Selecting an Issue—Which Problem Will We Tackle?
  1. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 07. Skills of Civic Engagement
      1. Benchmark HS.1 Utilize the persuasive power of written or oral communication as an instrument of change in the community, nation or the world.
      2. Benchmark HS.4 Analyze and synthesize information to differentiate fact from opinion based on the investigation of issues related to public policy. Discuss these issues evaluating the effects of individual actions on other people, the rule of law and ethical behavior.
  2. Strand PHIL.IV Volunteering and Service
    1. Standard VS 02. Service and Learning
      1. Benchmark HS.1 Select a service project based on interests, abilities, and research.

Students will select the Academic Service-Learning project.

Duration: 
PrintOne to Three Forty-Five Minute Class Periods
Objectives: 

The learner will:

  • analyze and synthesize the information they have gathered about the issue they are studying in order to draw conclusions about the nature and scope of the issue.
  • develop initial ideas for projects that would be appropriate in addressing the issue of concern.
  • identify the information needed to finalize projects and develop a plan to gather the information
Materials: 

Service Learning Proposal Worksheet, (Attachment One)

Instructions: 
Print
  1. Anticipatory Set:

    To refresh their minds, ask one or two students to remind the class which topic was selected for study when the class last discussed the Service-Learning project. Elicit a few of the reasons why this topic was selected over others.

  2. Lead a class discussion that allows students to share what they have learned about the problem. To accomplish this goal, call on students and have them identify the article read and what was learned about the issue. After each student’s presentation, the most important facts from the article should be listed on the board. After calling on several students randomly, ask for volunteers to talk about information they found that adds to the information already on the board.

    • Divide the class into groups of five to six students and have each group complete the Service-Learning Proposal Worksheet (see Attachment One).
    • Allow five to ten minutes for Question One, then have each group read their list to the whole class so they get an impression of the total pool of skills. (Students may need prompting. They tend to underestimate skills and overlook things like musical skills, typing, basic vocational skills, arts and crafts, sports, etc.). By the end of the hour, make sure each group has answered Questions Seven and Eight (what they need to know and who specifically is going to get the information for the fourth week). Make sure each group turns in a completed worksheet by the end of the hour.
Assessment: 

Evaluate the successful completion of the Service-Learning Proposal Worksheet which must include the answer to each question including a specific Service-Learning project and a proposal for gathering the information needed to make a decision on the feasibility of the project.