• discover the important role of philanthropy (private action for the common good) throughout history.
• select an issue of concern, research the issue, plan and carry out a service project designed to address the issue.
• analyze the impact of the project on the community and on themselves.

The learner will:

• define philanthropy as private action for the common good.
• identify persons from history and contemporary life who have taken important private action for the common good and make a brief oral presentation summarizing significant actions of one of these individuals.
• Identify issues at the international, national, state and local levels about which they are concerned and develop arguments in support of learning about these issues.
• decide as a group on at least two issues to investigate in more depth and then identify the scope and nature of a particular issue they have studied.
• develop initial ideas for Service-Learning projects related to a specific issue, identify questions they need to address before deciding on a project and develop a system to find the answers to the questions.
• identify advantages and disadvantages to proposed Service-Learning projects, make a final decision on a workable, significant project for the class, and identify and work out logistical problems related to the project.
• serve a minimum of 10 hours in a Service-Learning project outside of class.
• reflect on their experiences by completing journal entries and participating in group discussions.
• develop and present an oral presentation that includes a story board or videotape summarizing their experiences.
• draw conclusions about the impact of the Service-Learning project and make recommendations on future student involvement in such a project.

Students will:

• successfully select one or two class projects.
• make a final presentation to the full class that includes: an evaluation of the success of the Service-Learning project based upon specific criteria; a videotape or story board summarizing the various elements of the project; and a group reflection on the value of the project to the community and to the individual students in the group.
• be rated in their performance by a community member involved with the project.
• write at least five pages of reflection that include initial feelings about doing community service and prepare a final individual evaluation of the Service-Learning project.