This integrated unit will lead learners to an understanding that through acts of violence and intolerance, not only are communities put at risk, but the whole world is disrupted.  The students will explore the need for tolerant interaction at a higher level than ever before.  With service as the vehicle and art as the media,  the learners will be able to offer to the community a message of tolerance and hope using their aesthetic artistic talent.

The learner will:

• be introduced to the Oklahoma City Bombing of April 19, 1995
• define intolerance and philanthropy
• explore alternative means of communicating differences
• explore acts of philanthropy as related to crisis
• explore a time when they were the giver or the receiver of a philanthropic act
• define the terms aesthetic art, service and civil Society 
• view artwork that advocates tolerance and celebrates differences
• become aware of aesthetic art that advocates  Hope, Beauty, Compassion, Tolerance, Diversity, Tranquility, Unity, and Love
• take and develop a roll of black and white or color film (download and print digital pictures)
• create an artist statement in the form of a display/exhibit that reflects aesthetic art 
• understand the how public art can provide a service: promote common good and maintain a civil society
• share their talent with others by developing and promoting a public exhibit of their artwork that provides a school/community service
• explore and discuss how artists can influence society and an artist's responsibility to contribute to the common good of a society.
• critique paintings by analyzing the work, searching for meaning and determining how the work responds to an act of intolerance and /or violence while contributing to the common good in a civil society.
• reflect and write about their own values and beliefs concerning the common good as it relates to acts of intolerance and/or violence.
• create an aesthetic painting that represents their interpretation of tolerance and non violence through the themes of Hope, Beauty, Compassion, Tolerance, Diversity, Tranquility, Unity, and Love.
• prepare their aesthetic piece artwork for display in a public setting.
• plan, promote, and participate in an art show that is a compilation of visual and language arts works interpreting the themes of Hope, Beauty, Compassion, Tolerance, Diversity, Tranquility, Unity, and Love representing the idea that in society there is more good than evil and that art can beautify a public space.

In Lesson One: Assessment is based on observations of the learners' involvement in the class discussions, their responses to the video (readings), their questions and answers regarding the discussions on Oklahoma City bombing, their completion of 'A Reflection Response' and their completion of 'An Act of Philanthropy'.

In Lesson Two: The learners will be assessed through observation of their participation in class discussions and group activities as well as the timeliness and completion of their photo shoot and the depth of thinking and understanding evidenced in their final reflection.  (Teacher Note: The learners' photos and the display/exhibit could also be graded according to a teacher determined rubric.)

In Lesson Three: The learners will be assessed through observation of their participation in class discussions, whole class critique, and other group activities as well as the timeliness and completion of their  painting and the depth of their thinking and understanding evidenced in their final reflection. (Teacher Note: The learners' painting and its display/exhibit could also be graded according to a teacher determined rubric.)

If you are not an art teacher, and you elect not to co-teach this unit with an art teacher, it is recommended that you only do Lesson One and Lesson Two from this unit. If you are an art teacher and depending on the art classes you teach, you may elect to teach either Lesson Two or Lesson Three in conjunction with Lesson One, and not both.  Lesson Two uses the medium of photography to achieve its ends, and Lesson Three uses painting as its medium.  However, in an introductory art class that explores more than one medium, both Lesson Two and Lesson Three could be used.