Benchmark
HS.4
Cite historical examples of citizen actions that affected the common good.
Original ID: 
2 696
Index: 
4
Grade: 
HS

In this lesson, the learners tell stories of two events in history: a current event from their own point of view and an earlier significant event shared by an older friend or relative. They compare and evaluate how philanthropy responded to each event as well as how they each disrupted education, created fear, brought the community together, and made lasting changes. They also learn about primary and secondary sources and reflect on the lenses through which history is preserved. 

With similar motivations to present-day refugees, African Americans moved north in the mid-1800s to escape slavery and unsafe living conditions in the South. Detroit was an important location where Conductors on the Underground Railroad helped thousands to cross the Detroit River into Canada. In this lesson, we use visual literacy to analyze public art monuments that commemorate historical people and the personal risks that brought people to safety in Canada. 

This secondary lesson explains what the U.S. Census is and why it is important for everyone. Every ten years, we count everyone who is living in the U.S., from babies to the oldest people. This gives our government a clear idea of who is using services and where we have growth or decrease in population. If we know who lives where, we can make sure to provide services, such as education, health care, public services, and food/housing in the needed places. 

Students organize and implement a school-based recycling plan based on research and interests of the group.

This adaptable one-period lesson plan includes a simple and powerful service project for Earth Day. The reflection brings learning and service impact together. 

Youth Activity: Participants will re-examine the definition of philanthropy and recognize philanthropic traits. They will begin to understand philanthropy and see themselves as philanthropists. Participants will begin to see themselves in a “new light” and reflect on how they may want to give of their time, talent, and treasure. They will become aware of others in the community who are philanthropists.

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?

Students explore the legacy of George H. W. Bush and how he has contributed to the common good as part of his lifelong commitment to service and through his Points of Light initiative. The students work in small groups to answer questions and present to the class for discussion. Each student writes a tribute to someone he or she knows who inspires civic action.

Students define and give examples of government philanthropy. They compare and contrast the four economic sectors. Small groups research a historical example of government philanthropy or civic action and write a persuasive piece to advocate for an issue related to government philanthropy.

In this lesson, young people compare the communications and strategies of Malcolm X with those of Martin Luther King, Jr. They discuss the causes, effects, and ways to address racism through a discussion forum. They plan and hold the forum in the community.

Young people discuss the need for and examples of nonviolent conflict resolution. They promote the idea of taking action for change by organizing a rally for nonviolence. 

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