This Is What We Mean
Students examine how their understanding of respect evolved. This will be achieved by creating and completing a reflection/demonstration project that illustrates what respect for self, others, property and environment looks likes.
The learner will:
- demonstrate understanding of respect for self, others, and property/environment through a creative demonstration/project.
Students create a final product describing their personal definition of respect and describing how they are respectful at school, home, or in their community. This could take the form of a poem or song or visual representation.
Play the song, "Respect" while the students look at their initial index cards defining respect. Students write how their definition has changed or expanded since the beginning of the unit.
Students meet in groups to brainstorm and list ways they made an impact while promoting respect in their community through their service-learning project. In addition, ask them what further needs they could fulfill in the school or local community to promote respect for self, others,or property/environment. For example, starting a conflict-resolution program to promote respect for others, teaching others about good health to promote respect for self, and beautifying a common space (with permission) to show respect for property and/or the environment. Allow the students about 15 minutes to discuss and brainstorm these questions and then bring the class together to share ideas.
The group may decide to carry out a project (or more than one project) based on this group discussion.
Give students the opportunity to share their projects with the rest of the class.
For homework and to assess the students, ask them to create a final product describing their personal definition of respect and describing how they are respectful at school, home, or in their community. This could take the form of a poem or song or visual representation.
The student will create a final product which describes their evolved definition of respect while explaining how they are respectful at home, school, or in their community. This could take the form of a poem, song, pictures, play, etc.
Strand PHIL.IV Volunteering and Service
Standard VS 03. Providing Service
Benchmark E.1 Provide a needed service.
Benchmark E.2 Describe the goals of the project and their impact.
Standard VS 05. Integrating the Service Experience into Learning
Benchmark E.2 Evaluate progress on the service-learning project before, during, and after the project.
Benchmark E.3 Identify outcomes from the service.