Learning to Give, Philanthropy education resources that teach giving and civic engagement
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Unit Overview:
This is a collaborative unit taught by three teachers consecutively: Social Studies, English Language Arts and Visual Arts. Learners will examine the rights and responsibilities inherent in our democratic system of government by studying historical documents and the words of some famous American leaders. They will discuss the meaning of civic virtue and decide on their own role as responsible citizens. Through the use of literature, video and music, learners will reflect on what they themselves can do to make a difference in the world and to be responsible citizens. They will carry out a philanthropic service-learning project, cleaning up a local park. Their learning, readings and experiences will result in a reflective, five-paragraph essay. Finally, the learners will create a concrete, visual reflection of their learning and experience in the form of a mixed-media collage and a poem.
Unit Purpose:
Learners will examine the rights and responsibilities inherent in our democratic system of government by studying historical documents and the words of some famous American leaders. They will discuss the meaning of civic virtue and decide on their own role as responsible citizens. Through the use of literature, video and music, learners will reflect on what they themselves can do to make a difference in the world and to be responsible citizens. They will carry out a philanthropic service-learning project, cleaning up a local park. Their learning, readings and experiences will result in a reflective, five-paragraph essay. Finally, the learners will create a concrete, visual reflection of their learning and experience in the form of a mixed-media collage and a poem.
Focus questions:
- How do people in a democratic state use their rights to be responsible citizens by practicing the idea of civic virtue?
- Can a young person truly make a difference in our world?
- What words and images can express the learner’s emotional response to the service-learning project?
- How do these words and images reflect the learner’s role and value as a responsible citizen?
Unit Objectives:
The learner will:
- define the terms democracy and civic virtue.
- give examples of citizen rights and responsibilities in a democratic state.
- illustrate how people in a democratic state exercise their rights and responsibilities as responsible citizens by practicing the idea of civic virtue.
- analyze popular music as an encouragement to make a difference in the world.
- perform a service learning project, reflect on the experience, and describe this act of philanthropy as a means of improving the common good.
- using excerpts of a novel, describe in an essay how individuals made a difference in their world.
- describe, analyze, interpret and judge artwork created by Jaune Quick-To-See Smith.
- analyze how the condition of the planet affects the lives of humans.
- create a mixed-media collage, including both words and images that reflect personal reactions to the service learning project.
- create a reflective poem based on the "I Am" model.
Service Experience:
In Lesson Two: Trash or Treasure, learners and teachers will carry out an act of philanthropy by cleaning up a local park. Preparation and planning for this service-learning project are included in lessons one and two. Reflection and celebration for the project are in lessons two and three.
Unit Assessment:
Multiple assessments occur throughout the unit. These include evaluations of learner work and/or performance, teacher observation and learner self-evaluation through reflection. Rubrics are included. These are described in the instructional procedure for each lesson or appear as attachments to a lesson.
School/Home Connection:
Interactive Parent / Learner Homework:
In Lesson One, learners will explain civic virtue to their parents and then ask their parents how they practice the idea of putting the common good of the community ahead of their own personal concerns. Learners will record their findings on notebook paper and be prepared to share with the class.In Lesson Three, learners will ask for parent supervision if they choose to deface or destroy images by burning the edges at home.
Notes for Teaching:
This unit is written as a collaborative effort among three teachers. Though this would certainly be the most effective way to teach the unit, it could also be adjusted as needed, depending on the number of teachers available or interested and their expertise.
State Curriculum and Philanthropy Theme Frameworks:
See individual lessons for benchmark detail.
Lessons Developed By:
Brian Jones
Hamilton Southeastern Schools
Fishers Junior High
13257 Cumberland Rd.
Fishers, IN 46038
Julia Hayden
Center Grove Community School District
Center Grove Middle School North
202 N. Morgantown Rd.
Greenwood, IN 46142
Michael Jansen
Hamilton Southeastern Schools
Fishers Junior High
13257 Cumberland Rd.
Fishers, IN 46038
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