Service to the Neighborhood

Grades: 
9, 10, 11, 12

Students explore the concept of social responsibility and create art to build connections with “neighbors.”

Lesson Rating 
0
Duration 
PrintOne 45-Minute Session
Objectives 

The learner will:

  • define “my neighbor” to include the people they learn and work with, live near, and share the world with.
  • define social responsibility and express it through art.
Materials 
  • Painting supplies (paint, brushes, paper), presentation software on computers, and/or videocameras 
Vocabulary 
  • tolerance: sympathy or indulgence for beliefs or practices differing from or conflicting with one’s own; the act of allowing something
  • acceptance: generally approved; the act of taking or receiving something offered; believing
  • social responsibility: the belief or ideology that a person has an obligation to act to benefit society at large. This responsibility can be passive, such as by avoiding engaging in socially harmful acts, or active, such as by performing activities that directly advance social goals
Reflection 
  • What feelings do you have about your art as an act of service?
  • What feelings do you hope your art will inspire in others?
  • What can we do locally and globally to promote tolerance and acceptance of people who are different?
  • How can we encourage people to look for similarities and to see differences as strengths? How can you communicate with others who care about this issue locally and globally? How might you get others to care about and act on this issue?

Instructions

Print
  1. Anticipatory Set:

    Ask students what they envision when you ask them to picture their "neighborhood." Give them a minute to think, then share their understanding of neighborhood with a partner and then the whole class. Ask the students to expand their idea of neighborhood to include all the people they and their families and friends come in contact with at work, school, and through technology. Tell them that the world is "growing smaller" because we are connected through technology with diverse people all over the world.

  2. Tell students that our neighborhoods are changing due to migration and political changes. It is important to become knowledgeable about the diversity of our neighborhoods, cities, and country because as the world grows “smaller” we are going to depend on each other more for our environment, our health, and our economy. Valuing the diverse experiences of our neighbors promotes the common good.

  3. Ask:

    • What does it mean that the world is growing smaller?
    • How will we depend on each other more in a smaller world?
    • What skills do we need to prepare to work and live in a smaller world?
  4. Discuss social responsibility. Social responsibility is the belief or ideology that a person has an obligation to act to benefit society at large. This responsibility can be passive, such as by avoiding engaging in socially harmful acts, or active, such as by performing activities that directly advance social goals. Ask students to share the responsibility they feel and how they think they can act on this responsibility to bring neighbors together and connect around issues of tolerance and unity.

  5. Challenge students to consider how artists provide a service to their community and world, particularly in response to tragic situations. Discuss their observations.

  6. Have each student create a painting or other art form (song, dance, poem, sculpture) that reflects social responsibility in the world. Students should select an issue that they feel compelled to act on and to illustrate the action they will take to benefit society at large. The art may also be in the form of a photo essay, painting, presentation, play, song, rap, film, or other creative expression. Their artwork may inspire responses of Hope, Beauty, Compassion, Tolerance, Diversity, Tranquility, Unity, and/or Love from its viewers.

  7. Discuss what they will do with their art. They may create a display in a public area with explanations or auction it off as a fundraiser for a related charitable cause.

Cross Curriculum 

Each student creates a painting or other art form (song, dance, poem, sculpture) that reflects social responsibility in the world. Students should select an issue that they feel compelled to act on and to illustrate the action they will take to benefit society at large. The art may also be in the form of a photo essay, painting, presentation, play, song, rap, film, or other creative expression. Their artwork may inspire responses of Hope, Beauty, Compassion, Tolerance, Diversity, Tranquility, Unity, and/or Love from its viewers. Discuss what they will do with their art. They may create a display in a public area with explanations or auction it off as a fundraiser for a related charitable cause.

Philanthropy Framework

  1. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 05. Philanthropy and Government
      1. Benchmark HS.3 Identify the relationship between individual rights and community responsibilities.
  2. Strand PHIL.IV Volunteering and Service
    1. Standard VS 01. Needs Assessment
      1. Benchmark HS.1 Identify a need in the school, local community, state, nation, or world.
      2. Benchmark HS.2 Research the need in the school, neighborhood, local community, state, nation, or world.
    2. Standard VS 02. Service and Learning
      1. Benchmark HS.1 Select a service project based on interests, abilities, and research.
    3. Standard VS 03. Providing Service
      1. Benchmark HS.1 Provide a needed service.