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gender equality

Gender equality

Inequality

Reduced inequalities

Demonstrating personal characteristics that contribute to self-confidence and self-esteem, such as honesty, integrity, respect for the dignity of others

HE.K-3.A.1.D.2

HE.4-6.A.1.D.2

Demonstrating personal characteristics that contribute to self-confidence and self-esteem, such as honesty, integrity, responsibility, and respecting the dignity of others

HE.7-8.A.1.D.1

Demonstrating personal characteristics that contribute to self-confidence and self-esteem, such as honesty, integrity, responsibility, and respect for the dignity of others

HE.9-12.A.1.D.1

What does self respect and self esteem look like?

HE.3.S.3.GLE.1.IQ.1

Developing self-esteem, resiliency, tolerance, and coping skills support social and emotional health.

PE.9-12.S.3.GLE.1.N.2

The development of self-esteem, resiliency, tolerance, and coping skills supports social and emotional health.

PE.9-12.S.3.GLE.3.N.3

Performance with concentration and commitment communicates meaning and builds self-esteem and confidence.

DA.9-12.S.2.GLE.1.RA.4

Identify the characteristics of someone who has self-respect and positive self-esteem.

CH.3.3.1.a

Identify the characteristics of someone who has self-respect and positive self-esteem

HE.3.3.1.a

explain how social concepts such as cooperation, communication, collaboration, consensus, self esteem, risk taking, sympathy and empathy apply in theatre and daily life

TH.5-8.6.6

List factors that contribute to positive self-esteem.

HE.4-6.23C.9

PE.4-6.23C.9

understand the importance of assuming responsibility for personal health behaviors: analyze decisions that impact an individual’s emotional, sexual, and reproductive health (e.g., describing benefits of abstaining from sexual activity: preventing pregnancy, preventing STDs, maintaining self-esteem)

HE.7.1.B.PL-7-PW-S-PPH2.b

understand the importance of assuming responsibility for personal health behaviors: explain the benefits (preventing pregnancy, preventing HIV/STDs, maintaining self-esteem) and strategies (e.g., using refusal skills, talking with parents, doctors, counselors) of abstaining from sexual activity

HE.8.1.B.PL-8-PW-S-PPH2.b

demonstrate an understanding of the use and misuse of alcohol, tobacco and other drugs by: recommending interventions (e.g., cease enabling activities), treatments (e.g., AA, outpatient therapy, group therapy) and other strategies (e.g., enhancing self esteem, building skills for success) as forms of help for negative behaviors or addictions (e.g., drug addictions, eating disorders)

HE.9-12.1.G.PL-H-PW-S-ATOD1.c

HE.7.PL-7-PW-S-PPH2.b

HE.8.PL-8-PW-S-PPH2.b

HE.9-12.PL-H-PW-S-ATOD1.c

evaluate why people need to work (e.g., earn money, contribute to community, enhance self-esteem) to meet basic needs (e.g., food, clothing, shelter), provide self-satisfaction, and enjoyment

WORK.6.VS-6-CAEP-S-1

Students will describe strategies for stress management, problem solving, conflict resolution and communication (e.g., self- esteem, self-control, empathy, asking for help, forgiveness/reconciliation, how to apologize, active listening, anger management, standing up for one's rights).

HE.4.PL-04-1.1.2

Students will describe the physical, emotional/mental and social benefits gained from regular participation in leisure/recreational, or competitive physical activities: emotional/mental benefits (e.g., improved confidence, increased self-esteem, stress reduction, self-expression)

HE.6.PL-06-2.2.1.c

Students will describe the physical, emotional/mental and social benefits gained from regular participation in leisure/recreational, or competitive physical activities: emotional/mental benefits (e.g., improved confidence, increased self- esteem, stress reduction, self-expression)

HE.7.PL-07-2.2.1.c

Students will explain how physical, emotional/mental and social benefits result from regular participation in leisure/recreational, or competitive physical activities: emotional/mental benefits (e.g., improved confidence, increased self- esteem, stress reduction, self-expression)

HE.8.PL-08-2.2.1.c

sharing feelings of satisfaction felt as a result of physical activity (i.e., improved individual self-esteem, good feelings gained from being part of a team, activity journals, class discussions, etc.).

PE.5-6.7.3.3

PE.7-8.7.3.3

Bring in products that are made from trees (paper, toothpicks, rulers, pencils, cards, wrapping paper, coffee filters, lumber, 1x2 or 2x4 lumber, the grain on wooden blocks, etc.) and explain or make a mural of how they are made.

ECL.1.4.2.g

Bring in products that are made from trees (paper, toothpicks, rulers, pencils, cards, wrapping paper, coffee filters, lumber (1x2 or 2x4), wooden blocks – actually look at the grain of the wood - etc. and explain or make a mural of how they are made.

ECL.2.4.2.g

describe ways to help build self-esteem for oneself, friends, and others.

HE.3.9.G

   The Coffee Queen of Ecuador

education

Quality education

Economic growth

Decent work and economic growth

Recognizing benefits of recreation and tourism at state and national parks

SOC.2.10.3

Historical information and context are used to interpret, evaluate, and inform decisions or policies regarding current issues. For example, the history of a city determines how it might advertise for tourism purposes.

SOC.2.S.1.GLE.2.RA.1

Groups use both positive and negative incentives to affect behavior. For example, the tourism industry uses incentives to attract tourists and government agencies use tickets to discourage speeding and fines for not following regulations.

SOC.4.S.3.GLE.1.RA.3

The impacts of trade flows, capital movements, direct foreign investment, tourism, and foreign trade

ECO.12.VII.A.2

Students will explore at least two of these three African independence movements: Ghana, Algeria, Kenya.

SOC.10.7b.1

recognize appropriate professional documents used in the hospitality and tourism industry;

HOSP.9-12.1.C

prioritize career goals and ways to achieve those goals in the hospitality and tourism industry;

HOSP.9-12.5.A

compare and contrast education or training and certifications needed for careers in the hospitality and tourism industry;

HOSP.9-12.5.B

identify community service activities related to the hospitality and tourism industry.

HOSP.9-12.7.E

determine how environmental issues and trends affect the hospitality and tourism industry.

HOSP.9-12.8.D

examine the varied operations required within the hospitality and tourism industry;

HOSP.9-12.9.A

understand the job qualifications for various careers in the hospitality and tourism industry; and

HOSP.9-12.9.B

explore entrepreneurship opportunities within the travel and tourism industry

HOSP.10-12.9.I

demonstrate an understanding of tourism sales and the impact on distribution systems; and

HOSP.10-12.11.H

  The Driver's Seat

poverty

No poverty

Infrastructure industrialization

Industry, innovation and infrastructure

Engage in authentic communication during visits, field trips, community service activities, etc.

FL.9-12.1.1.d

Perform authentic tasks using the target language and knowledge of the target cultures in the community or abroad (interviews, problem solving challenges, community service actions, etc.).

FL.9-12.4.1.b

Comparing European motives for establishing colonies, including mercantilism, religious persecution, poverty, oppression, and new opportunities

SOC.10.1.2

Critique a community service project that involves physical activity by identifying benefits, problems, compromises, and outcomes.

PE.9-12.10

Design a project related to contemporary issues (e.g., real-world math, career development, community service) using multiple sources.

LA.6-8.5.A.3b

Assess how economic growth is a factor in alleviating poverty and raising standards of living.

SOC.11-12.15D.5

Identify health-enhancing items that are missing in personal environment (e.g., soap, recycling bins).

HE.2-4.22D.2

Students will identify and give examples of good citizenship at home, at school and in the community (e.g., helping with chores, obeying rules, participating in community service projects such as recycling, conserving natural resources, donating food/supplies) and explain why civic engagement in the community is important.

SOC.K-3.SS-EP-1.3.2

Pressures for reform Increasing inequities between wealth and poverty

SOC.9-12.4.I.A.4

understand that effective, informed citizenship is a duty of each citizen, demonstrated by jury service, voting, and community service

SOC.PK-6.5.3.5

identify ways to actively practice good citizenship, including involvement in community service.

SOC.2.10.C

SOC.2.13.D

define poverty and its components and analyze poverty's impact on the individual and society;

SOC.9-12.SOC.10.B

recognize the value of community service and volunteerism; and

WORK.7-8.3.E

WORK.7-8.4.G

create a professional portfolio to include information such as: extended learning experiences such as community service and active participation in career and technical student organizations and professional organizations

AGRI.11-12.8.A.iv

prepare a professional electronic portfolio that includes information such as: extended learning experiences such as community service and active participation in career and technical student organizations

BUS.12.8.A.iii

prepare a professional electronic portfolio that includes information such as: extended learning experiences such as community service and active participation in career and technical student organizations and professional organizations

BUS.10-12.9.A.iv

compare different standards of living in the United States, including poverty, minimum wage, living wage, and desired standards of living.

FIN.10-12.15.C

examine related community service opportunities; and

HOSP.9-12.5.C

produce a professional portfolio to include information such as: community service activities

HOSP.11-12.11.A.iv

investigate community service opportunities;

FAM.9-12.6.D

demonstrate ethical practices when participating in community service and service-learning activities; and

FAM.10-12.4.G

update a professional portfolio to include information such as: extended learning experiences such as community service and active participation in career and technical student organizations and professional organizations

STEM.12.6.A.iv

TRAN.11-12.7.A.ii

TRAN.11-12.6.A.ii

  Changing A Community One Soap Bar At A Time

research issues or interpret accounts of historical events in U.S. history using primary and secondary sources (e.g., biographies, films, periodicals, Internet resources, textbooks, artifacts): analyze economic growth in America after WWII (e.g., suburban growth), struggles for racial and gender equality (e.g., Civil Rights Movement), the extension of civil liberties, and conflicts over political issues (e.g., McCarthyism, U.S. involvement in Vietnam)

SOC.9-12.SS-H-HP-S-3.f

Students will explain and give examples of how after WWII, America experienced economic growth (e.g., suburban growth), struggles for racial and gender equality (e.g., Civil Rights Movement), the extension of civil liberties (e.g., desegregation, Civil Rights Acts) and conflict over political issues (e.g., McCarthyism, U.S. involvement in Vietnam).

SOC.9-12.SS-HS-5.2.6

For Every Girl’s Right

Locate on a world and regional political-physical map the countries of Democratic Republic of the Congo (Zaire), Egypt, Kenya, Nigeria, South Africa, Sudan, and South Sudan.

A.SS7G1.b

Compare the republican systems of government in the Republic of Kenya and the Republic of South Africa, distinguishing the form of leadership and role of the citizen in terms of voting and personal freedoms.

A.SS7CG2.a

Compare how various factors, including gender, affect access to education in Kenya and Sudan.

A.SS7CG3.a

Identify nationalist movements and attempts by colonial countries to achieve independence after World War II [e.g., how African and Asian countries (e.g., India under Mohandas Gandhi and Kenya under Jomo Kenyatta) achieved independence from European colonial rule; independence struggles of colonized regions of the world (e.g., India, Pakistan, and Indonesia); the fight against apartheid in South Africa and revolution from white minority government].

SOC.8.16.8.93

Students will investigate the extent to which urbanization and industrialization have modified the roles of social institutions such as family, religion, education, and government by examining one case study in each of these regions: Africa (e.g., Zimbabwe, Kenya, Nigeria, Sierra Leone), Latin America (e.g., Brazil, Argentina, Chile, Mexico), and Asia (e.g., China, India, Indonesia, South Korea).

SOC.10.8a.1

conduct research using demographic data to interpret, debate and evaluate the geopolitical implications of a variety of global issues: Differing rates of women’s suffrage

SOC.12.SS.C.O.12.04.03b

describe impacts of travel and tourism on the cultural sustainability of indigenous communities (e.g., Haida in the Queen Charlotte Islands, Maya in southern Mexico, Maoris in New Zealand, Masai in Kenya)

C3.2 Stewardship and the Sustainability of Societies

 Abigail's Story

Explain how nationalism led to independence in South Africa, Kenya, and Nigeria.

A.SS7H1.b

SOC.9-12.WG.4.H 1.c.6

Contrasts between developed and developing nations Population size and rate of growth