Learning to Give, Philanthropy education resources that teach giving and civic engagement

The purpose of this unit is to teach students to see the world from another’s point of view and to recognize the importance of respect.

What is the meaning of respect and how do you show respect for others?

This lesson will help students identify a person’s basic needs, realize that many people in the world are lacking these needs and why this may occur, and encourage them to think of ways to help these people.

Students will understand that they have the ability to be philanthropist in their community.  The students will be guided in philanthropic discussions throughout the unit that clearly define philanthropy as the giving of time, talent, and treasure for the common good. Students learn that they can create a beautiful community through cleaning up, helping others, sharing songs, using kind words, creating public art, and much more. 

Through literature and simulation, learners gain an understanding of  the concept of hunger and what they can do about it. Students learn about nutrition and counting money as they define hunger and collect loose change to donate to an organization of their choice. Students create "Stop Hunger Buckets" and initiate a school-wide collection of loose change. The proceeds are donated to a nonprofit organization that feeds people who are hungry.

Focus Question: What can we do about the issue of hunger in a world of uneven distribution of resources?

The students respond to text and apply the principles of believing in oneself and being kind to others within the community.  The purpose of this unit is to build self esteem, promote responsible citizenship and encourage philanthropic behaviors.

Students will listen and respond to the story of The Little Red Hen. The concepts of community and working together for the betterment of the community will be developed.

The purpose of this unit is to promote the idea of the common good.  The concepts of wants, needs, savings and philanthropy are introduced. Money values are reinforced through hands-on activities.

Learners will illustrate how Jackie Joyner-Kersee is a motivator, both as an athlete and a philanthropist. She demonstrated acts of kindness for the common good through building youth centers across the nation.

The purpose is to recognize fairy tales/legends as literature genre and to identify positive and negative character traits.

Focus questions:

1. What is good character?
2. Why are the lessons in fairy tales found in stories from all different cultures?

Students investigate how to improve their community through beautification. They assess the needs of their neighborhood and graph and chart data collected from family interviews. Students develop an understanding of community partnerships and define community organization. The students will unfold the answers to the following essential questions:

• What are the needs in your neighborhood?
• What community organizations address these needs?
• How can we address the needs of the area? 

Students will become familiar with the definition of philanthropy and see examples of it in the community, especially in connection with the United Way.  

The purpose of this unit is to increase students’ awareness of the differences among us. Through identification of and participation in service activities, the students will gain a better understanding of others’ unique characteristics. Acceptance of individual differences and understanding of developmental differences is the overarching behavior outcome of the unit. The unit strives to instill the concept of tolerance to enhance the common good.

This lesson will introduce learners to opportunities to respond to a natural disaster. The lesson will introduce vocabulary terms spend, save and donate. The students will learn the definition of philanthropy (giving time, talent and treasure, and taking action for the common good) as well as explore reasons why people choose to donate. As a class, they will discuss and sing the song "What is a Philanthropist?"

Focus Question: How can we be most helpful to the victims of a major disaster, such as a hurricane or earthquake?

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In this unit students learn about the life and actions of Dr. Martin Luther King, Jr. in the name of civil rights. Students define philanthropy and give examples of how Dr. King was a philanthropist. The students experience a simulation of unequal treatment and discuss fairness. Children reflect on Martin Luther King, Jr.’s dream and personalize a way to act out his dream. Students analyze the importance of physical characteristics and characteristics of character.

• Why is it important to treat all people fairly?
  
  
• In what ways can we carry on MLK’s dream?

The purpose of this lesson is to have students identify the shared gifts in the folktale, "The Drum" and make drums using different recyclable containers and colorful craft supplies. Students visit a local preschool or retirement facility of their choosing to read aloud a book they wrote and illustrated about generous giving. They share a drumming performance and give the drums and books as gifts.

Learners will learn how to become environmental stewards by participating in several service learning activities that help address environmental needs in their school communities. They will gain an understanding of the importance of environmental stewardship and how they can participate. Learners will also understand that they are part of a whole and that they have a responsibility to participate in caring for the Earth.

Focus Questions:
Why does the world need environmental stewards?
What do we have to give for what we have been given?

The learners will appreciate that insects have specific attributes and needs. They will appreciate the concept of life cycles. They will come to realize that the Monarch Butterfly is dependent on the milkweed plant for its survival.  The class will plant nectar-producing flowers, as well as milkweed, in a school garden and/or various locations in order to help preserve the Monarch Butterfly. They will understand that enhancing and caring for the environment is the civic responsibility of all people.

This unit demonstrates to the learners that by enhancing and caring for the environment they are demonstrating acts of philanthropy and that environmental stewardship is the civic responsibility of everyone. Learners will be introduced to the specific attributes, needs and the life cycle of the Monarch Butterfly and learn how it is dependent on the milkweed plant for survival.

This unit will help students develop a better understanding of the basic nutritional needs and how those are vital for a person's health. This will give background information leading to the development of the service learning project to raise funds for an organization of their choice. Non profit organizations need funds from many sources to thrive. Students will work cooperatively to organize a fundraiser with the intent of a philanthropic outcome. They will survey the school population and analyze the results of those surveys to determine which snacks will be appropriate to sell as a fundraiser for their school. Students will determine where the proceeds will be donated.

Children learn about people in the world who are starving or experiencing food insecurity and how food is distributed. They discuss what it feels like to be hungry and read about the work of soup kitchens and other efforts to bring food to people who are hungry. They determine how they will help address hunger and starvation locally or globally, and reflect on these service opportunities.

This unit introduces the learners to philanthropy, giving of time, talent, and/or treasure, through the example of Johnny Appleseed (John Chapman). By participating in a variety of lessons, the learners will develop a deeper understanding of how Environmental Stewardship and Philanthropy are related. Included in this study is a science component in which students learn about how the apple tree (and other trees) benefits the environment and people.

Students learn about caring and sharing through discussion of the book Martin's Big Words. The "big" word and concept of philanthropy (giving time, talent and treasure for the common good) is introduced. The students discuss ways they have been philanthropic by voluntarily being nice to someone or being helpful. The students learn about giving and sharing through listening to and responding to literature books. They show caring by doing a simple service project, and  they brainstorm and choose a group to receive their creations. This unit can be taught as grade specific using two lessons (Kindergarten - Lessons 1 & 2 , Grade 1 - Lessons 1 & 3, Grade 2 - Lessons 1 & 4). To extend the learning and service experiences, additional lesson can be used, as time allows.

• To introduce and instruct Kindergarten students about the skills necessary for interacting together as a group.
• To teach Kindergarten students about responsible personal conduct.
• To teach students that they are members of a community and to understand that all benefit when the community works together for the good of the group.

The learners will understand the importance of giving their time, talent, and treasure to promote our natural resource of trees.  They will participate in a service learning project involving planting new trees and recycling waste paper to make mulch.  The learners will express their understanding and accomplishments in a variety of ways.

How can a learner use his/her time, talent, and treasure to renew our natural resource of trees?

Can a young person truly make a difference in our world?

Good literature can do a powerful job of helping young children learn the conventions and appropriate behavior in the community, school, and home. Through eight stories, children will learn to help each other, value others, believe in themselves, treat smaller children with patience, work together, get along, recognize a need and seek a solution, realize that people are more similar than different, and understand that everyone is deserving of respect, without regard to race or physical/mental challenges.

The purpose of this lesson is to introduce children to literature that reinforces the concept of unconditional kindness and demonstrates the idea that a good deed deserves another. Students will begin to understand that one act of kindness can lead to other acts of kindness and that acts of kindness are acts of philanthropy, giving of one's time, talent and/or treasures for the good of others.

Students gain awareness of and empathy for differences between their wants and needs and the wants and needs of others. They discuss the read-aloud book Sam and the Lucky Money and build understanding of the choices we make with our assets, like time and talent. They explore ways they can share their time, talent, and treasure with someone with different needs and wants than their own.

Focus Question: How do our needs and wants impact our choices?

Students will define philanthropy and identify ways in which Johnny Appleseed acted as a philanthropist through environmental stewardship. After identifying ways in which they personally act as philanthropists, they will raise awareness of philanthropy in the school and home.

Students will understand the basic definition of philanthropy as the giving of time, talent and treasure for the common good. Students will also understand that everyone, regardless of age, can be a philanthropist. Students will understand that examples of philanthropy can be found in many areas.

The essential questions:

What is philanthropy?

Why do we have philanthropists?

Is every act done for another philanthropic?

Learners explore the important role that rules play at home and school, as well as in the games they play. With a deck of playing cards, the learners play simple games that practice math concepts and cooperative play. This unit serves as a precursor to the more complicated game of Mini Bridge.
Focus Question:
How do rules help us?

United States citizens not only have individual rights as citizens but also responsibilities. It is important for children to learn how local governments balance these individual rights with the common good to solve local community problems. With these skills, students will be able to get along better in their classroom, neighborhood and community if they do their duty as good citizens.

Students will understand the basic definition of philanthropy as the giving of time, talent and treasure for the common good. Students will also understand that everyone, regardless of age, can be a philanthropist. Students will understand that examples of philanthropy can be found in many areas.

Many students are unsure what the term homeless means or how to help those that are homeless. This lesson will help then get a better understanding of the concept through the story Selavi, That is Life: A Haitian Story of Hope. The story tells about a group of homeless children who work together to help themselves and then help other children. This lesson will also help develop the students' cooperative learning skills.

In this unit Woody’s legacy continues to inspire and educate about the need for “commons” in our communities. The Woody Guthrie song This Land is Your Land is used to communicate the concepts of philanthropy, private property and “commons.” These concepts will be defined and described. The illustrations in This Land Is Your Land will enable the learner to distinguish “commons” areas. “Commons” areas in the school will also be identified. The need for “commons,” and the responsibility to care for “commons”will become clear.

In this unit Woody’s legacy continues to inspire and educate about the need for “commons” in our communities. The Woody Guthrie song This Land is Your Land is used to communicate the concepts of philanthropy, private property and “commons.” These concepts will be defined and described. The illustrations in This Land Is Your Land will enable the learner to distinguish “commons” areas. “Commons” areas in the school will also be identified. The need for “commons,” and the responsibility to care for “commons”will become clear.

Students realize the importance of meeting the needs of food, water, shelter, clothing, healthcare and school. Students learn about events that prevent people from getting their basic needs met, such as a natural disaster or moving to a new community. They also explore how people and organizations step forward to help others get their basic needs met. Students become sensitive to the needs of others and are motivated to think about ways they can help.

It’s important for learners of all ages to understand that animals are living, feeling beings.  This unit encourages children to think about pets and what they bring to the lives of human beings. They will understand that by providing animals with basic needs and treating animals with kindness and respect, they are demonstrating responsible pet care, Environmental Stewardship and acting as responsible citizens of the community.

Focus Question: 
What is each person’s responsibility for animal welfare?

By exploring the concepts and vocabulary of philanthropy, the students will be able to better understand what it means to help each other and be altruistic.

The purpose of the unit is to introduce the learners to science and philanthropy through the care and sharing of flowers.

The purpose of this unit is to role-play experiences that will give children a better understanding of the lives of the early pilgrims in their travels from Europe to America in search of religious freedom. They will recognize the importance of acting for the common good.

Students will understand that you find poetry everywhere: lyrics to songs, commercials and rap. They will also realize that philanthropic themes are often found in poetry. Students will write poems with philanthropic themes.

This lesson will help students understand why people donate money to organizations and why organizations need money to help others. Learners will solicit funds (pledges) from family member in exchange for a certain number of minutes reading.

Focus Question(s): How do people become refugees? How does the plight of refugees affect us? What is our responsibility to address the needs of refugees?

Students become actively engaged in the process of improving the world through acts of kindness. They learn to recognize those who are helping others as role models and emulate their actions by being helpful and kind to their classmates, families, and community members.

Throughout the unit, they continuously ask themselves:

What actions are helpful and kind and thereby make this world a better place?

How can I fulfill my responsibility to partake in these activities?

The purpose of this unit is to introduce the learners to the concept of Environmental Stewardship, community and how making an area attractive is an act of philanthropy.  This will be achieved through looking at the Monarch Butterfly and the four stages of its life cycle. Learners will also discover that the Monarch is dependent on the milkweed plant as a source of energy.

Focus Question: How is caring for the environment, by protecting plants and animals, related to civic responsibility?

This lesson introduces the students to concepts about homelessness, hunger and philanthropy. The students will listen to a story about a Chinese boy who chooses to give his precious four dollars (“lucky money”) to a homeless man, setting the tone for initial discussions about selflessness, and ways to address hunger, and poverty.

How do we use our senses to recognize similarities and differences between communities and people?

This K-2 unit works toward creating connections, sensitivity and friendship between people of different generations. Lessons are based on literature, math, science and social studies. Students listen to stories about different generations and make connections with some senior community members. Students explore everyone’s shared experiences with memory—memories of people, toys, good times, family. They also explore everyone’s responsibility for stewardship of the environment through reuse and recycling: in the past, the present and the future.In this unit, the students explore the shared experiences of people of many different generations and of the future. They will explore the concept of recycling, what it meant in past generations compared to what it means today.

Students will see an example of giving one’s talents (philanthropy) in Native American culture using children’s literature. They will analyze their own special gifts or talents and determine how the community can gain from them.

By exploring the concepts and vocabulary of philanthropy, the students will be able to better understand what it means to help each other and be altruistic.

Focus Question: What can young people do to make the community a better place for all?

This unit demonstrates to students the importance of being aware of the needs and opinions of others. It encourages students to think beyond themselves and to treat others with tolerance and respect.

This unit enables students to reflect on the following questions:

• What does it mean to cooperate?
• What does it mean to share?
• What does it mean to be tolerant of others?

Students will recognize the importance of friendship in a person's life and identify organizations that help those without friends.

This lesson will encourage students to think of ways that they can be (or have been) philanthropists. Using a puppet or doll to tell a story about going to a soup kitchen will help get the students excited about providing food for a soup kitchen.

This lesson will introduce learners to the concept of raising resources to help others. The learners will discover reasons why people choose to donate.

In this lesson, students learn about the interconnectedness of nature and the impact of people on the environment. Students are motivated by literature to teach others the importance of trees in our ecosystem. In an optional Extension of the lesson, they design and make posters with a “Save the Trees” message.

This unit emphasizes the importance of reducing, reusing and recycling with a particular focus on the significance of respecting the environment and being good stewards of the Earth.  Using literature and hands-on activities, the concepts of reduce, reuse and recycle will be explored.  The culminating project will include students sharing their time and talent to make new paper from used classroom scrap paper.  The learners will act philanthropically by using the hand made, recycled paper to create cards to give to others in the community.

Focus Questions(s):
Is it the responsibility of everyone to reduce, reuse, and recycle?  How does that demonstrate respect for the Earth?
 

Focus Questions:

What is the connection between creation and taking care of the environment?
Why is it important to take care of the environment?
What is my role in caring for the environment?

This unit demonstrates that charity is a fundamental concept of Judaism. It engages students not only in the learning, but through performing acts of charity.

Focus Questions:
What is tzedakah?
Why is tzedakah important for both the person who gives and receives?
Is tzedakah only about giving money?

In a world of us vs. them, how do children develop a sense of community? In this lesson, our children will gain an understanding of community as people who work, learn, play and live together. Through the activities in this lesson, children internalize the value of being a responsible community member.

So many of our students see themselves as individuals and have not made connections to "community." Is there strength in uniting? How do children develop a sense of community? In this unit, students will begin to view their family, friends and school as a community where people live, work and play together for the common good. Students will explore game-playing as an activity to build community. As a culminating activity, host a family "Make-It, Take-It Night" where families make games and then are able to take their games home for continued "community building."

The students experience a simulation demonstrating unequal treatment and discuss justice and fairness. Students will reflect on Martin Luther King, Jr.’s dream of equality and his actions as a philanthropist.

The students will learn about the volunteers who help in the school. They will decide a way to show their appreciation to those volunteers and be encouraged to find ways that they can be a volunteer to help others.

Through four lessons students will understand the concept of Environmental Stewardship. Using a children’s story about a neighborhood working together to improve the appearance of a vacant lot, student will decide how they will participate in a community project to beautify their community and becoming Stewards of the Earth.

Focus Questions: Why do we need plants? Who's responsibility is it to be an Environmental Steward of the natural world?

 Water is essential to all life; however it is not abundant in many areas. In order to preserve our usable water resources, water conservation needs to be a component of everyday life. Conservation can be done in a variety of ways. Through the completion of this unit, learners will develop an understanding of the water cycle, how to measure rainfall (water) and why it is essential to conserve this precious resource. Learners are able to display their ability to be a good citizen and stewards of the Earth by educating those around them about how these things can be done.

Students draw on the image of a table to make a plan for bringing their time, talent, and treasure to the table for children who are hungry in the community. Using the table as a theme, students carry out a service-learning project that addresses the issue of child hunger in the United States. This lesson includes an optional field trip for a simple community mapping activity.

Focus Question: What are some ways we can set a table for children who are hungry in our community?

For learners to be good stewards of the Earth they need to know how to help take care of the environment. “What’s All the Commotion in the Ocean?” is a unit to enhance children’s learning about ocean animals, pollution and how children can make a difference by being good stewards of the Earth’s water resources. The children will learn about ocean animals, the ocean environment and how to take care of the ocean environment.  They will develop possible answers to the question: What can we do to help the ocean environment? These discussions will lead to a culminating writing activity. The children will write a letter to an organization to find out how to help clean up our oceans.  While learning about taking care of the ocean environment they will learn that they are acting responsibly for the common good.

Focus Question: What can we do to help the ocean environment?

The purpose of this lesson is to introduce the learners to the concept that community organizations need resources (money and materials) to help people in need.

This lesson will teach children about volunteers and the difference they make in our world. The children will conclude that even they can volunteer and make a difference in their community.