This lesson was designed for use in units where students study other countries of the world. In addition to the usual study of climate, resources, and physical and human characteristics of the place being studied, learners will investigate an international United Way organization and describe its community solutions to health and human service issues. They will then meet a representative of a local United Way agency and compare the local United Way effort to programs in other countries.

NOTE:

1) Although this lesson was designed for Muskegon, MI, it can be used in any community with a United Way connection.
2) Arrange in advance for a visit by the guest speaker.

The learner will:

• describe physical and human characteristics of the nation being studied.
  
  
• research a United Way program in a country being studied.
  
  
• compare its health and human service programs to programs in the local community.

Anticipatory Set:
Put the following trademark slogan on the board: "The Way America Cares. Community by Community." Ask the learners what they think this statement means. Once they have discussed the statement, explain that it is the heading on the United Way of America's Web site. Now ask students to describe why they believe the United Way of America would use this trademark to explain their organization. Is it a good trademark for them?

 

• Remind students that, for the last few days, they have been studying the country of ______ (fill in the name of the country). Using the five themes of geography, ask students to quickly review what they know about that country:
  • Location:
    • Relative location of the country
    • Absolute location of the country
  • Place:
    • Physical characteristics of the country
    • Human characteristics of the country
  • Human-Environment Interaction
    • How people adapt to their environment
    • How the location has been changed to fit human needs
  • Movement
    • Of people
    • Of products
    • Of ideas (communication)
  • Regions
    • That nation is a part of what region(s)?
    • Characteristics of that region
      
      
• Put the word "philanthropy" on the chalkboard. Define philanthropy as "individuals and organizations providing their time, talent, and/or treasures intended for the common good throughout history and around the world." Ask students for examples.
  
  
• Put the following question on the board:
  "How does a community handle day-to-day and emergency problems?"
  
  
• Using the geography theme called "Place," ask the learners to think about the kinds of problems that any nation might have to face day after day or when emergencies happen. (poverty, low levels of learning, poor health care, inadequate housing, lack of clean water, lack of jobs, hurricanes/tornadoes, floods, war, malnutrition, etc.) Thinking about the country they have been studying, ask the learners to predict what kinds of problems might face the people of that country. Put the list on the chalkboard. Once the list is generated, have students describe or name "who" or "what organization" might be responsible for handling each problem.
  
  
• Explain that the problems are probably handled by all four sectors of the economy: government, business, family and the nonprofit (volunteer) sector. Often, government cannot handle problems alone. Explain that there are agencies in the community which are nonprofit, and do philanthropic work; because they are so well known, often they are mistaken to be government agencies but are not. The United Way helps to sponsor such groups. Ask students to name some United Way agencies.
  
  Muskegon:
• American Cancer Society, American Red Cross, Association for the Blind & Visually Impaired, Association for Retarded Citizens, Big Brothers/Big Sisters, Boy Scouts, Catholic Social Services, Child Abuse Council, Child and Family Services, Every Woman's Place, Foster Grandparents, Girl Scouts, Goodwill Industries, Habitat for Humanity, Hospice, Lakeshore Lung, Legal Aid of West Michigan, Muskegon Hearing and Speech, Muskegon Heights Latchkey Program, Muskegon Family YMCA, Salvation Army, Senior Services, Urban League, Visiting Nurses, Volunteer Muskegon!, West Michigan Therapy, Westshore Dispute Resolution Center.
  
  
• Arrange students into small groups. Distribute The United Way in the World Chart (Attachment One). Using the Internet, have students go to the United Way Web site http://www.unitedway.org. In the section entitled "United Way International," have students select the country/countries they have been studying.

 

Teacher Note:This will take them to the United Way Web sites of the following countries: Australia, Belarus, Belgium, Canada, China, Colombia, Costa Rica, Hong Kong, Hungary, India, Indonesia, Ireland, Israel, Jamaica, Japan, Jordan, Kenya, Korea, Mauritius, Mexico, New Zealand, Philippines, Poland, Puerto Rico, Russia, Singapore, South Africa, St. Croix, St. Thomas (U.S. Virgin Islands), Taiwan, Thailand, Trinidad and Tobago, United Kingdom, and Venezuela.

 

• Have the learners read the information provided on the site and fill in the second column on the chart. Discuss whether the United Way works alone or with government and business to do the things it does in the country(ies) being studied.
  
  
• In addition to the every day problems faced by the country, there are emergencies that occur from time to time which must also be handled. Have students go the ReliefWeb homepage at http://www.reliefweb.int/w/rwb.nsf. ReliefWeb is a project of the United Nations Office for the Coordination of Humanitarian Affairs. On the extreme left, there is a section that is called "By Country." Have students click on it, then click on their country for an update of emergency situations. Have each group collect information to write a short half-page radio news announcement of the problem(s) and remedial attempts. Note whether help was being provided by the government, business, family or the nonprofit sector. Are any United Way agencies involved or providing support? Post the news announcements in a display in the room. Discuss the information collected and make a decision about the importance of the work of the United Way.
  
  
• Homework: Tell students to explain to their parents that they are looking at the work of the United Way in the local community and in the world. Ask them to inquire if their parents' work location participates in the United Way drive. How is it done? Additionally, ask students to ask their parents to describe any community services of which they are aware that are provided by United Way agencies.
  
  
• Ask students to share the information about United Way that their parents discussed. Explain that this is a type of philanthropy in which the limited financial resources of the community are pooled to meet its needs. Invite a representative of the local United Way to speak with the class.

 

Teacher Note: Prior to his or her arrival, you may choose to send a copy of The United Way in the World Chart so that information needed in column three can be addressed. Also suggest that the guest address any connection the local United Way has with emergencies in the community.)

 

• Have students complete column three on the chart with the information provided by the guest. In a whole group discussion compare and contrast the local United Way with the one researched in the country being studied and make a decision about the importance of the work of the local United Way.

• Interactive Parent / Student Homework:
  Students will ask parents if there are United Way funding campaigns at their job-sites. They will also be asked to describe any services in the community provided by United Way of which they are aware.