Refer to "Instructional Procedures".

Anticipatory Set:

Anticipatory Set:

Place the following four words/headings on the display board; Government, For Profit Organizations, Non Profit Organizations, and Individuals. Take a few minutes to have the learners review these terms and what they represent.

• Teacher Note: The headings of Government and Individual are pretty much self explanatory, while the following definitions of For Profit and Non Profit organizations may not be so familiar:

  For profit, n) Any organization considered to be a commercial enterprise whose purpose it is to provide a service while making money for its owners and/or stock holders; a non tax-exempt organization. Examples: a local business, a factory, a car dealer, a store/mall, etc.

  A Non Profit, n) any not-for-profit or tax-exempt organization that is specifically not associated with any government, government agency, or commercial enterprise Examples: Humane Society, hospital, police, fire department, Boys and Girls Club, religious institutions, etc].

  Note too, that the term Individual, in this context, can refer to an individual or a small group of individuals. Examples: a classroom, a neighborhood, family, etc.

  Provide each learner with a copy of a local or regional newspaper. Have them quickly scan the newspaper for articles of local/regional interest that point out a problem or a need in their community. Discuss some ways to resolve and address this situation; the Government (local, State, National), a For Profit Organization, a Non-Profit Organization, or an individual or small group. Place each identified problem or need under a heading/term and list ways to resolve and address that particular problem or need.

  Teacher Note: It is possible that a particular problem or need may fall under more than one heading.

  Have the learners now share any other local issues that are prevalent but may not have been in the local paper  scanned today, and place these additional needs/problems under their appropriate headings.
Have the learners now share any other local issues that are prevalent but may not have been in the local paper  scanned today, and place these additional needs/problems under their appropriate headings.
• Identify those needs/problems that fall under Individual and reduce the list of needs/problems to four or five situations
• Assign learners to groups of 3-5 based on their interest in becoming involved in one of these four or five situations
• In their groups, they should brainstorm ideas as to how they could help  'renew' their community.  The ideas can't be as broad-based as Marshall Plan funding but the theme should be along the lines of 'renewal' as discussed in the previous lessons of this unit.
• Direct learners to research possibilities of specifically helping areas of the community that need renewal. Ideas could include the clean-up of parks and neighborhoods, clearing brush in vacant lots, painting and/or fixing homes, mowing yards, landscaping projects, etc.

Teacher Note:Given time constraints, you may choose to have 2-3 potential 'renewal' service project ideas already identified and therefore skip the above steps.  You could also be assured that these projects would be consistent with the 'renewal' theme of this unit.  Groups based on their interest could then be formed around these pre-identified needs/problems.

• Direct the learner groups to develop a plan for their service project.
• Using an Excel spreadsheet, develop a budget and strategy for the service project.  Provide the Fund raising Organizer from David Bauer's Fund raising Primer as an example template.
• Perform a peer review of each group's project plan.  This peer review process can be modified as is appropriate in the classroom, but each group's plan should be reviewed by at least one other group.  (The instructor should review all plans for appropriateness and feasibility.)
• Based on the plans, assist the learners in organizing the project.  Ensure the project corresponds with building and district guidelines for field trips /outside-of-school activities.
• Implement the project.
• Upon conclusion of their 'renewal' project, direct the learners to evaluate the process of their project.  Refer to the Assessment section for guidelines of this reflection process.

Ask the learners to discuss their service 'renewal' ideas with their caregiversto get feedback and at the conclusion of their 'renewal' service project have them share their reflection assignment with caregivers.

Bauer, David.  Fundraising Primer.