Learners will define poverty by listing its characteristics and effects. They will identify organizations which serve those who are in poverty. They will analyze the Universal Declaration of Human Rights and determine whether poverty is a violation of the document’s principles.
Students will utilize primary source material to identify three key ways that both Native American societies and our early government promoted leadership in their citizens.
Learners identify their personal values/beliefs and compare them to the values/beliefs of their peers. They discuss how their values influence their decisions about personal action for the common good.
Focus Question: How does an individual use personal interests...
To work together, see the big picture, and think about the connection between individuals in the group as students participate in the activity.
Author: Urban EdVenture Faculty
Students explore attributes of the community in which they live. They compare rural, urban and suburban communities and attempt to classify their own community.
Using the themes and content of geography, learners examine and demonstrate knowledge of cultural elements and traditions of selected nations of the world and how they impact philanthropy and stewardship in world regions.
After designing their own philanthropic projects, students will select one service project to implement. Learners will collaboratively select and design a service plan for implementation and assess their designed service plan using a learner designed rubric and project reflection.
The purpose of this lesson is to acquaint the learners with the four different types of desert regions and their physical characteristics.
This lesson focuses on the language of human rights. Learners examine the Universal Declaration of Human Rights and analyze the rights from a personal perspective. They discuss how well they perceive that the rights are enforced.
The class will examine and reflect on the Universal Declaration of Human Rights as it relates to respect....