Roots & Shoots Toolkit

Roots & Shoots Formula

Get Engaged

Map it

Take Action

Celebrate Wrap up your campaign by celebrating your success and the difference you made for your community. Be sure to reflect on what worked as well as what didn’t..

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Table of Contents Step 1: Get Engaged ..................................................................Pg.03 1.1 Example Campaign ...................................................................Pg.04 Step 2: Map it .............................................................................Pg.11 2.1 Community Mapping Guide 101 ...............................................Pg.12 2.2 Community Mapping Guide for Small Children .......................Pg.17 Step 3: Take Action ...................................................................Pg.19 3.1 Choosing a Campaign ...............................................................Pg.20 3.2 Campaign Planning Guide .........................................................Pg.22 3.3 Community Collaborating .........................................................Pg.27 Step 4: Celebrate ......................................................................Pg.28 4.1 Campaign Reflection ................................................................Pg.29 4.2 Measuring Success ...................................................................Pg.31 4.3 Celebrating Your Impact ..........................................................Pg.33 2

Step 1

Get Engaged

Map it

Take Action

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Celebrate

STEP 1: Get Engaged 1.1- Example Campaigns

Getting young people excited and engaged in the idea of doing a service learning campaign for their community is the first step in the Roots & Shoots process. There are many opportunities to catch young people’s attention in today’s day and age. The easiest and simplest, is sharing inspirational stories from other changemakers, especially those who could be peers of the young people with whom you work. In this resource, you will find several stories and associated resources that you can share to excite your students about embarking on their own service campaign:

Dr. Jane’s Story In pursuit of her goals, Dr. Jane had to overcome many obstacles — economic, social and professional — making her story relatable to many young people. She is a pioneering female role model in the sciences, and dedicated changemaker for communities across the globe. Help your young people learn Dr. Jane’s story, and understand how they can follow in her footsteps to make a difference for their community! A number of resources are available from the Jane Goodall Institute and Roots & Shoots that you can use to share Dr. Jane’s story including: 1. Biographical information on Dr. Jane below in the “Hello, Dr. Jane” info sheet, and on the Jane Goodall Institute website. 2. Updates from Dr. Jane’s worldwide travels on the Where in the World is Jane Blog. 3. Books on Dr. Jane’s life specifically for young people including My Life with the Chimpanzees written by Dr. Jane herself, and Patrick McDonell’s Me...Jane. 4. Videos on Dr. Jane’s work including the short video, Nature’s First Lady, and the feature length Jane Goodall’s Wild Chimpanzees IMAX movie.

Hello Dr. Jane! An Inspirational Biography



From a very young age, Dr. Jane loved animals and wanted to read every book she could about them. Her favorite books about animals were Dr. Doolittle, and Tarzan of the Jungle. She always wanted to go spend time in the forest like Tarzan, but he went and married that other wimpy Jane. When Dr. Jane became an adult her interest in learning about animals only grew, and she knew that she wanted to go to Africa to continue her learning. An opportunity to visit a family friend in Kenya arose, and she worked very hard as a waitress and a secretary to earn enough money to go on the trip. If she hadn’t worked hard at these other jobs there’s no way she would have been able to afford the trip. On her trip, Dr. Jane was advised, that if she wanted to study animals, she should meet Dr. Louis Leakey a famous archaeologist who studied human natural history. Dr. Jane met Dr. Leakey and he hired her to help him with one of his projects in Kenya. After seeing how hard Dr. Jane worked, Dr. Leakey decided that he wanted Jane to go and study chimpanzees in what is now Gombe National Park in the country of Tanzania. As a woman, Dr. Jane couldn’t go study the chimpanzees by herself, so in 1960, Dr. Jane’s mother accompanied her on the trip. Once they arrived in Gombe, they set up camp and each day, Dr. Jane hiked out to try to find the chimpanzees and observe their behavior. No one had studied them in the wild this way before, and every time Dr. Jane thought she was getting close, they would disappear. It wasn’t until after nearly the end of her trip that she was finally able to get close enough to make any kind of valuable observation of the chimpanzees. She documented many behaviors among the chimpanzees including eating, sleeping, and movement, as well as family relationships and social interactions among the chimpanzee groups. She also made notes about their emotions and personalities. Among her observations, perhaps the greatest was that she discovered that chimpanzees make and use tools. Her first observation of this was with a chimpanzee she had named David Greybeard using a blade of grass to “fish” termites out of a mound of dirt. Since this discovery, many other scientists have discovered how other great apes, as well as many other species use tools, and our understanding of and respect for animal intelligence has only grown. As a young scientist, the other scientists didn’t respect Dr. Jane’s work at first because she had given them names, and discussed their personalities. Other scientists didn’t think Dr. Jane’s research was valuable because at the time it was widely held that the characteristics Dr. Jane had documented were one’s that only human beings could have. Dr. Jane persisted, and eventually her point of view was accepted. She was so much so accepted that today she is known as one of the most prominent female scientists of the 20th century. After spending nearly 30 years studying the chimpanzees in the field, Dr. Jane began traveling the world discussing chimpanzees with all kinds of audiences, and teaching others about them. She was doing what she had always wanted to. During her travels, Dr. Jane soon began to realize, learning about the state of chimpanzee populations across the 22 countries in Africa that they inhabit, that their numbers were quickly dwindling, and that she must do something to protect them.

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In 1977, Dr. Jane founded the Jane Goodall Institute to continue her research, as well as establish projects that help improve human communities in the countries where there are the highest concentrations of chimpanzees. Through a people-centered approach to conservation, these communities join the Jane Goodall Institute in its mission to protect chimpanzees and secure a hopeful future for them. Also during her travels around the world raising awareness about chimpanzees, Dr. Jane met many young people who felt apathetic about their communities and that their futures had been stolen. Dr. Jane agreed, but she did not want to leave these young people with the belief that they couldn’t do anything to make the world a better place. And so, Dr. Jane started JGI’s global youth program, Jane Goodall’s Roots & Shoots. Today, now in more than 130 countries Roots & Shoots promotes active involvement of young people in projects that help improve their own communities, wherever they are, for people, animals and the environment. Today, Dr. Jane continues to travel 300 days a year speaking on behalf of chimpanzees, and helping every individual understand that they can make a difference in their communities.

Fun facts about Dr. Jane: ● ●

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Dr. Jane’s real first name is Valerie. Dr. Jane has two favorite toys that she loves very much — Jubilee, a toy chimpanzee given to her by her father when she was three years old, and Mr. H, a toy monkey given to her by her friend Gary Hahn. Dr. Jane’s favorite animal is a dog, and to go with that, her favorite movie is DIsney’s Lady and the Tramp. Dr. Jane loves eating dark chocolate and strong coffee — both organic and fair trade of course!

Stories of Roots & Shoots Campaigns in the United States Coyote Clash A group of elementary students wanted to turn their passion for animals into a Roots & Shoots campaign. They completed the Roots & Shoots community mapping activity and discovered that their neighbors include both other humans, as well as a lot of wildlife! They were particularly fascinated by their coyote neighbors, and realized that their human neighbors could have a better understanding of how to interact with coyotes more safely and kindly. And so, the students embarked on a Roots & Shoots service learning campaign to raise awareness about how people can coexist with coyotes more safely. Their first step was learning as much as they could about coyotes, and so they invited expert guest speakers to visit their classroom. These experts helped the students learn how they could be most helpful to the coyotes. From what they learned, they decided

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their campaign would involve the creation of public signage that could be understood more easily than the very complicated signs that were currently posted. Specifically, they wanted their signs to help other kids, as well as people who speak English as their second language, understand coyotes and how to interact with them safely. With an understanding of their audience, they created signs using graphic design tools demonstrating safety techniques that people can use when they encounter a coyote. With a number of signs developed, the students presented their favorite ones to Colorado Parks and Wildlife who posted the signs for the public. See the video all about Coyote Clash and the incredible students who led this Roots & Shoots service learning campaign. This would be a great video to show to your group members. A New Job for Pearl After the devastating earthquake that hit Haiti in 2010, young people all over the world wanted to do something help. A group of six and seven year old elementary students decided that they wanted to join the effort to help the victims of the earthquake, but being thousands of miles away, they weren’t sure what they could do. The young people learned more about the situation in Haiti and the destruction caused in the aftermath of the earthquake. In doing so they learned about something that was very important, and very concerning —that there were people who were trapped in rubble, and were difficult to locate. Rescue workers could not get into the places where the people were trapped. At home, an issue the students were also aware of was their local homeless dog population and how sometimes local homeless dogs were adopted and trained by organizations like the National Disaster Search Dog Foundation, and then brought to places where there are natural disasters to help rescue workers find people who are trapped. The students learned from Ron Horetski, their local fire captain, of one such dog dog named Pearl. Captain Horetski and Pearl traveled with the California Task Force 2 team to Haiti to help locate victims in the rubble. Connecting these issues, the students decided that they wanted to do a project that could help their local homeless dog population, as well as help people who were victims of the earthquake in Haiti. They decided that their Roots & Shoots campaign would be to write and design a book titled, A New Job for Pearl that tells Pearl’s story as a search and rescue dog. The students set a goal to raise $10,000 to raise enough money to sponsor the adoption and training of another homeless dog like Pearl, through the National Disaster Search Dog Foundation. In first six weeks of sale, the book raised nearly $6,000! Roots & Shoots has a video all about A New Job For Pearl and the incredible students who led this Roots & Shoots service learning campaign. A River in Peril A group of young people between 17 - 18 years of age were concerned about the state of the Los Angeles River. Living near the river, the students knew that it was an important body of water for the

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people and animals that rely on it for water and food. The students also knew that in the river’s history, there were problems with flooding, and so the river was lined with concrete to help solve this problem. As a result, because of pollution from storm drains, and other sources, the river had become contaminated, and unsafe for people or animals. The situation had become so bad, that the river became a threat to the ocean because the river connected near where these students lived. Understanding the importance of this habitat, the students wanted to do something to make a difference for the LA river. They decided that they would organize a large scale cleanup in partnership with the organization Friends of the LA River and many of their neighbors. With their cleanup, this group got to work and was ultimately successful in pulling 1,440 lbs of trash from the river. They followed their cleanup with a community-wide awareness campaign to help more and more of their neighbors understand the importance of the river, and to encourage them to join them in caring for the river by reducing local pollution and watching what they pour down their drain. To this day, now several years later, the students are still committed to helping keep the LA river clean, as well as many other sources of water near where they live. See the amazing video all about A River in Peril and the incredible students who led this Roots & Shoots service learning campaign. Share the video with your group members! EnergyLite Concerned about climate change and energy waste, a group of 11-13 year old middle school students decided they wanted to do something for their community about these issues. They learned all they could about ways that energy use is connected with our warming climate. Reflecting on what they learned, the students brainstormed ways that other young people could help reduce energy usage in their community. The decided that they would do more research to develop a guide for home energy audits so that other young people could work with their families to learn about what their home energy usage was, and make commitments to reduce it. These young people decided though, that the guide alone was not enough. They knew that if they wanted other young people to do home energy audits, that they would need a tool, a meter, to measure the energy usage in their homes. Knowing that energy meters were somewhat costly, the students decided that with their guide book, they would make a home energy meter available. Today, a copy of their book has been made available in every library in Cambridge along with a home energy meter. Families can check out the book, perform their home energy audit, and then return it so that other families can do the same.

Stories from Famous Changemakers Mohammed Yunus

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Professor Muhammad Yunus established the Grameen Bank in Bangladesh in 1983, fueled by the belief that credit is a fundamental human right. His objective was to help poor people escape from poverty by providing loans on terms suitable to them and by teaching them a few sound financial principles so they could help themselves. From Dr. Yunus' personal loan of small amounts of money to destitute basket-weavers in Bangladesh in the mid-70s, the Grameen Bank has advanced to the forefront of a burgeoning world movement toward eradicating poverty through micro-lending. Replicas of the Grameen Bank model operate in more than 100 countries worldwide. Born in 1940 in the seaport city of Chittagong, Professor Yunus studied at Dhaka University in Bangladesh, then received a Fulbright scholarship to study economics at Vanderbilt University. He received his Ph.D. in economics from Vanderbilt in 1969 and the following year became an assistant professor of economics at Middle Tennessee State University. Returning to Bangladesh, Yunus headed the economics department at Chittagong University. From 1993 to 1995, Professor Yunus was a member of the International Advisory Group for the Fourth World Conference on Women, a post to which he was appointed by the UN secretary general. He has served on the Global Commission of Women's Health, the Advisory Council for Sustainable Economic Development and the UN Expert Group on Women and Finance. Biography taken from the Nobel Prize website. Waangari Maathai Wangari Muta Maathai was born in Nyeri, Kenya (Africa) in 1940. The first woman in East and Central Africa to earn a doctorate degree. Wangari Maathai obtained a degree in Biological Sciences from Mount St. Scholastica College in Atchison, Kansas (1964). She subsequently earned a Master of Science degree from the University of Pittsburgh (1966). She pursued doctoral studies in Germany and the University of Nairobi, obtaining a Ph.D. (1971) from the University of Nairobi where she also taught veterinary anatomy. She became chair of the Department of Veterinary Anatomy and an associate professor in 1976 and 1977 respectively. In both cases, she was the first woman to attain those positions in the region. Wangari Maathai was active in the National Council of Women of Kenya in 1976-87 and was its chairman in 1981-87. It was while she served in the National Council of Women that she introduced the idea of planting trees with the people in 1976 and continued to develop it into a broadbased, grassroots organization whose main focus is the planting of trees with women groups in order to conserve the environment and improve their quality of life. However, through the Green Belt Movement she has assisted women in planting more than 20 million trees on their farms and on schools and church compounds. In 1986, the Movement established a Pan African Green Belt Network and has exposed over 40 individuals from other African countries to the approach. Some of these individuals have established similar tree planting initiatives in their own countries or they use some of the Green Belt Movement methods to improve their efforts. So far some countries have successfully launched such initiatives in

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Africa (Tanzania, Uganda, Malawi, Lesotho, Ethiopia, Zimbabwe, etc). In September 1998, she launched a campaign of the Jubilee 2000 Coalition. She has embarked on new challenges, playing a leading global role as a co-chair of the Jubilee 2000 Africa Campaign, which seeks cancellation of the unpayable backlog debts of the poor countries in Africa by the year 2000. Her campaign against land grabbing and rapacious allocation of forests land has caught the limelight in the recent past. Wangari Maathai is internationally recognized for her persistent struggle for democracy, human rights and environmental conservation. She has addressed the UN on several occasions and spoke on behalf of women at special sessions of the General Assembly for the five-year review of the earth summit. She served on the commission for Global Governance and Commission on the Future. Biography taken from the Nobel Prize website.

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Step 2

Get Engaged

Map it

Take Action

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Celebrate

Community Mapping 101

ASsessing Community Needs & Potential Resources Using a strategy called community mapping, students explore their communities to: • Learn the geography and layout of their local area; • Determine areas of need for people, animals and the environment; and • Identify potential resources that may support efforts to meet community needs. Community mapping can be completed in a number of different ways. Students can use many forms of research internet and print media sources, interviews with family, friends and community leaders, and even field observation. The following activity is a simple activity that can be used to introduce students to the concept of community mapping, and get them started with a map of the area around their school or a central place in the community. Integrated Learning Community mapping can engage students in a number of different academic areas including social studies and geography, math, english/language arts and many more. See an alignment of community mapping with all of the subject areas on page 3. Time Requirement 2 hours minimum, suggested multi-day/week project Materials

Colored pencils, markers, or crayons Regular writing utensil - pencil or pen Large sheets of white paper Glue or Tape Stickers

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Map (download, purchased or hand drawn) Google Maps Engine Lite Internet

Community Mapping 101

ASsessing Community Needs & Potential Resources Part One: Observing Your Community One week in advance, discuss with students the importance of understanding and learning about mapping their community. Suggest that they begin taking note of what is on their way to school while they’re on the bus, in the car, biking, etc. Have them imagine they are looking at their community from a birds eye view. Guiding Questions 1. What are the roads around your school? Are there any major intersections near your school? 2. Notice the cars and people walking outside, imagine where they are going and what they do to have fun, where they work, eat, sleep etc. 3. Do you see animals, wild or domestic? Where do they go during the day? Where do they get their food, where do they play or go when they are sick? 4. Do you see any plants or trees on your way to school? Who waters them and how did they get there? What makes them important to your community?

Part Two: Preparing Your Map Start by drawing, downloading or purchasing a map of your city. If you are drawing or downloading a map choose a specific radius around your zip code. Two to five miles is usually sufficient. If you are using a map that you have purchased, use a compass to draw a radius around your community. For an extra challenge, start with a blank sheet of grid paper (or the one included in the end of this guide) and see if you can draw your community from memory. How big is two to five mile radius around your zip code? How is your community oriented—to the North, South, East or West?

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Community Mapping 101

ASsessing Community Needs & Potential Resources Part Three: Marking Basic Community Characteristics Once you have your map mark it with any of these characteristics that apply to your city or community. Distinguish the three categories on your map by assigning each a unique identifier (color, shape, stickers etc.). For example: • Human Characteristics – blue stickers or blue marker; • Animal Characteristics – red stickers or red marker; and • Environmental Characteristics – green stickers or green marker.

Human Characteristics • Mark your school/work • Highlight major streets that run through your community and routes you commonly take • Mark areas of fun and enjoyment • Mark areas that are important to the human community such as: libraries, community centers and places of worship

Animal Characteristics • Are there any endangered species in your area? Mark these and write the name. • Mark important areas for domestic animal use (dog parks, dog friendly hikes etc.) • Mark areas where you have seen wild animals. Next to the mark, list the types of wild animals you have seen. • Mark any zoos and aquariums in your area

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Environmental Characteristics • Mark the wild spaces in your community, for example areas of forest, prairie and desert. • Mark any bodies of water, ocean, rivers, lakes, etc. • Mark major environmental characteristics like mountain ranges, beaches , etc.

Community Mapping 101

ASsessing Community Needs & Potential Resources Part Four: Marking Basic Community Resources Mark any of these that apply to your community in your mapped radius. Draw a line from the marking and label the name of the facility or resource on the outside of your map. Continue using the same colors for each of the categories that you used above.

Human Resources • Mark where you get your food from. (grocery stores, farmer’s markets, favorite restaurants, etc.) • Mark the closest hospital/ clinic • Mark shelters and food banks • Mark the closest fire station • Mark the closest police station

Animal Resources • Mark local domestic animal shelters such as, your local humane society or SPCA. • Mark the local animal control facility • Mark the closest animal hospital • Mark animal sanctuaries or centers that will take in injured wild animals

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Environmental Resources • Mark the recycling center • Mark the water and waste treatment facilities • Mark the landfill/waste management site • Mark any nearby power sources, such as coal fired power plants, nuclear power plants, wind, solar and geothermal sources. • Mark areas that provide environmental services such as, the local watershed, a local reservoir, wetlands, etc.

Community Mapping 101

ASsessing Community Needs & Potential Resources Part Five: Reflection Take a look at your map when you reflect on the following questions. List your answers someplace on your map: Identify the following things you like about your community: • One quality about your community that makes it a great habitat for people • One quality about your community that makes it a great habitat for animals • One quality about your community that makes it a great environmental habitat Is your community meeting the basic needs of people and animals? Is your community environmentally sustainable? Identify areas of improvement for you community: • One quality your community could improve to make it a better habitat for people • One quality your community could improve to make it a better habitat for animals • One quality your community could improve to make it a better environmental habitat

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Community Mapping Guide for Young Children

Assessing Community Need and Potential Resources Community Collage

Students will think about the neighborhood around their school or home and all the different components that make it a community. They will understand which are categorized as people, animals and the environment.

Materials • • • •

Children’s books that illustrate community for people, animals and the environment Pick one: poster paper, construction paper, or easel pad Pens, crayons, pencils stickers etc. Tape

Action 1) Read a few books about what makes up a community such as the following picture books below: • Fleishman, Paul. Weslandia. • Grimes, Nikki. C Is For City • Jenkins, Emily. What Happens on Wednesdays • Scanlon, Liz Garton. All the World.

2) Ask students to start naming the places that they visit often for people (grocery stores,

farmers markets, museums etc.) for animals (pet store, dog parks, wildlife center, animal shelter etc.) and for the environment (parks, hikes, gardens etc.)

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Community Mapping Assessing Community Need and Potential Resources 3) Give them a large piece of construction or poster paper, pens, crayons, etc. and ask

them to start drawing a picture of the neighborhood and include the places mentioned above. Label each child’s drawing. Write the names of the places they drew and include any comments that the student wishes to add about them.

4) Tape all the drawings together to make a big community collage and hang it on a wall. 5) Read the book, The Weber Street Wonder Work Crew, by Maxwell Newhouse. 6) Ask students to look at their community collage. Begin brainstorming an area of the community that students feel they can make a difference. As an educator, you can guide their choices towards environmental projects, animal projects, or human community needs by restricting your questions to those categories. 7) As a group, select a Roots & Shoots class campaign to make a difference!

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Step 3

Get Engaged

Map it

Take Action

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Celebrate

STEP 3: Take Action 3.1- Choosing a Campaign

Once you have your potential campaign ideas, how do you decide on one? The Community Mapping activity may leave your group with several ideas for potential campaigns. The first step in Step 3 is to narrow those choices down and make a collaborative decision. Choose from the following activities to narrow down your ideas to one that is agreed upon by the group. Remember, you are the facilitator and can guide group members in a direction that will result in deciding on an achievable service learning campaign.

Sticker Decisions

This decision-making process is helpful if you have a lot of very different ideas and interests. 1. Gather enough little stickers (circles, stars, etc.) for every participant to have three. Write each campaign idea on its own sheet of paper. (If there are some ideas that are similar, consider combining them.) 2. Place the sheets of paper around the room and give everyone three stickers. Instruct group members to place a sticker on the sheets of paper representing the campaign ideas they like best. They can put three stickers on one idea, one sticker on three different ideas or any variation thereof. Group members should refrain from commenting on their choices. 3. Once finished, gather the papers and count the sticker votes! If there is a tie, give each member of the group another sticker and allow them to vote between the remaining choices until there is a clear “winner.” 4. Use that final idea/problem area as the base for selecting an actual campaign.

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Full Group Vote

This method works best with group members who feel comfortable saying what they think and having a healthy debate in front of one another. 1. Post the list of campaign ideas for all group members to see. They cannot vote more than three times, but must vote at least once. 2. Read the list one item at a time and ask the group to vote for the ideas by raising their hands. Record the number of votes each idea receives. Select the top 3 ideas with the most votes and repeat the process with only those. This time, give each person only one vote. There should be a clear “winner” once all the votes have been made.

Lobbying for a Campaign

If you are looking for a way for your group to more fully explore the problem areas it is concerned about, and you have a little extra time, try this selection method. 1. Create a list of the potential campaigns that your group members have identified. 2. Post the list for everyone to see. Tell each member to pick one that she/he would like to consider more fully and form small groups so they can work together. 3. Have members take time to consider and research this campaign further. Components of their research could be possible project outcomes, reasons why this problem area is so important to address, etc. Tell the group that they will have to present their argument to the rest of the group before a vote is taken. 4. Have each group present their argument to the larger group, taking as much time as you think necessary. It can be an in-depth research project or a short 10-minute group discussion on each idea. 5. Once each group has presented, move into a vote (similar to the ones listed above) to narrow it down to one group campaign. The activities above are meant to be a resource. Feel free to make adjustments based on your members, their age and the nature of your Roots & Shoots group. The most important thing is for everyone to feel like they were a part of the decision making process and for all your group members to feel connected to the final choice. Now that you have a campaign identified, you can move onto the preparation stage.

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STEP 3: Take Action 3.2- Campaign Planning Guide

Once you have decided on your campaign, it’s time to begin planning! The task of planning a campaign can be extensive. Use this worksheet to help you keep track of important planning details. Reference this document during the pre and post phases of your project as well as along the way. Work with your group younger members to find the answers to these questions and record the results for them. Older group members can complete the guide in small groups and share their answers, combining into one document for the group as a whole with everyone’s ideas.

What? What are your campaign goals? Think both in long term and short term. (e.g. Our short term goal is to start a recycling program at our school. Our long term goal is to educate the student population about the importance of recycling and to reduce the amount of school waste by 40 percent next school year.)

Short term: _____________________________________________________________________________________ _____________________________________________________________________________________ _______________________________________________________________________________

Long term: _____________________________________________________________________________________ _____________________________________________________________________________________ _______________________________________________________________________________

What challenges might you encounter as you try to address this problem? _____________________________________________________________________________________

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_____________________________________________________________________________________ _______________________________________________________________________

Based on your community map, what resources exist that can help you be successful? Is there a local organization already working on this issue? Do you know a parent, student, friend or community member with helpful connections or skills? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _________________________________________________________________________

How? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ___________________________________________________________________

What information will you be collecting to measure your success? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________

Brainstorm the possible challenges and barriers that could prevent you from reaching your campaign goal. _____________________________________________________________________________________

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_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ___________________________________________________________________________

What will you do to overcome the challenges or barriers listed above? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ___________________________________________________________________________

What supplies and materials will you need for your campaign projects? Make a list of everything you think you will need (e.g. supplies, transportation, etc.). Keep in mind that many businesses and organizations will donate or lend materials. Contact prospective donors to ask them for help. ___________________________

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Where? Where will your campaign projects take place? Ideal location:

__________________________________________________________________

Alternative locations: __________________________________________________________________________________ __________________________________________________________________________________ ____________________________________________________________________________

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Use this location checklist to ensure the safety, appropriateness and availability of the campaign site:

● We have permission to use the site from the property owner or local government. ● We have permission from our parents/guardians to use this project location. ● We have arranged transportation for group members to get to and from the site (if applicable). ● Other project participants will be able to get to and from the project site (if applicable).

When? What is your campaign timeline? Campaign Start Date: ___________________________________________________________ Campaign Completion Date: _____________________________________________________

Are there scheduled meeting or project dates in between? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________

Create a timeline for the campaign showing target completion dates for the various stages of the project. Check one or more of the following:

● Everyone has a copy of the timeline that we created as a group. ● A master copy of the timeline is posted in a place where everyone has access.

Who? Who in your group will be responsible for the various campaign tasks? Use the following chart to divide the jobs among your group members or create your own chart to fit your specific needs. Consider the time commitment that each job will require and how much time each group member can commit. You can assign tasks according to group members’ strengths or you may want to give students a job that is completely new and different to them

Job title and description

Name of group member(s) filling the role

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Campaign Coordinator: coordinates all project logistics Fundraising Coordinator: coordinates fundraising to cover costs of project Treasurer: manages project budget and (if applicable) funds raised Materials Coordinator(s): Data Collector: is responsible for organizing data collected throughout the campaign Transportation Coordinator: Food Coordinator Media Coordinator: alerts media about project Project Spokesperson: represents project to public Project Photographer: captures project images Project Videographer: Captures project video and works with a team to compile into a campaign documentary or PSA Other: ____________________________ Other: ____________________________

If your campaign requires ongoing action (e.g. watering recently planted trees), discuss with your group how this responsibility will be delegated.

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STEP 3: Take Action 3.3- Community Collaborating

Part of planning your campaign in Step 3 involves collaborating with your community and soliciting outside support. Collaboration can occur on many different levels. It can be as easy as reaching out to parents or it can become more in depth as your group communicates with the different resources (organizations, companies, etc.) Below are several ideas for different ways that you can reach out to external beneficiaries in order to increase the impact and outreach of your campaign!

Review Your Map You may have already discovered some helpful resources on your community map! For example, if your group identified homeless animals as a main concern to address in your campaign, have group members contact any animal resources you identified through the community mapping process and see what type of support they can provide.

Connect with Parents

Many skilled and enthusiastic supporters are already invested in your group! Parents can help in a number of ways by offering expertise, service, knowledge and possibly bringing materials to your service learning campaign. The first step is to ask. Send a notification about your campaign home to parents and guardians of group members and offer a list of ways they can be supportive.

Approach your school

If your group is located at a school, add your service learning campaign to the next PTA meeting agenda and see what creative ideas they come up with or reach out to your principal and colleagues! Your school contacts may know local organizations who can support you and your students. Many school districts partner with institutions that have educational programs.

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Step 4

Get Engaged

Map it

Take Action

Celebrate

Wrap up your campaign by celebrating your success and the difference you made for your community. Be sure to reflect on what worked as well as what didn’t.. 28

STEP 4: Celebrate 4.1- Campaign Reflection

When does reflection occur in the campaign timeline? The answer is always! There are always opportunities to reflect on components of your Roots & Shoots campaign. Reflection allows group members to think about and communicate the significance of their actions. Through reflection they can apply the information they acquired to a grander scale. Below are several examples of critical milestones where reflection is involved and recommended.

Community Mapping

During the community mapping process, group members get to know their community on a much deeper level. The Community Mapping Guide provides several reflection prompts such what you like about your community, how basic needs are met and areas with a need for improvement. This reflection in combination with activities to narrow down your ideas leads you to identifying your Roots & Shoots campaign. Encourage Deeper Reflection! Additional reflection should also include asking group members to consider how their campaign has an impact on all three community areas: people, animals AND the environment. For example, a campaign addressing urban runoff on a local creek might be viewed primarily as an environmental campaign. However, one could also connect how improving the condition of the creek would additionally benefit the lives and health of animals who make that body of water their home. The same could be said for the local human population that live around the creek.

Campaign Projects and Activities ●

Journaling

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Photographing/drawing storytelling Role playing Group debriefing Pair Sharing (i.e. asking group members to share with a partner what they learned that day)

Get creative! At Roots & Shoots we have witnessed many creative examples of reflection. For examples, group members have used their smartphones to document and compile video journals of their campaign projects. Other groups have started blogs where they record and publish their journey.

The goal is for students to take time throughout their campaign to look back on their experiences in real time and make personal evaluations and connections to their activities.

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STEP 4: Celebrate 4.2- Measuring Success

Tracking accomplishments and making notes of where challenges were faced helps young people continuously improve and demonstrate what they have learned. It can also help them decide where to go next, and keep them engaged and excited long-term.

Track Your Progress

At the beginning of the campaign, decide what data will be useful to demonstrate impact for your specific campaign. When identifying this data, consider your campaign goals and how you will show if your campaign has been successful. Throughout your campaign have group members mark milestones in their progress against their goals and timelines. For example, a Roots & Shoots group initiated a park rehabilitation campaign after much of a local habitat was burned down in a wildfire. Students began by establishing the number of surviving trees in the park and did an observational study to mark how much wildlife they witnessed in the area. Throughout their campaign, they tracked the number of trees they planted and did a monthly check up on their site to record how they were progressing and their rate of growth. Last, they did a post observational study to see if their campaign had brought back some of the animals who had previously called the park home. At the end of the campaign, they were able to highlight their achievements and measure their impact in terms of the number of trees reintroduced to the habitat and the increase in animals brought back into the park by the rehabilitation.

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Re-Map Your Community

Some campaigns may benefit from a post-campaign community map. Group members can revisit the observations made in their original map and compare them to changes that they see in their community after their campaign has ended. For example one group’s Roots & Shoots service learning campaign included planting and caring for a butterfly garden. The group began by mapping the different species of butterflies that they observed in their community. After their garden was planted, the group conducted a second community map to observe the new species of butterflies that they found in their community. They were able to clearly see the impact that their campaign had.

Survey Your Community

Another great way to assess the impact of your service learning campaign is to conduct a survey. Surveys can be as in depth and specific as your campaign allows. Your group may wish to conduct a pre and post campaign survey, or you may find it beneficial to interview members of your community after the campaign has ended to discover if their awareness has changed regarding your campaign issue. Below are examples of the types of surveys your group might want to consider: ●

Photo Survey: Group takes before and after photos of their community to demonstrate the physical changes they’ve made.

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Public Interviews: Group members survey individuals in their community to learn how their campaign has impacted them

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Data Collection: Group members outline specific data they wish to collect to measure their impact. They design detailed surveys to conduct before and after their campaign.

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Group Member Survey: Group conducts a survey of it’s members to learn how the campaign has changed them and their perspective on their cause and their community.

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STEP 4: Celebrate 4.3- Celebrating Your Impact

It’s time to celebrate your impact and recognize the accomplishments of your Roots & Shoots group members! By taking time to recognize the work that you’ve done, members have the opportunity to share their success with the community and reflect on the journey that you’ve shared. There are many different ways to recognize the accomplishments of your campaign.

Create a Virtual Celebration

Choosing to create a virtual celebration of your campaign is a great way to share your story with your community and can even provide a long lasting tool that will continue your cause after your campaign is finished. Some ways to create virtual celebration include: Create a Public Service Announcement (PSA): By alerting the public about the issue you have identified in your campaign, you can tell your story while creating an ongoing tool to create awareness. Group members can take leadership in the filming and editing of your video. Host a Virtual Event: Using online tools such as Google Hangout or Skype, group members can join from various locations to celebrate the success of your campaign. A virtual event might include taking time to recognize group members for their role in the campaign and sharing what you’ve learned together. Make a Virtual Scrapbook: Group members can compile footage, photos, data, your map and whatever other highlights your group would like to celebrate into a video or slideshow.

Host a Celebration of Service Event

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Hosting an event with your group members can be a great way to share with the community while getting together and celebrating. Your event can be as large or small as your parameters allow. Examples of a celebration of service event include public displays of your campaign or actual events where community collaborators, campaign beneficiaries and participants of your work are all invited to attend. Work with your group members to plan the event including assigning roles such as public outreach coordinator, photographer, MC etc. You may find it helpful to revisit the Campaign Planning Guide for ideas. Below you’ll find a sample one-hour Celebration of Service timeline. Depending on your Roots & Shoots project and the age of your group members, you may shorten or lengthen the event to meet your unique needs.

Sample 1-Hour Celebration of Service Timeline 9:00 am

9:10 am

Group leader welcomes members, parents, community members, and media. Group leader introduces the audience to the group members and the Roots & Shoots program. Group members take the stage to speak about their Roots & Shoots campaign, noting: - How they decided on their campaign - What they discovered during the process - Actions they took to improve their community - How their campaign has had a personal impact on them - What they hope to teach others about the subject of their campaign going forward and ways community members can help

9:40 am

Group recognizes community collaborators and community members who provided support and resources during the campaign

9:30 am

Group invites attendees to walk around the room to view campaign photographs, videos and their community map.

10:00 am

Group leader thanks guests and talks about how they plan to continue the spirit of their Roots & Shoots campaign.

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