Learning to Give, Philanthropy education resources that teach giving and civic engagement
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Purpose:
Students reflect on basic needs that may be difficult to meet when one doesn’t have a home. They take action by creating personal hygiene kits or asking a local nonprofit how they can help support their efforts to assist homeless people.
Duration:
One 45-Minute Session, Plus time to plan and carry out a service project
Objectives:
The learners will:
- write about personal routines.
- brainstorm basic resources not available to people who are homeless.
- take action through communication of issues, helping with a project, and/or by raising money/collecting items.
Service Experience:
Learn more about the stages of service-learning.
Students make personal hygiene kits to distribute to homeless people. The kits may include items such as deodorant, toothpaste and toothbrush, shampoo, soap, and wet wipes. Many local businesses may be willing to donate supplies or donate money for this project. Ask students to plan and carry out this project. Provide the following guidelines:
Vocabulary:
- homelessness: condition and social category of people without a regular house or dwelling because they cannot afford, do not desire, or are otherwise unable to maintain regular, safe, and adequate housing, or lack "fixed, regular, and adequate nighttime residence."
- service: contribution to the welfare of others
- philanthropy: giving time, talent and/or treasure and taking action for the common good
Materials:
- Optional: Internet access for research
- Optional: Collected/donated supplies for personal hygiene kits
Teacher Preparation:
Note: Be sensitive to the personal experience of the students. Some may be currently homeless. The lesson may generate discussion that may make them feel uncomfortable, or it may provide the empathy to allow them to discuss the issue in a safe environment.
Instructional Procedure(s):
Anticipatory Set:
Ask students to write a paragraph or bulleted list describing their morning or evening routine, including the use of clothing, make-up, cleansing products, electric appliances, food-preparation supplies, and rooms in their home. Note: be sensitive to students who may not have the privilege of the supplies for a satisfactory routine. This may be a personal reflection, not shared aloud, but simply to raise awareness of the types of things we may take for granted in our routines.
- Ask: What challenges do you think homeless people in a Western culture might face besides not having a place to live?
- Brainstorm a list of basic difficulties/challenges for people who are homeless.
- The following list for teacher reference is relevant to homeless people in a Western culture, as provided in Wikipedia.
- “Other basic difficulties include:
- Personal security, quiet, and privacy, especially for sleeping
- Safekeeping of bedding, clothing and possessions, which may have to be carried at all times
- Hygiene and shaving facilities
- Cleaning and drying clothes
- Obtaining, preparing and storing food in small quantities
- Keeping contacts, without a permanent location or mailing address
- Hostility and legal powers against urban vagrancy.
- Reduced access to health care and dental services.
- Limited access to education.
- Increased risk of suffering from violence and abuse.
- General rejection or discrimination from other people.
- Loss of usual relationships with the mainstream
- Not being seen as suitable for employment.
- Reduced access to banking services
- Reduced access to communications technology”
- Discuss how the list of challenges might be different in a developing country.
- Ask the students how they can find out what basic needs local children and adults who are homeless may have. Encourage them to call a local shelter to ask about needs that they, as a group, may be able to address. The needs may be collectable items (toiletries, socks, blankets) or services (reading to children, babysitting, computer training).
- As a group, select a service project based on needs, interests, and talents. Make a plan and carry it out.
Youth Voice:
When youth offer their opinions and suggestions to the service projects, they are using their voice - an instrumental part of service-learning. Conclude this lesson with a brainstorming session of the things students might do as a class or as individuals to help homeless people. List these suggestions on the display board, grouping those that are similar. Discuss and come to consensus on a service project.
Cross-Curriculum Extensions:
Language Arts: Read about global youth poverty on the Do Something website: http://www.dosomething.org/whatsyourthing/Poverty/Homelessness This includes ideas for taking action.
Math (Statistics): Have students research the statistics about global poverty and which countries are most affected and how.
Research: Look up the guidelines that define what a homeless person is and how they often become homeless. See National Coalition for Homelessness: http://www.nationalhomeless.org/
Reflection: (click to view)
Handouts:
Unit Contents:
Overview:Investing In Others (6-8) Summary
Lessons:
- 1.
- Building a Shelter
- 2.
- Without a Home
- 3.
- Challenges People Face
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