Christine's Linus Project:

Note: None of my essays worked, so I had to post them on the wiki. Also, whenever I tried to indent my paragraphs, the wiki would not save it, so I just pushed enter.

Tasks:

Daily Journal:
January 26, 2009
Day One:


I think I finally understand why elderly women (and perhaps a few men) knit every day. There is just something about sewing that fills me with a sense of satisfaction. I do not get this feeling when I read or do something similar to reading. When I read, I am only reading to please myself (unless I am doing a project of some sort) but when I knit, I am not only doing something to keep myself busy, I am also doing something for someone else. I have only done one side of the blanket and yet I already have that “one-person-can-make-a-difference” feeling.
I get a warm feeling inside whenever I picture the lady or gentleman that will receive my blanket. Perhaps whenever they see my blanket on their lap, or couch, they will think, “Someone cares.”

January 27, 2009
Day Two:


The world would be a much better place if everyone did at least one community project a year. At least once in their life! Just think, there are 300 million people in the U.S. alone, right? Imagine how much better our country would be if everyone just did their part.
In Chicken Soup for the Soul, I have read about kids that do nationwide projects and it makes me want to something like that too. Who knows, maybe the Linus Project will one day be famous. Maybe there will be a ‘Linus Day’, where everyone donates a blanket, or a stuffed animal, or a pillow to someone in need. Maybe…

Maybe someday I can actually make a difference in this messed up world.

January 28, 2008
Day Three:


I am really fast at stitching now. At first I thought completing a whole blanket would be impossible, but it has only been three days and already I am starting my second time around my blanket! I feel really great about helping someone else. I think I am going to ask my mom to buy me some more materials for another blanket. I could make a blanket for my Grandmother for Christmas. I think she would like that. J
Soon I will be as good as Mrs. McFadden!

Later:

I was watching Mrs. McFadden today as she helped me start my second row and it looked as if, in one fluid motion, she was making another stitch. As if her hands were dancers and the needle and thread her partner.
I wonder what I look like when I crochet.

January 29, 2008
Day Four:


I cannot believe how fast my blanket is going! Already I am on my third row of stitches. I think I may stop after that; I do need to get started on the other tasks, after all.

I am really starting to love stitching now. It gives me time to think, yet lets my hands be busy as well. It makes me feel productive. I had a lot more fun in Mrs. McFadden’s class today because my hands were constantly moving. And I suppose it is a bonus that I got to use my blanket this more on the bus when I was freezing.

January 31, 2008
Day Six:


I was thinking about what Lawrence Kohlberg wrote, about how people are either pre-convention, conventional, or post-conventional, and how Jake said that you cannot really classify what stage people are in. When exactly - that is to say, what age - do people really understand right and wrong? Three? Six? Ten? When do people really understand that you should right because it is what is right, not because of punishments or rewards? And, if a boy were to grow up in a gang, where they have no “right” only wrong, how does he know? I suppose he would not really care about that, right?

Perhaps “right and wrong” is merely an instinct. But, imagine a man grew up as the only person on Earth. Would he even think about right and wrong? And, on that thought, could he even think? After all, I think in words and sentences. How would this man think if he had never heard a language? Wait a minute - the last man on Earth would have to have at least some knowledge of a language because he would die without help before he reached age ten. His parents would speak, therefore he would know at least some language to think in.

Now that I think about, I do not think right and wrong is instinctual. Because, imagine if scientists grew a boy up in a room all by himself, only shoving food in through a slot in the wall, and then one day brought him into the world. The boy would have absolutely no idea what the world considered “right and wrong”.

I just stitched a whole ten stitches before I realized I was going the wrong way. This makes me think of irreversible mistakes; like murder. I would hate to make an irreversible mistake.

February 1, 2009
Day Seven:

I wonder if it is the same concept knitting an actual sweater as just knitting a blanket. I seriously doubt it, but I think it would be wonderful to wear something I actually made.

However, I do happen to know that cross-stitching and crocheting are completely different things. Cross-stitching requires a lot more concentration and work. I do not think I am very good at cross-stitching seeing as the one time I actually tried it, I got a huge knot in the thread and later spilled coke on it. Impressive, eh?

February 15, 2009
Day Twenty-One:


The Linus Project is officially over tomorrow. I wonder what day we go and give our blankets to the elderly people. I wish I had not ended my blanket so soon because I really miss sewing. I suppose now would be a good time to ask Mom to get me the crocheting materials before I forget everything.

The Linus Project was a wonderful project, and I really loved doing it. I hope I have more projects like this one in high school. :)





Linus Van Pelt: Mini Biography

Linus van Pelt
Christine
February 16, 2009



Graphic Organizer:
  • “Security blanket”
  • Withdrawal symptoms
  • Teasing
  • Smart
  • Age seven - youngest?
  • Lucy’s little brother
  • Continues to grow


Linus van Pelt was, although one of the youngest characters in the comic strip Peanuts, the most philosophic of the group. He first appeared in the comic on September 19, 1952, although he was not mentioned by name in the comic strip until three days later.
Linus is the little brother of Lucy van Pelt and the older brother of Rerun van Pelt. He is most known for his blue blanket, his “security blanket”, which he holds over his shoulder while sucking his thumb. Ironically, his blanket causes Linus to be teased a couple of times, but he solves it quickly by cracking his blanket like a whip and saying, "They never tease me more than once," (http://www.nationmaster.com/encyclopedia/Linus-van-Pelt) proving that his blanket actually is a security blanket.

Linus tries several times to break his habit of carrying his blanket around, but each time he starts getting withdrawal symptoms. One such time was when his blanket needed to be washed, and he started panicking and growing dizzy. Eventually though, Linus is seen without his blanket more and more, finally growing out of it all together. Although Linus grows out of his blanket, security blankets around the United States continue to protect hundreds of children through Project Linus.





Press Release: Everyone Needs a Security Blanket


Everyone Needs a Security Blanket

Christine
February 16, 2009

Graphic Organizer:
  • Nationwide
  • Quotes from Justin and Shelby
  • Altruistic
  • Teaching skills
  • Love
  • Comfort
  • Linus?
  • Mrs. McFadden - example

Project Linus is a nationwide organization (http://www.projectlinusnashville.org/history.htm) dedicated to providing love, warmth, and comfort for traumatized children. Based off of the Peanuts character Linus van Pelt, who is known for carrying his favorite blue blanket around everywhere, Project Linus is a wonderful, altruistic community service that everyone can participate in.

"The Linus Project was a great experience because I got to learn how to crochet and I was able to do my part for the community," said Justin (2/9/09), from Mrs. McFadden’s eighth grade class. The Linus Project not only provides blankets for the needy, but it also includes life skills such as crocheting and altruism. "The Linus Project is a great way to mix the curriculum and community service. It is something anyone can learn from when performing future volunteer work,“ said Shelby, (2/10/09) another student of Mrs. McFadden, when asked what she thought of the Linus Project. Mrs. McFadden provided a wonderful way to connect the eighth grade Language Arts curriculum and benevolence, and we should all follow her example.






Likert Survey:
Survey
Results:
The Linus blanket is a good way to combine community service with learning.
external image moz-screenshot.jpgexternal image moz-screenshot-2.jpgchart.png
1 - Strongly disagree 0
2 0
3 1
4 3
5 - Strongly agree 7

Out of the eleven people surveyed, seven people strongly agreed that the Linus Project is a good way to combine community service with learning, three people agreed, and one person had no opinion on the matter. Overall, most people think that the Linus Project is an excellent way to combine community service with learning.


The Linus Project taught the students to be altruistic.

chart2.png
1 - Strongly disagree 0
2 0
3 4
4 3
5 - Strongly agree 4

Of the eleven people surveyed, four people strongly agreed that the Linus Project taught students to be altruistic, three people agreed, and four people were neutral. Overall, most people either did not have an opinion on whether or not the Linus Project taught students to be altruistic, or they strongly agreed. No people disagreed that the Linus Project taught altruism.

A community service project should be required for all eighth grade students.
chart3.png
1 - Strongly disagree 1
2 1
3 3
4 1
5 - Strongly agree 5

There were a variety of opinions on whether or not eighth grade students should be required to do a community project. One person strongly disagreed, one disagreed, three were neutral, one agreed, and five people strongly agreed. Overall, most people agree that eighth graders should be required to do a community project.

The Linus Project opens the minds of students to new ideas.
chart4.png
1 - Strongly disagree 1
2 0
3 1
4 6
5 - Strongly agree 3

Most people agreed that Project Linus gives students new ideas. Six people out of eleven agreed, three people strongly agreed, one person was neutral, and one person strongly agreed.

The sewing aspect was fun for students.
chart5.png
1 - Strongly disagree 0
2 1
3 2
4 1
5 - Strongly agree 7

Many people, that is seven out of eleven people, strongly agreed that the sewing aspect of the Linus Project was fun. Seven out of eleven people surveyed strongly agreed, one person agreed, two people were of no opinion, and one person disagreed.

What age group are you in?
chart6.png
1 - 10 and under 1
2 - 10-15 8
3 - 15-20 1
4 - 20-30 0
5 - 30 and up 1

Of the people surveyed, most people were between ages 10-15. One person was between 10 and 15, one person was below ten, and one person was above 30. I can assume from the date above that 73% of the people interviewed were in my age group.




Screenplay:

Graphic Organizer:
  • Bus
  • Kids don’t understand what she is doing
  • Christine is knitting
  • Quotes from other people than in my class
  • Wonderment
  • Explanation of the project
  • boys included in project
  • Not too much action
  • Fake names; Dawn, Michael, Jenna

Setting: Christine is quietly knitting on the bus, surrounded by loud students.

Characters:

Christine: An eighth grade student that is participating in the Linus Project for Mrs. McFadden’s resource class.

Dawn: A sixth grade girl that sits next to Christine.

Jenna: A loud seventh grader who sits behind Christine.

Michael: A seventh grade boy who sits in the seat next to Christine’s.



Christine: (sighs and puts a hand to her neck) I can’t believe I’ve been doing this for almost an hour and I’ve only gotten this far.

Dawn: (cranes her neck to look at Christine’s blanket) Oh, I think my Grandma does something like that. She tried to teach me, but I kept making mistakes.1 (Grins sheepishly)

Christine: It’s really not that hard, once you get the hang of it. I only started today, and look how far I am. See? (shows blanket)

Jenna: (leans over the seat to look at Christine’s blanket) What’s that?2

Christine: (sighs again) A project I’m doing for my language arts class.

Jenna: That doesn’t really seem like a language arts project. Do you have to do the whole blanket?

Christine: Yeah, and a lot of other written stuff. We’re donating them to the elderly.

Michael: Do even the boys have to do the project?

Christine: Yeah, but it’s not that big of a deal. Like I said, it’s not that hard to crochet.

Dawn: I wish I could learn. It seems kind of fun.

Christine: Didn’t you say your Grandma knew how?

Dawn: (shrugs) I suppose.

Christine: My teacher said she got all the supplies at Wal-Mart so, it wouldn’t be too hard to get the materials.3

Jenna: I don’t know, I don’t think I could learn something like that! (grins)

Christine: (shrugs uncomfortably) You get the hang of it eventually. It’s really fun, once you get good. You can do two things at once, like watch TV and still keep your hands busy.

(The bus pulls to a stop)

Christine: Oh, um, I have to go now. See you tomorrow. (gets off)

1 - The girl who sits next to me on the bus said this to me on January 26, 2009.
2 - It felt like once Dawn (fake name) asked about the blanket, everyone wanted to know. Crystal (or Jenna, as I called her) seemed really interested in the project, but a bit skeptical that she could do something like that.
3 - Mrs. McFadden said this somewhere around the 29th of January I think.




Lawrence Kohlberg Essay:

Christine
February 16, 2009

Graphic Organizer:
  • Why are we doing this project?
  • To get a good grade
  • To do something nice for someone else
  • Ulterior motives!!
  • Students are conventional because we are only doing this because people expect us to (we are resource, after all) - social structure
  • Teacher is post conventional because she created a project that would help people with no benefit for herself - wait. Motive?
  • Not the act, the reasoning behind it
  • Wal-Mart - LED light bulbs
  • “imagine” thing at beginning


Imagine stepping into an elevator, glancing at the control panel by the door, and seeing that there are only six floors to go to. On each floor there are metal cabinets that reach from the ceiling to the floor, all the way around the room. In each cabinet drawer there are thousands of note cards where a single name is written on each card. Which floor would the Linus Project participants be on? I believe most of the eighth grade students would be on either floor two, or floor three, falling under the category “conventional”. Each floor represents a level of the Kohlberg taxonomy.

“Kohlberg is not really interested in … the dilemma but in the reasoning behind the answer.” (http://faculty.plts.edu/gpence/html/kohlberg.htm) Kohlberg clearly states that it is not the action itself, but the reasoning behind the action. For example, Wal-Mart advertises the LED light bulb, saying that if everyone in America were to buy one, then the environment would benefit and pollution would drop. But why is Wal-Mart advertising this light bulb? In hopes that consumers will buy LED light bulbs from Wal-Mart, thus giving Wal-Mart profit. Now the question is, would Kohlberg classify Wal-Mart as pre-conventional because Wal-Mart is only advertising LED light bulbs “to help me get my needs and wants fulfilled” or as post-conventional because Wal-Mart is advertising LED light bulbs “for the greatest good and welfare of all”? (Linus Project task sheet) The ultimate question here is, “Why are the students doing the Linus Project?”
If given the chance, how many students would do the Linus Project if they were not being graded on it? Very few, I am afraid to say. The Linus Project overall would be considered post-conventional because it works towards the greater good and its main goal is to provide “love, comfort and security for children in need,” (http://www.knittingforcharity.org/the_linus_project_love_comfort_and_security_for_children_in.html)

However, most students are doing the Linus Project to “avoid punishment” (because I am sure many parents would not enjoy if it their child failed their language arts class), because it is expected of them, and because it maintains the social structure. Because the students are in resource classes, other students expect them to make better grades, which pressures the resource students to do better. I am sure resource students would be extremely embarrassed if they made an F in a resource class. When exceptional work is expected and only average work is given, the average work is considered poor. Because of the exceptional expectations of resource students, resource students are not only expected to go above and beyond, but also expected to excel at it.

The Linus Project teaches altruism and love to many who participate, and Mrs. McFadden’s students are some of many that have been affected by the Linus project. While the students may have done this project because they were expected to, I believe that eventually they will learn to do community services such as the Linus Project on their own.



The Linus Project:

Christine
February 16, 2009

Graphic Organizer:
  • Teddy :D
  • Karen Loucks Rinedollar
  • Sick and needy children
  • 100% volunteer
  • Comfort, warmth, security
  • Love

When I was younger, I had a teddy bear that went everywhere with me. From the library, to overnight trips, to the store, Teddy was always there (the only exception being school). Whenever I was lonely or sad, I had Teddy to provide a comforting pillow for my head to rest on. However, there are several children that do not have that source of infinite comfort, and those are the children that need comfort the most. The Linus Project was created to “provide love, a sense of security, warmth and comfort to children who are seriously ill, traumatized, or otherwise in need,” (Sources below) by providing a blanket to give comfort when humans cannot.

Project Linus was created by Karen Loucks Rinedollar in 1995. She was inspired by “a PARADE magazine photograph of a young cancer patient clutching her blanket” (sources below) where she read that the young girl’s blanket helped her get through the cancer treatment. The idea that a blanket could help children everywhere stuck, and 11 years later, Project Linus is booming.

The Linus Project has donated over two million blankets over the years, an average of 350 blankets a month! (sources below) Project Linus has donated blankets to 9/11 victims, hurricane Katrina victims, and to the children of soldiers. The headquarters of Project Linus is stationed in Bloomington, Illinois where National President, Carol Babbitt oversees the activities of the chapters in the United States. The Linus Project continues to thrive as it gives blankets to the needy.

No matter what the circumstance, be it a natural disaster, a fatal disease, or just a lonely heart, a blanket (or in my case, stuffed animal) will be there always. Project Linus is a wonderful, community service that I hope lasts forever.


Bibliography:

Quote One:
http://www.projectlinus.org/about.html
http://projectlinusuk.org.uk/index.php?option=com_content&task=view&id=1&Itemid=1
http://kcprojectlinus.home.att.net/

Quote Two:
http://dailynightly.msnbc.com/2007/01/offering_warmth.html
http://projectlinusuk.org.uk/index.php?option=com_content&task=view&id=1&Itemid=1
http://www.projectlinus.org/about.html

Information Three:
2 million blankets: http://www.projectlinusnashville.org/history.htm
http://projectlinusuk.org.uk/index.php?option=com_content&task=view&id=1&Itemid=1
350 Blankets per month: http://www.projectlinus.org/about.html
(They equal about the same thing)


Grade essay:

Lloyd, Christine
March 5, 2009

Graphic Organizer:


  • I believe I deserve a 98
  • Daily journal is elaborate
  • Essays have detail and ideas to support them
  • Use quotes from my wiki and Ms. McFadden

I believe I deserve a 98 as my Linus Project grade. All my tasks show that I put a lot of time and effort into creating them. Not only did I include an elaborate daily journal, but my essays also include supporting details and ideas that are on a higher thinking level. “Overall, the tasks are extremely well done.” (Ms. McFadden, 3/3/09)

My daily journal shows exactly what I was thinking as the project progressed. In a detailed manner, I wrote about not only how I felt about Project Linus, but also about the ideas of Lawrence Kohlberg. I gave personal examples of how crocheting and cross-stitching differed, and I spoke about how I thought the world needed more community projects such as the Linus Project in it; “Who knows, maybe the Linus Project will one day be famous.” (Day two of the Daily Journal) Overall my journal task shows a considerable amount of feeling and thought provoking ideas.

Of the tasks required in the Linus Project, the essays were my favorite part, not only because they were the easiest ones to write (for me), but also because I learned a great deal of things from a variety of sources. All of my essays (the Lawrence Kohlberg essay, the Linus van Pelt essay,the Linus Project essay, and the press release) include an abundance of supporting details and ideas that show excellent thinking behind them.

Not only do my essays prove I deserve a 98, but I also did a wonderful job on my likert survey and screenplay also show how much work I put into the project. For each of the results of the likert survey I wrote a carefully thought out summary. My screenplay is well written with clear directions, and satisfactory dialogue.

Overall, I believe I did an excellent job on my Linus Project. I think I deserve a 96 for this project, plus one point for the extra time around my blanket, and another point for contributing the idea of posting quotes on the wikispace for everyone to use. (http://linusproject.wikispaces.com/message/view/home/9048814) I hope my work showed just how much work I put into it.



Contributes:
-Thought up the idea of posting our quotes in a discussion tab (http://linusproject.wikispaces.com/message/view/home/9048814)
-Changed Navigation and Main page