Last year, 15 students in the Montpelier (Vermont) High School's Advanced Placement Spanish class paid class-time visits every week to a nearby dairy farm. They interacted with the Mexican laborers by conversing with them in Spanish, having picnics together, and playing cards and soccer. As the students advanced their Spanish verbal skills, they also befriended the workers, helping to ease their feelings of loneliness. Identifying a community problem or need and helping to solve it via student-led initiatives is at the heart of service learning. This is exactly what the 15 students did by forging bonds with the migrant workers. The Montpelier project is an example of the teaching strategy that combines service activities with learning objectives. Another example is the Raymond project of the Raymond School District in Franksville, Wisconsin, in which approximately 100 fifth- and sixth-graders in 2010 made no-sew blankets and sent them overseas to Chinese students left homeless by a series of earthquakes. The yearlong initiative involved social studies, math, and science and reading lessons about China and natural disasters in general. The author says where service learning is the norm in school districts, the end result is usually student empowerment.