Learning to Give, Philanthropy education resources that teach giving and civic engagement
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Purpose:
Using historical figures, this lesson will emphasize the importance of philanthropy. Students will explore how their lives have been influenced by past philanthropic acts and decide how they can benefit others.
Duration:
Three Seventy-Minute Class Periods
Objectives:
The learner will:
- describe how the philanthropic actions of three historical figures have influenced society.
- compare and contrast values and beliefs of self with historical figures.
- define philanthropy and list five examples of how students could be philanthropists.
- commit to completing three acts of philanthropy.
Service Experience:
Materials:
- Computers with Internet accessibility
- Poster board and markers
- T-Charts of Three Historical Figures (Attachment One)
- Student copies of Poster Project Rubric (Attachment Two)
Instructional Procedure(s):
Anticipatory Set:
Show or play to students the “I Have a Dream” speech by Martin Luther King, Jr. on video or audio cassette.Day One:
- Ask students to brainstorm terms or words that would help describe how they felt listening to the speech. List these on the board.
- Define philanthropy as “the giving of one's time, talent or treasure for the sake of another, or for the common good.” Explain that philanthropy includes voluntary action for the public good, voluntary giving, voluntary service and voluntary association, primarily for the benefit of others. It is an active effort to promote human welfare.
- Using the list on the board, explain how Martin Luther King, Jr. was a philanthropist.
- In the computer lab have students use the Internet to research historical figures and their philanthropic acts. ( www.learningtogive.org , Resource Room, Briefing Papers, “People” can be used as a resource for this research.) Students should list three historic figures and describe the philanthropic acts for which they are known, focusing on the time, talent and/or treasure. They should also look at motivation, if possible.
Day Two:
- Have each student set up three T-charts, one for each historic figure researched (Attachment One). Have them list the characteristics he/she has in common with the historical figure in the left column, and list the values or beliefs they do not have in common in the right column. Allow for group discussion.
- On the opposite side of the page, have students list five examples of how a 10-15 year old student could be a philanthropist. When lists are complete, have students pair off and discuss their examples. In a whole group format, have each student share an example on the board.
- Distribute and explain Poster Project Rubric (Attachment Two). Using supplied poster boards and markers, have students illustrate three acts of philanthropy that they will commit to do. The selections should come from home/family, local community and school. Have students select a quote from one of their chosen historical figures to become the title or theme of their poster project.
Day Three:
- Complete the poster board project with students sharing their project with the class.
Assessment:
Using Poster Project Rubric (Attachment Two), students' projects will be evaluated. Student participation in the research and T-chart activities may also assess student learning.
School/Home Connection:
- Interactive Parent / Student Homework:
Students will take the poster home and explain the significance of philanthropy and their project.
Cross-Curriculum Extensions:
Students may write a brief reflection after the completion of their poster.
Bibliographical References:
- http://www.learningtogive.org/papers/ (Scroll down to section on People)
- Martin Luther King, Jr. Online (Written text of speech) http://www.mlkonline.net/dream.html
Lesson Developed By:
Kyle JohnsonEastern Pulaski Community Schools
Winamac Middle School
Winamac, IN 46996
Stan Good
Eastern Pulaski Community Schools
Winamac Middle School
Winamac, IN 46996
Handouts:
Handout 1Print Handout 1
Three Historical Figures
| Name of Historical Figure #1 | |
|
Characters, values and beliefs I have in common with this hisorical figure.
|
Characters, values and beliefs I do not have in common with this hisorical figure.
|
| Name of Historical Figure #2 | |
|
Characters, values and beliefs I have in common with this hisorical figure.
|
Characters, values and beliefs I do not have in common with this hisorical figure.
|
| Name of Historical Figure #3 | |
|
Characters, values and beliefs I have in common with this hisorical figure.
|
Characters, values and beliefs I do not have in common with this hisorical figure.
|
Handout 2Print Handout 2
Poster Projects Rubric
Score / Requirements
4 The project must include: illustrations of three acts of philanthropy that the student will commit to do; selections from home/family, local community, and school; a quote from one of their chosen historical figures as the title or theme of the poster project. All work is neatly done and clear to the reader.
3 The project includes three of the four required components.
2 The project includes two of the four required components.
1 The project includes one of the four required components.
0 The project includes none of the required components.
Unit Contents:
Overview:ECHO, ECHO, ECHO—Each Can Help Others Summary
Lessons:
- 1.
- I Am Who We Are
- 2.
- I Know I Can
- 3.
- Let's Walk That Talk
All rights reserved. Permission is granted to freely use this information for nonprofit (noncommercial), educational purposes only. Copyright must be acknowledged on all copies.
