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

Community Heritage
Lesson 3
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Lesson
Handouts
Academic Standards
Philanthropy Framework

Purpose:

The purpose of the lesson is to introduce students to the ways in which cultural groups meet their needs within a community in the past and present.

Note: This lesson also includes some Spanish Standards.

Duration:

Seven Thirty-Minute Class Periods, Plus a Service Project

Objectives:

The learner will:

  • 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 activist or other cultural group representative and discuss current issues.

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

Service Experience:

Although this lesson contains a service project example, decisions about service plans and implementation should be made by students, as age appropriate.
Learn more about the stages of service-learning.

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.

Materials:

  • Student copies of de donde somos la familia (Attachment One)

  • Student copies of Attachment Two: ¿Porqué estamos aquí? (Why are we here?)—A Graphic Organizer

  • An enlarged copy of Attachment Two on chart paper

  • Chart paper and markers

  • Student copies of Attachment Three: Field Trip Notes: Nonprofit Organization

  • Envelopes, stamps and letter paper

Handout 1
de dónde viene tu familia
Handout 2
¿Porqué estamos aquí? (Why are we here?)—A Graphic Organizer
Handout 3
Field Trip Notes: Nonprofit Organization

Instructional Procedure(s):

Anticipatory Set:
Tell the class why your family moved to the United States and from where. Tell them also why you live in the local area. Share a personal story from when your ancestors moved here, if possible.

  • Tell the students that the class is going to be looking at reasons people moved to this area. First, they need to interview their families about their own reasons for living in the area.
  • Give the students their homework Attachment One: de donde somos la familia. Tell the students to complete it tonight and return it to class for the next meeting day. (Teacher Note: The homework is in Spanish and English.)

  • Encourage students to ask their families for personal stories and more elaborate answers to the questions about their family heritage. They may write more on the back of the homework or even bring in extra papers.

Day Two:

  • Students will need their completed homework Attachment One: de donde somos la familia. Put the students in small groups and have them each share their homework. As they listen to each other, they compile the data from their group members on Attachment Two: ¿Porqué estamos aquí? (Why are we here?)—A Graphic Organizer.

  • When everyone has shared in the group, the students should compare the data they collected on the graphic organizers to make sure they all have the same data. The small groups should discuss the data collected using the questions at the bottom of the attachment as a guide.

  • After a predetermined time period, have a representative from each group record their group’s data on the large graphic organizer on the chart paper.

  • Discuss the outcomes with the students. Ask the following types of questions:

    1. What are the main reasons the families in this class came to the United States?

    2. What families already lived in the United States?

    3. Did the people from the same cultural groups come here for the same reasons?

    4. Can you think of any other reasons people may move here? (Be sure to write these responses on the chart paper.)

    5. What do you think our ancestors needed when they arrived in the United States? (Make a list of needs.)

    6. What problems did they encounter?

    7. Were there any organizations or individuals who were very helpful?

Day Three:

  • Prior to this day, organize a trip to (and tour of) a local Hispanic community center (or other cultural group representative of the area). Give the tour leader a copy of Attachment Three: Field Trip Notes: Nonprofit Organization so he or she will know what information to cover in the tour.

  • Stress to the students that they are there to learn about the focus of that particular community center and how it meets the needs of the people it represents.

  • For homework after the tour, give the students a copy of Attachment Three: Field Trip Notes: Nonprofit Organization. They should complete as much as they can remember and look in the phone book for the address and phone number of the facility.

Day Four:

  • Ask students what they learned about the community center, the people who work there and the people it services. Ask them to list what the organization was doing for the common good of the community—what needs are they meeting for the cultural group and for the entire community.

  • Have students write a draft letter, thanking the facilitator for the tour and restating what the center was doing for the community. Students use age-appropriate writing mechanics and follow the writing process through editing and revision.

  • Have students rewrite their edited letters on letter paper and address the envelope.

Day Five:

Teacher and students organize a long-term project with a local non-profit social service agency that services children of different ethnic and cultural groups. Specific plans for a project must be determined by the interests of the students and the needs of the agency. Suggestions include establishing reading buddies at a multi-cultural preschool or daycare facility. Make a plan, discuss the goals and steps to carry out the project, and get started. Evaluate the progress of the plan after each phase.

Assessment:

Students will be assessed on their ability to demonstrate their understanding of philanthropic concepts in the story cards and the letter.

School/Home Connection:

  • Interactive Parent / Student Homework:

  • 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)

  • Students demonstrate their understanding of the purpose of their tour by completing as homework Attachment Three: Field Trip Notes: Nonprofit Organization.

Cross-Curriculum Extensions:

Literacy activities can be included using the following resources:

  • Huerta, Dolores. Rebecca Thatcher Murcia. Published by Mitchell Lane Publishers, 2003

  • Krull, Kathleen. Harvesting Hope : The Story of César Chavez. Published by Harcourt Childrens Books, 2003

Bibliographical References:

None for this lesson.

Lesson Developed By:

Elizabeth R. Munro
n/a
Hathaway Brown School
Shaker Heights, OH 44122

Handouts:

Handout 1Print Handout 1

de dónde viene tu familia

Ask your family why their ancestors came to the United States. Use the checklist below. You may want to check more than one item, but probably not more than two or three. Use the Spanish questions to interview your parents.


1. Pregunta a tu mama. Ask your Mom.

¿Porqué vinieron tus antepasados a los Estados Unidos?

Why did your ancestors come to the United States?


  • Libertad political political freedom

  • Oportunidades económicas economic freedom

  • La fuerza force

  • Somos indigena we are native-American

  • Libertad religiosa religious freedom

  • Oportunidades educativas educational opportunities

  • Otra razón other reason


2. Pregunta a tu papa. Ask your Dad.

¿Porqué vinieron tus antepasados a los Estados Unidos?

Why did your ancestors come to the United States?


  • Libertad political political freedom

  • Oportunidades económicas economic freedom

  • La fuerza force

  • Somos indigena we are native-American

  • Libertad religiosa religious freedom

  • Oportunidades educativas educational opportunities

  • Otra razón other reason


3. Pregunta a tus padres. Ask your parents.

¿Porqué vivimos en __________? Why do we live in (your area)?

 

Handout 2Print Handout 2

¿Porqué estamos aquí? (Why are we here?)—A Graphic Organizer

Discussion Questions:

  1. What are the most common reasons for coming to the United States in your group?
  2. What are the different countries represented by this group?
  3. What did your ancestors need when they arrived?
  4. How did they get what they needed?
  5. Were there any groups, organizations or people who were very helpful?

 

Handout 3Print Handout 3

Field Trip Notes: Nonprofit Organization

Nombre de estudiante ___________________________________________________________________________________

 

Fecha ________________________________________________


Clase ________________________________________________

Nombre de la organización

___________________________________________________________________________________

Dirrecciones

___________________________________________________________________________________

___________________________________________________________________________________

Nombre de teléfono

___________________________________________________________________________________

___________________________________________________________________________________

Who are the people who use the services of this organization?

___________________________________________________________________________________

What services does this organization offer?

___________________________________________________________________________________

What are the needs of people of this cultural group in this community today and in the past?

___________________________________________________________________________________

___________________________________________________________________________________

What philanthropists help establish this organization?

___________________________________________________________________________________

___________________________________________________________________________________

Who are some important people involved in this cultural group? We are interested in the people who gave time, talent or treasure for the common good.

___________________________________________________________________________________

___________________________________________________________________________________

What brought this cultural group to the area originally?

___________________________________________________________________________________

___________________________________________________________________________________


What else is important to know about this organization?

___________________________________________________________________________________

___________________________________________________________________________________

Philanthropy Framework:

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Unit Contents:

Overview:People Making a Difference Summary

Lessons:

1.
Meeting Our Daily Needs
2.
Our Area's History of Philanthropy
3.
Community Heritage

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