Learning to Give, Curriculum Division of The LEAGUE

Age:

• 12-18
  

Philanthropy is:

• Giving, serving and private citizen action intended for the common good

Purpose:

• Participants will determine what community issues are important to them, and where they would like to volunteer or make other contributions. This will lead youth to develop their own personal philanthropic mission.

Objectives:

The young person will:

• explore individual values and beliefs, and determine how these contribute to formulating a personal mission.
• explore how to develop positive a habit of philanthropic actions.
• develop a personal mission statement to guide philanthropic actions and other aspects of their life.
• identify the habits of the heart they want to grow and develop.
  

Activity Theme:

“We detect rather than invent our missions in life.”

~Victor Frankl, Author, Man’s Search for Meaning

Explain to participants that exploring and defining an individual mission is work that will go on throughout a person’s life. A personal mission helps to give a powerful meaning to life and could be likened to “finding your true north.” Just like the northern star can serve as a guiding light, a personal mission statement is a broad description of why a person exists and describes the overall purpose in one’s life.

A mission is different from goals in that goals can change from time to time. A mission, one’s true north, is the overarching purpose of life. Just as directional north remains consistent, - north is north whether at home, in community, in another state or country – one’s life mission is a consistent guide.

Activity Steps:

• The facilitator explains that in this activity a foundation is built for philanthropic action. The participant’s mission will need to be reviewed throughout his/her life, for the years will bring additional insights as well as change in one’s life. “Once you have determined your mission, this will be the yardstick you can use to measure everything in your life.”
• The facilitator asks participants to take out paper and pencil and explains that certain questions will help them begin to formulate their mission statement. Sometimes it is helpful to focus the mission statement on one aspect of life but eventually the mission will address all aspects of life. Personal mission statements usually address personal relationships, career choices, community service and physical health. In this activity we are asking participants to focus on the role they play in the community.
• The participants are instructed to begin to build their mission by considering some questions. The facilitator explains that the answers may be a list of words or phrases or complete sentences. It is private work and no one will be required to share unless choosing to share. The facilitator goes through the questions with the participants before they begin by giving examples from the life of Martin Luther King Jr. or persons who have contributed to the local community.
  
  Questions to consider:
  1) What are the core values and beliefs that are most important to you? If you had to put three core values or beliefs next to your name every time you wrote it, what would these core values and beliefs be?
  2) What are the needs or problems in the world that you are most concerned about or often think about? Are there human needs to which you are particularly sensitive?
  3) What are the areas or groups that you would most like to influence or change?
  4) What are the skills and talents you have or would like to develop that could best address the needs or problems in the world?
  5) What contributions are you uniquely equipped to make?
  
• The participants are instructed that once they have completed answering the questions, they should begin to write a mission statement. The mission statement will include parts of all of the answers to the above questions. The facilitator should watch for participants who are struggling and offer assistance or encourage peer assistance. Allow time for participants to work. Play quiet music in the room to encourage reflective thinking.
• Upon completion of the mission statements, the facilitator asks if there are any participants who would like to share. Explanation is given that participants are not required to share but some participants may want to see what others think or make certain they are on the right track. Allow those who want to share their missions to do so.
  

Processing Questions:

1. First, set the stage. Ask participants to form a circle. Explain that development of a mission is an ongoing process and congratulate the participants for working on their mission statement. Explain that formulating a mission at a young age can reap real benefits as they choose courses of study, careers, volunteer work or even people they date or marry.
2. Ask the participants to share what this experience was like for them. Was it hard or easy?
3. Ask the participants what things they discovered about themselves that they hadn’t considered?
4. Ask the participants if they feel that their mission needs more work or if they think they have it well defined. Have them articulate some of the reasoning for their responses.
5. Ask the participants if they would like to hold on to their mission statements and continue to review them from time to time, post-them in the room or building, or if they have other ideas for how to use them.

Supplemental Activity:

The facilitator suggests that participants ask other people they respect or admire to explain their mission. The participants might check with the organizations they belong to and determine if the organizational and their personal mission statements coordinate. The next time they are thinking of joining an organization, they might want to consider comparing their mission to the mission of the organization to see if there is a fit.

They could create a Food for Thought booklet with other groups, or just their group, families, friends, etc. Include missions, stories and recipes to share while discussing the power and possibilities of philanthropy. This could also serve as a fundraiser, allowing for talents, time and treasure to come together in one project. Funds raised can be donated to a team designated cause through a consensus activity. (Hint: See Issues Consensus Activity).

Activity Source:

My True North
Adapted from Community Partnerships with Youth Inc.
Youth as Philanthropists

Additional Resources:

Giving
Learning to Give Lesson (Grades 6-8) “What is Sacrifice"
Unit “Common Good in Aztec Culture”

Bio-Poem
Learning to Give Lesson (Grades 9-12) “Bio-Poem”
Unit “Defining Philanthropy”

Personal Mission Statement
Learning to Give Lesson (Grades 9-12) “A Personal Giving Mission Statement”
Unit “Growing As a Citizen”

What Do You Believe in?
Learning to Give Lesson (Grades 9-12) “Developing a Sense of Self”
Unit “Your Place in the Community”

 

 

QUESTIONS TO CONSIDER
WHILE DRAFTING
A MISSION STATEMENT

 

What are the core values and beliefs that are most important to me?

 

 

Three core values or beliefs I could write next to my name every time would be:

1.

2.

3.

 

Which world needs or problems do I spend the most time thinking about?

 

 

To which human needs am I particularly sensitive?

 

 

What are areas or groups that I would most like to influence or change?

 

 

What are the skills and talents that I have or would like to develop that could best address the needs or problems in the world?

Philanthropy Theme Framework :

Strand Standard Benchmark PHIL II. Philanthropy and Civil Society PCS01. Self, citizenship, and society HS 4. Describe and give examples of characteristics of good citizens in a democracy. PHIL II. Philanthropy and Civil Society PCS01. Self, citizenship, and society MS 4. Describe the characteristics of someone who helps the community.