Spread the Word!

Grades: 
6, 7, 8

The learners will apply what they have learned about prejudice, its causes and possible preventions/solutions, to create materials to teach younger students about these lessons.

Lesson Rating 
0
Duration 
PrintFour Forty-Five Minute Class Periods
Objectives 

The learner will:

  • define philanthropy and service-learning .
  • identify the causes of and solutions to prejudice and present that information to younger learners.
  • evaluate results of the service learning project.
Materials 
  • Plain paper
  • Art paper
  • Colored pencils/crayons/markers
  • Hand-made journals (five pieces of plain white paper folded in half to form a booklet, with one piece of colored paper folded to make a cover - two staples on edge)
Home Connection 

Interactive Parent / Student Homework: Students will request parent assistance in preparing a food from a different culture to share with classmates and the younger students on the final day of celebration.

Instructions

Print
  1. Anticipatory Set:Have a timeline on the board when the students enter, with dates 10 to 14 years prior to the current year to the present. Divide the class into small groups. Each student will share with group members a personal experience he/she has had helping another person or observing someone else help another person. Then have each student draw a picture on the timeline that represents this experience. Throughout the remaining days of this lesson, periodically select a picture and have the student who drew it explain its significance.

     

    Day One:

  2. Preparation: (Outside of class time, make preparations for the students to present their finished projects on day four, or whenever they are completed, to lower grades or at a pre-school.)

  3. Introduce the term philanthropy ( the giving of one's time, talent or treasure for the sake of another - or for the common good; voluntary action for the public good; voluntary giving, voluntary service, voluntary association, primarily for the benefit of others; active effort to promote human welfare ) and discuss it in relation to the timeline activity. Give the students a journal and have them write the definition of philanthropy on the first page: giving of time, talent and treasure for the common good.

  4. Introduce the term service-learning and discuss possible definitions as a class. Have the students write the term and definition in their journal: connecting the service experience to the school curriculum.

  5. Have the students individually answer these four questions in their journals:

    • What have we learned about the causes of prejudice?
    • What have we learned about the importance of understanding other cultures?
    • How could we teach younger children what we have learned?
    • Why should we do this?
  6. Arrange the students into small groups and have them share their answers. They should then make a list of their ideas for projects they could do, based on answers to the third question they answered.

  7. Have one member of each group provide the group's list of ideas for projects.

  8. Discuss the benefits and/or difficulties of each project.

  9. Have the class select the three or four projects most appropriate to the audience (examples: illustrated books created by the students, skits written by the students, a rap or song written by students, etc.)

  10. Assign homework: students should ask families to assist them in selecting and preparing a food from a different country/culture, which will be served on the final day of the service-learning project (Day Four Celebration).

  11. Day Two:

  12. Action/Reflection: Allow each student to choose which project he/she wants to work on for the class.

  13. In their journals have each of the students design a step-by-step plan for how to proceed with creating the project.

  14. Divide the students by project (skit, writing an illustrated book, etc.). Give them whatever supplies they need, and have them start working with your guidance and advice.

  15. Stop the students ten minutes before the end of the period and have the students write a reflection in their journals, answering the following questions:

    • How well were you able to follow your original plan?
    • Explain what worked and what did not and why.
    • How will you change your plan tomorrow?
    • What is difficult about working with others to create a project?
    • What have you learned today? (Labeled: Reflection – Day One)
  16. Day Three:

  17. Action/Reflection: Have students tell you what food they are planning to prepare. Offer assistance where needed. Get the students back into their groups to work.

  18. Stop the work ten minutes before the end of the period and have individual journal reflection/writing answering the following questions:

    • How did you alter your plan?
    • In what ways did your work together improve today?
    • What new difficulties arose?
    • How can you improve as a group?
  19. Assign homework: Continue to work on food planning/preparation.

  20. Day Four:

  21. Action/Reflection: It is possible that you will need another day or two of preparation, depending on the complexity of the projects selected. Continue as Day Three as long as extra time is needed.

  22. Have the students take their projects to the room of the younger students (or have the younger students brought to your room) and present/perform their projects.

  23. Have your students help the younger students draw pictures that represent the ideas that they learned from the presentations.

  24. Remind your students to bring their food the following day.

  25. Collect all the food contributions and take to the younger children (or bring them to your room). Make sure all the younger children's drawings are displayed. Have your students explain the food they brought to share, its name, origin, etc. Eat, talk, celebrate!

  26. Homework: Students should write a final reflection in their journal, answering the following questions:

    • What worked?
    • What didn't work as well? Why?
    • How did the younger children respond to your presentation? How did that make you feel?
    • Would you like to do a future service-learning project? Why?
    • What would you do differently?
Assessment 

Student learning will be assessed through journaling of definitions, questions, procedure plan and reflections, and student presentations.

Tasks Points Journal Definitions – 5 points each

10 Journal Questions from Day One 20 points

Journal Plan for Proceeding 10 points

Journal Reflections - 10 points each

Presentation 30

Total Points for the Lesson 100

Cross Curriculum 

The experiential component is a service-learning project designed to teach younger children about the causes of prejudice and the need for persons of different cultures to learn about and understand each other. The learners will produce their own books, songs, raps, skits, etc. They will present/perform their products to younger children.

Philanthropy Framework

  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 01. Define Philanthropy
      1. Benchmark MS.1 Define philanthropy as individuals and organizations providing their time, talent, and/or treasures intended for the common good throughout history and around the world. Give examples.
  2. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 02. Diverse Cultures
      1. Benchmark MS.3 Give an example of how philanthropy can transcend cultures.
  3. Strand PHIL.IV Volunteering and Service
    1. Standard VS 02. Service and Learning
      1. Benchmark MS.1 Select a service project based on interests, abilities and research.
    2. Standard VS 03. Providing Service
      1. Benchmark MS.1 Provide a needed service.
      2. Benchmark MS.3 Describe the task and the student role.
    3. Standard VS 05. Integrating the Service Experience into Learning
      1. Benchmark MS.2 Evaluate progress on the service-learning project before, during, and after the project.
      2. Benchmark MS.3 Identify outcomes from the service.