The groups wear their headdresses and perform a Junkanoo-like parade first internally and then to entertain a group that needs cheering or to teach about cooperation and respect for cultural expressions.

In this lesson, groups work together to make their headdresses based on a common design. Each person makes their own headdress that fits the group theme but has their own style or cultural uniqueness. The groups compete against each other, so the group benefits from working together internally with a strong unifying theme.  Participants reflect on the idea of factions forming in a community, like a classroom. 

Participants will survey members of the community (school or local area) to determine a need, write proposals to satisfy the need, consider doing an optional one-day fundraiser to help fill that need, serve on a board of directors or a youth advisory committee to determine how such funds will be spent, and evaluate the project.

Participants identify and compare the different roles of the four sectors of the economy (government, business, nonprofit, and family). They identify which sector does what and observe how they approach differently the sometimes overlapping responsibilities. Participants describe the work of foundations and state the purpose of an organization's mission statement.

Music may bring joy or it may help people reflect on their feelings. The "freedom songs" may have motivated the Civil Rights activists as they sought to aid the common good, and we can bring music to someone in the community as a gift of generosity and inspiration.

Even the person viewed as the most powerful person in the world does not have unlimited power. Constitutionally, the president of the United States is limited by the "advise and consent" rule (and other checks and balances). The learners look at the importance of limiting government and identify how the common good benefits when citizens and students participate in their communities.

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