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...
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Unit: Bullying Prevention Plan
Unit: Teamwork: Unit One of Establishing a Student-Run Foundation
Students play a game that involves taking risks and watching out for others. They discuss their feelings in both roles and discuss the role of trust and responsibility in community.
Unit: Roots of Philanthropy (Teen)
Youth Activity: This interactive activity helps young people understand philanthropy and the language used when describing philanthropic actions. The facilitator sets the tone for a “fun” experience with words.
Unit: Deliver Gratitude Day
This lesson focuses on the meaning and benefits of gratitude. Participants give examples of what people give up (opportunity cost) when they give philanthropically. For their service project, the young people will decide how they can 'deliver gratitude' to a deserving person...
Unit:
The classroom is matched up with another classroom (or any group of people) in the country or the world. The students communicate by letter or e-mail and compare characteristics of place such as methods of transportation, weather, resources, and culture. Students will eventually work with their...
Unit: Cultural Competence
Youth reflect on the lessons they have learned through building cultural competence in this unit. They identify an adult they trust to have critical, or difficult, conversations.
Unit: Earth Keepers
The purpose of this lesson is to guide learners to participate in caring for our Earth by engaging in activities of environmental stewardship.
Unit: Character Education: Caring (Grade 8)
Learners determine different ways that they show caring. They write the things they care about in word webs related to "how" they care about each thing.
Unit: Philanthropic Behavior
Young people envision what they would like their shared space or classroom to look like, feel like, and sound like in order for it to be a safe, fair, and fun learning environment. They come to a consensus about what behaviors lead to this goal.