Learning to Give, Curriculum Division of The LEAGUE

The LEAGUE

Time Traveling
Lesson 3:
printEmail this Lesson
Lesson
Handouts
Academic Standards
Philanthropy Framework
6th-8th Grade
Subjects:

Language Arts, Library / Technology, Philanthropy and Social Studies

Key Words/Concepts click to view
ELA: Speaking; Viewing
PHIL: Philanthropic Act; Service Project
SOC: Compare/Contrast; Core Democratic Values; Inquiry; LEAGUE Optional Lesson: King Day; LEAGUE Optional Lesson: One Day; Orphan Train; Timelines

Purpose:

Using the philanthropy timeline from the Learning to Give Web site, students will explore the many philanthropic activities that occurred during the period of the Orphan Train that ran from l854-1924 and create a class philanthropic timeline. Students will analyze effects of these events on the country and the world.

Duration:

Two Fifty-Five Minute Class Periods

Objectives:

The learner will:

  • describe an individual philanthropic action that influenced US/world history to 1877.
  • identify positive historic actions that helped build the community, state, and nation prior to 1877.

Service Experience:

Although this lesson contains a service project example, decisions about service plans and implementation should be made by students, as age appropriate.
After researching the philanthropic act or event, have students make a picture book for an elementary classroom about an historic philanthropic act or event, take their books to elementary classrooms and read them to younger students, and donate the book to that classroom.

Materials:

  • Copies of the Historical and Philanthropic Timelines from 1854-1924 (taken from http://www.learningtogive.org/timeline/) for each student as well as one large timeline for the entire class to use.
    NOTE: Using information provided on the philanthropic timelines from http://www.learningtogive.org/timeline/, the teacher should make a large timeline for the time period of the Orphan Train (1854-1924). This blank timeline should be marked at ten-year intervals. The historical events will be on the top of the timeline. The philanthropic events will be supplied by students and be added to the bottom of the timeline during the lesson.
     
  • Self-stick notes for each student
  • Markers
  • Graphic Organizer (Attachment One)
  • Sample Graphic Organizer (Attachment Two)
Handout 1
Graphic Organizer
Handout 2
Sample Graphic Organizer

Instructional Procedure(s):

Anticipatory Set:

Write the following terms on the chalkboard: "historic event" and "philanthropic event." Ask students to distinguish between the two terms. Ask if an event can be both historic and philanthropic at the same time. Solicit examples.

  • Post the large timeline before the class begins. Distribute individual timelines to each student. Ask students to write five historic events they find interesting from the top of the timeline on self-stick notes. Tell them to be ready to tell the class why they chose those events. Allow ten minutes for this activity.

  • Have students post one of their historic events from their self-stick notes on the timeline and explain why they found this particular event interesting.

  • Ask students to look at the timeline again and choose five philanthropic events that interest them from the bottom portion of the timeline. They should again write these on the self-stick notes and be ready to explain to the class why they chose them. They should also determine which core democratic value(s) the philanthropic action enhances.

  • Follow the same procedure as done with historic events.
    NOTE: Illustration could be added to the timeline to make it more interesting. The self-stick notes could also be replaced by larger written entries on the timeline. The finished product could be kept as a permanent display.

  • Tell students that they are now time travelers of the period of the Orphan Train. They are traveling back in time on the train and stopping off at a time period between 1854-1924. Each station represents a different time on the timeline. They are to pick one philanthropic event from their stop in which they would have become involved if they had lived at this time. How would this event have influenced the US/world? How would it improve conditions at that time or make people's lives better? Use Graphic Organizer (Attachment One) to complete this activity. Sample Graphic Organizer (Attachment Two) may be used as an example for students to follow.

Assessment:

The graphic organizer will serve as the assessment.

Bibliographical References:

http://www.learningtogive.org

Lesson Developed and Piloted by:

Judy Krak
St. Charles Community Schools
Anna M. Thurston Middle School
St. Charles, MI 48655

Pat Grimley
St. Charles Community Schools
Anna M. Thurston Middle School
St. Charles, MI 48655

Handouts:

Handout 1Print Handout 1

Graphic Organizer

Problem:

              

 

 

 



Event:

              

 

 

 



Influence on U.S. / World:

              

 

 

 



Improvement in Conditions and People's Lives:

              

 

 

 



 

Handout 2Print Handout 2

Sample Graphic Organizer

Problem:

Women were not given the right to vote.

 

 



Event:

  • Susan B. Anthony became an activist for women's suffrage.
  • In 1872, Susan B. Anthony was arrested for trying to vote in the November election.

 



Influence on U.S. / World:

  • Women gained the right to vote when the 19th Amendment was added to the U.S. Constitution in 1920.
  • This inspired women's suffrage around the world.

 



Improvement in Conditions and People's Lives:

  • Women could vote at all levels and influence public policy.
  • Voting gave women a voice in government and made them active citizens.

 

 

Philanthropy Framework:

Submit a Comment

All rights reserved. Permission is granted to freely use this information for nonprofit (noncommercial), educational purposes only. Copyright must be acknowledged on all copies.

Copyright © LearningToGive.org