In This Episode << SLIDE LEFT TO SEE ADDITIONAL SEGMENTS
R&E videos connected to segments listed below.
- computers with Internet access
- LCD projector and projection screen
Berger, Cathryn Kaye. THE COMPLETE GUIDE TO SERVICE LEARNING: PROVEN, PRACTICAL WAYS TO ENGAGE STUDENTS IN CIVIC RESPONSIBILITY, ACADEMIC CURRICULUM, AND SOCIAL ACTION. Minneapolis, MN: Free Spirit Publishing, 2003.
Bornstein, David. HOW TO CHANGE THE WORLD: SOCIAL ENTREPRENEURS AN THE POWER OF NEW IDEAS. Oxford: Oxford University Press, 2003.
Gould, Meredith. DELIBERATE ACTS OF KINDNESS: SERVICE AS A SPIRITUAL PRACTICE. New York: Image, 2002.
Terry, Alice and Jann Bohnenberger. HOW ADOLESCENTS CAN MAKE A DIFFERENCE IN THE REAL WORLD. Portsmouth, NH: Heinemann. 2007.
RELIGION & ETHICS NEWSWEEKLY DVD: GLOBAL AND COMMUNITY SERVICE: STORIES FROM RELIGION & ETHICS NEWSWEEKLY. To request a copy of this free DVD, e-mail your mailing address and school affiliation to email@example.com.
March 24, 2006
Explores what drives people to do good deeds as a way to define altruism from a personal perspective.
“Church Health Center”
February 4, 2000
The Memphis church-based health center tends to the medically uninsured who would otherwise not be able to afford health care.
April 13, 2007
Dr. Eboo Patel’s organization, Interfaith Youth Core, mobilizes a new generation of religiously inspired activists, leaders, and social entrepreneurs to change the conversation from one of interreligious conflict to cooperation among people of different faiths, and to learn the skills of interfaith cooperation by working together on tutoring, caring for refugees, and many other service projects.
“Ending the Slave Trade”
March 30, 2007
This Web essay, written by a student, reports on the many current grassroots efforts of students and young people who want to end global slavery and human trafficking.
November 24, 2006
Joseph’s House is a unique hospice in the nation’s capital that comforts the dying and serves the needs of the terminally ill.
July 9, 2004
Jesuit priest Father Thomas McGuire helps students in Kalimpong, India fight poverty and illiteracy and gain self-esteem by learning how to play the violin.
“Katrina: One-Year Anniversary”
August 25, 2006
Religious groups and their volunteers have been playing a key — and often overlooked — role in helping to repair Katrina’s damage.
May 26, 2006
Jean Vanier is the founder of L’Arche, an international organization that creates communities for people with developmental disabilities.
October 31, 2003
This episode explores the problems and financial burdens facing the nation’s uninsured and what churches are doing to help.
May 9, 2003
Misericordia’s unique residential facility provides dignity to the most severely disabled from all ethnic, religious, racial, and socioeconomic backgrounds.
May 19, 2006
Dr. Tony Lazzara left the United States 25 years ago to live in the dusty slums of Peru, where he could help treat sick children.
February 3, 2006
Scott Neeson, a former Hollywood film executive, established the Cambodian Children’s Fund to help Cambodia’s most neglected and impoverished children.
“Street Children of Brazil”
June 15, 2007
Cally Magalhaes founded the nondenominational ministry Project Eagle to help and rescue Brazilian street children.
January 05, 2007
Sunitha Krishnan founded a transition center in India to assist, advocate for, and rehabilitate children who are rape, incest, and/or prostitution survivors.
February 21, 2003
Hospice of the Sun Coast is a program that gives Florida teenagers a chance to care for and provide comfort to the dying.
“Volunteers in Tanzania”
April 6, 2007
Tanzania’s Cross Cultural Solutions gives overseas volunteers opportunities to provide services to those in need.
“Serving Others: An Emerging Emphasis on Youth”
“In-depth” section of the CONGREGATION documentary examines a progressive United Methodist Church. Service section offers commentary and resources.THE NEW HEROES
Feature on “social entrepreneurs,” people who are helping to improve the world. Web site offers ideas for young people to take action and explores ways they can become caring individuals.
OnLine NEWSHOUR Extra: The Buzz
“Get out and Make a Difference”
Student story about a sixth-grade class taking community action and winning an award for their efforts.
“By the People”
Program that supports the premise that all American citizens have a say in the important issues of the day. Features efforts community groups have made on behalf of a cause, movement, etc.
“A Culture of Service”
Discussion on national service opportunities and interest that emerged after September 11.
Provides volunteerism-oriented learning activities and resources.
Volunteering for Beginners
Ideas for volunteering; suggestions emerge from NOW stories on international aid workers.
Help Your Kids Zoom Into Action
Site offering definition, overview, and ideas for service learning.
- Boston College: Volunteer and Service Learning Center
Assists Boston College students, staff, and faculty who want to serve in the greater Boston area.Campus Compact
“FAQ — “What Is Service Learning?”
Piece about service learning, including links to other resources.
Center for Information and Research on Civic Learning and Engagement
Nonpartisan research center at the University of Maryland focused on the study of civic and political participation of young Americans.
An organization founded in 1988 on the belief that young people in service could be a powerful civic resource for addressing the nation’s most pressing issues.
Corporation for National and Community Service
Through a variety of national programs, the corporation seeks to improve lives, strengthen communities, and foster civic engagement through service and volunteering.
“How to Make Service Into Service Learning”
Article that describes how to incorporate volunteerism/community service into classroom instruction/curriculum.
iLEAP: The Center for Critical Service
Program that creates and inspires social change in the United States and around the world through international service learning programs.
Learn and Serve America’s National Service-Learning Clearinghouse
Supports the service-learning community in higher education, kindergarten through grade 12, community-based initiatives, and tribal programs, as well as all others interested in strengthening schools and communities using service-learning techniques and methodologies.
Learning in Deed
Aims to make service learning a teaching strategy that combines service and classroom instruction.
Learning to Give
Lesson plans, activities, and resources educating youth about the power of philanthropy and empowering them to make a difference in their school, community, and the world.
National Service-Learning Partnership
National network of members dedicated to advancing service learning as a core part of every young person’s education.
National Youth Leadership Council
Program that promotes and develops student service learning programs in schools and communities.
New Horizons for Learning: Service Learning
Introduction to and resources for service learning.
Roots and Shoots
Global youth-driven program that makes “change happen” via a network connecting youth of all ages who share a common desire to help make our world a better place.
“What Is Service Learning?”
Article that defines and outlines service-learning components.
Youth Service America
Resource center that partners with thousands of organizations committed to increasing the quality and quantity of volunteer opportunities for young people.
- student graphic organizers (detailed in lesson)
- chart paper and markers
- teacher documents (detailed in lesson)
Preview the lesson plan’s R&E videos and related online content before presenting them to your class. Decide whether the class will view the entire video or select specific segments (others than those noted in the lesson) to expand lesson concepts and topics.
Bookmark relevant Web sites on each computer in your classroom, and/or create a handout that lists recommended sites and resources that supplement the lesson; or upload all links to an online bookmarking utility, such as www.portaportal.com, so that students can access the information on these sites. Make sure that your computer has the necessary media players, like RealPlayer or Windows Media Player, to show streaming clips (if applicable).
Be familiar with what service learning is and how it is different from simply volunteering or participating in community service. Please read Teaching Central, May 2006, “What Is Service Learning?”, which provides background, examples, and service-learning components. This lesson’s Culminating Activity emerges from these elements. The last two sections of the article’s featured chart speak to student reflection and project evaluation, two items that require teacher consideration.
Introductory Activity: Exploring Altruism
(two to three classroom periods)
Post all or some of the quotations listed on Quotations. Do locate and add others. Ask students to move about the classroom to read the sayings and as they do, to take note of the common messages they deliver. Once students have completed their quotation round, have them return to their seats to write a brief analysis of the quotations’ messages. Invite students to share their thoughts.
Extend student thoughts to an introduction of altruism. Have students — based on what they took from the quotes — define the term and then discuss what it means to do things for others. Particularly, have the students explore the various shapes altruism can take, from volunteerism to activism. Point out its significance in religion and spirituality, as well as in democracy: civic responsibility as a citizen.
Distribute the Altruism Survey to students. Review the survey instructions with them. Give students about 15-20 minutes to survey as many of their peers as possible about their involvement in or knowledge of service to others, causes, etc. Announce “time” for students to end the survey and begin to analyze their findings. Pair students to compare and contrast their findings and come to consensus based on the survey categories. Invite each group to share their thoughts; have the class discuss what it means to give service, as well as the motivation for and the impact of such engagement.
Tell students they will build on their understanding of service and altruism as they watch the R&E segment “Altruism”. Instruct them to identify where the film reflects their understanding of service and where it raises additional thoughts and/or questions. (Students may watch the film as a class or in small groups.) The following questions can guide post-viewing discussion:
- What is considered an altruistic act? What shape do such acts come in?
- What drives altruism?
- What do people expect when they “do good” for others, for a cause, etc.?
- What are altruism’s benefits, for the recipient and the giver?
Activity 1: The Shape of Service
(two classroom periods)
Invite students to reflect on what they already know about altruism.
Divide students into groups to discuss their service experiences (personal or knowledge of others or even service organizations; other terms to use are volunteering or community service). Invite the groups to report to the class on the various types of service activities there are, based on group discussions; as a class, have students categorize/classify the variety. (The goal is to note that service comes in many shapes and forms; can emerge from religions, civic, volunteer, and related efforts; can involve serving people or places; can promote a cause or idea or law, etc.)
Divide students into triads. Assign each team the following R&E film groupings to watch (two or more groups may have similar film sets, depending on the number of students in the class). Instruct the students to:
- Write a brief synthesis of each film, with emphasis on the service provided and the audience served.
- Note the motives behind the work undertaken, as featured in each film.
- Note the impact of the service on the recipient and the “giver.”
- Compare and contrast the motives and impact underscored in each film.
- Discuss whether service learning should be a requirement for graduation from the students’ school.
Invite each group to present its synthesis and what motivates the participants in the project, as well as the impact of their efforts. Have the other groups compare each presenting group’s project findings, with regard to the service project, with their own. For example, are the motives for service similar or different?
- “Scott Neeson”
- “Street Children of Brazil”
- “Volunteers in Tanzania”
- “Church Health Center”
- “Indian Violins”
- “Jean Vanier”
- “Homeless Hospice”
- “Medically Uninsured”
- “Peru Doctor”
- “Eboo Patel”
- *”Sunitha Krishnan” (This film is not appropriate for younger students. Show the Katrina segment in its stead.)
- “Katrina: One-Year Anniversary”
- “Scott Neeson”
Film Set I
Film Set IIFilm Set IIIFilm Set IVFilm Set VFilm Set VI
Activity 2: Service to Service Learning
(one to two classroom periods)
Reconvene Activity 1 film groups. Instruct the teams to discuss what lessons emerge from the films they have viewed, and then to consider how they might incorporate these lessons/concepts/ideas into the classroom. For example, what subject areas connect with the films? What can they elaborate on in their academic learning? What academic activities might be derived from the films?
Introduce the concept of service learning. Have students offer definitions; if they are already involved in service learning efforts, invite them to describe what those are. Have students read and discuss “Get Out and Make a Difference”. Ask students to specifically note the “learning” aspect of the projects undertaken and their impact/results.
Show students “Teen Hospice”. After the film, discuss with students how volunteer motivations underscored in this film differ from those in the other R&E segments. Note how student attitudes change once they have begun meeting with hospice residents. Have the class consider ways this volunteer effort could become a service-learning project.
Culminating Activity: Action Into Learning
(two to three classroom periods; extended time period if students implement and conduct service-learning projects)
Distribute Service Learning Components. Review the elements with students.
Have students do one of the following.
- Option 1: Explore existing service-learning projects in their school and select one in which they might participate. (This requires partnering with another class or students becoming involved in an extracurricular/after-school effort.) Students can work with each other, the instructors, and the organization served to enhance the project’s learning component, using the Service Learning Components as a guide/framework.
Option 2: Identify and explore community-based service projects; have the class select one with which it would like to become involved and turn it into a class-based service-learning project, again creating a framework derived from Service Learning Components.
Students may simply design a project outline to describe existing projects or create and implement an ongoing project derived from their outline. For the latter, create reflection and evaluation tools.
- Interview students from other schools who are engaged in service-learning projects to learn either how to begin/enhance a like project in their school or to gauge the impact of select projects on student experiences, learning and otherwise.
- Create a directory of community-based service projects in which students might want to become involved. The directory requires research, outreach, and writing a comprehensive, annotated product.
- Research and document the impact of service learning on students’ academic achievement and career and college readiness nationwide. Students write an analysis of service learning in this context.