In response to reading The Lorax, participants identify what trees give to us and all sectors of society. In response, we identify our personal responsibility for caring for trees.
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Unit: Growing Our Future
To help students see music as an art form that identifies social injustice, advocates for change, and proclaims hope on behalf of the forgotten.
To introduce students to a definition of social entrepreneurship and examples of social entrepreneurs in America.
The classroom is matched up with another classroom (or any group of people) in the country or the world. The students communicate by letter or e-mail and compare characteristics of place such as methods of transportation, weather, resources, and culture. Students will eventually work with their...
At the beginning of the year we get to create our classroom community. We get to decide how we will learn and grow and play with each other for the rest of the year. This is a new beginning for all. As we start to...
Unit: Grow Involved 9-12
Learners use visual literacy skills to analyze the components and message of an image. The students identify issues that are meaningful to them and create a simple image/message and then design a social media campaign to advocate for their issue.
Sometimes it is wise to follow the advice of others and at other times it will only bring disaster. This lesson examines stories from South Africa, Morocco, and Nigeria and character traits valued in those cultures.
Participants define what they want to accomplish for the community garden and identify a place that is available and has the right conditions. This requires research and permissions.
Students learn about the power of collaboration, especially in the world of philanthropy. They will discuss: Why would someone want to work with others? What skills and attributes does it require to be a servant leader?