Students gain exposure to how citizens organize in response to a need. They observe the benefits of group cooperation. Students review data they have collected from surveys and work in collaborative groups to identify focus areas for the service-learning project....
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Using the philanthropy timeline from the Learning to Give website, students will explore the many philanthropic activities that occurred during the period of the Orphan Train that ran from l854-1924 and create a class philanthropic timeline. Students will analyze effects of these events on the...
Students will identify how the Orphan Train was an example of a philanthropic effort to aid children who are homeless, and investigate how that philanthropic effort continues today.
Unit: Addressing Poverty
The learners analyze why nonprofit organizations are needed, especially when for-profit and governmental institutions do some of the same work. They investigate a local nonprofit that works to alleviate poverty in the community and describe the importance of philanthropy in the community....
To help students understand the legal aspects of a 501(c)(3) organization and how they differ from other organizations.
Students learn about the power of collaboration, especially in the world of philanthropy. They will discuss: Why would someone want to work with others? What skills and attributes does it require to be a servant leader?
Unit: Philanthropic Research
All too often when one looks at the local economy, the role of nonprofit organizations is overlooked. This lesson will focus on their role both in the local economy and, to a lesser degree, internationally.
Students will analyze how the executive branch enforces laws through its departments and executive agencies. They will also investigate how public interest groups serve as watchdogs on government, protecting and advancing the rights of citizens. In many cases nonprofit organizations work with...
Unit: Living In a Community
Students learn that the community has four sectors: business, government, nonprofit and family. The students take a walk through a central business district in their local community and identify which sector funds or is represented by different buildings, business, parks and so on.