This unit helps students reflect on the value of philanthropy to the community and the philanthropist.  Students use reading, writing, speaking and listening skills as they research, discuss, write about and role-play different forms of action people can take on a personal level.  The experiential component involves helping pack, organize and distribute food or donated items to people in their own community.

The Learner will:

• define philanthropy as giving time, talent, and/or treasure for the common good.
• reflect on the difference between needs and wants and the freedom of volunteers to choose how they share their time, talent, and treasure.
• recognize that philanthropy provides benefits to the giver and receiver.
• write a response to the theme of the literature selection.
• respond to a brief anecdote about someone making a difference.
• work alone or in a group to prepare a presentation.
• make a presentation.
• reflect in writing on several presentations and summarize the main ideas.  
• brainstorm some potential philanthropic acts.
• compose a play that demonstrates one or more philanthropic acts.
• analyze a kind act to determine whether it is an act of philanthropy.
• reflect in writing about the student plays.
• recall philanthropic acts from the plays of the previous lesson.
• participate in a service-learning project for the whole class, such as helping in a food pantry or donation center.
• pictures, brochures, and information about the nonprofit site you are visiting.
• assist adult volunteers in packing and distributing food (or other donated items) at a local food pantry or donation center.
• reflect on the experience in writing.
• participate in a guided discussion about personal feelings about philanthropy.
• discuss ideas about how one person can "make a difference."
• write a three-paragraph reflection.

• Each lesson provides opportunities for student reflection through writing and discussion. 
• In Lesson Two, Student presentations should have the following elements:
• creative ideas and genuine response to the subject
• all students in a group share responsibilities
• neat and appropriate visual aid
• presentations are coherent and audible
• In Lesson Three, see Attachment One: Philanthropy Play Rubric for a grading rubric for group plays.

• In Lesson Four, I have chosen to take my students to a local food pantry, but teachers could take their classes to experience service learning at other places as well, such as a soup kitchen or a clothing donation site.  Be sure to find out well ahead of time if there is truly a need for the service and/or items that you would like to provide.  
• In advance of Lesson Four, the students should bring in items to donate (such as canned goods or gently used toys or clothing). These items will be brought along to the site where the class volunteers.
• If you will be taking students off school property, be sure to obtain permission from school officials as well as permission slips signed by parents.
• It is advisable to speak with students ahead of time about safety in the work area.
• If your chosen community project involves working with the underpriveleged, it is suggested that you speak with students about sensitivity toward the feelings of those people receiving assistance.
• Teachers may research area nonprofit organizations by entering their school's zip code at www.melissadata.com/lookups/np.asp or contacting their local Volunteer Center @ 1-800-volunteer.