Philanthropy of Sports Heroes and Myself
  1. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 02. Diverse Cultures
      1. Benchmark HS.1 Analyze philanthropic traditions of diverse cultural groups and their contributions to civil society.

To allow students to demonstrate their understanding of the concept of philanthropy using sports heroes and develop their personal profile on philanthropy.

PrintOne Fifty-Minute Class Period Plus Additional Class Periods to Work on Projects Outside of the Regular Lesson

Students will create a product that demonstrates the concept of philanthropy and the concept of a responsible citizen.

  • Student charts from the previous lesson
  • Copies or overheads of rubrics for projects
  1. Anticipatory Set: Ask students to recall three things they remember from the previous lesson about Philanthropy and Sports Heroes.

  2. Using the completed charts, review the previous lesson.

  3. Ask: "What do you mean when you use the phrase 'the benefits of private action for the public good'?"

  4. Ask students how this fits in with a definition of a responsible citizen.

  5. Ask students what they already do as a responsible citizen. Is there something they could do for their community or school?

  6. Assign students to write an essay, create a poster or write a song about their favorite of the heroes researched in the previous lesson. (Time spent on the projects will vary. You may wish to allow students a week to complete the project.)

  7. Students must also incorporate into their project some ideas that they have about their own dreams of philanthropy or something that they themselves already do as a responsible citizen. For example, could they do homework tutoring for younger students or volunteer to do one hour of school volunteer work where they were needed? Are they already involved in a group such as scouts that do projects to help others?

  8. Show students the rubric for each project (see attached) while they are deciding what they want to do. Do this in handouts, make overheads or use the chalkboard.

  9. Plan to allow time for students to share their completed projects.

  10. Extend the lesson if you wish using the following ideas: Students may select a local or school action they would like to take as a class, group or individual and make plans to carry it out. Students would create a display of their completed products and invite other classes to view them.

  11. Directions for a Philanthropy Poster. Make a poster that shows the accomplishments, both in the areas of sports and philanthropy of Jackie Robinson, Arthur Ashe or Jackie Joyner-Kersee. Students should include themselves in the poster in the area of philanthropy they are interested in. Tell the students that the poster must have a title that identifies the topic, show ideas that support the topic of sports heroes and the ideas of private action for the public good, be accurate, be seen as one overall whole idea, and should have pictures, drawings or photos.

    Checklist for Philanthropy Poster

    The title identifies the topic. Main ideas support the topic. The poster can be seen as a whole idea. The poster contains accurate information. Poster contains pictures, drawing, photos, etc. to add to ideas. The poster contains information about the idea of philanthropy as private action for the public good and uses examples from the lesson.


  12. Directions for Song

    Write a song about sports heroes and yourself including the ideas of philanthropy as private action for the public good. The song may be lyrics only or be set to an existing song. Students might choose to create their own music or write it as a rap song. If so, plan to allow them time to present their songs. Be sure that music for the lyrics is original or set to a tune that is credited and cleared for publishing. Rubric for Song The title of the song identifies the topic of sports heroes, you and philanthropy. Ideas that support the topic are present in the lyrics. Writer or volunteer sings the song to the class or prepares and presents a prerecorded version.


Rubrics for Assessment: Essay: "What I learned about Jackie Joyner-Kersee, Arthur Ashe or Jackie Robinson's actions as a responsible citizen and some ways I am (or can be) a responsible citizen."

Scoring Guide (Rubric)

5 The essay is engaging, original, clear and focused; ideas and content are richly developed with details and examples of the sports heroes' philanthropies and what the student plans to do for the public good. (Organization and form enhance the central idea or theme; ideas are presented coherently to move the reader through the text. The voice of the writer is compelling and conveys the writer's meaning through effective sentence structure and precise word choices.)

4 The essay is reasonably clear, focused; ideas and content are developed through details and examples of the sports heroes' philanthropies and what the student plans to do for the public good that shows philanthropic action. (Organization and form are appropriate, and ideas are generally presented coherently. The voice of the writer contributes to the writer's meaning through appropriate and varied sentence structure and word choices. Surface features may reduce understanding and interfere with meaning.)

3 The essay has some focus and support; ideas and content may be developed with limited details and examples that show philanthropic action. (The writing may be somewhat disorganized or too-obviously structured. The voice of the writer is generally absent; basic sentence structure and limited vocabulary convey a simple message. Limited control of surface features makes the paper difficult to read.)

2 The paper has some focus and support; ideas and content may be developed with limited details and examples that show philanthropic action. (The writing may be somewhat disorganized. The writer's own ideas are absent.)

1 The paper has little focus and development; ideas and content are supported by few, if any, details and examples of philanthropic action.