What Does This Have To Do With Me?

3, 4, 5

Students will use this class period to discuss and reflect in writing about their philanthropic experience of the previous lesson. They will talk honestly about how they can make a difference and whether or not they see themselves being philanthropic in the future.

Lesson Rating 
Print One Fifty-Minute Class Period

The learner will:

  • participate in a guided discussionabout personal feelings about philanthropy.
  • discuss ideas about howone person can "make a difference."
  • write a three-paragraph reflection.


  1. Anticipatory Set:

    Ask each student to think of one word to describe the experience of the previous lesson (helping in the community). Give the students time to think and write their words before they share with the whole group. Write these words on the board.

  2. Ask for volunteers to share individual experiences from the previous lesson's food-pantry work.

  3. Guide with questions such as:

    • Did anything surprise you at the food pantry? If so, what?
    • What emotions did you experience when you were there
    • Did you find it uncomfortable to be there when people came for food?
    • What do you feel that you got out of this experience?
    • If possible, would you work at the food pantry again?
    • Would you encourage others to do so?
    • How do you feel about volunteer work?
  4. Start a discussion with the following question: Can one person make a difference on the issue of hunger in the community? Encourage the students to discuss the issue honestly, expressing doubts and encouragement of each other.

  5. Brainstorm a list of actions that individuals can take in the community to "make a difference" about this or other issues.

  6. Each student will write three-paragraphs about the value--to him or her personally and to the community--of acts of philanthropy. The writing should include future plans regarding acts of philanthropy.


The writing should include three paragraphs. The first paragraph summarizes the students reactions to personal involvement in philanthropic behaviors. The second paragraph reflects on the importance of philanthropy. The third paragraph focuses on goals for future behavior. The teacher should also select grade-appropriate writing mechanics requirements.

Philanthropy Framework

  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 02. Roles of Government, Business, and Philanthropy
      1. Benchmark E.6 Explain why acting philanthropically is good for the community, state, nation, or world.
    2. Standard DP 03. Names and Types of Organizations within the Civil Society Sector
      1. Benchmark E.2 Name an example of a civil society charitable organization.
  2. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 04. Philanthropy and Geography
      1. Benchmark E.2 Identify and describe how civil society organizations help the community.
  3. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark E.1 Describe one reason why a person might give or volunteer.
  4. Strand PHIL.IV Volunteering and Service
    1. Standard VS 05. Integrating the Service Experience into Learning
      1. Benchmark E.3 Identify outcomes from the service.