Strand PHIL.I Definitions of Philanthropy
Standard DP 01. Define Philanthropy
Benchmark MS.4 Give examples of how individuals have helped others.
Strand PHIL.II Philanthropy and Civil Society
Standard PCS 02. Diverse Cultures
Benchmark MS.2 Describe the importance of hearing all voices in a community and respecting their right to be heard.
Benchmark MS.5 Discuss examples of groups denied their rights in history.
Learners will discover the historical background for voluntary citizen action for the common good as essential to evaluate actions and consequences of actions for individuals and society.
The learner will:
- recognize differing individual viewpoints in society.
- identify key individuals in the March from Selma to Montgomery as philanthropists.
- listen to obtain content and meaning from a short story historical narrative.
- identify issues of inequality.
- The Butter Battle Book by Dr. Seuss
- We Like Our Town This Way, Short Story (Attachment One)
- Optical Illusions
- Overview of The Selma Story (Attachment Two)
- Assessment (Attachment Three)
Interactive /Parent-Student Homework:Have the learners ask their parents/guardians if they remember events in their life, or the lives of people they know, where feelings were hurt because they were different. Ask parents if they remember, learned or heard about any of the Civil Rights Marches and which ones. Bring both of these examples to share with the class.
- Dr. Seuss, Theodore Seuss Geisel. The Butter Battle Book. Econo-Clad Books, 1999. ISBN: 0881034215
- Optical illusions from the Nonverbal Learning Disoders Web site:
- We Shall Overcome: Historic Places of the Civil Rights Movement sponsored by the National Parks Service at http://www.cr.nps.gov/nr/travel/civilrights/
Anticipatory Set:Place the overheads of the optical illusions one at a time on the overhead. For samples of these check the Web site http://www.nldline.com/optical.htm.Have the students look at the overhead. Give the learners a piece of paper with the following questions, or place these questions where students may see them. Have the learners react to these lead questions: What were the two things that people saw?Why did people see different things?People sometime see things differently. Where else does that happen?Can you think of any situations where you saw things differently from someone else?
Read The Butter Battle Book aloud to the class and facilitate a discussion.
- What did these people disagree about?
- How did this difference change their community?
- How does each side see the situation differently?
- At what point do their disagreements get out of control?
- What kinds of differences do we have that cause problems?
Break the class up into two or three person groups. As partner groups, have the learners read the short story, We Like Our Town This Way.
After reading the story have the groups discuss the following questions.In what you have just read:
- What separated these people in this story?
- How were they alike?
- How were they different?
- What was unfair about the way each group treated others?
In your experience:
How are people different in your community?
What makes you different from anyone else?
Explain what you did if you ever have made fun of anyone for being different?
Explain to the learners that diversity issues and conflicts sometimes seem like they happen elsewhere and not here in our school, our community or our country, but they do. We will investigate how issues arise, how people deal with them and how we can resolve conflicts through understanding and respect for others.
Hand out The Selma Story to the groups and have them partner read. Instructor notes: It is recommended that learners form new partner reading groups for this Selma reading.
Have the groups identify how the people at Selma acted like the people in The Butter Battle Book and also in the We Like Our Town This Way.
Hand out the Compare/Contrast worksheet and have the students compare and contrast the Butter Battle Book and We Like Our Town This Way to the March from Selma to Montgomery. Collect these sheets at the end of class. Rubric: 4 points: Learners will identify at least two similarities and differences with precise documentation for each comparison or contrast. 3 points: Learners will identify at least two similarities with documentation from each reading. 2 points: Learners will identify at least one comparison or one contrast and cite one example from one of the readings. 1 point: Learners will list one comparison or one contrast and not be precise.