Learning to Give, Philanthropy education resources that teach giving and civic engagement
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Unit Overview:
Those involved with service learning realize the importance of preparation upon the success of the project. Students must acquire the skills, knowledge and sensitivity necessary to be successful. However, most resources provide only a broad description or overview of "how to" prepare students for direct service relationships. The intent of this unit is to prepare middle school students for positive interaction with a variety of people by providing lessons which specifically address and focus upon issues critical to the success of developing relationships. Students will learn a "how to" process for appropriately forming informed opinions which address the importance of sensitivity when interacting with others.
The lessons can be used as a comprehensive unit or stand alone independently. They are also appropriate for elementary or high school age students if slightly modified. Finally, the lessons can serve as a foundation for sensitivity regarding human relationships when studying events in history such as the Holocaust, slavery, and Japanese internment.
Unit Purpose:
The intent of this unit is to provide students the critical opportunity to become aware of stereotypes, prejudice, and discrimination. The literature component, music, and other activities in this unit provide students opportunities to develop an educated and accurate outlook regarding people of different populations (impoverished, elderly, and mentally and/or physically challenged). In addition, students are affectively engaged to create an emotional framework upon which to build positive and meaningful direct service relationships.
Unit Objectives:
The learner will:
- identify examples of stereotypes.
- define or give examples of stereotypes, prejudice, and discrimination.
- explain the connection between stereotypes, prejudice and discrimination.
- describe hurtful outcomes of stereotypes, prejudice and discrimination. vinfer sources from which stereotypes, prejudice and discrimination are learned. analyze the cause and effect aspect of a personal experience with stereotypes, prejudice and discrimination.
- suggest an alternate outcome for the experience using the five-step "how-to" process.
- compare and contrast two pieces of literature which reflect stereotypes, prejudice and discrimination based on outward appearance/socio-economic status.
- predict and compose an ending to a story.
- identify the task, skills and procedures for successful interaction with impoverished individuals.
- analyze the personal perspective of individuals who are elderly.
- identify the task, skills and procedures for successful interaction with elderly individuals.
- describe difficulties encountered by persons with physical and/or mental challenges.
- identify the task, skills and procedures for successful interaction with individuals who have physical and/or mental challenges.
- describe affective learning as a result of direct service experience(s).
- describe cognitive learning as a result of direct service experience(s).
- interpret symbolism portrayed in literature as it relates to the student's life.
Service Experience:
If this unit is used in the context of service learning, Lessons Two, Three and Four contain suggested project ideas if the teacher and students do not already have one planned. Lesson One: Behind the Scenes—Closing the Curtain on Stereotypes serves as a foundation, and Lesson Five: The Final Act—Reflections and Revisions serves as a summative reflection for the unit.
Unit Assessment:
The assessment should provide the teacher with feedback concerning how well the learner understands the stated lesson objectives. It may include such items as evaluations of student work and/or performance, traditional tests, teacher observation, scoring guides, test answer guides and rubrics. One part of the assessment should include student self-evaluation through reflection.
School/Home Connection:
As we prepare for direct service relationships with others, we are first identifying stereotypes, prejudice, and discrimination in regard to people we see as "different." We are learning the task, skills, and procedures for positively and sensitively working with others. Finally, we are reflecting on thoughts, emotions, and actions we experienced during our service learning project(s).
- Interactive Parent / Student Homework:
See Attachment Six: Carefully Taught from Lesson One: Closing the Curtain on Stereotypes
Notes for Teaching:
It is important to note that gathering music lyrics, books, and videos for this unit can be simple and time-efficient. Books and videos can be easily accessed through a local library cooperative and put on hold for pickup at any library location of convenience within the cooperative. This is also possible through your local intermediate school district. Music can be accessed through http://www.amazon.com, a music website, or a local music and video store.
State Curriculum and Philanthropy Theme Frameworks:
See individual lessons for benchmark detail.
Lessons Developed By:
Lisa Ludwig
Cedar Springs Public Schools
Cedar Springs Middle School
204 E Muskegon St
Cedar Springs, MI 49319
All rights reserved. Permission is granted to freely use this information for nonprofit (noncommercial), educational purposes only. Copyright must be acknowledged on all copies.
