When the learners have finished naming as many ‘helping’ local organizations as they can, go over the list and have the learners ‘help’ you decide if the organization is a “C”-Corporation/Business, “NP”- Nonprofit organization, including both religious and secular), “G”- Government.

Point out to the learners that this list is proof that many ‘helping’ services are not done by the “G”- Government alone. Because the government does not have the funds or the ability to do everything, or chooses not to do everything, there are others who provide goods and services either for profit or not for profit.

Place the term “philanthropy” on the display board. Solicit definitions from the learners. Explain that philanthropy is the giving of time, talent, and treasure for the sake of another or the common good. Philanthropy also refers to voluntary action for the public good. Remind the learners that many of the organizations that provide services for the public are philanthropic. Since nonprofit organizations are not in the business to earn a profit, they have fewer restrictions placed on them from the government than for profit businesses. This allows non-profit organizations more room to be creative and try new ideas to improve social services (i.e. address issues of poverty, environmental stewardship, promote the arts, preserve historical buildings, etc.). In many cases the nonprofit sector is the one that initiates social change.

Have the learners identify ways in which people may be involved in “philanthropic giving.” Examples may include: giving donations to a faith organization, contributing to United Way, donating used clothing, volunteering with the Girl Scouts/Boy Scouts, contributing Toys for Tots, collecting pop can tops for the Ronald McDonald House, saving Campbell Soup can labels for the local school, raking leaves/shoveling snow for an elderly neighbor, babysitting for someone without pay, etc.

Ask the learners to recall and list ways in which they have been involved in charitable giving through participation in their school.

Once a good list has been generated, ask the learners if this statement is true. “Only the very rich people are able to give.”

To stimulate their thinking further, ask the learners, “Why would anyone want to be a philanthropist, and give their money away?” After fielding a few of their responses, distribute Motivations for Charitable Giving (Handout One).

Talk about these motivations and ask the students to list any additional ones they may think of.