Global Issues Project Class Spring 2014 Creating a Life of Meaning and World of Change The Woolman Semester

School

Life Entrepreneurship

A. Introduction In todays society, the search for meaning in life has become increasingly relevant. Recent theories of happiness and positive psychology demonstrate that the highest predictor of ones personal level of happiness is the degree of meaning, engagement, and purpose they feel in their life. Additionally, there is a dire, universal need to turn our attention to largescale, global issues (climate change, poverty, war) and a wide interest in fundamentally changing many of our existing, traditional societal systems and structures (education, healthcare, food and waste, etc.). At the intersection of these two areas lies a radical new concept, life entrepreneurship, and an opportunity to apply ones own interests, strengths, and passions toward solving some of the toughest challenges of our time. By applying the principles of entrepreneurship to our own lives, we can begin to envision an ideal existence that both imparts meaning into our lives and positively impacts our world. This course is the beginning of a journey for students to examine their own lives, develop their abilities as leaders and change makers, and envision a plan to affect change in their lives, communities, and world.

B. Course Description The semester is divided into a four-section progression: Awakening, Discovering, Planning, and Sharing. Students will keep a workbook of all their activities and assignments throughout the semester. The culminating project of the course will include creating a plan of action to affect positive change that directly relates to the students passions and life purpose, which will be enacted when students return home to their communities. Students will deeply investigate their core selves and communities through a progression of exercises and activities. Readings, videos, group discussions, and other techniques will all be used to deepen students understanding of their individual purpose and ability to create change. The course will utilize improvisation and public speaking as a tool to improve students confidence, push them to take risks, enhance their ability to communicate their ideas and authentic selves to the world, and promote class support and community. Due to the reflective, experiential, community-based, and action-oriented nature of this class, students who put the most into this class will get the most out of the experience. Students should be prepared to dig deep into their lives and selves, step out of their comfort zones, and most of all, have fun!

C. Course Objectives
Core Students will understand and implement core strategies of "life entrepreneurship", gaining selfknowledge to inform and confirm their passions and life paths. Students will identify themselves as change makers with the tools to enact radical changes in their lives and the world. Students will craft a personal action plan to enact change in their communities. Students will write and present an entrepreneurial life plan to guide them after Woolman. Students will gain confidence and skills to communicate and express themselves authentically.

The Self Students will reflect on their lives and gain a deeper sense of "self" (personal history, current circumstances, relationships, strengths, passions, values). Students will craft a personal life purpose and mission statement. Students will understand theories of personality (Myers Briggs and Enneagram) and cycles of growth (Drive & Direction). Students will understand and implement practices of self-rejuvenation and self care to promote selfsustainability while pursuing their goals. Students will gain self-confidence using the tools of improvisation, risk taking activities, and public speaking practice. Students will be able to communicate their authentic self to the world, and use this self-knowledge to inform their future life paths. Students will understand basic ethical theories and principles about happiness, the good/meaningful life, and purpose and will begin to develop their personal ethical beliefs. The Community Students will form a supportive community to motivate and challenge one another throughout this semester and beyond. Students will reflect on their own community, identify assets and needs, and craft Students will identify and reach out to their own "personal board of directors" to continue their life entrepreneurship journey both here at Woolman and beyond. Students will recognize the power of "being with" and enjoy time spent with others. The World Students will understand basic ethical theories and principles of changing the world and begin to develop their personal ethical beliefs. Students will understand theories of education psychology (Theory of Multiple Intelligences and Learning Styles), investigate and question education and its role in society and their lives, and develop their own purpose for and philosophy of education. Students will learn about activism and entrepreneurial organizations and efforts that are occurring around the world, and connect those efforts to what they can do personally. Students will understand how to view global issues holistically and critically, use questioning tactics to find roots of problems, and develop strategies for making an impact.

D. Course At A Glance
Awakening January 31: February 7: Introduction to Course Building Community

Discovering February 12 February 14: Service Week February 21: Digging Deeper February 28: Its Your Life, Its Our World February 29 March 4: Staycation March 7: Be The Change March 14: Change. HUH. What is it good for? March 17 March 23: Global Issues & Peace Studies Trip Planning March 28: Check In Day April 4: Work Day April 5 April 13: Spring Break April 18: Work Day Sharing April 25: Speak Out April 28 May 2: Food Intensive Trip May 9: Reflection May 7-9: Woolman Presentations May 12-15: Retreat May 16-17: Baccalaureate & Graduation

E. Course Outline
Awakening January 31: Introduction to Course - Musical Intro: _______Best Day Of My Life___________ by ________American Authors____________ - Whoosh, Boink, Splat game (5) - Life Purpose Comic: read then partner turn and talk (5) - Review syllabus (15) - Chalk talk and debrief: entrepreneurship life change community (20) - Drive v. Direction, physical matrix activity EL p12-18 (final paragraph*) (15) - Watch Jelly Bean video http://www.youtube.com/watch?v=BOksW_NabEk (5) - Assignment: Free write at least 10 minutes WB p31 - Assignment: WB p4-8 - Assignment: Self representation project w/ visual components, 4 min max Building Community - Musical Intro: _________Its My Life_________________ by ___________Bon Jovi_________________ - Improv: Walking different ways, walking confidently (10) *accepting+absorbing applause!! - Present self-representation projects (50) - Go over instructions for 360 degree reviews (10) - Assignment: WB p9-11 - Assignment: Send 360 degree reviews to at least 4 people - Assignment: Watch The Way of Improv https://www.youtube.com/watch?v=MUOpWJ0riQ ***one paragraph reflection

February 7:

February 12 February 14: Service Week Discovering February 21: Digging Deeper - Musical Intro: ________Wake Me Up__________ by ___________Avicii____________ - Warm up: Squirrel, Nut, Tree (10) - Improv: Play The Martha Game first with announcing, then with just going, then turning into a moving picture, huddle (20) - Lesson: Needs and Strengths (10) - In class assignment: needs and strengths worksheets WB p12-14 (15) - Small groups share self reflection needs and strengths (15) - Assignment: Complete WB p15-17, 21-22 - Assignment: Urban Ecovillage of the Near Future, read and underline notes February 28: Its Your Life, Its Our World - Musical Intro: ___________World_________________ by ___________Five for Fighting______________ - Warm up: Giant Group Human Machine (10) noise and motion, huddle on how machine worked together, parallels to community - UENF article: ideal community, assets/needs of communities, debrief (20) - Silent reflection and journaling in quiet spot WB p32 (15) - Group share reflecting on journaling (15) - Video: What the world needs is for you to come alive (passions, strengths, purpose) (10) - Assignment: Complete WB p18-19 - Assignment: Explore http://www.dosomething.org - Assignment: Reading articles about high school students doing rad things in the world http://www.forbes.com/sites/tjmccue/2012/08/20/make-a-real-difference-12-amazingyoung-entrepreneurs-doing-good/ (six articles/people to research, 2 students do each) February 29 March 4: Staycation

March 7:

Be The Change - Musical Intro: _______Man In The Mirror___________ by __________Michael Jackson__________ - Warm up: Clam Dragon https://www.youtube.com/watch?v=jHPM0BzmPdA (5) - Improv: Mirror #1 both partners go, then follow the follower, quick huddle (15) - Sharing our purpose statements, whole group (15) - Split into 2 groups to share research information about stories/teenagers (15) - Why tree needs analysis: group examples with a couple different needs (10) - Partner tree analysis practice with a couple needs in our own communities (10) - Assignment: WB p23-24 - Assignment: Read article on Working for, Working with, Being with - Assignment: Find one person or organization that is doing something amazing and radical to create positive change in the world, bring notes to share next class Change. HUH. What is it good for? - Musical Intro: _______Ten Thousand Hours________ by _______Macklemore & Ryan Lewis______ - Warm up: Name Six game (10) - Improv: 30 seconds nonstop talking about something random, 2 volunteers and then split class into 2 or 3 groups and have all students do it for their group, huddle (20) - Roundtable: Ethics of changing the world philanthropy helping others, organizations and people making changes in the world (50) - Assignment: Read The True Comfort Zone and Go Ahead, Screw Up http://thefiz.biz/The%20True%20Comfort%20Zone.htm http://thefiz.biz/Mistakes.htm - Assignment: WB p25-28, be prepared to share rough idea of plan with class

March 14:

March 17 March 23: Global Issues & Peace Studies Trip Planning March 28: Check In Day - Musical Intro: _______Talkin Bout a Revolution________ by _________Tracy Chapman__________ - Individual check ins with teachers - Check ins with partners - Catch up on any assignments you are behind on so far - Assignment: WB p29, Continue to work on plans Work Day - Musical Intro: ________This Is Your Life__________ by _______Switchfoot________________ - Warm up: Big, medium, small motions (10) - Improv: Gibberish scenes, only use motions from warm up (20) - Work on plans - Assignment: WB p30, Continue to work on plans

April 4:

April 5 April 13: Spring Break April 18: Work Day - Musical Intro: _______Give Peace A Chance___________ by __________John Lennon__________ - Warm up: Look up, Dude! Play with switching places in circle (10) - Improv: Volte game (15) - Work on plans - Assignment: Create final draft of action plan - Work on final presentation Speak Out - Musical Intro: __________Hold My Hand_____________ by _________Hootie & The Blowfish________ - Warm up: Yes and (10) - Improv: speech (70) - Class Evaluations - Assignment: Work on final presentation

Sharing April 25:

April 28 May 2: Food Intensive Trip May 9: Reflection - Musical Intro: _____Im Alive (Life Sounds Like)________ by _______Michael Franti__________ - Rewatch Jelly Bean video http://www.youtube.com/watch?v=BOksW_NabEk (5) - Practice sharing plans before presentation - Complete reflection and course evaluation Woolman Presentations Retreat Baccalaureate & Graduation

May 7-9 May 12-15 May 16-17

F. Course Norms
Candor: This is an opportunity for deep reflection, personal growth, and community building. You will benefit most from this experience by bringing authenticity and forthrightness to the group. Respect: We support each other by respecting each other and this space and process. We can do this by listening deeply, sharing openly, and letting others talk freely without interrupting. Humility: We check our egos at the door and approach this class with humility and grace. Flexibility: We will strive to remain on schedule and adhere to the syllabus, however, flexibility and spontaneity may be needed in certain instances and we all resolve to go with the flow. Fun: We are here to have fun, learn from each other, and grow as leaders and human beings. Community: We are here to support one another and enjoy the presence and support of others. (Adapted from Leading as a Social Entrepreneur: Entrepreneurial Life Plan Workbook)

G. Recognition and Acknowledgements

The content for this course was developed specifically for The Woolman Semester School in November 2013, and was both inspired by and includes activities and resources from:
Leading as a Social Entrepreneur, Entrepreneurial Leadership Initiative course: Duke University, Christopher Gergen Ethics in an Unjust World, Public Policy and Ethics course: Duke University, Samuel Wells Business, Communication, and Improv, Theater Studies and Markets and Management course, Duke University: Greg Hohn Life Entrepreneurship by Christopher Gergen and Gregg Vanourek Improvisation for the Theater by Viola Spolin

Specific thanks to Christopher Gergen for his leadership, inspiration, and encouragement to help transform this idea from a thought to reality, and for empowering others to walk the talk and continue to spread the message and theories of Life Entrepreneurship to students around the world.