This lesson briefly explains the process a group goes through as they deliberate and decide upon which applicant organizations will receive grant awards.
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The meaning of philanthropy comes clear through stories and role-playing. Participants reflect on the value of philanthropy to the community and the philanthropist.
Through discussion and response to literature, we define philanthropy as the sharing of time, talent, and treasure for the common good. Participants reflect on the benefit of philanthropy to the giver and receiver.
Discuss and reflect in writing about their philanthropic experience of the previous lesson. They will talk honestly about how they can make a difference and whether or not they see themselves being philanthropic in the future.
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.
Youth role-play situations in which they are involved in philanthropic acts. They analyze the act of philanthropy.
This course provides an overview of strategies and the quality indicators of service-learning. Through stories, examples, and reflection questions, learners analyze what makes a service-learning experience meaningful.
Raising children includes instilling values and habits that help young people grow into caring and productive members of society. Children learn philanthropic behavior and habits from family, faith-based practice, school, and other community influences. Throughout this course you will learn some of the theory, concepts, and practices that guide young people to be giving and empathetic adults.
Together we define philanthropy and identify health and safety issues we encounter in the community. The group creates a visual display showing issues of health and safety that are important to them.
Participants gain exposure to how citizens organize in response to a need. They observe the benefits of group cooperation. They review data they have collected from surveys and work in collaborative groups to identify focus areas for the service-learning project.