Learners define bullying and identify the effects of bullying behavior on the individuals involved and the larger community. The learners create a survey or use another method to collect and report on the perceived status of bullying behavior at their school. They survey students, school staff, and families.
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.
In this activity, the learners discuss and illustrate what it means to show respect for their personal identity, values, and emotions.
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.
Using a brainstormed list of health and safety issue areas, participants design and implement a survey. They poll a group of friends and family to determine what health and safety issues are of greatest concern in their community.
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?
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.
The learners define environmental stewardship and determine what they care about related to the environment.