In this critical thinking activity, participants sort ideas and make observations about the difference between the nonprofit sector and the for-profit sector.
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Unit: Nonprofits in Our Community
Unit: Rights and Responsibilities
This lesson emphasizes the importance of voluntary action for the common good based upon student understanding of one's rights and the corresponding responsibility to protect them.
Unit: Refugees: Finding a Place
Participants will view a video about a girl named Carly who is a refugee forced to leave her home. They will discuss the problems Carly faces in her journey to find a safe place to live, draw inferences as to why Carly had to flee from her home, discuss in what ways the groups Carly met showed a...
Unit: Money and the Common Good
Discuss and debate the issues related to fast fashion, its impact on people and the planet, and how the issue can be addressed to promote responsibility and the common good.
Unit: One Person's Trash
The learners identify a common area where trash accumulates and plan a clean-up project.
Unit: Constitution Day
Students identify the components and rationale behind the Constitution, with a particular emphasis on philanthropy. This lesson is designed for Citizenship/Constitution Day (September 17) and connects students to the community-building focus of the Constitution and how it relates personally to...
Unit: Compliments Can Change the World!
In response to the book, Thank You, Mr. Falker, the children identify the negative effects of bullying or exclusion. They explore the effects of positive treatment and respect for others.
Unit: Character Education: Respect (Grade 6)
Learners define respect and explore the meaning of self-respect and respect for others. They explore the relationships between respect and prejudice, bias, racism and stereotype.
Unit: Be the Change: Homelessness
The learners build on their understanding, seeking actual facts and statistics about homelessness locally and nationally.
Unit: Motivated to Give
Youth identify motivations for giving and social action in the community. They compare research-based motivations of adults and youth. They write a persuasive call to action for an issue of their choice based on the motivations they learned.