JAG

Students will be involved in a community service project where they are engaging their local communities to display need in the area as well as provide support for local families. Students will be engaged with local community employers through community engagement and support and participation in a local service project.

Students will explore the concept of leadership and identify the characteristics they feel are most important in being a great leader in the world we live in. They will
select any living person who they feel has the qualities needed to be a great leader in today’s society. They will then create a project that demonstrates why that
person exemplifies the kind of leader we need in the world today.
Upon completion of the project, individual students will depict their own leadership qualities by creating a photo essay with captions.

Students will identify the importance of expressing gratitude. Through class discussion, activities, and projects, they will discover the positive impact gratitude can have on their physical and mental health. The purpose of this project is to have students create habits of expressing gratitude in their daily lives.

Students will be conducting research on seatbelt tickets, seatbelt laws, and accidents involving teens driving while distracted or engaged in risky behaviors by completing observation surveys of high school drivers. Students may potentially face challenges with coordinating arrival and departure times since the hours are outside of the school day. The purpose of this project is to: raise awareness of the importance of seatbelts, increase and incentivize the use of seatbelts amongst team drivers, and learn how to conduct research.

Students will identify the qualities of a good leader and which of those qualities they already possess. Through class discussion, activities, and projects, they will decide what kind of leader they want to drive the Career/Professional Association. The purpose of this project is to elect officers and select what committees students will be a part of.

Students will participate in a career scavenger hunt game. This game is designed to explore different career clusters and help dive deeper into each of those career clusters. This is an activity that will be done individually and with partners.

Students will conduct research into pathways of interest in their career cluster. This will require both physical and digital mediums as they progress through their inquiry. Each student will be responsible for researching a career and presenting to the professional community on their top career within their cluster. Through the course of the research, students will need to talk with teachers, mentors, career professionals and proper post-secondary institutions to find their answers. Through the course of their research and presentations the students will gain a better understanding of post-secondary pathways and the required steps to take. As students grow and their interests shift in some instances, this project can offer the proper tools to recalibrate their pathways without starting at square one.

Students will research colleges, select a target school, then create a project that demonstrates the steps they will take to gain admission into that particular college or university. This project will include a college admissions essay, sample college application, and 1 minute elevator speech.

Students will learn how to prepare for a professional setting or conference.

Student groups develop a project that will teach the school about
Netiquette, Email rules, Cyberbullying, Online safety, and Managing your digital footprint. They will analyize and teach others how multiple intelligences impact how to interact safely in a digital world.

Goal-setting is powerful because it provides focus. It shapes our dreams. It gives us the ability to hone in on the exact actions we need to perform to achieve everything we desire in life. Goals are great because they drive us to stretch and grow in ways that we never have before. In order to reach our goals, we must become better (Rohn, 2015). In this project, students will draft their short and long term goals and visions for their future success, as well as develop/update their Individual Development Plan (IDP).

Students will create a public service announcement or a 30 second commercial promoting a local company of their choice. Challenges that students will face is what tools can be used to put the commercial together, how to get their specific point across and breaking up the work amongst group members. The purpose of this project is to allow students to get to know more about a company, learn how and what type of tactics to utilize to grab the audience’s attention, and to provide a way to build relationships with local employers.

Students will research and learn about famous entrepreneurs. They will focus on the characteristics of entrepreneurs and reflect on characteristics within themselves. Students will create a business plan for their own business. They will present it to Entrepreneurs in the community.

Students learn steps in creating a flag for an organization through….
●brainstorming sessions ●flag quiz ●the 5 steps in creating a good flag ● individual sketches ● class period sketches
● gallery walk ●voting ●merging ideas ●creating a prototype ● presentation to legislators and the director

Students will learn about advanced manufacturing careers through playing a game, a personality test, and investigative research. After their research they will create a job posting for that particular job. Based on their personality test results they will be put into groups to create an innovative design concept to improve a product or process.

After students research and explore career paths they are interested in, they will then choose a top career choice to do their final project on. For this, students will create a children�s book based off of a day in the life of their career choice. Students will use the information they gained about basic skills and job requirements to write, draw or create a children's book to be shared with younger children.

This is a project that a JAG class could use to find ways to accept clothing donations of professional clothing for JAG students and other low income students within the school.

Students will identify Title 1 Schools in their areas, potentially the elementary school the majority of the students attended. They
will then identify an after school program they would have enjoyed participating in with high schoolers, (i.e. basketball, coding,
art, Minecraft, animation). Students would need to group together common ideas and then propose the various ideas to the rest
of the class to then vote on. The
purpose of this project would be to collectively create an idea that would in turn give back to their communities, give them a
chance to own their roles in their communities, be a mentor to a group of students that are much younger than they are, and learn the basic idea for proposing a business plan for a new idea/venture.

Students will complete a community assessment and using the problem solution lens develop an entrepreneurial idea that will change their community.

Do you ever look back on your life and wonder “If I would have known then, what I know now… what would I have done
differently?” In this project we will seek the advice from trusted adults who we respect and admire and ask them to share the
guidance they would have told their younger self. We will read the book E.Leon: A Perfectly Imperfect Dad, by Paul Kincaid, JAG-
Missouri CSA who recounts the advice he received from his father growing up. Then, based on the book, interviews collected by
admired adults and our own shared experience, we will develop our own YouTube Channel advice video, book, play, presentation
to underclassmen, series of short stories, or other creative outlet to share our learned knowledge.

A lesson in Business etiquette with a baseball game choice menu. The PBL is to create a group project that will
demonstrate general manners, dining etiquette, introductions, and proper dress. Can also be done individually, but
having students collaborate online is preferable.
Students will select a combination of assessments using analysis, synthesis, application, knowledge, and evaluation as
they discover how to make a great impression every day.

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Tallo is a free and safe online platform and app that has partnered with JAG students across the country to connect talent with opportunities.  Tallo assists students in designing a career pathway, educators in recruiting top talent for their schools, and employers in developing a stable, continuous talent pipeline.  Students (age 13+) and professionals showcase their skills and abilities in their online profile in order to be connected directly with companies and colleges looking for the next generation of talent, as well as match with over $20 billion in scholarships.

Using the free, highly interactive online training program provided by Skills to Succeed Academy (S2SA), this project focuses on one module per week with the final week working on this project’s Public Product. Each module helps learners build the skills and confidence they need to make smart career choices and find and succeed in employment.

The topic of this project directly aligns with one component of the JAG Model – The Career/Professional Association (CA/PA). The CA is a student-led organization that operates within your program and promotes Leadership Development.
The Career Association builds on competency-based projects and provides opportunities for students to develop, practice, and refine their leadership and teamwork skills. All JAG participants are members of the Career Association and have the opportunity to earn leadership roles within the club/organization. By being a member of an organization, participants sense of ownership is enhanced and involvement is increased.

JAG has always believed in the power of youth voice. This project was developed in response
to the social unrest across the nation that sparked a request by Specialists and students to “do
something” to create a collective impact across the JAG National Network.
This FLEX PBL is designed as more of an outline of options for you to implement, rather than a
specific scope and sequence. Several resources will be shared for to you implement based on
student interest. Follow the activities as you have time and as they are relevant to the project
you are implementing.

This Flex PBL is intended to be implemented during the month of November for the 2020-2021 academic year. The content within this project aligns with various simultaneous projects and events taking place throughout the JAG National Network; for example, the L.O.V.E. Project, early stages in the Career Association, and prep for the Virtual National Student Leadership
Academy.
Utilizing another incredible, virtual, and FREE* resource—this project captures the materials made available through LinkedIn Learning. LinkedIn Learning provides relevant skill training paths in connection with Microsoft Learn that prepares individuals for in-demand jobs. Here is the link to the materials: https://opportunity.linkedin.com/skills-for-in-demand-jobs
*This FREE offer is available until March 31, 2021.

This Flex PBL is intended to be in the third wave of projects student engage with as they return to school for the 2020-2021 academic year.
Using the free, highly interactive online training program provided by Skills to Succeed Academy (S2SA), this project focuses on one module per week with time allowed each week for working on this project’s Public Product. Each module helps learners build the skills and confidence needed to make smart career choices and find and succeed in employment. The four S2SA modules being used from the Getting a Job section are:
1) Who Can Help You?
2) Create Your Resumé
3) The Application Form
4) A Better Cover Letter
Skills to Succeed Academy is a proud sponsor of the JAG organization and strives to support JAG students in completing modules as a way to boost their employability skills. Each year S2SA seeks to connect youth with their valuable courses; however, this year their resources are needed more than ever. S2SA modules can be administered in variety of ways:
Assigned for students to complete outside of school in an asynchronous manner
Streamed to groups or classrooms of students via a video conferencing service
Facilitated in-person through a classroom overhead projector

This Flex PBL is intended to be used in preparation for the 2020 Virtual National Student Leadership Academy (NSLA), but could be implemented as a prep tool for other professional conferences.


The Maximizing My Potential Flex PBL will focus on the 6 following topics:

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Professionalism Growth Mindset
Setting individual and team goals Conference Etiquette
Virtual Interactions Positive Competition

This Flex PBL, which asks students to conduct a service
project that meets a need in their community, is intended
to be implemented during the month of December for the
2020-2021 academic year, but could be implemented
anytime you want to add in a service project.

This Flex PBL is intended to show students how they can begin gaining certifications now and
boost their skill set to improve their chances of gaining successful employment in the future.
Students will create a multimedia presentation that describes hard skills they would like to obtain
that could help them in their future career and why they would be beneficial. They will also
construct a plan to pursue certifications for those hard skills- potentially beginning now!
Using the free, highly interactive online training program provided by Skills to Succeed Academy
(S2SA), this project includes two modules that are relevant to this project.

This Flex PBL is intended to help students gain soft skills in the following seven domains and
showcase their skills by creating a professional LinkedIn profile. Using the free, highly interactive online training program provided by Skills to Succeed Academy
(S2SA), this project includes two modules that are relevant to this project.

Working alone or with a partner, students will explore various online modules related to financial
literacy. Ultimately, this project will conclude with an outline of financial goals for now and the
future as well as a plan for how to achieve those goals.

This Flex PBL introduces financial literacy lessons through Hands on Banking that is provided
as a public service by Wells Fargo.

Student can learn about creating a spending plan, building credit, school loans and how
continuing education after high school could fit into your financial future. Start your financial life
strong by taking the courses below. When you finish, take the assessment to check your
knowledge and earn your Hands on Banking certificate.

This Flex PBL is intended to help students expand their skills using basic computer operations, email, and other valuable forms of college and career technology. “Technology” is so much more than being on a device for many hours a day. The capabilities and skills are far reaching and extremely important to our future.

Students develop goals through researching a desired career. Through the support of two, free
highly-interactive online programs provided to JAG by Everfi and Kuder. This project assists students in choosing a career and setting goals to achieve that career.

Student groups will create a project that will teach others how to successfully get hired! Using the free, highly interactive online training program provided by Skills to Succeed Academy (S2SA), this project focuses on using the “Getting a Job” section as a resource to support public products. Each module/course helps build the skills and confidence needed to make smart choices and to find and succeed in employment. Student groups will select a module from the list below, complete the online course; then put together a training to help their peers learn the content.

This project is designed to assist students with college readiness. Through the support of two, free highly-interactive online programs provided to JAG by Everfi and Kuder.

This Flex PBL is intended for students to expand their workplace skills in order to be successful in their future careers.

Students will perform individual work from a Learning Choice Menu attachment as well as complete a small group Public Product, either virtually or in person. This project is intended to develop the JAG H Competencies and have students demonstrates the right way and the wrong way to perform well in your future career by portraying both how to get fired and also how to get promoted in the workplace.

Students will learn about food systems and how they operate globally and locally. They will become familiar with the complexity
of systems and players that bring raw materials to our plates and the inequalities that these systems create or expose. They will
choose an issue and investigate it, becoming experts and developing a local service project that will seek to ameliorate a food-
related challenge in the community, while also learning about different careers in agriculture, food services, and food policy.

Did you know you can turn your personal traits into a resume? Imagine if what makes you unique are exactly the skills that can land you your next job? Using the Skills to Succeed Academy platform, students will learn about themselves when making a career choice. They will learn about different motivations for working and recognize skills, interests, and translate them into a career.

Students will explore potential career paths and select one based on their interests and abilities. They will then create a project that demonstrates both the steps they must take to achieve that career and also a day in the life of their future career. This will include the creation of a resumé, cover letter, and thank-you letter.

JAG students will develop a workshop on customer service skills based on the American Hotel & Lodging Education Institute�s Guest Service Gold training program. They will work alongside mentors from service industries in our community and identify the �key attributes� young people need to know to be ready for the world of work. They will teach these skills to a Freshman (underclassmen) class (or public product of your choice). *Seeking out professionals from the Hotel/Lodging industry to serve as mentors for this project is encouraged.

Students will be able to do the following:
Identify several professions in the healthcare field, identify characteristics of effective healthcare providers, and consider if any of the occupations covered in class are appropriate paths for them.

This lesson will include the following: acquiring, completing, and submitting a job application, preparing for and participating in a job interview, completing a career interest inventory, and creating a career vision portfolio. Students will learn the skills needed to apply for and obtain a job, and will explore their career interests to ensure they can envision a future career path. The benefit to this project is building passion in students for their future careers, and ensuring they are aware of the path needed to get there.

For this project, students will complete a career interest inventory and create a, “future-career gallery,” to teach others about their future career choice. Students will not only be creating a visual display of their findings; they will also practice their public speaking skills and dress the part for their career choice. The purpose of this project is for students to gain an understanding of what it will take for them to reach their future career goals. For their oral presentations in class and presentations for the living future-career gallery, students will begin and end their presentations with the phrase “I Am… Example: “I am a police officer.” “I am a speech pathologist.” They will also end their speech with the phrase.

Students will work together to plan their I & I Ceremony. Through leadership development, public speaking, personal skills, and time management workshops, students will gain the skills to plan an event. They will then work together to plan all aspects of their I & I Ceremony including the invitation, program, food, decorations, etc. Students will gain pride and ownership of their Career Association while building relationships with their fellow JAG peers, school members, and community members through this PBL.

Students will learn the importance of understanding and including people from different backgrounds when leading at school, in their careers and within their community. Students will gain an understanding of how people�s different identities can serve as assets, and can bring groups together. Throughout the PBL, students will learn important definitions, engage in first hand experiences through interactive activities and dialogues, dig deeper into their own identities and build community within their school and local area. There will be difficult conversations students will have, but it is through those conversations that students will grow and learn about themselves and others. Students will finish the PBL better understanding the power of an inclusive and accepting culture, and knowing their role in building that culture as a leader.

The purpose of this project is to expose students to the need for public speaking skills as well as to enable them to be more comfortable in front of an audience. Glossophobia is the fear of public speaking, and it is detrimental to a person�s ability to do anything from school projects, to job interviews, to being an actual professional presenter. When we focus on preparing students for the �real world�, we need to be sure they are comfortable in their endeavors. This project will help students to present themselves as their best.

Students will be introduced to the JAG goals and standards and encouraged to treat their education like their job. They will learn about classroom and employer expectations, filling out applications, requesting letters of reference, and taking part in a 30-day review. It is encouraged for specialists to use this project at the beginning of the school year.

Students will learn what their rights are as a citizen, mostly focusing on what their rights are when interacting with the
police. Students might find certain viewpoints/guest speakers as triggers. The purpose of this project is to inform
students of how to safely and lawfully interact with the police

This PBL helps you, the teacher, and the students discover each of the students� individual learning style. This project will help to ensure that you can assist them in the best possible way throughout the school year in developing studying habits, PBL project groups, and helping other teachers understand what works best for the student to learn, and study, the topics being covered in general education classes. Students can take the information they compile and use it to advocate for themselves in other classes as well the workforce.

Students develop a deeper understanding of how manufacturing works. After completion of PBL students will earn a Beginners Lean Training Certificate.

In small groups, students will create a video that demonstrates effective negotiation skills, to include the use of interpersonal skills, communication skills, and correct process.

Working alone or with a partner, students will select 3 activities from a Tic-Tac-Toe personalized learning menu and
incorporate those activities into a public product that informs others about a specific aspect of healthy living.
Additionally, individual students will develop a personal plan to maintain their own fitness and health.

Students will design, develop, code, and market a new product that will help their community using the Microsoft MakeCode platform. They will learn about the process of developing a new product from start to finish by working with industry professionals that will help facilitate group reflection and provide feedback throughout the project. Students will work together in project teams to complete the above task. Each project team will be composed of different roles; project manager, project coder, and marketing representative.

Students will gain understanding of what it means to make smart financial decisions in order to live a comfortable lifestyle. Students will learn about budgeting, cost of living, and spending wisely. Students will determine the costs of moving out, and how to make decisions to ensure good financial health.

Students will learn how to fill out a W4 form and how to read their W2 and file their own taxes. They will also learn about different areas in the community that will file their taxes for them. Once the students become an expert, they will create an informational quick reference guide to share with all the students. This will include what they need to complete their taxes and a list of places in the community where they can get there taxes done.

Students will map out their future lifestyle based on career and lifestyle goals. They will have to include a budget to ensure their selected career matches their desired lifestyle.

In small groups, students will construct a project that will promote mental health wellness in their school and community. This project must promote awareness, prevent stigmas, and provide strategies for mental health wellness. Additionally, individual students will develop a plan to support personal mental health wellness.

Working alone or with a partner, students will explore various online modules related to financial
literacy. Ultimately, this project will conclude with an outline of financial goals for now and the
future as well as a plan for how to achieve those goals.
This Flex PBL introduces financial literacy lessons through Hands on Banking that is provided
as a public service by Wells Fargo.
Student can learn about how money is fun to get and spend, as well as how to start saving to
boost earning power. Students will get information and tools to start working towards their
personal money goals and dreams. Start your financial life strong by taking the courses below.
When you finish, take the assessment to check your knowledge and earn your Hands on
Banking certificate.

The students will focus on self-discovery through a personality test, learning styles test, enneagram test, career interest inventory, and from interviewing people from different periods in their lives. They will relate the things they learn about themselves to the skills they need to succeed in their academic and professional careers.

This project will allow students to experience how a business works within while working as a team. Students will work as a team
to create a newspaper that they can share with their fellow peers and school community. A lead editor will be chosen and the
rest of the class we serve as journalist. Which will require the journalist to meet deadlines and report to the lead editor to ensure
the completion of the newspaper by the date set?

This PBL focuses on Civic Engagement and includes both an individual and a group final product:

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Individuals will write a letter to their State Senator or U.S. Congressman. Pick something that is of concern to you. To get ideas, look at newspapers, magazines or online news sites, scan the websites of the Congressmen, or watch the national news on TV.

OR they can participate in Hill Day by visiting legislators in person.



Groups will create a solution to a real-world problem related to the legislative branch.

Some project ideas: 

Group: tracking a bill, proposing and sending a bill to our congressional representative, redrawing a congressional district

Pairs: creating a Facebook page as a congressional representative or making a political cartoon that could appear in the local newspaper to support or criticize the legislative branch.



or submit an idea of your own for approval

This is a beginning-of-the-year project that can serve as a team-building activity and create a trauma-informed
classroom. The goal of the project is for participants to experience working in teams and to create a safe space of
their own to grow, fellowship with other students, and build relationships. The end product will be a newly designed
space that impacts learning and engagement. The project should occur at the start of the year; however, this PBL can
be implemented at any time of the year (redesign). JAG leaders should be placed in groups and assigned a specific
aspect of the creative process such as furniture placement, walls, information/displays, PBL project board, class
agreements, technology, photos, and artwork).

Students will work to become self-aware about the barriers that they face. They will learn about local resources available to help overcome said barriers. *This project is not exclusively for students with learning disabilities. It can be applied to all students and any barriers they may have to include, but not limited to, mental health issues and other family related traumas.

JAG students will be working on a project about a career field that interests them. Students will complete papers, websites, iMovies, posters, or infographics on topics of their choice. However, it must have something to do with a career. You will conduct research (including an interview with a professional in that field), craft a project based on evidence, and share it through your final project.

The purpose of this PBL is to get to know our students and understand what they are dealing with and have dealt with in life before JAG. This will be a great way for everyone to learn about student�s successes and their barriers. Students will be able to share things that are positive about themselves in a creative way. They will design a personalized license plate made from poster board cut out to the actually size of a real license plate. Students will only get one plate, which will require them to take ownership of their plate and not lose it. The requirements for the plate are as follows: the plate state will be the state the students were born in, positive quote that represents the student�s family; one goal that the student has; two personal strengths; one dream career/ or dream; 2 hobbies or interests and one barrier they have overcome or currently working on. This plate represents how great these students are. The students will present these plates to our community members and get feedback.

At the completion of this unit, students will have a realistic idea of the educational path needed for a career of their choosing.

Students will create an end-of-year portfolio as an opportunity to assess and reflect on their own learning throughout the school year. This not only provides students with an opportunity for in-depth reflection and self-assessment, but the will have a portfolio to assist them with getting a job in the future.
This may also be used as a final exam grade.

This lesson will help students learn how to transition from school to a career. As students make the transition from school- to -work, college, and/or military, they will be making the most of their own choices and decisions. By providing this lesson step– by –step, they will learn skills that will help them understand the importance of transitioning out of high school.

Students will explore the dangers of vaping and smoking and explore ways to create awareness in self, peers, school and community. Students will have the opportunity to participate in training and earn certifications that will allow them to utilize the information that they have learned and lead presentations and discussions with peers, community organizations and the school district. Students will gain a better knowledge of the dangers of vaping and tobacco use and be able to effectively determine the specific targeting of teens by big tobacco and the negative influence it has not only on the individual but their friends, family, school and community.

Students will work over the next three weeks learning how to direct or redirect before they misdirect, establishing which post high school path will lead them to a successful future. Students will work on learning grad pathways guide, assessing their career options based on values and goals, create a graduation plan for themselves using a solid format to help them establish this appropriate path, and prepare for a future post high school in one of the 3 E�s of JAG- Enrollment, Enlistment, or Employment.

Students will be engaged in creating a safe and calm classroom environment that promotes learning and student voice/student choice.

Over 50 students from two local high schools took part in a weeks-long career exploration project that included researching and discovering career pathways that best suit the student's� desired occupational interests. After completing career surveys and determining a path, students researched their job (salaries, job requirements, education requirements, etc.) and lined up a professional job shadow. While on their job shadow, students conducted interviews with a professional in their field of interest to further gather an understanding of what it takes to start and excel in that career. The project concluded with a twist on the traditional �career fair,� where instead of colleges and businesses presenting, the students created tri-fold posters based on their research and experience, dressed professionally, and presented to the businesses they shadowed, other school and community members, and family and friends. By the end of the project, students had done an incredible amount of research on the career of their choice, had first-hand experience in the workplace, and polished their presentation skills as they spoke with many local business and educational leaders.

Students will learn about civic leadership and the careers in their communities. Students will highlight a local position/ career by interviewing and taking video of a local leader. Video will be highlighting the leader�s first job, favorite aspects about their career, what hard and soft skills they use daily, and how they feel their job makes an impact within their community.
What challenges will they face?
Transportation/ time management to take the video in the space of the professional if plausible.
What is the purpose? To connect students with local leadership and various positions that make a positive impact on their communities. To be aware of the local job opportunities within their communities.

In small groups, students will construct a project that demonstrates their ability to create a financial plan that will set them up for future success, examining the various components of financial literacy along the way.

Students will create a portfolio that can allow them to show off all of their skills and accomplishments that make them employable. They will compile a binder with all of their documents to present when they are going through an interview process. Students will also have an opportunity to participate in a mock interview. They will then be able to get in groups and create a multimedia presentation of a top 10 list of do�s and don�ts of resume writing, cover letters, filling out an application, professional dress attire, etc.

Students will learn firsthand how to make and balance a monthly budget from income to expenses including taxes, student loans, housing, food, transportation and discretionary expenses.
This activity will force students to face the real-life challenge of balancing needs vs. wants.
This activity will give students a realistic idea of the current costs of common goods and services including rent, utilities, transportation costs, and food.
This activity will give students a sense of if their planned job/career earns enough money right out of school to support the lifestyle they hope to have - some students will realize that they might need a second job or roommates just to make their budgets balance!

Working alone or with an online partner, students will perform research about the pros and cons of social media, then create a
social media profile for an imaginary person designed to create a positive first impression for a potential employer. They will
combine these components for one cohesive presentation, either live or in video format.
The project will be followed with an individual self-reflective essay, analyzing their current and future social media usage.

Students will go through a series of activities to prove they have the soft skills necessary to be successful at their job. Each activity will focus on different soft skills students are lacking in the workplace. The challenges will encourage creativity, communication, critical thinking, listening skills, respect, flexibility, problem solving, teamwork, patience, negotiation, time management, and interpersonal skills. Students will then create a game/activity that incorporates soft skills, to present to the Pep Assembly Committee for use at future assemblies.

Students will examine the lives of United States soldiers through research, videos/documentaries, and in person interviews. Students will understand what life was like for soldiers of various United States wars before, during, and after their time of service. Student led interviews will specifically focus on how soldiers' employment plans, hopes, and dreams were impacted by their service in war. Students will also examine the impact of major United States wars as it relates to employment in the United States.

In this PBL, students will explore human relations, to include the power of positivity, workplace expectations, and behaviors that will help them gain success. The project is to make a video showing both what to do and what not to do at work when it comes to human relations.

Students will learn about the life and work of Dr. Martin Luther King Jr., reflect on a section of Dr. Martin Luther�s King�s speech �I have a dream� and become aware of inequalities that still exist in the United States today. They will create a list of other dreams MLK would have if he were alive today. Students will compile ideas of their dreams of freedom. They will also interview family members on what freedom means to them and in what ways they consider themselves free or not free. They will create a work of art (poster, painting, poem, song, rap, blog post, etc.) that represents what dreams of freedom they have, and host a showcase/exhibition of their creations. We will invite family, friends, school administration and community partners to attend the performance. Artwork will be posted in a display case/hallway throughout the month of February, or to your preference.

Students will complete the Dream Team process to plan for their own transitions out of high school. They will create goals and
plans, and share those goals/plans in their own Dream Team meetings outside of class. The individuals chosen for each student’s
Dream Team will be chosen by each individual student! The students may choose as many people for their team as they feel
would be helpful. Participants in the Dream Team will then be invited to take part and hold the student accountable/support the
student as they graduate and transition out of High School.

Returning JAG students will be working to create a lesson on what it means to be �An Ideal JAG student.� They will then teach the new incoming class of JAG students what it means to be a part of the JAG Advantage and part of the JAG class.