In response to the story of Rosa Parks and the Montgomery Bus Boycott, learners reflect on the barriers and challenges to addressing an unfair situation. Given a list of ways to respond to unfair situations, they match them to a list of unfair situations.

Now that the need they want to address is identified, the children meet people in the community who address the need and others who may want to help them with their fundraiser. 

Students identify causes they care about and related nonprofits or community resources. They use writing as a tool to make a difference, using persuasive writing techniques.

Students play a game that involves taking risks and watching out for others. They discuss their feelings in both roles and discuss the role of trust and responsibility in community.

To introduce students to a significant community donor and to learn about various motives for giving, a vision for philanthropy, and why and how young people should learn philanthropy. 

Children reflect on Martin Luther King, Jr.’s dream and how he used his words. They reflect on their own dreams for a better community.

The learners discuss a quote from Congresswoman Barbara Jordan and reflect on the meaning of respect for themselves as individuals. They commit their support to a plan for promoting respect in their community or school.

To help students understand how nonprofit organizations effectively address issues of poverty, food insecurity, immigration, and disenfranchisement locally and globally. To help students experience and understand how farming works.

This lesson introduces the type of folklore known as folktales. Young people identify the traits of folklore found in cultures across the world, including the common theme of "philanthropic giving."

Learners explore the variety of job opportunities available in the nonprofit sector, many of which may use their skills and interests. In the nonprofit sector, the work is meaningful because it focuses on a mission to make change for the better.