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

The purpose of this unit is to teach students to see the world from another’s point of view and to recognize the importance of respect.

What is the meaning of respect and how do you show respect for others?

This lesson will help students identify a person’s basic needs, realize that many people in the world are lacking these needs and why this may occur, and encourage them to think of ways to help these people.

Students will understand that they have the ability to be philanthropist in their community.  The students will be guided in philanthropic discussions throughout the unit that clearly define philanthropy as the giving of time, talent, and treasure for the common good. Students learn that they can create a beautiful community through cleaning up, helping others, sharing songs, using kind words, creating public art, and much more. 

Through literature and simulation, learners gain an understanding of  the concept of hunger and what they can do about it. Students learn about nutrition and counting money as they define hunger and collect loose change to donate to an organization of their choice. Students create "Stop Hunger Buckets" and initiate a school-wide collection of loose change. The proceeds are donated to a nonprofit organization that feeds people who are hungry.

Focus Question: What can we do about the issue of hunger in a world of uneven distribution of resources?

The students respond to text and apply the principles of believing in oneself and being kind to others within the community.  The purpose of this unit is to build self esteem, promote responsible citizenship and encourage philanthropic behaviors.

Students will listen and respond to the story of The Little Red Hen. The concepts of community and working together for the betterment of the community will be developed.

The purpose of this unit is to promote the idea of the common good.  The concepts of wants, needs, savings and philanthropy are introduced. Money values are reinforced through hands-on activities.

Learners will illustrate how Jackie Joyner-Kersee is a motivator, both as an athlete and a philanthropist. She demonstrated acts of kindness for the common good through building youth centers across the nation.

The purpose is to recognize fairy tales/legends as literature genre and to identify positive and negative character traits.

Focus questions:

1. What is good character?
2. Why are the lessons in fairy tales found in stories from all different cultures?

Students investigate how to improve their community through beautification. They assess the needs of their neighborhood and graph and chart data collected from family interviews. Students develop an understanding of community partnerships and define community organization. The students will unfold the answers to the following essential questions:

• What are the needs in your neighborhood?
• What community organizations address these needs?
• How can we address the needs of the area? 

Students will become familiar with the definition of philanthropy and see examples of it in the community, especially in connection with the United Way.  

The purpose of this unit is to increase students’ awareness of the differences among us. Through identification of and participation in service activities, the students will gain a better understanding of others’ unique characteristics. Acceptance of individual differences and understanding of developmental differences is the overarching behavior outcome of the unit. The unit strives to instill the concept of tolerance to enhance the common good.

This lesson will introduce learners to opportunities to respond to a natural disaster. The lesson will introduce vocabulary terms spend, save and donate. The students will learn the definition of philanthropy (giving time, talent and treasure, and taking action for the common good) as well as explore reasons why people choose to donate. As a class, they will discuss and sing the song "What is a Philanthropist?"

Focus Question: How can we be most helpful to the victims of a major disaster, such as a hurricane or earthquake?

To access this lesson, please click here.

In this unit students learn about the life and actions of Dr. Martin Luther King, Jr. in the name of civil rights. Students define philanthropy and give examples of how Dr. King was a philanthropist. The students experience a simulation of unequal treatment and discuss fairness. Children reflect on Martin Luther King, Jr.’s dream and personalize a way to act out his dream. Students analyze the importance of physical characteristics and characteristics of character.

• Why is it important to treat all people fairly?
  
  
• In what ways can we carry on MLK’s dream?

The purpose of this lesson is to have students identify the shared gifts in the folktale, "The Drum" and make drums using different recyclable containers and colorful craft supplies. Students visit a local preschool or retirement facility of their choosing to read aloud a book they wrote and illustrated about generous giving. They share a drumming performance and give the drums and books as gifts.

Learners will learn how to become environmental stewards by participating in several service learning activities that help address environmental needs in their school communities. They will gain an understanding of the importance of environmental stewardship and how they can participate. Learners will also understand that they are part of a whole and that they have a responsibility to participate in caring for the Earth.

Focus Questions:
Why does the world need environmental stewards?
What do we have to give for what we have been given?

The learners will appreciate that insects have specific attributes and needs. They will appreciate the concept of life cycles. They will come to realize that the Monarch Butterfly is dependent on the milkweed plant for its survival.  The class will plant nectar-producing flowers, as well as milkweed, in a school garden and/or various locations in order to help preserve the Monarch Butterfly. They will understand that enhancing and caring for the environment is the civic responsibility of all people.

This unit demonstrates to the learners that by enhancing and caring for the environment they are demonstrating acts of philanthropy and that environmental stewardship is the civic responsibility of everyone. Learners will be introduced to the specific attributes, needs and the life cycle of the Monarch Butterfly and learn how it is dependent on the milkweed plant for survival.

This unit will help students develop a better understanding of the basic nutritional needs and how those are vital for a person's health. This will give background information leading to the development of the service learning project to raise funds for an organization of their choice. Non profit organizations need funds from many sources to thrive. Students will work cooperatively to organize a fundraiser with the intent of a philanthropic outcome. They will survey the school population and analyze the results of those surveys to determine which snacks will be appropriate to sell as a fundraiser for their school. Students will determine where the proceeds will be donated.

Children learn about people in the world who are starving or experiencing food insecurity and how food is distributed. They discuss what it feels like to be hungry and read about the work of soup kitchens and other efforts to bring food to people who are hungry. They determine how they will help address hunger and starvation locally or globally, and reflect on these service opportunities.

This unit introduces the learners to philanthropy, giving of time, talent, and/or treasure, through the example of Johnny Appleseed (John Chapman). By participating in a variety of lessons, the learners will develop a deeper understanding of how Environmental Stewardship and Philanthropy are related. Included in this study is a science component in which students learn about how the apple tree (and other trees) benefits the environment and people.

Students learn about caring and sharing through discussion of the book Martin's Big Words. The "big" word and concept of philanthropy (giving time, talent and treasure for the common good) is introduced. The students discuss ways they have been philanthropic by voluntarily being nice to someone or being helpful. The students learn about giving and sharing through listening to and responding to literature books. They show caring by doing a simple service project, and  they brainstorm and choose a group to receive their creations. This unit can be taught as grade specific using two lessons (Kindergarten - Lessons 1 & 2 , Grade 1 - Lessons 1 & 3, Grade 2 - Lessons 1 & 4). To extend the learning and service experiences, additional lesson can be used, as time allows.

• To introduce and instruct Kindergarten students about the skills necessary for interacting together as a group.
• To teach Kindergarten students about responsible personal conduct.
• To teach students that they are members of a community and to understand that all benefit when the community works together for the good of the group.

The learners will understand the importance of giving their time, talent, and treasure to promote our natural resource of trees.  They will participate in a service learning project involving planting new trees and recycling waste paper to make mulch.  The learners will express their understanding and accomplishments in a variety of ways.

How can a learner use his/her time, talent, and treasure to renew our natural resource of trees?

Can a young person truly make a difference in our world?

Good literature can do a powerful job of helping young children learn the conventions and appropriate behavior in the community, school, and home. Through eight stories, children will learn to help each other, value others, believe in themselves, treat smaller children with patience, work together, get along, recognize a need and seek a solution, realize that people are more similar than different, and understand that everyone is deserving of respect, without regard to race or physical/mental challenges.

The purpose of this lesson is to introduce children to literature that reinforces the concept of unconditional kindness and demonstrates the idea that a good deed deserves another. Students will begin to understand that one act of kindness can lead to other acts of kindness and that acts of kindness are acts of philanthropy, giving of one's time, talent and/or treasures for the good of others.

Students gain awareness of and empathy for differences between their wants and needs and the wants and needs of others. They discuss the read-aloud book Sam and the Lucky Money and build understanding of the choices we make with our assets, like time and talent. They explore ways they can share their time, talent, and treasure with someone with different needs and wants than their own.

Focus Question: How do our needs and wants impact our choices?

Students will define philanthropy and identify ways in which Johnny Appleseed acted as a philanthropist through environmental stewardship. After identifying ways in which they personally act as philanthropists, they will raise awareness of philanthropy in the school and home.

Students will understand the basic definition of philanthropy as the giving of time, talent and treasure for the common good. Students will also understand that everyone, regardless of age, can be a philanthropist. Students will understand that examples of philanthropy can be found in many areas.

The essential questions:

What is philanthropy?

Why do we have philanthropists?

Is every act done for another philanthropic?

Learners explore the important role that rules play at home and school, as well as in the games they play. With a deck of playing cards, the learners play simple games that practice math concepts and cooperative play. This unit serves as a precursor to the more complicated game of Mini Bridge.
Focus Question:
How do rules help us?

United States citizens not only have individual rights as citizens but also responsibilities. It is important for children to learn how local governments balance these individual rights with the common good to solve local community problems. With these skills, students will be able to get along better in their classroom, neighborhood and community if they do their duty as good citizens.

Students will understand the basic definition of philanthropy as the giving of time, talent and treasure for the common good. Students will also understand that everyone, regardless of age, can be a philanthropist. Students will understand that examples of philanthropy can be found in many areas.

Many students are unsure what the term homeless means or how to help those that are homeless. This lesson will help then get a better understanding of the concept through the story Selavi, That is Life: A Haitian Story of Hope. The story tells about a group of homeless children who work together to help themselves and then help other children. This lesson will also help develop the students' cooperative learning skills.

In this unit Woody’s legacy continues to inspire and educate about the need for “commons” in our communities. The Woody Guthrie song This Land is Your Land is used to communicate the concepts of philanthropy, private property and “commons.” These concepts will be defined and described. The illustrations in This Land Is Your Land will enable the learner to distinguish “commons” areas. “Commons” areas in the school will also be identified. The need for “commons,” and the responsibility to care for “commons”will become clear.

In this unit Woody’s legacy continues to inspire and educate about the need for “commons” in our communities. The Woody Guthrie song This Land is Your Land is used to communicate the concepts of philanthropy, private property and “commons.” These concepts will be defined and described. The illustrations in This Land Is Your Land will enable the learner to distinguish “commons” areas. “Commons” areas in the school will also be identified. The need for “commons,” and the responsibility to care for “commons”will become clear.

Students realize the importance of meeting the needs of food, water, shelter, clothing, healthcare and school. Students learn about events that prevent people from getting their basic needs met, such as a natural disaster or moving to a new community. They also explore how people and organizations step forward to help others get their basic needs met. Students become sensitive to the needs of others and are motivated to think about ways they can help.

It’s important for learners of all ages to understand that animals are living, feeling beings.  This unit encourages children to think about pets and what they bring to the lives of human beings. They will understand that by providing animals with basic needs and treating animals with kindness and respect, they are demonstrating responsible pet care, Environmental Stewardship and acting as responsible citizens of the community.

Focus Question: 
What is each person’s responsibility for animal welfare?

By exploring the concepts and vocabulary of philanthropy, the students will be able to better understand what it means to help each other and be altruistic.

The purpose of the unit is to introduce the learners to science and philanthropy through the care and sharing of flowers.

The purpose of this unit is to role-play experiences that will give children a better understanding of the lives of the early pilgrims in their travels from Europe to America in search of religious freedom. They will recognize the importance of acting for the common good.

Students will understand that you find poetry everywhere: lyrics to songs, commercials and rap. They will also realize that philanthropic themes are often found in poetry. Students will write poems with philanthropic themes.

This lesson will help students understand why people donate money to organizations and why organizations need money to help others. Learners will solicit funds (pledges) from family member in exchange for a certain number of minutes reading.

Focus Question(s): How do people become refugees? How does the plight of refugees affect us? What is our responsibility to address the needs of refugees?

Students become actively engaged in the process of improving the world through acts of kindness. They learn to recognize those who are helping others as role models and emulate their actions by being helpful and kind to their classmates, families, and community members.

Throughout the unit, they continuously ask themselves:

What actions are helpful and kind and thereby make this world a better place?

How can I fulfill my responsibility to partake in these activities?

The purpose of this unit is to introduce the learners to the concept of Environmental Stewardship, community and how making an area attractive is an act of philanthropy.  This will be achieved through looking at the Monarch Butterfly and the four stages of its life cycle. Learners will also discover that the Monarch is dependent on the milkweed plant as a source of energy.

Focus Question: How is caring for the environment, by protecting plants and animals, related to civic responsibility?

This lesson introduces the students to concepts about homelessness, hunger and philanthropy. The students will listen to a story about a Chinese boy who chooses to give his precious four dollars (“lucky money”) to a homeless man, setting the tone for initial discussions about selflessness, and ways to address hunger, and poverty.

How do we use our senses to recognize similarities and differences between communities and people?

This K-2 unit works toward creating connections, sensitivity and friendship between people of different generations. Lessons are based on literature, math, science and social studies. Students listen to stories about different generations and make connections with some senior community members. Students explore everyone’s shared experiences with memory—memories of people, toys, good times, family. They also explore everyone’s responsibility for stewardship of the environment through reuse and recycling: in the past, the present and the future.In this unit, the students explore the shared experiences of people of many different generations and of the future. They will explore the concept of recycling, what it meant in past generations compared to what it means today.

Students will see an example of giving one’s talents (philanthropy) in Native American culture using children’s literature. They will analyze their own special gifts or talents and determine how the community can gain from them.

By exploring the concepts and vocabulary of philanthropy, the students will be able to better understand what it means to help each other and be altruistic.

Focus Question: What can young people do to make the community a better place for all?

This unit demonstrates to students the importance of being aware of the needs and opinions of others. It encourages students to think beyond themselves and to treat others with tolerance and respect.

This unit enables students to reflect on the following questions:

• What does it mean to cooperate?
• What does it mean to share?
• What does it mean to be tolerant of others?

Students will recognize the importance of friendship in a person's life and identify organizations that help those without friends.

This lesson will encourage students to think of ways that they can be (or have been) philanthropists. Using a puppet or doll to tell a story about going to a soup kitchen will help get the students excited about providing food for a soup kitchen.

This lesson will introduce learners to the concept of raising resources to help others. The learners will discover reasons why people choose to donate.

In this lesson, students learn about the interconnectedness of nature and the impact of people on the environment. Students are motivated by literature to teach others the importance of trees in our ecosystem. In an optional Extension of the lesson, they design and make posters with a “Save the Trees” message.

This unit emphasizes the importance of reducing, reusing and recycling with a particular focus on the significance of respecting the environment and being good stewards of the Earth.  Using literature and hands-on activities, the concepts of reduce, reuse and recycle will be explored.  The culminating project will include students sharing their time and talent to make new paper from used classroom scrap paper.  The learners will act philanthropically by using the hand made, recycled paper to create cards to give to others in the community.

Focus Questions(s):
Is it the responsibility of everyone to reduce, reuse, and recycle?  How does that demonstrate respect for the Earth?
 

Focus Questions:

What is the connection between creation and taking care of the environment?
Why is it important to take care of the environment?
What is my role in caring for the environment?

This unit demonstrates that charity is a fundamental concept of Judaism. It engages students not only in the learning, but through performing acts of charity.

Focus Questions:
What is tzedakah?
Why is tzedakah important for both the person who gives and receives?
Is tzedakah only about giving money?

In a world of us vs. them, how do children develop a sense of community? In this lesson, our children will gain an understanding of community as people who work, learn, play and live together. Through the activities in this lesson, children internalize the value of being a responsible community member.

So many of our students see themselves as individuals and have not made connections to "community." Is there strength in uniting? How do children develop a sense of community? In this unit, students will begin to view their family, friends and school as a community where people live, work and play together for the common good. Students will explore game-playing as an activity to build community. As a culminating activity, host a family "Make-It, Take-It Night" where families make games and then are able to take their games home for continued "community building."

The students experience a simulation demonstrating unequal treatment and discuss justice and fairness. Students will reflect on Martin Luther King, Jr.’s dream of equality and his actions as a philanthropist.

The students will learn about the volunteers who help in the school. They will decide a way to show their appreciation to those volunteers and be encouraged to find ways that they can be a volunteer to help others.

Through four lessons students will understand the concept of Environmental Stewardship. Using a children’s story about a neighborhood working together to improve the appearance of a vacant lot, student will decide how they will participate in a community project to beautify their community and becoming Stewards of the Earth.

Focus Questions: Why do we need plants? Who's responsibility is it to be an Environmental Steward of the natural world?

 Water is essential to all life; however it is not abundant in many areas. In order to preserve our usable water resources, water conservation needs to be a component of everyday life. Conservation can be done in a variety of ways. Through the completion of this unit, learners will develop an understanding of the water cycle, how to measure rainfall (water) and why it is essential to conserve this precious resource. Learners are able to display their ability to be a good citizen and stewards of the Earth by educating those around them about how these things can be done.

Students draw on the image of a table to make a plan for bringing their time, talent, and treasure to the table for children who are hungry in the community. Using the table as a theme, students carry out a service-learning project that addresses the issue of child hunger in the United States. This lesson includes an optional field trip for a simple community mapping activity.

Focus Question: What are some ways we can set a table for children who are hungry in our community?

For learners to be good stewards of the Earth they need to know how to help take care of the environment. “What’s All the Commotion in the Ocean?” is a unit to enhance children’s learning about ocean animals, pollution and how children can make a difference by being good stewards of the Earth’s water resources. The children will learn about ocean animals, the ocean environment and how to take care of the ocean environment.  They will develop possible answers to the question: What can we do to help the ocean environment? These discussions will lead to a culminating writing activity. The children will write a letter to an organization to find out how to help clean up our oceans.  While learning about taking care of the ocean environment they will learn that they are acting responsibly for the common good.

Focus Question: What can we do to help the ocean environment?

The purpose of this lesson is to introduce the learners to the concept that community organizations need resources (money and materials) to help people in need.

This lesson will teach children about volunteers and the difference they make in our world. The children will conclude that even they can volunteer and make a difference in their community.

This unit will introduce the learners to the important mission and needs of animal shelters, both private and municipal. Learners will understand that they can contribute to animal welfare by aiding a shelter(s) and educating others about the work of shelters.
Through research and class discussion, the learners will be introduced to Animal Welfare and Animal Shelters. They will examine the different types of shelters. They will also explore some of the reasons that animals are surrendered to shelters, services that shelters provide, some of the jobs that volunteers and others can do to help in shelters and calculate the cost of running a shelter.  Learners will plan and implement a service project to aid a shelter.  They will demonstrate their knowledge about animal shelters by sharing their knowledge with their peers

Focus Question:
Who is responsible for the humane care and welfare of homeless animals? 
 

The purpose of this unit is to encourage students to examine the way groups work together for the common good and understand how specific factions in communities preserve their culture through the arts. In a fun and creative activity, groups will consider how to be more effective in cooperative learning. Students will learn about the Bahamian Festival, Junkanoo, while making headdresses in groups. They will examine how group dynamics work, especially when minority rights need to be protected.

This lesson will emphasize why a legacy of philanthropy is needed now and for future generations. Learners will discover that individuals and organizations give special kinds of money gifts called endowments to nonprofit organizations and foundations. In this way the work of the organization can continue in perpetuity (forever).

This unit is designed to introduce students to the joys of having and caring for a garden. Students will take an active role in Environmental Stewardship by adding beauty to their surroundings. It will help them understand what is needed to create and care for a garden in order for the garden to thrive and the interconnectedness to the environment that a garden provides.  The long-term result will be to create a quiet area for students and others to read or study in a pleasant outdoor environment or location in the community or neighborhood to be shared by all. Once the garden is complete, it will be given to the local community for all to share.

In this unit, students learn to identify bullying through two literature books, Mr. Lincoln's Way and The Secret Bully.  They compare and contrast two examples of bullying portrayed in the books and create a peer/staff survey to research bullying behavior in their own school. The students experience and reflect on a literature book written from the view point of a reformed bully, Confessions of a Former Bully. They analyze the data collected from their survey to determine how bullying behavior affects their school. The students learn that addressing bullying behavior in their school community is an act for the common good - philanthropy. They form groups to develop skits that illustrate "tools" for addressing bullying behavior. They compose a pledge to address and prevent bullying behavior in their school community. As a service to their school, they plan and implement a project to inform the school community about the effects of bullying behavior and strategies to address it.

Focus Question: How does bullying behavior affect the school community and what is each person's responsibility to address it?

The lessons in this unit will focus on the role of foundations and how they help cultural subgroups within communities. It will also define philanthropy and increase the students' knowledge about how it allows individuals to contribute to their community locally by allowing the students to make some decisions about how they will raise money to be donated to a local organization.

This unit will define philanthropy by providing opportunities for students to examine the prevailing conditions in colonial America that prompted individuals to establish organizations which promoted the common good. They will find examples in literature of the simple act of doing something for the common good. Learners will research how colonial organizations, which developed in the nonprofit/ independent sector, have transformed themselves over time to continue to provide for the common good.

Through fact-finding and a community survey, students identify health and safety needs in their school and/or neighborhood communities.  Based on their conclusions they collaboratively problem solve, design, and carry out a plan to address those problems.

Through a food-waste survey in the lunchroom, the learners explore what gets thrown in the lunch trash at school and learn about earth-friendly alternatives that reduce waste in landfills, including recycling and composting. Learners discover the benefits of compost and reasons to promote it in the community. They share their knowledge with others through implementing a student-generated and planned service project. 

Focus Question: What can we do to promote responsible use of all resources?

Using poetry, this lesson explores the attributes of a hero and the philanthropic acts that are achieved in spite of adversity, for the common good of all humankind.

The purpose of this unit is to increase students’ awareness of the differences among us. Through identification of and participation in service activities, the students will gain a better understanding of others’ unique characteristics. Acceptance of individual differences and understanding of developmental differences is the overarching behavior outcome of the unit. The unit strives to instill the concept of tolerance to enhance the common good.

This lesson introduces learners to opportunities to respond to a natural disaster. The lesson introduces vocabulary terms spend, save, and donate. The students learn the definition of philanthropy (giving time, talent and treasure, and taking action for the common good) as well as explore reasons why people choose to donate. As a class, they will discuss and sing the song "What is a Philanthropist?"

Focus Question: How can we best help people who are victims of a natural disaster?

To access this lesson, please click here.

Focus Question: In what ways does diversity make a community stronger?

Students become actively engaged in the process of perfecting the world through acts of kindness. They learn to value endeavors that benefit others and study ancestors who have proven to be particularly adept at helping others.

Throughout the unit, they continuously ask themselves:

What actions will benefit others and thereby make this world a better place?

How can I fulfill my responsibility to take part in these activities?

Students will listen to two stories, and compare and contrast the activities of the main characters. As a final piece, students reflect by writing an answer to some essential questions: What does it mean to be a philanthropist? What does it mean to be an environmentalist? What does it mean to be a good steward of the earth?

The purpose of this unit is for students to expand their awareness of the earth through the study of some traditional Native American beliefs about the concept of “mother earth.” They will discover the need to protect the environment and their responsibility to do that for the common good through action and advocacy. They will learn about pollution through scientific investigation and how to demonstrate environmental stewardship by protecting the environment through reusing, reducing and recycling. They will make a personal commitment to the environment through planning and implementing a service learning project. They will brainstorm strategies to protect the environment and carry out a service learning project to enhance the environment for the common good.

Focus Questions:

• How do humans and the natural world interact?
• What makes a good citizen?
• Can one person make a difference?

The purpose of this unit is to help the learners become aware of endangered species and explore one of the ways in which people can become good stewards of the environment by helping to prevent endangered species from becoming extinct. The learners will also be involved in philanthropy through the philanthropic act of fund-raising in order to "adopt" an endangered species. 

The lessons in this unit are designed to help learners, using the Action Without Borders/Idealist.org Web Site, become more aware of how nonprofit organizations benefit communities, recognize that different job opportunities are available in the nonprofit sector and understand that these jobs may require different abilities and skills.

Students will respond to a literature book about family philanthropy. They will apply/compare their own philanthropic family acts to ideas for volunteering their time and talent to meet needs in the school or greater community.

Students will learn about the importance and privilege of making healthy and sustainable food choices. They will understand that many people in the world do not have the choice of what to eat due to food insecurity. They will brainstorm some ways that they can address local and global food insecurity and choose to take action.

Students will explore ways in which working together is important in solving community problems.

Young people learn to grow involved in service by following the lead of service models and by taking action in a variety of projects. In this unit, they read about and get inspiration from the legacy of Dr. Martin Luther King, Jr. They get involved by growing flowers and sharing them with community members who will be cheered by the gifts. They make and donate book covers to a community organization. They also make and donate quilts that communicate messages of acceptance of differences.

This unit can be taught as grade specific using two lessons (Grade 4 - Lessons 1 & 2 , Grade 4 - Lessons 1 & 3, Grade 5 - Lessons 1 & 4). To extend the learning and service experiences, additional lesson can be used, as time allows.

The purpose of this unit is to learn about the structure of the newspaper and identify acts of philanthropy and kindness in the news. Students will recognize the many acts of philanthropy in the communities to which they belong.

Focus Question: What is the role of philanthropy in my communities?

While this unit introduces the basic vocabulary of the game Mini Bridge, it also uses the language of game playing and Mini Bridge to discuss social skills and teamwork. Learners discuss the importance of rules and etiquette in games, as well as in the "game of life." Students learn game procedures, playing-card attributes, math skills, and communication skills while having fun with games and teaching others to play. The final three lessons teach the game of Mini Bridge and give specific strategies for using critical thinking in the game. For classrooms ready to move to Bridge, the link to Bridge lessons is provided at the end of the final Mini Bridge lesson.
Focus Question: How do rules help us do well in games and in life?

No one wants to think about disasters and evacuation. These are frightening issues for adults, and are especially scary for children. Advanced planning, including preparing for the care of animals, can minimize some of the fright and stress of evacuation.  Preparing for a disaster is the first and best step in helping both people and animals in case of an emergency. Animals are part of our families and we want to make sure that they are safe just like we are. (ASPCA®) 

This unit is designed to help learners understand what is needed to be prepared for an emergency.  Through a better understanding of disasters and emergencies, and researching animal welfare needs in the community, the learners will understand the need for emergency preparedness including for animals.  They create a service learning project involving animal welfare and also share their knowledge with their peers. 
Focus Question:
How can I make a difference in the lives of animals and their welfare in our community?
 

This lesson will introduce learners to the concept that nonprofit organizations need monetary resources in order help others. It will help students explore why people, including themselves, might donate money to these organizations.

Students will identify some community and school needs.  They will respond to literature about being a good person and making a difference. Working as a group, the students select a philanthropic project, formulate a plan, and execute that plan to address the need.

Our Great Lakes Basin provides a wealth of material to develop the five themes of geography and instill the virtues of philanthropy and environmental stewardship. Learners will read and explore how our waterways became polluted. They will participate in meaningful activities to test water using the scientific method. Learners will discover individual and collective responsibility to maintaining the health of the Great Lakes Basin. They  will demonstrate knowledge and awareness of the importance of the Great Lakes, their respective ecosystems, and citizen responsibility to protect the waterways. Learners will understand the interrelationships of all stakeholders: individuals, businesses, industry, government and the third sector as stewards of the Great Lakes Basin.

To review the idea of philanthropy and community through a Native American legend in which people take action in response to a community need.

Using Biblical texts as their basis, students will explore a Jewish perspective on the relationship between humans and their environment. They will begin by studying and modeling Adam’s role of caretaker in the Garden of Eden. They will then focus more specifically on man’s relationships with animals and various natural resources. This unit demonstrates to students that environmental concern is inherent to the Jewish value system. It encourages students to play an active role in protecting their environment from harm.

Focus Questions:
What is the relationship between man and all other living things?
What is a person’s responsibility toward the environment?
How can a person take an active role in protecting and improving the environment?
 

Students identify the mission of Save the Children and recognize the need for saving children around the world. They learn the role of the civil society sector and why people give time, talent, or treasure for the common good. They view resources about the health workers who are saving children's lives across the world, and students work in small groups to research and report on five featured countries. They learn that they can support these health workers by choosing a service project to take action for children's health.

Follow this link to the Middle School Save the Children Unit: Newborn and Child Survival

The unit demonstrates that  tzedakah (charity) is a fundamental concept in Judaism.  Students are engaged in acts of tzedakah (charity) for the good of the communities to which they belong.

Focus Questions:
What is tzedakah?
Why is tzedakah important for the giver and the receiver?
How can I be involved in tzedakah?

The students will define the terms profit and non profit organizations.  They will identify the nonprofit organizations that exist within their community and create an information cube to share with their families to increase awareness of philanthropy within their own communities.

Students will see the possibilities for philanthropy in the many communities that they belong to from local to national.  They will investigate some nationally recognized philanthropists and their contributions of time, talent, or treasure. 

Students will act as philanthropists, using their time and effort to answer a call for help to protect the environment for the common good. Their activities will build an appreciation for Michigan's fragile dune habitats as one of our natural resources and raise an awareness of the need to preserve and protect these resources. They will call others to action as philanthropists in their persuasive essays. Students will develop a better appreciation that this is a philanthropic event that will benefit the human and wildlife community by cleaning up the beach. This project includes many cross-curriculum subjects, including reading, writing, math, science, social studies, as well as putting life skills into practice.

Although written using Michigan dunes as an example of natural resources, this unit can be easily adapted for cleanup at any local park or body of water.

This unit will define philanthropy as it appears in the private and public sectors and investigate how individuals work in concert through business, government, and foundations. It will increase students' awareness that their voluntary contributions are essential to the wellbeing of society whether done through the family, school, or neighborhood.

Students research and respond in a variety of interactive situations to uncover the actions that produce and encourage participation in the greater society.

Focus Question: What past philanthropic actions by individuals and organizations influence youth to be part of the community?

Students will study philanthropists and environmentalists through literature and research on environmental issues. Students choose one environmental issue to research such as recycling, landfills, rainforests, acid rain, global warming, water pollution, air pollution and energy. Students’ research and responses to the issues are presented in a culminating puppet play. They will conduct research, write scripts, make puppets from recycled materials and perform plays for others in their community. By performing these puppet shows, students will become environmentalists and philanthropists themselves as they educate and motivate others on these issues. They will be asked to think about the link between philanthropy, their environment and active citizenship.

Focus Questions:

• Do people have a responsibility to care for the environment?
• Are you an environmentalist?
• Are you a philanthropist?
• How is being an environmentalist an act of philanthropy?

The purpose of this lesson is to show that artists are a valuable part of a community and to explore how they contribute to the public good.

Students will make connections between themselves and refugees. They will learn and understand what it means to be a refugee. Students will gain an understanding of the similarities they share with refugees and how refugees are the same as everyone else except for the loss of their country, home and possessions. During this unit students will complete lessons to help them to empathize with refugees who are in various unfortunate situations. Students will learn how refugees face feelings of loneliness and rejection when displaced, and they will develop a personal understanding of what they can do to help. They will come to consensus on a decision to provide a service to benefit refugees or others in need and plan and implement a student-driven service project.

Focus Question(s): What factors contribute to people fleeing their home and becoming refugees? How does the plight of refugees affect all global citizens? What is our responsibility to address the issue of refugees?

This cross-disciplinary unit will help learners discover how our waterways are polluted and how necessary it is to keep our waterways and rivers clean. The instructor will use a thematic approach to this lesson through literature, history, math, science and social studies. Learners have the opportunity to practice the knowledge and skills acquired through meaningful voluntary service for the common good. Philanthropy combined with strong content in Social Studies, Language Arts, Math and Science leads learners to conclude that keeping their water supply clean is everyone's responsibility for the common good . Learners practice core democratic values through their service-learning activity.

The Language Arts portion will introduce the literature through the book, A River Ran Wild. Social Studies will pursue the progression of the pollution and cleansing of the Nashua River. Math lesson will focus on the concept of one million and the simulation of the effects of one million gallons of sewage on a river. Through science, the water cycle will be explored with the underlying question of what would happen if pollution were injected at different intervals of the cycle. Learners will explore the Core Democratic Values and the relationship to the Common Good through a mock trial, produced to engage other students in learning about the issue of water pollution and keeping their water supply healthy.

Students will learn basic terms and vocabulary related to the Great Depression. After listening to A Year Down Yonder, by Richard Peck, students will understand how small acts of philanthropy were possible, even during these difficult times. They will learn about government philanthropy through the work of the C.C.C. and the W.P.A. during the Great Depression. As a final project, the students will plant some tree seedlings in their community.

This unit focuses upon the volunteer efforts and revitalization of our country, which surfaced during the Great Depression under the leadership of Franklin D. Roosevelt, entitled the Civilian Conservation Corps.

This lesson explores the heroic actions of one American woman--Rosa Parks. Students will learn about her refusal to give up her seat on a segregated bus and the resulting bus boycott that ended segregation on the Montgomery, Alabama city buses in 1956. Rosa Parks’ acts of philanthropy brought a community of people together for the common good and resulted in major social change in her community and in the nation. Students will identify the relationship of individual rights, justice, equality and community responsibility.

This unit is designed to enhance the learners’ knowledge of philanthropy through stewardship of the environment.  They will be introduced to the concept of stewardship and how that relates to taking care of the environment locally Learners will study desert regions around the world by using mapping and research skills to identify those deserts. They will also identify native plant and animal species of deserts. They will explore why it is important to be good stewards of the land both world wide and locally. The learners will demonstrate acts of philanthropy and environmental stewardship by cleaning or beautifying a public or common area around their school or in their community. 
Focus question:  Is it the civic responsibility of everyone to take care of public lands?
 

Students will gain an understanding of habitats, the coexistence of humans and wildlife, and the changes that have evolved over time. They will differentiate between various types of wildlife and explain the importance of protecting and nurturing the environment. They will select a service learning project in which they care for the animals around them.

Essential Questions:

• Can humans and animals coexist in the same habitat?
• If so, are there dangers that exist? For whom?
• What is a community?
• What do humans and wildlife share?
• What is Common Good? Does it include wildlife?

The purpose of this lesson is to introduce the concept of serial reciprocity and to explore the contributions artists make to the common good.

This lesson will expose learners to philanthropy in three different genres of literature: a play, a fable, and a parable. Through the genres the students will learn about community, helping others by addressing a need and philanthropic acts.

This unit demonstrates to students the importance of being aware of the needs and opinions of others. It encourages students to think beyond themselves and to treat others with tolerance and respect.

This unit enables students to reflect on the following questions:

What does it mean to compromise?

What does it mean to be a good friend?

What does it mean to be tolerant of others?

Through the use of creative dramatics and the Internet, students will learn about global warming, its causes, effects, and possible solutions.  In the process they will conduct a “green audit” of their households and complete a project designed to teach others about global warming.

Focus Question:
What is a person’s responsibility for preserving and protecting the global environment?

This unit is designed to guide students in learning about 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.

Through literature this lesson will explore diverse communities united in working for the common good. It will demonstrate the importance of civic virtue and encourage students to think about the value of working together to solve community problems.

Everyone has special talents and abilities. We must seek to develop our own talents and use them to make a difference in our life and the lives of others. This unit will help students recognize talents and think of ways to use them to help others. They will also learn about homelessness from a homeless person ’s point of view.

Watershed S.O.S. concerns gaining knowledge and discovering ways to protect the watershed. This unit includes lessons about the water cycle, how the watershed works, pollutants of the watershed, uses of water and water as a nonrenewable resource. The unit is interdisciplinary with science, English, social studies and philanthropic components.  Scientific experiments and demonstrations are included in the lessons. The unit lends itself to advocacy. Students would educate, take action through the political process by contacting local governmental agencies (DNR, contact state or U.S. Representatives, or write letters to the editor of a local newspaper concerning protecting their watershed. In order to be a good citizen, one must protect their environment and advocate for the protection of their watershed. This unit includes lessons about the importance of water, the watershed, water as a nonrenewable resource and ways that learners can be advocates and protectors of their watershed. The unit is interdisciplinary and has many hands on activities as well as experiments included in the lessons.

The purpose of the lesson is to recognize that the community has changed over time and elderly people have seen some of these changes and can provide different perspectives.

Focus Questions: How has my community changed over time? What have the elderly people seen and done in my community? What great things are the babies of my community going to see and do?

The purpose of this lesson is to introduce the concept of serial reciprocity and to explore the contributions artists make for the common good.

This unit introduce students to the term philanthropy through stories and role-playing.  Students will experience philanthropy by packing and distributing goods at their community food pantry or donation center.  Is philanthropy a good thing for all?  

The purpose of this unit is to guide learners to develop and practice positive character traits. This unit gives children the opportunity to discover and demonstrate respect for self, others, and the environment. The unit guides children to create good habits of respect, show acceptance for diversity, and learn positive self-talk. They define disrespect and teach others the consequences of bullying. The children have ownership in service projects, using real-life experiences to create change in the community, environment, and personal relationships. Throughout the unit, the children illustrate the application of respect through a service project, activities and extensions to core subjects.

In this lesson, students explore the issue of food insecurity in their community. Using the table as a theme, students design and carry out a service-learning project that addresses the issue of child hunger in the United States. They bring their time, talent, and treasure to the table.

Focus Question: What can we do to address the issue of child hunger in our community?

This unit helps the learners understand that animals often work as a team with humans.  The students will learn about some extraordinary working animals and understand each individual’s responsibility to treat animals in a humane way. The students research a specific working animal and create an informational presentation about their findings. Learners will discover the impact that these animals have on the greater good.  The learners will consider the “payment” of humane treatment and respect and kindness due to animals. Students will learn that all animals deserve humane treatment and will determine their responsibility is to assist and support animal welfare.

Through a variety of science activities and experiences with the arts, the students explore the concept that each person is unique and valuable. The students will work cooperatively and deliberately respect others and listen and accept the contributions of the others. Students use a decision-making model to come to a group consensus and perform a service for an audience. Students evaluate their service projects.

Students will recognize that even important people in the world do not have unlimited power. Constitutionally, the President of the United States is limited by the “advise and consent” rule, among others. The learners will look at the importance of limiting government and analyze the importance of citizen participation in their communities. How the common good benefits when citizens and students participate in their communities and schools will be identified. The role of nonprofits and foundations will be analyzed. Students will research the local community foundation, raise funds, learn parliamentary procedure, and form a Youth Advisory Committee which will complete grant applications and make recommendations to a Board of Directors for dispensing of the funds.

Learners will research events in American history that led to the development of philanthropy in the United States, analyze the importance of allowing all citizens the opportunity to contribute to the common good, identify needs and resources to set up and maintain a service learning project.

This unit shows learners how electricity is created, used, measured, and conserved. Learners explore energy conservation and energy efficiency using a lab activity about lightbulbs and a research assignment about alternative energy resources. Students plan and carry out a project to advocate for conserving energy and using green technology. They demonstrate to members of the school or local community their learning about renewable resources that promote conservation. The purpose of this unit is to empower learners to advocate for responsible use of energy resources. While this unit is written specifically to address the "greening of New Jersey," it is adaptable to any community.  

Focus Question: What is an individual's responsibility for the environment?

The learners will assess the role of animals in sports and entertainment. The learners will differentiate between animal cruelty and the humane treatment of animals. They explore attitudes/beliefs about the role of animals specifically in sports and entertainment. The learners will then identify advocacy as a way to promote the humane treatment of all animals.

Focus Question: 
How should animals be treated and who speaks for their welfare?

Using the themes and content of geography, learners examine and demonstrate knowledge of cultural elements and traditions of selected nations of the world and how they affect philanthropy and stewardship in world regions. Learners will use the five themes of geography to explore the political, geographic, economic and social aspects of continents and identified specific nations. Our learners will also discover newly emerging democracies' struggle with developing non-governmental institutions and organizations. They will gain an appreciation for the worldwide relief efforts as well as grassroots movements. As a service learning project they will develop a visual aid for younger learners for celebrating African-American History Month.

Students are asked to evaluate the use of their time, talent and treasure by choosing activities to fill a typical non-school day. They will be expected to take a look at the benefits and opportunity costs involved in sacrificing personal time for the common good of their community.

In this lesson, students analyze and define the concept of community. The students identify benefits and sacrifices involved in actions for the common good in their role as citizens.

Students will understand philanthropy. They will analyze acts of kindness to determine how they contribute to the common good. Learners will investigate their own resources of time, talent and treasure they have and brainstorm how these can be used to address community needs/issues or problems in their school, neighborhood and larger community. They will investigate nonprofit organizations that contribute to the common good by addressing these needs.

Learners recognize that famous philanthropists started with small acts of kindness before they performed the influential acts that we remember them for. Learners define caring through discussion of examples and create an acrostic using the word CARING. Learners get inspiration from the work and words of Mother Teresa about performing small acts of kindness. The unit is culminated with the learners selecting a project and making a plan for carrying out a small act of kindness with a group or individually. After reflecting on their experience with performing an act of kindness, they will compare their experience to the message in a folktale, and write about the impact of a single small act of caring.

Focus Questions:

What role does caring play in relationships and life success?  How can developing caring equip people as world citizens who contribute to the common good?

Learners discover how celebrities demonstrate their caring by giving their time, talent and treasure and taking action for specific causes. It gives the learners an opportunity to begin to think of what they care about. Learners will discuss a quote about gratitude and consider the relationship between caring and gratitude. Learners read about the work of Oprah Winfrey and define enlightened self-interest and pro-social behavior. After discussing causes and social issues they care about, they will write one idea for an action they can take to "make a difference to that one."

Focus Questions:

What role does caring play in relationships and life success?  How can developing caring equip people as world citizens who contribute to the common good?

This unit allows learners to investigate and expand their understanding of caring and to identify things or people they care about. They will determine different ways that they can show caring; relate enlightened self-interest to caring by discussing a quote from Alexis de Tocqueville about the American tradition of democracy; and they will reflect on how philanthropy, enlightened self-interest and caring are related.

Focus Questions:

What role does caring play in relationships and life success?  How can developing caring equip people as world citizens who contribute to the common good?

In this unit the learners will define courage and relate courage to the the concept of a "hero."  They will learn about a hero, Nelson Mandela, whose actions changed the course of history. Using their knowledge of courage, the learners determine a person of courage who is a hero and share that by creating a commemorative "postage stamp."  

Focus Questions:

What role does courage play in relationships and life success?  How can developing courage equip people as world citizens who contribute to the common good?