Lesson Title:  
Service for Citizenship

Grade Level: 
Grade 6 Lesson 7

History-Social Science Standard:
Service Learning Standards as listed, plus matches to History-Social Science Standards in 6, 7, and 8 

6th Grade
Standard 6.1   The agricultural revolution in the early cultural development of humankind is studied.  These hunter-gatherer societies adapted to and modified many different environments.  Eventually domesticating plants and animals, they became food producers.  The creation of a community garden may help students see how producing food changes the environment.  Food from the garden itself can be donated to people in need.

7th Grade
Standard 7.8.4   Inventions such as the printing press revolutionize the 15th century.  Disseminating information, students could do a service by e-mailing and writing letters to people in convalescent homes in other countries, etc.  Compare our modern communication and the emerging technology of the Renaissance.  Write a 90-second public service announcement (PSA) about an issue of concern to them.  Public access channels are available for taping these PSAs. 

8th Grade
Standard 8.3.6   Understanding the American Political System and the way citizens participate in it is the focus.  Volunteer for a local political campaign stuffing envelopes, answering phones, etc. (League of Women Voters, Kids Voting, and School Board).

Standard 8.12   Transformation of American Economy and changing social and political conditions.  Reformers in labor business, human rights (women’s rights, Native American, conservation) abound in this standard; therefore, service could be related to any of these modern concerns.  Are their experiences similar or different from those early reformers?  

César E. Chávez’s work is a contemporary example of all of these service opportunities.  Suggested grade level matches are:
 
6th = pesticides

7th = OSC

8th = union

Correlation to K-8 California Adopted Textbooks:
Correlates with most of the State adopted textbooks.

Focus Questions: 
What is Service Learning?

Why do I need to do Service Learning?  

What are some examples of Service Learning going on around us now?

Expected Learning Outcomes: 
Having practiced citizenship skills, students will see the value of service to their community.

Key Concepts:  
Varies according to standards in grade level

Essential Vocabulary: 
Service Learning
volunteer
community service
social service

Primary Sources: 
[Quotes below]

Procedure

Motivation: 
Quotes to Use:  

“It is my deepest belief that only by giving our lives do we find life.  The only real wealth comes from helping others.” - César E. Chávez

“Man becomes great exactly in the degree in which he works for the welfare of his fellow men.”  - Mohandas K. Gandhi

“When I give, I give myself.” - Walt Whitman

“You are never strong enough that you don’t need help.” - César E. Chávez

Making Connections: 
The project may connect with many different curricula from Environmental Science to Language Art.

Vocabulary Activities: 
As needed by grade level.

Guided Instruction:  
Use grade level appropriate lessons and the parent letter.  Their personal planning guide will assist them. 

SERVICE LEARNING PLANNING SHEET
César E. Chávez Project

Name ______________________

Goal for service project (or what I’d like to do)  ______________________________________________

What I need to find out (what type of project can I do)  ________________________________________
____________________________________________________________________________________

Research (where I go for information)  _____________________________________________________
____________________________________________________________________________________

Partnership (or with whom could I work with to accomplish this) _________________________________
____________________________________________________________________________________

Implementation (when?  where?)  ________________________________________________________
____________________________________________________________________________________

Problem solving (permission, transportation)  _______________________________________________
____________________________________________________________________________________

Project connects to what I’m learning in school?_____________________________________________
____________________________________________________________________________________

Integrating Language: 
Persuasive writing and speaking are important to policy development and citizen action.

Enrichment:  
List of other service American Promise Teaching Guide

Assessment: 
Have students photograph their service learning workplace, supervisor, colleagues and any special projects, products or accomplishments of the group they worked with.  The completed portfolio will serve as an assessment of the project and will help the student understand the service learning experience.   See attached rubric.

Service Learning:
Suggested Service Learning Reporting Form:

Name:______________________         

Name of Activity: ___________		Date of Activity________

Place where service was performed:_____________

Numbers of hours:  _______

Name of citizenship skill(s) practiced:

Relationship to unit studied in class:

Benefits gained by you community from your service:

Personal benefits gained from your service:

Service Learning Resources
These local and National groups can provide a wealth of information and support for service learning projects and/or civic education programs.

The American Promise
PO Box 514989
Los Angeles, CA 90051-4989
800-204-7722

Constitutional Rights Foundation
601 South Kingsley Drive
Los Angeles, CA 90005

Service Learning 2000 Center
24 East 25th Avenue Suite 2
San Mateo CA 94403
650-356-0288

We the People
Charles Quigley and Duane Smith, editorial directors
Center for Civic Education, 1991
5146 Douglas Fir Road Calabasas, CA 91302
800-350-4223

Service Learning Linking Classrooms and Communities, 1999 California 
Department of Education.

Service Learning Rubric
Projects fall into the areas of: 

environment or community improvement

political action

social services

school improvement

Assessment Scoring:
3.	Selected and planned a project that had life skills to learn that could be integrated into classroom.  The service project filled an actual community need.  Participated actively and completed the required evaluation on time showing they understood the impact their project had on the community.   An essay reflects the connection between the service experience and academic curriculum besides describing the project, why it was chosen, and how they felt when it was finished.      

2.	Selected and planned a project that had life skills to learn.  The service project filled a community need.  Participated actively and completed the required evaluation on time.   An essay reflects the connection between the service experience and what they learned besides describing the project, why it was chosen, and how they felt when it was finished.

1.	Selected a project.  The service filled a community need.  Participated and completed the required evaluation on time.   The essay describes the project, why it was chosen, and how they felt when it was finished.

0.	The service project was not planned. Participation was limited.    The required evaluation was not on time or completed fully.   The reflective essay did not answer the key questions of what? why? and how? 

California Service Learning Standards, Grades 6-8
*Standard 1:  Students will understand how the needs of the community are identified or, when appropriate, will identify the needs of the community.  Based on demonstrated understanding of these needs, students will actively participle in thoughtfully organized service that addresses the needs of the community identified by the assessment.

Standard 2:  Students will develop, acquire, and demonstrate curricular knowledge and skills through participation in an integrated service learning experience.

Standard 3:  Students will understand the relationship between school and community and the importance of school-community partnerships.  Students and teachers will work in collaboration with individuals and organizations in the community when appropriate, to develop and implement meaningful service learning experiences that reflect their understanding of school and community resources.

*Standard 4:  Students will understand and demonstrate civic responsibility through participation in a service-learning activity that improves the quality of life in the community.

Standard 5:  Student will understand and explain the significance of their service learning experience, and how applying these skills and knowledge affects them as individuals, their own learning, and the community.

*A match to the philosophy of César E. Chávez

Model letter to introduce a SERVICE LEARNING PROJECT

                                          Date
Dear Parents/Guardians,
    One of the most exciting ways to help young adolescents become responsible, caring citizens is to provide them with opportunities to look beyond themselves and reach out to others.  The purpose of the service learning project is to encourage these experiences.  All of our eighth grade students this year will be required to select a project/s of five hours of service per semester. The first semester deadline is ______ and the second semester deadline is______.  

    The concept of service learning is based upon research showing that students learn more about themselves and gain a greater degree of personal maturity when they apply skills they learn in school to real-life non-classroom situations.  Some of the ways students can benefit include:  a chance to meet and spend time with people of different ages and backgrounds, opportunities to develop new interests and discover new talents and abilities in themselves, and a chance to see their own actions play a meaningful role in community affairs.

    Possible activities will be discussed in class to give the students ideas. If your child belongs to Scouts or a church group that is working on a project, please check with their teacher to see if it may qualify.  As the year progresses, announcements will be made in class about opportunities for service.  Some will be on campus and some will be in the community.

    To receive class credit for the project, the teacher will provide the student with a short form to complete and turn in for Social Studies credit.  Language Arts credit may be earned by writing a reflective essay.  The short essay would describe the project, why it was chosen, and how it felt to complete it.  If you object to this project, a research assignment is available for the same credit.  

    Sincerely,

------------------------------------------------------------------       

                       (cut & return)

I/We have read the Service Learning assignment and understand what my student needs to accomplish this year.

________________________        ________________________    
    Student Signature                            Parent/Guardian Signature