Learning to Give, Curriculum Division of The LEAGUE

Age:

• 12-18

Philanthropy is:

• Giving, serving and private citizen action intended for the common good.

Purpose:

• Participants will distinguish between people who are famous and people who are heroes. They will recognize that many heroic traits and actions are philanthropic, and recognize those heroic traits within themselves and others. They will understand and appreciate how a person can be a hero.

Objectives:

The young person will:

• discover the difference between a celebrity and a hero.
• identify their own and other’s special “heroic” characteristics.
• reflect on using their own “heroic” characteristics in taking action for the common good.
  

Activity Theme:

“Heroes are not just famous people; heroes are people with a heart.”

~Matt Graf, Habits of the Heart/CPY Youth Advisory
Council member, High School Student, 1999

The facilitator explains that the participants will explore the difference between being famous and being a hero/heroine, and identify the characteristics of heroes in their lives.

Activity Steps:

• On chart paper, the facilitator will write “celebrity” on one side of the paper and “hero/heroine” on the other side of the paper. Then, draw a line down the middle, and ask the participants to identify people who fit under each of the categories. As participants begin to name people, question the participants on where they think the person best fits: a hero/heroine or celebrity. Ask the participant to share thoughts on the choices. (Some people identified may be both a celebrity and a hero/heroine.)
• After all participants have had an opportunity to place a name on the list, the facilitator will lead a discussion about what the participants learned from this activity. Ask the participants to identify what makes a person a hero/heroine and why being famous did not always put the person in the hero/heroine category.
• The facilitator explains that the participants are going to explore what makes a hero or heroine, and identify their favorite one/s and why. Fictitious or non-fictitious is fine. The facilitator should tell the participants that they might want to pick some of the persons listed on the chart paper.
• Next ask the participants to list one or two characteristics of each hero. The facilitator asks each participant to find a partner, and share lists and characteristics. Spend about five minutes sharing lists with one another and coming up with a combined list of five characteristics that the partners think are most important for heroes/heroines to possess. The characteristics should be as specific as possible.
• The facilitator then asks the participants to write each of their five characteristics on separate pieces of paper and fold them in half. Collect all the pieces of paper in a box. Provide each participant with 5 pieces of tape. Ask the participants to pass the box around and take out one of the folded pieces of paper. The participant is to read the characteristic silently and decide who in the room has this characteristic. The participant may decide the characteristic best describes them. The participant then takes the piece of paper and tapes it on the back of the person they have chosen and explains why. Continue to pass the box around at least two times or until all the pieces of paper are distributed. (The facilitator should monitor the activity to ascertain that everyone has one or more positive descriptors taped on their backs. The facilitator should have some positive descriptors ready, and participate along with the group.)
• The facilitator explains, “Your heroes have some of the same characteristics that reside within you. These heroes are using the gifts and talents that each of you also has. Perhaps you did not know they were there or you have not developed them as yet.”
• Have the group members remove their descriptors and read then to themselves silently. They can keep them and reflect upon them periodically. They may even want to date them.
  

Processing Questions:

1. The facilitator discusses “The Heroes/Heroines Among Us” using the following questions:
   1. What did you learn during this activity?
   2. What did you discover about yourself during this activity?
   3. Which characteristics of heroes/heroines might also apply to your decision to be a philanthropist?
   4. In what ways can you use these characteristics for the common good?
   5. Do we ever look up to people who aren’t showing /using true hero traits? What are some reasons we may do this? What can you do to change this?
   

Supplemental Activity:

The facilitator asks the participants to think of ways that they can pass on to others the things they discovered about themselves. Ask them to explore their everyday opportunities to bring out the hero/heroine or philanthropic characteristics in themselves and others.

Activity Source:

Heroes and Heroines Among Us
Adapted from Community Partnerships with Youth Inc.
Youth as Philanthropists

Additional Resources:

Heroic Qualities
Learning to Give Lesson (Grades 6-8) “Everyday Heroes Then and Now”
Unit “Herstory in History”

Heroic Qualities
Learning to Give Lesson (Grades 6-8) “Heroes”
Unit “What Does it Take”

Local Heroes
Learning to Give Lesson (Grades 6-8) “Heroes Here and There”
Unit “The Power of One? Everyday Heroes for the Common Good”

Philanthropy Theme Framework :

Strand Standard Benchmark PHIL I. Definitions of Philanthropy DP 01. Define Philanthropy MS 1. Define philanthropy as individuals and organizations providing their time, talent, and/or treasures intended for the common good throughout history and around the world. Give examples. PHIL I. Definitions of Philanthropy DP 01. Define Philanthropy HS 1. Define philanthropy to include giving and sharing; volunteering; and private individual action intended for the common good. Explain how a volunteer group can act for the common good. PHIL I. Definitions of Philanthropy DP 01. Define Philanthropy HS 2. Identify and discuss examples of philanthropy and charity in modern culture. PHIL I. Definitions of Philanthropy DP 01. Define Philanthropy MS 4. Give examples of how Americans helped others. PHIL II. Philanthropy and Civil Society PCS01. Self, citizenship, and society MS 4. Describe the characteristics of someone who helps the community. PHIL II. Philanthropy and Civil Society PCS01. Self, citizenship, and society HS 4. Describe and give examples of characteristics of good citizens in a democracy.