Timelines show progression of events and may be used for planning, to learn from history, or to document events in a life. Students examine different timelines and create a timeline to plan the life of their student-run foundation.
Students identify needs in the school and community and have a discussion about the advantages and disadvantages of keeping the areas of focus for their foundation open or defined to a narrow focus (e.g., addressing environment or poverty). The advantage of an open foundation is the...
Students learn the purpose and roles of leadership. They examine other leaders and determine which traits they value for their foundation. They use a decision-making model to select leaders. ...
What is the value of a name? Students discuss the meaning and purpose that is communicated in the name of an organization and the names of people. ...
This lesson will teach students the role of a community foundation, explain that it is a part of the third sector of the American economic system, and extend the possibility that a foundation may fund a student project to benefit the community.
Now familiar with how a community foundation serves the community, the learners form a Youth Advisory Committee and use parliamentary procedure to conduct business.
To understand the workings of a large foundation that distributes major capital gifts and programmatic gifts like scholarships for higher education....
To introduce students to the grantmaking process (through a Harvard Business School case study) using all of the concepts learned in class this semester....
To enable students to identify the personal attributes of those individual volunteers who chose to be involved in the abolition movement and in the fight for women's suffrage.
Learners write early childhood creative books to present to new mothers or the local school library/media center to be read by very young children. They summarize their observations and feelings in their Learning Logs and reflect on the concepts of philanthropy, stewardship, advocacy,...