After researching the life and work of a chosen philanthropist from history, the learner takes on the role of that philanthropist in writing a letter back to the learner. In this letter, the philanthropist shares their motivations and feelings about their work, and compares and contrasts...
In this lesson, we define stereotype as a mistaken generalization about a group of people and raise awareness of ways to advocate for inclusion and kindness.
The learners examine the responsible choices of Lorenzo de Zavala who was a leader in Texas and a signer of the Declaration of Independence.
From books and research, young people read about the Aztec Empire practice of human sacrifice, which was seen as a gift to help the community. Discuss the concept of sacrifice for the common good and debate individual rights and community responsibility when taking action for the common good....
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.
To introduce students to a significant community donor and to learn about various motives for giving, a vision for philanthropy, and why and how young people should learn philanthropy.
Children reflect on Martin Luther King, Jr.’s dream and how he used his words. They reflect on their own dreams for a better community.
The learners discuss a quote from Congresswoman Barbara Jordan and reflect on the meaning of respect for themselves as individuals. They commit their support to a plan for promoting respect in their community or school.
To help students understand how nonprofit organizations effectively address issues of poverty, food insecurity, immigration, and disenfranchisement locally and globally. To help students experience and understand how farming works.
The learners will review the tolerance skills/characteristics necessary to discern and promote tolerance. They will also identify situations that call for tolerance in their daily lives.