Artists contribute to the common good by sharing their talents. The nonprofit sector supports artists with funding, museums, and attention or education. We learn how artists' work is supported by philanthropy and nonproft organizations that assure we have access to art. Young...
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Unit: What Goes Around, Comes Around!
Unit: Women in Philanthropy
Madam C. J. Walker, successful African American business woman, supported many causes with the profits of her business. We become aware of the many ways people give.
Unit: Advise and Consent
Now familiar with how a community foundation serves the community, the learners form a Youth Advisory Committee and use parliamentary procedure to conduct business.
Unit: Hands On Philanthropy: A High School Course at Kentucky Country Day School
To bring awareness to the importance of partnerships between nonprofit organizations, businesses, and government agencies and how they can work together.
Unit: Philanthropy 101 Course of The Westminster Schools
To introduce students to the grantmaking process (through a Harvard Business School case study) using all of the concepts learned in class this semester.
Unit: The Power of Children
Students are introduced to philanthropy and service-learning. They learn about different needs in the community and community organizations that address these needs. Students are introduced to the full scope of the Project Based Learning (PBL) project. This unit follows the...
Unit: From Passion to Career: Leadership Paths
Students read and analyze different leadership types and then create a visual presentation about a "servant leader" who puts the needs of those served first. They may explore the rich Our State of Generosity website to read about...
Unit: Nonprofits in Our Community
In this critical thinking activity, participants sort ideas and make observations about the difference between the nonprofit sector and the for-profit sector.
Unit: Living In a Community
Children learn that the community has four sectors: business, government, nonprofit, and family. The children may walk through an area in their local community to identify which sector is represented by different places. As an alternative, they may look at a local map.
Unit: Healthy Youth, Healthy Community (6-8)
Students analyze survey results, choose a community health need, and design a service project to address it.