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Planting the Seeds

Lesson 2:

From Unit Sowing the Seeds of Community

Lesson

Handouts

Academic Standards

Philanthropy Framework

6th-8th Grade

Subjects:

Language Arts, Library / Technology, Philanthropy and Social Studies

Key Words/Concepts click to view

ELA:	Seedfolks; Analyze/Interpret; Cause/Effect; Compare/Contrast; Constructing Meaning; Cultural/Historical Contexts; Group Discussions; Perception; Personal Response; Retelling; Social/Cultural Issues; Understanding/Interpretation; Viewpoint
PHIL:	Common Good; Friendship; Global Community; Neighborhood; Reflection; Social Contract; Time/Talent/Treasure; Traditions; Trust; Values
SOC:	Choices/Consequences; Communities; Contemporary Issues; Core Democratic Values; Cultures; Diverse Communities; Diversity; Environment; Good Character; Human Rights; Ideals/Reality; Individual Rights; Interdependence; Land Use; Minorities; Point of View; Racism; Religion; Tolerance

Purpose:

The purpose of this lesson is to further reflect upon the characters in the story Seedfolks and how the Core Democratic Values/Fundamental beliefs impacted their growth as individuals and as a community.

Duration:

Three Fifty-Minute Class Periods

Objectives:

The learner will

identify and understand the Fundamental Beliefs found in the Core Democratic Values.

reflect upon how the characters in the story Seedfolks encounter these Fundamental Beliefs as they not only helped sharing others, but also helps themselves.

recognize that the Fundamental Beliefs are a very essential ingredients in the forming of a community and providing for the common good.

Materials:

"Seedfolks" Book(s)
"Seedfolks" Character Journals from Lesson One
Copies of the Core Democratic Values: Fundamental Beliefs (Attachment One), one per student.
Copies of Tic-Tac-Toe: The Characters and the Fundamental Beliefs Assessment (Attachment Two), one for each student.

Handout 1: Core Democractic Values: Fundamental Beliefs
Handout 2: Tic-Tac-Toe The Characters and the Fundamental Beliefs

Teacher Preparation:

If the students have not had exposure to the Core Democratic Values/Fundamental Beliefs, it is suggested that some time be spent discussing these with the students prior to or during this lesson so that they at least have a basic understanding.

Instructional Procedure(s):

Anticipatory Set:
Remind the students that "...each of the thirteen characters we met in Seedfolks shared experiences of hardship, disappointment, or difficulty in their lives and in the community is which they found themselves, that is until things began to change!" Have the students share whether or not they feel or have felt any differently about themselves and the community in which they live. Ask the students ..."So....if you could, what would you change in your community and why?" Discuss.

Show the American Promise video segment on "Whose Walls and Whose Rules" (Farmers Insurance Company has a free American Promise Teaching Guide and Video that is available upon request. See Bibliography for more information.)

Discuss the video in light of the changes the students suggested be made in their own community.

Distribute copies of the Core Democratic Values; Fundamental Beliefs (Attachment One) and have the students read the directions at the top of this handout to ensure understanding.

Share with the students that they will be looking at each of these Fundamental Beliefs to determine if and how they had any impact on the characters in Seedfolks. (i.e. Kim was allowed to honor her father-- although perhaps differently (diversity) from how others might do so-- without being interfered with (Pursuit of Happiness, etc.)

Distribute copies of the Tic-Tac -Toe: The Characters and the Fundamental Beliefs (Attachment Two) to the individual or pair of individuals (as assigned in Lesson One. Have them read and follow the directions at the top of their handout.

When the students have finished recording their 'Xs' on their handout sheets for their originally assigned character in Lesson One, have them begin sharing, in turn,with the rest of the class what they determined to be the Fundamental Beliefs that played a role in the life of their assigned character.

The rest of the class is to place their 'Xs" as suggested by the presenter(s), however the class may challenge the presenter(s) at any time to justify/defend how a particular character was impacted by a particular Fundamental Belief. Should the presenter(s) be unable to adequately defend/justify their position, by class consensus, the 'X' will be removed.

Once everyone has shared and a general consensus has been reached as to who gets "Xs" where, have the students look at their completed Tic-Tac-Toe: The Characters and the Fundamental Beliefs sheets and share any thoughts or conclusions that come to mind.

Conclude this lesson by having the students go back to the original question asked in the Anticipatory Set "If you could, what would you change in your community and why?" and have them write a paragraph about if and how what they would change in their community connects to the Fundamental Beliefs embodied in the Core Democratic Values and how such a change would promote the common good.

Assessment:

The completion and successful defense/justification of the Tic-Tac-Toe and the Fundamental Beliefs handout. the depth of understanding and reflection evidenced during group discussions, and the assigned paragraph suggesting how they might change their community, how this change reflects the Core Democratic Values/Fundamental Beliefs and promotes the common good, all form the basis for the assessment of this lesson.

Bibliographical References:

Farmers Insurance. http://www.farmers.com/FarmComm/AmericanPromise/index.html
Core Democratic Values a Web Site www.classroomhelp.com/lessons/cdv/index.html
For related Units and Lessons, see also www.learningtogive.org

Lesson Developed By:

Jennifer Mesler
Grand Haven Area Public Schools
Lakeshore Middle
Grand Haven, MI 49417

Mark Salik
Grand Haven Area Public Schools
Lakeshore Middle
Grand Haven, MI 49417

Jana Conant
Jackson Public Schools
Amy Firth Middle School
Jackson, MI 49202

Michal Smith
Saginaw Township Community Schools
Handley Elementary School
Saginaw, MI 48602

Handouts:

Handout 1Print Handout 1

Core Democractic Values: Fundamental Beliefs

Read each definition and self-assess your knowledge of the Fundamental Beliefs and what they mean. Be sure to ask for additional information, clarification, or validation of your understanding.

Core Democratic Values (Definition: Core democratic values are the fundamental beliefs that unite all Americans.) These values are found in the Declaration of Independence, the Constitution and other important documents of our nation.

FUNDAMENTAL BELIEFS

Life: A person's right to life can't be violated except if your life or the lives of others is threatened.

Liberty : This includes personal freedom, political freedom, and economic freedom. This is the freedom for people to gather in groups. They have their own beliefs, ideas and opinions. People also have the right to express their opinions in public.

Personal Freedom - the right to think and act without government control.
Political Freedom - the right to participate in political process.
Economic Freedom - the right to buy, sell and trade private property and the right to employment without the government interfering.

The Pursuit of Happiness: As long as you don't interfere with others you have the right to seek happiness in your own way.

Common Good: Working together for the welfare of the community or the benefit of all.

Justice: All people should be treated fairly in both the benefits and the obligations of society. No individual or group should be favored over another person or group.

Equality: Everyone has the right to Political, Legal, Social and Economic Equality. Everyone has the right to the same treatment regardless of race, sex, religion, heritage, or economic status.

Diversity: The differences in culture, dress, language, heritage and religion are not just tolerated, but celebrated as a strength.

Truth: They should expect and demand that the government not lie to them and the government should disclose information to the people. The government and its people should not lie.

Popular Sovereignty: The power of the government comes from the people. The people are the ultimate authority over the government.

Patriotism: The people or citizens show a love and devotion for their country and the values. They can show this by words or by actions.

Handout 2Print Handout 2

Tic-Tac-Toe The Characters and the Fundamental Beliefs

Place an X in the boxes under your character and across from the fundamental belief(s) that your character in some way came face-to-face with, using the definitions from the Core Democratic Values: Definition of Fundamental Beliefs (Attachment One). Be prepared to defend your choice(s) should you be challenged.

My (Our) notes supporting our decision about our character.

As other groups share the fundamental beliefs of the other thirteen characters, place an X in the appropriate boxes. Complete the entire chart in this manner and then respond to the following Focus Question

What conclusions can you draw from the information shared above? (Be prepared to share your response with the entire class.)