Developing the interrelated values of community and working for the common good is the primary focus of these lessons. Learners identify and explore their roles and values in their local school community, their household, classroom, school, neighborhood and the community at large to advance the common good. Learners realize that they are concurrently members of multiple communities that may have competing or conflicting value systems. Learners gain important insights about being respectful of diversity. Application of their knowledge base through an academic service learning activity allows learners to participate, reflect and celebrate their accomplishments.

The learner will:

• organize the data by compiling the responses.
• express data graphically through Microsoft Excel Graphic Wizard^® or other appropriate software.
• make generalizations about trends and interrelationships revealed by the data.
• participate in substantive conversation.
• identify the primary community needs by exploring the needs as identified by compiling his/her data on student, class and community needs.
• select a service-learning site using the list of needs and coordinated sites addressing the identified community need and volunteer his/her time and talent.
• engage in on-going reflection through journals or daily logs, scrapbooks, essays, drawings, tapes, videos on his/her values, learning and behaviors during the lesson, service activities and final completion of the service activity.

Evaluate quizzes on use of vocabulary as developed throughout the unit. See Attachment One: Values & Beliefs Vocabulary Matching Quiz from Lesson One: Finding Self in Community.

• Complete with 85 % accuracy the Value and Belief Terms definition guide.
• Learners should list a minimum of six situation roles on guide sheet.
• Instructor recorded observations of responses and learner participation in all processes.
• Successful completion of all three attachments in Lesson Three: Valuable Data? Instructor will record observations of learners' activity while conducting the three survey components. See Lesson Three: Valuable Data? for assessments incorporating both Lesson Two: Developing a Sense of Self and Lesson Three.
• Accuracy in the compilation of survey data.
• Designing and completing a chart or graph based on data collected.
• Written interpretation of the data in document form using technical report writing techniques.
• Recorded individual responses in group and class discussion, demonstrating proficiency in analyzing and evaluating information collected.
• On-going reflection prior to final reflection essay. Learners must demonstrate the use of a minimum of two different tools of reflection.
• Reflective Essay.
• Participation evaluation for all class activities.

Letter to Parent/Guardian.

Academic Service-Learning is an effective strategy incorporating mandated curricula standards and benchmarks. Those events which prepare the learner for service, all planning, instruction in content, and reflection are included in evaluation and student assessment. Service itself is an act of the heart and spirit; therefore, it is not evaluated.