Learners write personal narratives to document activities, insights, research, impact, and discoveries of their firsthand experience with civic engagement, service, and volunteerism. By explaining involvement in action for the common good, learners raise awareness of a social issue, the need for change, and the impact individuals can have by giving time, talent, or treasure for the common good.
This lesson teaches how to journal about their own experiences and feelings. It is intended to be taught in conjunction with a project of civic engagement or service. The project provides content and a context for journaling about personal experience.
This lesson guides learners as they inform a public audience about philanthropic acts that enhance the common good. The learners write newspaper articles that describe acts of service and volunteerism in their community.
Through persuasive writing, young people build awareness and invite action for change about an issue. Typical writing forms may include essays, editorials, feature articles, or speeches.
Youth research current data and stories about climate change and ways to reverse the damage caused by human activity. Through discussion and research, they establish things they can do personally and as a team as environmental stewards.
Young people gain awareness of the negative effects of air pollution, especially asthma. They research and identify some of the sources of air pollution in the school and community and possible ways to improve air quality in these areas.
Raise the learners' awareness of responsible energy usage in their daily practice and global energy choices. They connect environmental stewardship to the use of renewable and non-renewable energy sources.
The learner develops an awareness of alternative, earth-friendly ways to eat. This lesson encourages the learners to evaluate how their food choices affect the environment. Youth identify ways organic and processed foods contribute to their health as well as the health of our world.
Youth read about Rosa Parks and evaluate how her protest of an unjust situation was philanthropic in nature. They learn that there are 198 methods of non-violent protests that can be used to fight injustice. The youth evaluate issues of inequity or injustice and propose nonviolent solutions.
The learners analyze many variations of the Golden Rule and relate it to the concept of serial reciprocity. They rewrite the golden rule to reflect respect for cultural differences.