The leaner will:

• define philanthropy as giving of time, talent, and treasures.
• locate, on a map of the United States, five of the places listed in the chorus of This Land is Your Land.
• explain that relief offices are everywhere and often have volunteers who work in them.
• describe how s/he could be a volunteer.

Anticipatory Set:
Play the recording of "This Land Is Your Land" and have the class sing along. Ask: Who remembers the name of the man who wrote and sang this song?

• Show the last tri-fold page of the book This Land Is Your Land. Discuss what is happening in the different parts of the country. Are they doing things students might do?
  
  
• Woody Guthrie named many places in his song. What are some of the places that we could place on a map?
  
  
• Give the student map sheets (see Attachment One). Using a large pull-down map of the United States as your guide, call learners up to point out the five main areas that are listed in the song (California, New York Island, Redwood Forest, Gulf Stream Waters, Desert). As a student points out where the area is located on the map, the other students should draw a picture and write the word for it on their maps. (Optional: The teacher may wish to do an overhead if students need more guidance). Continue to enlist volunteers until all five of the places have been named.
  • California: Write the state's name along the western coast. Ask students what they think of when they hear the word "California" (surfers, Disneyland, hot weather, etc.). Have the learners draw a picture of what they want to show as a symbol for California on the location of California on the map.
  • New York Island: Write the words "New York" and draw a picture of the Statue of Liberty. (Optional: If you have a picture of the Statue of Liberty it might help some children.) If the class is unfamiliar with the Statue of Liberty, they could draw skyscrapers.
  • Redwood Forest: Write words and draw trees in northern or central California.
  • Gulf Stream Waters: Write word where the Gulf of Mexico is on the map and draw waves.
  • Desert: Write the word and draw a cactus plant near Arizona or New Mexico.
    
    
• Ask: What is a community? (Group of people living in the same area.) Explain that the more people in the community work together, the better the community becomes. See if students can give examples of people working together in a community.
  
  
• Ask: What is a relief office? Where should we put a relief office? Lead the class to the conclusion that a relief office could be put anywhere on the map because every community has people who need help. Have students write relief office anywhere they choose on the map and label it. Ask: Who do you think works at a relief office? (Volunteers). What is a volunteer? (A person who does something because s/he wants to. A volunteer doesn't get paid.)
  
  
• Ask: Why would someone volunteer to work in a relief office? Take all suggestions. Conclude that it feels good to help others.
  
  
• Explain that a volunteer does philanthropy (write the word on the board). Have students pronounce it several times. See if anyone has an idea of what it means. Take suggestions. Explain that philanthropy means giving of your time, talent, or treasure.
  
  
• To make sure students understand these terms, ask:
  • What is your time? (Recess, after school, etc.)
  • What is your talent? Can you do something well that you could share with others? (Play music, sing, rake leaves, read a story, etc.)
  • What are your treasures? (Money or possessions. You do not have to give your treasures away to do philanthropy.)
    
    
• Ask if there is anything students could volunteer to do that would help people in our community. (Take suggestions.)
  
  
• Have students draw a picture of themselves anywhere on the map, being a volunteer, and write what they are doing to help others.

• Kindergarten: Before duplicating the map, the teacher can circle and number five spots on the map worksheet where children are to draw the pictures. This would make it easier for them to find the places. The writing part of the lesson could also be eliminated.
• Second Grade: Students can extend on the idea of volunteering by turning the paper over and drawing themselves performing an act of volunteerism. They could write several sentences explaining what they are doing and why.