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Philanthropy and Children Who Are Homeless

Unit of 6 lessons

6th-8th Grade

Subjects:

Language Arts, Library / Technology, Philanthropy and Social Studies

Key Words/Concepts click to view

Lesson 1 :	ELA:	Brainstorming; Graphic Organizer; Persuasive Techniques; Research; Teamwork; Technology; Universal Themes
	PHIL:	5 genOn; Homelessness; Service Project; Time/Talent/Treasure
	SOC:	1 genOn; 10 genOn; Analyze/Interpret; Compare/Contrast; Ethics; Inquiry; Orphan Train; Reform Movements (1801–1861); Rights/Responsibilities; Timelines
Lesson 2 :	ELA:	Journaling; Non-Fiction Literature; Persuasive Techniques; Reading; Reflection
	PHIL:	5 genOn; Homelessness; Human Rights; Philanthropic Act
	SOC:	1 genOn; 10 genOn; Core Democratic Values; Inquiry; Orphan Train; Public Policy; Rights/Responsibilities
Lesson 3 :	ELA:	Speaking; Viewing
	PHIL:	5 genOn; Philanthropic Act; Service Project
	SOC:	1 genOn; 10 genOn; Compare/Contrast; Core Democratic Values; Inquiry; Orphan Train; Timelines
Lesson 4 :	ELA:	Persuasive Techniques; Writing Process
	PHIL:	5 genOn; Homelessness; Philanthropic Act
	SOC:	Brace, Charles Loring; 1 genOn; 10 genOn; Core Democratic Values; Good Character; Historical Biographies; Opportunity Costs; Personal Virtue; Volunteerism
Lesson 5 :	ELA:	Brainstorming; Persuasive Techniques; Presentations; Reading; Reflection; Research; Technology
	PHIL:	5 genOn; Common Good; Need; Volunteer
	SOC:	1 genOn; 10 genOn
Lesson 6 :	ELA:	Brainstorming; Presentations; Research; Resources
	PHIL:	11 genOn; 5 genOn; Altruism; Egoism; Enlightened Self-Interest; Motivation for Giving; Service Project
	SOC:	1 genOn; 10 genOn; Decision Making Model; Economics; Goods and Services; Inquiry; Maps; Nonprofit; Wants/Needs

Unit Overview:

This integrated English and social studies unit incorporates philanthropic benchmarks and themes with the study of the Orphan Train. The Orphan Train was founded in l854 by Charles Loring Brace and continued until 1930. During this time, between 150,000 and 200,000 homeless children were sent west from New York City to find new homes. This high interest unit can be used in either English or social studies classes.

Unit Purpose:

Students will gain an understanding of the historic roots related to homeless children in American society and the philanthropic efforts made to improve the conditions of these children. The unit also deals with the broader topic of philanthropy in American culture and society in the timeline lesson. Many of the lessons in this unit can stand alone. You may choose to use only one or two of them or use the entire unit.

Unit Objectives:

The learner will:

compare and contrast philanthropic efforts to meet the needs of homeless children in the late 1800s and current efforts.
define philanthropy and identify its relationship to homeless children.
construct a timeline of historical and philanthropic events from the period 1854-1924.
analyze philanthropic events from 1854-1924 for their effects on the country and world.
describe characteristics of someone who helps the community.
determine what rights were denied homeless children in the 1800s and early 1900s and take a stand on the issue of whether or not the Orphan Train was a philanthropic action that met the needs of children.
write a persuasive letter to a philanthropist or philanthropic organization supporting a local cause or a cause of personal interest.

Service Experience:

Although lessons in this unit contain service project examples, decisions about service plans and implementation should be made by students, as age appropriate.

The teacher and students may choose one of these projects that best fits skills, time, needs, etc.

The students will research and identify agencies and organizations that provide services to children in the community.
Students will determine and produce a method of disseminating information to the general student population after interviewing agency representatives that deal with homeless children.
Students will visit/perform service for a local homeless shelter or other organizations that provide services to children who find themselves homeless.
Participate in Empty Bowls Project.
After researching local philanthropists, students will plan a recognition luncheon for the philanthropists.
Students will send persuasive letters to philanthropists and philanthropic organizations.

Unit Assessment:

Graphic organizers
Teacher Answer Guide
Group Timeline
Teacher Observation
Group Report on an Agency
Persuasive Letter

School/Home Connection:

Parent Survey.

Notes for Teaching:

Many of the lessons in this unit can be used individually. The timeline for Lesson Three should be prepared in advance by the teacher. Use a large sheet of paper. This timeline can be saved and used for a variety of activities.

Note Regarding the Service-Learning Project: A service-learning project has three parts:

meets an identified community need,
is connected to the curriculum,
offers time from structured reflection.

When you identify a community need and are planning to work with an agency, by contacting the agency first, you will be certain that what you are doing will actually be helpful to the agency. You must be careful about timing with most agencies. Schools are very tied into time. If you are going to visit an agency, you need to be sure that the timing is right for both you and the agency before you get too far into the program. (For instance, if you are going to a nursing home, it is not good to try to plan a morning visit. It is very difficult for the home to have the residents ready for a visit before the early afternoon.) If your project is fund raising of some kind this will not be an issue.

You must also consider the skills of your students. Do they have the knowledge/skills/ maturity to accomplish their goals? What will you need to teach them? Will students need information and sensitivity training regarding the clients of the agency? Often the agency will send someone out to the school to talk to students about the agency and the clients if you ask. Students often have stereotypes about homeless and needy people that need to be addressed before a visit.