Snelling Connection Newsletter of the Hancock/Hamline University Collaboration
Hancock, Hamline, Real World
College Begins in Kindergarten (CBiK)
Hancock Alum Gives Back to Community
Tips For Parents:
From: http://www.acenet.edu/Content/ NavigationMenu/ProgramsServices/CIP/Preparing/ Guide1.htm
In This Issue: Hancock Alum
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Homelessness Project Summer Program
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From the Desk of...
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Hand in Hand
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On the Issues
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Dear Hancock Husky
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Word Find
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Volume 11, Issue 2
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Stone remembers getting out of school on May Day and delivering May Day baskets to the neighbors. Stone also recalls his memories of fundraising for new playground equipment. “We actually went door to door,” Stone said, “in order raise money for the new playground equipment.” Stone recalls other ways he was involved in the neighborhood. He explained that in elementary school, children mostly get to know the children that live in their neighborhood. He, however, “met kids that lived on the other side of the street (Snelling),” Stone said of Hamline students. This opened Stone’s eyes to the fact that the world was a little bigger than he thought. Throughout this involvement, Hancock helped Stone get out in the community at an early age, beginning his passion for social justice. After graduating sixth grade from Hancock, Stone, above as a 1st-grader in 1975, to the right, over 30 years later. Stone attended By Jeana Blomme to lead him to his voCentral High Hamline Student cation – and without School, where he forgetting the imporbegan to think rom Hancock to Hamline tant steps along the about where he to the “real world,” George way. wanted to go Stone has planted roots in Stone began his to college. Afphoto by Jeana Blomme ter looking at a the Midway community. From the years at Hancock age of four through his mid-twen- Elementary in kindergarten in number of universities, Stone deties, Stone lived in the Midway with 1974, and attended through 6th- cided on Hamline. Stone’s sister his family. Stone attended both grade. From his time at Hancock, had attended Hamline and he had Hancock and Hamline, each help- he carries the fond memories of great experiences visiting her and ing him pursue his passion for so- his teachers and the emphasis that just “knew it was a good school,” cial justice. Since his time at these the school placed on building a he said. Stone also liked the fact schools, he has used that passion community. that Hamline had a history, and he and drive for social justice issues As part of community building, Hancock Alum continued on page 3...
photo courtesy of George Stone
Encourage your child to challenge him or herself academically, develop good study habits, and become involved in school- and communitybased extracurricular activities. A positive school experience that is both academically challenging and rich in extracurricular activities is important in itself and as preparation for college. Discuss career and college options with your child and encourage his or her aspirations. Many students assume that higher education is not for them or that the jobs they are interested in don’t require college. Today, some form of formal postsecondary education or training is required for almost every well-paying job. With $60 billion in financial aid available, college is possible for almost every American. So encourage your child to aim high, explore all the options, and plan to attend college. Make sure your child starts on a college preparatory track in middle school or junior high. If students don’t take the right courses in middle school, they may be shut out of the college preparatory track in high school.
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Winter 2007
Hamline Pairs With Hancock to End Homelessness By Manuela Ohs Hamline Student
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Schwartz, the Hamline professor whose class sent six students to Hancock, agreed that the benefits go both ways. He said he encouraged students who were interested in education to take this project. “I think it is a valuable experience for the [Hamline] students.” He explained that by doing this project, his students get a more in depth look at the responsibilities of being a teacher.” Brittany Perry, a Hamline student who participated in the project last year and is the coordinator this year, also voiced her enthusiasm. “It is a great experience to work with the kids,” she said. As coordinator, Perry serves as the first contact for the Hamline students to talk about their experience. “I really see the development of the Hamline students.”
The collaborative Homelessness Project includes much more than just the in-class lessons and the trip to the homeless shelter. This fall, the 6th-grade students also attended a panel discussion on homelessness. More activities about homelessness will follow this spring. The 6th-grade will write letters to their legislators. In addition, they will attend homelessness lobby day in February of next year. The 4th-grade will also be included in the project by working with Sharon Jaffe’s “Shelter for All” class that addresses homelessness in the local community. So, very exciting events are ahead for Hancock and Hamline students learning about homelessness this school year. Keep an eye out for future collaborations!
Samantha Henningson
he topic of homelessness is very important to students at Hancock as well as Hamline. The Homelessness Project, a collaboration between the two schools that focuses on this issue, began three years ago. This project brings different classes at Hamline together with 4th, 5th and 6th-grade students at Hancock to learn about the problem of homelessness and work toward solutions. For example, six students from Earl Schwartz’s Introduction to Social Justice class took part in the Homelessness Project. They taught students from Hancock’s 5th-grade about the topic. As a part of their lessons, the kids were asked to imagine what a homeless shelter would look like. The Hancock students seemed to really enjoy this activity. “I really liked when we had to draw what a homeless shelter looked like,” said Sabrina, a 5thgrade student in Priscilla Saari’s class. Terel, who is in the same class as Sabrina, echoed these sentiments. “It was your opinion what it looked like. It was not wrong or right. That was kind of fun,” he
said. Diane Smith, a Hancock 5thgrade teacher, confirmed the students’ interest in homelessness. “They are very curious about it. It’s really what they want to know,” she said. She also said that the kids in her class have a lot of misconceptions about homelessness, and that the Hamline students did a really good job in teaching the students about things they didn’t know before. Isaiah, a student in Smith’s class, confirmed this. “I was pretty amazed by how many homeless people there were,” he said. One of the highlights of Homelessness Project was the visit to Family Place, a homeless shelter in St. Paul. At Family Place, students got a picture of what a shelter actually looks like after having discussed it in school the weeks before. “I think it made it more real to them,” Smith said of her students. Both Hancock students and teachers said how much the students benefit from this collaboration. They aren’t the only ones, though. “It’s an exchange. I think the Hamline students gain and our students gain from the partnership,” Smith said.
Hancock students listen, clap, and ask questions at the H-H Homelessness Panel.
Students Learn from Panel of Experts By Manuela Ohs Hamline Student
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alking and laughing was to be heard in Sundin Music Hall at Hamline University on October 15. Hancock 6th-graders and various Hamline students were waiting for the beginning of the Hancock-Hamline Panel Discussion on Homelessness, another event in the framework of the Homelessness Project. The noises stopped as Samantha Henningson, Hancock-Hamline Collaboration Coordinator, started to introduce the guest Page
speakers: political science professor Alina Oxendine, state senator Ellen Anderson, and Michael Dahl, Executive Director of the MN Coalition for the Homeless. Each had come to teach the audience about homelessness and to answer questions. Oxendine began the discussion by explaining how important research is to understanding homelessness. Oxendine included the Hancock students by eliciting their participation, thereby making her part less of a speech and more of a discussion. Oxendine was followed by state senator Ellen Anderson, who
tried to give the children an understanding of the political side of homelessness by both speaking and listening to the students. The last guest speaker, Michael Dahl, was no less interesting than the others for the attendees. He illustrated how a lobbyist like himself has to convince the politicians about his concerns. Further he encouraged his audience to help homeless people. By asking questions and listening carefully, the Hancock students showed a lot of interest in the topic. They asked for more information about raising the minimum wage and the influence of
the presidential election and the current war on homelessness. Hamline student Maggie Harper-Rogers said she was impressed that the students from Hancock asked so many questions. Jessy Hennesy, also a Hamline student, said she liked the way the guest speakers taught the children. “They told the children how they can help by themselves to help homeless people,” she said. Everyone in attendance seemed to really enjoy the panel presentation. The enthusiasm and optimism generated from the panel ran high on both the Hancock and Hamline sides. Winter 2007
Collaboration Considers Summer Camp
By Phineas Vang Hamline Student
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he Hancock-Hamline University Collaboration is looking to start a summer camp program for Hancock students and their parents during one of the coming summers. The program is still in its early stages with planning and funding, but it is coming along well. The name of the proposed program is Camp CBiK. CBiK stands for College Begins in Kindergarten, which is one of the main focuses of the Collaboration, and will also be the primary focus of the camp. The idea for the program came about during a “dream session” the Collaboration had last summer. During a scheduled meeting the previous year, the Collaboration had discovered parent involvement was missing in their programs. Samantha Henningson, the Collaboration Coordinator, said, “One of the things we’ve identified that we haven’t done as well is to work with parents and families of Hancock students.” There is a need for the parents to be more
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C Hancock Alum continued from page 1... wanted to be a part of that history. Stone began his years at Hamline in 1987. Once there, Stone changed his major numerous times. He began Hamline with thoughts of majoring in music. However, Hamline’s focus on cultural diversity brought out his passion for social justice. Finally, after meeting with his very influential advisors, he decided to major in sociology with a minor in political science. To this day, Stone is directly using these disciplines in his vocation. After graduating from Hamline, Page
involved in the education of their children, she said. Craig Anderson, Hancock Curriculum Coordinator and Hamline Liaison, agreed, “One place we’ve never accessed as a collaboration is parent involvement.” Out of this problem came a solution: start a summer camp (Camp CBiK) that would involve both Hancock students and their families. This program would expose children and their parents to the possibility of a future in college. “The face of Hancock and the population of Hancock is what Hamline’s future looks like,” Anderson said. Because of this, the Collaboration needs to make the idea that college begins in kindergarten a reality. Camp CBiK would be a big step toward this goal, by including basic information to prepare parents for their children’s college education such as funding and maintaining excellence in studies. Camp CBiK will also provide Hancock students the opportunity to participate in various activities, both academic and physical. They will get to take swimming lessons and participate in other
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B Stone took the Law School Admissions Test in order to go to law school. For a career in social justice, he wanted to better understand the law. He needed to make money, though, so he decided to wait, and instead became the head teacher and director of a daycare center. Here, he had a front row seat on what was going on in the lives of low- to moderate-income families. After working at the daycare center for five years, Stone began working with the Wilder Foundation, a nonprofit health and human services organization. He worked on the ROOF Project,
fitness activities. They will also be working with art. The Center for Excellence and Urban Teaching at Hamline will assist with academics, possibly connecting literacy and science. Camp CBiK most likely will be divided into two groups: kindergarten to 3rd-grade and 4th-grade to 6th-grade. The goal is for the whole family of a Hancock student to come to Hamline for an educational experience. Parents will be encouraged to show up. To do this, transportation and child care will be provided free of charge. There will be classes for the parents as well as their children. Currently Anderson is conducting a survey to find out what kind of classes Hancock parents are interested in. Some ideas thrown out so far are citizenship classes, English language class, job skills, etc. Also, the parents will be encouraged to teach any skills they can contribute to the classes, in addition to learning new skills. A Camp Director will head the camp. Teaching will be done by Hancock teachers, and Hamline students will serve as camp coun-
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which is a transitional housing system for homeless families. Here, he worked directly with homeless families and learned that, “people don’t become homeless for no reason,” Stone said. There are a lot of different factors that lead to homelessness. After the Wilder Foundation, Stone began working for a company called, “Corporation for Supportive Housing (CSH).” CSH focuses on people who are on the hard-end of homelessness. Here, Stone networks with companies like Wilder to do programs and help provide money to get them started. CSH has two
selors. Because of the language barrier issue, community liaisons and interpreters will attend the camp to provide support for the refugee parents who have limited English skills. Henningson explained this need. “There are 26 languages spoken in the building. It’s an issue of how we do communication with parents.” Camp CBiK has been proposed, but still requires funding, staffing, and organizing. There are many problems to work out logistically, including finding space for the program on Hamline’s campus. Having the camp on Hamline’s campus is a necessity, as it would allow Hancock parents and students a glimpse into the college life. As for funding, the Collaboration is working closely with the grants office at Hamline. Funding may come from local organizations that donate money to the Hancock-Hamline Collaboration. Despite these obstacles, Camp CBiK has a substantial chance of being realized, Anderson said. “We’ve worked hard enough on it where I know, I know it’ll happen.”
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K main principles: it is possible to end homelessness and to improve people’s lives and there is a better way to use state money. Using his political science major, Stone meets with government parties, policy makers and housing providers to inform them of CSH’s mission. Stone has now been with CSH for 10 years and is more zealous than ever. Beginning with community building at Hancock to learning about social justice at Hamline, Stone has already made a difference in many people’s lives and he is sure to touch many more. Snelling Connection
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Amy Proef
Vanessa Jen
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Issam Himmi
From the Desk of...
Hi, my name is Vanessa J enkins. I am grade at Han in 5thcock school. My favorite school are gy subjects in m, math, and re shopping an ading. My ho d doing peop bbies are le’s hair. I lik drama. Anoth e dancing an er d care of my ba very important hobby is taking by cousin, bu t only when around me. she is When I was in 3rd grade a homeless we worked on project. Our class had to to meet our go to Hamlin Hamline stud e ents to help homelessnes do a play on s. We also pr etended that kids were th some of the e homeless peop and exciting . I hope to de le. That was very fun velop on my then I’ll be writing so able to write for Snelling again. Connection
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th-grade k. I am in 6 oc fr oe Pr y Am e teachers My name is I love all th l. use oo h sc math, beca at Hancock classes are te th ri 5 vo in fa ast year here. My l. and gym. L ia , it tr k at oc d m oo e I am g t was th ar p te l ri al vo ketb grade my fa to play bas yer. I love dent in si re p ce I was a law I am the vi l. al (Student yb e M ll and vo also in SE am I elace l. ci un d Hart Lov student co math, Mau l) rs. e M od d M an love SEM Enrichment I . e e oB e this and G ave to say Book Club, so nice. I h is an h p e Grost y favorite!! school is m
Hi! My name is Issam Himmi and I am in 6th-grade at Hancock. My favorite classes are SEM (Student Enrichment Model), reading, math, and gym. I moved on October 31st to Woodbury. My favorite the Mock Trial. field trip at Hancock was doing doing it I hope are r yea this If the 5th-graders things being they have fun. I learned a lot of or. I also had a Snelling Connection writer/edit cock! Han e lots of fun at Hancock. Goodby
Samantha Henningson
Hello, all! After working at HancockHamline for the past three and a half years, I’m leaving to work as a legislative aide for St. Paul Ward 4 City Council at City Hall. It is a great opportunity for me, and will also provide a whole new group of people to tell about the wonders of the HancockHamline Collaboration. I have learned so much from this community, and it is very hard to leave. It’s very tough to beat a job where you get to work with college students, elementary students, public school staff, and University staff! I haven’t had many boring days. The work of the Hancock-Hamline Collaboration has always been important, but it will become even more important in the next ten years. It is increasingly important for young people to plan for higher education, and more and more necessary for universities to be connected to the communities from which their future students come. And, of course, it’s a lot of fun (and yes, a lot of work) to collaborate! Thanks for everything. I won’t be a stranger, and my office in City Hall is always open to you! Winter 2007
Record Participation for Hand in Hand By Caitlin Hare and Jalen McHie Hancock Student Editors
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and in Hand, a volunteer program at Hancock, brings a Hamline student and a Hancock student together to spend forty-five minutes once a week playing games and doing activities. In addition, they have lunches and picnics at Hamline twice a year, in the fall and spring. In order to be a Hand in Hand
buddy, Hamline students fill out an application. After the application process, Hand in Hand buddies go through a training session where they learn about what it means to be a mentor, what they can do with their student, and where they can go during the buddy time. Next, the Hand in Hand Executive Board must decide which Hamline student is the best match for each Hancock student. To do this, they use a list provided by Craig Anderson, Curriculum
Whitney Klein
A Hancock student begins to play a game with Max Lieberman, Hamline buddy.
Coordinator and Hamline Liaison at Hancock, that includes the students that teachers have picked to have Hamline buddies. If there aren’t enough Hamline buddies, a Hamline student can have more than one buddy, but it doesn’t happen very often. Heather Albrecht, President of Hand in Hand and a junior at Hamline, explained that the program name, Hand in Hand, has special meaning. As Shakespeare said, “We came into the world like brother and brother and now let’s go hand in hand, not one before the other.” This really encompasses the meaning of Hand in Hand, and the fact that the Hamline student is not leading the Hancock student, but they are both learning and benefiting from their time together. Like the name implies, Hand in Hand is beneficial for all involved. As Albrecht explained, it is not just good for the Hancock student to have an adult role model, but it shows them that college is possible. And for Hamline students, Albrecht said, it is not only
nice to get a break from school, but also to have a chance to make a difference in someone’s life. Albrecht, who has been working with students at Hancock for three years, did not hesitate to share her enthusiasm for the program. “I love it, I love it, I love it. It is my favorite thing at Hamline,” she said. Max Lieberman, a Hand in Hand buddy and a first year at Hamline, also conveyed his love for the program. “I love hanging out with the student and feeling like I’ve made an impact on his life,” he said. The number of Hamline buddies in Hand in Hand reflects this passion for people have for the program. This year, the organization hit a record high involvement of 85 Hamline buddies. Albrecht said they are very excited about this high number, and are always looking for more Hamline students to join. If you are a Hamline student who is interested in becoming a Hand in Hand buddy, contact Heather Albrecht at hih@ hamline.edu.
On the Issues: Reducing Gasoline Use - - - - - - - - - - - - - - - - - - - - - - - - - - With the price of gasoline going higher and higher, what are some alternatives to using gasoline? Sabrina Yang and Quinn Nelson ask:
Your Answers:
“Sometimes I ride my bike because it’s fun and it doesn’t pollute the air. Sometimes I walk.” Damiondre, grade 2. “Biking to school or walking, carpooling, driving hybrid cars, being careful of where you drive and only use it when you need it.” John Gross, Hamline First Year. “Taking a bike, walking, bus, running, carpooling, subway.” Joel Engstrom, Hancock 4th-grade teacher. “I ride a bike, walk, bus, roller skate, skateboard.” Kelsey, grade 5.
Damiondre Page
Kelsey
Mr. Engstrom
Our Answer:
Until cars become more fuel-efficient or alternative fuels are produced and are widely available, the best alternative is to use less gasoline. We can reduce our use by driving less. You can combine shopping trips, shop locally (the food in a grocery cart typically travels thousands of miles and produce uses energy for refrigerators), own only one car, take shorter and fewer vacation trips by car, get your car tuned up regularly, and have your tires inflated properly. Remember, wasting gas is a waste of money. You can also use alternatives to driving. You can walk, bike, roller blade, scooter, take the city bus, carpool, take the light rail, train, or telecommute. (Telecommuting is where you work from home and communicate with your work by way of phone.) If you don’t want to walk or bike, or can’t telecommute, try a hybrid car. Snelling Connection
Dear Hancock Husky Dear Hancock Husky, How can I help the homeless during the holiday season? -Student Wanting to Help
A I Y Z K G X K E Q D E E L E J F W N I Y A T D W P V L G W K Y R E D T Z N L D F O B Q N M Y E G L U V E Y R F H S R C A N H K K T C G R R A S W V J F W D O C L S O T N G C M N O E G O Z X O Mary Hall Men’s Emergency Shelter 438 Main Street St. Paul, MN 651-227-2637
Places you can donate to:
Listening House of St. Paul 215 West Ninth St. Paul, MN 651-227-5911
Dorothy Day Center 183 Old 6th Street St. Paul, MN 55102 651-293-1919
Sharing & Caring Hands 525 North 7th Street Minneapolis, MN 55405 612-338-4640
The Bridge for Runaway Youth 2200 Emerson Ave S Minneapolis, MN 55405 612-377-8800
Food Shelf Find the one nearest you at the Minnesota Food Shelf Association’s website: www.hungersolutions.org
Editors Leaving and Joining Hancock Student Editors Adrianne and Issam have left Hancock and are attending different elementary schools. We are very sad to see them go, but we are excited to have Sabrina and Quinn join us in thier places.
Adrianne Adams Issam Himmi
Created by Terrance Ollie-Forliti and Soua Thao Hancock Student Editors
W H J E S N E T T I M K L I M L
Dear Student Wanting to Help, Here are some ideas for helping the homeless this winter and places around the Twin Cities where you can give your donations. -Terrance Ollie-Forliti and Soua Thao -Give clothes to the homeless -Give school supplies -Donate food -Give small gifts -Donate money to shelters -Donate personal care items -Volunteer for a food shelf
Winter Word Find
Sabrina Yang
Quinn Nelson
M A L S K I U A S T N A N B C H N C D R K G L T R H I S S G R O A E Q D L L L R T N M T V B Q L B C E D L O I L U J I K P L A I M I E M A O I L L C R V P F M D N R F L B N R A E S U Q A C O A O T F R W L F C N F T D N L Z Y N J O T O M R G W O L P W O N S A K C F N Y N H X P W U T S B H M R T A S L E D D I N G V K S A W R R T I C I C L E R O D A Z K O M A O C O C T O H F D O T N U N L N O P Q R L G E W D C I V C S N O W M O B I L E Q X N N Y B N S M N O D Q S N O W M S G T A Snow Hockey Snowmobile Cold Snowman Holidays Winter carnival Igloo Snowball Curling Snowplow Coffee Sledding Mittens Shovel Ice castle Snowflake Snow angel Hot Cocoa Skating Icicle Ice crystals
Snelling Connection Contacts:
Editor: Whitney Klein, Collaboration Assistant, Hamline University student wklein02@hamline.edu Hamline Liaison: David Hudson, Hamline University English Dept. dhudson@hamline.edu 651-523-2893 Hancock Liaison: Craig Anderson, Hancock/Hamline University Collaborative Magnet School craig.anderson@spps.org 651-292-3499 Hancock Student Advisor: Glynis Grostephan, Hancock/Hamline University Collaborative Magnet School glynis.grostephan@spps.org 651-293-8715
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Snelling Connection