Learning to Give, Curriculum Division of The LEAGUE

The LEAGUE

People Making a Difference
Unit of 3 lessons
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Kindergarten-2nd Grade
Subjects:

Language Arts, Library / Technology, Philanthropy and Social Studies

Key Words/Concepts click to view
Lesson 1 : ELA: Analyze/Interpret; Brainstorming; Compare/Contrast; Journaling; Personal Response; Presentations; Prior Knowledge; Speaking; Vocabulary; Writing Mechanics
 PHIL: Act of Kindness; Common Good; Giving; Need; Philanthropic Act; Sharing; Time/Talent/Treasure
 SOC: Common Good; Communities; Cooperative Groups; LEAGUE Optional Lesson: The Drive; Wants/Needs
Lesson 2 : ELA: Communicate; Graphic Organizer; Letter Writing; Reading; Reflection; Research
 PHIL: Charity; Civil Society; Common Good; Community; Motivation for Giving; Personal Wealth; Philanthropic Traditions; Time/Talent/Treasure
 SOC: Community Characteristics; Historical Biographies; Past/Present/Future; Research
Lesson 3 : ELA: Cultural/Historical Contexts; Letter Writing; Plot Development; Writing Mechanics; Writing Process
 PHIL: Common Good; Culture; Hispanics; Need; Nonprofit Organizations; Time/Talent/Treasure
 SOC: Common Good; Immigration; SOC: Communities; Wants/Needs

Unit Overview:

This unit explores how basic needs of individuals, communities and ethnic groups are often met by philanthropists. Without the aid of generous individuals and organizations, many of our communities would not have survived the early years. Libraries, zoos, schools, hospitals and other community buildings are often named after these influential people. Students learn that meeting their basic needs is related to their local environment, and even they can step forward and help others meet their basic needs.

Unit Purpose:

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.

Unit Objectives:

The learner will:

  • identify the basic needs of all people.

  • define the term philanthropy and philanthropist.

  • identify philanthropists from his/her local community.

  • brainstorm ways to help others who don’t get their needs met.

  • analyze acts of philanthropy by sorting in different ways.

  • identify situations in which meeting basic needs required attention during the area’s early years.

  • describe a philanthropic act that made an impact on the area’s development.

  • examine the life of a local philanthropist.

  • identify the reasons his/her own family came to live in the United States and, in particular, the local area.

  • discuss the reasons why the representative cultural groups came to the area.

  • identify the major ethnic groups within the community.

  • meet a local Hispanic or other cultural group activist and discuss current issues.

  • participate in a student to student mentor-ship with children in a local preschool.

Service Experience:

Although lessons in this unit contain service project examples, decisions about service plans and implementation should be made by students, as age appropriate.

The students will make a connection with a Hispanic (or other cultural group) social agency or multi-cultural Head Start, preschool or daycare facility. They will find out the needs of the organization and make a plan to give time, talent or treasure to that agency.

Unit Assessment:

  • Assess student performance in the following ways:
    • Observe student participation in the problem-solving sessions.
    • Evaluate the contributions both in small groups and individual written responses for their understanding of the concepts of philanthropy.
    • Evaluate the content of the homework for accuracy in demonstrating an example of philanthropy.
  • In Lesson Two: Our Area’s History of Philanthropy, students work in small groups. They choose a prominent philanthropist or a neighborhood leader who contributed to your area’s development. The students work together to compose a letter of thanks to that person which includes a description of the person’s contribution and the legacy of that contribution.

School/Home Connection:

  • “Copy-and-Paste” Class/School Newsletter Information Insert:
    Our class will be studying our community heritage and how people make a difference in large and small ways. They will be consulting their families on their own heritage as well as reasons for moving to this area. Our settlers in this area had some difficult times and had many needs. The students will explore how basic needs of individuals, communities and ethnic groups are often met by philanthropists. Without the aid of generous individuals and organizations, many of our communities would not have survived the early years. Libraries, zoos, schools, hospitals and other community buildings are often named in honor of the contributions philanthropists have made. Students learn that meeting basic needs is an ongoing issue in our community, and even they can step forward and help others meet their basic needs.

  • Interactive Parent / Student Homework:

    • The homework assignment in Lesson One: Meeting Our Daily Needs involves the parents in brainstorming with their children about philanthropic acts that they know about in their lives. For younger students the parents will need to write the WHO, WHAT, WHY, WHERE and WHEN on the back of the pictures.

    • The homework in Lesson Two: Our Area’s History of Philanthropy asks students to talk with their families about ways they have been philanthropists in the community. The students draw a picture illustrating an experience in which their family helped others. Students will share their illustrations with the class the next day.

    • The students will complete a worksheet for homework in which they ask their parents why the family ancestors came to the United States and why they settled in the area. (See Attachment One: de donde somos la familia in Lesson Three: Community Heritage.

    • Students demonstrate their understanding of the purpose of their tour by completing as homework , Attachment Five: Field Trip NotesNonprofit Organization from Lesson Three: Community Heritage.

Notes for Teaching:

In Lesson Three: Community Heritage, the students visit a local nonprofit organization that addresses the needs of an ethnic or cultural group in your area. Set up the tour and give the facilitator a copy of Attachment Five: Field Trip NotesNonprofit Organization from

Lesson Three: Community Heritage in advance. Students will also be choosing a service project, such as a relationship with a local Head Start program. It will be helpful to look into options in the area where there is a multi-cultural preschool or daycare facility.

Teacher Note: Teachers should be sensitive to the fact that some families might not feel comfortable in sharing their ancestral background.

Note: This unit also includes some Spanish Standards

This unit is especially suited to second grade but it could easily be adapted for a 3rd-5th-grade classroom.

State Curriculum and Philanthropy Theme Frameworks:

See individual lessons for benchmark detail.

Lessons Developed and Piloted By:

Elizabeth R. Munro
n/a
Hathaway Brown School
19600 North Park Rd
Shaker Heights, OH 44122

Isabella Dorr
n/a
Hathaway Brown School
19600 North Park Rd
Shaker Heights, OH 44122

Maryalice Johnson
n/a
Hathaway Brown School
19600 North Park Rd
Shaker Heights, OH 44122

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