Learners explore personal identity traits and discuss how a community is strengthened by similarities and differences among them. They each write a biographical poem using the provided template and their discussion notes. 

Youth make a plan as empowered and responsible members of the civil society to take action to prevent bullying behavior while being sensitive to the people involved, from the victim to the bystander to the bully.

In this lesson, learners explore and address the following questions: Who are the minority voices of the past and how has the civil society sector stepped in to protect their rights? What actions were effective? What public policies are in place to protect them? Who are the bullied today and what policies and practices should be in place to protect them? Why is it our responsibility as people with civic virtue to take action?

The learners define bullying and describe the impact on victims, bystanders, and the whole community. We explore how bullying behavior can be a civil rights issue when it makes school a place that isn't fair and safe for all. They create a survey and poll members of their school and family communities to determine a snapshot of the status of bullying.

Students conduct and evaluate their service project, then celebrate their success. After the service project, invite guests, volunteers, community members, and other students to celebrate with the class.

Students research the practices of healthy exercise. They identify a topic related to good nutrition and personal health and write 3-5 facts to share with the class. They identify nonprofits that work to address related health needs and contact them by phone to ask questions. 

Students describe elements of personal health and fitness and relate this to the health of the community, recognizing that the elements of a healthy community are good for all members. The students identify the availability of healthy foods and practices in the school, neighborhood, and home environments.