The learners view works of art that advocate for social change and find that art can influence social change. The learners select an issue of human rights and create a work of art that represents the issue. They write a paragraph of explanation about their work.
The conversation centers on bringing individuals together in community, as they learned from Dr. Martin Luther King, Jr. We each have individual strengths, and we are stronger together as we share our hopes for a world united in generosity for all. The children bind individual pages together...
A concept known in Hebrew as tikkun olam practices the idea that everyone must play a role in perfecting the world. Modeling the concept of tikkun olam as a collaborative effort helps youth understand that they can shape their surroundings.
Learners walk around their neighborhood parks observing plants, use of space, and ways to make the shared space better. They problem-solve about things they can do and then interview and survey others to get ideas and permission to take action.
We build empathy and respect for people and giving traditions by listening to stories and traditions of present-day Native Americans. Participants practice listening and taking notes to capture key ideas.
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 write to pen pals in a different community and discuss ideas related to a service project. For example, the pen pals may plan and monitor a canned-good donation project.
Children get inspiration from a story about kindness and community, and they identify acts of service and kindness (philanthropy) they can do for people they care about.
Young people use their voice to speak up for injustice and take action for the common good.
In this lesson, learners describe what a group looks like that has a high level of trust with each other.