Curriculum Connections to Standards
The Lead4Change Student Leadership Program was created by the Foundation for Impact on Literacy and Learning and the Lift a Life Foundation, with assistance from the YUM! Foundation, to encourage high school and middle school students to hone leadership skills through launching a service-learning project that works to meet a need in their community through service. This project-based curriculum has been designed to integrate Common Core State Standards, the Standards for the English Language Arts and the National Council for Social Studies Curriculum Standards.
National Council of Teachers of English (NCTE)
The Standards for the English Language Arts
1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
4. Students adjust their use of spoken, written and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
12. Students use spoken, written and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
National Council of Social Studies (NCSS)
Social Studies themes tied to standards
4. Individual development and identity
Personal identity is shaped by family, peers, culture and institutional influences. Through this theme, students examine the factors that influence an individual’s personal identity, development and actions. This theme typically appears in courses and units dealing with psychology, anthropology and sociology.
9. Global connections
The realities of global interdependence require an understanding of the increasingly important and diverse global connections among world societies. This theme prepares students to study issues arising from globalization. It typically appears in units or courses dealing with geography, culture, economics, history, political science, government and technology.
10. Civic ideals and practices
An understanding of civic ideals and practices is critical to full participation in society and is an essential component of education for citizenship. This theme enables students to learn about the rights and responsibilities of citizens of a democracy and to appreciate the importance of active citizenship. In schools, the theme typically appears in units or courses dealing with civics, history, political science, cultural anthropology and fields such as global studies, law-related education and the humanities.