The lesson provides learners with an opportunity to explore ways to become a hero for animals by promoting animal welfare and humane treatment of animals. Learners identify a local, state, national or international animal welfare cause and develop a personal service/advocacy plan, using the...
The group reviews the list of issues and ways to take action, including those gathered with their families. They narrow the list through consensus. They invite a local Community Foundation Youth Advisory Committee member to talk about their work and grant process.
A youth from a Community Foundation Youth Advisory Committee speaks to the group about the program, their duties, and the process of applying for a grant to do service work.
The participants will distinguish the difference between wants and needs and learn that many times refugees are without basic needs. They respond to a story about a refugee camp, “Four Feet, Two Sandals” and come to a consensus on a service project to benefit refugees or others in need, and plan...
Youth discuss and examine ways to influence healthy food choices related to their interests and understanding. They brainstorm service projects and use a decision-making model to choose a project. They implement their service project and reflect on their action.
The learners read the metaphor drawings of the other groups and copy strong words and phrases that help define trustworthiness. They identify traits of people they know (including themselves) and write a definition of trustworthy.
Learners will identify, define, and demonstrate an understanding of the Hebrew phrase tikkun olam from a moral and religious standpoint.
Reviewing current political cartoons related to justice, equity, and racism, learners identify how language and humor act as a form of social action. They create their own cartoons or statement promoting or showing the damage of one of these themes.
Learners discuss the word homeless and how it is used in a sentence (as adjective and noun). After reading an article about homelessness by Anna Quindlen, they discuss a respectful way to use the language that describes a group of people who are vulnerable...
Learners write an acrostic poem about Dr. King's life and work, focusing particularly on his perseverance.