Beliefs Lesson Plan

Beliefs Lesson Plan

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Teaching art, teaching music, teaching dance, teaching painting, teaching drawing, teaching drama, teaching sculpture, teaching needlework, teaching knitting, teaching cooking, teaching creativity, learning art, learning music, learning to paint, learning to sculpt, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, education for life, transformational education, new paradigm learning, genius training, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Study Technology, Study Tech, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational living, thinking out of the box, learning how to learn - not what to learn, learning to think, using your brain for a change, brainy builderTeaching english, teaching literature, teaching reading, teaching writing, teaching english, teaching sentence structure, teaching storytelling, teaching verbal skills, teaching non-fiction, teaching fiction, teaching creativity, learning writing, learning reading, learning to write, learning to read, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, education for life, transformational education, new paradigm learning, genius training, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Study Technology, Study Tech, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational living, thinking out of the box, learning how to learn - not what to learn, learning to think, using your brain for a change, brainy builderTeaching health, teaching exercise, teaching vibrant living, teaching nutrition, teaching relaxation, teaching physical activity, teaching how to eat, teaching sports, teaching play, teaching about the body, teaching healthy regimens, learning health, learning exercise, learning vibrant living, learning about nutrition, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community schoolteaching math, teaching arithmetic, teaching algebra, teaching calculous, teaching calculations, teaching geometry, teaching trigonometry, teaching architecture, teaching engineering, teaching addition, teaching subtraction, learning math, learning arithmetic, learning algebra, learning calculous, learning calculations, learning geometry, learning trigonometry, learning architecture, learning engineering, learning addition, learning subtraction, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community schoolteaching science, teaching chemistry, teaching biology, teaching about plants, teaching about animals, teaching about space, teaching geology, teaching astronomy, teaching earth science, teaching physical science, teaching oceanography, teaching meteorology, teaching zoology, teaching human biology, teaching botany, systems theory, learning science, learning chemistry, learning biology, learning about plants, learning about animals, learning about space, learning geology, learning astronomy, learning earth science, learning physical science, learning oceanography, learning meteorology, learning zoology, learning human biology, learning botany, systems theory, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community schooltechnology, innovation, robotics, the science of learning, learning to learn, learning how to learn, computers, programming, codingteaching social science, teaching social sciences, teaching anthropology, teaching economics, teaching geography, teaching history, teaching law, teaching linguistics, teaching foreign language, teaching psychology, teaching sociology, teaching social research, learning social science, learning social sciences, learning anthropology, learning economics, learning geography, learning history, learning law, learning linguistics, learning foreign language, learning psychology, learning sociology, learning social research, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community schoolteaching human values, teaching abundance, teaching acceptance, teaching accomplishment, teaching achievement, teaching care, teaching awareness, teaching balance, teaching belonging, teaching bravery, teaching brilliance, teaching compassion, teaching connection, teaching confidence, teaching cooperation, teaching collaboration, teaching discovery, teaching efficiency, teaching expressiveness, teaching fairness, teaching love, teaching exploration, teaching flexibility, teaching For The Highest Good of All, teaching fun, teaching giving, teaching grace, teaching growth, teaching harmony, teaching helpfulness, teaching honesty, teaching imagination, teaching joy, teaching modesty, teaching mindfulness, teaching peace, teaching precision, teaching reason, teaching reflection, teaching reliability, teaching self-control, teaching, thoughtfulness, teaching trustworthiness, teaching unity, teaching valor, teaching wonder, learning human values, learning abundance, learning acceptance, learning accomplishment, learning achievement, learning care, learning awareness, learning balance, learning belonging, learning bravery, learning brilliance, learning compassion, learning connection, learning confidence, learning cooperation, learning collaboration, learning discovery, learning efficiency, learning expressiveness, learning fairness, learning love, learning exploration, learning flexibility, learning For The Highest Good of All, learning fun, learning giving, learning grace, learning growth, learning harmony, learning helpfulness, learning honesty, learning imagination, learning joy, learning modesty, learning mindfulness, learning peace, learning precision, learning reason, learning reflection, learning reliability, learning self-control, learning, thoughtfulness, learning trustworthiness, learning unity, learning valor, learning wonder, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school

BELIEFS LESSON PLAN

This page is a free-shared lesson plan archive for teaching all educational subjects within the context and theme of “Beliefs”. It is purposed for use in community education environments, homeschool environments, traditional schooling environments, or as a supplemental and fun addition to any education program. As part of the complete Education for Life Program, this lesson plan is specifically designed to work in conjunction with the other components: Foundations of Teaching, Curriculum, Teaching Strategies, Learning Tools and Toys, Evaluation Model, and The Ultimate Classroom. If you’d like to learn how all these components work together, click hereClick here for the specifics focused on just using the lesson plans:

CLICK HERE FOR A DETAILED TUTORIAL ON HOW TO USE THIS LESSON PLAN

NOTE: The colors are provided as a possible linear progression (red/easiest to violet/most challenging) for people that might prefer a more linear structure. Our core philosophy, however, is that through creativity every color can be made easy or challenging for any learning level.

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A NOTE ABOUT ALL ONE COMMUNITY LESSON PLANS

The One Community lesson plans are intentionally designed for use in ANY educational environment and with ALL educational, cultural, religious/spiritual, and philosophical approaches to teaching and learning. They are designed without an ideological approach and specifically so they can be adapted to include the views, preferences, methodologies, and/or ideologies preferred by different parents and teachers.

For maximum flexibility and adaptation, they are also designed to be combined to teach multiple subjects at the same time. Doing this increases the creativity, effectiveness, and fun of your learning environment. Once we are on the property and operating our version of the complete school and Education for Life program, we will be adding video examples of how to combine the lessons. In the meantime, visit the Teaching Strategies page for a list of suggestions. 

ARTS AND TRADES

CLICK HERE FOR THE COMPLETE SUBJECT OUTLINE FOR ARTS & TRADES

Teaching art, teaching music, teaching dance, teaching painting, teaching drawing, teaching drama, teaching sculpture, teaching needlework, teaching knitting, teaching cooking, teaching creativity, learning art, learning music, learning to paint, learning to sculpt, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, education for life, transformational education, new paradigm learning, genius training, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Study Technology, Study Tech, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational living, thinking out of the box, learning how to learn - not what to learn, learning to think, using your brain for a change, brainy builder
TEACHING ARTS AND TRADES WITHIN THE CONTEXT OF BELIEFS

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The Arts

  • Draw or print out a picture of a gnome, dwarf, fairy or other mythical figure that some people in the past (and maybe in the present) may believe in. Color or paint* it in. Also write a one-sentence description* of the figure.
  • Using any medium you like, create a picture or figure* of a mythical animal that some people believe in (e.g. unicorn, phoenix). Include an information sheet that describes your figure/animal, such as what it is and what culture(s) it is from. 
  • Using any medium you like, create a representation* of a scene from a story from any belief system you would like.
  • Create an artistic story book* (or something similar) that represents the story of a myth of your choice, using whatever medium you would like. 
  • Create a piece or entire costume* that a mythical figure or creature may have worn, using resources you find for reference. Put it on, and perform a scene* representing what you believe such a creature or figure would say, or how they would behave.
  • Create and perform a live dance/theatre/singing/performance art/musical piece* inspired by a mythological story from any culture, giving credit to the culture.
  • Create a multimedia piece* combining 3 or more myths, each from a different part of the world.

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Trades

  • Using the internet, choose a mythological place some people in the past or present may believe in. Print out a picture of that place that you like the most. Cut it out and mount it* onto a background of your choice. Include a label which has the name of the place and what type of mythology the place is from (e.g. Norse or Hindu mythology).
  • Choose a mythological place and look up some pictures of it. Design and draw your own building for such a place, perhaps the building you would like to live in.
  • Create a travel brochure* for a mythological place.
  • Embroider and/or sew a piece* (e.g. a pillow case) featuring a mythological figure or creature of your choice.
  • Choose a mythological place, and create and cook/bake a dish* inspired by that place, perhaps something which you believe they might eat there. 
  • Create your own set of professional postcards* for a mythological place of your choice. 
  • Imagine you are a tour guide planning your first trip to a mythological place. Create a detailed tour itinerary* of where you would bring your guests and what you would say about each place.
  • Create a city plan* of a place that you feel belongs in a mythological place of your choice.
  • Create an architectural rendering of a place* that you feel belongs in a mythological place of your choice.
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* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

 

ENGLISH

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Note: Any language can be substituted for English. The subject is listed here as “English” because that is the primary language of most of the people on the team, and the official language of the country we’re building our initial location in.  

Teaching english, teaching literature, teaching reading, teaching writing, teaching english, teaching sentence structure, teaching storytelling, teaching verbal skills, teaching non-fiction, teaching fiction, teaching creativity, learning writing, learning reading, learning to write, learning to read, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, education for life, transformational education, new paradigm learning, genius training, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Study Technology, Study Tech, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational living, thinking out of the box, learning how to learn - not what to learn, learning to think, using your brain for a change, brainy builder
TEACHING ENGLISH WITHIN THE CONTEXT OF BELIEFS

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  • Find a storybook about a myth or legend in any culture, and read it with the help of a grown-up if needed. Then write a few sentences* about your favorite character and/or part of the story and what made the legend most interesting to you.
  • Find a storybook about a myth or legend in any culture. Practice reading it out loud, with expressions and different tones of voice. Give a reading* to some other children or family members, and ask them what they feel the legend was trying to teach you.
  • Using online resources, select a short mythological story (e.g. the Akan myth of Adu Ogyinae; the Greek myth of Artemis, goddess of the hunt). Write a short summary of the story*, including the main characters and 5 examples of the symbolism and/or lessons that the story contains.
  • Using online resources, select a short mythological story. Then create an alternate medium version* (such as a comic/ picture-book version) of it. 
  • Choose a piece of classical fiction* that concerns beliefs, myths and/or legends from a culture that is unfamiliar to you (e.g. The Ramayana from Indian culture). Write an essay* discussing the work, including information on the historical and cultural context in which it was written.
  • Choose three classical works that are considered myths and/or legends and write an analysis comparing and contrasting the literature*, including the beliefs and values contained in the work. Include how these beliefs and values are different from yours and/or may have affected/expanded your beliefs.
  • Write a dissertation, or college level class curriculum* on comparative literature involving beliefs, myths and/or legends, using various works from whichever two or more cultures you choose. 
  • Read a story book of your choice and write down three or more beliefs the main character and other characters may have, based on the story (e.g. in Jack and the Beanstalk, do the giant, Jack’s mother, and Jack have similar or different beliefs? What were one of each of their beliefs?).
  • Write a short story where there are two characters that have different beliefs. Then rewrite* it where the have similar beliefs. Which made a more interesting story in your opinion, and why? Discuss* that and anything else you learned from this experience.
  • Read a book where the main character overcomes the beliefs of others, such as Linda Elder’s Fairminded Fran and the Three Small Black Community Cats, with the help of an older child or grown-up. With other children/adults that have read the book, discuss the main characters struggles and success around beliefs (ex. how Fran helped the cats) and what people/beliefs stood in the way.
  • Read a novel where the main character studies/struggles with beliefs, such as Judy Blume’s Are You There God? It’s Me, Margaret. Write a book report*, including the main character’s study on people’s beliefs and the character’s own struggle with beliefs. 
  • Read a book on groupthink beliefs, such as William Golding’s Lord of the Flies, and write a 5+ page book report*, focusing on groupthink and beliefs.
  • Read two books that focus on dystopian beliefs, such as George Orwell’s Animal Farm and Nineteen Eighty Four. Write a piece comparing the two, focusing on discussing beliefs and what each story was saying about beliefs.
  • Read two books that are social commentary, such as Aldous Huxley’s Brave New World and Yevgeny Zamyatin’s We. Then write an 10+ research study* comparing and contrasting aspects of the works you find interesting, including people’s beliefs and behaviors, and include 20+ sites from each book, and your thoughts about the world around you.
  • Write an open source lesson plan* on comparative literature involving two cultures, using various works from whichever two cultures you choose.
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* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

 

HEALTH

CLICK HERE FOR THE COMPLETE SUBJECT OUTLINE FOR HEALTH

Teaching health, teaching exercise, teaching vibrant living, teaching nutrition, teaching relaxation, teaching physical activity, teaching how to eat, teaching sports, teaching play, teaching about the body, teaching healthy regimens, learning health, learning exercise, learning vibrant living, learning about nutrition, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school
TEACHING HEALTH WITHIN THE CONTEXT OF BELIEFS

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  • Choose a picture, and then imagine you are a person that is always happy – write down at least one sentence describing what you see in the picture. Wait five minutes. Then imagine you are a person that is always angry, look at the picture again, and write down at least one sentence describing the picture. Are these two sentences different? Talk about* what you did or did not experience/ learn about how beliefs may or may not affect how we experience things.
  • Look up belief and discuss what it is with 3 people. Then create a list of 3-5 things you may not fully like about yourself or others, and look up or create three or more ways that could help you create more ‘healthy’ beliefs/ viewpoints about those 3-5 things. 
  • Research and write a short piece* about what others believe about the health effects of mantras and the power of positive thinking to both one’s emotional and physical health. Include how this fits into your beliefs and if what you uncovered would or would not be helpful to you.
  • Write a reflective piece* about self-limiting beliefs and how they may affect one’s life choices, including health choices. Include your personal reflections, and flow charts/ other graphical representations of data you uncover as you research the topic.
  • Write a reflective piece* about 20 people’s beliefs and experiences with positive self talk and one’s emotional health. From the people that had the most positive experiences, probe them for ideas on how to improve your self-talk and try them. Create an open source resource from all of this, including to what extent each way is or is not working for you. 
  • Research and write a scientifically valid article* on negative beliefs or belief patterns and how cognitive behavioral therapy or other therapies may or may not help. 
  • Use published research to write a dissertation on, or give a public speech* at a related conference, about psychosomatic illnesses or how positive/negative beliefs affect one’s health. 
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* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

 

MATH

CLICK HERE FOR THE COMPLETE SUBJECT OUTLINE FOR MATH

teaching math, teaching arithmetic, teaching algebra, teaching calculous, teaching calculations, teaching geometry, teaching trigonometry, teaching architecture, teaching engineering, teaching addition, teaching subtraction, learning math, learning arithmetic, learning algebra, learning calculous, learning calculations, learning geometry, learning trigonometry, learning architecture, learning engineering, learning addition, learning subtraction, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school
TEACHING MATH WITHIN THE CONTEXT OF BELIEFS

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  • Find two optical illusions that tend to cause people looking at it to draw incorrect beliefs about sizes (such as identifying the wrong shape to be bigger). Print it out or photocopy it, and report* what 5 people think of the comparative sizes of the shapes when they look at the optical illusions you show them, and their reactions when you let them know their beliefs were incorrect.
  • Draw* two identical versions of the Necker Cube – although you may believe there is only one way of looking at it, there are actually two. Color one in to show one way of viewing the cube, and color another one in to show the other way you can view the cube.
  • Find three geometrical optical illusions that involve lines/arrows, such as the Poggendorff illusion. Copy them out and write a short description* about how each illusion works.
  • Write a 3-5 page piece* about “impossible objects”, those that you believe can exist at first glance but are impossible upon closer examination.
  • Write a 7-10 page report* exploring three types of mathematical paradoxes, as classified by mathematician Leonard Wapner. 
  • Write an in depth analysis* about three or more mathematical beliefs that were widely accepted before being proven wrong. Use 20+ citations. 
  • Write an open source lesson* about controversial mathematical theories, including both or multiple sides of the discussion.
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* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

 

SCIENCE

CLICK HERE FOR THE COMPLETE SUBJECT OUTLINE FOR SCIENCE

teaching science, teaching chemistry, teaching biology, teaching about plants, teaching about animals, teaching about space, teaching geology, teaching astronomy, teaching earth science, teaching physical science, teaching oceanography, teaching meteorology, teaching zoology, teaching human biology, teaching botany, systems theory, learning science, learning chemistry, learning biology, learning about plants, learning about animals, learning about space, learning geology, learning astronomy, learning earth science, learning physical science, learning oceanography, learning meteorology, learning zoology, learning human biology, learning botany, systems theory, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school
TEACHING SCIENCE WITHIN THE CONTEXT OF BELIEFS

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Life Sciences

  • Draw a picture of the human body and draw/color the area you think is responsible for beliefs. Which organ lies in that area? 
  • There used to be a belief that humans only use 10% of their brains. Do you think that is true? Write a few sentences about what you believe, then look it up and write a few sentences about what your research says, and then write a conclusion tying them together*.
  • Look up the term “placebo effect”. Write a 2 page paper* to describe what it is and 3-5 ways you have seen it affect yourself or people you know. 
  • Researchers have noted that when someone believes a statement, activity appears in the ventromedial prefrontal cortex of the brain. Print out a diagram of the brain and color in the ventromedial prefrontal cortex. Create an info graphing and accompanying two paragraphs* about what this area does or what happens in that area.
  • Watch the online documentary, Biology of Belief by Bruce Lipton. Write a 5+ page report* about what it taught about beliefs and include your beliefs around the content.
  • Write a report* about the ventromedial prefrontal cortex and beliefs, including what happens when there is damage to this area.
  • Research and write a public speaking piece* about epigenetics, how beliefs can/can not reprogram genes.
  • Choose one or more things within the life sciences that were once believed to be true but then proven wrong. Write a short essay*, including a timeline of related beliefs. 
  • Write a systematic review* of published literature regarding a topic concerning to the ventromedial prefrontal cortex and beliefs.
  • In an essay*, explore the process of proving a belief in the life sciences wrong, and use examples of how this has been done in the past. 

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Physical Sciences

  • Find out what people once believed were five classical elements and draw pictures* for them. Then look at a periodic table and count how many elements are currently known to us. 
  • Write a few sentences* about what the five classical elements people used to believe in were and what we know about atoms now, including the periodic table. 
  • Write a paragraph or more* about the Caloric theory and what it said about heat. Then write at least another paragraph* about what we now know about heat. 
  • Write a short report* about the Phlogiston Theory and what we currently know to be the mechanisms behind the phenomena it described.
  • People once believed in alchemy. Write an essay* about what they believe versus what we know today.
  • Choose one or more things within the physical sciences that were once believed to be true but then proven wrong. Write a short essay* about the original belief and what we currently believe to be true.
  • In an essay*, explore the process of proving a belief in the physical sciences wrong, and use examples of how this has been done in the past.

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Earth Sciences

  • People once believed the Earth was flat. Draw a picture* of the Earth they believed in beside one we currently use.
  • People once believed that the universe was geocentric. Draw pictures* of what they believed versus the solar system as we currently understand it. Write a few sentences to describe each picture.
  • Create a project* showing drawings of what people had believed Pluto’s surface to be like and compare with photos from the New Horizons mission. 
  • Write a short piece* explaining the older belief in the Earth’s having immovable continents as compared to what we know now about the planet.
  • Write a piece* about Einstein’s Static (or Stationary) Universe and compare it to what we now know.
  • Write a piece* about where people had previously believed our solar system was located within the Milky Way and where we now believe it is located. Include other information about our solar system and the Milky Way.
  • Choose one or more things within the earth sciences that were once believed to be true but then proven wrong, such as the ever-growing earth and planet vulcan. Write a short essay about the original belief and how it was proven wrong*, including a timeline of related beliefs.
  • In an essay*, explore the process of proving a belief in the earth sciences wrong, and use examples of how this has been done in the past.
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* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

 

SOCIAL SCIENCES

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teaching social science, teaching social sciences, teaching anthropology, teaching economics, teaching geography, teaching history, teaching law, teaching linguistics, teaching foreign language, teaching psychology, teaching sociology, teaching social research, learning social science, learning social sciences, learning anthropology, learning economics, learning geography, learning history, learning law, learning linguistics, learning foreign language, learning psychology, learning sociology, learning social research, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school
TEACHING SOCIAL SCIENCES WITHIN THE CONTEXT OF BELIEFS

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  • Draw a picture of something/someone you believe in, such as the Easter bunny, and then ask at least ten people if they also believe in what you’ve drawn. Keep count of how many people believe in the thing or person you’ve drawn, and how many people don’t. 
  • Ask some other people what they believe in. Find at least one thing someone believes in that you don’t believe in, and one thing you believe in that someone else does not believe in. Make a small list* for your findings. 
  • Do some research on three or more major world religions and write a short piece* comparing and contrasting some of their beliefs.
  • Choose a belief related to inequality that you find problematic (sexism, classism, race, ableism, ageism, sexuality…) and write a piece about this type of belief and how the media perpetuates this belief. Include information and photos/screenshots from magazines, movies, the news, tv shows and social media.
  • Read about what groupthink is, and perhaps watch a youtube video on groupthink if you would like. What is the relationship between beliefs and groupthink? Then keep a journal for two weeks, reflecting on the past and documenting examples of groupthink you have seen in magazines/movies/the news/tv shows/social media.
  • Do some research on the major world religions, other belief systems and/or philosophies that interest you. Write an essay* comparing and contrasting some of their beliefs, using themes that interest you. Show what your point of view is.
  • Even within one culture or religion, beliefs change over time. Choose one or more aspects of one or more culture or religion, and write an essay* documenting how beliefs have changed over time, including both how and why they have changed.
  • Write a social psychological analysis* of beliefs about one or more marginalized groups that you are concerned about.

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Foreign Languages 
(Each of the following is to be completed in the foreign language(s) being studied)

  • Learn seven words for different words related to beliefs and different kinds of beliefs.
  • Read a book, comic book, article or other piece at your own reading level related to beliefs (such as mythology from different cultures, fantasy fiction, science fiction, etc.) and make note of at least 10 new words or phrases that you learned related to beliefs. Write out these words or phrases* and use them to make new sentences.
  • Read a book related to beliefs at your reading level, either fiction or non-fiction (such as mythology from around the world, world religions, fantasy fiction, science fiction, etc.). Write a short summary* and add any other elements of a book report that you would like to add.
  • Create your own piece of short fiction* (mythology, fantasy fiction, science fiction, etc.) and make it reflect some of your core beliefs.
  • Compose a piece of either fiction or non-fiction* about the power of beliefs, in any genre.
  • Read two or more works related to beliefs (such as mythology from around the world, world religions, fantasy fiction, science fiction, etc.), either fiction or non-fiction. Write an essay* comparing and contrasting the two works.
  • Read a book related to beliefs that has had book reviews written about it. Read those book reviews and create an analytical piece* taking into account both the book reviews and the book itself. Also include your own review of the book.

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* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

 

TECHNOLOGY AND INNOVATION

CLICK HERE FOR THE COMPLETE SUBJECT OUTLINE FOR TECHNOLOGY AND INNOVATION

technology, innovation, robotics, the science of learning, learning to learn, learning how to learn, computers, programming, coding
TEACHING TECHNOLOGY & INNOVATION WITHIN THE CONTEXT OF BELIEFS

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Technology

  • If someone tells you that the world is flat, where do you find out whether or not what they are saying is true? List two websites or apps.
  • Do you know how to look for information online in case something someone tells you sounds suspicious? In a mindmap, show at least three kinds of website or apps (such as free encyclopedias), and specific examples, where you can easily find information instead of just believing what others tell you. 
  • Sometimes it is difficult to know who to believe. Find out how to tell whether a source is credible. Create a visual display* showing what you have learned.
  • Sometimes it is difficult to know who to believe. Find out how different lie-detector apps are supposed to work and if they work. Write a report*.
  • Investigate how beliefs and attitudes spread through social media, etc. Write a report*.
  • Read about persuasive technology and the Persuasive Tech Lab. Write a piece* about this type of technology and your opinion on it.
  • Write a piece* tracking the history of the development of technology in lie detection and what is predicted to be the future. 

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Innovation

  • Brainstorm some beliefs* that make some people give more to others in need than others do.
  • Create a flow chart* showing how you think beliefs can be changed, including the use of imagination.
  • Create a list* of self-defeating beliefs related to learning and what the corresponding positive affirmations would be.
  • Make a list* of limiting beliefs you have about yourself and your life and write positive affirmations to counter these. Now imagine yourself with these positive beliefs. Visualize it.
  • Write a short piece* about negative beliefs regarding teachers’ beliefs about certain groups of students and learning (e.g. “girls cannot do well in Math”) and the effects of these beliefs on the teaching and the students. What about beliefs countering these?
  • What are some limiting beliefs and attitudes your culture has about a certain group (or groups) or a certain social or environmental issue? Read about social psychology and write an essay* about those limiting beliefs and how to change those beliefs. 
  • Create and execute a concrete project* regarding beliefs and world change.
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* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

 

VALUES

CLICK HERE FOR THE COMPLETE SUBJECT OUTLINE FOR VALUES

teaching human values, teaching abundance, teaching acceptance, teaching accomplishment, teaching achievement, teaching care, teaching awareness, teaching balance, teaching belonging, teaching bravery, teaching brilliance, teaching compassion, teaching connection, teaching confidence, teaching cooperation, teaching collaboration, teaching discovery, teaching efficiency, teaching expressiveness, teaching fairness, teaching love, teaching exploration, teaching flexibility, teaching For The Highest Good of All, teaching fun, teaching giving, teaching grace, teaching growth, teaching harmony, teaching helpfulness, teaching honesty, teaching imagination, teaching joy, teaching modesty, teaching mindfulness, teaching peace, teaching precision, teaching reason, teaching reflection, teaching reliability, teaching self-control, teaching, thoughtfulness, teaching trustworthiness, teaching unity, teaching valor, teaching wonder, learning human values, learning abundance, learning acceptance, learning accomplishment, learning achievement, learning care, learning awareness, learning balance, learning belonging, learning bravery, learning brilliance, learning compassion, learning connection, learning confidence, learning cooperation, learning collaboration, learning discovery, learning efficiency, learning expressiveness, learning fairness, learning love, learning exploration, learning flexibility, learning For The Highest Good of All, learning fun, learning giving, learning grace, learning growth, learning harmony, learning helpfulness, learning honesty, learning imagination, learning joy, learning modesty, learning mindfulness, learning peace, learning precision, learning reason, learning reflection, learning reliability, learning self-control, learning, thoughtfulness, learning trustworthiness, learning unity, learning valor, learning wonder, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school
TEACHING VALUES WITHIN THE CONTEXT OF BELIEFS

beliefs-values-theme-icon

  • Talk about and then create a picture or diagram showing how one of your values and beliefs has influenced how you behave.
  • List some ways we can be polite when someone has different beliefs than us. 
  • Create a mindmap* about beliefs your community has, and whether or not these beliefs help members of the community to feel connection to one another, contribute to the community and create positive change.
  • Create a mindfulness journal* for one or more weeks to track what beliefs you notice that you have (or that others around you have).
  • What actions stem from beliefs in environmental protection, reduce/reuse/recycle, etc.? Reflect on actions by people, communities or local governments.
  • How do you think people who believe they are accountable for their actions and life decisions act differently from others? 
  • What do you think about human longevity and the quest for immortality? Research and write a paper* about beliefs othe cultures have around this topic and the value placed on extending life.
  • Write about something you believe strongly about and how this belief has impacted your life and/or will impact your life?
CLICK HERE TO EMAIL US IF YOU HAVE AN IDEA TO ADD TO THIS SECTION

* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

OTHER RESOURCES

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OPEN SOURCE SUBJECT RESOURCES (click icons for complete pages)

teaching arts, teaching trades, teaching life skills, teaching building, teaching communication, teaching painting, teaching exploration, teaching rhythm and tempo, teaching tactile skills, teaching learning strategies, teaching storytelling, teaching puppet theatre, teaching planting, teaching crafts, teaching woodworking, teaching metalworking, teaching pottery, teaching theatre, learning arts, learning trades, learning life skills, learning building, learning communication, learning painting, learning exploration, learning rhythm and tempo, learning tactile skills, learning learning strategies, learning storytelling, learning puppet theatre, learning planting, learning crats, learning woodworking, learning metalworking, learning poetry, learning theatre, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school teaching english, teaching literature, teaching sociolinguistics, teaching communications, teaching linguistics, teaching speech etiquette, teaching listening, teaching pronounciation, teaching language, teaching reading, teaching writing, teaching parts of speech, teaching comprehension, teaching speaking, teaching stories, teaching poems, learning english, learning literature, learning sociolinguistics, learning communications, learning linguistics, learning speech etiquette, learning listening, learning pronounciation, learning language, learning reading, learning writing, learning parts of speech, learning comprehension, learning speaking, learning stories, learning poems, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school teaching health, teaching emotional health, teaching mental health, teaching social health, teaching nutrition, teaching spiritual health, teaching physical health, teaching self respect, teaching self awareness, teaching flexibility, teaching fruit, teaching vegetables, teaching grains, teaching ego, teaching connection, teaching intuition, teaching motor skills, teaching fitness, teaching outdoors, learning health, learning emotional health, learning mental health, learning social health, learning nutrition, learning spiritual health, learning physical health, learning self respect, learning self awareness, learning flexibility, learning fruit, learning vegetables, learning grains, learning ego, learning connection, learning intuition, learning motor skills, learning fitness, learning outdoors, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school teaching math, teaching arithmetic, teaching algebra, teaching calculous, teaching calculations, teaching geometry, teaching trigonometry, teaching architecture, teaching engineering, teaching addition, teaching subtraction, learning math, learning arithmetic, learning algebra, learning calculous, learning calculations, learning geometry, learning trigonometry, learning architecture, learning engineering, learning addition, learning subtraction, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school

teaching earth sciences, teaching life sciences, teaching physical sciences, teaching astronomy, teaching states of matter, teaching motion, teaching investigation, teaching energy, teaching vibration, teaching magnetism, learning earth sciences, learning life sciences, learning physical sciences, learning astronomy, learning states of matter, learning motion, learning investigation, learning energy, learning vibration, learning magnetism, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school teaching social sciences, teaching friendship, teaching family, teaching social skills, teaching language, teaching literature, teaching seasons, teaching fine arts, teaching emotions, teaching culture, teaching history, teaching sports, teaching relationships, learning social sciences, learning friendship, learning family, learning social skills, learning language, learning literature, learning seasons, learning fine arts, learning emotions, learning culture, learning history, learning sports, learning relationships, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school teaching innovation, teaching awareness, teaching focus, teaching imagination, teaching strategy, teaching creativity, teaching visualization, teaching technology, teaching basic machines, teaching magnets, teaching gears, teaching coding, teaching app development, teaching design, teaching blueprints, learning innovation, learning awareness, learning focus, learning imagination, learning strategy, learning creativity, learning visualization, learning technology, learning basic machines, learning magnets, learning gears, learning coding, learning app development, learning design, learning blueprints, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school teaching imagination, teaching communication, teaching care, teaching kindness, teaching hygiene, teaching sharing, teaching playfulness, teaching teamwork, learning imagination, learning communication, learning care, learning kindness, learning hygiene, learning sharing, learning playfulness, learning teamwork, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school

 

OPEN SOURCE CURRICULUM OUTLINES (click image for summaries and links to complete pages)

CARE
teaching love, teaching connection, teaching empathy, teaching compassion, teaching values, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Montessori, Reggio, 8 intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational livingteaching honesty, teaching integrity, teaching ethics, ethical teaching, honest teaching, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational livingInterconnectedness, Sustainability Education, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Montessori, Reggio, 8 intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational livingsocial equality and justice, celebrating diversity, diversity as a value, celebrating diversity
SHARE
teaching communication, teaching language skills, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational livingteaching sharing, teaching giving, teaching receiving, sharing in education, open source, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational livingcommunity contribution, a new way of living, time as your only currency, transforming life as we know itcooperating, living cooperatively, collaborative living, collaboration, working together, helping each other, global family, coming together, seeking agreement, team work
PLAY
a new way to life, living fulfilled, an enriching life, enriched life, fulfilled life, ascension, evolving consciousness, loving lifeTrue Community, how to build community, facilitating global community, community building, for The Highest Good of All, One Community, a new way to live, a new way of living, open source world, creating world change, One Community, 40+ tips for community making, One Communityteaching freedom, freedom in teaching, celebrating other perspectives, teaching other perspectives, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational livingfoundations of greatness, knowledge is power, educating kids, smart kids, wisdom curriculum, knowledge curriculum, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational living

 

OPEN SOURCE TEACHING METHODOLOGY SUMMARIES

Montessori | Waldorf | Orff | Reggio | Multi-Intelligence | Bloom's Taxonomy | Study Tech | I-WE

 

INDEX OF ALL THE ONE COMMUNITY OPEN SOURCE LESSON PLANS
Lesson Plans for Life Image, One Community lesson plans

Click this image for the Lesson Plans for Life page with links to the rest of the lesson plans

 

THE WORLD'S LARGEST ONLINE FREE EDUCATION RESOURCE ARCHIVE

 

RELATED CONTENT AND OTHER RELATED RESOURCES

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