PUPA | in Depth

Social Studies and ELA lessons will adhere to national standards created by the National Council for the Social Studies and the National Council of Teachers of English (NCTE) respectively. Each course focuses on a broad issue of character that can be applied to the students’ own lives, to current events, or even as a part of an examination of literary characters. The ethics-based subject matter will allow students to contribute to their own learning by challenging them to consider how they or people they know have or should tackle certain sticky situations.

NCTE’s ELA standards are broad and do not attempt to address age/developmental milestones – they leave that to state departments of education. The standards do require that students engage in reading, writing, speaking, research and technology-based activities to support facility with the English language. This program encourages discussion. It is a wonderful tool to use to help students consider motivations of literary characters. The program might also be a catalyst for reflective student writing. The ELA lessons in the curriculum will include a rich array of reading, writing, and research activities based on the ethical dilemmas.

While currently a set of national character education standards does not yet exist, several states have attempted to set forth guidelines for either state-mandated or optional character education programs. The guidelines are broad, leaving a great deal of for teachers to work out on their own. First to interpret the guidelines; and the second, to design full curricula. The program will be especially for teachers who are required to teach this subject. The is discussion starter. The accompanying curriculum will provide a semester’s worth of activities and assessment materials, with cross-curricular connections. A list of discussion questions will be provided for teachers and students to consider.

During adolescence, children are developmentally ready to consider abstract themes, form opinions, and debate. They begin, in baby steps, to gain their independence from the adults in their lives, both physically and ideologically. They begin the construct their own identities and develop moral their own compasses. The package will provide opportunities for teachers and students to engage in a dialog that integrates those developmental needs and abilities. The program will include opportunities for students to debate, question, form and express opinions, plan, make decisions, research, discuss and reason. The curriculum will be designed for three specific periods of adolescence. One group is defined as early adolescence, ages 11-14 (typically middle school students); and the second group is defined as middle adolescence group, ages 14-18 (typically high school students) and, the final group is defined as later adolescence, ages 17-20(typically senior and college students). Lessons will target the unique needs of each of the three stages of adolescent development. Middle school students are transitioning from preoperational to formal operational thinkers. In the lessons designed for this age group, special care will be taken to orient them in time, to provide concrete examples, when necessary, to provide projects for them to work on individually or in small groups. High school students are formal operational thinkers who can work in larger groups and are better able to show evidence to support their ideas. High school lessons will pose more abstract questions and infuse more opportunities for individuals to take on more academic responsibility whether working individually or in groups. College students are in the early phases of adulthood so the program will adopt and encourage them to express their opinions and be resourceful, punctual and a true representative of a “Better citizen”. The curriculum will provide a wide range of assessment materials with educationally sound opportunities for all types of learners to express what they know. Students will engage in discussion-based lesson plans, art projects, writing projects, graphic representations, oral presentations, research projects, individual projects, team projects.

Weekend Schools, Extracurricular Activities, Tailored Programs for special groups will arrange a committed volunteer(s) with proper background checks or paid staff and PUPA team will train them.

There will be two separate orientation programs for students who sign up and their legal guardians. It is essential to be assisting adolescents to remain connected with their families. Therefore, the outcome of certain courses will be shared with the parents timely. Since this is a due diligence process, it is vital to connect with the parents with a proper language. This is a collaboration between parents, adolescents, and the organization they both trust.

The schedule will be arranged due to convenience of the community and will be announced, and attendance will be highly encouraged.

The courses are designed for 75 min sessions (35-10-30) average but due to availability and interest, the courses can be extended to 90 minutes.

Lesson plans will be provided however it is very important to have one or two committed individuals all along the program. This is crucial for sustain the program for many years to come in the organization.

The groups can be formed at least 4 or and 6 at most due to capacity of the organizations. The smaller the group the better for giving sufficient time for their personal expression.

Youngsters will be asked for a resolution for the coming 20 weeks in terms of the number of books they will read, skill-set they want to gain, good deed(s) they want to accomplish age appropriately.

It is essential that the mentor is there to guide them through their journey. The last thing it is expected from program mentors is to motivate them via religious conditioning. It is very sensitive and subjective, so the training will emphasis on this particular aspect of the program.

The course comes with so many optional readings to elevate the overall knowledge of the moderator of the session as well. All those literatures are selected carefully to increase their intellectual capacity as well as instructing techniques. This investment in people will undoubtedly bring extra value to the organization as well. Besides, the networking opportunity for so many distinguish individuals which can play a key role in their future endeavors.

The course comes with so many optional readings to elevate the overall knowledge of the moderator of the session as well. All those literatures are selected carefully to increase their intellectual capacity as well as instructing techniques. This investment in people will undoubtedly bring extra value to the organization as well. Besides, the networking opportunity for so many distinguish individuals which can play a key role in their future endeavors.

This program is designed to have conceptual flexibility so that it can be tailored specifically for the resources and needs of the organization