Learners investigate and share information about environmental organizations, particularly around the Flint Water Crisis, to compare and contrast how the three sectors differ in their purposes, goals, and achievements.
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Unit: Environmental Groups and the Three Sectors
Unit: Project on Poverty and Homelessness at Sea Crest School
What is a famine and what are its effects? Students read and write an "interior monologue" response.
Unit: Mighty Pens: Writers for Positive Change
Through persuasive writing, young people build awareness and invite action for change about an issue. Typical writing forms may include essays, editorials, feature articles, or speeches.
This lesson guides learners as they inform a public audience about philanthropic acts that enhance the common good. The learners write newspaper articles that describe acts of service and volunteerism in their community.
Unit: Generosity of Spirit Folktales
All cultures have practices and customs regarding hospitality, or how we treat guests. In these folktales, we learn about different expectations and degrees of these customs and how travelers test the limits of hospitality and feel the effects of their host's generosity.
Learners explore character traits and life lessons through folktales from various American cultures. The stories illustrate the impact of "paying a debt forward" rather than "paying it back."
Unit: Character Education: Respect (Grade 6)
Learners define respect and explore the meaning of self-respect and respect for others. They explore the relationships between respect and prejudice, bias, racism and stereotype.
Unit: Soup's On in Our Community
Based on the recommendations of the soup kitchen guest from lesson one, young people decide how they will take action to help address a need. They may donate canned food, volunteer to serve lunch, bring games to play with children at the soup kitchen, or make bowls to sell as a fundraiser. This...
Unit: Tolerance (Private-Religious)
The learners will review the tolerance skills/characteristics necessary to discern and promote tolerance. They will also identify situations that call for tolerance in their daily lives.