The purpose of this lesson is to illustrate philanthropic acts of individuals in response to crises during the Holocaust, specifically the Warsaw Ghetto. Learners will apply strategies of philanthropy to current issues of human rights abuses. Learners will identify philanthropic themes of community building.

Learners will examine the lives of individuals in the play, "The Diary of Anne Frank," in relation to community and philanthropy. They will compare the content of the play as a secondary source to the primary source, Diary of Anne Frank.

The purpose of the lesson is to create an awareness of local agencies that provide services for needy people, teens, and families in the community. Students will also learn the motivations for giving and see how help is provided to the community through the four sectors of the economy. Students will research and select a community agency and plan a service-learning project.

Students select an issue area and research on the Internet, specifically the Learning to Give briefing papers to identify philanthropists and philanthropic organizations who have an interest in addressing that issue. Using the information gained from research, students write a persuasive letter to a philanthropist or philanthropic organization in support of a worthwhile cause in the community.

Students examine the intent and reality of the orphan train and discuss whether it was an effective solution to child homelessness. They write and speak about the traits of someone who takes action for others and civil society. 

Students read about the Orphan Train and compare and contrast how that philanthropic effort has evolved today.

Students will be engaged in reflections of stereotypes, prejudice and discrimination related to socio-economic status. From a cognitive and affective perspective, students will be involved with activities to assist them in developing sensitivity to working in direct service projects with individuals who are impoverished or disadvantaged in their socio-economic standing. Subsequently, students will also generate guidelines for positively and sensitively working with these individuals. Conduct/proper etiquette, as well as appropriate conversation will be addressed.

Students will be engaged in reflections of stereotypes, prejudice and discrimination related to elderly individuals. Students develop sensitivity to working in direct service projects with individuals who are elderly. Subsequently, students will also generate guidelines for positively and sensitively working with these individuals. This includes appropriate conduct/etiquette, as well as appropriate conversation.

This lesson serves as a summative reflection opportunity for students following the learning in Lesson One as well as service learning experience(s) (in the experiential component of Lessons Two through Four). It is intended to focus upon the enduring ideas acquired both affectively and cognitively throughout the learning. Thoughts, actions, and emotions of the learning experiences will be addressed.

Students will be engaged in reflection of stereotypes, prejudice and discrimination related to physical and/or mental challenges. From a cognitive and affective perspective, students will be involved with activities to assist them in developing sensitivity to working in direct service projects with individuals who are physically and/or mentally challenged. Subsequently, students will also generate guidelines for positively and sensitively working with these individuals. Conduct/proper etiquette, as well as appropriate conversation, will be addressed.