new land, the hardships endured and overcome, the eventual contentment and stability most enjoy, Antonia in particular.
The book records the trials Antonia endures early on (her father's suicide) and later in life (how she fell in love with a man who left her penniless and pregnant). Through each of the many hardships Antonia encounters, she maintains her buoyant spirits, quiet strength, sincerity, and an admirable fire for life. The book ends with Jim's recent visit to her home and his testimony to the endurance and vitality she retains, even in her forties. She has finally found her place and home in Nebraska, happily married to a Bohemian like herself, surrounded by numerous healthy children, and proprietor of a productive farm. Jim's account of Antonia's life exudes his love and admiration for her.
ED 5 - EDITED (SP)
What Will You Do Because of Dr. King
By Dafina, a 5th grader at Harvest Preparatory School in Minneapolis
Because of Dr. King, I will use his dream to continue my education. I'm blessed to know that somebody tried to make a better life for themselves and their African American future. Not only has Dr. King's dream come true, but also others who strived during the Civil Rights Movement to make a better life. Now I have the opportunity to accomplish my dreams for future generations.
I believe that because of Dr. King's dream, education is the only way to erase racism, sexism and all other prejudices people may have. By educating myself I help eliminate stereotypes and prejudices. By educating myself I can be whatever I want to be. I can work at one of the best jobs. I can have the best life that I can ever have.
I will use my advantages to be one of the many African Americans to go to college. Not just any college but one of the great historically black colleges or universities. My family and friends have strived to help me be where I am today. I keep that thought in my heart and brain to realize what I need to do to accomplish my dreams and goals in life.
Every year on January 15th, I feel more and more grateful to be a part of Dr. King's dream. I have the opportunity to gain an education as an African American woman. Dr. King's spirit and struggles stay in my heart. And because of their struggles, that strives me to remember that I'm not like everyone else. I'm a black woman who needs to do and be her best to achieve Dr. King's dream of excellence.