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Disaster Relief - Power, Generosity and Leadership! (9-12)

Lesson 1:

From Unit Disaster Relief - Power, Generosity and Leadership! (9-12)

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:	Brainstorming; Cause/Effect; Group Discussions; Journaling; Reflection; Research
PHIL:	11 genOn; 9/11genOn; Activism; Common Good; Community; Donate; Emergency Response; Fundraising; LEAGUE Wildcard Lesson: Environment; Philanthropic Act; Time/Talent/Treasure
SOC:	Advocacy; Civic Responsibility/Virtue; Common Good; Current Events; Disaster: Natural; Economics; Presidential Roles

Purpose:

Learners will research problems caused by a natural disaster and cite examples of aid provided in an effort to help those devastated populations. They will investigate the role of the four economic sectors in responding to the needs. They will participate in a collection campaign or other service project and learn about organizations to which they can contribute their philanthropy. Students carry out the project, track their results, advocate for the cause, and reflect on their participation.

Duration:

Length of the Project Dependent on Teacher Preference

Objectives:

The learner will:

define philanthropy and its relationship to the four economic sectors.
research philanthropic organizations involved in disaster relief effort.
organize and carry out a collection drive and contribute to a nonprofit organization(s).
reflect on their effort and its results.

Service Experience:

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

The learners will collect money or items for disaster relief. They will choose a relief organization(s) to contribute to and advocate for aid in their families, school and community peer groups.

Materials:

printout of Attachment One: Sector Information for Discussion for teacher information or optional copies for students
learner copies of Attachment Two: Instructions for Today Cut in half for each student to get a copy.
learner copies of Attachment Three: Reflection Rubric
learner copies of Attachment Five: Conducting Research and Attachment Six: Disaster Relief Organizations
For teacher reference: Attachment Four: Web of Concern Sample

Handout 1: Sector Information for Discussion
Handout 2: Instructions for Today
Handout 3: Reflection Rubric
Handout 4: Web of Concern Sample
Handout 5: Conducting Research
Handout 6: Relief Organizations

Instructional Procedure(s):

Anticipatory Set

Before students arrive, push all the desk/tables to the back of the room so that you have a large open space. Write on the board or overhead "Take out a pencil and paper and write about being homeless."

As students walk into the room, give them each a printout of Attachment Two: Instructions for Today or say the following:

Your desk is your home in this classroom and it’s no longer available to you. In addition, you must give up your worldly possessions (backpacks, paper, pencil, etc.) by putting them on the back desks/tables. Please look to the overhead (or board) for further instruction.

It will become obvious to your students that they cannot do the assignment and, by now, your room is utterly chaotic! Some will sit on the floor; others will complain; some will refuse to do anything. This is expected. Play the role. Be stern about expecting them to do the assignment. Allow a few minutes to pass in order to get reactions from students.

Ask the students to be seated on the floor and process the activity by asking the following questions:

How did you feel about giving up your possessions?
How did you feel when you could not complete the assignment and had nothing with which to work?
How would you feel if you lost everything in a natural disaster? (Discuss exactly what would be lost: pictures, clothes, mementos, and other valuables, possibly even family members and friends).
How would you feel if you had no place to live?
Who would be there to help you?

Tell the students that after a natural disaster (like a hurricane or earthquake), many people and organizations want to help the people who experience loss of homes, loved ones, and other resources. Ask the students what kinds of needs people might have after they are hit by a disaster (shelter, food, clothes, water, a way to contact loved ones, health care).
Review the four sectors of the U.S. economy: For-profit, Nonprofit, Government, and Household (See Attachment One: Sector Information for Discussion as resource information. All four of these sectors contribute in times of hardship.
Display the word philanthropy and define it for the students as: sharing time, talent, and treasure, and taking action for the common good. (Tell the students that the nonprofit sector is also known as the philanthropic sector.) Discuss specific ideas of how the four sectors can share time with victims of a disaster (volunteering, fundraising), what treasures they can share (money, food, clothing, blankets), and what talents may be valuable (engineers, doctors, builders).
Tell the students that it will take all four of these economic sectors working together to respond to the current disaster.
- The president of the United States will react to the news of the disaster with a public statement of purpose. What government help has been promised to the victims?
- The president and media will appeal to the household sector for help. Discuss how that relates to philanthropy. How are individuals stepping up to serve and why?
- Different nonprofit organizations will be active in the disaster area. Discuss what types of resources and services they will offer? Where does their money come from?
- For-profit organizations will contribute money and other resources. What are their possible motivations for giving?
Ask the learners if they think they could do anything to help. How they could mobilize the power, generosity, and leadership of young people in their class/school/community to respond to the disaster? Brainstorm possible service projects and discuss what information they need in order to decide on a plan.
Help the students collect information by assigning/asking for volunteers to research nonprofit organizations (see Attachment Five: Conducting Research and Attachment Six: Relief Organizations) Other students may talk to local organizations or family members about possible projects. Encourage the students to talk to others to gain support for a service project. Tell them to gather information, ideas, and support in preparation for the next day's discussion.

Day Two

Use Attachment Four: Web of Concern as a model for discussing the different areas of concern in a disaster. Put one area in the center circle (on a display board) and have the learners brainstorm the possible needs and issues related to the area of concern.
Discuss the students' research and information gathering efforts to determine a plan of action for a service project.
Discuss the steps necessary to carry out the project and increase participation by the entire class, school, or community.
Contact an agency to find out specific needs in order to set a goal and be sure the project meets an actual need.
Assign tasks/get volunteers to take on projects such as the following: Create a series of posters to advertise the efforts and provide facts and information. Create a theme song/rap to attract the attention of as many potential philanthropists as possible. Write a letter for the school paper or tape an interview for the local cable station on the natural disaster and the efforts of the relief agency your school decides to support. Discuss if a school group such as the Student Council should take major responsibility for organizing the drive. Should there be a challenge goal?
Plan, organize and begin the collection drive/service project.
Design a system for recording progress and tracking goals.
On a daily basis, reflect on how things are going and how learners feel about what they have done and what they could do.

Teacher Note: Student voice is very important in making the decision of where to donate funds. The choice of organization can be made by voting or by consensus. The learners may decide on one organization to receive the donations, or to give a percentage of the donations to several organizations. Follow up on the work of the organization in the hurricane area by periodically researching their accomplishments and problems as they work to reinvigorate the area.

Reflection Activity:

After the collection drive/service project is complete, have the learners reflect on the issues that have been brought to their attention as a result of the natural disaster. Give each learner a copy of the Reflection Rubric (Attachment Three) as a guide. Ask the learners to write an essay/poem/song that encompasses the ideas of personal involvement for the common good. They should include the accomplishments of the collection, how the learner felt acting as a philanthropist for this worthy cause, lessons learned during completion of the task, and the outcomes of the experience. Encourage them to consider what would be the consequences of a world in which there were no private philanthropic efforts made by its citizens. Consider the importance of philanthropy, not only in this particular situation, but also in one’s nation, state, city, school and neighborhood. Will this experience happen once or will it encourage a continued role of personal involvement for the sake of others?

Cross-Curriculum Extensions:

Philanthropy and the Economic Sectors

Form the class into small groups. Give each group one of the following areas of concern: education, business/economics, government, housing, health, family, psychological and social concerns. All of these aspects of life were affected in some way by the hurricane problems. Explain that each problem listed could cause major havoc in the lives of the people of the Gulf Region. All the problems will have to be addressed, not only in the short-term, but for a long time after the relief effort begins. Have each group draw a web or map around each term, brainstorming a list of its problems related to the hurricane devastation. (See Web of Concern Sample Attachment Four.) Use the Internet if available. Have the groups report on the problems identified in their area of concern.

Once the problems have been identified, they must all be addressed. Explain that no one government or organization can possibly handle all of these problems. As a result it is important for all four sectors of the economy, including government, for profit businesses, nonprofit organizations, and the household, to come to the aid of the people devastated by the hurricane.

Discuss why it is important to have an active nonprofit sector instead of having the government responsible for handling all areas of concern. Ask the learners for examples of nonprofit organizations that are important in this effort. Is there a role for families in this tragedy? Think back to the devastating events of the tsunami and September 11, 2001. What groups and individuals came to the aid of those involved? From what sectors of the economy did help come?

Philanthropy and Geography

Go online to research which countries have suffered weather-related problems in the past. Are there any international service or religious groups that came to their aid, or are presently involved in those countries with specific programs of aid?

Research other countries that have been devastated in some way (through war, an environmental problem, or weather) and describe how they have been able to recoup (if they did). Are there any international service or religious groups that came to their aid or are presently involved in those countries with specific programs of aid?

Bibliographical References:

Federal Emergency Management Agency: www.fema.org
The White House Web site: http://www.whitehouse.gov/
National Voluntary Organizations Active in Disaster web site: http://www.nvoad.org/
Learning to Give: www.learningtogive.org. Click on "Teacher" and "Lesson Lists," choose the appropriate grade span to access additional units/lessons about philanthropy.

Lesson Developed By:

Evelyn Nash
Curriculum Consultant
Learning to Give

Barbara Dillbeck
Director
Learning to Give

Handouts:

Handout 1Print Handout 1

Sector Information for Discussion

For-Profit Sector	Government	Nonprofit Sector
Exists to make a profit.	Exists to provide public goods and services that meet the needs or expectations of the majority such as the postal service and national defense.	Exists to meet needs that for profit and government cannot or do not, and to represent the minority. Often the catalyst for social change.
Provide goods or services related to demand and profit.	Can regulate what the for-profit world does, for example, telephone service.	May provide goods and services related to need.
Payment is dependent on the choice to purchase the good or service.	They have coercive power. They can tax you or make you purchase a license.	They are concerned about client satisfaction.
Profit is distributed to the owners or share-holders of the business for their own private use.	They may promise to provide services in order to win elections.	Profit does not benefit any individuals connected with the organization. It is invested in furthering the mission of the organization.

Handout 2Print Handout 2

Instructions for Today

Handout 3Print Handout 3

Reflection Rubric

In order to receive:	The following criteria must be met:
5	The reflective piece stresses the idea of personal involvement for the common good. It includes: the accomplishments of the drive; discusses how the learner felt acting as a philanthropist for this cause; points out lessons learned during the completion of the task; and assesses outcomes of the experience. It considers what the world would be like without private philanthropic efforts. It describes the importance of philanthropy in one’s own environment. The piece concludes with a commitment to continued personal involvement for the sake of others.
4	The reflective piece includes *six or seven* of the criteria.
3	The reflective piece includes *four or five* of the criteria.
2	The reflective piece includes *two or three* of the criteria.
1	The reflective piece includes *only one* of the criteria.
0	*None of the criteria were met.* of the criteria were met.

Handout 4Print Handout 4

Web of Concern Sample

Directions: Put one of the following areas of concern in the center of the circle and put problems related to that area in each box. Feel free to branch out from each box with additional implications if necessary. Do this for each area.

education, business/economics, government,
housing, health, family, psychological, social