After learning about the definition of respect toward self and others, we explore the idea of respect for property or the environment. 

Students are introduced to philanthropy and service-learning. They learn about different needs in the community and community organizations that address these needs. Students are introduced to the full scope of the Project Based Learning (PBL) project. This unit follows the six steps of project based learning. Students establish the "Knows and Need to Knows" for the project. They make a problem statement that drives their service. 

A positive school or community climate is made up of people making choices about how to act and treat one another. It is everyone's responsibility to follow the established social contract. To make a deliberate social contract, participants identify how they want to act together and survey the whole school population to identify what is going well and what needs improvement.

Participants gain exposure to how citizens organize in response to a need. They observe the benefits of group cooperation. They review data they have collected from surveys and work in collaborative groups to identify focus areas for the service-learning project.

Together we define philanthropy and identify health and safety issues we encounter in the community. The group creates a visual display showing issues of health and safety that are important to them.

Students define community and recognize that a class or after-school group is a community because the members share interests and goals and work together.  Focus Questions:  What is a community and what is my role? What is health and why is it important?

The participants will distinguish the difference between wants and needs and learn that many times refugees are without basic needs. They respond to a story about a refugee camp, “Four Feet, Two Sandals” and come to a consensus on a service project to benefit refugees or others in need, and plan and implement a youth-driven service project.

This lesson focuses on the language of human rights. Learners examine the Universal Declaration of Human Rights and analyze the rights from a personal perspective. They discuss how well they perceive that the rights are enforced.

The learners define philanthropy and relate it to environmental stewardship. They compare mission statements from environmental organizations and write their own personal mission statement. They self-select a group to work with to plan and implement an environmental service project.