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.  

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.

Students will define philanthropy as "sharing or giving time, talent or treasure for the common good."

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

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.

Young people demonstrate that gifts do not need to be purchased with money. The best gifts are things we do with our time and talent for someone else. They brainstorm "kindness" types of gifts, such as a service or a homemade creation. They make a gift of kindness certificates. 

Young people envision what they would like their shared space or classroom to look like, feel like, and sound like in order for it to be a safe, fair, and fun learning environment. They come to a consensus about what behaviors lead to this goal.

Stretching imagination and vocabulary, youth brainstorm words that demonstrate kindness and generosity. Being playful with their postures and shadows, youth work cooperatively with one or two others to act out their ideas and form alphabet letters.