By defining philanthropy as love of humanity through Time, Talent, Treasure, and in relationships based on mutual Trust, this course focuses on the history, philosophy, and structure of philanthropy and nonprofit organizations in the United States.  The ultimate goal of this course is for students to discover and to cultivate their personal philanthropic selves, as well as the social relationships that should be part of any philanthropic endeavor.  In that process, they will develop empathy, civic responsibility, and their potential for servant leadership.

Text
The Perfect Gift, Amy Kass, Editor


Unit I  The Philanthropic Impulse: Why Do We Help Each Other?

Week I

Homework:

• Who are the philanthropists among us? Students conduct and record an interview with a philanthropist of choice, transcribe the interview, and prepare a philanthropic profile of the interviewee.  Transcriptions and philanthropic profile due by end of week I. See full assignment in Appendix A

In class activities:

• Networking 101: Students discuss the fine art of making memorable connections. Included are the importance of introductions, listening skills, and follow-up correspondence.
• Students take the Philanthropic Personality Inventory.   
• Show scene from Wizard of Oz (Tin Man as Philanthropist). Definitions of Philanthropy?
• Read and discuss O. Henry’s “Two Thanksgiving Day Gentlemen” (Kass, pp. 42-46) Writing Prompt: “How has each man achieved ‘beneficent happiness’?  What motives has each responded to?”
• Panel of Visiting Philanthropists: Four guests, each representing one of the four Ts, discuss how they became involved as philanthropists and the pleasures and challenges they experience.

 
Weeks II and III 

Homework: Students read the following works

• Hebrew Scripture:  Genesis 18, 1-19; Leviticus 25 (not available in Kass)
• Moses Maimomides “Laws Concerning Gifts to the Poor” (Kass, pp. 125-126) 
• from The Odyssey, the meeting of Nausikaa and Odysseus, (Kass, p. 119)
• Christian Scripture: Three Parables: The Parable of the Ten Virgins, The Parable of the Talents, and the Judgment of the Nations  (Matthew 25: 1-46, Kass pp. 115-118), The Parable of the Prodigal Son (Luke 15:11-32, Kass pp. 283-284),  Hebrews 13:1-5, Luke 10, 25-37(not available in Kass)
• Selected excerpts from the holy texts of Hinduism and Buddhism and the Q’uran
• “Princess Diana and Mother Theresa” Clifford Orwin (Kass, p.88-101).
• Written reflections on visits to houses of worship.

In Class Activities:

• Visits to houses of worship: Jewish synagogue, Muslim temple, and Christian church. Possible topics: how has each particular faith community addressed the challenge of the Stranger and the Sufferer? For example, an Episcopal or Catholic church can be the site for introducing the role of the parish in European and early American charitable work
• Read and discuss “fallen among thieves” by e.e. cummings. Writing prompt: What do Nausikaa and the speaker in cummings’ poem have in common?  How does each fulfill the message of the parable of The Good Samaritan?
• Teacher (or student) presentation on the philanthropic traditions of the five major world faiths (see Appendix for link to PowerPoints)
• Writing prompt and discussion: Who is today’s stranger? As “community” has been redefined from village to metropolis and global network, what are modern challenges for identifying and helping those among us who suffer?
• (After reading Orwin) Writing prompt and discussion: “Does Philanthropy mitigate pain or change the world?  How does the difference between the traditional notion of charity and the modern notion of compassion influence our philanthropic outlook?”

Long-term assignment


Unit II  American Philanthropic History

Part I: The Frontier and Small Town America

Weeks IV – VII

Homework:

• Continued: book of choice about a 20th century American philanthropist
• Websites on The Elizabethan Poor Laws and the Statute of Charitable Uses.  How did social change redefine the early Church’s obligation to the poor?
• “Meditation 17,” by John Donne (“For whom the bell tolls…”)
• “Model of Christian Charity,” by John Winthrop
• Website on Cotton Matter and brief excerpts from “Bonifacius: Essays Upon the Good that is to be Devised and Designed” (1710)
• “Practice Makes Perfect” from The Autobiography of Ben Franklin (Kass, 348-355) and assorted aphorisms from “Poor Richard’s Almanack”
• “Freedom and Utility” from Democracy in America by Alexis De Tocqueville (Kass, pp. 21-33)
• Dartmouth v. Woodward (see Appendix for abbreviated version)

In-class activities:

• Teacher (or student presentation) on the Great Chain of Being
• Writing prompt for discussion of Meditation 17: What exactly does Donne advocate in his famous observation that “no man is an island”?  Continuation of discussion about the pre-Enlightenment world view of charity.  This is an important foundational idea for understanding the modern philanthropic impulse to improve the world, not merely make it bearable.
• Writing prompt for discussion of “Model of Christian Charity”:  How do Winthrop’s analogies convey both belief in the Chain of Being status quo and belief in human capacity to create a “new Eden”?
• Writing prompt for discussion: What was revolutionary about Mather’s support of smallpox inoculation and advocacy of what he called “voluntary societies”?
• Writing prompt for discussion of Franklin: Pick one of Poor Richard’s aphorisms and imagine how it could be re-written for an organization, not an individual. Pick one of the many civic organizations that Franklin helped establish and write a suitable Poor Richard-style aphorism.
• Writing prompt for discussion of de Tocqueville: In what ways is self-interest compatible with the public good?  In what ways does American culture ennoble self-interest? Combine  with teacher (or student) presentation on Adam Smith’s theory of the “invisible hand” of the market from The Wealth of Nations.
• Teacher (or student) presentation on Constitutional separation of church and state, disestablishment, and the rise of voluntary associations in early 19th century America.  (See Appendix for PowerPoint)
• Charters, Contracts, Corporations, and Trustees: The implications of Dartmouth v. Woodward. A simulation of a law school class.

Part II: New Wealth, New Cities, New Problems, New Philanthropic Solutions

Weeks VIII-XI

Homework:

• Continued: book of choice about a 20th century American philanthropist. Interim writing assignment (see below):
• “Charity and the Confines of Compassion,” by Leon Cass (Kass, pp. 267-277)
• “The Gospel of Wealth,” by Andrew Carnegie (Kass, pp. 230-244)
• “The Psychology of the Gift,” by Barry Schwartz (Kass, pp. 77-88)
• “General William Booth Enters Into Heaven,” by Vachel Lindsay (poem)
• “Toward a Fourth Philanthropic Response,” by Elizabeth Lynn and Susan Wisely (Kass, pp. 102-114)

In-Class Activities:

• Teacher (or student presentation) on volunteer associations and diversity. Writing Prompt: “Taking care of our own or ‘self-interest properly understood’?” (See Appendix for attached PowerPoint on The Color of Philanthropy)
• Guest Speaker: A representative from an ethnically-based fraternal association (e.g., hispanic association) who can talk about unique history and giving traditions.
• Teacher (or student) presentation on 19th century expansion of wealth, Social Darwinism, and Utilitarianism (see Appendix for PowerPoint). Writing prompt for discussion: “Robber Barons and Robin Hood: Who Gives Most to the Poor?”
• Group writing assignment (in pairs): “As a budding philanthropist, you have lucked into a round of golf with industrialist Andrew Carnegie and social philosopher Leon Kass. Imagine two pages of the conversation that takes place.”
• In class reading “Another Case of Ingratitude,” by John Reed (Kass, pp. 197). Writing prompt for discussion of Reed and Schwartz): “What are the implications of the expression ‘strings attached’?”
• Teacher (or student presentation) on Christian millennialism and the growth of the union mission and settlement house movement.
• Site visit to a local organization such as The Salvation Army or the Atlanta Union Mission
• Teacher (or student presentation) on women in American philanthropy. (See Appendix for attached PowerPoint.)

Unit III Modern American Philanthropy: History and Economics

Weeks XI-XV

Homework:

• Students finish book of choice about 20th century American philanthropist. (See Appendix for essay assignments.)
• Student groups begin working on nonprofit research project (see Appendix for project assignment)
• Stephen Leacock’s “Mr. Plumter, B.A., Revisits the Old Shop” (Kass, pp. 249-260) John O’Hara’s “Memorial Fund” (Kass, pp. 315-318)
• William F. May’s “The Prayers of Thanksgiving” (Kass, pp. 75-76)

In-Class activities

• Teacher (or student) presentations on the government’s role in nonprofit philanthropic organizations: students learn about the evolving tax incentives for contributing to 501(c)(3) organizations, as well as the increasing role of federal and local public budgets in supporting philanthropic work.  (See Appendix for PowerPoints)
• Site visit to a research facility or other agency that relies on both private donor-driven philanthropy and public funding, as well as client fees.  Examples: The Winship Cancer Institute at Emory University, the Nanotechnology Center at Georgia Tech.
• Teacher (or student) presentations on the emergence of modern foundation, their various types and purposes. (See Appendix for PowerPoint)
• Site visit to a local charitable foundation office: Students meet with officers and staff to learn about the particular mission and practice of that foundation.
• Visiting Speakers: Local philanthropists and nonprofit directors address these and other topics: Starting a nonprofit, strategic planning for an existing nonprofit, developing public/private networks for nonprofits, Fundraising for nonprofits, both capital campaigns and annual funds, donor and volunteer cultivation and management.  Writing prompt for discussion about fundraising: “What motivates the donor?”
• Review size and scope of nonprofit sector by reviewing analysis in Giving USA.    Discussion of how nonprofit sector supports our economy through number of jobs and value of volunteer hours.
• Marketing the Nonprofit: Students read and analyze Heifer International’s Holiday Season Gift Catalogue (the new wave of philanthropic gift giving).  Discussion includes basic principals of effective marketing: the Four Ps  (Product, Price, Promotion, Placement) target market, consumer profile/desire, market niche, and market positioning
• Financial statements and other metric of success.  Students learn how to read annual reports, budgets, and the Form 990. As part of their research projects they also learn about other metrics of philanthropic impact. Writing prompt for discussion: “Beneficent happiness or long-term change?” 
• The Fundraising letter and the thank you letter: students study various models for soliciting funds, follow up correspondence. Writing assignment: the solicitation letter (see Appendix for full assignment)
• The business of nonprofits and the philanthropy of business.  Students learn how nonprofit organizations take an increasingly sophisticated approach to financial efficiency and, conversely, how the business sector increasingly sees charitable contributions and service as vital parts of the modern marketplace.  Examples of the former: The Woodruff Arts Center in Atlanta, and examples of the latter: Ben and Jerry’s Ice Cream, Starbucks.

 

Unit IV  Social Entrepreneurship: Think Global, Act Local

Week XVI-XVII

Homework:

In-class:



Appendix

A Philanthropic Personality Profile

If I won $1,000,000 in the lottery,

If I were to donate some or all of the $ 1,000,000 to a philanthropic cause, I would most likely

Which of the following best describes your view on the solutions to poverty?

When is the best time for a person to be philanthropic?

Wealthy parents should

Local or Global?

I would derive greatest philanthropic satisfaction from

Rank order (1: most important, 5: least important)
Local or federal government should fund the following (using, of course, money from taxes).



Major Graded Writing Assignments

Writing Assignment #1  (Interview a Philanthropist)


Who is a philanthropist?  They are everywhere!  If we define philanthropy as love of humanity through Time, Talent, Treasure, and in relationships based on mutual Trust, then we start to realize that many people, not just generous millionaires, are philanthropists.  For next Friday we want you to select a philanthropist, interview them, transcribe the interview, and write a 1½ -2 page reflection on what you learned about their philanthropic profile.  There are a wide variety of questions you can ask your interviewee.  Here are a few suggestions:

1) What is your definition of philanthropy?
2) Which of the four Ts in our definition of philanthropy best describe your philanthropic life?
3) Who were your role models for philanthropic interests?
4) What gives you your greatest satisfaction in your philanthropic work?
5) If you were to win the Lottery, what would you do with the money? What philanthropic efforts might you support?
6)  What has surprised you as you have become increasingly involved in your philanthropic work?

Writing Assignment #2 (Interim reflection on book about a 20th century Philanthropist)

As you should now be well into your reading of either Three Cups of Tea or Song of Haiti, reflect on what you are learning about the impulse to help as reflected in the lives of either Greg Mortenson or Larry and Gwen Mellon.   Neither took a course in high school or college about the history and economics of philanthropy, so how do they get to the point of deciding that they want to help people?  What events pave the way for what is a life-altering commitment?” 

Writing Assignment #3 (Final essay on book of choice)

Three Cups of Tea: What is the philanthropic significance of the book’s title?  Pardon the pun, but do any of our four T's apply? Limit your response to two pages typed.

Song of Haiti: The Mellons exemplified all four of the T's from our definition of philanthropy. Which do you think was least important and which was most and how does that order illustrate the quality of their lives?  Limit your  response to two pages typed.

Writing Assignment #4 (from the mid-term test)
This course argues that American philanthropy is unique, largely because of the unique historic conditions that the defined our new nation.  Discuss how our political, economic, and religious history explains the plethora of nonprofit charitable organizations in America.

Writing Assignment #4 (Solicitation letter)

Imagine that you are one of the following: Doug Hertz, as he is raising the original funds to create Camp Twin Lakes; MJ Thorne, as she is raising funds to support the new Strategic Plan of the re-structured Odyssey program; or Greg Giornelli, as he is raising both public and private funds for the development of the East Lake Meadows project. Write a compelling, succinct but thorough solicitation letter to a donor prospect.

Writing Assignment #5 (Nonprofit organization research project paper)

Writing Assignment #6 (Final paper, in lieu of exam)


When you finish this course, you will be a certified authority on something you knew little about before.  So what do you do with your knowledge and skills?  What the world needs are more philanthropically minded people—and more consultants!  So, you are now a CPC, a Certified Philanthropic Consultant. 

You and two other class members have been approached by a group of juniors who want to start their own charitable nonprofit organization.  Brittany Merrill and Andrew Sugrue have inspired them, but they are clueless on how to proceed, so they are willing to pay one of you a consulting fee to help them get started. Your job as a CPC is to be sure that their initial efforts are successful and fulfilling.  Prepare for their consideration a document called The Top Ten List for Aspiring Philanthropists, drawing on all that you have learned in HEPUS.  Of course, you want to elaborate on the items on your list, but you should limit your document to three pages (why?).  Remember that presentation matters; these juniors will choose only one of the three documents.  All of the PowerPoints from class are now posted on the class Moodle site, so you can consult any source you like, but you do need to work independently.  Please upload this document by Sunday afternoon at 6:00 p.m.