Learning to Give, Philanthropy education resources that teach giving and civic engagement
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Purpose:
Duration:
This lesson will take two forty-five to sixty-minute sessions. The length of the experiential component will vary according to the activity each group designs. It is recommended the experiential component be limited to the equivalent of five fifty-minute class periods.
Objectives:
The learner will:
- create an action plan based upon the results of the School Climate Survey.
- implement the plan as demonstrated by a daily log of activity.
- complete group and individual reflection and evaluation activities.
- demonstrate his/her understanding of the term philanthropy by giving of his/her time, talent and treasure.
- compose a two-paragraph essay describing and evaluating the effect of his/her activity on school climate.
Service Experience:
Implement action plan using the School Climate Survey to give of the learners' time, talent and treasure for the common good.
Materials:
- Writing utensil
- What Can You Do to Make a Difference? (Attachment One)
- The Action Plan (Attachment Two)
- Idea Generators (Attachment Three)
Note to instructor: The list of materials will vary with each plan that is created by the learners. In some cases plans may call for financial fund raising, etc. Individual schools and/or districts may require special permission forms or have unique procedures to follow for fundraising activities.
Instructional Procedure(s):
Anticipatory Set:
The learners will be asked to think quietly for two minutes about the best gift that they have ever received or given. In rapid succession, the learners will tell what that best gift was. After this set of responses, again ask the learners to tell what the greatest gift was. Tell the learners that this time it, their best gift, cannot be financial in nature.Note to instructors:
Procedure for the first set of responses. After the learners have been given the two minutes to think about the greatest gift they ever received, ask for a volunteer to go first. After that, continue around the entire class, giving each learner an opportunity to respond. In order for this procedure to be effective, all learners must be attentive to other comments, without giving feedback. Learners can simply say "pass" if they prefer not to share. However, learners should be encouraged to speak up in round two. Explain to learners that they are about to plan and participate in a service project during which they will give of their time, talent and treasure for the betterment of their school community. They will be using the data they gathered from their School Climate Survey.Activity 1: Organization
- The instructor will organize learners into groups of three to five. Allow learners to group according to their interests developed in the last lesson. A group representative should place that group's issue on display so all other groups can see what has been selected. Try not have two groups addressing the same issue.
- Distribute Attachments One and Two (What Can You Do to Make a Difference? and Action Plan). Read through the directions to complete the sheets. All learners will show their own work within the group.
Activity 2: Planning
- The instructor will review the individual plans. Further time will be needed in order to implement or attempt to implement the plan.
Activity 3: Implementation
- Learners may need ideas to help them create their plan and this activity accomplishes this objective.
- Distribute Attachment Three: Idea Generators.
- Give learners time to read through the sheet.
- Learners should then be given time to share ideas and edit their own lists.
Activity 4: Reflection
- Learners will engage in ongoing reflection during their service activity.
Learners will keep a log of activity with an assessment of what went well, what could be changed and their feelings positive or negative about the activity. Classroom space should also have a large sheet of paper for each group to document progress.Activity 5: Celebration
- Learners will be presented with certificates of achievement.
Assessment:
The learners will be assessed on their written plan. See the rubric on the bottom of Attachment One. Learners will write a short constructed essay describing their activity in which they assess whether they believe their service project made a difference to the school climate.
School/Home Connection:
If there is a school/home newsletter, the following may be so placed or a letter to parents/guardians can be handed to each learner to take home.
The (name of class) will be studying how diversity in our life and history has created obstacles for achieving our greatest potential as individuals and society. We will take what we have learned and conduct a survey about what may be concerns here for us. Our learners will then design an activity for others in our school so that we can have a better school climate.
Bibliographical References:
- Lewis, Barbara A. The Kid's Guide To Service Projects. Minneapolis: Free Spirit Press, 1995. ISBN 0915793-82-2
Lesson Developed By:
Michael FreemanHolt Public Schools
Holt Junior High
Holt, MI 48842
Handouts:
Handout 1Print Handout 1
What Can You Do to Make a Difference?
Directions: In a group of three to five learners, design a school-wide action plan to achieve the goal of a safe and healthy school. Use the following questions to develop your plan. Each learner must complete his/her own sheet, however the content may be similar within the group.
1. List your group members' names:
2. Define your goal(s). (What do you hope to achieve?)
3. Think about your project. How are you going to reflect during your service activity? You should identify at least two ways of reflection.
4. Make a schedule of your planned activities. You may change your schedule as need develops but indicate those changes.
5. What kinds of resources will you need? What are the costs?
6. Will you need to meet outside this class? If so, where and when will you meet?
7. How will you let others know about what you are doing (advertise)?
Complete the seven content areas = 4 points
4 points: All seven are answered completely, each with specific detail and definite outcomes identified.
3 points: A majority of the seven are completed with some specific details and outcomes identified.
2 points: An attempt to respond is made with minimal details and outcomes.
1 point: An attempt to respond is made.
Handout 2Print Handout 2
Action Plan
Title:Specific Objective(s): ____________________________________________________________________________________________________________________________
| Step Number | Action Plan | Date Completed |
| |
|
|
Handout 3Print Handout 3
Idea Generators
Often times we draw a blank when thinking up ideas. In the book, "The Kid's Guide To Service Learning Projects," there are hundreds of ideas. Listed below are nine of the best ideas, according to what works for schools.
1. Have a campaign to erase graffiti.
2. Hold a contest to create a mural on the acceptance and appreciation of differences.
3. Make a list of bias-free words and phrases that show respect for all kinds of people. Make copies of your list to hand out to all learners.
4. Come up with a definition of friendliest that includes tolerance and understanding. Give a weekly award for two learners.
5. Make a volunteer group to tutor learners within the school.
6. Create a new member of the class survival kit that can be given to the incoming learner.
7. Start a DARE (Drug Abuse Resistance Education) program in your school.
8. Create an anti-smoking or anti-drug commercial and give it to the local TV station or your school newsletter, newspaper or parent information letter.
9. Have a letter writing campaign to give advice and inspiration to new learners.
Unit Contents:
Overview:School Environment—Diversity, Let's Deal With It Summary
Lessons:
- 1.
- Does It Look All Right to Me?
- 2.
- School Climate, Where Are We Now?
- 3.
- What Will We Become?
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Comments
(The positive aspect of using this lesson was) students were very enthusiastic about their projects and eager to put them into action. We had a great variety of projects and the "Idea Generators" were very useful.
(The positive aspect of using this lesson was) it allowed my students to explore topics that were identified by the school climate survey and discover that the problems they were researching are also found in other schools.