1 20 1 https://d1y502jg6fpugt.cloudfront.net/34455/archive/files/248c7cce2eeef33c7638fd0188f2af23.pdf?Expires=1785369600&Signature=v4VDVa1EJUKxM5c-EAns%7EGMPFF35eCZYDqlsrF5Ak4Dtvdq681DPTUZX3mMst5ylmLich8dBkHLKiUDG9TRX88JBDLVg9OGmpUZvs5lJg0Jmng73F7i1pfxT3ZNbN2sE1dp9Gb1aL9pEh95EAiiZyEy3mjBI6CPuKyVvrXWDRp53Ar3qoi3-H5AWW72ZRLleCkvgN1R5QKuOLpxab%7E5rXJ2E-WqZQi5lgmgnFTijhiAJ3N%7Em6m9utCIplsEU9dOJWgWFqCEERq6xQ2vmuW8aAKEe6dFe5FewA3RLmAKM0JGyjKA0a8r9kekgeuKqnTKq6ZuVald4lLEG1Hfi-uCwMw__&Key-Pair-Id=K6UGZS9ZTDSZM 6211241f88c5730401cd85e73b769be6 PDF Text Text REL EVA for CE 10· S the . ., .. 1626 WEST CHESTNUT STREET l so2-5Bf- 436l I LOUISVILLE, KENTUCKY 40203 I �/ ( INTRODUCTION x. Jett, Jr. Executive Director Morris F. �PLYMOUTH SETTLEMENT HOUSE PROGRAM Plymouth Settlement House's purpose is to provide a dynamic focus for groups and individuals in their efforts to improve community service, individual, and family life. This is accomplished through the process of Social Group Work, Community Organization and Casework, with the view toward developing a more productive functioning community. Our role is to help reshape the culture of our community so as to promote self-dignity, self-worth, self-esteem on the part of the community residents. We attempt to fulfill the voids left by the unstable family, the inhabitable social conditions in which people are compelled to live. ( In our community, the roots of the pathology of juvenile delinquency, crime, out of wedlock births, school drop-outs lie in a frustrated experience of the family and the community to cope with the inimical forces of exploitation, lack of opportunity and second class citizenship status. Plymouth Settlement House is the extended family to the youths and their parents. We plan and work with, criticize, pamper, console, encourage and love the people we serve. We care! With these ingredients of caring there is no room for behavior that is socially unacceptable on the part of those who receive our services. �Plymouth Settlement House is "PEOPLE". With more money and staff we serve more people. Plymouth Settlement House provides services to an area that could be simply described as under-novr ished. Fifty percent of the families receive Public Assistance . Forty- four percent of all housing in the area is substandar d. Forty-thre e percent of the children live with one parent. Fifteen percent of the children were referred to juvenile court for delinquenc y in 1969. The crime rate for the area is 8.4 while in Jefferson County it is 3.4; twelve to twenty percent of the work force is unemployed . The average grade achievemen t is 8.3. Plymouth is now offering the community comprehens ive package of social welfare services, covering the age continuum from children to senior citizens. Our programs are both curative and preventati ve in nature and are provided in the Settlement House and extended into the other distant areas of the community through satalite units. �OBJECTIVES The objectives of Plymouth Settlement House provide the framework within which we work with people. They pre- judice the way in which we program to meet their individual needs; to give them encouragement and help in order that they might develop the strength needed to help themselves and be of help to others; to provide a framework within which they can learn and experience the essentials of Christian democratic living. I. TO IMPROVE HUMAN RELATIONS People living close to each other need to know and understand and accept each other. of some differences. This, of necessity, involves the acceptance The agency renders service to individuals and groups regardless to their race, nationality or religious beliefs. Through opportunities for fellowship and learning experiences in a democratic structure and with trained leadership, people learn to know and understand their neighbor's racial and cultural difference. II. TO STRENGTHEN THE FAMILY The family is recognized as the primary unit with which · to work. Although there are many different types of families when considering their structure, the agency is committed to strengthening this unit by increasing its readine~s to respond positively to broader aims. Through both group work and casework services to individual members of the family we affect the members and the family as a whole to �achieve maximum success. Through these services we aim at helping individual members of the family increase their understanding and acceptance of each other, to enhance their genuine respect and concern for each other, to help them benefit from and enjoy their day to day experience of living together, and to develop within them a sense of responsibility to all their members and to their neighbors. Implicit or explicit in all programs of family life education is the objective of healthy family functioning. It is the healthy family that provides: (1) love, care and support; inspiration, gratification and joys; as well as limits, discipline and expectations for all members of the family, (2) the opportunity for personal identity in relation to the family, (3) the material necessities to sustain life and provide protection from external danger, (4) an image for the development of appropriate sex roles, (5) ties to the neighborhood and the larger community focused at the development of social responsibility, ( and (6) appropriate attitudes regarding certain values (e.g. education, work religion, marriage, leisure, etc.). Our programs are focused at enabling the family as a unit to develop and/or maintain this state of health. III. TO DEVELOPMENT COMMUNITY RESPONSIBILITY The agency serves as a medium through which our neighbors can become aware of their neighborhood needs. This also involves the development of neighborhood leadership who can stimulate action and provide guidance toward meeting these needs. IV. TO DEVELOP INDIVIDUAL POTENTIAL FOR CHRISTIAN LIVING The agency provides opportunities for individuals to participate in �groups with professional leadership. Through participation in these groups the individual is helped to achieve his "Christian potential". This "Christian potential" of an individual involves (1) discovering meaning in his life, (2) learning to love and accept love, (3) learning to trust, (4) developing a sense of his own worth and that of others, (5) developing some basic insight into feelings, (6) developing inner controls, (7) becoming active in shaping his own destiny, (8) learning about his own rights and those of others, (9) becoming increasingly more responsible persons, • (10) learrtihg bf I • the value of work and its gratifications, (11) developing an identification with a positive sex role, (12) learning of other values related to family life, education, etc., (13) learning to accept all men as racially equal, (14) learning to know and appreciate democratic methods, (15) learning of the inter-relatedness of our society, (16) learning how to relate to and co.m municate with others, (17) learning how to examine authority and respond appropriately and (18) learning how to evaluate status and respond appropriately. Through the group process the individual is provided the opportunity to grow in his relationships and in his ability to assume responsibilities. �PLYMOUT H SERVICE S �0 UT L I NE 0 F PROGRAM A. Children's Program 1. Social Group Work 2. Special Interest Groups 3. Resident Camps 4. Day Camps s. Weekly Movies B. Youth Organization c. Adult Education Center 1. Basic Education 2. Typing 3. Insurance 4. How to Stretch the Dollar s. Housing and Tenants Rights* 6. Know Your Rights* 7. Welfare Rights* 8. Black Heritage* 9. Stop Dope* 10. Arts and Drama* D. Senior Citizens Program E. Adult Art and Crafts F. Ceramics Class G. Sewing for Adults H. Crisis Program I. Sports and Recreation 1. Football 2. Basketball 3. Track meet 4. Baseball J. Block Clubs K. Harris Memorial Library ( * 1 9 7 0 - 1 9 7 1 These are institutes to be added in January, 1971. �C ff I L D R E N' S PROGRAM �CHILDREN'S PROGRAM "I am somebody, I belong to PlymoJth Settlement House" ( To be somebody transcends all obstacles. To know "self" and to be- lieve in that "self" makes the "impossible" impossible. perrenially confronted with impossible odds. Our children are Fifty percent (50%} of our children live with one parent and in ninety-nine percent of the situations that parent is the mother who must provide the basic external needs of food, shelter and clothing, and nuture the internal needs of love, sense of belonging, a sense of self-worth, and a conviction of being somebody. Our mothers care about their children, but they are only human and somewhere along the way they fall short of being mother and father to their children. Usually they succeed in meeting the external needs and hope that the church, school, and settlement house come to their aid in meeting the internal ones. It does not take long before our children begin to play around with the thought that they are ljving in poor houses, receiving welfare, wearing second hand clothes, short of one parent and must fend in the world as a manchild because something is wrong with them. They soon deracilize themselves, hate what they are and wjs h that they wer~ somebody who could change the conditions, stop the struggle and make the world care about them. In our community there are two ways to be somebody. One can acquicse to the system and become the expert exploiter of being a good pimp, prostitute, or hustler of the exploited and gain a reputation in the immediate neighborhood or one can transcend the system •••• make a contribution to the world. hurdling the obstacles and Both alternatives require skills and knowledge, outside intervention, training and commitment. is the outcome. The difference It is the difference between pimp or prostitute VS a person of prestige. �When the answer to the question "Who am I?" is negative, Plymouth Settlement House's Children's Program is the anchor on which our children can hold. Plymouth Settlement House is the intervenor, the training ground, and resource for learning and acquiring the tools necessary to decide and shape a better tomorrow. The Children's Program is triangular in nature which means it deals with three basic diminsions: (1) LOVE and development of self ••• and the development of others ••• (3) LOVE (2) LOVE and the development of community. A child participating in this program should experience all three. Level one directs itself to the individual himself with attempts to discover ana to abstract uniqueness, talents, inate endowments and potentials in helping the child appreciate and cherish what is his. Discussion, group observations, Black heritage writings, photos, art and crafts, beauty hints, tape recorder singing, dancing, plays, games, body huilding and interviews are some of the tools used by the staff to facilitate this level. Level two is providing the child a group experience where he is encouraged to share "self" with others thereby developing sensitive to the needs, desires and aspirations of others. The group provides a format for the democratic process, the acquisition of leadership skills and interdependent role relationships. Level Three directs its attention to the community: the immediate neighborhood, the Russell Area, the city, state, and nation. The primary emphasis is on the immediate neighborhood, its history, its present conditions and needs for improvements. Each group is required to take on a community project to make Russell a better place in which to live. The purpose of this project is to foster community pride. State trips are taken; however, we have not had the budget to sponsor a national trip for our children. �It is inrporta nt to underst and that each worker and group has its own style of functio ning and this outline serves as the basis of operati on. Moreov er, the three levels are process in nature meaning that at any given time all three are in practic e at the sa11te tine at any given point. AGE LEVELS - SEVEN THROUGH FOURTEEN YEARS OF AGE NUMBER OF PARTICIPANTS - 250-300 PLACE - PLYMOUTH SETTLEMENT HOUSE - SECOND AND THI RD FLOORS ~ - 2:30-6: 30 P.M. ~ - MONDAY THROUGH SATURDAY STAFF - ANN BEARD ••••••• ••••••• ••••••• ••• CHILDREN'S DIRECTOR CHESTER GRUNDY .•••••• ••••••• ••••• •PROGRAM GENERALIST RONALD LONG ••••••• ••••••• ••••••• •• PROGRAM GENERALIST BLAINE HUDSON ••••••• ••••••• ••••••• PROGRAM GENERALIST CALVIN MC DANIELS ••••••. ••••••• ••••••• ••• TEEN LEADER DELLA THOfAS ••••••• ••••••• ••••••• ••••••• • TEEN LEADER RONALD BYNUM ••••••• ••••••• ••••••• ••••••• • TEEN LEADER JOANN MOSLEY ••••••• ••••••• ••••••• • WORK STUDY STUDENT ANGELA DU VALLE ••••••• ••••••• ••••• WORK STUDY STUDENT EDMONIA MASON ••••••• ••••••• ••••••• ••••••• •• VOLUNTEER (UNIT I) CONTROL - SELF AND FUTURE "WE SHALL DECIDE" ARE (Ritual 7-14 years) Girls: Person ality and Beauty Hints (a) Make-up and hair styling (b) Modelin g (c) Dramat ics (d) Dancing WHO WE 1. 2. Boys: Bodybu ilding and sports (a) Weight lifting (b) Jogging and exercis e (c) Ball, etc ••• outdoor �3. We are important, responsible, Black - Tool for a better tomorrow (a) Songs of UNI1Y (Write our own) (b) Pop records (Collection) 1, You"re a Winner 2. Say it Loud 3. ETC •••• (c) Make collages and paintings (d) Poetry and crearive writing 4. Photography (a) Learn to use camera (b) Take pictures of individual (c) Take pictures of group s. A student (a) Tutoring if needed (b) Develop Who's Who at Plymouth (?) (Who tries the hardest) (UNIT II) WHERE ARE WE GRAPHICALLY 1. Russell Area Study (a) Joints } (b) Schools (c) Churches (d) Business FIELD TRIPS 2. Louisville - Study and Speakers - Visit Board of Aldermen (a) City Hall (b) Board of Education (c) Chamber of Commerce (d) Phillip Morris or General Electric, Fish & Meat Packing 3. Kentucky (a) Legislature (Frankfort) Black Legislators (b) Kentucky State (Overnight and football games) 4. United States - Develop a project and follow through Equal Enforceinent: Law and Order' "Cassius Clay" (a) Write Thurgood Marshall and Joe Namath {b) Write United Nations (c) Write Congressman s. World - Statistically (a) West (b) East 1. Africa - Study 2. Exchange letter - writing (Friendship) 6. Movies- "The Tenement" "Sixteen in Webster Grove" �(UNIT III) WHERE DID WE COME FROM 1. Africa - Continue letter writing 2. Slavery and Oppres~ion - Dfroate or Discussion 3. Discri~ination (a) Family - (Enploynent) (b) School (c) Housing 4. Present collages to Church s. Present collaoos to Board of Aldermen 6. Present collages to Board of Education (Investigate possibility of trip to Africa) (UNIT IV) WHERE ARE WE GOING AND WHAT DO WE NEED 1. Write Play - (Exaimple: "To Be Free") 2. Make Costumes 3. Make stage props 4. Plan banquet for parents S. Present play to parents CHILDREN'S I. Purpose: COUNCIL It will be duty of the Council to make important decisions concerning: 1. 2. 3. 4. s. 6. 7. Trips Movies New Progra.ns Rules and Regulations Camp Sites Behavior of Members Membership �II. III. Membership : The members of the Council shall be elected representa tives from each active group. These nembers shall be elected every month and may be re-elected . There shall be on~ representa tive for every five children in the group not to exceed a total of five members for each group. Meeting: The Council will neet once every two weeks and SDa.y have call ~eetings if more than half of the Council sign a petition requesting them. All members are expected to attend every meeting unless excused. Meetings will be Monday, 3:00 p.m.-4:00 IV. Qualificat ions: Menbers of Council will have the responsibi lity of setting standards and guiding the progra• at Ply11110uth Settlement House. This means that there are certain qualities that we must look for when electing our representa tives: 1. They must be fair in their dealings with all the children. 2. They nust be able to cooperate with the leaders and gain the confidence and respect of their friends and other members. 3. They must attend Club meetings and participate in all Plymouth Program. 4. They DUst be able to talk and express themselves with their leaders, the members of Club, and menbers of Council. s. They must control themselves and their behavior at all times. 6. They aust be able to represent what their group wants and not what they want. 7. They must carry back informatio n and decisions to their groups. a. They must be willing to take a position of "what is right" and "what is wrong" and make intelligen t and fair decisions about the behavior of other children. 9. They must strive to promote Plymuunl Settlement House pro91-.l'.lm tv'beuever and wherever whey can. ( p.a. �CREATIVE ARTS CENTER PROBLEM The "aesthetics" is lost in the web of survival for basic human needs of food shelter and clothing. More than half of our children live with one parent. In ninety-tine percent of these situations our children live with their 11110thers who nust bear the burden of responsibility to care for both the external (Food, shelter, and clothing) and internal (Self-identity, self-worth, dignity, integrity, achievement llllOtivation, etc ••• ) needs of our children. Priority is placed on the basic external needs. Usually there is little time for our parents to place emphasis on the aesthetic, a duty relinquished to the school, church and neighborhood center. Plymouth Settlement House has inter-twined music and other cultural affairs in its regular program but at no time in our recent history have we been able to emphasize the aesthetics of art, drama, music (Vocal and instrumental}. We have not had the money and staff to appropriately perform this duty. The most interesting phenomenon about this situation is the natural artistic, dramatic and musical talents of our residents. (Aaron Green- the star of Children's Theatre's ttNot Even A Mouse" grew up in Plymouth Settlement House.) Our com11Unity needs models to communicate approval and affirm the existence of fulfilled dreams, fruitful hopes, and unbounded aspirations. There are nany more like Aaron. It is derelict to allow this situation to continue. Our community suffers when talents and potentials go unnoticed and unnurtured. PURPOSE The objective of this proposal is to secure the funds to establish a Creative Arts Center ••••• a necessary program in the Russell Area. This program will encompass a drama workshop, choirs, a band, piano instructions, and a graphic arts workshop. It will be for all conmunity persons regardless of age. The primary and ultimate goal of this program is to enhance the viability of the co•munity through conscious use of its culture. The enrichment of the individual is a secondary product. Therefore, the skills that emerge from the Center will be utilized in a fashion so as to encourage community involvement and community unity. It is important that participants live and celebrate within the confines of the Russell Area geographic boundaries. FUNCTION The Creative Arts Center will be administered by Plynouth Settlement House. A special Task Force will serve as the advisory body to perfect the delivery of services. Professionals, parents, and other experts will serve on this task force. The Center will be located in a facility in the Russell Area. The dramatic, choral, and band groups will be open to Russell Area residents and other west-enders. Individual instructions will be restricted to Rus~ell Area residents. �The staff will consist of a Center Director and three instructors, one for each specialty: drama, lll!USic, and graphic arts. The Director will be responsible for supervision, coordination, volunteers, fund raisirg; special celebration arrangements, and public relations. The instructors will be responsible for developing a comprehensive contempory program in their specialty including group and individual programs. Once these programs are established it will be tbe Center's responsibility to initiate monthly celebration prograns featuring at least one of the art specialities. In addition to Russell Area celebrations the "group programs" will perforn throughout the city and county. BUDGET To implement an effective program it is necessary to receive funding for at least three years. However, each year after the first, the Settlement House will share the cost starting with 25% the second year, 50% the third and continuously. The Center will use its talents and production to raise some of its share of the cost. The church and Comnrunity Chest will be asked to provide the difference. BUDGET PERSONNEL Director Instructors Secretary Full-Time (3) Part-Tine Part-Time Fringe Benefits 1 year 2 years 3 years - RENT FIRST YR. SECOND YR. $ 9,000 12,000 3,000 $24,000 2,400 26,400 52,800 79,200 $18,000 24,000 6,000 $27,000 36,000 9,000 1,200 2,400 3,600 IN-KIND SUPPLIES Music (Band--Coral) Drama Office IN-KIND TRANSPORTATION EQUIPMENT Instruments and stand to be borrowed from school COST Insurance (IN-KIND) (Piano} THIRD YR. IN-KIND 300 300 200 800 600 600 400 1,600 $ 200 600 1,200 200 300 $ 900 900 600 2,400 800 OTHER **TOTAL: $29,500 100 - $1,300 (IN-KIND)= $29,200 - FIRST YEAR �P LY M O U T H' S MO V I 8 PROGR AM PURPOSE There is a dearth of activitie s for the children in the Russell Area. The usual Saturday at the movies is lost because the nearest movie house is at Fourth Street and caliber of movies is generally so rich that children cannot attend. The exorbita nt costs are pro- hibitive , conseque ntly most of our children are denied the opportun ity. Plymouth Settleme nt House is bridging the gap by providin g first rate films to the children of the area. This program is set for one year. GOALS 1. A ~inimum of first rate novies once a week; and nore often as the group sees fit. 2. To provide an opportun ity for neighborh ood youths to become skilled in the use of audio-vi sual equipmen t. FUNCTION Children 's Program is responsi ble for ordering filas, securing the projecto r, providin g snacks, and supervis ion. A ninimal ad- nission fee is charged to defray expenses and provide an operatio n fund to insure quality entertain ment for the children . ��SUMMER 0 A Y CAMP PURPOSE The purpose of the Day Camp is to provide an opportunity for the neighborhood children to have a wholesome, adventurous and meaningful outdoor experience in Black. They should learn new skills, learn new information about themselves and their culture, and have the opportunity of learning to unage their own affairs and determine and govern their own destinies. They should learn the art of assuming responsibilities and the neans of deriving priviledges by munipulating, changing, and controlling their surroundings. The children should enjoy thenselves and have a good ti ■e. They should learn to appreciate and learn to live in the out-of-doors as Black people did in historic Africa and get along together. In their efforts to govern thenselves, they will learn to respect peers, develop their own leadership abilities and provide for their social and physical needs. PROCEDURE The prograar will be carried out in the context of an African Village to acquaint us with our African heritage. The use is to make known its exrstence to our children and to help them see Africa in a different light than the "me Tarzan--you Jane'' version taught the• in the past. We shall use the custons, songs, family life, folktales and governoent to develop the program. We shall live and learn as our heritage dictates: (1) (2) (3) (4) (5) The land was communal The family was the core of African society Social life was well organized The miembers of the village were cared for by other nembers of the IIIX)ther•s line of heritage The political institutions included army, cou:ts, and :f.nternal rescure departments (Econoaic structures) STRUCTURE There will be two, two week sessions. The first sessin for 7-11 year olds. The second session for 12-14 year olds • .1UNB 22 THROUGH JULY 3••••••••••••••••••••..J UNIOR CAMP JULY 6 THROUGH JULY 17 •••••••••••••••• JUNIOR HIGH CAMP ' Camps will begin at 9:30 a~•• Camps will close at 3:00 p.m. The first camp will be established for 160 children and the second camp wfll be established for 100 children. The overall camp will be the village. ' FIRST CAMP Village will have ten (10 fanilies with 16 members each). The head of each family (Chief) will be a junior or senior high school youth ••• total 10. �Th~ five (5) group leaders will be the warriors who head the five tribes will be responsibl e for the five basic functional areas of concern. Three children from each fa~ily will be elected respective ly to one of the five tribes. They will take the ideas of the family to the tribe, work together with other tribesmen to set up a program, and carry out that program for the entire village or family - as stipulated . These ideas will be taught to the children and they will be helped to learn to accept these big responsib ilities. EDUCATIONAL The education should · be relevant to the camp. Children should learn about their hoffl'eland, Africa and its past and future. How we got to America and the great strides we have made. We should learn about the Black family, churches, and businesses . PROCEDURE: Use role playing, dramatics, great men past and present. Teach what tools are necessary "To make :it" • POLITICAL WARRIORS Deal with and solve problems as they arise in the village... They establish rules and regulation s for the village, set up courts and see that the village is under control at all times. They see that the village is kept clean, maintain a lost and found center. Governs all elections. CULTURAL Prepares songs, symbols, art fores, rituals, poems, and style for the village display. May have talent show, folk dancing, and folktales. Establish a display of creative arts for "Fanily Day". Set up special rituals for village and celebratio ns - birthdays, etc ••• RECREATIONAL Sets up sports and recreation including ball games, swimming, track meets, physical fitness, drill teams, folk gaaes, and regular children's games. ECONOMIC The tribe is responsibl e for getting mi1k delivered for lunch. Setting up lunch tree and devising a 111eans of taking care of lunches, make purhase ~ists for essentials - toliet paper, paper towel, soap, program supplies, nakes menu and shops for picnics, parents' day and other special events. STRUCTURE Ten (10) Families Ten Chiefs - Heads of (10) Fa~ilies Five (5) Tribes - Function Gnips Five (5) Warriors - Heads of (5) Tribes One (1) Village - The entire camp *NOTE: Tribes may be subdivided according to delegated responsib ilities. �I. II. III. IV. Educational A. Read and report on African History B. Read and report on slavery in U.S. c. Read and report on past great leaders o. Read and report on present great leaders Poli ti cal A. Court B. Congress - inake Laws (Rules and Regulations) c. Village management (Maintenance) o. Village Patrol Cultural A. Prepare Village display for parents B. Set up rituals c. Plan talent sbow Recreational Organize sports A. B. ( v. PI.an swimning Economic 1. Buying 2. Milk distribution A TYPICAL DAY AT CAMP 9:30••••••••••••••••••··•••••••••Board Bus 1O:00-11:OO ••••••••••••••••• Neet in Family 11:OO-12:OO ••••••••••••••••• Work in Tribes 12:OO-1:OO ••••••••••••••••••••••••••• Lunch 1:OO-2:OO •••••••••••••••••• Tribal Activity 2:OO-3:OO ••••••••••••••••• Return to Fanily 3:00-3:3O ••••••••••••••• Board Bus for HoMe 3:30 ... .•.•...•.•. •.....••..• Arrive at PSH BUDGET ( TRANSPORTATION INSURANCE MILK FOOD-SPECIAL EQUIPMENT STAFF: SUPPLIES T-SHIRTS DAYS 1 Director 1 Asst. Director 10 Chiefs-High School 5 Warriors-Club Leaders �YOUTH ORGANIZATIO N �YOUTH ORGANIZATION PURPOSE Plyioouth Settlenent House proposes to organize the youth, ages 15-25, in our coamunity, the Russell Area. The general purpose of this organization is to create a "vehicle" by which our youths aiay become actively involved in specific prograas and projects focused on creating a healthier social climate in our coM1Unity. The organization will also serve to strengthen the individual's self inage and personal worth, as well as the community's, by virtue of the positive accomplishments it will achieve. OBJECTIVB One of the pri~e objectives of the Youth Organization is to develop a CODplete "awareness" in the comaunity ••• an awareness of the issues regarding urban renewal, education, politics, housing, recreation, employnent, and all other such issues that directly or indirectly affect the health and welfare of the conmunity ••• an "awareness" of the various private and public agencies; and nost im,portant the awareness of the potential strength of the conmunity itself in effecting positive social change that would result in a healthier Russell Area. PLANNING AND EDUCATION Another focus of Youth Organization is program planning and education. The youths are provided the opportunity to plan their own progra~ projects and activities: Dances, field trips, co ■munity foru~s, etc ••• The most important emphasis is planning for tomorrow helping each youth to prepare vocationally for tomorrow. This requires working individually with each youth to help hin choose a "nission" in life which is in keeping with his or her talents or aspirations. (There are educational resources, books, slides, fil• strips, etc ••• available, however, we do not have the 1JOOney to purchase). YOUTH ORGANIZATION PROJECTS 1. Russell Area Housing Survey 2. Out-reach to conmunity Senior Citizens 3. Male Youth Coached 12 and Under Basketball League 4. Plan and Financed Trip o Grand Canyon s. Established Teen Exchange Prograat - Zebras 6. Car Washes for Chest Campaign 7. Served as Leaders in Children's Progra~ and Canp 8. Tutoring for EleMentary Children �TASK FORCE The neeci of older and nore experienced persons to give guidance and assistance in the organization's endeavor to accowplish these goals was acknowledged early in the establishaent of PVO. It was agreed that we should have a Task Force or a group of interested, skilled, and able people who would sincerely co111imit themselves to th~ Program. They are persons with a workable knowledge of printing and journali s u, that assist with the newspaper. AGE LEVELS•••••••••••• •••••••••••••••IS and UP MEMBER OF PARTICIPANTS •••••••••••••• 50 MAXIMUM PLACE •••••••••••••••••••• PLYMOtmi SECCND FLOOR TIME •••••••••.••••••••.• .•••••••••••. 6: 00 P.M. DAYS •.•••••••••••••••••• ••••• THREE DAYS A WEEK STAFF Ann Beard - Super~1~~r Blaine Hudson - Staff Chester Grundy - Staff �TEEN EXCHA NGE CBNTE R PROPO SAL I. PROBLEM The relative paucity of establish nents where teenager s can gather for recreatio nal and cultural activitie s. II. PURPOSE A. To provide a segment of the teenage populatio n with a project that is their own. They will be responsi ble for locating and putting the building in working order. After the establish ment has been opened, the teenager s will handle the caintena nce of the building . III. IV. B. To provide a conmon neeting place for exchange s between Black and white groups, giving each group equal responsi bility in running the establish ment. c. To help create a sense of responsi bility in youths and thereby establis h lines of communi cation and 1111Utual respect with the adult world. PARTICCIPANTS A. Youth - The youth that will be mainly responsi ble for the running of the establish nnent are members of a newly formed group of Black and white youths that cane together as a result of a recent retreat sponsore d by the Louisvil le Council on Race and Religion . This group consists of approxim ately 25 Black and white youths between the ages of 14 through 19. They are now actively involved in the recruitm ent of other intereste d teens. Though they would, run it as a surface to all teens and particip ation of the teen center group. However, this group will be responsi ble for drawing up and helping in the enforcem ent of the rules and regulatio ns which will govern the operatio n of the establish nnent. B. Adults - Two (2) full-tin e adult supervis ors must be hired and will be present whenever the establish ment is open. Addition al adult supervis ion will be provided on a voluntee r basis by parents of the teens and staff nembers from the Council on Race and Religion and Ply1t10uth Settleme nt House, each of which have been instrume ntal in bringing this youth group together . A night watchnan will also be hired. Bookkeep ing will be handled by Plymouth Settlene nt House, through their Youth Organiza tion Account. STRUCTURE A. Hows of Operatio n - (1) Weekday - the exchange center will be open four days during the week (Closed Mondays) from 4:00 P.M. to 11:00 P.M., except Friday when it will remain open until 1:00 A.M. (2) Weekends - the exchange center will be open Saturday fron noon to 1:00 A.M. and Sunday fron 6:00 P.M. TO 11:00 P.M. �B. Supervision - (1) Adults - as already mentioned, two full time adult supervisors will be hired, and will possess keys to the building. Teens will not be allowed in the building except during operating hours when supervision is present. When club neetings are held, they also must be supervised by an adult, and will be confined to one neeting roo~, not the use of the whole center. (2) Youth - the club members will rotate jobs throughout the week. For example, one week a group of three mdght be .responsible for the overall maintenance of the neeting rooms, while the next week they would be in charge of storing the recreation equipnent, and the next week in charge of collecting fees from pool players. The jobs will be such that there will always be a club representative present at the center, but not so extensive as to necessitate the presence of all members at all times. C. Services - depending on the size of the building used, we would like to offer the following services: (1) A dining Roon - this room would house all the vending nachines (Sanwiches, potato chips, candy, soft drinks, etc ••• ) and a nu~ber of snall tables and chairs. There will be no selling of items froa behind a counter, and all food can be purchased fro ■ the vending machines. The pop machine will contain cans, not bottles. (2) Pool Roo~ - one teenager will be assigned to supervise pool roon activities each week. Pool will cost five-cent (5¢) per person per gase and participants will be required to take turns. In other words, an individual cannot spend a $1.00 and ten play the next 20 gaimes. (3) Dance Hall - there will be a roon with a juke box provided for dancing. If the dining area is Iarge enough, this could be so utilized. (4) Reading Roon - preferably an upstairs room, which will be used for reading - rules sinilar to those in a library. (5) Gane Roon - A roon used for cards, checkers, chess, etc ••• (6) Music Listening Roo~ - An upstairs roon used for quiet 111Usic listening and conversation. Record players will be provided, and individuals using facility will supply their own records. (7) TV Roon (8) Conference Roon - to be utilized for club meetings and group discussions. (9) If there is roon, we would also like to include a ping pon table and pin ball machines. �V. NBBDED Building - we have investigate d several areas and would like to have the center located in one of these four areas: MATBRIALS A. 1. Across fron Plyll1l0uth Settlement House at 1623 West Chestnut 2. On Broadway between 18th and 19th 3. Downtown 4. 38th and Broadway - the ex - "Happening " B. Vending Machines - vending Bachines can either be purchased or rented with nonthly expenditur es about the sane in either case. Plynouth Settlenent House has had some experience with them, and has indicated that they pay for the~selves without difficulty , and usually provides a nice profit. c. Juke Box - the juke boxes are rented and pay for themselves . D. Recreation al Equipment - to be provided by Plymouth Settleiment House and other local agencies. It will be the responsibi lity of the teenagers to locate resources for such equipnent. Money will not be requested for the purchase of such equipnent. E. Record Player and TV - Plynouth Settlement House has agreed to provide the center with one of each. FINAL NOTE We hope that this Exchange Center can nerely be the starting point for the develop~en t of a chain of exchange centers through the city. The youths involved in the developsen t of this proposal and this plan are cognizant of the inherent proble~s in organizing and controlling a center such as the one described in this proposal. We are also aware ·. !- a that past projects such as this have failed due to the inability of youths to discipline the behavior of other youths, and their unwillingness to accept adult supervisio n. This exchange will be run with the following rules and regulation s paramount in the minds of all youths that take part, and any nenber of the organizing group that fails to live up to and enforce these regulation s will bedisnisse d. Though a final list of rules and regulation s has not as yet been developed, we recognize that ~any similar facilities have been destroyed by allowing the use of alcoholic beverages and drugs within the preaises. This will not be allowed at this establishn ent and it will be strictly enforced. If it is not enforced, and we recognize that enforcenen t nust come from youth as well as adult supervisio n, then it will sinply necessitat e the dissolvement of the Center. We, and the comnunity organizatio ns that support us are ready to take these risks and accept these responsib ilities. We are asking you to give us the guidance, leadership , and financial assistance necessary that will provide us with the opportunit y for handling these responsibilities. The plan you have before you is by no aeans complete, and details will have to be worked out. We request your profession al help in the developmen t of these details, and any assistance you can offer us in developing a progran that will not only meet the needs of Louisville teens, but will avoid the very realistic pitfalls of such an endeavor. �ESTIMATED BUDGET STAFF 1. Two (2) Adult Superv isors 40 Hr/week - $2.00/H r. $80/Wk. = $4,160 X TOTAL YR. 2 $8,320 2. Night Watchna n - could possibl y live in or two people could do split shift - 60 Hr/Wk or 30 Hr/Wk if two do the job @$1.75/ Hr - $105/Wk = $5,460 3. Additio nal Adult Superv ision will be provide d by staff me~bers from Plymout h Settlen ent House, the Louisv ille Council on Race and Religio n, and parents . An upkeep of Buildin g, aside fron skilled labor costs will be the respon sibility of the teenage club menbers , under adult supervi sion. EQUIPMENT I. Vending Machine s - All food and drink distrib uted by machine s. Past experie nce shows that these machine s pay for thensel ves. They can either by rented or bought on a imonthly installm ent. Initial outlay of capital would be no lit.Ore than $100. 2. Juke Box - In-Kind Contrib ution 3. Pool Table - In-Kind Contrib ution 4. TV, Record Player - In-Kind Contrib ution 5. Library Books - In-Kind Contrib ution BUILDING 1. ( If Rented fron $125-$2 00 nonthly Minimu~ for one year =$1,500 Maxim1m for one year =$2,400 2. If bought: 3. Monthly Upkeep: Electri city, Water, Phone, etc ••• $45/ll!!Onth = $540/yr . $7,000 outlay, plus $4,000 for rennova tion = $11,000 ESTIMATED BUDGET: Buying House. •••••••• •••••••• •••$24, 420 ESTIMATED BUDGET: Renting for I year @$124/llrOn ••••• 15,920 (Minimum) ESTIMATED BUDGET: Renting for 1 year @$200/mon ••••• 16,820 (Maximu n) �C~ISIS JI~ OGI~ RIll �INDIVIDUAL SBRVICES PROGRAMMING ( GfBUDSMAN SERVICES ON THE CG1MUNI1Y LEVEL I. Social Services The Crisis Progra1111 provides provessional social work on the comunity level to individuals and families in crisis. The focus is on assisting the individual and/or fanily to ~eet and solve the crisis problem. The services include counseling problen areas such as marital conflicts, parent-child relationships, juvenile delinquency, health, housing, financial and any other situation or condition that would require the caseworker's assistance. Along with social work services, a conplete referral service is provided in the conn.unity. (The full and effective utilization of such agencies as Family and Children's Agency, Chi ld Guidance Clinic, Legal Aid, Public Assistance and Health Clinics by the community residents will be the goal of this service.) The service will not end with a simple referral; but will provide a clarification of the agency function, assistance in imaking the final contact with the agency and a follow thmgh to ascertain if the agency has net the need of the resident. II. One of the Crisis Program services to the coD!llft•u ni ty is to create an awareness of the various governnental agencies such as the Health Departnent, Planning and Zoning Commission, s~all Clai~s Courts, the Federal Wage-Earners' Plan (ch. 13 of the bankruptcy law) and all other federal, state and local agencies that have a direct or indirect effect on the individual and/ or the comnunity. The staff will also be able to assist the individual and connunity to obtain information regarding the exact purpose of the agencies and their policies of operation, and the laws by which they are governed. Further, he would assist the individual and/or coanunity to utili ze these resources to their fullest extent when needed. The Crisis services would also include the development of the comnrunity's awareness of its potential strength in affecting Federal, State, and Local AdDinistrative decisions that will directly or indirectly affect the comnunity. He would be concerned with the education of the conmunity toward using such civic tools as the vote, the petition, and the request for public hearings; and the organization of the co•llltlnity resources to the point where their collective strength would be effective. III. Referrals to the agency's Consumer Education progran and the development of consuner strength in the comnunity with the goal of obtaining better goods and services per dollar would be a Crisis service. This service would include assisting individuals and groups to evaluate and conpare different vendors as to their prices and services, and to organize consuner groups to strengthen their bargaining power in purchasing. �A second part of the consuner service would be the education of the individual and the community regarding legal contracts such as insurance policies, chattel aortgages, smiall loans, purchase contracts. This service would help the individual to understand his obligations and commitments to the contract; as well as his rights therein. A comiplete understanding of the contract will help the individual to be in a better position to decide if a new contract is beneficial to hin; and enable him to challenge points of an existing one. t �OUTL INE S OC I AL D I A G NOS I S BASIS OF CONCERN A. What behavio r or failure to functio n gives us the right to enter this situatio n? I. B. II • F O R Before PSH, what had been attempt ed in treat•e nt, and what had been the respons e? FAMILY PROFILE Note: Attitud es and feeling s belong in every section along with overt behavio r. Define strengt hs as careful ly as weakne sses in each area of functio ning. A. Home and Househo ld Practic es 1. Physica l facilit ies 2. Houseke eping standar ds B. Econo~i c Practic es 1. Source and amount of family income 2. Job situati on (Nature of work, e111.Ployrment pattern , job satisfa ctions, irritan ts and frostra tions) 3. Use of l!lOney (Adequa cy of income, how well is money ananaged ; who control s the purse. Priorit ies in spendin g the 010ney; anount of debts, etc.) C. Social Activit ies 1. Informa l associa tions (Nature of contact s with the extende d fa~ily, friends in and outside of the neighbo rhood, recreat ional activit ies, etc.) 2. Fornal Associa tions and Social · Status (Menber ship in church clubs, organiz ations, unions, etc., family' s feeling s about their social status. ) D. Health Practic es 1. Health problen s 2. Health Practic es (How are the health problem s being met, how does the faftily protect the health of its member s?) E. Care and Trainin g of Chilren {If Applica ble) 1. Physica l care (Food, clothin g, cleanli ness, etc.) 2. Trainin g methods (Ideas of how childre n should behave: What things do childre n do that parents like? How and by whon is approva l shown? What conduct is disappr oved? How and by who~ are li~its set and enforce d? Are parents consist ent in training, and do they work togethe r in trainin g?) �F. Fallllily Unit and Emotional Atm,osphere of Hoae 1. Marital relationship (Past history, present status, closeness of ties, conflicts, extra-narital relationships) 2. Relations between parents and children 3. Relations among children 4. Family solidarity (Degree of fa~ily cohesiveness, likenesses or differences in values and · beliefs which make for unity or disunity; for exanple, how ~uch do the parents agree or disagree on what is right or wrong in the behavior of the children? What things do the fanily do together, such as recreation, eating meals, etc ••• ) G. Individual Behavior and Adjustment Describe the individual famiily imembers by giving a brief sketch of appearance, personality, and behavior, drawing on school reports, psychiatric summaries, test results, police and probation records, etc ••• , as well as your own observations of capacities and linitations. How does the individual perforn · in his various roles; i.e. the nan as father, husband, wage earner, etc ••• , or the child as family ~ember, student, menber of peer group, etc ••• ? H. Relationship to Plynouth Settlement House Worker Describe inter-action between worker and fanily. How was the worker received? How was the statenent of purpose for coning given; and how did the family respond? ( How has the developing relationship been felt by the worker and by the fanily? To what extent are they working together in seeing and working on the problem. I. III. Use of Conmunity Resources Ways in which the fanily sees and uses the church, school, health resources, social agencies and recreational agencies. WORKER EVALUATION OF THE FAMILY AND PLANS A. Diagnostic Summ-ary Relate the preceeding sections to the family's ability to deal with problem on the various levels, i.e., in the prinary family, with the extended family, people and institutions of the community. What are the strengths 3nd healthy areas of fa■ily functioning? �Estintate the personality factors which might enhance or limit social functioning. B. Treat1111ent Plan What objectives does the worker see? What objectives does the fanrily see? What is the family-worker partnership to do? What inmediate step is each partner to take? �s E N I T I z E N s �SENIOR I PROGRAM BACKGROUND Historically, Plymouth Settlenent House served the youth, a priority defined by community need and money. In September 1965, planned progrannming for older adults was initiated through the provisions of the OEO Act of 1964. At that tine, a Collllllunity Action Commission survey revealed that there 4,427 persons, 19.6% of the total population, who were over 60 years of age living in the Russell Area and that 51% of the total had incomes of $3,000 or less per year. Confiriming this earlier survey, a door-todoor canvass of 1,227 persons, 55 years and up, made in 1965 by Plymouth's staff pointed up the needs: finance, recreational facilities, knowledge of and use of community resources, opportunity to provide sone meaningful service to the comt111unity. And a review of Plymouth Settlement House records two years later revealed 21% of the 2,489 aged persons who requested aid were dependent on Public Assistance as their sole neans of survival. Quoting a recent newspaper article (Louisville Times, January 19, 1971) "many of the residents of the predontinately Black commmity are living on some form of public assistance or are employed in jobs that pay below or just barely above the federal poverty level of $3,600 annual incolll'e for a family of four". It further states that unrest in the co111t11unity has been the result of inadequate city services: social services, transportation, police response to calls for help, etc. Because of these, deficiencies in the area of najor services of public agencies, pressure is exerted on local agencies, such as settlentent houses and area councils to meet the needs of the comlll!Unity. PERSONS SERVED Although the rural senior adult is understandably isolated by distance and communication facilities, the urban aged are also isolated fro~ their community by fear, lack of knowledge, money and the belief that no one cares. Project Hope os Plymouth Settlement House 9peaks to the needs of the older adult who lives in the Russell Area, where 60% of the housing is substandard, economic inconre is low, public health and recreational facilities are non-existent. PROGRAM FUNCTION Meeting the needs of the senior adults, 55 years and older, demand a basic, rounded prograa which is coordinated with other local agencies in the comnrunity and is in accord with the Comnrunity Chest, the GreaterLouisville Council of Senior Citizens, Inc., Ky. Association for Older Persons, Inc. and the Ky. Co~nission on Aging. The project provides opportunity for self-expression, creative and recreational activities, as well as encouraging the older adult to take particular interest in hi~self and his conmunity. SCHEDULE Using the fornat of daily daytine classes, Plymouth Settlement House facilities are open from 10:00 A.M. until 2:00 P.M. for progra~: �MONDAY AND TUESDAY •••••••••••••• ••••••••••••• CERAMICS Beautiful and useful articles hand-crafted WEDNESDAY • •••••••••••••• •••••••••••••• ••••••••• SEWING Dress•aking with ~aterials furnished THU~DAY •••••••••••••• •••••••••••••• ••••••••••• CRAFTS Creative and decorative iteas for gifts and home FRIDAY •••••••••••••• •••••••••••••• •••••••• SENIOR CLUB Games, trips, neetings, lunch, programs OPERATION Requiring only a one dollar annual me~bership fee, Plylll'Outh supplies all ~aterials used in the classes and helps to naintain the project through donations and the sale of articles produced. In addition to the regular classes, senior adults, especially ~en, are invited to "drop-in" for gall!es, T-Viewing and fellowship. One staff nrember is in charge of the progranr of coordinating activities, purcha.c;jng supplies, and volunteer inst~uctors along with other duties. Although most of the volunteers working in the progran live outside the area, the prograar has developed the leadership qualities and proficiency potential of seniors sufficiently to serve as instructors and aides in their own program. PROJECTIONS Further development of the talents and vast potential of older adults outside their progran is a prilllle projection for the future. An often forgotten entity, the retired nran whose interests lie outside the regular program will share in Plynouth's focus for the future. Through cooperation, coordination and planning with local and public agencies, a comprehensive health facility for senior adults is an achievable goal. Tragic in their isolation and object poverty are the senior welfare recipients who are home-bound and who live alone. Almost as cut-off from nor~al human behavior through rejection, a sense of uselessness and disinterest are many aged residents of nursing homes. Plymouth's Senior Progran hopes to launch a project of recla~ation for these lost, lonely lives through an outreach program of visitation and planned activities. �r SPORTS AND RECREATION �SPORT S RECR EATIO N AND We are proposin g a Progran of activitie s which will encompas s our entire conminit y. These activitie s will range fron organize d sports and recreatio n to inforaal activitie s, such as teen nights, to physical fitness classes. We will include in our prograa those fro~ eight years old to senior citizens . The idea is to have pro- gram,s and activitie s that the people of the co■nunity want to have. A progra• of activitie s such as we are proposin g is soreiy needed. You can look througho ut the colllfflunity and see that activitie s of ~ny The entire program is kind for any age group are sadly lacking. collllll'Unity centered and oriented . We hope to become cognizan t of the desires and wishes of the coanmunity and then respond to those desires. We believe that through a program of activity sports and recreatio n, the resident s will have~ focal point around which they can build pride in and a sense of being a part of the comrunit y. In attemptin g to have a progra■ of this nature, we realize that one person could not possibly do an adequate job. to implemen t our program we nrust count upon voluntee rs. Therefor e, We will need somewher e between 10 to 15 voluntee rs to carry on a quality program. We are looking for people who are especial ly intereste d in youth and who have certain skills and talents that an activitie s program such as ours will need. We have contacte d the Voluntee rs Bureau, colleges , and the Universi ty of Louisvil le, and are in the process of contactin g the resident s in the area. We have also been in contact with certain a.e n's clubs and organiza tions. The worker's function will be to coordina te the activitie s, nake contacts with business es in our area, to present the programs �to them and where financial help is needed, try to get them to back us with money. to work. It is also planned to have a Task Force with which The Task Force wiil be composed of a cross section of people •••• business~en, educators, ministers, and residents from the area. Each person will be chosen because he or she has a certain quality or knowledge which will enhance our activities progra~. The ~ain function of the Task Force will be as advisors and resource persons. We will fteet at least three tines each year and as many other ti~es it is deemed necessary. The way in which we are proposing this progran, both the volunteers and the Task Force will paly a vtal and important role. There are sone relevant facts and figures that should be pointed out at this time and perhaps you can see why we are so concerned about activity sports and recreation prograns for our community. In a report by the President's Commission on Law Enforceoent and Ad~inistration of Justice entitled, "The Challenge of Crime in a Free Society", we find so~e very pertinent infornnation. NuRerous studies have revealed the relationship between certain deprived areas, particularly the slums of large cities, and delinquency. It is very significant that the delinquef'.CYrate per 100 population of the Russell Area is 6.0 as opposed to 2.9 for the coMmunity of Louisville. Shaw and McKay have ~ade studies on different national groups, Irish, Polish, Italians, and their nrovement from the inner-city to better neighborhoods. For all of -t hese groups the delinquency rate was highest in the center of town and lowest on the outskirts. McKay found that Black delinquency rates decreased fro~ the center of the city outward. Another point which is very relevant to our situation is this, it has been suggested that delinquency correlates more with the consistency of affection �the child rece ives from both pare nts than the cons isten cy of the disc iplin e. In our co1mm1nity we find that child ren unde r eigh teen not livin g with both pare nts is 44.3% of the tota l as oppo sed to 14.8% for Jeffe rson Coun ty. Among othe r thing s the Conm issio n recom nend ed that effo rts, "both priv ate and publ ic shou ld be inte nsif ied to: inrpr ove hous ing and recre ation faci litie s and deve lop acti vitie s that invo lve the whol e fa~i ly". In a surve y cond ucted in Augu st of 1969 •••• by Plym outh, it was found that out of 884 home s 358 said a recre ation prog ra~s were most need ed for the age grou p 13-1 9 and 179 said a progr am was need ed 9-12 age grou p. Thes e findi ngs only subs tanti ate our beli ef in the need of an acti vitie s prog ra~. Beca use of the way in whic h we are prop osing to work with in our comm .tnity by invo lving the resid ents , espe ciall y the yout h, in actu al plan ning and impl emen ting the prog rams they want ; the prog ress at firs t will be slow . Ther efore , we feel it is impo rtant to have some imme diate prog rams avai lable , at leas t for our yout h. Our idea is to becom e invo lved in activ ity spor ts the year roun d. We are pres ently invo lved in foot ball. Next year the tean will be our enti re resp onsi bilit y. Plym outh Sett lene nt Hous e orga nized the firs t bask etba ll in the Russ ell Area whic h is now oper ative with the Russ ell Com,munity Scho ol. We are look ing for a plac e to have a weig ht lifti ng prog ram. As we move into next sprin g and sunm er, we are think ing in term s of an olym pic type track meet , a tenn is progr am and base ball tean s. �Our needs are nany and varied. We are hoping to interest and involve the businesses more in the future to help provide the additional DTOnies need to support a complete year round progran. Our i•mediate needs are footballs, basketballs, uniforns, weights and in some instances a place for practice and playing the games. This is quite a venture for Plymouth, especially since our funds and staff are so limited. We feel we 111Ust try, for unless our residents and tnlOre specific, the youth, are presented with progralll'S and activities where they can spend their energies wisely and constructively, they Gay turn to a more unacceptable and destructive way to use that energy. WINTER EVENTS MONDAY 3:30-5:30 5:30-7:30 7:30-9:30 Boys and Girls Basketball Age Groups Boxing Training Period Card Playing - Adults Only TUESDAY 4:30-6:00 5:45-7:45 6:00-9:00 7:00-9:30 Physical Fitness Traning - Ladies Weight Lifting Ping-Pong - Pool (16 and Over) Card Playing - Adults WEDNESDAY 5:00-8:30 5:30-7:30 5:00-9:30 Swi~ming Programs Boxing Training Pool; Ping Pong THURSDAY 5:00-7:45 5:45-7:45 5:00-9:30 5:00-9:30 Adult Exercise - Weight Watchers Ladies Weight Lifting Card Playing Ping Pong, Pool FRIDAY 6:00-8:00 6:007:30-11:30 Bowling League Movies Teen Dance �***************... *********************************************************** * * * * * * * * * * * * * * * * * I * * * * * * * * * * * * * * * * I * * * * * * * * * * * * * * * * * * * * * * * _ _ _ L.L 17/J'(LLL IL~ & I" ...iJ.. * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * ******************** **********~********* ******************** **************** t ti L �\ PREFACE �PLYMOUTH'S COMMUNIVERSITY ------------ -INSTITUTE FOR ADULT PROGRAM "The ghetto is f'erffllent, paradox, conflict, and dile111tna. Yet within its pervasive pathology exists a surprising human resilience. The ghetto is hope, it is despair, it is churches, and bars. It is aspiration f'or change, and it is apathy. It is courage, and it is def'latism. It is cooperation and concern, and it is suspicion, coinpetitiveness, and rejection. It is the surge toward assimilation, and it is alienation and withdrawal with the protective walls of' the ghetto •••• the pathologies of' the ghetto community perpetuate themselves through cumalative ugliness, deterioration, and isolation and strengthen the Negro's sense of' worthlessness •••• giving testimony of' his impotency." ••••• Dr. Kenneth Clark - oark Gh~tto "What white Americans have never fully understood -- but what the Negro can never forget -- is that white society is deeply implicated in the ghetto. White institutions creates it, white institutions maintains it, and white society condones it." ••••••• Report of' the National Commission on Civil Disorders PREFACE The above quct e s establish the mood and the causal factors of' today's ghetto. Institutional racis~ and its conco~itant results plagues almost all inner-city communities today. Certainly this is a reality f'or the ghetto conmunity in which Plymouth Settlement House is located. Plymouth is located in the middle of' the Russell Area, th~ number one poverty target area in Louisville. The 'impact of' institutional racis~ has been felt by all, but probably most by those who live in the metropolis, or inner-city areas, the black man. As Whitney Young has stated, "Whatever �sya:ptoc of social disorganizatio n you may look at in the urban setting, slum housing, poor sexvices, health problems, delinquence, or whatever it may be -- it turns out that it affects black people more than any other group, that the black population is the hard-core". The repercussion of racis~ expresses itself on the settlement house level. The feelings are brought to the settlement aceo~panied with a fervent desire to do something about it, but frequently impotent, having no tools, support, or power to effect any meaningful change in the situation. Harold Weisman and Henry Heifetz in their article "Changing Program Emphasis of Settlement Houses: Social Work, states that "The leaders of the early settlement movement saw a need to combat the 'system', as a means to achieve the social reforms they saw were needed." They further purport that "Priorities must be set and, given the problens of lowincoar.e areas and the need for institutions to deal with these problems, that settlement houses should be pri~arily adult-centered institutions." Nathan Wright in his book Black Power and Urban Unrest agrees with this priority. "The peculiar growth pattern of urban problems would suggest that any truly rehabilitative program must, of necessity, begin with the adult environment. By starting with the adult environment, an immediate change in power relationships is possible, and new resources are built in without any further daNging postponement for the natural and indigenous development, undergirding and continuance of programs for thechildren of the poor. It is important here to recognize that when the poor are equipped to handle their own children, not only have we begun to develop Black Power, but we have started to place all of society on a self-supportin g basis for the economic and moral good of all. But when others provide for their children's need, no increase of �wanted Black Power, as a creative necessity in the lif~ of th~ poor, is thereby affected." ( �( THE NEED FOR BDUCATION �- - ------- THE NEED FOR EDUCATION As the de11t0graphic data indicates, the average grade level in the Russell Area is 8.3, and the high school drop-out rate fantastically high. However, these data do not give a clear indication of the need for education. Experience in working with school-drop-outs brought to our attention the fact that more than half of the schooldrop-outs' parents were thelll1Selves drop-outs; that most of the parents wanted their children to get an education but were hostile thelfl!Selves toward the institutional school because schooling was not a gratifying experience for the~. S011re adult residents cannot read or write. Aside from the negatis~ of fornra.l education, there are l!!Ore subtle implications which flow through the conmunity. Insurance collectors make a fortune on the ignorance of our people of buying insurance. Credit which can be an asset if properly used is a menace. buying is an unknown. Cooperative Few know housing codes or more drastically, most do not know where the city housing inspection departnrent, urban renewal, and city-planning departMents are located. The demographic sketch of the Russell Area is unknown and also embarrassing to most residents who resent living in the number one poverty area, living amidst the highest crime rates, lowest educational level, highest unemployables and under-employed. In essence the residents are dwelling adllllidst the explosive ingredients which cause urban unrest and yet they do not have the basic tool to begin dealing with these inimical forces which beset their community. I (A comprehensive knowledge of the community.) �( NE E D ( F O R HE R I T A GE �NEED FOR HERITAGE "A person - or a race - who has been forced to be ashame of his identity cannot easily accept himself simply as a human being and surrende r either the supportiv e group identific ation or hostility toward those in our communi ty." At our last resident caimp with fifteen junior high school youths, we pondered the question : "What sex and color is God?" The entire group saw God as male, however, two-third s of the group saw God as white. (The last three youths probably would have given the same answer but they got the i111pressi on that the group leader did not want God to be white so they said he was either Black or no color at all. The significa nce of the answer is that our youths could not see the nost powerful and influent ial figure in their lives as Black. The figure who shall control their ultimate destiny was not seen in their own image but in the image of the white man. This lack of self-ima ge is not uniquely settled just with our youths; it is a communi~y syndrome . Most of the communit y believes that tomorrow is controlle d by an outside force and that change will occur without and, in m,ost instance s, inspite of them. Unfortun ately this outlook is unconsci ous. To be1 sure, it is the by-produ ct of the past and reflects the historic al relation ship between whites and Blacks where whites have been in control. But if our communit y is to move into Anerica' s mainstrea w it must involve itself in future planning : collectiv ely. individu ally and This is possible only if it is able to abstract gifts from the past. A Black Heritage PrograR is a must. �P U R P OS E �PURPOSE This project proposes to establish a Center for Adult Urban Life. The programs emanating out of this Center would augment the ; H activities of the agencies community organization conponent. T ere- fore, its prime purpose is educative, featuring progra~s in basic adult education, consumer education, leadership training, image programming (Black Heritage), consum,er demonstrations, and institutes I in welfare right~, housing and tenants rights, arts, music and dranra. Plymouth is dedicated to residents who need: 1. 2. 3. 4. s. 6. 7. 8. ( 9. 10. retraining in livihood techniques basic functional literacy skills to be taught to add to productiveness of a fr~e society a vehicle through which to find a substantial measure of personal growth and fulfillnrent to be salvaged from the relief market cultural enrichment and a vocational training the liberating sense of utility and purposefulness a new self-image and a lucid understanding of the historical past to plan and act in their own beh~lf for a better tomorrow knowledge of their rights as citizens of th~ cemmunity to develop leadership skills and be involved in changing the community As we reflect upon the content of the program we proffer the community, it is apparent that we are placing emphasis o" education. Our children and youths learn about themselves, their strengths ~nd weaknesses, their talents and capacities for leadership and soci~lization, their heritage and future potentials. They learn about the condition9 of the community and what they can do about it. We teach the~ to CLAIM themselves and their community. I The adults in our commmunity will be provided the opportunity to re-claim what our children are helped to clai~. The COMMUNIVERSITY must emphasize that it is never too late to acquire the knowledge, skills, and tools for shaping a better tomorrow. �THE CENTER The Center will be in the Settlement House open from 6:30 p~m. to 9:00 p.m. three (3) days per week. THE PROGRAM CONSUMER EDUCATION: This program will be geared to educate the participan ts as how to get the most for the dollar spent. It will feature the following: A. Package Purchasing B. Credit Buying c. Homemaking Demonstrat ions Others will be added as they emerge. BASIC EDUCATION: Basic Education is needed by adults who are uneducated , miseducate d or interested in informally furthering their education. These programs will feature: A. Basic Reading, Writing, and Arithmetic B. Typing C. English D. Creative Writing LEADERSHIP TRAINING: Community self-determ ination is the goal of this phase of the prograa. The contents will be geared to persons with leadership ability and interest. These programs will be featured: A. Know Your Community B. Community Organizati on c. Tools for Self-Deter mination D. Study of Local, State, and National Community Projects Community Politics IMAGE PROGRAMMING: The goal of this program is to evaluate the Black man's past and presentvic tim-image and to imbue the participan ts with a new victor-ima ge. This will be done: 1. To help participAn ts change their thought patterns and attitudes of being black. �( 2. To view the Black man's heritage subjectively using the pedogorical tools of lectures, papers, and table topics. 3. To provide the participants with the biographic materials available to obtain a broader understanding of Black Heritage. 4. To develop a relationship between the Black past with the Black experience today. 5. To establish a collective motive for involvement in working to reform conditions in the Russell Area. �I NS T I T UT B S �WELFARE RIGHTS INSTITUTE There is a large constituency of adults in the Russell Area who receive welfare but who are in fact unaware of their rights in spite of their desire to know. In addition the County and State Welfare Depart~ents are frequently initiating new projects, policies, and procedures which need explaining and clarity. A. The Elizabethean Poor Laws B. The Social Security Act c. The Federal Categories D. ·Kentucky Welfare Laws E. MSSD ( F. The Nixon Plan G. Guaranteed Adequate Income H. Food Stamp Program HOUSING AND TENANTS RIGHTS A. Louisville Jefferson County Housing Codes B. Leases and Housing Contracts C. F. H. A. D. Rent Supplement Progra~ E. Tenant Rights INSURANCE Though daily life has been tough, a decent burial is the least that one can expect. Our residents are usually exploited by insurance companies. To be sure, life insurance is a high priority item in the community. This institute is intend~d to help Russell residents learn how to buy go6d insurance. A. Life Insurance B. Ter~ Insurance * Institutes will last four weeks. �c. Endowment Policies D. Premium Payments E. Large Companies VS Small Companies ARTS AND DRAMA These institutes are intended to develope a forum for fr~e expression. The content will be developed by the participants. STAFF Two staff members will co-direct the Center. They will s~rv~ to secure class and institute leaders, and instructors, schedule institutes and coordinate activities. A secretary wil 1 serve to type, mimeograph and correspond with the participants. Number of Participants: 75-100 �BUDGET PERSONNEL 1 Basic Education Director 1 Institute Director 1 Secretary-Cle rk SUPPLIES Program Supplies PERCENT OF TIME COST 50% 50% 50% $4,000 4,000 2,500 EASIS OF COST $5.00 per student $2,000 TRANSPORTATION Sta:ff Field Trips 100 miles per worker :for 12 months 8 trips - $40 Rental Fee EQUIPMENT POSTAGE 300 1,000 (18 mailings) 425 PRINTING TELEPHONE 200 300 20 per month 240 RENT & UTILITIES 1,200 SUBSCRIPTION 200 -DUES ?OO *GRAND TOTAL -B � https://d1y502jg6fpugt.cloudfront.net/34455/archive/files/dfb555e3dc6da3cca254098a71445ddf.jpg?Expires=1785369600&Signature=tFmNMn56ODAgCPcofkczabM2SezbgpB5tl-LJsiawveW5HWaVfhDEr-zTaZtVwIWEp345hq0odT%7EYhhLbKENo5F2QQSaefdtwCIqox2ChMfngbyJ5-J6vIdnIYJ79rKYYyge0nYg9x45pmDfpsz8LRcZALpvLzLgSyqlM7bjr-pPy0RIRn7UBQqRFPE6meZnnM7W%7EVAIP3hhNEw9mJComakXlYASClsFdgSoja2fxu9rzx74xjoQvnjPAK9IJMKwiGQ9xqO3102vluLJFFt-Bg4yqcd9qWX-YD4abssT5b0rVXVjLDrVm1CDrkcWqQ9pf4bGSKKtQFgOPmAyFdytcg__&Key-Pair-Id=K6UGZS9ZTDSZM 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For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Plymouth Congregational Church (Louisville, Ky.) records, circa 1916-1977, 1992 Subject The topic of the resource Plymouth Congregational Church (Louisville, Ky.) Description An account of the resource <span>The collection consists of twentieth-century records of Plymouth Congregational Church, founded in 1877 in Louisville, Kentucky, and the Plymouth Settlement House, which opened in 1917 as an extension of the church’s mission. The church and settlement house were located next to each other in the Russell neighborhood at the corner of Seventeenth and West Chestnut streets. The church’s membership was primarily made up of middle- and upper-class Black families, and the settlement house provided social services to neighborhood residents. Included in the collection are board minutes, correspondence, annual reports, and publications.</span><br /><br />Only a selection of the records have been digitized; see the finding aid to learn about the entire collection: <a href="https://filsonhistorical.org/research-doc/plymouth-congregational-church-louisville-ky-records-ca-1916-1977/" target="_blank" title="Finding Aid" rel="noreferrer noopener">https://filsonhistorical.org/research-doc/plymouth-congregational-church-louisville-ky-records-ca-1916-1977/</a> Creator An entity primarily responsible for making the resource Plymouth Congregational Church (Louisville, Ky.) Source A related resource from which the described resource is derived Mss. BA P738, Plymouth Congregational Church (Louisville, Ky.) records, The Filson Historical Society, Louisville, Kentucky Date A point or period of time associated with an event in the lifecycle of the resource circa 1916-1977, 1992 Language A language of the resource eng Type The nature or genre of the resource Collection Identifier An unambiguous reference to the resource within a given context Mss. BA P738 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 20th century Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Mss. BA P738, Folder 09, Item 09 Source A related resource from which the described resource is derived Mss. BA P738, Folder 9, Plymouth Congregational Church (Louisville, Ky.) records, The Filson Historical Society, Louisville, Kentucky Title A name given to the resource Plymouth Settlement House Relevance for the 70's Creator An entity primarily responsible for making the resource Plymouth Settlement House (Louisville, Ky.) Description An account of the resource The "Plymouth Settlement House Relevance for the 70's" is a 61-page booklet that details the policies and objectives of a settlement house operated by Plymouth Congregational Church in the Russell neighborhood of Louisville, Kentucky. The booklet also describes the services, programs and organizations for children and their families and senior citizens, summer camps, financial and governmental aid, sports and recreation, and education. The estimated budget for many of the programs and church are documented. Date A point or period of time associated with an event in the lifecycle of the resource 1970s Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1970s 20th century Subject The topic of the resource Plymouth Settlement House (Louisville, Ky.) Kentucky--Jefferson County--Louisville African Americans African American churches United Church of Christ Social settlements Recreation Camps Religious education of adolescents Religious education of teenagers Religious education--Activity programs Sports--Organization and administration Crime prevention Adult education Religious education of adults Consumer education Protestants Christians African American Christians Russell (Louisville, Ky.) Kentucky--Jefferson County--Louisville--Russell Rights Information about rights held in and over the resource In Copyright This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). http://rightsstatements.org/vocab/InC/1.0/ Property rights in the collection belong to The Filson Historical Society. The Filson Historical Society can provide high-resolution scans of original source materials from its holdings for non-commercial and commercial use. To learn about this process, visit https://filsonhistorical.org/collections/order-reproductions/ Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource report pamplet Language A language of the resource eng