Learners will research problems caused by the tsunami of December 26, 2004 and cite examples of aid and assistance provided in a world-wide effort to help those devastated populations. They will participate in the Quarters From Kids Campaign and learn about those organizations to which they will contribute their philanthropy.

The learner will:

• cite historic examples of successful fundraising campaigns that provided for the common good.
• define philanthropy and give examples of motivations for giving.
• research the mission and work of various nonprofit organizations and form a group and individual focus for future philanthropy.
• describe the innumerable problems that a devastating event can cause for a region and illustrate the work of national and international nonprofits providing aid there.
• reflect on the importance of philanthropy.

• Learner copies of With My Own Two Hands (may be printed from http://www.metrolyrics.com/with-my-own-two-hands-lyrics-ben-harper.html)
• Learner copies of Reflection Rubric (see Attachment Two)
• Web of Concern Sample (see Attachment Three)
• Learner copies of Problems and the Four Sectors of the Economy (see Attachment Four)
• Learner copies of Conducting Research (see Attachment Five)

The following are additional activities that can be used during the donation campaign to enhance the philanthropic understanding and experience for learners.

• The Place of Global Philanthropy - On the chalkboard or overhead write, "Think locally, act globally." "Think globally, act locally." When it comes to volunteering time, talent or funds, there are so many people and organizations in need. How does a young person decide where and what to give? Sometimes just giving a donation is the best answer. At other times, donating time and talents works better. Is it better to deal with a problem in your own "backyard" or is there a problem so big that you can’t ignore helping those who are far away? All of these questions reflect serious concern and need to be addressed when acting philanthropically. Discuss these questions. End with the questions, "Which of the two quotes would you choose, and why?" "Is it possible to be philanthropic in both ways?" (Adapted from 9-12 Learning to Give Unit Using the Carter Center as an Example of Philanthropy Today—Local and Global Volunteerism at www.learningtogive.org/lessons/unit123
  
  
• Philanthropy and the Economic Sectors - Form the class into small groups. Give each group one of the following areas of concern: education, economics, government, science, religion, history, health, family, psychological and social concerns. All of these aspects of life were affected in some way by the tsunami problems in Southeast Asia. Explain that each problem listed could cause major havoc in the lives of the people of the region. All the problems will have to be addressed, not only in the short-term, but for a long time after the relief effort begins. Have each group draw a web or map around each term, brainstorming a list of its problems related to the tsunami devastation. (See Web of Concern Sample Attachment Three.) Use the Internet if available. Have the groups report on the problems identified in their area of concern.
  
  
• Once the problems have been identified, they must all be addressed. Explain that no one government or organization can possibly handle all of these problems. As a result it is important for all four sectors of the economy to come to the aid of the nations and people devastated by the tsunami. The four sectors include: government, for profit businesses, nonprofit organizations (non-governmental organizations or NGOs), and the household.
  
  Distribute Problems and the Four Sectors of the Economy (Attachment Four). Reform the small groups. Using the Internet or news media, ask them to research their area of concern to find out which problems are being handled by the different sectors of the economy. Fill in the chart using the solutions provided by the different sectors of the economy. Share the findings.
  
  Discuss why it is important to have a healthy private and independent sector instead of having the government responsible for handling all areas of concern. Ask the learners for examples of nonprofit organizations that are important in this effort. Is there a role for families in this tragedy? Think back to the devastating events of September 11, 2001. What groups and individuals came to the aid of those involved? From what sectors of the economy did help come?
  
  
• Philanthropy and Geography - Put the words tsunami and earthquake on the chalkboard or overhead and ask the learners how these two terms combined to cause the devastation that occurred on December 26, 2004 in the Indian Ocean area. Look at a map of the area which includes the Indian Ocean. Notice the continents and countries that are bordered by that ocean.
  As reported by Reuters on January 5, 2005, the death toll from the Indian Ocean tsunami, according to government and health officials, was as follows: East Africa 137 (including Kenya, Seychelles, Somalia, Tanzania and Madagascar), Bangladesh 2, Burma 59, India 15,160 (dead or presumed dead), Indonesia 94,081, Malaysia 74, Maldives 74, Sri Lanka 30,513, Thailand 5,246, [Total 145,968] Using the numbers for assistance (or more current numbers if available), trace the movement of the tsunami as it inflicted devastation on that area.
  
  Go online to research which of these countries has suffered weather-related problems in the past. Are there any international service or religious groups that came to their aid or are presently involved in those countries with specific programs of aid?
  
  
• In addition to the more than 145,000 indigenous persons killed, nearly 9,000 foreign tourists are dead, missing or unaccounted for. They came from the following countries: Austria, Australia, Belgium, Brazil, Britain, Canada, China, Croatia, Czech Republic, Denmark, Finland, France, Germany, Greece, Hong Kong, Hungary, Iceland, Ireland, Israel, Italy, Japan, Luxembourg, Mexico, Netherlands, New Zealand, Norway, Poland, Portugal, Russia, Singapore, South Africa, South Korea, Spain, Sweden, Switzerland, Taiwan, Turkey, and the United States. What does this tell us about being part of a global community and the importance of the tourist industry to the economy of this region?
  
  Research other countries that have been devastated in some way (through war, an environmental problem, or weather) and describe how they have been able to recoup (if they did). Are there any international service or religious groups that came to their aid or are presently involved in those countries with specific programs of aid?
  
  
• Journaling - In a journal activity, have the learners reflect on the way they saw the world before the tragedy of the tsunami and what they have learned about people as a result of the devastation. Think about the famous words from John Donne’s Meditation XVII:

All mankind is of one author, and is one volume; when one man dies, one chapter is not torn out of the book, but translated into a better language; and every chapter must be so translated...As therefore the bell that rings to a sermon, calls not upon the preacher only, but upon the congregation to come: so this bell calls us all: but how much more me, who am brought so near the door by this sickness....No man is an island, entire of itself...any man's death diminishes me, because I am involved in mankind; and therefore never send to know for whom the bell tolls; it tolls for thee.