Empowering Global Citizens

Once the social enterprise is designed, students will implement it through—
out the year, checking in periodically in class to review how the concepts
learned in activities 8.1.1. and 8.1.2. apply to what they are experiencing.
Ideally, students will be paired up with mentors who are actual social entre—
preneurs or with volunteers who work with social enterprises in their city,
and the mentors will provide coaching. Parent volunteers may also be able

to contribute in this way.

At the end of the academic year, in weeks thirty—five and thirty—six, there will
be a capstone exhibition for which the students will prepare a written report
and a PowerPoint presentation (or another media presentation of their choice)
summarizing their enterprise and what it accomplished. Students will also
make a short presentation to peers, parents, and local entrepreneurs describing
what SDG they set out to address, the value proposition of their enterprise,
their business model, how they assessed their plan’s impact, and what they
learned along the way. It would be helpful if people with experience in philan—
thropy, corporate social responsibility, or social enterprise could be invited to
serve as a panel of jurors and to offer feedback to each team of students.

Resources

° Consider the following resources on Design for Change:

0 https://www.tes.com/worldslargestlesson/exploreeglobal—goals/,
https://WWW.ideo.corn/Work/toolkit—for—educators, and http://
www.designthinkingforeducators.com/

' The following organizations provide curriculum to teach business
skills to middle school students: http://www.teachingkidsbusiness.
com/Home.htm and http://www.jany.org/

° https://www.nfte.com/

° Wolk, A. and K. Kreitz. 2008. Business Plunningfor Enduring Social
Impact: A How—To Guide. Students should read pages 1-26 of this

book from Root Cause. This book covers business planning for

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