Paw Prints to Learning
Teach young people about animal welfare and how they CAN make a difference in animals' lives.
School Bridge LEAGUE
Enhance math knowledge and critical thinking skills. Visit the School Bridge LEAGUE website.
Activity
At-a-Glance
Time:
30 minutes
Materials:
- Newsprint / easel
- Paper and pencils
- Score card for each participant
Physical Setting:
Large room where 3 or 4 groups can meet
Sequence:
- 5 minutes for introduction
- 20 minutes for small group sessions
- 5 minutes for filling out the scorecard
Youth as Philanthropists
Objectives:
- To help young people understand the concepts of philanthropy
- To introduce the definition of philanthropy to the participants
- To determine how much the participants have been doing with their philanthropic actions
Activity Theme:
“I think this activity was great because it got me to think about what all I had done and what more I can do.”
~ Participant in the Youth As Philanthropist field test
The facilitator explains that today the participants will be able to judge their current and past involvement in philanthropic activities. The facilitator explains that the activity helps the participants understand the concepts that make up the actions of philanthropy. Each set of actions includes one for individual action and one for moving beyond “self” to involving others in the action. The actions involve the giving of one’s time, talent, and treasure for the sake of another or for the common good. This activity reinforces the definition of philanthropy used in the curriculum: thoughtful, intentional, and ongoing giving of your time, talent, and treasure for the common good.
Activity:
The facilitator divides the participants into groups of four (4). If there are both adults and youth in the group, mix them up in the groups. Facilitator explains the point system for the activity: points given for TIME, TALENT, and TREASURE, with a final total score.
Each participant receives two worksheets: the scoring worksheet and the scorecard. Participants should put the scorecard aside for the first part of the activity. The scoring worksheet is used first. The facilitator calls out a series of actions; if the participants have done the action, they are to put the appropriated number of points in the blank next to the question.
The facilitator calls out a series of actions; if the participants have done this action, they are to put the points on their scorecard. Each person needs to have a scorecard and pencil to keep track of their points for a final accounting. The facilitator has the time, talent, and treasure key to use with the sets of questions. A total score will be tallied at the end.
The facilitator has the participants take out the Scorecard and begin to add the points in each column. The numbers should be placed in the correct column. At the end of each column is a TOTAL box. The participants should add up the numbers and put the total in the box. Below the columns is the Scorecard box score. The totals should be placed in the correct box and all boxes should be added together to get the person’s “philanthropic action score.”
Processing:
The facilitator explains that this activity helps the participants understand the concepts that make up “Philanthropic Actions.” He/she reminds the participants that each set of actions included one for individual action (using your own time, talent, and treasure) and one for moving beyond “self” to involving others in the action.
Remember the definition: Philanthropy: thoughtful, intentional, and ongoing giving of your time, talent, and treasure for the common good.
This definition is used throughout the training in other activities. Facilitator might ask the participants to make up some other sets of actions to be certain that the meaning and concepts are understood.
If a participant or participants complain about a low score on their scorecard, use this to remind them that perhaps they have not been reaching out enough to others in the community. They can always work to achieve a higher score! It might be because they have not been reaching out because nobody invited them or they did not think they had anything to give. Now, they are invited and are discovering the gifts they have to give.
Options:
If the group is using this with an organization such as a Boys and Girls Club or school, the sets of actions could pertain specifically to the organization or school. This was done by one of the field test sites (Girls Incorporated Club) and was very effective.
Application:
Give the participants another scorecard and ask them to “keep score” for their philanthropic actions in the next 3 to 6 months. Have they improved? Have they added additional points to a different category? Are their philanthropic actions adding up?
