Power to the People
  1. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 01. Self, citizenship, and society
      1. Benchmark HS.5 Describe civil society advocacy organizations and their relationship to human rights.
    2. Standard PCS 02. Diverse Cultures
      1. Benchmark HS.5 Describe how women and minority groups have used the civil society sector as an alternative power structure.
      2. Benchmark HS.7 Identify and give examples of the important roles women and minorities have played in the civil society sector in history.
    3. Standard PCS 05. Philanthropy and Government
      1. Benchmark HS.10 Discuss the results of private citizen voluntary action intended for the common good on public policy changes.
      2. Benchmark HS.12 Explain why private action is important to the protection of minority voices.
      3. Benchmark HS.14 Give examples of how citizens have used organizations in the civil society sector to hold people in power accountable for their actions on behalf of the public.
      4. Benchmark HS.4 Identify and discuss civil society sector organizations working to protect individual rights, equity, and justice.
      5. Benchmark HS.6 Give examples of civil society sector organizations implementing fundamental democratic principles throughout history.
  2. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark HS.10 Identify reasons why historic figures acted for the common good.

Learners will research leaders of minority groups who used the nonprofit sector as an alternative power structure to make positive changes in society. They will identify the core democratic values that each leader focused on, and present the information in a creative manner to the other learners in the class.

Duration: 
PrintOne class period with an option for additional 1/2 period
Objectives: 

The learner will:

  • define and illustrate the core democratic values.
  • explain how marginalized, disenfranchised and/or disadvantaged groups used the nonprofit sector as an alternative power structure to make positive changes in society.
Materials: 
  • Core Democratic Values (Handout)
  • Core Democratic Value Definitions (Handout)
  • Philanthropic Historical Leader Web Sites (Handout)
  • Rubric for Historical Research (Handout)
Instructions: 
Print
  1. Anticipatory Set:

    Have students read about the Parkland Florida school shooting of February 14, 2018 or the killing of George Floyd on May 25, 2020.  Ask them to name any core democratic values that were exhibited by the activists and U.S. population after the attacks. 

  2. Distribute Core Democratic Values and Core Democratic Value Definitions and have the learners read over the Core Democratic Values and their definitions. Go over the definitions with the learners, and answer any questions concerning them. Ask the class as a whole to name 3-5  women and/or minority leaders who led, or worked with, organizations that acted as an alternative power structure in American society to improve conditions for the common good. They should identify the Core Democratic Values on which that person focused.

  3. Explain that in many of the examples in history the protection of minority voices is sought by private action, not the government. Ask students to explain why private action is important to the protection of minority voices. What are the ways citizens have used organizations in the nonprofit sector to hold people in power accountable for their actions on behalf of the public?

  4. Hand out Philanthropic Historical Leader Web Sites and Rubric for Historical Research (Handouts). Instruct the learners that they are to pick a famous leader and write a two-page paper on the leader and what they did as an alternative power structure to improve American society. Learners must include one or more Core Democratic Value and explain how they apply to what this leader was trying to accomplish. Allow the learners homework time to gather information and present it in a creative format to the class. 

  5. Option: Set aside 1/2 class time to allow each student 1 minute to present the highlights--preferably in a creatve manner--about the person s/he researched.

Assessment: 

The learner will perform research on a historical woman or minority philanthropic leader and tell the story of how the leader used an organization and acted as an alternative power structure in American society to improve conditions for the common good. He/she also will show how the leader expressed Core Democratic Values.