Learning to Give, Curriculum Division of The LEAGUE
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Unit Overview:
Unit Purpose:
Unit Objectives:
The learner will:
recall and define the core democratic values.
read (or listen to) The Well by Mildred D. Taylor.
discuss examples from the book of the application and abuse of the Core Democratic Values.
identify rules at home and relate to rules of other families.
list family rules under categories in a chart of Core Democratic Values.
connect classroom rules to Core Democratic Values using a chart.
discuss whether all rules must be linked to the CDVs.
compose or rewrite rules to include CDVs not reflected in current rules.
Create a mural illustrating students following the all-school rules and connecting them to the CDVs.
define community as the degree that people come together for the common good.
role-play simple conflict resolution at school.
state the CDV employed or supported in the role-play situation.
present skits to other classes to promote the common good at school.
Service Experience:
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In Lesson Two: CDVs at Home and School, students analyze the all-school set of rules for connections to the Core Democratic Values. They use these connections to create a mural for the school hallway. The mural depicts students applying the rules and is labeled with the Core Democratic Values.
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In Lesson Three: Role Playing for the Common Good, students take their skits to classrooms of younger students in the school. They use this as an opportunity to teach others some positive strategies for solving problems in school.
Unit Assessment:
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In Lesson One: What Are Our Common Values? use the following rubric to assess student posters:
4 Points Poster includes the CDV clearly written at the top and an accurate description. An illustration and example support the explanation.
3 Points Poster includes the CDV clearly written at the top and an accurate description. Either an illustration or example supports the explanation.
2 Points The poster includes the CDV clearly written at the top but does not include a sufficient description. An illustration or example attempts to explain the value.
1 Point The poster includes the CDV, but the value is not supported with an accurate explanation, illustration or example.
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In Lesson Three: Role Playing for the Common Good, assess students’ skits using the following rubric:
Give one point for each of the four required elements.
1. Skit recreates a realistic conflict situation that is familiar to students in this school.
2. Each student has a part and demonstrates involvement and attention to responsibility.
3. Skit demonstrates a positive approach to solving a minor conflict.
4. Students clearly state the Core Democratic Value supported in the skit.
School/Home Connection:
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“Copy-and-Paste” Class/School Newsletter Information Insert:
The rights guaranteed to us in our constitution not only were the basis for our government, but they underlie the daily decisions we make at home and school. In our unit of study entitled Core Democratic Values in Action, we will be exploring the importance of these values in several contexts. We will read a novel set in 1910 that demonstrates what life might be like if we don’t have these fundamental values of justice, equality, common good and diversity. We will analyze the rules at home, in the classroom and in the whole school for their connections to the Core Democratic Values. Finally, the students will role-play some minor school conflicts for younger students and relate their solutions to the Core Democratic Values. As we study this important concept, we will learn about community and philanthropy as well.
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Interactive Parent / Student Homework:
Each student writes his or her assigned Core Democratic Value at the top of the homework sheet (See Lesson One: What Are Our Common Values? Attachment One: Core Democratic Values in Our Home) and then presents the information to someone in their family. Students also talk about the rules at home and write about what happens when the rules aren’t followed.
Notes for Teaching:
The Well is written in southern and black dialects from 100 years ago. The characters use the word “nigger” quite frequently. This was common language usage at the time of the book’s setting but is no longer acceptable and is considered a derogatory term. This should be discussed with the class before reading the book.
State Curriculum and Philanthropy Theme Frameworks:
See individual lessons for benchmark detail.
Lessons Developed and Piloted By:
Angela Noble
Benton Harbor Area Schools
Creative Arts Academy
885 N. Shore Drive
Benton Harbor, MI 49022
All rights reserved. Permission is granted to freely use this information for nonprofit (noncommercial), educational purposes only. Copyright must be acknowledged on all copies.