One of the keys to unlocking cultural competence is reading diverse books with characters and locations that represent a variety of cultures. In this activity, young people define and discuss the value of representation. They do an audit of a book collection to identify representation and gaps....
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Unit: Cultural Competence
Unit: Road Less Traveled
We compare and contrast the beliefs of the three cultures explored in lessons 1-4 to one's own family traditions - similarities and differences.
We build empathy and respect for people and giving traditions by listening to stories and traditions of present-day Native Americans. Participants practice listening and taking notes to capture key ideas.
Unit: Community Philanthropy
Young people learn about the contributions made by Benjamin Franklin to the common good. They categorize his accomplishments in the nonprofit, business, and government sectors. They select a quote from Franklin that they would like to apply to their own lives.
Unit:
Young people view primary documents about leader Ida B. Wells in the late 1800s and identify the fundamental components of philanthropic leadership through difficult times.
Unit: Our Constitutional Connection
Literature and primary documents help youth understand the role of the Constitution for the United States. They overview the three branches of government described in the first three articles and learn that government officials are serving with their time and talent for the common good. With the...
Unit: Phil Up on the Arts
Young people listen to a story, summarize the main idea, and then act it out together. They identify the theme of community and describe the benefits of cooperation for the common good.
Unit: Character Education: Respect (Grade 8)
The purpose of this lesson is for learners to evaluate what first impressions of people they form and to deliberately be more open to treating people respectfully.
Unit: The Power of Children
In this lesson, students dream big and envision what it would look like to have the problem solved. They discuss steps to take and what they need to learn in order to accomplish the task. They take personal responsibility for carrying out the expectations they set for the final service-learning...
Unit: Walk a Mile in My Moccasins
Using words of Native Peoples, youth explore examples of the philanthropic attitudes and traditions.