The youth reflect on basic needs that may be difficult to meet when one doesn’t have a home. They take action by creating personal hygiene kits or asking a local nonprofit how they can help support their efforts to assist people who are homeless.
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...
Children hear a true story about a woman who performs a brave act related to education for the common good. They identify the benefit shared by the whole community. They define philanthropy and common good.
Young people learn about global efforts for universal mandatory education and equity for girls in school.
Children learn about the issues of plastic in the ocean. They learn the effects of plastic garbage on the environment, including the lives of animals.
We investigate and expand our understanding of caring and determine things or people we care about.
Learners relate enlightened self-interest to caring by discussing a quote from Alexis de Tocqueville about the American tradition of democracy.
The purpose of this lesson is for the learners to reflect on how philanthropy, enlightened self-interest, and caring are related and to determine why and how they will "care" in the future.
The youth compare and contrast the uses and aesthetics of dirt and pavement groundcover. They define permeable and impermeable ground surfaces and discuss the merits of each in relationship to the environment.
The learners define philanthropy and relate it to environmental stewardship. They compare mission statements from environmental organizations and write their own personal mission statement. They self-select a group to work with to plan and implement an environmental service...