Duration 
PrintThree Forty-Five to Sixty-Minute Class Periods
Objectives 

The learner will:

  • complete a school climate survey.
  • analyze completed surveys and determine areas of need.
  • recommend plan of action.
Materials 
  • One School Climate Survey for each student in 6th through 8th grade (Attachment One)
  • Packs of self-stick notes
  • Chart paper
  • Masking tape
  • Colored markers

Instructions

Print
  1. Anticipatory Set:Ask the learners to share some of the responses they received form their discussion with their parent(s) or guardians. Refresh by reading the question again. Have the learners ask their parents/guardians if they remember events in their life or the lives of people they know where feelings were hurt because they were different. Ask parents if they remember, learned or heard about any of the Civil Rights Marches and which ones. Bring both of these examples to share with the class.Take a moment and think about what things might be problems for you at school. Write some of the responses down where learners are able to view them and have the learners give reflective answers about the identified problems.

  2. Have students work independently. Distribute one School Climate Survey (Attachment One) to each student. Review purpose of survey and instructions for completing it. Answer questions prior to having students begin the survey. Students should not put their name on their survey. The idea is to provide some anonymity in hopes of fostering more honest and complete answers.

  3. Collect all surveys when completed. Collect the surveys from the other participating classes. Discuss the objectives of analyzing the surveys and compiling usable data. The objective is to determine what school issues are important to the majority of people. Form small groups of three or four students. Distribute the surveys among the groups and have them record the frequencies of responses. Ask for a representative from each group to call out their data while you record it on chart paper.

  4. The following class period: Place the chart paper on the wall with the main issues listed. Have the learners rank order the identified problems from highest to lowest. Distribute sticky notes to small groups. Discuss the results of the survey and brainstorm possible solutions. Groups should write their ideas on sticky notes and stick them on the corresponding chart paper. Discuss the results.

  5. Use these results with Lesson Three.

Assessment 

Instructor observations of the groups should be noted. Record individual participation in the discussion.

Philanthropy Framework

  1. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 07. Skills of Civic Engagement
      1. Benchmark MS.1 Identify and research public or social issues in the community, nation or the world related to the common good. Form an opinion, and develop and present a persuasive argument using communication tools.
  2. 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. Benchmark MS.2 Identify specific learning objectives from the academic core curriculum that are being applied in the service-learning project.