Learning to Give, Philanthropy education resources that teach giving and civic engagement
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Unit Purpose:
Students view examples of media being used to promote responsibility and acceptance. They view YouTube videos that inspire them to make connections with people locally and globally. They learn about an artist who leaves free art in public spaces to raise optimism in tough times. They explore stereotypes and prejudices and create art to build connections with “neighbors.”
Unit Duration:
Three 45-Minute Sessions, Plus time to plan and carry out a service project
Unit Objectives:
The learner will:
- identify social groups and personal traits that define who they are.
- identify generalizations and first impressions.
- reflect on the risks of generalizations and the importance of showing respect for diverse people.
- give examples from history of how intolerance of ideas, religion, and ethnicity contributed to social disintegration.
- identify the value in making connections to diverse people.
- describe personal responsibility for promoting the common good.
- define “my neighbor” to include the people they learn and work with, live near, and share the world with.
- define social responsibility and express it through art.
Service Experience:
Each student creates a painting or other art form (song, dance, poem, sculpture) that reflects social responsibility in the world. Students should select an issue that they feel compelled to act on and to illustrate the action they will take to benefit society at large. The art may also be in the form of a photo essay, painting, presentation, play, song, rap, film, or other creative expression. Their artwork may inspire responses of Hope, Beauty, Compassion, Tolerance, Diversity, Tranquility, Unity, and/or Love from its viewers. Discuss what they will do with their art. They may create a display in a public area with explanations or auction it off as a fundraiser for a related charitable cause.
Notes for Teaching:
America has always been a nation characterized by ethnic and linguistic diversity, and that diversity increases every year. This country was established on the basis of religious freedom. Our First Amendment clearly established “Freedom of religion, speech, and the press; rights of assembly and petition.” Other Amendments to the Constitution affirm the civil rights of all citizens. We are a representation of the world, and the basis of our country has been to affirm that diversity through these constitutional rights.
Our diversity is one of our nation’s greatest gifts and assets. However, due to the communities that we live in and the activities that we pursue on a daily basis, many of us are not aware of the incredible diversity that surrounds us. The purpose of this unit is meant to teach youth about the widespread diversity of our nation, its importance to our culture, and the ways in which we can encourage open-mined thinking when dealing with people of other nations, races, cultures, and beliefs.
Bibliographical References:
International organizations provide their users with excellent resources related to global competence.
- Asia Society (www.asiasociety.org) is leading the way in fostering relationships and promoting understanding among people, leaders, and institutions of the United States and Asia.
- “Asian Art Outlook” (www.askasia.org/AsianArt) provides an online Asian art teaching guide.
- An English lesson could use “Beyond a Thousand and One Nights: A Sampler of Literature from Muslim Civilization” (www.cie.org) to expose learners to foreign literature in the context of a Language Arts class.
- Utilizing available communications technology, American youth can interact with other young people across the globe through iEARN (www.iearn.org), a non-profit organization that connects 15,000 schools and organizations in 100 countries for collaborative project work via the Internet.
- Council on Foreign Relations (www.cfr.org) provides extensive and up-to-date information on foreign-policy issues across the globe.
- Smile Boston Project: http://www.gmanews.tv/print/64671
- World Affairs Council (www.world-affairs.org) includes the ‘Global Classroom’ program, which connects teachers and learners with resources, ideas, and people for bringing the world into the classroom.
- World Bank (www.worldbank.org) contains a ‘Learning’ section for current global issues such as climate change, urban development, and health systems.
- United Nations (www.un.org) contains extensive and specific information on most current global issues from a great variety of perspectives.
- “Where the Hell Is Matt?” http://www.wherethehellismatt.com/
State Curriculum and Philanthropy Theme Frameworks:
See individual lessons for benchmark detail.
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