In response to activities that show empathy to self and others, participants reflect on roles of individuals in the communities to which they belong. They write a letter to thank someone and draw a picture that highlights the traits that make each member of the group special within the...
In this lesson, groups work together to make their headdresses based on a common design. Each person makes their own headdress that fits the group theme but has their own style or cultural uniqueness. The groups compete against each other, so the group...
The groups wear their headdresses and perform a Junkanoo-like parade first internally and then to entertain a group that needs cheering or to teach about cooperation and respect for cultural expressions.
We compare and contrast the beliefs of the three cultures explored in lessons 1-4 to one's own family traditions - similarities and differences.
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.
Together, the participants write a grant proposal to request funds to complete an identified service project.
Using provided evaluation or reflection forms, share details about the service and its impact. A demonstration to an interested audience is a great way to show details of the need and service and celebrate relationships and impact.
This lesson will familiarize the learners with basic laws of charity (tzedakah) in Biblical literature. Through laws and stories, students will begin to understand the level of importance that the Bible places on acts of charity (tzedakah), specifically as it relates to...