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Operation: Military Kids Yellow Ribbon Deployment Cycle Support Curriculum

Harries, K. & Runke, A. (May 2010). OMK Connects Deployment Cycle Support Yellow Ribbon Programming to Youth. Workshop presented at CYFAR 2010 Conference, San Francisco, CA. Operation: Military Kids Yellow Ribbon Deployment Cycle Support Curriculum. Purpose of Curriculum.

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Operation: Military Kids Yellow Ribbon Deployment Cycle Support Curriculum

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  1. Harries, K. & Runke, A. (May 2010). OMK Connects Deployment Cycle Support Yellow Ribbon Programming to Youth. Workshop presented at CYFAR 2010 Conference, San Francisco, CA. Operation: Military KidsYellow Ribbon Deployment Cycle Support Curriculum

  2. Purpose of Curriculum • OMK Youth Activity Guide & Volunteer Training Guide meet the needs of working with military youth • Identification of issues that occur during deployment cycle • Target life skills to support youth during the deployment • Volunteer Guide supports the knowledge needed about deployment, key military terms, and youth development

  3. Curriculum Information • Emphasizes the life skills to be identified • Specifies which age group the lesson is intended for • Identifies which stage of the deployment cycle the material is for • Provides lists of resources needed • Details the lesson to be presented • Follow up letter to parents • Questions for parents to use for processing

  4. Volunteer Training Guide • To assist volunteers in understanding the curriculum • To provide background information about the Deployment Cycle and support provided/available • To better understand elements of youth development and needs of working with military youth

  5. Toolkits • Provide resources to support lessons in the curriculum • Availability of specific items to support the lessons • Referred to in each lesson as supporting materials needed

  6. Toolkits • Balls • Books • CD’s/DVD’s • Jump ropes • Glue guns • Dice • Karaoke machine • Hole punch • Power strip • Gloves • S’more maker • Goggles • Duct tape • Measuring devices • Games – card & board • Stop watch • Tarps

  7. Process • Asked MN 4-H YD staff to submit an application of interest and reasons why they would be good on this team • Set up writing retreat • 4 days in retreat setting • Access to internet • Brought editor in from the beginning

  8. Steps at Retreat • Reviewed need for curriculum • Heard from military partners what needs and impact of programming have been • Review the life skill wheel • Discuss ideas for lessons • Fit lessons onto matrix

  9. Proposal for 60 lesson plans

  10. Editor’s Role at Retreat • Developed initial lesson plan format • Reviewed material as completed • Encouraged steps to processes • Helped search out materials • Organized material

  11. Following Retreat • Peer reviews of each lesson plan • Edits made as recommended/needed • Continue follow up for permission to use materials • Work with publishing company • Work with Department of Defense on materials and review • Develop toolkit

  12. Distribution & Accessibility • Distributed curriculum to each state Military Liaison • Each state received 16 copies of printed material • Each state will receive an average of 5 toolkits • Available on 4-H Military Partnerships website http://www.4-hmilitarypartnerships.org

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