Just a Spoonful of Rights Makes the Responsibilities Go 'Round-Part II: Service

3, 4, 5

Through a service-learning activity, learners will share what they have learned about rights and responsibilities with others in their school and community.

Lesson Rating 
PrintThree 60-Minute Class Periods

The learner will:

  • demonstrate understanding of his/her rights and responsibilities as a citizen of a community.
  • determine that there is a need to inform other learners about rights and responsibilities.
  • plan a service activity to inform others of rights and responsibilities.
  • reflect on the service activity.
  • celebrate the completion of the activity.
  • Student copies of Handout One: Rights and Responsibilities--Determining the Need (in Spanish and English)
  • Mini books made during school/home connection from Lesson Two: We Are A Comm-un-it-y. I've Got All My Classmates With Me, Part II
  • Bus request and/or permission slips to walk to town library
  • Props for skits are optional
  • Disposable camera or seek permission to use a digital camera if one is owned by the school
  • Paper
  • Crayons, colored pencils or paints
Home Connection 

Celebration : Prepare certificates of achievement for participants and mail to the parents/guardians.


  1. Ask the learners how best to inform younger children about rights and responsibilities in school and in their communities.

  2. Use the suggestions to plan your service-learning activity. Use what learners identified about writing and acting out skits and drawing or painting pictures and murals to inform others.

  3. Divide the learners into groups or three or four depending on class size. Have each group select one of the rights that needs to be explained to the younger children. The outcome will be to produce a skit and visual display to present to the younger children.

  4. Pair or group learners to practice their skits. Teacher will roam to give help as needed.

  5. One group may be designated as the site managers. It would be their responsibility to write letters explaining the activity to other instructors or local librarian, asking permission to make their presentations. This activity may be done as part of each group's tasks and composite letter(s) to be sent.

  6. Logs of writing, illustrations and photos should be kept at all stages of planning and implementing as on-going reflection. At the end of the activity, a Big Book of all activities is to be compiled by the class.Site Activity: Arrange pictures, and photos around the site.

  7. A learner, who has been selected by the class, greets audience and gives them some background on what the learners have been working on, and then introduces the first skit and shows, the visuals and individual mini-books created during Lesson Two: We Are A Comm-un-it-y. I've Got All My Classmates With Me , and their scrapbooks from their reflections.

  8. At the end the audience has opportunities to ask questions.

  9. Give each audience member a piece of paper and crayons. Pair one of the class members to an audience member. Have the learners ask the younger learners to then draw one thing they learned and tell a right or responsibility they learned from the presentation. Collect these and use them for service-learning evaluation by the learners.TeacherNote : Take Polaroid or digital pictures during the performances. Try to get at least one picture of each class member.Service Learning Evaluation : Learners will use the needs assessment and compare that to the pictures and words of audience members. Have the learners draw conclusions about the success of their presentations. Have them tell what they would do differently if they had to do it again. Have them tell what really worked.


Evaluate the skits, visual arts and presentations. Ask each student to write a caption under the picture of their presentation stating what they are doing and why. As an additional final reflection, ask the learners to react to the following questions: How did you like performing the skits? Why? How did you feel while you were performing? ( nervous, excited, proud, important) Do you think your audience liked it? Why? Do you think that they learned something from it? Do you think that it will change the way they behave in their community? Evaluate scrapbook with photos and captions written by learners

Cross Curriculum 

Learners will assess needs, plan and implement a service learning activity to produce a skit and visual arts aids about rights and responsibilities, which will be presented to younger audiences. The kindergarten or first grade classes in the school are one possible audience and the other being the pre-school audience at the story hour sessions at most local libraries. Instructor's Notes: Consult with district and local administration to secure proper permits for travel, parent release forms for picture taking of student activity, etc.Learners could also use volunteers from the audience to aid them in their performance. This will definitely help keep the attention of the younger learners.

Philanthropy Framework

  1. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 02. Diverse Cultures
      1. Benchmark E.5 Identify the relationship between individual rights and community responsibility.
  2. Strand PHIL.IV Volunteering and Service
    1. Standard VS 01. Needs Assessment
      1. Benchmark E.1 Identify a need in the school, local community, state, nation, or world.
    2. Standard VS 03. Providing Service
      1. Benchmark E.1 Provide a needed service.
      2. Benchmark E.3 Describe the task and the student role.
    3. Standard VS 05. Integrating the Service Experience into Learning
      1. Benchmark E.2 Evaluate progress on the service-learning project before, during, and after the project.
      2. Benchmark E.3 Identify outcomes from the service.