| Philanthropy Theme I - Definitions of Philanthropy |
|
Describe and compare/contrast the characteristics, sub-sectors, basic operations, and changing roles of the three sectors of democratic society:
1) government, 2) business, and 3) the nonprofit or independent sector; and the role of family in philanthropy.
Standards:
DP01 Define Philanthropy
DP02 Roles of Government, Business & Philanthropy
DP03 Names and Types of Organizations within the Nonprofit Sector
DP04 Operational Characteristics of Nonprofit Organizations
DP05 Role of Foundations
DP06 Role of Family in Philanthropy
|
| DP01. Define Philanthropy |
| Elementary (K-5) |
Middle School (6-8) |
High School (9-12) |
PHIL.I.DP01.E.1
1. Define philanthropy as the giving and sharing of time, talent, or treasure intended for the common good. |
PHIL.I.DP01.MS.1
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.DP01.HS.1
1. Define philanthropy to include giving and sharing; volunteering; and private individual action intended for the common good. Explain how a volunteer individual/group can act for the common good. |
PHIL.I.DP01.E.2
2. Define philanthropy and charity. |
PHIL.I.DP01.MS.2
2. Compare and contrast philanthropy and charity from Greek and Roman traditions and other cultures. |
PHIL.I.DP01.HS.2
2. Identify and discuss examples of philanthropy and charity in modern culture. |
PHIL.I.DP01.E.3
3. Recognize that citizens have a responsibility for the common good as defined by democratic principles. |
PHIL.I.DP01.MS.3
3. Identify the philanthropic ideas embedded in a nation's founding documents. |
PHIL.I.DP01.HS.3
3. Explain and give examples of how a democratic constitution requires and protects philanthropic behavior as a democratic principle. |
PHIL.I.DP01.E.4
4. Define and give examples of selfishness and selflessness. |
PHIL.I.DP01.MS.4
4. Give examples of how individuals have helped others. |
PHIL.I.DP01.HS.4
4. Define and give an example of serial reciprocity. |
PHIL.I.DP01.E.5
5. Define the terms "profit" and "not-for-profit." |
PHIL.I.DP01.MS.5
5. Identify the business, government, family, and civil society sectors. |
PHIL.I.DP01.HS.5
5. Analyze the function and role of the civil society sector in economic systems using basic economic principles. |
| DP02. Roles of Government, Business, and Philanthropy |
| Elementary (K-5) |
Middle School (6-8) |
High School (9-12) |
PHIL.I.DP02.E.1
1. Give examples of needs met by government, business, civil society, and family. |
PHIL.I.DP02.MS.1
1. Describe how different needs are met in different ways by government, business, civil society, and family. |
PHIL.I.DP02.HS.1
1. Explain why needs are met in different ways by government, business, civil society and family. |
PHIL.I.DP02.E.2
2. Explain the difference between wants and needs. |
PHIL.I.DP02.MS.2
2. Give examples of needs not met by the government, business, or family sectors. |
PHIL.I.DP02.HS.2
2. Provide examples from history of how the relationship between government and the civil society sector has changed. |
PHIL.I.DP02.E.3
3. Identify ways that trust is important in all communities. |
PHIL.I.DP02.MS.3
3. Describe the "social contract" and the changing roles of civil society and government in meeting this "contract." |
PHIL.I.DP02.HS.3
3. Identify an example of failure in each sector, and how the other sectors modified their roles in response. |
PHIL.I.DP02.E.4
4. Define each of the sectors: business, government, civil society, and family. |
PHIL.I.DP02.MS.4
4. Compare and contrast the roles of business, government, civil society sector, and family. |
PHIL.I.DP02.HS.4
4. Identify, from a given list of functions, which sector is usually responsible for a specific function in society. |
PHIL.I.DP02.E.5
5. Recognize that volunteering requires freedom of choice. |
PHIL.I.DP02.MS.5
5. Explain why economic freedom is important to the civil society sector. |
PHIL.I.DP02.HS.5
5. Describe and give examples of how the kind of economic system in place affects the function of a civil society sector. |
PHIL.I.DP02.E.6
6. Explain why acting philanthropically is good for the community, state, nation, or world. |
PHIL.I.DP02.MS.6
6. Identify significant contributions to society that come from the civil society sector. |
PHIL.I.DP02.HS.6
6. Describe how the civil society sector is often the origin of new ideas, projects and innovation and social renewal. |
PHIL.I.DP02.E.7
7. Describe the concept of competing self-interest. |
PHIL.I.DP02.MS.7
7. Identify how market economies, democracies, and families solve disputes. |
PHIL.I.DP02.HS.7
7. Describe how the civil society sector provides mediation for individuals and governments. |
| DP03. Names and Types of Organizations within the Civil Society Sector |
| Elementary (K-5) |
Middle School (6-8) |
High School (9-12) |
PHIL.I.DP03.E.1
1. Name and recognize the civil society sector as a separate part of the community. |
PHIL.I.DP03.MS.1
1. Recognize terms that describe the civil society sector. |
PHIL.I.DP03.HS.1
1. Recognize and use a variety of terms related to the civil society sector appropriately, and identify the characteristics the terms describe. |
PHIL.I.DP03.E.2
2. Name an example of a civil society charitable organization. |
PHIL.I.DP03.MS.2
2. Discuss examples of civil society organizations from a list of categories of organizations. |
PHIL.I.DP03.HS.2
2. Provide an example of an organization (or a service that it contributes) from a list of categories of civil society organizations. |
| DP04. Operational Characteristics of Nonprofit Organizations |
| Elementary (K-5) |
Middle School (6-8) |
High School (9-12) |
PHIL.I.DP04.E.1
1. Describe how citizens organize in response to a need. |
PHIL.I.DP04.MS.1
1. State the purpose of a mission statement and describe how civil society organization mission statements relate to philanthropy. |
PHIL.I.DP04.HS.1
1. Identify the major operational characteristics of organizations in the civil society sector. |
PHIL.I.DP04.E.2
2. Describe how a volunteer youth club in school operates. |
PHIL.I.DP04.MS.2
2. Describe the basic structure of a civil society organization. |
PHIL.I.DP04.HS.2
2. Compare and contrast the basic terms and operations of the for-profit, government, family, and civil society sectors. |
PHIL.I.DP04.E.3
3. Describe how a volunteer youth club in the community operates. |
PHIL.I.DP04.MS.3
3. Describe how a specific civil society organization in the community operates. |
PHIL.I.DP04.HS.3
3. Describe and compare the characteristics, legal roles and responsibilities of civil society sector boards and how civil society organizations operate. |
| DP05. Role of Foundations |
| Elementary (K-5) |
Middle School (6-8) |
High School (9-12) |
PHIL.I.DP05.E.1
1. Name at least one grant-making foundation. |
PHIL.I.DP05.MS.1
1. Name at least one grant-making foundation and generally describe its purpose. |
PHIL.I.DP05.HS.1
1. Define the term foundation and describe the types of foundations. |
PHIL.I.DP05.E.2
2. Name a local philanthropist who has given to a foundation. |
PHIL.I.DP05.MS.2
2. Name a local community foundation and describe its broad purpose. |
PHIL.I.DP05.HS.2
2. Compare and contrast the characteristics of different types of foundations. |
PHIL.I.DP05.E.3
3. Name a corporation or business that has contributed money for the common good. |
PHIL.I.DP05.MS.3
3. Describe how individuals and organizations can use a foundation for giving. |
PHIL.I.DP05.HS.3
3. List examples of gifts, from a variety of foundations, that are of value to the community. |
PHIL.I.DP05.E.4
4. Describe the concept of saving for the future. |
PHIL.I.DP05.MS.4
4. Define perpetuity and endowment related to the role of foundations. |
PHIL.I.DP05.HS.4
4. Identify foundations established in perpetuity and major gifts given for the common good from their endowments. |
| DP06. Role of Family in Philanthropy |
| Elementary (K-5) |
Middle School (6-8) |
High School (9-12) |
PHIL.I.DP06.E.1
1. Identify common roles that families play in society. |
PHIL.I.DP06.MS.1
1. Identify how families contribute to the socialization of children. |
PHIL.I.DP06.HS.1
1. Discuss the role of family life in shaping a democratic society. |
PHIL.I.DP06.E.2
2. Identify examples of families supporting giving and sharing. |
PHIL.I.DP06.MS.2
2. Discuss the function of family traditions and role modeling in teaching about sharing and giving. |
PHIL.I.DP06.HS.2
2. Compare and discuss the interaction of families, business, government, and the civil society sector in a democratic society. |
PHIL.I.DP06.E.3
3. Identify the major cultural subgroups in the nation's society. |
PHIL.I.DP06.MS.3
3. Discuss the variety of family relationships in the nation's society. |
PHIL.I.DP06.HS.3
3. Identify how subgroups and families in society demonstrate giving, volunteering, and civic involvement. |
| Philanthropy Theme II - Philanthropy and Civil Society |
|
Describe the relationships between private voluntary citizen action intended for the common good and democracy, community, and civil society.
Standards
PCS01 Self, citizenship, and society: private citizen action intended for the common good
PCS02 Diverse Cultures—Individuals/groups representing diverse cultural backgrounds within the American society who have promoted the common good.
PCS03 Philanthropy and Economics
PCS04 Philanthropy and Geography
PCS05 Philanthropy and Government
PCS06 Philanthropy in History
PCS07 Skills of Civic Engagement
|
| PCS01. Self, citizenship, and society |
| Elementary (K-5) |
Middle School (6-8) |
High School (9-12) |
PHIL.II.PCS01.E.1
1. Define the word trust and its role in all communities. |
PHIL.II.PCS01.MS.1
1. Define the phrase community/social capital and discuss how it relates to all communities. |
PHIL.II.PCS01.HS.1
1. Define the phrase community/social capital and discuss how it relates to all communities and the problem of factions. |
PHIL.II.PCS01.E.2
2. Discuss why some animal colonies work together. |
PHIL.II.PCS01.MS.2
2. Discuss why some animals and humans will sacrifice for the benefit of unknown others. |
PHIL.II.PCS01.HS.2
2. Discuss and give examples of why some humans will sacrifice for the benefit of unknown others. |
PHIL.II.PCS01.E.3
3. Describe a benefit of group cooperation. |
PHIL.II.PCS01.MS.3
3. Give political and historic reasons why civil society groups have formed in the nation and world. |
PHIL.II.PCS01.HS.3
3. Give examples of human interdependence and explain why group formation is one strategy for survival. |
PHIL.II.PCS01.E.4
4. Describe the characteristics of someone who helps others. |
PHIL.II.PCS01.MS.4
4. Describe the characteristics of someone who helps others. |
PHIL.II.PCS01.HS.4
4. Describe and give examples of characteristics of someone who helps others. |
PHIL.II.PCS01.E.5
5. Identify one local citizen who has helped the community through giving and/or service. |
PHIL.II.PCS01.MS.5
5. Identify historic examples of citizens using civil society organizations to petition the government. |
PHIL.II.PCS01.HS.5
5. Describe civil society advocacy organizations and their relationship to human rights. |
PHIL.II.PCS01.E.6
6. Identify lack of religious, economic, or political freedom as a motivating factor for migration to a new country. |
PHIL.II.PCS01.MS.6
6. Explain how "separation of church and state" places religious institutions in the civil society sector. |
PHIL.II.PCS01.HS.6
6. Describe nonprofit advocacy organizations and their relationship to first amendment rights. |
| PCS02. Diverse Cultures |
| Elementary (K-5) |
Middle School (6-8) |
High School (9-12) |
PHIL.II.PCS02.E.1
1. Give examples of philanthropic traditions of diverse cultures. |
PHIL.II.PCS02.MS.1
1. Examine several examples of philanthropic traditions practiced in diverse cultures. |
PHIL.II.PCS02.HS.1
1. Analyze philanthropic traditions of diverse cultural groups and their contributions to civil society. |
PHIL.II.PCS02.E.2
2. Discuss the importance of respect for others. |
PHIL.II.PCS02.MS.2
2. Describe the importance of hearing all voices in a community and respecting their right to be heard. |
PHIL.II.PCS02.HS.2
2. Give examples from history of how intolerance of ideas, religion, and minorities contributed to social disintegration. |
PHIL.II.PCS02.E.3
3. Identify the similarities in philanthropic behavior among people of different cultural backgrounds. |
PHIL.II.PCS02.MS.3
3. Give an example of how philanthropy can transcend cultures. |
PHIL.II.PCS02.HS.3
3. Identify constitutional principles that protect minorities in a republic. Relate these principles to the role of civil society organizations. |
PHIL.II.PCS02.E.4
4. Demonstrate listening skills. |
PHIL.II.PCS02.MS.4
4. Identify civil society organizations that protect and speak for minority viewpoints. |
PHIL.II.PCS02.HS.4
4. Identify constitutional principles that protect minorities in a republic. Relate these principles to the role of nonprofit organizations. |
PHIL.II.PCS02.E.5
5. Identify the relationship between individual rights and community responsibility. |
PHIL.II.PCS02.MS.5
5. Discuss examples of groups denied their rights in history. |
PHIL.II.PCS02.HS.5
5. Describe how women and minority groups have used the civil society sector as an alternative power structure. |
PHIL.II.PCS02.E.6
6. Describe the concept of personal wealth. |
PHIL.II.PCS02.MS.6
6. Describe social class and its role in a nation's history. |
PHIL.II.PCS02.HS.6
6. Describe the role that growth in personal wealth plays in the changing types of philanthropy for minority groups and women. |
PHIL.II.PCS02.E.7
7. Identify women and minority philanthropists. |
PHIL.II.PCS02.MS.7
7. Identify women and minorities who are or have been leaders in the civil society sector. |
PHIL.II.PCS02.HS.7
7. Identify and give examples of the important roles women and minorities have played in the civil society sector in history. |
| PCS03. Philanthropy and Economics |
| Elementary (K-5) |
Middle School (6-8) |
High School (9-12) |
PHIL.II.PCS03.E.1
1. Define and give examples of civil society sector corporations. |
PHIL.II.PCS03.MS.1
1. Define and give an example of a for-profit corporation demonstrating community stewardship through corporate philanthropy. |
PHIL.II.PCS03.HS.1
1. Describe why a civil society sector corporation may produce goods and services without the profit incentive. |
PHIL.II.PCS03.E.2
2. Describe how charitable giving may have an economic dimension. |
PHIL.II.PCS03.MS.2
2. Explain charitable giving in economic terms. |
PHIL.II.PCS03.HS.2
2. Explain charitable giving in economic terms related to tax structure. |
PHIL.II.PCS03.E.3
3. Give examples of opportunity cost in philanthropic giving. |
PHIL.II.PCS03.MS.3
3. Give examples of opportunity cost related to philanthropic giving by individuals and corporations. |
PHIL.II.PCS03.HS.3
3. Explain how opportunity cost relates to philanthropic giving by individuals and corporations. |
PHIL.II.PCS03.E.4
4. Give an example of how a civil-society organization can impact a community's economy. |
PHIL.II.PCS03.MS.4
4. Give examples of how civil-society-sector giving can impact communities. |
PHIL.II.PCS03.HS.4
4. Give examples of how civil society sector giving by individuals and corporations can impact communities. |
PHIL.II.PCS03.E.5
5. Recognize the wise use of resources as stewardship. |
PHIL.II.PCS03.MS.5
5. Define stewardship as a trust of common resources held by a community for citizens. |
PHIL.II.PCS03.HS.5
5. Give examples of stewardship decisions throughout history and in current events. |
PHIL.II.PCS03.E.6
6. Describe personal wealth, family wealth, and corporate wealth. |
PHIL.II.PCS03.MS.6
6. Describe how the financial resources of an individual, family, or corporation relate to their ability to give away money to unknown others. |
PHIL.II.PCS03.HS.6
6. Explain how economic systems encourage or discourage philanthropy and the civil society sector. |
PHIL.II.PCS03.E.7
7. Define and describe private property and common resources. |
PHIL.II.PCS03.MS.7
7. Give examples of common resources in the community. |
PHIL.II.PCS03.HS.7
7. Explain why the civil society sector rather than the government or private sectors address particular economic areas. |
PHIL.II.PCS03.E.8
8. Recognize the difference between private property and common resources. |
PHIL.II.PCS03.MS.8
8. Explain why private property is essential to a market economy. |
PHIL.II.PCS03.HS.8
8. Compare actions for the common good in a variety of economic systems. |
PHIL.II.PCS03.E.9
9. Identify the "commons" in the school and neighborhood. |
PHIL.II.PCS03.MS.9
9. Recognize problems different communities encounter using a "commons" and possible solutions. |
PHIL.II.PCS03.HS.9
9. Analyze a major social issue as a "commons problem" and suggest ways the civil society sector could help to resolve it. |
PHIL.II.PCS03.E.10
10. Identify local people who have jobs in the civil society sector. |
PHIL.II.PCS03.MS.10
10. Identify and describe a variety of jobs available in the civil-society sector. |
PHIL.II.PCS03.HS.10
10. Identify the training or education needed for civil society sector jobs. |
PHIL.II.PCS03.E.11
11. Describe the difference between volunteer and paid labor. |
PHIL.II.PCS03.MS.11
11. Describe the economic impact of volunteer labor and jobs. |
PHIL.II.PCS03.HS.11
11. Analyze the impact of volunteerism on the economy of communities. |
PHIL.II.PCS03.E.12
12. Describe goods and services and the economy. |
PHIL.II.PCS03.MS.12
12. Describe how the civil society sector functions in the "circular flow model" of the economy. |
PHIL.II.PCS03.HS.12
12. Compare the civil-society sector's role in various economic systems. |
PHIL.II.PCS03.E.13
13. Describe limited resources and scarcity. |
PHIL.II.PCS03.MS.13
13. Describe how philanthropy can reallocate limited resources to meet human needs. |
PHIL.II.PCS03.HS.13
13. Give examples of how philanthropy has reallocated limited resources through giving and citizen action. |
PHIL.II.PCS03.E.14
14. Describe taxes and provide reasons why they are levied. |
PHIL.II.PCS03.MS.14
14. Describe and give an example of needs not usually met by the government sector. |
PHIL.II.PCS03.HS.14
14. Give examples of positive and negative ways that changes in tax law can affect social policy related to charitable giving and volunteering. |
| PCS04. Philanthropy and Geography |
| Elementary (K-5) |
Middle School (6-8) |
High School (9-12) |
PHIL.II.PCS04.E.1
1. Name examples of civil society organizations in the community. |
PHIL.II.PCS04.MS.1
1. Locate and map civil society organizations in the community. |
PHIL.II.PCS04.HS.1
1. Identify international civil society sector organizations and map their locations. |
PHIL.II.PCS04.E.2
2. Identify and describe how civil society organizations help the community. |
PHIL.II.PCS04.MS.2
2. Identify and describe how regional civil society organizations help the people in the region. |
PHIL.II.PCS04.HS.2
2. Identify and describe how civil society sector organizations help people nationally and internationally. |
PHIL.II.PCS04.E.3
3. Describe the "characteristics of place" related to the school and neighborhood. |
PHIL.II.PCS04.MS.3
3. Identify and describe civil society organizations whose purpose is associated with issues relating to "human characteristics of place." |
PHIL.II.PCS04.HS.3
3. Identify and describe civil society sector organizations whose purpose is associated with issues relating to "human characteristics of place" nationally and internationally. |
PHIL.II.PCS04.E.4
4. Describe the idea of an emerging democracy. |
PHIL.II.PCS04.MS.4
4. Map the locations of the emerging democracies and identify the relationship of civil society and government. |
PHIL.II.PCS04.HS.4
4. Trace the expansion of civil society agencies in emerging democracies, and describe their importance to stabilizing new democracies. |
| PCS05. Philanthropy and Government |
| Elementary (K-5) |
Middle School (6-8) |
High School (9-12) |
PHIL.II.PCS05.E.1
1. Define community as the degree that people come together for the common good. |
PHIL.II.PCS05.MS.1
1. Identify different types of communities with which an individual might identify. |
PHIL.II.PCS05.HS.1
1. Define and give an example why conflict may exist between individual freedom and the community. |
PHIL.II.PCS05.E.2
2. Identify why rules are important and how not all behaviors are addressed by rules. |
PHIL.II.PCS05.MS.2
2. Define civic virtue. |
PHIL.II.PCS05.HS.2
2. Discuss civic virtue and its role in democracy. |
PHIL.II.PCS05.E.3
3. Discuss the importance of personal virtue, good character, and ethical behavior in a democracy. |
PHIL.II.PCS05.MS.3
3. Identify the relationship between individual rights and community responsibilities. |
PHIL.II.PCS05.HS.3
3. Identify the relationship between individual rights and community responsibilities. |
PHIL.II.PCS05.E.4
4. Identify individual sovereignty as a basic concept in government. |
PHIL.II.PCS05.MS.4
4. Identify individual sovereignty as a basic concept in government. |
PHIL.II.PCS05.HS.4
4. Identify and discuss civil society sector organizations working to protect individual rights, equity, and justice. |
PHIL.II.PCS05.E.5
5. Discuss the relationship between individual freedom and government power in a democracy. |
PHIL.II.PCS05.MS.5
5. Describe how individual freedoms are protected by the constitution and how civil society organizations implement these rights. |
PHIL.II.PCS05.HS.5
5. Identify and discuss civil society sector organizations working to build community/social capital and civil society resources. |
PHIL.II.PCS05.E.6
6. Identify and describe fundamental democratic principles. |
PHIL.II.PCS05.MS.6
6. Describe how the founding documents and fundamental democratic principles encourage citizens to act philanthropically. |
PHIL.II.PCS05.HS.6
6. Give examples of civil society sector organizations implementing fundamental democratic principles throughout history. |
PHIL.II.PCS05.E.7
7. Describe why the classroom, school, or neighborhood is a community governed by fundamental democratic principles. |
PHIL.II.PCS05.MS.7
7. Compare an open, democratic community to a closed, totalitarian community. |
PHIL.II.PCS05.HS.7
7. Examine the role of a country as a member of various international communities. |
PHIL.II.PCS05.E.8
8. Describe classroom behaviors that help the students learn. |
PHIL.II.PCS05.MS.8
8. Define civil society. |
PHIL.II.PCS05.HS.8
8. Explain how a robust civil-society sector supports civil society. |
PHIL.II.PCS05.E.9
9. Describe how philanthropic activities can bring about social change. |
PHIL.II.PCS05.MS.9
9. Describe the role of public interest groups in a democratic government. |
PHIL.II.PCS05.HS.9
9. Explain the role that public interest groups play in public policy formation. |
PHIL.II.PCS05.E.10
10. Give an example of an action by an individual or a private organization that has helped to enhance a fundamental democratic principle. |
PHIL.II.PCS05.MS.10
10. Give historic and contemporary examples of a voluntary action by an individual or a private organization that has helped to enhance a fundamental democratic principle. |
PHIL.II.PCS05.HS.10
10. Discuss the results of private citizen voluntary action intended for the common good on public policy changes. |
PHIL.II.PCS05.E.11
11. Identify and give an example of an organization in the civil society sector that works to protect minority voices. |
PHIL.II.PCS05.MS.11
11. Identify and give an example of organizations in the civil society sector that work to protect minority voices around the world. |
PHIL.II.PCS05.HS.11
11. Discuss why organizations in the civil society sector work to protect minority voices. |
PHIL.II.PCS05.E.12
12. Identify the idea of factions in society. |
PHIL.II.PCS05.MS.12
12. Identify the dilemma of minority rights in a pure democracy. |
PHIL.II.PCS05.HS.12
12. Explain why private action is important to the protection of minority voices. |
PHIL.II.PCS05.E.13
13. Offer examples of community/social capital in school. |
PHIL.II.PCS05.MS.13
13. Define and offer examples of community/social capital in the community. |
PHIL.II.PCS05.HS.13
13. Define and offer examples of community/social capital. |
PHIL.II.PCS05.E.14
14. Describe the roles of citizens in government. |
PHIL.II.PCS05.MS.14
14. Describe how citizens can use organizations in the civil society sector to hold people in power accountable for their actions on behalf of the public. |
PHIL.II.PCS05.HS.14
14. Give examples of how citizens have used organizations in the civil society sector to hold people in power accountable for their actions on behalf of the public. |
| PCS06. Philanthropy in History |
| Elementary (K-5) |
Middle School (6-8) |
High School (9-12) |
PHIL.II.PCS06.E.1
1. Give an example of philanthropic action that influenced the history of the state or region. |
PHIL.II.PCS06.MS.1
1. Explain the role of philanthropy in major themes and social issues in the nation's history. |
PHIL.II.PCS06.HS.1
1. Describe how the common good was served in an historical event as a result of action by a civil society sector organization. |
PHIL.II.PCS06.E.2
2. Give an example of an individual who used social action to remedy an unjust condition. |
PHIL.II.PCS06.MS.2
2. Give an example of individual philanthropic action that influenced the nation's history. |
PHIL.II.PCS06.HS.2
2. Give an example of individual philanthropic action that influenced national or world history. |
PHIL.II.PCS06.E.3
3. Describe important events in the growth and maturation of the civil society sector in the nation. |
PHIL.II.PCS06.MS.3
3. Describe important events in the growth and maturation of the civil-society sector in the nation. |
PHIL.II.PCS06.HS.3
3. Describe important events in the growth and maturation of the civil-society sector in the nation and world. |
PHIL.II.PCS06.E.4
4. Describe an early example of philanthropy practiced in the indigenous culture. |
PHIL.II.PCS06.MS.4
4. Describe how civil society organizations developed during major historical events. |
PHIL.II.PCS06.HS.4
4. Describe how civil-society organizations developed throughout the history of the nation and world. |
PHIL.II.PCS06.E.5
5. Identify positive philanthropic historic acts or events that helped build the community, state, and nation. |
PHIL.II.PCS06.MS.5
5. Identify positive philanthropic historic acts or events that helped build the community, state, and nation. |
PHIL.II.PCS06.HS.5
5. Identify positive philanthropic historic acts or events that helped build the community, state, and nation. |
PHIL.II.PCS06.E.6
6. Trace the historic roots of philanthropy in the nation's history. |
PHIL.II.PCS06.MS.6
6. Trace the historic roots of philanthropy and describe how changes in society led to the development of organized philanthropy. |
PHIL.II.PCS06.HS.6
6. Trace the historic roots of philanthropy and give an example of charity and of philanthropy. |
PHIL.II.PCS06.E.7
7. Give examples of how indigenous traditions and immigrant traditions shaped philanthropy in the nation. |
PHIL.II.PCS06.MS.7
7. Give an example of how the industrial revolution affected views on giving. |
PHIL.II.PCS06.HS.7
7. Identify contemporary factors in society that can shape or affect how society views philanthropic giving. |
| PCS07. Skills of Civic Engagement |
| Elementary (K-5) |
Middle School (6-8) |
High School (9-12) |
PHIL.II.PCS07.E.1
1. Explore and research issues and present solutions using communication tools. |
PHIL.II.PCS07.MS.1
1. Identify and research public or social issues in the community, nation or the world related to the common good. Form an opinion, and develop and present a persuasive argument using communication tools. |
PHIL.II.PCS07.HS.1
1. Utilize the persuasive power of written or oral communication as an instrument of change in the community, nation or the world. |
PHIL.II.PCS07.E.2
2. Discuss an issue affecting the common good in the classroom or school and demonstrate respect and courtesy for differing opinions. |
PHIL.II.PCS07.MS.2
2. Discuss a public policy issue affecting the common good and demonstrate respect and courtesy for differing opinions. |
PHIL.II.PCS07.HS.2
2. Discuss a public policy issue affecting the common good and demonstrate respect and courtesy for differing opinions. |
PHIL.II.PCS07.E.3
3. Participate in acts of democratic citizenship in the classroom or school, such as voting, group problem solving, classroom governance or elections. |
PHIL.II.PCS07.MS.3
3. Participate in acts of democratic citizenship in the classroom or school, such as voting, group problem solving, classroom governance or elections. |
PHIL.II.PCS07.HS.3
3. Participate in acts of democratic citizenship in the community, state or nation, such as petitioning authority, advocating, voting, group problem solving, mock trials or classroom governance and elections. |
PHIL.II.PCS07.E.4
4. Analyze information to differentiate fact from opinion based on the investigation of issues related to the common good. |
PHIL.II.PCS07.MS.4
4. Analyze information to differentiate fact from opinion based on the investigation of issues related to the common good. |
PHIL.II.PCS07.HS.4
4. Analyze and synthesize information to differentiate fact from opinion based on the investigation of issues related to public policy. Discuss these issues evaluating the effects of individual actions on other people, the rule of law and ethical behavior. |
| Philanthropy Theme III - Philanthropy and the Individual |
|
Analyze and describe the benefits for individuals who participate in the nonprofit sector.
Standards
PI01Describe and explain theories and concepts on why people give, serve, and act for the common good,
PI02Identify career opportunities in the nonprofit sector.
|
| PI01. Reasons for Individual Philanthropy |
| Elementary (K-5) |
Middle School (6-8) |
High School (9-12) |
PHIL.III.PI01.E.1
1. Describe one reason why a person might give or volunteer. |
PHIL.III.PI01.MS.1
1. Define and give examples of the motivations for giving and serving. |
PHIL.III.PI01.HS.1
1. Define and give examples of motivations for giving and serving. |
PHIL.III.PI01.E.2
2. Identify why people practice philanthropy related to their own self-interest. |
PHIL.III.PI01.MS.2
2. Explain and give examples of enlightened self-interest, egoism, and altruism as they relate to philanthropy. |
PHIL.III.PI01.HS.2
2. Compare and contrast enlightened self-interest, egoism, and altruism as they relate to philanthropy and principles of democracy. |
PHIL.III.PI01.E.3
3. Define stewardship and give examples. |
PHIL.III.PI01.MS.3
3. Identify and give examples of stewardship in cultural traditions around the world. |
PHIL.III.PI01.HS.3
3. Describe and compare stewardship in a variety of cultural traditions. |
PHIL.III.PI01.E.4
4. Give an example of how citizens act for the common good. |
PHIL.III.PI01.MS.4
4. Identify and describe the actions of how citizens act for the common good. |
PHIL.III.PI01.HS.4
4. Cite historical examples of citizen actions that affected the common good. |
PHIL.III.PI01.E.5
5. Give examples of actions students can take to improve the common good and list or describe responsibilities that go with those actions. |
PHIL.III.PI01.MS.5
5. Describe the responsibility students have to act in the civil society sector to improve the common good. |
PHIL.III.PI01.HS.5
5. Compare and contrast opportunities for students to improve the common good to the opportunities available to students in other countries. |
PHIL.III.PI01.E.6
6. Make a connection between fundamental democratic principles and philanthropy. |
PHIL.III.PI01.MS.6
6. Identify and explain how fundamental democratic principles relate to philanthropic activities. |
PHIL.III.PI01.HS.6
6. Identify and discuss conflicting viewpoints of how philanthropic actions relate to democratic principles. |
PHIL.III.PI01.E.7
7. Give classroom examples of when a student does not need the teacher's permission to act philanthropically. |
PHIL.III.PI01.MS.7
7. Identify and give examples of an individual's reserved power to act. |
PHIL.III.PI01.HS.7
7. Describe the concept of the individual's "reserved power" to act and how this idea relates to the growth of the civil-society sector. |
PHIL.III.PI01.E.8
8. Recognize the concept of community/social capital in the classroom. |
PHIL.III.PI01.MS.8
8. Identify and describe examples of community/social capital. |
PHIL.III.PI01.HS.8
8. Explain the concept of community/social capital and how it contributes to building a democratic society. |
PHIL.III.PI01.E.9
9. Give examples how people give time, talent or treasure in different cultures. |
PHIL.III.PI01.MS.9
9. Identify pro-social behavior in different cultures and traditions. |
PHIL.III.PI01.HS.9
9. Describe the concept of volunteerism in different world cultures. |
PHIL.III.PI01.E.10
10. Identify reasons why historic figures acted for the common good. |
PHIL.III.PI01.MS.10
10. Identify reasons why historic figures acted for the common good. |
PHIL.III.PI01.HS.10
10. Identify reasons why historic figures acted for the common good. |
PHIL.III.PI01.E.11
11. Identify an example of corporate philanthropy and citizenship. |
PHIL.III.PI01.MS.11
11. Identify a corporation's responsibilities to its community. |
PHIL.III.PI01.HS.11
11. Discuss the concept of corporate citizenship and corporate responsibility for the common good. |
| PI02. Careers In The Nonprofit Sector |
| Elementary (K-5) |
Middle School (6-8) |
High School (9-12) |
PHIL.III.PI02.E.1
1. Distinguish between volunteer and non-volunteer jobs. |
PHIL.III.PI02.MS.1
1. Identify and explain how career options in the civil-society sector contribute to the community. |
PHIL.III.PI02.HS.1
1. Identify and explain how career options in the civil-society sector benefit communities. |
PHIL.III.PI02.E.2
2. Describe a job in the civil-society and for-profit sectors. |
PHIL.III.PI02.MS.2
2. Compare the requirements for similar jobs in the civil society and the for-profit sectors. |
PHIL.III.PI02.HS.2
2. Explore requirements and motivations for a career in the civil society sector. |
| Philanthropy Theme IV - Volunteering and Service |
|
Develop skills in volunteerism and experience service.
Standards
VS01 Needs Assessment
VS02 Service and Learning
VS03 Providing Service
VS04 Raising Private Resources
VS05 Integrating the Service Experience into Learning
|
| VS01. Needs Assessment |
| Elementary (K-5) |
Middle School (6-8) |
High School (9-12) |
PHIL.IV.VS01.E.1
1. Identify a need in the school, local community, state, nation, or world. |
PHIL.IV.VS01.MS.1
1. Identify a need in the school, local community, state, nation, or world. |
PHIL.IV.VS01.HS.1
1. Identify a need in the school, local community, state, nation, or world. |
PHIL.IV.VS01.E.2
2. Research the need in the school, neighborhood, local community, state, nation, or world. |
PHIL.IV.VS01.MS.2
2. Research the need in the school, neighborhood, local community, state, nation, or world. |
PHIL.IV.VS01.HS.2
2. Research the need in the school, neighborhood, local community, state, nation, or world. |
| VS02. Service and Learning |
| Elementary (K-5) |
Middle School (6-8) |
High School (9-12) |
PHIL.IV.VS02.E.1
1. Select a service project based on interests, abilities, and research. |
PHIL.IV.VS02.MS.1
1. Select a service project based on interests, abilities and research. |
PHIL.IV.VS02.HS.1
1. Select a service project based on interests, abilities, and research. |
PHIL.IV.VS02.E.2
2. Identify specific learning objectives from the academic core curriculum that are being applied in the service-learning project. |
PHIL.IV.VS02.MS.2
2. Identify specific learning objectives from the academic core curriculum that are being applied in the service-learning project. |
PHIL.IV.VS02.HS.2
2. Identify specific learning objectives from the academic core curriculum that are being applied in the service-learning project. |
| VS03. Providing Service |
| Elementary (K-5) |
Middle School (6-8) |
High School (9-12) |
PHIL.IV.VS03.E.1
1. Provide a needed service. |
PHIL.IV.VS03.MS.1
1. Provide a needed service. |
PHIL.IV.VS03.HS.1
1. Provide a needed service. |
PHIL.IV.VS03.E.2
2. Describe the goals of the project and their impact. |
PHIL.IV.VS03.MS.2
2. Describe the goals of the project and their impact. |
PHIL.IV.VS03.HS.2
2. Describe the goals of the project and their impact. |
PHIL.IV.VS03.E.3
3. Describe the task and the student role. |
PHIL.IV.VS03.MS.3
3. Describe the task and the student role. |
PHIL.IV.VS03.HS.3
3. Describe the task and the student role. |
PHIL.IV.VS03.E.4
4. Demonstrate the skills needed for the successful performance of the volunteer job. |
PHIL.IV.VS03.MS.4
4. Demonstrate the skills needed for the successful performance of the volunteer job. |
PHIL.IV.VS03.HS.4
4. Demonstrate the skills needed for the successful performance of the volunteer job. |
PHIL.IV.VS03.E.5
5. Articulate and demonstrate the safety procedures that are part of the volunteer experience. |
PHIL.IV.VS03.MS.5
5. Articulate and demonstrate the safety procedures that are part of the volunteer experience. |
PHIL.IV.VS03.HS.5
5. Articulate and demonstrate the safety procedures that are part of the volunteer experience. |
PHIL.IV.VS03.E.6
6. Describe the procedures and the importance of sensitivity to the people with whom students are working. |
PHIL.IV.VS03.MS.6
6. Describe the procedures and the importance of sensitivity to the people with whom students are working. |
PHIL.IV.VS03.HS.6
6. Describe the procedures and the importance of sensitivity to the people with whom students are working. |
| VS04. Raising Private Resources |
| Elementary (K-5) |
Middle School (6-8) |
High School (9-12) |
PHIL.IV.VS04.E.1
1. Identify why private resources (volunteers and money) are needed. |
PHIL.IV.VS04.MS.1
1. Explain in a case statement why resources (volunteers and money) are needed. |
PHIL.IV.VS04.HS.1
1. Build a case for giving, explaining why resources (volunteers and money) are needed. |
PHIL.IV.VS04.E.2
2. Describe a project budget. |
PHIL.IV.VS04.MS.2
2. Develop a project budget. |
PHIL.IV.VS04.HS.2
2. Develop a detailed project budget. |
PHIL.IV.VS04.E.3
3. Describe a service plan. |
PHIL.IV.VS04.MS.3
3. Develop a service plan. |
PHIL.IV.VS04.HS.3
3. Describe a detailed action for service. |
PHIL.IV.VS04.E.4
4. Set a fund-raising goal and identify sources of private funds. |
PHIL.IV.VS04.MS.4
4. Set a fund-raising goal and identify sources of private funds. |
PHIL.IV.VS04.HS.4
4. Set a fund-raising goal and identify sources of private funds. |
PHIL.IV.VS04.E.5
5. Discuss how private funds might be distributed among competing priorities. |
PHIL.IV.VS04.MS.5
5. Develop competing case statements for distribution of funds among competing priorities. |
PHIL.IV.VS04.HS.5
5. Distribute private funds as a grantmaking committee. |
| VS05. Integrating the Service Experience into Learning |
| Elementary (K-5) |
Middle School (6-8) |
High School (9-12) |
PHIL.IV.VS05.E.1
1. Describe the process of program evaluation. |
PHIL.IV.VS05.MS.1
1. Describe different processes of program evaluation. |
PHIL.IV.VS05.HS.1
1. Describe different processes of program evaluation. |
PHIL.IV.VS05.E.2
2. Evaluate progress on the service-learning project before, during, and after the project. |
PHIL.IV.VS05.MS.2
2. Evaluate progress on the service-learning project before, during, and after the project. |
PHIL.IV.VS05.HS.2
2. Evaluate progress on the service-learning project before, during, and after the project. |
PHIL.IV.VS05.E.3
3. Identify outcomes from the service. |
PHIL.IV.VS05.MS.3
3. Identify outcomes from the service. |
PHIL.IV.VS05.HS.3
3. Identify outcomes from the service. |