This lesson will develop understanding of philanthropy through definition and actions. Activities for students to get to know themselves and their classmates, utilizing concepts of philanthropy, will provide learners with meaningful opportunities for later service learning projects.

The learner will:

• define philanthropy.
• identify individual skills, talents and interests as applicable to voluntary action for the common good.
• identify examples of charitable giving and philanthropy in modern times. Use events and aftermath of September 11, 2001 to discuss the ways Americans and people all over the world practiced philanthropy.
• define the sectors as private, public and independent/nonprofit. Discuss roles of each in philanthropy.
• investigate the types of philanthropic institutions: charities and community foundations (public); and family, corporate and independent foundations (private).
• describe gifts from public (community) and private (family, corporate and independent) foundations that help the community.
• produce a one-page properly-cited essay which identifies either:
• A nonprofit group and the goods or services it produces without a profit incentive.
  Or
  
• Identify and describe an historical figure or a group from 1950 to the present that acted to affect the common good.
• orally present the essay information to the class
  Instructor Note: Display their essays in the room and leave up until Lesson Three: Philanthropy and the Great Society — What Can We Do Today? is completed.

Anticipatory Set:


Divide the class into groups of three to four learners. Give each group a large blank sheet of flipchart paper and one or two colored markers. Ask learners to write any words or phrases that they think are associated with the word PHILANTHROPY and record their responses on their group's sheet of paper. Allow no more than ten minutes for this activity. Have one member of each group share their responses with the class.

• Guide the class in developing the following definition of philanthropy: Giving, sharing of time, talent or treasure intended for the common good. Include not only volunteering but expand to private action for the common good. Have learners develop ways volunteer groups can impact the common good.
  Instructor's Notes: It is suggested that the instructor go to the web address provided for Guidestar and download a list of the different types of foundations defined below for personal and learner reference.
• Select readings from:
  Canfield, Jack, Mark Victor Hansen and Kimberly Kirberger. Chicken Soup for the Teenage Soul. Florida: Health Communications, Inc., 1997.
  Discuss the readings selected in terms of ennobled self and altruism.
• Develop through discussion the following concepts:
  
  

  Altruism	(n) Selfless concern for the welfare of others - altruist (n), altruistic (adj.), altruistically (adv.)
  Charitable sector	(n) Refers to the nonprofit sector emphasizing the support and the mission of those organizations which help others
  Common good	(n) Resources shared for the collective benefit of the whole group of people
  Community foundation	(n) An organization that makes grants for charitable purposes in a specific community or region. Funds are usually derived from many donors and held in an endowment independently administered; income earned by the endowment is then used to make grants
  Corporate or Company-sponsored foundation	(n) A private foundation whose grant funds are derived primarily from the contributions of a profit-making business organization. Examples include Dow Chemical Foundation and the Ford Motor Company Fund.
  Endowment	(n) Funds intended to be kept permanently and invested to provide income for continued support of an organization
  Ennobled self	(n) Defines when a person acts upon their own personal values and in turn experiences a feeling of personal satisfaction - defined by Amitai Etzioni, author of The New Golden Rule
  Faith-based charities	(n) A religious organization whose purpose is to aid those in need
  Family foundation	(n) A private foundation whose funds are derived from members of a single family
  Foundation	(n) An organization created from designated funds from which the income is distributed as grants to not-for-profit organizations or, in some cases, to people; a charitable nonprofit that supports charitable activities in order to serve the common good.
  Independent foundation	(n) A grant-making organization usually classified by the IRS as a private foundation; operates independently from its original donors or original source of funds. Examples include the W.K. Kellogg Foundation, Kresge Foundation and the Charles Stewart Mott Foundation.
  Independent sector	(n) Used when discussing the nonprofit sector to emphasize the important role these organizations play as a "third force" outside of the realm of government and private business

  
   
• Compile a list of ways all sectors of the nation provided time, talent and treasure to victims of September 11. Include the penny campaigns of very young school children for Afghani children, as well as get well, thank you and sympathy cards designed and sent by K-12 students throughout the United States. Talk about non-partisanship in legislation during the period.
• Have learners develop a connection between these activities and the concepts of altruism and ennobled self.
• Ask learners to develop a class list of things they, their families, their friends and their school have done to improve the common good.
• Have the learners develop a three-column chart.  The first column lists the different types of foundations. There is a summary on the learning to Give website (http://learningtogive.org/resources/foundations/foundations.asp). In the second column, they write a description that identifies the funding source as well as the generic structure. The third column should give two existing foundations as examples of each type from their research on the Internet using www.guidestar.org.
• Make the connections to historical philanthropic actions and people who acted out of enlightened interest to improve the condition of society.
• Schedule time in a computer lab with Internet access or library time to use research materials if computers are not available in the classroom setting.
• Assign the essay described under the Objectives heading in this lesson.
  
  Essay and Presentation Rubric

  4 Points	Essay correctly establishes topic sentence based on selection made and followed by supportive data based on properly cited research. A minimum of two sources of data cited. Writing within 90 % or better of standards expected at grade level. Learner can relate his/her findings and conclusions without reading word for word and answer relevant questions based on the topic chosen and research conducted.
  3 Points	Essay follows one of two choices provided and adequate supportive data given. A minimum of two research data sources cited. Writing standards met within 75%. Learner can relate his/her topic to the class and adequately discuss his/her research.
  2 Points	While a choice is made, the topic sentence is not supported with adequate research data. A minimum of one citation is made. Writing standards are met within 60%. Learner may relate findings but must rely on reading his/her essay to the class.
  1 Point	An attempt is made but not turned in to the instructor in a timely fashion. Not presented to the class.
  0 Points	No attempt is made and no work returned to the instructor.

Complete Attachment One: Philanthropy "What is My Place?" with parent discussion at home. Allow one day for return as completed assignment.