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Learning from the Past: A New Approach

Lesson 3:

From Unit Common Good in Colonial America

Lesson

Handouts

Academic Standards

Philanthropy Framework

3rd-5th Grade

Subjects:

Library / Technology, Philanthropy and Social Studies

Key Words/Concepts click to view

PHIL:	Common Good; Nonprofit Organizations; Service Project
SOC:	Colonization/Settlement (1585-1763); Common Good; Core Democratic Values; Dartmouth College; Library Company of Philadelphia; Pennsylvania Hospital; Smithsonian Institute

Purpose:

Learners will research how colonial organizations, which developed in the nonprofit/ independent sector, have transformed themselves over time to continue to provide for the common good.

Duration:

Three Forty-Five Minute Class Periods

Objectives:

The learner will:

describe how the work of some early colonial organizations still impacts the common good.

identify how the Core Democratic Values are represented in the work of independent sector organizations.

evaluate the outcome of a service to the community.

Service Experience:

Although this lesson contains a service project example, decisions about service plans and implementation should be made by students, as age appropriate.

Learners will set up stations in school and/or the community to collect used books to be donated to homeless shelters.

Materials:

Internet access
Learner copies of Core Democratic Values for Elementary Students (see Attachment One)
Learner copies of Independent Organizations Go Public (see Attachment Two)
Learner copies of How Well Did It Go? (see Attachment Three)

Handout 1: Core Democratic Values for Elementary Students
Handout 2: Independent Organizations Go Public
Handout 3: How Well Did It Go?

Instructional Procedure(s):

Anticipatory Set:

Tell the students that many people consider the colonists to be the first Americans, but the first citizens of the Americas were Native Americans. The Iroquois, a North American Indian confederacy of several tribes, allied with some of the first European settlers of what later became the United States. The Colonists learned many things from these first citizens. The Iroquois' constitution -- called the Great Law of Peace – assured the common good by establishing a representative form of government, guaranteeing freedom of religion and expression, and the right to form associations. These features were later embraced in what became the U.S. system of democracy.

Day One:

Explain to learners that in the colonial period individuals formed organizations in their community to help people. They were demonstrating the Core Democratic Value of common good (citizens should work together for the good of all). Distribute Core Democratic Values for Elementary Students (Attachment One). In a whole group discussion, review the list of fundamental beliefs. Make sure learners understand the terms and can give examples of them.

Day Two:

Review the list of Core Democratic Values.

Distribute Independent Organizations Go Public (Attachment Two). Instruct learners that they are to look at this list, select one organization to research and complete the form by filling in the information requested. Tell learners that some organizations may have more than one Core Democratic Value. Explain that a reason should be provided to support the answer given.

Day Three:

Review the previous day's work with brief summaries from each group. Allow 10-15 minutes for this activity, directing learners to format their information by answering the following questions. Before beginning, model the process for the learners. Say:

The name of my organization is ZZZ Sleep.

It provided places to sleep for the homeless in All Weather, Pennsylvania.

ZZZ Sleep was founded in the year 1642.

U. R. Sleepy started it.

The Core Democratic Values that were satisfied by this organization are Common Good, Popular Sovereignty, and Patriotism.

Today, the organization is known as Repeat Sleep.

It is governed by the Department of Health and Human Services.

Discuss with the learners the importance of all the organizations they have researched. Explain that some organizations that were created over time were abandoned because the need was no longer there.

Explain that the individual oral reports will be used for the assessment. Explain the criteria for evaluation. Have learners give their oral reports.

If learners are interested in providing a service for the common good, suggest that they might want to provide reading materials for children in homeless shelters. Brainstorm a list of tasks that will have to be completed and have learners form committees for each task. Ask learners to brainstorm and agree on a place to donate the books (children’s unit of a local hospital, health clinic, homeless shelter, library (school or public). Be sure to check on the need for books before planning to donate them to a specific place or organization. When the project is over, ask learners to fill out How Well Did It Go? (Attachment Three) as an evaluation of the project.

Assessment:

Oral Report Rubric

Points

Criteria

4

Speaks clearly, focuses on audience. Provides name of organization, where it began, reason for existence, year founded, Core Democratic Value (CDV) as well as if it exists today, and its governmental agency.

3

Speaks clearly, focuses on audience. States name of organization, CDV, and 3 of the remaining requirements.

2

Speaks clearly, focuses on audience. States name of organization, CDV and 2 of the remaining requirements.

1

States name of the organization, without a CDV but have at least 2 of the remaining requirements.

School/Home Connection:

Interactive Parent / Learner Homework:
Learners may choose to ask family members to share information about the book collection with their friends who may be willing to contribute books to the drive.

Bibliographical References:

The Center for Civic Education Web-site http://www.civiced.org/ Civitas: a Framework for Civic Education. Scroll down to "Politics and Government in the U.S.". Click on Topic 1, "Fundamental Values and Principles"
http://www.dartmouth.edu/ This is the home site of Dartmouth College. Click on "About Dartmouth."
http://www.librarycompany.org/ This is the home site of the Library Company of Philadelphia. Click on "About LCP" and then go to "LCP History."
http://www.pennhealth.com/pahosp/ This is the home site of the University of Pennsylvania Health System. Click on "History of Pennsylvania Hospital."
http://www.si.edu/ This is the home site of the Smithsonian Institution. Click on "About Smithsonian."
McConnell, Kathryn. Iroquois Constitution Influenced That of U.S., Historians Say. U.S Department of State. http://usinfo.state.gov/scv/Archive/2005/May/17-246412.html

Lesson Developed and Piloted by:

Ramona Purdy
Detroit Public Schools
Van Zile Elementary School
Detroit, MI 48234

Handouts:

Core Democratic Values for Elementary Students

Core democratic values are the fundamental beliefs and Constitutional principles of American society, which unite all Americans. These values are expressed in the Declaration of Independence, the United States Constitution, and other significant documents, speeches, and writings of the nation.

Life: Each citizen has the right to the protection of his or her life.

Liberty: Liberty includes the freedom to believe what you want, freedom to choose your own friends, and to have your own ideas and opinions, to express your ideas in public, the right for people to meet in groups, the right to have any lawful job or business.

Pursuit of Happiness: Each citizen can find happiness in his or her own way, so long as he or she does not step on the rights of others.

Justice: All people should be treated fairly in getting advantages and disadvantages of our country. No group or person should be favored.

Common Good: Citizens should work together for the good of all. The government should make laws that are good for everyone.

Equality: Everyone should get the same treatment regardless of where their parents or grandparents were born, their race, their religion or how much money they have. Citizens all have political, social and economic equality.

Truth: The government and citizens should not lie.

Diversity: Differences in language, dress, food, where parents or grandparents were born, race, and religion are not only allowed but accepted as important.

Popular Sovereignty: The power of the government comes from the people.

Patriotism: This means having a devotion to our country and the core democratic values in what we say and what we do.

Source: Civitas: A Framework for Civic Education, a collaborative project of the center for Civic Education and the Council for the Advancement of Citizenship, National Council for the Social Studies Bulletin No. 86, 1991.

Handout 2Print Handout 2

Independent Organizations Go Public

Directions: Select one of the institutions below. Research the organization to find out when and why it was founded and what service it provides to the common good today. If you wish, you may substitute another private organization that has gone public.

Smithsonian Institute; Library Company of Philadelphia;

Dartmouth College; Pennsylvania Hospital

What is the name of the organization? _______________________________________________

Where was it located? ___________________________________________________________

When was it established? _________________________________________________________

What benefit did it provide for the community?

________________________________________________________________________________________

Who founded the organization? ____________________________________________________

What Core Democratic Value did it satisfy (explain)?

________________________________________________________________________________________

Was the organization transformed into a governmental agency? If so, what was its name and does it exist today?

________________________________________________________________________________________

Handout 3Print Handout 3

How Well Did It Go?

Directions: You have just completed a service learning project. In order to determine

how it went or what improvements need to be made, it will be necessary to evaluate the project. Your teacher will use the answers with future activities of this type. It is not necessary to put your name on the sheet.

Was it a good project? Why or why not?)

______________________________________________________________________________________

______________________________________________________________________________________
Would you recommend this project to anyone else? Why or why not?

______________________________________________________________________________________

______________________________________________________________________________________
What did you learn from completing the project?

______________________________________________________________________________________

______________________________________________________________________________________
Do you think anyone benefited from this project? Why or why not?

______________________________________________________________________________________

______________________________________________________________________________________
Would you be a part of a project like this again? Why or why not?

______________________________________________________________________________________

______________________________________________________________________________________
What is one thing that you would change about the project? Why?

______________________________________________________________________________________

______________________________________________________________________________________
How do you feel about being part of the project is completed?

______________________________________________________________________________________

______________________________________________________________________________________

Academic Standards:

State/Country:

Philanthropy Framework:

Comments

Amy, Teacher – Albion, MI10/24/2007 9:33:12 PM

(The positive aspects of using this lesson were) learning the CDVs and the service learning project.

Unit Contents:

Overview:Common Good in Colonial America Summary

Lessons:

1.: Growing Up
2.: Name Game (The)
3.: Learning from the Past: A New Approach

Points	Criteria
4	Speaks clearly, focuses on audience. Provides name of organization, where it began, reason for existence, year founded, Core Democratic Value (CDV) as well as if it exists today, and its governmental agency.
3	Speaks clearly, focuses on audience. States name of organization, CDV, and 3 of the remaining requirements.
2	Speaks clearly, focuses on audience. States name of organization, CDV and 2 of the remaining requirements.
1	States name of the organization, without a CDV but have at least 2 of the remaining requirements.

Learning to Give, Curriculum Division of The LEAGUE

The LEAGUE

Purpose:

Duration:

Objectives:

Service Experience:

Materials:

Instructional Procedure(s):

Assessment:

School/Home Connection:

Bibliographical References:

Handouts:

Handout 1Print Handout 1

Core Democratic Values for Elementary Students

Handout 2Print Handout 2

Independent Organizations Go Public

Handout 3Print Handout 3

How Well Did It Go?

Academic Standards:

Philanthropy Framework:

Unit Contents:

Overview:Common Good in Colonial America Summary

Lessons: