Youth Choose

YouthChoose Curriculum
An apprenticeship for Young Philanthropists
What youth say about this program:

My favorite part is that we get to help people and their needs. We get a great gift, the thanks of people. Im very glad that we did this program because we helped a lot of students so they could get a better education. And if they get a better education they will have a better future. I learned when you spend money, spend it wisely. More people need help than you think, and to be thankful for what you have. It felt good to give kids of a lower socioeconomic background the chance to have the opportunities that most privileged kids do. I am honored to have the chance to help, especially since I come from a lower income family myself.
CONTENTS
I. II. III. Introduction (p. 3) The YouthChoose Model (p. 4-5) Session & Lesson Plans (p. 6 41)
0. 1. 2. 3. 4. 5. Introduction and Apprenticeship Fair(p. 6-8) Becoming Citizen Philanthropists (p. 9-12) Philanthropists in Training (p. 13-16) In My community I and II (p. 17-21) Navigate This! (p. 22-24) 11. Celebrate! (p. 41) Search and Find (p.25 -27) 6. 7. 8. 9. Make the Case (p. 28-30) Making your Vote Count (p. 31-33) Presenting (p. 33-36) Practice Makes Perfect (p. 37-38)
10. WOW! em (p. 39-40 )
IV.
Appendices (p. 42 75)

A. B. C. D. E. F. G. H. I. Planning your WOW! (p.42) Getting to WOW! Template (p. 44) DonorsChoose.org Background Info (p. 45) Statistical Resources: Challenges Facing Public Schools (p.46-47) Philanthropy Cards and Needs in The Community (p. 48-50) Suggestions for Fundraising (p.51) Teacher Letter (p. 52) Teacher Survey (p. 53) How I Helped Others (p. 55) J. What is DonorsChoose.Org Scavenger Hunt (p.56) K. Establishing Funding Guidelines (p. 57-58) L. Scavenger Hunt (p. 59-60) M. What Projects to Fund (p. 61) N. Project Selection Guide (p. 62) O. Search Tips (p. 63) P. Facilitator Donation Guide (p. 64) Q. Teacher Invitation (p. 66) R. Script for WOW (p. 67-70) S. In Our Experience/Best Practices (p. 71-72) T. Apprentice Certificates (p. 73) U. Sample Visuals (p. 74-75)
CONTENTS -2-
I. INTRODUCTION
During the 2006-2007 school year, DonorsChoose.org and Citizen Schools developed a YouthChoose program tailored specifically for the Citizen Schools apprenticeship model. In the YouthChoose apprenticeship, students become citizen philanthropists who learn about the needs of the community, participate in a service project, and fund grant proposals written by teachers in low-income schools in their community. Students are introduced to the philanthropic world through the website DonorsChoose.org, a non-profit website where teachers submit ideas for materials or experiences their students need to learn. Participating youth become aware of teachers needs; learn about effective due diligence developing funding guidelines and executing financial gifts; and learn that philanthropy includes giving your time and talent through community service. For most participants in this program, it is their first exposure to philanthropy. These students walk away from the apprenticeship knowing that they dont have to be Bill Gates or Oprah Winfrey to make a difference. As one member of a YouthChoose team summarized, I think this was a great experience. I [am] excited to be working with other people of different backgrounds to come together and make decisions that really help people. I am very glad to extend my knowledge to the fullest. In this program, students will: Learn what it means to be a philanthropist, and why philanthropy is important Use their time and talent to participate in a community service project Create funding guidelines and advocate for their favorite projects on DonorsChoose.org Donate $3,000 to classroom projects on DonorsChoose.org Present to the community how to get involved in philanthropy
About DonorsChoose.org
DonorsChoose.org is a simple way to provide students in need with resources that our public schools often lack. At this non-profit website, teachers submit ideas for materials or experiences their students need to learn, such as Magical Math Centers ($200), Big Book Bonanza ($320), and Cooking Across the Curriculum ($1,100). Any individual can search student projects by areas of interest, learn about classroom needs, and choose to fund the project(s) she/he finds most compelling. DonorsChoose.org envisions a country where students in every community have the resources they need to learn. The mission is to improve public education by engaging community members in an online marketplace where teachers describe and individuals can fund specific student projects. Pioneered by teachers at a public high school in the Bronx in 2000, DonorsChoose.org now serves teachers and students across the country and as of 2007 has delivered over $12 million worth of educational resources to public schools around the country with the support of citizen philanthropists from all 50 states.
II. YOUTHCHOOSE MODEL

10-Week Overview
Week 1: Becoming Citizen Philanthropists students will have a clear understanding of the concept of philanthropy. They will feel excited about the commitment they have made as citizen philanthropists for the next 10 weeks. Week 2: Philanthropists in Training students will hear from a guest speaker about the benefits of philanthropy. They will start to feel connected to their roles as citizen philanthropists as they think about why philanthropy is important, and what the purpose it serves in their community. Week 3: In My Community students will have the opportunity to see how their time and talents can be used in the community, and understand that they have the power to make a difference by completing a community service project (NOTE: this community service project can be accomplished the following weekend depending on the project, in which case this week will be focused on preparation). Week 4: Navigate This! students will discuss the needs of teachers at their school and be able to articulate what they value about education. Students will also explore the DonorsChoose.org website to see other teacher needs. Week 5: Search & Find Students will establish their funding guidelines, then find projects on DonorsChoose.org and narrow down their top project choices. Week 6: Making the Case - students will present their top project choices to fund from DonorsChoose.org. Students will have an opportunity to advocate for their choices, defend their thought processes, and practice their public speaking skills. Week 7: Making Your Vote Count students will analyze the projects students will determine their final funding decisions as a group and donate their $3,000 to these projects. Week 8: Presenting students will determine their roles for the final WOW! presentation. Participants will prepare visuals and note cards, and begin to practice what they will present. Week 9: Practice Makes Perfect students practice their public speaking skills to prepare for the final WOW! presentation. By the end of this session, students should be fully prepared to speak to, and answer questions from their audience. Week 10: WOW! Em students present their experience as citizen philanthropists to an audience at their school, district office, or other venue decided by the citizen teacher and/or group. Students will be able to articulate what they value about education and schools and will explain their role, decisions, and lessons learned as citizen philanthropists. Week 11: Reflection Session- students reflect on the WOW!, and the experience as a whole.
New Basic Skills

Data Analysis: Students will learn data analysis skills by: -reviewing the projects on DonorsChoose.org using the criteria established by the class -looking at the impact they made, using the information on the donor account -Identifying patterns in the projects they voted for as a team Oral Presentation Students will improve their oral presentation skills by: -presenting to their teammates projects of interest listed on DonorsChoose.org -debating which projects the class should fund -informing teachers and other community members about philanthropy at the WOW!
INTRODUCTION
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Impact of the YouthChoose Apprenticeship

The value of YouthChoose and this partnership is multifaceted: Teachers, schools and communities benefit from the time, talent and financial resources provided by the YouthChoose participants. Additional educators in high-need schools become aware of DonorsChoose.org as a resource for their students, classrooms and schools by attending the Week 10 WOW! presentation. Philanthropists and Citizen Teachers create a powerful experience that will inform and inspire these students perspectives and future civic and philanthropic engagement. YouthChoose participants: make a tangible investment in their community; learn valuable leadership, teamwork, data analysis, technology, and public speaking skills; and have an experience to inspire and inform their future civic and philanthropic activities. Citizen Schools and DonorsChoose.org model the power and potential of two national education initiatives working together to engage citizens, educate youth, and impact the community.
Expansion of the YouthChoose Apprenticeship

With a strong partnership, program design and curriculum in place, we are now poised to share the YouthChoose apprenticeship with Citizen Schools campuses around the country! We will begin by running 10 YouthChoose apprenticeships during the 2007-2008 academic year. The Pamela & Pierre Omidyar Donor Advised Fund has completely underwritten this national expansion year providing $3,000 for each of the 10 apprenticeships to donate to education projects in their community through DonorsChoose.org. Thank you for sharing your time, talent and treasure by teaching this curriculum! We look forward to hearing about the impact of your apprenticeship. For more information about the partnership between Citizen Schools and DonorsChoose.org, contact the Citizen Schools California office at (650) 363-2720.
INTRODUCTION
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III. LESSON PLANS

How to Use This Curriculum
In addition to the $3,000 provided to each apprenticeship, the following curriculum has been designed to guide Citizen Teachers as they teach this powerful apprenticeship. In the curriculum, the following components are outlined for each session: (1) Purpose/Goals (2) Objectives (3) Preparation (4) Materials (5) Suggested Lesson Plan Please note earlier sessions are highly structured - designed to teach program participants the basics of philanthropy. Later sessions, particularly eight through ten, are designed for program participants to work independently applying the skills they learned in earlier sessions. Session eleven is a reflection week and should be designed with your campus team. As mentioned earlier, the new basic skills that will be focused on in this apprenticeship are Data Analysis and Oral Presentation. At Citizen Schools, we want to connect their learning in apprenticeships to skills they can use in the classroom. Each lesson will include activities that develop one or both of these skills. As students practice these skills, point out to them how this will be helpful in their classes. (For example, in the Scavenger Hunt they will need to look at a few charts. This will help them look at graphs and answer specific questions about data in the graphs. This is a skill they will need to know in math class.) The activities suggested in each lesson can be altered, as long as the main objectives are still accomplished. If you do alter the lesson, please document them and let the YouthChoose Coordinator know so we can add your changes to the Best Practices. If you are comfortable with the material, we encourage you to be creative with the lessons and adapt them to best fit the needs of you students. The next 10 weeks will be an exciting journey for you and the students to engage in philanthropy in the community and support students, teachers and schools in a meaningful way. Students will understand, in a very tangible way, that they can make a difference and inspire others to make a difference as well. As one member of a YouthChoose apprenticeship said, I hope that the students who receive our donation will be inspired to give away money in the future. Thank you for taking the time to teach our students how they can impact the community in a positive and powerful way, by donating their time, talent, and treasure! If you have questions along the way, feel free to contact the YouthChoose coordinator, Valerie Arvidson, Valerie@donorschoose.org.
INTRODUCTION 6
SESSION 0: APPRENTICESHIP FAIR

Introducing YouthChoose as an apprenticeship option
Purpose/Goals: Pitch the apprenticeship to the students, giving a brief overview of the 10-weeks and what the WOW! will be. Preparation: Decide how you want to convey the apprenticeship to the students in a 3-5 minute interactive presentation. NOTE: In the presentation, rather than focusing on the $3,000 and the details of DonorsChoose.org, highlight the broader ideas--the community service project and helping teachers in their community. Materials: Dependant on presentation
IDEAS:
Stand up/Sit Down Though most students will have no idea what the word philanthropy means, they have probably helped someone in the past. Use this activity to connect their experiences in the past, to what they will be doing in this apprenticeship. Tell students that you are going to ask them a few questions. If their answer is yes to the question, then they should stand up. If their answer is no, remain sitting. Have all the students sit down before you read the next statement. Here are some sample statements Stand up if: -You have ever helped your mom or dad or another adult family member with chores around the house. -You have ever read a book to your little brother or sister or a younger cousin or friend -You have ever stayed after class to help a teacher with a project -You help your friends with their homework -You have raised money for a trip through a fundraiser like a car-wash, or bakesale -You have volunteered somewhere (ask some students to share where they have volunteered) -You have given clothes that you dont wear anymore to someone else -Your friends would say that you are helpful After you have read all the statements, explain that everyone who stood up has participated in Philanthropywhich means you have used your time and talents to help other people. Tell students that if they like to help people, this is the apprenticeship for them.
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If I had $100 As students come to you, pass out copies of various denominations of monopoly money. Ask the students to think-- if they had this money, and couldnt spend it on themselves, what would they do with it? Have them write down three ideas on the back of the monopoly money. Give students 1-2 minutes to think of their ideas. Ask for a few volunteers to share what they wrote down and why they wrote down those answers. If students have similar ideas, draw those connections. Then connect their answers to how the students will be able to help their community in this apprenticeship.
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SESSION 1: BECOMING CITIZEN PHILANTHROPISTS

Introduction to Philanthropy and DonorsChoose.org
Purpose/Goals: By the end of this session, apprentices will have a clear understanding of the concept of philanthropy and will feel excited about the commitment they have made as citizen philanthropists for the next 10 weeks. Objectives: By the end of the session participants will be able to: Define philanthropy and describe how all citizens, including youth, can be philanthropic by taking an active role in their schools and communities. Demonstrate an understanding of what philanthropy looks like in everyday life. Understand the 10-week plan for the apprenticeship including the community service project commitment and DonorsChoose.org Preparation: Familiarize yourself with the DonorsChoose.org website. Be sure to read the DonorsChoose.org Background Information sheet (Appendix C) so you can include this in your introduction of DonorsChoose.org. You may consider making copies for each participant to have. Select a few projects that will be particularly interesting to your participants to share as examples to get them excited about this opportunity! In addition, find stories of youth philanthropists that you think your students might enjoy reading. See Section II of the lesson for resources. For the guided practice, prepare visuals with the Needs in the Community for students to use to match their time, talent and treasure cards (See Appendix E). If participants will be conducting a teacher survey, distribute your own teacher letter (Appendix G). Distribute letters to teachers, families, etc. in your participants school so they will be prepared for the youth interviews. Copy the teacher survey. Materials: Computer and LCD projector DonorsChoose.org Information (Appendix C) Statistical Resources: Challenges Facing Public Schools (Appendix D) Index Cards for Time, Talent, and Treasure (Appendix E) Flip Chart paper Make copies of Teacher Survey (Appendix H) Agenda: Opening Ritual-15 minutes WOW! Em! -20 minutes What does Philanthropy Look Like? -15 minutes Introduction to Apprenticeship- 25 min Wrap-up -10 minutes
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LESSON PLAN:
I. Opening Ritual 15 Minutes Start the day with introductions. This can be done as a name game to begin to get to know who is in your group. To begin introducing the content for the day, you can also have students say their name and one talent they have, explaining that part of this apprenticeship will be learning how students can use their talents to help others. Another option is to have students give an example of how they have helped someone in the past. Then move into your opening ritual, which you will do every week. This should be a quick game that gets the group energized (talk with your Team Leader about this). Finally, ask a student to review agenda and objectives. Part of the opening ritual for the first day should include 4-5 minutes for the Citizen Teacher to share their story of how they became involved in philanthropy and why it is important to them. II. WOW! Em!! 20 minutes Begin talking about philanthropy by having the students read about youth who have made a difference in their communities. For example, one ten-year-old girl started a charity to raise money to buy bullet-proof vests for police dogs, and she has raised over $140,000 and purchased 180 bullet-proof vests.1 Either as a large group, or in smaller groups, have the students discuss the following questions after the story has been read. Choose one person to record the groups answers. (This can be done on a sheet of notebook paper or each group can have their own flip chart paper.) Who is being helped? Who is doing the helping? What need is being meet? Why do you think this person decided to spend their time on this project? Ask if anyone has heard of the word philanthropy before. Ask those who raise their hands if they know what the word means. Then share the definition of philanthropy written on a flip chart paper. [Philanthropy: individuals and organizations providing their time, talent, and/or treasures and taking action for the common good.]2 Check that the students understand time, talent and treasure. Connect the definition to the story, then engage the students in a discussion about Common Good. This is a discussion that will start today, but continue throughout the apprenticeship. Why is it important for citizens to participate in their communities to work toward the common good? What are some ways youth can participate in their communities and work toward the common good? What needs to they see in their community? NOTE: This is an important part of the lesson to hook students into the idea of philanthropy and making a difference in their community. If you know of any local stories of youth philanthropists, use those to inspire the students. Other resources:
http://www2.edtrust.org/NR/rdonlyres/7DC36C7E-EBBE-43BB-8392-CDC618E1F762/0/LatAchievEnglish.pdf; http://www2.edtrust.org/NR/rdonlyres/9AB4AC88-7301-43FF-81A3-EB94807B917F/0/AfAmer_Achivement.pdf
2
1 1
http://www.learningtogive.org/lessons/unit3/lesson1.html
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http://www.idealist.org/kt/youthorgs.html#sec24; http://youth.fdncenter.org/youth_stories.html III. Guided Practice: What does philanthropy look like? 15 Minutes Hand out to students the cards that have either a certain amount of money, a certain amount of time, an object or a talent. (See Appendix E for examples). Have students read their cards silently. Ask the students to raise their hand: if they think their card has something to do with philanthropy o Call on a few students to say why if they think that their card has nothing to do with philanthropy o Call on a few students to say why o If a few students answer, direct them back to the definition of philanthropy, and have them reconsider their answers. Share that they all have either a card that represents time, talent, or treasure that can be given toward the common good. On several large pieces of paper, present sample needs that the community might have. (See Appendix E for examples). Read each need one by one. After each need, ask the students if they think their card matches with the need. Have the student tape their card to the need and post on the wall. Discuss with the students: Do you think your card met more than one need? Are the items on the cards things that you have? How in the past have you met a need with a resource that you had? Help students make the connection that there are several needs in the community that can be filled in a variety of different ways. Mention to students that we will help meet a few needs during this apprenticeship. V. Introduction to 10-week apprenticeship 20 minutes Explain that they are becoming philanthropists in this apprenticeship. Tell students that we will be giving away time and money to meet education needs in the community and that we are counting on their expertise as students to make the best decisions. Outline for the students the two parts of the apprenticeshipthe community service project and funding projects on DonorsChoose.org. Walk the students through the 10-week plan, using the Roadmap to WOW! visual (Appendix U). Have a brief discussion with the students about community service, including any projects in which they have participated. Note that this is where the group will be sharing our time and talents. Explain that the focus of the second half the 10-weeks will be on education and helping teachers. Part of our role as philanthropists this semester will also be to help teachers through an organization called DonorsChoose.org. Briefly explain what DonorsChoose.org is. If you have a computer and LCD projector, show them a teacher project on the Web site. Introduce the concept of fundraising by asking the students if they have ever participated in a car-wash or sold wrapping paper to help raise money for their school. Then explain how in a similar manner, the students will be able to earn up to $3,000 to spend on DonorsChoose.org. Explain that two philanthropists, Pierre and Pamela Omidyar, want the
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class to learn what it takes to donate money to an organization, and they will be providing the money. At this time let the class know how they can earn the money. (See suggestions in Appendix F) VII. Wrap-Up 10 minutes Summarize with the group their new role as philanthropists. To create excitement about this responsibility, you can have a mini-induction ceremony where you present each student with a Citizen Philanthropist Badge that they can wear in each session. Let them know that in the next 10-weeks, they will help make their community better. The first way we are going to do that is to start looking at our own community, and what the needs are in this school. Have the select one teacher that they would like to survey about what resources the teacher feels their school needs. Collect all the teacher names, then hand out the adapted Sample Teacher Survey (Appendix H). Tell the students they have 2 weeks to complete the survey. Students can also have the option to interview their peers, and guardians in addition to, or in place of their teachers. Find out from the students who they will be interviewing before they leave. (If you run out of time, hand out the surveys the following week.) Take a moment to answer any remaining questions and make any closing remarks relating to the session.
After the session:

Look at the Sample Teacher Survey Letter (Appendix G) and send it out to the teachers that students will be interviewing.
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SESSION 2: PHILANTHROPISTS IN TRAINING

Understanding community needs and the role/purpose of Philanthropy
Purpose/Goals: Apprentices will start to feel connected to their roles as citizen philanthropists as they think about why philanthropy is important, and what role it serves in their community. Apprentices will hear from a guest speaker who has benefited from philanthropy. Objectives: By the end of the session, participants will be able to: Explain why they believe they have a responsibility to help improve the common good Define the difference between the for-profit and nonprofit sectors Be inspired by the guest speaker to give back to their community Preparation: The guest speaker should be someone who can share a testimonial of how a philanthropic organization (or an individual) has benefited them. Potential guest speakers include a teacher who has had a proposal funded through DonorsChoose.org, someone who is the recipient of a guide dog, a former apprentice who received a scholarship to go to a private high school, a family that is living in a house built by Habitat for Humanity, etc. Decide whether or not you want to include time for students to prepare questions for the guest speaker. If so, consider doing this during your opening ritual, or cutting down the time for the guest speaker from 35 minutes to 25 minutes. NOTE: If you cannot find a guest speaker, please see alternative activities at the end of the lesson plan Materials: Flip Chart paper Agenda: Opening Ritual-10 min Famous Philanthropists-15 min Non-profit vs. For Profit- 20 minutes Who benefits?: Guest Speaker- 35 minutes Wrap-up-10 min
90 minutes
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LESSON PLAN:
I. Opening Ritual 10 Minutes Continue with your opening ritual from last week. Take a few minutes to summarize and review the main points from the last session: philanthropy, challenges facing public schools, the value of education, and youth making a difference. Review the agenda, objectives and where you are on the Roadmap to WOW! II. Famous Philanthropists 15 minutes Please note this game is designed for middle school youth (grades 5-8). If you would like to find more or less challenging philanthropists for a different age group, please visit http://www.plannedlegacy.com/newsletter/famous-philanthropists.html or http://foundationcenter.org/focus/youth/kids_teens/youth_celebrity.html. Play a quick game with your group. Divide the large group into smaller groups, with about 6 members per team. Conduct the activity relay style, where each group sends one representative to the front of the room. That person will write down his/her answer on a piece of paper with his/her team name on it. (A white board can be used in place of paper). The first person to get the correct answer earns a point for his/her team. The questions are as follows: This person is the richest man in the world (as of 2007) and has given more money to charity than anyone else in the world. In 2002, this person gave away $1,158,280,084 with a focus on global health, libraries and education. (Answer: Bill Gates)3 This world famous golfer started a foundation in 1996 with the help of his father. In 2005, the foundation awarded nearly $2 million in grants. (Answer: Tiger Woods)4 This famous female TV host started a public charity in 1998 known as her Angel Network. This charity has raised more than $50 million and this woman is famous for her charitable contributions. (Answer: Oprah Winfrey)5 This former Chicago Bulls member is considered by many to be one of the best basketball players of all time. In 1994, he started the James R. Jordan Boys and Girls Club and Family Life Center and donated $2 million to the project. In addition, this person contributes to many different charities such as the United Negro College Fund, and the Special Olympics. (Answer: Michael Jordan)6 This former president started his own foundation that focuses on health, economic, education, tolerance and peace programs to help strengthen individuals and the world. He recently wrote a book called GIVING: How Each of Us Can Change the World. (Answer: Bill Clinton)7
3 4 5 6
http://www.plannedlegacy.com/newsletter/gates.html http://www.twfound.org/whatwedo/default.sps?itype=7600 http://www.oprah.com/uyl/angel/uyl_angel_about.jhtml#beginning http://myhero.com/myhero/hero.asp?hero=m_jordan
http://www.looktothestars.org/celebrity/20-bill-clinton
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This hip hop artist started his own foundation that focuses on helping to combat the severe dropout problem in high schools across the United States by developing student-centered programs geared towards increased literacy, heightened selfworth, independent thinking, and self-actualization through the arts. (Answer: Kanye West) 8 This Latina singer is a UN Goodwill Ambassador and started 2 foundations: Pies Descalzos, which helps children displaced by fighting in Colombia, and the Solidarity Foundation, which focuses on helping children in poverty. She recently donated $40 million to rebuild disaster-stricken areas. (Answer: Shakira) 9 This female singer, actress and entrepreneur teamed up with Amnesty International to launch a bilingual website aimed at raising awareness about Mexican femicide after learning that 350 young women have been killed in Ciudad Juarez and Chihuahua since 1993. She and her husband also made a large donation to Childrens Health Funds Operation Assist after Hurricane Katrina. (Answer: Jennifer Lopez) 10 Guide the group in a discussion about why they think so many famous people contribute to charitable works. Questions to ask the students: -Why do you think these famous philanthropists give away some of their money? -How do you think they decided where to give their money? -What needs are these philanthropists meeting in their community? -What would/ would NOT happen if people didnt give of their time, talent and treasure? III. For-profit vs. Non-profit 15 minutes In this part of the lesson, students will think about how daily community needs are met, and what role non-profits play. First have the students brainstorm different needs they have during the day. Have them think about basic needs--water, clothes, food, a hospital for people who are sick--as well as things they want during the day such as entertainment. Choose an apprentice to scribe, or record their answers yourself on flip chart paper. Next have the students brainstorm how they think the need is met. Record their answers. Point out all their answers that have to do with the exchange of goods (grocery stores, restaurants, clothing shops). Explain to the students that these are for-profit companies. Have them name specific stores where they can buy things. Explain that since these companies make money from the products they sell, this is a For-Profit company. For-profit companies meet needs and wants by selling products and making a profit. If students brainstormed any non-profit places (hospitals, churches, etc), identify them and ask the students what they have in commonthey provide a service. If they didnt brainstorm any non-profits, have them think about the Red Cross, or another non-profit they are familiar with. Have them think about what the non-profit does. How do they make money? How do they pay for the people who work for them? Explain that since the organization doesnt make any money from the work it does, it is a Non-Profit Organization. It is used to provide a needed service for the common good. Generally, employees of nonprofit organizations give
8 9
http://www.looktothestars.org/celebrity/492-kanye-west http://www.looktothestars.org/celebrity/141-shakira 10 http://www.looktothestars.org/celebrity/93-jennifer-lopez
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of their time and talent and are probably making less than they would in the for-profit sector. Have them brainstorm a few non-profits. (Boys and Girls Club, YMCA, Salvation Army). Remind them that they learned about a non-profit last weekDonorsChoose.org. Ask the students--What needed service does DonorsChoose.org provide? Where do they get the money? Circle back to how we get to use the money that has been given to us to help teachers and students. Tie in the famous philanthropists to the discussion of non-profits. What types of organizations are they giving to? Do you think they only give their money to these organizations? How do you think these famous philanthropists earned their money? IV. Who Benefits from Philanthropy? 35 minutes Guest Speaker(s) Have the guest speaker share how they have benefited from someone or an organization donating their time, talent and/or treasure, and what that meant to them. Encourage your students to take notes during the presentation. If you want to make the presentation more interactive, consider setting it up like a talk-show, where you are the host (or a student is the host) who asks the guest speaker questions. The questions can be written by the students earlier in the lesson, or by you as you prepare the lesson. If there is no guest speaker: Continue the discussion of the role non-profits play in the community. Refer back to the list of non-profits that the students created. Have them think through the service that each nonprofit provides and who benefits. Show another DonorsChoose.org news clip from ABC News that has student testimonials (http://abcnews.go.com/Video/playerIndex?id=2165565). Break the students into groups of 3-4. Assign them a non-profit or for-profit company that they are familiar with. Give them 10-15 minutes to create a scenario to act out to demonstrate whether their company is for-profit or non-profit. Have each group act out their scenario and have at the end, have the class determine whether the company was forprofit or non-profit. V. Wrap Up 10 minutes Remind the students to work on their teacher surveys, if they havent turned them in already. If time, review all the vocabulary learned so far in a game of hangman or family feud.
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SESSION 3A: IN MY COMMUNITY I

Plan for Community Service project
Purpose/Goals: Participants will have the opportunity to see how their time and talents can be used in the community, and understand that they have the power to make a difference in their community. If a guest speaker is coming, students will learn from a real philanthropist about the rewards of philanthropy. Objectives: By the end of the session participants will be able to: Identify how they will use their time and talent during the community service project Have a basic understanding of the non-profit with which they will be working with during the community service project Reflect on how they have helped others in the past Preparation: Arrange for the apprentices to take part in a community service project. The project will most likely need to take place during a time other than the 90-minute apprenticeship block, such as a Friday afternoon or a Saturday. Once you have determined what the community service project will be, invite a representative of the organization to come speak to the apprentices about volunteering and philanthropy. NOTE: If no guest speaker, see page 18 for alternative activities Materials: How Ive Helped Others worksheet (Appendix I) Agenda: Opening Ritual-10 min How Ive Helped Others15 min Guest Speaker30 minutes Prep for Community Service Project30 min Wrap-Up- 5-10 minutes 90 minutes
SESSION 3: IN MY COMMUNITY
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LESSON PLAN:
I. Opening Ritual 10 minutes Continue with your opening ritual from last week. Ask a student to review agenda and objectives, and the road map to the WOW!. Remind students what about key concepts from the previous weeknon-profit vs. for-profit companies, and how philanthropy helps communities. Ask for 1-2 volunteers who will introduce the group to the guest speaker today and explain what the group has learned about philanthropy. During the next part of the lesson, prep them for what they will say, using the vocabulary they have learned and what they know about philanthropy and why they are participating in the community service project. II. How Ive Helped Others 15 minutes As you wrap up the discussion about last weeks class, transition the discussion to the students own lives. Refer back to the definition of philanthropy. Either in small groups or as a class complete the I have helped Others chart. Not every box needs to be filled, but rather it should help structure the conversation with the students to get them thinking about specific examples from their own lives when they have engaged in philanthropy. III. Guest Speaker 25-30 minutes Introduce the speaker from the community organization where you will be doing the service project. Encourage the students to take notes. Here are some potential talking points for the guest speaker: Overview of the non-profit he/she works for How the non-profit meets a need in the community Why they work for the organization What they think are the benefits of engaging in philanthropy How they have seen youth make a difference What the students will be doing during their community service project If no guest speaker, here are a few ideas: Create a mission statement with the group o Put the term mission statement on the board and explain that many businesses have a mission statement that explains their focus, that is, what they do. Offer several examples of mission statements (see below) and explain that participants will now generate a group mission statement and decide on a focus for their funding decisions. Work together to draft a brief mission statement that incorporates their focus/i and philanthropic goals. Be sure all participants copy down the mission statement as this will be used in later sessions. Sample mission statements American Red Cross: The American Red Cross will provide relief to victims of disasters and help people prevent, prepare for, and respond to emergencies. DonorsChoose.org:DonorsChoose.org envisions a nation where students in every community have the resources they need to learn. We aim to improve public education by engaging citizens in an online marketplace
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where teachers describe and individuals can fund specific student projects. Google:Googles mission is to organize the worlds information and make it universally accessible and useful. Make a Wish Foundation: We grant the wishes of children with lifethreatening medical conditions to enrich the human experience with hope, strength and joy. Starbucks: Establish Starbucks as the premier purveyor of the finest coffee in the world while maintaining our uncompromising principles as we grow. Play Real world Monopoly o Create a monopoly game in which everyone starts the game with different amounts of money-- resources are allocated to teams in the way that resources are allocated to the world- ie 14% of the world consumes 86% of the wealth. It demonstrates the importance of sharing wealth and resources. Begin by talking about the assumptions monopoly is based on-- that we all start life equally and those who are better (and maybe get a little lucky) get ahead (the basic premise of capitalism according to Marx in Capital). Students play the game in which some begin with a lot of money (the wealthy), some more middle class incomes, some working class, some extremely poor--you can use the money and also deal out properties as well. Then play the game and talk about how the game develops. Predictably the rich get really rich fast and the poor fall out early. What makes a good nonprofit o Role play with the student how people decide to donate their money. Have the students think about what they would require from an organization asking for donations (ex. Accountability, transparency, effectiveness, etc.) Divide the students into three groups. Have the group create a nonprofit they think people would donate money to. At the end, play the role of the donor and have them convince you to donate to the organization. IV. Prep for Community Service Project 30 minutes If the guest speaker is a representative from the organization hosting the community service project, encourage them to stay for this part of the lesson. Outline for the students what the community service project will look like. If any prep is needed, use this time to prepare the students. V. Wrap-Up 5 minutes Remind the students to complete their Teacher Surveys by next week. If the community service project will be taking place off campus on Friday or Saturday, make sure to collect their permission slips. Also remind them about appropriate behavior off-campus, and if they need to wear their Citizen Schools shirts.
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SESSION 3B: IN MY COMMUNITY II

Community Service Project
Purpose/Goals: Participants will take part in a community service project, at their school or in their community, as citizen philanthropists who are giving away their time and talent. Objectives: By the end of the session participants will be able to: Understand personally the rewards of philanthropy Use their time and talents to help their community Preparation: Find a community service project. Arrange transportation if going off campus. If the service project is on a Saturday, be sure to hand out permission slips in a previous lesson. Talk with your Team Leader about ideas for community service projects. Materials: Debrief questions
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LESSON PLAN:
I. Opening Ritual 5 minutes Continue with your opening ritual from last week. Have a student review agenda and objectives, and expectations for behavior off campus (if you will be leaving campus). II. Introductions 5-10 minutes Have the 2 students you selected in the previous session introduce the Citizen Schools group and what they have been doing in the YouthChoose Apprenticeship. Briefly review the service organization you will be working with and how they help others. III. Service Project 90-120 minutes Students will participate in the service project. Make sure to hand out stars during this time! IV. Wrap-up/Debrief 15 minutes At the end of the project, be sure to debrief with the students about their experience. You may choose to start by having students nominate each other for stars, and then move into the debrief. Here are a few sample debrief questions: Have you ever done an activity like this before? How was it similar or different? How did you feel participating in this activity? How did you feel at the beginning of the activity/challenge? At the end? How did you help each other during this activity? What is one thing the team/group does well when working together? How has the group climate/attitude changed as a result of this activity? What made this project easy or difficult? What was difficult about this activity for you? How did you use your talents in this project? What did you learn in this activity? Why do you think it is important for people to participate in activities like this? Would you want to do this again?
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SESSION 4: NAVIGATE THIS!

Finish Community Service and review DonorsChoose.org
Purpose/Goals: Apprentices will have an opportunity reflect on the Teacher Surveys they conducted, and explore the DonorsChoose.org website to see other teacher needs.They will also be able to articulate what they value about education and schools. Objectives: By the end of this session participants will be able to: Understand the purposed of DonorsChoose.org Navigate the DonorsChoose.org website with ease Describe teacher needs Preparation: Project or post the DonorsChoose.org Scavenger Hunt (Appendix L) in a central location and have participants copy the information into their notebooks. OR You can make photocopies of Appendix L and pass it out to your group. Familiarize yourself with the Search function on the DonorsChoose.org website. Identify a few categories and/or search options prior to this session to help you conduct a quick website scavenger hunt. NOTE: Please review with your Team Leader the funding parameters that are required for the YouthChoose apprenticeship. Materials: Computers for each participant or pair of participants (preferred but optional - session can also be conducted with the website projected for all to see) An LCD projector (to project DonorsChoose.org webpages during instruction) Sample Establishing our Funding Guidelines (Appendix K) DonorsChoose.org Scavenger Hunt (Appendix L) Agenda: Opening Ritual-10 min Community Service Reflection20 minutes Needs in Education-15 Review Teacher Surveys--15 DonorsChoose.org overview20 minutes Wrap-up-10 min
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LESSON PLAN:
I. Opening Ritual 5 minutes Continue with your opening ritual from last week. Have a student review agenda and objectives, and the road map to the WOW! II. Community Service Project Reflection 20 minutes As a group, review what happened during the community service project. At the end of the discussion, explain to students that we will now move into the second half of the apprenticeship, which will be using DonorsChoose.org to meet teacher needs. III. Needs in Education 15 minutes Hand each student an index card. Ask everyone in the group to think of their favorite project, field trip, or lesson that they have done in school. Write down on the index card what the experience was and what grade it was in. Share an example from your own learning experience. Give them 1-2 minutes to write it down. Ask for 2-3 people to share what they wrote. Have them flip over the index card. Have them write down what they think their teacher needed to buy or to prepare for the lesson. Using your example from before, share with them what resources you needed, and share how it impacted you (i.e. whether it fired a passion for science, history, math). Give them 1-2 minutes to write it down. Ask for 2-3 people to share. Discuss a few of the following with the students: How did that experience influence your current interests? Why do you think it is important to have lessons like this? When do you learn the most in the class? What kinds of schools have access to those resources? What do you think would happen if you couldnt have access to those resources? What would happen if teachers dont have the resources? Ask the students how they think schools and students without those resources can have the same experiences. Record their answers on a flip chart. IV. Review Teacher Surveys 15 minutes Tie in their experiences with education that they discussed in the previous section with what the teachers said in the surveys. Have each student who turned in their teacher survey present what the teacher said. Assign one student to record on flipchart paper their findings. The teacher comments could then be incorporated into their criteria, i.e. a majority of teachers mention technology is important to learning students then decide to make technology one of their foci. Post flipchart paper in the room. IV. Overview of DonorsChoose.org 20 minutes Transition the conversation about the needs they found, to how those needs might be met with DonorsChoose.org. Remind the students about DonorsChoose.org, which they learned about in the first session, and how the money they are earning is going to go towards projects that they choose on the Web site.
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Introduce the video clip and handout the DonorsChoose.org scavenger hunt worksheet (Appendix J), which they will fill out as they watch the clip. Show the video clip from ABC News about DonorsChoose.org. (http://abcnews.go.com/Video/playerIndex?id=3216450. Debrief the video clip with the students. What does DonorsChoose.org do? Why cant some teachers get these supplies in their schools? Who can fund projects? What kinds of projects are on DonorsChoose.org? What do they think about DonorsChoose.org? How do they feel about it? Use this conversation to generate excitement for DonorsChooe.org. Project a teacher proposal from DonorsChoose.org for all the students to see. (Or you can print out copies before hand.) Ask for a volunteer who would like to read the proposal. What do they think of the proposal? Why do they think the teacher is asking for this project? Would you want to fund this project? Why or why not? If time: Explain that students will now get to go search for projects on the website. Hand out the DonorsChoose.org scavenger hunt. If you are in a computer lab, have the students work independently. Walk around the room to make sure the students are finding projects and filling out the information correctly. As students finish, they can search for other projects while they are waiting, or help another student. If you only have one computer and are projecting the Web page, have the students take turns navigating through the website. V. Wrap Up 10 minutes Close out the session and remind participants they are working toward the WOW! where they will present what they have learned about philanthropy and DonorsChoose.org. Let them know that in the next few sessions, they will be responsible for decision-making and the allocation of funds that have been entrusted to them. They will need to do research, work cooperatively, and be prepared to make some tough choices. Remind the students that the $3,000 will come from a donors who have entrusted the youth philanthropists to make the funding decisions for them on DonorsChoose.org. These donors are motivated by the fact that young people are experts on what makes learning engaging and that they will have the opportunity to experience the philanthropic process. The group has been chosen to take on this responsibility and will be expected to report (in person or in writing) their experiences to the original donor(s). Ask for a few teach backs about what the apprentices have learned so far.
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SESSION 5: SEARCH AND FIND

Establishing Funding Guidelines and Researching Projects
Purpose/Goals: Apprentices will create funding guidelines/criteria to help them narrow down their choices and determine projects they might support. Objectives: By the end of this session participants will be able to: Develop and identify group guidelines/criteria for funding projects Select 2-3 projects which interest them personally Use the group guidelines/criteria to narrow down their choices Preparation: Copy What Projects Should We Fund and Search Tips Materials: Computers for each participant or pair of participants (preferred but optional - session can also be conducted with the website projected for all to see) An LCD projector (to project DonorsChoose.org web pages during instruction) Project notes from previous session either on white board, flip chart paper or excel spreadsheet projected overhead for all to see. What Projects Should We Fund (Appendix M) Search Tips (Appendix O)
Agenda: Opening Ritual-10 min Scavenger Hunt- 15 min Discuss Guidelines- 30 min Research Projects- 30 min Wrap-up-5 min 90 minutes
SESSION 5: SEARCH AND FIND!
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LESSON PLAN:
I. Opening Ritual 10 minutes Continue with your opening ritual from last week. Have a student review agenda and objectives. Consider having the group reflect on how they have changed as individuals through this apprenticeship so far. Optional: Contact your local DonorsChoose.org office and borrow one or two packets of Thank-You notes written by students. Have students read these during the opening ritual and share with the other students. II. Scavenger Hunt 15 minutes If you ran out of time in the previous session, have the students practice navigating through the website using the scavenger hunt. IV. Group Guidelines 30 minutes Display a sample teacher proposal on the board. Have the students determine what the different categories are for the project (i.e. grade level, location, number of students impacted, etc.) Engage youth in a conversation regarding how they think they can have the most impact with the funds they have. Please remember to make the donors criteria very clear to participants as these will need to be incorporated, as well. Be sure to project the DonorsChoose.org Search and Browse pages during this portion of the session. Use the following sample discussion questions to guide participants in developing and establishing funding guidelines/criteria. Discussion Questions: In your opinion, which criteria are most important and why? What does our group value and how does that impact the criteria we focus on? With the funds we have available, is it more valuable for us to fund a larger number of less expensive projects or a few more expensive projects? Why? Do we want to fully fund projects or complete funding on partially funded projects or both? Do we have a preference for non-consumable items that will be in classrooms for years (e.g. calculators, books, LCD projectors, etc.) or field trips that will take students out into the community for a one-day experience and make learning relevant? Do we want to focus on certain subjects? For example, literacy which is fundamental to all learning, or the arts or physical education, which are being cut due to budget constraints? Do we want to choose projects solely based on their creativity? Do we want to choose projects only in high-need schools? What are the benefits and drawbacks to each of these different strategies? Have the students complete the Establishing our Funding Guidelines ballot. If is a small group (8-10) or there is time, have each student share what their top three funding priorities are and why. Tally the votes on the board.
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(TIP: Have a visual with all the DonorsChoose.org criteria listed, such as Number of students impacted, % of low-income, subject area, cost of the project, portion funded, etc to help guide the conversation). At the end, count the votes. Give 1-2 minutes for students to express their opinions. Take a final vote to see whether the group agrees with all the funding criteria listed. If there is a larger group (10-15) or you are short on time, go through each criteria and have each student tell you what they circled. Have 3-4 students share what they think is the most important. Count the votes. Take a final vote to see whether the group agrees with all the funding criteria listed. IV. Project Selection 30 minutes Option 1: Pass out copies of the adapted Sample What Projects Should We Fund? (Appendix M --In advance, revise this worksheet to match your groups guidelines). Review the handout with the students. Explain that students will fill this out for each project they find that they think they want to fund. Depending on how you want proceed, participants individually, in pairs, or in small groups will review the website and, based on the group guidelines/criteria, select three to five student projects each (fewer projects for larger groups). Suggest to the group that they should spend 10-15 minutes searching through various projects. If they find one they think they like, write down the ID number, and they can return to it later to fill out the worksheet. Next week students will choose two or three to present to the whole YouthChoose group. Option 2: If your classroom needs more guidance when working with computers, consider giving each student a different role. Campus Director Katie Brown at Campbell Middle School turned her classroom into a Project Selection Factory. After determining their guidelines, each student was assigned a role in the assembly line. Two or three people are put in charge of searching for projects online. When they find a project that fits the guidelines, they print it out. One person is at the printer, who passes it off to the quality control person who double checks to make sure that the project fits the guidelines. If the project is a match, then that person passes it to another student who records the project on a flip chart. The goal is to get at least $3,000 worth of projects, if not more, so students can debate the projects the following week. VII. Wrap Up 5 minutes Close out the session and remind participants they are working toward the WOW! Let them know that next week they will be presenting their favorites and debating which projects to fund.
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SESSION 6: MAKE THE CASE

Finishing Research and Public Speaking
Purpose/Goals: Youth will have an opportunity to explore the DonorsChoose.org website and identify projects they are interested in funding, putting their research and note-taking skills to good use. Using the groups funding guidelines/criteria, youth philanthropists will narrow down their choices and determine which projects they wish to support. By presenting several projects of their choice to the group, youth will have an opportunity to advocate for their choices, defend their thought processes, and practice their public speaking skills. Objectives: By the end of this session participants will be able to: Establish and summarize their reasoning for picking certain projects Use their public speaking skills to present their project choice(s) to the group Advocate for their choice(s) by giving examples of how their project(s) fulfill the groups mission and meet funding guidelines/criteria Preparation: Update the Sample Project Selection Guide (Appendix N) to reflect group guidelines and make copies for students to take notes on all projects presented. If you choose to do the graphing exercise in this lesson, prepare a sample graph. Materials: Computers for each participant or pair of participants (preferred but optional - session can also be conducted with the website projected for all to see) An LCD projector (to project DonorsChoose.org web pages during instruction) Sample Project Selection Guide (Appendix N) Graph paper Agenda: Opening Ritual-5 min Review the Guidelines-10 min Preparations for presentations- 25 min Project Presentations- 40 min Wrap-up-10 min
SESSION 6: MAKE THE CASE!
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LESSON PLAN:
I. Opening Ritual 5 minutes Continue with your opening ritual from last week. Have a student review the agenda and objectives. You are past the halfway point- we are getting close to making final decisions! II. Review Guidelines and Last Weeks Projects 10 minutes Review the group guidelines/criterianote that students will need to use these again today to select which projects to present to the large group. Each student should review their 3-5 What Projects Students Should We Fund? worksheets, then select 2-3 of their favorite that they want to present (less if there is a larger groupyou want approx. 20-25 projects at the end). NOTE: Be sure to establish the number of projects each participant/pair/group can present based on
the size of your group. A small group (between five to eight people) will allow for each participant/pair/group to present more than one project, while larger groups (between fifteen+ students) mean they will be limited to advocating for one project.
III. Preparation for Presentation and Public Speaking 20 minutes Introduce this session as the chance for participants/pairs/groups to make their case for the project(s) they have selected. Review public speaking skills (e.g. making eye contact, feet shoulder length apart, projecting your voice, using hand gestures). Tell students their presentations should include: 1) Purpose of the project; 2) How this project meets our guidelines/criteria (give specific information); and 3) Why this project is important/Why the group should fund this project? Give them a few minutes to prepare their 2-3 projects. Also give them some idea of how philanthropists make their funding decisions. They make informed decisions and need to hear multiple perspectives, so students really need to OPEN their ears. Also consider engaging students in a brief conversation about the importance of a great presentation- how many projects do they think dont get funded because the presentation is lousy? This will help students understand how important a powerful presentation is. NOTE: A good way to structure the preparation for the presentations is to create a template for the students on a half-sheet of flip chart paper. List the important categories that they will need to tell the class (i.e. title, cost, location, grade level, supplies, purpose of the project). In our experience, students love making visuals, and it will help keep them focused as you walk around to help prepare them for the presentations. V. Project Presentations 40 minutes Hand out project selection guide. Allocate a certain amount of time - approx. 4 minutes - to each participant/pair/group to share their 2-3 favorite project(s) with everyone. Remind participants to take notes on each project presented using the Sample Project Selection Guide (Appendix N) hand out, listening for on the pros and cons of projects that stand out to them as they listen to their peers. The 3 key items to include in each presentation (as listed above) should be visible to the whole group. At the end of each presentation, students will
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have 1 minute to ask questions. The facilitator should be prepared to ask questions and facilitate debate as appropriate. Optional activity: Making a graph If the project presentations finish early, work with the students to find patterns in the projects they selected. Have them make a graph for the different categoriesgrade level, income, subject, number of students impacted, instructional hours. The simplest way to do this is to divide the X-axis into the different options for the category. (Ex. The category of Grade level has 5 optionsGrades Prek-2, Grades 3-5, Grades 6-8, Grades 9-12, Adult ED.) The Y-axis will be numbered 1-10, and will represent the number of projects in each option. Depending on the maturity of the students, you may want to create the template for the graphs ahead of time. Or create one sample graph, and then have the students make their own graph, using the sample as a model. Let students know that they will use these graphs next week to discuss themes in the projects they selected. VI. Wrap-Up 10 minutes Once presentations are complete, thank everyone for their effort and remind them of the vote that will take place in the next session. Have the students review how they ranked all the projects. Have them circle or star their 5 favorite on the Project Selection Guide. Be sure to collect them from the students as they go.
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SESSION 7: MAKING YOUR VOTE COUNT

Decision Making, Funding, and Executing Gifts
Purpose/Goals: Participants will have the opportunity to identify the project(s) they are most interested in funding as a group and make any final remarks to advocate for their favorite project(s). Youth philanthropists will also be able to determine, as a group, how they will make final funding decisions. Objectives: By the end of this session participants will be able to: Use data analysis to look for themes throughout the projects they selected Build consensus on how to allocate the funds entrusted to them to have the greatest impact on learning Outline their decision-making process for ranking teacher projects Preparation: Look for a guest speaker from a foundation who can come in to discuss how he/she makes decisions regarding funding projects. Invite the guest speaker to stay and participate in the debates with the students. Another option for a guest speaker is to look for organizations in your area that have youth advisory boards. Contact them to see if the have a student who could come talk about their experience as a youth philanthropist. Prepare a ballot for students to vote on the projects. Prepare a large visual with all 20-25 projects listed with the key criteria noted. Before this session, please review the Facilitator Donation Guide (Appendix P) and review the donation process on DonorsChoose.org (https://secure.donorschoose.org/common/signin.html). This will ensure the funding process goes smoothly in this session. Materials: Computers for each participant or pair of participants (preferred but optional - session can also be conducted with the website projected for all to see) An LCD projector (to project DonorsChoose.org web pages during instruction) Project notes from previous session either on white board, flip chart paper or excel spreadsheet projected overhead for all to see. Visual summary of projects from previous session (Appendix U) Agenda: Opening Ritual-10 min Guest Speaker- 15 min
If no Guest speaker, use the time to continue the theme discussion
Theme Discussion & Project Debate- 25 min Project Ranking- 5 min Tally the Score- 10 min Distribution of Funds-20 min Wrap-up-5 min
SESSION 7: MAKE YOUR VOTE COUNT
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LESSON PLAN:
I. Opening Ritual Continue with your opening ritual from last week. 5 minutes
II. Guest Speaker 15 minutes Remind the group that today we are going to vote on which projects to fund and will give away the $3,000. Let them know that we have a guest speaker who has experience giving away money and making the hard decisions on which projects to fund. III. Theme Discussion & Project Debate 25 minutes Summarize the projects presented by youth in the previous session (have all projects presented last week consolidated in one visual). Have students look through the projects and discuss patterns they notice (e.g. subjects selected, location of school, grade levels, etc.) Refer to your groups funding guidelines/criteria and highlight a few key points made in the last session. If you made graphs in the previous session, use those to guide the discussion. If you havent made the graphs yet, use this time to make the graphs. Guide a role-playing debate, with students acting as the teachers who want funding, and you (and the guest speaker) as the funders. Have students choose their favorite project that was presented. Each student will have 1 minute, pretending they are the teacher writing the proposal, to convince you that this project should receive funding. This is their last opportunity to share why they believe certain projects most closely align with the groups funding criteria. Remind youth they will need to make their final decisions based on their guidelines. As you wrap-up the role play, allow students to make an argument for any that should be taken off the list. III. Project Ranking 5 minutes Based on the project debate and their own project ranking, students vote on their top 5 projects. One option is to have a ballot that students fill out. Another option is to have the students receive 5 post-it notes, and on each note they write one project they want funded. Collect the post notes. IV. Tally the Score 5-10 minutes Tally the rankings/scores for the projects and determine how many projects can be funded with the funds available. If you used post-it notes, place them on a graph, with the x axis labeled with the project names, and the y-axis with the frequency. This will give students a chance to see a visual representation of their votes. Were there any themes in the top projects that were or werent picked? Invite youth to offer any final input or comments on the projects they selected and/or the process they used to rank the projects.
NOTE: It is possible a project your group chooses will be funded or expired between session seven and session six, due to the lag time between when participants decide on projects and when they are funded. Be sure your group selects a couple extra projects as back-up options.
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V. Distribution of Funds 20 minutes Fund the projects! Project the DonorsChoose.org website for the whole group to see and login to your donor account. Use the DonorsChoose.org gift code to fund the projects participants have selected! To save time, you may choose to fund only a few projects in class and finish funding the remaining projects chosen at a later time, per the process outlined in Appendix P. You can also invite participating youth (one, several, or all) to take turns funding the selected projects in front of the group. This can give them an even greater sense of personal and group accomplishment. VII. Wrap Up 5 minutes Guide a conversation about how youth felt about the experience of ranking projects? Was it challenging? If so, why? If not, what made it easy for your? Did the criteria help (and did you consider them)?
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SESSION 8: PRESENTING
Final Thoughts
Purpose/Goals: This lesson is to be used if there will be a final group presentation to an outside group, such as teachers, parents, city council, etc. By the end of this session, youth will know their roles for the final presentation. Participants will prepare note cards and begin to practice what they will present at the final public presentation. Objectives: By the end of the session participants will be able to: Understand their role for the final presentation Prepare their speech for the final presentation Understand and explain their impact as youth philanthropists Preparation: As the session leader, be sure to have an idea of what the final presentation might incorporate, such as the length of the presentation, roles for participants, topics covered, etc. {See sample WOW! agenda- Appendix A, and sample script-Appendix R). Also consider how you might present feedback if you have received any interim thank-you e-mails from teachers. This session and the following sessions heavily emphasize good public speaking skills, so be sure to let the group know what these skills are (e.g., eye contact, volume & pace, and posture). Make copies of the Teacher Invite template. Print out the e-mails with the teacher thank-you notes. Review the donations the class has made by logging-in to your account on DonorsChoose.org. Click on My Donations and Impact and review the data on the page. Materials: Computers for each participant or pair of participants (preferred but optional - session can also be conducted with the website projected for all to see) An LCD projector (to project DonorsChoose.org web pages during instruction) Index Cards (for participants to use in the presentation) Powerpoint Presentation (optional, depends on style of final presentation) Template of Teacher Invite (Appendix Q) Agenda: Thank-You Notes -10 min Our Impact20 minutes Brainstorm-10 minutes Role Assignment - 10 min Research and Preparation 25 minutes Wrap-up/Invite a Teacher15 minutes
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LESSON PLAN:
I. Thank-You Notes 10 minutes Instead of the regular opening ritual, read through the e-mail thank-you notes from the teachers that were received during the week. II. Our Impact 20 minutes Share with the students the Impact Page on your DonorsChoose.org account. To view this, log in to the account created for the class, and click If possible, display the web page for the whole class to see. Guide the students through a discussion of the data. What patterns do they see? Does anything surprise them? How do they compare to the graphs made in the previous week? Sample data from a Donor Account:
III. WOW! Agenda 10 minutes Conduct a quick brainstorm of all the information learned in the past sessions; focus on key vocabulary and concepts. For Example: Vocabulary philanthropy, advocate, non-profit, citizen philanthropist, etc. Once the group has a finalized list, share with them the agenda you have created. IV. Role Assignment 10 minutes Decide how to assign roles for the presentation. Either ask for volunteers or assign roles as you see fit. Some examples are: Assign one participant to teach an audience member how to navigate the website; another participant can teach key vocabulary used in the YouthChoose program, e.g. philanthropy; yet another participant can explain the funding guidelines to the audience; etc. Once roles are decided, explain that now it is up to the youth philanthropists to address some key points in their assigned presentation roles: 1. Explain the topic you will be discussing. 2. How did it relate to Youth Philanthropy? 3. Why is this important? If students are uncomfortable working alone, consider pairing them to work on their roles.
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V. Research and Preparation 25 minutes Once roles are assigned, pass out index cards and have participants write down key points for their part in the presentation. Walk around the room and spot check to see if there are any questions or to offer ideas and suggestions. TIP: Use the sample script in Appendix R to scaffold this part of the session. Have students find the section they selected, and fill in the blanks. Allow them to add to the script if they feel that information is missing. If students finish early, have them copy their notes onto index cards. VI. Invite a Teacher and Wrap-Up 15 minutes Collect any note cards that were handed out, as well as the script. Determine whether or not you will use powerpoint and what visuals will be used in the final presentation. The facilitator can create the slides or assign a student to do it. Have the students think of one teacher they want to invite to the WOW! event, and have everyone complete an invitation. They might also invite people or organizations who they think should apply to DonorsChoose.org as well.
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SESSION 9: PRACTICE MAKES PERFECT

Dress Rehearsal
Purpose/Goals: Participants will practice their public speaking skills in this session prior to their presentation. This is an opportunity for youth to practice, hear and provide feedback on their final presentation. By the end of this session, youth should be fully prepared to speak to, and answer questions from their audience. Objectives: By the end of the session participants will be able to: Present information learned through the YouthChoose philanthropy program Be prepared to answer questions on the spot at the end of the presentation Incorporate feedback to improve oral communication skills for a public presentation Preparation: This session requires participants to be center stage, while the facilitator and their peers provide feedback and ensure everything runs smoothly. Think of some typical questions the audience might ask to prepare youth for the question and answer section of their presentation. This session assumes the final presentation will take between 15-20 minutes, please adjust the rehearsal time accordingly based on your groups needs. If you are using the script in Appendix R, finalize the script so you have a master copy of what the students will stay. If students ran out of time to make note cards, cut and paste the script onto index cards for them. Prepare any visuals you want to use. (See Appendix U for sample WOW! visuals). Materials: A computer with internet access An LCD projector (to project DonorsChoose.org web pages during instruction) Powerpoint Presentation (optional, if you have the technology available and the facilitator or a student has time to put it together) Visuals
Agenda: Opening Ritual-10 min Review Oral Presentation Skills10 minutes Practice, Take 1-- 30 minutes Break -5 minutes Practice, Take 2 --30 minutes Wrap-up-5 min
- 37 -
LESSON PLAN:
I. Opening Ritual 5 minutes Go over the roles youth chose for the presentation in the last session. Ensure everyone is prepared to present today. Check if there are any last minute questions or concerns regarding the final presentation. II. Review Oral Presentation Skills 15 minutes Take a few minutes to review good public speaking skillseye contact, feet shoulder length apart, hand gestures. Give a sample presentation, purposefully not doing some of the skills well. Have your students practice giving positive and constructive feedback. III. Practice Part I 25-30 minutes This first practice will be focused on getting youth comfortable with the order of the presentation and will require direct feedback at the end of each segment of the presentation. Arrange youth in the order they will present and have them introduce themselves name, grade, age, etc. and then begin with the first youth presenter. After each participant presents provide feedback, i.e. posture was excellent, good use of visual props, need to increase volume, etc. Continue in order until all youth have presented.
NOTE: The timing of this lesson assumes the final presentation is 15-20 minutes long, please adjust according to your particular group needs. If your groups final presentation is much longer, have youth break up into smaller groups and rehearse their parts simultaneously. Be sure to arrange your session so you will have time for at least one full group run-through prior to your final presentation.
III. Break 2-5 minutes Take a brief time-out. This is a good time to conduct a quick energizer or have youth get water and/or go to the bathroom during this time. This break is recommended as youth get nervous and need some time to decompress. We encourage you to provide some time during this session for youth to take a break and socialize. IV. Practice Part II 20-30 minutes The second half of this session will provide youth a final rehearsal of the presentation, incorporating the feedback given in the first half of the session. At the end of this second practice, conduct a quick Question and Answer session. Have participants answer questions on the spot and be sure to challenge them so they will be fully prepared for the public presentation. V. Close 5 minutes Check for any final questions regarding the public presentation. If there is a specific dress code, remind participants of this and other logistical details such as time and location. Encourage participants to practice at home in front of a mirror and praise them on what they are doing well.
- 38 -
SESSION 10: WOW! EM

Final (Public) Presentation
Purpose/Goals: Participants will present their experience as citizen philanthropists to an audience at their school, district office, or other venue decided by the facilitator and/or group. Youth will be able to articulate what they value about education and schools and will explain their role, decisions, and lessons learned as citizen philanthropists. Objectives: By the end of the session participants will be able to: Present how they used DonorsChoose.org as a tool to provide more resources to public schools Identify how they contributed to the common good through the YouthChoose philanthropy program Demonstrate excellent public speaking skills and showcase their knowledge of philanthropy by answering questions from the audience Preparation: As the facilitator, it is important to ensure all the logistics are in place for the presentation, such as a computer and projector if the group will be presenting using powerpoint slides. Also, if you decide to present to a small panel rather than a large audience, be sure to prepare your panelists ahead of time with some background information about the YouthChoose philanthropy program and provide a few questions for them to ask the presenters. This can take place in the few minutes prior to the presentation. Materials: A computer with internet access An LCD projector (to project DonorsChoose.org web pages during presentation) Powerpoint Presentation (optional) Certificates (optional see Appendix T for a sample) Agenda: Opening 5 minutes Youth Presentation 20-25 minutes Question and Answer -10 minutes Closing Remarks -10 minutes Enjoy refreshments- 10 minutes
SESSION 10: WOW! EM
- 39 -
LESSON PLAN:
NOTE: This Lesson should include the four basic sections outlined below. For more details on previous YouthChoose WOW! presentations see Appendix A. 1. Opening Remarks 5 minutes Facilitator or a participant chosen for this role should open with an explanation of what DonorsChoose is and why the participants are presenting the information. This should be brief and to the point. Some key points to address: DonorsChoose.org What is DonorsChoose.org and what are citizen philanthropists? Funds from (Omidyar Donor Advised Fund in 2008) Timeline How long did they work on the project? Presentation What will they focus on in their presentation: philanthropy, projects funded, issues in education, community service project, etc. II. Youth Presentation 15-20 minutes Participants will present their knowledge and engage panelists in a presentation. The Planning Your WOW! (Appendix A) has some suggestions on how to make the presentation interactive. Please include: Community Service-what organization you served with, what the project was Reflection What is one thing they learned? How do they think they could get other youth involved in work like this- empowered to support their community? How people can get involvedDonors, teachers and community members III. Question & Answer Session 10 minutes Panelists have an opportunity to ask presenters questions. Youth will provide clarifying comments and/or their opinions based on the type of questions asked. IV. Closing Remarks 10 minutes Facilitator or participant chosen for this role will make a few closing comments. If so desired, this is also a time when the facilitator or the panelists can present certificates (see the sample in Appendix T) to youth. For example: This certificate goes to ___________ for excellence in philanthropy.
SESSION 10: WOW! EM
- 40 -
SESSION 11: CELEBRATE!

Celebrate and reflect on the YouthChoose experience
Purpose/Goals: Students will have a chance to think about what they learned, and how they can continue their work as philanthropists in the future. Objectives: By the end of the session participants will be able to: Reflect on their WOW! presentation Identify how they want to continue using their time, talent and treasure to benefit their community Complete the YouthChoose evaluation Preparation: Work with the campus team to determine how you will structure the reflection sessions in the apprenticeships. This is a great time to recognize the individually for their contributions. In an effort to continually improve this apprenticeship, set aside 10-15 minutes for the students to share what they liked and what they didnt like about the apprenticeship, and any suggestions for improvement. Materials: YouthChoose Evaluation (will be sent out later in the semester)
SESSION 11: CELEBRATION!
- 41 -
PLANNING YOUR WOW!

The WOW! should be a public presentation, where students share what they did during the community service project and the process they went through as a group to decide how to donate the $3,000 to DonorsChoose.org. Preferably it will be separate from the WOW! showcase. Consider how you will create an authentic audience, where the presentation will inform others how they can also participate in philanthropy. Here are a few sample WOW!s: On campus WOW! Where: School Library When: During Session 10 of the apprenticeship Audience: Faculty and staff, parents, community members
Format:
5:00 PM 5:10 PM Welcome Youth Philanthropist Presentations -What we learned -Projects we funded -Overview of DonorsChoose.org 5:40 PM 5:50 PM Apprentice Recognition Reception
Off campus WOW! Where: District Office When: During Session 10 of the apprenticeship Audience: Elementary School teachers invited by apprentices, parents, community members Format:
5:00 PM 5:10 PM Welcome Youth Philanthropist Presentations -Role as Citizen Philanthropist -Projects funded -How to get involved 5:30 5:40 PM 5:50 PM Panelist Q&A Apprentice Recognition Reception
Appendix A
42
PLANNING YOUR WOW! CONTINUED

Best Practices
Make the final presentation interactive. Turn the participants into facilitators and ask them to recreate some of the activities conducted in each session. For example, have one of the YouthChoose participants teach a volunteer from the audience how to navigate the DonorsChoose.org website. Present at the faculty meeting: Talk with your principal to see if you can make a presentation to teachers about DonorsChoose.org during the faculty meeting. This is a great time to let teachers know about the teacher challenge. Invite the teachers who had their proposals funded. Work with the regional DonorsChoose.org office to contact the teachers whose proposals the students funded. During the WOW! invite them to speak about their proposal and how it will impact his/her students. Engage donors and donor prospects. Meet with the state office staff (talent manager, executive director, program director) about who would be good to invite Invite your guest speakers from previous sessions. Send out a press release. Let your local news know what is taking place at your campus! Work with your regional DonorsChoose.org office. Invite the staff and their network to the event.
Appendix A
43
CITIZEN SCHOOLS GUIDE TO WOW! TEMPLATE

Learning Objectives
What do I want to teach? Teaching students about philanthropyhow they can use their time, talent and treasure(i.e. resources, such as money and material goods) to benefit their community.
1. New Basic Skill Oral Presentation
2. New Basic Skill Data Analysis
WOW!
Products needed for the WOW!
During the apprenticeship, students participate in a community service project with a local organization and donate$3,000 to teacher projects on DonorsChoose.org. Students will evaluate different project proposals given the guidelines they created, and vote to determine where they want the money to go. Students then present what they have learned about philanthropy during a public presentation
A location for the final presentation (school library, district office, community center)
A community service project
Teacher projects to fund
Appendix B
44
DONORSCHOOSE.ORG.ORG BACKGROUND INFORMATION

Our Beginning
DonorsChoose.org was pioneered by teachers at a Bronx public high school in the spring of 2000. Charles Best, then a social studies teacher, saw first-hand the scarcity of materials in our public school classrooms and the profound impact of this scarcity on kids' education. Looking for a way to address this problem, he sensed an untapped potential in people who were frustrated by their lack of influence over the use of their charitable donations. DonorsChoose.org, a website connecting classrooms in need with individuals who want to help, was born.
Our Vision & Mission

DonorsChoose.org envisions a nation where students in every community have the resources they need to learn. We aim to improve public education by engaging citizens in an online marketplace where teachers describe and individuals can fund specific student projects. DonorsChoose.org is dedicated to addressing the scarcity and inequitable distribution of learning materials and experiences in our public schools. We believe this inequity is rooted in the following factors: 1. Shortages of learning materials prevent thorough, engaging instruction; 2. Top-down distribution of materials stifles our best teachers and discourages them from developing targeted solutions for their students; and 3. Small, directed contributions have gone un-tapped as a source of funding.
Our Philosophy
DonorsChoose.org has attracted contributors from all walks of life through an approach called Citizen Philanthropy. No matter their contribution size, all donors are treated to a level of service normally reserved for established philanthropists. This includes: Meaningful Choice: Whether interested in pre-K literacy or a high school science field trip, donors can select the specific project they feel will have the biggest impact. Full Accountability: DonorsChoose.org provides end to end integrity. We screen each project proposal before posting it online; purchase the materials for the teacher (shipping directly to the school); and compile photographs, student thank-you notes, and a teacher impact letter as feedback for the donor(s) who completes the project. Included in that feedback package are receipts so donors know their tax-deductible gifts were spent as designated. Portfolio Services: DonorsChoose.org contributors can track and manage their giving in My Account, which shows the citizen philanthropist everything from the subject areas she/he has funded to the number of students she/he has helped. Tools such as gift certificates and gift registries allow donors to engage their children, friends, and family members in citizen philanthropy.
Our Growth
Since 2000, DonorsChoose.org has grown from an experiment at a Bronx public school to a thriving organization serving public schools across the nation. Fueled at first by word of mouth, DonorsChoose.org has achieved exponential growth, quadrupling the resources delivered to classrooms for each of the last four years.
Appendix C
45
STATISTICAL RESOURCES: CHALLENGES FACING PUBLIC SCHOOLS

General Information
Department of Education - links to state departments of education http://www.ed.gov/about/contacts/state/index.html Great Schools objective source of information on elementary, middle and high schools http://www.greatschools.net/ The Education Trust organization works for high academic achievement of all students www.edtrust.org MDRC evaluates programs targeted to meet the needs of low-income populations http://www.mdrc.org/area_index_1.html Stand Up - national campaign to give parents tools to get their kids a quality education http://www.standup.org
Articles of Interest
Trickey, Helen, No Child Left Out of the Dodgeball Game? CNN.com, 24 Aug. 2006. (Focuses on lack of Physical Education programs in core curriculum requirements) http://www.cnn.com/2006/HEALTH/08/20/PE.NCLB/index.html The Institute for Policy Studies and Cities for Peace, Fact Sheet on National Education, 18 July 2004. (Describes state of education in U.S. with key statistics on student performance levels and the achievement gap) http://www.ips-dc.org/citiesforpeace/educationnational2004.pdf MDRC, Closing the Education Achievement Gap, 25 July 2003. (Video clip explaining the achievement gap) http://www.mdrc.org/video_archive.html Rand Education, Focus on the Wonder Years: Challenges Facing the American Middle School. 2004. (Lengthy report assessing the effectiveness of middle schools, Chapt. 4 focuses on academic achievement) http://www.rand.org/pubs/monographs/2004/RAND_MG139.pdf Thornburgh, Nathan, Dropout Nation. Time Magazine, 9 Apr. 2006. (Addresses why students decide to drop out of school) http://www.time.com/time/magazine/article/0,9171,1181646,00.html Winchester, Elizabeth, Putting Kids to the Test. Time for Kids, 5 March 2004. (Addresses debate about the No Child Left Behind Act) http://www.timeforkids.com/TFK/magazines/story/0,6277,596511,00.html
Appendix D
46
STATISTICAL RESOURCES: CHALLENGES FACING PUBLIC SCHOOLS (CONTD)

California Sources
Asimov, Nanette, State Schools Slow Progress. San Francisco Chronicle, 16 Aug. 2006. (Focuses on achievement gap and impact of No Child Left Behind) http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2006/08/16/MNGE2KJENS1.DTL&feed=rss.news The Education Trust West works for high academic achievement of all students in California http://www2.edtrust.org/edtrust/ETW/about+etw Grantmakers Concerned with Immigrants and Refugees (GCIR) articles relating to immigrants and refugees http://www.gcir.org/new/reports/education.htm Murray, Bobbi, Closing the Achievement Gap. Los Angeles City Beat. (Discusses lack of college track courses in many LA schools) http://www.lacitybeat.com/article.php?id=1893&IssueNum=96
Appendix D
47
SESSION 1: SAMPLE PHILANTHROPY CARDS

Directions: Use the template below to create cards that reflect time, talent, or treasure that are relevant to your students. Print out cards on stock paper. The cards should connect to the needs, also listed below.
Likes to Juggle
Clothes Board Games that you dont play anymore A Saturday Morning (3 hours free)
48
A bike
Excels at Reading
Appendix E
Monday Likes to Make Evening Arts and Crafts (1 hour free) Sunday Friday Afternoon Afternoon (2 hours free) (3 hours free) Thursday Evening (1 hour free) A play set you have outgrown A Stereo
Books
Appendix E
49
SESSON 1: SAMPLE NEEDS IN THE COMMUNITY

Directions: Copy the statements below on to 11x17 pieces of paper, using one piece of paper for each need. 1. An elderly woman who cannot drive to the grocery store. 2. A second grader who doesnt read very well. 3. A park that has lots of graffiti and trash. 4. A person in the hospital who has no one to visit them. 5. Elementary students during a school holiday, with parents at work 6. A student who has just moved from El Salvador and has no winter jacket. 7. A classroom without books for silent reading time. 8. A park with no place for little kids to play. 9. Students who want to raise money to go to Washington, D.C. 10. An elderly man who likes stories, but cant see to read anymore. 11. A teacher who wants help organizing her classroom.
Appendix E
50
SESSION 1: SUGGESTIONS FOR STUDENTS EARNING THE $3,000

In past semesters, we have found that students have a hard time being invested in the $3,000 that is given to them, and therefore are less interested in the process of donating the money. To address this issue, we suggest that students earn the $3,000 during the first 6 weeks. Have the students earn a certain amount of money for completing certain activities, such as returning the teacher survey, participating in the community service project, bringing a story about a youth philanthropist. Track how much students have earned on a visual in the classroom. (NOTE: be sure that students are remain on track to earn the $3,000 by week 6.) Suggested Activities Empowerment Journals--A high school teacher in Oakland who used the YouthChoose curriculum in her classroom had the students keep an empowerment journal. For each act performed in which they empowered others, they earned $50 towards their youth philanthropy program. They tracked it each week in their journals and on poster board in the room. Suggested modifications: o Have the students get an adult signature to sign off on the act of empowerment o In lesson 1 or 2, have a discussion about how philanthropy empowers people o Change empowerment to Acts of Kindness or Acts of Philanthropy Returning Teacher Surveysgive a timeline for when students can turn in the surveys, and how much they earn. Ex. o Returning in 1 week= $25 o Returning in 2 weeks- $20 o Returning in 3 weeks- $10 Daily AttendanceEncourage weekly attendance by having them earn $4-$5 for each day they come Participation in the Community Service Project- $50/person who comes and participates Asking Questions of the Guest Speakers-- $5/question Teacher Proposals posted on DonorsChoose.orgIf the students are presenting to the teachers, and a teacher posts a proposal, have them earn $150.
Appendix F
51
SESSION 1: SAMPLE TEACHER SURVEY LETTER
November 1, 2006 Ellie Fisher Monroe Middle School 1055 S. Monroe Street San Jose, CA 95128 Dear [insert name]: I am facilitating a YouthChoose philanthropy program through DonorsChoose.org at Monroe Middle School. Participating youth will have the opportunity to become philanthropists and choose classroom projects to fund on the DonorsChoose.org website. Youth involved in this project have put together a survey and would like to get feedback from teachers in their community. It is the goal of the YouthChoose participants to learn more about the needs of teachers in the Campbell Union School District so their efforts can be better focused when they establish their funding guidelines. The following students are in my YouthChoose philanthropy program: [insert names]. If any of these students are in your classes, these young philanthropists will approach you this week to interview you for their survey. The process should take no more than 10 minutes of your time, and all the participants know teachers will need advance notice. It is our hope that you will take part in this worthwhile effort. I thank you in advance for your time and participation in this project. If you have any questions or concerns, please call me at [insert number] or email me at [insert email]. Thank you again for your time and assistance. Sincerely,
[insert your name]
This letter is an example; adapt based on your groups needs. 52
Appendix G
SESSION 1: SAMPLE TEACHER SURVEY

Directions: Your mission, should you choose to accept it, is to interview your teachers/parents/peers this week. Step 1: Ask the teacher/parent/peer if they would like to be interviewed. Example: Mr. or Ms. _____________, I am in a Youth Philanthropy Program and need to interview a teacher for a survey. It will only take about 10 minutes. May I interview you? Step 2: If your teacher/parent/peer says yes, ask them when they would like to meet and be sure to thank them for agreeing to be interviewed. Example: When is the best time for you to meet? Thank you for your time. Step 3: At the interview, thank your teacher/parent/peer again for their time and ask them a few of the questions listed below, taking notes on their answers. Example: Thank you Mr. or Ms. ___________ for meeting me today. I will only take ten minutes of your time. I just had a few questions to ask you for my DonorsChoose project. DonorsChoose is a website that helps teachers get the resources they need for their classrooms. I am learning how to be a philanthropist and want to know what projects teachers at [insert school name] are interested in doing with their students. What resources do you feel your classroom needs? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ What do you think will help students learn and why? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
Appendix H
53
SAMPLE TEACHER SURVEY (CONTD)

What would you like to add to your lesson plans? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ If you had the budget to teach any lesson or project you wanted, what types of lessons or projects would you teach? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Why would you teach those? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ How much would this project or lesson cost? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ How many students would it help? ______________________________________________________________________ ______________________________________________________________________
Appendix H
54
SESSION 3: HOW I HAVE HELPED OTHERS

(from www.learningtogive.org) I have helped an individual by a family by My family and I have helped My church and I have helped My friends and I have helped My school and I have helped My neighbor and I have helped
a school by
a neighbor by
an animal by
the environment by an organization by
Appendix I
55
SESSION 4: WHAT IS DONORSCHOOSE.ORG? SCAVENGER HUNT

Use with the abc News link Directions: Answer the questions as you watch the video clip about DonorsChoose.org 1. Who created DonorsChoose.org? ________________________________ 2. 3. 4. What does DonorsChoose.org use to link people with teachers? ________________________________ DonorsChoose.org links people with a little to give, but big hearts, with _______________ who have big needs, but tiny budgets. Name 3 project proposals you could find on DonorsChoose.org 1. _________________________________ 2. _________________________________ 3. _________________________________ 5. 6. 7. 8. 9. 10. Who purchases the items requested by teachers? ___________________________________ Kids write ________________________________ to the donors. The Christiansens have funded ________ projects. People on the _____________ ________ have the best ideas for how to improve things. 23,000 ____________ ____________ ____________ have posted project on the website. How many students have benefited? _____________________________
Appendix K
56
SESSION 4: SAMPLE ESTABLISHING OUR FUNDING GUIDELINES

We have $3,000 to donate this semester through our YouthChoose Apprenticeship! The only requirements are that we donate the money to: (1) An education project that has been listed by a teacher on the DonorsChoose.org website (2) A project in the <<Region>> (e.g. region where your campus is located ). The rest of the guidelines we get to choose as a group! There are hundreds of projects in the <<Region>>, so we need to figure out the guidelines for how we will choose projects and finding what we want to fund. To choose these guidelines, please individually circle your opinion to the following questions.
1. How many projects should we fund? a. Only 1 (full $3,000) b. 2-3 (~ $1,000 each) c. 4 or more (~ $200 - $700 each) 2. How many students should the project(s) impact? a. More than 20 students b. Less than 20 students 3. What subject should we focus on funding? a. Arts & Music b. Physical Education (PE) c. Math & Science d. Literacy & History e. Two subjects (circle the two you would like) 4. Should we fund a project(s) that: a. Has items that can be used again by future students (e.g. books); b. Is a one-time project (e.g. a field trip)? 5. Should we fund a project that has: a. Already received some other funding; b. Not received any other funding (i.e. wed support the entire project); or c. Could be either one? 6. Should we fund a teacher who has had had a project funded in the past? a. Yes
Appendix K
57
b. No c. Either way 7. What grade level should we fund? a. Elementary b. Middle c. High School 8. Should we fund projects at schools with a large number of students receiving free or reduced lunch? a. Yes b. No 9. We will make our donation in (Month), so a project can not expire before then. However, do you want to fund a project that: a. Has been listed for a long time and might expire by the end of the year; b. Is a new listing; or c. Could be either one?
10. Now tell us why Think about the questions you just answered. Which three are the most important guidelines to you? A)________________________________ B)________________________________ C)_________________________________ Because___________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
Appendix K
58
SESSION 4: DONORSCHOOSE.ORG SCAVENGER HUNT

Directions: Each section of the scavenger hunt tells you where on the DonorsChoose.org website information can be found. Please visit that area of the site and find your answers. DONORSCHOOSE.ORG HOMEPAGE www.donorschoose.org 1. Complete this phrase: Teachers _____, You ________, Students ________. 2. What do teachers ask for? (HINT: click on the Number 1) __________________________________________________________________________ 3. How many students has DonorsChoose.org impacted? (HINT: click on the Number 3) __________________________________________________________________________ IMPACT TO DATE PAGE Step 1: Look at the top of the webpage. Step 2: Find About/Quick Donation/Contact/Help/My Account/Sign In. Click on About. Step 3: On the About page click on the words Impact to Date. 1. What is DonorsChoose.orgs Impact as of todays date? __________________________________________________________________________ 2. What high school did DonorsChoose.org start at? What year did it start? (hint: look
at the sidebar next to the graphs)
__________________________________________________________________________ 3. How much money have donors like you given this year? (hint: look at the sidebar next
to the graphs)
_____________________________________________________________ 4. Look at the graph titled, Funded Projects By Subject and Grade, what subject area(s) receive the most funding? __________________________________________________________________________
Appendix L
59
SEARCH PAGE Step 1: Look at the top of the webpage Click on Choose a Project Step 2: This is the search page. On the left sidebar, you will be presented with a list of categories, such as Region, Subject, Student Profiles, Cost to Complete, etc. Step 3: Scroll down to where it says Classroom. Then look for Subject. Step 4: Select a Subject that interests you (Math & Science, Art & Music, Literacy & History, Physical Education) Step 5: To find a particular school, scroll up to School Location. Select a state. Step 6: Click on District and select the schools district. Step 7: Click on School and select the school. Find a project that interests you. Then answer the following questions: What is the teacher asking for? __________________________________________________ ____________________________________________________________________________ 1) Why is the teacher writing this proposal? ______________________________________ ____________________________________________________________________________ 2) How will her students benefit from receiving the funding?________________________ _____________________________________________________________________________ 3) How much is the total cost of the project? _____________________________________ 4) How much of the project has been funded already?______________________________ 5) When did this teacher submit the proposal? ________________________________ 6) How many students will it impact? ________________________________ 7) Will students in the future be able to use the materials? Circle: YES NO 9) What school is the teacher at? In what city? ____________________________________ 8) What grade level is this teacher teaching? _____________________________________ 9) Why do you think this project should receive funding? Give 3 reasons, supported with data (or information you have gathered) a)________________________________________________________________________ b)________________________________________________________________________ c)________________________________________________________________________ BONUS QUESTION: What does DonorsChoose.org mean by low income? _______________________________________________________________________________
Appendix L
60
SESSION 5: SAMPLE WHAT PROJECTS SHOULD WE FUND

Name:________________________
Use the group guidelines to help you search for a project, using the categories on the Left Sidebar. Follow these directions: Find a project that interests you. Then answer the following questions: 10) The purpose of this project is__________________________________________________________________________ __________________________________________________________________________ 11) The teacher is asking for these resources: a. __________________________________ b. _________________________________ c. __________________________________ 12) The total cost of this project is $___________________ and someone has already funded $_________________________. The project will expire in ________________. 13) The teacher teaches________________ (grade level) in _____________(city), and this project will impact _______
(number)
students.
14) The percentage of students in the class that are low income is_____________. 15) The students will benefit from this project because______________________________ ______________________________________________________________________________ 6) I think this project is important because-a)_______________________________________________________________________________ b)_______________________________________________________________________________ c)_______________________________________________________________________________
Appendix M
61
SESSION 5: PROJECT SELECTION GUIDE

PROJECT: Title and Purpose Example:
Additional Microscopes for 7th Grade Biology Class 1332 50 $946 Oakland, CA 120 6-8th graders 71% Science
ID#
$ Needed
Location
Grade and # of Students Impacted
% LowIncome
Subject
+
Why we SHOULD fund
- high % of low income students - can use for future students - makes learning handson/fun -
Why we should NOT fund

- more expensive than some of our other projects -
Appendix N
62
SESSION 5: SEARCH TIPS

These tips are organized by sections on the Search page of the DonorsChoose.org website. Remember to focus on the guidelines/criteria you have prioritized with your group.
KEYWORD
Enter a topic that interests you into the keyword box. (e.g., Shakespeare, photography, Oakland, etc.) Click on Go The next page will have a list of projects that match your keyword search. Look through the list and read more about projects that interest you.
SUBJECT
Under the subject heading, click on the box next to the subject area you are most interested in. You can narrow your search by using the drop-down menu (click on the little down arrow next to the subject topic and this will give you a list of sub-topics). If you do not pick a specific subject, ALL subjects will be searched on the website.
COST TO COMPLETE
Under the cost to complete section you can look at all projects, or pick a specific price range. If you are interested in less expensive projects highlight the sub-heading up to $200 in this section; if you are interested in middle-range projects highlight $400 - $1,000; f you do not pick a specific cost, ALL cost ranges will be searched on the website. Note these prices reflect cost to complete not necessarily the full cost of the project.
TYPE OF RESOURCE
In the type of resource section, you can narrow down the specific resource you wish to fund (e.g., books, tables, pencils, etc.), if you would like.
SPECIAL CATEGORIES
At the top of the search page, you can organize your results by High Level of Poverty, Lowest Cost to Complete, or Fewest Days Left.
IDENTIFY A REGION, SCHOOL, OR TEACHER TYPE

You can also narrow down your search to a specific region, school, or teacher type. To find a specific school, click on State. Then identify the schools county or district. Select the schools district. Now the schools will be listed if you highlight Schools. Please note the search page does not allow for specific searches for a particular city, e.g., Houston, but you can search for particular school districts, e.g., Abilene Ind School District. Remember you can search for a specific city in the keyword box. Remember, you can choose one of the topics in this section to define your search all art & music or you can narrow your search to all art & music up to $200. By combining the search functions you can find a very specific and shorter list of projects. The opposite is also true: the fewer search criteria you select, the less specific your results will be and the more projects you will see.
Appendix O
63
SESSION 7: FACILITATOR DONATION GUIDE

Step 1
On the homepage, www.donorschoose.org, click on Sign In in the upper right hand corner.
Step 2
The next page will ask you to create an account and a password. Simply use your group (or facilitators) e-mail and create your own password. Be sure to complete all of the registration information, and continue on to the next page. (Based on experience, it is best to do this step before you facilitate the session with your group.) Now that you have an account, you can donate funds to the projects your youth philanthropists have chosen! Please note that the salutation will be used by the teacher and students who were funded through YouthChoose when they write the thank you notes.
Step 3
Click on any project title on the website.
Step 4
The easiest way to find the specific projects your Youth Philanthropists chose is to go to the URL. Delete the last five digits, and update them with the ID number of a project the YouthChoose participants chose to fund. Once you have typed in your five-digit ID number, hit enter and this will take you to your project page.
Step 5
On the project page, click the green button on the right hand side that says Fund all or part of this proposal.
Step 6
At the top of the next page should be a purplish bar that says 1. Donation, directly underneath this should be the title of your project. Enter the gift code, which is located at the top of your Gift Certificate. Click the green button Fund with Gift Certificate. In the box that says Amount click on the box with the smiley face next to it, its the very first option. (Please note: fully funded YouthChoose programs are expected to donate the entire amount for projects, including the optional DonorsChoose fulfillment fees.) If your classes would like to be anonymous check that box.
Step 7
Now you should be on the Payment page. Review the information and be sure your mailing address and payment information is correct. Once everything is verified, click on the green Continue button at the bottom of the page. If you have a gift code, enter the number into the box titled Gift Certificate. If you already registered your gift certificate when you first created your account, you do not need to enter your gift certificate number again. Click on the green Continue button at the bottom of the page.
Appendix P
64
Facilitator Donation Guide (contd)

Step 8
The final page is the confirmation page. Review the information, approve it and you are all set to continue donating to other projects. Go through one or two more donations with the entire group. Based on your participants response you can fund all projects with the group or, if time is short, you can do so later without the entire group.
Step 9
For the remaining projects, follow steps 3-5. Instead of entering the gift code, find the box that says Fund with Check, Credit Card, or Philanthropy Credits. Click on the appropriate box. (Please note: fully funded YouthChoose programs are expected to donate the entire amount for projects, including the optional DonorsChoose fulfillment fees.)
Step 10
After you have funded a few projects, click on the My Account button at the top of the webpage. This will show you all of your account information, please click on the My Donations and Impact link. This page will show you how many students you have impacted and hours of learning you have provided, as well as some graphs breaking down the data in a fun visual way for your YouthChoose participants.
Step 11
Sign-out, and congratulate the group on a job well done.
Appendix P
65
SESSION 8: TEACHER/PARENT INVITATION
Date:_________________________ Dear _________________________ , This semester I participated in the _________________________ apprenticeship at Citizen Schools. In this apprenticeship, we__________________________________ ______________________________________________________________________ ______________________________________________________________________. One of the projects which we funded that I really like is________________________ _______________________________________________________________________. During the class, I learned__________________________________________________ _________________________________________________. I also learned___________ __________________________________________________________________________ _______________________________________________________________________. On December 5, 2007 at 5:00pm at Kennedy, we will be presenting what we learned. I want to invite you to attend because___________________________ ________________________________________________________________________ _______________________________________________________________________. Sincerely,
Appendix Q
66
Session 8: Sample Script for the WOW!

This is a sample script used to scaffold session 8, to help students begin to think about what they will say. Introduction: Good afternoon everyone, my name is _____ and we are citizen philanthropists from Kennedy Middle School in Redwood City. In the YouthChoose program
we worked with Sylvia, Ellyn and Sarah to learn___________________________. This semester we became citizen philanthropists, with the help of an anonymous donor who gave us $__________to fund projects. We used the website _____________ to_______________________________________.
Today we would like to share with you what we learned. Here is our agenda: (show ppt.)
Philanthropy First we learned about Philanthropy. Philanthropy is-__________________ ____________________________________________________________ _______________________________ Philanthropists are people who see a need, and use their _________, __________ or ______________ to benefit ______________ _____________________________________. They are also called ______________. Some famous philanthropists are

__________________________________ __________________________________
You dont have to be an adult with lots of money to be a philanthropist. We learned about someone who is our age who_____________________________ _______________________________________________________________. A few reasons why philanthropy is important are

__________________________________ __________________________________ __________________________________
Appendix R
67
With our $3,000 we focused on needs in education, using DonorsChoose.org. This need is important to us because _________________________________ (Display www.DonorsChoose.org) DonorsChoose DonorsChoose.org is a website that connects teachers with funders. The teachers need

______________________________________________________ ______________________________________________________
And the funders have _______________. Anyone who has even just a little bit of money can be a funder at DonorsChoose.org. Thats why we are called Citizen Philanthropists. Teachers from around the country can write proposals to tell people what they need. A proposal is_____________________________________________________. Some projects cost _________________, and others cost__________________. You can fund all of the project, or just_________________________________. Here is how you can search for a project:
1. Go
to __________________________ (point to the website) ___________________________ you want to search. Here are the categories
2. Click
3. Decide how
______________, ________________, ______________,_________________ _______________, _________________, ________________,____________

4. Here is 5. Then
an example of what you could do: (click on these categories:)
click on a project will tell you:
6. The proposal
a. ____________________________ b.____________________________ c. __________________________ d.____________________________ e. ____________________________ f. ____________________________ g.____________________________
Appendix R
68
We made our own guidelines after looking at all the categories on DonorsChoose.org. Guidelines Guidelines are important because

______________________________
______________________________ ______________________________
We voted to have these guidelines to narrow down our choices:

1. ______________________________ 2. _____________________________ 3. ______________________________ 4. ______________________________ 5. _______________________________ 6. _______________________________ 7. _______________________________
Projects selectedAfter choosing our guidelines, we broke into small groups and selected 15 projects that matched these guidelines. We then presented them to the group, and voted on our favorites. We funded 9 projects. (Bring up the Demographics page on DonorsChoose.org) As you can see, we helped _________ students, for ___________instructional hours. Most of our projects were in the category: a) b) and the grade levels we helped were: a) b) c) Some of these favorites include: 1) 2) 3) because: ___________________________________ Rosa (a teacher proposal from a teacher present at WOW!) Teyarra (a teacher proposal from a teacher present) Christian: My favorite project was the music stands. I like this project
Appendix R
69
____________________________________ ____________________________________ Christian: We have a few teachers present and we would like them to speak about why they submitted the proposal.
What we learned/wrap up Rosa: I learned that___________________________________________ Christian: I learned that_________________________________________ Ilaisa: I learned that__________________________________________ Alejandro: I learned that______________________________________ Teyarra: I learned that_______________________________________ Hannah: I learned that_________________ _________________________ Alex: I learned that__________________________________________ Get Involved Jessica: I learned that anyone can get involved. If you are a philanthropist, you can.. (look at visual) If you are a teacher, you can (look at visual) It is important to get involved to help students with their education and gain new experiences.
Questions
Thank you for coming. Do you have any questions?
Appendix R
70
IN OUR EXPERIENCE/BEST PRACTICES

Create a booklet for your participants. Photocopy all the appendices you will use in each session and hand out the YouthChoose booklets or folders to your group on the first day of the program. You may also consider having students keep a journal, where they record the vocabulary that they are learning. Select students before the apprenticeship fair. Brainstorm 5-10 apprentices that you think will be a good fit for the program and talk to them about YouthChoose before the apprenticeship fair. Let them know that this is a special opportunity and encourage them to put it as their first or second choice. Have students earn the $3,000 during the first 6 weeks. To create student investment in the $3,000, have the students earn a certain amount of money for completing certain activities, such as returning the teacher survey, participating in the community service project, bringing a story about a youth philanthropist. Track how much students have earned on a visual in the classroom. (NOTE: be sure that students are remain on track to earn the $3,000 by week 6.) Create a slideshow of your philanthropic experience. Teaching Fellow Keliko Adams from Wilson Middle School in Albuquerque collected photos from her different volunteer experiences and showed her students on the first day of the apprenticeship. Create visuals of the appendices. For example, create a visual of the Project Selection Guide either on flipchart paper or on an overhead projector, and use this in session five to keep track of the projects participants present to the group. (See samples below) Review Vocabulary. With so many new words, play a game at the beginning or end of each lesson to review the words. Team Leader Isabelle Espinoza from MIT had several ELL students in her class, and so they played a lot of family feud and hangman to go over vocabulary. Do more than one community service project. Keliko Adams used one Friday a month to take her students to volunteer at a center for disabled youth. The students were able to build relationships with the youth at the center, and ended up having their WOW! at the center. Ask participants to write their own proposals. If you want to reinforce writing skills with your group, ask them to make up their own proposals. This will enable participants to think about how to persuade others to share in their excitement for certain types of projects. You can also use this to reinforce public speaking skills by having participants share their proposals with the group. Generate enthusiasm for the donation process. In session seven, ask participants for a drum roll please prior to each donation. This will generate excitement and enthusiasm for each project.
Appendix S
71
Hand out certificates at the presentation. At the public presentation, panelists can hand an award certificate to each presenter. The certificate recognizes each participants role as a young philanthropist and acknowledges all the work they put into the YouthChoose program. Present at a Faculty Meeting. Teaching Fellow Lauryn McCarthy from Monroe Middle School had her students present at a faculty meeting in week 6. The meeting generated a posting from a Monroe teacher, which the students were able to fund. Lauryn noted that this was a highlight for her students and how the presentation helped the students become even more invested in the apprenticeship. The teachers were also able to see a different side of Citizen Schools.
Appendix S
72
YouthChoose WOW! AT [insert location]
[insert participant]
A DISTINGUISHED FUTURE LEADER,
IS HEREBY RECOGNIZED FOR
DEMONSTRATING EXCELLENCE IN PHILANTHROPY!

[Insert Date]
__________________________________ CITIZEN TEACHER ____________________________________ CITIZEN TEACHER
Appendix T
73
SAMPLE VISUALS
Road Map to WOW!
Class Visual of Project Selection Guide (created while students present their top 2-3 projects)
Appendix V
74
Sample visuals from a WOW! presentation
Appendix V
75

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YouthChoose Curriculum

An apprenticeship for Young Philanthropists

What youth say about this program:

10. WOW! em (p. 39-40 )

Appendices (p. 42 75)

II. YOUTHCHOOSE MODEL

New Basic Skills

Impact of the YouthChoose Apprenticeship

Expansion of the YouthChoose Apprenticeship

III. LESSON PLANS

SESSION 0: APPRENTICESHIP FAIR

SESSION 0: APPRENTICESHIP FAIR

SESSION 0: APPRENTICESHIP FAIR

SESSION 1: BECOMING CITIZEN PHILANTHROPISTS

SESSION 1: BECOMING CITIZEN PHILANTHROPISTS

SESSION 1: BECOMING CITIZEN PHILANTHROPISTS

SESSION 1: BECOMING CITIZEN PHILANTHROPISTS

After the session:

SESSION 1: BECOMING CITIZEN PHILANTHROPISTS

SESSION 2: PHILANTHROPISTS IN TRAINING

SESSION 2: PHILANTHROPISTS IN TRAINING

http://www.plannedlegacy.com/newsletter/gates.html http://www.twfound.org/whatwedo/default.sps?itype=7600 http://www.oprah.com/uyl/angel/uyl_angel_about.jhtml#beginning http://myhero.com/myhero/hero.asp?hero=m_jordan

SESSION 2: PHILANTHROPISTS IN TRAINING

http://www.looktothestars.org/celebrity/492-kanye-west http://www.looktothestars.org/celebrity/141-shakira 10 http://www.looktothestars.org/celebrity/93-jennifer-lopez

SESSION 2: PHILANTHROPISTS IN TRAINING

SESSION 2: PHILANTHROPISTS IN TRAINING

SESSION 3A: IN MY COMMUNITY I

SESSION 3B: IN MY COMMUNITY II

SESSION 4: NAVIGATE THIS!

SESSION 4: NAVIGATE THIS!

SESSION 4: NAVIGATE THIS!

SESSION 4: NAVIGATE THIS!

SESSION 5: SEARCH AND FIND

SESSION 5: SEARCH AND FIND!

SESSION 5: SEARCH AND FIND!

SESSION 5: SEARCH AND FIND!

SESSION 6: MAKE THE CASE

SESSION 6: MAKE THE CASE!

SESSION 6: MAKE THE CASE!

SESSION 6: MAKE THE CASE!

SESSION 7: MAKING YOUR VOTE COUNT

SESSION 7: MAKE YOUR VOTE COUNT

SESSION 7: MAKE YOUR VOTE COUNT

SESSION 7: MAKE YOUR VOTE COUNT

SESSION 9: PRACTICE MAKES PERFECT

SESSION 9: PRACTICE MAKES PERFECT

SESSION 9: PRACTICE MAKES PERFECT

SESSION 10: WOW! EM

SESSION 10: WOW! EM

SESSION 10: WOW! EM

SESSION 11: CELEBRATE!

SESSION 11: CELEBRATION!

PLANNING YOUR WOW!

PLANNING YOUR WOW! CONTINUED

CITIZEN SCHOOLS GUIDE TO WOW! TEMPLATE

1. New Basic Skill Oral Presentation

2. New Basic Skill Data Analysis

A community service project

Teacher projects to fund

DONORSCHOOSE.ORG.ORG BACKGROUND INFORMATION

Our Vision & Mission

STATISTICAL RESOURCES: CHALLENGES FACING PUBLIC SCHOOLS

STATISTICAL RESOURCES: CHALLENGES FACING PUBLIC SCHOOLS (CONTD)

__

____, , ,_ _, _, ,__

a. b. c. d. e. f. g.__