Learning to Give, Philanthropy education resources that teach giving and civic engagement
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Forming Opinions
Lesson 2:
From Unit Philanthropy in Michigan—Civil War
Purpose:
To interpret and analyze various points of view:
To discuss and clarify some benefits of philanthropy
Justice
Common Good
Volunteering
Fulfillment
Empowerment
Duration:
Two Thirty to Forty-Five Minute Class Periods
Objectives:
The learner will:
- watch or present a short skit depicting an event from Gentle Annie, Chapter 4.
- verbally explain the points of view presented in Gentle Annie, Chapter 4.
- explain points of view held by Annie, Sophie, Will, Mr. Hammer, and Mrs. Hammer.
- write persuasive letters as one of the following characters from the novel:
- Annie is a young woman looking for a fulfilling purpose in life.
- Sophie is a young, sheltered socialite, who doesn't want to hear anything about the war.
- Will is a young man, anxious for the adventure of doing his patriotic duty.
- Mr. Hammer is a well-educated and politically informed older man, who would probably join the military if he were not so old.
- Mrs. Hammer is fearful of the war and fearful of losing her son in the war.
- write a persuasive letter to Sophie, from the viewpoint of either Annie or Will, justifying the action taken by their chosen character.
Service Experience:
Although this lesson contains a service project example, decisions about service plans and implementation should be made by students, as age appropriate.
See Lesson One Extension.
Materials:
- Gentle Annie (see Bibliographic References).
- Props, paper and pencils
- The students will have finished reading Gentle Annie, Chapter 4. The students will have previous experience in writing a friendly letter.
- A military band begins to play outside the Hammer home during dinner. The discussion at the table turns to the impending war. Mrs. Hammer feels that it is inappropriate dinner talk. Mr. Hammer beckons Annie to the window to "see the real world." As the scene progresses, Mrs. Hammer retires to her room with a headache. Eventually, Sophia becomes infuriated at the continuing conversation and runs from the room.
Instructional Procedure(s):
- Anticipatory Set:
Ask students to explain the phrase, "see the real world."
- Students will re-create, act, and/or observe a skit of the dinner scene in Chapter 4. Students will be assigned the parts of Annie, Will, Sophie, Mr. Hammer, and Mrs. Hammer. They may use their books (to read their lines) and available props in the classroom to represent the dinner table, etc.
- It may be useful to have several groups do a dramatic interpretation of the dinner scene passage.
- Divide students into five groups. Each group will be assigned one of the five characters, Annie, Will, Sophie, Mr. Hammer, or Mrs. Hammer. Each group will be asked to construct from five to ten "I think (or feel)…because…" statements for their character. Responses will be written on paper.
- As a whole group, the class will discuss/analyze the position taken by each character. Possible open-ended questions might include:
a.) Why does this character feel the way he/she does?
Note: The open-ended questions above could also become good journal questions.
b.) What is this person likely to do in the future (and Why)?
c.) Which character would you be in this scenario? Why? - Direct students to select the character of either Annie or Will, and write a friendly letter to Sophie explaining their decision to join the military.
Assessment:
- The students will be asked to write a persuasive letter as the character of either Annie or Will. The letter will be sent to the character Sophie. The letter must include the following:
- Correct friendly letter form, correct paragraphing, complete sentences, and correct spelling of known words. The letter must include the following content:
- What their character intends to do? Why they feel that this action is necessary? What benefits they will personally attain as the results of their decision?
| 4 points: | The letter includes: A. what their chosen character is going to do, B. why they feel that this action is necessary, C. what benefits they feel they will gain from taking this action, and, D. any possible risks from taking this action. |
| 3 points: | Any three of the above |
| 2 points: | Any two of the above |
| 1 point: | Only one of the above |
| 0 points: | None of the above, no response, illegible |
| 4 points: | Correct letter form (Heading, Greeting, Body, Closing, Signature) complete sentences, indented paragraphs with topic sentences and supporting details, correct spelling of known words |
| 3 points: | Missing one of the above |
| 2 points: | Missing two of the above |
| 1 point: | Missing three of the above |
| 0 points: | Missing all of the above, no response, illegible |
Cross-Curriculum Extensions:
- Students can interview their parents/grandparents about times that they had to make difficult decisions. Focusing questions: What was your difficult decision? Who or what influenced you? Why did you feel that this action was necessary? What benefits did you receive as a result of this decision?
- Students may be asked to watch a video or television program that involves a character making a difficult decision.
- Students could choose a topic of current controversy in the media, such as an environmental issue. They could use this topic to make a *"Pro/Con T-Chart" examining both sides of the issue (see below).
| *Topic | ||
| Ideas in Favor | / | Ideas Against |
| 1. | 1. | |
| 2. | 2. | |
| 3. | 3. | |
Bibliographical References:
Shura, Mary Francis. Gentle Annie: The True Story of a Civil War Nurse. Apple paperback, 1997. ISBN: #0590435000.
Lesson Developed By:
Sally Engleman CioeReeths-Puffer Schools
McMillan Elementary School
Muskegon, MI 49445
Handouts:
Unit Contents:
Overview:Philanthropy in Michigan—Civil War Summary
Lessons:
- 1.
- What is Philanthropy?
- 2.
- Forming Opinions
- 3.
- Why Should I Do Philanthropy?
- 4.
- Philanthropic Michiganians of the Civil War
- 5.
- Decision-Making—Who Was Right?
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Comments
(The positive aspect of using this lesson was) we talked about "the common good" and "volunteering"! The kids collected food (over 600 cans) for our city's Community Action House in April.
(The positive aspect of using this lesson was) understanding disparate points of view is essential in a democratic society. This lesson is an excellent exercise to that end.
(The positive aspect of using this lesson was) understanding the differing view points taken by a single family was well presented in the book. We discussed how people's opinions on the prospect of a "current" war differ greatly. Wonderful real-life conection.