Participants view pictures of families around the world with the food they eat in a week. Through awareness and discussion, they view cultural and regional differences. They discuss the health, cost, and distribution of food around the world.
We look at two examples of art connecting diverse people. The first example is a man who connects people around the world by dancing badly and capturing cultural expressions of dance and community. The second example is an artist who leaves free paintings around Boston (and then around the world) to encourage people to be kind to others. We discuss ways to pay forward kindness and connect diverse people through art.
Children interview and write a story about a person in their family or community. They share their stories to celebrate the unique differences in people in the community.
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.