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This resource was developed to support Peace Corps Volunteers who are working with schools to improve water, sanitation, and hygiene (WASH) facilities and programming. It is intended to provide guidance, resources, and ideas to support comprehensive WASH programming that is focused on behavior change and sustainability. There is no "one-size fits all" model project for WASH in schools. Instead, this toolkit promotes comprehensive needs assessments that can support Volunteers in a holistic discussion with their school community about all the dimensions of WASH. In the end, a school that provides appropriate WASH facilities, education, and programs can have a positive impact on both the health and learning of students.

In the Peace Corps, many posts support host country efforts in early grade reading in primary schools. In some settings, Volunteers act as literacy coaches, while in others Volunteers are co-teachers or teach literacy or reading directly with primary grade students. Some Volunteers concentrate their efforts on developing a school-based library and help schools incorporate library and book-focused activities into their timetables. Each country has established for itself the language(s) used for literacy and reading instruction in the formal school setting. Activities in this manual offer opportunities for bi-literacy implementation for situations where children do not come to school understanding the language of instruction (i.e., students who speak a language at home different from the language taught in school). This manual provides Volunteers with some essential tools to help students connect their mother tongue with the orthography or formal system of language presented in school. The purpose of this manual is to help Volunteers working in literacy to build the capacity of their host country counterparts by organizing ideas, activities, and lesson plans for each of the concepts highlighted in the Literacy Wheel. The Literacy Wheel illustrates the various components of literacy and learning to read and also demonstrates the relationship of these concepts to each other. Each chapter of this manual has been organized around the literacy wheel for ease of organization and reference. The chapters are also presented in a developmentally logical sequence, beginning with the most basic concepts (i.e., Print Awareness and Knowledge) and ending with the most complex components in literacy (i.e., Spelling, Writing).

English practice activities can be a great medium for positive youth development. Worldwide, young people are aware of the increased opportunities available to those with English language skills, creating a high demand for quality English education. As a result, Youth in Development Peace Corps Volunteers (PCVs) are often asked to teach English. The purpose of this Idea Book is to support PCVs with limited teaching experience to meet the expressed needs of the young people in their communities by offering youth nonformal English practice. This Idea Book offers strategies PCVs can use to create and facilitate their own English practice youth group, as well as practical activities that can be used in an extracurricular setting. The book also provides advice and real-world examples contributed by committed Volunteers.

The Peace Corps "Programming, Training, and Evaluation Guidance" (PT&E Guidance) will assist field PT&E staff to optimally support trainees and Volunteers to build the capacity and contribute to improving the lives of people in their country of service. The PT&E Guidance consists of four parts. Part 1 of this guide provides an overview of the Peace Corps' mission, goals, and approach to development. Part 2 of this guide explains the way in which the Peace Corps works to achieve its mission by helping host countries provide a public benefit and improve well-being among their community members through implementing Peace Corps projects. Part 2 outlines how to develop a project plan, including a project framework, as well as the development of a monitoring, evaluation, and reporting plan. Part 3 of this guide explains the Peace Corps' approach to training design and will help post staff assess, design, and adapt an effective training program to prepare and empower Volunteers throughout their service. Part 4 covers topics related to management and implementation of Peace Corps PT&E. This section covers planning, budgeting, and funding, as well as building effective teams and Volunteer support. All four parts of this guide are intended to provide simple and easy-to-use reference materials for post staff as they build quality programs.

Data-driven decision making is part of our everyday lives. For example, we examine our children's immunization charts in order to indicate what vaccinations they have received, as well as what vaccinations are missing and expired. We use information, like a chart, to make decisions about what to do and what not to do. Data-driven decision making in education follows the same type of process: We use student performance, household, and school assessment data to inform decisions about the planning and implementation of school improvement strategies. This Facilitator Guide is to be used when training Volunteers, their counterparts, and supervisors to serve as workshop facilitators in Community Data-Driven Decision Making (CD3M) in education. It outlines the potential format, sessions, materials, objectives, time, sequence, and content of a CD3M workshop. The guide is based on pilot workshops conducted in Guatemala (May 2011) and the Philippines (June 2011) with Volunteers, their counterparts and supervisors, and Peace Corps staff. Training session ideas are included, as well as data collection tools designed and piloted by the participants of those workshops. It is expected that facilitators will adapt this guide and materials to contextualize the workshops for optimal effectiveness at their posts.

The "Life Skills and Leadership Manual" is designed to be used by Peace Corps Volunteers and their counterparts who work with youth worldwide to develop the knowledge, skills, and attitudes integral to three Youth in Development sector competencies: (1) Support healthy lifestyles and prepare youth for family life; (2) Prepare youth for the world of work; and (3) Engage youth as active citizens. While a particular project may focus on only one or two of these sector competencies, the life skills and leadership topics relate to all aspects of life, including: succeeding in the workplace, fostering healthy living, and engaging with communities. With this manual, Volunteers leading a wide range of positive youth development activities in any sector can learn to integrate life and leadership skills training into their relationships with youth in their communities. Once Volunteers and staff members are familiar with the concepts introduced in the manual, they will be able to see consistency with other important principles and practices of the Peace Corps' approach to programming and training in the Youth in Development sector. These include life skills indicators and tracking tools for monitoring, reporting, and evaluating outcomes of youth training activities. There are approximately 45 hours of instruction in this manual. The sessions are divided into the following units: (1) Personal Development (13 hours, 45 minutes); (2) Interpersonal Development (13 hours, 30 minutes); (3) Goal Setting and Action Planning (8 hours); and (4) Teamwork and Leadership (10 hours). [Individual sections include references.]

This Sustainable Library Development Training Package supports Peace Corps' Focus In/Train Up strategy, which was implemented following the 2010 Comprehensive Agency Assessment. Sustainable Library Development is a technical training package in Peace Corps programming within the Education sector. The training package addresses the Volunteer competency, "Facilitate improved teaching and learning skills and practices." The purpose of this Sustainable Library Development Training Package is to support and provide guidance to Peace Corps Volunteers engaged in library projects as both primary work assignments and secondary project activities. The training package is intended to strengthen the work of Volunteers in partnership with their communities and to help Peace Corps better demonstrate its impact. This training package includes detailed session plans that provide a foundation in sustainable library development for all trainees or Volunteers in education projects that include library development, or for any Volunteer who expects to undertake a library project activity as a secondary project. The post programming and training staff should review these session plans in advance to adapt them to the local context--including any language, culture, and gender issues--and develop a plan for implementation. There are eight sessions in the training package: One session is a stand-alone session for trainees in pre-service training (PST); the remaining seven sessions are designed for use as an in-service training (IST) workshop with Volunteers or Volunteers and their counterparts. Posts are also encouraged to share the training package with Volunteers, who may adapt the sessions to facilitate workshops in their own communities. Peace Corps posts that offer training in sustainable library development will pilot as many of these sessions as possible during FY12. Field feedback is a critical part of the Sustainable Library Development Training Package roll out. After these sessions have been piloted in the field, feedback from overseas programming and training staff will shape further improvements to the training package. (Contains 15 footnotes.)

This book is for community leaders, librarians, library committees, volunteers, aid workers and others who are interested in the practical aspect of starting and maintaining a successful library. Throughout the developing world, countless dedicated people respond to the pressing need for information in their communities by helping to start a library. They often have no formal training in library science and overcome enormous difficulties to establish collections of resources that enrich their communities. This book is a practical guide to help communities meet the challenges of setting up and running a library. It was inspired by the author's own experiences setting up a library with a community in West Africa and shaped by letters from hundreds of other aid workers and community librarians from around the globe. First-hand experience with the frustrations, challenges and rewards of setting up a library has given me a deep sense of respect for and solidarity with community librarians facing similar challenges. Like many of them, the author is not a librarian by training and had to be very resourceful in seeking help and advice, which she has been fortunate to receive from many people and organisations. (Contains 30 figures and 5 footnotes.) [For an older version, "Libraries for All! How to Start and Run a Basic Library. Information Collection and Exchange Publication No. RE035," see ED521842.]

This book explains how teachers can set up and run a successful school library. In it you will find advice and information on how to: (1) set up a small library and build bookshelves; (2) select books for your library; (3) make a written record of your school's books, pamphlets and other library stock such as newspapers, magazines, audio tapes and videos; (4) divide the library stock into subject areas; (5) choose the best method of letting students borrow library books; and (6) repair damaged books. In addition, you will find useful "teaching tips" throughout the book and, in chapter 16, the addresses of international organisations which may supply free books to your school. Appended are: (1) Junior Colour Code classification schedule; and (2) The VSO ECOE Programme. (Contains 40 figures.)

This book is for community leaders, librarians, library committees, volunteers, aid workers and others who are interested in the practical aspect of starting and maintaining a successful library. Throughout the developing world, countless dedicated people respond to the pressing need for information in their communities by helping to start a library. They often have no formal training in library science and overcome enormous difficulties to establish collections of resources that enrich their communities. This book is a practical guide to help communities meet the challenges of setting up and running a library. It was inspired by the author's own experiences setting up a library with a community in West Africa and shaped by letters from hundreds of other aid workers and community librarians from around the globe. First-hand experience with the frustrations, challenges and rewards of setting up a library has given the author a deep sense of respect for and solidarity with community librarians facing similar challenges. The introduction to this manual focuses on specific issues that the community and the library founder(s) need to address before establishing a library. The second and third sections focus on establishing and managing a library. Each section is divided into several parts. There is a list of "action steps" at the end of each part summarising what needs to be done at each stage of planning and running a library. It is best to read through the entire manual once before carrying out the action steps for each part. At the back of this book, there is a "Resource Guide" listing programs that can assist communities, library committees and librarians to carry out the action steps and manage their libraries. A bibliography is included. (Contains 30 figures.) [This book was made possible by funding from the UNESCO Network of Associated Libraries.]

This book was written in response to feedback from volunteer teachers who feel that the time spent dealing with classroom management issues detracts from the time they spend actually teaching the content. Volunteers and staff members provided practical strategies for dealing with the most commonly reported challenges. Chapters include teaching in a cross-cultural context, strategies for developing classroom procedures and rules, motivation, managing disruptive behavior, assessment, and grading. Sensitive and complicated questions, such as how to teach in a school where cheating and corporal punishment are common, are addressed. There are exercises to exchange information with host colleagues to gain mutual respect and understanding. Volunteers are advised to read this book before starting to teach, but it is equally useful once teaching. It will help volunteers think about their classrooms, students, and colleagues from new perspectives so they can adapt to a new teaching environment. Appended are: (1) "Culture and the Ideal Teacher/Classroom," a session that trainees and their supervisors/counterparts have done as a part of the end-of- pre-service training supervisor/counterpart workshop; and (2) "Don't Hit and Don't Shout," a pamphlet for parents, teachers, head teachers, and principals. A list of resources is also included in this book.

This new manual updates two older Peace Corps' manuals: "Teaching Conservation in Developing Nations" [ICE M0007] and "Conservation Education: A Planning Guide" [ICE No. M0023]. In addition to the time- and field-tested wisdom of the older manuals, this new manual incorporates current research and practice in the field of environmental education. Environmental Education in the Community includes many new ideas, activities, and tips drawn from the experiences of Peace Corps Volunteers and staff around the world. It is divided into 10 chapters: (1) What is Environmental Education; (2) Assessing and Discovering the Environmental Situation; (3) Identifying the Target Group; (4) Identifying the Message; (5) Creating an Educational Strategy; (6) Implementation; (7) Monitoring and Evaluation; (8) Environmental Education Camps; (9) Environmental Education Centers; and (10) Environmental Education Community Projects. The appendix contains training modules.

"Community Content-Based Instruction" grew out of several development initiatives and field needs. It began to take shape in a Gender and Public Health Education for Teachers Workshop and an In-Service Education Workshop for Volunteers and their counterparts, in the spring of 1996 in Eritrea. Since that time, the concept has been further developed and refined through efforts in the field and at headquarters. This workbook is a complement to the training an individual receives as part of his pre-service training (PST) and in-service training (IST). The workbook is full of activities that will bring an individual into contact with his new community. Many activities involve observing people and recording what an individual sees. This workbook is organized around a typical lesson plan design. Each section of the workbook presents an individual with some fundamental information and the opportunity to practice what he has just learned. The goal is for an individual to be able to apply what he learns to his activities in the classroom and in the community. [For the "Community Content-Base Instruction Manual", see ED521840.]

This manual is intended to provide both practical skills for engaging in nonformal education (NFE) and some underlying theory to help you define and develop your own approach to NFE. Based on two previously published Peace Corps resources, "Nonformal Education Manual" (ICE No. M0042) and "Nonformal Education Training Module" (ICE No. T0064), this resource represents a combination and elaboration of those manuals to bring together the best thinking from the past with the most current approaches in the field of NFE. The most obvious audiences for this manual are education Volunteers and those agriculture, business development, environment, health, youth development, and other Volunteers who are called upon to facilitate learning activities in their work, whether for in-school or out-of-school youth, colleagues or other adults. This manual includes ideas for those Volunteers who require theory and practical skills to conduct training workshops and learning activities in their communities and schools. However, NFE is more than an approach to training and session design; and as such, the reach of this manual extends far beyond those leading NFE sessions. NFE provides a powerful philosophy and an effective approach for identifying and creating learning opportunities and facilitating change in a community; therefore, it is an important tool for any Volunteer. Key resources are included. Appended are: (1) ASSET-BASED APPROACHES; (2) Assessment Tools; (3) Icebreaker/Warm-Up; (4) Ongoing Evaluation; (5) Final Evaluation; (6) Learning Methods and Learning Styles; (7) Sample Calendar of Training Events; (8) Role Plays--Two Approaches to Education; and (9) Role Plays--Two Approaches.

"Community Content-Based Instruction" grew out of several development initiatives and field needs. It began to take shape in a Gender and Public Health Education for Teachers Workshop and an In-Service Education Workshop for Volunteers and their counterparts, in the spring of 1996 in Eritrea. Since that time, the concept has been further developed and refined through efforts in the field and at headquarters. This manual is a comprehensive reference on community content-based instruction (CCBI). It provides information on the history and development of CCBI as an education developmental approach related to corresponding approaches to development. It provides field examples including programming insights and suggestions for staff, various training agendas and possible training scenarios, a broad array of CCBI lessons, unit planning, and references to help in the implementation of CCBI. Appended are: (1) 4MAT--A Plan for Preparing an Activity; (2) CCBI for Students and Community Members; (3) Levels of Learning; (4) Questions and Answers about CCBI; and (5) Resource List. [For "Working with CCBI: Volunteer Workbook", see ED521839.]

This document, which was developed to assist Peace Corps volunteers and those responsible for training them, presents an introductory booklet and six toolkits for use in the training provided to and by volunteers involved in community development. All the materials emphasize long-term participatory approaches to sustainable development and a capacity building framework. The six toolkits each focus on one of the following roles of volunteers: (1) learner; (2) change agent; (3) co-trainer; (4) co-facilitator; (5) project co-planner; and (6) mentor. Each toolkit contains the following items: (1) a knowledge, skills, and attitudes matrix and learning plan; (2) models, concepts, and cases; (3) ideas and activities for practicing the role under discussion; and (4) a list of key resources for additional information and insight. The following are among the types and topics of learning activities presented: community walks; community mapping; shadowing community coaches; gaining local technical knowledge; attending local meetings; keeping a journal; conducting a capacity inventory; communicating to persuade or influence; assessing learners and setting goals; using "decision dots"; using "snow" cards; practicing problem-solving techniques; reaching consensus in a group; finding resources inside communities; identifying locally acceptable ways for communities to raise funds for projects; identifying mentoring resources in communities; active listening; and brainstorming about mentoring links in local communities. (MN)

Designed for use with students in grades 6-12, this curriculum guide uses primary source materials from the experience of Peace Corps volunteers in countries, such as the Dominican Republic, to enliven the study of geography, culture, and service. The guide aims to engage students in an inquiry about the world, themselves, and others as they focus on a culture other than their own. It contains learning activities and performance tasks to help students learn important lessons about geography; increase their understanding of other cultures; broaden their perspectives on the world; appreciate how they are connected to their world; become inspired to engage in service to others; and achieve important curriculum standards. The guide consists of three instructional units on: (1) geography, (2) culture, and (3) service. The Peace Corps volunteers' accounts of their experiences serve as teaching content. The guide is divided into five parts: (1) "Introduction"; (2) "Geography: It's More Than Just a Place" (Introduction; four modules; and Culminating Performance Task); (3) "Culture: It's More Than Meets the Eye" (Introduction; six modules; and Culminating Performance Task); and (4) "Service: You Can Make a Difference" (Introduction; six lessons; and Culminating Performance Task); and (5) "Appendix" (A Curriculum Framework; The Dominican Republic: An Overview; Map of the Domincan Republic; Bibliography; and Acknowledgements). (Contains a 25 item bibliography.) (BT)

Understanding the concept of culture helps people live with others of different backgrounds within the classroom, the local community, and the worldwide scale of political, social, and economic interaction. The lessons presented in this book help students begin to more fully understand their own culture and how it has shaped them; to understand the perspectives of other cultures; and to provide an increased awareness of the value and practicality of social service within and beyond the bounds of schools. Lessons are adapted from the Peace Corps' cross-cultural training workbook "Cultural Matters" and from other Peace Corps curriculum resources. The book is divided into four sections: (1) "Introduction"; (2) "Unit I: Culture in the United States" (Introducing Culture; Features of Culture; Defining Culture; Culture Is Like an Iceberg); (3) "Unit II: Culture beyond the United States" (On Being Seen as Different; Americans; Generalizations: How Accurate Are They?; Interpreting Behavior: Expanding Our Point of View; Resolving a Cross-Cultural Misunderstanding; Seeing Both Sides of an Issue; A Fundamental of Culture -- Cultural Context; Brief Encounters; Window into Another Culture); and (4) "Appendix: Taking Action -- Additional Ways to Become Involved." (BT)

This booklet is one of five in the Peace Corps (PC) Programming and Training Guidelines collection that provides agency-wide programming and training guidance for PC staff and project partners. It offers PC staff and others a step-by-step approach for designing or revising a project, beginning with analyzing the situation in a country and ending with a complete project plan. Chapter 1 introduces the four major steps in the design process. Chapters 2-5 contain information on how to complete each step. Chapter 2, analyze the situation, describes collecting and analyzing information, sector-based or integrated programming, and developing the project concept. Chapter 3, develop the framework, focuses on reviewing PC project criteria and developing and revising the project framework. Chapter 4, create a strategy, contains information on how to develop the project strategy, how to update the Quarterly Trainee Request Summary, and the role and purpose of the Volunteer Assignment Description. Chapter 5 describes developing a monitoring and evaluation plan for the project. Chapter 6 provides guidance on putting together the results of the design process by documenting the project plan. Appendixes include sample documents, acronyms, a glossary, and an index. (YLB)

This booklet is one of five in the Peace Corps (PC) Programming and Training Guidelines collection that provides agency-wide programming and training (P&T) guidance for PC staff and project partners. It incorporates topics from previous booklets--how to design or revise a project, how to integrate the PC's cross-cultural goals, and how to assess a project--and provides additional ideas and tools on how to implement a project. Following the introduction, Chapter 2 presents information on various planning cycles in use throughout the PC and on processes managed by posts. It also considers budgeting. Chapter 3, on site development, covers these four areas: identification and selection, volunteer placement, ongoing partnership, and phasing out. Chapter 4, on training and supporting volunteers, discusses pre- and in-service training; close of service; and documents to support staff that provide information on projects, ideas, directions for making resources, and funding sources. Chapter 5, on communicating with stakeholders, outlines communication tools for invitees, trainees, volunteers, and project partners. A resources section provides a collection of reference materials used in the field. Appendixes include acronyms, glossary, and index. (YLB)

This booklet is one of five in the Peace Corps (PC) Programming and Training Guidelines collection that provides agency-wide programming and training guidance for PC staff and project partners, including advice on how to integrate the PC's cross-cultural goals into programming and training. Following an introduction, Section 1 describes the PC's three goals and how they are reflected in the work of the PC. The following are the three goals: (1) to help the peoples of interested countries and areas meet their needs for trained men and women; (2) to help promote a better understanding of the American people on the part of the peoples served; and (3) to help promote a better understanding of other peoples on the part of the American people. Section 2 provides ideas on how to ensure that the second and third goals are addressed throughout the service of the PC volunteer. It covers these areas of programming and training: guidelines for volunteers, project design, site development and placement, volunteer training, project implementation, and monitoring and evaluation. Section 3 explores activities and resources that staff and volunteers can use to achieve the second and third goals, both during and after service. Appendixes include a list of 15 related materials, acronyms, a glossary, and an index. (YLB)

This booklet is one of five in the Peace Corps (PC) Programming and Training Guidelines collection that provides agency-wide programming and training guidance for PC staff and project partners. It shows how to design and implement a monitoring and evaluation (M&E) plan for PC projects. Chapter 1 provides an overview of M&E, including what they are and who does them. An example of an M&E plan shows how a plan summarizes the overall focus of project M&E, methodology and timing, implications for training, and reporting and use of results. Chapter 2 on developing and implementing an M&E plan shows the steps involved. An M&E planning worksheet is provided. The following chapters in the booklet walk the reader through the steps to completing and implementing an M&E planning worksheet. Each chapter presents a portion of a completed worksheet. Chapter 3 focuses on reviewing the project framework. Chapter 4 addresses identifying information needs, including what questions to ask, selecting indicators, and working with project partners. Chapter 5 discusses collecting and analyzing data, including sources, data collection methods, and training for M&E. Focuses of Chapters 6 and 7 are using M&E results and conducting formal project evaluations. Appendixes include examples, sample instruments, acronyms, glossary, and index. (YLB)

This booklet is one of five in the Peace Corps (PC) Programming and Training Guidelines collection that provides agency-wide programming and training guidance for PC staff and project partners. It is an introduction to the PC international development strategy. The booklet describes the PC approach to development; how the PC implements its development approach; and how the PC designs, implements, and assesses its development projects. Chapter 1 provides information on the PC and defines key terms used in the booklet. Chapter 2 on development first discusses different approaches to development. It then focuses on the PC's approach. It describes the capacity building framework that includes individual community members, professionals and service providers, organizations, and communities; sustainable development; and long-term versus short-term approaches. Chapter 3 addresses how the PC implements its development approach. It discusses how the PC transforms ideas into action and how the PC implements country program strategy using the PC's 10 project criteria. Chapter 4 focuses on the project cycle, an ongoing process of designing, implementing, assessing, and revising a project while at the same time developing and delivering training that supports the goals of the project. Acronyms, a glossary, and an index are appended. (YLB)

The close relationship that Peace Corps volunteers develop with their communities and schools places them in a unique position to influence the behaviors and attitudes of the young women with whom they work. Workshops, camps, clubs, special events, and conversations all have the potential to promote decision-making skills, encourage goal setting, and build confidence. Volunteers have the potential to help girls change their lives for the better. This booklet provides a collection of ideas and activities from Peace Corps volunteers around the world to be used as a resource in the work of empowering young women. Following an introduction, the booklet is divided into nine sections: (1) "Things To Consider as You Read"; (2) "Helpful Tips for Organizing an Event"; (3) "Mentoring for Empowerment and Leadership"; (4) "Clubs"; (5) "Camps and Conferences"; (6) "Sports"; (7) "Contests"; (8) "Life Skills Education"; and (9) "Resources." (BT)

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. This unit, intended for primary students, is designed to facilitate students' understandings of access to water through reading stories from Peace Corps Volunteers who served in Kenya (East African region) and Ghana (West African region). Each student will make a book comparing access to water in the United States, Kenya, and Ghana. An overall goal is to develop students' understandings of the similarities and differences of water use by the people in Kenyan and Ghanaian communities and their own community. The unit, which contains many photos of Kenya and Ghana, can be used in reading and writing classes. Two to three weeks are needed for completion. The unit lists materials needed, outlines applicable standards, poses discussion questions, and gives student objectives. It details day-by-day procedures for the teacher, gives a reading rubric and a writing rubric for assessment, suggests follow-up/enrichment activities, and lists five print resources. (BT)

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. Intended for third to fifth grade students, this unit uses children's interactions with water to help them compare and contrast their lives with those of children in Kenya and Tanzania. It looks at the ways access to water helps define children's roles in the family, and how this shapes culture. The unit contains many photos of daily activities in Kenya and Tanzania. Students will write essays and create pictures to demonstrate their understanding of the concepts. The unit can be used in language arts, geography, art, or mathematics classes. Four to six 40-minute classes are suggested for completion. The unit lists materials needed, outlines applicable standards, poses discussion questions, and gives student objectives. It details day-by-day procedures for the teacher, suggests assessment and follow-up/enrichment activities, and lists nine print and on-line resources. (BT)

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. Intended for third to fifth grade students, this unit uses the dramatic contrast between the rainy season and the dry season in West Africa--specifically Ghana--to help students learn about climate. Student will define climate, cite its features, discover their area's climate, and apply this knowledge to their study of the ways climate affects people and the environment. The unit can be used in science or geography classes. Four days are needed for completion. The unit lists materials needed, outlines applicable standards, poses discussion questions, and gives student objectives. It details day-by-day procedures for the teacher, provides a rubric for assessment, suggests follow-up/enrichment activities, and lists nine print and on-line resources. (BT)

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. This unit, intended for primary grade students, is designed to facilitate students' understandings of the value of water through reading stories from Peace Corps Volunteers who served in Kenya (East African region) and Ghana (West African region). Each student will make a book comparing the value of water in the United States, Kenya, and Ghana. An overall goal is to develop students' understandings of the similarities and differences of how the people in Kenyan and Ghanaian communities and their own community value water. The unit can be used in reading and writing classes. Two to three weeks is needed for completion. The unit lists materials needed, outlines applicable standards, poses discussion questions, and gives student objectives. It details day-by-day procedures for the teacher, discusses reading and writing assessment, suggests follow-up/enrichment activities, and lists five print resources. (BT)

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. This unit, intended for primary grade students, is designed to facilitate students' understandings of daily water use through reading stories from Peace Corps Volunteers who served in Kenya (East African region) and Ghana (West African region). Each student will make a book comparing daily uses of water in America, Kenya, and Ghana. An overall goal is to develop students' understandings of the similarities and differences of water use by the people in Kenyan and Ghanaian communities and their own community. The unit can be used in reading and writing classes. Two to three weeks are needed for completion. The unit lists materials needed, outlines applicable standards, poses discussion questions, and gives student objectives. It details day-by-day procedures for the teacher, suggests a reading assessment and a writing assessment, provides follow-up/enrichment activities, and lists five print resources. (BT)

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. This unit, intended for students in fourth to sixth grades, deals mostly with the Cape Verde Islands (Republic of Cape Verde), 10 islands and 5 islets located off the coast of West Africa. Students learn about the scarcity and importance of a continuous supply of fresh water on Cape Verde and then research five methods of obtaining and conserving water on Cape Verde. They research five methods of obtaining and conserving water and then create displays and give oral presentations to demonstrate their understanding of the methods. The oral presentations are made in the context of a simulation, which allows the students to weigh the costs and benefits of each method. The unit can be used in social studies, science, or language arts classes. Four to five 40-minute class periods are suggested. The unit lists materials needed, outlines applicable standards, poses discussion questions, and gives student objectives. It details day-by-day procedures for the teacher, suggests follow-up/enrichment activities, and lists on-line and print resources. (BT)

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. In this unit, third to fifth grade students explore the literary elements of a Tanzanian folktale about animals collaborating to dig a well. Students can make connections between the message in the tale and contemporary life in Tanzania as shown through pictures on the Water in Africa Web site. They will create original conclusions to the tale and cooperatively illustrate the folktale using oil pastels. The unit can be used in language arts, social studies, art, or behavior studies classes. Five 45-minute class periods are suggested for completion. The unit lists materials needed, outlines applicable standards, poses discussion questions, and gives student objectives. It details day-by-day procedures for the teacher, suggests assessment and follow-up/enrichment activities, and lists five on-line resources. (BT)

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. In this unit, intended for use in middle schools, students will learn from descriptive passages in stories written by Peace Corps Volunteers in Mauritania, Morocco, and Cape Verde that illustrate how the ever present need for water can be felt, seen, and heard in the song, voice, craft, religion, and ritual of a culture. Students will organize their findings for each country and then capture this"sense of water" in a narrative poem as a final assessment. The unit can be used in language arts or geography classes. Five 45-minute class periods are suggested. The unit lists materials needed, outlines applicable standards, poses discussion questions, and gives student objectives. It details day-by-day procedures for the teacher and suggests follow-up/enrichment activities. (BT)

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. Intended for middle school students, this unit can be used in geography, health, and language arts classrooms. Four or five 45-minute class periods are suggested. The unit focuses on Lesotho, a small landlocked country located within the country of South Africa. Two-thirds of the country is filled with steep, treeless mountains, and most of the population lives in the lowlands. Droughts have altered living and health conditions causing the women and girls (who do most of the water gathering) to travel farther and farther each day during the dry season for water. In the unit, students simulate village "water committees" that plan, design, and build a water supply system. Water committees are provided with a water project scenario, maps, and background information. Each committee presents its plan to the villagers to persuade them that their plan will increase the availability of water and the overall health of the village. The unit lists materials needed, outlines applicable standards, poses discussion questions, and lists student objectives. It details day-by-day procedures for the teacher and suggests assessment and follow-up/enrichment activities. (BT)

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. In this unit, students reflect on the role of water in ceremonies and celebrations around the world. Peace Corps Volunteer vignettes provide the basis for researching and collecting data, which is organized into a class retrieval chart. As a culminating activity, students create learning stations and host a celebration of Water Day for younger students. The unit partners older elementary or middle school students with a class in grades 2-4. It can be used in language arts, social studies, reading, art, or foreign language classes and needs two weeks to complete. The unit lists materials needed, outlines applicable standards, poses discussion questions, and lists student objectives. It details day-by-day procedures for the teacher and suggests assessment and follow-up/enrichment activities. (BT)

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. Intended for use with middle school students, this unit can be used in geography and technology integration classes. One class period a day for two or three weeks is suggested. Students, grouped in small research teams, will simulate a trip to Madagascar through the Peace Corps' Water in Africa resources about Madagascar and other related Web sites. Using online research, students will explore the effect of slash/burn agriculture on Madagascar's people, environment, and lemurs. Students will create technology enhanced presentations of their findings and present viable alternatives for both using and protecting Madagascar's natural resources. The unit lists materials needed, outlines applicable standards, poses discussion questions, and lists student objectives. It details day-by-day procedures and suggests assessment activities and follow-up/enrichment activities. (BT)

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. This unit, "Water: From Neglect to Respect," aims to make students in grades 5-8 more aware of the ways in which they are dependent upon water to maintain their standards of living. By comparing water use in Lesotho to water use in the United States, students realize that they may be taking for granted a substance which is considered precious in other parts of the world. Activities develop students' graphing, estimating, and writing skills. The unit suggests a timeframe, curricular areas, materials needed, standards, discussion questions, objectives, a detailed procedure, assessment information, and follow-up/enrichment activities. Attached are photos of Lesotho and stories from Lesotho about water and culture. (BT)

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. This unit, "Narrative Cartoons," is intended for use with students in grades 9-12. The unit is designed to draw on the interest of young people in cartoons and to introduce students to techniques of creating alternative styles. Students create a narrative cartoon, or a set of sequentially placed images that tell a story. It may depict one activity or be a collage of various activities. The unit suggests a timeframe, curricular areas, materials needed, standards, discussion questions, objectives, detailed procedures, assessment information, and additional resources. Attached are a narrative cartoon comparison chart, a research sheet, and a narrative cartoon evaluation rubric. (BT)

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. In this unit, middle school students compare the division of labor around water-related work in rural Lesotho to that of their own household. Water provides an excellent lens through which to understand gender roles. The unit aims to have students gain an understanding of the multiple factors that influence how gender role formation takes place in different societies. It culminates with students writing letters in the voice of visitors to the United States from Lesotho. It can be used in geography and language arts classes. Five 45-minute class periods are suggested for completion. The unit lists materials needed, outlines applicable standards, poses discussion questions, and lists student objectives. It details day-by-day procedures for the teacher. (Includes several photos of inhabitants of Lesotho.) (BT)

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. Intended for use with middle school students, this unit takes students on a WebQuest water safari through several African countries, using the Peace Corps Water in Africa site as a WebQuest. Students complete the Web Quest by conducting research about the relationship of physical and human systems. They use the collected data to prepare a formal report for Peace Corps that will assist in the creation of a training video for volunteers in Africa. The unit can be used in geography, language arts, and technology classes. Seven class periods of 45 minutes each are suggested. The unit lists materials needed, outlines applicable standards, poses discussion questions, and lists student objectives. It details day-by-day procedures for the teacher and provides assessment activities and follow-up/enrichment activities. (BT)

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. Noting that although water is needed to sustain life, it can also serve as a conduit of illness and even death, this unit, "Water: Source of Health, Source of Illness," examines the connections between water and disease in four West African countries. The unit aims for students in grades 5-8 to become familiar with general concepts related to water-borne illness by viewing photographs and reading vignettes collected from in-service Peace Corps volunteers. It culminates with students working in groups to devise a strategy to fight one water-borne illness in rural Africa. The unit suggests a timeframe, curricular areas, materials needed, standards, discussion questions, objectives, a detailed procedure, assessment information, and follow-up/enrichment activities. Attached are maps, photos, and vignettes from Cameroon, Togo, Ghana, and Guinea. (BT)

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. This unit, "Photomontage," has students create a photomontage using essays and photographs provided by Peace Corps volunteers. The photomontage is calculated to focus attention on or alter viewers' attitudes regarding environmental issues in the United States and Africa. Students, while creating the photomontage, will challenge themselves to ask the question "What is this photograph about?" rather than "What do I see a photograph of?" Intended for use with high school students, the unit can be used in visual arts and language arts classes. Five to seven class periods of 45 minutes each are suggested. The unit lists materials needed, outlines applicable standards, provides essential questions, and gives student objectives. It details day-by-day procedures, assessment activities, and follow-up/enrichment activities. (BT)

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning units were created for K-12 students. This unit, "Narrative vs. Expository Texts," contends that many students have difficulties determining the difference between narrative and expository texts. The unit uses vignettes written by Peace Corps volunteers to compare and contrast these types of texts. Intended for use with high school students, the unit can be used in English, reading, and geography classes. Five class periods of 45 minutes each are suggested. The unit lists materials needed, outlines applicable standards, provides essential questions, and gives student objectives. It details day-by-day procedures, assessment activities, and follow-up/enrichment activities. Appended are photographs of daily activities in Lesotho and Madagascar accompanied by expository text. (Contains evaluation sheets and graphic organizer handouts.) (BT)