Learning to Give, Philanthropy education resources that teach giving and civic engagement
generationOn
Purpose:
Students will become aware of women and minority figures who have made a difference in a civil society.
Duration:
Two to Three Forty-Five Minute Class Periods
Objectives:
The learner will:
- explain how women and minority figures worked for the common good of their community.
Materials:
- "Who Did It?" Instructions (Attachment One)
- Game Questions (Attachment Two)
Instructional Procedure(s):
Anticipatory Set:
Play "Hero" by Mariah Carey for the class. Ask students to write a journal entry explaining their interpretation of the song. Discuss the responses.
- Explain that in the previous classes students thought and wrote about their heroes. History is filled with persons whose deeds turned them into heroes who have been remembered for what they accomplished. As a class students will be researching some of these people. In order to fully appreciate them as heroes, students should consider three things: how they acted for the common good, how they showed civic virtue, and how they contributed to civil society. Review the meaning of the following terms:
- common good (the wealth shared by the whole group of people);
- civic virtue (morality, goodness or uprightness exhibited by good citizens);
- civil society (a set of intermediate associations which are neither the state nor the extended family; civil society therefore includes voluntary associations and firms and other corporate bodies).
- Divide students into groups and give each team "Who Did It?" Instructions (Attachment One) on which to gather information. Give students one or two class periods during which to research the list of names using each of the Internet sites provided. (If your students do not have access to the Internet you may want to download and run copies of the websites.) Have them look for the following information:
- How did these people act for the common good?
- How did they show civic virtue?
- How did they contribute to a civil society?
- Once teams have had ample time to complete their research you can play the game "Who Did It?"
- Getting Started: Make cards from Game Questions (Attachment Two). When creating the cards, put the question on the front and the name of the historical figure on the back. Organize the classroom into teams.
- Procedure: Starting with Team #1, have one student draw a card from the pile. If they are able to give the name of the historical figure and their cause without consulting with their teammates, they earn 2 points for each of those correct answers (a possible 4 points per card). If they say "group," every team in the room has a chance to discuss the question and look for an answer in their research. After about one minute, go back to the team who was given the question (Team 1 in this case) and give them a chance to answer. If they are able to answer the question, they earn 1 point for their team. (After going to "group" that specific question is only worth 1 point.) If they are unable to answer, give Team 2 a chance to answer the question. Continue going to each group until you have received an acceptable answer or until each group has had the opportunity to answer.
Note: Some cards contain a bonus question in which groups can earn extra points. Each correct answer for a bonus question may earn an additional 2 points for that team. Once you are finished with that question, start the procedure again giving Team 2 a chance at a 2-point question.- Special instructions: If no team gets the answer correctly, you may choose to read the correct answer and then place it back into the pile. If the question has been answered correctly, remove it from the pile.
- Explain to the students ahead of time that when addressing the team after they have gone to group, you may choose to ask the same student or you may randomly choose another student on the team so that every student knows they may be accountable for the answer. Hopefully this will guarantee a better effort by all students during "group" discussion.
Assessment:
Notes from research. Game results.
Bibliographical References:
See Web-site information in Attachment One: "Who Did It?" Instructions.
Lesson Developed By:
Cheryl LarkinPontiac School District
Madison Middle School
Pontiac, MI 48340
Handouts:
Handout 1Print Handout 1
"Who Did It?" Instructions
Directions: Use the following list of people to prepare for the game "Who Did It?" You are to research information about the following people in regard to the following questions:
- How did these people act for the common good?
- How did they show civic virtue?
- How did they contribute to a civil society?
- What words did they use to express their beliefs?
You may choose to divide the list and have each team member be responsible for an equal number of people.
Martin Luther King
http://seattletimes.nwsource.com/mlk/
(This is a great site with several links, including Robert Kennedy's speech of King's death.)
Rosa Parks
http://encarta.msn.com/encyclopedia_761575590/Parks_Rosa_Louise.html
http://www.holidays.net/mlk/rosa.htm
Susan B. Anthony
http://www.history.rochester.edu/class/sba/first.htm
Frederick Douglass
http://www.members.aol.com/klove01/fdouglas.htm
http://www.history.rochester.edu/class/douglass/HOME.html
César Chávez
http://www.incwell.com/Biographies/Chavez.html
1796 Isabel Baumfree a.k.a. Sojourner Truth
http://womenshistory.about.com/library/bio/bltruth.htm?once=true&
1820 Harriet Tubman
http://www.nyhistory.com/harriettubman/life.htm
George Washington Carver
http://www.nwf.org/internationalwildlife/1998/esayso98.html [no longer available]
http://www.bemorecreative.com/one/431.htm [no longer available]
http://www.coax.net/people/lwf/poem_eqt.htm [no longer available]
http://www.lib.iastate.edu/spcl/gwc/home.html
Booker T. Washington
http://en.wikipedia.org/wiki/Booker_T._Washington
Fanny Wright
http://www.spartacus.schoolnet.co.uk/REwright.htm
http://www.greatwomen.org/women.php?action=viewone&id=173
Handout 2Print Handout 2
Game Questions
| Martin Luther King Jr. | This Nobel Peace Prize winner never gave up on his dream even though he suffered many personal attacks; such as having his house bombed and being stabbed by another citizen. |
Cause: |
| Rosa Parks | This person initiated a year-long boycott which would eventually lead to the Supreme Court decision regarding segregation in Alabama. |
Cause: |
| Susan B. Anthony | This historical figure demanded that women be given the same civil and political rights that had been extended to black males under the 14th and 15th amendments. B.Q. Besides woman's rights, she devoted herself to what other cause between 1856 and the beginning of the civil war in 1861? |
Cause: B.Q.A. |
| Frederick Douglas | He realized that if learning how to read and write was his pathway to freedom, then gaining this knowledge was to become his goal. He gained command of the alphabet on his own and made friends with poor white children he met on errands and used them as teachers. He paid for his reading lessons with pieces of bread. At home he read parts of books and newspapers when he could, but he had to constantly be on guard against his mistress. B.Q. Describe his life at age 6. |
Cause: B.Q.A. |
| César Chávez | His life was built on fundamental moral principles, such as, self-sacrifice for others, struggle despite overwhelming odds, respect for races and religions, nonviolence, belief in a divine soul and moral order, rejection of materialism, faith in the moral superiority of the poor, as well as a central belief in justice. He represented the struggles of all peoples in America to achieve a better life and a moral code that might point a way out of the dilemma America confronts as it enters the 21-century. He used boycotts to make his voice heard. | Cause: Equality for all people, esp. in regard to Mexican Americans |
| Sojourner Truth | Born into slavery in New York and buried in Michigan, this heroic female raised food and clothing contributions for black regiments during the Civil War. In the late 1840s she become a popular speaker. In 1850, she added another cause to her public speaking. | Causes: Antislavery/abolition Woman's suffrage |
| Harriet Tubman | Considered a "Moses," a woman of no pretensions, indeed, a more ordinary specimen of humanity could hardly be found among the most unfortunate-looking farm hands of the South. Yet, in point of courage, shrewdness and disinterested exertions to rescue her fellow-men, she was without equal. | Cause: Antislavery/ The Underground Railroad |
| George Washington Carver | In the late 1920's, this historical figure began to work closely with the Commission for Interracial Cooperation and the Y.M.C.A. (Young Men's Christian Association). B.Q. Wrote a poem entitled Equipment. What was the message of his poem? |
Cause: B.Q.A.: |
| Fanny Wright | Visited the US in 1818, returned to England and published observations in Views of Society and Manners in America (1821). It praised America's experiments in democracy and provided information for radicals in Britain involved in the struggle for parliamentary reform. In 1825 she purchased 2,000 acres of woodland thirteen miles from Memphis in Tennessee and formed a community called Nashoba to train slaves for freedom. B.Q. What were some of her beliefs that were considered radical at the time? |
Cause: B.Q.A.: |
| Madam C.J. Walker | Tenacity and perseverance, faith in herself and in God, quality products and "honest business dealings" were the elements and strategies she prescribed for those who requested the secret to her rags-to-riches ascent. "There is no royal flower-strewn path to success," she commented. "If there is, I have not found it for if I have accomplished anything in life it is because I have been willing to work hard." | Cause: The betterment of African American life. (Students may get credit for mentioning either of these 2 causes: Including support for the NAACP's anti-lynching movement and the "colored" YMCA.) |
Unit Contents:
Overview:What Does It Take? Summary
Lessons:
- 1.
- Heroes
- 2.
- Historic Heroes
- 3.
- Heroes with Heart
- 4.
- Are There Any Heroes Out There?
- 5.
- Making A Difference
All rights reserved. Permission is granted to freely use this information for nonprofit (noncommercial), educational purposes only. Copyright must be acknowledged on all copies.
Comments
(The positive aspect of using this lesson was) the students found the game interesting and fun. They enjoyed the research.
Kids had fun researching the indviduals who were part of the game. They also had fun with the cards.