After reviewing material presented by the teacher, the students will come to the conclusion that there is a need for quilts in the greater community. Using a decision making model, the students will compare three projects (ABCQ Project /or Kids Making Quilts for Kids, Project Linus, and My Brother's Keeper: Ugly Quilts) and determine if they have the time, talent, and treasure to help fill this need and what their opportunity costs will be to participate in the project. Finally they will vote for the project of their choice.

— Bob Keeshan, also known as Captain Kangaroo, said, "ABC Quilts are love letters to the world."

The learner will:

• compare three projects and make and explain a personal choice.
• identify opportunity costs in personal decision making.

Anticipatory Set:
Ask students if they have ever read or heard about someone in need which really made them want to do something to help. Discuss.

 

Day One:

• Share information about the three projects (ABCQuilt Project, Project Linus, My Brother's Keeper: Ugly Quilts) with the children. (See Bibliographical References.)

Teacher Note: Each of these projects was begun by one individual with a vision for helping people. They are all volunteer, nonprofit, grassroots organizations. The inspiring stories of how the three projects were begun are contained on their Web sites. It will be worth the time to have your class look at these sites, or to print off the information for distribution to the class. To expedite the distribution of this information, an option would be to divide the class into three groups with each group researching, reporting, and advocating for their project.

• Define the word decision as the act of making up one's mind. Ask students if there seems to be a need for quilts in places besides their own community. Then ask if they think the class has the time, talent, and treasure that it would require to help fill this need. Discuss.
  
  
• Put the concept opportunity cost on the chalkboard. Explain that it refers to "the next best alternative that must be given up when a choice is made." Explain that it does not refer to every alternative--just the next best choice. Practice this concept by having students decide what opportunity costs are to the every day decisions they make, such as, deciding to play with their baby brother or watching television.

 

Day Two: 

• As a group use a Decision Making Model (see Attachment One) to compare the three projects and determine the opportunity costs for participating in each (giving up recess or classroom free time, donating a piece of clothing, etc.). Keep the model on display throughout the unit.
  
  
• Have the students vote for the project of their choice.
  
  
• Ask students to bring in a piece of their own clothing (preferably 100% woven cotton) to cut up and use in the quilt. Have them write a letter to their parents/guardian explaining the project chosen and the need to donate a piece of clothing. The letter should have the date, a greeting, at least two complete sentences explaining the project, one complete sentence asking permission to bring an item of clothing, a closing and the students' signature.

• ABC Quilts Staff. Kids Making Quilts for Kids. The Quilt Digest Press, CA, 1992. ISBN: 0913327360. Summary: Contains instructions for making quilts to be given to children who are born drug or alcohol affected, abandoned, or HIV infected. ABC Quilts
• Summary: This project makes blankets for children suffering from cancer. Project Linus Web site:
  http://www.projectlinus.org
• Summary: This project makes simple sleeping bags from recycled fabrics and distributes them to the homeless. Ugly Quilts for the Homeless Web site:
  http://www.reese.org/sharon/uglyhist.htm