After reading about historical figures who have taken philanthropic action related to justice, youth write a narrative about a more recent (young) philanthropist who took action for social justice.
After reading about historical figures who have taken philanthropic action related to justice, youth write a narrative about a more recent (young) philanthropist who took action for social justice.
Benjamin Franklin's work was in service to making a better world, and he influenced the nonprofit sector. His book, Poor Richards Almanack, makes connections to the common good through personal virtue and actions. The participants choose quotes to create posters that communicate...
The children write and publish their Living History books, following their interview notes and book format traditions.
Students play a game that involves taking risks and watching out for others. They discuss their feelings in both roles and discuss the role of trust and responsibility in community.
Play matching games on teams to gain familiarity with terms associated with philanthropy.
Author: Urban EdVenture Faculty
Students learn from examples of people who have experienced a struggle and used surrounding resources to make something better for themselves and the people around them. Examples of "servant leadership" are taken from the Our State of Generosity...
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...
This lesson will teach learners G-d’s appreciation for trees and the importance of planting and preserving trees for our future. The learners will identify these concepts in Biblical verses, Talmudic passages and modern Jewish associations. They will also develop an understand of and an...
Learners discuss the fair use of copyrighted music. They explore how downloading music and movies affects the artists and producers who created the pieces. Learners write a statement of fair use.
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.