Learning to Give, Philanthropy education resources that teach giving and civic engagement


Lesson Plans
K-2 Units 3-5 Units 6-8 Units 9-12 Units
Unit Title & Purpose Lesson Titles & Key Words

"We the People..." Project

A unit designed to enhance the student's understanding of the role that philanthropy plays in our society in conjunction with our system of Government.

  1. Philanthropy of the Founding Fathers—Alive and Well Today?

    ELA: Persuasive Techniques
    PHIL: Volunteer
    SOC: 10 genOn; Cause/Effect; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Common Good; Compare/Contrast; Public Policy; Social Action; Values
  2. Introduction of the "We the People..." Project and Volunteer Survey

    PHIL: Community; Volunteer
    SOC: 10 genOn; Debate; Public Policy; Survey; Teamwork
  3. Identifying Career Interests in the Volunteer and Government Sectors

    PHIL: Community; Needs Assessment; Nonprofit Organizations; Volunteer
    SOC: 10 genOn; Business; Government; Inquiry; Research

"I" on Philanthropy

Students will create a resource for the school library that lists information about the non-profit agencies and philanthropic opportunities in their own community. They will use interviewing techniques in order to create this resource. Students will reflect on the concept of philanthropic involvement shaping self-identity.
  1. Connecting Philanthropy and Identity through Children's Literature and Song

    ELA: Giving Tree (The); Brainstorming; Fiction Literature; Listening
    PHIL: Character; Community; Self Interest; Selflessness; Volunteer
    SOC: Nonprofit Organizations
  2. Academic Service Learning: Creating the Philanthropy Resource

    ELA: Interview; Questioning; Viewpoint
    PHIL: Donate; Service Learning
  3. Reflection on Philanthropy and Self Concept

    ART: Theater: Perform; Visual Arts: Create/Communicate
    ELA: Fact/Opinion; Presentations; Reflection; Synthesizing
    PHIL: Caring/Sharing; Reflection

Action through Art

The learners will read stories, written and illustrated by teens, about action and advocacy to make the world a better place. They will list concerns/issues they have about their school or local community. They will create story outlines about action and advocacy taken by people in extraordinary ways to address some of the issues/concerns.

  1. Action through Art

    ELA: Brainstorming; Reading; Story Mapping; Summarizing/Paraphrasing; Universal Themes
    PHIL: 2 lesson genOn; Activism; Advocacy; Art from the Heart; Heroes
    SOC: Civil Society

Addressing Poverty (9th Grade)

The learners will analyze why nonprofit organizations are needed, especially when there are for-profit and governmental institutions which do some of the similar work. They will investigate a local nonprofit that works to alleviate poverty in the community and describe the importance of philanthropy in the community.

  1. Addressing Poverty

    ELA: Informational Genre; Research; Universal Themes
    PHIL: 11 lesson genOn; 12 lesson genOn; Caring/Sharing; Citizenship/Civic Engagement; Common Good; Community; Homelessness; Poverty; Responsibility; Time/Talent/Treasure
    SOC: 6 genOn; Contemporary Issues; Economics; For-Profit; Goods and Services; Government; Nonprofit; Volunteerism; Wants/Needs

Advocacy-Getting the Job Done

In this unit the learners will develop a definition of advocacy. They will become familiar with what motivates people to become advocates as well as identify and evaluate some of the strategies advocates use to promote their cause or the cause of others. They will identify and research local, state, and/or national concerns for humane treatment and animal welfare that call for advocacy intervention and determine what a successful intervention strategy might look like. They will include these strategies in a plan to address their identified local, state, and/or national concern for animal welfare (or another cause of their choice) as well as identify ways to encourage others to take up the cause(s). This unit focuses on humane treatment and animal welfare to teach advocacy skills.

  1. Understanding Advocacy

    ELA: Compare/Contrast; Group Discussions; Interview; Letter Writing; Persuasive Techniques; Point of View; Reflection; Research; Social/Cultural Issues; Writing Mechanics; Writing Process
    PHIL: 4 genOn; Activism; Advocacy; Animal Welfare; Caring/Sharing; Environmental Stewardship; Helping; Humanitarian; Kindness; Respect; Responsibility; Sensitivity; Service Project; Stewardship; Values
    SCI: Animals; Conservation; Critical Thinking; Ecosystems; Ethics; Nature
    SOC: Analyze/Interpret; Cause/Effect; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Contemporary Issues; Environment; Ideals/Reality; Nonprofit; Opportunity Costs; Point of View; Rights/Responsibilities; Social Action
  2. Understanding Effectiveness

    ELA: Biography; Compare/Contrast; Group Discussions; Point of View; Reflection; Research; Social/Cultural Issues
    PHIL: 4 genOn; Activism; Advocacy; Animal Welfare; Caring/Sharing; Environmental Stewardship; Helping; Humanitarian; Kindness; Respect; Responsibility; Sensitivity; Values
    SOC: Analyze/Interpret; Cause/Effect; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Contemporary Issues; Environment; Ideals/Reality; Nonprofit; Opportunity Costs; Rights/Responsibilities; Social Action
  3. “Getting our Paws into the Cause”

    ELA: Compare/Contrast; Group Discussions; Letter Writing; Peer Review; Persuasive Techniques; Point of View; Reflection; Research; Social/Cultural Issues; Writing Mechanics; Writing Process
    PHIL: 4 genOn; Activism; Advocacy; Animal Welfare; Caring/Sharing; Environmental Stewardship; Helping; Humanitarian; Kindness; Nonprofit Organizations; Respect; Responsibility; Sensitivity; Service Project; Stewardship; Values
    SCI: Animals; Conservation; Critical Thinking; Ecosystems; Ethics; Nature
    SOC: Analyze/Interpret; Cause/Effect; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Contemporary Issues; Environment; Ideals/Reality; Nonprofit Organizations; Opportunity Costs; Point of View; Rights/Responsibilities; Social Action

Affirmative Action

In this unit, students explore the history of Affirmative Action in the United States from Plessy v. Ferguson 1869 to the present. The class uses the Internet to read primary source documents from Plessy, Brown v. Board of Education 1954 and United Steelworkers v. Weber 1979. The class views documentary footage from the PBS series Eyes on the Prize and answers questions from that video on the Little Rock Central High School desegregation in 1957. Students explore recent Affirmative Action cases, then participate in a "mock" Affirmative Action Supreme Court case. Throughout the unit, students relate Core Democratic Values to the different aspects of Affirmative Action. Students finish the unit by writing a column on Affirmative Action for the school or local newspaper.

  1. Order In The Court

    ELA: Compare/Contrast; Cultural/Historical Contexts; Group Discussions; Inquiry; Media Genres; Research; Technology; Universal Themes
    PHIL: Common Good; Fact/Opinion; Minorities; Philanthropic Act; Social Action
    SOC: Brown v. Board of Education; Plessy v. Ferguson; 1 genOn; Advocacy; Compare/Contrast; Core Democratic Values; Declaration of Independence; Discrimination; Economics; Government; Human Rights; Inquiry; Marshall, Thurgood; NAACP; Nonprofit; Persecution; Research; Supreme Court
  2. Little Rock, 1957

    ELA: Cultural/Historical Contexts; Fact/Opinion; Inquiry; Media Genres; Universal Themes
    PHIL: Fact/Opinion; Freedom; Minorities; Social Capital; Social Justice
    SOC: Brown v. Board of Education; 1 genOn; Common Good; Compare/Contrast; Core Democratic Values; Declaration of Independence; Desegregation; Discrimination; Diversity; Equality; Government; Human Rights; Persecution; Supreme Court
  3. Affirmative Action At Work

    ELA: Cultural/Historical Contexts; Fact/Opinion; Inquiry; Media Genres; Summarizing/Paraphrasing; Universal Themes
    PHIL: Fact/Opinion; Minorities; Nonprofit Organizations; Nonprofit Sector; Philanthropic Act
    SOC: Steelworkers v. Weber; 1 genOn; 2 genOn; Compare/Contrast; Core Democratic Values; Declaration of Independence; Discrimination; Government; Human Rights; Persecution; Supreme Court
  4. Court So Orders (The )

    ART-T: Theater: Create/Communicate
    ELA: Analyze/Interpret; Cultural/Historical Contexts; Expository Writing; Informational Media; Inquiry; Persuasive Techniques; Presentations; Research; Role-Play; Universal Themes
    PHIL: Fact/Opinion; Minorities; Nonprofit Organizations; Nonprofit Sector
    SOC: 1 genOn; Citizenship/Civic Engagement; Compare/Contrast; Constitution of the United States; Declaration of Independence; Government; Rule of Law; Supreme Court

Air Pollution and Asthma (11th Grade)

  1. Air Pollution and Asthma (11th Grade)

    ELA: Informational Media; Prior Knowledge; Research; Teamwork; Vocabulary
    PHIL: 4 lesson genOn; Common Good; Environmental Stewardship; Philanthropic Act; Time/Talent/Treasure
    SCI: Air; Cause/Effect; Health; Pollution
    SOC: Civic Responsibility/Virtue; Common Good; Communities; Environment; Health and Disease; Pollution

Air Today, Air Tomorrow

This unit will provide learning opportunities that allow students to interact with sources and individuals who have knowledge about the effects of air pollution while determining what role each has played.  Additionally, it will allow learners to develop and implement a plan for distributing radon and carbon monoxide detectors to senior citizens and families in need, developing skills for becoming good stewards of the Earth. It will introduce the learners to the idea that Air Quality is an important environmental issue and that they have the power to affect change.
Focus Question: In which ways can you heighten individual and community awareness about the issues posed by the condition of poor air quality?
 

  1. Take a Deep Breath

    ELA: Letter Writing; Point of View
    MAT: Graphs/Charts/Tables
    PHIL: Community; Environmental Stewardship; Human Rights; LEAGUE Wildcard Lesson: Environment; Responsibility; Stewardship; Time/Talent/Treasure
    SCI: Air; Environment; Pollution
    SOC: Communities; Environment; Ethics; Pollution; Resources
  2. Start Cleaning the Air

    ELA: Journaling; Letter Writing; Point of View
    PHIL: Environmental Stewardship; LEAGUE Wildcard Lesson: Environment; Service Plan; Service Project; Stewardship; Time/Talent/Treasure; Volunteer
    SCI: Air; Environment; Pollution
    SOC: Communities; Environment; Ethics; Resources
  3. It's Never Too Late

    ELA: Research
    PHIL: Common Good; Environmental Stewardship; LEAGUE Wildcard Lesson: Environment; Stewardship; Time/Talent/Treasure
    SCI: Air; Environment; Pollution
    SOC: Career Opportunities; Communities; Environment; Ethics; Resources

All for One

Learners will define and identify stereotypical and discriminatory behaviors. They will analyze the harmful effects of discrimination on our society and give examples of the ways individuals have responded to violations of human dignity. They will describe a social action plan to make the school a welcome and secure learning environment for all learners.

How do the actions of one individual or group impact the well-being of others within the community?

  1. Don't Laugh at Me

    ELA: Journaling; Listening; Reading
    PHIL: Empathy; Reflection; Tolerance
    SOC: Yarrow, Peter; 1 genOn; Civic Responsibility/Virtue; Common Good; Diversity; Equality
  2. Living Together as One

    ELA: Journaling; Media Genres; Reflection; Universal Themes; Viewing
    PHIL: Discrimination; Human Rights
    SOC: 1 genOn; Bill of Rights; Discrimination; Diversity
  3. Who's In, Who's Out?

    ELA: Journaling; Survey
    PHIL: Community; Diversity
    SOC: 1 genOn; Communities; Diversity
  4. Allies and Actions

    ELA: Journaling; Presentations; Social/Cultural Issues
    PHIL: Advocacy; Community; Minorities; Respect
    SOC: 1 genOn; Advocacy; Diversity; School Community
  5. We Can Help to Make a Change!

    ART: Presentations
    ART-M: Music: Create/Communicate
    ART-T: Theater: Create/Communicate
    ART-VA: Visual Arts: Create/Communicate
    ELA: Presentations
    PHIL: Advocacy; School Climate; Service Project
    SOC: 10 genOn; 2 genOn; Advocacy; School Community

Art as Advocacy

The learners will view works of art that advocate for social change. They will recognize that art can influence social change. The learners will select an issue of human rights and create a work of art that represents the issue. They will write a paragraph of explanation about their work.

  1. Art as Advocacy

    ELA: Media Genres; Prior Knowledge
    PHIL: 2 lesson genOn; Art from the Heart; Common Good; Hispanics; Human Rights; Philanthropic Act
    SOC: Chávez, César; Huerta, Dolores; Good Character; Human Rights

Attributes of a Civil Society (9th Grade)

Learners will define justice, kindness, peace and tolerance. They will recognize these as attributes of a civil society. They will look for examples of their presence or absence in the news media and will brainstorm how they can promote them in their school, community and the world.

  1. Attributes of a Civil Society (9th Grade)

    ELA: Universal Themes; Vocabulary
    PHIL: 1 lesson genOn; Civil Society; Kindness; Tolerance
    SOC: Democratic Values; Justice

Be the Change: Core Values

Students explore how their core values and identity contribute to citizenship and leadership. Students engage in a variety of activities that enable them to explore their identity and the responsibilities of citizenship. They explore and demonstrate leadership and service qualities, reflect on the qualities of a leader and create and donate a children's book.

  1. Building Identity

    ELA: Concept Mapping; Constructing Meaning; Creative Writing; Poetry
    PHIL: Community; Motivation for Giving
    SOC: Be the Change; Citizenship/Civic Engagement; Cultures
  2. Building a Community: Responsibility and Leadership

    ELA: Analyze/Interpret; Creative Writing; Journaling; Reflection; Research
    PHIL: Act of Kindness; Advocacy; Caring/Sharing; Community; Helping; Need; Social Action
    SOC: Be the Change; Citizenship/Civic Engagement; Communities
  3. Leadership and Service

    ELA: Audience; Author's Style/Purpose; Creative Writing; Narrative Writing; Research
    PHIL: Advocacy
    SOC: Be the Change; Communities

Be the Change: Democracy

Students engage in activities that illustrate the importance of every person contributing his or her voice in a democratic community/society. They explore the connection between rights, laws, and voting in a democracy. They learn about their local government structure and visit a public office to collect data through interviews and observations. Students create a final project tying together their knowledge of voting, rights, laws, and public office.

  1. The Power of One

    ELA: Social/Cultural Issues
    PHIL: Activism; Advocacy; Benefits; Justice
    SOC: Be the Change; Citizenship/Civic Engagement; Civil Rights; Democratic Values; Voting
  2. Get Up, Stand Up

    PHIL: Advocacy; Community
    SOC: Be the Change; Branches of Government; Citizenship/Civic Engagement; Democracy; Government; Laws; Representative Democracy
  3. E Pluribus Unum

    ART: Visual Arts
    ELA: Analyze/Interpret; Audience; Communicate; Creative Writing; Symbols/Images/Sounds; Teamwork; Visual Media
    PHIL: Advocacy; Community; Social Action
    SOC: Analyze/Interpret; Be the Change; Citizenship/Civic Engagement; Civic Responsibility/Virtue; democratic Values; Government; Laws; Local Government; Voting

Be the Change: Environment

In this unit, students explore environmental issues of litter and water and land resources in different environments. After exploring each issue, they discuss ways to take social action to raise awareness of environmental stewardship. In Lesson One, students read about and discuss issues related to pollution, waste management, and recycling. In Lesson Two, students explore the issues of  water availability in the world and water contaminants. They advocate for protecting the water supply and conserving water. In Lesson Three, students identify key aspects of urban ecosystems and explore the concept of environmental justice locally and globally.

  1. Trash Talk

    ELA: Letter Writing
    MAT: Data Collection/Organization
    PHIL: Activism; Advocacy; Environmental Stewardship; Global Community; Neighborhood; Service
    SCI: Environment; Graphs/Charts/Tables; Pollution
    SOC: Be the Change; Citizenship/Civic Engagement; Interdependence
  2. What Are You Drinking?

    ELA: Communicate; Reflection; Social/Cultural Issues
    PHIL: 3 genOn; Activism; Advocacy; Environmental Stewardship; Global Community
    SCI: Analyze; Compare/Contrast; Conservation; Water
    SOC: Be the Change; Communities; Geography; Resource Allocation; Resources
  3. Good in the Hood

    ART: Visual Arts
    ELA: Compare/Contrast; Presentations; Research; Social/Cultural Issues
    PHIL: Community; Justice; Neighborhood; Social Action
    SCI: Environment; Garden; Land Management; Natural Resources
    SOC: Be the Change; Citizenship/Civic Engagement; Compare/Contrast; Environment; Resource Allocation; Resources; Urbanization

Be the Change: Global Health

In this unit that provides examples of philanthropic opportunities to help others for the common good, students learn about three global health issues and take local action to address the issues. Each lesson may stand alone to focus on a single issue: Sexually Transmitted Diseases, Hunger, or Malaria. In Lesson One, students research the names, causes, and symptoms of common sexually transmitted diseases (STDs). They identify resources someone can turn to for help with STDs and propose and carry out a plan to teach others about STDs. In Lesson Two, students define hunger and explore the myths and facts about the issue of global hunger. They brainstorm actions they can take to reduce the effects of hunger on others in their community and around the world. Students write poems to represent their thinking about the problem of hunger. In Lesson Three, students learn facts about the global threat of malaria and methods for fighting its spread. Students learn one way they can take action against malaria through fundraising to purchase insecticide-treated bed nets.

  1. Prevention of STDs

    ELA: Communicate; Persuasive Techniques; Research; Social/Cultural Issues
    PHIL: Advocacy; Needs Assessment; Problem Solving; Pro-Social Behavior
    SCI: Health
    SOC: Be the Change; Civic Responsibility/Virtue; Common Good; Contemporary Issues
  2. Hunger: Facts and Responses

    ART: Visual Arts
    ELA: Communicate; Electronic Text; Poetry; Presentations; Reflection; Research
    PHIL: Advocacy; Service
    SOC: Be the Change; Cause/Effect; Geography; Global Issues
  3. Malaria

    ELA: Communication; Interview; Personal Response
    PHIL: Poverty; Service; Social Action
    SCI: Health; Malaria
    SOC: Be the Change; Civic Responsibility/Virtue; Global Issues

Be the Change: Homelessness

In this unit, students learn about the issue of homelessness and take action to address the issue. Students examine their preconceptions about homelessness. Students build on their understanding about homelessness, seeking to discover the actual facts and statistics about homelessness locally and nationally. Students work on a plan to support people who are homeless, and they take action against homelessness.

  1. Preconceptions

    ELA: Constructing Meaning; Poetry; Vocabulary
    PHIL: Caring/Sharing; Empathy; Homelessness; Sensitivity
    SOC: Be the Change; Communities
  2. The Facts

    ELA: Brainstorming; Reflection; Research; Social/Cultural Issues
    PHIL: Empathy; Homelessness; Needs Assessment; Sensitivity
    SOC: Be the Change; Geography; Maps/Globes
  3. What Can We Do: Taking Action

    ELA: Letter Writing; Presentation; Research; Social/Cultural Issues; Teamwork
    PHIL: Act of Philanthropy; Advocacy; Caring/Sharing; Homelessness; Reflection; Sensitivity; Volunteer
    SOC: Be the Change; Civic Responsibility/Virtue; Community; Nonprofit

Be the Change: Life Skills

The students will engage in activities to help them examine how they make use of their time, learn how to make an action plan and create 'To Do' lists to improve upon their own time management. The students will build upon what they learned about time management and develop a set of study skills that will help them to learn, truly understand, and recall material. They will learn a strategy for test taking that will serve them well on examines that require responding to questions relating to text. Students will engage in a variety of activities that will help them understand the value of budgeting and fundraising. They will investigate the concept of enlightened self-interest and how that correlates to good time and money management and civic engagement. They have the option to plan and implement a fundraising project for a nonprofit organization of their choice.

  1. Time Management

    ELA: Character Development; Vocabulary
    MAT: Estimation; Time
    PHIL: Character Education: Self-Discipline; Time/Talent/Treasure
    SOC: Be the Change
  2. Study and Test Taking Skills

    ELA: ; Constructing Meaning; Debate; Main Idea; Questioning; Reading; Response to Text/Others
    SOC: Be the Change; Citizenship/Civic Engagement; Common Good
  3. Money Management

    ELA: Brainstorming; Group Discussions; Vocabulary
    MAT: Estimation; Money
    PHIL: Enlightened Self-Interest; Fundraising
    SOC: Be the Change; Budget; For-Profit; Nonprofit

Be the Change: Personal Health

Students examine their own eating, sleeping, and exercise habits. They compare them to national health standards, and develop plans for improving them. Then they share their learning to promote a healthier community.

  1. You Are What You Eat: Show What You Know

    ELA: Electronic Text; Expository Writing; Informational Media; Persuasive Techniques; Questioning; Reading; Synthesizing; Teamwork
    PHIL: Advocacy; Needs Assessment
    SOC: Be the Change; Business; Communities; Government; Nonprofit
  2. Give It a Rest!

    ELA: Journaling; Reading; Research; Self-Assessment
    PHIL: Advocacy
    SCI: Health
    SOC: Be the Change; Communities
  3. Move It or Lose It!

    MAT: Data Collection/Organization; Graphs/Charts/Tables
    PHIL: Advocacy; Caring/Sharing; Sensitivity; Service; Volunteering
    SCI: Health
    SOC: Be the Change; Communities

Be the Change: Violence

Students will form a collaborative definition of violence and its causes through discussion and research. They will evaluate the state of social capital of their own community, taking into consideration a variety of factors that contribute to violence or peace. Students will explore the causes and effects of bullying and brainstorm ways to address the problem. They will learn about domestic violence and visit a women's shelter or hear a presentation from a shelter representative. They will consider ways in which they can be peaceful within a violent community, country, or world and create products that advocate for peace.

  1. Defining Violence: Your Community

    ELA: Vocabulary
    SOC: Be the Change; Social Capitol
  2. Violence: Bullying

    ELA: Interview; Reflection; Survey
    MAT: Data Collection/Organization
    SOC: Be the Change; Bullying; Discrimination; Social Capital
  3. Being the Change: Violence Against Women

    ELA: Peer Review; Presentations
    PHIL: Advocacy; Women
    SOC: Be the Change; Social Capital

Be the Change: Workplace Readiness

Learners will determine the difference between for-profit and nonprofit organizations. They will investigate jobs in the nonprofit and for-profit sectors, and reflect on their own job related interests and skills. Students will create a resume, geared toward gaining employment in a particular field or job. Students will learn that using the Internet and critical thinking can help them in searching for a job. They will learn and practice skills needed for a successful job interview. Students may choose to plan and implement a "Job Skills Workshop" to share their new knowledge and skills with their peers.

 

  1. Resume and Cover Letter Tips

    ELA: Vocabulary
    SOC: Be the Change; Career Opportunities; For-Profit; Nonprofit
  2. Hitting the Pavement and Sealing the Deal

    ELA: Interview; Nonverbal Communication; Questioning; Role-Play
    SOC: Be the Change; Career Opportunities
  3. Professionalism: Doing What Works

    ELA: Interview; Resume; Role-Play; Self Assessment
    SOC: Be the Change; Career Opportunities

Bullying Prevention Plan

Students define bullying and analyze the roles of victims, bystanders, and the whole community. Students recognize that bullying is a civil rights issue that needs to be addressed to promote fairness and safety for all. They create a survey and poll members of their school and family communities. Youth utilize the persuasive power of oral writing and visual media as instruments of change.

Focus Question: What is the effect of bullying on the community, and what can be done to minimize bullying and its influence?

  1. Bullying Is a Civil Rights Issue

    ELA: Communicate; Compare/Contrast; Constructing Meaning; Presentations; Research; Survey
    MAT: Data Analysis/Probability; Data Collection/Organization; Graphs/Charts/Tables
    PHIL: Advocacy; Community; Conflict Resolution; Needs Assessment; Philanthropist; Respect; Responsibility; School Climate; Sensitivity
    SOC: Bill of Rights; Bullying; Civil Rights; Community Capital; Constitution; Family; Justice
  2. Civic Virtue and Public Policy

    ELA: Cultural/Historical Contexts; Expository Text; Informational Genre; Response to Text/Others
    PHIL: Civil Society; Minorities; Philanthropist; Responsibility; Social Action
    SOC: Bullying; Civic Responsibility/Virtue; Civil Rights; Common Good; History; Human Rights; Justice; Persecution
  3. Speaking for the Minority Voice

    ELA: Communicate; Informational Media; Presentations; Social Media; Social/Cultural Issues; Teamwork; Visual Media
    PHIL: Advocacy; Motivation for Giving; Needs Assessment; Philanthropic Act; Problem Solving; School Climate; Sensitivity
    SOC: Bullying; Choices/Consequences; Common Good; School Community

Careers and Nonprofit Organizations

Learners will distinguish between nonprofit organizations and for-profit organizations. They will identify and dispel some of the myths of nonprofit employment. Using the Idealist: Action Without Borders Web site, www.idealist.org, the learners will investigate career opportunities in nonprofit organizations as well as some of the skills required in these careers. They will investigate a local nonprofit through an interview with an employee. They will orally present this information and conclude by writing personal reflections about nonprofits using the information that they found in their idealist.org investigation, their local nonprofit organization investigation, and the information obtained from the three interviews completed as homework.

  1. Careers and the Nonprofits

    ELA: Reflection; Research; Technology
    PHIL: Action Without Borders/Idealist.org; Career Opportunities; Community
    SOC: 8 genOn; For-Profit; Inquiry; Nonprofit; Research
  2. Nonprofit Interviews

    ELA: Interview; Personal Response; Persuasive Techniques; Reflection; Research
    PHIL: Action Without Borders/Idealist.org; Career Opportunities; Community; Mission Statement; Nonprofit Organizations; Volunteerism
    SOC: 8 genOn; Inquiry; Research

Careers: Living and Working with Animals

The learners will explore making career choices, including factors that help make a career satisfying, by focusing on careers with animals as examples. They will research various careers with animals and share their findings as a service project with an appropriate student-selected audience(s). They will demonstrate their new knowledge and experience by reflecting and writing an evaluative response about their knowledge of career choices and the impact of their service.

Focus Question:
What factors might influence a person’s career choice, and their satisfaction in a chosen career?

  1. Looking into Careers:
    Doing What I Like and Liking What I Do

    ELA: Group Discussions; Vocabulary
    PHIL: 4 genOn; Animal Welfare; Career Opportunities; Common Good; Environmental Stewardship; Helping; Problem Solving; Reflection; Time/Talent/Treasure
    SOC: Choices/Consequences; Compare/Contrast; Contemporary Issues; Economics
  2. Career Advice

    ELA: Group Discussions; Research; Vocabulary
    PHIL: 4 genOn; Advocacy; Animal Welfare; Career Opportunities; Caring/Sharing; Common Good; Environmental Stewardship; Helping; Reflection; Time/Talent/Treasure
    SCI: Animals; Data Collection/Organization; Stewardship
    SOC: Choices/Consequences; Civic Responsibility/Virtue; Compare/Contrast; Contemporary Issues
  3. Come to the Fair

    ART-VA: Visual Arts: Create/Communicate
    ELA: Communicate; Group Discussions; Peer Review; Presentation: Research; Vocabulary
    PHIL: 4 genOn; Advocacy; Animal Welfare; Animals; Career Opportunities; Common Good; Environmental Stewardship; Reflection; Stewardship; Time/Talent/Treasure
    SOC: Choices/Consequences; Civic Responsibility/Virtue; Contemporary Issues

Challenging Social Boundaries

The purpose of this unit is to examine the causes and effects of historical incidents of race discrimination and public protest, drawing parallels to the students’ own personal acts of self-betrayal and demonstrating how these contribute to present day social barriers and the need for social action. Students will define stereotype, discrimination, racism and prejudice and brainstorm a social action plan to heal racism. Using the examples of history, students will describe the benefits of forming a non-profit organization to accomplish a cause rather than working alone, and experience how one works by forming a mock non-profit organization to handle an in-school project. As a concluding event, learners will sponsor “Mix It Up Day” to promote diversity within the school environment. Learners will experience roles as private citizens attempting to change behavior.
  1. Power of Protest (The)

    ELA: Listening; Prior Knowledge; Reflection; Summarizing/Paraphrasing; Teamwork; Understanding/Interpretation; Vocabulary
    PHIL: Act of Kindness; African American; Civil Society; Commons; Discrimination; Empathy; Giving; Heroes; Philanthropic Act; Time/Talent/Treasure
    SOC: 1 genOn; 8 genOn; Cause/Effect; Choices/Consequences; Civil Rights; Common Good; Compare/Contrast; Conflict Resolution; Discrimination; Equality; Good Character; Human Rights; Justice; Minorities; Parks, Rosa; Rights/Responsibilities; Rules; Tolerance
  2. Racism and the Box

    ELA: Analyze/Interpret; Group Discussions; Reflection; Role-Play; Social/Cultural Issues; Writing Mechanics
    PHIL: Discrimination; Reflection
    SOC: 1 genOn; 8 genOn; Racism; Segregation
  3. Getting Out of the Box

    ART: Music; Visual Arts
    ELA: Brainstorming; Compare/Contrast; Listening; Questioning; Reading
    PHIL: Altruism; Egoism; Respect; Self Interest; Selflessness; Stereotypes; Tolerance
    SOC: 1 genOn; 8 genOn; Compare/Contrast; Consensus; Cultures; Discrimination; Diversity; Ethics; Minorities; Racism
  4. Power in Numbers

    ELA: Analyze/Interpret; Compare/Contrast; Social/Cultural Issues; Vocabulary
    PHIL: Advocacy; African American; Board of Directors; Discrimination; Nonprofit Organizations
    SOC: 1 genOn; 8 genOn; Advocacy; Amendments to Constitution; Civil Rights; Desegregation
  5. Mix It Up!

    ELA: Analyze/Interpret; Audience; Group Discussions; Social/Cultural Issues; Teamwork
    PHIL: Activism; Reflection; School Climate; Social Action; Tolerance
    SOC: 1 genOn; 10 genOn; 8 genOn; Cause/Effect; Choices/Consequences; Desegregation; School Community; Social Action

Civic Environmentalist: Rachel Carson (12th Grade)

Learners will understand and demonstrate their knowledge of the concept of civic environmentalism and the impact that one woman had on the world and our environment. The learners will understand how her advocacy is an example of civic environmentalism and how they can become civic environmentalists.

  1. Civic Environmentalist: Rachel Carson (12th Grade)

    ELA: Compare/Contrast; Presentations; Response to Text/Others
    PHIL: 4 lesson genOn; Advocacy; Environmental Stewardship; Good Character; Philanthropic Act
    SCI: Cause/Effect; Conservation; Ecology; Environment
    SOC: Choices/Consequences; Disaster: Human-Made; Environment; Health; Personal Virtue; Point of View; Values

Civic Virtue in Modern American Democracy

Students will identify, describe and evaluate characteristics of civic virtue (putting the common good above individual interests) in modern American society.
  1. What Is a Good Citizen? How the Textbook(s)
    Define Good Citizenship and/or Civic Virtue

    ELA: Vocabulary
    PHIL: Tocqueville, Alexis de; 9/11genOn; Common Good; Need
    SOC: Rousseau, Jean Jacques; 10 genOn; 8 genOn; Analyze/Interpret; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Constitution of the Iroquis Nation; Good Character; Government; Personal Virtue; Roman Republic
  2. Developing a Personal Definition of Civic Virtue—e pluribus unum

    ELA: Constructing Meaning; Reading; Reflection; Response to Text/Others; Universal Themes; Vocabulary; Writing Process
    PHIL: Problem Solving
    SOC: 10 genOn; 8 genOn; Analyze/Interpret; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Common Good; Compare/Contrast; Cultures; Declaration of Independence; Good Character; Government; Ideals/Reality; Personal Virtue; Point of View; Primary/Secondary Sources; Roman Republic
  3. Great Debate (The)—Do Americans Today Have Civic Virtue?

    ELA: Debate; Persuasive Techniques; Point of View; Reflection; Research; Response to Text/Others; Thesis; Universal Themes
    PHIL: Common Good; Problem Solving
    SOC: 10 genOn; 8 genOn; Advocacy; Analyze/Interpret; Civic Responsibility/Virtue; Compare/Contrast; Declaration of Independence; Good Character; Government; Ideals/Reality; Personal Virtue
  4. Ask the Experts—What Do Contemporary Surveys
    Tell Us About Americans and Civic Virtue?

    ELA: Bowling Alone; Analyze/Interpret; Debate; Persuasive Techniques; Reflection; Research; Response to Text/Others; Thesis; Universal Themes; Writing Process
    PHIL: Advocacy; Fact/Opinion; Need; Problem Solving
    SOC: 10 genOn; 8 genOn; Analyze/Interpret; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Common Good; Compare/Contrast; Declaration of Independence; Good Character; Ideals/Reality; Inquiry; Personal Virtue

Climate Change Challenge (12th Grade)

  1. Climate Change Challenge (12th Grade)

    ELA: Informational Media; Reflection; Teamwork; Viewing; Visual Media
    PHIL: 4 lesson genOn; Advocacy; Common Good; Environmental Stewardship; Motivation for Giving
    SCI: Air; Environment
    SOC: Advocacy; Citizenship/Civic Engagement; Consensus; Economics; Environment; State Government

Comics and Cartoons of a Civil Society (10th Grade)

Learners will recognize that principles of justice, kindness, peace and tolerance are positive attributes of a civil society. Their awareness of these attributes will be enhanced as they search for examples of these attributes, or examples of the absence of these attributes, in political cartoons and newspaper comic strips. They will create cartoons of their own illustrating an aspect of civil society, and write a paragraph of explanation about their cartoon.

  1. Comics and Cartoons of a Civil Society (10th Grade)

    ELA: Universal Themes; Vocabulary
    PHIL: 1 lesson genOn; Civil Society; Kindness; Tolerance
    SOC: Democratic Values; Justice

Communities in Crisis (9-12)

Learners make those critical connections between primary sources and textual materials or secondary sources. The lessons and instructional sequence involve learners identifying philanthropic activities within their own community and state during the period of World War II. Stretching to their community today, they discover the role of ongoing philanthropic institutions and grassroots actions. Two engaging service-learning lessons give cohesive meaning to philanthropy in their community and state.

  1. Primary Source? What is That? (9-12)

    ELA: Biography; Journaling
    PHIL: Altruism; Social Action; Time/Talent/Treasure
    SOC: Anne Frank: The Diary of a Young Girl; 10 genOn; 6 genOn; 8 genOn; Civic Responsibility/Virtue; Community; Democracy; Human Rights; Primary/Secondary Sources; Values
  2. Giving Beyond Measure-- Diary of Anne Frank (9-12)

    ELA: Anne Frank: Reflections on Her Life and Legacy; Anne Frank Remembered; Compare/Contrast; Response to Text/Others; Role-Play; Writing Process
    PHIL: Ennobled Self; Sacrifice; Social Justice
    SOC: 1 genOn; 10 genOn; 6 genOn; 8 genOn; Civic Responsibility/Virtue; Ethics; World War II
  3. The Roles of Individuals in the Warsaw Ghetto

    ELA: Brainstorming; Research; Writing Process
    PHIL: Character; Human Rights
    SOC: 10 genOn; 6 genOn; 8 genOn; Civic Responsibility/Virtue; Community; Core Democratic Values; Reserved Powers; Timelines
  4. "Who Wants to Be an Octogenarian?" (A Service-Learning Activity) (9-12)

    ELA: Interview; Presentations; Reflection
    PHIL: Needs Assessment; Philanthropic Act; Sacrifice; Service Project
    SOC: Rosie the Riveter; 10 genOn; 6 genOn; 8 genOn; Historical Biographies; Primary/Secondary Sources; World War II
  5. Philanthropy, A Timeline For Us (9-12)

    ELA: Peer Review; Research; Teamwork
    PHIL: Charity; Community; Contribute; Donate; Foundations; In-Kind Contribution; Learningtogive.org; Philanthropic Act; Service Project; Time/Talent/Treasure
    SOC: 10 genOn; 6 genOn; 8 genOn; Good Character; Inquiry; Personal Virtue; Taxation

Concepts of Leadership

This unit will enable students to identify the elements of decision-making that leaders have used throughout history and the challenges and rewards that they encountered as they committed themselves to taking private action for public good. Students will also understand the conflicts in society between economic and environmental interests and the role of the citizen in government.
  1. How Do Societies Ensure Leadership Takes Place?

    ELA: Compare/Contrast; Cultural/Historical Contexts; Group Discussions; Inquiry; Media Genres; Research; Response to Text/Others; Universal Themes
    PHIL: African American; Cultures; Leadership
    SOC: 1 genOn; 10 genOn; Analyze/Interpret; Chronology; Citizenship/Civic Engagement; Colonization/Settlement (1585-1763); Common Good; Core Democratic Values; Good Character; Government; Hodenosaunee Nation; Inquiry; Iroquois; Native Peoples; North West Ordinance; Ordinance of 1787; Personal Virtue; Primary/Secondary Sources; Revolution/Nationhood (1754-1820)
  2. How Do Leaders Communicate Their Ideas?
    A Look at the Words of John Brown,
    Frederick Douglass and Sojourner Truth

    ELA: Cultural/Historical Contexts; Group Discussions; Persuasive Techniques; Presentations; Response to Text/Others
    PHIL: African American; Leadership; Sacrifice; Women
    SOC: Brown, John; Douglass, Frederick; Truth, Sojourner; 1 genOn; 10 genOn; 2 genOn; Abolition; Analyze/Interpret; Citizenship/Civic Engagement; Civil War/Reconstruction (1850-1877); Common Good; Core Democratic Values; Discrimination; Good Character; Harper’s Ferry; Historical Biographies; Human Rights; Inquiry; Personal Virtue; Primary/Secondary Sources; Racism; Reform Movements (1801–1861); Slavery; Underground Railroad; Voting
  3. How Are Leaders Role Models for Their Beliefs? The Mormon Trail—Road of the Saints

    ELA: Cultural/Historical Contexts; Group Discussions; Inquiry; Teamwork; Viewing
    PHIL: Cultures; Leadership
    SOC: 10 genOn; Analyze/Interpret; Core Democratic Values; Expansion (1801-1861); Good Character; Mormon Trail; Mormons; Oregon Trail; Personal Virtue; Santa Fe Trail; Values
  4. What Choices Do Leaders Have to Make? Ida B. Wells

    ELA: Biography; Group Discussions; Viewing
    PHIL: Advocacy; African American; Leadership; Minorities
    SOC: 1 genOn; 10 genOn; Analyze/Interpret; Civil War/Reconstruction (1850-1877); Common Good; Core Democratic Values; Discrimination; Diversity; Good Character; Historical Biographies; Human Rights; Inquiry; KKK; Personal Virtue; Racism; Wells, Ida B.
  5. What Roles Do Philanthropists Play in Influencing
    Others?
    Andrew Carneige-The Gospel of Wealth

    ELA: Biography; Expository Writing; Group Discussions
    PHIL: Common Good; Giving; Leadership; Personal Wealth
    SOC: Carnegie, Andrew; Gates, Bill; Monoghan,Tom; Turner, Ted; 10 genOn; Analyze/Interpret; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Contemporary Issues; Historical Biographies; Industrialization (1800-1900); Inquiry; Personal Virtue; Turner, Ted
  6. Teddy Roosevelt's View on Citizenship and the
    Environment

    ELA: Fact/Opinion; Group Discussions; Journaling; Reflection; Teamwork
    PHIL: Stewardship
    SOC: Roosevelt, Theodore; 10 genOn; 4 genOn; Analyze/Interpret; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Common Good; Economics; Good Character; Historical Biographies; Inquiry; Laissez-Faire; Personal Virtue; Primary/Secondary Sources; Values
  7. Margaret Sanger—Risk Taker, Law Breaker, and Promoter of Change

    ELA: Fact/Opinion; Group Discussions; Teamwork; Universal Themes
    PHIL: Leadership; Nonprofit Organizations; Sacrifice; Women
    SOC: 1 genOn; 10 genOn; Analyze/Interpret; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Common Good; Compare/Contrast; Comstock Law; Core Democratic Values; Good Character; Great Depression; Historical Biographies; Human Rights; Inquiry; Modern America, Emergence (1890-1930); Personal Virtue; Public Policy; Sanger, Margaret; Values
  8. Michigan's Philanthropic Tradition:
    Charles Stewart Mott

    ELA: Group Discussions; Journaling; Research; Teamwork
    PHIL: Foundations; Leadership; Nonprofit Organizations; Personal Wealth
    SOC: 10 genOn; Analyze/Interpret; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Common Good; Good Character; Historical Biographies; Industrialization (1800-1900); Inquiry; Modern America, Emergence (1890-1930); Mott Foundation; Mott, Charles Stewart; Personal Virtue; Values
  9. What Roles Do Philanthropists Play in Influencing
    Others?
    Cesar Chavez and the Farm Worker's Struggle

    ELA: Media Genres; Research; Technology
    PHIL: Advocacy; Hispanics; Leadership; Minorities; Stewardship
    SOC: Chávez, César; Grapes of Wrath; 1 genOn; 10 genOn; Citizenship/Civic Engagement; Civil Rights; Common Good; Labor; Minorities; Nonprofit; Public Policy; Research
  10. Lifelong Leadership:
    Jimmy and Rosalynn Carter

    ELA: Reflection; Research; Technology
    PHIL: Leadership; Nonprofit Organizations; Personal Wealth
    SOC: 1 genOn; 10 genOn; Carter, Jimmy; Carter, Rosalynn; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Good Character; Habitat for Humanity; Historical Biographies; Inquiry; Personal Virtue; Research; Values
  11. Incorporating Leadership Into My Own Life

    ELA: Reflection; Teamwork; Universal Themes
    PHIL: Caring/Sharing; Leadership
    SOC: 10 genOn; Citizenship/Civic Engagement; Good Character; Personal Virtue

Creating Student-Generated Classroom Rules

Students will learn how to write "law" for the common good by identifying constitutionally recognized student rights and responsibilities, identifying individual behaviors that interfere with those rights, and writing rules to protect those rights. Students will also practice the skills needed for self-government by monitoring the rules as part of a classroom council.
  1. Rights and Responsibilities of Students (The)

    SOC: Bethal v Fraser; Tinker v DesMoines; 1 genOn; 8 genOn; Analyze/Interpret; Bill of Rights; Cause/Effect; Civic Responsibility/Virtue; Compare/Contrast; Constitution of the United States; Core Democratic Values; Decision Making Model; Federal Courts; Freedom; Justice; Public Policy; Reflection; Rights/Responsibilities; Rule of Law; State Courts; Supreme Court
  2. Creating Proposed Classroom Rules

    PHIL: Common Good; Cooperate
    SOC: 1 genOn; 8 genOn; Cause/Effect; Civic Responsibility/Virtue; Compare/Contrast; Core Democratic Values; Decision Making Model; Freedom; Justice; Reflection; Rights/Responsibilities; Rule of Law
  3. Voting on the Classroom Rules

    PHIL: Common Good; Problem Solving
    SOC: 1 genOn; 8 genOn; Cause/Effect; Civic Responsibility/Virtue; Compare/Contrast; Core Democratic Values; Decision Making Model; Freedom; Justice; Majority Rule; Parliamentary Procedure; Reflection; Rights/Responsibilities; Rule of Law; Voting
  4. Monitoring the Classroom Rules

    PHIL: Common Good; Problem Solving
    SOC: 1 genOn; 8 genOn; Cause/Effect; Civic Responsibility/Virtue; Compare/Contrast; Core Democratic Values; Decision Making Model; Freedom; Justice; Majority Rule; Parliamentary Procedure; Reflection; Rights/Responsibilities; Rule of Law; Voting

Cultural Diversity in Service

This unit focuses on different traditions of giving through world cultures (and religious traditions), looking for similarities that connect us. In addition, learners recognize that diversity makes our community stronger. Learners read and research giving and serving practices of diverse cultures. Students develop personal mission statements and create visual/audio presentations of "Why I Serve" as it relates to their personal motivations, culture, experiences, and perceptions. Students share their findings and creative work as an act of advocacy for service. 

Focus Question: How do traditional culture and personal experience influence attitudes and practices of giving and serving?

  1. Observing First Impressions

    ELA: Communicate; Electronic Text; Knight scholarship; Listening; Reading; Reflection; Summarizing/Paraphrasing; Vocabulary
    PHIL: Character; Civil Society; Common Good; Reflection; Service
    SOC: 8 genOn; Civic Responsibility/Virtue; Common Good; Cultures; Diversity; Family; Stereotypes; Traditions; Values; Volunteerism
  2. Cultural Connections

    ELA: Analyze/Interpret; Brainstorming; Compare/Contrast; Knight scholarship; Main Idea; Reading; Reflection; Summarizing; Teamwork
    PHIL: Character; Cultures; Diversity; Leadership; Mission Statement; Motivation for Giving; Reflection; Responsibility; Service; Traditions
    SOC: Carver, George Washington; Chávez, César; Edhi, Abdul Sattar; Bahuguna, Sunderlal; Communities; Compare/Contrast; Cultures; Nonprofit
  3. Why I Serve

    ART: Visual Arts
    ELA: Audience; Communicate; Creative Writing; Knight scholarship; Listening; Presentations; Reflection; Technology; Viewing
    PHIL: Advocacy; Common Good; Cultures; Diversity; Family; Mission Statement; Motivations for Giving; Reflection; Responsibility; Service; Traditions; Values
    SOC: Civic Responsibility/Virtue; Common Good; Diversity; Good Character

Dear Philanthropist

In this unit, learners discover what motivated philanthropists from history to engage in their work. They engage in research of a philanthropist's public life and present this information, both orally and in writing, creating a public display of that philanthropist's life and work.
  1. "Dear Philanthropist"

    ELA: Writing Mechanics
    PHIL: LEAGUE Wildcard Lesson: Environment; Philanthropist; Time/Talent/Treasure
    SOC: 1 genOn; 10 genOn; 11 genOn; 12 genOn; 4 genOn; Common Good; Compare/Contrast; Good Character; Historical Biographies; Inquiry; Personal Virtue; Research
  2. Research and Development

    ELA: Letter Writing; Presentations; Technology; Writing Process
    PHIL: LEAGUE Wildcard Lesson: Environment; Philanthropist
    SOC: Compare/Contrast; Good Character; Historical Biographies; Inquiry; Personal Virtue; Research
  3. "I Just Learned About the Coolest Person"

    ELA: Poetry; Presentations
    PHIL: LEAGUE Wildcard Lesson: Environment; Philanthropist
    SOC: 1 genOn; 10 genOn; 11 genOn; 12 genOn; 4 genOn; Historical Biographies
  4. "Dear Young Philanthropist"

    ELA: Letter Writing; Writing Mechanics
    PHIL: LEAGUE Wildcard Lesson: Environment; Philanthropist
    SOC: 1 genOn; 10 genOn; 11 genOn; 12 genOn; 4 genOn; Compare/Contrast; Good Character; Historical Biographies; Personal Virtue

Defining Philanthropy

The lessons that comprise this unit were designed to give students an opportunity to draw from their prior knowledge as well as new experiences to develop a deeper understanding of the concept of philanthropy. Student writing skills are also heavily emphasized in this unit. It is also designed to develop a personal definition for the term philanthropy that is based on prior knowledge as well as facts learned in this unit.

  1. Philanthro What?

    ELA: Inferences/Generalizations; Research; Synthesizing; Vocabulary
    PHIL: Common Good; Philanthropist; Time/Talent/Treasure
    SOC: 10 genOn; 8 genOn
  2. Bio-Poem

    ELA: Biography; Inferences/Generalizations; Poetry; Research; Synthesizing; Vocabulary
    PHIL: Contribute; Philanthropist; Social Action; Time/Talent/Treasure
    SOC: 10 genOn
  3. Philanthropic Prescriptions

    ELA: Biography; Compare/Contrast; Graphic Organizer; Inferences/Generalizations; Research; Role-Play; Synthesizing; Vocabulary
    PHIL: Common Good; Philanthropic Act; Philanthropist
    SOC: 10 genOn
  4. Essay of Definition - Part I

    ELA: Research; Teamwork; Writing Process
    PHIL: Common Good; Philanthropist; Service Project
    SOC: 10 genOn
  5. Essay of Definition - Part II

    ELA: Research; Teamwork; Technology; Thesis; Writing Mechanics; Writing Process
    PHIL: Common Good; Philanthropist
    SOC: 10 genOn

Disaster Relief - Power, Generosity and Leadership! (9-12)

Learners research problems caused by a natural disaster and cite examples of aid provided in an effort to help those devastated populations. They will investigate the role of the four economic sectors in responding to the needs. They will participate in a collection campaign and learn about organizations to which they can contribute their philanthropy.

Focus Question: Whose responsibility is it to help victims of a natural disaster?

To access this lesson, please click here.

  1. Disaster Relief - Power, Generosity and Leadership! (9-12)

    ELA: Cause/Effect; Group Discussions; Journaling; Reflection; Research
    PHIL: 11 genOn; 9/11genOn; Activism; Collections; Common Good; Community; Donate; Emergency Response; Fundraising; LEAGUE Wildcard Lesson: Environment; Philanthropic Act; Time/Talent/Treasure
    SOC: Advocacy; Civic Responsibility/Virtue; Common Good; Current Events; Disaster: Natural; Economics; Presidential Roles

Diverse Community: Who Is My Neighbor? (9-12)

Students view examples of media being used to promote responsibility and acceptance. They view YouTube videos that inspire them to make connections with people locally and globally. They learn about an artist who leaves free art in public spaces to raise optimism in tough times. They explore stereotypes and prejudices and create art to build connections with “neighbors.”

  1. Uniqueness and Prejudice

    ELA: Response to Text/Others; Role-Play
    PHIL: Empathy; Stereotypes; Tolerance
    SOC: Cultures; Discrimination; Diverse Communities; Diversity; Global Issues
  2. Connecting People Through Art

    ART: Dance; Visual Arts
    ELA: Communicate; Informational Media; Response to Text/Others
    PHIL: Advocacy; Global Community; Neighborhood; Stereotypes
    SOC: Common Good; Cultures; Diversity; Global Issues
  3. Service to the Neighborhood

    ART: Visual Arts
    ELA: Audience; Communicate; Presentation
    PHIL: Advocacy; Neighborhood; Service; Social Action
    SOC: Common Good; Diverse Communities; Diversity

Don't Be Impervious to the Impermeable

This unit is about the impact of growth (commercial and residential) on the environment and how everyone needs to be aware of the trade-offs. Specifically, this unit will examine how the use of impervious surfaces impacts the environment. The unit will also illustrate how knowledge of science informs our decisions and awareness as citizens. The lessons evolve from engaging the learner’s interest, becoming aware of the issue in their community and taking action in their community for the common good.Population density and community development has political and environmental implications. The development of cities, towns, suburbs and rural America share a common feature; a transportation system that relies on cars and trucks and the highways, roadways and parking lots that they demand. As towns and suburbs grow, the commercial and residential building “footprint” on the landscape will be harmful to the environment unless carefully planned. The issue related to “sprawl”, “population density” and the environment is the use of concrete, brick and asphalt; all impervious surfaces. The purpose of this lesson is to make learners aware of the environmental impact of impervious surfaces and empower them to become environmental stewards.

Focus Questions:
What is the relationship between community development and the environment?
How has development negatively impacted my community and what can be done about it?
 

  1. Whose Land Is It Anyway?

    ELA: Point of View; Writing Mechanics
    PHIL: Advocacy; Environmental Stewardship; Mission Statement; Reflection; Stewardship
    SCI: Conservation; Critical Thinking; Earth Changes; Ecology; Natural Resources
    SOC: Civic Responsibility/Virtue; Communities; Environment; Natural Characteristics of Place; Population; Resources; Stewardship
  2. You Can't Escape the Landscape

    ELA: Poetry; Point of View; Writing
    PHIL: Advocacy; Common Good; Environmental Stewardship; Stewardship
    SCI: Cause/Effect; Environment; Land Management; Population Growth; Terrain; Water
    SOC: Communities; Natural Characteristics of Place; Population; Transportation; Urbanization
  3. The Landscape, Leave It Better than You Found It

    ELA: Presentations; Research
    MAT: Data Collection/Organization
    PHIL: Environment; Environmental Stewardship; Symbiosis; Terrain; Water
    SCI: Environment; Symbiosis; Terrain; Water
    SOC: Citizenship/Civic Engagement; Communities; Natural Characteristics of Place; Resources; Stewardship

Encouraging Volunteerism

Learners will understand that the giving of their time, talent and treasure will improve the quality of life in their communities. Their active participation in community life makes their community and government stronger. This unit will stimulate, develop, educate for and encourage youth volunteerism at home, in school and in the community.

  1. Story of Giving (A)

    ELA: Quilt Maker's Gift (The); Fable; Perception; Symbols/Images/Sounds
    PHIL: 9/11genOn; Philanthropic Act; Philanthropic Traditions; Time/Talent/Treasure
    SOC: 12 genOn; 8 genOn
  2. Citizen Participation

    PHIL: Community; Philanthropic Act; Time/Talent/Treasure
    SOC: 10 genOn; 11 genOn; 12 genOn; Citizenship/Civic Engagement; Communities
  3. Making Choices with Scarce Resources

    PHIL: Common Good; Opportunity Costs; Time/Talent/Treasure
    SOC: 10 genOn; 11 genOn; 12 genOn; Choices/Consequences; Common Good; Costs; Economics; Opportunity Costs; Scarcity
  4. Nonprofits and Me

    ART-VA: Visual Arts: Create/Communicate
    ELA: Letter Writing
    PHIL: Career Opportunities; Foundations; Nonprofit Sector
    SOC: 10 genOn; 11 genOn; 12 genOn; Cooperative Groups; For-Profit; Foundations; Nonprofit Organizations; Volunteerism

Environment: Sustaining Our World (9-12)

The students compare and contrast the uses and aesthetics of dirt and pavement groundcover. They define permeable and impermeable ground surfaces and discuss the merits of each in relationship to the environment. They define environmental stewardship and determine responsibility for caring for the environment. The students define philanthropy and relate it to environmental stewardship. They analyze mission statments from environmental organizations and write their own personal mission statement.  They self-select a group to plan and implement an environmental service project.

  1. Pavement or Dirt?

    SOC: Environment; Terrain
  2. They Paved Paradise

    SCI: Environment; Terrain
  3. Carefully Managing the Earth's Resources

    ELA: Brainstorming; Group Discussions; Peer Review; Personal Response; Writing Process
    PHIL: 4 genOn; Mission Statement; Time/Talent/Treasure
    SOC: Environment; Geography; Maps/Globes; Nonprofit

Environmental Groups and the Three Economic Sectors

This unit sets the stage for an introduction to the three economic sectors: "profit," "nonprofit" and "government." The students learn what makes an organization fit into its appropriate category. Taking that information, they apply it to researching environmental groups within the three categories. Students must decide into which sector they fall and why. The students then take their knowledge of nonprofit organizations and apply that information to the research of nonprofit environmental organizations. The historical focus of this unit is the 1960's and the students are introduced to the factors that led to the creation of the environmental movement and environmental stewardship.  The unit has a strong economic focus as well that allows student to interpret data about environmental nonprofit organizations investigated. This information is used as students decide how to invest their time and money in a nonprofit environmental organization. The students must also identify why they would support an environmental group of their choosing thereby making key economic decisions about their own spending and time.

  1. Identify the Three Economic Sectors

    PHIL: LEAGUE Wildcard Lesson: Environment
    SOC: 10 genOn; 4 genOn; Compare/Contrast; Decision Making Model; Economics; For-Profit; Nonprofit
  2. Match the Environmental Group with the Correct Sector

    ELA: Listening; Media Genres; Presentations; Technology
    PHIL: Environmental Stewardship; LEAGUE Wildcard Lesson: Environment
    SOC: Environmental Protection Agency; Greenpeace; National Park Service; World Wildlife Federation; 10 genOn; 4 genOn; Compare/Contrast; Decision Making Model; Economics; Environment; For-Profit; Inquiry; Nonprofit; Public Policy; Research
  3. Nonprofit Environmental Groups

    ELA: Listening; Media Genres; Persuasive Techniques; Presentations; Technology
    PHIL: Environmental Stewardship; LEAGUE Wildcard Lesson: Environment
    SOC: Environmental Protection Agency; Greenpeace; National Park Service; World Wildlife Federation; 10 genOn; 4 genOn; Compare/Contrast; Decision Making Model; Economics; Environment; Inquiry; Nonprofit; Public Policy; Research

Executive Branch—Gifts to the Future (The) (9-12)

  1. Exercising Presidential Power

    ELA: Viewing
    PHIL: Nonprofit Organization (NGO); Nonprofit Organizations; Time/Talent/Treasure
    SOC: Constitution of the United States; Presidential System; Separation of Powers

Finding Self in Community (11th Grade)

Learners will identify some of the roles they play in their various communities. They will explore the vocabulary of beliefs/values and identify how and when these values affect the various roles they play in community. This understanding of their beliefs/values will be used to help them determine reasons and motivations for roles they might play in the larger community.

  1. Finding Self in Community (11th Grade)

    ELA: Vocabulary
    PHIL: 10 lesson genOn; Altruism; Community; Empathy; Motivation for Giving; Service Project; Values
    SOC: Community; Compare/Contrast; Inquiry; Values

Food for Thought: Hunger—Around the Block,
Around the World

Learners will describe what constitutes good nutritional practices, compare their own eating patterns to these practices and encourage others to improve their own eating habits. They will determine the value of acting on behalf of others and decide if their actions can make a difference in the school. Learners will investigate the difference between hunger and malnutrition, analyze hunger in the community and research local groups that aid the hungry. They will compare the depiction of hunger in world literature and describe causes of hunger in the world. Learners will distinguish between the many different approaches to hunger in the United States and abroad by looking at governmental versus nonprofit programs. They will reflect on the importance of philanthropic actions in solving the problems of hunger in the world.

  1. Food – What's in It for You?

    ART-VA: Audience; Creative Writing; Expository Text; Graphic Organizer; Journaling; Visual Arts: Create/Communicate; Visual Arts: Interdisciplinary
    ELA: Analyze/Interpret; Audience; Creative Writing; Expository Text; Graphic Organizer; Journaling; Presentations; Research; Vocabulary
    PHIL: 11 genOn; 5 genOn; Activism; Common Good; Philanthropic Act; Service Project
    SCI: Food; Graphs/Charts/Tables; Health; Life Science; Nutrition
    SOC: 12 genOn
  2. Local Hunger and Malnutrition

    ELA: Compare/Contrast; Non-Fiction Literature; Research; Universal Themes
    PHIL: 11 genOn; 5 genOn; Community; Hunger
    SOC: 11 genOn; 12 genOn; Economics; Nonprofit
  3. Thoughts on Global Hunger

    ELA: Author's Style/Purpose; Fiction Literature; Journaling; Personal Response; Universal Themes
    PHIL: 11 genOn; 5 genOn; Global Community; Hunger
    SOC: 11 genOn; 12 genOn; Choices/Consequences; Economics; Trade
  4. Making a Difference in the World

    ELA: Brainstorming; Journaling; Presentations; Research
    PHIL: 11 genOn; 5 genOn; Global Community; Hunger; Nonprofit Organizations; Time/Talent/Treasure
    SOC: 11 genOn; 12 genOn; Compare/Contrast; Disaster: Human-Made; Disaster: Natural; Distribution

For Goodness Sake, Why Don't We Give More Power to the People?

This unit will introduce the learners to the manner in which marginalized, disenfranchised and disadvantaged individuals have used the nonprofit sector as an alternative power structure in American society. They will research various local and national organizations, events, and leaders involved with creating positive change for the common good. They will conduct a community survey involving women and minority groups and discover the problems they faced and continue to face. They will report their findings in the school and/or community newspaper. They will create bookmarks about local women and minorities to be given to other schools and the local library to distribute to community members.

As an extension, they will write essays on why the community feels as it does, and agree or disagree with the community's views. After learning about the various nonprofit organizations associated with marginalized, disenfranchised or disadvanaged individuals and/or groups, learners can choose to volunteer their time, talent, and/or treasure to these organizations.

  1. Power, Power, Who Holds the Power?

    PHIL: Altruism; Business; Charity; Citizenship/Civic Engagement; Hispanics; Native Americans; Nonprofit Sector; Women
    SOC: 1 genOn; Advocacy; Business; Citizenship/Civic Engagement; Common Good; Discrimination; Diversity; Good Character; Government; Historical Biographies; Persecution; Personal Virtue; Research; Rights/Responsibilities
  2. Changing for the Common Good

    PHIL: Minorities; Women
    SOC: 1 genOn; Chronology; Discrimination; For-Profit; Historical Biographies; Human Rights; Nonprofit; Timelines
  3. Power to the People

    PHIL: Minorities; Women
    SOC: 1 genOn; Analyze/Interpret; Citizenship/Civic Engagement; Core Democratic Values; Discrimination; Diversity; Historical Biographies; Human Rights; Ideals/Reality; Research; Social Action
  4. Surveys and Nonprofits

    PHIL: Community; Needs Assessment
    SOC: 1 genOn; Compare/Contrast; Inquiry; Interview; Social Action; Survey

For the Well-Being of Our Citizens

Students will define poverty, connect it to human rights issues and analyze how nonprofit organizations have an important role to play in alleviating the effects of poverty.
  1. Social Programs and Government Responsibility

    PHIL: Community; Philanthropic Act; Time/Talent/Treasure
    SOC: 10 genOn; 11 genOn; 12 genOn; 4 genOn; 6 genOn; Civic Responsibility/Virtue; Federalism; Great Depression; Limited Government; Local Government; National Government; Presidential Roles; Public Policy; State Government; Volunteerism
  2. Poverty and Human Rights

    ART-VA: Visual Arts: Create/Communicate
    ELA: Cultural/Historical Contexts; Expository Text; Social/Cultural Issues
    PHIL: 11 genOn; Human Rights; Nonprofit Sector
    SOC: 10 genOn; 11 genOn; 12 genOn; 4 genOn; 6 genOn; Analyze/Interpret; Cause/Effect; Contemporary Issues; Human Rights; Universal Declaration of Human Rights
  3. To the Rescue

    ELA: Advertising/Marketing; Brainstorming; Informational Genre; Research; Universal Themes
    PHIL: 11 genOn; Community; Global Community; Homelessness; Time/Talent/Treasure
    SOC: 10 genOn; 11 genOn; 12 genOn; 4 genOn; 6 genOn; Contemporary Issues; Economics; For-Profit; Goods and Services; Government; Nonprofit; Volunteerism; Wants/Needs

Games People Play (9-12)

Learners explore the role games play in enhancing the common good, and they identify characteristics of one who plays the "game of life" in a way that promotes the common good. They define the concepts of contract and social contract and make an analogy between civil society and the "game of life" (includes rules, trust, and relationships). Through learning and playing the card game Bridge, students learn and practice life/social skills (problem solving, good character, interpersonal communication, collaboration, and discipline). They also learn valuable study skills of memory, concentration, and critical thinking. 
Focus Question: How do game rules and strategies apply to life? 

  1. Rules of the Game (9-12)

    ELA: Listening; Teamwork; Vocabulary
    PHIL: Bridge LEAGUE; LEAGUE Wildcard Lesson: School Bridge; Social Contract
    SOC: Common Good; Good Character; Personal Virtue; Rules; School Community; Social Action
  2. Bridging the Gap with "Bridge" (9-12)

    ELA: Communicate; Listening; Teamwork; Vocabulary
    PHIL: Bridge LEAGUE; Common Good; Family; LEAGUE Wildcard Lesson: School Bridge; Service Project; Social Contract
    SOC: Consensus; Good Character; Personal Virtue; Rules; School Community; Social Action
  3. Let the Games Begin! (9-12)

    ELA: Communicate; Listening; Teamwork; Vocabulary
    MAT: Algebraic Expressions; Comparing Numbers; Counting; Data Analysis/Probability; Inductive/Deductive Reasoning; Infer; Mental Computation; Numeral Patterns; Predict; Problem Solving; Similarity; Sort/Classify
    PHIL: Bridge LEAGUE; Common Good; Community; Cooperate; LEAGUE Wildcard Lesson: School Bridge; Service Project
    SOC: Cause/Effect; Rules
  4. Opening and Responding (9-12)

    ELA: Communicate; Listening; Teamwork; Vocabulary
    MAT: Comparing Numbers; Counting; Data Analysis/Probability; Inductive/Deductive Reasoning; Infer; Mental Computation; Numeral Patterns; Problem Solving; Similarity; Sort/Classify; Symbols
    PHIL: Bridge LEAGUE; Cooperate; LEAGUE Wildcard Lesson: School Bridge
    SOC: Cause/Effect; Rules
  5. Competitive Bidding (9-12)

    ELA: Communicate; Listening; Teamwork; Vocabulary
    MAT: Comparing Numbers; Counting; Data Analysis/Probability; Inductive/Deductive Reasoning; Infer; Mental Computation; Numeral Patterns; Predict; Problem Solving; Similarity; Sort/Classify; Symbols
    PHIL: Bridge LEAGUE; Cooperate; LEAGUE Wildcard Lesson: School Bridge
    SOC: Cause/Effect; Rules
  6. Stayman Convention (9-12)

    ELA: Communicate; Listening; Teamwork; Vocabulary
    MAT: Comparing Numbers; Data Analysis/Probability; Inductive/Deductive Reasoning; Infer; Mental Computation; Numeral Patterns; Predict; Problem Solving
    PHIL: Bridge LEAGUE; Cooperate; LEAGUE Wildcard Lesson: School Bridge
    SOC: Cause/Effect; Rules
  7. Preemptive Bid (9-12)

    ELA: Communicate; Listening; Teamwork; Vocabulary
    MAT: Algebraic Expressions; Comparing Numbers; Counting; Data Analysis/Probability; Inductive/Deductive Reasoning; Infer; Mental Computation; Numeral Patterns; Predict; Problem Solving; Similarity; Sort/Classify; Symbols
    PHIL: Bridge LEAGUE; Cooperate; LEAGUE Wildcard Lesson: School Bridge
    SOC: Cause/Effect; Rules

Generosity of Spirit Folktales

Folktales from all over the world reveal much about giving to others. They reveal a "generosity of spirit" that speaks the language of "giving" whether it be the giving of time, talent or treasure. This unit will look at various types of folktales, from various places, with various morals/lessons.

Learners will identify what constitutes a folktale, describe the different types of folktales, define philanthropy, recognize cultural influences in folktales, analyze motivations for giving and recognize models of "giving" in folktales from around the world.

  1. Understanding Folktales and Their Philanthropic Connections

    ELA: Folktales; Myths; Parable
    PHIL: Generosity of Spirit; Common Good; Motivation for Giving; Philanthropic Literature; Sacrifice; Time/Talent/Treasure
    SOC: Analyze/Interpret; Common Good
  2. Australian Folktales

    ART-M: Music: Create/Communicate
    ART-VA: Visual Arts: Create/Communicate
    ELA: How the Kangaroo Got Her Pouch; How the Selfish Goannas Lost Their Wives; Secret of Dreaming (The); Folktales; Myths; Social/Cultural Issues
    PHIL: Generosity of Spirit; Environmental Stewardship; Philanthropic Literature; Philanthropic Traditions
    SOC: Australia; Cultures; Environment; Human Characteristics of Place; Native Peoples; Natural Characteristics of Place
  3. Reluctant Givers

    ELA: Collared Crow (The); Couple of Misers (A); Story and a Song (A); Story-Bag (The); Fable; Folktales; Perception; Story Mapping
    PHIL: Generosity of Spirit; Hunger; Motivation for Giving; Sharing
    SOC: Africa; Asia; Cultures; Geography; India; Korea; Scarcity
  4. Gifts of All Sizes

    ELA: Brave Little Parrot (The); Drum (The); Luck of a Child (The); Ma’Ruf the Shoemaker; Sedge Hats for Jizo; Silk Brocade (The); Tatema (The); Fable; Folktales; Perception; Retelling
    PHIL: Generosity of Spirit; Act of Kindness; Buddhism; Giving; Judaism; Motivation for Giving
    SOC: Asia; China; Cultural Regions; Good Character; India; Japan; Kuridstan; Mexico; Opportunity Costs; Palestine; South America
  5. Chinese Folktales

    ART-VA: Visual Arts: Create/Communicate
    ELA: Lord of the Cranes; Lo-Sun, the Blind Boy; Fable; Folktales; Plot Development
    PHIL: Generosity of Spirit; Act of Kindness; Kindness
    SOC: Asia; China; Choices/Consequences; Human Characteristics of Place
  6. Inuit Folktales

    ELA: Old Woman Who Was Kind to Insects (The); Tiggak; Constructing Meaning; Cultural/Historical Contexts; Fable; Folktales
    PHIL: Generosity of Spirit; Act of Kindness; Native Americans
    SOC: Native Peoples; Natural Characteristics of Place
  7. Buddhist Folktales

    ELA: Banyan Deer (The); Blossom Tree (The); Great Joy the Ox; Padmasambhava and the Felicity Scarf; Steadfast Parrot (The); Constructing Meaning; Cultural/Historical Contexts; Folktales; Myths; Perception
    PHIL: Generosity of Spirit; Buddhism; Character; Common Good; Friendship; Leadership; Religious Perspectives; Sacrifice
    SOC: Asia; Cultural Regions; India; Religion; Siddhartha Gautama; Tibet
  8. Reactions of the Masters

    ELA: Beth Gellert; Evil Allures, But Good Endures; Constructing Meaning; Cultural/Historical Contexts; Fable; Folktales; Perception; Tolstoy
    PHIL: Generosity of Spirit; Philanthropic Act; Sacrifice
    SOC: Europe; Good Character; Human Characteristics of Place; Prince Llewelyn of Wales; Russia; Wales
  9. Gifts Disrespected

    ELA: Flowering Tree (A); Magic Bear (The); Fable; Folktales; Perception
    PHIL: Generosity of Spirit; Native Americans; Respect
    SOC: Asia; Human Characteristics of Place; India
  10. Jewish Folktales

    ELA: Clotheslines (The); Defending His Property; Loosening the Stopper; Special Gift (A); Three Laughs (The); Author’s Style/Purpose; Folktales; Parable; Perception; Role-Play; Vocabulary
    PHIL: Generosity of Spirit; Act of Kindness; Judaism; Religious Perspectives; Tzedakah
    SOC: Asia; Cultures; Europe; Human Characteristics of Place; Israel; Poland; Rabbi Levi Yitzhak of Berdichev; Rabbi Schneur Zalman; Rabbi Yisrael Baal Shem Tov
  11. African Folktales

    ELA: Collared Crow (The); Cruel Creditor and the Judge’s Wise Daughter (The); Gratitude: The Hunter and the Antelope; Ostrich Egg Wife (The); Selekana and the River God; Africa; Constructing Meaning; Fable; Folktales; Morocco; Perception; Reflection; South Africa
    PHIL: Generosity of Spirit; Act of Kindness; African American; Character; Giving; Helping; Honesty; Justice; Kindness; Trust
    SOC: Choices/Consequences; Cultural Regions; Decision Making Model; Human Characteristics of Place; Justice
  12. Native American Folktales

    ART: Visual Arts
    ELA: Bokewa or The Humpback; Circle of Life and the Clambake (The); Collared Crow (The); Cruel Creditor and the Judge’s Wise Daughter (The); Hopis and the Famine (The); Little Boy Who Talked With Birds (The); Magic Bear (The); Mon-Daw-Min or the Origin of Indian Corn: An Ojibwa Tale; Old Woman Who Was Kind to Insects (The); Ostrich Egg Wife (The); Selekana and the River God; Sheem: The Forsaken Boy; Thunder Deputizes the Eagle (The); Tiggak; Two Jeebi-Ug or A Trial of Feeling (The); Brainstorming; Compare/Contrast; Cultural/Historical Contexts; Fable; Folktales; Group Discussions; Myths; Perception; Research; Stereotyping/Bias; Story Mapping; Writing Process
    PHIL: Generosity of Spirit; Caring/Sharing; Character; Family; Giving; Helping; Leadership; Native Americans
    SOC: Analyze/Interpret; Cherokee; Compare/Contrast; Cultures; Hopi; Human Characteristics of Place; Inuit; Maya; Menomini; Native Peoples; Ojibwa; South America; Wampanoag
  13. Hospitality

    ELA: Calabash of Poi (A); Even Her Taking Was Giving; Luck of a Child (The); Soup of the Soup; Compare/Contrast; Concept Mapping; Folktales; Hawaii; Israel; Kuridstan; Myths; Social/Cultural Issues; Vocabulary
    PHIL: Generosity of Spirit; Caring/Sharing; Islam; Judaism
    SOC: Cultures; Human Characteristics of Place
  14. Forgiveness

    ART-M: Music: Interdisciplinary
    ELA: Both Friend and Foe the Saints Adore; Little Boy Who Talked With Birds (The); Young Man Who Refused to Kill (The); Cultural/Historical Contexts; Fable; Folktales; Perception; Social/Cultural Issues; Viewpoint
    PHIL: Generosity of Spirit; Buddhism; Family
    SOC: Cultures; Family; India; Maya; South America; Tibet
  15. Environmental Stewardship

    ART-M: Music: Create/Communicate
    ART-VA: Visual Arts: Create/Communicate
    ELA: Brave Little Parrot (The); Kogi the Priest; Secret of Dreaming (The); Concept Mapping; Cultural/Historical Contexts; Folktales; Myths; Presentations; Research
    PHIL: Generosity of Spirit; Buddhism; Civil Society; Environmental Stewardship; LEAGUE Wildcard Lesson: Environment; Stewardship
    SCI: Environment
    SOC: Australia; Civil Society; Cultures; Ecosystems; India; Japan; Natural Characteristics of Place
  16. Sufi Folktales

    ELA: Mullah in the Turkish Bath; Mullah’s Miracle; Three Fridays; Folktales; Perception; Social/Cultural Issues; Understanding/Interpretation
    PHIL: Generosity of Spirit; Character; Islam; Motivation for Giving
    SOC: Cultural Regions; Human Characteristics of Place; Iran; Persia
  17. Folktales from the Americas

    ELA: Boy and His Donkey (A); Gratitude: The Hunter and the Antelope; Harvest Birds (The); Hog (The); Trouble With Helping Out (The); Anansi; Author’s Style/Purpose; Character Development; Constructing Meaning; Fable; Folktales; Perception
    PHIL: Generosity of Spirit; African American; Character; Hispanics; Reciprocity; Serial Reciprocity
    SCI: Garden; Symbiosis
    SOC: Africa; Cultural Regions; Human Characteristics of Place; Mexico; South America; Surinam
  18. Asian Folktales

    ART-VA: Visual Arts: History/Culture
    ELA: Aina-Kizz and the Black-Bearded Bai; Clever Wife (The); Earth Cakes, Sky Cakes; King Who Was Fried (The); Sayed’s Boots; Stubborn Husband, Stubborn Wife; Woodcutter (The); Author’s Style/Purpose; Compare/Contrast; Constructing Meaning; Cultural/Historical Contexts; Fable; Folktales; Universal Themes
    PHIL: Generosity of Spirit; Character; Judaism; Motivation for Giving
    SOC: China; Cultural Regions; Human Characteristics of Place; India; Iran; Palestine; Persia; Vietnam
  19. Tales of Wisdom and Discernment

    ART-VA: Visual Arts: Create/Communicate
    ELA: Magic Pomegranate (The); Old Alchemist (The); Story of the Two Old Women (The); Wise Quail (The); Author’s Style/Purpose; Compare/Contrast; Fable; Folktales; Parable; Personal Response
    PHIL: Generosity of Spirit; Buddhism; Conflict Resolution; Egoism; Judaism
    SOC: Bangladesh; Burma; Cultural Regions; Decision Making Model; Human Characteristics of Place; India
  20. European Folktales

    ELA: Fairy Shilling (The); Lute Player (The); Three Fayes (The); Treasure (The); Where Love Is, God Is; Analyze/Interpret; Compare/Contrast; Fable; Folktales; Letter Writing; Parable; Perception; Tolstoy
    PHIL: Generosity of Spirit; Act of Kindness; Character; Christianity; Foundations; Judaism; Pro-Social Behavior
    SOC: Cultural Regions; Cultures; Czechoslovakia; Good Character; Human Characteristics of Place; Ireland; Russia; Sweden

George H.W. Bush and Points of Light

Students explore the legacy of George H. W. Bush and how he contributed to the common good as part of his lifelong commitment to service and through his Points of Light initiative. They compare and contrast the four economic sectors and how they meet needs differently. They write a persuasive piece about government philanthropy. They trace the impact of Bush's points of light speech through one organization and advocate for an issue that contributes to the common good.

Enduring Understanding: Students identify George H. W. Bush as the father of the modern service movement and identify philanthropy and the civil society sector as part of the fabric of the U.S. and democracy.

  1. George H.W. Bush and the Common Good

    ELA: Narrative Writing; Presentations; Voice; Writing Process
    PHIL: Advocacy; Civil Society; Contribute; Motivation for Giving; Reflection; Service
    SOC: Bush, George H. W.; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Common Good; Economics; Nonprofit
  2. What Is Government Philanthropy?

    ELA: Constructing Meaning; Persuasive Techniques; Presentations; Research; Teamwork
    PHIL: Advocacy; Benefits; Civil Society; Family
    SOC: Bush, George H. W.; Civic Responsibility/Virtue; Civil Society; Civilian Conservation Corps; Costs; Democracy; Economics; For-Profit; Government; Great Depression; Nonprofit; Wants/Needs
  3. Points of Light Institute

    ELA: Graphic Organizer; Reflection; Technology
    PHIL: Advocacy; Civil Society
    SOC: Bush, George H. W.; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Economics; Government; Nonprofit
  4. Participatory Citizenship

    ELA: Constructing Meaning; Electronic Text; Informational Media; Reading; Resources
    PHIL: Activism; Advocacy; Civil Society; Philanthropic Organizations; Reflection
    SOC: Bush, George H. W.; Citizenship/Civic Engagement; Civil Rights; Civil Society; Democracy; Dictatorship; Economics; Government; Primary/Secondary Sources

Gift of Art (The): Private Action for the Common Good (PAG)

The students will review the concept of philanthropy through viewing a logo. They will design original logos that represent philanthropy and related ideas. They will explore philanthropic behavior as it relates to the arts.

  1. Gift of Art (The): Private Action for the Common Good (PAG)

    ELA: Universal Themes
    PHIL: 2 lesson genOn; Art from the Heart; Serial Reciprocity; Time/Talent/Treasure; Visual Arts

Giving to Others (Tzedakah) (Private-Religious)

In the modern era, charity is often an essential component of the community. Children are often bombarded with television advertisements, billboards, articles and stories of charities. Many times, young people do not understand the concept of giving charities, the origins or the importance. These lessons are intended to give the students an overview of what charity is, why it is important, how to give it, to whom to give it, and the benefits of giving it.      

  1. Maimonides' Eight Levels (Private-Religious)

    ELA: Group Discussions; Influence; Letter Writing; Main Idea; Parable; Presentations; Reflection; Response to Text; Universal Themes
    PHIL: Act of Kindness; Career Opportunities; Charity; Contribute; Donate; Helping; Judaism; Nonprofit Organizations; Service Plan; Values
    SOC: Common Good; Communities; Ethics; Parochial
  2. Charity in the Bible (Private-Religious)

    ELA: Analyze/Interpret; Cause/Effect; Compare/Contrast; Creative Writing; Group Discussions; Main Idea; Reading; Reflection; Response to Text/Others
    PHIL: Act of Kindness; Charity; Civil Society; Giving; Judaism; Religious Perspectives; Values
    SOC: Common Good; Communities; Consumption; Environment; Ethics; Land Use; Parochial; Production/Producer; Resources
  3. 10% to the Needy (Private-Religious)

    ELA: Biography; Group Discussions; Point of View; Questioning; Social/Cultural Issues
    MAT: Money; Percent
    PHIL: Judaism
    SOC: Civic Responsibility/Virtue; Common Good; Communities; Consumption; Environment; Ethics; Land Use; Parochial; Resources; Values

Global Education: Why Learn? (9-12)

Students analyze the effects of education on individuals, communities, and the world. They demonstrate that we are all connected and that others are affected by things that we believe only affect us. Students read and review statistics that highlight the lower number of girls than boys who attend schools around the world. They identify the reasons for gender inequality in schools and explore what policies and measures are in place for achieving universal primary education for kids all over the world. Students take action to either raise funds and/or to increase awareness of the importance of education for students in developing countries.

Focus Question: What are the effects of educating every child in the world?
  1. School Is Out

    ELA: Role-Play
    PHIL: Community; Global Community
    SOC: Business; Common Good; Family; Global Issues; Government; Nonprofit
  2. Whose Responsibility Is It?

    ELA: Response to Text/Others; Visual Media
    PHIL: Caring/Sharing; Empathy; Empower
    SOC: Civil Rights; Common Good; Geography; Interdependence
  3. UN's Millenium Goals

    ELA: Communicate; Teamwork; Visual Media
    PHIL: Advocacy; Donate; Philanthropic Act; Service
    SOC: Common Good; Interdependence; Maps/Globes

Global Health: Hunger and Food Around the Globe (9-12)

Students view pictures of families from around the world with the food that they eat in a week. They discuss how cultural and regional differences affect food. They analyze a healthy diet and reflect on whether the nutritional needs of families are an issue of the common good. They assess their own food choices and address a food/health related issue or need, locally or globally.

  1. What Do People Around the World Eat?

    ELA: Personal Response; Viewing; Viewpoint; Visual Media
    PHIL: 5 genOn; Global Community; Hunger; Reflection
    SOC: Compare/Contrast; Cultures; Diverse Communities; Diversity; Economics; Global Issues; Health and Disease; Major World Regions
  2. Where Does Our Food Travel?

    ELA: Electronic Text; Group Discussions; Reflection; Technology; Visual Media
    MAT: Comparing Numbers
    PHIL: 5 genOn; Global Community; Hunger; Reflection
    SOC: Cultures; Distribution; Economics; Environment; Global Issues; Health and Disease; Location
  3. Local Food and Global Health

    ELA: Group Discussions; Information Gathering; Social/Cultural Issues; Synthesizing; Teamwork
    PHIL: 5 genOn; Advocacy; Giving; Global Community; Hunger; Needs Assessment; Reflection; Service; Volunteer
    SOC: Cultures; Diverse Communities; Global Issues; Health and Disease

Global Hunger and Malnutrition (11th Grade)

Learners will describe how hunger and malnutrition are related, but not the same problems. They will recognize hunger as a global community issue and the role of the four sectors of society in solving problems of hunger in the community. They will be challenged to apply their own time, talent and treasure to address the issue of local hunger.

  1. Global Hunger and Malnutrition (11th Grade)

    ELA: Non-Fiction Literature; Research; Universal Themes
    PHIL: 11 lesson genOn; 12 lesson genOn; 5 genOn; Caring/Sharing; Community; Giving; Hunger; Responsibility
    SOC: Civic Responsibility/Virtue; Health and Disease; Scarcity

Great Debate (The)--Do Americans Today Have
Civic Virtue? (10th Grade)

Having formulated an initial opinion on whether or not Americans today exhibit civic virtue, the learners will defend their positions in light of the opinions of writers. They will make a personal plan to exhibit civic virtue through civic engagement in an environmental act.

  1. Great Debate (The)--Do Americans Today Have
    Civic Virtue? (10th Grade)

    ELA: Debate; Group Discussions; Persuasive Techniques; Presentations; Questioning; Research; Speaking; Summarizing/Paraphrasing
    PHIL: 4 lesson genOn; Activism; Advocacy; Community; Environmental Stewardship; Service Plan; Social Action; Values; Volunteer
    SOC: Analyze/Interpret; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Communities; Environment; Point of View; Rights/Responsibilities

Grow Involved 9-12

Students respond to literature about Martin Luther King, Jr. They examine his philosophy about serving and taking action and compare it to the philosophies of characters in books and a movie (some fiction, some nonfiction). They follow his model to promote the idea of doing good for others. Students learn that service and social action by one person can change the world. They learn about serial reciprocity and explore the issues of violence, prejudice, and racism.
This unit can be taught as grade specific using two lessons (Grade 9 - Lessons 1 & 2 , Grade 10 - Lessons 1 & 3, Grade 11 - Lessons 1 & 4, Grade 12 - Lessons 1 & 5). To extend the learning and service experiences, additional lesson can be used, as time allows.
  1. Advocacy and Activism (Introduction Grade 9-12)

    ELA: Group Discussions; Journaling; Reflection; Social/Cultural Issues
    PHIL: African American; Justice; Philanthropist; Social Action
    SOC: King, Jr., Martin Luther; 1 genOn; Civil Rights; Common Good; Desegregation; Human Rights
  2. Pay It Forward (Grade 9)

    ELA: Brainstorming; Group Discussions; Persuasive Techniques; Reflection; Viewing
    PHIL: Act of Kindness; Advocacy; Caring/Sharing; Community; Donate; Needs Assessment; Serial Reciprocity; Social Action
    SOC: King, Jr., Martin Luther; 1 genOn; Citizenship/Civic Engagement; Consensus
  3. Promote Nonviolence (Grade 10)

    ELA: Author's Style/Purpose; Character Development; Inferences/Generalizations; Social/Cultural Issues
    PHIL: Activism; Advocacy; Civil Society; Community; Conflict Resolution; Empathy; Reflection
    SOC: King, Jr., Martin Luther; 1 genOn; Civic Responsibility/Virtue; Common Good; Justice
  4. Do the Write Thing (Grade 11)

    ELA: Author's Style/Purpose; Autobiography; Cultural/Historical Contexts; Letter Writing; Reflection
    PHIL: Advocacy; Conflict Resolution; Problem Solving; Social Action
    SOC: King, Jr., Martin Luther; 1 genOn; Civil Rights; Government; Justice
  5. A Forum on Racism (Grade 12)

    ELA: Analyze/Interpret; Autobiography; Compare/Contrast; Debate; Group Discussions
    PHIL: Advocacy; African American; Justice; Problem Solving; Social Action
    SOC: King, Jr., Martin Luther; 1 genOn; Civic Responsibility/Virtue; Civil Rights; Common Good; Consensus; Racism

Growing a Citizen

This unit stresses the skills young people need to participate in the democratic process as responsible citizens. Too often “politics” is heard as a dirty word and thought of as the work of elected officials rather than citizens. Young people are citizens. We need to provide experiences where they do the work of citizens, where they feel positive that they can make a difference, where they act responsibly and where they are safe.
  1. What Would Moses, Jesus, Mohammed, Buddha and Krishna Say?

    ELA: Compare/Contrast; Cultural/Historical Contexts; Fable; Letter Writing; Literary Forms/Genre; Parable; Personal Response; Point of View; Reading; Response to Text/Others; Understanding/Interpretation
    PHIL: Act of Kindness; Analyze/Interpret; Charity; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Common Good; Cultures; Diversity; Human Rights; Justice; Personal Virtue; Point of View; Religion; Tolerance; Traditions; Values
    SOC: 1 genOn; 10 genOn; Analyze/Interpret; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Common Good; Cultures; Diversity; Human Rights; Justice; Personal Virtue; Point of View; Religion; Tolerance; Traditions; Values
  2. Participatory Citizen or Slacker—Which One Will You Be?

    ELA: Audience; Constructing Meaning; Group Discussions; Language/Style; Personal Response; Research; Social/Cultural Issues; Synthesizing; Understanding/Interpretation; Voice
    PHIL: Activism; Advocacy; Civil Society; Social Action; Values
    SOC: 1 genOn; 10 genOn; Advocacy; Citizenship/Civic Engagement; Communities; Core Democratic Values; Democratic Values; Social Action; Values
  3. Personal Giving Mission Statement (A)

    ELA: Writing Process
    PHIL: Civil Society; Helping; Mission Statement; Personal Giving Plan
    SOC: 1 genOn; 10 genOn; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Core Democratic Values; Nonprofit Organizations
  4. Putting Citizenship into Practice

    ELA: Analyze/Interpret; Journaling; Point of View; Reflection; Self Assessment
    PHIL: Advocacy; Common Good; Mission Statement; Reflection; Service Learning
    SOC: 1 genOn; 10 genOn; Advocacy; Citizenship/Civic Engagement; Common Good; Core Democratic Values; Economics

Growing an Environmental Steward

The purpose of this unit is to assist the learner in developing a deeper understanding of what it means to be a steward of the environment and to apply this knowledge to identified environmental problems as they relate to landscaping and gardening. 

Focus Question: “How can I, as one person, become a steward of my environment and affect positive change?”
 

  1. Envi and Ron Steward

    PHIL: Stewardship
    SCI: Conservation; Environment
    SOC: Communities
  2. In My Own Backyard

    ELA: Group Discussions; Reflection; Summarizing/Paraphrasing; Survey; Writing Mechanics
    PHIL: Environmental Stewardship; Stewardship
    SCI: Conservation; Environment
    SOC: Communities
  3. Landscape Garden Makeover

    ELA: Journaling; Letter Writing; Writing Mechanics
    MAT: Picture Models
    PHIL: Environmental Stewardship; Stewardship
    SOC: Citizenship/Civic Engagement; Communities; Environment; Stewardship

Healthy Youth, Healthy Community (9-12)

This unit introduces learners to healthy living habits for themselves as well as their community. They demonstrate their knowledge by participating in various activities, making healthy food choices, exercising and helping others in the community do the same. Learners develop a service-learning project based on a community needs assessment. They reflect on their service project, demonstrate the impact on the community, and celebrate their hard work and success. Focus Question: Why is it important to practice healthy living habits and advocate for healthy living practices in a community?

  1. Classroom Community and Good Health

    ELA: Journaling; Personal Response; Predicting; Reflection; Social/Cultural Issues; Teamwork
    PHIL: Advocacy; Community
    SCI: Health; Nutrition
    SOC: Communities; Healthy Community
  2. Your Body and Health Issues

    ART: Visual Arts
    ELA: Brainstorming; Journaling; Personal Response; Predicting; Reflection; Social/Cultural Issues; Teamwork
    PHIL: Activism; Advocacy; Community; Empower; Needs Assessment; Neighborhood
    SCI: Health; Nutrition
    SOC: Healthy Community
  3. Introduction to Service

    ELA: Brainstorming; Journaling; Personal Response; Social/Cultural Issues; Teamwork
    PHIL: Community; Helping; Leadership; Motivation for Giving; Problem Solving; Reflection; Responsibility; Service
    SCI: Health; Nutrition
    SOC: Healthy Community
  4. Prepare to Take Action!

    ELA: Brainstorming; Journaling; Personal Response; Predicting; Social/Cultural Issues; Teamwork
    PHIL: Community; Helping; Leadership; Motivation for Giving; Needs Assessment; Problem Solving; Reflection; Responsibility; Service
    SCI: Health; Nutrition
    SOC: Healthy Community
  5. Take Action!

    ELA: Brainstorming; Journaling; Personal Response; Social/Cultural Issues; Teamwork
    PHIL: Community; Leadership; Motivation for Giving; Problem Solving; Reflection; Responsibility; Service; Volunteer
    SCI: Health; Nutrition
    SOC: Healthy Community

Helping Refugees

Students will gain insight into what it means to be a refugee and the difficulties refugees face to survive. Students will also explore the role of the UN Refugee Agency (UNHCR) in their work with refugees and discuss details of its operations. Students will produce a symposium on the work of UNHCR in a virtual online presentation or as a traditional presentation. Focus Question: What is life like for refugees, and how can we help them locally and globally?

  1. How Does it Feel to be a Refugee?

    ELA: Journaling; Letter Writing; Viewpoint
    PHIL: Advocacy; Empathy; Refugees; UNHCR
    SOC: 6 genOn; Civil Society; Developing Countries; Global Issues
  2. Working with Refugees

    ELA: Compare/Contrast; Debate; Group Discussions; Media Genre; Personal Response; Viewing
    PHIL: Advocacy; Commons; Contribute; Empathy; Global Community; Helping; Justice
    SOC: 6 genOn; Common Good; Communities; Developing Countries; Diversity; Geography; Global Issues; Nonprofit; Refugees
  3. Symposium on Refugees

    ELA: Analyze/Interpret; Audience; Electronic Text; Group Discussions; Persuasive Techniques; Presentations; Teamwork
    PHIL: Advocacy; Contribute; Empower; Fundraising; Global Community; Leadership; Reflection; Service
    SOC: 6 genOn; Common Good; Current Events; Developing Countries; Diverse Communities; Global Issues; Human Rights; Refugees; Wants/Needs

Heroism In Literature

Identifying qualities of a hero in life and literature will enable students to conclude that heroic figures are often depicted as, but do not need to be, “larger than life.” Through readings and becoming familiar with the characters portrayed in Greek mythology and British tales of King Arthur and the Round Table, they will recognize elements of heroism as acts of philanthropy and advocacy for the common good. Students will demonstrate the importance public advocacy for the common good has in developing civic virtue and core democratic values by successfully writing a research based persuasive essay.
Students will reflect cognitively and effectively upon concepts acquired. Knowledge and skills acquired through their service activity will enable students to conduct a needs assessment and design, produce and publish a manual, or service organizations in their community.
  1. What Is a Hero? Heroism in Greek Mythology

    ART-VA: Visual Arts: Interdisciplinary
    ELA: Constructing Meaning; Myths; Nonverbal Communication; Visual Media
    PHIL: 3 genOn; 9/11genOn; Advocacy; Common Good; Time/Talent/Treasure
    SOC: 10 genOn; 2 genOn; Cause/Effect; Inquiry; Point of View
  2. Heroism in English Myth

    ART: Theater: Create/Communicate
    ELA: Author's Style/Purpose; Cause/Effect; Cultural/Historical Contexts; King Arthur; Legend
    PHIL: Advocacy; Altruism; Common Good; Enlightened Self-Interest; Motivation for Giving
    SOC: 10 genOn; 2 genOn; Chronology; Good Character; Personal Virtue
  3. Questioning Our Definition—Acts of Courage

    ELA: Persuasive Techniques; Research; Writing Mechanics; Writing Process
    PHIL: Advocacy; Common Good; Courage; Sacrifice
    SOC: 10 genOn; Cause/Effect; Core Democratic Values; Peer Review; Research
  4. Heroism—Opportunities for Action

    ART: Visual Arts: Interdisciplinary; Visual Arts: Perform
    ELA: Group Discussions; Research; Response to Text/Others; Writing Mechanics; Writing Process
    PHIL: Advocacy; Community; Foundations; Nonprofit Organizations; Service Project
    SOC: 10 genOn; 11 genOn; 2 genOn; Group Discussions; Inquiry; Primary/Secondary Sources

How Prophet-able Are You?

Throughout human history there have been social injustices and advocates who have spoken out against them. Learners will determine what constitutes a social problem and cite historical examples of injustice solved by willing participants.

What motivates such advocacy and how can we continue to be advocates, calling society to respect the rights and dignity of its members, promoting justice for all?

  1. What Is Your Gripe?

    PHIL: Values
    SOC: 1 genOn; Justice; Values
  2. Being a Prophet—Traits of the Trade

    PHIL: Advocacy; Pro-Social Behavior; Social Action; Social Justice
    SOC: 1 genOn; Advocacy; Justice; Values
  3. Ancient Advocates for Change

    ELA: Old Testament; Reflection; Universal Themes
    PHIL: Common Good; Courage; Religious Perspectives
  4. Modern Advocates for Change

    ELA: Group Discussions; Letter Writing; Point of View
    PHIL: Activism; Advocacy; Social Action
    SOC: 1 genOn; Advocacy; Justice; Social Action; Values

Hurricane Katrina / Great Hanshin-Awaji Disaster Collaboration

The purpose of this unit is to learn why and how natural disasters provide citizens of the world opportunities to help those affected by natural disasters.
As one person, how can I make a difference in the wake of a natural disaster?
  1. Natural Disasters

    PHIL: Caring/Sharing; Contribute; Emergency Response; Helping; LEAGUE Wildcard Lesson: Environment; Relief
    SOC: Compare/Contrast; Disaster: Natural; Environment
  2. Preparedness for Natural Disasters

    ELA: Journaling; Reflection
    PHIL: Emergency Response; Social Capital
    SOC: Disaster: Natural; Environment
  3. Who Can Help? Sharing Makes Caring

    ELA: Journaling; Presentations; Reflection; Research
    PHIL: 11 genOn; Caring/Sharing; Contribute; Emergency Response; Helping; LEAGUE Wildcard Lesson: Environment; Relief; Service Plan; Service Project; Social Capital; Time/Talent/Treasure
    SOC: Disaster: Natural; Environment

Investing In Others (9-12)

Students explore the benefits and costs of credit and using a credit card. They role-play a shopping trip and come up with arguments for and against buying something they want but do not need. They examine how their personal choices affect other people. The students plan and carry out a service project that advocates for financial responsibility.

Focus question: As consumers, how do the choices we make affect global poverty?

 

  1. I Can Buy Anything I Want

    ELA: Reflection; Understanding/Interpretation
    PHIL: Global Community; Responsibility
    SOC: Common Good; Economics; Global Issues
  2. Five Thousand Dollars!

    ELA: Group Discussions; Role-Play; Viewpoint
    SOC: Costs; Decision Making Model; Economics; Financial Resources
  3. Debt: Who Does It Affect?

    ELA: Advertising/Marketing; Audience; Communicate; Group Discussions; Presentation
    PHIL: Advocacy; Community; Service
    SOC: Common Good; Economics

It's Up to Whom? You! (12th Grade)

The learners will define philanthropy and identify past and present individuals and/or small groups who have made a difference by volunteering in their communities and/or world. They will explore the risks (opportunity costs) as well as the merits of "joining hands" with those who have volunteered in the past in order to provide continuity and meaningful purpose in promoting the common good and a more civil society.

  1. It's Up to Whom? You!

    ELA: Listening
    PHIL: 11 lesson genOn; 12 lesson genOn; Caring/Sharing; Community; Giving; Hunger
    SOC: Citizenship/Civic Engagement; Civic Responsibility/Virtue; Common Good; Giving; Good Character; Personal Virtue; Responsibility

Job Shadowing in the Nonprofit Sector

Students will learn about the role of nonprofit organizations in a free market economy by participating in a job shadowing/volunteering activity with a specific local nonprofit organization.
  1. Identifying the Nonprofit Sector

    SOC: Economics; Free Market; Goods and Services; Government; Nonprofit
  2. Investigating Voluntarism in the Nonprofit Sector

    PHIL: Board of Directors; Nonprofit Organizations; Nonprofit Sector; Service Project; Volunteer
    SOC: Career Opportunities; Inquiry; Interview; Journaling; Presentations; Reflection; Research

Jobs on the Move

Using a cross-curricular approach, teachers from different disciplines engage the students creatively to investigate economic and environmental conditions that influence employment in their community. Students compare recent times to the Great Depression, analyze the availability of natural resources, explore current job statistics, and hold a job fair simulation. Although written as a whole unit, each lesson may be taught independently. The student learning in each lesson correlates to a service-learning project. The students work independently and cooperatively in both large and small groups to problem solve and propose change.

Focus questionHow do economic and environmental conditions affect job availability in a community and how do personal choices affect employment?

  1. Past and Present Parallels

    ELA: Of Mice and Men; Analyze/Interpret; Author's Style/Purpose; Character Development; Historical Fiction; Questioning; Visual Media; Vocabulary
    PHIL: Advocacy; Need; Reflection; Service; Volunteer
    SOC: Career Opportunities; Economics; Great Depression; Nonprofit; Recession
  2. Working with What You've Got

    ELA: Brainstorming; Communicate; Electronic Text; Group Discussions; Presentations; Reflection; Teamwork; Understanding/Interpretation
    MAT: Analyze Change; Data Collection/Organization
    PHIL: Common Good; Needs Assessment; Problem Solving; Service
    SCI: Analyze/Interpret; Cause/Effect; Compare/Contrast; Conservation; Critical Thinking; Environment; Land Management; Natural Resources; Technology
    SOC: Business; Career Opportunities; Choices/Consequences; Consumption; Current Events; Economics; Ecosystems; Environment; Financial Resources; Goods and Services; Human Capital; Industry; Labor; Land Use; Natural Resources; Resources
  3. Investigating Statistics

    ELA: Audience; Communicate; Electronic Text; Journaling; Presentations; Research; Technology
    MAT: Analyze Change; Comparing Numbers; Graphs/Charts/Tables; Interpret
    PHIL: Advocacy; Benefits; Needs Assessment
    SOC: Career Opportunities; Contemporary Issues; Economics; Government; Labor; Research; Salary; Unemployment
  4. Job Fair Simulation

    ELA: Audience; Brainstorming; Character Development; Group Discussions; Language/Style; Listening; Peer Review; Persuasive Techniques; Point of View; Presentations; Research; Role-Play; Teamwork; Writing Process
    PHIL: Perseverance
    SOC: Career Opportunities; Choices/Consequences

Landscape Legacies

The purpose of this lesson is to introduce students to The Group of Seven, a group of artists whose intent was to establish a national identity, a sense of pride and original style for Canada, inspired by the environment. This was a philanthropic endeavor for the common good of all. Students will create similar landscapes of their local community to inspire environmental stewardship.

  1. Landscape Legacies

    ELA: Universal Themes
    PHIL: 2 lesson genOn; Art from the Heart; Legacy; Stewardship; Volunteer
    SOC: Common Good; Environment; Good Character

Launching Your Ship with Citizenship

Students will list and describe the characteristics of a good citizen relative to democracy. They will become familiar with the Core Democratic Values that are the fundamental beliefs and constitutional principles of American society which unite all Americans. They will study the partnership between citizenship and their roles as civic participants. Students will see that one person can make a difference as they describe how the electoral process functions during an election and analyze the importance of volunteering to participate in the electoral process.
  1. Charting the Course

    ELA: Character Development; Group Discussions; Presentations; Role-Play; Teamwork; Understanding/Interpretation
    PHIL: 5 genOn; 9/11genOn; Act of Kindness; Caring/Sharing; Character; Community; Courtesy; Friendship; Giving; Helping; Honesty; Respect; Tolerance; Values
    SOC: 10 genOn; 2 genOn; Bill of Rights; Citizenship/Civic Engagement; Common Good; Cultures; Democratic Values; Diversity; Equality; Freedom; Good Character; Individual Rights; Justice; Liberty; Patriotism; Religion; Rights/Responsibilities; Tolerance
  2. Knowing the Ropes

    ART: Visual Arts: Create/Communicate
    ELA: Listening; Reflection; Speaking; Writing Process
    PHIL: Contribute; Cooperate; Reflection; Tolerance
    SOC: 10 genOn; 2 genOn; Civil Rights; Constitution of the United States; Core Democratic Values; Declaration of Independence; Individual Rights; National Government; Patriotism
  3. Not the Only Fish in the Sea

    ELA: Group Discussions; Reading; Speaking
    PHIL: Activism; Caring/Sharing; Common Good; Community; Family; Mission Statement; Neighborhood; Volunteer
    SOC: 10 genOn; Democracy; Democratic Values; Economics; Elections; For-Profit; Government; Nonprofit; School Community; Social/Cultural Issues; Voting
  4. Hoisting the Flag

    ELA: Brainstorming; Character Perception; Expository Writing; Personal Response; Point of View; Presentations; Reflection
    PHIL: Activism; Community; In-Kind Contribution; Opportunity Costs; Time/Talent/Treasure; Values
    SOC: 10 genOn; Civic Responsibility/Virtue; Communities; Contemporary Issues; Elections; Good Character; Government; Political Process; Rule of Law; Values; Volunteerism; Voting

Launching Your Ship with Citizenship: Intro. to Philanthropy Unit (12th)

The learners will define and understand the meaning of the term “philanthropy” and describe the characteristics of a good citizen relative to democracy and to promoting the public/common good. The learners will review the Fundamental Democratic Principles and Beliefs of American Democracy that unite all Americans and promote the common good, and correlate character traits and philanthropic actions. The learners will discover and understand that they have roles to play as civic participants and that by doing so, they too can make a difference.

  1. Charting the Course: Philanthropy Lesson (12th)

    ART: Theater
    ELA: Group Discussions; Presentations; Reflection; Role-Play; Teamwork
    PHIL: 9/11genOn; Act of Kindness; Caring/Sharing; Character; Giving; Helping; Honesty; Respect; Tolerance; Values
    SOC: Citizenship/Civic Engagement; Civic Responsibility/Virtue; Common Good; Good Character
  2. Knowing the Ropes: Philanthropy Lesson (12th)

    ART-VA: Visual Arts: Create/Communicate
    ELA: Listening; Reflection
    PHIL: 9/11genOn; Character
    SOC: Citizenship/Civic Engagement; Civic Responsibility/Virtue; Common Good; Core Democratic Values; Declaration of Independence; Good Character; U.S. Constitution
  3. Not the Only Fish in the Sea: Philanthropy Lesson (12th)

    PHIL: 9/11genOn; Act of Kindness; Caring/Sharing; Character; Contribute; Giving; Values
    SOC: Citizenship/Civic Engagement; Civic Responsibility/Virtue; Common Good; Core Democratic Values; Good Character

Lesson from Jane (A) (10th Grade)

Students will explore Jane Addam’s philanthropic acts. They will identify nonprofit organizations within their communities. They will also learn how the nonprofit sector relates to the other three sectors (government, for profit or business sector, and households sector) of the American economy/society.
  1. Lesson from Jane (A) (10th Grade)

    PHIL: 12 lesson genOn; Caring/Sharing; Government; Time/Talent/Treasure; Volunteer; Volunteerism
    SOC: Citizenship/Civic Engagement; Civic Responsibility/Virtue; Common Good; For-Profit; Giving; Good Character; Nonprofit; Personal Virtue; Responsibility

Lights! Camera! Take Action!

What factors motivate a generation and a community to value giving and volunteering? In 2004, West Michigan was recognized by the Chronicle of Philanthropy as the nation's second most generous region per capita. This unit explores the stories, events, personalities, and motivations that create a culture of philanthropy. Using a video documentary about West Michigan as a model, students learn about the philanthropists, unique features, and needs of their own community and create documentaries (alternative projects suggested in Lesson Three Extension). Although it was written about West Michigan, this unit is easily adapted to any community, urban or rural.

Focus Question: How does a generation share a legacy of giving, and what does this mean for our generation?

 

  1. A Good Story

    ELA: Brainstorming; Electronic Text; Group Discussions; Journaling; Metaphor; Personal Response; Reflection; Visual Media; Vocabulary
    PHIL: Character; Common Good; Community; Giving; Helping; Philanthropic Traditions; Philanthropist; Time/Talent/Treasure
    SOC: Gift of All (The); Civic Responsibility/Virtue; Common Good; Communities; Good Character; Great Depression; Social Action; Values
  2. A Motivated Cast

    ELA: Group Discussions; Personal Response; Reflection; Visual Media; Vocabulary
    PHIL: Character; Community; Contribute; Egoism; Giving; Helping; Motivation for Giving; Philanthropic Traditions; Philanthropist; Reflection; Religious Perspectives
    SOC: Gift of All (The); Civic Responsibility/Virtue; Common Good; Communities; Natural Characteristics of Place; Religion; Scarcity; Social Action; Values
  3. Life Inspires Art Inspires Life

    ART: Visual Arts
    ELA: Analyze/Interpret; Audience; Author's Style/Purpose; Biography; Communicate; Influence; Informational Media; Interview; Language/Style; Reflection; Visual Media; Writing Process
    PHIL: Character; Community; Family; Giving; Motivation for Giving; Neighborhood; Philanthropic Act; Philanthropic Traditions; Philanthropist; Values
    SOC: Gift of All (The); Business; Civic Responsibility/Virtue; Common Good; Communities; Core Democratic Values; Environment; Family; Good Character; Natural Characteristics of Place; Personal Virtue; Point of View
  4. A Grand Showing

    ART: Visual Arts
    ELA: Audience; Biography; Cause/Effect; Communicate; Group Discussions; Informational Media; Listening; Reflection; Teamwork; Visual Media
    PHIL: Benefits; Caring/Sharing; Community; Donate; Giving; Reflection
    SOC: Gift of All (The); Citizenship/Civic Engagement; Communities; Cooperative Groups

Literacy for You and Me

This unit is designed to guide students in learning about literacy and the importance of reading, and to help them to plan and execute a book drive to help others gain access to books.  The students will reflect on the book drive after it is completed.

  1. Literacy for All

    ELA: Brainstorming; Informational Genre; Listening; Predicting
    PHIL: 3 genOn; Book Drive; Community; Enlightened Self-Interest; Giving; Motivation for Giving; Needs Assessment; Responsibility
    SOC: Civic Responsibility/Virtue; Common Good
  2. Read 'n' Give--Planning our Drive HS

    ELA: Read n' Give; Brainstorming; Group Discussions; Personal Response
    PHIL: Book Drive; Caring/Sharing; Community; Needs Assessment; Philanthropic Act; Problem Solving
    SOC: Civil Society; Common Good; Nonprofit; Wants/Needs
  3. Blogging about Books

    ART: Visual Arts
    ELA: Read n' Give; Audience; Author's Style/Purpose; Communicate; Electronic Text; Journaling; Personal Response; Response to Text/Others; Technology
    PHIL: Book Drive; Community; Serial Reciprocity
    SOC: Diverse Communities
  4. Sharing the Book Drive

    ART: Visual Arts
    ELA: Read n' Give; Audience; Group Discussions; Reading; Reflection; Speaking; Visual Media
    PHIL: Book Drive; Caring/Sharing; Community; Donate; Giving; Serial Reciprocity

Living Your Passion: Penny Drive

The learners will explore their strong interests/passions and determine the role that these play in helping motivate their participation in philanthropic activities to promote the common good.

  1. Living Your Passion: Penny Drive

    PHIL: Altruism; Common Good; Community Foundation; Contribute; Donate; Foundations; Fundraising; Giving; Motivation for Giving; Reflection; Sharing; Volunteer
    SOC: Advocacy; Choices/Consequences; Economics; Financial Resources; Foundations; Ideals/Reality; Incentives; Nonprofit; Resource Allocation; Volunteerism

Looking at Our Community (11th Grade)

The students will analyze their community through their own eyes and the “eyes” of the media. They will describe their community using the five themes of geography. They will note the environment of their community, listing those things that are good and those conditions in need of improvement. They will develop a personal plan to address an environmental issue.

  1. Looking at Our Community (11th Grade)

    ELA: Questioning; Research
    PHIL: 4 lesson genOn; Environmental Stewardship; Needs Assessment; Survey
    SCI: Cause/Effect; Conservation; Ecology
    SOC: Communities; Economics; Environment; Human Characteristics of Place; Location; Movement; Point of View

Majority Rule—Minority Rights

In a civil society, we need to protect the rights of the minority in order to protect government from itself and the corrupting potential of power. It is in the enlightened self-interest of the majority to protect the rights of the minority because one day the majority will find itself in the minority. Organizations in the independent sector work to protect the rights of the minority.
  1. Is Anyone Listening?

    ELA: Journaling
    PHIL: Global Community
    SOC: 1 genOn; Democratic Values; Economics
  2. Majority Rules, But (The)

    ELA: Graphic Organizer; Journaling
    PHIL: Minorities; Social Action; Social Justice
    SOC: 1 genOn; Citizenship/Civic Engagement; Declaration of Independence; Democratic Values; Equality; Government; Justice; Majority Rule; Minorities
  3. Ordering a Pizza

    ELA: Graphic Organizer; Journaling
    PHIL: Minorities; Social Action; Social Justice
    SOC: 1 genOn; Citizenship/Civic Engagement; Declaration of Independence; Democratic Values; Equality; Government; Justice; Majority Rule; Minorities

Making Choices with Scarce Resources: Penny Drive

Learners will use economic thinking to determine how to allocate their scarce resources for community service.

  1. Making Choices with Scarce Resources: Penny Drive

    ELA: Group Discussions; Persuasive Techniques; Point of View
    PHIL: 3 lesson genOn; Common Good; Fundraising; Opportunity Costs; Time/Talent/Treasure
    SOC: Advocacy; Choices/Consequences; Common Good; Consensus; Costs; Economics; Opportunity Costs; Scarcity

Making our Voices Heard for the Community (9th Grade)

The purpose of this lesson is to heighten learner awareness of the importance of freedom of speech and the opportunity to voice ones opinion without fear of reprisal, as principles basic to a democracy, and the role that these basic principles play in our election process. The learners will investigate ways that they can have a positive influence in encouraging eligible voters to make their voices heard at the polls during elections and/or referendums.

 

  1. Making our Voices Heard for the Community (9th Grade)

    PHIL: 5 lesson genOn; Advocacy; Community
    SOC: Advocacy; Communities

Mighty Pens: Writers for Positive Change

The learners will develop the skill of writing in several genres: persuasive essay, news story, reflective journaling, and personal narrative. They will recognize that reflecting and writing about civic engagement, service, and volunteerism enables them to clarify their own commitment and participation in contributing to the common good, and also gives them the power to inspire and persuade others to serve. Students are encouraged to publish their stories in writing, podcasts, weblogs, or other forms of media.

  1. Persuasive Writers

    ELA: Author’s Style/Purpose; Brainstorming; Group Discussions; Peer Review; Personal Response; Persuasive Techniques; Prior Knowledge; Research; Social/Cultural Issues; Writing Mechanics; Writing Process
    PHIL: Activism; Advocacy; Common Good; Community
    SOC: Advocacy; Citizenship/Civic Engagement; Common Good; Volunteerism
  2. Writing Newspaper Articles

    ELA: Audience; Author’s Style/Purpose; Communicate; Expository Writing; Peer Review; Writing Mechanics
    PHIL: Common Good; Service Project
    SOC: Advocacy; Bill of Rights; Citizenship/Civic Engagement; Common Good; Freedom; Volunteerism
  3. Reflective Journaling

    ELA: Language/Style; Peer Review; Personal Response; Reflection; Self-Assessment; Social/Cultural Issues; Voice; Writing Mechanics; Writing Process
    PHIL: Activism; Common Good; Community
    SOC: Advocacy; Citizenship/Civic Engagement; Common Good; Volunteerism
  4. Personal Narrative

    ELA: Audience; Author's Style/Purpose; Metaphor; Narrative Writing; Peer Review; Personal Response; Reflection; Self-Assessment; Voice; Writing Mechanics; Writing Process
    PHIL: Community; Reflection; Volunteer
    SOC: Advocacy; Citizenship/Civic Engagement; Common Good; Volunteerism

Money and Credit: Making Good Decisions (9-12)

In this unit, the students examine closely what it means to spend, save, invest, and donate.  Students will gain an understanding of the importance of budgeting, create a personal spending plan, and investigate the uses and misuses of credit, including installment loans and credit cards.  Throughout the unit, students are reinforced in “the economic way of thinking” with emphasis on improving their understanding of scarcity, the role of opportunity costs in decision making and the responsible use of credit.  Students will use an economic decision making model to choose a service learning project to promote financial literacy and responsible use of credit amongst peers and/or in the community.  Students will be guided through proposing, planning, problem solving, implementing, and reflecting on service projects that meet a real community need.  Finally, students will create and present a demonstration of their service project.

  1. Money Smart Choices (9-12)

    ELA: Response to Text/Others
    MAT: Decimals; Percent; Problem Solving
    PHIL: Charity; Donate; Giving; Nonprofit Organizations; Personal Giving Plan; Philanthropic Act; Time/Talent/Treasure
    SOC: Benefits; Common Good; Consumers; Costs; Economics; Opportunity Costs; Resources; Scarcity; Wants/Needs
  2. Thinking about Credit (9-12)

    MAT: Algebraic Expressions; Calculators; Decimals; Division; Formula; Mathematical Vocabulary; Multiplication; Percent
    PHIL: Donate; Opportunity Costs
    SOC: Budget; Choices/Consequences; Costs; Economics; Financial Resources; Scarcity; Spending; Wants/Needs
  3. Deciding to Serve (9-12)

    ELA: Brainstorming; Group Discussions; Vocabulary
    MAT: Data Collection/Organization; Graphs/Charts/Tables
    PHIL: Community; Need; Service Project; Time/Talent/Treasure
    SOC: Common Good; Decision Making Model; Opportunity Costs; Resources; Wants/Needs
  4. Telling Our Story (9-12)

    ELA: Cause/Effect; Communicate; Presentations; Visual Media
    MAT: Data Collection/Organization
    PHIL: Reflection; Service Project

Money Smart Teens (9-12)

This unit is designed for use with Money Smart Choices: Financial Literacy and Philanthropy, http://www.learningtogive.org/moneysmartchoices/, an interactive web site created through a partnership between the National Endowment for Financial Education® or NEFE® and The League: Curriculum by Learning to Give. The unit can be used effectively even if Internet access is not available to students.  All of the content of the web site is provided in the lesson’s Instructional Procedures or Attachments.

In this unit, the students examine closely what it means to spend, save, invest, and donate. They collect money to donate and use an economic decision-making model to choose the recipient. Students begin to understand the importance of budgeting and create a personal budget, as well as investigate budgets of nonprofit/civil society organizations. Throughout the unit, students are reinforced in “the economic way of thinking” with emphasis on improving their understanding of scarcity, the role of opportunity costs in decision-making, and the power of incentives in behavior.

  1. Spend, Save, Invest or Donate (9-12)

    ELA: Response to Text/Others
    MAT: Decimals; Percent; Problem Solving
    PHIL: Charity; Donate; Fundraising; Giving; Nonprofit Organizations; Personal Giving Plan; Philanthropic Act; Time/Talent/Treasure
    SOC: Benefits; Common Good; Consumers; Costs; Economics; Opportunity Costs; Resources; Scarcity; Wants/Needs
  2. Thinking About Money and Goals (9-12)

    ELA: Personal Response
    PHIL: Charity; Common Good; Donate; Fundraising
    SOC: Budget; Consumers; Economics; Family; Goods and Services; Incentives; Opportunity Costs; Scarcity; Spending; Taxation; Wants/Needs
  3. Making Good Money Choices (9-12)

    ELA: Questioning; Vocabulary
    MAT: Counting; Data Collection/Organization; Graphs/Charts/Tables
    PHIL: Charity; Community; Donate; Fundraising; Need; Service Project; Time/Talent/Treasure
    SOC: Budget; Common Good; Communities; Decision Making Model; Income; Opportunity Costs; Resources
  4. Learning to Spend, Learning to Give (9-12)

    MAT: Data Collection/Organization; Graphs/Charts/Tables; Money; Problem Solving
    PHIL: Charity; Donate; Fundraising; Personal Giving Plan; Personal Wealth; Service Project
    SOC: Budget; Economics; Income; Investment; Resources; Spending

Motivated to Give (12th Grade)

The learners will identify motivations for giving and social action in the community. They will also explore their personal reasons for volunteer/giving and endeavor to promote giving and social action through persuasive writing.

  1. Motivated to Give (12th Grade)

    ELA: Expository Writing; Group Discussions; Listening; Personal Response; Point of View; Reflection; Self Assessment
    PHIL: 10 lesson genOn; 5 lesson genOn; Altruism; Community; Giving; Motivation for Giving; Reflection; Time/Talent/Treasure; Volunteer
    SOC: Common Good; Compare/Contrast; Point of View; Social Action

Motivations for Giving: Penny Drive

The learners will analyze services that are provided in their community and note that the government is not always able to, or does not choose to, provide all goods and services needed. They will define and identify the work of charitable organizations doing philanthropic work in their community. They will investigate motivations for giving and assess their own motivations for participating in the Penny Drive.

  1. Motivations for Giving: Penny Drive

    PHIL: Collections; Common Good; Fundraising; Motivation for Giving; Nonprofit Organizations; Philanthropist; Time/Talent/Treasure; Volunteerism
    SOC: Citizenship/Civic Engagement; Civic Responsibility/Virtue; Civil Society; Communities; Government; Human Characteristics of Place

My Country, My Community

<P>Learners will describe requirements for naturalized citizens and explain how rights given to citizens also require civic responsibility. They will analyze the words of the <I>National Anthem</I> and update it with a new verse, which includes today’s concept of freedom. Learners will recognize the importance of taking action in defense of Core Democratic Values. They will write a persuasive essay on the cost of freedom and determine if philanthropy is a duty of citizenship.</P>
  1. It's a Free Country, Isn't It?

    ELA: Analyze/Interpret; Constructing Meaning; Creative Writing; Response to Text/Others
    PHIL: Civil Society; Values
    SOC: 2 genOn; Bill of Rights; Branches of Government; Citizenship/Civic Engagement; Core Democratic Values; Democratic Values; Freedom; Government; Immigration; Laws
  2. “An American Story” -- The Responsibility of Citizenship

    ELA: American Story (An); Character Development; Cultural/Historical Contexts; Ethics; Journaling; Questioning
    PHIL: Activism; Common Good; Community; Heroes; Hispanics; Respect; Time/Talent/Treasure
    SOC: Core Democratic Values
  3. Freedom Isn't Free

    ELA: Expository Writing; Peer Review; Persuasive Techniques; Social/Cultural Issues; Writing Process
    PHIL: Time/Talent/Treasure
    SOC: Amendments to Constitution; Bill of Rights; Civic Responsibility/Virtue; Core Democratic Values; Democratic Values; Individual Rights; Point of View; Values

New Philanthropy--A Hands-On Way of Giving (The)

This unit will introduce the learners to the concept of philanthropy and its history from 1815 until the present, along with hands-on experience dealing with foundations and other non-profit organizations. They will also learn how to research a problem dealing with the "common good," and see how they can help with that problem through philanthropic efforts. The learners will assess the organization to see if it is run effectively and determine if they would like to get involved with it. They will present the information that they have researched concerning problems that affect the common good in a community forum involving community leaders, as well as the public. As an extension, they will volunteer time and/or money to the foundation or other non-profit organization of their choice. They will also job shadow in the foundation or non-profit they have researched.
  1. Philanthropy and Philanthropists' Qualities

    PHIL: Empathy; Humanitarian; Pro-Social Behavior; Selflessness; Time/Talent/Treasure; Tolerance; Volunteer
    SOC: Common Good; Good Character; Historical Biographies; Personal Virtue; Research
  2. For the Common Good—A Time Capsule

    ELA: Media Genres; Presentations; Technology; Vocabulary
    PHIL: Altruism; Empathy; Humanitarian; Pro-Social Behavior; Selflessness; Tolerance
    SOC: Common Good; Good Character; Historical Biographies; Inquiry; Personal Virtue; Research
  3. New Philanthropists (The)

    PHIL: Donate; Foundations; Nonprofit Organizations; Philanthropist
    SOC: Good Character; Personal Virtue; Simulation
  4. Foundations—Who Gives What?

    PHIL: Foundations; Perpetuity
    SOC: Common Good; Inquiry; Research
  5. Biggest Commons Problem of All—What Is It (The)

    ELA: Reflection; Technology
    PHIL: Foundations; Nonprofit Organizations
    SOC: Community; Inquiry; Social Action

New Philanthropy—A Hands-On Way of Giving (The): Intro. to Philanthropy Unit (10th)

Learners will understand the meaning of “philanthropy,associated concepts, and the qualities that philanthropists share, especially those qualities of character and personal virtue. Learners will analyze the “new philanthropists,” who they are, what they give, to whom they give, their personal qualities, and how they hold people and organizations accountable for their philanthropic efforts. They will consider different causes and issues about which they care to decide which they might support.

  1. Philanthropy and Philanthropists: Philanthropy Unit (10th)

    PHIL: Advocacy; Altruism; Community; Empathy; Giving; Humanitarian; Nonprofit Organizations; Philanthropist; Pro-Social Behavior; Selflessness; Time/Talent/Treasure; Tolerance; Volunteer
    SOC: Citizenship/Civic Engagement; Civic Responsibility/Virtue; Common Good; Communities; Good Character; Personal Virtue; Research
  2. New Philanthropists (The): Philanthropy Unit (10th)

    ELA: Universal Themes
    PHIL: 9/11genOn; Advocacy; Altruism; Common Good; Community; Contribute; Donate; Foundations; Giving; Nonprofit Organizations; Philanthropist
    SOC: Citizenship/Civic Engagement; Civic Responsibility/Virtue; Good Character; Personal Virtue; Social Action

Opportunities in Philanthropy

To explore ways to address/ public policy issues and introduce students to the United Way of America and its state and/or local United Way organizations.
  1. Investigating How Our Community Needs Are Served

    ELA: Media Genres; Narrative Writing; Reflection; Research; Technology; Writing Process
    PHIL: Nonprofit Organizations; United Way
    SOC: 10 genOn; Inquiry; Research
  2. Linking Community, Core Democratic Values and Public Policy Issues

    ELA: Expository Text; Expository Writing; Media Genres; Synthesizing; Technology; Thesis; Writing Mechanics
    PHIL: Nonprofit Organizations; United Way
    SOC: 10 genOn; Chronology; Common Good; Compare/Contrast; Core Democratic Values; Equality; Inquiry; Justice; Public Policy; Timelines
  3. Becoming a United Way or Member Agency Director

    ELA: Group Discussions
    PHIL: United Way
    SOC: 10 genOn; Career Opportunities; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Inquiry; Public Policy; Research
  4. Who Cares About Needs in the Community?

    ELA: Interview; Narrative Writing; Report; Role-Play
    PHIL: Nonprofit Organizations; United Way
    SOC: 10 genOn; Career Opportunities; Inquiry
  5. Answering the Question of Serving Community Needs

    ELA: Letter Writing; Persuasive Techniques; Reflection
    PHIL: Nonprofit Organizations; United Way
    SOC: 10 genOn; Career Opportunities; Citizenship/Civic Engagement; Civic Responsibility/Virtue

Out of the Ashes of WWII

The purpose of this unit is for students to understand how both small and large scale acts of philanthropy are necessary for urban renewal, especially in war-torn countries.  They will do this through history lessons, mathematical data analysis, and finally an opportunity to make their own contributions to urban renewal in their communities.

Focus Question: In order for a society to recover from war, must citizens, governments, and organizations perform actions or services devoted to the common good, and if so, how?

  1. Consequences of WWII

    ELA: Analyze/Interpret; Cause/Effect; Compare/Contrast; Graphic Organizer; Group Discussions; Research; Understanding/Interpretation
    PHIL: Common Good; Helping; Motivation for Giving; Relief
    SOC: Analyze/Interpret; Cause/Effect; Choices/Consequences; Common Good; Compare/Contrast; Disaster: Human-Made; Environment; Research
  2. On the Road to Recovery: Rubble Women in Post WWII Germany

    ELA: Analyze/Interpret; Cause/Effect; Compare/Contrast; Cultural/Historical Contexts; Electronic Text; Group Discussions; Personal Response
    PHIL: Global Community; Helping; Motivation for Giving; Relief; Volunteer
    SOC: Analyze/Interpret; Cause/Effect; Choices/Consequences; Citizenship/Civic Engagement; Common Good; Communities; Compare/Contrast; Cultures; Disaster: Human-Made; Environment
  3. The Marshall Plan: Data Analysis

    ELA: Group Discussions; Personal Response
    MAT: Calculators; Conjectures; Data Analysis/Probability; Data Collection/Organization; Estimation; Generalize; Graphs/Charts/Tables; Interpret; Linear/Nonlinear Functions; Mean/Median/Mode/Range; Models; Predict; Problem Solving; Range/Outlier; Scatterplots; Spreadsheet/Data Base; Tables
    PHIL: Donate; Giving; Global Community; Helping; Humanitarian; Philanthropic Act; Relief
    SOC: Budget; Cultures; Economics; Foreign Policy; Global Issues; Government; Gross Domestic Product; Investment; Marshall Plan (The); Population; War; World Trade
  4. A Local Marshall Plan: Bringing 'Renewal' to Our Community

    ELA: Personal Response; Presentations
    PHIL: Activism; Altruism; Caring/Sharing; Community; Cooperate; Giving; Needs Assessment; Neighborhood; Philanthropic Act; Reflection; Selflessness; Service; Social Action; Social Capital; Volunteer
    SOC: Advocacy; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Common Good; Resource Allocation; Social Action; Volunteerism

Personal Giving Mission Statement (A): Penny Drive

Learners will create a personal mission statement of responsible, engaged citizenship applicable to community service and philanthropy.

  1. Personal Giving Mission Statement (A): Penny Drive

    ELA: Peer Review; Reflection; Writing Mechanics; Writing Process
    PHIL: 12 genOn; Civil Society; Collections; Common Good; Contribute; Donate; Fundraising; Giving; Mission Statement; Penny Drive; Personal Giving Plan; Time/Talent/Treasure
    SOC: Citizenship/Civic Engagement; Civic Responsibility/Virtue; Nonprofit Organizations

Philanthropic Research

Students will use a systematic approach in studying organizations they may wish to support. They will also compare the work of government departments with similar work done by nonprofit organizations and determine the necessity for the third sector. They will research local nonprofit organizations and generalize about their value to the local community and internationally.
  1. How Should I Begin?

    PHIL: Mission Statement; Nonprofit Organizations
    SOC: Compare/Contrast; Media Genres; Research; Technology
  2. Government Agencies and Philanthropic Organizations

    PHIL: Nonprofit Organizations
    SOC: Branches of Government; Citizenship/Civic Engagement; Constitution of the United States; Declaration of Independence; Delegated Power; Diversity; Government; Guidestar.org; Inquiry; Presidential Roles; Presidential System; Reserved Powers; Rights/Responsibilities
  3. Nonprofit Organizations in the Local Economy

    PHIL: Community
    SOC: Compare/Contrast; Economics; Guidestar.org; Income; Inquiry; Nonprofit; Research

Philanthropists in Our Midst

Learners will explore the essential question "What is a Philanthropist?" and use what they’ve learned to not only become philanthropists themselves, but to highlight philanthropists in their community by writing a newspaper article to be published in a local, school or class paper.

  1. What Is a Philanthropist and Why Do We Care?

    PHIL: Philanthropic Traditions
    SOC: Core Democratic Values; Historical Biographies
  2. Philanthropists: Past, Present, Future

    PHIL: Act of Kindness; Donate; Foundations
    SOC: Foundations; Historical Biographies; Slavery
  3. I Decide

    ELA: Brainstorming; Interview; Peer Review; Presentations; Reflection; Writing Process
    PHIL: Character; Common Good; Community; Philanthropist; Reflection

Philanthropists in Our Midst: Intro. to Philanthropy Unit (9th)

Learners will define philanthropy and describe the significant impact that philanthropists have made in American civil and political life, and how philanthropy reinforces American values and principles. Learners will identify qualities that exemplify philanthropists, and recognize those qualities in a local philanthropist.

  1. What Is a Philanthropist and Why Do We Care?: Philanthropy Lesson (9th)

    ELA: Compare/Contrast; Presentations; Reading; Research
    PHIL: 9/11genOn; Heroes; Philanthropic Traditions; Philanthropist; Time/Talent/Treasure
    SOC: Citizenship/Civic Engagement; Civic Responsibility/Virtue; Common Good; Good Character; Historical Biographies; Personal Virtue; Social Action; Values
  2. Philanthropist Wall of Fame: Philanthropy Lesson (9th)

    ELA: Brainstorming; Persuasive Techniques; Presentations
    PHIL: 9/11genOn; Character; Common Good; Philanthropist; Reflection
    SOC: Citizenship/Civic Engagement; Civic Responsibility/Virtue; Community; Good Character; Historical Biographies; Personal Virtue; Research; Values

Philanthropy at Home and Abroad

Learners identify the “human characteristics” of their own communities and look at the work of community foundations that work to address local problems. They identify motivations for giving and explain that philanthropists are abundant in the community. Learners identify their own personal reasons for “giving,” review community characteristics and needs, raise funds for a philanthropic project, and form a grant-making committee to name recipients for the grants.

  1. Global Issues

    ELA: Research; Summarizing/Paraphrasing; Technology; Universal Themes
    PHIL: 9/11genOn; Common Good; Foundations; Fundraising; Nonprofit Organizations; Wants/Needs
    SCI: Disaster: Human-Made; Ecosystems; Health and Disease; Land Management; Pollution
    SOC: 10 genOn; 4 genOn; Adaptation; Cause/Effect; Cultures; Developing Countries; Economics; Environment; Financial Resources; Global Issues; Human Characteristics of Place; Interdependence; Maps; Populations; Resources; Volunteerism
  2. Looking at Our Community

    ELA: Media Characteristics; Questioning; Research
    PHIL: Fundraising; Needs Assessment; Survey
    SOC: 10 genOn; 4 genOn; Communities; Economics; Environment; Human Characteristics of Place; Location; Movement; Point of View; Populations
  3. Community Foundation at Work (The )

    ART: Visual Arts: Perform
    ELA: Research; Technology
    PHIL: Advocacy; Common Good; Community Foundation; Corporate Philanthropy; Foundations; Fundraising; Independent Foundation; Motivation for Giving; Nonprofit Organizations; Time/Talent/Treasure
    SOC: 10 genOn; 4 genOn; Communities; Government; Human Characteristics of Place
  4. We Do Our Share

    ELA: Brainstorming; Persuasive Techniques; Robert’s Rules of Order; Self Assessment
    PHIL: 3 genOn; Collections; Foundations; Fundraising; Motivation for Giving; Service Plan; Service Project; Volunteer
    SOC: 10 genOn; 4 genOn; Common Good; Communities; Human Characteristics of Place

Philanthropy in Action

  • To teach students that giving and sharing time, talent or treasure for the common good of their community is philanthropy.
  • To teach students that civic action within their community is philanthropy.
  1. Philanthropy and You

    PHIL: Time/Talent/Treasure
    SOC: Historical Biographies; Inquiry; McCarty, Oseola; Research
  2. Philanthropy in Your Community

    PHIL: Service Plan; Service Project
    SOC: Public Policy
  3. Community Foundations and You

    PHIL: Community Foundation
    SOC: Economics; Nonprofit
  4. Consumer Choices

    PHIL: Reflection; Service Project
    SOC: Goods and Services; Opportunity Costs

Philanthropy, Volunteering and Service: The Historical Connections

This unit will develop understanding of philanthropy through definition and actions. Activities for students, utilizing concepts of philanthropy, will provide learners with meaningful opportunities for their service learning projects. Learners will explore the human need of hunger in the community and world. Learners will propose alternative solutions through historical cases and current programs within their community. Learners will develop an awareness of and sensitivity to hunger issues in their community and world, and demonstrate understanding and sensitivity through completion of a service-learning project.
  1. Hmmm—What is Philanthropy?

    ELA: Constructing Meaning; Media Genres; Narrative Writing; Presentations; Research; Response to Text/Others; Teamwork; Writing Mechanics; Writing Process
    PHIL: 9/11genOn; Altruism; Charity; Community Foundation; Endowment; Ennobled Self; Family Foundation; Foundations; Independent Foundation; Nonprofit Sector; Time/Talent/Treasure; Volunteer
    SOC: 10 genOn; 12 genOn; 4 genOn; Common Good; September 11, 2001; Technology
  2. Hunger Hurts

    ELA: Graphic Organizer; Journaling; Technology; Writing Process
    PHIL: 11 genOn; Homelessness; Hunger; Social Action
    SCI: Health
    SOC: 10 genOn; 12 genOn; 4 genOn; Cause/Effect; Choices/Consequences; Disaster: Human-Made; Disaster: Natural; Economics; Emergency Response; Global Issues; Goods and Services; Inquiry; Maps; Resources; Supply/Demand; Trade; Wants/Needs
  3. Philanthropy and the Great Society What Can We Do Today?

    PHIL: Advocacy; Community; Needs Assessment; Problem Solving; Reflection; Service Plan; Volunteer
    SOC: 10 genOn; 12 genOn; 4 genOn; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Common Good; Government; Great Society (The); Inquiry; Johnson, Lyndon; Nonprofit; Recession; September 11, 2001; Unemployment

Philanthropy—Essential to a Democratic Society

The concept of philanthropy is defined. Students discuss the difference between duties and responsibilities of citizenship and evaluate whether there is a place in society for volunteers to carry out their responsibilities. The role of nonprofits is then discussed, especially their role in relation to various minorities in society. Students look for support for philanthropy in national and state documents. An exercise in democracy is the culmination of the unit as the concept of a town meeting is explained and applied. Students can then use the town meeting format to develop their own philanthropic project.
  1. Philanthropy and Citizenship—Hand in Hand

    PHIL: Family; Philanthropic Act; Time/Talent/Treasure; Volunteer
    SOC: 10 genOn; Civic Responsibility/Virtue; Common Good; Compare/Contrast; Democratic Values; Economics; Good Character; Government
  2. What Is Government?

    PHIL: 9/11 genOn; Need
    SOC: Constitution of the United States; Democracy; Dictatorship; Government
  3. Void Filled by Nonprofits (The)

    PHIL: Endowment; Foundations; Minorities; Need; Nonprofit Organizations; Nonprofit Sector
    SOC: 10 genOn; 9/11 genOn; Career Opportunities; Government; Inquiry; Minorities; Nonprofit; Research; Technology
  4. Support Within the National Documents

    PHIL: Time/Talent/Treasure
    SOC: 9/11 genOn; Amendments to Constitution; Bill of Rights; Common Good; Constitution of the United States; Democracy; Government
  5. Creating a Government

    PHIL: School Rules; Service Plan; Service Project
    SOC: 10 genOn; 9/11 genOn; Parliamentary Procedure; Rule of Law

Philanthropy's Role in a Democratic Society

The purpose of the unit is to have students understand, through reading, research and discussion, the importance of the philanthropic tradition in the growth of democracy and civil society.

  1. Key Concepts in a Democratic Society

    ELA: Presentations; Technology; Writing Process
    PHIL: Philanthropist; Social Capital
    SOC: Civic Responsibility/Virtue; Common Good; Compare/Contrast; Good Character; Historical Biographies; Inquiry; Personal Virtue; Research
  2. Research & Development

    ELA: Presentations; Technology; Writing Process
    PHIL: Philanthropist
    SOC: Compare/Contrast; Good Character; Historical Biographies; Inquiry; Personal Virtue; Research
  3. Dear Young Philanthropist

    ELA: Letter Writing; Writing Mechanics
    PHIL: Philanthropist
    SOC: Compare/Contrast; Good Character; Historical Biographies; Personal Virtue
  4. The Building of Philanthropic Tradition in America

    ELA: Brainstorming; Expository Text; Inferences/Generalizations; Non-Fiction Literature; Social/Cultural Issues; Teamwork
    PHIL: Civil Society; Philanthropist; Reflection; Volunteer
    SOC: Citizenship/Civic Engagement; Civic Responsibility/Virtue; Democratic Values

Pondering the Impermeable

The purpose of this unit is to raise awareness about the impact of growth (commercial and residential) on the environment, specifically, how impervious surfaces impact the environment. The lessons evolve from engaging the learner’s interest, becoming aware of the issue in their community, and taking action in their community for the common good.

Population density and community development have political and environmental implications. The development of cities, towns, suburbs, and rural America share a common feature; buildings and a transportation system that relies on roadways, parking lots, and the use of concrete, brick and asphalt--all impervious surfaces. As towns and suburbs grow, the commercial and residential building “landscape footprint” can be harmful to the environment unless carefully planned. Learners become aware of the environmental impact of impervious surfaces and take action as environmental stewards.

The unit also illustrates how knowledge of science can inform our decisions and awareness as citizens.

While this unit is written specifically to address the "greening of New Jersey," it is adaptable to any community.  

Focus Questions:
What is the relationship between community development and the environment?
What is my personal responsibility to the use of land?

  1. Impervious Surfaces

    ELA: Star-Ledger; Constructing Meaning; Debate; Listening; Point of View; Questioning; Writing Mechanics
    PHIL: Advocacy; Environmental Stewardship; Mission Statement; Reflection; Stewardship
    SCI: Conservation; Critical Thinking; Earth Changes; Ecology; Natural Resources
    SOC: Civic Responsibility/Virtue; Communities; Environment; Natural Characteristics of Place; Population; Resources; Stewardship
  2. Land Development and the Environment

    ELA: Star-Ledger; Creative Writing; Poetry; Point of View; Summarizing/Paraphrasing
    PHIL: 3 genOn; Advocacy; Common Good; Community; Environmental Stewardship; Responsibility; Stewardship
    SCI: Cause/Effect; Environment; Land Management; Observation; Population Growth; Scientific Investigation; Terrain; Water
    SOC: Civic Responsibility/Virtue; Communities; Economics; Individual Rights; Natural Characteristics of Place; Population; Transportation; Urbanization
  3. Be the Change You Want for Your Community

    ELA: Star-Ledger; Communicate; Peer Review; Persuasive Techniques; Presentations; Reflection; Research
    MAT: Data Collection/Organization
    PHIL: Environmental Stewardship
    SCI: Environment; Terrain; Water
    SOC: Citizenship/Civic Engagement; Communities; Economics; Natural Characteristics of Place; Resources; Voting

Power and Potential to Make a Difference (12th Grade)

Learners read about and discuss individuals who have made a difference. They review the definition of philanthropy. The students analyze the characteristics, skills and sacrifices associated with philanthropic acts. They reflect on their own power and potential to make a difference.

  1. Power and Potential to Make a Difference
    (12th Grade)

    ELA: Reading; Response to Text/Others
    PHIL: 11 lesson genOn; 12 lesson genOn; Caring/Sharing; Character; Common Good; Giving; Responsibility; Sacrifice; Time/Talent/Treasure
    SOC: Citizenship/Civic Engagement; Civic Responsibility/Virtue; Inquiry; Opportunity Costs

Private Resources for the Common Good

Using two works of art, students will make comparisons between historic and present-day philanthropic endeavors. They will analyze the contributions of Robert W. Scrivner to modern philanthropy through his work on the Rockefeller Family Fund and recognize how the work of each Robert W. Scrivner Award winner carries on his legacy. In Lesson Two Historic and contemporary Hispanic philanthropists are the focus.

  1. Making a Difference—Today and Tomorrow

    ELA: Universal Themes
    PHIL: 1 genOn; Endowment; Foundations; Motivation for Giving; Nonprofit Sector; Perpetuity; Philanthropic Act; Philanthropist
    SOC: 10 genOn; Civil War/Reconstruction (1850-1877); Diversity; Good Character; Historical Biographies; Industrialization (1800-1900); Personal Virtue; Rockefeller Family Fund; Rockefeller, John D.; Roosevelt, Theodore; Scrivner, Robert W.; Sherman Anti-Trust Act; Timelines
  2. Models of Philanthropy in the Latino Community

    ART: Visual Arts
    ELA: Inquiry; Media Genres; Presentations; Prior Knowledge; Summarizing/Paraphrasing; Teamwork
    PHIL: Common Good; Hispanics; Leadership; Minorities; Philanthropic Act; Traditions; Women
    SOC: Chávez, César; Huerta, Dolores; Rodriguez, Aida; Rubalcava, Magui; Taveras, Barbara A; Vega-Marquis, Luz A; 1 genOn; 2 genOn; Choices/Consequences; Compare/Contrast; Cultures; Diversity; Economics; Foundations; Good Character; Hispanics; Human Capital; Human Rights; Labor Movements; Nonprofit; Research; Supply/Demand; Trade; Wages

Public Display of Art (PDA)

This unit will help the learners more fully understand that every life has meaning and importance as well as explore the concept of there being far more good than evil in the world.  The learners will discover how individual acts have/can contribute to violence and intolerance, but that history shows society also has the capacity for respecting the beliefs, practices, and behaviors of others.  Finally, the learners will see that, as individuals, they too can contribute their aesthetic artistic talents to advocate for tolerance, non-violence, justice and beauty thus making our community and world a better place in which to live.

Focus Questions

  • What values or beliefs can build a stronger community?
  • What role does art play in a civil society?
  • How can art contribute to promoting values and beliefs?
  • How can art encourage philanthropic behavior?
  1. Tolerance and Non-Violence in Civil Society

    ELA: Compare/Contrast; Fact/Opinion; Group Discussions; Personal Response; Prior Knowledge
    PHIL: 1 genOn; Act of Kindness; Civil Society; Common Good; Giving; Helping; Heroes; Humanitarian; Kindness; Need; Philanthropic Act; Pro-Social Behavior; Reflection; Sensitivity; Sharing; Social Action; Time/Talent/Treasure; Tolerance; Values
    SOC: Cause/Effect; Choices/Consequences; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Conflict Resolution; Contemporary Issues; Current Events; Disaster: Human-Made; Ideals/Reality; Location
  2. Tolerance Through My Eyes

    ART: Visual Arts
    ELA: Teamwork
    PHIL: 1 genOn; Act of Kindness; Advocacy; Caring/Sharing; Civil Society; Common Good; Community; Neighborhood; Philanthropic Act; Reflection; Service Project; Sharing; Talent; Tolerance; Values
  3. Mirror of Values

    ART: Visual Arts
    PHIL: 1 genOn; Act of Kindness; Caring/Sharing; Civil Society; Common Good; Community; Cultures; Donate; Giving; Neighborhood; Philanthropic Act; Reflection; Service; Talent; Tolerance; Values

Quarters From Kids (6-12)

  1. Quarters From Kids-Power, Generosity and Leadership! (6-12)

    ELA: No Man Is an Island; With My Own Two Hands; Brainstorming; Cause/Effect; Cultural/Historical Contexts; Graphic Organizer; Group Discussions; Informational Media; Journaling; Poetry; Reflection; Research; Summarizing/Paraphrasing; Writing Process
    PHIL: Activism; Common Good; Community; Donate; Fundraising; Global Community; Philanthropic Act; Time/Talent/Treasure
    SOC: Quarters From Kids; Advocacy; Civic Responsibility/Virtue; Common Good; Current Events; Disaster: Natural; Economics; Health and Disease; International Economic Organizations; Major World Regions; Presidential Roles; School Community; Tsunami

Rebuilding the Peace—United States Post World War II

To investigate the effects of governmental philanthropy on a war-torn economy in post WWII Europe through The Marshall Plan and the efforts to resolve conflict and ease human suffering through the establishment of the United Nations.
  1. Governmental Philanthropy—The Marshall Plan

    ELA: Teamwork; Vocabulary; Voice
    PHIL: Altruism; Foundations; Nonprofit Organization (NGO); Nonprofit Sector
    SOC: 10 genOn; Analyze/Interpret; Chronology; Ethics; Foreign Policy; Interdependence; Marshall Plan (The); World War II
  2. United Nations (The)

    ELA: Audience; Nonverbal Communication; Reflection; Research; Technology; Voice; Writing Process
    PHIL: Common Good; Foundations; Nonprofit Organization (NGO); Nonprofit Sector
    SOC: 10 genOn; Analyze/Interpret; Conflict Resolution; Foreign Policy; Inquiry; Interdependence; Primary/Secondary Sources; United Nations; Values

Refugees and Human Rights

In this unit, students learn about the role of the UN Refugee Agency (UNHCR), including its mandate and its dedication to ensuring refugees’ human rights as outlined in the Universal Declaration of Human Rights. Through video, posters, internet, and poetry and other text, students gain understanding about the plight of refugees worldwide and the work of UNHCR. They also develop deeper insight into the refugee experience through critical and creative thinking and participate in activities that encourage them to empathize with those who face the distinct struggles of a refugee and other forcibly displaced persons.

  1. Life as a Refugee

    ELA: Personal Response; Visual Media
    PHIL: Empathy; Global Community; Motivation for Giving; Relief
    SOC: 6 genOn; Amendments to Constitution; Developing Countries; Disaster: Human-Made; Human Rights; Nonprofit Organization; Refugees
  2. The Language of Human Rights

    ELA: Group Discussions; Personal Response; Response to Text/Others; Viewing; Vocabulary
    PHIL: Civil Society; Common Good; Responsibility
    SOC: 6 genOn; Amendments to the Constitution; Analyze/Interpret; Global Issues; Human Rights; Refugees
  3. Refugees at Center Stage

    ART: Theater
    ELA: Audience; Communicate; Group Discussions; Persuasive Techniques; Presentations; Reflection; Role-Play; Teamwork; Viewing
    PHIL: Advocacy; Service
    SOC: 6 genOn; Global Issues; Human Rights; Refugees
  4. Refugee Voices

    ART: Visual Arts
    ELA: Audience; Author's Style/Purpose; Language/Style; Poetry; Voice
    PHIL: Advocacy; Global Community; Needs Assessment; Reflection; Service
    SOC: 6 genOn; Global Issues; Refugees

Reporting on an Ideal World (11th Grade)

Learners will envision an ideal world characterized by principles of justice, kindness, peace and tolerance. They will demonstrate understanding of these concepts by creating a fictitious newspaper called USA Tomorrow that reports on the ideal world. They will reflect in writing about one step they can take to make an ideal world a reality.

  1. Reporting on an Ideal World (11th Grade)

    ELA: Peer Review; Point of View; Reflection; Teamwork; Universal Themes
    PHIL: 1 lesson genOn; Civil Society; Cooperate; Kindness; Tolerance
    SOC: Injustice; Justice

Respecting the Environment (Stewardship) (Private-Religious)

In today’s world, environmental concerns are prominent issues in global, national and community politics.  This unit aims to teach that the issues facing the world today are not new and have been addressed as early as creation. Through G-d’s laws, Biblical narratives and rabbinic liturgy, one can understand  G-d’s interest in the protection of the environment, animals, land and trees alike, is prominently shown throughout Judaism. The unit is intended to enable learners to respond to the following focus question: What is my role in responding to environmental concerns and by what authority am I to act in stewardship of the earth?
  1. Prevention of Cruelty to Animals (Private-Religious)

    ELA: Brainstorming; Compare/Contrast; Group Discussions; Letter Writing; Reading; Understanding/Interpretation
    PHIL: Act of Kindness; Benefits; Common Good; Contribute; Environmental Stewardship; Foundations; Helping; Humanitarian; Judaism; Nonprofit Organizations; Philanthropic Act; Sensitivity; Service Project; Tolerance; Values
    SCI: Animals; Cause/Effect; Conservation; Critical Thinking; Environment
    SOC: Advocacy; Civic Responsibility/Virtue; Decision Making Model; Ethics; Family; Good Character; Laws; Parochial; Personal Virtue; Social Action; Volunteerism
  2. Shemittah - The Sabbatical Year (Private-Religious)

    ELA: Analyze/Interpret; Cause/Effect; Group Discussions; Technology
    PHIL: Civil Society; Common Good; Environmental Stewardship; Judaism; Laws; Religious Perspectives; Values
    SCI: Environment; Food; Land Management; Nature; Terrain
    SOC: Consumption; Land Use; Parochial; Production/Producer; Resources
  3. Trees and Our Future (Private-Religious)

    ELA: Letter Writing; Reflection
    PHIL: Activism; Advocacy; Civil Society; Common Good; Environmental Stewardship; Ethics; Family; Foundations; Judaism; Laws; Religious Perspectives; Values
    SCI: Earth/Space Science; Ecology; Environment; Food; Land Management; Nature; Plants; Terrain
    SOC: Civic Responsibility/Virtue; Common Good; Communities; Consumption; Land Use; Parochial; Resources

Responsible Energy Use (10th Grade)

  1. Responsible Energy Use (10th Grade)

    ELA: Brainstorming; Group Discussions; Persuasive Techniques; Prior Knowledge
    PHIL: 4 lesson genOn; Advocacy; Environmental Stewardship; Needs Assessment; Responsibility; Service Plan
    SCI: Cause/Effect; Compare/Contrast; Conservation; Energy; Environment

Rise of Foundations and Nonprofits (The)

The learners will gain knowledge of the impact of the third sector foundations and nonprofit agencies through hands-on experience. They will learn how to research the history of the foundation or nonprofit agency through technological means and by conducting oral interviews. The learners will also assess the organization to determine efficiency and effectiveness through studying and analyzing the annual report. The major focus of the unit will be gathering all of the data that the learners have obtained through their interviews and compiling this into an informational booklet on foundations and nonprofits.
  1. Foundation, Nonprofit, All Matter to Me

    ELA: Research; Resources; Synthesizing; Technology
    PHIL: Community Foundation; Good Character; Nonprofit Organizations; Nonprofit Sector
    SOC: 10 genOn; Personal Virtue; Timelines
  2. Budget, Budget, Who's Got the Budget?

    ELA: Constructing Meaning; Presentations; Reflection; Resources; Synthesizing
    MAT: Data Analysis/Probability
    PHIL: Foundations
    SOC: 10 genOn; Budget; Costs; Income; Inquiry; Research
  3. Let's Get the Story Out There

    ELA: Interview; Journaling; Persuasive Techniques; Reflection; Survey; Writing Process
    MAT: Data Analysis/Probability; Data Collection/Organization; Graphs/Charts/Tables
    PHIL: Foundations; Nonprofit Organizations
    SOC: 10 genOn; Board of Directors; Career Opportunities; Communities; Inquiry; Volunteerism

Sensitive Side of Philanthropy (The)

This unit has been developed to introduce the theme of philanthropy into the literary novel To Kill a Mockingbird by Harper Lee. Not only is philanthropy an underlying theme in this work, but promoting sensitivity along with philanthropy provides the students with a contrast for discussing prejudice and racism as major themes within the novel.
  1. Turning on Your Light

    ELA: Analyze/Interpret; Brainstorming; Cultural/Historical Contexts; Expository Writing; Graphic Organizer; Group Discussions; Inquiry; Listening; Peer Review; Perception; Research; Response to Text/Others; Viewing; Writing Process
    PHIL: Common Good; Time/Talent/Treasure
    SOC: 2 genOn; Common Good; Diversity
  2. What Is Sensitivity?

    ELA: To Kill a Mockingbird; Analyze/Interpret; Brainstorming; Compare/Contrast; Group Discussions; Inferences/Generalizations; Reflection; Response to Text/Others
    PHIL: Civic Responsibility/Virtue; Philanthropic Act
    SOC: Discrimination; Minorities; Racism
  3. Philanthropy, Literature and You

    ART: Visual Arts: Create/Communicate
    ELA: To Kill a Mockingbird; Group Discussions; Journaling; Response to Text/Others; Theme
    PHIL: Civic Responsibility/Virtue; Philanthropic Act
    SOC: Reflection; Theme; Universal Themes
  4. Sensitivity, Tolerance and Philanthropy—The Three Amigos!

    ART: Theater: Create/Communicate
    ELA: To Kill a Mockingbird; Group Discussions; Historical Fiction; Reflection; Response to Text/Others; Role-Play; Teamwork
    PHIL: Civic Responsibility/Virtue; Tolerance
    SOC: Civic Responsibility/Virtue; Discrimination; Diversity; Good Character; Minorities; Racism
  5. Special Olympics Service Project (A)

    ELA: To Kill a Mockingbird; Group Discussions; Journaling; Reflection; Response to Text/Others; Teamwork
    PHIL: Sensitivity; Service Project
    SOC: 10 genOn; Diversity; Special Olympics; Volunteerism

Service Learning for a One-Semester Course

Students will identify the value of philanthropy in society and, working as a group, will plan, carry out and evaluate the success of a one-semester Academic Service-Learning project.
  1. Philanthropy—One Person Can Make a Difference

    ELA: Persuasive Techniques; Presentations; Reading; Response to Text/Others; Viewing
    PHIL: Common Good; Sacrifice
    SOC: 10 genOn; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Inquiry; Opportunity Costs; Report; Research
  2. Focusing on Issues: Problems, Problems, Everywhere

    ELA: Listening; Persuasive Techniques; Presentations; Speaking
    PHIL: Advocacy; Common Good; Need
    SOC: 10 genOn; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Inquiry; Public Policy; Report; Research
  3. Selecting an Issue—Which Problem Will We Tackle?

    ELA: Media Genres; Persuasive Techniques
    PHIL: Common Good; Needs Assessment; Problem Solving; Service Plan; Service Project
    SOC: 10 genOn; Analyze/Interpret; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Decision Making Model
  4. Planning the Project—Where Do We Start?

    ELA: Journaling; Media Genres; Persuasive Techniques
    PHIL: Common Good; Problem Solving; Service Plan; Service Project
    SOC: 10 genOn; Analyze/Interpret; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Decision Making Model
  5. Taking Action—Are We Making a Difference Yet?

    ELA: Analyze/Interpret; Group Discussions; Journaling; Reflection
    PHIL: Problem Solving; Service Plan; Service Project; Volunteer
    SOC: 10 genOn; Citizenship/Civic Engagement; Civic Responsibility/Virtue
  6. Sharing the Results—We Did Make a Difference, Didn't We?

    ELA: Analyze/Interpret; Presentations; Reflection
    PHIL: Problem Solving; Service Project; Volunteer
    SOC: 10 genOn; Citizenship/Civic Engagement; Civic Responsibility/Virtue

Small Steps; Great Journeys (12th Grade)

This lesson will enhance the learners knowledge and understanding of the political process as it relates to advocating for candidates and their political issues. The learners will articulate how this action is a demonstration of responsible citizenship and how advocating for one's beliefs is a demonstration of a citizen's rights. Voting is a method to have a voice in the common good of their community and Nation.

  1. Small Steps; Great Journeys (12th Grade)

    PHIL: Advocacy; Community
    SOC: Civic Responsibility/Virtue; Communities

Social Justice: Here! There! Now! Then!

The purpose of this unit is to give the learners an historical perspective of social injustices (such as racial intolerance) and social needs.  The learners will use rhetoric to create an authentic argument for change, develop that rhetoric into an action plan and conduct a group service project.

FOCUS QUESTION: How have social injustices/social needs been addressed in the past, and how can learners address them today?

  1. Racial Injustice, Apartheid and the Power of the Individual

    ELA: Personal Response; Point of View; Writing Mechanics
    PHIL: 2 genOn; Courage; Justice; Sacrifice; Social Justice; Tolerance
    SOC: Discrimination; Global Issues; Human Rights; Persecution; Racism
  2. JUSTICE and The Jim Crow Laws

    ELA: Expository Text; Fact/Opinion; Group Discussions; Personal Response; Point of View; Reflection; Writing Mechanics
    PHIL: Advocacy; African American; Civil Society; Discrimination; Fact/Opinion; Justice; Minorities; Social Action; Social Justice; Tolerance
    SOC: Activism; Cause/Effect; Civil Rights; Civil Society; Common Good; Communities; Consensus; Contemporary Issues; Desegregation; Freedom; Ideals/Reality; Jim Crow Laws; Persecution; Racism; Slavery; Social Action
  3. Civil Rights Leaders; Past and Present

    ELA: Expository Writing; Inferences/Generalizations; Point of View; Presentations; Reflection; Research; Speaking; Writing Mechanics
    PHIL: African American; Common Good; Courage; Human Rights; Justice; Leadership; Minorities; Sacrifice; Social Action; Social Justice; Tolerance; Values
    SOC: Abolition; Advocacy; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Civil Rights; Democratic Values; Desegregation; Discrimination; Equality; Ethics; Freedom; Good Character; Ideals/Reality; Individual Rights; Minorities; Persecution; Personal Virtue; Point of View; Racism; Slavery; Tolerance
  4. Using Rhetoric to Address Injustice

    ELA: Audience; Brainstorming; Communicate; Expository Writing; Influence; Language/Style; Peer Review; Persuasive Techniques; Presentations; Research; Speaking; Voice
    PHIL: Common Good; Justice; Social Justice
  5. From Social Injustice/Social Need to Action

    ELA: Brainstorming; Compare/Contrast; Group Discussions; Journaling; Reflection; Social/Cultural Issues; Teamwork; Writing Mechanics
    PHIL: Common Good; Community; Cooperate; Need; Needs Assessment; Pro-Social Behavior; Service Learning; Service Plan; Service Project; Social Justice
    SOC: Citizenship/Civic Engagement; Civic Responsibility/Virtue; Common Good; Consensus; Contemporary Issues; Cooperative Groups; Current Events; Justice; Social Action

Social Reformer—Jane Addams

To examine and learn how an historical example of volunteerism and philanthropy contributed to the common good.
  1. Jane Addams—Philanthropist in Action

    PHIL: Advocacy; Volunteer
    SOC: 1 genOn; 10 genOn; 11 genOn; Addams, Jane; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Common Good; Good Character; Immigration; Industrialization (1800-1900); Personal Virtue; Public Policy
  2. Neighbors Helping Neighbors

    PHIL: 3 genOn; Advocacy; Community; Minorities; Need; Volunteer; Women
    SOC: 1 genOn; 10 genOn; 11 genOn; Addams, Jane; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Common Good; Good Character; Hull House; Immigration; Industrialization (1800-1900); Personal Virtue; Public Policy; Reform Movements (1801–1861); Urbanization; Voting

Sports Legends and Philanthropy--Jackie Robinson, Arthur Ashe & Jackie Joyner-Kersee: Intro. to Philanthropy Unit (11th)

The learners will define philanthropy and determine how being philanthropic affects the public good as exemplified in the lives of famous people. The learners will identify philanthropists and their actions. They will apply this knowledge to recognize local philanthropists and the impact of their actions, and to identify acts of philanthropy they can do.

  1. Sports Heroes and Private Action for the Common Good: Philanthropy Lesson (11th)

    ELA: Research
    PHIL: 9/11genOn; Advocacy; Common Good; Community; Foundations; Giving; Nonprofit Organizations; Philanthropist; Time/Talent/Treasure
    SOC: Biography; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Communities; Good Character; Inquiry; Minorities; Personal Virtue; Social Action
  2. Impacting the Public Good: Philanthropy Lesson (11th)

    PHIL: 9/11genOn; Advocacy; Common Good; Community; Contribute; Philanthropist; Time/Talent/Treasure
    SOC: Citizenship/Civic Engagement; Civic Responsibility/Virtue; Communities; Good Character; Minorities; Personal Virtue; Social Action

Sports Legends and Philanthropy—Jackie Robinson, Arthur Ashe, and Jackie Joyner-Kersee

Some people who gain great success choose to act as responsible citizens in a philanthropic way. Using the examples of three famous sports people, students learn that these persons, not content to rest on their record in sports, chose areas of interest and concern to them and acted as responsible citizens. Students then select their favorite hero and write an essay or create a visual or song about one of the sports heroes' philanthropic actions and add their own possible philanthropies to their essay, poster or song.
  1. Sports Heroes and Private Action for the Public Good

    ELA: Research
    PHIL: Cultures; Minorities; Philanthropic Act; Time/Talent/Treasure
    SOC: 1 genOn; 10 genOn; 11 genOn; 2 genOn; 4 genOn; Ashe, Arthur; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Common Good; Good Character; Historical Biographies; Inquiry; Joyner-Kersee, Jackie; Personal Virtue; Public Policy; Research; Robinson, Jackie
  2. Philanthropy of Sports Heroes and Myself

    ART: Music: Create/Communicate
    ART-VA: Visual Arts: Create/Communicate
    ELA: Narrative Writing; Reflection
    PHIL: Cultures; Traditions; Vice Project; Volunteer
    SOC: 1 genOn; 10 genOn; 11 genOn; 2 genOn; 4 genOn; Ashe, Arthur; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Common Good; Historical Biographies; Inquiry; Joyner-Kersee, Jackie; Presentations; Public Policy; Reflection; Research; Robinson, Jackie

Stand and Deliver for Justice and Diversity (10th Grade)

  1. Stand and Deliver for Justice and Diversity (10th Grade)

    ELA: Questioning; Reflection; Social/Cultural Issues; Teamwork; Understanding; Universal Themes; Vocabulary
    PHIL: 1 lesson genOn; Discrimination; Friendship; Justice; Respect; Stereotypes; Tolerance; Trust
    SOC: Diversity

Student Voluntarism Symposium

Students will participate in their democracy by identifying problems in their community, understanding the history of the problem, and creating solutions to that problem.
  1. Democracy, The Common Good, and the Third Sector

    ELA: Theme
    PHIL: 9/11genOn; Altruism; Time/Talent/Treasure; Volunteer
    SOC: 10 genOn; Democracy; Economics
  2. American Philanthropists

    ELA: Media Genres; Presentations; Research; Technology
    PHIL: Philanthropic Act
    SOC: 10 genOn; Good Character; Inquiry; Personal Virtue
  3. Les Miserables Connection

    ELA: Les Miserable; Reading; Response to Text/Others; Theme
    PHIL: Benefits; Sacrifice
    SOC: 10 genOn
  4. Identifying Community Needs: Choosing and Focusing

    PHIL: Community; Needs Assessment; Nonprofit Organizations; Service Project
    SOC: 10 genOn; Citizenship/Civic Engagement; Public Policy
  5. Nonprofit Research and Service Experience

    ELA: Journaling; Reflection
    NONE: Service Learning; Volunteer Service
    PHIL: Nonprofit Organizations; Service Project; Volunteer
    SOC: 10 genOn; Common Good
  6. Symposium

    ELA: Media Genres; Presentations
    PHIL: Nonprofit Organizations; Service Project
    SOC: 10 genOn; Common Good
  7. Reflection and Celebration

    ELA: Portfolio; Reflection
    PHIL: Service Project
    SOC: 10 genOn

Superheroes as Philanthropists

Students will identify the themes in the story of Spider-Man and other comics, the motivations behind philanthropic actions of superheroes, and the cultural significance of comics. They will then use these ideas to generate solutions to real-world problems by researching a social issue that they care about deeply, and taking action such as writing letters to lawmakers, volunteering at agencies, using media to educate others, etc. to begin solving these problems.
  1. Teaching "Theme" with Children's Literature

    ELA: Analyze/Interpret; Choices/Consequences; Plot Development; Theme
    PHIL: 3 genOn; 9/11genOn; Altruism; Enlightened Self-Interest; Motivation for Giving
    SOC: Group Discussions
  2. Identifying Themes in Spider-Man and the Seven Motivations for Giving

    ELA: Spider Man; Reading; Response to Text/Others; Theme; Understanding/Interpretation
    PHIL: Altruism; Civic Responsibility/Virtue; Motivation for Giving
    SOC: 10 genOn
  3. Preparation and Presentation of Superhero Philanthropists

    ELA: Presentations; Theme
    PHIL: Heroes; Philanthropic Act
    SOC: 10 genOn
  4. Discussion of Superheroes' Roles in Our Culture
    and How Americans View Philanthropy

    ELA: Archetypes
    PHIL: Heroes
    SOC: 10 genOn; Cultures
  5. Becoming a Superhero

    ELA: Letter Writing; Reflection; Research; Synthesizing; Writing Process
    PHIL: Community; Heroes; Service Project; Social Action
    SOC: 10 genOn; Analyze/Interpret; Inquiry

Surviving Auschwitz (9-12)

This lesson focuses on two young Jewish survivors of Auschwitz-Birkenau, the Nazi death camp.  As they return to their home town and the concentration camp, they each tell their story and explain why they were willing to return to such an emotionally devastating place. Their story is replete with examples of heroism and concern for others in the face of unspeakable sorrow. 

The focus question for this lesson is:
In the face of tragic disregard for human life and dignity, how did/can individuals maintain their humanity and still sacrifice for the good of others?

  1. Surviving Auschwitz (9-12)

    ELA: Letter Writing; Retelling
    PHIL: Family; Sacrifice
    SOC: Holocaust; Oral History; Surviving Auschwitz; Tolerance

Surviving the Depression—1930-1939

The purpose of the Surviving the Depression Unit is to focus student attention on the ramifications of the depression. Students will experience the occurrences through primary sources, while making a connection with the role that philanthropy played in bringing the country back to its original strength and building community capital.

  1. Life During the Depression—Pictures

    SOC: Analyze/Interpret; Choices/Consequences; Great Depression; Primary/Secondary Sources
  2. Life During the Depression—Stories

    PHIL: Motivation for Giving; Time/Talent/Treasure
    SOC: Hard Times; Analyze/Interpret; Economics; Good Character; Government; Great Depression; Interview; Personal Virtue; Primary/Secondary Sources
  3. Solutions to the Depression

    PHIL: Foundations; Social Capital
    SOC: Community Capital; Economics; Good Character; Great Depression; New Deal; Nonprofit; Personal Virtue; Public Policy

Taking a Stand for the Good of Others (12th Grade)

  1. Taking a Stand for the Good of Others (12th Grade)

    ELA: Reflection; Social/Cultural Issues; Teamwork; Understanding; Universal Themes; Vocabulary
    PHIL: 1 lesson genOn; Discrimination; Justice; Trust
    SOC: Civil Rights; Equality; Primary/Secondary Sources; Rights/Responsibilities

Talk the Talk, Walk the Walk (12th Grade)

Learners will think about ways to demonstrate civic virtues of justice, kindness, peace and tolerance in being good citizens. They will explore what it means to act out these virtues – what they could “do” to act just, kind, tolerant and peaceful. They will work cooperatively to clarify what these virtues might look, sound and feel like when practiced. The students will write a goal for themselves in developing/practicing at least one of the virtues and a plan to achieve the goal.

  1. Talk the Talk, Walk the Walk (12th Grade)

    ELA: Point of View; Universal Themes
    PHIL: 1 lesson genOn; Civil Society; Kindness; Tolerance
    SOC: Civic Responsibility/Virtue; Injustice; Justice

Thinking "Glocally" (10th Grade)

  1. Thinking "Glocally" (10th Grade)

    ELA: Listening
    PHIL: 11 lesson genOn; 12 lesson genOn; Caring/Sharing; Community; Giving; Hunger; Responsibility
    SOC: Citizenship/Civic Engagement; Civic Responsibility/Virtue; Common Good; Giving; Personal Virtue; Responsibility

Tikkun Olam (Private-Religious)

The purpose of this unit is to provide practical insight into the dilemmas of creation, an examination of theoretical social areas needing improvement and presenting solutions in those areas utilizing tikkun olam. How can small acts of kindness help “fix” big social problems in my home, school, and/or community?

 

  1. Why Should We Fix the World? (Private-Religious)

    ELA: Teamwork
    PHIL: Act of Kindness; Civil Society; Common Good; Judaism; Justice; Pro-Social Behavior; Social Action; Tolerance; Traditions; Values
    SOC: Civic Responsibility/Virtue; Common Good; Communities; Compare/Contrast; Ethics; Laws; Parochial; Point of View; Religion; Social Action
  2. A Quick Fix (Private-Religious)

    ELA: Group Discussions; Reflection; Teamwork; Writing
    PHIL: Act of Kindness; Civil Society; Common Good; Judaism; Justice; Pro-Social Behavior; Social Action; Tolerance; Traditions; Values
    SOC: Civic Responsibility/Virtue; Communities; Compare/Contrast; Ethics; Laws; Parochial; Point of View; Religion
  3. Taking Action (Private-Religious)

    ELA: Group Discussions; Reflection; Teamwork
    PHIL: Act of Kindness; Civil Society; Common Good; Judaism; Justice; Pro-Social Behavior; Social Action; Tolerance; Traditions; Values
    SOC: Civic Responsibility/Virtue; Communities; Compare/Contrast; Ethics; Laws; Parochial; Point of View; Religion

Time Traveler - Intergenerational Interviews

This unit allows students to study and create oral histories of people who have experienced previous events in history and to share this knowledge with others. This is a good unit to use with a video production class.

Focus questions include:

  • What can we learn about history by listening to the stories of others?
  • How have others demonstrated service for the common good?
  • How can the experiences of others be used to teach younger citizens about service for the common good?
  1. Back to the Future

    ELA: Point of View; Prior Knowledge
    PHIL: 5 genOn; Family; Sharing; Traditions
    SOC: 10 genOn; Family; Point of View; Primary/Secondary Sources
  2. What We Can Learn From Oral History

    PHIL: Civil Society; Common Good; Heroes; Social Contract
    SOC: 10 genOn; Cause/Effect; Civil Society; Common Good; Great Depression; Personal Virtue; Social Contract; War
  3. Your Own Flash from the Past

    ELA: Reflection
    PHIL: Sharing; Values
    SOC: 10 genOn; Contemporary Issues; Personal Virtue; Writing Historical Narratives
  4. The Interview

    ELA: Interview; Social/Cultural Issues
    PHIL: Sharing; Traditions; Values
    SOC: 10 genOn; Contemporary Issues; Personal Virtue; Primary/Secondary Sources; Research; Writing Historical Narratives
  5. Interview Presentation and Reflection

    ELA: Cultural/Historical Contexts; Presentations; Reflection; Retelling; Summarizing/Paraphrasing
    PHIL: Common Good; Pro-Social Behavior; Reflection; Service Project
    SOC: 10 genOn; Common Good; Personal Virtue; Primary/Secondary Sources; Public Policy; Writing Historical Narratives

To Recycle or Not to Recycle? That Shouldn't Even Be a Question!

Learners will explore the concept of environmental stewardship and the role they can play ‘even as just one individual’ in helping to make their home, school, community, and world a better place in which to live, work and play by recycling.The purpose of this unit is to assist the learner in developing a deeper understanding of what it means to be an environmental steward and to apply this knowledge to identified environmental problems as they relate to the use of the Earth’s natural resources and recycling efforts. 
Focus Question: “How can I effect positive change in the environment?”
 

  1. Just the Facts, Madam!

    ELA: Point of View; Writing Mechanics
    PHIL: Advocacy; Common Good; Environmental Stewardship; LEAGUE Wildcard Lesson: Environment; Recycling; Stewardship
    SCI: Conservation; Environment; Natural Resources; Pollution
    SOC: Analyze/Interpret; Choices/Consequences; Civic Responsibility/Virtue; Common Good; Consensus; Contemporary Issues; Economics; Ideals/Reality; Inquiry; Research; Resources
  2. If There's a Profile, Let's Work with It!

    ART: Visual Arts
    PHIL: Advocacy; Common Good; Environmental Stewardship; LEAGUE Wildcard Lesson: Environment; Recycling; Service Project; Stewardship; Volunteer
    SCI: Conservation; Environment; Natural Resources; Pollution
    SOC: Analyze/Interpret; Choices/Consequences; Civic Responsibility/Virtue; Common Good; Consensus; Contemporary Issues; Economics; Ideals/Reality; Inquiry; Research; Resources
  3. What's Next?

    ART: Visual Arts
    PHIL: Advocacy; Common Good; Environmental Stewardship; LEAGUE Wildcard Lesson: Environment; Recycling; Reflection; Service Project; Stewardship; Volunteer
    SCI: Conservation; Environment; Natural Resources; Pollution
    SOC: Analyze/Interpret; Choices/Consequences; Civic Responsibility/Virtue; Common Good; Consensus; Contemporary Issues; Economics; Ideals/Reality; Inquiry; Research; Resources

Tolerance (Private-Religious)

The unit focuses on the ethical and social underpinnings of tolerance. What is it? How do we attain it? And what are the parameters? Can a person be tolerance without accepting someone else’s view? How much opportunity is there to be tolerant in your life? Why is it absolutely necessary?

  1. Towards a Definition (Private-Religious)

    ELA: Ethics; Group Discussions; Viewpoint; Vocabulary
    PHIL: Altruism; Cooperate; Empathy; Ennobled Self; Friendship; Judaism; Justice; Kindness; Religious Perspective; Sensitivity; Traditions; Values
    SOC: Advocacy; Cultures; Parochial; Tolerance
  2. What Does Judaism Say About Tolerance? (Private-Religious)

    ELA: Compare/Contrast; Debate; Ethics; Group Discussions; Viewpoint; Vocabulary
    PHIL: Altruism; Cooperate; Empathy; Ennobled Self; Friendship; Judaism; Justice; Kindness; Religious Perspective; Sensitivity; Traditions; Values
    SOC: Advocacy; Cultures; Parochial; Tolerance
  3. Using Our Skills (Private-Religious)

    ELA: Compare/Contrast; Ethics; Group Discussions; Role-Play; Viewpoint; Vocabulary
    PHIL: Altruism; Cooperate; Empathy; Ennobled Self; Friendship; Judaism; Justice; Kindness; Perspective; Religious; Sensitivity; Service Plan; Service Project; Traditions; Values
    SOC: Advocacy; Cultures; Parochial; Tolerance

Treating Others as You Would Like to be Treated
(11th Grade)

  1. Treating Others as You Would Like to Be Treated
    (11th Grade)

    ELA: Reflection; Social/Cultural Issues; Teamwork; Universal Themes; Vocabulary
    PHIL: 1 lesson genOn; Justice; Respect
    SOC: Golden Rule; Civic Responsibility/Virtue; Civil Rights

Understanding Justice, Kindness and Tolerance
(9th Grade)

  1. Understanding Justice, Kindness and Tolerance
    (9th Grade)

    ELA: Brainstorming; Cause/Effect; Reflection; Social/Cultural Issues; Teamwork; Universal Themes; Vocabulary
    PHIL: 1 lesson genOn; Discrimination; Justice; Respect; Stereotypes

Using and Abusing Credit

The purpose of this lesson is to introduce learners to the complex economic world of credit and credit cards. The learners will identify the intended uses as well as the abuses of credit and credit cards and explore ways to more effectively utilize them so that they will be better able to spend, save, invest, and donate as their needs and wants become known. 

Essential questions for this unit include:

Can credit be used responsibly? 
  1. Where Does All the Money Go?

    MAT: Infer; Interpret
    PHIL: Donate; Personal Giving Plan
    SOC: Budget; Compare/Contrast; Economics; Resource Allocation; Spending; Wants/Needs
  2. Credit Introduction

    ELA: Interview
    MAT: Money; Problem Solving
    PHIL: Donate
    SOC: Budget; Consumers; Contemporary Issues; Costs; Economics; Goods and Services; Personal Giving Plan; Resource Allocation; Spending; Wants/Needs
  3. Installment Credit

    MAT: Money; Problem Solving
    PHIL: Pro-Social Behavior
    SOC: Citizenship/Civic Engagement; Civic Responsibility/Virtue; Consumers; Contemporary Issues; Costs; Economics; Spending
  4. Credit Cards

    ART: Visual Arts
    ELA: Brainstorming; Peer Review; Persuasive Techniques; Presentations; Reflection; Teamwork
    PHIL: Service Project
    SOC: Consumers; Contemporary Issues; Costs; Spending

Using the Carter Center as an Example of Philanthropy Today—Local and Global Volunteerism

Students explore ways they can help improve their world using a model of a modern day philanthropist, former President Jimmy Carter. Students also examine how volunteerism and responsible citizenship are linked.
  1. Think Locally, Act Globally or Think Globally, Act Locally?

    PHIL: Hunger; Poverty; Problem Solving; Volunteer
    SOC: 1 genOn; 10 genOn; 4 genOn; Carter, Jimmy; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Common Good; Compare/Contrast; Decision Making Model; Declaration of Independence; Global Issues; Habitat for Humanity; Inflation; Jimmy Carter Center; Public Policy; Unemployment
  2. Jimmy Carter—Responsible Citizen

    ELA: Response to Text/Others
    PHIL: Global Community; Homelessness; Poverty; Problem Solving; Time/Talent/Treasure; Volunteer
    SOC: 1 genOn; 10 genOn; 4 genOn; Carter, Jimmy; Cause/Effect; Choices/Consequences; Chronology; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Common Good; Compare/Contrast; Decision Making Model; Global Issues; Good Character; Habitat for Humanity; Historical Biographies; Inflation; Personal Virtue; Public Policy; Unemployment

Valuing Community (9th Grade)

Learners will define community, identify how community is/has impacted their personal lives, and share ideas and develop a plan whereby they might also make an impact on their community.

  1. Valuing Community (9th Grade)

    PHIL: 5 lesson genOn; Community; Community Capital; Giving; Reflection; Serial Reciprocity; Service Plan; Service Project
    SOC: Community; Family; Human Capital; Inquiry; Public Policy; Social Action

Volunteering - Why Is it So Important?
(11th Grade)

  1. Volunteering - Why is it so Important? (11th Grade)

    ELA: Listening
    PHIL: 11 lesson genOn; 12 lesson genOn; Caring/Sharing; Community; Giving; Hunger; Philanthropic Organization; Responsibility; Volunteer
    SOC: Citizenship/Civic Engagement; Civic Responsibility/Virtue; Common Good; For-Profit; Good Character; Nonprofit; Personal Virtue; Responsibility; Volunteerism

Voting and the Common Good (10th Grade)

Learners will examine the statistics of voter turnout in the 2006 Federal Election and from these statistics the learners will draw some comparative conclusions based on interpretations of the statistics found on the chart.

  1. Voting and the Common Good (10th Grade)

    PHIL: 5 lesson genOn; Community
    SOC: Communities; Political Process

What is "Real" Hunger? (9th Grade)

The learners will develop a greater understanding of hunger and malnutrition as it relates to their causes and consequences as well as explore ones responsibility to share this world's food resources with those who lack adequate access to these resources.

  1. What Is "Real" Hunger? (9th Grade)

    ELA: Listening
    PHIL: 11 lesson genOn; 12 lesson genOn; Caring/Sharing; Community; Giving; Hunger; Responsibility
    SOC: Citizenship/Civic Engagement; Civic Responsibility/Virtue; Common Good; Good Character; Personal Virtue; Responsibility

What Will You Bring to the Table? (9-12)

Students carry out a food simulation in which they discover that while there is enough food produced in the United States to feed everyone, access to food is not equal or fair. They investigate the issue of hunger locally and nationally and then plan a service project with the theme "What Will You Bring to the Table?" Students become aware that working together as a group and in partnership with nonprofit and community groups can help them make a difference as they advocate for some of the children in the United States who go to bed hungry.

Focus Question: What can a group of young people do to raise awareness and make a difference about hunger?

  1. What Will You Bring?

    ELA: Advertising/Marketing; Communicate; Concept Mapping; Fact/Opinion; Integration of Knowledge and Ideas; Interview; Key Ideas and Details; Presentation of Knowledge and Ideas; Presentations; Reading Informational Text; Reflection
    MAT: Data Collection/Organization
    PHIL: Activism; Advocacy; Caring/Sharing; Community; Hunger; Needs Assessment; Responsibility; Time/Talent/Treasure
    SOC: 11 genOn; Civic Responsibility/Virtue; Economics; Geography; Global Issues; Government; Nonprofit; Opportunity Cost; Research

What's My Civic Responsibility? (11th Grade)

  1. What's My Civic Responsibility? (11th Grade)

    PHIL: 5 lesson genOn; Civil Society; Common Good; Community
    SOC: Citizenship/Civic Engagement; Civic Responsibility/Virtue; Communities

Who Am I and How Does This Impact Where I Am
Going?

Learners will engage in self-assessment activities, including personality inventories, and determine how their personality type might affect their future decisions regarding career choices. Learners will interpret poetry related to character building, define and give examples of the three sectors of American economics and examine the ways their personality profile and character traits match with different careers in each sector. They will describe the work of nonprofits and research their role in the local community. They will research which local nonprofits welcome the work of volunteers and provide a data base for other students who are looking for community service opportunities.
  1. Who Am I Today?

    ELA: Author's Style/Purpose; Brainstorming; Character Development; Group Discussions; Poetry; Self Assessment
    PHIL: Career Opportunities; Character; Philanthropic Organization
    SOC: Career Opportunities; Economics; For-Profit; Nonprofit
  2. Who Will I Be Tomorrow?

    ART: Visual Arts
    ELA: Analyze/Interpret; Interpret; Perception; Point of View; Self Assessment; Speaking
    PHIL: Character; Time/Talent/Treasure
    SOC: Behavior; Career Opportunities; Communicate; Ethics; Values
  3. How Can I Help You?

    ART: Visual Arts
    ELA: Reflection; Self Assessment; Speaking
    PHIL: Character; Time/Talent/Treasure
    SOC: Career Opportunities; Communicate; Ethics; Values

Whose Job Is It?

Students differentiate between "needs" and "wants," and how needs vary in different areas of the world due to the government and economic systems in place, as well as other contributing factors. Students learn how needs are met in various countries (with a broad spectrum of influences).
  1. Who, What, Where, When, and Why

    ELA: Summarizing/Paraphrasing; Synthesizing
    PHIL: Need
    SOC: 1 genOn; 10 genOn; 11 genOn; Compare/Contrast; Democracy; Dictatorship; Economics; Government; Inquiry; Nonprofit; Wants/Needs
  2. It's Symbolic!

    ELA: Interview; Listening; Media Genres; Metaphor; Research; Summarizing/Paraphrasing; Symbols/Images/Sounds
    SOC: 1 genOn; 10 genOn; 11 genOn; Economics; Government; Nonprofit; Wants/Needs
  3. Personal Touch (The)

    ELA: Media Genres; Presentations
    PHIL: Nonprofit
    SOC: 1 genOn; 10 genOn; 11 genOn; Inquiry; Research; Wants/Needs
  4. Presenting!

    ELA: Presentations; Reflection; Research
    SOC: 1 genOn; 10 genOn; 11 genOn; Economics; Nonprofit; Wants/Needs

Whose Responsibility Is It? (9th Grade)

The learners will explore the four economic sectors and the responsibility to care for the environment. They will determine how they are responsible for environmental stewardship and create a plan for what they can do to help.

  1. Whose Responsibility Is It? (9th Grade)

    PHIL: Activism; Common Good; Environmental Stewardship; Service Plan; Social Action
    SCI: Conservation
    SOC: Cause/Effect; Choices/Consequences; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Communities; Disaster: Human-Made; Economics; Environment; For-Profit; Government; Ideals/Reality; Natural Resources; Pollution; Rights/Responsibilities

Why Eat Organic? (9th Grade)

  1. Why Eat Organic? (9th Grade)

    ELA: Compare/Contrast; Expository Writing; Group Discussions; Persuasive Techniques; Prior Knowledge; Reflection; Teamwork; Viewpoint; Vocabulary
    PHIL: 4 lesson genOn; Advocacy; Benefits; Common Good; Environmental Stewardship; Global Community; Opportunity Costs; Responsibility
    SCI: Cause/Effect; Compare/Contrast; Conservation; Ecology; Environment; Food; Health; Land Management; Nutrition; Plants

Women in Philanthropy

To show that philanthropy is a diverse American tradition. Students focus on the philanthropy of Madam C.J. Walker, successful African American business woman, who supported many causes with the profits of her business and consider how they themselves might take philanthropic action.
  1. Madam C.J. Walker—Leader in Philanthropy and Successful Business Woman

    ELA: Inquiry; Research
    PHIL: Do Something; 3 lesson genOn; Cultures; Nonprofit Sector; Personal Wealth; Women
    SOC: Plessy v. Ferguson; 1 genOn; 10 genOn; 2 genOn; African American; Civic Responsibility/Virtue; Civil Rights; Common Good; Conflict Resolution; Discrimination; Ethics; Good Character; Human Rights; Inquiry; Jim Crow Laws; Minorities; Nonprofit; Persecution; Personal Virtue; Racism; Research; Segregation; Walker, Madam C.J.

Worth a Thousand Words

The purpose of this Unit is to provide learners with a deeper understanding of the Special Olympics, and those who participate in it, and with an opportunity for their involvement as a volunteer providing a needed service by the giving of their time and talent to promote the common good.
  1. How are we all alike? How are we different?
  2. How can I help and will it make a difference?
  3. Can a picture really be worth a thousand words?
  4. Could I persuade others to be philanthropic? 
  1. Opening Ceremonies in the Classroom

    PHIL: Civil Society; Common Good; Helping; Pro-Social Behavior; Service Project; Time/Talent/Treasure; Volunteer
    SCI: Diversity
    SOC: Contemporary Issues; Economics; School Community
  2. Getting Ready for the Games

    ART: Visual Arts
    ELA: Reflection
    PHIL: Common Good; Pro-Social Behavior; Time/Talent/Treasure
    SCI: Technology
    SOC: School Community
  3. Capturing the Olympic Moment

    ART: Visual Arts
    ELA: Reflection
    PHIL: Caring/Sharing; Cooperate; Helping; Philanthropic Act; Service Project; Time/Talent/Treasure
    SCI: Technology
    SOC: School Community
  4. Closing Ceremonies

    ART: Visual Arts
    ELA: Persuasive Techniques; Reflection
    PHIL: Caring/Sharing; Cooperate; Helping; Philanthropic Act; Service; Time/Talent/Treasure
    SOC: Advocacy; Communities; Consensus; School Community

Writers as Activists

In this unit students will learn about the power of writing for creating positive social change by studying writers who use their writing as a means of activism and by using those same tools to become activist writers themselves. Students will see how writing is a means of social activism for the common good, and hence philanthropy. They will study how people, through their writing, have changed the world and how writing can empower even the most disenfranchised.

  1. Fable for Tomorrow and Today—Rachel Carson's Silent Spring (A)

    ELA: Carson, Rachel; Reading; Response to Text/Others; Writing Mechanics; Writing Process
    PHIL: Advocacy; Good Character; Philanthropic Act; Stewardship
    SOC: Choices/Consequences; Disaster: Human-Made; Environment; Health and Disease; Personal Virtue; Point of View; Values
  2. Mary Eliza Church Terrell-Civil Rights Leader

    ELA: Author's Style/Purpose; Cultural/Historical Contexts; Reading; Terrell, Mary Eliza Church
    PHIL: Activism; Advocacy; African American; Common Good; Minorities; Women
    SOC: Discrimination; Human Rights; Racism
  3. "Anything We Love Can Be Saved"-A Contemporary

    ELA: Author's Style/Purpose; Cultural/Historical Contexts; Persuasive Techniques; Reading
    PHIL: Activism; Advocacy; Minorities; Women
    SOC: Chronology; Time
  4. Writing for Action

    ELA: Letter Writing; Peer Review; Persuasive Techniques; Style; Technology; Writing Mechanics; Writing Process
    PHIL: Activism; Advocacy; Environmental Stewardship
    SOC: Citizenship/Civic Engagement; Inquiry; Primary/Secondary Sources; Public Policy

Your Place in the Community

Learners will become responsible citizens who make informed judgements and work to advance the common good. They will prepare for a volunteer experience in the nonprofit sector, developing responsible citizenship by giving of their time and talent. This unit prepares learners for their role in the community through exploring aspects of all their communities, conducting needs assessments, planning and participating in a volunteer activity while engaging in on-going reflection.
  1. Your Place in the Community

    ELA: Persuasive Techniques; Reading; Self Assessment; Vocabulary
    PHIL: Altruism; Community; Empathy
    SOC: 10 genOn; 12 genOn; Compare/Contrast; Diversity; Inquiry; Public Policy; Values
  2. Developing a Sense of Self

    ELA: Brainstorming; Compare/Contrast; Data Collection/Organization; Group Discussions; Survey
    PHIL: Community
    SOC: 10 genOn; 12 genOn; Inquiry; Values
  3. Valuable Data?

    ELA: Constructing Meaning; Survey
    MAT: Analyze/Interpret; Data Collection/Organization; Graphs/Charts/Tables; Spreadsheet/Data Base; Technology
    PHIL: Community
    SOC: 10 genOn; 12 genOn; Inquiry
  4. Treasure of Community Service (A)

    ELA: Journaling; Perception; Persuasive Techniques; Reflection; Synthesizing
    PHIL: Community; Needs Assessment; Nonprofit Organization; Service Project; Social Action; Volunteer
    SOC: 10 genOn; 11 genOn; 12 genOn; Inquiry; Maps; Research

Your Place in the Community (10th Grade)

Discover through introspection, discussion, reflection and research, the learner’s own personal values/beliefs, the values/beliefs of their peers and how they compare. Using the conclusions drawn from the comparisons of the two survey’s results, determine the rationale/motivation for working together to accomplish the common good.

  1. Your Place in the Community (10th Grade)

    ELA: Compare/Contrast; Group Discussions; Personal Response; Self Assessment; Summarizing/Paraphrasing; Survey
    PHIL: 10 lesson genOn; 5 lesson genOn; Community; Fact/Opinion; Motivation for Giving; Values
    SOC: Common Good; Inquiry; Volunteerism