We compare and contrast the beliefs of the three cultures explored in lessons 1-4 to one's own family traditions - similarities and differences. 

Participants read about the philanthropic traditions of early African-American culture and place the values of giving in a hierarchy circle.

In this lesson, participants read quotes and background on European Americans that exemplify their giving traditions. They listen and summarize passages, and then illustrate one person's view or experience and place the illustration and quote on a classroom timeline in relation to the others' illustrations and quotes (and historical context). They each report on their person in timeline order and discuss similarities across European American views.

This lesson may stand on its own as an introduction to the concept of philanthropy or lead into the unit exploring philanthropy of different geographic traditions. Participants listen to a read-aloud picture book that illustrates the value of giving gifts that are good for the giver and receiver. We expand thinking of potential gifts of time, talent, and treasure.  

Jackie Robinson is a baseball player whose perseverance and strength changed racist attitudes and laws. Participants reflect on Mr. Robinson's actions and make connections to personal actions and to the people they admire today. 

Participants will survey members of the community (school or local area) to determine a need, write proposals to satisfy the need, consider doing an optional one-day fundraiser to help fill that need, serve on a board of directors or a youth advisory committee to determine how such funds will be spent, and evaluate the project.

Participants identify and compare the different roles of the four sectors of the economy (government, business, nonprofit, and family). They identify which sector does what and observe how they approach differently the sometimes overlapping responsibilities. Participants describe the work of foundations and state the purpose of an organization's mission statement.

Now familiar with how a community foundation serves the community, the learners form a Youth Advisory Committee and use parliamentary procedure to conduct business.

"Freedom songs" were an important motivating force during the Civil Rights Movement, 1954-1968. Through music we explore the important figures in the Civil Rights Movement and their contribution to the common good.

Even the person viewed as the most powerful person in the world does not have unlimited power. Constitutionally, the president of the United States is limited by the "advise and consent" rule (and other checks and balances). The learners look at the importance of limiting government and identify how the common good benefits when citizens and students participate in their communities.