Students will implement a service project to fulfill a community need.

Anticipatory Set:

Teacher Note: Before students arrive, push all the desks to the back of the room so that you have a large open space. Write on the board or overhead "Take out a pencil and paper and write about being homeless."

As students walk into the room, give them a card that states:


Your desk is your home in this classroom and it's no longer available to you. In addition, you must give up your worldly possessions (backpacks, paper, pencil, etc.) by putting them on the back desk. Please look to the overhead (or board) for further instruction.

Obviously, your students can't do this and, by now, your room is utterly chaotic! Some will sit on the floor; others will complain; some will refuse to do anything. It's fine! Play the role. Be stern about expecting them to do the assignment.

• Process the activity by asking:
  • What happened here?
  • How did you feel about giving up your possessions?
  • What did you do when you couldn't do the assignment?
  • How are you feeling about what happened?
    Tell students to sit on the floor, or stand, for the introduction to the lesson on the four sectors of the economy and how they relate to needy persons.
  
  
• Pose these questions:
  • If you had a family, what could they do to help you now?
  • What could government do you help you?
  • What could businesses do to help you?
  • Is there anyone else who can help? (Friends, neighbors, organizations)
  
  
• Using the overhead The Four Sectors of the Economy (Attachment One), explain the four sectors of the economy: government, for-profit business, non-profits, and family. See "Teacher Resources - Vocabulary" from the Learning to Give web site for definitions. (Because the teacher is nice, he/she will provide paper and pencil as a philanthropic act!)
  
  
• Ask students why someone would want to help others. Introduce the seven motivations for giving and serving:
  
  
  • makes good sense
  • religion
  • good business investment
  • fun - socialite
  • feels good and right
  • repaying someone - reciprocity
  • family tradition
    Discuss how/why these motivations would impact someone wanting to give to you in your current situation¾no supplies, no place to sit. How/why would government, family, business, or non-profit agencies want to give to you?
    Discuss how:
    
  • enlightened self-interest (to sacrifice a small part of their time and resources to the benefit of the whole, which, in turn, benefits themselves);
  • altruism (selfless concern for the welfare of others); and
  • egoism (theory of ethics that sets as its goal the benefit, pleasure, or greatest good of oneself alone) relate to philanthropy.
  
  
• Discuss non-profit agencies in your community (county). Explain to students how to find organizations in the phone book. Start under social service organizations. Needs to be met could include food, shelter, health, clothing. Consider soup kitchens, homeless shelters, food pantries, rescue missions, etc.
  
  
• Put students into teams of three or four. Distribute two phone books and community maps to each group. Using the phone book as a resource, have students identify agencies that aid needy individuals and families. Plot the location of the agencies on the maps provided. Allow 15-20 minutes.
  
  
• Debrief and compile a list of the agencies identified by each group. Plot them on a master community map.
  
  
• Ask students if they are familiar with any of the services provided by the identified agencies. Discuss what they know/have heard about the agencies.
  
  
• This lesson leads naturally to a service-learning project for one of the identified agencies. Have each group identify an agency to interview. After brainstorming the information to be discussed during the interview and practicing the interview process, students may interview, by phone or in person, a representative of each agency, using Social Organizations—Information Sheet (Attachment Two). An option is to use the Internet at http://www.guidestar.org to gain information. The goal is to be knowledgeable about the services provided and the needs of the agency in providing that service.
  
  
• Each team should prepare and give a short presentation for the class about their organization. Tell students to include in their presentation:
  
  
  • the mission of the organization
  • the major recipients of the aid provided by the organization
  • where the funding comes from
  • % of total budget spent on direct service to clients and/or education
  • the projected needs of the clients of the organization or the organization itself.
    The presentation should end with a recommendation regarding a service-learning project for the agency.
  
  
• Through group consensus identify the agency for which the class will provide a service.
  
  
• Once an agency has been selected, have students complete a worksheet and/or a time line for completion of the project. Use Service-Learning Timeline (Attachment Three).

Students can interview a parent about agencies that provide services to children, families, or other adults who are homeless or in need.