For students to choose a cause to which they have a personal connection and write letters to advocate for change.
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Unit: Food for Thought Middle School Unit by the Westminster Schools
Unit: Environment: Sustaining Our World
The learners review the water cycle and come to an understanding about the need to sustain the quality of the world's water for the common good.
Unit: Character Education: Honesty (Grade 6)
This lesson provides an example of a politician known for his honesty. The learners identify why they depend on politicians to be honest, and discuss why it is difficult for politicians to be honest.
Unit:
Young people learn about people and children who are homeless and make bedtime bags for children in shelters as their service project.
"I always wondered why somebody doesn't do something about that. Then I realized I was somebody." - Lily Tomlin
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Unit: You Are Uniquely You
In response to a picture book, each participant identifies their own unique qualities and shares them proudly on a star. They demonstrate respect and trust to share their qualities and pay attention to others' traits.
Unit: Bullying Prevention Plan
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...
Unit: Grow Involved 9-12
In this lesson, students define serial reciprocity as "paying it forward." They compare the concept of paying it forward (serial reciprocity) with the work of Dr. Martin Luther King, Jr. They brainstorm issues and campaigns they can address to make an impact that ripples forward as a result of...
Unit: Building a Community Garden Santuary
Participants define what they want to accomplish for the community garden and identify a place that is available and has the right conditions. This requires research and permissions.
Unit: Tolerance (Private-Religious)
The learners will review the tolerance skills/characteristics necessary to discern and promote tolerance. They will also identify situations that call for tolerance in their daily lives.
Unit: Healthy Youth, Healthy Community (9-12)
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.