Grades:
K
1
2
The young people reflect upon themselves as community members and use descriptive language to give themselves meaningful names.
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Unit: Selflessness in Community
Unit: Food for Thought: Hunger around the World
Grades:
9
10
11
12
Learners describe good nutritional practices and make a plan to eat healthy.
Unit: Generosity of Spirit Folktales
Grades:
9
10
11
12
When life is at its most difficult and grief is great, a generous sacrifice can move the spirit toward life again. In these folktales, two Inuits face death with a truly generous spirit.
Unit: Growing an Environmental Steward
Grades:
9
10
11
12
Young people research the ecosystems around their own homes, school, and community, so they can be better informed stewards about conservation.
Unit: Character Education: Respect (Grade 8)
Grades:
6
7
8
Learners acknowledge that aligning with groups can promote belonging as well as conflict and power struggles. They discuss and write about ways to include and show respect for people with different identity traits.
Unit: Character Education: Caring (Grade 6)
Grades:
6
7
8
Students brainstorm simple acts of kindness and design a bookmark as a reminder.
Unit: Character Education: Trustworthiness (Grade 8)
Grades:
6
7
8
In this lesson, learners describe what a group looks like that has a high level of trust with each other.
Unit: Character Education: Respect (Grade 6)
Grades:
6
7
8
In this lesson, we recognize that we all have biases and privileges. It is helpful to be aware of them so we see them as part of our identity and not a reason to judge or discriminate.
Unit: Grow Involved 3-5
Unit:
Grades:
3
4
5
Children listen and respond to a biography of Dr. Martin Luther King, Jr. They discuss the importance of kind acts and service to others. They reflect on a quotation by Dr. King and apply it to their own lives.
Unit: Writers as Activists
Unit:
Grades:
9
10
11
12
Students will recognize the linguistic strategies that Alice Walker uses in her introduction to Anything You Love Can Be Saved that persuade readers to believe in her causes, and thus begin to think about techniques that they can use in their own activist writing.