This lesson examines the connections between the five basic guaranteed rights in the Bill of Rights and their corresponding responsibilities. Participants explore the natual consequences of fulfilling, or not fulfilling, responsibilities connected to their rights.
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...
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.
The learners choose a person of courage to honor on a commemorative "postage stamp."
A celebrity philanthropist may become focused on a specific cause because her life is connected to the cause. Learners read about Oprah Winfrey's philanthopic work and then reflect on issues that are important to them.
Learners reflect on a role-play scenario demonstrating fair and unfair decision-making techniques. They identify behaviors that promote or create barriers to making decisions. A Dr. Seuss book provides a discussion starter.
Learners reflect on their attitude about and responsibility for making fair choices about spending. They use the literary device of metaphor to express their thoughts.
Learners reflect on their own experience with trustworthy behavior or respond to a quote about trust.
We learn about public trust and identify characteristics of public figures that merit trust. Learners also discuss how they can use their own time, talent, and treasure to support trustworthy politicians, sports figures, corporations, and celebrities.
Step Five is where students create the presentation of the service-learning project they are proposing. They will receive feedback and then present their ideas in front of parents and community partners that you invite in. The presentations are a celebration of the learning that has happened up...