payitforwardcivics
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School
University of Toledo *
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Course
11
Subject
Communications
Date
Nov 24, 2024
Type
docx
Pages
4
Uploaded by MegaNarwhalMaster538
Purpose:
In this lesson, students define "pay it forward" and watch a movie (or movie clips) from the
movie
Pay it Forward
. They compare the concept of paying it forward (serial reciprocity) with
the work of Martin Luther King, Jr. Then they brainstorm issues and campaigns they can address
to make an impact that ripples forward as a result of their influence. Students design a Pledge
Banner with a slogan and individual pledges of service that raisees the awareness of an issue they
care about. They display the Pledge Banner in an appropriate place of their choice.
Duration:
One 45-minute class period, plus time to view a film and carry out a service project
Objectives:
The learners will:
define serial reciprocity (paying it forward).
view a movie or movie clips and discuss characters and concepts related to the impact of
paying it forward.
brainstorm and investigate social issues that they can address in their communities and
world.
take action through service and social activism.
design and implement a campaign to raise awareness of a chosen issue of importance.
Service Experience:
Although this lesson contains a service project example, decisions about service plans and
implementation should be made by students, as age appropriate.
Learn more about the stages of service-learning
.
This lesson has two service components. Students identify an issue they care about and design
and implement a campaign to take action as advocates for change. They also design and create a
Pledge Banner that raises awareness of the issue. They choose an appropriate place in which to
display the Pledge Banner.
Vocabulary:
service: to provide a community or organization with something that it needs
donate: to give or present something, especially to a charitable organization or other good cause
paying it forward: the concept of asking that a good turn be repaid by having it done to others
social activism: an intentional action to bring about social, political, economic, or environmental
change. It can take a wide range of forms from writing letters to newspapers or politicians,
political campaigning, economic activism such as boycotts or preferentially patronizing
businesses, rallies, street marches, strikes, sit-ins and hunger strikes.
Materials:
DVD copy of
Pay it Forward
5' x 8' piece of canvas or other sturdy material
fabric markers
Teacher Preparation:
This lesson includes watching a full-length (123 minute) movie called
Pay it Forward
. If this is
not possible or available, the teacher may choose to show significant clips or summarize the plot
and characters. As always, preview the entire film before showing it to the class. This film is
rated PG-13 for mature thematic elements including substance abuse/recovery, some sexual
situations, language and brief violence.
YouTube clip from the film of the assignment:
http://www.youtube.com/watch?
v=N0HTneOLrEc
(If you are watching the DVD, the assignment is given between 8-12 minutes
on the DVD clock.)
Trevor's idea clip from the film:
http://www.youtube.com/watch?v=1JEQlJRKl-
Q&feature=fvwrel
(On the DVD, Trevor's idea is explained at 33:00.)
Summary can be found on Amazon and IMDB (Internet Movie Database).
Instructional Procedure(s):
Anticipatory Set:
Ask the students to describe some slogans on banners or poster they have seen that raise
awareness about an issue or challenge others to do something good (related to education, the
environment, health, poverty and hunger, or world peace, or civil rights). Examples: "All People
Are Created Equal" or "Recycle" or "Good Planets are Hard to Find" or "Read a Good Book."
Talk about whether clever sayings or simple statements get their attention more. Ask whether
a banner or poster is an effective way to teach others about issues. Why or why not?
Introduce the theme of the day: Paying It Forward
.
Paying it forward, also known as
serial reciprocity, refers to when people repay the service they receive by passing it on to
someone else. It is repaying good deeds done to us by doing good deeds for others--
paying it forward rather than paying it back.
Ask the students to share what they think might result from people paying forward kind
deeds and service.
Watch the movie
Pay it Forward
. Afterward, facilitate a discussion about the themes of
the movie. Discuss the importance of helping others and the effects of encouraging others
to serve.
Ask or discuss:
o
Who are the main characters in the movie? Discuss their traits.
o
Conduct a character analysis of Trevor McKinney, discussing the external
influences that motivate his decision-making.
o
Sequence the events of
Pay it Forward.
o
What was the assignment Mr. Simonet gave to the class? Discuss his main
purpose for giving it.
o
What was Trevor’s project idea? How did he expect it to work on a grand scale?
What was his expected impact?
o
Can one person make a difference in the world? How was Trevor trying to prove
that concept?
Review Dr. Martin Luther King’s legacy of service and social activism (from Lesson
One) and relate it to the concept of paying it forward.
Ask:
o
How are "pay it forward" and Dr. King's legacy alike, and how do they encourage
others to serve?
o
What message do you think Dr. King would convey to youth today to encourage
them to practice service and social activism?
o
What will you do to continue his message of service and social activism?
Explain that students will decide together on an issue to address in the community and
then promote action on this issue for positive change in the community. To begin the
project, have students identify a list of social issues that they feel passionate about and
wish to address in their community. Such examples may include smoking, drinking,
drugs, violence, bullying, racism, discrimination, injustice, dropouts, global issues,
illiteracy, and animal extinction.
Once the list has been generated, ask students to brainstorm various actions or projects
that could be conducted to address these issues. Such examples may include the
following:
o
Smoking — Write a letter to policy makers, requesting a ban on smoking in
various venues.
o
Violence — Generate a survey to students about violence awareness or hold
an anti-violence rally.
o
Racism — Design a forum for the student body that addresses issues of racism.
Ask students to use team problem-solving to select one issue and project that they would
like to address together. Once the issue has been selected, invite students to investigate
the issue further to learn more about its origins, causes, and impact on the community.
Students may be able to research these topics through the following sites:
o
www.yahooligans.com
o
www.highbeam.com
o
www.ajkids.com
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o
www.headlinespot.com/for/kids/
o
www.scholar.google.com
o
www.timeforkids.com
o
www.encarta.com
o
www.cnn.com/studentnews/
Ask students to think of a slogan or motto that they can give their campaign that will
engage interests and deliver the message that they are trying to convey to their peers and
the community. Once the slogan is chosen, give each student a piece of paper and ask
them to write a simple individual pledge of service related to the chosen issue/slogan.
Give the students the canvas "banner." Ask then to write the chosen slogan in large letters
in the center of the banner, and then each student can transfer their individual pledge
statement to the banner, using the fabric markers.
After students have completed their pledge banner, decide as a group on an appropriat
place in which to display it. Be sure to take pictures (if appropriate) for lasting memories.
Reflection is a key component of service-learning that adds meaning to the experience.
Ask students how they felt about their advocacy campaign and promoting the messages
of their campaign. Ask them how they think others will feel about their act of service.
Discuss with students why doing this project was important.
Have students complete the following statement. I expected community members to
be______.
Cross-Curriculum Extensions:
Drawing Journals: Have students keep a journal of their experiences by drawing pictures of each
step within the project. This also helps students sequence the events that took place.
Student Council: Challenge students to establish a permanent student council committee that
addresses important issues in the community.
Photo Slide Show: Make a slide show using the photographs taken throughout the project and
invite friends and family to attend a viewing. Technology students may wish to establish a
website where community organizations could enlist student help to complete projects that better
the community such as cleaning up vacant lots, setting up child-care services, helping with food
drives.
Poems, Songs, Art: Encourage students to create original art, poetry, and songs about giving and
sharing, or about this specific project.
Bibliographical References:
Pay it Forward
(123 minutes) with Kevin Spacey, Haley Joel Osment, and Helen Hunt. DVD
(PG-13) Warner Home Video, 2001. AISN: B00005B4BI