Learning to Give, Curriculum Division of The LEAGUE
The LEAGUE
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Unit Overview:
Unit Purpose:
Unit Objectives:
The learner will:
- explain how the three major economic systems function.
- describe major governmental systems.
- compare and contrast the needs of citizens living in various economic and governmental systems.
- describe how needs are met in various economic and governmental systems.
- explain the role of nonprofit organizations and their connection to governmental and economic systems.
Service Experience:
Students will create a reference poster for use in high school and middle school social studies classrooms. These reference posters act as a visual aid for lessons in history, economics, geography, civil society, and could be quite useful in current events. After creating these posters, students will present them to the teacher (and class) that will be using it in the classroom, explaining how to read and use it.
Unit Assessment:
The teacher will monitor progress as students fill in their charts, as well as check for understanding through class discussion. Students will write a metaphor describing the symbols they choose for their posters. Final assessment will be based on the written homework assignment and the completed Reference Poster.
School/Home Connection:
In this unit, students are making connections between economic systems and governing systems as they meet the needs of people in a variety of countries. Students will review the definitions of the economic and governmental systems. They will work together to create a list of needs specific to citizens of various countries, then decide how those needs are met - through the government, private sector, or through the nonprofit sector. They will explore the relationship between the government and nonprofit sector in different countries, and create a reference poster for use in social studies classrooms in the middle and high schools.
Notes for Teaching:
You will need to provide students with some background information on the countries used in the chart, either from a geography or economics text, or from the Web. (http://www.Britannica.com is a good Web site). In a beginning class, a lot of class discussion is necessary to clarify the different concepts before beginning the posters. This unit takes some advance preparation. In Lesson Three: The Personal Touch, students will be using information from interviews (see Attachment One: Biography/ Interview Sheet in Lesson Two:It's Symbolic for the interview questions). The teacher needs to set up interviews in advance or create a possible list of interviewees for students to contact to arrange an appointment time. Variation: If having students do the interviews is not feasible during the teaching of this unit, the teacher can, in advance, complete four to six mock interview sheets, making up fictitious biographical information, but true facts about the countries. The teacher also needs to meet with colleagues to set up a time and place for students to present their work to other classes.
State Curriculum and Philanthropy Theme Frameworks:
See individual lessons for benchmark detail.
Lessons Developed and Piloted By:
Christine Knapp
Mt. Pleasant Public Schools
Mt. Pleasant High School
1155 S Elizabeth
Mt. Pleasant, MI 48858
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