Students present their projects to the whole class and reflect on the presentations. Students discuss action they can take through service-learning.
This lesson consists of research and project-work days. Students will work through the various worksheets in their groups, developing their projects while relying on what they learned in previous sessions. They use a decision matrix and work collaboratively to fine-tune their solutions. Students conduct independent and whole group research based on the list brainstormed in the KWL.
Discuss concepts of public, private, and civic responsibility, and set the stage for explaining the project criteria. Students begin working in groups to discuss ideas for their projects.
Students view a film and explore facts and research about hunger. They brainstorm what they know and need to know (KWL). Then, they receive a challenge in the form of a letter to research and propose solutions to food insecurity related to food production.
In this two-session lesson plan, students are introduced to the VING video project. They have the opportunity to create a brief video as an application to award someone they admire $1,000 as a needed boost. This lesson guides discussion of why and how to take action for the good of someone in the community. A lesson in mini-grantmaking with a powerful impact on students and community.
Students learn the purpose and roles of leadership. They examine other leaders and determine which traits they value for their foundation. They use a decision-making model to select leaders.
What is the value of a name? Students discuss the meaning and purpose that is communicated in the name of an organization and the names of people.
Students identify needs in the school and community and have a discussion about the advantages and disadvantages of keeping the areas of focus for their foundation open or defined to a narrow focus (e.g., addressing environment or poverty). The advantage of an open foundation is the ability to fund a variety of projects based on the varied interests of students. The advantage of a focused foundation is to concentrate money and efforts on one specific area of problems, and students propose a variety of ways to address it.
Timelines show progression of events and may be used for planning, to learn from history, or to document events in a life. Students examine different timelines and create a timeline to plan the life of their student-run foundation.
Students research what nonprofit organizations are in their regional community and study their purpose and what is in their annual reports. They clarify the differences between a nonprofit and for-profit organization.