Put Your Hands in Mine
  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 01. Define Philanthropy
      1. Benchmark MS.1 Define philanthropy as individuals and organizations providing their time, talent, and/or treasures intended for the common good throughout history and around the world. Give examples.
      2. Benchmark MS.4 Give examples of how individuals have helped others.
  2. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 01. Self, citizenship, and society
      1. Benchmark MS.4 Describe the characteristics of someone who helps others.
      2. Benchmark MS.5 Identify historic examples of citizens using civil society organizations to petition the government.
    2. Standard PCS 02. Diverse Cultures
      1. Benchmark MS.2 Describe the importance of hearing all voices in a community and respecting their right to be heard.
      2. Benchmark MS.5 Discuss examples of groups denied their rights in history.
      3. Benchmark MS.7 Identify women and minorities who are or have been leaders in the civil society sector.
    3. Standard PCS 05. Philanthropy and Government
      1. Benchmark MS.10 Give historic and contemporary examples of a voluntary action by an individual or a private organization that has helped to enhance a fundamental democratic principle.
      2. Benchmark MS.12 Identify the dilemma of minority rights in a pure democracy.
    4. Standard PCS 06. Philanthropy in History
      1. Benchmark MS.1 Explain the role of philanthropy in major themes and social issues in the nation's history.
      2. Benchmark MS.2 Give an example of individual philanthropic action that influenced the nation's history.
      3. Benchmark MS.5 Identify positive philanthropic historic acts or events that helped build the community, state, and nation.
  3. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark MS.10 Identify reasons why historic figures acted for the common good.
      2. Benchmark MS.4 Identify and describe the actions of how citizens act for the common good.
      3. Benchmark MS.5 Describe the responsibility students have to act in the civil society sector to improve the common good.
  4. Strand PHIL.IV Volunteering and Service
    1. Standard VS 01. Needs Assessment
      1. Benchmark MS.1 Identify a need in the school, local community, state, nation, or world.

Students connect the concepts/practices of fairness, justice, tolerance, togetherness, and equality to the advancement of human and civil rights. Students share ideas about how they can promote the common good and lead positive social changes.

PrintOne 50 Minute Class Period

The learner will:

  • describe the role of young people as agents of change during the civil rights movement.
  • define and give examples ofeach of the following terms: philanthropy, tolerance, equality, human rights, civil rights, justice, and togetherness.
  • identify ways in which he/she can be an agent of change in his/her own communities.
Home Connection: 

Encourage the learners to "interview" family members and/or friends who recall the Civil Rights Movement and be prepared to share this information during class discussions.

  1. Anticipatory Set:

    When we look at events in history, we see many acts of injustice and intolerance (killing of the Jews in WWII, oppression of African Americans in the US, inability for women to vote, hate crimes, and persecution of religious groups). Many of these injustices were stopped because people and groups took voluntary action to demand change for themselves or for the sake of others. Ask the students whether they see things they want to change at school or in the community. Would they be willing to do something about it?

  2. Tell the students that in 2015, people demanded that the Confederate Flag came down from the South Caronlina state house because the constant reminder of its intended meaning was an insult to African Americans and people who value justice for all.

  3. Define change in the context of making a better "community:" Change is doing things differently either because what was happening wasn't working anymore or not working effectively enough to meet the desired results.

  4. Read about the Children's March in 1963 Birmingham or show the first 20 minutes of the video The Mighty Times: The Children March and have the learners reflect on the "change" that the Children's March was seeking. Have the learners discuss the role of the young people seeking change in this event. Discuss whether this is an appropriate role for children.

  5. Have the learners think about ways that they can be agents of change for the common good and whatthey would have to do to promote positive change. Encourage as many answers as possible.

  6. Arrange the learners in groups of three or four and distribute copies of Handout One: Agents of Change. Have the groups read and follow the directions.

  7. The correct answers reveal the word "changes" when reading down the list of seven words. Write each of the words on the display board and have groups share their definitions and an example. Guide the groups toward an appropriate definition of each word using the following definitions as a guide:

    • Civil Rights Rights guaranteed to citizens; the specific rights provided by the 13th and 14th amendments of the United States Constitution)
    • Philanthropy The giving of one’s time, talent or treasure for the sake of another or for the common good,
    • Tolerance to recognize and respect the opinions and rights of others
    • Togetherness with each other; combined action ; in agreement or harmony with others.
    • Human Rights Inalienable moral entitlement attached to all persons equally, simply by virtue of their humanity, irrespective of race, nationality, or membership of any particular social group. They specify the minimum conditions for human dignity and a tolerable life.
    • Equailty Of the same measurement, quantity, or value as another; having the same privileges or rights.
    • Justice The principle of moral or ideal rightness; conformity to the law; the abstract principal by which right and wrong are defined; a judge
  8. Discuss how these words might be inspirational in describing the "changes" the class hopes to make. Use a decision-making model to choose a change they would like to make.

  9. Make a plan of action and carry out a plan to make a change to improve the classroom, school, community, or world.


Observe the learner's involvement in class and group discussions as well as the appropriateness of the responses on the Handout One: Agents of Change.


 What is one change you can make in your home or classroom without the permission of an adult or consensus of the class?