Learning to Give, Curriculum Division of The LEAGUE

The LEAGUE

Home / Teachers / Power to Make a Difference (The) / Make a Difference in Life

Make a Difference in Life

Lesson 3:

From Unit Power to Make a Difference (The)

Lesson

Handouts

Academic Standards

Philanthropy Framework

6th-8th Grade

Subjects:

Language Arts, Library / Technology, Philanthropy and Social Studies

Key Words/Concepts click to view

ELA:	Persuasive Techniques; Presentations; Teamwork
PHIL:	Nonprofit Organizations; Service Plan; Volunteer
SOC:	Citizenship/Civic Engagement; Common Good; Compare/Contrast; LEAGUE Optional Lesson: One Day; Nonprofit; Research; Shared Values; Volunteerism

Purpose:

Learners will investigate “Make a Difference Day,” and local community or state philanthropic organizations. The information about the organizations will be presented to the class and a class decision will be made about how the students can participate with the chosen group for “Make a Difference Day.”

Duration:

Five Fifty-Minute Class Periods

Objectives:

The learners will:

study, research and identify a philanthropic organization.
investigate the history of “Make a Difference Day”
write a report, including a description of the organization and ways it helps others, the community, our country or individuals from other cultures.
present findings to classmates.
evaluate all findings and select a project for “Make a Difference Day.”
participate in “Make a Difference Day.”

Service Experience:

Although this lesson contains a service project example, decisions about service plans and implementation should be made by students, as age appropriate.

Students will participate in “Make a Difference Day” in October.

Materials:

Philanthropy websites: www.learningtogive.org or www.guidestar.org, http://www.usaweekend.com/diffday/aboutmadd.html

Instructor’s Note: The “Make a Difference Day” information with the historical background can be downloaded and reprinted for student usage. It is found at the www.usaweekend.com site. Your students can also register their projects with the national effort. Be sure to inform households of the service project decided on by the class, and obtain the needed permission as determined by the school/district.

Instructional Procedure(s):

Anticipatory Set:
Students will be divided into groups of four and asked to list people and events that have made a difference in their lives. They will share this with the class. Ask students, “Given what we have studied about philanthropy, do you think you can make a positive difference in anyone else’s life and for the common good?” Discuss ways youth, grades 6-8, can be effective volunteers. Discuss reasons for giving and volunteering. If necessary, review the motivations for giving.

Ask students to name groups they discovered in Lesson Two: People Who Make a Difference that they know helped others, and list them.
Pass out lists of philanthropic groups in their local community or state. Have students highlight those they would like to know more about and would be interested in helping on “Make a Difference Day.”
Discuss “Make a Difference Day.” Pass out copies of U.S.A. Weekend’s handout from the web. Read this with the students and ask them to talk with their group about past activities as described in the article, and interest in participation.
Each group of four will narrow their interests to one group that they believe would benefit from their class’s time, treasure and talent. They will write a description of the group they are interested in helping, and present the information to classmates in a persuasive speech about the group.
Students listen to each presentation and list ways they can help. These will be shared and posted.
Students will be given opportunity to give closing comments of need and observations.
The class selects a group to help “Make a Difference.”
Students contact that group and determine their activities with that group on “Make a Difference Day.”
Instructor’s Note: Discuss with your class the sensitivities and volunteer expectations at the site. You may have to determine health and safety needs. Well before the activity, obtain all equipment necessary for success on site. Some sites may require safety glasses and gloves or boots ie. for environmental clean-up activity.

Assessment:

Evaluate class discussions, teacher observations.
Evaluate the writing and persuasive speeches by the students.

School/Home Connection:

Interactive Parent / Student Homework:
Develop a list in answer to the question: What community philanthropic organizations would our family support with our time, talent and/or treasure and why?

Extension:

Students will be given information for random acts of kindness.

Bibliographical References:

Make a Difference Day, http://www.usaweekend.com/diffday/ (June 25, 02)
Random Acts of Kindness, http://www.intouchmag.com/oprah.html (June 25, 02) [No longer available]
“Google” search philanthropy, grant search

Lesson Developed and Piloted by:

Linda Huber
Charlotte Public Schools
Charlotte Middle School
Charlotte, MI 48813

Handouts:

Academic Standards:

State/Country:

Philanthropy Framework:

Unit Contents:

Overview:Power to Make a Difference (The) Summary

Lessons:

1.: Fame, Fortune and Philanthropy
2.: People Who Make a Difference
3.: Make a Difference in Life