Youth explore the effects on themselves, the community, and the world if the government failed to provide U.S. children with an education.

Children hear a true story about a woman who performs a brave act related to education for the common good. They identify the benefit shared by the whole community. They define philanthropy and common good.

Participants will view a video about a girl named Carly who is a refugee forced to leave her home. They will discuss the problems Carly faces in her journey to find a safe place to live, draw inferences as to why Carly had to flee from her home, discuss in what ways the groups Carly met showed a lack of acceptance, and recall how Carly was treated by the groups she met while searching for safety.

Students explore the legacy of George H. W. Bush and how he has contributed to the common good as part of his lifelong commitment to service and through his Points of Light initiative. The students work in small groups to answer questions and present to the class for discussion. Each student writes a tribute to someone he or she knows who inspires civic action.

Students define and give examples of government philanthropy. They compare and contrast the four economic sectors. Small groups research a historical example of government philanthropy or civic action and write a persuasive piece to advocate for an issue related to government philanthropy.

Students view primary documents to explore public policy on service. They make meaning of the government role and citizen responsibility in civic action. They make a personal plan of service based on their available time, talent, and treasure.

In this lesson, young people compare the communications and strategies of Malcolm X with those of Martin Luther King, Jr. They discuss the causes, effects, and ways to address racism through a discussion forum. They plan and hold the forum in the community.

Writing letters to government officials is an effective way to take a stand on an issue. Young people use advocacy as a form of service. 

Young people discuss the need for and examples of nonviolent conflict resolution. They promote the idea of taking action for change by organizing a rally for nonviolence. 

In this lesson, students define serial reciprocity as "paying it forward." They compare the concept of paying it forward (serial reciprocity) with the work of Dr. Martin Luther King, Jr. They brainstorm issues and campaigns they can address to make an impact that ripples forward as a result of their influence.