"Jacky Cruz deserves more recognition," says Enrique.
http://tiny.cc/jcclarity
Project C.L.A.R.I.T.Y.
Combining Literature Around Reality In
Today’s Youth
The fundamental goals of this
curriculum are to promote literacy and foster social‐cultural identity among
all participants. Literacy and social consciousness build community
relationships. Surrounding people with print and language instills a social
consciousness that supports community relationships. Such consciousness
bolsters individual responsibility and self‐determination. Such consciousness
changes lives.
There are consistent activities
through each session. There will always be sharing of language through poetry
and stories. There will also be space provided for individual reflection though
journal writing. The journals document the journey that we take during our time
together. The journals maybe be written, drawn or expressed in anyway that is
meaningful to the participant. A collection of activities and reflections will
be treasured in a portfolio. The portfolios are an important relic, a collection
of the readings, writing and expressions that each woman struggled with and
shared to achieve clarity in their own lives.
The curriculum is designed for
young girls and young women (ages 12-19 years of age) as they transition toward
becoming women. Adult coaches, mujeres, together with the girls engage
in a teaching and learning process that is the community based, culturally
specific and woman centered. All participants are members of this learning
community‐all are valuable contributors.
While woman concerns, trials and issues
are the heart of the journey, the specifics of culture, language and history
are interwoven throughout the curricular tapestry. Guiding the girls and young
women rites of passage includes deconstructing issues of life, tearing apart
the fabric of ourselves that we may build it up in a healthy, balance and
powerful stance. Essentially we take the practical, identity, name it, talk
about it within a context of the surrounding community and bring it back to the
self for revision, change and transformation. There is power in engaging the
issues‐dissecting the very thoughts, rules and issues that have bound us,
limited us and robbed women of their identity.
Since girls, young women and women embrace the world
so differently than men, this curriculum designed to work with females in their
specifics. The members of this community own the forum. The form is
established so that each member may bring their knowledge and experiences to
the center, together the group builds on that knowledge and gains strength from
new information and new perspectives.
Recurring
themes are interwoven throughout the sessions‐issues of spirituality, emotions,
breaking through the destruction; empowerment and hope will always be touched
on as each sessions develops. There are sixteen sessions, each meant to guide
the heart of the participants toward finding truth in their own life.
Session Outline
1. What’s In a Name?
2. Self‐Inventory‐ What’s Really Going On?
3. Family Ties‐ Our Family & Ourselves
4. Nuestras Vidas‐ The Women in Our Lives
5. Mothers‐ Will You Grow Up to Be Just Like Yours?
6. Relationships‐ People Around Us
7. Relationships with Fathers
8. Violence Against Women
9. Sexuality‐ Not the Same as Sex
10. Drugs, Alcohol‐Lifestyle and Choices
11. Mask Teaching (P1)
12. Mask Teaching (P2)
13. Grief, Loss and Healing
14. Making Dreams Come True
15. Portrayal of Women through Art & Media
16. The Future Starting Now…Graduation (Closure)
Most
sessions will have a piece of literature that touches on the topic. The
literature may be in the form of poetry, short stories, picture books,
newspaper clippings or some other form. The literature, if possible, should be
reproduced as made available for everyone to follow along and keep. The
facilitator should read the literature out loud for everyone to hear and see,
if there are pictures. The facilitator should also provide back ground
information on the author so participants can become familiar with the author
and their work.
Activities: Most activities ask participants to express their
thoughts. Participants should be encouraged to write, draw, sketch or express
themselves in which everyway is safe and comfortable for them. Some activities
are quite intense and participants may not be ready to share what they are
thinking. Participants should have the option to draw and sketch symbols.
Activities need to be challenging yet there must be a safety zone. The
challenge helps to develop self‐consciousness and literacy skills but the
safety zone provides for the opportunity to learn in comfort.
Journals: The journal is each participant’s individual time to
reflect. While writing is the most traditional form of entries, pictures and/or
drawings, sketches or any form of expression are great.
Facilitators
should read and, when possible, respond to journals.
Portfolios:
The portfolios are crucial to the curriculum and the rites of passage journey.
Each participant should be provided with a three ring binder in which she will
collect the readings, writings and drawings that they complete in group. The
portfolios should be kept together at the meeting site. They are a work in process
and will be taken home at graduation.
Sharing: Each session includes sharing. Participants may share
their finished products after an activity or they may share ideas during a
discussion. Sharing needs to be safe and confidential. Everyone is important
and it is important and it is important to respect each other, which is part of
building and maintaining community.
Facilitators:
The role of the facilitators is to guide discussion to challenge participants
to challenge themselves. The facilitators are coaches; they foster involvement,
mediate conflict and engage all members of the community.
Time: The activities are designed to take up to 2 hours of working time. The
working time includes reading literature, discussing topics, completing
activities and journaling. There may be a need to have one or two make up
sessions. Participants will need time to make up activities that they missed
through out the four month period. The last few sessions have a light workload.
It is important that the group process the end of group meetings. The last few
sessions are a good time to talk about finishing the program. It is also a good
time to complete and redefine portfolios.
Session 1
What’s In A Name?
Session Outline:
Name Research On one side of the
paper— Family History: who named you, why you were given that name, anyone else
in the family with your name, etc.
Research: what do the baby books
say the name means, what do other people
know about your name.
Expectations: list the
expectations that your family had for you upon naming you on the other side of
the paper
GOALS: The goals are to break the
ice, to begin building community in the group. The name
project is important so that each
participant introduces herself, contributes a part of herself
to the group’s tapestry and at the
same time she leaves having researched her name.
OBJECTIVES: Participants will
introduce themselves to the group
Participants will contribute to
the group’s name tapestry
Participants will research,
remember and design their name project
Participants
will share what’s in their name with the group
Session 2
Self‐Inventory‐What’s Really Going On?
Session
Outline:
Self‐Inventory
Worksheet
Wish
List and Choosing Priorities
GOALS:
The goal is to have youth begin to think about whom they are and what is
important to them.
OBJECTIVES:
Participants will interview another group member
Participants
will complete the self‐inventory sheet provided
Participants
will develop a wish list
Participants
will choose priorities from their wish list
Session 3
Family Ties‐Our Families and Ourselves
Session
Outline:
Define
FAMILY
Complete
Family Circle worksheet
List
the roles you play in your family
GOALS:
The participants will reflect on their families—the people and the
relationships. They will also think about the roles that they play in their
families.
OBJECTIVES:
Participants will define FAMILY
Participants
will identify the people who make up their family
Participants
will spatially depict their family connections, themselves included
Participants
will list the roles that they play in their family.
Session 4
Nuestras Vidas‐ The Women in Our Lives
Session
Outline:
Female
Lineage-Identify all of the women in your personal history and present family
Next
to each person, list three values that can be attached to that woman
GOALS:
Participants will review and reflect on their female lineage. They will list
the women of their past, present and future. In addition, they will attach
values to each of the women in their lineage.
OBJECTIVES:
Participants will identify the women in their lineage.
Participants
will list values that the women in their lineage have.
Session 5
Mothers‐Will You Grow Up to Be Just Like Yours?
Session
Outline:
Dichotomy
Chart, as a group, chart the ideal mother and the not so ideal mother
Draw
your mother where and how you remembered her most
GOALS:
Participants will discuss the myths versus the realities of motherhood. The
group will deconstruct the concept of what it is to be a mother and will look
at their own mothers and the relationships they have with them.
OBJECTIVES:
Participants will identify ideal mother qualities.
Participants
will identify the qualities of not so ideal mothers.
Participants
will reflect on their own mother as a person.
Participants
will complete a Memories of Mom project.
Session 6
Relationships‐ People Around Us
Session Outline:
Read
Jester Has Lost His Jingle
Discuss
the story and how it ties in with society, our community today
Draw
or Write about What Makes you Lose your Jingle
Draw
or Write about What Helps You Get Your Jingle Back
GOALS:
After reading the story, participants will discuss what it means to lose your
jingle, to lose hope. The story is easily connected to current events from the
news. Issues of poverty, violence, illness, distress and despair within our
lives, the sadness that we see and feel daily.
OBJECTIVES:
Participants will hear the story.
Participants
will identify current events that break people apart.
Participants
will identify people and activities that help them to embrace hope
Session 7
Relationships‐ with Fathers
Session
Outline:
Discuss
the ideal relationships with a male
Discuss
the real life issues that complicate their father relationship
GOALS:
Participants will discuss relationships of our dreams and real life
relationships with fathers that we have experienced.
OBJECTIVES:
Participants will identify qualities (descriptive words and activities) or an
ideal relationship with father
Participants
will identify qualities of a not so ideal relationship, real life
Participants
will identify the three relationships in the stories
Session 8
Violence Against Women
Session
Outline:
Define
the different types of violence against women
Define
the Cycle of Violence
GOALS:
Discuss how violent affects women on both a local and international perspective.
The The “Chimal Activity” will assist young women in identifying the importance
of creating personal relationship boundaries.
READING:
Mujeres de Juarez and current events
Use
current events on community and international violence against women (i.e.
Mujeres de Juarez)
Chimal
Teaching (activity)
Objective:
To assist young women in identifying the importance of creating personal
relationship boundaries.
Session 9
Sexuality‐Not the Same as Sex
Session
Outline:
Define
Sexuality
Sex
Education (knowledge of STD’S & HIV/AIDS)
GOALS:
The group will define their roles as women in both sex and sexuality. Generate
discussion on sexuality and related issues of power, self –determination,
social codes of conduct and other issues.
OBJECTIVES:
Sex‐Facilitators will help group differentiate between sex and sexuality. Group
will provide examples for both. The group’s ideas can be written on the board.
Statistics on women and minority women with HIV/AIDS will be provided and
discussed. Sexual education on STI will be discussed, including information
handouts and options to make an appointment at our Bienvenidos Community Health
Center or a near by health clinic in their area. Discuss assumptions
/beliefs/myths that they and their peers, family and cultural have. Sexuality‐‐‐Facilitators
will help group identity their sexuality as a woman. Discussion can be on the
culturally associated depending on the participants.
Session 10
Drugs, Alcohol‐Lifestyle and Choices
Session
Outline:
Discussion
of the life impact that drugs and alcohol have on our life-Coyotaso Teaching
GOALS:
This session provides the opportunity for the group to discuss the impact that
drugs and alcohol can have on life. Participants will hear the story of a
survivor; a person in recovery.
OBJECTIVES:
Participants will be exposed to the hazards that drugs and alcohol can have on
their life. Participants will hear the story of a survivor; a person in
recovery.
Session 11 & Session 12
Mascara/Mask Teaching
Session
Outline:
Making
of Mascara w/mascara worksheet
Participants
will identify perceptions of themselves
OBJECTIVE:
To identify how young women are perceived and how they really are “in the
inside” of their masks. Explore self‐identity and perceptions. Mask/Mascara
worksheet.
Session 13
Grief, Loss and Healing
Session
Outline:
Decorate
a candle in remembrance/honor of those people who have passed in their lives.
OBJECTIVE:
Young women will explore how to deal with “loss” in their lives by making a
personal and /or group alter. Explore how the alter can serve as a sacred place
to honor someone who has passed away, meditate and pray.
Session 14
Making Dreams Come True
Session
Outline:
Draw
your dream-Short term goals/Long term goals
GOAL(S):
The session will provide participants the opportunity to dream, to simply dream
and share what their life would be in a dream. Participants will also
contemplate their goals, both short and long term goals.
OBJECTIVES:
Participants will draw their dream.
Participants
will identify three short term goals.
Participants
will identify three long term goals.
Session 15
Portrayal of Women Through Art
Session
Outline:
Participants
will become familiar with art/media and Latino artists.
Identify
the different ways women are portrayed in art.
OBJECTIVES:
Discuss and explore the portrayal of women in the media and begin to redefine
an image for women. In addition, young women will explore how these images
impacts their body image and may lead to eating disorders. Sessions may include
the following: cultural art, advertisements and eating disorders.
Session 16
The Future Starting Now
OBJECTIVE(S):
Provide closure for C.L.A.R.I.T.Y. group and discuss the impact of
C.L.A.R.I.T.Y. sessions. Young women will also have the opportunity to prep for
upcoming graduation ceremony.
Jacky -- please contact me. ManyPosters@gmail.com
http://tiny.cc/jcclarity Use this link to help students find this page
http://tiny.cc/jcclarity Use this link to help students find this page
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