The lesson provides learners with an opportunity to explore ways to become a hero for animals by promoting animal welfare and humane treatment of animals. Learners identify a local, state, national or international animal welfare cause and develop a personal service/advocacy plan, using the...
To understand the workings of a large foundation that distributes major capital gifts and programmatic gifts like scholarships for higher education.
Madam C. J. Walker, successful African American business woman, supported many causes with the profits of her business. We become aware of the many ways people give.
Students analyze survey results, choose a community health need, and design a service project to address it.
To introduce students to the financial side of operating a nonprofit organization and to the financial reporting they are required to do for the IRS.
Students define and give examples of government philanthropy. They compare and contrast the four economic sectors. Small groups research a historical example of government philanthropy or civic action and write a persuasive piece to advocate for an issue related to government philanthropy.
In this lesson, youth prepare a persuasive speech in which they demonstrate that one person (or small group) can make a difference in making the world a better place or taking action for the common good.
In this lesson the learners will be introduced to some of the individuals/Heroes whose acts of tikun olam provide important models. Having developed a better understanding of tikun olam based upon Sefer Yetzirah and other classical and modern sources on the topic of how the...
The children visit a local preschool or retirement facility of their choosing to read aloud a book they wrote and illustrated about generous giving. They share a drumming experience and give the drums and books as gifts.
In this lesson, students dream big and envision what it would look like to have the problem solved. They discuss steps to take and what they need to learn in order to accomplish the task. They take personal responsibility for carrying out the expectations they set for the final service-learning...