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What Shall We Do?
  1. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 03. Philanthropy and Economics
      1. Benchmark MS.1 Define and give an example of a for-profit corporation demonstrating community stewardship through corporate philanthropy.
    2. Standard PCS 07. Skills of Civic Engagement
      1. Benchmark MS.2 Discuss a public policy issue affecting the common good and demonstrate respect and courtesy for differing opinions.
  2. 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.
      2. Benchmark MS.2 Research the need in the school, neighborhood, local community, state, nation, or world.
    2. Standard VS 02. Service and Learning
      1. Benchmark MS.1 Select a service project based on interests, abilities and research.

The purpose of this lesson is to assist students in identifying ways the different sectors have demonstrated community stewardship through philanthropy.

Duration: 
PrintTwo to Three Sixty-Minute Sessions
Objectives: 

The learner will:

  • identify examples of private citizens who have influenced business/industry and the government in their decisions and practices concerning water supply and quality. ยท
  • illustrate the role the four sectors play in water conservation.
  • identify problems faced locally, state wide, regionally, nationally, and internationally in water supply and quality.
  • propose solutions to two of the problems identified.
  • develop a plan to assist an organization that is involved in water conservation.
Materials: 
  • Examples of citizens influencing government and industry. (See Bibliographic References for suggestions)
  • Magazines, glue sticks, rubber cement or school glue, scissors, stencil letters
  • Action Plan (Attachment One)
Home Connection: 

Students will explore with their parent(s)/guardian(s) ways in which they can have a positive influence on water supply and water quality in their own community. Encourage students to develop an action plan with their parents. This could be used as an extra credit assignment or as a homework assignment. Action Plan (Attachment One) is provided for that activity.

Bibliography: 
Instructions: 
Print

  1. Anticipatory Set: Tell the learners that they are going to create a collage to illustrate how the four sectors practice or don't practice water conservation.

  2. Divide students into cooperative learning groups of four each. Distribute old magazines to each group. Instruct the students to look for ways in which the four sectors practice or don't practice water conservation. Each group is going to create a collage to illustrate their findings with each student being responsible for a different sector: 1) government, 2) industry and business/for-profit, 3) independent or nonprofit, and 4) family.

  3. Upon completion of the collages, students will display them and share their findings.

  4. While still in their cooperative groups, ask students to brainstorm possible problems and solutions for water supply and quality locally, state wide, regionally, nationally, and internationally. Many of the problems will be the same but some may be unique to the region. Remind students that the water supply is not the same in all areas. Some areas are desert regions and have a real scarcity of water.

  5. Students will select an organization that specializes in water conservation and develop a project to assist the organization. Students will also begin a campaign to conserve water at home and school by making posters and signs to remind others of the importance of our water resources. See UNESCO's website at http://www.unesco.org/water/and Pacific Institute at http://www.worldwater.org/ and American Water Works Association at http://www.awwa.org/.

Assessment: 

Students will be assessed on their collages for accuracy and creativity.