Through a fable, learners discuss how generosity improves the quality of life in their communities.
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Unit: Encouraging Community Engagement
Unit: Challenging Social Boundaries
Through two readings, we learn about racist attitudes and practices in the transportation systems that were supported by Jim Crow laws in the 1940s South. When Rosa Parks refused to give up her seat, it was a final stand after years of injustice and continuous acts of protest. We learn how her...
Unit: Forced to Flee and Find a New Home
Young people investigate, plan, and facilitate a service-learning project that benefits refugees in their community.
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Unit: Character Education: Responsibility (Grade 6)
The learners examine the responsible choices of Lorenzo de Zavala who was a leader in Texas and a signer of the Declaration of Independence.
Unit: Project on Poverty and Homelessness at Sea Crest School
Students will learn about federal social service programs over time and SNAP, the food assistance program.
Unit: Tikkun Olam (Private-Religious)
Learners will identify, define, and demonstrate an understanding of the Hebrew phrase tikkun olam from a moral and religious standpoint.
Unit: Character Education: Fairness (Grade 7)
In response to the story of Rosa Parks and the Montgomery Bus Boycott, learners reflect on the barriers and challenges to addressing an unfair situation. Given a list of ways to respond to unfair situations, they match them to a list of unfair situations.
Unit: It's Goin' Down; The Rain Forest
Learners identify ways for individuals, nonprofits, and governments to take action against excessive destruction of the rainforests of the world.
Unit: Community Connections
The identification of the services provided by for-profit, nonprofit and governmental organizations and the drawing of community map that not only identifies the various services provided by these community organizations but also maps areas of need in the community form the intent of this lesson...
Unit: Community Health and Safety
Participants gain exposure to how citizens organize in response to a need. They observe the benefits of group cooperation. They review data they have collected from surveys and work in collaborative groups to identify focus areas for the service-learning project.