The learners view works of art that advocate for social change and find that art can influence social change. The learners select an issue of human rights and create a work of art that represents the issue. They write a paragraph of explanation about their work.
The children visit a local preschool or retirement facility of their choosing to read aloud a book they wrote and illustrated about generous giving. They share a drumming experience and give the drums and books as gifts.
Children get inspiration from a story about kindness and community, and they identify acts of service and kindness (philanthropy) they can do for people they care about.
With guidance from a local environmental agency, prepare the youth in advance of volunteering their time to clean up a lake or river for the common good. Arrange a field trip that includes picking up trash and recording the data.
Young people convince others to take care of the beach or protect the Earth. They write an essay or make an advocacy poster.
We define the nonprofit, or third, sector and explain why it is important as an alternative power structure.
Students will define philanthropy as "sharing or giving time, talent or treasure for the common good."
The learners discuss a quote from Congresswoman Barbara Jordan and reflect on the meaning of respect for themselves as individuals. They commit their support to a plan for promoting respect in their community or school.
Youth read about Rosa Parks and evaluate how her protest of an unjust situation was philanthropic in nature. They learn that there are 198 methods of non-violent protests that can be used to fight injustice. The youth evaluate issues of inequity or injustice and propose nonviolent solutions...