Peace Corps Week 2022: Meet the Moment

February 27 to March 5, 2022

Peace Corps Week commemorates President John F. Kennedy’s establishment of the agency on March 1, 1961, and celebrates all the ways that Peace Corps makes a difference at home and abroad.

Celebrating Peace Corps Service

After more than six decades since its founding, the Peace Corps’ mission to promote world peace and friendship remains more relevant than ever. The Peace Corps, at its core, is about celebrating diversity around the world, building relationships and opportunities, and fostering equity and inclusion.

Since 1961, more than 240,000 Americans have served our country and the global community as Peace Corps Volunteers, living and working alongside local leaders to catalyze change. After Volunteers complete their service, they return to the United States with new sets of skills, deep knowledge of other cultures and global issues, and long-lasting relationships with people from their host countries.

Returned Peace Corps Volunteers (RPCVs) continue their service by promoting awareness of other cultures and global issues with friends, family, and the American public; maintaining relationships with colleagues and friends from the countries where they served; and sustaining their commitment to volunteerism and public service. 

Resilience is a Journey

You can teach your children resilience. But just because your children learn resilience doesn’t mean they won’t have bad times. Bad times hurt, and your children will have times when they aren’t happy.

Resilience is a journey, and each child will take his or her own time along the way, just as each child learns to read and write in his or her own time. Your child may benefit from some of these resilience strategies, while other children may benefit from other strategies. The skills of resilience you teach your child in a time of war will be useful to him or her even after war, and they are good skills to have in daily life.

Communicate with Students. When children have questions, answer them honestly but simply and with reassurance. Ask them what they think is happening, and listen to their answers. Don’t discount their feelings—they may say they’re afraid, and you should be ready to tell them that fear is all right, but that they must go on with life anyway. Use black-and-white language that leaves no room for doubt, such as, “I will always take care of you.”

Tips for Ages 7–12

Wait and see. Unless they ask, you know they were exposed, or you think they know something, don't feel you have to discuss horrific news or explain heinous crimes such as rape, beheadings, dismemberment, and drug-fueled rampages (especially to kids in the younger end of this age range or who are sensitive). If kids show signs of distress by acting anxious, regressing, or exhibiting some other tip-off that something's amiss -- for example, they're reluctant to go to school after the latest school shooting -- approach them and invite them to talk.

Talk … and listen. Older kids hear about issues related to violence, crime, and war on social media, YouTube, TV, and movies -- not always reliable sources for facts. Try to get a sense of what your kids know before launching into an explanation, since you don't want to distress them further or open up a whole new can of worms. Feel them out by asking, "What did you hear?," "Where did you hear that?," "What do you know about it?," and "What do you think about it?"

Be honest and direct. Older kids can find out what they want to know from different sources, and you want the truth to come from you. It's not necessary to go into extreme detail. About a family who held their kids hostage, you can say, "The kids suffered many different kinds of abuse. But they were rescued, and their parents were arrested. Often in cases of child abuse, the parents are very sick with mental illness or other issues."

Discuss sensationalism in news and media. Talk to kids about how media outlets -- including news agencies, TV shows, movie companies, and game developers -- use extreme subjects to get attention, whether it's in the form of clicks, viewership, or ticket sales. Share the old newsroom adage, "If it bleeds, it leads," and talk about why we may be drawn to outrageous human behavior. This helps kids think critically about the relative importance of issues, the words and images used to attract an audience, and their own media choices.

Explain context and offer perspective. With your life experience, knowledge, and wisdom, you can explain the various circumstances around certain issues. This is the process that gives things meaning and clarity -- and it's important for kids to be able to make sense of negative and unpleasant things, too. To work through the powerful emotions that images of beatings, blood, and human suffering can bring up, kids have to learn to distance themselves from horrific events, understand the underlying causes, and perhaps get involved in meaningful ways to make things better, such as diplomacy and education.

Self Worksheet

Wish List

 https://www.walmart.com/registry/RR/ab186ece-cef4-4592-a011-61558ced3093

The Optimization of Slime

 

Summary

Using their knowledge of the phases of matter, the scientific method, and polymers, student teams work as if they are chemical engineers to optimize the formula for slime. Hired by the fictional company, Slime Productions, students are challenged to modify the chemical composition of the basic formula for slime to maximize its "bounce factor."

This engineering curriculum aligns to Next Generation Science Standards (NGSS).

Engineering Connection

Similar to chemical engineers, students take raw materials and turn them into useful products. Then, working with project budget constraints, they apply their knowledge of polymers and methodically test their slime mixtures to modify their properties while minimizing waste and unnecessary expenditures.

Educational Standards 

 NGSS: Next Generation Science Standards - Science

 International Technology and Engineering Educators Association - Technology

 State Standards

In this activity, students produce one variety of "slime" from a recipe that uses white school glue, which contains polyvinyl acetate. Polyvinyl acetate is an example of a polymer. Figure 1 shows a small section of polyvinyl acetate, which consists of two monomers.

The other key ingredient is sodium tetraborate decahydrate (referred to in the Materials List as sodium borate or borax). When mixed with the white glue, the borax solution creates links between different chains of polyvinyl acetate, which is a phenomenon known as cross-linking. Due to the cross-linking, the mixture's viscosity increases, creating what we commonly call "slime."

Slime is a non-Newtonian fluid, meaning its viscosity can be influenced by factors other than temperature and pressure. By altering the concentrations (or amounts) of borax and white glue, the properties of the slime can be altered. During this activity, students work to find the best ratios among borax, white glue and water, in order to meet the requirements and constraints of their client, Slime Productions.

Vocabulary/Definitions

cross-linking: Bonds that link one polymer chain to another.

monomer: A molecule that can be bonded to other identical molecules to form a polymer.

Newtonian fluid: A fluid that has a viscosity that is only dependent upon temperature and pressure, such as water.

non-Newtonian fluid: A fluid that has a viscosity that can be changed by other factors, such as stirring.

optimize: To find the best compromise solution among several, often conflicting or competing, requirements or factors.

polymer: A substance that has a molecular structure built up chiefly (or completely) from a large number of similar units bonded together.

viscosity: The resistance of a fluid to flow, a measure of the thickness of a liquid.

References

Rohrig, Brian. "The Science of Slime." Published December 2004. ChemMatters. American Chemical Society, Washington DC. Vol. 22, No. 4, pp. 13-16. Accessed January 19, 2012. (A four-page article about slime: It oozes. It's goopy. Sometimes it's liquid, sometimes solid. Learn about viscosity, Newtonian and non-Newtonian fluids, but most of all enjoy yourself. Plus a how-to-make-slime activity with photos.) http://www.acs.org/content/dam/acsorg/education/resources/highschool/chemmatters/articlesbytopic/solidsliquidsgases/chemmatters-dec2004-slime.pdf

Journal Prompts: 

If you could enhance an invention, what would it be and why? 

Ex: 

Make airplanes faster 

Make microwaves cook faster 

Make a cup that stays cold without the use of ice 

Dr. Bettye Washington Greene and Polymers

Photograph of Dr. Bettye Washington Greene (1935-1995),  the first African-American female Chemist employed to work in a professional position at the Dow Chemical Company.

Bettye Greene was born on March 20, 1935 in Fort Worth, Texas  She attended segregated public schools and graduated from I.M. Terrell High School around 1952.and earned her B.S. from the Tuskegee Institute in 1955 and her Ph.D. from Wayne State University in 1962, studying under Wilfred Heller. 

She entered Tuskegee Institute in Alabama, graduating with a B.S. in chemistry in 1955. Following her marriage to Veteran Air force Captain William Miller Greene in 1955, she attended Wayne State University in Detroit, where she earned her Ph.D. in physical chemistry working with Wilfred Heller(1962). Together Willetta Greene Johnson, Victor M. Greene, and Lisa Kianne Greene were born unto their union.  She also taught undergraduate chemistry at this time. Her doctoral dissertation, "Determination of particle size distributions in emulsions by light scattering" was published in 1965.

She was elected to Sigma Xi, the Scientific Research Society. 

Dow Chemical

In 1965, Greene joined the Dow Chemical Company's E. C. Britton Research Laboratory in Midland, Michigan. She was the first African-American woman to join the company in a professional position. Dr. Greene served as a Consultant on Polymers issues in the Saran Research Laboratory and the Styrene Butadiene (SB) Latex group often utilized her expertise and knowledge. At Dow, she researched colloid and latex chemistry, including interactions between latex and paper.

In 1970, Dr. Greene was promoted to senior research chemist at Dow Chemical. In 1973, she joined Dow Chemical's Designed Polymers Research Division, again working with latex, to find polymers that could improve latex. She was subsequently promoted to the position of senior research specialist in 1975. She continued to work for Dow Chemical until her retirement in 1990. She published several papers studying different properties that lend to the redispersement of latex. She also published work studying methodologies for determining the surface tension of liquids or solutions. She left Dow Chemical in 1990.

Dr. Greene filed for several patents during her career at Dow Chemical. In 1985, she was issued a patent entitled "Stable latexes containing phosphorus surface groups" describing a method of preparing a paper coating composition comprising the addition of from about 2 to about 30 percent of a modified latex containing phosphorus surface groups. In 1986, she was issued a follow-up patent entitled "Composite sheet prepared with stable latexes containing phosphorus surface groups" also employing emulsion polymerization techniques for preparing modified latex. In 1990, Dr. Greene was issued a patent entitled "Latex based adhesive prepared by emulsion polymerization" for the invention of a latex based pressure sensitive adhesive for coating conventional substrates to form an adhesive tape.

After decades of contribution to the science of polymers, she passed away in Midland on June 16 1995.

In addition to her work at Dow, Bettye Greene was active in community service in Midland and was a charter member of the Midland, Michigan Alumnae Chapter of the Delta Sigma Theta Sorority, Inc., a national service group for African-American women. Greene retired from Dow in 1990 and passed away in Midland on June 16, 1995.

Patents

Greene held a number of patents including a latex-based adhesive using a carboxylic acid copolymerizing agent, and latex polymers with phosphates used as coatings:

• 4968740: Latex-based adhesive prepared by emulsion polymerization
• 4609434: Composite sheet prepared with stable latexes containing phosphorus surface groups
• 4506057: Stable latexes containing phosphorus surface groups

 

Abstract

There are many different kinds of slime out there. Some slime is runny and liquid-like; other slime is thick and rubbery. Some slime glows in the dark, some is fluffy, and some is even magnetic! What set of properties makes the best slime? What kind of slime would you choose to make if you were selling slime as a toy in your own "slime shop"? In this project, you will experiment with different slime recipes and try to perfect one to make the best slime.

Objective

Define desired properties for your slime, and then find the recipe that gives the best results.

Introduction

If you have ever played with slime, you know that it can be fun with all of its stretchy, bouncy, ickiness. Maybe you have noticed that some types of slime feel different than others. Have you ever wondered why slime behaves the way it does? It all has to do with chemistry. Chemistry is the study of matter, which is the stuff that everything around you is made of. Chemists are interested in finding out what different materials, such as slime, are made of, how these materials behave, and how they can be changed into other materials.

What is slime actually made of? If you have made slime before, you probably followed a recipe to put different ingredients together, similar to baking a cake. The ingredients used for slime usually include Elmer's® glue and borax. Elmer's glue is made up of a polymer. Polymers are long chain-shaped molecules.

The polymer chains in the Elmer's glue are long and very straight. The polymer chains can slide across each other easily, making the glue runny and "liquidy" (think of dumping a bunch of fresh-cooked spaghetti out of a pot). This changes, however, when you mix the glue with borax. The borax helps make connections between each of the polymer chains, as shown in Figure 1. This process is called crosslinking. This makes it harder for the polymer chains to slide around, making the glue thicker and turning it into "slime." In this project, you will use contact lens solution to make slime. It contains other ingredients (boric acid and sodium borate) that react with baking soda (another ingredient in your slime) to make borax.

Figure 1. Straight polymer chains (left) are linked together by borax to form a cross-linked polymer (right).

You might wonder if changing the recipe changes the properties of the slime. In science, a property is something about a material that you can observe and measure, for example, its weight, color, or stickiness. There are many different types of slime with different properties. Some slime is thin and runny; some slime is thick and rubbery. You can add extra ingredients to slime to make it sparkly, magnetic, or glow-in-the-dark.

Terms and Concepts

• Chemistry
• Matter
• Polymer
• Crosslinking
• Properties

Questions

• If you could make any slime you wanted, what properties would you want it to have?
• What ingredients do you think you would need to give your slime those properties?
• Search online for slime recipes. What types of slime do you find recipes for?

Materials and Equipment

This is an engineering design project, the exact list of materials you need may vary slightly. To make a typical basic slime recipe, you will need:

• Washable PVA school glue (like Elmer's®)
• Water
• Baking soda
• Contact lens solution (must contain both boric acid and sodium borate in ingredients)
• Food coloring
• Measuring spoons
• Measuring cup
• Mixing bowl
• Spatula
• Resealable plastic bags or food storage containers

You can also try various additives to change the properties of your slime:

• Glitter (sparkly slime)
• Iron filings (magnetic slime)
• Glow-in-the-dark paint (glow-in-the-dark slime)
• Thermochromic pigment (color-changing slime)
• Tonic water (glow-in-black-light slime)
• Foam shaving cream (fluffy slime)

Bibliography

• Dow Chemical Company. “Dr. Bettye Washington Greene (1935-1995),” n.d. Dow Chemical Company Historical Image Collection, Box 7, Folder Personnel--Greene, Betty. Science History Institute. Philadelphia. https://digital.sciencehistory.org/works/t722h939f.
• Rader, Andrew. (2005). Matter is the Stuff Around You. Rader's Chem4Kids. Retrieved December 13, 2005.
• Science Buddies Staff (n.d.). The Engineering Design Process. Science Buddies. Retrieved July 17, 2019.
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Week 3 Black History Lesson Plans

COMMON CORE STANDARDS

NC.CC.9-10.SL. Speaking and Listening Standards

Students will

• Identify connections between an author's work and the sociohistorical context in which it was written
  
  
• Analyze a poem by Langston Hughes in its historical context
  
  
• Summarize in writing the connection between one poem's meaning and the sociohistorical context in which it was written
  
  
• Create an online visual representation of one poem's meaning supported by examples from research
  
  
• Orally present the poem and its relevant historical connections
  
  
• Compose an original poem that reflects a personal view on a current social issue
  

1.

Initiate a class discussion about how social context has a dramatic impact on one's goals and choices. (You might use the example of the many Americans who enlisted in the armed forces after September 11.) Ground this notion in students' lives by asking students to respond in writing to the following questions: How have world events influenced your actions and the way you communicate? What about the world grabs your attention and encourages you to speak out? How would you define passion? What are you passionate about? How are one's goals directed by one's passions? Can you think of examples of people who are passionate about what they do? Divide students into groups of two and ask them to share their responses. Ask students to brainstorm examples of how the times in which a writer lives can impact his or her writing.

Harlem Renaissance

 

The Harlem Renaissance period emerged after WWI, from the Great Migration until the Great Depression. It was a time when African-Americans developed and embraced their own literature, music, theatre, visual arts and the negro movement. Historians suggest that this era marked the rebirth and a new beginning for African-Americans in the United States. They chose to create their own culture based on their roots and not to copy white American styles.

It was also an era when African-Americans began to seek social and economic equality, following the end of slavery. Civil rights activists like Alain Leroy Locke, W.E.B. Du Bois, Madam C.J. Walker and Langston Hughes all became leaders for African-Americans.

Alain LeRoy Locke, the father of the Harlem Renaissance, many political leaders took pride in and helped establish the Civil Rights Movement. Among them were Marcus Garvey, Oscar DePriest, A. Philip Randolph, Madam C.J. Walker, Walter White, James Weldon Johnson, and W.E.B. Du Bois.

Elimination of racial discrimination and desegregation were among the aims of the National Association of the Advancement of the Colored People or NAACP.

To promote Black Nationalism, Marcus Garvey established the Universal Negro Improvement Association. It also advocated self reliance and separation from white society. Moreover, Garvey thought the “back to Africa” idea would be a better deal for them. Despite his clashes with other Harlem Renaissance intellectuals, Garvey awakened the sense of pride among African-Americans.

The Jazz Age: Music and Dance

• Among the trademarks of the Harlem Renaissance was the emergence of jazz music. Jazz musicians like Louis Armstrong, Ella Fitzgerald, Josephine Baker, Count Basie, Fats Waller and Dizzy Gillespie became famous.
• The term “Jazz Age” was first coined by author F. Scott Fitzgerald in describing the “anything goes” era of the 1920s. Jazz music was characterized by improvisation, strong and lively rhythm, as well as syncopation.
• The Harlem Renaissance brought genres like Blues, Ragtime, Dixie and Jazz to the African-American population. New dances such as Charleston, the Black Bottom, the Shimmy, Cakewalk, the Bunny hop, Turkey trot, the Lindy hop and American tango also emerged.
• The Cotton Club was a whites-only nightclub in Harlem, which became the most famous hang-out place in the 1920s. It became a venue for all sorts of African-American performances.

Harlem Renaissance: Visual Art

• It was in the 1920s that new art movements like Surrealism, Impressionism and Art Deco flourished.
• The New Negro philosophy was expressed through painting, sculpture, murals, photographs, magazine covers and illustrations.
• Among the famous artists during this era were Aaron Douglas, Jacob Lawrence, Palmer C. Hayden, Meta Fuller, Augusta Savage, Charles Alston and Lois Mailou Jones.

Harlem Renaissance: Literature

• In 1925, F. Scott Fitzgerald published his novel The Great Gatsby, which exposed the excesses of American consumerism regardless of color. Also in this era, Langston Hughes became known as the Poet Laureate of Harlem who wrote poems like The Negro Speaks of Rivers, The Weary Blues, and I too. Most of his works speak about discrimination of African-Americans and the idea of standing up and taking pride in their heritage. Most of the African-American writers depicted traditional characters yet realistic situations, which reflected their heritage, style, character and history.
• “…My soul has grown deep like the rivers.
  I bathed in the Euphrates when dawns were young.
  I built my hut near the Congo and it lulled me to sleep.
  I looked upon the Nile and raised the pyramids above it.
  I heard the singing of the Mississippi when Abe Lincoln went down to New Orleans, and I’ve seen it’s muddy bosom turn all golden in the sunset…”
  Excerpt from The Negro Speaks of Rivers, 1921
• During the Harlem Renaissance, four major publications dominated the era, including The Messenger, a radical magazine for African-Americans; The Crisis, which was the official publication of NAACP; The Negro World, a weekly magazine published by UNIA, and The Opportunity, that wrote about cultural advancement in Harlem.
• The Harlem Renaissance also saw numerous books published, including Home to Harlem by Claude McKay, The Walls of Jericho by Rudolph Fisher, Not Without Laughter by Langston Hughes, Black No More by George Schuyler, and Their Eyes Were Watching God by Zora Neale Hurston.

Fashion and Sports

• Men popularized the Zoot Suit, known for its loose-fitting trousers. For women, celebrities like Josephine Baker and Bessie Smith influenced fashion through the flappers.
• In the 1920s, sports like basketball, boxing and baseball reached its new heights in Harlem. In 1923, the Harlem Rens, an all-black professional basketball team was formed. Joe Lewis became known as the Brown Bomber in the field of heavyweight boxing.

The Heart of Black History Craft Enrichment

 

<3 Black Love Day <3 

February 13, 1993 was devoted to the unique love within Black Culture. 

Created by Ayo Handy-Kendi, the founder of the African American Holiday Association, created BLACK LOVE DAY as an alternative to Valetines day for those honoring Black History Month. 

While love is a universal concept. Black Love Day embraces Black culture and encompasses the following five tenets: 

-Love for the creator, self, family, black community, and the black race. 

-Black Love Day aims to increase peace, stop self hatred, and foster healthy relationships. 

“Handy-Kendi once said, Black people must love themselves enough to have these uncomfortable discussions, so we can reconcile our distrust, a part of slavery’s conditioning, release our anger and push forward to heal and grow in unity”. 

 

Frederick Douglass

Born on February 14, 1817, he was a Black abolitionist, orator, and writer, who escaped slavery and urged others to do likewise before and during the American Civil War. 

-Escaped slavery 1838 by reaching New Bedford, Massachusetts. 

-Became an agent of the Massachusetts Anti-Slavery Society. 

-He was very Instrumental with the Underground Railroad and the journey to freedom for slaves. 

-Fled to England in 1845 to escape the dangers of the Fugitive Slave Laws. 

-Returned to the United States in 1847 and became the leader of the Underground Railroad in Rochester, New York. 

-Established the abolitionist news paper called the North Star. 

-Campaigned for Abraham Lincoln during the 1860 election. 

-Helped raised two regiments of Black Soldiers during the American Civil War. 

-Fought for the enactment of the 13th, 14th, 15th Amendments to the constitution of the United States. 

-Served in governmental positions, including U.S. Miniter to Jaiti. 

He died in 1895 in Washington D.C. 

Charlotta Amanda Spears Bass

Born February 14, 1874, she was an African American newspaper publisher, editor and Civil Rights Activist. She also is the first African American Woman to own and operate a newspaper. She published the 'California Eagle' from 1912-1951. She focused on issues such as housing rights, labor rights, voting rights, and police brutality. She became the first African American woman nominated for Vice president as a candidate for the Progressive Party. 

Oliver Harrington

 February 14, 1913- He was an African American cartoonist from Valhalla, Ny who began his interest in cartooning as a teenager when he began to graw caricatures of a teacher her considered a bigot. He graduated from Yale University and studied at The National Academy of Design. He was a member of the Black American Expatriates. 

Gregory Hines  

Gregory Hines (14 February 1946-9 August 2003), jazz tap dancer, singer, actor, musicians, and creator of improvised tap choreography, was born in New York City, the son of Maurice Hines Sr. and Alma Hines. He began dancing at the age of not-quite-three, turned professional at age five, and for fifteen years performed with his older brother Maurice as The Hines Kids, making nightclub appearances across the country. While Broadway teacher and choreographer Henry LeTang created the team's first tap dance routines, the brothers' absorption of technique came from watching and working with the great black tap masters whenever and wherever they performed at the same theaters. They practically grew up backstage at the Apollo Theatre, where they were witness to the performances and the advice of such tap dance legends as Charles "Honi" Coles, Howard "Sandman" Sims, the Nicholas Brothers, and Teddy Hale (Gregory's personal source of inspiration). Gregory and Maurice then grew into the Hines Brothers. When Gregory was eighteen, he and Maurice were joined by their father, Maurice Sr., on drums, becoming Hines, Hines and Dad. They toured internationally and appeared frequently on The Tonight Show, but the younger Hines was restless to get away from the non-stop years on the road, so he left the group in his early twenties and "retired" (so he said) to Venice, California. For a time he left dancing behind, exploring alternatives that included his forming a jazz-rock band called Severance. He released an album of original songs in 1973.

Like a jazz musician who ornaments a melody with improvisational riffs, Hines improvised within the frame of the dance. His "improvography" demanded the percussive phrasing of a composer, the rhythms of a drummer, and the lines of a dancer. While being the inheritor of the tradition of black rhythm tap, he was also a proponent of the new. "He purposely obliterated the tempos," wrote tap historian Sally Sommer, "throwing down a cascade of taps like pebbles tossed across the floor. In that moment, he aligned tap with the latest free-form experiments in jazz and new music and postmodern dance." The New York Times dance critic Anna Kisselgoff described Hines' performance in 1995: "Visual elegance, as always, yields to aural power. 

Throughout an amazingly varied career, Hines continued to be a tireless advocate for tap in America. In 1988, he lobbied successfully for the creation of National Tap Dance Day, now celebrated in 40 cities in the United States and in eight other nations. He was on the Board of Directors of Manhattan Tap, the Jazz Tap Ensemble, and the American Tap Foundation (formerly the American Tap Dance Orchestra). He was a generous artist and teacher, conscious of his role as a model for such tap dance artists as Savion Glover, Dianne Walker, Ted Levy, and Jane Goldberg, creating such tap choreographies as Groove (1998) for the Jazz Tap Ensemble, and Boom for the 1997 Gala for President and Mrs. Bill Clinton, filmed for (ABC) at the Ford Theater in Washington D.C.

Discuss what these African American Leaders loved and how it influenced their legacy on American Culture!

Peace Hearts 

Materials 

-Colored Paper 

-Tape  

-Scissors 

Fold the 8.5″ x 11″ cardstock paper in half, cut off one inch strips in various colors using your paper cutter.

Fold the two open ends in to make a heart and use tape to connect adjoining pieces. Repeat to make as many hearts as you’d like.

Line your hearts up in a circle and start taping them to each other on the back side so the adhered portion does not show in the front.

Buddy Love 

Supplies

Colored Paper 

Googly Eyes 

Markers

Scissors

Glue/Tape 

Heart Template 

You will need: 

-one large heart

-four small hearts of equal size 

-four strips of paper (2 long for legs and 2 short for arms)

Love, Peace and Soul 

Students will use their handprints to make a mural representative of the concepts found in Love, Peace, and Happiness!!!

National Bus Driver Appreciation Week

1. Thank you notes from the staff and students 

2. Goody Bag for driver, students, and volunteers 

*Gift Bags (30) 

*Assorted Candy