Learners discuss the word homeless and how it is used in a sentence (as adjective and noun). After reading an article about homelessness by Anna Quindlen, they discuss a respectful way to use the language that describes a group of people who are vulnerable...
In a persuasive essay, learners describe the responsibilities of American citizenship and the cost of freedom. They connect how philanthropic action is a part of those costs. “Freedom isn’t free. It passes on an enormous debt to the recipient.”
Students will distinguish the nonprofit sector from the for-profit sector.
We define civic virtue and give examples of ways to exhibit civic virtue for the common good.
Working with current statistics, youth articulate the repercussions of rainforest destruction and how this destruction may personally affect them if deforestation continues at its present pace.
Small personal actions can be first steps in a life of service and civic engagement. Voting and civic action are small examples of responsible citizenship. Advocating for what we value is a demonstration of a citizen's rights.
The group collaborates to plan, carry out, and reflect on an authentic service project that meets the health and safety needs of the community. This is based on the needs assessment conducted through surveying community members in previous lessons.
This lesson examines one way a lack of self-awareness can play a role in perpetuating racism and prejudice. Learners identify ways they can advocate for justice and kindness.
Learners explore the contributions and recommendations of Benjamin Franklin as a person who engaged in active citizenship.
By comparing lightbulbs, young people learn about technology, energy conservation, and personal responsibility. Their personal choices can impact family energy costs and reduce the amount of energy consumed for the common good.