The teacher will lead the learners  to reflect on philanthropic acts that they have done in the past.  This may be acts as simple as helping around the house, or volunteering time in their community. This will help them to define philanthropy on a personal level.

 Day One and Two

 

Anticipatory Set

 

Write the words Oklahoma City Bombing on the display board and ask the learners what they know or have heard about this event. In a word or two, write each of their comments beneath the displayed words. Show a U.S. map and have one of the learners volunteer to point out where Oklahoma City is located. Discuss its location in relation to where the learners live: near/far, north/south, east/west, etc.. Solicit their thinking about the idea that perhaps the people who lived closer to the site of the incident might have felt it's impact more deeply than those who lived farther away. Why? or Why Not?

• Show the video entitled "Tapestry", a documentary detailing the Oklahoma City (OKC) Murrah Federal Building. bombing (As an alternative to the video, allow the learners to explore the Internet for as many stories and articles concerning the bombing and the facts and opinions surrounding it, that they can find/read in the allotted time or provide the them with downloaded OKC articles from the Internet i.e. www.cnn.com/US/OKC/bombing.html) 
  
  
• In a group discussion, compare and contrast the ideas and thoughts shared during the Anticipatory Set with the facts and opinions expressed in the video (or those found in the Internet search)and write these on the display board as well.
  
  
• Allow time for the learners to complete the reflection response - Attachment One
  
  
• Have the learners voluntarily discuss their personal reactions to the video (or their Internet search); sharing their reflection responses . 
  
  
• Define intolerance using the Webster's dictionary.  Have a student read it aloud.

 

Day Three

 

• Place the word intolerance on the display board and solicit its definition and/or some of its synonyms from the learners. (Teacher Note: Merriam-Webster defines intolerance as -a) 'being unwilling to grant equal freedom of expression especially in religious matters ; b) unwilling to grant or share social, political, or professional rights. )
  
  
• Using the definition/synonyms of intolerance, lead the class in a discussion of Timothy McViegh's actions with open-ended questions... i.e. Why did he do it?  What was he wanting to change? Did his actions reveal tolerance or intolerance? Did his actions produce attitudes of tolerance or intolerance in others? Might there not have been different/better ways for him to express his concerns? What might have been some alternatives ways he could have communicated his differences?
  
  
• Have the learners brainstorm other acts of intolerance that have occurred world wide, in the United States, and in their community and list these on the board. In each case have the students recall, if they can, some of the public responses to these incidences and suggest alternative ways these differences could have been communicated.
  
  
• Place the word philanthropy on the display board and have the learners share their prior knowledge regarding the meaning of this word. Philanthropy is defined as the giving of ones time, talents, and treasures and taking action for the common good.
  
  
• Have the learners recall from their viewing (reading) some of the philanthropic responses of the public- locally, nationally and internationally- to the OKC bombing.  How did this tragedy produce a positive reaction? How did the other acts of intolerance mentioned by the learners produce a positive reaction?
  
  
• Have the learners reflect on a time when they experienced a 'personal tragedy' (their own or a family member's) that eventually produced a positive reaction in themselves or by others. Seek volunteers to share their stories.
  
  
• Have all learners complete the Act of Philanthropy worksheet (Attachment Two) and turn it in at the beginning of the next class period. 

As an extra credit project, have learners investigate the Oklahoma City National Memorial "Hope Trunk"  project at http://www.oklahomacitynationalmemorial.org/docs/hope_trunk.pdf . Have those who opt to investigate the "Hope TrunK" report to the rest of the class how this project is a philanthropic response to the OKC tradgey.

As an alternative extra credit project, have learners investigate the Columbine High School Shootings at http://en.wikipedia.org/wiki/Columbine_High_School_massacre and write A Reflection Response - Attachment One. Allow time for those who opt to do this extension an opportunity to discuss their reflection with each other.  For additional credit have those who complete this extra credit project, as a group, present a 10-15 minute summary of their findings and reflections comparing and contrasting the impacts/reactions of the Oklahoma Bombing with those of the Columbine High School massacre.