Learning to Give, Curriculum Division of The LEAGUE
The LEAGUE
- teachers
- parents
- students
- youth workers
- faith groups
- independent schools
- find lesson plans
- browse resources
Unit Purpose:
This unit sets the stage for an introduction to the three economic sectors: "profit," "nonprofit" and "government." The students learn what makes an organization fit into its appropriate category. Taking that information, they apply it to researching environmental groups within the three categories. Students must decide into which sector they fall and why. The students then take their knowledge of nonprofit organizations and apply that information to the research of nonprofit environmental organizations. The historical focus of this unit is the 1960's and the students are introduced to the factors that led to the creation of the environmental movement and environmental stewardship. The unit has a strong economic focus as well that allows student to interpret data about environmental nonprofit organizations investigated. This information is used as students decide how to invest their time and money in a nonprofit environmental organization. The students must also identify why they would support an environmental group of their choosing thereby making key economic decisions about their own spending and time.
Unit Objectives:
The Learner will:
- Name the three economic sectors of our society.
- Identify and categorize organizations and groups within these sectors.
- Analyze why these three groupings are necessary in the development of our society.
- Research an environmental organization from one of the three sectors and explain its goals and objectives in a presentation.
- Identify environmental problems addressed by 1960s and 1990s environmental activists.
- Evaluate an environmental group and determine whether to give personal consumer support to this group.
Service Experience:
The experiential component in this case is only an extension to lesson plan three. If the teacher would like to follow through with a service learning project, it is recommended that the final environmental research project be the basis for launching such a project. The project would require that the students assess which of the environmental organizations they would like to support and then launch a plan to develop an Earth Day project with the goals of this organization in mind. The class could turn to their local Community Foundation for financial support in having start up capital to be used towards a fundraiser to support the environmental organization of their choice.
Unit Assessment:
There will be periodic assessment of the research done by students. Rubrics are provided for assessment of student presentations and research projects. The final assessment will require the student to reflect upon which environmental organization they would support in light of the class research. Students are asked to justify their reasoning using the same questions they answered in their research papers and presentations.
Notes for Teaching:
For the research paper in Lesson Three it is recommended that the teacher keep a close eye on the availability of information related to the nonprofit environmental organizations. It may be the case that the group the students have chosen might not have easily accessible information. Before the students get too close to the due date it might be necessary for them to change to an organization that has more easily accessible information, even if the group is not their first choice based on interest.
State Curriculum and Philanthropy Theme Frameworks:
See individual lessons for benchmark detail.
Lessons Developed and Piloted By:
Gita Gemuts
Jackson Public Schools
Jackson High School
544 Wildwood Ave
Jackson, MI 49201
All rights reserved. Permission is granted to freely use this information for nonprofit (noncommercial), educational purposes only. Copyright must be acknowledged on all copies.