What's Public? What's Private?: Philanthropy Lesson (2nd)
This lesson will help the students understand the difference between private and public property. It will also help them understand that there are areas that are called commons. They will use this information to identify the commons around the school and decide whose responsibility it is to take care of those areas.
The learner will:
- differentiate between public and private property.
- list “commons” areas in the school.
- describe how to take care of “commons” in the school.
- Recording of This Land Is Your Land (see Bibliographic References)
- The book This Land Is Your Land (see Bibliographic References)
- Chart paper or chalkboard for a T–Chart and a school “commons” list
- Large construction paper in various colors
- Crayons, markers, colored pencils
- Public/Private Log (Handout One)
- Letter to Send Home (Handout Two)
Send Public/Private Log (Handout One) and Letter to Send Home (Handout Two) home with students. Explain what the note says and what they will have to do. Their paper must be signed by a parent or other significant adult and returned in three days. Check for understanding of the word log. If necessary, explain that it is a way of keeping track of something. It is a way to keep a record.
- Guthrie, Woody and Arlo Guthrie. This Land Is Your Land. Rounder Kids C8050. Rounder Records Corp., 1997. ASIN: B000003H1, CD.
- Guthrie, Woody and Kathy Jakobsen. This Land Is Your Land. Boston: Little, Brown and Company, 1998. ISBN: 0-316-39215-4.
Play the song “This Land Is Your Land” and sing along, using the book as a guide if you like.
Refer to the pages in the book This Land Is Your Land where the “No Trespassing” and the “Public Park” signs are shown. Ask students what the word public means. (A place where everyone can go.) Look at the picture to describe what the public park has to offer for everyone (swimming, hiking, camping picnicking, boating, etc.). Explain that public areas are sometimes called commons, a place we all have, where we can all go. Who is responsible for taking care of these places? (We are.)
To make sure students understand the difference between private and public areas, ask:
- Why is there a No Trespassing sign in the picture? (Someone lives there.)
- What is the difference between public and private? (Private belongs to someone; Public belongs to everyone.)
- Would it be good if every place were public? What about your home? Discuss why there is a need for both public and private resources.
Make a T-Chart with Public/Private at the top. Ask children to name places in the community. Then have the group decide if it fits under public or private (possible places include: church, playground, school, friend’s home, the beach in front of someone’s home).
Ask students to think about the school. It isn’t private, but there are some areas where you generally don’t go unless invited or asked to go. Ask students to give examples of these areas, (principal’s office, other classrooms). There are some areas where everyone goes. These areas are called commons. List some of the commons in the school: lunchroom/cafeteria, playground, gym, hallways, auditorium, lavatories, etc.
Review the meaning of volunteer (a person who does something without getting paid) and philanthropy (giving of your time, talent, or treasure). Explain that volunteers help make the world a better place for us all.
When students think of commons areas in the school, what do they believe they could do to make them better or encourage other students to make them a better place for everyone? Go through the list and have students give suggestions.
Distribute paper and colored pencils, markers or crayons. Have students or pairs of students select one of these things they would like to make a poster about. Explain the task: Make a poster with a drawing and a saying that tells others how we can all take care of our commons. Their posters will be posted in the commons area they wrote about. It will help create awareness of the areas we all use and serve as a reminder of the importance of caring for our commons. Give examples: cafeteria - throw away your own trash, hallways - walk quietly.
Assessment will be made on the teacher’s observation of learner participation and completion of the poster.
Learners will design posters to share with other learners in the school regarding the care of the commons areas in the school.
Strand PHIL.I Definitions of Philanthropy
Standard DP 01. Define Philanthropy
Benchmark E.1 Define philanthropy as the giving and sharing of time, talent, or treasure intended for the common good.
Strand PHIL.II Philanthropy and Civil Society
Standard PCS 03. Philanthropy and Economics
Benchmark E.8 Recognize the difference between private property and common resources.
Benchmark E.9 Identify the "commons" in the school and neighborhood.
Standard PCS 07. Skills of Civic Engagement
Benchmark E.4 Analyze information to differentiate fact from opinion based on the investigation of issues related to the common good.
Strand PHIL.III Philanthropy and the Individual
Standard PI 01. Reasons for Individual Philanthropy
Benchmark E.5 Give examples of actions students can take to improve the common good and list or describe responsibilities that go with those actions.