A Messenger of Hope

When Edward James Olmos wanted to deliver a strong anti-drug and anti-gang message to kids in the barrios in his film American Me, he went home to East Los Angeles. There he invited young gang members like George Sarabia and Gil Espinoza as extras and crewmembers. He hoped to demystify the glamour of gangs, while giving kids new skills and a way out of the gang world. Before he met Eddie, George had only one goal in life: to come back from prison a hero — having earned his “stripes.” He now shares his life-changing story with other young people, asking them to stop the violence. “We all have a choice. You can do whatever you want to do,” George says. Then he pauses and adds, with quiet intensity, “Think about it. What you could do. What you could be.”

A Messenger of Hope
When Edward James Olmos wanted to deliver a strong anti-drug and anti-gang message to kids in the barrios in his film American Me, he went home to East Los Angeles. There he invited young gang members like George Sarabia and Gil Espinoza as extras and crewmembers. He hoped to demystify the glamour of gangs, while giving kids new skills and a way out of the gang world. Before he met Eddie, George had only one goal in life: to come back from prison a hero — having earned his “stripes.” He now shares his life-changing story with other young people, asking them to stop the violence. “We all have a choice. You can do whatever you want to do,” George says. Then he pauses and adds, with quiet intensity, “Think about it. What you could do. What you could be.”

ELA Learning Standards:

SL.9-10.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

WHST.9–10.2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

WHST.9–10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

SL.9-10.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions

W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the topic under investigation.

L.PK-12.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

W.PK-12.7
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

W.PK-12.2
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Skills: Hispanic heritage, cultural diversity, positivity, social emotional learning, interracial dialogue and healing, social studies, language arts, community service

We Walk Our Talk

The Reverend Cecil Williams is pastor of Glide Memorial Church in San Francisco and a pioneer in fighting the war on addiction. He reaches out to pushers, pimps and drug users with unconditional love and a non-violent battle cry “it’s recovery time!” Alex, one of the toughest drug dealers in the infamous housing projects near the church, says”… at Glide there were all these hands, reaching down to help me. All I had to do was hang on and keep climbing until I got to the top… this is recovery.”

We Walk Our Talk
The Reverend Cecil Williams is pastor of Glide Memorial Church in San Francisco and a pioneer in fighting the war on addiction. He reaches out to pushers, pimps and drug users with unconditional love and a non-violent battle cry “it’s recovery time!” Alex, one of the toughest drug dealers in the infamous housing projects near the church, says”… at Glide there were all these hands, reaching down to help me. All I had to do was hang on and keep climbing until I got to the top… this is recovery.”

ELA Learning Standards:

SL.9-10.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

WHST.9–10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

SL.9-10.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions

W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the topic under investigation.

W.PK-12.7
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Skills: courage, commitment, respect and dignity for all, compassion

The Banker with Heart

Professor Muhammed Yunus created one of the greatest humanitarian campaigns in history by listening carefully to poor people in the streets and villages of his homeland, Bangladesh. He learned that outrageous interest rates were the that the root cause of their poverty. He started out by giving loans from his own pocket and was later awarded the Nobel Peace Prize for founding the Grameen Bank and pioneering the concepts of microcredit and microfinance.

The Banker with Heart

Professor Muhammed Yunus created one of the greatest humanitarian campaigns in history by listening carefully to poor people in the streets and villages of his homeland, Bangladesh. He learned that outrageous interest rates were the that the root cause of their poverty. He started out by giving loans from his own pocket and was later awarded the Nobel Peace Prize for founding the Grameen Bank and pioneering the concepts of microcredit and microfinance.

ELA Learning Standards:

SL.9-10.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

WHST.9–10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

SL.9-10.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions

W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the topic under investigation.

W.PK-12.7
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Skills:
leadership, entrepreneurship, optimism, resourcefulness, economics, community service, language arts, social studies

Teaching Jazz, Creating Community

Wynton Marsalis is best known as an award-winning jazz musician. But for students in the thousands of schools he’s visited, he’s a role model telling them to “take your freedom and put it into the service of somebody else’s.” Young people like Roberto Perez in Washington D.C. have learned from Wynton how jazz can be a metaphor for creating democracy. “What a kid learns from jazz is how to express his individuality without stepping on somebody else’s,” says Wynton. ·”Being a good neighbor, that’s what jazz is all about.”

Teaching Jazz, Creating Community

Wynton Marsalis is best known as an award-winning jazz musician. But for students in the thousands of schools he’s visited, he’s a role model telling them to “take your freedom and put it into the service of somebody else’s.” Young people like Roberto Perez in Washington D.C. have learned from Wynton how jazz can be a metaphor for creating democracy. “What a kid learns from jazz is how to express his individuality without stepping on somebody else’s,” says Wynton. ·”Being a good neighbor, that’s what jazz is all about.”

ELA Learning Standards:

SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.9-10.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

SL.11-12.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

WHST.9–10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

SL.9-10.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions

L.PK-12.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

R.PK-12.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

SL.PK-12.1
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

W.PK-12.7
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Skills: Creativity, Self Discipline, Humility, Expression through Music, Collaboration

Share Your Strength

Dr. Deborah Frank is a Boston pediatrician with a mission. She knows that childhood hunger often masquerades itself — as a sleepy kindergartner, a toddler with an earache that won’t go away, or a seemingly healthy 2-year-old who is actually an undernourished 4-year· old. Dr. Frank has ·dedicated herself to finding out the real source of these problems, and solving them — thanks to support from Share Our Strength (SOS , a national anti-hunger organization that teams up with companies, restaurants and bookstores. This story, told by SOS founder, Billy Shore, shows how Dr. Frank came up with an ingenious – and surprisingly simple — solution to the mystery of 26-month-old Rosie Smith’s failure to thrive. Her timely intervention makes a world of difference for Rosie’s future.

Share Your Strength
Dr. Deborah Frank is a Boston pediatrician with a mission. She knows that childhood hunger often masquerades itself — as a sleepy kindergartner, a toddler with an earache that won’t go away, or a seemingly healthy 2-year-old who is actually an undernourished 4-year· old. Dr. Frank has ·dedicated herself to finding out the real source of these problems, and solving them — thanks to support from Share Our Strength (SOS , a national anti-hunger organization that teams up with companies, restaurants and bookstores. This story, told by SOS founder, Billy Shore, shows how Dr. Frank came up with an ingenious – and surprisingly simple — solution to the mystery of 26-month-old Rosie Smith’s failure to thrive. Her timely intervention makes a world of difference for Rosie’s future.

ELA Learning Standards:

SL.9-10.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

WHST.9–10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

SL.9-10.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the topic under investigation.

W.PK-12.7
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Skills: civics, social & economic justice, teamwork, innovation, hunger, homelessness, social emotional learning

Oakland’s Firefighting Peacemaker

As a child, Ray Gatchalian was taught to help others. “We’re here to inspire one another, to bring out the best in each other,” his father told him. When Ray’s Oakland, California neighborhood was about to go up in flames in the largest urban wildfire in U.S.history, Ray organized a dozen curious onlookers into a makeshift fire brigade that saved many homes and inspired one of the volunteers to become a fireman. “Fighting the fire with Ray changed my life,” he says.

Oakland's Firefighting Peacemaker
As a child, Ray Gatchalian was taught to help others. “We’re here to inspire one another, to bring out the best in each other,” his father told him. When Ray’s Oakland, California neighborhood was about to go up in flames in the largest urban wildfire in U.S.history, Ray organized a dozen curious onlookers into a makeshift fire brigade that saved many homes and inspired one of the volunteers to become a fireman. “Fighting the fire with Ray changed my life,” he says.

ELA Learning Standards:

SL.9-10.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

W.9-10.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purpose, and audiences.

W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

WHST.9–10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the topic under investigation.

W.PK-12.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

W.PK-12.7
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Skills: critical thinking, civic duty, teamwork, cooperation, emergency preparedness

Kennedy and the Peace Corps

“Ask not what your country can do for you: ask what you can do for your country.” With these inspiring words, John F. Kennedy launched the Peace Corps in 1961. Since then, over 150,000 Americans have brought skills, life-saving technological improvements – and a goodwill message of generosity and optimism to poor countries around the world. Harris Wofford tells the little-known story of how it began when Kennedy, on the campaign trail, spontaneously asked a group of college students if they would give a few years of their life to help others in underdeveloped parts of the world. The students’ response was so overwhelmingly positive, and their energy so contagious, that it galvanized the newly elected President into action. His campaign promise to create a corps of young men and women who “could work miracles for peace,” has been coming true ever since.

Kennedy and the Peace Corps

“Ask not what your country can do for you: ask what you can do for your country.” With these inspiring words, John F. Kennedy launched the Peace Corps in 1961. Since then, over 150,000 Americans have brought skills, life-saving technological improvements – and a goodwill message of generosity and optimism to poor countries around the world. Harris Wofford tells the little-known story of how it began when Kennedy, on the campaign trail, spontaneously asked a group of college students if they would give a few years of their life to help others in underdeveloped parts of the world. The students’ response was so overwhelmingly positive, and their energy so contagious, that it galvanized the newly elected President into action. His campaign promise to create a corps of young men and women who “could work miracles for peace,” has been coming true ever since.

ELA Learning Standards:

SL.9-10.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

WHST.9–10.2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

WHST.9–10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

SL.9-10.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the topic under investigation.

W.PK-12.7
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

W.PK-12.2
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Skills: Giving, Patriotism, Determination, Enthusiasm, Courage, Global Perspectives

Helping Others to See

For people at the Aravind Eye Hospital in Mudurai, India, Dr. V is a hero. Both a village elder and a hospital chief, he insists that his staff provide “impeccable service” and guides his institution of compassion with a glance, a word, a silent presence, a smile. As Gandhi once said, “My life is my message.” Dr. V’s ·unique blend of being and doing is his message. Thanks to support from the Seva Foundation, he and his staff perform 92,000 cataract surgeries a year and 850,000 treatments to prevent blindness. “If you allow the divine force to flow through you, you will accomplish things far greater than you imagined,” says Dr. V. In this story, Seva’s founder, Ram Dass, explains how their support for Dr. V – balances ”being and doing” — or compassionate Actions and compassionate hearts — so they can do the most good for others in the world.

Helping Others to See
For people at the Aravind Eye Hospital in Mudurai, India, Dr. V is a hero. Both a village elder and a hospital chief, he insists that his staff provide “impeccable service” and guides his institution of compassion with a glance, a word, a silent presence, a smile. As Gandhi once said, “My life is my message.” Dr. V’s ·unique blend of being and doing is his message. Thanks to support from the Seva Foundation, he and his staff perform 92,000 cataract surgeries a year and 850,000 treatments to prevent blindness. “If you allow the divine force to flow through you, you will accomplish things far greater than you imagined,” says Dr. V. In this story, Seva’s founder, Ram Dass, explains how their support for Dr. V – balances ”being and doing” — or compassionate Actions and compassionate hearts — so they can do the most good for others in the world.

ELA Learning Standards:

L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.9-10.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.

WHST.9–10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

R.PK-12.4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

W.PK-12.9
Draw evidence from literary or informational texts to support analysis, interpretation, reflection, and research.

W.PK-12.7
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Skills: caring, compassion, leadership, humility, service

From Street Kids to Wall Street

When Steve Mariotti, a successful young businessperson, was mugged by a bunch of teenagers in the streets of New York it changed his life. He decided to find a way to channel these young peoples’ destructive energy and creativity into more positive pursuits. In this story, we learn how the organization Steve started – the National Foundation for Teaching Entrepreneurship – has helped kids like Felix Rouse turn their passions into profitable small businesses. In just 10 years, NFTE had 186 teachers and 14,000 mentors who are replacing the deadens of drugs, crime and teenage pregnancy for over 10,000 students with a vigorous pursuit of success in the business world. As one graduate put it, “My dream is not to die in poverty but to have poverty die in me.”

From Street Kids to Wall Street
When Steve Mariotti, a successful young businessperson, was mugged by a bunch of teenagers in the streets of New York it changed his life. He decided to find a way to channel these young peoples’ destructive energy and creativity into more positive pursuits. In this story, we learn how the organization Steve started – the National Foundation for Teaching Entrepreneurship – has helped kids like Felix Rouse turn their passions into profitable small businesses. In just 10 years, NFTE had 186 teachers and 14,000 mentors who are replacing the deadens of drugs, crime and teenage pregnancy for over 10,000 students with a vigorous pursuit of success in the business world. As one graduate put it, “My dream is not to die in poverty but to have poverty die in me.”

ELA Learning Standards:

SL.9-10.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

WHST.9–10.2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

WHST.9–10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

SL.9-10.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the topic under investigation.

W.PK-12.7
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

W.PK-12.2
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Skills:
entrepreneurship, social emotional learning, character development, activism & service learning, civics

Freedom from Madness

Mahatma Gandhi had a very ambitious mission: to teach total nonviolence to the people of India. He had used civil disobedience and his fasts to free India from British imperialism in 1946. Now he wanted to teach his people how to create peace and racial harmony. “We are one human race,” he would say. “Religion must unify us, not divide us.” In this inspiring story, Gandhi’s grandson tells the story of how the great teacher helped Souren Bannetji, whose life had been ruined by religious hatred, to set aside anger and vengeance and learn how to forgive. Out of tragedy, Souren could create a new life for himself and his new family. He came to understand Gandhi’s words: “Change can come only one life at a time.”

Freedom from Madness
Mahatma Gandhi had a very ambitious mission: to teach total nonviolence to the people of India. He had used civil disobedience and his fasts to free India from British imperialism in 1946. Now he wanted to teach his people how to create peace and racial harmony. “We are one human race,” he would say. “Religion must unify us, not divide us.” In this inspiring story, Gandhi’s grandson tells the story of how the great teacher helped Souren Bannetji, whose life had been ruined by religious hatred, to set aside anger and vengeance and learn how to forgive. Out of tragedy, Souren could create a new life for himself and his new family. He came to understand Gandhi’s words: “Change can come only one life at a time.”

ELA Learning Standards:

SL.9-10.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

WHST.9–10.2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

WHST.9–10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

L.PK-12.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

SL.9-10.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the topic under investigation..

W.PK-12.2
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

W.PK-12.7
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Skills:
social justice, diversity, equity, and inclusion, leadership, social emotional learning, language arts, community service, social studies