PrintThree Forty-Five Minute Class Periods

The learner will:

  • trace the origins of three organizations founded for the common good.
  • link organizations of the past and the present.
  • Computer with Internet access and printer
  • Microscope with Petri dishes (optional)
  • Test tubes and test tube holder (optional)
  • Bunsen burner (optional)
  • Liter jars (optional)
  • Periodic table and chemistry book (optional)
  • Lab coat (optional)
  • Safety glasses (40) (optional)
  • Balance scale (optional)
  • Water for test tubes and food coloring (optional)
  • Flasks (optional)
  • Beakers for measuring and pouring (optional)
  • Eyedropper (optional)
  • Dry ice and a container (optional)
  • Gloves or tongs to handle the dry ice (optional)
  • Slides (optional)
  • Paper and markers or colored pencils
  • Rulers
  • Overhead projector with markers and overhead transparencies (one for each student)
  • Talent Who? Talented Me? (Attachment One)
  • Playing at a Location Near You (Attachment Two)
Home Connection 

Interactive Parent / Student Homework: Talented Who? Talented Me? (Attachment One)

  • It would be beneficial if students could gather the information rather than the teacher.

The Cooper Union www.cooper.edu/administration/about/history.html

George Peabody's Educational Legacy:  https://en.wikipedia.org/wiki/George_Peabody

George Peabody, Founder of the Peabody Institute: http://www.mdarchives.state.md.us/msa/stagser/s1259/143/ghexhibit/onlinebio.html

Hillsdale College History: https://www.hillsdale.edu/about/history.asp

History of the YMCA Movement in England https://www.ymca.org.uk/pooled/articles/BF_ABOUTART/view.asp?Q=BF_ABOUTART_70720

The Freedman Bureau, Brief Overview https://www.archives.gov/research/african-americans/freedmens-bureau

Ladies Soldiers' Aid Society: https://www.ohiohistory.org/archive/ohv/las/index.html

P.B.S. Pinchback: https://en.wikipedia.org/wiki/P._B._S._Pinchback

The Pythian Story: History of the Order: https://www.pythias.org/index.html

Thomas Edison  https://www.thoughtco.com/thomas-edison-1779841

Timelines of Philanthropy: /resources/philanthropy-timeline


  1. Anticipatory Set:Set up room to appear like a lab. Place microscope, lab coat, petri dishes, slides, balance scale, test tubes filled with colored waters, test tube holder, Bunsen burner, flask filled with colored water and some dry ice for effect on your desk. Put the charts on walls. On the board, write "Must find a cure to germs in the blood." Pass out the safety glasses to the students. Say, "Everyone, put on your safety glasses. I think we can find a cure this time. You need to help out. May I have a few volunteers? We are going on a journey that has been reserved just for us." Take an eyedropper and a slide. Drop contents on slide and place under microscope. Ask volunteers to look at it to determine if a germ has been isolated. Begin mixing contents of test tubes by having another volunteer pour contents from one liter bottle to another that has dry ice for effects.

    Day One:

  2. Ask, "What do you think my purpose was?" Allow one or two minutes for answers. Say, "Many times scientists did not know what they were looking for as they sought to find cures for diseases. Sometimes individuals took up the challenge because of their concern for others to find solutions to issues that were problematic for their community. Name some scientists you've studied. What did they do?" Note information on the board or chart paper.

  3. Continue by asking, "Do you think that only special people with special talents can do things to help their community? Why or why not? What would you label an individual or organization that performs a service or action for the betterment of the community?" Lead students to terms such as humanitarian, philanthropist, volunteer. More definitions or related terms can be accessed using the Web site www.learningtogive.org. (Click on "Resource Room," then "Vocabulary.") Emphasize that when something is done to help the community through actions, it can be viewed as part of the fundamental belief known as act for the common good.

  4. Begin building characterization with the students. Tell them that we often describe a person's character using a specified format. We consider how he or she looks, acts, and what is said to put us in touch with him or her as an individual. However, sometimes we fail to recognize that individuals are more complex. There are many things that are in their thoughts and deeds that may go unnoticed. Ask the learners what makes a person great or a giver? Name one of the following individuals: Abraham Lincoln, Betsy Ross, Louis Pasteur, or someone well known to the students. Ask the students to describe what is perceived about him or her. Spend some time on this to help develop a feel for individual talent/ability. Pass out Talent Who? Talented Me? (Attachment One). Take a few minutes to go over the information. Tell students that they should complete the sheet to uncover talents about themselves. Permit students to work on Attachment One for the remainder of the period. Explain that the sheet should be finished as homework.

  5. Day Two:

  6. Ask students what they found out about themselves after completing the homework. Permit an open discussion for about ten minutes. Ask probing questions, such as:

  7. Would you become involved in an effort to help others?

  8. If so, what kind of organization would you join? Encourage students to investigate their talents to align them with various organizations that may be able to utilize their talents.

  9. Present students with Playing at a Location Near You (Attachment Two). You should have marked off which article or summation you want each group to read ahead of time. Divide students into groups of two or three for reading. Tell students that they should read only the information assigned to them. Afterwards they should discuss it. When this is finished, each group should design on the transparency a mode of transportation that they think will describe the organization, keeping in mind what services it provided. Note who benefited in the community and what kinds of talents were needed to form the organization. Does the organization being studied have a place presently in the community? Finally, each group should make a presentation to the class using the overhead projector. Tell the students that their group presentation will be used for assessment.


The overhead presentation will serve as the assessment. Presentation Rubric 4 Points Presents information in a clear manner using standard English. Uses complete sentences. Creates a mode of transportation for organization. Each member takes a part in the presentation. Names the organization, explains the services and who benefited. Explains what time, talent, or treasure was used. Tells if the organization has a place in the community of today and why. 3 Points Presents information using four of the six components 2 Points Presents information using three of the six components 1 Point Presents information using two of the six components

Cross Curriculum 

Students may create a brochure of their researched organization and offer them to libraries, churches, or other places where they can be used as information for persons needing those services.

Philanthropy Framework

  1. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 06. Philanthropy in History
      1. Benchmark MS.4 Describe how civil society organizations developed during major historical events.