Students determine which community need should have greatest priority. Once a priority need has been determined, students research organizations that address that community need. The research process will use a student-generated list of questions.
The learners will survey local community members to see what changes they feel are needed in the community, and determine how they feel marginalized, disenfranchised and disadvantaged groups can make positive changes for the common good.
Students reflect on what symbols and words communicate who they are. They design a T-shirt that reflects their personality, thoughts, and ideas. This represents their role in a world or community they make better by their actions....
Students brainstorm simple acts of kindness and design a bookmark as a reminder.
Students explore the components of the Preamble of the U.S. Constitution and apply them to their own lives, 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...
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.
Now familiar with how a community foundation serves the community, the learners form a Youth Advisory Committee and use parliamentary procedure to conduct business.
Participants identify and compare the different roles of the four sectors of the economy (government, business, nonprofit, and family). They identify which sector does what and observe how they approach differently the sometimes overlapping...
Youth develop an understanding of the value of a service learning project as they realize their responsibility to contribute to the community in positive ways.
Youth will experience the pride of producing a finished book. They will realize the value of their contribution to the community. Finally, they will celebrate the hard work and efforts that made their project possible.