The learner will:

• distinguish between examples of philanthropy in stories and philanthropy in every day life.

Anticipatory Set:
Ask learners to define the term “philanthropy” (private citizens giving/sharing time, treasure, or talent for the common good). Then ask students, “Who receives philanthropy?” Ask learners to give specific examples of persons or groups who receive philanthropy. Describe characteristics of these persons or groups.

• Tell learners that anyone can be the recipient of philanthropy. Since the definition says “private citizens sharing or giving of their time, talent or treasure for the common good,” everyone is part of the common good or public good. Anyone who is part of the community benefits when things are done for the common good or benefit of all. It also means that members of the public have a responsibility to contribute to the public good. In a way, common good and community are the same thing.
  
  
• Explain that community can include just two people or hundreds. Whatever the number, the concept is the same—a connection and recognition of those outside of ourselves, and a sense that no one is too young to have a part in upholding the common good. We all have a part in bringing goodness to others.
  
  
• A powerful way for learners to construct the meaning of community is to examine examples of community in literature. There are many examples, fiction and nonfiction that clearly demonstrate the interaction of individuals in a community and how goodness is the outcome when individuals give and share. Discussing who is in the community, what is given or shared, and what good things come from that altruistic action can grab children’s interest and perhaps motivate them to mimic it. Stories give image to the definition.
  
  
• From the list of Resources (Attachment One), have learners select a book. See Attachment Two for a guided practice sheet for learners to use in conjunction with their book.
  
  
• Whether the reading is done aloud as a group experience or silently as an individual experience, ask the readers to write one or two words next to each question
  
  • What is the need?
    
    
  • Who has the need?
    
    
  • Who is in the community?
    
    
  • Who fills the need?
    
    
  • What talent or treasure was given or shared? What did it cost to fill the need?
    
    
  • What goodness does the community experience from that giving or sharing?
    
    
  • What is the reward for the one who shared?
    
    
  • What would have happened if the need had not been met?
    
    
• Discuss the questions once the reading is over.
  
  
• Give all students a large sheet of paper and ask them to design the book jacket for this story. To highlight the act of philanthropy in the story, tell students that this act of philanthropy should be shown on the cover in some way. Display the book jackets.

Have the learners ask their parent/guardian to make a list of three groups or organizations that are examples of philanthropy. Have the learners make a combined class list when they return to class.