2
PART
Youth Giving Circles:
INSPIRING YOUTH TO BRING ABOUT CHANGE
Ten Training Workshops for Youth Philanthropists
A guide that provides the tools
to prepare, facilitate and participate in workshops
that will empower youth to create a world that reflects
their ideals and generosity
Workshops
by: Karen Payne and Sondra Shaw-Hardy
Tracy Gary
Unleashing Generosity
2223 Centro East
Tiburon, CA 94920
www.unleashinggenerosity.org
Use with permission from Unleashing Generosity
[email protected] or phone 1.415.377.9447
Prior to WORKSHOP 1
Note: all handouts in blue are in Part Three.
Before the training begins, the sponsoring organization and facilitator(s) should:
1. Decide how much the group will be asked to raise and how much will come from other sources. See
“About the Fund-raising Goal in the Facilitator’s Guide (above).
2. Give each youth who is invited to join the Youth Giving Circle:
y Letter of Invitation (Pre-1) explaining what a Giving Circle is, inviting them to become a member
and describing how their giving circle will be funded.
y Workshop Outline (Pre-2) of the 10 sessions and three community activities.
y Youth Commitment Form (Pre-3) that outlines the agreements about how they will participate.
They will need to sign the commitment form to participate.
y Ryan’s Well (Pre-4)
y Examples of Youth Fund-raising Activities (Pre-5).
3. Give each parent of potential Giving Circle members:
y Letter to parents (Pre-6).
y All the materials the youth were given (Pre 1-5)
y Parental Consent Form (Pre-7), which parents must sign so their child can participate.
y Introduction and message to sponsors and facilitators (Pre-8)
4. Collect the signed Parental Consent Form (Pre-7) that gives permission for their child to participate in
the circle, including fund-raising activities and site visits.
5. Collect signed Youth Commitment Form (Pre-3).
2
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
WORKSHOP 1
Workshop overview
y Understand the concept of Giving Circles
y Participants introduce themselves and learn about others in the circle
y Understand the concept, values and practices of collaborative learning
y Learn about the 10 workshops and two community activities in this training
y Discover what other youth are doing to raise money
y Understand how their Giving Circle will be funded and that they will be raising all or some of the
money they will be giving away
y Discuss values
y Introduce guidelines
Activity 1: Introducing Participants and Introduction to Youth Philanthropy
Time 45 minutes
Purpose:
y Through Handout 1A (Survey on Issues and Needs), facilitator will find out more about the group
y Through Handout 1B (Principles of Collaborative Learning), participants will learn more about the concept,
values and practices of collaboration that will be practiced in these workshops.
y To introduce the concept of Giving Circles
y To have participants think about giving money to create change
y To acquaint and excite participants about what other youth have done
3
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
Preparation:
y Copies of
o Handout 1A (Survey on Issues and Needs)
o Handout 1B (Principles of Collaborative Learning)
o Handout 1C (Examples of Youth Philanthropy)
o Handout 1K (Quotes for the Wall)
o Pre – 5 (Examples of Youth Fund-raising Activities)
o Handout 1D (Fund-raising Goals) as agreed with sponsor prior to the first workshop
y Flip chart and paper
y Markers
y Wall space
y Seats arranged in a semicircle so all can see the flipchart.
y A community-building activity; additional options can be found at:
http://www.residentassistant.com/games/icebreakers.htm
Activity overview:
The facilitator will give a brief introduction of Giving Circles, emphasizing group giving. Participants will
introduce themselves and discuss Principles of Collaborative Learning. Each participant will be given a Survey
on Issues and Needs and asked to fill it out and return to the facilitator. This will be useful in knowing who each
member of the group is and what their experiences are. Change will be an important concept throughout the
workshops, and participants will introduce themselves by describing something they would change if they had
the money or resources. Participants will discover ways other youth have changed lives and conditions through
their creative philanthropic efforts.
Instructions for facilitator:
1. Introduce facilitator: Welcome everyone warmly as they come in. When everyone is seated, introduce
yourself.
2. Giving Circles: Explain briefly that they will be learning about donating money to causes they believe in and
that these workshops will help them understand more about giving circles and philanthropy. Give everyone a
copy of 1A (Survey on Needs and Issues). Ask them to read only page 2 for now, and tell them they will fill it
out later.
3. Examples of youth philanthropy: Distribute Handout 1C (Examples of Youth Philanthropy). Point out that
other youth just like them have seen problems like these and addressed them through creative philanthropic
activities.
4. Introduce participants: Explain that as a way of getting to know one another, they will introduce themselves
by telling about one issue or problem in their community or world that they would change or transform
if they had the money – and why. Ask them to go to the walls, read the examples and stand by one of the
examples of youth philanthropy they particularly liked.
5. Have each Giving Circle member read a sentence or two that they find interesting about the project – or they
can explain what the youth did in their own words. Remind them they will become philanthropists, but that
they will be giving away money as a group rather than individually.
6. After everyone has spoken about youth philanthropy, go around again and ask each participant to say one
issue or problem they would like to change or transform. Let them know that this may change during the
course of the sessions — it isn’t a commitment, just a way of sharing what they feel passionate about.
7. Have someone write these on the flip chart and put on the wall.
4
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
8.
9.
10.
11.
12.
13.
Collaborative learning: Give everyone a copy of Handout 1B (Principles of Collaborative Learning). Ask
them to go around and take turns reading each principle out loud. Then ask everyone to go around and say
which one matters most to them and why. They can mention more than one if they want.
Role of facilitator: Explain that the facilitator is there to facilitate, not to be the leader or the teacher.
Everyone is learning together and the facilitator is responsible for supporting the learning by providing the
learning materials, keeping the group moving through the curriculum activities, keeping to the time limits
for each activity and making sure there is respect for the guidelines agreed upon by the group. Let students
know that circle members will be creating our own guidelines as a group at the end of this session.
Survey: Ask everyone to spend 10 minutes or anonymously completing Survey Handout 1A. Explain that
they are not expected to be familiar with all of these topics – most young people aren’t and they are here to
learn! Just have them fill it in as best they can – we’re just interested in what people in the circle think about
these topics. (After 10 minutes ask if people are finished or need more time. Give another few minutes and if
they need more time, tell them they will have it at the end of today’s meeting, in case they want to interview
others.)
Fund-raising goals: Emphasize that this is one of the first times a group of young people has experimented
with youth philanthropy in this particular type of Youth Giving Circle because they will be raising some of
the money they will give away – they are pioneers and social inventors. They will be making the path for
others to follow. So everyone, including the adults, will be learning, taking risks, and probably making some
mistakes. But it is all important and all part of inventing something new.
Distribute Handout 1D (Fund-raising Goals) and briefly explain the fund-raising process for their circle:
“Matching Seed Money;” “Starting From Your Hearts and Vision;” or “Incentive Circle.” Distribute Handout
Pre-5 (Examples of Youth Fund-raising Activities). Ask if they have any questions or suggestions about the
fund-raising process. Encourage participants between meetings to ask friends and family how they have
raised money. And suggest that they keep notes of good ideas that they hear of or think up and bring them
to the next session.
Distribute Handout 1E (Basic Activities of our Giving Circle) and tell them these activities will be discussed
in the next workshop. Explain that there will be a whole session of fund-raising training and they will be the
ones to decide how they raise the money.
5
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
Activity 2: Two Community-Building Activities
Time 5 - 10 minutes each
Choose two from appendix 3 or http://www.residentassistant.com/games/icebreakers.htm
Activity 3: Listening, Values and Guidelines
Time 30 minutes
Purpose:
y To learn about “eloquent listening”
y For each participant to consider and express their values
y To learn how guidelines establish a tone of respect and help the group work more effectively
Preparation:
y Copies of
o Handout 1F (Some Differences between Dialogue and Debate) for handouts and for the wall
o Handout 1G (Guidelines for Eloquent Listening) for handouts and for the wall
o Handout 1H (Examples of Values)
o Handout 1I (Sample Guidelines)
y Flip chart paper
y Flip chart with easel
y Markers
y Wall space
Activity overview:
Participants will learn listening skills, share their values and understand how values can be used to establish
guidelines for the Giving Circle.
Instructions for facilitator:
1. Distribute Handout 1F (Some Differences between Dialogue and Debate) and Handout 1G (Guidelines for
Eloquent Listening). Ask them to read both handouts silently. Ask them to go around the room and choose
one thing from “Difference between Dialogue and Debate” to read out loud. After each one is read, ask
people to recall an instance when they heard someone using this characteristic of dialogue.
2. Ask someone to read the definition of “eloquent listening” aloud. Then ask each person to read one
characteristic of “eloquent listening” aloud.
3. Values: Distribute copies of Handout 1H (Values).
4. Ask the participants to share the three values that mean the most to them and why they are important.
5. Have someone write the values on a flip chart noted as OUR VALUES. After everyone has spoken, suggest
that throughout the workshops they will see that everyone is different, that each person brings something
unique to the workshops and that it is important to respect everyone’s values.
6. Guidelines: Explain the importance of guidelines/ground rules to ensure successful workshops and that
this happens when everyone respects one another’s values and opinions. Distribute Handout 1I (Sample
Guidelines).
6
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
Activity 4: Reflection and evaluation
Time 30 minutes
Purpose:
y To explain the rest of the workshops and answer questions
y To clarify the fund-raising goals
y To include stillness, silence and reflection in addition to the verbal interactions
y To evaluate the workshop
Preparation:
Copies of
o Handout Pre-2 (Workshop Outline)
o Handout 1J (Evaluation)
Activity overview:
The facilitator will explain the rest of the workshops and answer any questions that arise. Fund-raising
opportunities and responsibilities will be explained and questions answered. There will be a period of reflection
and evaluation at the end of each workshop.
Instructions for facilitator:
1. Overview of workshops: Pass out Handout Pre-2 (Workshop Outline).
2. Briefly explain the rest of the workshops and that they will work together, share with one another, learn and
have a lot of fun. Ask if anyone has any questions about the workshops.
3. Fund-raising agreement: Briefly review opportunities and responsibilities of fund-raising. This is
an exciting opportunity to learn an important skill. Fund-raising is a challenge that requires a lot of
creativity, intelligence and initiative. When we ask for money for a cause we believe in, we are giving
people the opportunity to be generous and to be proactive in making the world a place that reflects their
deeply held values and their hopes for a better world. Refer to Handout Pre-5 (Examples of Youth Fundraising Activities). It’s not necessary to discuss it at length at this point, but mention that there are many
possibilities for fund-raising and it is up to them to decide.
4. Optional research: Ask them to research Giving Circles on the Internet and in their community and bring in
examples for the next workshop. Suggest they try to find examples of Youth Giving Circles.
5. Reflection: Explain that each workshop will include a time for reflection that is as important as the verbal
interactions. Tell the participants that this is private and they do not have to share what they write or draw.
The reflection today will be on generosity. Generosity refers to giving to another person – whether it is time,
or money or some other form of caring. Ask them to think about the following questions and then write or
draw something in their notebooks or journals.
6. Write the following prompts on the board or flip chart.
When have you experienced generosity?
Think of a time someone was generous with you.
Think of a time when you were generous to someone else.
Invite people to talk about their experiences with generosity if they would like to. Respect privacy if they
don’t.
7. Evaluation: Give the participants Handout 1J (Evaluation) and give them time to fill this out then return it.
At this time, they should also complete Handout 1A (Issues and Needs Survey) and return it.
7
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
8.
Closing: When they have finished, ask them to name something they think was good or interesting about
today. Thank them for coming and participating with honesty, respect, generosity and playfulness. Tell them
you look forward to seeing them on (give date and time of the next workshop.)
Resources:
Rusch, Elizabeth, Generation Fix: Young Ideas for a Better World.
Chronicle of Philanthropy, Jan. 9, 2003
8
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
WORKSHOP 2
Workshop overview
y Establish guidelines
y Exchange information about Giving Circles
y Establish priorities
y Experience a Giving Circle
Activity 1: Establishing guidelines
Time 20 minutes
Purpose:
y To reintroduce themselves
y To establish a tone of respect for all during the workshops by establishing guidelines
y To understand that everyone is different and to be respectful of the differences
y To underscore that diversity is a key asset or strength in the formation
and the execution of the work of the giving circle. Each person brings
their perspective and experience, as does each person who will inform
the work of the giving circle and it’s raising and giving of money, and time
Preparation:
Copies of
o Handout 1H (Values) for handouts and for the wall
o Handout 1I (Sample Guidelines) for handouts and for the wall
y Flip chart paper
y Flip chart with easel
y Markers
y Wall space
y Handouts
y Tape
y For the wall (or poster):
o OUR VALUES
o SAMPLE GUIDELINES
o PRINCIPLES OF COLLABORATIVE LEARNING
o Handout 2A and 2B Separate each example and space them around the room
y On a table: All handouts from Workshop 1
y Chairs arranged in a semicircle so all can see the flip chart
9
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
Activity overview
Participants will review their values and reflect on how values can be used to establish guidelines for the Giving
Circle. They will come to agreement on the guidelines.
Instructions for facilitator:
1. Warmly welcome everyone as they come in and suggest that they walk around the room and read the
materials on the table(s) and walls. Assemble the Giving Circle and welcome everyone.
2. Members go around the circle, saying their name and reading one the values on a flip chart noted as OUR
VALUES.
3. Guidelines: Distribute Handout 1I (Sample Guidelines). Remind everyone about the importance of
guidelines and ground rules to ensure successful workshops and that this happens when everyone respects
one another’s values and opinions. Each participant will then read one guideline and ask if there are any
changes needed for it to be accepted by the group. Have each person suggest any additional guidelines based
on the values that were discussed (they can choose from the samples or suggest others). Explain that the
group should all agree before these are adopted. Put OUR GUIDELINES at the top of a flip chart and record
their responses. Discuss any disagreements. Ask participants to come up with ways to resolve any differences.
After they have decided on the guidelines, remind them that it is important that they all follow them for the
rest of the workshops in order to be productive and work together respectfully.
4. Place OUR GUIDELINES on display for each workshop.
Activity 2: Introducing Giving Circles
Time 30 minutes
Purpose:
y To reaffirm the concept, values and practices of collaboration that will be practiced during these workshops
y To learn more about Giving Circles, how they came about and why they work
y To understand the concepts of change, connection and collaboration as they relate to Giving Circles
y To establish a way for them to communicate with one another outside the time they are physically together
Preparation:
y Copies of
y Flip chart with easel
o Handout 2A (What is a Giving Circle?)
o Handout 2B (Examples of Giving Circles)
o Handout 1E (Basic activities of our giving circle)
y Flip chart with easel
y Flip chart paper
y Markers
y Handouts
y Tape
y
Activity overview:
The youth will discover how Giving Circles came about and in what ways they have impacted society.
Participants will share information about the Giving Circles they have learned about. From the previous
workshop and what they have learned in this workshop, they will draw up a list of things that define their Giving
Circle.
10
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
Instructions for facilitator:
1. Review OUR GUIDELINES as agreed upon at the end of the previous workshop.
2. Review PRINCIPLES OF COLLABORATIVE LEARNING. Point out that the next exercise is an experience
in collaborative learning.
3. Opening circle: Have participants walk around the room and stand next to a definition or description of
Giving Circles that they particularly like. Handout 2A (What is a Giving Circle?) and 2B (Examples of Giving
Circles). After a few minutes, ask each person to reintroduce themselves and read the definition or example
they selected. Ask them to say one thing they found interesting or want to learn more about Giving Circles.
4. ******* WHERE DO THE COMMUNITY foundations get their money to give to the Youth Advisory
Councils (YAC)? Who makes up the foundation’s membership? Is there only one umbrella foundation
overseeing all the YACs? Explain that, up until now, most Youth Giving Circles are through community
foundations. They started in Michigan, where they are called YACs. They are doing the very important job
of teaching grant-making to young people but operate quite differently than this Giving Circle because
they don’t raise any money. The foundation gives them the money they use to make their grants. Refer to
examples of adult Giving Circles such as Stone Soup, Friday Night Shoebox and Washington Womenade.
Use the concept of Stone Soup to illustrate that everyone can contribute something to the greater good by
working together.
5. Introduce The Wildthings, one of the few Youth Giving Circles like theirs which raised the money they
gave away. Our Youth Giving Circle will be part of a new effort in the United States involving youth and
philanthropy.
6. ******A POPCORN V. BRAINSTORM. Have a popcorn to address what examples impressed members
the most. (“Popcorn” is another word for “brainstorm” where people call out ideas randomly and all ideas
are received without comment or criticism.) Have someone write these on the flip chart under the heading,
GIVING CIRCLES. Tape pages to the wall.
7. Distribute Handout 1E (Basic activities of our Giving Circle) and discuss. Explain that these are based on the
experience and best practices of Giving Circles from around the world.
8. Read aloud Handout 1E (Basic activities of our Giving Circle) and add any remaining items they think are
important. Have someone write these on the flip chart titled OUR GIVING CIRCLE.
5-minute break
5-minute community-building activity Choose one from Appendix 3 or http://www.residentassistant.com/games/
icebreakers.htm
Activity 3: Developing PRIORITIES
Time 30 minutes
Purpose:
y To help participants see the issues of their community that need addressing
y To establish priorities for later funding
11
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
Preparation:
y HANDOUT 1A (Survey on Issues and Needs)
y Flip chart with easel and paper
y Markers
y Post-it notes
y Wall space to tape flip chart paper
y Masking tape
y Seats arranged in a semicircle so that all can see the flip chart
Activity overview:
The group as a whole will be asked to name issues that concern them in their community. They will choose
a program and solve a problem related to one of their priorities and decide how to allocate tha money to
implement the solution.
Instructions for facilitator:
1. Explain that in the examples we have seen, some Giving Circles dealt with world problems and how to solve
them in imaginative and daring ways. Tell them that many groups are organized to solve global problems,
but that the issues they will address within their own communities help solve problems on a smaller
scale and are just as important. Emphasize that establishing the group’s PRIORITIES is one of the most
important parts of the workshop and requires a great deal of thought and concern. What issues in their
community do they believe need addressing? Refer to Handout 1A (Survey on Issues and Needs). Give time
for dialogue.
2. Have someone write these issues on separate sheets of paper and tape them on wall.
3. After 15 to 20 issues have been mentioned, distribute three post-it notes and have the participants select the
top three issues they most want addressed. (They can vote three times for one issue or spread them out.)
4. Ask someone to tally up the count.
5. Select the top three issues as OUR PRIORITIES and write these on a separate piece of paper for flip chart.
6. Ask whether they want to include some that didn’t make it into the top three. Add one or two more if the
majority wants them.
Activity 4: “Giving Circles” Game
Time 15 minutes
Purpose
y To learn about Giving Circles by funding one with fake money
y To develop creativity and collaboration in helping to address priorities
y To see how they can have a bigger impact by pooling their money
y To ensure that attendees will want to be involved in the Giving Circle
Preparation:
y Fake money in $100 denominations
y Examples of programs in local community that address youth issues
Activity overview:
The participants will break into groups of five or more to pool “Monopoly” money. They will choose a program
solves a problem related to one of their priorities and decide how to allocate the money to implement the
solution.
12
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
Instructions for facilitator:
1. Ask them to form circles of at least four or five people. If the entire group is smaller than eight, they can
all work together.
2. Give each person five $100 bills.
3. Ask each group to choose one or two PRIORITIES that will make the biggest impact, or they can
choose all three.
4. Have the member whose first name comes first in the alphabet serve as a recorder and the person
whose first letter of their last name comes last in the alphabet serve as reporter.
5. Ask the group to suggest a way to help solve a problem related to their PRIORITIES or to choose one
of the examples of the local nonprofits. They then put their money together to pay for their programs.
Help explain this by using an example from your community such as _____[facilitator should provide
example].
6. Allow 15 minutes for the exercise, then have each group report their PRIORITIES’ solutions and the
amount of money they allocated to each solution.
7. As they report, have the group consider collaborating with other groups on addressing the
PRIORITIES.
8. Explain that this is the way Giving Circles work. Ask them to describe what was happening during
their exercise that could be used to explain Giving Circles. Some examples might be: working together
(collaboration); pooling money; raising money; giving money to groups that are solving problems;
having fun; creating solutions; learning to advocate for changes you want, and becoming change
makers. Add these to ACTIVITIES OF OUR GIVING CIRCLE. Bring this to each workshop.
Activity 6: Reflection and Evaluation
Time 15 minutes
Purpose:
y To review the rest of the workshops
y To reinforce the OUR GUIDELINES
y To include stillness, silence and reflection
y To evaluate the workshop
Preparation:
y Copies of Handout 2C (Evaluation)
Activity overview:
The facilitator will explain the rest of the workshops and answer any questions that arise. The participants will
have a period of reflection. Group GUIDELINES will be reinforced to be sure this is what the participants want
and need. plus time for reflection and evaluation
13
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
Instructions for facilitator:
1. Overview: Briefly explain the rest of the workshops and ask if there are any questions. Refer to Handout
Pre-2.
2. Guidelines: Review GUIDELINES and ask if there are any questions about them or if some need to be
added or changed.
3. Optional research: Suggest they research philanthropists in their community or state and share them with
the group at the next workshop. Encourage finding examples who are diverse or culturally different than
you are.
Reflection: Remind them that each workshop will include a time for reflection and that it is as important
as the verbal interactions. Tell the participants that this is private and they do not have to share what they
write down. Ask them to think about one thing that has inspired them recently. This could be a small act
of kindness or learning about how someone has stood up against injustice or something else they found
uplifting. Ask them to write or draw something about this in their journal. Invite people to talk about what
inspired them if they would like to.
4. Evaluation: Distribute Handout 2C (Evaluation) and ask them to fill it out.
5. Closing: When they have finished, ask them to say one thing they are looking forward to this week or
enjoyed last week. Thank them for coming and participating with honesty, respect and creativity. Tell them
you look forward to seeing them on (give date and time of the next workshop).
Resources:
Youth Advisory Committees http://www.stclairfoundation.org/yac/
14
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
WORKSHOP 3
Workshop Overview
y Choose a name for the group
y Understand philanthropy and philanthropists
y Learn about paradigm changes
y Clarify differences between charity and transformational philanthropy
Activity 1: Choosing a name and a social network
Time 15 minutes
Purpose:
y To help participants feel a commonality with one another through a special name they select
y To establish a way of communicating outside the group
Preparation:
y Describe how social networks are established
y Research examples of names for Giving Circles to put on the wall. (Facilitator TO DO.)
y Put a copy of all the handouts on the walls as well as on a table
y Note cards and post-its/stickers
Activity Overview:
Participants will select a name for the group and set up a social network for the group or listserve/or email
addresses for the group.
Instructions for facilitator:
1. While people are gathering, invite them to walk around and read what’s on the walls. Assemble the Giving
Circle and welcome everyone.
2. Group name: Have participants write possible names on note cards anonymously and collect them. The
facilitator or a participant writes them on a board, and each person gets three stickers to put by the names
they like best. The name with the most stickers becomes the group name. If the vote is close, repeat the
process with the names that have the most votes.
3. Social networks: Group discussion about how a social network could be used by this group to communicate
with each other and for fund-raising.
4. Ask for a volunteer to take charge of establishing a private group within Facebook (or another social network
if the group prefers). They can use this private Facebook group to communicate with each other during the
workshops. Create list of the participants names for all to have.
15
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
Activity 2: Who is a Philanthropist?
Time: 20 minutes
Purpose:
y To share examples of philanthropists
y To understand that they are philanthropists
y To evaluate Principles of Collaborative Learning
Preparation:
y Copies of
o Handout 3A: Definitions of “philanthropy” and “philanthropists”
y For the wall:
o Definitions (above) cut apart and displayed around the room - Facilitator TO DO
o Our Values, our Guidelines, our Priorities, our Giving Circle (created by youth in previous
workshops)
o Handout 1B: Principles of Collaborative Learning
y Examples of philanthropists in local community or region
y Example of how an action you took made a difference in someone’s life
y Masking tape
Activity overview:
The participants will share examples of philanthropists and talk about their definition of philanthropy and
what it means to them. They will discuss whether they consider themselves philanthropists. They will read
definitions of philanthropy and learn about paradigm shifts. They will discover how the term applies to them
and understand that this is a paradigm shift.
Instructions for facilitator:
1. What is a philanthropist? Ask people to move around the room and stand next to a definition of
philanthropy and philanthropists. Ask each person to read one out loud.
2. Ask if there is any idea in the definitions that is new to them or different from what they think of
philanthropy.
3. Ask which definition comes closest to their own thoughts about philanthropy. Focus on the fact that
the word “philanthropy” is derived from a Greek word “phil-anthropos” and literally means, “love of
humankind.” Refer to Tracy Gary’s definition in Inspired Philanthropy: “Philanthropists are people who …
donate money and time to causes they believe in so that the world may become a better place.” Help them see
that they are discussing time as well as money.
4. Ask if there are any definitions that are confusing or don’t make much sense and clarify them.
5. Ask them if they believe they are philanthropists and why. Encourage them to see themselves and each other
as philanthropists.
6. Local philanthropy: Share examples you have researched about philanthropists in the participants’
community and state. Ask if they know any other philanthropists in their community.
Activity 3: Paradigm Shift: Transformational Philanthropy to Bring About Social Change
Time 45 minutes
16
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
Purpose:
y To discover that there has been a “paradigm shift” in what it means to be a philanthropist
y To see the paradigm shift from traditional charity to transformational philanthropy
y To understand they are change-makers
Preparation:
y Copies of
o Handout 3A (What is a philanthropist? What is philanthropy?)
o Handout 3B (Stereotypes about philanthropy)
o Handout 3C (Definitions of “paradigms” and “paradigms shifts”)
o Handout 3D (Stories of transformative philanthropy)
o Handout 1A (Survey of issues and needs)
y Make sure there is a copy of all the handouts on the walls as well as on a table.
y To lead off the third instruction, think of a way that you (the facilitator) have acted to bring about some
kind of change – perhaps it wasn’t a huge thing, but it made a difference in someone’s life. It would be good
to think of something that you did as a teenager.
Activity overview:
Through participatory activities, participants will discover the differences between charity and social change and
transformational philanthropy. They will see how transformational philanthropy can bring about social change
and how different this is from charity. At the same time, they will realize that charity is sometimes necessary
as with food, clothing and shelter after a natural disaster. However, they will understand that the root causes of
problems must be determined and addressed for real change to happen. This will help them frame their choices
for nonprofits to focus on for their PRIORITIES.
Instructions for facilitator:
1. Distribute Handout 3A (What is a philanthropist? What is philanthropy?). Have the participants work in
groups of three or four in separate parts of the room. Have each one read their definition or quote about
philanthropy to the others and tell what they think of it and what it means to them. Spend 10 minutes on this
and then have each group report what they have shared with one another.
2. Paradigm shifts: Distribute Handout 3B (Myths and Truths about Philanthropy) and Handout 3C
(Definitions of “paradigms” and “paradigms shifts”). Explain that a paradigm shift is a change in belief about
something that most people don’t even question.
One example is the paradigm shift that occurred when people realized the sun doesn’t revolve around the
earth. Other examples: a) believing women don’t have the same rights as men. b) the belief before the Civil
War that the economy would collapse without slaves.
Explain that now there is a paradigm shift occurring from the image or stereotype that a philanthropist is
someone old and rich who lives in a big house, to people like themselves who give time, talent and treasure
to help humankind.
Briefly discuss the old and new forms of philanthropy such as giving a lot of money and having your name
put on a building, to Giving Circles where everyone gives a smaller amount of money and doesn’t ask for
personal recognition. Describe this as being the “democractization of philanthropy,” and remind them, that
they are part of it. Introduce the concept of “generosity generation” and reference the shift from a consumer
society to a giving and sharing society during hard times.
17
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
3.
4.
5.
6.
7.
Go around the room and have each person read a paragraph of Handout 3E (Stories of Transformative
Philanthropy). Read through the different activities and discuss which projects are charity and which are
transformational philanthropy. Label each activity or accomplishment with a “C” for Charity or a “T” for
Transformative.
Help them see that handing out bottled water is charity, but providing a clean water system is transformative
because it allows children to get an education rather than spending their time travelling to a water source to
collect water. It also solves a problem over time by creating new resources that can be collectively owned and
managed, rather than needing more handouts of bottled water every day.
Another example: providing meals at a homeless shelter is charity, while teaching computer skills and job
interview skills to homeless people is transformational philanthropy.
Offering a “menu” of funding needs and asking people at the homeless shelter what they need and want most
is transformational, too. We shouldn’t just assume we know what others want and need. The people who are
served by philanthropic donations and people who work closely with them should have a voice in decisionmaking about how philanthropy dollars could create real change.
Ask participants to go around the circle and share a brief story of how an action they took made a difference
in someone’s life. To begin, the facilitator should model an introduction and example. This sharing will help
frame social change and transformational philanthropy.
Circle Guidelines: People speak one at a time. Each person has up to two minutes. One person keeps
time with a timer.
10-minute break
Give each a copy of Handout 1A (Survey of Issues and Needs). Choose one of the problems to solve
and POPCORN different ways of solving the problem, including some that use charity and others using
transformational philanthropy. Guide the group to realize that sometimes charity can work and is necessary
as with homeless shelters or aid after a tsunami or hurricane. The “three before me” guideline is not
necessary during a Popcorn, but it is good to leave some space so that other people can speak. The facilitator
can also ask people who haven’t spoken for ideas.
Refer to Handout 3C again (paradigm shift). Discuss this change from charity to transformational giving and
social change as a paradigm shift. Be sure the participants understand the different concepts of charity and
transformative philanthropy.
Activity 4: Big Hairy Audacious Goals - BHAGs
Time 15 minutes
Purpose:
y To have fun and to think big about solving problems
y To dream and envision at the same time
y To consider the concept of giving circles from a global standpoint
Preparation:
ƒ Copies of Handout 3E (BHAGs: Definitions and synonyms of “audacious” and examples of audacious goals)
y For the wall:
o Handout 1A Survey of Issues and Needs
o Handout 1C: Examples of Youth Philanthropy
yFlipchart with easel
y Flipchart paper
y Markers
y Wall space
18
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
Activity overview:
In a fun way, participants will look at things they have identified in the first activity as well as world problems
and think about how to solve them in an audacious and bold way. This activity will help introduce them to
the concept of Giving Circles as they work together.
Instructions for facilitator:
1. GOALS: Distribute Handout 3E (BHAGs).
2. Explain that to prepare for setting community priorities, they will need to really think big --audaciously
— about solving world problems.
3. Ask someone to read the definitions of “audacious.”
4. Ask another to read the synonyms.
5. Explain that the group will now apply an audacious solution to a global issue. Some examples:
y Issue: Lack of clean drinking water
o Audacious goal: All African children will have clean drinking water by the time I am 21 years
old. Teenagers in America will raise enough money and send enough work crews to install roof
gutters and water collecting tanks or water purification systems at every school in Africa. We
have seven years – let’s get started!
y Issue: Climate change and human rights
o Audacious goal: Teenagers from the U.S. will win the Nobel Peace Prize for their collaborative
project to inspire people to stop buying things that harm people or the planet. Teenagers in
our school will lead a national campaign to assess the environmental impact and human rights
impact of everything we buy: electronic equipment, music, packaging food, clothes, vacations...
Schools will compete for “carbon reduction points” and “human rights points” for reducing
consumption of harmful products and coming up with creative ways to enjoy life without
buying these products.
6. Ask each one to write out a global issue that is important to them like peace or global warming. Refer to
Handout 1A (Survey of Issues and Needs)
7. Ask one or two people to share their global issue and then ask the group to think about an audacious
goal to solve it.
8. Repeat 6 and 7 with a local issue. Remind them that we can be part of a solution in our own way even if
we don’t or can’t do everything necessary to reach that BHAG.
Activity 5: Reflection and Evaluation
Time 15 minutes
Purpose:
y To prepare the group for the next workshop
y To reinforce the group guidelines
y To include stillness, silence and reflection
y To evaluate the workshop
You will need:
y Handout 3F (Written evaluation)
y For the wall: GUIDELINES and PRIORITIES
y Paper and pen
19
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
Activity overview:
The facilitator will explain the next session, answer any questions that arise and ask participants to research
nonprofits for the next workshop, in particular those dealing with the issues the group decided were the most
important from the last session. OUR GUIDELINES will be reinforced to be sure they are complete: plus time
for reflection and evaluation.
Instructions for facilitator:
1. Overview: Briefly explain the next workshop. Ask if anyone has any questions about the workshops.
2. Optional research: Ask participants to help prepare for the next workshop by researching the meaning
of “nonprofit organization” and by bringing in an example of one that particularly impresses them and
that dealt with one of the circle’s priorities. What other issues are important to them? Mention that they
may know of an issue in their community that their family or friends are working with that could be their
example. Report on their research through the Facebook group.
3. Review OUR GUIDELINES and ask if these are what are needed and if there are any that should be added or
deleted.
4. Reflection: Today’s prompt: What picture comes to mind when you think of a fair or just world? On a piece
of paper, ask them to write a few thoughts about this or draw something that expresses it. The exercise lasts
two to five 5 minutes, and they will not be required to share results with anyone but they may if they want
5. Evaluation: Give the participants Handout 3F (evaluation) and ask them to complete it.
6. Closing: When they have finished, ask them for one thing that they thought was helpful or interesting about
today. Thank them for coming and participating with honesty, respect. generosity, playfulness and audacity.
Give date and time of the next workshop and encourage them to keep in contact through the social network.
20
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
WORKSHOP 4
Overview
y Learn about nonprofits and how they benefit society
y Match our properties and nonprofits
y Understand transformative philanthropy and how it can lead to social change
y Learn why they will be looking at nonprofits that are transformative
Activity 1: About nonprofits
Time 30 minutes
Purpose:
y To learn more about nonprofits
y To exchange information about nonprofits
Preparation:
y Copies of
o Handout 4A (The Nonprofit World by YouthGive)
o Handout 4B (Definitions of “nonprofit”)
o Handout 4C (Examples of national and global examples of nonprofits involved with each issue area)
o Handout 4D (Examples of local nonprofits)
y For the wall:
o Cut the definitions (4B) apart and put them up on the walls.
o OUR VALUES, OUR GUIDELINES, OUR PRIORITIES, OUR GIVING CIRCLE and PRINCIPLES
OF COLLABORATIVE LEARNING
y Research local, national and global examples of nonprofits involved with the issues and priorities of the
giving circle
y Facilitator TO DO
y Make handouts that describe the nonprofits. (Handouts 4C and 4D)
y Flip charts and pens
Activity overview:
Participants will share information about nonprofits and how they are related to OUR PRIORITIES.
Instructions for facilitator:
1. Assemble the giving circle and welcome everyone.
2. Opening circle: Have the participants walk around the room and stand beside a description of a nonprofit.
Have them read the descriptions and say something that is interesting or ask questions about the nonprofits.
Write these on the flip chart called NONPROFITS.
21
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
3.
4.
5.
6.
Issues: Distribute Handout 4A (The Nonprofit World) and review the different issue areas: people; nature;
living together; education; children and youth; and arts and culture.
Distribute Handout 4B (Definitions of nonprofits), Handout 4C (Examples of national and global examples
of nonprofits) involved with each priority, and Handout 4D (Examples of local examples of nonprofits)
involved with each PRIORITY. Have participants read out a few activities of nonprofits (For example:
soup kitchens for homeless people, animal protection, tutoring and mentoring at-risk kids, etc.) Add these
activities to the Nonprofits flip chart. Facilitator should be prepared to discuss a few local examples of local
nonprofits related to these issues and to ask participants if they know of any others. Ask if there are issues
they want to add to the OUR PRIORITIES list for final selection at the next workshop?
Nonprofits: Ask the participants to share anything else they learned about nonprofits from their research.
Add these to the flip chart called NONPROFITS.
Close by telling the students that there are all kinds of nonprofits, as they could see from their examples.
Explain that the ones they will be looking at will be a special kind of nonprofit that will be discussed in the
next activity.
Activity 2: Game/Community-building Activity
Time 10 minutes
Choose which activity to use from Appendix 3 or from
http://www.residentassistant.com/games/icebreakers.htm
Activity 2: Transformative Philanthropy
Time 45 minutes
Purpose:
y To learn more about transformative philanthropy
y To look at nonprofits’ ability to bring about social change
Preparation:
y Copies of
o Handout 3A (What is a philanthropist? What is philanthropy?)
o Handout 4D (Examples of local or regional nonprofits that have a transformational approach)
o Facilitator TO DO
y For the wall
o OUR PRIORITIES, OUR VALUES, OUR GUIDELINES, OUR GIVING CIRCLE, NONPROFITS.
PRINCIPLES OF COLLABORATIVE LEARNING and OUR GUIDELINES from the previous
workshops
y Flipchart with easel
y Flipchart paper
y Markers
y Tape
y Table space for materials
y Research stories of transformational philanthropy and be prepared to share them.
Activity overview:
Participants will discuss stories of transformational philanthropy and the activities they have read or heard
about, and how nonprofits in their communities are working in a transformative way.
22
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
Instructions for facilitator:
1. Warmly welcome everyone as they come back from the break and suggest they walk around the room and
read the materials on the table(s) and walls.
2. Assemble the Giving Circle.
3. Discuss the stories through a Popcorn or Talking Stick where you ask, “What do you like or what impresses
you about any of the examples?” “How are they transformative?” (For example, training people in conflict
resolution can create more peaceful communities; stopping the dumping toxic waste can improve people’s
health.)
4. The group will decide how to group the discussion points under different headings. Write these on a flip
chart with the heading TRANSFORMATIVE PHILANTHROPY:
Activity 3: Reflection and Evaluation
Time 20 minutes
Purpose:
y To prepare the group for the next workshop
y To include stillness, silence and reflection time
y To evaluate the workshop
Preparation:
y Handout 4E (Evaluation)
y Paper and pens
Activity overview:
The facilitator will explain the next workshop and answer any questions. If necessary, she or he will then
reinforce the OUR GUIDELINES and PRINCIPLES OF COLLABORATIVE LEARNING; plus time for
reflection and evaluation.
Instructions for facilitator:
1. Overview Briefly explain the next workshop. Ask if anyone has any questions about the workshops.
2. Guidelines : Review the guidelines and ask if these are what we need, and if anymore should be added or
deleted.
3. Reflection: Explain that each workshop includes a time for reflection and that it is as important as the verbal
interactions. Tell the participants that this is private and they do not have to share what they write or draw.
Their reflection today will be to think quietly about the issues they care about and other people care about.
What would they like to see happen with these issues? They can then write or draw something about their
reflection on one or two issues that matter the most to them after considering what has been said so far.
After most people have finished writing/drawing, ask if anyone wants to tell the group about their issue.
4. Optional research: Ask for any topics they would like to research on the Internet before the next session. If
they do any research, ask them to report it on the social network.
5. Evaluation: Give the participants Handout 4E (Evaluation) and ask them to fill this out before they leave
today.
6. Closing: When they have finished, ask them to name one thing they feel hopeful about in the world. If
people seem stuck, ask them to say something they learned today that was interesting. Thank them for
coming and participating with honesty, respect, generosity, playfulness and audacity. Tell them you look
forward to seeing them on (give date and time of the next workshop).
23
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
WORKSHOP 5
Overview
y Introduce the concept of a “paradigm shift” in the context of diversity
y Understand why appreciating diversity is important in transformative philanthropy
y Understand social change and transformative philanthropy as criteria to select a nonprofit organization
y Participate in consensus decision-making process
y Choose a PRIORITY to fund
y Brainstorm nonprofits dealing with the PRIORITY
Activity 1: Appreciating Differences, Diversity and Paradigm Changes
Time 45 minutes
Purpose:
y To understand the value of diversity
y To understand what it means to have a “paradigm shift” in our perspective on diversity: from stopping
prejudice to appreciating diversity
Preparation:
y Copies of
o Handout 3C (Paradigm shifts) from previous activity
o Handout 5A (Definitions of “stereotype,” “prejudice” and “discrimination”)
o Handout 5B (Paradigm Shifts in Diversity)
o Handout 5C (Case study: C. Vivian Stringer and Don Imus)
y For the wall:
o OUR VALUES, OUR GUIDELINES, OUR PRIORITIES, and OUR GIVING CIRCLE, PRINCIPLES OF
COLLABORATIVE LEARNING
y Flipchart with easel, paper and markers
y If possible, get a copy of C. Vivian Stringer’s book, Standing Tall: A Memoir of Tragedy and Triumph
Activity overview:
As a follow-up discussion of paradigm shifts from the activity on paradigm shifts in philanthropy from
Workshop 3, participants will look at diversity, prejudices and differences and discover the need for a paradigm
shift as it relates to diversity. They will look at the various meanings of “diversity” and discover what kind
of diversity and differences exist in their own group. Facilitator is to support the participants in creating an
atmosphere of respect for all cultural differences and stories which may be shared.
24
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
Instructions for facilitator:
1. Opening circle: Distribute Handout 5A (Definitions of “stereotype,” “prejudice” and “discrimination”)
and Handout 5B (Paradigm Shift in Diversity). Have different people read the definitions of “diversity”
aloud. Have people take turns reading examples of the old and new paradigm. Then ask everyone to say the
definition or idea that is interesting to them.
2. Have someone tell the story of C. Vivian Stringer (Handout 5C.) Ask what they think of this incident and
the obstacles Ms. Stringer had to overcome. Have people take turns reading the definitions of “prejudice”
from Handout 5A (Definitions of “stereotype,” “prejudice” and “discrimination.”. Discuss how Imus’ prejudice
led to disrespect of Stringer and her team.
3. Paradigm shift: Have someone read the quote on Handout 5B from Franklin Titus Thompson III from
University of Nebraska at Omaha: “There is a need for a paradigm shift in the way we handle multicultural
and diversity education in America. We can no longer allow ourselves to assume that one way of thinking
and behaving fits all people… Change agents do not have to always be born. They can also be taught.” Ask
what each of these statements means to them.
4. Discuss how the concept of “appreciating diversity” is different from the concept of “stopping prejudice.”
Refer to C. Vivian Stringer’s story. Ask what diversity can bring to a team, a community or an organization.
Suggest things like creativity, flexibility and innovation to bring about new ideas and challenge our normal
mindsets.
5. Suggest a few reasons that diversity awareness needs be taught. Point out that most people are still operating
on the old paradigm of “not being prejudiced,” which means avoiding negative responses to people from
diverse groups.) The new paradigm is to look for what is valuable in diversity by developing positive
responses based on the value that people from diverse groups bring to any situation. Give examples. This is
a new concept for most people and may take some time to digest. Ask for ideas, but don’t pressure people to
say anything. This list can be added to as the workshop progresses and participants digest the information.
6. Diversity in philanthropy: Brainstorm ideas that Giving Circle members should keep in mind about
diversity as they proceed. (Examples: Appreciating everyone’s special skills; being aware that people may
have different perspectives on issues because of their different backgrounds and experiences; the need to
respectfully ask people what they think or feel about a situation rather than making your own assumptions
because of their race or religion; realizing how this appreciation of diversity impacts our ability to be an
effective Giving Circle).
7. Write these on the flip chart entitled DIVERSITY and bring it along to each workshop.
10-minute break
Community-Building Activity from Appendix 3
Time five minutes
Activity 2: Using consensus to determine our highest priority
Time 30-45 minutes
Purpose:
y To finalize the priority the group will be using to make its grants
y To build consensus as the process for selecting the priority
25
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
Preparation:
y Re-read Vacillator’s Guide on “consensus.”
y Read the step-by-step guide to the consensus process at http://seedsforchange.org.uk/free/consens#proc
y Print out any additional handouts from the Seeds for Change website that you think will be useful for this
session.
y Copies of Handout 5D (Definitions of “consensus decision-making.”)
y For the wall: OUR PRIORITIES lists on separate flip chart pages
y Flipchart
y Markers
y Paper and pens
y Chairs arranged in a semicircle so all can see the walls with the flipchart pages.
y Be sure everyone has paper and pens/pencils.
Activity overview:
For the past three sessions, opportunities have arisen to discuss and add to the priorities list. This was in part
based on information the participants learned about diversity, philanthropy, transformational philanthropy,
nonprofits, etc. During this activity, these will be narrowed to one on which to focus the rest of their efforts. At
the end of the activity, everyone should be in consensus that this is the best PRIORITY for the group and they
will commit their efforts to it. Consensus will be used rather than majority voting, because it is less competitive,
more inclusive and more appropriate for the Giving Circle.
Instructions for facilitator:
1. Opening circle: Distribute Handout 5D (Definitions of “consensus decision-making” and “Steps to Reaching
Consensus.”) Have different people read the definitions. Ask people to say a word or phrase that seems
important to them about consensus.
2. Offer a few ideas about why consensus is important to their efforts. Help participants see how positive things
can happen when everyone has a chance to think about issues and speak for them if they wish, but ultimately
support the one that most people like. Ask if they have any other thoughts about this.
3. Discuss priorities: Ask participants to go up to the PRIORITIES lists on the walls and write a few words that
describe the way they feel about each one.
4. Ask someone who knows about each PRIORITY say why it is important to them.
5. Reflection: This reflective exercise does not require sharing afterward.. Ask them to take a few minutes to
think quietly about the priorities they care most about and that others care about.
6. Ask them to write or draw something that they feel about the one or two PRIORITIES that matter the most
to them after considering everything that has been said so far.
7. Begin consensus process: Ask everyone to give their top two PRIORITIES. Put a check next to the
PRIORITIES mentioned by each person.
8. Go through the consensus process until the group is satisfied they have consensus. See Facilitator’s Guide.
Reiterate the importance of everyone buying into the PRIORITY.
9. Congratulate them on reaching consensus as a whole and making a commitment to their priority.
5-minute break
Activity 4: Reflection and Evaluation
Time 15 minutes
26
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
Purpose:
y To explain the rest of the workshops and answer questions
y To prepare for the fund-raising workshop
y To evaluate today’s workshop
Preparation:
1. Handout 5E (“The Wildthings” by Haley Jenkins)
2. Handout Pre-5 (Examples of Youth Fund-raising Activities)
3. Handout 5F (Evaluation)
Activity overview:
Participants will have a chance to ask questions about the remaining workshops and think about giving away
money in preparation for the next workshop on fund-raising. They will also be thanked and congratulated for
achieving consensus on selecting a PRIORITY: plus time for reflection and evaluation
Instructions for facilitator:
1. Explain that the next workshop will be about fund-raising and that they will select a method or methods
to raise money for their PRIORITY. Distribute copies of Handout Pre-5 (Examples of Youth Fund-raising
Activities). Ask for questions.
2. Reflection: Again explain that each workshop includes a time for reflection and that it is as important as the
verbal interactions. Tell the participants that this is private. Tell them their reflection today is “Saying Yes!”
“Imagine someone giving you $1,000 to give away this week. Think about someone you care about –
for example, a friend or aunt or teacher. Imagine them coming to you and asking you for $1,000 for a
good cause that matters a lot to them. Imagine saying “Yes!” and giving this organization or cause the
$1,000. Allow yourself to imagine how this would feel. [Pause] If you want, write or draw something
about your thoughts or feelings.” Offer the option to share. Respect privacy, and acknowledge that
our life experience differences will naturally bring up feelings about the privilege in teh example.
Encourage dialogue.
3. Evaluation: Distribute Handout 5F (Evaluation) and ask them to complete it.
4. Closing: sharing circle. When they have finished, ask them what they are looking forward to next week.
Thank them for coming and participating with the consensus process and congratulate them on doing it so
well and coming up with the group’s PRIORITY. Tell them you look forward to seeing them on (give date
and time of the next workshop).
5. Give them copies of Handouts 5E (Wildthings) and ask them to read it before the next workshop.
Resources
Seeds for Change: http://seedsforchange.org.uk/free/consens
27
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
WORKSHOP 6
Workshop overview
y Discover how other teenagers are raising money
y Explore how each feels about giving and raising money
y Create a fund-raising plan
y Practice asking for and giving away money
Prior to this workshop, the facilitator will again review and clarify with the sponsoring organizations or individuals
how much money will be given directly to the Youth Giving Circle, as well as the amount expected to be raised by the
youth. The information should be consistent with Handout Pre-6. If there are any changes, these should be explained
or discussed.
Activity 1: Sharing Fund-raising Ideas
Time 15 minutes
Purpose:
y To understand fund-raising projects that their peers are doing in preparation for choosing their own
project(s).
y To categorize fund-raising into things that can be done individually or collectively.
Preparation:
1. Copies of
o Handout 5E (Wildthings)
o Handouts Pre-5 (Examples of youth fund-raising projects)
y For the wall:
o OUR VALUES, OUR GUIDELINES, OUR PRIORITIES, OUR GIVING CIRCLE , PRINCIPLES OF
COLLABORATIVE LEARNING, DIVERSITY, and Handout 1C (Examples of Youth Philanthropy)
o Separate sheets titled: Special Events; Social Networking; Selling Stuff; Direct Ask, Donating Gifts/
Allowance
y Flip chart
y Flip chart paper
y Markers
y Be aware of your community and the types of fund-raising activities and sources that are most effective for
the group’s PRIORITY.
28
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
Activity overview:
The activity will consist of brainstorming types of fund-raising and choosing something that resonates with the
group. By using examples they have researched as well as options the facilitator provides, the group will be in a
position to select something that is feasible for them to do.
Instructions for facilitator:
1. Opening Circle: Ask participants to describe their strongest reason to give money to the priority they
selected at the last workshop. Record on flip chart.
2. Ask participants to read the examples of youth fund-raising on the wall and stand next to one they find
especially interesting or fun.
3. Ask a few people to explain briefly one of the activities they have chosen and tell why they like it.
4. Ask someone who has read Handout 5E (Wildthings) say what they thought about that project. Assure them
that they can be equally successful.
5. Ask them to share examples of fund-raising activities they have done themselves, learned about from others
or found on the Internet. Have someone record these on the flip chart.
Activity 2: How Nonprofits Raise Money
Time 20 minutes
Purpose:
y To understand the basic concepts of fund-raising
y To understand how important fund-raising is to nonprofits
Preparation:
y Copies of
o Handout 6A (How Nonprofits Raise Money)
o Handout Pre-5 (Example of Youth Fund-raising).
o Handout Pre-6 (Explanation of Fund-raising Goal).
o Handout 6B (Diagram of where one or two local nonprofits raise their money and what the money they
raise is used for.) Facilitator TO DO
o Handout 6C (Fund-raising goal for the group and individuals and matching monies as determined
before the group was organized) Facilitator TO DO
o Handout 3C (Definitions and quotes relating to charity, philanthropy and transformational
philanthropy)
y On table: Annual reports from some nonprofits in your community Facilitator TO DO
y Flip chart with easel
y Flip chart paper
y Markers
y Tables
y Tape
y Research one or two community organizations for Handout 6A (Where local nonprofits receive their funding
and what their fund-raising is used for). These should be groups that depend fairly significantly on private
funding rather than public (government), with an emphasis on some that receive a significant amount from
individuals, not just foundations. Place copies of the handout on the tables and tape some to the walls.
y After the workshop, the Popcorn remarks could be copied from the flip chart and distributed at the next
session.
29
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
Activity overview:
Participants will be reminded of the fund-raising goal. They will learn why nonprofits are dependent on outside
fund-raising and how important this kind of funding is to nonprofits. They will also study different types of
fund-raising.
Instructions for facilitator:
1. Distribute copies of Handout 6B (Where local nonprofits receive funding and what private fund-raising
is used for). Point out that government funding from local, state and national sources is decreasing and
nonprofits must depend more and more on private contributions to fund their work. Discuss the importance
of “diversified funding,” that is, getting money from several different sources instead of one large grant.
Times of economic downturn are always hard on nonprofits because it means that foundations and
individuals have less to give.
2. Distribute copies of Handout Pre-5 (Example of Youth Fund-raising) and Handout Pre-6 (Explanation of
Fund-raising Goal).
3. Review the fund-raising goal and answer any questions people have about it.
4. Briefly review the types of fund-raising and ask if they or their families have had any experience with any of
these types of activities. For example: special events such as bake sales, raffles, celebrity TV concerts, capital
campaigns, matching funds, corporate and foundation giving, annual funds, etc. (Record).
5. Ask each person to say one new thing they have learned about fund-raising. Record on board or flip chart.
Activity 3: The FUN of Fund-raising
Time 20 minutes
Purpose:
y To help participants feel comfortable asking for and giving money
Instructions for facilitator:
1. Explain that raising money for something they care about is a “win/win” because the cause they select gets
funding and they themselves have the fun and excitement of getting the money they asked for. Indeed, it
is a “Win/win/win” – because the people who give the money feel happy they are contributing to a cause
for which they care The donor, through the recipient organization, is a change-maker – enabling change to
happen through the vehicle of the nonprofit.
2. Tell them that they are going to “practice” asking for money for their PRIORITY. Explain that they will break
off into groups of two. One member will be the “asker” and the other the “giver.” Then they will reverse roles.
3. Before they break into groups, ask a few people to say why they believe in their PRIORITY and what inspires
them about this issue.
4. Each person should take the point of view of the “asker” and write down what they want to say to the “giver.”
5. Emphasize that fund-raising also involves listening – not just talking. When they are asking someone for
money, it is important to ask -why that person might be interested in giving money to this issue.
6. Have them break off into groups of two. The giver has $100. The asker explains the issue and how $100 can
help solve it. The giver can ask questions to clarify what is important about the PRIORITY. The asker answers
the questions and also finds out why the giver cares about this issue. The giver then says yes and gives the
money to the asker for their non profit. The asker thanks the giver on behalf of the nonprofit.
7. After three to five minutes, reverse and now have the givers be the askers.
8. Get back together in a circle and ask what they learned from the experience about how to raise funds. What
worked and what didn’t?
Circle guidelines: First, go around the circle so each person can speak for a minute or two. Then open the
discussion and ask people to observe the guideline “Three before me.”
30
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
9.
Help them understand that fund-raising can be fulfilling because it gives the donor an opportunity to make
the world a better place. It can also be fun.
Activity 4: Creating a FUNd-raising Plan
Time 60 minutes
Purpose:
y To create a fund-raising plan for the group and for each individual
Preparation:
y Copies of
o Handout 6C (Fund-raising Planning Worksheet)
o Handout 6D (Fund-raising Work Plan Sample)
o Handout 6 (Fund-raising Work Plan Commitment)
y Flipchart with fund-raising ideas from Activity 1
y Be aware of the amount of time that has been suggested for the fund-raising projects.
y Be conversant and comfortable with the many types of fund-raising activities the group might want to do.
Activity overview:
Participants will determine, based on their PRIORITY and the types of fund-raising activities they learned
about in the previous activity, what they will do to raise money. This will require good listening on their part
and will need to be carefully handled to make sure all voices are heard. The facilitator should have some ideas in
mind, based on what the participants have been saying and doing in previous workshops and activities.
Instructions for facilitator:
1. Review Handout Pre-5 from previous activity with fund-raising ideas, and brainstorm how participants
would like to raise money.
2. Distribute copies of Handout 6C (Fund-raising work plan).
3. Explain that the fund-raising project or projects they will choose will take place over a given period [tell
them the amount of time].
4. Explain that each person has their own style of fund-raising and that some will prefer to raise money by
themselves while others may enjoy doing so as a group. Either way is fine, and doing a combination of the
two can also work well.
5. Remind them that they have a limited amount of time to raise the money and that whatever they select
should fit the abilities and interests of the group based on previous discussions. Also remind them that they
are responsible for fulfilling their commitment to the activities they agree on so they can reach their fundraising goal.
6. Have the participants break into groups of three or four and create a rough draft of a group fund-raising
plan. It can include both group and individual activities. This should take about 15 minutes.
7. 10-minute break
8. Ask each team to share their plan. After each group presents their plan, ask if there are any concerns or
disagreements. Is it too ambitious? Is it a good mix of activities? Do people in the team have the skills and
resources to implement the plan? Invite people from other teams to make suggestions about how to resolve
any problems.
9. After all plans have been presented, ask if anyone wants to make changes in their plan based on what they’ve
heard from the other groups. Does anyone want to combine teams because their plans are similar?
10. Distribute Handout 6E (Fund-raising Work Plan Commitment). Combine all of the plans into this one
master plan.
31
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
11. Ask everyone to signal their agreement with the plan by signing the Fund-raising Work Plan Commitment.
Attach all signed forms to the Master Plan. Make copies of Master Plan for everyone and distribute.
12. Explain that you will be calling each of them every two weeks to schedule individual or group meetings to
check the status of their fund-raising plan. During this time, they need to connect with each other through
Facebook, text, phone, email and in person to plan their activities and meet their deadlines.
Activity 4: Reflection and Evaluation
Time 20 minutes
Purpose:
y To help participants experience the joy of giving
Preparation:
y Copies of Handout 6F (Evaluation)
y Pieces of paper and pens
Activity overview:
Participants will have a chance to ask questions about the remaining workshops and activities. They will be
thanked and congratulated for achieving agreement on a fund-raising plan or for all the hard work they put in if
the facilitator has to do it; plus time for reflection and evaluation.
Instructions for facilitator:
1. Thank them for completing this workshop with such enthusiasm and support for one another. Assure them
that they will do a great job in their fund-raising activities and that they should feel free to call you at any
time if they have questions or concerns.
2. Overview: Explain the remaining workshops and ask if there are any questions.
3. Reflection: Ask participants to make two columns on a piece of paper. One column is “Desire to raise
money” and the other column is “Fear of Raising Money.” Ask them to fill in each column with the first
things that come to mind. Keep thinking about it for a few minutes. Go around the circle and ask people to
share one thing from each column if they choose
4. Evaluation: Distribute Handout 6F (Evaluation) and ask them to fill this out and return it.
5. Closing: Invite them to name something they have enjoyed the most from the workshop. Thank them for
their participation and for all the learning and fun and that the next session will be (give date).
6. Remind them that you will be calling them to follow up on their fund-raising planning. The planning will be
ongoing as they prepare for and conduct their site visits. The actual fund-raising will take place after they
decide on who will receive the grants.
NOTE: THE FACILITATOR SHOULD REVIEW NOTES ABOUT FUND-RAISING AFTER EACH OF THE
NEXT SESSIONS BECAUSE THE PLANNING FOR THE ACTIVITIES IS ONGOING.
Resources:
Kristoff, Nicholas D. The New York Times, “Saving the World in Study Hall,” May 11, 2008.
Schwinn, Elizabeth, Chronicle of Philanthropy, “At 14, High-School Freshman Already is a Seasoned Fund-Raiser,”
Jan./9/2003.
Sierpina, Diane, The New York Times, “Teen-Agers, New Force in Charity,” July 19, 1998.
32
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
WORKSHOP 7
Note: This is a three-hour session (with breaks). Depending on the needs and flexibility of your group and their
schedules, it could be scheduled on a day where there is more time than usual, or broken into two sessions.
Workshop overview
y Clarify criteria for grant-making
y Learn interview techniques for nonprofits
y Decide on and practice interview questions
y Select nonprofits for site visits
Activity One: Learning about local nonprofits
Time 30 minutes
Purpose:
y To learn how to use publicly available materials to learn basic information about nonprofits
Preparation:
Handout 7A (Sample Interview Questions)
Handout 7B (Community organizations related to the group’s PRIORITY)
with printouts of the relevant sections of their website - Facilitator TO DO Handout 7C (Nonprofit Information
Forms)
OUR VALUES, OUR PRIORITY, OUR GUIDELINES on the wall
Two flip charts, paper and pens
Pens for participants
Activity overview:
Using brochures, annual reports and printouts from websites, participants will fill in a form with basic information
about local nonprofits working on the YGC’s PRIORITIES.
Instructions for facilitator:
1. Opening circle: Distribute Handout 7A (Sample Interview Questions) Assuming each participant had
$1,000 to give away today to a nonprofit, what would be the main thing they would want to know to decide
who to give the $1,000 to?
2. Explain that during this workshop, they will select nonprofits to interview to select from for their grant.
Suggest they choose no more than three.
3. Distribute Handout 7B (Community organizations related to the group’s PRIORITY) and Handout 7C
(Nonprofit Information Forms). Ask them to read these.
33
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
4.
Break into groups of three or four and complete Nonprofit Information Form for a few nonprofits that fit
with the PRIORITY. Ask each group to fill in the information from printouts of the relevant sections of their
website.
Activity 2: Criteria for Evaluation
Time 45 minutes
Purpose:
y To understand what guidelines/criteria should be used to evaluate nonprofits
y To review their values and see how they fit into a nonprofit’s way of operating
y To clarify the importance of selecting nonprofits that are transformational and bring about change as they
are considered for their PRIORITY
Preparation:
y Copies of
o Handout 7D (Funding Guidelines)
o Handout 7E (Characteristics of Groups I Would Like to Support)
y Flip chart, paper and marker
y Tape
Activity overview:
Participants will develop a list of characteristics, using some of the values established at the first workshop, to
compare each project against the same guidelines. Although nothing is objective, agreeing to a set of guidelines
will help participants avoid being too swayed by first impressions or by friends or family members’ involvement
in organizations.
Instructions for facilitator:
1. Distribute Handout 7D (Funding Guidelines) and Handout 7E (Characteristics of Groups I Would Like to
Support). Have participants underline their three most important characteristics and guidelines.
2. Ask the participants to walk around the room and read the guidelines and characteristics posted on the
wall. Ask them to put check marks next to the statements that appeal to them and are most compatible
with the characteristics of groups they would like to support. Have each person read aloud one or
two of the characteristics important to them and ask two people to record this on lip charts labelled
CHARACTERISTICS OF GROUPS WE WOULD LIKE TO SUPPORT and one called FUNDING
GUIDELINES.
3. Review OUR VALUES to see if any of these are relevant to the characteristics or guidelines and should be
added.
Break – 10 minutes
Community-building activity
Time 5 minutes
Activity 3: Deciding and practicing interview questions
Time 30 minutes
34
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
Purpose:
y To decide and practice interview questions for site visit
Preparation:
y Copies of
o Handout 7A (Sample Interview Questions)
y Flip chart, paper and marker
y Tape
Activity overview:
Participants will develop a list of interview questions and decide who will ask each question during the site
visits. They will take turns practicing to be the interviewer.
1.
2.
3.
4.
5.
6.
7.
Discuss the type of questions they can answer in advance of interviewing the nonprofits and which
questions they will find out from site visits. For example, basic facts such as mission, contact
information, budget and who is served by the project can be answered through telephone and web
research (See activity 1). In-person site visits are an opportunity to go deeper into how people plan to
realize the goal of the project, why it is important to them and what difference they hope to make if
their project is successful. Usually organizations can offer only a short time to speak with students (1530 minutes), so using that time wisely is important.
Distribute Handout 7A (Sample Interview Questions). Ask people to read out the questions they want
to ask from this list. Discuss any differences of viewpoint.
Brainstorm a draft list of other interview questions about the nonprofits they will visit in person or on
the phone. Have two people record the questions they choose on flip charts.
Ask everyone to go to the flip chart and sign up for one question they would like to ask. If there are
remaining questions, ask people volunteer to ask more than one question until they have all been
selected. Have all the questions written up and given to the participants with a notation of who’s asking
what questions, ideally a few days in advance of the site visit(s). Remind on the notice for them to bring
this with them (and have extras, just in case.)
Break into groups of three to four, and have everyone practice asking their interview question to the
small group. Bring the group back together and ask them what it was like asking their questions. Do
they want to rewrite or rephrase any of the questions? Do they want to add or delete any questions?
Discuss and add any suggestions. Leave the deleted questions on the list in case anyone changes their
mind, but remove the name of the person who signed up for them.
Ask for volunteers to speak for the group and introduce the main purpose of the Youth Giving Circle;
describing how the money was raised and the purpose of the visit at each site. Ask for volunteers to take
notes on the answers at each site. Switch roles for each site visit and encourage everyone to take a role.
Facilitator will take flip charts home and type list of questions to bring to the site visit. Facilitator TO
DO
Break 5–10 minutes
Activity 4: Selecting nonprofits for site visits and telephone interviews
Time 30 minutes
Purpose:
y To select which nonprofit organizations they want to visit on site and which they will interview by phone.
35
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
Preparation:
y Copies of:
y 7C (Nonprofit information forms)
y Flip chart, paper and marker
y Tape
Activity overview:
Participants will develop a list of interview questions and decide who will ask each question during the site
visits. They will take turns practicing to be the interviewer.
1. Put the 7C (Nonprofit information forms) up on the wall. Tell the group that they need to choose no more
than three organizations for site visits. The number will depend on the size of the city, how far apart they
are and what transportation is available. In some cases, it may be possible to visit only two, but they can
interview others by phone if they feel strongly about them.
2. Ask everyone to put a post-it note with three stars for the one they want to visit most on a site visit, two stars
for their second choice and one star for their third choice. Add the number of stars for each. Ask if people
who put three stars next to any of the projects that weren’t chosen would like to make a pitch for to include
them. Ask if anyone would like to shift any of these into the top two or three for site visits. Ask if there is
agreement on the top two or three.
3. Offer talking points on how to talk with nonprofits to set up the interview. For example: We are a youth
giving circle, and we have _____ dollars to grant to an organization that fits in with our priority of
_________. We are doing site visits to decide which nonprofit will receive our grant. Other points? Ask
someone to record these on a flip chart with the heading “Talking points.”
4. Ask for volunteers to phone the organizations to introduce the YGC and set up interviews. The volunteers
and facilitator will need to coordinate the date and time after the session.
Activity 4: Reflection and evaluation
Time 20 minutes
Preparation:
y Copies of Handout 7F (Evaluation)
Instructions for facilitator:
1. Overview: Explain the remaining workshops and ask if there are any questions.
2. Reflection: Ask participants to think about which criteria or characteristic is most important in deciding
where to give a grant. After a few minutes they can write or draw something about it. Go around the circle
and ask people to share what they’ve written. Respect privacy if anyone wants to pass.
3. Evaluation: Distribute Handout 7E (Evaluation) and ask them to fill this out and return it.
4. Closing: Each participant takes a turn reading from Handout 7G (Site Visit Evaluation Criteria). This form
will be used for taking notes during the site visits. Thank them for their participation and for all the learning
and fun. Remind them that the next session will be their site visit and you will contact them with the date
after the appointments are made.
NOTE: THE FACILITATOR SHOULD REVIEW NOTES ABOUT FUND-RAISING AFTER THIS SESSION
BECAUSE THE PLANNING FOR THE FUND-RAISING ACTIVITIES IS ONGOING. ALSO REVIEW
NOTES FOR SITE VISIT.
36
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
FIRST Community Activity: Site visits
Overview
Everyone will meet at a designated site and travel together. During each site visit the YGC will introduce themselves,
describe the purpose of the Giving Circle and conduct an interview to assess the organization’s potential for receiving
a grant. After each site visit, they will debrief and make notes about what they learned.
Purpose:
y To learn how to assess whether a nonprofit organization is in true alignment with your priorities
y To assess a nonprofit’s effectiveness and passion in fulfilling their mission
y To develop interview skills
y To practice eloquent listening
Preparation
1. Prepare interview questions from flip charts and note clearly who signed up to ask each question. Facilitator
TO DO
2. Follow up with the youth who agreed to set up appointments for site visits.
3. The facilitator will coordinate all logistics. Make an itinerary for the day. Specify meeting point,
transportation, meals, time of departure and return, etc. Send itinerary to each participant and their parents
by email, along with the interview questions. Ask them to confirm when they receive the email.
4. Re-confirm all arrangements the day before the site visits.
5. Bring copies of interview questions, Handout 7G (Site Visit Evaluation Criteria) and Handout 7C (Nonprofit
Information Forms) Facilitator TO DO
Instructions for Facilitator
1. Before departing for site visits, distribute list of interview questions and the 7C (Nonprofit Information
Forms) that the youth began to fill in during last session
2. When they arrive at the site, ask all of the youth and the representatives of the organization to introduce
themselves before beginning.
3. Ask the YGC representative to introduce the main purpose of the YGC and of this visit. (i.e., to learn more
about the group because the YGC is considering giving them a donation to support their work.)
4. Begin questions from youth. Remind note-takers to take notes using 7C (Nonprofit Information Forms)
5. After all questions have been asked, ask the representatives of the group if they have anything to add or any
closing remarks.
6. Thank everyone and leave.
7. After each site visit, collect the notes so they can be used in the next workshop.
8. Before going to next site visit, go around and ask everyone to give their impression of this organization and
why it deserves to receive a grant or not. Also ask for any ideas they have about how things might be done
differently at the next site visit. Take notes.
9. After the last site visit, debrief about the day (as in 8, above). Ask each person what advice they would give
to a youth group before going on a site visit. Take notes
10. Thank everyone.
37
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
NOTE: THE FACILITATOR SHOULD REVIEW NOTES ABOUT FUND-RAISING AFTER THIS SESSION
BECAUSE THE PLANNING FOR THE ACTIVITIES IS ONGOING.
Resources:
Evaluating a Group for Possible Funding:
http://www.inspiredphilanthropy.com/pdf/EvaluatingGroupforPossibleFunding.pdf
38
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
WORKSHOP 8
Workshop overview
t Review notes from site visits
t Determine where to give grants
t Write first draft of grant letters
Activity 1: Debriefing Site Visits and Deciding Grants
Time 45 minutes
Purpose:
y To clarify what was learned during site visits
y To decide by consensus which organization(s) will receive a grant from YGC
Preparation:
y Copies of
o Handout 7G (Site Visit Evaluation Criteria) Generated during Site Visits
o Handout 7C (Nonprofit Information Forms) Filled in from Workshop 7
o Handout 7D (Funding Guidelines)
o Handout 7B (Characteristics of Groups I Would Like to Support)
y Write names of organizations that had site visits on a board or flip chart and put materials about them on the
table
y Flip chart and paper
y Markers
y Wall space
y Seats arranged in a semicircle so all can see the flip chart.
y Choose a community-building activity from Appendix 3 or from
http://www.residentassistant.com/games/icebreakers.htm
Activity overview:
The group will review the site visit notes and decide which group or groups will receive a grant. They will write
a draft of a letter telling the group they have been chosen and explaining why the YGC wants to support their
work. This will help focus their pitch for the fund-raising activities. They will also write to groups that received a
site visit and have not been chosen.
Instructions for facilitator:
1. Welcome everyone as they come in. Opening circle: What was the most interesting or surprising thing
you learned from the site visits?
39
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Distribute the notes from the site visits. Ask each note-taker to summarize their notes.
Ask if people feel there is already a clear agreement about which group should get a grant. If they had to
pick a group now, which would it be?
If there is consensus, give a cheer. Move on to the next activity.
If not, begin consensus process. Distribute Handout 5D (Definitions of “consensus decision-making”).
Have different people read the definitions.
Remind participants how positive things can turn out when everyone has a chance to think about issues
and speak for them if they wish, but ultimately support the one that most people like. Ask if they have
any other thoughts about this.
Discuss the potential grantees. Ask participants to go up the GRANTEES list on the wall and write a few
words that describe the way they feel about each of the GRANTEES.
Ask someone who knows about each GRANTEE say why it is important to them.
REFLECTION: Explain that this is a reflective exercise and they do not have to share with anyone. Ask
them to take a few minutes to think quietly about the various GRANTEES they care most about and
others care about. Ask them to write or draw something that they feel about the one or two GRANTEES
that matter the most to them after considering everything that has been said so far.
BEGIN CONSENSUS PROCESS: Go around the room and ask everyone to say their top two
GRANTEES. Put a check next to the GRANTEE mentioned by each person.
Ask anyone who objects to the majority’ top choice to describe their objection. Ask if this makes anyone
in the majority want to switch. Ask if anyone in the minority is willing to switch or abstain in order to
get consensus.
Go through the consensus process until the group is satisfied they have consensus. Reiterate the
importance of everyone “buying into” the GRANTEE.
Congratulate them on reaching consensus as a whole and making a commitment to their GRANTEE.
Activity 2: Writing Grant Letters
Time 30 minutes
Purpose
y To cooperate with each other in crafting grant letters
y To communicate with nonprofits clearly and respectfully about whether or not they are receiving a grant, and
why
y To clarify the group’s reasons for wanting to fund this organization, which will help inspire them in their
fund-raising efforts
Preparation
y Copies of
o Handout 8A (Samples of letters to grantees)
o Handout 8B (Samples of letters to groups that will not receive a grant)
Overview of activity:
Participants will work in groups to write a first draft of a letter to the organization chosen to receive a grant and a
letter to those that were not chosen.
40
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
Instructions for facilitator
1. Distribute copies of Handout 8A (Samples of letters to grantees) and Handout 8B (Samples of letters to
groups that will not receive a grant).
2. Ask the participants to divide up into groups of three. One group will draft a letter to organizations that will
not receive a grant. All the other groups will draft a letter to the organization(s) that will receive a grant.
3. Each group will have a note-taker and a large piece of flip chart paper. In each group, people will go around
and list the main points that should be included in the letter. Refer to the samples. The note-taker will write
down the points.
4. Each person will take a particular point and write a sentence that makes that point thoughtfully and
respectfully.
5. One person will create a draft that brings together everyone’s ideas. They will read the draft aloud and people
will make suggestions for improvement until they are happy with their draft.
6. Reconvene and each group will read their draft aloud to the whole circle.
Activity 3: Reflection and evaluation
Time 20-30 minutes
Activity overview:
Participants will have a chance to ask questions about the remaining workshops and activities. They will be
thanked and congratulated for deciding on their grants.
+ Time for reflection and evaluation.
Preparation:
y Copies of Handout 8C (Evaluation)
Instructions for facilitator:
1. Overview: Explain the remaining workshops and ask if there are any questions. Any questions about
Fund-raising activities? Discuss if necessary.
2. Reflection: Ask participants to think about what it would be like to have someone say they were giving
them a grant for a project they care about. Write down what project you would like to receive money for
and why. Go around the circle and ask people to share what they’ve written if they choose.
3. Evaluation: Distribute Handout 8C (Evaluation) and ask them to fill this out and return it.
4. Closing: Invite people to say what fund-raising activities they are looking forward to now that they know
who will be receiving the grant. Thank them for their participation and for all the learning and fun.
Remind them that they should keep working with their teams on the fund-raising activities and you will
check in with them by phone and email.
NOTE: THE FACILITATOR SHOULD REVIEW NOTES ABOUT FUND-RAISING AFTER THIS SESSION
BECAUSE THE PLANNING FOR THE ACTIVITIES IS ONGOING.
41
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
Second Community-building activity: Fund-Raising
Workshop overview
Members of the YGC implement their Fund-raising Plan. This will probably happen in various forms, in different
locations, on different days and with different groupings of the youth working in teams. Adult volunteers may also be
invited to volunteer help with the activities.
Purpose
y To give youth an experience of raising money for something they believe in
y To give them an opportunity to see how other people connect with the issues they believe in
y To learn how to implement a plan, manage logistics and work as a team
y To fulfill their fund-raising commitment
Instructions for facilitator
Please read Facilitator’s Guide for detailed instructions and suggestions for this activity.
Facilitator’s role in planning:
1. The facilitator will call and schedule 15- to 20-minute meetings with each individual/group every two weeks
to check on the status of their fund-raising plan, and to encourage their active participation.
2. Facilitator should be prepared to mentor participants, providing ways to improve the process if necessary, as
well as to cheerlead, motivate, enthuse and share how other participants in their group are coming along.
3. If it appears that a group is struggling, suggest they consider modifying their plan to include different or
fewer fund-raising activities. Ask what kind of help or support they need.
4. Facilitator should keep an eye open for ways that adults can be involved in the activity and offer support,
but without taking over responsibility from the youth. Help the youth think of ways to recruit volunteers if
necessary – for example, if they are doing a big event or a raffle, volunteers of any age can help sell tickets,
contact media, make posters or consult on planning so that no vital steps are omitted for a successful
event. They can help set up, decorate and clear up. As long as youth from the circle are involved in all these
activities, it would be great to have others (including adults) involved.
Facilitator’s role during fund-raising activities
Every activity is different, and no specific instructions apply to all situations. Discuss any questions or concerns with
representative of sponsoring organization or an Inspired Legacies mentor
General guidelines:
1.
2.
3.
4.
5.
The facilitator may not always be present during fund-raising activities but, if you are there, your main role is
to be supportive and encouraging.
Encourage the youth to take the lead rather than expecting adults to be in charge. You can support them by
discussing their strategies and helping them pay attention to time management and good communication.
Encourage other adults to follow rather than lead. Adults can also be encouraged to ask clarifying questions
about the process. (For example: are tasks and time lines on target? Are circle members sharing responsibility
and communicating well?)
Solicit feedback from the youth on how they think it is going. Ask if they have ideas about things that need to
be different and support them to modify their plans if that seems appropriate.
Thank everyone and encourage the youth to thank everyone.
Please refer to Facilitator’s Guide for additional suggestions for this activity.
42
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
WORKSHOP 9
Workshop overview
y Share fund-raising experiences and reflect on them
y Appreciate individual and group accomplishments
y Discover what worked and what didn’t
y Develop plan to achieve or revise goal if it is not met
y Revise grant letters
Activity 1: Debrief fund-raising activity
Time 20-45 minutes
Purpose:
y To determine if they have reached their goal and what more might need to be done
y To share their fund-raising experiences
y To reflect on what they have learned and celebrate their accomplishments
Preparation:
y For the wall:
o OUR VALUES, OUR GUIDELINES, OUR PRIORITIES, OUR GIVING CIRCLE, PRINCIPLES OF
COLLABORATIVE LEARNING, DIVERSITY
y You will know ahead of time whether circle members have reached their goal, so you should be prepared to
address this in Activity 2 if they have not reached their goal. Facilitator TO DO
y Despite what has occurred, you will want to be congratulatory, optimistic and helpful.
y Chairs arranged in a semicircle
y Flip chart and easel
y Paper and pens
Activity overview:
This will be a wrap-up of the fund-raising activities and a time to share their good experiences and what might
have been done better.
Instructions for facilitator:
1. Welcome everyone as they come in.
2. Opening circle: Have participants write down a word, draw a picture or think up a pose that represents their
reaction to one aspect of the fund-raising activity. Ask everyone to stand and strike their pose or hold up
their word or picture. The rest will guess what the person is expressing, somewhat like charades.
3. After everyone has had a good laugh, have each person or group report on their fund-raising activities.
43
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
4.
5.
6.
Ask what they have learned from this experience and have someone record it on the flip chart. There should
be two columns: one for the positive things and the other for what didn’t work or could be done better.
Discuss to see if further insights occur.
Post this for discussion and resolution in Activity 2 if necessary.
Discuss whether they have reached their goal and if not, go to Activity 2. Otherwise, congratulate them and
move ahead to Activity 3.
Activity 2: Where Do We Go From Here? (only necessary if the goal was not reached)
Time 15-30 minutes
Purpose:
y To determine what needs to be done if the goal has not been reached
y To learn that things don’t always go as planned but can be successful with additional thought and extra effort
You will need:
y Flip chart, paper and pen
y Results of previous activity showing what worked and what didn’t
Preparation:
y Review the results with others in the sponsoring organization to determine what they think should be done
differently.
y Revisit original funders to see if they will give more money.
y Discuss with development officers from larger nonprofits for their suggestions.
y Be prepared to revise the goal if necessary.
y Continue to cheer on and motivate students.
Activity overview:
Using what they have learned from their fund-raising efforts, to plan for whether they will need to raise more
money or what the other alternatives might be. This activity will be based on the reaction of the sponsoring
organization or individual.
Instructions for facilitator:
1. Reassure everyone that they have done a great job, but that things didn’t turn out exactly as they had
planned. Let them know this is part of the learning and that is how organizations grow – by learning what
works and what doesn’t.
2. Share with them what the sponsoring organization or individual has in mind about completing the fundraising or revising the goal.
3. If further fund-raising is to occur, review the results of the previous activity to see what worked and what
didn’t.
4. If appropriate, revise fund-raising goal and move forward with the amount of money raised so far.
5-10 minute break
5-minute Community-building activity- choose from Appendix 3 or
www.residentassistant.com/games/icebreakers.htm Five minutes
44
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
Activity 3: Revise letters to grantees
Time 15 minutes
Purpose:
y To revise the letter(s) that will be sent with the grant checks so they reflect any new insights or information
as a result of the fund-raising activities.
y To reflect further on the fund-raising activity
Preparation:
y Bring draft letters from Workshop 8 (8A and 8B) Facilitator TO DO
Instructions for facilitator
1. Distribute draft of letter written during Workshop 8. Ask someone to volunteer to read it aloud.
2. Popcorn: (ask for volunteer to record ideas on flip chart.) Is there something you would like to add to the
letter based on your experiences in fund-raising? Are there things that happened that might be interesting
or meaningful for the grantee organization? Did describing the purpose of your fund-raising (in person or
in writing) help you clarify your reasons for choosing this project for the grant? Did your hard work make
you feel more a part of the project? Are there any inspiring or interesting moments during the process of
deciding to give this grant that you might want to include in the letter? Any other ideas of what you might
want to add to this letter?
3. Ask people vote for up to three additions by putting one, two or three stars next to their choices.
4. Ask if anyone wants to modify or disagree with the suggested changes. Ask for a show of hands to decide
whether to include changes.
5. Ask for a volunteer “scribe” who will incorporate changes. If there are no changes, vote to approve the letter
as it is.
Activity 4: Planning the celebration
Time 20 minutes
Purpose:
y To plan an inclusive, diverse and transformational celebration
Preparation
y Copies of Handout 9A (Celebration Suggestions)
y Discuss with sponsoring organization the possibilities for a celebration. Would they make a certificate of
recognition to present to the youth? Is there a budget for food and drinks, such as pizza, brownies and soft
drinks? Will any staff or volunteers organize this celebration so the youth can be the honored guests rather
than the ones doing the work?
Activity overview
Participants decide what kind of celebration they want to have: who will come, what activities will occur, type of food,
etc.
45
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
Instructions for facilitator
1. Tell them there will be a celebration with invited guests who will recognize their contribution to the
community through their participation in the Youth Giving Circle (YGC). They will plan it together
2. Ask for a volunteer to record responses. Distribute Handout 9A (Celebration Suggestions). Read through
the different suggestions. Who would they like to invite? (For example, representatives from the sponsoring
organization, grantee organization, and other community groups?) Who else would they like to invite,
such as parents, teachers and friends? Ask them what else they would want to include in the celebration
(presentations by the youth? music?) What kind of food?
3. Encourage them to talk about their achievements and their learning to people in the community and think
about what they would like to present.
4. Tell them that adult volunteers will work on the celebration’s logistics since they will be the honored guests.
Ask if there is any part of it they would like to be involved in. (Invitations, music, making food, etc.)
Activity 4: Reflection and evaluation
Time 15 minutes
Purpose:
y To explain the last workshop and answer questions
y To have a period of reflection
y To evaluate the workshop
Preparation:
y Copies of Handout 9B (Written Evaluation)
Activity overview:
Participants will have a chance to ask questions about the last workshop and celebration. They will be thanked
and congratulated for their fund-raising achievements. + Time for reflection and evaluation.
Instructions for facilitator:
1. Congratulate them on their efforts and let them know how hard they worked and what a good job they have
done. Emphasize how important their work has been and how much it will mean to the nonprofit they chose
for their donation.
2. Reflection: Ask participants to write down how they have changed as a result of participating in this YGC.
(Examples: “I see myself as a philanthropist,” “I feel inspired by what teenagers are doing,” “I feel more
confident that I can make a difference.”) Ask people to go around the circle and say how they have changed
if they want
3. Evaluation:: Distribute copies of Handout 9B (Evaluation). Give them time to do the evaluation and ask them
to hand it in when complete.
4. Closing: When they have finished, ask them what they are looking forward to celebrating next time. Tell
them you look forward to seeing them on (give date and time of the next workshop).
46
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
WORKSHOP 10
Workshop overview
y Evaluate how diversity and transformative philanthropy impacted the Giving Circle and grant-making
y Evaluate lessons learned, what worked and what didn’t
y Create an inclusive, diverse and transformational celebration
y Send out (or hand out) grant letters with checks
Activity 1: Reflection and evaluation
Time 45 minutes
Purpose
y Envision the impact of the grant on the recipients
y Evaluate the value of the workshop from a personal point of view
y Evaluate the quality of the workshop and how it might be improved in future
Preparation
y Copies of
o Handout 10A (Final Evaluation Form)
y Flip hart
y Markers
y Decorate the room festively. Photographs of the YGC, flowers and food set out on tables
y Table or podium at front for speakers
y Extra chairs for invited guests
Activity overview
Participants reflect on what they would like to celebrate today. They envision the impact of the grant they are giving
on the lives of people in their community. They give their final evaluation of the workshop series.
Instructions for facilitator
1. Opening circle: [use format of Sharing Circle or Talking Stick] We’re here to celebrate today. What is the
main thing you want to celebrate? Success in fund-raising? Pleasure in giving away money? Learning that
you are a philanthropist?
2. Imagine that it is one year from now and the project that you gave the grant for has been completed. Imagine
the impact on the people who benefited from the project you funded. Break into groups of three and
describe how you think this grant will impact one person. Then describe how it will impact that person’s
family, friends, school or community. While one person talks, another person listens and the third person
takes notes. Then switch speakers, listeners and note-takers.
47
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
3.
4.
Evaluation: Pass around the evaluation forms. Spend 10 to12 minutes filling them out. Then break into
groups of three and describe what the best experience was for you during this giving circle and the most
important thing you learned (two minutes each). One person talks, one listens and the third takes notes.
Then go around the circle and have each person briefly report their best experience and the most important
thing they learned from YGC. Someone records comments on flip chart.
If necessary, give people a few more minutes to finish forms. Notes from individual groups and evaluation
forms are collected and given to the facilitator.
Activity 2: Celebration
Time 1-2 hours
Purpose
y To recognize the generosity and achievement of the Youth Giving Circle.
Preparation
o Copies of Handout 10B (certificates of recognition)
y Coordinate with sponsoring organization and other volunteers on food, flowers, décor, music or whatever
was decided.
Instructions for facilitator
1. Call everyone together and introduce the representative of the sponsor organization.
2. The type of celebration has been planned by the participants (see activity 9A in previous workshop).
This is one example of the type of celebration they might have:
Guests arrive and everyone is welcomed by sponsoring organization.
y Sponsoring organization recognizes the youths’ achievement and generosity. Certificates of recognition are
given to each participant.
y Facilitator describes how she has seen the members of the YGC work together, learn and grow.
y Three YGC members describe why they chose the project for their grant; one describes the group’s priority,
one describes the project they chose to fund, and one describes the most important reasons for choosing.
y The remaining members of the circle briefly say what they learned from the Giving Circle and what they
hope the impact of the grant will be.
y Circle members present letter and check to grantee group (or gives letter to sponsoring organization that will
enclose the check and mail it.)
y Grantee representative describes the project and the impact it could have.
y Community leader distributes certificates of recognition to each member of the circle and thanks them for
their work.
y Audience and all circle members stand and name a few appreciations and then shout out “Thank you!” to
each other.
y Eating and merriment
3. Ask adult volunteers to assist with clean-up.
4. It is important to say thank you and goodbye.
48
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447
NOTES
Copyright © Unleashing Generosity
For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447