Learning to Give, Philanthropy education resources that teach giving and civic engagement

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Becoming a Superhero

Lesson 5:

From Unit Superheroes as Philanthropists

Lesson

Handouts

Academic Standards

Philanthropy Framework

9th-12th Grade

Subjects:

Language Arts, Library / Technology, Philanthropy and Social Studies

Key Words/Concepts click to view

ELA:	Letter Writing; Reflection; Research; Synthesizing; Writing Process
PHIL:	Community; Heroes; Service Project; Social Action
SOC:	10 genOn; Analyze/Interpret; Inquiry

Purpose:

Students will recognize the aspects of the hero/superhero in themselves, take action on a social issue about which they care deeply, and reflect on that experience through writing.

Duration:

Three Fifty-Minute Class Periods

Objectives:

The learner will:

identify a community issue about which s/he cares deeply.
conduct an inquiry demonstrating research using a variety of resources.
choose and successfully complete a service activity to make a positive impact on the problem researched.
synthesize what s/he has done and how it relates to the rest of the unit by writing a paper demonstrating competency in the writing process and containing elements of reflection.

Service Experience:

Although this lesson contains a service project example, decisions about service plans and implementation should be made by students, as age appropriate.

Students will perform a service activity of their choice that helps alleviate a problem that they have identified.

Materials:

Ways to Give to Your Community (Attachment One)
Final Paper Assignment and Rubric (Attachment Two)

Handout 1: Ways to Give to Your Community
Handout 2: Final Paper Assignment and Rubric

Instructional Procedure(s):

Anticipatory Set:

Have students imagine ways that they would use a superhero if they had one in their community. Discuss.

Bring in current newspaper/magazine articles from a variety of sources that address social problems in the community/world today. Spread them all over the classroom (be sure to have one for every student) and have students circulate around the room, browsing through articles. (You might want to have students bring in the articles.)
Discuss what surprised students, what bothered them, and which issues they'd like to change.
Have students pick an issue that they would like to change and research it.
Hand out Attachment One: Ways to Give to Your Community and discuss the ways that students can make a difference. Have them add to the list if necessary.
Hand out Attachment Two: Final Paper Assignment and Rubric and have students pick a service which they will then reflect upon in their final papers. You may want to give students additional class time after they have done their service to work on their papers.

Assessment:

Final Paper (Attachment Two: Final Paper Assignment and Rubric)
Documentation of service (i.e., copies of letters sent to lawmakers, a signature from an agency where a student did service).

School/Home Connection:

Although it is not required, students should be encouraged to work with their parents as they research their social issue and determine the action to be taken as part of a solution. Volunteering at an agency or writing letters to their Congress people would be a great opportunity for parents and students to spend time together.

Cross-Curriculum Extensions:

Students may choose to continue their service.

Lesson Developed By:

Serena Fraser Kessler
Romulus Community Schools
Romulus Senior High School
Romulus, MI 48174

Handouts:

Ways to Give to Your Community

Volunteer at a local non-profit agency/organization. Student will provide service in the minimum of three hours and documentation in a reflection log.
Do volunteer work for individuals such as the elderly, local food banks such as Gleaners or community center that may need help. Student will provide service in the minimum of three hours and documentation in a reflection log.
Write letters to each of the following you deem important concerning issues you deem important:
To find out your local Representative and Senator to the state Assembly use the search terms "state assembly" + [your state]. For the United House of Representatives use: http://clerk.house.gov/. To write to your two U.S. Senators visit: http://www.senate.gov/general/contact_information/senators_cfm.cfm

Your letters must include knowledge of how each voted or has spoken on the issue you are asking them to address.
Educate others about an issue. Present your concerns and findings from your research to two social studies or English classes in your school other than ones in which you are presently enrolled. You may present to the local parent organization at their monthly meeting.
Write three letters to editors of local or regional newspapers.
Indicate that you are aware of the lack of stance or their support in editorial policy of the issue you are supporting.
Join a national advocacy group such as Amnesty International and do work for them (look on line for ideas). You must keep a log of activities, with a minimum of three hours of service logged and documented.
Organize a group to participate in projects like the Heifer project, where you raise money to buy an animal for a family in a developing country or Habitat for Humanity. Keep a log of activities and projects in which you participated for a minimum of three hours of service.

*Use the http://learningtogive.org Web site for ideas concerning what other students and classes have done to give to their communities. Also, if you have a Service-Learning coordinator at your school, use that person as a resource for ideas. The local United Way organization can provide a list of member agencies.

Handout 2Print Handout 2

Final Paper Assignment and Rubric

Assignment: In a two- to four-page paper (12 pt. double spaced), address the following:

Give an explanation of the problem you chose to address and explain why you wanted to do something about it.
Demonstrate research on your topic using at least two sources from different media: print/on-line.
Explain in detail what you did to address the problem.
Evaluate your service in terms of whether you think you made a difference.
Did you think of any of the superheroes we studied as role models to you as you did your service? Explain.
Do you think that superman and other superheroes serve as positive role models for children? Explain
Why is it important for individual citizens to take voluntary action for the good of society?

Rubric

Full addresses all questions	/40
Organized with strong transitions (did not just go down the list and answer questions)	/20
Strong Voice in the paper	/20
No mechanical/grammatical problems (sources are cited where necessary)	/20