The learners view works of art that advocate for social change and find that art can influence social change. The learners select an issue of human rights and create a work of art that represents the issue. They write a paragraph of explanation about their work.
Young people read or watch the stories of individuals (motivations, background, values) who have received the Nobel Peace Prize and analyze the importance of their actions for the common good.
In this lesson, learners read the true story of Cynthia Ann Parker who was born in a white family and raised by Native Peoples. They look for and discuss the examples of respect and disrespect for Cynthia and the Native culture she was raised in.
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.
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.
Youth explore the effects on themselves, the community, and the world if the government failed to provide U.S. children with an education.
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.
Students explore how charity and philanthropy address hunger and poverty.
We learn a little history of the painters Van Gogh and Gauguin who were driven by a need to give of themselves to others through art. Participants study the techniques and draw their own portraits. They make a gift of the portrait to someone.
Students read about the Orphan Train and compare and contrast how that philanthropic effort has evolved today.