Settlement houses aimed to improve the lives of community members by addressing social challenges and promoting social welfare. In this lesson, we explore how they addressed the needs of the community where government efforts fell short. Many communities still have similar programs....
With similar motivations to present-day refugees, African Americans moved north in the mid-1800s to escape slavery and unsafe living conditions in the South. Detroit was an important location where Conductors on the Underground Railroad helped thousands to cross the Detroit River into Canada. In...
The Free Breakfast for Children Program of the 1960s exemplified mutual aid and differed from traditional charity while still being a form of philanthropy. We discover and learn how the people of a community most affected by issues, including young people, are sometimes the most able to...
In this lesson the learners will be introduced to some of the individuals/Heroes whose acts of tikun olam provide important models. Having developed a better understanding of tikun olam based upon Sefer Yetzirah and other classical and modern sources on the topic of how the...
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.
We examine the authority to act, whether the authority comes from self or government. This lesson looks at our rights and responsibilities in the founding documents of our country. We discuss the purposes of the Constitution, Preamble to the Constitution, and the Bill of Rights.
Learners make a talent chain for the group. This is a representation of the many strengths and talents each learner brings, making the whole group strong. A children's book sparks a joyful idea for community members to connect over art, and the learners establish a relationship with people at a...
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.
Young people will compare and contrast the philosophies and work of Dr. King and Gandhi. They will determine a service they can provide to promote peace and nonviolence.
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.