The learner will:

• define philanthropy.
• identify acts of philanthropy in everyday life.
• evaluate how effectively the government would function without the help of volunteers.

Anticipatory Set:


Write "philanthropy" on the board. Show the video "Philanthropy is..." (7:20). (Teacher may choose to show only a short portion.) Ask students to pronounce and define the word on the board.

• Define "philanthropy" as giving and sharing of one's time, talent or treasure for the common good. Discuss the definition of "common good." (Take it beyond the simple definition of "wealth shared by the whole group of people.")
• Discuss how individuals are involved in acts of philanthropy on a daily basis. Direct students to the roll paper hung on the wall (two or three sheets as needed). Students are to draw one cartoon to represent an act of philanthropy they have received. Students have one minute to explain their drawing to the class.
• Explain that philanthropy is seen in all segments of society. Philanthropy is necessary for our society to run smoothly. Philanthropy is necessary for our government, at the national, state and local levels, to function smoothly.
• Ask the question: "Where is philanthropy evident at the national, state and local levels of government?" Ask students to list examples of the use of philanthropic activities in our democratic government. Create a list on the board and discuss. (Examples could include: candidates for political office who are volunteers until they are elected; registering voters; running a polling place on election day; 80% of firefighters are volunteers; public schools; public libraries; courts, jails, prisons use volunteers; homeless shelters receiving government. money.)
• Evaluate how effectively the government could function without the help of volunteers giving of their "time, talent and treasure." To illustrate the idea that governments cannot do everything for their citizens, use the Olympic Games as a model. Put the following chart on the board:

  Sectors in a Democratic Market-Based Society	Examples of Olympic Participation
  Families
  Business
  Government
  Volunteer Organizations

  Working in a whole group setting, allow the learners to complete the chart with examples of how each sector contributes to the success of the Olympic Games. Guide students to a conclusion regarding the necessity of all groups doing their share for the common good. Ask for other examples in life where the four sectors work together for the common good.

• Model the next activity by reading "Philanthropy Found in Government" rap song (Attachment One). The song is a compilation of ideas from the previous brainstorming activity.
• Philanthropy and Society Rap: Put students into small groups of two or three. Assign each group a role from which to consider how philanthropy is used. Use Roles in Society Handout (Attachment Two). Instruct students to follow the teacher example and construct a Rap Song about their ideas using Rap Song Rubric (Attachment Three) as a guide.
• Have students share their songs with the class. The teacher may photocopy the typed lyrics so each student will have a copy. Ask the question: "Which activities listed in the songs were familiar to you? Unfamiliar?"
• Lead a class discussion on the following questions:
  • Is philanthropy a duty or a responsibility of citizenship? (A responsibility because a duty is something required by law.)
  • Is philanthropy essential to being a good citizen? Why? (Yes, because if people were not willing to give time, talent, or treasure then societal needs not addressed by the government would continue to go unmet.)
  • How do families help shape a democratic society by their individual or group actions? (Put answers on the board.)
  • Why are all four sectors needed in our democratic, market-based society?
• Place two intersecting circles on the board or see Venn Diagram (Attachment Four). On the left side of the diagram, define philanthropy. On the right side, define citizenship. (Students should copy the diagram on their own papers.) In the middle of their own diagram have students provide examples of philanthropic activities that reflect responsible citizenship. Allow students five minutes to complete the diagram. Discuss the completed diagrams as a class. Post the diagrams in the room to enable students to see each other's examples.

Students can be asked to discuss the topic with their families and share their ideas with the class the next day. You may also consider a writing assignment related to the family discussion.