Students are introduced to philanthropy and service-learning. They learn about different needs in the community and community organizations that address these needs. Students are introduced to the full scope of the Project Based Learning (PBL) project. They establish the "Knows and Need to Knows" for the project.
Two 45-Minute Class Periods
The learner will:
- define philanthropy as "the giving of one's time, talent or treasure or taking voluntary action for the common good ."
- select issue areas of interest to address through a project.
- brainstorm examples of ways to share their time, talent, and treasure or take action for the common good.
- philanthropy: the giving of one's time, talent or treasure or taking voluntary action for the common good
- service-learning: goes beyond volunteerism, community service and youth service by connecting the service experience to the school curriculum and by requiring students to reflect on the meaning they attach to the service they performed
- common good: working together with other members of the community for the greater benefit of all; promoting the welfare of the community
- project-based learning (PBL): the use of in-depth and rigorous classroom projects to facilitate learning and assess student competence. Students use technology and inquiry to respond to a complex issue, problem or challenge. PBL focuses on student-centered inquiry and group learning with the teacher acting as facilitator.
- community needs: conditions that are essential to improving a community
In advance of Day One, contact local nonprofit organizations to invite them to speak to youth (in small break-out sessions) about their mission and why their services are important in the community. Invite someone from the local community foundation or a local philanthropists who can speak to the whole class about the importance of philanthropy, volunteering, and civic engagement.
Have a guest speaker from a local community foundation speak to the class about the importance of philanthropy, volunteering, and civic engagement. Encourage the speaker to give specific examples of community needs that cannot be met by government and business, and need intervention from the civil society sector.
- After the initial guest speaker presentation, set up booths where other guest speakers share information about the mission and work of their specific nonprofit organizations.
- Have students break out into small groups and visit with the other speakers on a rotating or choice basis. (This could also be spread out among classrooms with students changing classrooms to visit speakers about issue areas that are important to them.)
- Students complete an exit ticket after attending sessions. See Assessment below.
- Students complete the Problem Statement (Handout One) to explain how they plan to address the driving question of "How can students create positive change in our community? This may start out as individual or small group brainstorming, and may end up as a class problem statement. The class may agree on one statement (which can change as the project develops), or they may decide to work in two or more smaller groups.
- Students will also complete Handout Two: "Knows and Need to Knows" either as a class or in small groups.
- If students struggle with developing ideas, have them reference Handout Three: "A Dozen Types of Community Needs."
The students have an opportunity to express their preference and opinion when answering the question on the Exit Ticket.
At the end of Day One, have students submit an index card as they exit the room. On the card, the student defines philanthropy in his or her own words and describes the community need that interests him or her the most. The ideas arise from the different speakers presenting on different issue areas.
For homework after Day One, students ask parents/guardians/neighbors about service projects or volunteering with which they participate. Students gather information from their parents/guardians/neighbors about potential service organizations and issue areas and needs to address in the community.
Technology: Conduct internet research about volunteer opportunities and local community needs.
Reflection: (click to view)
Driving Question: How can students create positive change in our community?
Write a Problem Statement –- How you will answer the Driving Question. Note: For ideas, you may refer to Handout Three that lists several issue areas and examples of community partner organizations.
Benchmarks to move on to Step 2:
Complete Problem Statement
Knows and Need to Knows (Handout Two)
Knows and Need to Knows
What do you already know about the topic? What skills do you have? What do you already know about the project expectations and resources?
What do you need to know about the topic? What skills do you need to have to complete the research or project? What do you need to find out about the project expectations and resources?
A Dozen Types of Community Needs
· Humane Society
· Friends of _____ (almost every breed of dog)
· American Kennel Club
· Local or state symphony orchestra
· Local or state volunteer theater groups
· “Friends” groups-Friends of the symphony
· Art museums
· Public art as community-building
· Public Media
· National Public Television
· National Public Radio
Economic and Community Development
· Chamber of Commerce (nonprofit/non-charitable organization)
· Volunteer centers
· Community and other grant-making foundations
· Junior Achievement
· Cooperative day care / nonprofit day care
· School foundations
· Band parents, Athletic Booster Clubs
· College and University
· Many major universities were founded as non-profits with gifts from individuals: University of Chicago, Stanford University
· College scholarships given by donors
· Alumnae associations
· Professional associations
· American Bar Association
· American Medical Association
· Sierra Club
· Great Lakes United
· National Geographic Society
· Almost all local hospitals in Michigan
· “Body parts” organizations
· Heart Association
· Lung Association
· “Disease” organizations
· Cancer Society
· Alzheimer’s Association
· Mental Health Association
Historic Preservation and Museums
· Michigan Historic Society
· NAACP, Urban League
· Children's Defense Fund
· Child and Family Services
· Catholic Social Services
· Lutheran Brotherhood
Safety and Security
· Local fire department (many are all-volunteer, or part-volunteer)
· Neighborhood associations
· Children and Youth
· Search Institute
· Community partnerships with youth
· Boy and Girl Scouting/Campfire
Handicapped/ Special Needs
· Easter Seals
· Senior services
· Women's shelters
Religion and Moral Education
· All religious organizations are in the nonprofit sector
Center for Global Ethics