Learning to Give, Philanthropy education resources that teach giving and civic engagement
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Why Should I Do Philanthropy?
Lesson 3:
From Unit Philanthropy in Michigan—Civil War
Purpose:
To consider the benefits when an individual chooses to do philanthropic acts.
To engage in critical thinking and constructive conversation regarding opposing views.
Duration:
Two or Three Thirty to Forty-Five Minute Class Periods
Objectives:
The learner will:
- describe the personal benefits that one may attain from engaging in philanthropy.
- consider and support opposing viewpoints regarding choices, decision-making, and consequences.
Service Experience:
Although this lesson contains a service project example, decisions about service plans and implementation should be made by students, as age appropriate.
- Students will select a person to interview on the topic of philanthropy and record answers to the following questions:
- What do you do that is considered philanthropy?
- Why do you participate in this activity?
- What are some benefits to the people you help?
- What are some benefits to you?
- Provide students with an opportunity to share their findings with the class.
Materials:
- Gentle Annie, by Mary Frances Shura (see Bibliographic References).
- Students will have finished reading and discussing Gentle Annie, Chapters 1-6.
Instructional Procedure(s):
- Anticipatory Set:
The teacher and students will re-read a section from Gentle Annie, Chapter 6, page 47, in which Annie declares, "This is something I want to do, something I need to do."
- As an entire class or in small cooperative groups, students will generate ideas about the rewards of philanthropy. Give each student an opportunity to share his or her idea.
- Students will offer an opinion about a reason for hesitating to engage in philanthropy.
- In pairs, students will take the viewpoint of either Annie Etheridge or Sophie Hammer (for volunteering to serve in the army as a nurse/laundress or opposed to volunteering).
- In pairs, students will take turns trying to "convince" their partner that their point of view is the correct one. (It might be advisable to set time limits for each person to think about their argument, as well as time limits for each one to present and respond.)
- Selected pairs will present their dialogue to the entire class.
- Pairs will cooperatively create a T-Chart Of Pros And Cons Of Doing Philanthropy*. Pros and cons could be either from the book or from "real life." (The results will be collected by the teacher.)
Example of a T-Chart:
*Pros and Cons of Doing Philanthropy Ideas in Favor / Ideas Against 1. 1. 2. 2. 3. 3.
Assessment:
Examination of T charts. Survey results.
Students will be asked to consider a world in which no philanthropy exists. Students may choose from a menu of activities, such as: Write a poem, draw a picture, write a paragraph, take photographs or video of situations which lack philanthropy, make a shoebox-sized diorama, collect pictures and make a collage, etc. Students may also propose their own project (to be approved by the teacher) to meet the requirements of the assessment.
Cross-Curriculum Extensions:
Survey results can be analyzed by means of a graph or diagram.
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) students conducted interviews which enabled them to realize that many people are involved with philanthropic acts.
(The positive aspect of using this lesson was) thinking about the positive and negative parts of philanthropy. Also talking to someone else (interview) about something they do or did in this area.
(The positive aspect of using this lesson was) engaging students in the interview process.
(The positive aspect of using this lesson was) students saw that there were negatives in doing philanthropic acts, but the good outweighed the bad.
(The positive aspect of using this lesson was) interviewing someone outside of the classroom on the topic of philanthropy. This provided the students with knowledge that many people are involved with philanthropy in many different ways. Students shared their information with their classmates.
Students and teachers loved the activity where the students had to select a person to interview on the topic of philanthropy. We assigned this activity as homework and each child had a printed sheet of questions they needed to ask their person they were interviewing. The next day the students had the opportunity to share their papers. How fun!
(The positive aspect of using this lesson was) students could really see how different things would be without philanthropy.