Learning to Give, Curriculum Division of The LEAGUE
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Purpose:
Duration:
Three Forty-Five Minute Class Periods
Objectives:
The learners will:
- review the meaning of the word philanthropy (giving or sharing of time, talent or treasure for the common good).
- develop skills to use with his/her “senior friend.”
- read and discuss literature which enhances sensitivity to and respect for seniors.
- experience hands-on training to increase awareness and sensitivity for the residents of the retirement home.
- respond in journals to the literature and the training experience.
- determine which of the Core Democratic Values he/she is using (the Pursuit of Happiness and the Common Good).
Materials:
(If you have a presenter from the retirement facility, he or she may bring some of these supplies.)
- Inexpensive sunglasses (children’s size)
- Petroleum jelly
- Cotton balls
- Raw peas or beans
- Rubber gloves with cotton in the tips
- Wheelchair and walker
Instructional Procedure(s):
Anticipatory Set:
Ask the students if they have ever visited a senior center or retirement home before. Tell them that they will be visiting one soon. Read Wilfrid Gordon McDonald Partridge aloud to the students and discuss how the residents responded to their young visitor. How did they benefit? How did Wilfrid benefit from the relationships? (There are additional books listed in the biographical section of this lesson.)
- Ask the students to share their stories of grandparents, older relatives or friends.
- Tell the students that they are going to be paired up with a senior from a local retirement home. The purpose is to establish a relationship and complete a project with a “senior friend.” (Read the parent letter for details. See Lesson One: Building Sensitivity and Awareness, Attachment Two: Living History Project - Parent Letter.)
- The seniors may not get a lot of young visitors. They may feel a little lonely. The purposeful visits from students may truly brighten their days. Impress upon the students that their visits will be appreciated. Talk about how this project fits the definition of philanthropy. (Review the definition as the giving or sharing of time, talent or treasure for the common good.) Ask the students to explain why their project is good for the community. Community members have a responsibility for the common good.
- Define selfish and selfless. In what way is this volunteer project a selfless act? What benefit do the students think there will be for them? What opportunity costs will there be?
Day Two:
- Introduce the presenter from the center or retirement home or teach the sensitivity training yourself. Discuss what different situations bring an elderly person to a center or retirement home. Talk about what they might have experienced in life. Describe different aspects of aging that they may witness. Emphasize that these are natural effects of aging that they may experience themselves some day.
- Set up six stations for students to visit. Ideally, you should have an adult at each station to discuss their reactions as they experience each simulation/barrier of aging.
- Walk with beans in shoes (to simulate the discomfort of walking).
- Put petroleum jelly on sunglasses and try to read (to simulate failing vision).
- Put cotton balls in ears (to simulate deafness).
- Walk with a walker while blindfolded (to experience the difficulty).
- Push someone in a wheelchair (to experience the barriers).
- Try to open a box of gelatin or a bottle of medication while wearing rubber gloves with cotton in the fingertips (to simulate the clumsiness of arthritis).
- Walk with beans in shoes (to simulate the discomfort of walking).
- Gather the students together and discuss their reactions to the “challenges” that may complicate the lives of elderly people. Discuss how they should react when they observe someone having difficulty.
- Raise awareness of some behaviors that will improve the experience of meeting with their “senior partners.”
- Speak in a clear voice (not shouting).
- Be respectful of their limitations.
- Move slowly—a lively student may be a little frightening.
- Speak in a clear voice (not shouting).
- Pass out copies of the poem, “A Crabbit Old Woman Wrote This” (Attachment One). Read the poem and discuss the main idea.
Day Three:
- Read The Remembering Box aloud. Discuss Grandma Goldina’s limitations. Ask the students to describe her relationship with Joshua. What did it mean to both of them?
- Have students review the Core Democratic Values and determine which of the Core Democratic Values are represented in this project (the Pursuit of Happiness and the Common Good).
- Tell students to write in their journals about the living history project. Ask them to write what they understand they will be doing, how they should act, what they should expect from their senior friend and who they think will benefit from the experience (the senior or themselves). Their writing should reflect their level of understanding and compassion.
Assessment:
- Assess students by observing their participation and reaction during the training.
- Assess their written responses in their journal: look for details of the project and for words of respect and compassion in their writing.
School/Home Connection:
- Before this lesson, send home the letter telling families about the project. (See Lesson One: Building Sensitivity and Awareness, Attachment Two: Living History Project - Parent Letter.)
- Send home the photo permission form for an appropriate adult to sign. (See Lesson One: Building Sensitivity and Awareness, Attachment Three: Photo Permission Form)
Bibliographical References:
- Clifford, Eth. The Remembering Box. New York: Beech Tree Books, 1985. ISBN 0-688-11777-5
- Fox, Mem. Wilfrid Gordon McDonald Partridge. New York: Kane/Miller Book Pub., 1985. ISBN 0-916291-04-9
Additional Books:
-
Cooney, Barbara. Miss Rumphius. Scott Foresman, 1985. ISBN: 0140505393
-
DePaola, Tomie. Now One Foot, Now the Other. Putname Pub. Group, 1991. ISBN: 0399224009
-
Johnson, Angela. When I Am Old with You. Orchard Books, 1993. ISBN: 0531070352
-
MacLachlan, Patricia. Through Grandpa’s Eyes. Harper Trophy, 1983. ISBN: 0064430413
-
Munsch, Robert. Love You Forever. Firefly Books, 1988. ISBN: 0920668372
Lesson Developed and Piloted by:
Kathleen VeenstraReeths-Puffer Schools
Central Elementary School
Muskegon, MI 49445
Handouts:
Handout 1Print Handout 1
A Crabbit Old Woman Wrote This
What do you see, nurses, what do you see?
Are you thinking when you are looking at me?
A crabbit old woman, not very wise,
Uncertain of habit, with faraway eyes.
Who dribbles her food and makes no reply
When you say in a loud voice – “I do wish you’d try.”
Who seems not to notice the things that you do
And forever is losing a stocking or shoe.
Who unresisting or not, lets you do as you will,
With bathing and feeding, the long day to fill.
Is that what you’re thinking—is that what you see?
Then open your eyes, nurse, you’re looking at me.
I’ll tell you who I am, as I sit here so still;
As I use at your bidding, as I eat at your will.
I’m a small child of ten with a father and mother,
Brothers and sisters, who love one another.
A young girl of sixteen with wings on her feet,
Dreaming that soon now a lover she’ll meet.
A bride soon at twenty—my heart gives a leap,
Remembering the vows that I promised to keep.
At twenty-five now, I have young of my own,
Who need me to build a secure, happy home.
A woman of thirty, my young now grow fast,
Bound to each other with ties that should last.
At forty, my young sons have grown and are gone,
But my man’s beside me, to see I don’t mourn.
At fifty, once more babies play round my knee,
Again we know children, my loved one and me.
Dark days are upon me, my husband is dead,
I look at the future, I shudder with dread,
For my young are all rearing young of their own,
And I think of the years and the love that I’ve known.
I’m an old woman now, and nature is cruel—
‘ Tis her jest to make old age look like a fool.
The body it crumbles, grace and vigor depart,
There now is a stone where I once had a heart.
But inside this old carcass, a young girl still dwells,
And now and again, my battered heart swells.
I remember the joys, I remember the pain,
And I’m loving and living life over again.
I think of the years all too few—gone too fast,
And accept the stark fact that nothing can last.
So open your eyes, nurses, open and see
Not a crabby old woman, look closer—see ME!
This poem was written by a woman who died in the geriatric ward of a hospital. It was found by a nurse who was clearing out her belongings. It has been copied and sent to hospitals and nursing homes around the world.
Handout 2Print Handout 2
Living History Project - Parent Letter
Living History:
An
Intergenerational
Philanthropy
Project
Dear Family,
Our class will soon be involved in a philanthropy project. We will be working in pairs to interview and write the “living history” of our “senior friends” at a retirement home. This project will involve:
- Sensitivity training by staff from a senior center or retirement home.
- Reading The Remembering Box by Eth Clifford and Wilfrid Gordon McDonald Partridge by Mem Fox.
- Using our time and talents for the common good.
- Making a “remembering box” with partners to give to each senior friend on our first visit.
- Several visits to the senior center or retirement home.
- A visit to the local history museum with our senior friends to relive and relate to our shared local history.
- Writing the biography of our senior friend and our own autobiographies (for the author page). These books will be published in the computer lab.
- Illustrating and assembling our books.
- A “Celebration of Living History” event where we will present our books to our senior friends.
Handout 3Print Handout 3
Photo Permission Form
Hands that help…
Minds that learn…
Communities that benefit!
I hereby authorize ___________________ to use any photographs, in which my child or minor under my care is involved. These photos may be used for lawful distribution and dissemination to the public.
I hereby release and discharge ___________________ from any and all claims arising out of the use of these photos, or any right that I, or the minor under my legal care, may have to the photos or their use.
I __________________________________________ am of full age, and am able to contract for the minor in the above regard. I have read this document and fully understand its contents.
Name of Minor: ____________________________________________
Address of Minor: __________________________________________
________________________________________________________
Name of Adult: _____________________________________________
Address of Adult: ___________________________________________
_________________________________________________________
Relation to Minor: ___________________________________________
Signature of Adult: __________________________________________
Date: _______
Unit Contents:
Overview:Living History-An Intergenerational Philanthropy
Project Summary
Lessons:
- 1.
- Building Sensitivity and Awareness
- 2.
- Autobiography and Interviews
- 3.
- Sharing Our Past
- 4.
- Publishing the Living History
- 5.
- Celebration of Living History
All rights reserved. Permission is granted to freely use this information for nonprofit (noncommercial), educational purposes only. Copyright must be acknowledged on all copies.