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.
Students select an issue area and research on the Internet, specifically the Learning to Give briefing papers to identify philanthropists and philanthropic organizations who have an interest in addressing that issue. Using the information gained from research, students write a...
Learners use economic thinking to determine how to allocate their scarce resources for community service.
Learners research a natural disaster and examples of aid to help the affected populations. They learn the roles of the four sectors in responding to the needs. They participate in a collection campaign or other service project and learn about...
Students explore the meaning of community and describe traits of a healthy classroom community. They develop a class definition of a healthy community and learn how to promote healthy habits in the school community.
This lesson introduces the origin and purpose of Kwanzaa. Young people make a kinara, or candle holder, to use for the rest of the unit as they learn about the seven principles of Kwanzaa.
Continuing from the previous lesson, the young people learn the next four of the seven principles of Kwanzaa. They are challenged to apply the principles to their everyday lives in a way that enhances the communities to which they belong.
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.
We compare and contrast the beliefs of the three cultures explored in lessons 1-4 to one's own family traditions - similarities and differences.
When the site is selected, they make a final plan for what plants to put into the garden based on soil, location, and availability. They make a plan to seek donations of plants or funds for their garden.