The learner will:

• explore philanthropy as an important tradition of U.S. democracy.
  
• use the word philanthropy and vocabulary associated with it correctly.
  
• draw a picture illustrating philanthropy vocabulary word.

Anticipatory Set:

Ask students to think about celebrations in their family that are always done the same.  Tell the students that this is called a tradition.  Share a family tradition and why it is meaningful, such as: “On the Fourth of July we always have a picnic with all my relatives and grill hotdogs – I remember doing it even as a little kid”, or “On Thanksgiving we always have sweet potato pie – its my great grandma’s recipe.” Ask if some students would like to share their family’s tradition and why it is meaningful.

If possible, play the song “Traditions” from the musical Fiddler on the Roof (see Bibliographical References).  Explain that this is a song the traditions in a small Jewish community in Russia, set in 1905.  The community was being persecuted because of their religion and it was their traditions that helped keep them strong.  Discuss the meaning of the words. 

Share the following definition of “tradition” with the students and ask if they agree or disagree with the definition and why. “A special way of doing something that has lasted a long time because people care about it and pass it on to others.”

Day One:

• If possible play the song Traditions to begin this class period.
  
  
• Explain to the class that traditions are important to other communities, besides the family community, to which they belong.  Traditions are like the threads of a piece of woven fabric.  Together they help form strong, connected communities.  Illustrate this concept by using the burlap square to represent the strength of a community and the individual woven threads to represent traditions.   Show how a community can be weakened, by removing some of the threads.
  
  
• Display the definition of philanthropy – “giving time, talent and treasure and taking action for the common good,” and discuss the meaning as a group.  Ask students if they can think of examples of philanthropy, or helping other people, that exist or have existed for a long time in their community.  Discuss the importance of the tradition of philanthropy to the community. Explain that philanthropy is a tradition of U.S. democracy and if the tradition is not continued it will weaken our civil society and democracy just as the piece of cloth was weakened when some of the threads were removed.

Day Two:

• Distribute the Attachment One: Student Vocabulary List  to each student. Find the words “philanthropy” and “tradition” and review the definitions. Tell students that all of the words on the list will help them understand more about the meaning of philanthropy.
  
  
• Divide the class into groups of about four students.  Ask the groups to read through the list of words and their definitions and to discuss any that are not clear.
  
  
• As a whole class activity, ask the groups to report on those meanings that were not easily understood by their groups.
  
  
• Tell the students they will return to their groups and each choose a different word form the list that they want to use in a sentence and illustrate.  They should discuss their proposed sentences to be sure the word is used correctly and that the sentence conveys the word’s meaning.  They should also discuss how an illustration for each sentence. (It is O.K. for words to be duplicated in different groups.)
  
  
• Students then draw the illustration and write the sentence underneath on the square of white paper or fabric with crayons, or markers.
  
  
• Join all the completed squares to form a “Philanthropy Vocabulary Quilt” to display in the classroom or school.
  
  
• Distribute the to each student. Find the words “philanthropy” and “tradition” and review the definitions. Tell students that all of the words on the list will help them understand more about the meaning of philanthropy.