195
24
26018
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https://digitalcollections.library.gvsu.edu/files/original/281c1e2f1bfe615a34a359aef73defed.pdf
020973396072bfcde1727aae10341381
PDF Text
Text
CMF Foun~ations
Council of
Michi an
Serving grantmakers. Advancing giving.
To:
CMF Members
From: Carol Goss, Chair Governance Committee, and Rob Collier, President
Re:
Request for Nominations for CMF's Board of Trustees
The Council of Mich igan Foundations (CM F) is governed by a board of 28 t rust ees and CEOs t aken from
ou r membership of private, family, community and corporate foundations and corporate giving
programs. The CMF Governance Committee is actively seeking nominations from the membership for
the Board of Trustees. Six board vacancies are expected to be filled for the Class of 2014. Each
individual would serve a three-year term beginning October 11, 2011.
Visit the CMF Board of Trustees Roster for our current list of members serving as trustees.
To assist you in helping us identify candidates, the CM F Board of Trustees recently adopted t he
following Nominat ion Policy:
"The CMF Board of Trustees seeks to recru it individuals as Board members who are committed to t he
organization's mission and govern ing process. CMF will seek diversity among its Board of Trustees to
ensure that a range of perspectives, opinions, and experiences is recognized and accessed in achieving
its mission. Foundations and corporate giving programs represented on t he board w ill encompass a
variety of philanthropic organizations of diverse asset sizes and from different geographic regions. CMF
will promote diversity in expert ise, physical ability, national origin, ethnicity, race, cult ure, generatio n,
religion, educational background, sexual orientation, gender ident ity and with different skills, abilit ies,
lifestyles and beliefs in recruit ing its Board of Trustees."
In add ition, the CMF Board seeks out candidates who possess the following characteristics:
a) A demonstrated passion for CM F's mission
b) An ability t o support the board governing st ruct ure and meet board commitment expect ations
c) A w illingness t o engage in deliberat ive and collegial decision-making
d) An ability t o commit to t heir stewardship responsibilities
e) Knowledge around CMF systems, organ izational development, change management, strategic
t hin king, organizational growth, or strat egic legal and nonprofit issues
Additionally, the Governance Committee is also seeking nominations of individuals who have either
financial skills and experience or commun icat ion skills and experience.
How to Submit Nominations - Deadline: July 29
Please submit your t rustee nominations (name, organizat ion and a short description of t he individual's
qua lifications) by returning the attached form by Friday, July 29. All nominations w ill be confident ially
reviewed by the Governance Committee t o determine t he fina l ballot dist ribut ed t o members. The
election of t rustees will be ratif ied at t he Annual Members M eeting at t he CM F Annual Conference. If
you have questions, please contact Rob Collier, president, at 616.842.7080.
Thank you for you r support and membersh ip in the Council of M ichigan Foundations.
�CMF Foun~ations
Council of
Michi an
Serving grantmakers. Advancing giving.
BOARD OF TRUSTEES NOMINATION FORM 2011
Trustee Nominee Contact Information:
Name: _________________________________________________________________
Title:-------------------------------
Organization: -----------------------------------------------------------
Description of Nominee's Qualifications:
Please return to the Council of Michigan Foundations by Friday, July 29.
Email: scuddington@michiganfoundations.org or Fax: 616.842.1760
Mail: One South Harbor, Suite 3, Grand Haven, Ml 49417
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Our State of Generosity
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Dorothy A. Johnson Center for Philanthropy
Description
An account of the resource
Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1968-2014
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Council of Michigan Foundations
Michigan Nonprofit Association
Michigan Community Service Commission
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Fundraising
Records
Michigan
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Contributor
An entity responsible for making contributions to the resource
Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission
Identifier
An unambiguous reference to the resource within a given context
JCPA-04
Language
A language of the resource
eng
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-04_CMF_2011_BB_2011-10-09_Request-for-Nominations
Title
A name given to the resource
Council of Michigan Foundations 2011-10-09 board book request for nominations
Creator
An entity primarily responsible for making the resource
Council of Michigan Foundations. Board of Trustees
Description
An account of the resource
Council of Michigan Foundations 2011-10-09 board book request for nominations. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations.
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Fundraising
Records
Council of Michigan Foundations
Michigan
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 50879
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
2011-10-09
-
https://digitalcollections.library.gvsu.edu/files/original/86e5ce6ccbd67ca53c5b35a46580f1a8.pdf
432cebc66d9dfcd2f8196605bc76d0d4
PDF Text
Text
September 30, 2011
Memo to:
Dave Sebastian, Chair, and Members of the Board of Trustees
From:
Rob Collier, President
Re:
Update on Metrics
Attached are three pages of Metrics that note progress on key performance objectives in the Plan
of Work.
The first page highlights for the period ending August 31, 2011 Membership Retention and
Recruitment and shows that we have 266 members renewed with 63 still to renew and 10 new
members to date with a goal of 45 for the year.
The second page shows progress on our fi nancial metrics for the period ending July 31, 2011 membership dues, and additional member dues.
The third page shows financial data for the period ending July 3 1, 20 11 on the Market Value of
the Endowment Funds and the Total Expenses for CMF and the three Supporting Organizations.
We look forward to responding to any questions you have at the Board Meeting.
�Paid Members as of August 31 for 3 years
350
Membership Numbers
as of August 31, 2011
300
264
259
265
2009
2010
2011
250
Current
Difference
Metric
200
150
# Orgs Renewed
New
Dropped*
#Paid Orgs
266
10
0
276
(63)
(35)
10
329
45
-10
364
100
so
88
0
*Dropped Metric based on 3% loss, assuming 9796 renewed
Membership Revenue as of August 31 for 3 years
$1,000,000
M embership Revenue
as of August 31, 2011
$800,000
Current
Metric
$767,300
$780,875
2009
2010
Difference
$600,000
$ Orgs Renewed
New
$ Paid Orgs
686,500
14,000
700,500
921,000
44,000
965,000
(234,500)
(30,000)
(264,500}
$400,000
$200,000
$-
M ember Type
Past Due
##
Community
Family
Corporate
Independent
Other••
Total
1
22
11
10
19
$$
1,100
29,400
32,300
184,000
24,700
271,500
Contacts
%
64%
37%
38%
71%
29%
44%
New
##
Goal
1'
1'
1'
1'
1'
1'
0
15
10
10
10
45
0
1
3
0
Dropped
$$
3,000
2,200
##
New or Dropped since last month
Category
Name
$$
$$
0
0
0
0
0
2011
0
0
0
0
0
8,800
14,000
63
0
0
**Other includes: CF Affiliates, CF Donor Advised Funds, Public Foundations, Out of State Associates and Individuals
1' Indicates change from previous month
�Council of Michigan Foundations
Financial Dashboard
Core Member Services
4-1-11 to 7-31-11
$2,532,000
Budset 2011· 12
Total Revenue
Core Services
Membership Dues
$96$,000
Actual7· 31· 11
Additional Member Dues
Total Expenses
Core Services
$225,000
$2,532,000
$11,550
8UdJOI 2011·12
8ud101 2011· 12
Net Surplus
(Deficit)
$120,170
$·0
BudJOI 2011· 12
S:\Boards and Committees\CMF\Board\20 11·12\10.9.11 Meeting Materials\CMF FS 7· 31·11
�Council of Michigan Foundations
Other Financial Data
7/31/2011
Endowment Funds
Market Value
• Market Va lue 4-1-11
• Market Va lue 7-31-11
$18,072,707
$18,110,550
M arket Value 4-1-11
M arket Value 7-31-11
CMF & Supporting Organizations
Total Expenses
4-1-11 to 7-31-11
MCFV, $548,005 , 23%
CMF Core Services,
$920,003 ' 38%
CM F Endowment
Funds, $180,049 , 8%
10/24/2011
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Our State of Generosity
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Dorothy A. Johnson Center for Philanthropy
Description
An account of the resource
Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1968-2014
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Council of Michigan Foundations
Michigan Nonprofit Association
Michigan Community Service Commission
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Fundraising
Records
Michigan
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Contributor
An entity responsible for making contributions to the resource
Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission
Identifier
An unambiguous reference to the resource within a given context
JCPA-04
Language
A language of the resource
eng
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-04_CMF_2011_BB_2011-10-09_Update-on-Metrics
Title
A name given to the resource
Council of Michigan Foundations 2011-10-09 board book update on metrics
Creator
An entity primarily responsible for making the resource
Council of Michigan Foundations. Board of Trustees
Description
An account of the resource
Council of Michigan Foundations 2011-10-09 board book update on metrics. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations.
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Fundraising
Records
Council of Michigan Foundations
Michigan
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 50880
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
2011-10-09
-
https://digitalcollections.library.gvsu.edu/files/original/b6d70de1ae0afc65b67aea208d6d2d65.pdf
64150f36c4a9537c9a8d465b135ffd0e
PDF Text
Text
Council of Michigan Foundations
K-12 Education in Philanthropy Project
Plan of Work
WORK PLAN AND PROGRAM DETAIL
Fall 1999
i
�GOAL: CURRICULUM DEVELOPMENT AND LESSON PLANS
Develop an original K-12 curriculum to be infused into the core academic curriculum of schools. The curriculum will teach children about
philanthropy and will inspire them to continue as active volunteers and citizens.
Objectives:
Develop and Increase the Lesson Pool
Involve practicing classroom teachers in research, writing, pilot-testing, field-testing and approving an ever-expanding pool of high quality original classroom
lessons, K-12, that teach the four new themes of philanthropy education. Assure that each lesson ties directly into the Standards and Benchmarks currently
promulgated for educators and that they can be infused into the academic core curriculum of a variety of public and private schools.
ACTIVITY
STAFF
FUNDER(S)
EXPENDITURE BUDGET
FUNDING
NEEDED
Consultants
2000-2001
Organize teacher-consultants in Michigan
Each provides an initial 2 units (5 lessons
@)
50 teachers (200 lessons)
100 teachers (400 lessons)
150 teachers (600 lessons)
Field-testing
Editing
Publication/Web-site
Terry Robidoux
Terry Robidoux
Funded
WKKF
Terry Robidoux
Terry Robidoux
Terry Robidoux
Terry Robidoux
Consultants
Rita Higgins
1
2001-2002
Funded
2002-2003
Funded
Due Date
�Complete the Curriculum Themes
Refine and publish an initial K-12 Philanthropy Curriculum organized around four themes, with learning objectives specified at grades 5, 8, and 11. The four themes
to be developed are:
A. Defining the Philanthropic Sector
B. Philanthropy and Civil Society
C. Philanthropy and the Individual
D. Skills and Experience in Volunteerism and Service.
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
Continue to refine the themes
2001-2002
2002-2003
FUNDIN
G
NEED
ED
Kathy Agard
Complete the Standardized Assessment
Write, pilot-test, field-test, and set benchmarks for standardized assessment tools of student learning about philanthropy at grades 5, 8, and 11. Finalize and
distribute three different test booklets at each of the grade levels. Develop and implement a process for scoring and reporting.
ACTIVITY
STAFF
FUNDER
BUDGET
FUNDING
NEEDED
Consultant
2000-2001
1999-Complete sample questions pool
1999-Review Sample questions for Fairness
1999-Pilot sample questions in classrooms
Rewrite sample questions
Develop question booklets
Field-test three different questionnaires for
grades 5, 8, and 11 (9 tests)
Score and assess field-test results
Revise questions based on field-test
Establish ranges for scoring
Field-test the scoring
Publish standardized assessment tests
Tom Hirsch
Tom Hirsch
Tom Hirsch
Tom Hirsch
Tom Hirsch
Tom Hirsch
Tom Hirsch
Tom Hirsch
Tom Hirsch
Tom Hirsch
Rita Higgins
2
2001-2002
2002-2003
�Develop and Increase Teacher Support Materials
Develop and disseminate high quality, K-12 focused, teacher support materials related directly to the expectations of the new curriculum and support the lessons.
This includes:
A. Briefing papers regarding the body of knowledge about philanthropy
B. "Textbook"-like resources at early elementary, late elementary, middle school and high school
C. Arts related media support including original music, drama, and analysis of literature
D. Teacher oriented support materials such as models, bibliographies, and lexicons.
ACTIVITY
STAFF
FUNDER
BUDGET
FUNDING
NEEDED
Consultants
2000-2001
Briefing Papers
"Textbook"
Original Children's Music
Original High School Drama
Analysis of Literature
Teacher Materials
2001-2002
2002-2003
Universities
Dr. Joe Stoltman
Rick Kelly
Dr. Ed. Uehling
Consultants
Develop and Increase Student Support Materials
Develop and disseminate high quality, K-12 focused books, CD-ROMs, and materials for students directly related to the content and expectations of the new
curriculum. This includes:
A. Student oriented classroom materials such as visual timelines, and photographs
B. Original storybooks, poems, drama, and music.
ACTIVITY
STAFF
FUNDER
BUDGET
3
FUNDING
NEEDED
�2000-2001
2001-2002
2002-2003
K-12 Books
CD-ROM of Lessons and Themes
Timelines
Photographs
Biographies
Historic Events
Student developed storybooks, poems
Infuse the Curriculum in Michigan
Provide incentive grants for a curriculum coordinator and materials for six school districts to infuse the lessons (K-5)
(6-8), and (9-12).
Document this process for replication in other schools and states.
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
Select six school districts
Offer incentive grants
Provide staff in-service development
Infuse into the school's social studies
curriculum an articulated set of lessons
Publish the results as case studies
GOAL: CURRICULUM DEVELOPMENT AND LESSON PLANS
Develop an original K-12 curriculum, to be infused into the core academic curriculum of schools. The curriculum will teach children about
philanthropy and will inspire them to continue as active volunteers and citizens.
Objectives:
Summer Residential Institutes
Provide week-long summer residential institutes for teachers new to teaching philanthropy
4
�ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
Summer 1999-One institute in Michigan
for 30 teachers
Summer 2000-Two institutes in Michigan
for 50 teachers each (100 teachers total)
One institute outside of Michigan for 50
teachers
Summer 2001:Three institutes in
Michigan for 50 teachers each (total of
150 teachers)
Four institutes outside of Michigan for 50
teachers each (100 teachers)
Summer 2002 One Advanced Institute for
Experienced Philanthropy Teachers
Three basic institutes for 50 Michigan
teachers
Eight institutes outside of Michigan
Summer 2003: One Advanced Institute for
Experienced Philanthropy Teachers
Three basic institutes for 50 Michigan
Teachers
Sixteen institutes outside of Michigan
Four Advanced Institutes outside of
Michigan
Provide week-long summer institutes for arts educators on teaching philanthropy and service-learning
5
�ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
Summer 2000:One institute for 15
teachers in Michigan
Summer 2001: One institute for 15
teachers in Indiana
Summer 2001: One institute for 30
teachers in Michigan
Summer 2001: One institute for 50
teachers in Michigan
Summer 2002: One institute for 30
teachers in Indiana
Summer 2002: One institute for 15
teachers in two other states
Teacher Consultants
Initiate a new Teacher-Consultant pool composed of successful original project teachers, and successful graduates of the summer institutes. Each Teacher-Consultant
will provide three in-service professional development experiences to colleagues each year.
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
6
2001-2002
FUNDING
NEEDED
2002-2003
�ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
Michigan Intermediate School District Consultants
Support ten regional consultants housed at Intermediate School Districts as consultants on philanthropy education and service-learning for the schools within their
regional service area (2000-2003).
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
7
2001-2002
FUNDING
NEEDED
2002-2003
�ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
Teachers of Philanthropy Membership Association
Initiate an international "Teachers of Philanthropy" organization to provide ongoing materials and support to teachers interested in continuing professional
development related to teaching philanthropy.
A. The Teachers of Philanthropy organization will hold one state conference in 2000
B. One state conference, and one national conference in 2001 and thereafter
C. The Teachers of Philanthropy organization will have a newsletter, and journal.
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
8
2001-2002
FUNDING
NEEDED
2002-2003
�Colleges of Education
Involve each of the major teacher education colleges in research related to the K-12 project. Develop an elective course in philanthropy education for pre-service
teachers.
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
Discipline Based University Courses
Involve each of the social studies discipline organizations at the college level (economics, geography, government (political science), and history) in writing K-12
resource materials for teachers. Encourage the development of discipline based courses for majors that will include pre-service teachers.
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
9
2001-2002
FUNDING
NEEDED
2002-2003
�ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
Centers on Philanthropy/Colleges of Education
Encourage national university based Centers on Philanthropy to work together with their teacher colleges in joint courses regarding teaching philanthropy.
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
10
2001-2002
FUNDING
NEEDED
2002-2003
�ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
K-16 Philanthropy Education in Michigan
Develop a joint proposal with Campus Compact regarding the K-16 implementation of service learning that includes the philanthropy content as the academic
component.
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
11
2001-2002
FUNDING
NEEDED
2002-2003
�ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
Teachers' Fellowship Program
Develop and institute a Philanthropy Teachers' Fellowship Program for four Michigan teachers each year (one from each
grade band)
2000 At Indiana Center on Philanthropy
2001 At Indiana Center on Philanthropy and the Center on Philanthropy at Grand Valley State University
(eight fellowships)
Fellows will be required to research, write, and produce original teacher support material that extend the teaching of philanthropy K-12
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
12
2001-2002
FUNDING
NEEDED
2002-2003
�ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
Summer Student Internships
Hire pre-service teachers who have demonstrated potential for leadership in education as summer interns to the project.
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
Teacher Development, Videos
Develop videos at each of the four grade levels as a teacher development tool
13
2001-2002
FUNDING
NEEDED
2002-2003
�ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
14
2001-2002
FUNDING
NEEDED
2002-2003
�GOAL: CURRICULUM DEVELOPMENT AND LESSON PLANS
Develop an original K-12 curriculum, to be infused into the core academic curriculum of schools. The curriculum will teach children about
philanthropy and will inspire them to continue as active volunteers and citizens.
Objectives:
Parent Involvement
Research, develop, field-test and implement a thoughtful strategy and materials for parent involvement in their children's education, particularly around the teaching
of philanthropy.
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
School Improvement
Research major school improvement initiatives and look for common concepts related to teaching philanthropy.
15
�ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
Infuse the philanthropy curriculum and service-learning into the cores social studies academic curriculum of Michigan schools.
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
16
2001-2002
FUNDING
NEEDED
2002-2003
�ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
Continue to connect with major school improvement efforts such as the Middle-Start program, Character Counts, service-learning, school-to-work, Comer Schools,
the Schools of the Twenty-first Century, and the Mott after-school program.
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
17
2001-2002
FUNDING
NEEDED
2002-2003
�Youth Groups
Research, develop, and implement the youth group strategies developed by Community Partnerships with Youth (a component of the Habits of the Heart project) in
the seven youth development partner organizations and others throughout Michigan.
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
Provide mini-grants to youth groups.
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
18
2001-2002
FUNDING
NEEDED
2002-2003
�ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
Religious Congregations
Research, develop, and implement the religious congregations strategies developed by the Search Institute (a component of the Habits of the Heart project) in
religious congregations throughout Michigan.
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
19
2001-2002
FUNDING
NEEDED
2002-2003
�ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
Provide mini-grants to congregations.
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
20
2001-2002
FUNDING
NEEDED
2002-2003
�ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
GOAL: CURRICULUM DEVELOPMENT AND LESSON PLANS
Develop an original K-12 curriculum, to be infused into the core academic curriculum of schools. The curriculum will teach children about
philanthropy and will inspire them to continue as active volunteers and citizens.
Objectives:
Local Advisory Committees
Develop and strengthen local advisory committees to philanthropy education, including community foundations, United Ways, business partnerships, and volunteer
centers. Collaborate with other initiatives such as school-to work, and Communities in Schools.
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
21
2001-2002
FUNDING
NEEDED
2002-2003
�ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
Provide an incentive to Youth Advisory Committees of community foundations to encourage adoption of the new lessons.
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
Service-Learning
Participate in strengthening and extending service-learning as a teaching tool in Michigan schools
A. build on the 1999 survey of the status of service-learning
22
FUNDING
NEEDED
2002-2003
�B.
C.
D.
E.
F.
G.
H.
ACTIVITY
build and extend the utilization of the service-learning web-site
provide direct technical assistance to teachers in selected schools systems
involve Learn and SERVE grantee schools in the Summer Institute
continue professional development of service-learning school coordinators through the Summer Institute
require each philanthropy unit to offer a service-learning component
active involvement in issues of public policy in Michigan related to service-learning
collaborate on a statewide youth workshop drawing together the youth volunteer systems in Michigan.
STAFF
FUNDER
BUDGET
2000-2001
23
2001-2002
FUNDING
NEEDED
2002-2003
�GOAL: TEACHER PROFESSIONAL DELOPMENT
Orient practicing and new teachers to the philanthropy curriculum, encourage their writing of additional lesson plans, and assist them in developing
expertise in teaching philanthropy.
Objectives:
Indiana Education Initiative
In cooperation with the Indiana Humanities Council and the Habits of the Heart project, develop and implement a strategy for infusing the teaching of philanthropy
into school systems in the State of Indiana.
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
Youth Education Institute
In cooperation with the Indiana Center on Philanthropy through the Habits of the Heart project, provide a series of summer institutes called "Youth Educator
Institute". Participants would come as community teams composed of school teachers, religious instructors, youth group leaders, community leaders, and parents to
be trained as teams on how a community can intentionally transmit the philanthropic tradition.
24
�A.
B.
C.
D.
E.
ACTIVITY
Summer 2000 at Indiana University
Summer 2001 at Indiana University
Summer 2002 at Indiana University
Replicated at a Michigan university
Replicated at a partner state university.
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
Advanced Seminars
Advanced seminars on philanthropy for all youth educators (teachers, religious instructors, community leaders, parents, and youth workers)
A. Summer 2001 at Indiana University
B. Summer 2002 at Indiana University
C. Summer 2002 at a Michigan University
25
�ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
Ten Key States
Identify and organize statewide leadership to replicate all of the components of the K-12 Education in Philanthropy project in 10 states in the United States. Utilize
multiple networks such as community, private, corporate, and family foundations; educational professional organizations; universities; and the State Service
Commissions.
A. 2000-2001 add three states
B. 2001-2002 add three states
C. 2003-2003 add four states.
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
26
2001-2002
FUNDING
NEEDED
2002-2003
�ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
Ten Key Nations
Identify and organize national leadership to replicate all of the components of the K-12 Education in Philanthropy project in 10 nations: 4 in Europe and the former
Soviet-bloc nations, 2 in Africa, 2 in South America, 2 in Asia.
A. work in collaboration with international funders such as private foundations, and the International Youth Foundation, CIVICUS, and the European Foundation
Center
B. utilize the internet as an international communications vehicle
C. research, write, pilot-test, and field-test lessons and assessment instruments that translate into the cultures of the nation's with an interest in teaching
philanthropy.
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
27
2001-2002
FUNDING
NEEDED
2002-2003
�ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
Curriculum "Kits"
Develop and publish curriculum "kits" for individual schools and teachers interested in implementing the curriculum and lessons.
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
28
2001-2002
FUNDING
NEEDED
2002-2003
�ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
Web-site Dissemination
A. disseminate individual lessons and teacher support materials through the web-site for ease of access throughout the world.
B. connect web-site with colleague web-sites in Indiana (Habits of the Heart, Community Partnerships with Youth, Indiana University Center on Philanthropy).
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
29
2001-2002
FUNDING
NEEDED
2002-2003
� CD ROM Dissemination
Develop and disseminate the pool of lessons, curriculum themes, and teacher support materials via CD-ROM for ease in mailing and distribution.
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
Sponsorship
Develop a relationship with a long-term sponsor for the project. An organization with an international reach and local memberships throughout the world such as the
Rotary, Kiwanis, or other service organization.
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
30
2001-2002
FUNDING
NEEDED
2002-2003
�ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
Localized Dissemination
Develop and implement a local, geographic strategy for disseminating the project and for the professional development and support of the classroom teachers.
A. Develop the local approach in Calhoun County, Michigan
B. Use the Intermediate School District Consultants in Michigan
C. Test the local approach throughout the counties in Michigan
D. Pilot the strategy in the initial 10 states
E. Pilot the strategy internationally.
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
31
2001-2002
FUNDING
NEEDED
2002-2003
�ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
Journal
Publish a Journal of K-12 Philanthropy on a semi-annual basis. Develop a "juried" process for submission and acceptance that assures a high quality to the materials
made available.
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
32
2001-2002
FUNDING
NEEDED
2002-2003
�ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
Dissemination Conference
Hold a dissemination conference in 2003 for educators from throughout the world.
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
33
2001-2002
FUNDING
NEEDED
2002-2003
�ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
Conference and Speaker Circuit
A. Attend and present materials regarding the philanthropy curriculum at all key educational and philanthropic conferences in Michigan and across the United
States. Utilize the teacher-consultants as authentic presenters at these meetings. Utilize Steering Committee members as keynote speakers.
B. Plan with Indiana partners joint presentations to identified audiences with interests common to all project participants such as: Independent Sector, Society for
Experiential Learning, CIVICUS, etc. Each area will present individually to groups organized specifically in their areas of interest (education, religion, youth
development, graduate philanthropy education), humanities councils).
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
34
2001-2002
FUNDING
NEEDED
2002-2003
�ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
Endorsement and Inclusion
Seek the formal endorsement of the key educational and philanthropic organizations in Michigan, in each state, and across the United States. Engage these
organizations in the dissemination of the project ideas and materials.
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
35
2001-2002
FUNDING
NEEDED
2002-2003
�GOAL: PARENTS INVOLVEMENT, SCHOOL IMPROVEMENT, YOUTH GROUPS, AND CONGREGATIONS
Develop and implement programs with parents, youth groups, and religious congregations to support and extend the teaching of philanthropy within the
full ecology of a child's life.
Objectives: Parent Involvement
Research, develop, field-test and implement a thoughtful strategy and materials for parent involvement in their children's education, particularly around the teaching
of philanthropy.
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
36
2001-2002
FUNDING
NEEDED
2002-2003
�GOAL:
RELATED SYSTEMS
Develop and collaborate on strengthening related systems that support the teaching of philanthropy to the next generation.
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
37
2001-2002
FUNDING
NEEDED
2002-2003
�GOAL: DISSEMINATION
Disseminate the teaching of philanthropy in Michigan, nationally, and internationally.
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
38
2001-2002
FUNDING
NEEDED
2002-2003
�GOAL: PUBLIC RELAIONS AND MARKETING
Provide ongoing public relations and marketing visibility to key educational and philanthropic audiences in Michigan, across the nation, and internationally.
Objectives:
Newsletter
Implement a quarterly newsletter with substance
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
Membership Organization
Develop and implement the membership association: Teachers of Philanthropy
ACTIVITY
STAFF
FUNDER
BUDGET
39
FUNDING
NEEDED
�2000-2001
2001-2002
2002-2003
Conferences
Develop, implement, and monitor presentations at all key conferences and seminars
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
40
2001-2002
FUNDING
NEEDED
2002-2003
�ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
Web-site
Develop, monitor, and continue to enrich the web-site
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
41
2001-2002
FUNDING
NEEDED
2002-2003
�Publications
Publish and promote sales of lessons, curriculum themes, background papers, teacher support materials, Journal, institute materials, bookmarks, and other materials
of the project
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
Article Placement
Place articles in key, strategic, newsletters, journals, and the publications of other organizations
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
42
2001-2002
FUNDING
NEEDED
2002-2003
�ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
Video
Develop a short high quality video about the project
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
43
2001-2002
FUNDING
NEEDED
2002-2003
�ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
Develop with the Indiana partners a video on all components of the project
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
44
2001-2002
FUNDING
NEEDED
2002-2003
�General Media
Develop and implement strategies with the state and national general media including print, public radio, public television, and commercial television
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
45
2001-2002
FUNDING
NEEDED
2002-2003
�GOAL: SELF-SUFFICIENCY/FUNDING
Develop and implement a plan to make the project self-sufficient by 2010.
Objectives:
Income Sources
Membership Fees
Publications and Royalties
Sponsorships
Web-site Income
Project Grants
Institute Fees
Government Contracts
Tuition splitting with Universities
Endowment Income
Scoring and Reporting of Standardized Tests
Fellowships
Professional Development Conference Fees
Fees from Schools on Implementation
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
46
2001-2002
FUNDING
NEEDED
2002-2003
�ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
47
2001-2002
FUNDING
NEEDED
2002-2003
�GOAL: STEERING COMMITTEE AND GOVERNANCE
Continue Steering Committee leadership and involvement in the project implementation.
Continue with key committees and assignments
Utilize Steering Committee members as speakers and presenters
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
48
2001-2002
FUNDING
NEEDED
2002-2003
�GOAL: STAFF RESOURCES
Build professional resources to accomplish the tasks assigned.
Office Space
Solve issues of office space
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
Staffing
Retain current staff
Add staff as needed and funded
49
2001-2002
FUNDING
NEEDED
2002-2003
�ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
Project Director
Curriculum Specialist
Marketing and Public Relations Director
Executive Secretary
Secretary
Professional Development Coordinator
Community Development Coordinator
Consultant Pool
Utilize a pool of consultants as adjunct staff for special services.
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
Assessment Consultant
Ohio Representative
Parent Initiative Consultant
Service-learning Technical Assistance
50
2001-2002
FUNDING
NEEDED
2002-2003
�ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
Volunteers
Utilize volunteers, students, "Teach for America", and Americorps/Vista workers
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
51
2001-2002
FUNDING
NEEDED
2002-2003
�ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
Internships
Utilize summer internships
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
Graduate Student Research
52
2001-2002
FUNDING
NEEDED
2002-2003
� Utilize graduate student assistance on research needs.
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
2001-2002
FUNDING
NEEDED
2002-2003
CMF Support
Provide for support costs from CMF President, Vice President-Finance, Accountant, Auditor, Public Relations
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
53
2001-2002
FUNDING
NEEDED
2002-2003
�ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
54
2001-2002
FUNDING
NEEDED
2002-2003
�GOAL: EVALUATION
Implement and report on appropriate evaluation for the project.
ACTIVITY
STAFF
FUNDER
BUDGET
2000-2001
55
2001-2002
FUNDING
NEEDED
2002-2003
�PROPOSED ORGANIZATIONAL CHART
56
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Our State of Generosity
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Dorothy A. Johnson Center for Philanthropy
Description
An account of the resource
Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1968-2014
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Council of Michigan Foundations
Michigan Nonprofit Association
Michigan Community Service Commission
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Fundraising
Records
Michigan
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Contributor
An entity responsible for making contributions to the resource
Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission
Identifier
An unambiguous reference to the resource within a given context
JCPA-04
Language
A language of the resource
eng
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-04_CMF-LTG_1999_Plan-of-Work-and-Program-Detail
Title
A name given to the resource
Learning to Give 1999 plan of work and program detail
Creator
An entity primarily responsible for making the resource
Council of Michigan Foundations. Learning to Give
Description
An account of the resource
Learning to Give 1999 plan of work and program detail. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations.
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Records
Fundraising
Council of Michigan Foundations
Learning to Give
Michigan
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49403
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
1999
-
https://digitalcollections.library.gvsu.edu/files/original/f2a0f7556c8fe97c6dd11a6c31311928.pdf
57c7a037fa4b9f31509d241e506a0403
PDF Text
Text
December 17, 1999
Dr. Joel J. Orosz
Program Director
Philanthropy and Volunteerism
W.K. Kellogg Foundation
One Michigan Avenue East
Battle Creek, MI 49017
Dear Joel:
The K-12 Education in Philanthropy Project (or the Project) of the
Council of Michigan Foundations is nearing the completion of its first
three years. We are delighted with the progress of the Project and the
enthusiasm we have received from the education community, nonprofit
sector, and the public at large.
We have exceeded our original goals and expectations and have had the
opportunity to extend the reach of the project in unexpected and creative
directions.
In 1997, we embarked on a journey to explore the possibility of
integrating the teaching of philanthropy (giving, serving, and private
citizen action intended for the common good) in to the public and private
core academic curriculum of schools.
With the W.K. Kellogg
Foundation's investment in this idea, and the active involvement of
philanthropy scholars and volunteer K-12 classroom teachers, we are
successfully engrossed in the research and development phase of this
idea. We have a solid foundation and a clear sense of direction.
Based on the success and lessons learned, we are returning to the W.K.
Kellogg Foundation to request another three years of funding (March 1,
2000-February 28, 2003) of $1,500,000 to accomplish three major
strategies. First, to complete the research and development phase of the
curriculum. Second, to explore the efficacy of using the curriculum
materials in a variety of systems that teach children about philanthropyschools, youth groups, parents, electronic games/web-based interactive
sites, and the media. Finally, to lay the groundwork for commercial
relationships that will assure the Project's financial support for long-term
advocacy for philanthropy education.
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 2
Dr. Joel J. Orosz
W.K. Kellogg Foundation
December 17, 1999
Page 2
During the next three-year cycle, the Project will continue its emphasis on completing an
initial curriculum, and will build a movement for philanthropy education on many fronts.
The role of the Project will be one of identifying, developing, and promoting the educational
content of teaching philanthropy - while seeking strategic partners in the public, and private
non-profit and for-profit sectors to assist in deep and broad dissemination utilizing new
technologies including the Internet. The Project is preparing to launch on a national scale,
and to be introduced internationally.
At this stage in the development of philanthropy education for children and youth, foundation
support is critical. The assistance of the W.K. Kellogg Foundation, and others, provides five
key elements beyond the important role of funds.
First, the endorsement of the foundation, through its funding, opens doors for conversation
with educators who are increasingly reluctant to embrace new ventures. With the
philanthropy Project, this endorsement, backed with funding, is extremely important.
Second, foundation funding provides a cushion to allow the Project time to plan and
strategize its growth and development. Creating an international movement in a new venture
area, is a time and thought-provoking endeavor.
Third, foundation support allows some tolerance for mistakes during the creative research
and development phase. A variety of resources and strategies are being tested and refined
within the "incubator" provided by foundation support.
Fourth, the help of the foundation stabilize support for the core efforts of the professional
staff required to successfully complete a complex Project.
Finally, the foundation support allows the Project to aim for high quality, with the goal to "do
it right" before submitting the products of the Project to the competition of ideas and for
resources in the marketplace.
We have been successful in attracting other funders in support of special components of the
Project. From 1997 to the present, their combined gifts of over $2.5 million now exceed the
original grant from the W.K. Kellogg Foundation. We will continue to seek additional
support from a variety of funders for the total Project costs estimated at $5 million for the
second phase. In addition, we will begin the process of securing corporate and nonprofit
relationships for the long-term sustainability of the Project.
While the support of other funders is important to reaching our goals, the W.K. Kellogg
Foundation grant is the critical leadership funding undergirding both the Project, and the
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 3
Dr. Joel J. Orosz
W.K. Kellogg Foundation
December 17, 1999
Page 3
ability to raise funds from other sources. We are extremely grateful for the faith you have
placed in this Project and the investment of the W.K. Kellogg Foundation in its development.
Enclosed is our formal proposal. We look forward to continuing this critical work for
philanthropy.
Sincerely,
Robert S. Collier
President-Elect
Council of Michigan Foundations
Enclosures
Kathryn Ann Agard, Ed.D.
Executive Director
K-12 Education in Philanthropy Project
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 4
K-12 EDUCATION IN PHILANTHROPY PROJECT
2000-2003
Submitted to the W.K. Kellogg Foundation
by the
Council of Michigan Foundations
December 1999
Robert S. Collier
President Elect
Council of Michigan Foundations
1 South Harbor Avenue, Suite 3
Grand Haven, Michigan 49417
616/842-7080
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 5
K-12 EDUCATION IN PHILANTHROPY PROJECT
2000-2003
Submitted to the W.K. Kellogg Foundation
by the
Council of Michigan Foundations
December 1999
Table of Contents
Page Number
I.
OVERVIEW
Background, Purpose, and Definition
Mission of the Project
W.K. Kellogg Foundation Grant Support 1997-2000
II.
1997-2000 GRANT GOALS AND PROGRESS
Conceptual Framework
Curriculum and Lesson Plans/Unit Development
Integration into the Michigan Core Academic Curriculum
Three Year Implementation
Service-learning
Assessment
Improved Academic Achievement and Classroom Behavior
Dissemination
Colleges of Education, Centers on Philanthropy, and K-12 Systems
Commitment to Teaching about the Third Sector
Longitudinal Study
1
1
1
1
2
2
3
5
7
7
9
10
11
12
14
14
III. RELATIONSHIP TO OTHER W.K. KELLOGG FOUNDATION PROJECTS 15
Service-learning
15
Learning In Deed
16
Michigan Community Foundations' Youth Project
16
Bridges Project
17
Middle Start Initiative
17
IV.
PROPOSAL
Why Teach Philanthropy
Expanding the Project Beyond School
Role as Content Provider and Standard Setter
Focus Beyond the K-12 School System
Commercial and Nonprofit Agreements
Outcomes Proposed
Logic Models
17
17
18
18
18
18
19
19
�W.K. Kellogg Foundation
Grant Request 2000-2003
Overview of the Goal Areas
Research and Development of the Philanthropy Curriculum Content
Strategic Partnerships, Sustainability, and Dissemination
Governance, Human Resources, Office, Evaluation, and Public Relations
Budget Request
Page 6
19
19
20
20
V.
GOALS AND TASKS TO BE ACCOMPLISHED
21
Goal 1 Development of the Lessons and Completion of the Philanthropy Curriculum21
1.1
Themes (Learning Outcome Statements)
23
1.2
Expand and complete the pool of lessons
23
1.3
Complete the standardized assessment
24
Goal 2 Teacher, Parent, and Youth Materials
25
Goal 3 Professional Development
3.1
Summer residential teacher institutes (2000, 2001, 2002)
3.2
Teacher-Consultants
3.3
Supporters of Philanthropy Education Organization
3.4
Pre-service education at Colleges of Education
3.5
Discipline based university courses
3.6
Americorps Volunteers
3.7
Parent Involvement, Youth Groups, and Congregations
3.8
Service-Learning
25
25
25
26
26
26
27
27
28
Goal 4 Standard-Setting Role
4.1
Publications
4.2
Produce an Online, Quality Journal
4.3
Conference and Speaker Circuit
4.4
Endorsements
28
28
28
28
29
Goal 5 Market Research
29
Goal 6 Partnerships Agreements
29
Goal 7 Web-based and Electronic Dissemination
30
Goal 8 Dissemination of the Content Directly to Consumers
30
Goal 9 Evaluation
9.1
Formative evaluation and consultation
9.2
Summative evaluation
9.3
Student learning outcome assessment
9.4
Longitudinal evaluation
9.5
Lessons in curriculum change
9.6
Evaluation questions
31
31
31
31
32
32
32
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 7
Goal 10 Public Relations and Marketing
10.1 Publications
10.2 Article placement
10.3 General Media
32
32
32
33
Goal 11 Steering Committee/Governance/Human Resources
11.1 Current Steering Committee
11.2 Office Space
11.3 Staffing and Volunteers
11.4 CMF Support
33
33
33
33
33
VI.
BUDGET
Budget Spreadsheets
W.K. Kellogg Foundation Request
Combined Grant Request
34
VII.
34
34
BUDGET NARRATIVE
TABS, TABLES, AND CHARTS
Tabs
A.
Curriculum with Benchmarks by Grade Level
B.
Sample Unit of Four Lessons
C.
Assessment Test Specifications
Charts
1. Written, Defended Rationale for Philanthropy
2. Curriculum and Units
3. Michigan Core Academic Curriculum
4. Three-year Implementation
5. Service-Learning
6. Assessment
7. Academic Achievement and Classroom Behavior
8. Dissemination
9. K-16 Relationships
10. Commitment to Teaching about the Third Sector
11. Longitudinal Study and Evaluation
12. Overview of the Funds to Date: Current Funding
13. Overview of the Funds: Prior Funding
14. Infusion of Philanthropy Education Contents in Schools
3
5
7
7
9
10
11
12
13
14
15
20
21
22
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 8
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 2
K-12 EDUCATION IN PHILANTHROPY PROJECT
2000-2003
Submitted to the W.K. Kellogg Foundation
by the
Council of Michigan Foundations
December 1999
I.
OVERVIEW
Background, Purpose, and Definition
In 1997, the Council of Michigan Foundations (CMF), with key nonprofit, foundation, and
educational advisors, decided to develop and infuse in to the core academic curriculum of
public and private schools, the teaching of philanthropy. Philanthropy is broadly defined as
giving, serving, and private citizen action intended for the common good. This decision was
based on two years of research by CMF, and a separate study by the Indiana University
Center on Philanthropy, that confirmed no similar curriculum existed and no similar effort
was underway anywhere in the nation.
Mission of the Project
The K-12 Education in Philanthropy Project seeks to perpetuate a civil society through the
education of children about the independent sector, and to inspire their commitment to
private citizen action intended for the common good.
W.K. Kellogg Foundation Grant Support (1997-2000)
With an initial investment from the W.K. Kellogg Foundation of $1.5 million for the years
1997-2000, CMF explored and is in the process of creating a unique K-12 curriculum, initial
classroom lessons, standardized assessment, and teacher support materials that teach
philanthropy. In addition, seventy pioneering K-12 classroom teachers have been trained as
Teacher-Consultants. The curriculum is designed to work within the schools, engage
classroom teachers, and teach students both about this critical tradition and to build skills in
citizen voluntary involvement.
The Project has operated in collaboration with a companion effort in Indiana sponsored by
the Lilly Endowment. The Indiana Partners, through the "Habits of the Heart" project, has
been working to assist student learning about the philanthropic tradition through youth
groups and religious congregations. In 1999, the direct ties between the two programs were
severed by the Lilly Endowment, in order for each effort to evolve with more freedom.
Close working relationships still exist between the partnering organizations.
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 2
II.
1997-2000 GRANT GOALS AND PROGRESS
The following details the progress made on the original eleven goals for the grant funds, for
the years 1997-2000:
Conceptual Framework
Publication of up to 20 essays defining the conceptual framework for the teaching of
philanthropy and the use of service learning in public and private school systems.
We had hoped to write 20 essays supportive of the philanthropy curriculum. These essays
were developed from the fall (1997) national conference on teaching philanthropy. The
essays are due to be published by February 2000.
In addition, the Indiana Center on Philanthropy has put in place a program with graduate
students writing 20-25 essays each semester as briefing sheets for teachers related to the
curriculum. We will end this grant cycle with approximately 30 essays published. The titles
of the first set of briefing papers (essays), written during the spring of 1999, are:
Alexis de Tocqueville
Charity
Altruism
Service
Think tanks
Lilly Endowment
W.E.B. Du Bois
Madam C.J. Walker
Mother Teresa
Freedom of Religion
Philanthropic Fundraising
Dorothy Day
Noblesse Oblige
The New York School of Philanthropy
Corporate Giving
Osceola McCarty
Voluntarism
The second set of 15-20 essays is expected to be received in January 2000, following the
completion of the fall semester 1999. The senior faculty member at the Center on
Philanthropy who assigned the essay writing validated each essay for accuracy. An
interesting side note, is that a new Program Officer at the Arizona Community Foundation is
requesting information about implementation of the K-12 Project as a result of having written
one of the essays in her graduate class at the Center last year.
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 3
Chart 1: Written, Defended Rationale for Philanthropy
Products Promised
Written, Defended Rationale
for Philanthropy-20 Essays
Results
October 19-21, 1997 Conference
Completed:
150 Teachers, Youth Workers,
Faculty, and Youth attended
from Indiana and Michigan
Manuals: four 4" binders of
background materials were given
to teacher participants
National Advisors - faculty from
the conference have served as
intellectual advisors to the
Project on the themes.
Briefing Papers: Indiana
University Center on
Philanthropy graduate students
are writing briefing papers on
the key components of the
philanthropy curriculum
Speeches: Dr. Richardsonpublished on the web-site
Curt Meadows-published on the
web-site
Interviews: Dr. John Gardner published and video-taped
Additional Outcomes
"Arizona GIVES" (funded by the Arizona
Community Foundation) high school
curriculum on grantmaking given to the
Project for placement on the web-site.
"Student Service in Philanthropy Project"
(funded by the Surdna Foundation) high
school curriculum on grantmaking given
to the Project for placement on the website.
Family foundations requesting the
curriculum and lessons for use with the
next generation of foundation trustees.
Publication due Spring 2000. Council on
Foundations is using the curriculum as a
basis for a similar national publication in
2001.
Key concepts have been identified in the
curriculum that require further
background for teachers. A lexicon is
being developed in addition to the
briefing papers.
The Indiana Center on Philanthropy has
received separate funding from the Lilly
Endowment to create a new Encyclopedia
of Philanthropists. This new
encyclopedia is a direct result of the
needs of the teachers in the project.
Dr. Mawby - videotaped
interview ready for publication
Curriculum and Lesson Plans/Unit Development
Development of an integrated and articulated curriculum on philanthropy with at least 32
completed and field- tested teaching units.
We had hoped to define what students should know about philanthropy when they graduate
from high school. We have developed a comprehensive set of four themes and sub-themes
that define learning goals at grades 5, 8, and 11. The themes were developed with the
assistance of a national level Delphi panel, and careful editing by classroom teachers. The
structure of the philanthropy themes mirrors the "Strands", "Standards", and "Benchmarks"
structure of the Michigan Educational Frameworks that are tested by the Michigan
Educational Assessment Program (MEAP). This parallel structure makes for easy integration
into the core academic curriculum, which is another outcome goal of the project. The
integrated and articulated curriculum at the Strand and Standard level follows. The complete
curriculum, including the benchmarks by grade level, follows under Tab A.
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 4
Curriculum Outline
I. Definitions of Philanthropy
Students will be able to describe, and compare/contrast the characteristics, sub-sectors, basic
operations, and changing roles of the three sectors of democratic society: 1) government, 2)
commerce, and 3) the nonprofit independent sector; and the role of the family in society.
II. Philanthropy and Civil Society
Students will be able to describe the relationships between private voluntary action intended
for the common good and democracy, community, and civil society including the direct ties
to economics, geography, government, and history.
III. Philanthropy and the Individual
Students will be able to analyze and describe the benefits to individuals from participating in
the nonprofit sector. This includes the exploration of nonprofit careers.
IV. Volunteering and Service
Students will be able to demonstrate skills in volunteerism and will have authentic learning
experiences in service.
The products, results, and additional outcomes achieved are detailed in the following:
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 5
Chart 2: Curriculum and Units
Products
32 Units and lessons,
developed in rural, suburban
and urban classrooms by 32
teachers
Use of computer technology
32 teachers involved
Results
106 lessons placed on the website and prepared for publication
(K-12)
250 initial lessons drafted. Each
reviewed for fairness, and
piloted. Selected high quality
lessons rewritten, field-tested,
and completed.
Over 900 teachers from thirtysix states volunteered to fieldtest the lessons in their
classrooms.
Additional Outcomes
Funding from the Ewing Marion
Kauffman Foundation has been received
to write specific lessons on "Economics
and Philanthropy". Seminars for teachers
were completed in the fall 1999, lessons
are due winter 2000.
Use of computers for the writing of
curriculum by geographically disbursed
teachers is very new. A Ph.D. paper has
been completed on the lessons learned
from the Project on technology mediated
curriculum development. The paper will
be used as a basis for future publications
about the Project.
Another 200+ lessons currently
in process
44 teachers involved from rural,
suburban, and urban public and
private schools
Teachers have met almost
monthly for two years,
enhancing their professional
skills in curriculum and test
design.
29 new teachers and 6 servicelearning coordinators have
become involved in the project
as a result of the summer
institute -1999
Total participation: 70 Teacher
Consultants
Integration into the Michigan Core Academic Curriculum
Integration of the teaching of philanthropy statewide as part of the Michigan Core Academic
Curriculum
Each lesson identifies the core academic standard and the benchmarks that are fulfilled by
the philanthropy lesson. Most of the lessons achieve several of the social studies and the
language arts standards. The lessons on the Web-site, refer back to the National Standards
and Benchmarks. The printed lessons give both the code number for the standards and the
actual standards and benchmarks written out completely. This allows teachers from other
states to see how the Michigan standards tie in to their state standards. Since each states'
standards mirror the national standards, the standards and benchmarks coded on to each
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 6
lesson have national applicability. A sample lesson is included under Tab B to illustrate the
integration.
In addition, the professional development efforts associated with the Project reinforce its
design as a part of the core academic curriculum. Active Michigan classroom teachers are
using the lessons as the content materials in meeting their core standards. We had hoped to
offer one summer residential institute for at least 15 teachers. One summer residential
institute for thirty classroom teachers was successfully held, with a waiting list for next year.
Three hours of graduate credit in education were offered to participants through Central
Michigan University. A second institute is planned for the summer of 2000 in Michigan for
fifty teachers and also an additional institute at the Ewing Marion Kauffman Foundation in
Kansas City for thirty teachers.
The summer institute at the Ewing Marion Kauffman Foundation will be focused on the
development of lessons that support the core curriculum in English Language Arts and are
supportive of their America's Promise goals. These will be integrated in to the Project
curriculum following their field-testing.
We had hoped to recruit thirty-two teachers representing urban, suburban, and rural school
districts of public and private schools as volunteer teachers. Forty-four volunteer teachers
were recruited in the first two years from a pool of one hundred and fifty initial volunteers,
another twenty-nine teachers joined as a result of the summer institute. This brings the
number of involved teachers to approximately seventy, instead of the goal of 36.
We had hoped to provide computers to the teachers and to learn how to use computer
technologies both in the development of curriculum and in dissemination. While budgeted
for thirty-two computers, the project obtained, through gifts from other sources, computer
hardware, software, and Internet access for all forty-four teachers volunteering for the
Project. Although the teachers needed much greater orientation and training for use of the
computer than had been planned, the teachers are currently computer literate, and the
computers have changed their teaching. In addition, an educational leadership Ph.D.
candidate from Michigan State University is currently defending her dissertation to be
published in the winter of 1999 regarding the use of computers for curriculum development
by classroom teachers from geographically diverse areas. This original research focuses on
the K-12 Philanthropy Project.
Final integration of the lessons in to the Michigan Core Academic Curriculum will occur
once there are units supporting each of the benchmarks, and there is a completed and
validated assessment test.
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 7
Chart 3 Michigan Core Academic Curriculum
Products
Integration of the Units across
the curriculum
Results
Each unit and each lesson
specifically indicates the
standard and benchmark in
social studies/English language
arts that are met by the lesson
In addition, each unit and lesson
identifies the new philanthropy
standard and benchmarks that
have been developed by this
Project.
Additional Outcomes
The Michigan Department of Education
(MDE) had several versions of the social
studies standards. In order to achieve the
goal of identifying the state standards, the
K-12 Project reorganized and clarified the
state social studies standards and
benchmarks. This editing has been
shared with MDE, as a gift, for their use.
Three Year Implementation
Implementation of the teaching of these units for at least three years.
Of the original forty-four teachers involved in the project, forty-two continue to teach the
lessons. (The other two teachers have changed careers.) These forty-two teachers will
complete three years in June 2000. They are in the third year during this school year.
Chart 4 Three-Year Implementation
Products
Implementation of the
teaching of philanthropy for
three years (16,800 students
approximately)
Results
Students have been exposed to
the philanthropy curriculum in
42 classrooms during the school
years:
- 1997-1998 Spring
- 1998-1999 Two Semesters
- 1999-2000 Two Semesters
In 1999-2000 students are being
exposed to the curriculum in 70
classrooms of the Project
Teachers
Additional Outcomes
In addition, 900 teachers volunteered to
field-test the lessons from 36 states in
school year 1998-1999. The students in
the field-tests have not been included in
the outcome report. If there are
approximately 20 students in a classroom,
another 18,000 students have been
exposed to a lesson or two.
Field-testing is beginning again for school
year 1999-2000 to a similar number of
teachers.
Service-Learning
Implementation and testing of Service-learning as a part of the teaching strategy for the
philanthropy content
We have become deeply involved in regenerating interest in service learning in Michigan.
This has resulted in:
•
•
a strategic plan and mission for the State-that every child will participate in an academic
service-learning experience each year
the first full-time professional staff member appointed to work on service-learning in the
Michigan Department of Education (MDE)
�W.K. Kellogg Foundation
Grant Request 2000-2003
•
•
•
•
•
•
Page 8
a joint proposal with the Michigan Community Service Commission (MCSC) and MDE
for a policy-level staff person at the MCSC
initiation of a three-state (Ohio, Indiana, Michigan) joint venture proposal to the National
Corporation for Service that brings together the K-12 Project, the three State
Commissions, the three Centers on Philanthropy, the three regional associations of
grantmakers, and the three Campus Compacts around the issue of the long-term
sustainability of service-learning
direct technical assistance provided by the K-12 Philanthropy Project to the state for:
- development of the MDE service-learning web-site
- a baseline survey on the status of service-learning in Michigan
- direct consultation to 16 schools, and
- professional development for six MDE sub-grantees on service-learning at the
summer institute
the first senior level policy advisory committee in Michigan has been convened to
advocate for service-learning (including representation from the State Board of
Education, Governor's Office, and education officials)
the Project has received funding for a joint venture with the Michigan Department of
Education and the Michigan Community Service Commission from the Aspen Institute's
Michigan Nonprofit Research Fund, to develop testing instruments on student academic
achievement through service-learning. This instrumentation will occur during 2000 and
a service-learning project has been included as an integral part of each of the K-12
Philanthropy units.
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 9
Chart 5 Service-Learning
Products Promised
Experiential service projects
672
Results
Each of the units has a servicelearning experiential component
that has been taught by the 42
teachers for three years. In
addition the 900 field-test
teachers have been involved in
testing the service projects. With
two semesters in each school
year, the number of experiential
projects is estimated to be 252 in
Michigan and another 400
nation-wide.
An addition 25 teachers and
service-learning coordinators are
working with service-learning
projects 1999-2000
Additional Outcomes
A strategic plan for the State of
Michigan
A dedicated staff member for
service-learning in the curriculum
division of the MDE
A joint proposal for a dedicated staff
person on service-learning public
policy at the MCSC
A baseline survey on the status of
service-learning in Michigan (K-12
Project directly produced this
through Grand Valley)
Development of the MDE web-site
for service-learning (K-12 Project
directly produced this)
Onsite consultation to 16 servicelearning schools
Initiation of a senior-level Michigan
service-learning advisory group
Funding for developing tests for
academic achievement related to
service-learning
Development of a service-learning
brochure, video-tape, and overheads
for teachers to use (Eastern Michigan
University)
Development of an extensive
resource guide on service-learning
(University of Michigan)
Establishment of an ad hoc, high
level, policy advisory committee for
service-learning
A joint venture between K-12, MDE
and MCSC regarding evaluation of
academic achievement and service
learning.
Initiation of a three-state planning
group for Summer learning policy
advocacy.
Assessment
Development of validated student learning outcome assessment tools in the area of civic
involvement
We have completed the first steps for development of assessment tests at grades 5, 8, and 11.
These are the grades where achievement testing occurs under the Michigan Educational
Assessment Program (MEAP). The teachers have designed the test outline. Questions have
been written at each grade level and will be piloted this winter. The process is following
national testing industry procedures for production of two valid testing instruments for each
of the three grade levels (six tests). The psychomatrician leading this effort is the same
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 10
consultant who is developing the Michigan Department of Education MEAP test in social
studies. He has also designed the standardized testing for the State of Washington. The test
specifications and samples of the initial questions follow.
Chart 6 Assessment
Products
Development of a tested
assessment tool of student
learning
Results
Student learning objectives at
grades 5, 8, and 11 are defined
Assessment test specifications
are completed
Draft assessment questions are
prepared for piloting
Subgroups of the teachers have
met monthly for two years to
complete the curriculum and to
generate the first set of test
questions
Additional Outcomes
The Project has led a joint venture with
the Michigan Department of Education
and the Michigan Community Service
Commission for funding of the
development of academic assessment
tools for service-learning that has been
funded by the Aspen Institute's Nonprofit
Michigan Research Fund.
In addition, each individual lesson has
specified assessments of student learning.
An example is available in the sample
lesson under Tab B.
Improved Academic Achievement and Classroom Behavior
Realization of improved student academic achievement and classroom behavior
Because there is not yet a valid assessment test for the philanthropy curriculum, and because
the curriculum has not been taught in an articulated fashion over multiple grades and years,
and because there is not yet a validated testing instrument for assessing the academic
achievement related to service-learning, the data in support of improved academic
achievement and classroom behavior continues to be antectodtal.
Comments and journal entries from the teachers suggests that teaching philanthropy has a
very positive impact on behavior. The outside evaluators for the Project have also suggested
that teachers are observing engaged learners and progress in behavior. Early national
research on service learning suggests there are strong impacts supporting positive classroom
behaviors, and surprising correlations between service learning and improved math
achievement.
Improved academic achievement and classroom behaviors have "face validity" in
conjunction with the content being taught (giving, and serving) and the process of servicelearning (experiential education), but little solid research currently exists.
The Project is seeking to help with measurement through the development of an assessment
of student academic achievement related to the curriculum, and through the development and
implementation of an assessment of student achievement under a service-learning teaching
model. Progress has been made. The results are not in.
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 11
Chart 7 Academic Achievement and Classroom Behavior
Improved Student Academic
Achievement and Behaviors
Anecdotal information from the
teachers suggests substantial
changes in behaviors/until the
curriculum is taught across a few
grades, academic achievement
will be difficult to assess.
The assessment currently under
development will measure academic
achievement and the philanthropy
curriculum
The service-learning assessment will
measure both academic achievement and
behavior when service learning is used as
a teaching method (as it is in the
philanthropy curriculum).
Dissemination
Local, state, and national dissemination of the curriculum and teaching units
The Web-site is operational and includes many original resources for teachers on the
teaching of philanthropy. These resources will continue to be developed. The first set of
lessons is online and available to all teachers in the world for free. The lessons can be
printed as they are, or they can be downloaded to a personal computer so teachers may
personalize the lessons to their school and/or classroom. The lessons include applicable
handouts and also bibliographic references.
The first newsletter has been published and distributed to 10,000 educators and interested
individuals nationwide. The Project has been introduced in the State and nationally to key
educational and philanthropy groups, including public mention at the first White House
Conference on Philanthropy, and teachers and philanthropists from other states and nations
are requesting information. The Project has been contacted by the Time magazine, "Family
Life" for information. A calendar sponsored by Congressman Pete Hoekstra includes three
drawings developed by students in the project.
Verbal endorsement in face-to-face meetings has been secured, and will be followed up with
formal letters of endorsement in early 2000, from: the Independent Sector, Forum of Regional
Associations of Grantmakers, Aspen Institute Nonprofit Research Fund, Urban Institute,
National Nonprofit Research Center, National Society of Fund-Raising Executives, and
GuideStar. These national networks of locally based organizations, and programs, will be
used to aid in the dissemination.
Presentations about the Project have been made, for example, at the National Council for
Social Studies annual conference (in 1998 and 1999), the national conference of Black
Philanthropy Executives, the Forum of RAG's annual meeting (1997 and 1998) and at key
educational organizations in Michigan.
A new dissemination strategy, going directly to parents, teachers, and students through
electronic and Internet technologies, is currently under development. This strategy
acknowledges the power of teaching tools that are outside of the formal school classroom. In
addition, these new electronic communication systems allow the Project to reach students,
parents, and teachers directly to achieve the mission of teaching philanthropy. The new
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 12
technologies include the World Wide Web, electronic and video games, interactive web sites,
television, radio, music videos and similar communications.
Chart 8 Dissemination
State and National
Dissemination
Dissemination efforts are well
underway
106 lessons are on the web-site
for access by any teacher any
where
70 Project teachers are trained to
be Teacher-Consultants and are
committed to two in-service
training experiences in 19992000
State and national presentations
are underway
The Center on Philanthropy and
Nonprofit Management at the Urban
Institute have invited the Project to have
an office in Washington, they will be
cosponsoring a workshop on the Project
in the spring 2000
Family foundations are contacting the
Project re: using the lessons to teach the
next generation about philanthropy
Unsolicited requests for the curriculum
have been received from England, Brazil,
and Japan. Visitors from South Africa
and Slovakia have requested the lessons.
A field-test teacher from Tennessee
attended the summer institute and is
asking for assistance in bringing the
curriculum to his state.
Requests for the curriculum have been
received from around the country
The Ewing Marion Kauffman Foundation
has funded a summer institute for
teachers for the summer of 2000
Colleges of Education, Centers on Philanthropy, and K-12 Systems
Realization of strengthened relationship between Centers on Philanthropy, Schools of
Education, and K-12 systems
Relationships are under development with the Colleges of Education, the Centers on
Philanthropy, and the classroom teachers, and the Project. Many interesting initial
discussions are underway.
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 13
Chart 9 K-16 Relationships
Products
Improved relationships Centers
on Philanthropy
Schools of Education
K-12 Systems
Results
Michigan State University
(MSU) has made all of its library
resources available to the
teachers
A MSU faculty member is
teaching a series of three
seminars on economics and the
nonprofit sector as background
for the teachers to write
economics and philanthropy
units
Grand Valley State University
has donated graduate student
time for two full years for
research on materials for the
web-site. GVSU has also
completed the first baseline
survey on Service-learning for
the Michigan Department of
Education through the K-12
Project.
Indiana Center on Philanthropy
is donating the development of
the briefing papers, and is
serving as faculty for the
summer institutes. Senior
faculty members at IU are
reviewing the briefing papers
Northern Michigan University
has provided three
undergraduate students to bring
the curriculum to teachers in
Marquette County.
Western Michigan University
faculty have offered to write the
proposed "textbook" for high
school students
Wayne State University has
offered to be involved in the
parent initiative once the
research is completed
Eastern Michigan University
faculty taught the servicelearning component at the
summer institute/and have been
very involved in promoting
Additional Outcomes
A joint venture (K-16) proposal is under
development joining the Project and
Campus Compact
A tri-state proposal is underway in
Indiana, Michigan, and Ohio bringing
together the K-12Project, the Centers on
Philanthropy, Campus Compact, the
regional associations of grantmakers, and
state commissions around service
learning.
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 14
service-learning
Central Michigan University has
been home to the summer
institutes 1999 and 2000
Ferris State University will be
involved in the new servicelearning achievement test
development, and in the second
annual service-learning baseline
study.
Commitment to Teaching About the Third Sector
Community and school commitment to teaching about the third sector
Inquiry has been made by the Community Foundation for Southeastern Michigan, the
Kalamazoo Foundation, and the Marquette Community Foundation regarding developing
models for knitting together the K-12 Project with the Michigan Community Foundations'
Youth Project, Youth Advisory Committees. The ideas for this effort are still under
development.
Chart 10 Commitment to Teaching about the Third Sector
Products
School-community interaction
Results
Each of the original Project
teachers has met with the local
community foundation and
United Way
Additional Outcomes
The McGregor Fund has provided support
to study, develop and integrate a parent
component in to the K-12 Project
curriculum
The community foundation and United
Way in Marquette County have initiated a
joint venture with Northern Michigan
University for three college honors
students to take the curriculum to local
schools
Potential donors and sponsors are calling
the Project for estimates of costs for
bringing the curriculum to their
communities
Longitudinal Study
A longitudinal study of the effect of teaching about philanthropy, volunteerism and the third
sector on future adult philanthropic behavior and citizen action
Substantial energy has gone in to attempting to develop and implement a longitudinal study.
This includes meetings with nationally known educational researchers, consultation from
staff at the National Board for Professional Teaching Standards, and consultation with the
evaluation staff at the W.K. Kellogg Foundation. There are many difficult issues, including,
but not limited to:
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 15
The curriculum has not yet been taught in an articulated fashion, grade to grade, in one
school.
There are many, many intervening variables in a child's life (from age 5-18) that can effect
philanthropic behavior in both positive and negative ways
Any measurement would be very expensive, very long-term, and would provide equivocal
results.
We have looked at secondary measurement options and these will be explored in the next
grant cycle.
Chart 11 Longitudinal Study and Evaluation
Longitudinal Study
Evaluation
Substantial research on how to
do a longitudinal study has been
completed
Formative Evaluation by MSU
has been completed
- Baseline survey
- Teacher journals
- Stakeholder interviews
A new teacher advisory subcommittee has
been established to meet two times a year
and provide feedback on the Project.
Student assessments are in each
lesson with appropriate rubrics
Standards testing is under
development
Classroom observations were
completed on two different
occasions by outside evaluators
from Indiana University and
Columbia Teachers' College
Summer Institute had a daily and
a summary evaluation
Each teacher meeting has a
feedback evaluation form
III.
RELATIONSHIP TO OTHER W.K. KELLOGG FOUNDATION PROJECTS
The K-12 Education in Philanthropy Project has developed relationships with a variety of
other W.K. Kellogg funded initiatives. In addition, future relationships hold great promise.
The following areas are rich in opportunity for continued leveraging of relationships and
forward movement:
Service-learning
As mentioned above, the K-12 Project has been in a leadership position regarding the
regeneration of energy around academic service-learning in the State of Michigan. We plan
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 16
to continue to encourage, support, and assist the development of academic service-learning as
a teaching method.
With a grant from the Michigan Department of Education for the 1999-2000 school year, the
K-12 Project will be:
a. completing a second survey on the status of service-learning in Michigan and
disseminating to all schools the results of the 1999 baseline survey,
b. continuing the development of the MDE web-site for service-learning,
c. including service-learning coordinators in a special “track” at the summer residential
institute and,
d. delivering direct consultation to 16 school districts in the State.
CMF, through the K-12 Project, and the Michigan Community Service Commission are
working together to develop and implement a policy agenda to institutionalize academic
service-learning in Michigan. This agenda includes work, already in progress, with a senior
level advisory committee representing key stakeholder systems (the Michigan Board of
Education, Governor's Office for example).
In addition, CMF and the Commission are working to develop a three-state proposal
(Michigan, Indiana and Ohio) for collaborative work in public policy, youth empowerment,
the Education in Philanthropy Project and service-learning from the Corporation for National
Service. Partners in each state are proposed to be each Commission, each Center on
Philanthropy, each Department of Education, and the K-12 Project.
Learning In Deed
The Project has been involved in discussions about the development of the Learning In Deed
program since its inception. When Michigan was not selected as one of the initial States, the
K-12 Project has been involved in leading efforts to assure that the State of Michigan will
regain a national leadership presence in service-learning. In the meantime, the Project has
been in touch with the work of Learning In Deed in order to bring some of the products that
are being produced to the service-learning community in Michigan.
Michigan Community Foundations' Youth Project
The Philanthropy Project teachers have been required to visit with their local community
foundation to discuss the potential relationships between education in philanthropy and
MCFYP. These relationships are just beginning. The Philanthropy Project offers a vehicle
for the MCFYP youth to fulfill their obligation to encourage community-wide youth
volunteerism. In addition, the schools can provide to the MCFYP committees with young
people having solid academic backgrounds in philanthropy.
The Community Foundation for Southeastern Michigan has expressed a special interest in
leading the State in linking the K-12 Philanthropy education project with their Youth
Advisory Committee under MCFYP. This interest and the offer of leadership will be
pursued during this next grant cycle. The Kalamazoo Foundation and Marquette Community
Foundation have expressed interest. The Midland Foundation may also be added to this
group.
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 17
Bridges Project
Dr. Mark Wilson from Michigan State University is involved in both the K-12 Project as an
evaluator, and the W.K. Kellogg sponsored Bridges Project. We have discussed at some
length how the K-12 Project is well-suited to achieve some of the objectives of the Bridges
Project. One part of the work to be done is to mine the ideas and resources being developed
on philanthropy at the university level and to translate them in to tangible and usable
background papers for classroom teachers in the community. Not only does each Center on
Philanthropy hold important information at the graduate level, but each of the social studies,
language arts, and visual and performing arts departments also have knowledge critical to the
K-12 Philanthropy Project goals.
Now that the curriculum is initially drafted, the K-12 Project is in a position to speak with
academics in the various disciplines, particularly the social studies and English language arts,
regarding how their knowledge can be useful to the teachers in their local community, and
communities across the country. The Project goal is to provide classroom teachers with
briefing papers on each of the concepts articulated in the curriculum. A chart outlining the
needs for briefing papers follows each of the themes in Tab A. Also, in the chart showing the
themes there is a column for logging the lessons already completed to teach the individual
concept, by grade level, and where we currently have briefing papers from Indiana
University.
Middle Start Initiative
In relationship to the introduction of service-learning in the Middle Start schools in
Michigan, the K-12 Project has been involved in a peripheral way in the early efforts to
encourage these schools to include service-learning as a teaching method.
An opportunity exists to knit some of the K-12 Philanthropy curriculum in to the Middle
Start Schools, as they become more aware of service-learning. The teaching method of
service-learning lends itself as an introduction for the content of the philanthropy curriculum.
IV.
PROPOSAL
Why Teach Philanthropy
The need for such a curriculum comes from three main sources. First, CMF's direct
experience with young people as grantmakers, through the Michigan Community
Foundations' Youth Project (MCFYP), provides direct evidence that young people do not
recognize the independent sector and that they are woefully ignorant of both its operational,
and more importantly, its key social function in a democracy.
Second, visitors from emerging democracies seeking to build an independent sector
continuously challenge CMF to answer the questions, "how do you transmit the philanthropic
tradition to the next generation?": "Will you share this curriculum and the body of knowledge
with us so that we can begin to build this tradition in our youth?" While willing, there is no
curriculum and no intentional system to share or to assure that American youth continue to
volunteer, give, and organize themselves for action.
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 18
Finally, a continuing array of senior level scholars and futurists have reported that, in fact,
the historic and traditional systems for acculturation about philanthropy are breaking down.
Many Americans learned to volunteer and to be engaged citizens by the role modeling of
their families, their participation in character building youth groups, their engagement in
formal religious instruction, and the expectations that individuals in our society can and do
make a difference for the common good. These institutional supports are breaking down, and
many young people are increasingly cynical about their power to effect change in their
society.
Expanding the Project Beyond School
The Project started as a pilot in the State of Michigan with the intention of eventually
growing to a national and international scale. The mission remains consistent to transmit the
philanthropic tradition to the next generation through the vehicle of formal public and private
schooling. The Council of Michigan Foundations and a key group of national philanthropic
and educational leaders, who are based in Michigan, serve as the Steering Committee for this
effort. The Project has an early and deep commitment to the use of new technologies both in
curriculum development and dissemination.
During a recent planning retreat for the project, a revised role and design has been adopted.
The major decisions from this discussion are:
Role as Content Provider and Standard Setter
The role of the Project will be in the Research and continuing Development of the content
related to teaching philanthropy to the next generation. Over time, the Project hopes to
become the "Standard Setter" for materials, lesson plans, pre-service and in-service training
in philanthropy education, and similar content related products. This will be a long-term and
continuing content role targeted to a variety of audiences. The audiences include parents,
teachers, children and youth, youth groups, religious congregations, and the media for
example.
Focus Beyond the K-12 School System
The focus of the Project is proposed to change by extending beyond the formal K-12 system.
This means that efforts will continue to integrate the teaching of philanthropy in schools both
as a means to achieve the mission, and as a source for the development of age-appropriate
content. But, other venues will be added, specifically direct outreach to parents, teachers,
youth workers, and the next generation outside of the school system. Particularly, new
modalities (CD-ROM, the use of the Internet as a resource and inter-active teaching tool,
game technologies for students, and television/radio/popular culture vehicles) will be utilized
in new ways.
Commercial and Nonprofit Agreements
The Project will form strategic partnerships with commercial enterprises and/or large nonprofits to deliver the philanthropy curriculum content through the financial support of these
systems. The revenue generated through these relationships will provide the ongoing
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 19
financing for the continued Research and Development of the content, and the establishment
of standards.
Partnerships might include, for example:
Licensing of the curriculum to an electronic game developer
Sponsorship of an interactive web-site for students by an Internet provider
Royalty arrangements for publications of the curriculum, briefing papers, lesson plans and
hand-outs, teacher support materials (posters, student workbooks, the assessment tests),
original music, theater, or literature, parent materials
Royalty agreements with textbook publishers
Sales agreements with book publishers (Utilizing the database of teachers and schools as a
product as well as a dissemination resource)
Advertising opportunities for corporations with market interests to schools, non-profits,
parents, students, teachers, and community leaders
Licensure, advertising, or sponsorship arrangements for teacher professional development
training and teacher interactive materials.
The Project will be working with advertisers who have experience in taking small technical
research and development corporations to scale, and who have experience in working in the
e-commerce and the new technologies.
OUTCOMES PROPOSED
Logic Models
The following Logic Models outline the Project. The first Logic Model shows the core
function of the Project which is and will continue to be the research and development of
content materials related to the teaching of philanthropy to the next generation. Much of the
research and development work will be done within the school context due to the high
quality standards demanded within this system. Materials and lessons developed can then be
easily transposed to other dissemination systems (web, games, etc).
The second Logic Model shows the new plans for non-profit and corporate partnerships for
the project. This is a series of variables to be considered in building a sustainability plan
based on joint ventures, licensing options, sponsorships, and advertising opportunities. The
curriculum materials will be directly disseminated to youth, parents, and teachers, and the
income will help support the long-term viability of the Project.
Overview of the Goal Areas
In the next three years, the K-12 Education in Philanthropy Project will be working on the
following eleven goals in three major categories. Details of the goals and the tasks to be
accomplished follow in Section V.
Research and Development of Philanthropy Curriculum Content
1. continued development of the themes, lessons, and assessment to complete the initial
curriculum
2. continued development of teaching materials, parent materials, and content for students
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 20
3. professional development for teachers (in-service and pre-service), parents, and youth
workers
4. establishing the Project in a Standard-Setting role
Strategic Partnerships, Sustainability, and Dissemination
5. Complete market research in support of a business case statement to approach potential
partners
6. Partnership arrangements resulting in at least one major sponsorship
7. Develop and implement web-based dissemination for the content of teaching
philanthropy
8. Deliver other teaching materials and content products directly to teachers, parents, youth
workers and students themselves through partnerships and agreements with private
vendors
Governance, Human Resources, Office, Evaluation, and Public Relations
9. Evaluation the Project through a variety of formative and summative strategies
10. Public relations and marketing, and
11. Governance, human resources, location, and public relations raised as a part of the new
strategic directions of the project
Budget Request
We project that the total budget to achieve these goals and outcomes will be approximately
$5 million. Nearly $1.5 million has already been raised. We are asking the W.K. Kellogg
Foundation for $1.5 million to support the core Project components that follow. We will
continue to raise funds from other interested grantmakers to reach our goal.
Chart 12: Overview of the Funds Raised to Date
Current Funding
Funder
Anonymous Donors
Ford Foundation
Elizabeth and Guido Binda
Foundation
Ewing Marion Kauffman
Foundation
Lilly Endowment
McGregor Fund
Michigan Department of
Education (annual
renewable contract)
Charles Stewart Mott
Foundation
Earned Income
Task
Field testing lessons/assessment
Summer institutes
Public Relations Staff Person
Calhoun County ISD
K-12 articulation of lessons
Summer Institute 2000 in Kansas City
Economics and Philanthropy Lessons
General Program Support
Parent Involvement in the
Philanthropy Curriculum
Service-learning
Web-site, baseline survey, coordinator
training, onsite technical assistance
Planning for a “textbook” for high
school philanthropy education
Tuition splitting with
universities/sales of materials
Total
*Not reflected in the attached budget numbers.
Years
1999-2001
Amount
$600,000
1999-2001
1999-2000
$200,000
$40,000
1999
$75,000
2000-2001
1999-2001
$500,000
$160,000
2000
$59,000
Fall 1999
$25,000
1997-2000
$7,000*
$1,660,000
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 21
Chart I3: Prior Funding
(1997-2000)
Surdna Foundation
Community Foundation
for Muskegon County
Manistee County
Community Foundation
Kalamazoo Foundation
Michigan Department of
Education
Earl-Beth
Mawby Fund
Kettering Foundation
Lilly Endowment
Muskegon Area
Intermediate School
District
National Board for
Professional Teaching
Standards
Gift of Student Service in Philanthropy
Project and Consultant
Computer for Muskegon area teacher
1997
$25,000
1997
$2,000
Computer for Manistee area teacher
1997
$2,000
Computers for four Kalamazoo area
teachers
Service-learning contract
1997
$8,000 (in-kind)
1999
$62,500
Original research on the project
Original research and start-up funds
Materials for all Project teachers
October Conference and evaluation
Subsidized offices for the three staff
members, and access to equipment
1995-1996
1996-19997
1997-2000
1997-2000
1997-2000
$5,000
$21,000
$30,000 (in-kind)
$300,000 (in-kind)
$225,000
Subsidized office space for one staff
member and access to equipment
1997-2000
$75,000
$775,500
Total
Total Raised In Addition to W.K. Kellogg Funds
$2,435,500
V. GOALS AND TASKS TO BE ACCOMPLISHED
Goal 1. Development of the Lessons and Completion of the Philanthropy Curriculum
Develop an original curriculum on philanthropy, suitable for infusion in to the core
academic curriculum of schools and direct marketing to students, parents, youth
groups and the general public. The curriculum will teach children about philanthropy
and will inspire them to continue as active volunteers and citizens.
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 22
Chart 14
Infusion of Philanthropy Education Content in Schools
Themes
Science
Biology
Chemistry
Environment
Ecology
Geology/Eart
h Science
Psychology
Space and
Astronomy
Definition of
Philanthropy
Philanthropy and
Civil Society
Philanthropy and
the Individual
Volunteering and
Service
Math
All subjects
will be
eventually
related
Arts
Music
Performing
Arts
Visual Arts
Language
Arts
Reading
Literature
Journalism
Writing
Social
Studies
Anthropology
Civics and/or
Government
Economics
Geography
Law Related
Education
Psychology
Sociology
State History
U.S. History
World
History
Other
(Private
Schools)
Unlike most curriculum efforts focused on content, the K-12 Education in Philanthropy
Project must create the curriculum and the lessons, at the same time as advocating for the
adoption of this new curriculum and the creation of new teaching methods. In geography,
economics, math and science, there is general agreement regarding the major ideas to be
taught. The basic curriculum has been accepted. The body of knowledge is known. In
philanthropy education, there is a diffuse "body of knowledge" deeply ingrained in political
theory, psychology, sociology, philosophy, religion, economics, history, and cultural
anthropology at the university level. The definition of a "body of knowledge" about the role
and function of the independent sector is in the early stages at the graduate school level.
The Education in Philanthropy Project is teasing out this content and organizing the ideas in
ways that will both integrate in to the core curriculum of schools, and also that teach these
concepts directly to parents, youth workers, youth, and teachers as important components of
American society.
The development of this content for ages 5-21 will be the primary focus of the Project for
dissemination both within and outside of the school setting.
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 23
1.1
Themes (Learning Outcome Statements)
Refine and publish the initial K-12 Philanthropy Curriculum Themes with specific
learning objectives for grades 5, 8, and 11. The four themes define what the graduating
high school senior will know about philanthropy. (TAB A) Students will be able to:
Define philanthropy and compare and contrast to business and government
Discuss the relationship between philanthropy and civil society including the ties to
economics, geography, government, and history (the social studies)
Identify the relationship between philanthropy and the individual, including possible careers
in the nonprofit sector
Experience philanthropy and volunteerism and develop skills, including service on nonprofit
boards and academic service-learning.
Tasks to Be Accomplished
The four philanthropy themes will be cross-indexed to the national educational standards
The themes will be organized for promotion in a variety of ways (Posters, online, in training
packets for parents)
The themes are a part of the content that can be distributed as a product through the
commercial and non-profit partnerships.
1.2
Expand and Complete the Pool of Lessons
Involve practicing classroom teachers in research, writing, pilot testing, field-testing
and approving an ever-expanding pool of high quality original classroom lessons, K-12,
that teach the four new themes of philanthropy education. Assure that each lesson ties
directly into the Standards and Benchmarks currently promulgated for educators and
that they can be infused into the academic core curriculum of a variety of public and
private schools. Develop the lessons with a long-term view of disseminating them to a
variety of non-school audiences.
Tasks to Be Accomplished
Teachers will complete at least two unit lessons for each learning objective in the curriculum
Revise the teacher lessons, add philanthropy curriculum themes, tie to the Michigan
Standards and Benchmarks, and prepare for publication and placement on the Web-site.
Editing of the lessons requires full-time editing along with research and tying lessons to the
Standards and Benchmarks.
Teachers will, also, continue to write and test new lessons as part of a strategy to engage
teachers in ownership of the curriculum. Even though the curriculum might be completed
with enough units and lessons for each learning outcome, the process of teachers adding to
the pool of lessons with their own original work is an important support for the strategy of
teachers ownership.
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 24
During the summer of 2000 teachers at the Ewing Marion Kauffman sponsored summer
teacher institute will write lessons related to literacy and philanthropy, tying these lessons to
America's Promise.
Content material developed for the classroom audiences has several advantages in the
translation to other audiences (such as parents) and in other venues (such as an electronic
game). By building the content materials within the educational context, there is an
assurance of:
Age appropriate content and process
Reinforcement of learning that occurs within the classroom
Sound educational process
Established credibility and authenticity through the process used to develop and approve the
content
1.3
Complete the Standardized Assessment
Teachers will write, pilot-test, field-test and set standards for student achievement tests
at grades 5, 8, and 11. These are the grades where the Michigan Educational
Achievement Test (MEAP) is given.
There will be two standardized tests developed at each of three grade levels (5,8 and 11) The
tests will meet national educational testing industry standards for validity. They will
determine what and how much students in the Project have learned about philanthropy. The
test specifications have been determined. The test will be under one hour in length. It will
be composed of multiple choice and written short-answer questions. The test can be used as
the basis for assessment in other settings-youth groups, or families, for example. The
questions may also be used as the “threshold” for advancement in such things as a
philanthropy electronic game. The test sample is included under TAB C.
Tasks to Be Accomplished
Finish writing draft test questions. A small group of volunteer teachers, and/or graduate
students in philanthropy will meet in 1999-2000 to complete this task.
Develop three sample test booklets at each of the three grade levels (9 tests) for field-testing
Assess the questions for fairness by an independent Fairness Review Committee, rewrite any
questions where there may be fairness issues
Pilot the questions in participating teacher classrooms and rewrite questions based on student
outcomes. Piloting will occur in Project classrooms during the spring and fall 2000.
Complete a portion of the incentive grants discussed with the original participant schools in
the first grant cycle.
Develop the local approach in Calhoun County, Michigan
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 25
Authorize a Michigan philanthropy education day tied to Thanks-giving
Goal 2
Teacher, Parent, and Youth Materials
Develop and disseminate high quality, K-12 focused, teacher support materials related
directly to the expectations of the new curriculum and that support the lessons. Because
this content is new, a concerted effort must be made to develop and distribute materials
supporting the teaching of philanthropy. These materials are such things as posters
and timelines for the wall, manipulatives, bibliographies, and other supports at each of
the grade levels for each of the curriculum objectives. In addition, web-based
educational resources will be developed for both teachers and students.
Tasks to Be Accomplished
Utilize the affinity groups in grantmaking to obtain materials in support of the lessons related
to philanthropic diversity
Continue to develop and publish briefing papers regarding the body of knowledge
about philanthropy on each major concept in the curriculum
Develop a "Textbook"-like resources at early elementary, late elementary, middle
school and high school
Involve children and youth in writing and producing original art, music, dance, and
theater supporting philanthropy education
Work with other teacher discipline organizations (Michigan Geographic Alliance,
Economics America, etc.) to add philanthropy education to their discipline.
Goal 3
Professional Development
Orient practicing and pre-service teachers to the philanthropy curriculum, encourage
their writing of additional lesson plans, and assist them in developing expertise in
teaching philanthropy.
3.1
Summer Residential Teacher Institutes (2000, 2001, 2002)
Provide week-long summer residential institutes for teachers on philanthropy
Tasks to Be Accomplished
Summer 2000
Summer 2001
One institute in Michigan for 50 teachers
One institute in Kansas City for 30 teachers
One institute in Michigan for 50 teachers each (50 teachers)
3.2
Teacher Consultants
Continue to develop the Teacher-Consultant pool composed of successful original
Project teachers, and successful graduates of the summer institutes. Each Teacher-
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 26
Consultant will provide two in-service professional development experiences to
colleagues in other schools or at education conferences each year.
Tasks to Be Accomplished
Provide small stipends for Teacher-Consultants as they offer in-service educational
experiences to teachers in school districts other than their own.
Develop and implement a fee structure for Teacher-Consultant based workshops based on the
licensing agreements and sponsorships developed in the sustainability strategy
Meet with Teacher-Consultants semi-annually as a total group and develop "team support"
efforts (periodic printed updates, LISTSERV, conference calls etc) to continue the
commitment of the Teacher-Consultants.
3.3 Supporters of Philanthropy Education Organization
Initiate an international organization to provide ongoing materials and support the teaching of
philanthropy to school aged children.
Tasks to Be Accomplished
Identify a name, role, and membership criteria for the organization
Launch a new organization to support the Project with broad-based membership.
3.4 Pre-service Education at Colleges of Education
Continue the development of relationships with each of the major Colleges of Education
in Michigan and develop a strategy for infusing the teaching of philanthropy in to the
training of new teachers. Export this strategy to other Colleges of Education across the
nation
Tasks to Be Accomplished
Involve each of the major teacher education colleges in Michigan in research related to
teaching philanthropy.
Develop an elective course in philanthropy education for pre-service teachers (One in ten
educators in the nation are prepared by Michigan universities and colleges).
3.5
Discipline Based University Courses
Involve each of the social studies discipline organizations at the college level (economics,
geography, government (political science), and history) in writing K-12 resource
materials for teachers. Encourage the development of discipline based courses for
majors that will include pre-service teachers.
Tasks to Be Accomplished
Involve university faculty in teaching background courses for teachers on their subject area
and philanthropy
Involve university faculty in monitoring graduate student created briefing papers on their
discipline and philanthropy
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 27
Involve university faculty in development of "textbook" like materials for teachers
and students.
3.6
Americorps Volunteers
Select two Americorps Volunteers: one to work on web-site development and student
materials, the second to work on parent and, youth group and general audience
materials.
Keep the Americorps workers program for three years (fall 2000-2003)
3.7
Parent Involvement, Youth Groups, Congregations
Research, develop, field-test and implement a thoughtful strategy and materials for
parent involvement in their children's education, particularly around the teaching of
philanthropy: use content materials to reach youth groups, congregations, and directly
to students.
Tasks to Be Accomplished
Write and publish a manual for Family Foundations utilizing the materials generated by the
K-12 Education in Philanthropy Project. Develop and publish materials for families of
wealth utilizing the parent and philanthropy curriculum materials as a basis.
Complete and publish research on the major school reform initiatives and their successful
parent involvement models/and focus group results with parents representing the diversity of
the state
Develop new parent involvement materials based on the research results
Pilot the parent involvement materials and strategies, followed by publication and
dissemination of results
Build tested parent involvement strategies in to the units and the curriculum
Utilize the Interned for directly communicating with parents
Research home schooling and other efforts to involve parents in teaching philanthropy as part
of the sustainability effort.
Implement a state youth advisory committee to the Steering Committee for the Project
staffed by the MCSC Y.E.S. Ambassador.
Orient annually the Michigan community foundations to the progress of the K-12 Education
in Philanthropy Project and encourage their leadership of a local advisory committee.
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 28
Meet two times per year with school building level principals or superintendents involved in
the Project and encourage them to reach out to local community groups
3.8
Service-Learning
Participate in strengthening and extending service learning as a teaching tool in
Michigan schools. Utilize experiences in service-learning technical assistance and
consultation to build the Standard Setting Role of the Project
Tasks to Be Accomplished
Build on the 1999 survey of the status of service-learning through annual surveys
Build and extend the utilization of the MDE service-learning web-site
Provide direct technical assistance to teachers in selected schools systems
Involve Learn and Serve grantee schools in the Summer Institute
Continue professional development of service-learning school coordinators through the
Summer Institute
Require each philanthropy unit to offer a service-learning component
Remain actively involved in issues of public policy related to service-learning
Collaborate with MDE, MCSC on developing academic achievement measurements related
to using academic service-learning as a teaching methodology.
Goal 4
Standard Setting Role
Engage in research, publication, speaking, and the development of materials that
establish the Project in a Standard Setting Role for Philanthropy Education at the K-12
level
4.1 Publications
Publish lessons being learned and materials being developed along the way. The
strategy is part of the Research and Development content function of the Project, the
publications will be supported by the strategic partnerships/sponsorships
4.2 Produce an Online, Quality Journal
Publish a "Journal of K-12 Philanthropy" online on a semi-annual basis. Develop a
"jurred" process for submission and acceptance that assures a high quality to the
materials made available.
Tasks to Be Accomplished
Develop publication criteria for each article
Establish jury panels of youth, clergy, teachers, and scholars
Submit final articles to ARNOVA for print publication
Retain copyright rights for publication in support of the curriculum
4.3
Conference and Speaker Circuit
Attend and present materials regarding the philanthropy curriculum at all key
educational and philanthropic conferences in Michigan and across the United States.
Utilize the teacher-consultants as authentic presenters at these meetings. Utilize
Steering Committee members as keynote speakers.
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 29
Tasks to Be Accomplished
Present the Project to: Independent Sector, Society for Experiential Learning, CIVICUS, etc.
Each area will present individually to groups organized specifically in their areas of interest
(education, religion, youth development, graduate philanthropy education), humanities
councils).
Prepare Teacher Consultants and Steering Committee members to represent the Project at
national and state conferences.
4.4
Endorsement
Seek the formal endorsement of the key educational and philanthropic organizations in
Michigan, in each state, and across the United States. Engage these organizations in the
dissemination of the Project ideas and materials.
Tasks to Be Accomplished
Identify key endorsing organizations
Utilize Steering Committee members and funders to assist in obtaining key endorsements
Goal 5
Complete market research
The sustainability plan is based on developing high quality, unique content related to
teaching philanthropy to children at the K-12 level. There are a number of potential
markets for these materials including teachers, schools, parents, youth groups, and
students themselves. One approach will be to go directly to parents, students, and
teachers, outside of the formal school setting.
In order to find corporate or large non-profit sponsors willing to invest in the long-term
sustainability of the R and D effort and the continual production of philanthropy
content, a sound business plan supported by marketing research on each target
audience will need to be completed early in this grant cycle.
Goal 6
Partnership Agreements
At least one or more partnership agreements will be completed. The sponsorships will
have the following characteristics:
Partnering with a “high quality” non-profit institution or corporation
Funds will be provided by the partner to support the continued Project development
of content related materials
Products will be made available directly to the “customer”: teacher, parent, student,
youth worker, without necessarily going through an intermediary such as the
school.
�W.K. Kellogg Foundation
Grant Request 2000-2003
Agreements may include, for example, licensing arrangements, royalties, advertising
sponsorship, in-kind services such as printing and distribution or other financial
arrangements such as:
Membership Dues
Publications and Royalties
Sponsorships
Web-site Income
Project Grants
Institute Fees
Government Contracts
Tuition splitting with Universities
Endowment Income
Endowed Fellowships
Professional Development Conference
Fees
Fees from Schools for Professional
Development
Fund-raising and earned income
Workshops and Presentation Fees
Page 30
�Goal 7 Utilize Web-based and Electronic Technologies to Disseminate the Content
Arrangements will be made to take the philanthropy content developed by the Project in its
Research and Development role as a “content” deliverer…and through the partnership
resources, deliver the content utilizing the Internet and other electronic technologies such
as electronic games or interactive video.
Web-site Dissemination
Disseminate individual lessons and teacher support materials through the Web-site for ease of
access throughout the world.
Develop a philanthropy education meta-web-site that utilizes current materials available on the
Interned with ideas for students and teachers on how these materials can be used to teach
philanthropy
Tie materials in to other initiatives and Web-sites.
Utilize Listserv functions to support the national dissemination advisory committee, and the
national content advisory committee
Goal 8 Disseminate the Content Directly to the Consumer
Through the partnership strategy, philanthropy content will be delivered not only through
the school systems, but also directly to the consumer (student, or parent, or teacher).
Tasks to Be Accomplished
Begin to work in collaboration with international funders such as private foundations, and the
International Youth Foundation, CIVICUS, and the European Foundation Center
Utilize the Interned as an international communications vehicle
Utilize new electronic media: games, interactive Web-sits, etc. to reach youth.
Z:\Reorganization in Progress - Council of Michigan Foundations\Learning to Give -- Word and Excel\LTG_1999-12-17_Original Grant
Request.doc
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 4
Goal 9
Evaluation
Implement and report on appropriate evaluation for the Project. The evaluation team
proposed is from Michigan State University. The team is Dr. Robert Church, Dr. Brian
Silver, Dr. Robert Flogan, Dr. Mark Wilson.
9.1
Formative evaluation and consultation
Tasks to Be Accomplished
Consultation: The Michigan State University based evaluation team will be available for regular
meetings with the Project senior staff during the work of the next cycle. They will serve as
formative consultation advisors for such items as the selection of the six school systems in
Michigan. In addition, senior program staff will begin to provide journals regarding their
insights in to the Project development on a weekly basis. Finally, members of the Evaluation
Team will be invited to observe and participate in "key events" of the Project such as the summer
institutes.
9.2
Summative Evaluation
Tasks to Be Accomplished
Student Outcomes: will be measured by tests, an analysis of products and artifacts employing
both quantitative and qualitative measures.
Student test results, both on the MEAP and in this curriculum will be used.
Review of student work will evaluate the application of knowledge.
Survey of selected students to learn their attitudes toward philanthropic behavior
Teacher Outcomes: will be measured by surveys, analysis of journals of teachers participating in
professional development opportunities, analysis of essays written by teachers, and selected onsite classroom observation.
Curriculum Dissemination and Transferability: Interviews and on-site observations will be used
to inform about the Project dissemination and which methods of contact, initiative, and followthrough appear to be working. An online questionnaire will also be used to evaluate participants
on the Web-site.
Partnering Outcomes with Business Non-profits: Assessment of the success in securing and
utilizing partnership arrangements to support the Project and extend its reach.
9.3
Student Learning Outcome Assessment
Development, piloting, field-testing, publication, and standard setting for standardized
tests at grades 5, 8, and 11 will provide comparable data regarding student learning.
Assessments with leach lesson provide individual measurements of student learning.
�W.K. Kellogg Foundation
Grant Request 2000-2003
9.4
Page 5
Longitudinal Evaluation
Tasks to Be Accomplished
Longitudinal Study: to develop a longitudinal study the number of student participants will need
to be doubled to insure a large enough base for following over time. The proposed methods
outlined above would provide the initial baseline data, but further funding would be required.
9.5
Lessons in Curriculum Change
By observing and documenting the process of diffusing of this new curriculum, information
important to educational reform can be gathered and synchronized. This "adds value" to
the evaluation information gathered solely to judge success. In addition, publications by
the evaluation team helps to build the Standard Setting role of the Project.
9.6
Evaluation Questions
Did the Project achieve its anticipated outcomes?
Does each benchmark have a unit or lesson teaching that item? Did the summer residential
institutes bring 130 new teachers on board?
Are briefing papers published on major topics of the curriculum?
Has a partnership been reached that provides financial support to the Project?
Was further funding received to complete the work of the plan in its full articulation?
How has the commercialization strategy worked in supporting the Project, and reaching key
audiences directly, as well as through schools?
How did the Project evolve during the implementation in this three-year cycle?
Did the Project emerge as a Standard Setter for philanthropy education?
Goal 10 Public Relations and Marketing
Provide ongoing public relations and marketing visibility to key educational and
philanthropic audiences in Michigan, across the nation, and internationally.
10.1 Publications
Develop and disseminate, at least, the following public relations materials:
Tasks to Be Accomplished
Implement a semi-annual newsletter with substance on the teaching of philanthropy
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 6
10.2 Article Placement
Place articles in key, strategic, newsletters, journals, and the publications of other organizations
10.3 General Media
Develop and implement strategies with the state and national general media including print
materials, public radio, public television, and commercial television
Goal 11 Steering Committee/Governance/ Human Resources
Continue Steering Committee leadership and involvement in the project implementation.
Build professional resources to accomplish the tasks assigned.
11.1 Current Steering Committee
Continue to build and strengthen the Steering Committee including semi-annual meetings
and active working committees. Committees serve ad hoc.
Tasks to Be Accomplished
Continue with key committees and assignments
Utilize Steering Committee members as speakers and presenters
Add a Youth Advisory Committee with the YES Ambassador serving as staff
Obtain key national endorsements from education, philanthropic, and parent organizations
Reconfigure the Public Relations Committee to add professional public relations staff
Decide on an organizational structure, name and scope and adjust the governance structure as
needed.
11.2 Office Space
Continue current office space
Tasks to Be Accomplished
Upon acceptance of the plan, begin negotiations with the Muskegon Area Intermediate
School District and the National Board for Professional Teaching Standards
11.3 Staffing and Volunteers
Add staff as needed and funded
Tasks to Be Accomplished
Consultant Pool
Utilize a pool of consultants as adjunct staff for special services.
Volunteers
Utilize volunteers, students, "Teach for America", and Americorps/Vista workers
Graduate Student Research
Utilize graduate student assistance on research needs.
11.4
CMF Support
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 7
Provide for support costs from CMF President, Vice President-Finance, Accountant,
Auditor, and Public Relations
VI.
Budgets (Follow)
Two budgets are presented. The first shows the funding requested from the W.K. Kellogg
Foundation. The second budget shows the full project budget inclusive of all funding and core
expenses. The budget reflects the activities shown in the Logic Model.
VII. Budget Narrative - W.K. Kellogg Foundation Request
The W. K. Kellogg Foundations funds support portions of the line items listed below.
Salaries
This line item supports the major portion of the current staff salaries. Increases in
staff salaries are supported by other funders.
Consultants This line item support a portion of the current technical consultants to the Project
Curriculum Development
This line item supports a portion of the costs of completing the initial curriculum
Evaluations
This line item covers a portion of the costs of the outside evaluations from Michigan
State University
Meetings and Travel
This line item covers a portion of the costs for meetings and travel including dissemination trips
to national educational conferences
Office/Supplies/Equipment
This line item covers a portion of the costs for the office support, supplies and equipment.
VIII. Budget Narrative - Combined Grant Request
Salaries Cover the current staff members:
Executive Director
Project Director
Marketing and Public Relations Director
Executive Secretary
Current Consultants Cover the current consultants assisting the Project:
Psychomatrician on Assessment-An anonymous donor contributes
Lesson Editing
Service-Learning-Michigan Department of Education support
Parent Involvement-McGregor Fund support
Lessons and Curriculum
This item includes the meetings of the teachers and support for the development of the themes,
lessons, units and the development of the assessment.
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 8
Teacher Development
This includes the summer residential institutes (covered by an anonymous gift in Michigan and
by the Ewing Marion Kauffman Foundation for one year in Kansas City) and other meeting for
support including the teachers.
Parent Involvement
This component is funded by the McGregor Fund and includes research on parenting strategies
that work in various school improvement efforts, and then the application of parent involvement
principles on the lessons
Michigan Service-Learning
This is the contract for service-learning support from the Michigan Department of Education
Evaluation
Other funders have not required an outside evaluation component, so the evaluation costs are
being expensed to the W.K. Kellogg Foundation's contribution to the Project.
Public Relations
These are the direct costs for the newsletter, brochures and other public relations related
activities.
Sponsorship Products
These are the products that lend themselves to partnerships and financial agreements that will
develop over time to support the Project. They include professional training, the textbook
development, teacher support materials, and other physical and training resources for which a
fee can be charged.
Meetings and Travel
These are meetings of the committees and the teachers, and travel for the teachers and staff in
making presentations about the project.
Office, Supplies and Equipment
These are the general operation costs for the project.
�Council of Michigan Foundations’
K-12 Education in Philanthropy Project
Sustainability Model—Variables to Be Considered in Partnerships
Breadth and Depth of Options will be scaled to resources available.
Audiences
Schools
Products
Vehicles
Nonprofits
Themes
Print
•
Teachers
•
Parents
•
Students
•
Administrators
•
Public Schools
•
Home Schools
•
Private Schools
Partners
Units & Lessons
•
•
•
Briefing Papers
Service Clubs
International
Organizations
Quasi-Government
Organizations
(USAID)
Options
Licensing
Royalties
Web
Sponsorship
Assessment Test
• Religious
For Profit
Corporations
Video
Textbook
Advertising
• Independent
•
Charter Schools
General Public
•
Youth
•
Parents
Youth Groups
Government
Teacher and Student
Materials
Electronic
Professional
Development Training
•
•
Membership
Organization
CD ROM
Games &
Simlulations
Fee for Service
Graduate Credit
Television
•
Sales
Youth
•
Youth Workers
•
Parents
Religious
Congregations
•
Youth
•
Youth Workers
•
Parents
U.S.
Communities
Online Journal
Original Research
Music
M.A. in Teaching
Philanthropy
Movies
Web Site Materials
Interactive Games
Training
with Philanthropy
Content
Z:\Reorganization in Progress - Council of Michigan Foundations\Learning
to Give -- Word and Excel\LTG_1999-12-17_Original Grant Request.doc
International
Communities
Memberships
��Council of Michigan
Foundations
K-12 Education in Philanthropy
Project
W.K. Kellogg Foundation Proposal
2000-2003
Line Item
2000-01 2001-02 2002-03
Total
900,000
50,350
64,345
161,040
100,000
224,265
Salaries
Consultants
Curriculum Development
Evaluations
Meetings & Travel
Office, Supplies &
Equipment
300,000 300,000
0 50,350
0 64,345
0 90,305
0 55.000
0 140,000
300,000
0
0
70,735
45,000
84,265
Totals
300,000 700,000
500,000 1,500,000
Z:\Reorganization in Progress - Council of Michigan Foundations\Learning to Give -- Word and Excel\LTG_1999-12-17_Original
Grant Request.doc
�W.K. Kellogg Foundation
Grant Request 2000-2003
Page 30
K-12 Philanthropy Plan of Work
Combined Budget
Line Item
Budget
Salaries
Consultants
Curriculum
Development
Teacher Development
Parent Involvement
Michigan ServiceLearning
Evaluation
Public Relations
Sponsorship Products
Meetings & Travel
Office, Supplies &
Equip.
$356,018
301,000
220,900
Grand Total
2000-2001
Funded
2001-2002
Funded
Needed
Budget
2002-2003
Funded
Budget
$356,018
221,000
89,625
$0
45,000
131,275
$373,819
336,350
160,134
$373,819
251,350
85,134
$0
0
75,000
160,000
12,000
62,600
150,000
12,000
62,600
10,000
0
0
110,000
44,000
0
100,000
44,000
0
10,000
0
0
10,000
0
0
0
0
0
10,000
0
0
280,000
56,000
62,600
250,000
56,000
62,600
30,000
0
0
30,000
6,000
276,000
65,000
150,000
30,000
0
0
20,675
84,000
0
6,000
276,000
44,325
66,000
90,305
82,000
286,000
70,000
151,000
90,305
23,836
35,000
20,000
151,000
0
58,164
251,000
50,000
0
70,735
82,000
316,000
75,000
145,500
70,735
0
30,000
0
87,783
0
82,000
286,000
75,000
57,717
191,040
170,000
878,000
210,000
446,500
191,040
23,836
65,000
90,675
322,783
0
146,164
813,000
119,325
123,717
$392,510 $341,482
264,000
0
82,000
3,000
$1,639,518 $1,025,918 $578.608 $1,703,608 $1,174,444 $334,164 $1,437,745 $433,000
Needed
Total
Budget
Needed
Funded
$151,028 $1,122,347 $1,071,319
229,000
786,350
512,350
79,000
463,034
237,759
Needed
$51,028
274,000
225,275
$869,745 $4,665,871 $2,883,362 $1,782,509
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Our State of Generosity
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Dorothy A. Johnson Center for Philanthropy
Description
An account of the resource
Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1968-2014
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Council of Michigan Foundations
Michigan Nonprofit Association
Michigan Community Service Commission
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Fundraising
Records
Michigan
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Contributor
An entity responsible for making contributions to the resource
Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission
Identifier
An unambiguous reference to the resource within a given context
JCPA-04
Language
A language of the resource
eng
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-04_CMF-LTG_1999-12-17_Second-Grant-Request-to-WKKF
Title
A name given to the resource
Learning to Give 1999-12-17 second grant report to WKKF for $1.5 million
Creator
An entity primarily responsible for making the resource
Council of Michigan Foundations. Learning to Give
Description
An account of the resource
Learning to Give 1999-12-17 second grant report to WKKF for $1.5 million. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations.
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Records
Fundraising
Council of Michigan Foundations
Learning to Give
Michigan
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49404
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
1999-12-17
-
https://digitalcollections.library.gvsu.edu/files/original/f3ce85eb57333f466463e35076d43acd.pdf
b8238e14061088022e501d2234d4f586
PDF Text
Text
Council of Michigan Foundations
K-12 Education in Philanthropy Project
In what appear to be times of abundance in America, there is an unprecedented and
troubling undercurrent in our culture – a lack of understanding of the lifeline that
connects individual acts of service and our common welfare. Unselfishness as a principle
of action has diminished as a distinctive feature of our national character. The creative
tension between individualism and voluntary community responsibility that helps define
America is unbalanced.
It has not always been so. The honor rolls of diverse American institutions memorialize
the selfless acts and ongoing service of committed citizens – individuals dedicated to
creating a better tomorrow for all. Citizen engagement is the “Great American Way”
which makes it possible for commerce, democracy, and social life to flourish.
Today, that spirit is being reinvented by a remarkable educational undertaking in the
State of Michigan. Three years ago, The Council of Michigan Foundations created the
K-12 Education in Philanthropy Project (EPP) whose mission seeks to perpetuate a civil
society by the education of children about the independent sector, and to inspire their
commitment to private citizen action intended for the common good.
The project seeks nothing less than the education of this generation of schoolchildren in
the principles of philanthropy – giving, serving, and taking action for the common good.
The project is unique in four powerful ways:
• It expands the traditional concept of philanthropy (financial giving) to
include volunteerism (the giving of time and talent to help others), and
private citizen action (the acknowledgement of individual leadership
outside of government of the great civic innovations in our culture)
• It mobilizes the great change agents of American life; children
• It has created an academic foundation for teaching young people to fulfill
their highest potential through esteemable acts of generosity and
• It educates children about the value of the independent sector, which
comprises 13 percent of the American economy, yet is virtually ignored in
classrooms and public life that focus solely on government and commerce.
The EPP has discovered a national hunger for its work. With primary support from the
W.K. Kellogg Foundation and other national foundations, the project has exceeded every
operational goal in each year of its existence. School principals e-mail the Project to ask
if they might send teams of teachers to the professional development. Educational
�leaders from emerging democracies are requesting the lesson plans. A recent White
House Conference on Philanthropy recognized this new Project. The Girl Scouts have
developed a national patch based on the curriculum.
Working within the school curriculum, working with practicing teachers, the Project has
identified what children should know about the critical role of giving and serving in our
society-deep democracy. The Project uniquely brings together the formal educational
system and the formal philanthropic system to intentionally transmit this tradition to the
next generation.
At a time when key traditions important to our way of life are crumbling, the project can
infuse traditional and vital American values in children who might not otherwise
encounter such noble ideas. As Pamela McIntosh, a Detroit, Michigan kindergarten
teacher, put it: “It is often said that history repeats itself. Perhaps by teaching the good
and unselfish acts of mankind, we may steer youth toward repeating the positive aspects
of our history”.
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Our State of Generosity
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Dorothy A. Johnson Center for Philanthropy
Description
An account of the resource
Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1968-2014
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Council of Michigan Foundations
Michigan Nonprofit Association
Michigan Community Service Commission
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Fundraising
Records
Michigan
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Contributor
An entity responsible for making contributions to the resource
Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission
Identifier
An unambiguous reference to the resource within a given context
JCPA-04
Language
A language of the resource
eng
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-04_CMF-LTG_2000-02-23_Case-Statement-Redraft
Title
A name given to the resource
Learning to Give 2000-02-23 case statement redraft
Creator
An entity primarily responsible for making the resource
Council of Michigan Foundations. Learning to Give
Description
An account of the resource
Learning to Give 2000-02-23 case statement redraft. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations.
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Records
Fundraising
Council of Michigan Foundations
Learning to Give
Michigan
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49405
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
2000-02-23
-
https://digitalcollections.library.gvsu.edu/files/original/b9394c5a00448e51bc99e70e7ecd07eb.pdf
2082f5d259103ef7e6f23b3cf7950e60
PDF Text
Text
Date:
September 7, 2000
To:
Consultants and Friends
K-12 Education in Philanthropy Project
Council of Michigan Foundations
From: Kathy Agard, Executive Director
Re:
Summary of the July Planning Meeting
Attached is a two page summary of the results of our discussions in Chicago regarding
scaling the Philanthropy Education Project to a national audience, and securing
corporate sponsorship. A more detailed set of minutes is available. Please e-mail or
call if you would like a copy.
We are delighted with the thoughtful guidance, experienced insight, and helpful
suggestions provided by the group. The draft business plan incorporates this thinking,
and will be available early this fall.
Thank you for your interest and enthusiasm for this important project.
�Council of Michigan Foundations
K-12 Education in Philanthropy Project
Summary of Technical Advisors Meeting
Accessing Primary Markets: The primary markets are Elementary and High School Teachers,
Curriculum Directors, and students. Materials must be acceptable to parents The key issues for these
markets are that: the units must fulfill the current requirements of the standardized tests, they must be
easy to use and immediately available. Differences in the needs of students must be taken in to account
and students must enjoy the content. The units must be affordable. There needs to be administrative and
parental support.
Assumptions to Access Each Market
Teachers: tie to their motivation to be successful “value-added strategy”
Use the term “learning units”, or “curriculum support materials” so is not a zero-sum game for time.
Curriculum Directors: Secure endorsements from major national professional educational
organizations. Be creative with good technology links. Tie in with Education Commission for the States
Students: Fun, entertaining, with a sense of meaning and accomplishment, technology oriented,
visual and experiential, based on stories, sense of community, student led learning-teacher mediated
Dissemination: Influence the book publishers, Position the current success of the Project. Start with
states that would have a predisposition to be supportive and are already committed to service-learning,
make classroom teachers the champions
Dissemination Issues
Politics: must be acceptable to parents, school boards, community organizations, teachers will lead
so it will be acceptable to unions, units meet the approved standards to there is no need for formal,
external approval
Cost: Fully funded; School districts should be asked for a commitment not necesarily cash
Uses of Technology
Multiple technologies must be used for new forms of learning- different strategies for reaching each
audience
Teachers
Students
Print
Computer
Web
Web
Person-to-person
Service-learning
Cable
Portable
Audio/video
Computer
Teachers
Need to plan both delivery strategies: print and electronic-purely electronic strategy still excludes too
many teachers. This is not an either/or strategy, but needs to be a continuum of options
Utilize CD not the Web or DVD, the technology is best to CD and it is inexpensive
Don’t use technology terms with teachers, use friendly words like “appliances” and assistance
�The content is what is most important, not the delivery system
The web will not have the same impact as the face-to-face summer institutes; we need to use a mixture of
outreach efforts
Video that would be helpful immediately:
PowerPoint presentation and Kathy discussing the Project
Kids photos and work
Lecture components of the summer institute
CalstateTEACH is a model
Members of this group need to fill-in a matrix of media/technology to audience
Technology/Media
Teachers
Students
Print
Video
TV
CD-ROM
e-mail
Web
Web delivery allows for “just in time”, inexpensive access to the units
Scale of Dissemination
Multi-state
Incremental approach
Include teacher training
Include material dissemination
Utilize existing national networks, with local chapters
A national or regional workshops/conference on philanthropy education would be helpful
Hire five to ten regional directors using multiple networks of dissemination
Professional Teacher In-service Training
Technology can be used to deliver cost effective teacher training (Workshops with print, web-sites, CDROM) that are delivered by local experts. Support offered to the trainers.
Set simple understandable goals
Online discussions that follow web-based delivery of content
Keep face-to-face experiences for teachers in order to build a sense of community
Consider the C-SPAN bus idea ($2,500 per day)…K12phil Bus
There may be links to Public Television for use of their archived content
Consider electronic field trips
Note: to use the lessons, teachers do not need any special training-not mandatory
Marketing might be used to help teachers find materials; content development will need to be another
strategy
Proposed Action Plan
Consider carefully a separate entity for Philanthropy Project with a governing board
Need to position as a national project-this might only mean a change in name and additional membersincluding corporate members
CMF provides positioning within the foundation community/may restrict national reach
Pro
Con
Need a 12-month growth strategy developed
Need a 20-minute CD-ROM based training module
�Need sample lessons both print and web, with video components
Keep the logo and tag line
Address the word philanthropy in the name
Set a point to be truly national, define what it means, build an incremental approach
Add one state each quarter for the first year
A cutting-edge web-site with a good web-master is an expensive proposition/will need
Major support
Develop a media-based version of the lessons
Develop a media-based program for teacher training
Get money to market the program
Keep open the possibility of some commercial value for some of the products
Do not use the word curriculum
Get the endorsing organizations as soon as possible
Continue to seek foundation funding for institutes and lesson plan development
Seek corporate sponsorship for the entire project or for pieces
Pursue corporate underwriting with an advertising option
Utilize the “civic good” as primary positioning arguments
Follow-up: Ed will look over the results of the meeting and task out portions for writing the business plan
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Our State of Generosity
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Dorothy A. Johnson Center for Philanthropy
Description
An account of the resource
Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1968-2014
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Council of Michigan Foundations
Michigan Nonprofit Association
Michigan Community Service Commission
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Fundraising
Records
Michigan
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Contributor
An entity responsible for making contributions to the resource
Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission
Identifier
An unambiguous reference to the resource within a given context
JCPA-04
Language
A language of the resource
eng
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-04_CMF-LTG_2000-09-07_Two-Page-Summary-of-July-2000-Meeting
Title
A name given to the resource
Learning to Give 2000-09-07 two page summary of July 2000 meeting
Creator
An entity primarily responsible for making the resource
Council of Michigan Foundations. Learning to Give
Description
An account of the resource
Learning to Give 2000-09-07 two page summary of July 2000 meeting. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations.
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Records
Fundraising
Council of Michigan Foundations
Learning to Give
Michigan
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49406
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
2000-09-07
-
https://digitalcollections.library.gvsu.edu/files/original/37da59d193ad24f90e15d82b66228e03.pdf
d03ee8058d017dbd937ad0ce88fa10db
PDF Text
Text
Function
Curriculum Content
Deliverables
Published philanthropy education
4 strands, ___standards, and
_____benchmarks as outcome
expectations at grades 5, 8, 11
Operations
National Content Advisory Committee
Meeting annually
Staff publication of the strands,
standards and benchmarks
Staff and teachers build K-5
scaffolding of expectations toward the
5th grade benchmark
10 articles for educational juried
journals by National Content
Advisors
National Content Advisory Committee
responsible for writing
Staff produce a list of key influential
educational journals that accept
academic articles on K-12 Education
Staff assist, as requested, in editing
and placement of articles
Produce an annual online juried
journal opportunity for univeristy
level K-12 education in
philanthropy scholars
Staff provide the technical resources
for an online journal including ties to
appropriate LISTVERV’s in education
and in philanthropy
Establish a “jury” for reviewing
proposed documents
Outcomes
Establish an agreed upon outline of
what American students should
know and be able to do relative to
private citizen action for the
common good, by high school
graduation
Strategy
Provide clear definition of
what students will learn and
be able to do as a result of
learning about philanthropic
concepts K-12. Imbue this
definition with authority from
the endorsements of leading
“experts”.
Development of an expectation in
the scholarly educational literature
that “good” K-12 education will
include an orientation to
philanthropy
Build a pool of published work
that defines, explores, and
continues to advocate for K12 Philanthropy Education.
Develop a published bank of
scholarly articles (50 articles at the
end of five years) from respected
authorities on the efficiecy of K-12
philanthropy education to be used:
in disseminating the lessons,
working with administrative bodies,
working with teachers, and as a
basis for approaching Colleges of
Education regarding pre-service
preparation in K-12 philanthropy
education.
Develop a published bank of
scholarly articles from respected
authorities on the efficiecy of K-12
philanthropy education
Engage university scholars
(who are responsible for
training new teachers) in the
exploration of this topic in a
way that holds meaningful
benefit for them (ie tenure
consideration).
Purchase one issue of the
ARNOVA journal each year
Build a pool of published work
that defines, explores, and
advocates for K-12
Philanthropy Education.
Engage university scholars
(who are responsible for
training new teachers) in the
exploration of this topic in a
way that holds meaningful
benefit for them (ie tenure
consideration).
Provide an opportunity for
participation in publications by
a wider group of scholars.
Who
�Function
Deliverables
Add_____new lessons and
____new units to the lesson pool
each year
Operations
Engage 32 classroom teachers in
writing original lessons/units each
summer to teach the benchmarks
Require one lesson from each
participant in a summer workshop
Subject each lesson to standards of
quality: pilot in the writing teacher’s
classroom
Review the lesson by an independent
Fairness Review Committee
Have each lesson field-tested and
evaluated with written evaluation by at
least 5 other teachers
Review all factual information and
references by an outside editor
Ask Affinity Groups of COF for key
ideas, people, and organizations from
at least 7 different minority groups
(native American, hispanic, asianpacific, Japanese, African-American,
women, recent immigrants etc) that
should be in the lesson pool.
Student generated units/ materials
Specific lessons related to the arts
Specific lessons related to English
language and literature
Include parent involvement steps
Meet multiple intelligences
expectations for inclusiveness
Outcomes
Easy to use, teacher developed and
teacher-tested lesson plans that
meet both the core academic
standards, and the philanthropy
standards are easily and
immediately available
Minority groups will be represented
in the lesson pool
Strategy
Position the Project as
primarily a teacher-to-teacher
effort
Utilize practicing teachers for
their expertise with current
classroom situations
Utilize both web and print
media for dissemination to
assure ease of access and
use
Maintain a reputation of
quality, authentic lessons
Foundation program officers
with special interests will both
know that the Project exists
and meets their needs-and
will verify that the key
elements of their interest area
are available within the lesson
pool
Comments from field-test
teachers can be used as
testimony for publicity
Samples of student work can
be used to assist
dissemination
Who
�Function
Deliverables
Publish the following materials
that are currently on the web-site:
Operations
Staff to publish in-house materials and
sell above production/mailing costs
Outcomes
Philanthropy K-12 education will be
visually supported in classrooms
Annotated bibliographies of
chidren’s literature that teaches
philantropy
Graduate students in philanthropic
studies at major univerities generate
original material supporting the
lessons
The Project will generate some
small financial support as revenue
American history and world
history philanthropic timelines
Quotations about philanthropy
from famous people
Publications can include: posters,
table mats, book marks, and
classroom displays as well as
simple books.
Increase sales each year of
tangible products
Current:
For the Benefit of All (book)
If God Gives You Lemons (video)
Lesson plans by grade band
Briefing papers
Annual calendar of philanthropic
events
Annotated bibliographies of
children’s literature
Bookmarks
Possible:
T-shirts/tote bags
Philanthropy logo pins
Posters of various kinds
Family Foundation Book
Family Involvement Research
Textbook supplements/CD-Rom
Aspen service-learning research
Annotated bibliographies of films
Briefing papers on literature
Staff to investigate the most effective
way to fulfill purchase orders
Strategy
Pull-out key ideas, people,
and organizations from the
lessons so that the collateral
material relates directly to the
teaching units
Utilize “public domain” art and
ideas to reduce the cost of
purchasing copyrights
Use the teachers involved
with the Project as informants
on what materials would be
helpful
Printed collateral materials will
provide a feeling of
“substance” for non-educators
(parents, funders) for whom
the lesson plans are less
accessible
Who
�Philanthropist profiles
Publish a manual for family
foundations on how to use the
curriculum to teach their children
about philanthropy
Staff has completed the initial draft
Publishers are currently interested in
the book
Publish either inhouse, or contract with
a professional publishing house
This adds another distribution
network to private schools, in
particular
CMF will assist in dissemination of the
book within the Family Foundation
community
Family foundation members add
another stakeholder audience that
might be of interest to sponsors
Selected members of the Steering
Committee involved in other family
foundation networks will assist in
dissemination
Members of family foundations may
assume future leadership positions
in their communities that will assist
the ultimate outcomes of the Project
related to civil society
Conference presentations will be used
as a means of promotion.
Publish with the lessons, three
standardized and validated tests
at grades 5, 8, and 11.
Family foundations will know about
the K-12 Philanthropy Project which
will assist with future funding
Work under the leadership of a
nationally known testing consultant
Develop a pool of questions that meet
the benchmarks
1. write questions
2. use teachers to judge age
appropriateness
3. pilot the questions with 90,000
students to check understanding
Assemble three draft test documents
at each of the three grade levels (9
tests)
Pilot the teaching of the lessons in at
least 10 different types of K-12 schools
(rural, urban etc) and then pilot the
tests with students after at least 2
years of instruction
Analyze the results of the pilot
students taking the test and edit
accordingly
Establish a small revenue stream
based on book royalties
Philanthropic knowledge will be
formally tested
Classroom teachers will be able to
compare how their children are
learning this content in relationship
to other children across the country
Baseline data on student knowledge
about philanthropy can be
established and progress can be
measured over time
Utilize the philanthropy
curriculum rewritten
specifically for the interest of
family foundations
Use this publication as a
means to establish a
relationship with a
professional publishing house
Developing a standardized
tests reinforces that this is a
serious academic effort-not
fluff
By meeting national testing
industry standards in
development of the tests, a
state might chose to utilize
some of the questions in
state-wide testing in the social
studies….thus assuring that
the philanthropy curriculum
will be driven deep in to the
core curriculum of schools
The test is being developed,
piloted, field-tested, and
scored by classroom teachers
who are sensitive to all of the
time constraints and other
issues involved in
standardized testing
�Assemble and publish two test
booklets per grade level (5, 8, 11)
At the lesson and unit level,
other authentic assessment
vehicles are developed by
teachers-including scoring
rubrics-so that the individual
student’s grades in class are
not dependent upon the
standardized test…there are
other teacher oriented
measures such as
observation, student work,
and products.
Establish a rubric for scoring based on
ranges set by content advisors and
teachers
Publish a Lexicon for Philanthropy
Education
Graduate students will write definitions
Staff will write definitions
Content consultant will write definitions
The Lexicon will be published
inhouse/or by a publisher and will be
on the web-stie
Publish a minimum of 100 briefing
papers per year on the people,
ideas, and/or organizations in the
philanthropy units
Publish a supplemental high
school level textbook, CD-Rom,
and place the content on the web
Publish companion teacher
guides and student guides
Graduate students in philanthropy
write the papers as a part of their
requirements for introductory classes
in philanthropy at selected Centers on
Philanthropy and Non-Profit
Management at universities across the
country
Staff publishes the papers both in print
and on the web
Contract with a university faculty
member with experience in K-12
textbook development in the social
studies
Secure foundation funding for
development of the content
Utilize leading national philanthropy
experts as writers
Use project teachers as reviewers
Teachers, parents and students will
have easily accessible definitions of
key terms that may be new to them
A small amount of revenue will
come to the project
Teachers, parents and students will
have easily accessible definitions of
key terms that may be new to them
A small amount of revenue will
come to the project
Published resources for the high
school level teachers and students
that support philanthropy education
Supplemental textbook
CD-Rom of textbook
Teacher guide
Student guide
Placement on web-site
Royalty revenue for the project
Provide teachers, students
and parents with quick and
easy references to aid
understanding of the more
complex concepts in the units
Engages major university
resources in the philanthropy
project (universities produce
teachers)
Provide teachers, students
and parents with quick and
easy references to aid
understanding of the more
complex concepts in the units
Engages major university
resources in the philanthropy
project (universities produce
teachers)
Use foundation support for the
development of the textbook
as an inducement to a
publisher
Make the supplements easy
to use and available both in
print and on the web
Once the high school book is
completed, books at middle
school and elementary school
�Publish the textbook through an
corporate publisher
Arrange for “just in time” publication
options for teachers through the website
Combine all curriculum related
materials and publish on a CDRom
Continued maturation of
philanthropy education as a
legitimate supplement to enhance
the core curriculum
Organize all of the components in to a
logical order for CD
Another vehicle for distribution of the
materials
Find a CD developed/vendor
Some revenue for the project
Burn CD’s and distribute
Publish a list of books that would
be helpful for a school library to
own
Dissemination
Establish one-three interactive
web-sites for the electronic
dissemination of the philanthropy
education content and process
Teachers
Students
Parents
K-12
Distribute 100 packets (at least 1
per state) on how to establish a
philanthropy project in your
school or state
Develop a resource library for the
researchers and writers in the project
can follow in the same format
An independent supplement
of quality might encourage
textbook publishers to include
the philanthropy content in
mainstream textbooks sold to
schools
CD allows a cost-effective and
efficient way to disseminate
the project materials
Supplemental material
(pictures, quotes, drawings,
data) can be provided on the
CD that is ready for classroom
use within a lesson
Provide local funders with a list of
resources school libraries might need
Purchase the books through the ecommerce agreement with a national
retailer
Hire the appropriate expertise to build
and maintain one or more interactive
web-sites that meet the needs of the
three primary audiences
Easy, free world-wide access to
philanthropy education material,
interactive discussions, advice, and
homework resources
Undergo web-site redesign
Web-based delivery allows
the project to be disseminated
internationally immediately
Obtain the source code for current
web-site from MSU
Develop a packet for how to bring the
philanthropy lessons to a school
Develop a packet for how to establish
a state coalition to integrate
A decision needs to be made
whether there is one or three
web-sites based on the needs
of the three audiences
Web trends will be kept as
important primary market data
on interest areas and
geographic markets
_____schools utilizing the units and
lessons as a result of reading the
packet
52 “ state” coalitions supporting
Develop a few models of how
the project can be replicated
through state coalitions in
other states
�philanthropy education in a state
philanthropy education in their state
(states plus DC and Puerto Rico)
Establish and support 52 “state”
coalitions with responsibility to
implement philanthropy education
in their K-12 schools. Partners to
include:
Corporate sponsors
Foundations/community
foundations
Regional Assoc. of Grantmakers
NSFRE
Rotary Clubs
Universities
Centers on Philanthropy
Education
State Community Service
Commissions
State Nonprofit umbrella
organizations
Governor’s Office
State Department of Education
Identify the states to be approached
(10 per year)
52 state based coalitions leading the
implementation of philanthropy
education in their state
Distribute three newsletters
annually to a national audience,
build readership
Add a third newsletter and develop a
schedule
Dissemination of lessons and
information about the project
Write, produce and mail
Sales of tangible products
Maintain mailing lists
Heightened awareness
Disseminate on the web
Up to date national database
Get formal endorsements in writing
Project leverages other systems’
resources and reach in
disseminating the message
Continue to grow national
partnerships with key
organizations
Identify key contacts
Call together a series of organizational
meetings/educate
Deep integration of the units in to
the state core curriculum
Develop each individual state strategy
National networks of locallybased organizations will be
used to bring together the
right group for each state
The Project will provide
written direction and onsite
consultation for the
establishment of the coalition
Train local teachers
Tie to each state’s educational
standards and benchmarks
Follow-up on opportunities currently
Utilize the pilot schools (setup for the test development)
to demonstrate school-wide
participation in philanthropy
education
Education is state-based and
must be led by state leaders
Sponsors will support the first
two years of salary, and first
two teacher training
workshops in order to allow
time for the coalition to gather
state based resources
Through the foundation
network, at least one larger
funder will be identified who is
willing to early financial
support and provide
leadership to the coalition
High quality newsletter
Focus more on useful
information for
teachers/students/parents and
make pr function more subtle
Offer tangible resources in
each issue (publish a lesson,
original music etc). Workshop
participants will add new
lessons to the lesson pool
Look for opportunities that
provide a win-win for the
partners
�Urban Institute-research
NSFRE-local nonprofit expertise
Aspen Institute-research
GuideStar-web based original
data for students
Forum of RAG’s-national
dissemination at the state and
local level
Education Commission of the
States-state government ties
Ohio-Michigan Service-learning
grant
Teach for America-teacher
training
Integrate the K-12 Philanthropy
Curriculum in to the servicelearning movement’s expectations
for quality
available to engage in joint ventures of
benefit to both organizations
Obtain formal written
endorsements when engaging
a partner
Implement the joint ventures
Implement the partnership
Formal endorsement from Learning in
Deed, Education Commission for the
States, National Youth Leadership
Council, and the Corporation for
National Service
Retain service-learning expertise on
staff as consultants to schools
Philanthropy content will be taught
as a part of every service-learning
activity
Academic knowledge from the
philanthropy curriculum will be
internalized and reinforced through
service-learning
Include service-learning lessons as
part of the lesson pool (strand 4)
Continue to include service-learning in
teacher workshops
Present the Project to at least
____national educational
conferences and ____national
philanthropic conferences each
year
Continue to have a service-learning
component in each unit
Staff will keep the calendar of
conferences and dates
Staff, Advisory Committee Members,
Board members, and Teachers will
present
Visibility with key national networks
in philanthropy and in K-12
education
Service-learning has over a
10 year developmental
history, is currently popular,
has federal funding support,
and a growing body of
research regarding positive
educational results with
students. The Philanthropy
Education Project can go
“hand in glove” with servicelearning….sliding in to the
core curriculum in schools
that have already adopted
service-learning.
Utilize volunteer presenters
with knowledge of the project
and the field, prepare them
with a stock presentation that
can be personalized
A professional conference program will
be established for volunteers to use
Utilize network relationships
to build support for state
coalitions
Teachers will be trained in how to
demonstrate their lessons in a
conference setting
Utilize education conferences
to recruit teachers and
schools
Collateral materials will be made
Utilize philanthropy
�available as “hand-outs”
An e-commerce agreement will
be established with a major online
book retailer
conferences to build financial
resources, including the local
and state level
Staff will negotiate the online
agreement
A small amount of revenue for the
project
Staff will identify the books that are
used within the lessons
Easy access to book resources for
the teacher
The web-site will provide automatic
“click-over” from each lesson plan to
the retailer selling the book
The retailer will pay the project for
each book sold from the web-site
A membership organization for
individuals and organizations
interested in philanthropy
education will grow to 10,000
Philanthropy Education Network
All teachers involved in the project will
be initial members
All funders of the project will be initial
members
The current 900 field-test teachers in
36 states will be members
Membership agreements will be
negotiated with other related teacher
membership organizations-such as
social studies
A data person will keep track of
membership renewals and services
Website, print, and conference
A visible and tangible network of
individuals and organizations
involved in philanthropy education
Supporting classroom
teachers in presenting their
lessons to national
conferences helps to recruit
teachers to the project, and to
encourage their growth and
leadership
Developing a relationship with
a large online book retailer will
provide some cash
Teachers and parents can
easily purchase books that
have been reviewed and
recommended by classroom
teachers-and they know what
the idea is that is being taught
by the book
A retailer might develop some
interest in both the internally
and externally published
materials from the Project
itself
Provide a vehicle for
identifying and holding
together teachers and other
individuals/organizations that
are interested in philanthropy
education K-12….but are not
necessarily teachers ready to
be teacher-consultants
Utilize the membership
network as a pool of human
resources for the
development of new state
coalitions in philanthropy
education
�Professional
Development
Disseminate materials to major
national youth development
groups and major religious
denominations
Provide at least 100 inservice
workshops per year nationally for
teachers who are new to
philanthropy education (2 per
year per state)
presentations will be used to build
membership
Regional staff will coordinate
State coalitions will organize, promote,
and fund after 2 years
Teacher-consultants (peer teachers
who have been in the project and
produced a unit) will serve as faculty
University content faculty will train the
Teacher-consultants
Establish at least one Masters
Degree in Philanthropy Education
Provide both on campus, and by
distributed education (online)
Governance/Managem
ent
Develop a student teacher guide
to philanthropy education
A new 501c3 organization as a
national entity
Formal, written, outside
evaluation of the Project’s
progress
Staffing and Consultants
Office/Equipment/Structure
Fiscal Management
Staff needs to write a proposal to a
large teacher preparation program with
advanced degree authority
University needs to accept the
proposal and develop the program
Staff needs to build involvement of
teachers in this degree program
through scholarships/p.r./recognition
Workshop participants will add new
lessons to the lesson pool
The number of teachers with training
in K-12 philanthropy will grow from
125 (current) to______over five
years
A core of teachers in each state will
be trained to teach the lessons
A core of teachers in each state will
be trained to serve as Teacherconsultants to other teachers in their
state
A core of Masters prepared teachers
with a depth of knowledge about
philanthropy education
Utilize a “train the trainer”
peer method to provide
professional development in
philanthropy
Build state-based teachertraining resources
Provide training for teachers
to continue to build
“grassroots” demand for the
project-a movement as well
as an academic area
Select one or two universities
with a special interest in this
area (a teacher preparation
university, a Center on
Philanthropy on campus, a
core group of teachers with an
interest in an MA, advanced
degree authority, experience
in delivering online teacher
education)
Youth advisory committee
Content advisory committee
Education advisory committee
Technology advisory committee
Virtual office
Use of technical consultants
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Our State of Generosity
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Dorothy A. Johnson Center for Philanthropy
Description
An account of the resource
Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1968-2014
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Council of Michigan Foundations
Michigan Nonprofit Association
Michigan Community Service Commission
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Fundraising
Records
Michigan
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Contributor
An entity responsible for making contributions to the resource
Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission
Identifier
An unambiguous reference to the resource within a given context
JCPA-04
Language
A language of the resource
eng
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-04_CMF-LTG_2000-09-08_Business-Plan-Outline-of-Deliverables-and-Outcomes
Title
A name given to the resource
Learning to Give 2000-09-08 business plan outline of deliverables and outcomes
Creator
An entity primarily responsible for making the resource
Council of Michigan Foundations. Learning to Give
Description
An account of the resource
Learning to Give 2000-09-08 business plan outline of deliverables and outcomes. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations.
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Records
Fundraising
Council of Michigan Foundations
Learning to Give
Michigan
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49407
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
2000-09-08
-
https://digitalcollections.library.gvsu.edu/files/original/77a74af2a95bee7212c63be7ebe9f12b.pdf
5453a7af8d7d10c5e7a263fa2c39b97a
PDF Text
Text
The K-12 EDUCATION IN PHILANTHROPY PROJECT
Business Plan
Executive Summary
PRELIMINARY CONFIDENTIAL DRAFT
The purpose of the K-12 Education in Philanthropy Project (EPP) business plan
is to secure funding from corporate and foundation sponsors to assure the
financial viability and growth of the Project.
Vision
Three years ago, the Council of Michigan Foundations (CMF) embarked on a
bold project to counteract an unprecedented and troubling undercurrent in
American culture – the erosion of national values that prize and honor the
contributions of individual service to our common welfare.
With primary funding from the W.K. Kellogg Foundation and other national
foundations, the Council created the K-12 Education in Philanthropy Project,
whose mission is to educate schoolchildren in the principles of philanthropy –
giving, serving and taking action for the common good. Working within the
school curriculum, and with classroom teachers, the Project has identified what
children should know about the critical role of giving and serving in our
democracy. The Project brings together the formal educational system and the
formal philanthropic system to transmit this tradition to the next generation. The
Project is unique in four powerful ways:
It expands the traditional concept of philanthropy (financial giving) to
include volunteerism (the giving of time and talent to help others).
It mobilizes the great change agents of American life: children and youth.
It endows children with knowledge of their capacity to define and further
the common good.
It educates children about the value of the independent, not-for-profit
sector.
Background
Traditionally, commerce, government and the independent, not-for-profit sector
coexist as interdependent entities in American culture. Many social theorists
believe the independent sector serves as a vital buffer between the other two
segments of our society. The three legs serve as an operating system to manage
our social complexity. In order to preserve the best aspects of American life, it is
necessary to understand and manage this system in an intentional way.
Today, the system seems out of balance. There is a growing sense the
government has lost the trust of the people. Disconcerting gaps have developed
in the distribution of wealth. Citizen alienation with these dynamics is being
reflected in the not-for-profit sector. Volunteerism is at risk, with a diminishing
effect on American civility.
�A number of reports have expressed the need for extending knowledge of the
rich American philanthropic tradition to a new generation, including “A Nation of
Spectators,” issued by the National Commission on Civic Renewal. The
commission created an overall index showing a decline of 17 percent in civic
health from 1974 to 1996, measuring such trends as political participation,
political and social trusts, association membership, family stability and crime.
Compared with the past generation, the report stated, “our overall civic condition
is weaker than it was – and in need of significant improvement.”
Correcting the nation’s current course can only come from individual actions.
Individual citizen involvement must help change the debilitating focus on our
differences rather than on our common values. The nation’s need still echoes
President John Kennedy’s call to the nation: “Ask not what your country can do
for you, ask what you can do for your country.” As in the past, the independent
sector must again become the primary vehicle for citizen engagement in our
common welfare. Individuals must regenerate the best traditions of America’s
past by transmitting them to our children.
Finding a Solution
No formal system currently exists to transmit the values of the third sector of our
society. To address this urgent need, the Council of Michigan Foundations acted
to find a way to increase the visibility of the independent, sector. Although the
philanthropic sector represents 13 percent of the economy and employs 9 million
people, most Americans have no knowledge of it or understanding of how to
participate in it. The Council determined the best way to achieve this goal is to
renew citizen engagement in this sector and by doing so, stimulate its capacity to
transmit core American values from one generation to the next.
The Council critiqued numerous approaches to identify the “critical path” to
America’s children. Included were schools, families, churches and traditional
youth-oriented organizations. The Council concluded that schools are the only
formal institution left to protect and socialize children in many parts of the United
States.
Schools are the only institution that serves all children everywhere. Schools are
designed to assure that content is fair and meets the needs of the whole
community. They have a charter to prepare citizens for democracy. They are
designed to deal with ideas and content, as well as activity. They understand
human growth and development, and know age-appropriate materials. They are
responsible for educating the next generation and they know how to do it.
Project Mission
The K-12 Education in Philanthropy Project seeks to perpetuate a civil society
through the education of children about the independent sector, and to inspire
their commitment to private citizen action intended for the common good.
�Education Market
With approximately 90,000 public schools and 25,000 private schools serving 54
million students, the market represents a diverse collection of institutions catering
to the needs of a vast array of students. Operating under increasing pressure to
improve student achievement and develop stronger school accountability
measures, the U.S. education industry is currently embroiled in ideological
debate about effective delivery models for the future.
The 3.25 million U.S. K-12 teachers and curriculum directors comprise the target
market for EPP products and services. Since EPP lesson units meet approved
standards, teachers can assimilate the materials without formal or external
approval. They are the collective “point of sale”, advocates and implementers of
EPP products and services and the critical delivery intermediary to reaching
Project’s ultimate consumer - students. Teacher’s primary “buy-in “requirements,
which are fulfilled in the EPP’s offerings, include:
The resources being affordable, easy to use and immediately availablesaving teacher’s time and helping them do their job better
The content being value-added and resonating with teachers; they must
feel it is important and
The lessons having measurable performance outcomes and help with
standardized test scores
There is widespread concern about the apparent threat to civic engagement and
civil behavior in the United States. Programs and strategies such as servicelearning, character education, ethics training, “life-skills” training, and asset
development have approached this same need with different strategies. The
Project is involved with these efforts and provides a unique value-added
component to this good work where it exists, as well as to the core academic
curriculum.
Schools provide a rare opportunity to enable students to learn about hands-on
philanthropy while also acquiring a structural cognitive understanding about the
important historical role of philanthropy in American culture. Traditional servicelearning imbues children with good feelings about acts of citizenship, and offers
experience in service, however it fails to impart the underlying knowledge that
allows them to put civil behavior into the greater structural context. The K-12
project provides meaning to giving at all levels.
�The Project’s Progress
A strong foundation for philanthropy education…….(Ed is developing)
Content, Teaching Units, Classroom Lessons, Evaluating Learning
Created original quality assurance protocols to govern content development
and learning outcomes. ____specific learning benchmarks define what
children will know and be able to do when completing the lessons.
Over 750 lessons have been written and are in various stages of
development. Each lesson meets state educational requirements and has
strong authentic assessment.
Every lesson has been reviewed by an independent Fairness Committee and
is field-tested by at least 5 other teachers who teach the lesson and submit a
written evaluation of its usefulness, student responses etc. Over 900 teachers
in 36 states serve as field-test teachers.
The standardized tests at grades 5, 8, and 11 have been framed regarding
length and type of questions. Draft questions are written.
Professional Development
Approximately 133 teachers have been through weeklong training, are
writing/have written original units and lessons, and have been trained to
present this material to other teachers.
Three four-inch notebooks of background materials for teacher professional
development have been organized.
Graduate credit and State approved continuing education credits for teacher
participation in training has been received from two universities and states in
Michigan and in Missouri.
A Philanthropy Education Network organization has been launched to
develop a professional identity among the teachers involved.
Dissemination
Piloted in ____ schools and used by ___teachers
Designed and developed the Project Website which filled with original
material, including historical philanthropy timelines and annotated
bibliographies of children’s literature that teaches philanthropy.
Pending projects include books, CD-ROMs and manuals for philanthropy
education and functions.
�
Recognitions
A recent White House Conference on Philanthropy recognized this new
Project The South Carolina Public Broadcasting Station is working with us
to develop lessons that utilize portions of the video from the White House
Conference. The Project lessons will be distributed with the video for the
use of teachers across the country
Educational leaders from emerging democracies are requesting the lesson
plans.
The Girl Scouts have developed a national patch based on the curriculum.
Unsolicited reports about the Project have appeared in:
The Oregonian newspaper
Family Life Magazine
Chicago Tribune Sunday Family Life Section
Worth Online, newsletter interview
Atlantic Constitution Journal
Products and Services
The Project will finance and operate philanthropy education, production and
distribution systems.
Content Creation
The project has created a “value added” approach to philanthropy education by
infusing existing social studies curriculum with philanthropic enhancements,
thereby eliminating the need for teachers to undertake a curriculum change. The
content creation takes place in two stages:
The intellectual content for the Philanthropy Education Project resides at
the graduate level within the academic disciplines. As the Project scales
up to a national level, strategic relationships with these university centers
are essential as a ongoing source of academically sound history,
economics, political science, and geography content related to
philanthropy education.
Operating within stringent protocols, EPP teacher panels translate the
academic outputs to age appropriate K-12 lessons and plans. An
independent Fairness Review Committee reviews every word in every
lesson.
Dissemination
The Project will expand its existing Website to serve as a comprehensive
resource for audiences interested in the creation and uses of philanthropy
�education content. The portal will host three interactive Websites to distribute
philanthropic educational content to teachers, students and parents.
In addition, the consortium will assist interested parties in mobilizing “on the
ground” resources to support the Project’s mission at the grassroots level. This
will be accomplished by helping organize and consulting with state and
community- based coalitions comprising organizations such as service clubs
(Rotary International), universities, philanthropy groups, state associations,
teachers and others who wish to be involved with the Project throughout the
nation and the world. The model combines the depth and commitment of a
flexible state and community- based implementation model with the unparalleled
power of the Web and collateral technologies.
The website will contain five sets of directions for specific constituency groups to
use in leading the development of a philanthropy education coalition in their
state: nonprofit guidebook, corporate guidebook, foundation guidebook,
university guidebook, and educational organization guidebook.
Professional Development
Outcomes
Each child who participates in the Education in Philanthropy Project will be
exposed to the full meaning of citizen action for the common good through giving
and serving. Additonally The child will understand the importance, both to
democracy and to his or her life, of major ideas of philanthropy such as:
The risk of factions and how voluntary association helps keep society
together.
the independent sector provides ideas and energy for democracy and
social renewal.
How the independent sector protects minority voices.
How the independent sector has worked throughout history.
The motivations of philanthropists and the lasting impact of their lives.
Giving is a powerful way for children to demonstrate creativity in their lives
and to excel in this most healthy channeling of youthful idealism and
energy.
Operations
Governance
At the Council’s direction, a 501c3 Consortium will be formed to govern the
entity. This structure will provide the Project with a clean slate for financing and
other governance considerations and, in addition, infuse the Project with a
national identity.
�Advisory Board
Phases of Development
Phase 1
“Proof of Principle” Demonstration Project - Complete
In its initial three years of operation, the K-12 Education in Philanthropy Project
proved its value as a demonstration project by exceeding each of its operational
goals in each year of operation. In its next stage of development, EPP’s primary
challenge is to assure the project’s long-term sustainability by combining grant
funding with revenue generation from other sources to grow the project to
national scale based on current and foreseeable market dynamics in the for-profit
and not-for-profit sectors of the education industry. The striking success of Phase
One efforts has laid the foundation for the next phase in the Project. Funds are
now being sought to underwrite Phase 2 of the “The K-12 Education in
Philanthropy Project.”
Phase 2
Rollout to National Scale
Phase 2 of the Education in Philanthropy Project will build upon the
infrastructure, experience and curriculum resources developed in Phase One.
The core management group will be expanded to provide more detailed direction
and oversight for the project as it grows into a sustaining national effort. A
national outreach effort will be mobilized that will include the recruitment and
training of state Project representatives to bring the assets of this project into
every possible school in the country
Additional funds will be used to create significant additions to the library of lesson
plans, to increase the number of test and assessment vehicles, and to enhanced
outreach activities critical to nurturing the growth of awareness of the value of
philanthropy in contemporary society.
To assure that the Project is disseminated throughout the country and available
at the little or no cost to all teachers, parents and students the project will publish
and make available through robust internet sites all of the materials developed by
the Project. Additional resources will be dedicated to extending the messages
developed by the Project into all available media. The goal is to build community
awareness of the value of philanthropy as a binding force in communities and to
build upon work underway within local schools
Phase 2 Goals
�Dissemination
Expand the Education in Philanthropy Web site and move to an interactive
site(s) for teachers, parents, and students.
Publish two newsletters per year and send to key educational,
philanthropic audiences, and the general media.
Project teachers/staff will deliver conference workshops at strategic
national conferences related to philanthropy and education
Publish collateral materials that support the philanthropy curriculum and
spread interest in the project, such as posters, bookmarks, tablemats, and
pictures for student drawings.
Establish 50 state-based, philanthropy education coalitions that take
leadership for integrating philanthropy education in to their state
educational structure
Reach of the program by year. Teacher students parents administrators
Sponsorship Model
Corporate, not- for- profit, individual sponsors and strategic partners will be
solicited to fund all activities of the Consortium through 2004.
The education industry is currently undergoing a restructuring in whole, making it
a high- risk revenue generation environment. By relying on a sponsorship model
to finance the Project through the Phase 2 development phase, exposure to
unproven revenue sources is avoided and the flexibility to integrate future
revenue sources as they become more certain is maintained. Key revenue
modeling assumptions include:
The uniqueness and appeal of the Project’s mission separate it from other
offerings, making it a prime candidate for sponsorship financing. Other
types of financing are limited because of inherent conflicts between the
Project’s ideological underpinnings and return on investment requirements
of private equity financing. The sponsorship model aligns all aspects and
functions of the business model with the mission and philosophy of the
project.
The mix of commerce and technology in education sector is highly
uncertain in the foreseeable future. Even beyond the private vs. public
ideological approaches being debated, uses of technology and associated
issues regarding E-commerce and online advertising revenue modeling
very problematic.
�Potential Revenue Opportunities in Future Phases
After achieving national scale, the Project anticipates becoming self-sustaining
by developing revenue streams from:
Advertising sponsorship of the Web site.
Charging annual user fees to state coalitions.
Royalties from sales of Project materials such as books, CDs posters, etc.
The Education in Philanthropy Project is designed to be supported by private
philanthropy provided by corporate and foundation sponsors. While the Project
will exploit to the extent appropriate any revenue-generating opportunities
created during the course of the project, it is expected that sponsorships will
constitute
the
bulk
of
Project
funding for this phase of the project. The Project's approach to its sponsors will
be guided by principles first developed by American public broadcasting to
manage sponsors and underwriters of television and radio programming. Those
principles, modified for this project, are that:
Editorial control of the Project and its component parts will rest solely with
the Project's principals (its management and governing bodies).
No funding arrangements will create the perception of editorial control
by anyone other than project principals or that the Project has been
inappropriately influenced by its funding sources.
All rights to the Project shall remain with the Project's principals.
Within these limits, sponsors and underwriters will be afforded every opportunity
to associate their activities with the vision, mission and goals of the Project and
to extend the level of the association through all appropriate venues.
The Project represents an opportunity of unassailable merit for corporate
stewardship by using the economic power and influence of the private sector to
fuel this critical action for the common good through the independent sector – the
nonprofit arena that has produces so many benefits for civic life in America.
Companies and other sponsors that become associated with the Project, through
sponsorship, will accrue both prestige and a large measure of national good will.
.
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Our State of Generosity
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Dorothy A. Johnson Center for Philanthropy
Description
An account of the resource
Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1968-2014
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Council of Michigan Foundations
Michigan Nonprofit Association
Michigan Community Service Commission
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Fundraising
Records
Michigan
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Contributor
An entity responsible for making contributions to the resource
Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission
Identifier
An unambiguous reference to the resource within a given context
JCPA-04
Language
A language of the resource
eng
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-04_CMF-LTG_2000-09-12_Draft-Case-Statement-for-Corporate-Sponsorship
Title
A name given to the resource
Learning to Give 2000-09-12 draft case statement for national corporate sponsorship executive summary
Creator
An entity primarily responsible for making the resource
Council of Michigan Foundations. Learning to Give
Description
An account of the resource
Learning to Give 2000-09-12 draft case statement for national corporate sponsorship executive summary. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations.
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Records
Fundraising
Council of Michigan Foundations
Learning to Give
Michigan
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49408
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
2000-09-12
-
https://digitalcollections.library.gvsu.edu/files/original/c6e95028de804d497e177c52ab22b045.pdf
d9d76dc87445868ce262a169fad368fd
PDF Text
Text
Contact List for California Visits in September
California State University Monterey Bay
Dr. Seth S. Pollack, Assistant Professor
Director, Service Learning Institute
California State University Monterey Bay
100 Campus Center
Seaside, California 93955-8001
831-582-3914 Telephone
831-582-3057 Fax
seth_pollack@monterey.edu
Northern California Grantmakers
Janet Bankovich
Northern California Grantmakers
116 New Montgomery Street, Suite 742
San Francisco, California 94105
(415) 777-1714 Telephone
John Iddelston
1606 Hodges Court
Marina, CA 93933
(831) 883-1362 Telephone
john@monterey.edu
Sandra Cohen
Bank of America Foundation
315 Montgomery Street, 8th Floor
CA5-704-08-03
San Francisco, California 94104
Sandy Allen
The James Irvine Foundation
One Market Street
Steuart Tower, Suite 2500
San Francisco, California 94105
Pam Erwin
Wells Fargo Foundation
Corporate Community Development Group
455 Market Street, 3rd Floor
San Francisco, California 94163
�Kaye Theimer
2846 Green Street
San Francisco, CA 94123
Phone: 415-359-0992
Fax: 415-441-0992
Kayetheimer@earthlink.com
Peter Smith
President
California State University Monterey Bay
100 Campus Center
Seaside, California 93955-8001
831-582-3500 Telephone
Sylvia M. Panetta
Panetta Institute
The Leon & Sylvia Panetta Institute for Public Policy
100 Campus Center, Building 86E
California State University
Seaside, CA 93955
831-582-4200 Telephone
831-582-4201 831-582-4082 Fax
info@panettainstitute.org
Lucianne Geiselman
San Francisco State University
College of Extended Learning
1600 Holloway
San Francisco, CA 94132-4160
(415) 338-1371 Telephone
Catherine Pike
Teri Yeager
William Randolph Hearst Foundation
90 New Montgomery Street, Suite 1212
San Francisco California 94105
Tracy Parent
Bay Area School Reform Collaborative
90 West Ed
730 Harrison Street
San Francisco, California 94107-1242
�Lorraine Rolff
United Way of the Bay Area
1970 Broadway, Suite 340
Oakland, California 94612
Mialisa Bonta
The San Francisco Foundation
225 Bush Street, Suite 500
San Francisco, California 94104-4224
Russell G. Mawby
Chairman Emeritus
W.K. Kellogg Foundation
Heritage Tower, Suite 1701
25 W. Michigan Avenue
Battle Creek, MI 49017-7153
Heritage.tower@WKKF.org
Dorothy A. Johnson
President
Ahlburg Company
President-Emeritus, Council of Michigan Foundations
41 Washington Avenue, Suite 347
Grand Haven, MI 49417
(616) 847-6881 Telephone
(616) 847-6882 Fax
daj@ahlburg.com
�Potential Contacts for California Visits in December
Haase Center
Stanford University
Barbara Kibby
Program Officer
The David and Lucille Packard Foundation
Patricia L. Stirling
V.P. of Education
Golden Gate Chapter
National Society of Fund-Raising Executives
Harry Singer Foundation
Delaine Eastin
State Superintendent of Public Instruction
Mike Brugh
California Department of Education
Commission on Improving Life Service
Learning in Deed
Evan Goldberg
California State University Howard
Alemeda Center
Regional Leader for CalSERV
(510) 670-4233
CalServe Partnership
California Campus Compact (San Francisco)
Chancellor’s Office of the California Community Colleges (Sacramento)
Constitutional Rights Foundation (Los Angelas)
Dan Wieler and Associates (Berkeley)-evaluators
Regional Service-learning Leads (11 regional directors)
Service-Learning Research and Development Center (UC Berkeley)
California Commission on Improving Life Through Service (Sacramento)
The Service Learning 2000 Center (Palo Alto-Stanford)
East Bay Conservation Corps (Oakland)
Farmers Insurance Group (Los Angeles)
Volunteer Centers of California (Sacramento)
Youth Service California (Oakland)
�Don Hill
Service Learning 2000
650-356-0288
Erika Randall
Director
Community Service Learning
California State University
Office of the Chancellor
562-951-9773
Michael Cortez
Director, Institute for Nonprofit Organization Management
University of San Francisco
2130 Fulton Street
San Francisco, California 94117-1080
Todd Lueders
Executive Director
Community Foundation for Monterey County
99 Pacific Street, No. 155A
Monterey, California 93940
(831) 375-9712
Winnie Chu
Associate Director
Community Foundation Silicon Valley
111 W. St. John Street, Ste 230
San Jose, California 95113-1104
(408) 278-0270 Telephone
(408) 278-0208 Fax
URL: http://www.cfsv.org
Michael M. Howe
Executive Director
The East Bay Community Foundation
501 Wickson Ave.
Oakland, California 94610
(510) 836-3232 Telephone
(510) 836-3287 Fax
admin@eastbaycf.org
URL: http://www.eastbaycf.org
�Mark Koenig
Marin Community Foundation
17 E. Sir Francis Drake Blvd., Ste. 200
Larkspur, California 94939
(415) 461-3333 Telephone
(415) 464-2555 Fax
mcf@marincf.org
URL: http://www.marincf.org
Tom Ehrlich
Carnegie Foundation on Teaching and Learning
Palo Alto
(650) 566-5137
Chuck Quigley
Center for Civic Education
Calabasas, California
(800) 350-4223
Terry Pickeral
Compact for Learning and Citizenship
Education Commission for the States
707 17th Street, Suite 2700
Denver, Colorado 80202-3427
(303) 299-3636 Telephone
(303) 296-8332 Fax
tpickeral@ecs.org
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Our State of Generosity
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Dorothy A. Johnson Center for Philanthropy
Description
An account of the resource
Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1968-2014
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Council of Michigan Foundations
Michigan Nonprofit Association
Michigan Community Service Commission
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Fundraising
Records
Michigan
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Contributor
An entity responsible for making contributions to the resource
Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission
Identifier
An unambiguous reference to the resource within a given context
JCPA-04
Language
A language of the resource
eng
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-04_CMF-LTG_2000-12_List-of-California-Visits-to-Explore-Expansion
Title
A name given to the resource
Learning to Give 2000-12 list of California visits to explore expansion
Creator
An entity primarily responsible for making the resource
Council of Michigan Foundations. Learning to Give
Description
An account of the resource
Learning to Give 2000-12 list of California visits to explore expansion. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations.
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Records
Fundraising
Council of Michigan Foundations
Learning to Give
Michigan
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49409
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
2000-12
-
https://digitalcollections.library.gvsu.edu/files/original/4047cb50cb1e7ee06a2501111be4a400.pdf
ba680bfe97fd4b0164a0b45fa30ce3d1
PDF Text
Text
Learning to Give
The Council of Michigan Foundations
Progress Report and Products
Three years ago, the Council of Michigan Foundations created a project without
precedent to revolutionize the way students learn about the power of giving and servingphilanthropy.
Learning to Give set out to expand the popular definition of philanthropy and to take this
ambitious project into schools and homes throughout the nation, and the world. The
broad definition includes the giving of time, talent, treasure, and private citizen action for
the common good, without regard for the age or economic status of the giver.
The visionary nature of Learning to Give has been based on organizing a movement.
The founders have been motivated by their own experience in working closely with
youth for over a decade, and their combined expertise in leading and funding national
social change efforts.
A status report on each aspect of the project follows:
The Curriculum
Strands, Standards, Benchmarks.
The new philanthropy curriculum is organized into strands, standards, and benchmarks.
Benchmarks are the written set of learning expectations defining what students should
know about philanthropy and be able to do by grades 5, 8, and 11. There are four
major “strands”. Within each strand, there are a series of idea sub-groups further
refining what should be known-“standards.” Finally, under each of the standards are a
series of very specific benchmarks defining what the student should know. An overview
of the Strands and Standards and a sample of the benchmarks is attached at the end of
this paper.
Sample Lesson Plans.
Over three hundred lessons are finished and are available for viewing and downloading
from the Learningtogive.org Web site. Another two hundred are in the final editing
stages. This summer, another 200 new lessons will be added to the pool. By fall 2001
there will be a sample lesson covering each of the philanthropy benchmarks.
Learning to Give
Page 1 of 5
�Service-Learning / Experiential Component.
While the project is focused on concepts and ideas, each unit also contains one lesson
with a “hands-on” experiential component called Service-Learning. For example, a unit
on the role and history of the Red Cross may have the students spend a day working on
stocking a food pantry in support of local Red Cross disaster relief.
Family Support.
Starting with the summer 2000 lessons, “Family Recipes” are being infused into current
curriculum. These take-home ideas provide families with specific activities that help the
child learn philanthropy content.
National Lesson Plan Competition.
The first national lesson plan competition was launched in 2000. The winning unit
covered not only the philanthropy themes, but also science, math, and social studies
benchmarks.
Standardized Assessments
The project is developing a set of standardized tests. The test design and half the
questions are written.
1) The project plans to pilot-test the questions on students in the fall of 2001.
2) The project plans to assemble three test booklets and field-test them
nationally. The final product will be two validated test booklets for grades 5, 8 and 11
(for a total of six tests) plus banked, validated questions for future tests.
Teacher Developed Lessons
All lessons are written by practicing classroom teachers who work in an environment of
strong state-mandated learning objectives. The state objectives closely parallel the
national educational proposed curriculum standards.
Teacher Testing of Lessons
Each lesson is being field-tested by five other teachers: three in Michigan, two in other
states. Nine hundred teachers from 36 states have volunteered to field-test the existing
Philanthropy lessons.
Curriculum Support
Definitions for Students
The initial list is completed and on the World Wide Web site: Learningtogive.org
Lexicon for Teachers
The initial list is being compiled and is available on the Web site.
Briefing Papers for Teachers
Sixty papers dealing with Concepts, People and Organizations are completed. The first
fourteen may be accessed from the “Resource Room” on the Learningtogivel.org Web
site. Another forty-five are in the process of placement on the site. Forty to fifty
additional papers will be written during spring term 2001.
Learning to Give
Page 2 of 5
�Bibliographies
We have completed an annotated children’s literature bibliography by grade level for
teacher use. It is currently on the Web site under the “Resource Room” and is
undergoing further updating.
Historic and Philanthropic Timelines
Historic and Philanthropic timelines with events from Michigan, U.S. and world history
are available on the Web site under “Resource Room,” “Timelines.”
Foundation Founder Biographies
The initial set of biographies of individuals who have founded private grantmaking
foundations are now on the Web site.
Nonprofit Careers
Internet links have been established with related Web sites that focus on nonprofit
careers.
Lending Library of Books and Materials / Web sales
This component of the project, which has enormous long-term potential, is under
development.
Videos of Leading Nonprofit Leaders
We are compiling a bank of videos about leading nonprofit thought-leaders. Examples
include John Gardner, founder of Common Cause, and a video on the Independent
Sector is completed. A video on Russ Mawby, Chairman Emeritus of the W.K. Kellogg
Foundation, is ready for editing.
Textbook, Teacher Guide, Student Guide and CD-ROM
The book outline, book development and CD-ROM development process are
completed. The book will have content in economics, geography, government, history,
English language arts and visual and performing arts. The book development will
include a teacher guide, student guide and will be prepared for CD-ROM distribution.
Calendar of Annual Philanthropy Dates
A month-by-month calendar of the annual dates celebrated in the general culture
(Memorial Day), to specific philanthropy days (Make a Difference Day), plus other
related days (Kwanzaa) and how these days might be used to teach philanthropic
behavior-is in the final editing stages.
Teacher Professional Development
Summer Residential Institutes
Summer 1999
30 new teachers/CEU and graduate credit was offered. Each
teacher produced a new unit for the curriculum.
Summer 2000
Learning to Give
30 new teachers scheduled from Michigan.
25 new teachers scheduled from Kansas.
12 new teachers in the arts from Berrien County
Page 3 of 5
�Summer 2001
30 new teachers scheduled from Michigan.
30 new teachers scheduled from Ohio.
Philanthropy Educators Network (PEN)
The membership association, with special Web access, is under development. Market
research is completed on a selected group of related national and state professional
educators’ associations that will become dissemination sources for our work.
Inservice and Curriculum Development, District by District
Twenty Michigan school districts currently interested in articulating the Philanthropy
curriculum across multiple grade levels and buildings are being recruited. One district
has volunteered to teach the lessons K-12, half of the buildings have been recruited the
others will be on board for a fall 2001 start.
Masters Degree Program
Discussion is underway with Ferris State University for a Masters Degree in Education
with a concentration in philanthropic studies. This degree will be offered with an
emphasis in online learning. Michigan produces one out of every 10 of the nation’s
teachers and has major teacher education programs.
Undergraduate Teacher Preparation
The preparation will be conducted within the disciplines in colleges of education. This
concept is currently under discussion with Olivet College.
Web site (Learningtogive.org)
Curriculum, Lessons, and Resource MaterialsOnline for Teachers Everywhere
The Learningtogive.org.org Web site is supported by Michigan State University.
Links to Purchase Books
Each lesson has a bibliography. We would like to link from within the lesson to easy online book purchasing from major Web bookseller(s).
Meta-site
This concept calls for one major Web site for all philanthropy Learning to Give Internet
activity. We have identified and linked to many related sites. To be developed, for
example, is a link between an individual DeTocqueville lesson discussing the
importance of associational life in the United States-to the DeToqueville Web Home
Page.
Other
Family Foundation Book
Containing timelines, calendars and activities, is drafted printed and ready for
distribtuion.
Family Involvement Research
This original educational research is ready for editing and publication.
Learning to Give
Page 4 of 5
�State and National Joint Ventures
Indiana University / Grand Valley State University / Case Western Reserve University
are assisting with writing initial briefing papers and test questions
Formal partnerships and sponsorship agreements have been developed with:
Independent Sector
Council on Foundations
Association of Fund-Raising Professionals
United Way of America
National Forum of Regional Association of Grantmakers
National Center on Black Philanthropy
National Center for Charitable Statistics
Center on Nonprofits and Philanthropy
Urban Institute
National Council of Nonprofit Associations
A Washington DC office is being established under partnership agreement with the
Independent Sector.
The Corporation for National Service has funded a joint venture between Michigan and
Ohio to support philanthropy education and service-learning.
International Inquiries
Unsolicited, direct inquiries about replicating the project have been received from, for
example, Australia, England, Brazil, Bulgaria, South Africa, Italy, the Czech Republic,
and Japan.
The project was discussed at the first White House Conference on Philanthropy in the
fall of 1999. In addition, the project was presented at the International Society for Third
Sector Research in Dublin, Ireland in June 2000.
Learning to Give
Page 5 of 5
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Our State of Generosity
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Dorothy A. Johnson Center for Philanthropy
Description
An account of the resource
Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1968-2014
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Council of Michigan Foundations
Michigan Nonprofit Association
Michigan Community Service Commission
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Fundraising
Records
Michigan
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Contributor
An entity responsible for making contributions to the resource
Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission
Identifier
An unambiguous reference to the resource within a given context
JCPA-04
Language
A language of the resource
eng
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-04_CMF-LTG_2001-02_Progress-Report-and-Products
Title
A name given to the resource
Learning to Give 2001-02 progress report and products
Creator
An entity primarily responsible for making the resource
Council of Michigan Foundations. Learning to Give
Description
An account of the resource
Learning to Give 2001-02 progress report and products. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations.
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Records
Fundraising
Council of Michigan Foundations
Learning to Give
Michigan
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49410
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
2001-02
-
https://digitalcollections.library.gvsu.edu/files/original/06f0ac174559f06ce8b028bac80e65b5.pdf
cb855c4d98fa4188a447ceb3c2b905b0
PDF Text
Text
Function
Curriculum Content
Deliverables
Published philanthropy education
4 strands, ___standards, and
_____benchmarks as outcome
expectations at grades 5, 8, 11
Operations
National Content Advisory
Committee Meeting annually
Staff publication of the strands,
standards and benchmarks
Outcomes
Establish an agreed upon outline
of what American students
should know and be able to do
relative to private citizen action
for the common good, by high
school graduation
Strategy
Provide clear definition of what
students will learn and be able to
do as a result of learning about
philanthropic concepts K-12.
Imbue this definition with
authority from the endorsements
of leading “experts”.
Development of an expectation
in the scholarly educational
literature that “good” K-12
education will include an
orientation to philanthropy
Build a pool of published work
that defines, explores, and
continues to advocate for K-12
Philanthropy Education.
Staff and teachers build K-5
scaffolding of expectations
toward the 5th grade benchmark
10 articles for educational juried
journals by National Content
Advisors
National Content Advisory
Committee responsible for
writing
Staff produce a list of key
influential educational journals
that accept academic articles on
K-12 Education
Staff assist, as requested, in
editing and placement of articles
Produce an annual online juried
journal opportunity for univeristy
level K-12 education in
philanthropy scholars
Staff provide the technical
resources for an online journal
including ties to appropriate
LISTVERV’s in education and in
philanthropy
Establish a “jury” for reviewing
proposed documents
Develop a published bank of
scholarly articles (50 articles at
the end of five years) from
respected authorities on the
efficiecy of K-12 philanthropy
education to be used: in
disseminating the lessons,
working with administrative
bodies, working with teachers,
and as a basis for approaching
Colleges of Education regarding
pre-service preparation in K-12
philanthropy education.
Develop a published bank of
scholarly articles from respected
authorities on the efficiecy of K12 philanthropy education
Engage university scholars (who
are responsible for training new
teachers) in the exploration of
this topic in a way that holds
meaningful benefit for them (ie
tenure consideration).
Purchase one issue of the
ARNOVA journal each year
Build a pool of published work
that defines, explores, and
advocates for K-12 Philanthropy
Education.
Engage university scholars (who
are responsible for training new
teachers) in the exploration of
this topic in a way that holds
meaningful benefit for them (ie
�tenure consideration).
Add_____new lessons and
____new units to the lesson pool
each year
Engage 32 classroom teachers
in writing original lessons/units
each summer to teach the
benchmarks
Require one lesson from each
participant in a summer
workshop
Subject each lesson to standards
of quality: pilot in the writing
teacher’s classroom
Review the lesson by an
independent Fairness Review
Committee
Easy to use, teacher developed
and teacher-tested lesson plans
that meet both the core
academic standards, and the
philanthropy standards are easily
and immediately available
Minority groups will be
represented in the lesson pool
Provide an opportunity for
participation in publications by a
wider group of scholars.
Position the Project as primarily
a teacher-to-teacher effort
Utilize practicing teachers for
their expertise with current
classroom situations
Utilize both web and print media
for dissemination to assure ease
of access and use
Maintain a reputation of quality,
authentic lessons
Have each lesson field-tested
and evaluated with written
evaluation by at least 5 other
teachers
Foundation program officers with
special interests will both know
that the Project exists and meets
their needs-and will verify that
the key elements of their interest
area are available within the
lesson pool
Review all factual information
and references by an outside
editor
Comments from field-test
teachers can be used as
testimony for publicity
Ask Affinity Groups of COF for
key ideas, people, and
organizations from at least 7
different minority groups (native
American, hispanic, asianpacific, Japanese, AfricanAmerican, women, recent
immigrants etc) that should be in
the lesson pool.
Samples of student work can be
used to assist dissemination
�Student generated units/
materials
Specific lessons related to the
arts
Specific lessons related to
English language and literature
Include parent involvement
steps
Publish the following materials
that are currently on the website:
Annotated bibliographies of
chidren’s literature that teaches
philantropy
American history and world
history philanthropic timelines
Quotations about philanthropy
from famous people
Publications can include:
posters, table mats, book marks,
and classroom displays as well
as simple books.
Increase sales each year of
tangible products
Current:
For the Benefit of All (book)
If God Gives You Lemons
(video)
Meet multiple intelligences
expectations for inclusiveness
Staff to publish in-house
materials and sell above
production/mailing costs
Graduate students in
philanthropic studies at major
univerities generate original
material supporting the lessons
Staff to investigate the most
effective way to fulfill purchase
orders
Philanthropy K-12 education will
be visually supported in
classrooms
The Project will generate some
small financial support as
revenue
Pull-out key ideas, people, and
organizations from the lessons
so that the collateral material
relates directly to the teaching
units
Utilize “public domain” art and
ideas to reduce the cost of
purchasing copyrights
Use the teachers involved with
the Project as informants on
what materials would be helpful
Printed collateral materials will
provide a feeling of “substance”
for non-educators (parents,
funders) for whom the lesson
plans are less accessible
�Lesson plans by grade band
Briefing papers
Annual calendar of philanthropic
events
Annotated bibliographies of
children’s literature
Bookmarks
Possible:
T-shirts/tote bags
Philanthropy logo pins
Posters of various kinds
Family Foundation Book
Family Involvement Research
Textbook supplements/CD-Rom
Aspen service-learning research
Annotated bibliographies of films
Briefing papers on literature
Philanthropist profiles
Publish a manual for family
foundations on how to use the
curriculum to teach their children
about philanthropy
Staff has completed the initial
draft
Publishers are currently
interested in the book
Publish either inhouse, or
contract with a professional
publishing house
CMF will assist in dissemination
of the book within the Family
Foundation community
Selected members of the
Steering Committee involved in
other family foundation networks
will assist in dissemination
Conference presentations will be
used as a means of promotion.
Family foundations will know
about the K-12 Philanthropy
Project which will assist with
future funding
Utilize the philanthropy
curriculum rewritten specifically
for the interest of family
foundations
This adds another distribution
network to private schools, in
particular
Use this publication as a means
to establish a relationship with a
professional publishing house
Family foundation members add
another stakeholder audience
that might be of interest to
sponsors
Members of family foundations
may assume future leadership
positions in their communities
that will assist the ultimate
outcomes of the Project related
to civil society
�Publish with the lessons, three
standardized and validated tests
at grades 5, 8, and 11.
Work under the leadership of a
nationally known testing
consultant
Develop a pool of questions that
meet the benchmarks
1. write questions
2. use teachers to judge age
appropriateness
3. pilot the questions with
90,000 students to check
understanding
Establish a small revenue stream
based on book royalties
Philanthropic knowledge will be
formally tested
Classroom teachers will be able
to compare how their children
are learning this content in
relationship to other children
across the country
Baseline data on student
knowledge about philanthropy
can be established and progress
can be measured over time
Assemble three draft test
documents at each of the three
grade levels (9 tests)
At the lesson and unit level,
other authentic assessment
vehicles are developed by
teachers-including scoring
rubrics-so that the individual
student’s grades in class are not
dependent upon the
standardized test…there are
other teacher oriented measures
such as observation, student
work, and products.
Analyze the results of the pilot
students taking the test and edit
accordingly
Assemble and publish two test
booklets per grade level (5, 8,
11)
Establish a rubric for scoring
based on ranges set by content
advisors and teachers
Graduate students will write
definitions
By meeting national testing
industry standards in
development of the tests, a state
might chose to utilize some of
the questions in state-wide
testing in the social
studies….thus assuring that the
philanthropy curriculum will be
driven deep in to the core
curriculum of schools
The test is being developed,
piloted, field-tested, and scored
by classroom teachers who are
sensitive to all of the time
constraints and other issues
involved in standardized testing
Pilot the teaching of the lessons
in at least 10 different types of K12 schools (rural, urban etc) and
then pilot the tests with students
after at least 2 years of
instruction
Publish a Lexicon for
Philanthropy Education
Developing a standardized tests
reinforces that this is a serious
academic effort-not fluff
Teachers, parents and students
will have easily accessible
Provide teachers, students and
parents with quick and easy
�Publish a minimum of 100
briefing papers per year on the
people, ideas, and/or
organizations in the philanthropy
units
Publish a supplemental high
school level textbook, CD-Rom,
and place the content on the web
Publish companion teacher
guides and student guides
Staff will write definitions
definitions of key terms that may
be new to them
Content consultant will write
definitions
A small amount of revenue will
come to the project
The Lexicon will be published
inhouse/or by a publisher and
will be on the web-stie
Graduate students in
philanthropy write the papers as
a part of their requirements for
introductory classes in
philanthropy at selected Centers
on Philanthropy and Non-Profit
Management at universities
across the country
Staff publishes the papers both
in print and on the web
Contract with a university faculty
member with experience in K-12
textbook development in the
social studies
Secure foundation funding for
development of the content
Utilize leading national
philanthropy experts as writers
Use project teachers as
reviewers
Publish the textbook through an
corporate publisher
Arrange for “just in time”
publication options for teachers
through the web-site
Teachers, parents and students
will have easily accessible
definitions of key terms that may
be new to them
A small amount of revenue will
come to the project
Published resources for the high
school level teachers and
students that support
philanthropy education
Supplemental textbook
CD-Rom of textbook
Teacher guide
Student guide
Placement on web-site
Royalty revenue for the project
Continued maturation of
philanthropy education as a
legitimate supplement to
enhance the core curriculum
references to aid understanding
of the more complex concepts in
the units
Engages major university
resources in the philanthropy
project (universities produce
teachers)
Provide teachers, students and
parents with quick and easy
references to aid understanding
of the more complex concepts in
the units
Engages major university
resources in the philanthropy
project (universities produce
teachers)
Use foundation support for the
development of the textbook as
an inducement to a publisher
Make the supplements easy to
use and available both in print
and on the web
Once the high school book is
completed, books at middle
school and elementary school
can follow in the same format
An independent supplement of
quality might encourage textbook
publishers to include the
philanthropy content in
mainstream textbooks sold to
schools
�Combine all curriculum related
materials and publish on a CDRom
Organize all of the components
in to a logical order for CD
Another vehicle for distribution of
the materials
Find a CD developed/vendor
Some revenue for the project
Supplemental material (pictures,
quotes, drawings, data) can be
provided on the CD that is ready
for classroom use within a lesson
Burn CD’s and distribute
Publish a list of books that would
be helpful for a school library to
own
CD allows a cost-effective and
efficient way to disseminate the
project materials
Develop a resource library for
the researchers and writers in
the project
Provide local funders with a list
of resources school libraries
might need
Dissemination
Establish one-three interactive
web-sites for the electronic
dissemination of the philanthropy
education content and process
Teachers
Students
Parents
K-12
Purchase the books through the
e-commerce agreement with a
national retailer
Hire the appropriate expertise to
build and maintain one or more
interactive web-sites that meet
the needs of the three primary
audiences
Easy, free world-wide access to
philanthropy education material,
interactive discussions, advice,
and homework resources
Web-based delivery allows the
project to be disseminated
internationally immediately
Undergo web-site redesign
Obtain the source code for
current web-site from MSU
Distribute 100 packets (at least 1
per state) on how to establish a
philanthropy project in your
school or state
A decision needs to be made
whether there is one or three
web-sites based on the needs of
the three audiences
Web trends will be kept as
important primary market data on
interest areas and geographic
markets
Develop a packet for how to
bring the philanthropy lessons to
a school
_____schools utilizing the units
and lessons as a result of
reading the packet
Develop a few models of how the
project can be replicated through
state coalitions in other states
Develop a packet for how to
establish a state coalition to
52 “ state” coalitions supporting
philanthropy education in their
Utilize the pilot schools (set-up
for the test development) to
�integrate philanthropy education
in a state
state (states plus DC and Puerto
Rico)
demonstrate school-wide
participation in philanthropy
education
Establish and support 52 “state”
coalitions with responsibility to
implement philanthropy
education in their K-12 schools.
Partners to include:
Corporate sponsors
Foundations/community
foundations
Regional Assoc. of Grantmakers
NSFRE
Rotary Clubs
Universities
Centers on Philanthropy
Education
State Community Service
Commissions
State Nonprofit umbrella
organizations
Governor’s Office
State Department of Education
Identify the states to be
approached (10 per year)
Education is state-based and
must be led by state leaders
Identify key contacts
52 state based coalitions leading
the implementation of
philanthropy education in their
state
Call together a series of
organizational meetings/educate
Deep integration of the units in to
the state core curriculum
Distribute three newsletters
annually to a national audience,
build readership
Add a third newsletter and
develop a schedule
Dissemination of lessons and
information about the project
Write, produce and mail
Sales of tangible products
Maintain mailing lists
Heightened awareness
Disseminate on the web
Up to date national database
Develop each individual state
strategy
National networks of locallybased organizations will be used
to bring together the right group
for each state
The Project will provide written
direction and onsite consultation
for the establishment of the
coalition
Train local teachers
Tie to each state’s educational
standards and benchmarks
Sponsors will support the first
two years of salary, and first two
teacher training workshops in
order to allow time for the
coalition to gather state based
resources
Through the foundation network,
at least one larger funder will be
identified who is willing to early
financial support and provide
leadership to the coalition
High quality newsletter
Focus more on useful
information for
teachers/students/parents and
make pr function more subtle
Offer tangible resources in each
issue (publish a lesson, original
�Continue to grow national
partnerships with key
organizations
Urban Institute-research
NSFRE-local nonprofit expertise
Aspen Institute-research
GuideStar-web based original
data for students
Forum of RAG’s-national
dissemination at the state and
local level
Education Commission of the
States-state government ties
Ohio-Michigan Service-learning
grant
Teach for America-teacher
training
Integrate the K-12 Philanthropy
Curriculum in to the servicelearning movement’s
expectations for quality
Get formal endorsements in
writing
Project leverages other systems’
resources and reach in
disseminating the message
music etc). Workshop
participants will add new lessons
to the lesson pool
Look for opportunities that
provide a win-win for the
partners
Follow-up on opportunities
currently available to engage in
joint ventures of benefit to both
organizations
Obtain formal written
endorsements when engaging a
partner
Implement the joint ventures
Implement the partnership
Formal endorsement from
Learning in Deed, Education
Commission for the States,
National Youth Leadership
Council, and the Corporation for
National Service
Retain service-learning expertise
on staff as consultants to schools
Philanthropy content will be
taught as a part of every servicelearning activity
Academic knowledge from the
philanthropy curriculum will be
internalized and reinforced
through service-learning
Include service-learning lessons
as part of the lesson pool (strand
4)
Service-learning has over a 10
year developmental history, is
currently popular, has federal
funding support, and a growing
body of research regarding
positive educational results with
students. The Philanthropy
Education Project can go “hand
in glove” with servicelearning….sliding in to the core
curriculum in schools that have
already adopted servicelearning.
Continue to include servicelearning in teacher workshops
Present the Project to at least
Continue to have a servicelearning component in each unit
Staff will keep the calendar of
Visibility with key national
Utilize volunteer presenters with
�____national educational
conferences and ____national
philanthropic conferences each
year
conferences and dates
Staff, Advisory Committee
Members, Board members, and
Teachers will present
networks in philanthropy and in
K-12 education
Utilize network relationships to
build support for state coalitions
A professional conference
program will be established for
volunteers to use
Utilize education conferences to
recruit teachers and schools
Teachers will be trained in how
to demonstrate their lessons in a
conference setting
Utilize philanthropy conferences
to build financial resources,
including the local and state level
Collateral materials will be made
available as “hand-outs”
An e-commerce agreement will
be established with a major
online book retailer
Staff will negotiate the online
agreement
A small amount of revenue for
the project
Staff will identify the books that
are used within the lessons
Easy access to book resources
for the teacher
The web-site will provide
automatic “click-over” from each
lesson plan to the retailer selling
the book
The retailer will pay the project
for each book sold from the website
A membership organization for
individuals and organizations
interested in philanthropy
education will grow to 10,000
All teachers involved in the
project will be initial members
All funders of the project will be
knowledge of the project and the
field, prepare them with a stock
presentation that can be
personalized
A visible and tangible network of
individuals and organizations
involved in philanthropy
education
Supporting classroom teachers
in presenting their lessons to
national conferences helps to
recruit teachers to the project,
and to encourage their growth
and leadership
Developing a relationship with a
large online book retailer will
provide some cash
Teachers and parents can easily
purchase books that have been
reviewed and recommended by
classroom teachers-and they
know what the idea is that is
being taught by the book
A retailer might develop some
interest in both the internally and
externally published materials
from the Project itself
Provide a vehicle for identifying
and holding together teachers
and other
individuals/organizations that are
�Philanthropy Education Network
initial members
interested in philanthropy
education K-12….but are not
necessarily teachers ready to be
teacher-consultants
The current 900 field-test
teachers in 36 states will be
members
Utilize the membership network
as a pool of human resources for
the development of new state
coalitions in philanthropy
education
Membership agreements will be
negotiated with other related
teacher membership
organizations-such as social
studies
A data person will keep track of
membership renewals and
services
Website, print, and conference
presentations will be used to
build membership
Professional Development
Disseminate materials to major
national youth development
groups and major religious
denominations
Provide at least 100 inservice
workshops per year nationally for
teachers who are new to
philanthropy education (2 per
year per state)
Regional staff will coordinate
State coalitions will organize,
promote, and fund after 2 years
Teacher-consultants (peer
teachers who have been in the
project and produced a unit) will
serve as faculty
University content faculty will
train the Teacher-consultants
Establish at least one Masters
Staff needs to write a proposal to
Workshop participants will add
new lessons to the lesson pool
The number of teachers with
training in K-12 philanthropy will
grow from 125 (current)
to______over five years
A core of teachers in each state
will be trained to teach the
lessons
A core of teachers in each state
will be trained to serve as
Teacher-consultants to other
teachers in their state
A core of Masters prepared
Utilize a “train the trainer” peer
method to provide professional
development in philanthropy
Build state-based teachertraining resources
Provide training for teachers to
continue to build “grassroots”
demand for the project-a
movement as well as an
academic area
Select one or two universities
�Degree in Philanthropy
Education
Provide both on campus, and by
distributed education (online)
a large teacher preparation
program with advanced degree
authority
University needs to accept the
proposal and develop the
program
teachers with a depth of
knowledge about philanthropy
education
with a special interest in this area
(a teacher preparation university,
a Center on Philanthropy on
campus, a core group of
teachers with an interest in an
MA, advanced degree authority,
experience in delivering online
teacher education)
Staff needs to build involvement
of teachers in this degree
program through
scholarships/p.r./recognition
Governance/Management
Develop a student teacher guide
to philanthropy education
A new 501c3 organization as a
national entity
Formal, written, outside
evaluation of the Project’s
progress
Staffing and Consultants
Office/Equipment/Structure
Fiscal Management
Youth advisory committee
Content advisory committee
Education advisory committee
Technology advisory committee
Virtual office
Use of technical consultants
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Our State of Generosity
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Dorothy A. Johnson Center for Philanthropy
Description
An account of the resource
Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1968-2014
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Council of Michigan Foundations
Michigan Nonprofit Association
Michigan Community Service Commission
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Fundraising
Records
Michigan
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Contributor
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Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission
Identifier
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JCPA-04
Language
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eng
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
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JCPA-04_CMF-LTG_Business-Plan-Outline-of-Deliverables-and-Outcomes
Title
A name given to the resource
Learning to Give business plan outline of deliverables and outcomes
Creator
An entity primarily responsible for making the resource
Council of Michigan Foundations. Learning to Give
Description
An account of the resource
Learning to Give business plan outline of deliverables and outcomes. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations.
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Records
Fundraising
Council of Michigan Foundations
Learning to Give
Michigan
Format
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application/pdf
Type
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Text
Language
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eng
Publisher
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Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49411
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
-
https://digitalcollections.library.gvsu.edu/files/original/10453c4cfcf84c663314910844dab068.pdf
e614a1d8015037cfeb6ea729d02c274d
PDF Text
Text
Education in Philanthropy Project
Draft Plan
Mission
The K-12 Education in Philanthropy Project seeks to perpetuate a civil society by:
• Education children about the independent sector (knowledge)
• Developing behavior and philanthropic experience (skills), and,
• Stimulating private voluntary citizen action for the common good (behavior).
Vision
An international movement to intentionally transmit to the next generation the body of
knowledge, and skills of voluntary citizen action for the common good. This would
include:
the formal teaching of the history, concepts, people, and organizations that form
the body of knowledge about philanthropy
volunteer experiences and experiential learning opportunities for youth that
empower their active involvement as citizens while they are young
and messages, images, and role models in the popular culture that promote civil
society and private citizen action for the common good.
The K-12 Education in Philanthropy Project will work cooperatively within the multiple
systems and other initiatives necessary to achieve this vision. The Project’s unique
competency is in the research and development of the philanthropy body of knowledge
translated for the child ages 5-18.
Definition of Philanthropy
The Project defines philanthropy as: giving, serving, and private voluntary citizen action
intended for the common good.
Role
The Project has a number of roles. The Project:
1. is unique in its work of transmitting the concepts, history, and biographies of peoplephilanthropic studies- to children ages 5-18 (a K-12 curriculum in philanthropy). The
Project is uniquely about the ideas and is the sole content provider for K-12
philanthropy curriculum.
2. is an information-based effort and therefore ideal for internet technology
2. this work includes development of original materials within the following standards:
a. age appropriate from Kindergarten through high school
b. curriculum built with a scaffolding of concepts from grade to grade
c. non-biased, non-sectarian, politically neutral
d. developed, piloted, and field-tested in diverse school environments
e. teacher developed, and field-tested
f. lessons are designed to be infused in to the current standards-based formal
education environment and meet required benchmarks of the core curriculum
�g. lessons have standard components including authentic assessment, scoring
rubrics-units include an experiential component (most commonly servicelearning), and a parent involvement component
h. standardized tests for grades 5, 8, and 11 are being developed according to
testing industry quality standards
i. lessons are written to meet specific learning outcomes for philanthropy education
organized as standards, strands, and benchmarks
3. this work includes the pre-service and inservice professional development of
classroom teachers to expand and enhance their understanding of the body of
knowledge about philanthropy, and to increase their skills in teaching philanthropic
studies
4. this work includes the development of original material in support of both teachers
and students in learning this body of knowledge (bibliographies, biographies,
calendar of events, historic timelines etc). Research and development function
5. identifies the philanthropy knowledge that exists within the university disciplines at
the graduate level and conveys/translates this knowledge in usable form for classroom
teachers. In turn, practicing classroom teachers write units and lessons to
convey/translate this body of knowledge in age appropriate ways, and within their
core academic curriculum, to students
recognizes and operates within the state-based and illusive complexity of the
educational environment-without attempting full standardization of productsrespectful of the professional role of the teacher to operationalize the content
appropriately in their own classroom environment-not a “curriculum in a box”
6. is the only intentional and systemic effort to formally transmit the philanthropic
tradition to the next generation.
Stakeholders
1. Organized philanthropy-corporate, private, and community foundations/nonprofit
organizations, volunteers
2. Organized education-public/private, independent/religious/public, K-graduate school
K-12:
access to all students
College pre-service education of teachers
Graduate inservice education of teachers
graduate education of teachers
academic disciplines
academic centers on philanthropy education
3. Civil societies
United States government
Emerging democratic countries
�Other democratic nations
4. Children and Youth
5. Parents
6. Family Foundations.
Current Products
There are three product and service components of the Project. These products and
services have important interactive and synergistic qualities.
1.
Curriculum
a.
standards, strands, and benchmarks for grades 5, 8, and 11 organized in to
a coherent philanthropy curriculum with specific learning objectives K-12
b.
K-12 units and lesson plans written, piloted, and field-tested by practicing
classroom teachers in diverse school environments that teach the
philanthropy benchmarks. The lessons also meet other required
benchmarks of the core academic curriculum
c.
units are standardized including authentic assessment, scoring rubrics, an
experiential component, and a parent involvement component
d.
a lexicon of key terms used in the curriculum
e.
briefing papers for teachers on key terms in the curriculum (concepts,
people, or organizations)
f.
validated standardized tests for grades 5, 8, and 11
g.
high school level textbook, teacher guide, student guide, CD-ROM under
development
h.
publications/researchFamily Foundation Book
Computer Aided Curriculum Development-doctoral dissertation
Family Involvement Research
Education Membership Organization Research.
2.
Teacher Professional Development
a.
curriculum completed and tested for week-long teacher professional
development in the teaching of philanthropic studies K-12
b.
graduate and continuing education credit provided for inservice
professional development for teachers-Michigan and Kansas
c.
national teachers’ of philanthropy organization initiated
d.
ongoing teacher awareness through presentations at professional
conferences
e.
Masters Degree in Philanthropy Education under development
f.
ties to undergraduate teacher education under development
g.
public policy research related to teacher certification under advisement
h.
substantial development of teacher/classroom support material for
teaching philanthropic studies
�i.
3.
“pilot schools”, (schools volunteering to teach the lessons at every grade
level in a single building or district in an articulated fashion for several
years) receive sustained learning opportunities over many months for
faculty.
Diffusion and Integration
a.
all products of the Project are currently distributed to anyone for free (via
the web-site) or at cost (for print). Cost is not a barrier.
b.
Web-based dissemination. The web-site (K12edphil.org) is continually
being upgraded with new resources and original work
1.
curriculum/lessons
2.
teaching support material
3.
student research links
4.
possibilities
a.
student/teacher/parent interactive site
b.
teacher professional development
c.
teacher formal education for credit
d.
safe student homework site
c.
all products of the Project are copyrighted. Permission is granted for
anyone to use the materials for educational purposes at no cost, permission
is restricted for anyone else to take the products and sell them for profit.
d.
A grassroots, state-by-state, dissemination strategy is utilizing the national
networks in philanthropy and education as systems to reach deeply in to
local communities-nationally and internationally. Strategic alliances are in
place or easily achievable with key networks:
1. Philanthropic Networksa. National and international grantmaking foundations
b. Foundation affinity groups
c. National and international nonprofit organizations
d. National and international trade associations and technical support
centers to the “industry”
e. National and international research organizations
f. Networks of advisors working within philanthropy: accountants,
attorneys, insurance agents, investment advisors
g. Professional organizations of employees in the sector
2.
Educational Networks- (Large, complex, diverse, and interactive)a. National and state based teacher discipline-based professional
organizations (National Council for Social Studies, Reading
Association etc)
b. National and state based educational organizations for each type
of professional within education and each type of school (private
school superintendents-for example)
c. National and state based unions
d. National and university based education research and teacher
certification programs
�e. National and state based university educational programs related
to philanthropy-Campus Compact, University Academic Centers
on Philanthropy and Nonprofit Management, ARNOVA, ISTR
f. Education related parents’ organizations
g. For profit vendors specializing in education as a market
h. State university systems
d.
3.
Related Governmental Networksa. Association of State Attorneys’ General (primary regulators of
the nonprofit sector)
b. Internal Revenue Service-Nonprofit Tax Division
c. Securities and Exchange Commission
d. World Bank, AID
e. Education Commission of the States (association of state
school superintendents)
f. National Governors Conference
g. Association of State School Boards
h. National School Board Association
i. Corporation for National Service (Peace Corps, Vista,
Americorps, Senior Volunteer Corps, service-learning)
4.
Youth Development/Service-Learning Networksa. Traditional youth development organizations (4-H, Boy Scouts)
b. Youth empowerment organizations (Youth on Board)
c. Service learning and volunteer promotion (Youth Service
America, National Youth Leadership Council)
5.
Media and Other “Content” Providersa. CNN and PBS special feature reports on philanthropy
(video-biographies, social movements, historic events,
organizations)
b. Movies-television-radio-theater (philanthropy messages in the
popular culture)
6.
Religious Organizations-National and International
a. Youth ministry
b. Historic traditions and content
Traditional Public Relations
1. Semi-annual newsletter, corporate identity, news coverage
2. Membership organization
4Operations
a.
Steering Committee
1. All volunteer
�2.
3.
4.
Foundation, business, and education representatives
Michigan-based with international reach
Advisory
b.
Council of Michigan Foundations
1.
Legal entity (membership association of grantmaking foundations
in Michigan-a Regional Association of Grantmakers. RAG)
c.
Staffing
Executive Director
Director of Marketing and Public Relations
Executive Secretary
Teacher-in-Residence (beginning summer 2000)
d.
Long-term Consultants
Sustainability Planning and Corporate Sponsorship
Assessment Development (Test Development)
Web-site Development and Management (Michigan State University)
Teacher Support Material/Research/Writing
Newsletter and Publications
Lesson Editing
Service-learning Technical Assistance
Service-learning Research (academic achievement, status in Michigan)
Program Evaluation (Michigan State University team)
e.
Teachers
30
Initial Teacher-Consultants
30
New Teacher-Consultants
70
New Teacher-Consultants
900
Field-test teachers nationwide
f.
g.
Funding
W.K. Kellogg Foundation
Lilly Endowment
Ewing Marion Kauffman Foundation
Charles Stewart Mott Foundation
Anonymous Donors
Ford Foundation
McGregor Fund
Guido and Elizabeth Binda Foundation
Aspen Institute
Michigan Department of Education
Began in 1997
Began in the summer of 1999
Summer of 2000
General project support
General project support
Specific support
Specific support
Specific support
Specific support
Specific support
Specific support
Specific support
Specific support
Offices
Muskegon, Michigan within the Muskegon Area Intermediate School
District (a regional technical support center for area schools)
�SWOT Analysis
Strengths:
We are the only ones working on this niche
CMF is a highly respected philanthropic organization with strong national and
international reach
CMF, and the Project leadership have experience in successfully launching large,
complex social and systemic efforts that have become national models
CMF has close, direct, ties with and within the key stakeholder networks nationally and
internationally
Emerging university-based centers on philanthropy, nonprofit management, and public
policy are developing a taxonomy of philanthropy education at the
graduate level that offers access to faculty (for teaching teachers),
research, and content resources
Individual members of the Steering Committee are highly respected in their fields and
have substantial national and international reach
Youth empowerment/service-learning/volunteerism are ascendant ideas in the popular
culture
Service-learning is gaining acceptance as a legitimate teaching strategy with strong
pedigogy and a developing research base
Teachers are at the core of the project and it is in the classroom where change occurs
The United States general population is becoming increasingly alarmed at the violence
in schools and in the socialization of the next generation
United States policy-makers are becoming increasingly alarmed at the decline in “civil
society” behaviors in the nation (voting participation, association
membership, trust in neighbors, self-help, nature of civic discourse on
public policy issues)
Schools are becoming increasingly open to flexibility in the curriculum
One of the major purposes for universal public education is to educate citizens for
participation in democracy
Educational institutions and commentators are discussing the need for content in the
curriculum
Standards-based education offers an opportunity to move high quality, new curriculum
material in to the core academic curriculum
The internet offers complex and effective opportunities for directly teaching teachers,
students and parents-worldwide and instantaneously
The internet offers vast opportunities for collecting, sorting, and organizing information
resources in support of the curriculum
The internet offers alternative access for teachers and students that is not dependent
upon the purchase or the selection decision of textbooks
The Project is producing high quality products.
Weaknesses
Funding is on three-year grant cycles from foundations with specific program interests.
General sustained support is not possible from the foundation community.
�Substantial time and resources are spent in writing grants, rewriting,
waiting for decisions, and reporting.
Substantial time and resources are spent in financial management.
Funding of components of the Project is uneven with little flexibility to
move resources as they are needed.
The Project is under-capitalized to move outside of Michigan in any substantial way in a
reasonable amount of time.
Solutions to specific operational problems are resource-based, not strategic or technical.
Enhancements to the Project are limited by resource constraints.
The R and D effort in Michigan may be viewed nationally as too provincial, as might the
offices located in a small midwestern community
National culture is becoming increasingly rude, violent, disrespectful, indulgent and
intolerant. Children are unceasingly bombarded with powerful visual,
auditory, and interactive messages that are at odds with philanthropy
Children are increasingly isolated from the mainstream of society and have little
opportunity to constructively engage their communities to learn
community leadership skills
The cultural and core democratic values in the curriculum are uniquely institutionalized
and elaborated in the United States, the international translation of these
values will require substantially more resources (financial, research,
expertise) on a country by country basis
Teacher acceptance of the internet as a teaching tool, their own use of the web, their
comfort level and training, and their attitude toward technology is very
mixed. It appears slower to acceptance than in other professions. In
addition, many teachers have no access, or only access to old/slow
technology.
Threats
The next President will move service and civil society issues off of the national agenda
Potential “competitors” will realize there is a difference between civics education (how a
bill becomes a law), and philanthropy education (volunteer leadership for
the common good) and will add this curriculum to their offerings
Fold for lack of capital
Opportunities
The acceptance (and even mandate) of service-learning opens a door in education for
this curriculum
Broad national programs set a tone in support of the curriculum: America’s Promise,
�Corporation for National Service
People are concerned about civil society and the next generation
New democracies are anxious for assistance in teaching their next generation about civil
society and how to live in a democracy
Unlimited opportunities via the internet to transport this information internationally
Teacher education/certification/and professional development are topics of current
discussion and therefore more “fluid”
Schools are beginning to operate in competitive environments, increasing their search
for programs with a “competitive edge”
The connotation and the content of the Project are appealing-striking core democratic
values in the culture
Strategies
Grass-roots, teacher-focused, teacher-led effort
Authentic, diminishes teacher reluctance to change, speaks directly to the
person who must implement the change, assures age appropriateness,
assures feasibility in implementation, increases ownership by the key
stakeholder, builds grassroots momentum
Pilot and develop in Michigan
Strong web of philanthropic organizations-including the RAG, a cohort of
national and international grantmaking foundations, a history of
cooperation between organizations
Strong education establishment including standards-based education and
state assessment, substantial teacher-education resources, and major
education and research universities
Utilize technology from the very start of the project for development and dissemination
Immediate opportunity to be a world-wide project
Opportunities to network teachers in to a teaching-learning community
Opportunities for teachers to overcome the isolation of their classrooms
and work together to create the curriculum and the lessons
Aim for high quality, and seriousness in implementation
Each element is piloted, independently reviewed for fairness, field-tested
by impartial teachers, evaluated. Standardized testing adds rigour.
Develop the curriculum and materials within the constraints of the formal educational
system
Requires obedience to core democratic values acceptable in public
education
Requires academic rigour and quality
Subjects lessons to scrutiny of professionals who know children
��
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Our State of Generosity
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Dorothy A. Johnson Center for Philanthropy
Description
An account of the resource
Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1968-2014
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Council of Michigan Foundations
Michigan Nonprofit Association
Michigan Community Service Commission
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Fundraising
Records
Michigan
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Contributor
An entity responsible for making contributions to the resource
Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission
Identifier
An unambiguous reference to the resource within a given context
JCPA-04
Language
A language of the resource
eng
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-04_CMF-LTG_Education-in-Philanthropy-Project-Plan
Title
A name given to the resource
Learning to Give Education in Philanthropy project plan
Creator
An entity primarily responsible for making the resource
Council of Michigan Foundations. Learning to Give
Description
An account of the resource
Learning to Give Education in Philanthropy project plan. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations.
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Records
Fundraising
Council of Michigan Foundations
Learning to Give
Michigan
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49412
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
-
https://digitalcollections.library.gvsu.edu/files/original/35684d6ca3d5c6a523c210016b4570a3.pdf
fa252f9cb0035232c990c6bc9f69baee
PDF Text
Text
COUNCIL OF MICHIGAN FOUNDATIONS
K-12 EDUCATION IN PHILANTHROPY PROJECT
TO:
FROM:
RE:
Dorothy A. Johnson, Russell G. Mawby, James A. Kelly
Kathy Agard, Director
Fund-Raising Visits
Enclosed is a brief overview of the money needed in order to complete the project and
the money we would like. You may remember that we cut $1 million from our original
request to the W.K. Kellogg Foundation knowing that we would need to raise additional
funds from other sources. In addition the WKKF has requested a longitudinal study of the
impact of the grant, and there are some new ideas which have emerged over time.
Included is a short annotation on what the additional funds will purchase. Raising $2
million would be terrific.
Also, enclosed is an annotated list of potential funders, starting with those outside of
Michigan who are most likely to be interested in the project. This list might provide a
framework for our discussion of fund-raising strategy. An exciting time! Talk with you
Wednesday the 26th at 9 a.m. Thanks!
FUNDERS
New York Based
DeWitt Wallace-Readers Digest Fund
The Ford Foundation
Surdona Foundation
Carnegie Corporation of New York
The Rockefeller Foundation
Philadelphia
The Pew Charitable Trusts
Baltimore
The Annie E. Casey Foundation
Chicago
John D. And Catherine T. MacArthur Foundation
San Francisco
Evelyn and Walter Haas Jr. Fund
Milwaukee
Lynde and Harry Bradley Foundation
Michigan
The Frey Foundation
Charles Stewart Mott
Ford Motor Company
Chrysler Corporation Fund
Consumers Power Foundation
POTENTIAL REQUEST
$1 million +
1 million+
1 million
500,000
500,000
500,000
100,000
500,000
50,000
100,000
�Items that cause us to need more funds are:
Some further administrative support for CMF, there is only 33,000 in year 1,
nothing is budgeted in years 2 or 3
The new longitudinal study requested by WKKF Board, (may be able to be
worked
out with Lilly, but is not budgeted at this time and may be expensive)
To fill budget holes during the grant; no supplies year 2 and 3
no secretary, year 3, limited travel year 3, etc.
To complete major portions of the grant design in years 2 and 3
Mini-grants to principals ($5,000 @)
Service learning challenge grants to community support agencies
All of the dissemination in year 3 (curriculum distribution to ISD’s,
training, state and national conference, newsletter, other
print
materials)
Additions: library books for children and youth which support the units
stipend for a service learning coordinator (optional)
�DeWitt Wallace-Readers Digest Fund
2 Park Avenue
23rd Floor
New York, New York 10016
Mission:
to foster fundamental improvement in the quality of education and
development opportunities for all school-age youth...
Areas of Interest:
improving services to children and youth in elementary and
secondary schools
provide for the professional development of working teachers
encourage the use of new methods to teach children
revitalize library services
integrate service-learning into the curriculum of schools
help young people explore career options
prepare teachers and social workers to better serve young people
improve services to children and youth through school-community
collaboration
Grant Profile: often multi-year and $1 million+ is a common grant award
apply by letter of inquiry
Related Projects:
funded Active Citizenship Today (field guides) for the CloseUP
and Constitutional Rights Foundation
partner with WKKF to support National Youth Leadership
Council “Generator Schools” re: service-learning
provide continuing support to Youth Service America
Frank Dirks may have a contact and advice
WKKF Program Officer may have advice
The Ford Foundation
320 East 43rd Street
New York, New York 10017
New Funding Area of Interest (January 1997): Education, Media, Arts and Culture
Alison R. Bernstein, Vice President
L. Steven Awerling, Senior Director
Two sections: 1) education, knowledge and religion; 2) media, arts, and culture
Grants will focus on educational reform K-12
Support for research, devilment, social science training and curriculum
Grants:
Often multi-year, grants over $1 million are common
Funded Independent Sector publication a Compendium of Resources
for Teaching About Philanthropy, Volunteerism and the Nonprofit Sector
(college)
Provided initial start-up funding and have continued 10 years of support
for Youth Service America.
�Michael Seltzer has just funded a community foundation project in Ohio which shows a
common interest.
Surdona Foundation
Edward Skloot, Executive Director
1155 Avenue of the Americas
New York, New York 10036
$400 million in assets, Grants $1,000-5 million
$5,000-75,000 typical
Funding areas of interest:
Environment, Community Revitalization, Building an
Effective Citizenry
Related funding:
Have funded the Heartwood Institute program on K-12 ethics
also the Student Service and Philanthropy Project (like our
YAC’s...youth grantmakers to teach philanthropy)
The Carnegie Corporation of New York
437 Madison Avenue
New York, New York 10022
Grant High: $1 million
Area of Interest:
Education of all types at all levels
Participated in funding book: Learning for the Common Good, Liberal Education,
Civic Education and Teaching About Philanthropy
Funded program: City Youth LA....a service learning program for the middle
school...Constitutional Rights Foundation grantee.
Rockefeller Foundation
420 Fifth Avenue
New York, New York 10018-2701
Grants:
$98-2.4 million
Interest Area: the arts and humanities....curriculum development
Funded: Independent Sector Compendium of Resources for Teaching about Philanthropy
The Pew Charitable Trusts
Once Commerce Square
2005 Market Street, Suite 1700
Philadelphia, Pennsylvania 19103-7017
Grant Typical: $200,000-500,000
Areas of Related Interest: Education
restructuring American education for higher performance
developing and supporting faculty
�building bridges between schools, colleges and workplace
Religion
The Annie E. Casey Foundation
701 St. Paul Street
Baltimore, Maryland 21202
Grants focus: on children
Areas of related interest:
promoting comprehensive state and local school reform
providing training, tools and models for change
Funding at: $10,000-30,000 average level
Outside of East Coast
The John D. And Catherine T. MacArthur Foundation
140 South Dearborn Street
Chicago, Illinois 60603
Areas of related interest:
Grants:
Education which focuses on professional development of
educators, improving educational standards and s
student assessment
Systemic, sustainable change
Strategies which help future generations
Average $75,000-600,000
Typical grant is over $100,000
The Lynde and Harry Bradley Foundation
777 East Wisconsin Av., Suite 2285
Milwaukee, Wisconsin 53202-5395
Assets: $400 million
Grants Range: $500-500,000
Typical $25,000-150,000
Areas of Interest:
Projects that provide a renewed, healthier ad more vigorous sense
of citizenship...
Consequently they will seek to reinvigorate institutions of civil
society....that cultivate, and provide room for the exercise
of citizenship, individual responsibility and strong moral
character
Curriculum development
Approach:
Letter of inquiry (March 1, July 1, Sept 1, Dec 1)
Evelyn and Walter Haas Jr. Fund
Lisa Arnold, Grants Administrator
One Lombard Street, Suite 305
San Francisco, California 94111
Areas of Interest:
Encouraging volunteer service and philanthropy
�Promote self-help and self-sufficiency
Grants:
$10-100,000
Other Potential Michigan Funders
Charles Stewart Mott Foundation
Civil Society Interest
Philanthropy Interest
Frey Foundation
Ford Motor Company Fund
Chrysler Corporation Fund
Education = 47% of grants budget
Civic Programs= 11%
Consumers Power Foundation
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Our State of Generosity
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Dorothy A. Johnson Center for Philanthropy
Description
An account of the resource
Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1968-2014
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Council of Michigan Foundations
Michigan Nonprofit Association
Michigan Community Service Commission
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Fundraising
Records
Michigan
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Contributor
An entity responsible for making contributions to the resource
Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission
Identifier
An unambiguous reference to the resource within a given context
JCPA-04
Language
A language of the resource
eng
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-04_CMF-LTG_Fundraising-Opportunities
Title
A name given to the resource
Learning to Give fundraising opportunities
Creator
An entity primarily responsible for making the resource
Council of Michigan Foundations. Learning to Give
Description
An account of the resource
Learning to Give fundraising opportunities. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations.
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Records
Fundraising
Council of Michigan Foundations
Learning to Give
Michigan
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49413
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
-
https://digitalcollections.library.gvsu.edu/files/original/d8ab51154c453073dbab0a7b01748589.pdf
688687f5f0c218c518c706277ddc0cb5
PDF Text
Text
Learning to Give
The Council of Michigan Foundations
Outcomes Overview
The Council of Michigan Foundations is entering the next stage of development of
Learning to Give. Three specific goals are being pursued to position the project as the
research and development source for content and as the standard setting organization
related to the quality of K-12 philanthropy education. First, the council has outlined the
outcomes it hopes to achieve with students. Second, it has envisioned the process for
achieving the desired outcomes. Third, it has begun development of an ambitious web
site that can take the vision of philanthropy education throughout the world.
Students
Intellectual Goals
By participating in Learning to Give, each child will understand the full meaning of
citizen action for the common good through giving and serving.
Each child will understand the importance, both to democracy and to his or her life, of
major ideas of philanthropy such as:
• The risk of factions and how voluntary associations keep society together.
• How the independent sector protects minority voices.
• How the independent sector has worked throughout history.
• The motivations of philanthropists and the lasting impact of their lives.
• The power each student has to do good without needing adult permission to excel in
this most healthy channeling of youthful idealism and energy.
Actions and Behavior
Every child will have a positive experience in volunteer service and will develop the
basic skills to become an involved citizen.
As they mature, students will become increasingly involved in positive social action and
public service.
Teachers
Teachers will know how to teach philanthropy as an integrated part of the school
curriculum. They will master the philanthropy content and the use of service-learning as
a teaching process.
Learning to Give
�Parents
Parents will know how to teach and reinforce the material at home. In time, they will be
taught by their children and share the joy of personal growth with them.
American Society
The next generation of American schoolchildren will be fluent in the language of giving –
they will understand the role of citizens and will have the skills to engage in both
government and private action for the common good outside of government.
The World
Emerging nations and other democratic countries can utilize these materials to build
similar educational materials and outcomes in their countries, as well as to enhance the
American curriculum with a worldwide perspective.
The Process
Intellectual Content and Skill Development
• The content that defines what students should know and the skills they should have
at each grade level is identified.
• Curriculum themes are organized by standards and benchmarks as well as by grade
band (K-2, 3-5, 6-8, 9-12)
• Sample units are being written with specific ties to the national social studies content
standards in history, economics, geography, and government.
• An intellectual "scaffolding" of what students should know at each grade level is
being developed.
• For each benchmark, an age-appropriate definition for the student and a lexicon for
the teacher that provides basic information on each concept is being developed.
• For each major topical area, a three-to-five-page briefing paper to assist teachers
who lack content knowledge in that area is being written.
• For each strand, a standardized test at grades five, eight and eleven is being
developed so teachers can compare what their children are learning to other
students.
• For each benchmark, a sample unit or lesson that teaches the concept at the
appropriate age level is available.
• Each lesson is written to a standard educational template.
• Each lesson has a rubric for assessment of learning.
• The majority of units (a set of lessons) have a service-learning component.
• The majority of units have a component involving the family.
Materials and Skills
• Teachers and students will have support materials related to the age-based content
and student skills. For example:
Posters for the classroom.
Philanthropic bibliographies, quotations, stories.
Learning to Give
�•
•
Teachers will build their content knowledge in philanthropy and skill in teaching
through service learning. For example through:
In-service workshops.
Teacher-to-teacher workshops.
Summer institutes.
Pre-service education.
Graduate education.
Textbooks will be written and published with related student and teacher guides, and
will include a CD-ROM version for students, and teachers.
Reaching Families
Families will be reached to build their skill in supporting their children.
Through family-based homework.
Through orientations for families.
Through family communication with school.
Web-site/Mission Orientation
The project’s Web site is a major delivery strategy. The site, which is already
operational in a basic format, will evolve into a vehicle for delivering the content and
skills to all audiences worldwide.
Meta-site Strategy
One major site with sections is a simpler approach than to have separate sites. A “Metasite” would link the site with all other sites containing germane content.
Students
• Age appropriate. The web site must work for students K-12 with different ages
doing different things via the Internet.
• Interactive. The site should be interactive and use such common devices as games,
self-instruction, video/audio, and original documents to be accessed by students.
• Instructional. The site should be a place for students to do their homework, for
example a lesson on Jane Addams related to immigration and the early organizing
of social institutions such as the NAACP, and the field of social work.
Web link to the Jane Addams home page and to Hull House.
Copy of Jane Addams speeches, plus real Audio of actress reading the
speeches.
Video of what life was like during this period of time.
Q & A section with speedy response via e-mail to student questions.
Discussion in the chat room about how women have used the non-profit
sector as an alternative power structure.
Link to social work career pages and content about what a student needs to
study to become a social worker, community activist, or child care worker.
For younger students especially, the site should provide step-by-step
assistance so the child also learns how to catalogue information and
search for information.
Learning to Give
�•
•
•
•
Across space. The site should allow international links, joining students learning
similar things in other countries, through cyber-pen pals and joint homework.
Youth Involvement. Young people should be empowered to add to the site and to
the flow of ideas.
Chat room and other ways to reach peers. The site should provide a chat room
related to philanthropy (perhaps monitored by a class as a part of their
volunteerism), in addition to e-mail, ListServ communications between youth, pages
for pictures of student projects and discussion with teachers.
Incentives for working on the net. The site should provide incentives for reading
philanthropic books, watching movies (with a movie guide to be answered online),
music, perhaps submitting original work (movies, music, poetry, essays).
Teachers
• Teachers currently are using the web site for curriculum materials. The site should
provide a wealth of such information for teachers.
Standards and benchmarks.
Lesson plans.
Testing booklets.
Briefing papers and Definitions.
• The site also should provide access to original documents and background
materials.
Timelines.
Bibliographies (web sites, music, art, books, places to visit).
Textbooks.
• Easy connections to other related and helpful sites.
• Teachers should be able to access a readily available discussion site.
Teacher chat room.
List-Serve.
E-mail.
• Chance to be a part of an international network of teachers.
• Teachers also should have a connection to students.
Some way to receive or monitor student work (as appropriate).
Opportunity to give students feedback.
Families
• Families should have an easy-access link to the web site, including an e-mail link
with teachers to discuss projects and ideas.
• It is vitally important to assure a “safe site” for young people.
• Families can work together on projects, such as tracing a family’s philanthropic
history, using a web-based form.
• Parents could review and check the students' work on philanthropy
Learning to Give
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Our State of Generosity
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Dorothy A. Johnson Center for Philanthropy
Description
An account of the resource
Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1968-2014
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Council of Michigan Foundations
Michigan Nonprofit Association
Michigan Community Service Commission
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Fundraising
Records
Michigan
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Contributor
An entity responsible for making contributions to the resource
Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission
Identifier
An unambiguous reference to the resource within a given context
JCPA-04
Language
A language of the resource
eng
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-04_CMF-LTG_Goals-and-Action-Draft
Title
A name given to the resource
Learning to Give goals and action draft
Creator
An entity primarily responsible for making the resource
Council of Michigan Foundations. Learning to Give
Description
An account of the resource
Learning to Give goals and action draft. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations.
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Records
Fundraising
Council of Michigan Foundations
Learning to Give
Michigan
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49414
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
-
https://digitalcollections.library.gvsu.edu/files/original/742baba71fa9521b2b909b75b3d327d0.pdf
56ad24c7d1b2ac2e870dbc232b0dfad9
PDF Text
Text
Development R and D/Quality Assurance
Requires Funding
Curriculum
National Content Advisory Committee
of Philanthropy Scholars and NCSS
(involve university scholars)
Lessons
16 Full-time Teacher-Writers (4 per
grade level/one in each of the social
studies)
2 Art Teachers
2 English Teachers
National Lesson Plan Competition
Fairness Review
Visibility
Requires Funding
Seminars and
Conferences
Philanthropic Sector
Educational Sector
Youth Service Sector
Government
Direct Mail
National Quarterly
Newsletter
Traditional Public Relations
Television
Radio
News Stories
Professional
Journals/Newspapers
Education
Philanthropy
Classroom Pilot
Field-testing
Editing and Standards Assignment
Follow Template
Publication of Original
Materials
Lessons
Textbook/CD Rom
Teacher Materials
Lessons
Web Based Delivery
Requires Funding and
Technical Expertise
Adoption and Integration
Requires Funding
Student Audience
Parent Audience
Education Audience
Philanthropy Audience
International Audience
Philanthropy Educators Association
(Membership)
Meta-site for
Philanthropy
Education
51 State Coordinators located at
universities
Students
Interactive/Games
Video and action
Homework center
Access to original
Sources
International pen pals
Parents
Background Help
Tracking their child
Ideas for family
Activities
Teachers/Schools
Teacher Development
Pre-service (undergraduate)
(Link Colleges of Ed/Phil Centers at
major teacher training institutions)
In-service (current teachers)
Teacher summer institutes
Teacher sustained learning seminars
Graduate school
MA in philanthropy education
Work with national state-based networks
Forum of RAG’s
Community Foundations
Natl. Soc of Fund-Raising Execs.
Private Foundations
Rotary Clubs
Organize Teacher Development
Participate in seminars/conferences
Work with State Dept of Ed.
1 International Field Coordinator
Work with European Foundation Center
Rotary International
Caterpillar
American Airlines
Field staff from private funders
W.K. Kellogg
�Core academic standards met
Philanthropy standards met
Authentic assessment/scoring rubrics
Service-learning component
Parent involvement component
International teachers add lessons from
other countries’ perspectives
Endorsements by key
National educational and
Philanthropic organizations
Lesson Plans
Teacher material
International teacher
Pen pals
Philanthropy
Self-instruction
Resources
International
Translation of
Lessons
Teacher pen pals
Addition of non-US
Based lessons
Lexicon
(Involve universities)
Briefing Papers
(Involve universities)
Textbooks/CD-Rom/Teacher Guide/Student
Guide (Involve universities)
Urban Institute-National Research on Current
Textbooks
Aspen Institute-National Research on Service
Learning and Academic Achievement
Special benefits for
members of philanthropy
educators association
Provide links to original
content
GuideStar
Aspen Institute
Evergreen
Web-based participation in
other
Elements
National lesson
competition
Briefing paper
writing
Teacher material
Ford Foundation
World Bank
International Youth Foundation
Salsburg Seminar Fellows
�Standard Tests Grades 5, 8, 11
Finish writing questions
Fairness review of questions
Teachers review questions/rewrite
Pilot questions with students/rewrite
Field-test questions with teachers
Teach lessons in pilot schools for
5 years/give test
8 years/give test
11 years/give test
Publish standardized tests
Other Teacher Support Materials
Posters/Visuals
Original music, art
(involve universities)
Evaluation of the Project by outside university
based researchers
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Our State of Generosity
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Dorothy A. Johnson Center for Philanthropy
Description
An account of the resource
Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1968-2014
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Council of Michigan Foundations
Michigan Nonprofit Association
Michigan Community Service Commission
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Fundraising
Records
Michigan
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Contributor
An entity responsible for making contributions to the resource
Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission
Identifier
An unambiguous reference to the resource within a given context
JCPA-04
Language
A language of the resource
eng
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-04_CMF-LTG_Ideal-Tasks-by-Function
Title
A name given to the resource
Learning to Give ideal tasks by function
Creator
An entity primarily responsible for making the resource
Council of Michigan Foundations. Learning to Give
Description
An account of the resource
Learning to Give ideal tasks by function. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations.
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Records
Fundraising
Council of Michigan Foundations
Learning to Give
Michigan
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49415
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
-
https://digitalcollections.library.gvsu.edu/files/original/0f487f69d7c1528e5947b58bb6593ab2.pdf
ef5c6b0b5e425aa039fd8a55e8a555fe
PDF Text
Text
Learning To Give
The Council of Michigan Foundations (CMF) and a consortium of nonprofit organizations, governmental
agencies and businesses in 1997 began an innovative project to counteract the decline of civic
involvement by targeting young people with a program to teach them the historic role and intrinsic value
of America’s independent, not-for-profit sector and the importance of philanthropy–giving of one’s
wealth, time and talent for the common good.
The wide divisions in American society, defined clearly in the recent Presidential election, are of great
concern. Civil society is historically an anomaly with the United States as the largest, longest running,
and most diverse population ever attempting democracy. The role of an educated citizenry
knowledgeable and committed to individual rights and community responsibility is centerpiece of the
belief system that holds the nation together.
With major funding from the W.K. Kellogg, Ford, Surdna and Ewing Marion Kauffman Foundations, the
Lilly Endowment and anonymous donors, CMF created “Learning to Give” as a voluntary K-12
education in philanthropy initiative. Quietly and with little fanfare the project has been developed with
the help of K-12 classroom teachers and field-tested throughout the nation. So far, more than 550
lesson plans have been written by teachers working on a volunteer basis. Over nine hundred K-12
classroom teachers in thirty-six states have taught the lessons.
The initiative represents a significant advancement beyond existing service-learning programs and
social science curriculum already in public schools. It includes wide-ranging content about the
independent sector previously missing from the service-learning movement and the core K-12
academic curriculum. The initiative’s subject matter is interwoven with history, geography, government
and economics. But more is involved. Without the Initiative, students might never be directly exposed
to the role of volunteers in building a civil society–-or even why having a civil society is important.
Students in the Learning to Give Initiative learn not only how to give of their time and talent, but also the
past, present and future importance of participating in the common good.
Importantly, the Initiative has embraced the latest in Internet technology to expand and reach our
nation’s teachers, students, family and volunteers. Through its Web site (www.K12edphil.org), teachers
across the nation, free of charge, can access and then directly download the Project curriculum,
lessons and resource materials.
The Initiative has been guided in its initial phase by a volunteer steering committee. While incubated in
Michigan, the initiative has ensured that its steering committee members bring important national
perspectives in their areas of expertise. Committee members include individuals from national and
regional foundations, national and state councils for social studies, national and regional business
interests and corporations, classroom teachers and administrators, the National Board for Professional
Teaching Standards, the Michigan State Board and Department of Education, and faculty from centers
on philanthropy at Indiana University, Grand Valley State University (Michigan), and the University of
Missouri in Kansas City.
More information on the project is available by contacting Learning to Give, 630 Harvey Street,
Muskegon, MI 49442-2398, and Telephone 231-767-7206 or by visiting our Web site at
http://learningtogive.org .
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Our State of Generosity
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Dorothy A. Johnson Center for Philanthropy
Description
An account of the resource
Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1968-2014
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Council of Michigan Foundations
Michigan Nonprofit Association
Michigan Community Service Commission
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Fundraising
Records
Michigan
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Contributor
An entity responsible for making contributions to the resource
Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission
Identifier
An unambiguous reference to the resource within a given context
JCPA-04
Language
A language of the resource
eng
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-04_CMF-LTG_Learning-to-Give-One-Page-Summary_Phil-Kearny
Title
A name given to the resource
Learning to Give one page summary Phil Kearny
Creator
An entity primarily responsible for making the resource
Council of Michigan Foundations. Learning to Give
Description
An account of the resource
Learning to Give one page summary Phil Kearny. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations.
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Records
Fundraising
Council of Michigan Foundations
Learning to Give
Michigan
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49416
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
-
https://digitalcollections.library.gvsu.edu/files/original/c562584fef176b62fbc55a6b9f72b2b2.pdf
af06094ede7195389946d34ca0a8ca3e
PDF Text
Text
Date: September 11, 2000
To:
Caroline Tower
From: Kathy Agard
Re:
October Visit to California
Hello! This is Kathy Agard from the Council of Michigan Foundations'
K-12 Education in Philanthropy Project...I am hoping that you might
remember me from our work together several years back on RAG staff
development. I have tried to e-mail this message since last Thursday, and it
keeps being sent back…so thought I should fax it instead.
The reason I am writing is to see if you would have any interest in
hosting a meeting for us in the Bay Area to introduce the K-12
Education in Philanthropy Project to key organizations. For many
reasons, Northern California is one of the first areas where we would
like to demonstrate the Project and see if there is any interest in
California in replicating it (in a California way :-) We are planning
to be in the area October 4-6th and would be available anytime on the
5th or 6th.
In case the Project is new to you, the web-site is K12edphil.org. For
the past four years we have been piloting the concept in Michigan of
infusing in to the core academic curriculum of K-12 schools the
teaching of philanthropy-broadly defined as "giving, serving, and
private voluntary action for the common good". You might think of it
as taking the graduate program at the IU Center and translating the
concepts for elementary and high schoolers.
Dottie is on the Committee and is still actively involved with us.
Russ Mawby, Chairman Emeritus of the Kellogg Foundation, is our
steering committee chair. John Lore, former national president of
NSFRE is on the committee. Jim Kelly, former Ford Foundation Program
Officer and Founder of the National Board for Professional Teaching
Standards, and Adrian Davis, incoming national chairwoman of the
National Council for Social Studies are also working with us. Also,
the Forum of RAG's has endorsed the Project and we have had a number
of conversations with Allyson regarding working through the RAG
network for national dissemination.
We now have over 125 K-12 lessons on the web-site, and another 200-300
in the development pipeline. They are teacher-tested and are written
to assist teachers in meeting their state mandated curriculum
objectives in social studies and language arts. So the lessons are
�"knit in" to the curriculum and are not "stand alone". We have found
schools and teachers to be extremely receptive to the units since they
are written to assist the teachers-not add another burden.
We have about 125 teachers trained as Teacher-Consultants, including a
group from Kansas City who were with us this summer at the Ewing
Marion Kauffman Foundation.
If you think you might help us, we can send a lot more information. I
am hoping for a 2 hour meeting. One hour to present the project (we
have a PowerPoint presentation, and many hand-outs) and then an hour
to see if there is interest in Northern California, and to identify
who else should be involved...who might take the lead etc. If it
would help attendance or scheduling, we would be happy to pay for a
breakfast, luncheon, or late afternoon reception.
We would love to meet with foundations who have grantmaking interests
in civil society, volunteerism, service-learning, and/or K-12
education.....representatives from public education, NSFRE, government
and other large nonprofits. I know California is one of the key
"Learning in Deed" grantees for service-learning. They will be
interested in the project as well. Our goal for the meeting would simply be to
introduce the concept and see if there is any interest for California.......it will be a
discussion, and low-key approach.
If this doesn't work for you, could you give me some quick advice
about other avenues to begin discussions in Northern California? We
are looking to talk to a group that, if interested, could develop and
lead a coalition to infuse these new lessons into California
classrooms.
Thanks in advance. Hope all is well!
Kathy
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Our State of Generosity
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Dorothy A. Johnson Center for Philanthropy
Description
An account of the resource
Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1968-2014
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Council of Michigan Foundations
Michigan Nonprofit Association
Michigan Community Service Commission
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Fundraising
Records
Michigan
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Contributor
An entity responsible for making contributions to the resource
Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission
Identifier
An unambiguous reference to the resource within a given context
JCPA-04
Language
A language of the resource
eng
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-04_CMF-LTG_Memo_2000-09-11_Memo-to-Caroline-Tower-California
Title
A name given to the resource
Learning to Give 2000-09-11 memo to Caroline Tower California
Creator
An entity primarily responsible for making the resource
Council of Michigan Foundations. Learning to Give
Description
An account of the resource
Learning to Give 2000-09-11 memo to Caroline Tower California. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations.
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Records
Fundraising
Council of Michigan Foundations
Learning to Give
Michigan
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49417
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
2000-09-11
-
https://digitalcollections.library.gvsu.edu/files/original/a93b6e517eabbbe05147084543bf4c40.pdf
7d3041cf6d1f17a0e437f0fdf18b8cfc
PDF Text
Text
Date:
November 7, 2000
To:
California Colleagues
From:
Kathy Agard, Executive Director, K-12 Education in Philanthropy Project
Ed Stone, Consultant to the President, Council of Michigan Foundations
Re:
The K-12 Education in Philanthropy Project in Northern California
We have enclosed a recap of our recent “feasibility” visit to northern California and an outline of
next steps. We will return during the week of December 4th for meetings to identify new
stakeholders and to begin organizing a Steering Committee. We will call to arrange these
meetings. In the meantime, if you have questions or ideas, please call or e-mail. We greatly
appreciate your assistance.
Recap of Visits
California State University-Monterey Bay
Dr. John Iddelston was our host at CSU-Monterey Bay. We spent the day in meetings with key
faculty and administrators who understand the philanthropy concept and have offered to assist in
bringing this effort to California. CSU-Monterey Bay is unique in requiring a service-learning
course for every major on campus. The course includes the same theory of service as the K-12
Project. The CalTEACH experience at CSU-Monterey Bay provides immediate access to over
1,000 classroom teachers and experience in delivering teacher professional development online.
This existing network with reach into K-12 classrooms offers a wonderful potential vehicle for the
Project. President Peter Smith endorsed the idea of the Project and expressed a willingness to
explore CSUMB involvement. As the service-learning leader in the CSU system, CSUMB would
serve as an ideal professional development anchor for the Project in California.
Panetta Institute
We briefed Sylvia Panetta on the Project and discussed potential synergies with the Institute, in
particular utilization of the speakers and content resources the Institute attracts for the further
development of the teaching resources-video tapes of speakers, important speeches.
San Francisco State University
Lucianne Geiselman, Dean of the College of Extended Learning at SFS, offered to help develop an
initial pool of candidates to lead a small Steering Committee and to assist us in the organization of
the California effort.
_________________________________________________________________________________________________
K-12 Education in Philanthropy Project, 630 Harvey Street, Muskegon, MI 49442-2398
Telephone: (231) 767-7206
Fax: (231) 773-0707
e-mail: k12edphil.org
�Political Consultant
We had an excellent discussion about the Project with a resource well connected in California and
national political circles. We were offered assistance in discussing the Project with senior state
officials and in identifying potential leaders for the Steering Committee.
Northern California Grantmakers
We met with members of the Northern California Grantmakers, who expressed keen interest in the
Project. They endorsed the idea and could see the connections to programs already in place.
Several offered to assist us as the Project continues to take shape
Prior to our next visit, we plan to:
Next Steps
•
Identify a California-based consultant-organizer person who can assist us in pulling together
the appropriate resources to bring the Project to California.
•
Raise a small fund to support the planning and exploration of a northern California effort. Let
us know if you would be interested in entertaining a formal funding proposal to support the
initial exploration and planning stage.
•
Identify a preliminary roster of potential Steering Committee members.
•
Schedule meetings with current advisors and reach out to new stakeholders. In addition, we
will have completed our formal plan for the ramping of the Project to national scale and should
have made the initial calls to potential national corporate sponsors. We are in the final stages
of considering a name change and that should be finalized before we meet again as well.
Thank-you! We appreciate your help.
_________________________________________________________________________________________________
K-12 Education in Philanthropy Project, 630 Harvey Street, Muskegon, MI 49442-2398
Telephone: (231) 767-7206
Fax: (231) 773-0707
e-mail: k12edphil.org
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Our State of Generosity
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Dorothy A. Johnson Center for Philanthropy
Description
An account of the resource
Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1968-2014
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Council of Michigan Foundations
Michigan Nonprofit Association
Michigan Community Service Commission
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Fundraising
Records
Michigan
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Contributor
An entity responsible for making contributions to the resource
Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission
Identifier
An unambiguous reference to the resource within a given context
JCPA-04
Language
A language of the resource
eng
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-04_CMF-LTG_Memo_2000-11-07_K12-Project-Northern-California-Final-Follow-up
Title
A name given to the resource
Learning to Give 2000-11-07 final follow-up for the K12 Project Northern California
Creator
An entity primarily responsible for making the resource
Council of Michigan Foundations. Learning to Give
Description
An account of the resource
Learning to Give 2000-11-07 final follow-up for the K12 Project Northern California. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations.
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Records
Fundraising
Council of Michigan Foundations
Learning to Give
Michigan
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49418
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
2000-11-07
-
https://digitalcollections.library.gvsu.edu/files/original/64718e1b4d4ec764a0902822aef6a0d2.pdf
cc56a703ef487d303f8695ad60cb230e
PDF Text
Text
Janet Bankovich asked that I forward this list of attendees to you.
Northern California Grantmakers/Council on Michigan Foundations
K-12 Curriculum on Philanthropy, Friday, October 6, 2000, NCG Conference Room
Attendees:
Kathy Agard
Council on Michigan Foundations
Sally Allen
The James Irvine Foundation
One Market Street, Steuart Tower, Suite 2500
San Francisco, CA 94105
Janet Bankovich
Northern California Grantmakers
116 New Montgomery Street, Suite 742
San Francisco, CA 94105
Mialisa Bonta
The San Francisco Foundation
225 Bush Street, Suite 500
San Francisco, CA 94104-4224
Sandra Cohen
Bank of America Foundation
315 Montgomery Street, 8th Floor
CA5-704-08-03
San Francisco, CA 94104
Pam Erwin
Wells Fargo Foundation
Corporate Community Development Group
455 Market Street, 3rd Floor
San Francisco, CA 94163
Tracy Parent
Bay Area School Reform Collaborative
90 West Ed
730 Harrison Street
San Francisco, CA 94107-1242
Catherine Pyke
Teri Yeager
William Randolph Hearst Foundation
90 New Montgomery Street, Suite 1212
San Francisco, CA 94105
Lorriane Rolff
Assistant Vice President, East Bay Region
United Way of the Bay Area
1970 Broadway, Suite 340
Oakland, CA 94612
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Our State of Generosity
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Dorothy A. Johnson Center for Philanthropy
Description
An account of the resource
Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1968-2014
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Council of Michigan Foundations
Michigan Nonprofit Association
Michigan Community Service Commission
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Fundraising
Records
Michigan
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Contributor
An entity responsible for making contributions to the resource
Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission
Identifier
An unambiguous reference to the resource within a given context
JCPA-04
Language
A language of the resource
eng
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-04_CMF-LTG_Northern-California-Grantmakers-List
Title
A name given to the resource
Learning to Give Northern California Grantmakers list
Creator
An entity primarily responsible for making the resource
Council of Michigan Foundations. Learning to Give
Description
An account of the resource
Learning to Give Northern California Grantmakers list. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations.
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Records
Fundraising
Council of Michigan Foundations
Learning to Give
Michigan
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49419
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
-
https://digitalcollections.library.gvsu.edu/files/original/2b6dd1105f27893681c01d2b2b88461d.pdf
414a202c5b98a8a76710044a6ac9cb7f
PDF Text
Text
Proposal for Editorial Work for
K-12 Education in Philanthropy Project
Submitted by Kate J. Santhuff, 3rd Wave Inc.
I. Abstract of Services Proposed
Kate Santhuff of 3rd Wave Inc. proposes to fulfill contractual services requested
by Sandra Welch on behalf of the K-12 Education in Philanthropy Project.
Services will include researching, drafting and revising a portion of the larger
business plan being coordinated by Ed Stone. The business plan will provide
strategies for expanding the Education in Philanthropy Project beyond Michigan
to educators across the nation. Kate will write the narrative and outline the budget
for the teacher training component.
II. Deliverables Promised
The narrative and budget recommending a course of action for on/offline teacher
training in the use of Education in Philanthropy resources will answer the
following questions:
A. Analysis: What do we already know about teacher training? What are
examples of successful on and offline teacher training programs with the
capability of reaching teachers nationwide?
B. Vision: Given successful models, what might the teacher training
component look like for this project? How will current education statistics
support this vision?
C. Concept: How would the program be implemented? What is a potential
3-5-year scenario?
D. Key Strategies: What is the recommended procedure for the program to
work? How many teachers will be reached and how will the program be
rolled out and expanded nationally?
E. Budget: What costs would there be for staff, onsite and online training,
and other aspects of the teacher training component?
III. Project Timeline
Start Date: August 18, 2000
Draft Completed: September 1, 2000
Revisions Completed: within two weeks of draft review/response
�IV. Fee for Service
$75/hour for research, writing and editorial work, as detailed herein, not to exceed
40 hours ($3,000)
V. Payment Schedule
Sept 1:
Half of fee payment due upon invoice, concurrent with delivery of 1st
draft (approximately $1,500)
Sept. 30: Remaining half of payment due upon invoice, concurrent with
acceptance of final document (approximately $1,500)
VI. Background on Consultant, Kate Santhuff, 3rd Wave Inc.
3rd Wave Inc. has operated in Virginia for nearly ten years. A complete overview
of the company is online at http://3rdwaveweb.com. Kate Santhuff does the
primary work of the Educational Consulting division.
Since 1984, Kate has worked in the education field. She was a high school teacher
of English, communications and television production prior to her work in nonprofit educational services organizations. For six years, she worked for
departments of education in public television, both at the local and national levels,
focusing on teacher resource development and training. She managed the National
Teacher Training Institute for Math, Science and Technology for the state of
Virginia for two years, and while at PBS, she served as managing editor for a K12 print and online publication, PBS Teacher Connex. Subsequently, she worked
as a curriculum content developer for a national arts education website at the John
F. Kennedy Center for the Performing Arts, specializing in standards-based
resource development and teacher training in Internet integration. Through all of
these experiences, Kate has developed her expertise in educational applications of
multimedia, specifically television and the Internet. She is an accomplished public
speaker, workshop leader, and teacher trainer. Currently, she focuses her work on
multimedia content development and training in the use of technology in the
classroom. Ms. Santhuff’s resume, workshop and editorial credentials can be
found online at: http://3rdwaveweb.com/key_person.html.
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Our State of Generosity
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Dorothy A. Johnson Center for Philanthropy
Description
An account of the resource
Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1968-2014
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Council of Michigan Foundations
Michigan Nonprofit Association
Michigan Community Service Commission
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Fundraising
Records
Michigan
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Contributor
An entity responsible for making contributions to the resource
Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission
Identifier
An unambiguous reference to the resource within a given context
JCPA-04
Language
A language of the resource
eng
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-04_CMF-LTG_Proposal-for-Editorial-Work
Title
A name given to the resource
Learning to Give proposal for editorial work
Creator
An entity primarily responsible for making the resource
Council of Michigan Foundations. Learning to Give
Description
An account of the resource
Learning to Give proposal for editorial work. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations.
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Records
Fundraising
Council of Michigan Foundations
Learning to Give
Michigan
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49420
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
-
https://digitalcollections.library.gvsu.edu/files/original/62055340da70c8f91b8d2f02d2973f8c.pdf
c3575b4d5611d2777c618293c6c97b83
PDF Text
Text
THE GENERAL FOLLOW-UP PROCEDURE
1. By telephone, contact the initial “contact” person and/or, if appropriate, the
2. By letter: the letter should come from Dr. Mawby
3. Keeping Track: I will use the “comments” section of the contact sheet to keep track
of where we are vis-à-vis each contact, what has been done, and with what results.
THE FOLLOW-UP TELEPHONE CONTACT
Openers
Good morning [good afternoon].
This is Phil Kearney. I wanted to follow-up on our recent telephone conversation and the
letter [Bob Chase/you] received from Russell Mawby regarding the Learning to Give
Project. As you recall, Dr. Mawby’s letter had requested a letter endorsing/supporting
the Learning to Give Effort.
The [NEA’s] endorsement/support, of course, is very important to the project’s funding
strategy as it seeks the additional foundation and corporate support to allow it to move
from its research and design phase into a nationally available program.
[Then take the conversation where it goes, whether more information is needed,
whether the association/organization has problems with formal endorsement, how
that might be handled, e.g., a letter of support rather than endorsement, and
whether a call or follow-up letter to the president/CEO is needed. Try to get a
commitment one way or the other—i.e., “go” or “no go”—but decide whether a
follow-up letter from Dr. Mawby is needed.]
�THE FOLLOW-UP LETTER
[Project Letterhead]
[Date]
[Bob Chase
President
National Education Association
Xxxx 16th Street, NW
Washington, DC 202xx]
Dear [Bob]:
I am writing to follow-up on the letter I recently sent to you about the Learning to Give
program and our request for [NEA] endorsement [support] of the effort. As you will
recall, the program is a joint effort of the Council of Michigan Foundations and a
consortium of non-profit organizations, governmental agencies and businesses. I serve as
chair of the project Steering Committee.
The [NEA’s] endorsement/support, of course, is very important to the project’s funding
strategy as it seeks the additional foundation and corporate support to allow it to move
from its research and design phase into a nationally available program. I hope that you
will be able to offer a letter of endorsement/support. It would be much appreciated.
I have taken the liberty of enclosing a copy of my original letter as well as a copy of the
suggested letter of endorsement [support] that was attached. Again, please feel free to
use it or adapt it in the way that you see fit.
Thank you for your time and consideration.
Sincerely,
Russell G. Mawby
Chairman Emeritus
W.K. Kellogg Foundation
cc: [Susan Carmon]
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Our State of Generosity
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Dorothy A. Johnson Center for Philanthropy
Description
An account of the resource
Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1968-2014
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Council of Michigan Foundations
Michigan Nonprofit Association
Michigan Community Service Commission
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Fundraising
Records
Michigan
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Contributor
An entity responsible for making contributions to the resource
Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission
Identifier
An unambiguous reference to the resource within a given context
JCPA-04
Language
A language of the resource
eng
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-04_CMF-LTG_Protocol-for-Obtaining-Endorsements
Title
A name given to the resource
Learning to Give protocol for obtaining endorsements
Creator
An entity primarily responsible for making the resource
Council of Michigan Foundations. Learning to Give
Description
An account of the resource
Learning to Give protocol for obtaining endorsements. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations.
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Records
Fundraising
Council of Michigan Foundations
Learning to Give
Michigan
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49421
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
-
https://digitalcollections.library.gvsu.edu/files/original/077900c884957e90e0bc442eed2aba43.pdf
007e256be733e4bc1b3438aa73830173
PDF Text
Text
Council of Michigan Foundations
K-12 Education in Philanthropy Project
In what appear to be times of abundance in America, there is an unprecedented and
troubling undercurrent in our national character – a lack of understanding of the lifeline
that connects individual acts of service and our common welfare. Altruism, unselfishness
as a principle of action, is culture shock to the “me generation”, those who have learned
exploitation rather than stewardship. The creative tension between individualism and
voluntary community responsibility that helps define America is unbalanced.
It has not always been so. The honor roll of diverse American institutions memorialize
the selfless acts and ongoing service of committed citizens – individuals dedicated to
creating a better tomorrow for all. Citizen engagement is the “Great American Way”.
The social fabric the makes it possible for commerce, democracy, and family life to
flourish.
Today, that spirit is being reinvented by a remarkable educational undertaking in the state
of Michigan. Three years ago, The Council of Michigan Foundations created the K-12
Education in Philanthropy Project (EPP) whose mission seeks to perpetuate a civil
society by the education of children about the independent sector, and to inspire their
commitment to private citizen action intended for the common good.
The project seeks nothing less than the education of this generation of schoolchildren in
the principles of philanthropy – giving, serving, and taking action for the common good.
The project is unique in four powerful ways:
• It expands the traditional concept of philanthropy (financial giving) to
include volunteerism (the giving of time and talent to help others), and
private citizen action (the acknowledgement of individual leadership
outside of government of the great civic innovations in our culture)
• It mobilizes the great change agents of American life; children
• It has created an academic foundation for teaching young people to fulfill
their highest potential through esteemable acts of generosity and
• It educates children about the value of the independent sector which
comprises 13 percent of the American economy, yet is virtually ignored in
classrooms and public life that focus solely on government and commerce.
The EPP has discovered a national hunger for its work. With primary suppport from the
W.K. Kellogg Foundation and other national foundations, the project has exceeded every
operational goal in each year of its existance. School principals e-mail the Project to ask
if they might send teams of teachers to the professional development. Educational
leaders from emerging democracies are requesting the lesson plans. A recent White
House Conference on Philanthropy recognized this new Project. The Girl Scouts have
developed a national patch based on the curriculum.
Working within the school curriculum, working with practicing teachers, the Project has
identified what children should know about the critical role of giving and serving in our
society-deep democracy. The Project uniquely brings together the formal educational
�system and the formal philanthropic system to intentionally transmit this tradition to the
next generation.
At a time when key traditions important to our way of life are crumbling, the project can
infuse traditional and vital American values in children who might not otherwise
encounter such noble ideas. As Pamela McIntosh, a Detroit, Michigan kindergarten
teacher, put it: “It is often said that history repeats itself. Perhaps by teaching the good
and unselfish acts of mankind, we may steer youth toward repeating the positive aspects
of our history”.
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Our State of Generosity
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Dorothy A. Johnson Center for Philanthropy
Description
An account of the resource
Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1968-2014
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Council of Michigan Foundations
Michigan Nonprofit Association
Michigan Community Service Commission
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Fundraising
Records
Michigan
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Contributor
An entity responsible for making contributions to the resource
Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission
Identifier
An unambiguous reference to the resource within a given context
JCPA-04
Language
A language of the resource
eng
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-04_CMF-LTG-BP_2000-02-23_Case-Statement-Redraft
Title
A name given to the resource
Learning to Give 2000-02-23 case statement redraft
Creator
An entity primarily responsible for making the resource
Council of Michigan Foundations. Learning to Give
Description
An account of the resource
Learning to Give 2000-02-23 case statement redraft. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations.
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Records
Fundraising
Council of Michigan Foundations
Learning to Give
Michigan
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49422
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
2000-02-23
-
https://digitalcollections.library.gvsu.edu/files/original/cb40a074b8271955fc496431e7441879.pdf
1e0d32fb35e0bee45f591b32bcc0f572
PDF Text
Text
May 4, 2000
Mr. Michael Deaver
Vice Chairman
Edelman Public Relations Worldwide
1875 Eye Street
Washington, D.C. 20006
Dear Mike:
I have enclosed the K-12 Education in Philanthropy Project materials we
spoke about yesterday on the telephone. I’m delighted for this opportunity to
familiarize you with their good works and for your gracious offer to “pass the
message” on your trip to Seattle.
With highest personal regards as always,
Ed Stone
Address change:
Ed Stone
P.O. Box 106-165
4200 Wisconsin Avenue, N.W.
Washington, D.C. 20016
Tel. 202 966-2830
Email: ecstone@mindspring.com
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Our State of Generosity
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Dorothy A. Johnson Center for Philanthropy
Description
An account of the resource
Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1968-2014
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Council of Michigan Foundations
Michigan Nonprofit Association
Michigan Community Service Commission
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Fundraising
Records
Michigan
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Contributor
An entity responsible for making contributions to the resource
Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission
Identifier
An unambiguous reference to the resource within a given context
JCPA-04
Language
A language of the resource
eng
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-04_CMF-LTG-BP_2000-05-04_Project-Materials-Letter_Mike-Deaver
Title
A name given to the resource
Learning to Give 2000-05-04 project materials letter Mike Deaver
Creator
An entity primarily responsible for making the resource
Council of Michigan Foundations. Learning to Give
Description
An account of the resource
Learning to Give 2000-05-04 project materials letter Mike Deaver. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations.
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Records
Fundraising
Council of Michigan Foundations
Learning to Give
Michigan
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49423
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
2000-05-04
-
https://digitalcollections.library.gvsu.edu/files/original/1750cfc4c07319211321ae958c443fbe.pdf
6af60241f4545093fea4bb3b73435b94
PDF Text
Text
Education in Philanthropy Project
The Next Steps
The Council of Michigan Foundations is entering the next stage of development of the
K-12 Education in Philanthropy Project. Three specific goals are being pursued to position the
Project as the research and development source for content and as the standard setting
organization related to the quality of K-12 philanthropy education. First, the council has outlined
the outcomes it hopes to achieve with students. Second, it has envisioned the process for
achieving the desired outcomes. Third, it has begun development of an ambitious web site that
can take the vision of philanthropy education throughout the world.
I.
Student Outcomes
Intellectual Goals
A. By participating in the Education in Philanthropy Project, each child will understand
the full meaning of citizen action for the common good through giving and serving.
B. Each child will understand the importance, both to democracy and to his or her life,
of major ideas of philanthropy such as:
1. The risk of factions and how voluntary association helps keep society together.
2. Why big systems fail and how the independent sector provides ideas and energy
for democracy and social renewal.
3. How the independent sector protects minority voices.
4. How the independent sector has worked throughout history.
5. The motivations of philanthropists and the lasting impact of their lives.
6. The power each student has to do good without needing adult permission to
excel in this most healthy channeling of youthful idealism and energy.
II.
Actions and Behavior
A.
Every child will have a positive experience in volunteer service and will develop
the basic skills to become an involved citizen.
B.
As they mature, students will become increasingly involved in positive social
action and public service.
III.
Teachers
Teachers will know how to teach philanthropy as an integrated part of the school
curriculum. They will master the philanthropy content and the use of service-learning as
a teaching process.
IV.
Parents
Parents will know how to teach and reinforce the material at home. In time, they will be
taught by their children and share the joy of personal growth with them.
V.
American Society
The next generation of American schoolchildren will be fluent in the language of giving –
they will understand the role of citizens and will have the skills to engage in both
government and private action for the common good outside of government.
VI.
The World
Emerging nations and other democratic countries can utilize these materials to build
similar educational materials and outcomes in their countries, as well as to enhance the
American curriculum with a worldwide perspective.
�The Process
I.
Intellectual Content and Skill Development
A.
The definition of the content students should know and the skills they should
have at each grade level has been identified.
B.
Curriculum themes are organized by standards and benchmarks as well as by
grade band (K-2, 3-5, 6-8, 9-12)
C.
Sample units are being written with specific ties to the national social studies
content standards in history, economics, geography, and government.
D.
Establish an intellectual "scaffolding" of what students should know at each
grade level.
E.
For each benchmark, develop an age-appropriate definition for the student and a
lexicon for the teacher that provides basic information on each concept.
F.
For each major topical area, write a three-to-five-page briefing paper to assist
teachers who lack content knowledge in that area.
G.
For each standard, develop a standardized test at grades five, eight and eleven
so teachers can compare what their children are learning to other students.
H.
For each benchmark, develop a sample unit or lesson that teaches the concept
at the appropriate age level.
I.
Each lesson will be written to a standard educational template.
J.
Each lesson will have a rubric for assessment of learning.
K.
Each unit (a set of lessons) will have a service-learning component.
L.
Each unit will have a component involving the family.
III.
Material and Skill Sets
A.
Teachers and students will have support materials related to the age-based
content and student skills. For example:
1.
Posters for the classroom.
2.
Philanthropic bibliographies, quotations, stories.
B.
Teachers will build their content knowledge in philanthropy and skill in teaching
through service learning. For example through:
1.
In-service workshops.
2.
Teacher-to-teacher workshops.
3.
Summer institutes.
4.
Pre-service education.
5.
Graduate education.
C.
Textbooks will be written and published with related student and teacher guides,
and will include a CD-ROM version for students, and teachers.
IV.
Reaching Families
A.
Families will be reached to build their skill in supporting their children.
1.
Through family-based homework.
2.
Through orientations for families.
3.
Through family communication with school.
�Web-site/Mission Orientation
The outcome and process goals are development strategies. The project’s web site is a
delivery strategy. The site, which is already operational in a basic format, will evolve into a
vehicle for delivering the content and skills to all audiences worldwide.
I.
Meta-site Strategy
A.
One major site with sections is a simpler approach than to have separate sites.
B.
A “Meta-site” would link the site with all other sites containing germane content.
II.
Students
A. Age appropriate. The web site must work for students K-12 with different ages doing
different things via the Internet.
B. Interactive. The site should be interactive and use such common devices as games,
self-instruction, video/audio, and original documents to be accessed by students.
C. Instructional. The site should be a place for students to do their homework, for
example a lesson on Jane Addams related to immigration and the early organizing of
social institutions such as the NAACP, and the field of social work.
1. Web link to the Jane Addams home page and to Hull House.
2. Copy of Jane Addams speeches, plus real Audio of actress reading the
speeches.
3. Video of what life was like during this period of time.
4. Q & A section with speedy response via e-mail to student questions.
5. Discussion in the chat room about how women have used the non-profit sector
as an alternative power structure.
6. Link to social work career pages and content about what a student needs to
study to become a social worker, community activist, or child care worker.
7. For younger students especially, the site should provide step-by-step assistance
so the child also learns how to catalogue information and search for information.
D. Across space. The site should allow international links, joining students learning
similar things in other countries, through cyber-pen pals and joint homework.
E. Youth Involvement. Young people should be empowered to add to the site and to the
flow of ideas.
F. Chat room and other ways to reach peers. The site should provide a chat room
related to philanthropy (perhaps monitored by a class as a part of their volunteerism),
in addition to e-mail, ListServ communications between youth, pages for pictures of
student projects and discussion with teachers.
G. Incentives for working on the net. The site should provide incentives for reading
philanthropic books, watching movies (with a movie guide to be answered online),
music, perhaps submitting original work (movies, music, poetry, essays).
III.
Teachers
A.
Teachers currently are using the web site for curriculum materials. The site
should provide a wealth of such information for teachers.
1. Standards and benchmarks.
2. Lesson plans.
3. Testing booklets.
4. Briefing papers.
5. Definitions.
�B.
C.
D.
IV.
The site also should provide access to original documents and background
materials.
1. Timelines.
2. Bibliographies (web sites, music, art, books, places to visit).
3. Posters.
4. Textbooks.
5. Easy connections to other related and helpful sites.
Teachers should be able to access a readily available discussion site.
1. Teacher chat room.
2. List-Serve.
3. E-mail.
4. Chance to be a part of an international network of teachers.
Teachers also should have a connection to students.
1. Some way to receive or monitor student work (as appropriate).
2. Opportunity to give students feedback.
Families
A.
Families should have an easy-access link to the web site, including an e-mail link
with teachers to discuss projects and ideas.
B.
It is vitally important to assure a “safe site” for young people.
C.
Families can work together on projects, such as tracing a family’s philanthropic
history, using a web-based form.
D.
Parents could review and check the students' work on philanthropy
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Our State of Generosity
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Dorothy A. Johnson Center for Philanthropy
Description
An account of the resource
Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1968-2014
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Council of Michigan Foundations
Michigan Nonprofit Association
Michigan Community Service Commission
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Fundraising
Records
Michigan
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401
Contributor
An entity responsible for making contributions to the resource
Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission
Identifier
An unambiguous reference to the resource within a given context
JCPA-04
Language
A language of the resource
eng
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
JCPA-04_CMF-LTG-BP_Action-Draft_2000-2004
Title
A name given to the resource
Learning to Give 2000-2004 business planning action draft
Creator
An entity primarily responsible for making the resource
Council of Michigan Foundations. Learning to Give
Description
An account of the resource
Learning to Give 2000-2004 business planning action draft. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations.
Subject
The topic of the resource
Dorothy A. Johnson Center for Philanthropy
Charities
Philanthropy and Society
Records
Fundraising
Council of Michigan Foundations
Learning to Give
Michigan
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
Language
A language of the resource
eng
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49424
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a>
Date
A point or period of time associated with an event in the lifecycle of the resource
2000/2004