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Issues to Stand By

Lesson 4:

From Unit Character Education: Courage (Grade 7)

Lesson

Handouts

Academic Standards

Philanthropy Framework

6th-8th Grade

Subjects:

Language Arts, Philanthropy and Social Studies

Key Words/Concepts click to view

ELA:	Brainstorming; Group Discussions; Teamwork
PHIL:	Character Education: Courage; Courage
SOC:	Good Character; Human Rights; Values

Purpose:

Students identify issues in their school or community they feel they could have the courage to stand up for.

Duration:

One 20-minute class period

Objectives:

The learner will:

identify issues in the school (community and world) that are difficult to address because it takes courage to take a stand.

Service Experience:

Although this lesson contains a service project example, decisions about service plans and implementation should be made by students, as age appropriate.
Learn more about the stages of service-learning.

This character education mini-lesson is not intended to be a service learning lesson or to meet the K-12 Service-Learning Standards for Quality Practice. The character education units will be most effective when taught in conjunction with a student-designed service project that provides a real world setting in which students can develop and practice good character and leadership skills. For ideas and suggestions for organizing service events go to generationon.org.

Materials:

display copy of Attachment One: Issue Categories

Handout 1: Issue Categories

Instructional Procedure(s):

Anticipatory Set

Ask, "If you saw someone getting bullied in the hall, how would you feel? What would you do?" Discuss the students' answers to this question. Lead the students to recognize that it takes courage to stop a bully or even tell a teacher about bullying.

Discuss examples of when it takes courage to do the right thing at school. Say, "Are there issues at our school (or community or world) that take courage to address?" Prompt the learners with categories of issues: See Attachment One: Issue Categories for examples of issues. Examples: "Are there any environment-related practices that are difficult for people to adopt? Is there any prejudice that people ignore? Does it take courage to do something about homelessness or hunger in our community? Why?"
List the students' ideas on a display board. Discuss specific actions that require courage [bravery; the ability to confront fear or uncertainty] if one is going to stand up for the right thing in these areas.

Lesson Developed By:

Betsy Flikkema
Associate Director
Learning to Give

Barbara Dillbeck
Director
Learning to Give