After reading two stories, learners compare and contrast the attitudes, actions, and impact of the main characters. They reflect on some essential questions: What does it mean to be a philanthropist? What does it mean to be an environmentalist? What does it mean to be a good steward...

Reviewing current political cartoons related to justice, equity, and racism, learners identify how language and humor act as a form of social action. They create their own cartoons or statement promoting or showing the damage of one of these themes.

Participants identify the impact of humans on lakes and rivers. They explore ways to take responsibility to protect the waterways.

Children learn that the community has four sectors: business, government, nonprofit, and family. The children may walk through an area in their local community to identify which sector is represented by different places. As an alternative, they may look at a local map. 

Children get inspiration from a story about kindness and community, and they identify acts of service and kindness (philanthropy) they can do for people they care about.

Young people convince others to take care of the beach or protect the Earth. They write an essay or make an advocacy poster. 

Young people use their voice to speak up for injustice and take action for the common good.

Youth reflect on the lessons they have learned through building cultural competence in this unit. They identify an adult they trust to have critical, or difficult, conversations. 

In this activity, participants explore the work of several nonprofit organizations. They contact a local nonprofit organization to learn more about their organization, what they do, and how young people can help. 

This lesson examines the connections between the five basic guaranteed rights in the Bill of Rights and their corresponding responsibilities. Participants explore the natual consequences of fulfilling, or not fulfilling, responsibilities connected to their rights.