In this lesson, we explore the importance of each person's right to vote and the injustice of limiting that power.
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In this lesson, we explore the importance of each person's right to vote and the injustice of limiting that power.
Learners explore personal identity traits and discuss how a community is strengthened by similarities and differences among them. They each write a biographical poem using the provided template and their discussion notes.
Youth make a plan as empowered and responsible members of the civil society to take action to prevent bullying behavior while being sensitive to the people involved, from the victim to the bystander to the bully.
In this lesson, learners explore and address the following questions: Who are the minority voices of the past and how has the civil society sector stepped in to protect their rights? What actions were effective? What public policies are in place to protect them? Who are the bullied today and what policies and practices should be in place to protect them? Why is it our responsibility as people with civic virtue to take action?
The learners define bullying and describe the impact on victims, bystanders, and the whole community. We explore how bullying behavior can be a civil rights issue when it makes school a place that isn't fair and safe for all. They create a survey and poll members of their school and family communities to determine a snapshot of the status of bullying.
The learners reflect on a literature book written from the viewpoint of someone who used to bully others, Confessions of a Former Bully. They analyze the data collected from their survey to determine how bullying behavior affects their school. They learn that addressing bullying behavior in their community is an act for the common good, also known as philanthropy. They form groups and develop skits that illustrate "tools" for addressing the behavior.
Learners take action for the common good to promote kindness in their school. They give smiley stickers to others or create posters to display around school with messages that promote kindness or teach people how to respond to bullying behavior.
Learners role-play responses to bullying behavior and start to brainstorm ways to promote kind behaviors at school and decrease bullying behaviors.
Learners define bullying and describe what bullying behavior looks and feels like. In contrast, they experience the feelings of being helpful and nice to peers when they need it.
Learners identify the different roles people take in the cycle of bullying. They share their observations about bullying situations and discuss why taking action to address bullying behavior is good for the community.