Unit:
Grades:
9
10
11
12
This lesson will provide a forum for the learners to actively participate in a project that will allow them to become stewards of and advocates for the environment.
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Unit: Air Today, Air Tomorrow
Unit: Be the Change: Core Values
Grades:
9
10
11
12
Students explore and demonstrate leadership and service qualities, reflect on the qualities of a leader and create and donate a children's book.
Unit: Sand, Sand, Everywhere Sand
Grades:
3
4
5
The purpose of this lesson is to demonstrate to the learners that everyone has a responsibility to be good stewards of the Earth.
Unit: Philanthropy—Essential to a Democratic Society
Grades:
9
10
11
12
Learners recognize the value of nonprofit organizations and identify how nonprofits meet citizen needs when government can't.
Subjects
Unit: Advise and Consent
Unit:
Grades:
6
7
8
Now familiar with how a community foundation serves the community, the learners form a Youth Advisory Committee and use parliamentary procedure to conduct business.
Unit: Character Education: Integrity (Grade 8)
Grades:
6
7
8
Lesson Five provides learners with reflection opportunities using quotes about integrity and the student's life experience....
Unit: Tolerance (Private-Religious)
Grades:
9
10
11
12
Learners will define the term tolerance and examine their reactions to given social situations that call for tolerance.
Grades:
9
10
11
12
The learners will review the tolerance skills/characteristics necessary to discern and promote tolerance. They will also identify situations that call for tolerance in their daily lives.
Unit: Urban EdVenture Course by the Westminster Schools
Grades:
5
To have students identify the things that are important in their lives as a means of finding a “passion” or “passions” the class holds in common. Students will then identify causes that deal with an issue related to their shared passion. This will guide the teacher in selecting and promoting...
Unit: Power to the People through Action
Grades:
9
10
11
12
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.