Learners define bullying and identify the effects of bullying behavior on the individuals involved and the larger community. The learners create a survey or use another method to collect and report on the perceived status of bullying behavior at their school. They survey students, school staff,...
Learners identify the different roles people take in the cycle of bullying. They share their observations about bullying situations and discuss why taking action to address bullying behavior is good for the community.
Analyze quotes by Martin Luther King, Jr, about being loving and inclusive. Design posters to encourage action and diverse community building.
Participants will survey members of the community (school or local area) to determine a need, write proposals to satisfy the need, consider doing an optional one-day fundraiser to help fill that need, serve on a board of directors or a youth advisory...
Learners compare the meaning of justice with fairness and distinguish the meanings of fair, just, equal, and equitable. They write a definition for each term and display it on the wall for the duration of the unit.
From history we know that working in community (not on our own) is the best way to make change. Young people explore the work of nonprofits related to equity and social justice.
Researching from the perspective of one type of scientist, youth become experts on the attributes of a tropical rainforest as well as the threats to its health and impact on the globe. Youth work in teams of four to make a collage poster and presentation.
Learners role-play responses to bullying behavior and start to brainstorm ways to promote kind behaviors at school and decrease bullying behaviors.
This lesson introduces the learner to some of the resources--individual, organizational (for profit and non profit), and governmental-- available to provide forewarning/alert, preparedness programs, as well as relief during and in the aftermath of natural disasters.