To show students that everyone is part of the big picture and that the skills needed to take care of a small community of individuals are similar to those needed to care for a larger community. 

This activity can be done at different times...

The youth compare and contrast the uses and aesthetics of dirt and pavement groundcover. They define permeable and impermeable ground surfaces and discuss the merits of each in relationship to the environment.

The learners organize a clean-up event in a defined area that needs work. They may use garden tools, collect garbage, or clean up dirty or graffiti areas. 

This lesson explores the language of disability and the importance of asking people about themselves with curiosity rather than treating disabilities as taboo. We learn to use people-first language. 

Recognizing that each person has their own story as complex and meaningful as one's own, we build empathy and connection to others. When we take care of our own worries, needs, and joys, we can be better balanced for collaborating with others for a better world. 

The youth reflect on basic needs that may be difficult to meet when one doesn’t have a home. They take action by creating personal hygiene kits or asking a local nonprofit how they can help support their efforts to assist people who are homeless.

Students design a plan to make themselves and their school community healthier. They brainstorm what it means to get moving and exercise, and they see that increasing physical fitness activity is good for everyone and brings a community together. Students will choose or design a service project...

The learners will review the tolerance skills/characteristics necessary to discern and promote tolerance. They will also identify situations that call for tolerance in their daily lives.

We observe how power and privilege are used to keep African American families oppressed even after they were freed from slavery.