The learner will:

• recognize that the classroom is a community of people with a common purpose.
  
• demonstrate sharing time, talent or treasure in the classroom community.
  
• give examples of when he/she can do something philanthropic without permission.
  
• state why trust is important in a community.
  
• define philanthropy as sharing of time, talent or treasure for the common good.

Anticipatory Set:

Ask for a volunteer. Give the student an index card with a philanthropic deed printed or illustrated on it (Ideas: Offer to sharpen a pencil for someone. Share something with another student. Offer to initiate a group game. Offer to clean up a mess in the room.)  Have the student do the act for someone in the room.  Repeat with two more students and cards. Ask the participating students how it felt to be the giver and receiver.  Discuss how each act is good for the community/common good.

 

• Write the word community on the chalkboard. Let the students define it in their own words. Eventually lead them to the definition that a community is a group of people that live in the same area and come together for a common purpose or for the common good.
  
  
• Discuss in what ways the classroom fits that definition and can be considered a community. Ask the students what attributes, behaviors and actions make the classroom a pleasant community. Make a list on the chalkboard of positive things they can do in the school and classroom without permission.
  
  
• Review the definition of philanthropy as giving of your time, talent or treasure for the common good.  Point out that many of the deeds they listed on the board are acts of philanthropy. Help the students to classify their list into three categories—sharing time (playing at recess), sharing talent (helping with work), and sharing treasure (sharing a treat from lunch).
  
  
• Discuss what it means to trust each other. What does trust feel like? Discuss how or why trust matters within the classroom community. Without trust, how will people feel about accepting acts of philanthropy?
  
  
• Give the students  the index cards and have each student write or draw one philanthropic act he or she can perform in the classroom or school. They should think about and be ready to explain how that act provides for the common good for the school/classroom community.
  
  
• Encourage the students to carry out the philanthropic act sometime in the next few days. After a few days, discuss how students feel about their classroom/school community. Ask if (and how) this activity has improved the common good of the community. Encourage the students to continue to share their time, talent and treasure with others to build up positive feelings and trust in the community (social/community capital). Does this activity help improve the classroom’s purpose (improve their ability to learn)? Discuss what it means that “citizens” have responsibility for the common good. Why are these acts their responsibility and not just something extra?