Learning to Give, Philanthropy education resources that teach giving and civic engagement
generationOn
Purpose:
Duration:
One Fifty-Minute Class Period
Objectives:
The learner will:
- explain the interrelationship between governments, economic systems and non-profits in various countries.
Service Experience:
Students will present information to other classes that are studying economic systems and/or social geography. The presenters will explain the reference poster and describe how to use it.
Materials:
- Critique Form (Attachment One)
- Reference posters created by students
- Rubric (Attachment Two)
Instructional Procedure(s):
Anticipatory Set:
Ask students to do a free-write on what they have learned from researching and creating their posters.
- Students should return to their groups and write the process they went through in creating the poster. (For example: 1. Reviewed the economic and governmental systems… 2. Listed needs of people in different countries…) From the list, groups should decide who will present what information to the class being visited. Note: In case of absences, or other unforeseen circumstances, ALL group members must be able to present all sections. Each group should practice their presentation for themselves and then for the teacher. When each group has had the chance to practice their presentations, they should take turns presenting for their own class.
- Using Critique Form (see Attachment One), each group should do an informal critique of the presentation, including three strong points and three weak points of the presentation. Groups should then take their presentation to a social studies class in the high school or middle school and give their presentation. The group should be ready to teach what they have learned and be prepared to answer questions on the presentation.
Assessment:
The teacher will fill out the Rubric (see Attachment Two) on the presentation and award credit based on group observation and level of preparation for presenting the poster. Groups will also be scored on the critiques they do for other groups.
School/Home Connection:
Students are to bring home the individual charts from which the posters were created and a critique form, and have parents critique their presentation before giving it to the other class. The parent critique should be turned in with class critiques.
Lesson Developed By:
Christine KnappMt. Pleasant Public Schools
Mt. Pleasant High School
Mt. Pleasant, MI 48858
Handouts:
Handout 1Print Handout 1
Critique Form
Group members:
Presentation Strong Points: (For example: "The presentation was easily understood.")
1.
2.
3.
Weaker Points: (For example, "Definition of communism was not clear.")
1.
2.
3.
Critique done by:
Handout 2Print Handout 2
Presentation Rubric
Rubric
| Points Allowed | Points Awarded | The learner did: |
| Participate in creating a reference display defining economic and government systems, non-profits, needs, and basic needs. | ||
| Participate in creating symbols and metaphors for poster presentation. | ||
| Participate in the interview process. | ||
| Record the process of creating this presentation, including the decision-making, and tasks performed by each group member. | ||
| Presented the above process and information to parents, and turned in a critique completed by parents. | ||
| Critiqued other presentations fairly and honestly. |
Unit Contents:
Overview:Whose Job Is It? Summary
Lessons:
- 1.
- Who, What, Where, When, and Why
- 2.
- It's Symbolic!
- 3.
- Personal Touch (The)
- 4.
- Presenting!
All rights reserved. Permission is granted to freely use this information for nonprofit (noncommercial), educational purposes only. Copyright must be acknowledged on all copies.
