Middle School (6-8)

High School (9-12)

SEL Core Competencies

• Self-Awareness

• Self-Management

• Social Awareness

• Relationship Skills

ELA Standards

• Listening and Speaking

• Reading 

NCSS Social Studies Theme

• Individual Development and Identity 

Students will learn four different ways people form communities.

Students will recognize that all communities demonstrate caring behaviors in similar ways.

• Community: A group living in one place; a group united by common interests; a group with common values and/or responsibilities; a group that feels a connection.

Note to the teacher: Record responses to the questions below in a central location so students can reference their ideas throughout the lesson.

Say: We are going to focus on making our class a caring community and understanding why a caring community is important.

To begin, let’s brainstorm responses to these two questions:

• What does the word “community” make us think of?

• What comes to mind when we think about the word “caring?”

Say: That was some great collective thinking. Now, let’s make it more personal. Take the next few minutes to journal about what being in a caring community means to you personally. If you would like, you can write about a community that you belong to. If it is helpful, look back at our brainstormed lists to support your thinking.

Divide the class into at least four groups. Distribute chart paper and markers to each student group. Ask students to brainstorm and list examples of ways they have observed, encountered, or are personally involved with different communities aligned with the type of community assigned to their group. Then, ask a student from each group to read their group’s responses to the class. After all groups present their lists, ask the class if there are additional ideas to add to any of the lists.

Say: I can see across your lists that communities are not necessarily exclusive to one category or another. A community can be a group living in one place, a group united by common interests, a group with common values and/or responsibilities, or a group that feels a connection. Any given community can fit into one, two, three, or all four of these categories.

Ask: Was it difficult to brainstorm examples for any of these different types of communities? Why?

Ask: Was it easy to brainstorm examples for any of these different types of communities? Why?

Say: Now each group should brainstorm and list examples of ways the different communities on their list might demonstrate that they are a caring community. Give each group a chance to read their list of behaviors to the class.

Ask groups to circle each behavior example on their own charts when they hear another group read the same (or very similar) behavior out loud.

Ask: What are some similar ways that these different communities might demonstrate they are a caring community?

Say: What I can see across your lists is that all communities, regardless of what type of community they are, often express that they are a caring community in similar ways. Sometimes we are told we are part of a community. At different times throughout our lives, we get to decide for ourselves how we come together as a community. No matter what stage of your life, or what parameters you use to describe a community, you have shown in your brainstorming that groups living in one place, groups united by common interests, groups with common values and/or responsibilities, and groups that feel a connection, all can express care in similar ways.

Note to the teacher: When both brainstorming steps are complete, have each group post their chart on a classroom wall or collect charts in a central location.

• Community Project:

  • Assign a project where students create a visual representation of a community they care about.

  • They should include information about the type of community it is, the people involved, and how the community demonstrates caring behaviors.

• Self-Assessment:

  • Provide students with a self-assessment rubric to evaluate their own learning and participation in the activity.

  • Encourage them to reflect on their strengths and weaknesses, and identify areas where they need further improvement.

• Peer Assessment:

  • Have students assess each other’s work using a rubric or checklist.

  • This can help them develop critical thinking skills and provide constructive feedback.

• Think-Pair-Share:

  • Use this strategy to encourage students to reflect on their own thinking and share their ideas with a partner.

  • For example, ask them to think about what they learned, what surprised them, and what questions they still have.