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TEACHERS RESOURCE GUIDE

2012/2013

YPI is program of the Toskan Casale Foundation

YPI thanks our cross-Canada partner

YPI is funded in Ontario by

Eighth Edition No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means electronic, mechanical, by photocopying, recording or otherwise for purposes of reuse or resale without the prior written permission of the Toskan Casale Foundation. This publication is designed to provide accurate and authoritative information in regard to the subject matter covered. This publication is sold without warranty, responsibility or liability, express or implied, regarding the application and results of the subject matter.

Youth and Philanthropy Initiative

© Copyright2003-2013. The Toskan Casale Foundation. All rights reserved.

Dear YPI Educator, Welcome to the 10th year of the Youth and Philanthropy Initiative! Thousands and thousands of new students and teachers around the world – Canada, England, Scotland, New York City and now in Northern Ireland –participate in YPI each year. Over the past decade we’ve heard powerful stories from educators, students and charities about their YPI experiences. The grassroots spirit that unites each of these stories – the big and small discoveries, the unstoppable sparks of community compassion – is truly at the heart of everything we encourage through YPI. I am excited to welcome you, whether you are new to the YPI community or are joining us again. We are eager to start the 2012/2013 year and to introduce some updates that have been made. In an effort to help the community reduce our carbon footprint, our 2012/2013 Teachers Resource Guide is available in its entirety in the online YPI Teacher section, which can be accessed by signing up for a YPI Teacher Account on www.goypi.org. We aim to be conscious of the environment while at the same time being conscious of your needs, so if you or your colleagues would benefit from an additional copy of the new lightweight edition we’ve sent you, please let us know. We are pleased to share our re-designed website, which has been streamlined and updated to ensure everything you need for a successful project is right at your fingertips. New to the website this year is our international YPI Teacher Forum, an easy-to-use tool in the online Teacher Resources section. Now you can swap advice and extra resources with YPI educators in your own board or city, or even exchange tips across the Atlantic! Because we feel more can be done to help students deepen their awareness and understanding of local social issues, this year’s guide has been updated to put greater emphasis on teams examining the significance and impact that their chosen social issue is having on their community. Teams will aim to explain how their chosen charity is working to address the issue through effective programs and services (with less emphasis on explaining the charity’s administrative infrastructure). This is also reflected in how the final presentations will be judged: teams are encouraged to demonstrate their understanding of their chosen social issue, and how the services provided by the charity are addressing the issue for people in the community, in the short and long term. We hope you find the changes we’ve made helpful. Your feedback is always welcomed and appreciated. All the best for a successful year!

Julie Toskan-Casale Julie Toskan-Casale President, YPI [email protected]

TABLE OF CONTENTS THE YOUTH AND PHILANTHROPY INITIATIVE 1-9

MISSION AND OVERVIEW OF YPI 1

COURSE OBJECTIVES 2

GOALS 2

SAMPLE TIMELINE OF KEY MILESTONES 3

CURRICULUM EXPECTATIONS 4

THE STRUCTURE 4

PROJECT BASED LEARNING 5

SKILLS DEVELOPMENT 6-8

CONTRIBUTIONS FROM OTHER COLLEAGUES 9

SESSION OUTLINES 11-40

PHILANTHROPY, VALUES AND CITIZENSHIP: SESSION ONE 11-14

OUR LOCAL COMMUNITY: SESSION TWO 15-19

RESEARCHING A LOCAL SOCIAL ISSUE: SESSION THREE 20-23

OUR COMPASSIONATE COMMUNITY: SESSION FOUR 24-28

ACTIVE RESEARCH: SESSION FIVE 29-32

EFFECTIVE CHARITIES: SESSION SIX 33-36

YPI PRESENTATIONS: SESSION SEVEN 37-39

APPENDICES 41-72

APPENDIX A: WELCOME TO YPI – VIDEO RESOURCES 41

APPENDIX B: INTRO TO THE ONLINE YPI VALUES TREE 42

APPENDIX C: WHAT DO I VALUE? SESSION ONE WORKSHEET 43-45

APPENDIX D: SOCIAL ISSUES AND SOCIAL SERVICE CHARITIES 46



TABLE OF CONTENTS - CONT’D

APPENDIX E: ONLINE TOOLS AND RESOURCES 47

APPENDIX F: DIAMOND 9 ACTIVITY 48

APPENDIX G: RESEARCHING AND PRESENTING OUR SOCIAL ISSUE 49

APPENDIX H: SHORTLIST OF THREE CHARITIES 5O

APPENDIX I: YPI GRANT CRITERIA 51

APPENDIX J: DECISION MAKING 52

APPENDIX K: COMMUNICATING WITH CHARITIES 53-56

APPENDIX L: PLANNING YOUR INTERVIEW QUESTIONS 57

APPENDIX M: SAMPLE INTERVIEW QUESTIONS 58

APPENDIX N: EXAMPLES OF CHARITY AIMS 59

APPENDIX O: CHARITY SPENDING 60

APPENDIX P: CHARITY IMPACT 61

APPENDIX Q: YPI PRESENTATION SUCCESS CRITERIA 62

APPENDIX R: CLASS PRESENTATION JUDGING SHEET 63

APPENDIX S: PLANNING YOUR YPI FINAL 64-68

APPENDIX T: FINAL PRESENTATION JUDGING SHEET 69

APPENDIX U: LETTER TO PARENTS 70

APPENDIX V: CHEQUE REQUEST FORM 71

STUDENT GUIDE i-xvii


© Copyright2003-2013. The Toskan Casale Foundation. All rights reserved. 1

MISSION OF YPI To provide secondary school students with a reality experience through a strong academic philanthropy course which gives them skills to assess community needs and make grants to grassroots and community-based charities meeting those needs. Our course will empower young people to authentically participate in the development of their communities, engage them as dedicated problem solvers and volunteers. Our course will promote a sense of responsibility, respect, and a commitment to growing compassionate communities.

OVERVIEW OF YPI The Youth and Philanthropy Initiative (YPI) is an international program that aims to develop community leaders. Participants are given a hands-on experience of philanthropy that provides them with the skills and awareness to make a positive difference in their communities. Participating students work in small groups to research the needs of their local community and identify the local social service charity they believe is best placed to make a positive contribution. They then learn how to study the charity’s management, budget, strategy and staffing arrangements. Students build relations with representatives from their chosen charity and, following skills training in investigation and public speaking, present on the reasons their proposed charity is most deserving of support. The group judged to have made the most compelling and thorough presentation in each school wins a grant to award to their charity. During this process, students develop teamwork, communication and presentation skills.

� Launched in 2002 in one Toronto high school by President of the Toskan Casale Foundation, Julie Toskan-

Casale, YPI now takes place in schools internationally.

� In Canada, YPI has grown from one school in Toronto to hundreds across the country, from Victoria to Halifax.

� In the UK, 10 London secondary schools took part in a pilot scheme for YPI that began in 2008. A full,

professional evaluation of the pilot showed that YPI has a significant impact on young people’s self-awareness and attitude to giving. YPI continues to grow in the UK and is now delivered in secondary schools all over England and Scotland, and has been newly introduced to Northern Ireland.

� In the USA for the 2009-2010 school year, YPI was piloted with great success at Marymount School in New

York City. YPI continues to grow in NYC, with schools currently participating throughout Manhattan, the Bronx and Brooklyn.

For further information please do not hesitate to contact: CANADIAN CONTACT: Toskan Casale Foundation Tel: 1-416-489-1044 3080 Yonge Street, Suite 5090 TF: 1-888-489-1044 Toronto, Ontario Fax: 1-416-489-1977 M4N 3N1 Email: [email protected]


2 © Copyright2003-2013. The Toskan Casale Foundation. All rights reserved.

COURSE OBJECTIVES The Toskan Casale Foundation’s Youth and Philanthropy Initiative is designed to: � introduce young people to philanthropic opportunities and instil

philanthropic values

� encourage young people to become and remain involved in assisting others and their communities

� provide students with an experience both in relating to the charitable community and in making grants to local social service charities

� ensure young people are exposed to and understand the different local social service issues within their community and offer students some firsthand experience with charities, through the research aspect of the course

� expose students to the various ways they can support charities and provide students with the knowledge and skills to research and investigate charities

� develop evaluation skills required to measure the effectiveness of social service charities in meeting community needs

� develop both written and oral skills required to deliver research results and defend grant making decisions

� learn how to judge the merits of proposals, and then allocate funds in support of charities most effectively meeting community needs

GOALS The specific goals of the Youth and Philanthropy Initiative are to: � provide students with an academic experience to learn about philanthropy and other

related subjects

� provide students with a genuine experience to directly assist a charity of their choice in their community

� offer financial assistance to charities in the students’ communities

� provide a classroom-ready resource document for teachers to implement in their classrooms

to increase student awareness of needs in their own communities



SAMPLE TIMELINE OF KEY MILESTONES



CURRICULUM EXPECTATIONS CANADA The YPI curriculum is a project-based learning model that enables teachers to address a wide variety of curriculum expectations for grades 9 or 10. General areas covered include listening, speaking and writing in a unique and goal orientated way. YPI delivers on key curriculum expectations in provinces across the country. For a province by province snapshot of how YPI links to the secondary school curriculum, please see www.goypi.org

THE STRUCTURE This section of the YPI Resource Guide is designed to introduce teachers to the YPI materials and to share some practical experience and ideas about the delivery of YPI. The main messages from teachers and students are that YPI presents students with:

� the opportunity to consider the contributions that they can make as individuals to benefit their own local communities

� opportunities to develop a range of social, learning and employability skills � the possibility of experiential and Lifelong learning for students that supports their knowledge

and understanding of philanthropy and charitable giving To ensure student learning in YPI is as successful as possible we recommend that teachers:

� set out a very clear time line for students at the beginning of the project, and identify key “milestone” dates

� plan the use of audio/ visual equipment and book computer facilities in advance � liaise effectively with parents about the purpose of the project, and in particular about the visit

by the teams to the individual charities (Appendix U is a letter to parents explaining YPI) � familiarize yourself with the YPI resources available to students, including online search tips for

finding eligible charities in your local community � liaise internally in the school to ensure that all colleagues who could have a role in supporting

YPI are properly informed � be clear where in the school the students will already have been introduced to any of the

specific skills needed for YPI and what models or guidance they have been given so that those used during the YPI course are consistent with previous learning

� decide what advice they will give to the teams about how to store their material, to facilitate

the team and individual contributions



PROJECT BASED LEARNING YPI requires a ‘project based learning’ approach to the design of the teaching and learning, focused on the investigation of a local, grassroots and community-based, social service charity. By project based learning we mean a systematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks. The notion of ‘scaffolding’ refers to those processes that the teacher uses to support the student to a) understand the learning and b) be able to undertake the associated task or activity. YPI is most successful when there are very clear frameworks within which students are able to develop their autonomy and take responsibility for their learning. The YPI course is therefore divided into ‘Sessions’, with a Session Outline, Teacher Notes and Appendices all designed to support the planning and the actual sessions themselves. Session Outlines provide the basic structure for the learning and teaching, but within that teachers are encouraged to modify and amend the structure to reflect the particular context of the school and the group of students. The Session Outlines are written for students as you may wish to share the Session Outlines with participating students. They are included at the back of the Resource Guide in the section headed ‘Student Guide’. A note about ‘Connecting back’ In some schools students will only have YPI lessons once a week, so it is important to always ‘connect back’ and make the link with the previous session. Connecting back throughout YPI will really help students to be aware of the ‘flow’ through the course. Teacher Notes support the Session Outlines. They provide teachers with an introduction to each session, an overview of the direct teacher input required in each session and explanations of activities. Appendices provide additional information to support student learning, a letter to parents explaining YPI, judging sheets for class and final presentations and an overview of the course to send to charities if they request further information.



Students participating in YPI develop a range of skills, particularly the following four: Research skills (including audio/ visual media)

The ability to search out relevant information and use it effectively. Presentation skills (including audio/ visual media)

The ability to present facts, an argument or a set of beliefs clearly, succinctly, passionately and in an engaging manner.

Teamwork skills

The ability to work together towards a common purpose and, in so doing, achieve more than one person could alone.

Communication skills

The ability to communicate effectively in a new environment or situation and to be able to do that face to face, by email or by phone.

SKILLS DEVELOPMENT

YPI supports teachers in developing many of the skills required as part of your specific curriculum.

Some of the skills students acquire in YPI include:

� team working � independent inquiry � self-management � reflective learning � effective participation � creative thinking



SKILLS DEVELOPMENT - CONT’D

It is important for each teacher to ascertain:

� where in the schools these skills have been developed previously and the students’ individual skill levels

� what models and approaches to the development of these skills are already in place in the

schools Teachers should then consider how they can be built on and reinforced during YPI. The individual sessions are designed to incorporate skills development.

RESEARCH AND COMMUNICATION SKILLS Students are required to:

� find out which charities operate in the local area of the school community and/or the community in which they live

� create a shortlist of those charities whose work interests them and find out initial information

about their work � choose one charity from the shortlist to investigate in detail

They therefore need to be able to:

� use the web to find a list of charities in their area � use other sources of information (newspapers, resources, the local library, the telephone book)

to find the local charities � use the phone effectively to make phone calls and leave voicemails for people whom they do

not know � know how to write and set out a business letter requesting information, and/or do this by email � be able to compile a list of questions to ask the people who work at the charity � think of questions they may like to ask staff of their chosen charity and, where appropriate,

beneficiaries of the charity

� to be able to take photos and produce videos as appropriate. For the purposes of YPI only student produced videos are appropriate. Student presentations should not include videos produced by charities.



SKILLS DEVELOPMENT - CONT’D

PRESENTATION SKILLS Students are required to:

� deliver a team presentation about their chosen charity � convince a panel of judges of the benefit their chosen charity provides to the community

Students are required to:

� understand the principles which underpin an effective presentation � choose the most appropriate media or style to convey their message � know how to put together a PowerPoint, video or dramatic presentation and how to use it as

a tool to support what they are saying

TEAMWORK SKILLS

Students are required to:

� work as part of a successful team for the duration of YPI

They therefore need to be able to:

� know the different roles required in a successful team � make decisions together and compromise with one another � share the workload fairly and understand the different skills each team member has � plan how and when they will meet up to complete tasks on time � listen to each another and respect different ideas



CONTRIBUTIONS FROM OTHER COLLEAGUES Many colleagues in school can play important roles in making YPI a success. It may be particularly useful to liaise with the following staff: The English/ Drama Department It will be useful to find out what aspect of “presentation” students develop during English and Drama lessons. If there are any aide-memoirs or checklists that they use with students it will be important and useful to have copies of those and to remind students about them, in order to encourage the transfer of skills. The Librarian/ Learning Resources Colleagues These colleagues can provide valuable support to students in researching information, and may be willing to gather some information in advance about local social needs. Tutors and Teachers Time is always a constraint with any sort of project based learning as groups of students work at different speeds and the ease with which individual groups can find the information they require differs. Depending on the particular context and model of tutoring in the school it may be possible to explore how parts of the Tutors, Teachers and Counsellors time could be used to support YPI. Teaching assistants can provide extremely valuable support during the delivery of YPI. In particular, they may be able to accompany students on visits to local charities, to support students when they phone charities, or to rehearse presentations with individual teams of students. Audio/ Visual Teachers It will be useful to find out how students have been taught to use the Internet for research and PowerPoint (or other courses) for making presentations. If there are any checklists that they use with students it will be important and useful to have copies of and to remind students about them, in order to encourage the transfer of skills.





PHILANTHROPY, VALUES AND CITIZENSHIP:

SESSION ONE *See Appendix A for tips on using the introductory “Welcome to YPI – Students” video for your class

SESSION OUTLINE

In this session you will think about the following questions:

� What is philanthropy? What is citizenship? � What are values? What do I value? � What makes a philanthropist a valuable citizen?

When you have answered these questions you will:

� be able to define philanthropy and citizenship � understand the values that are most important to you � consider how you demonstrate your values in your own life

SUGGESTED PROCESS

1. Philanthropy

a) What does the word philanthropy mean? b) Can you think of any famous philanthropists? How can you tell that a person is a

philanthropist? Can you think of any philanthropists you know in your own life? c) What makes a philanthropist decide how they want to help others?

2. Values

a) Invite students to consider what it means to value something, and what kinds of things a

person could value. Are values objects, or ideas? Are they expressed by words, or actions? How do we find out what our own personal values are? Why might it be important to find out?

b) Using the online YPI Values Tree activity (supporting by Appendix B: YPI Values Tree) and/or the What Do I Value? Session One Worksheets (Appendix C), allow the students to reflect on the 25 values statements, and consider the three statements that are most important to them, and the three statements that are least important to them. Students make their selection to reveal their set of personal values.



c) In pairs, have students share and discuss their personal values, explain their reasoning behind their choices, whether they agree with the results, and whether they would describe the values differently, based on their own experiences. Ask students to brainstorm examples of times in the past where they have used the values most important to them, and predict future situations where they could put them into action.

Example: Value: Courage Future Situation: My friends are teasing a new student. Action: I could stand up for the new student, even though it is easier not to. This takes courage.

Note: It is important for students to be open to different interpretations of the values; students may like the chance to re-consider how they chose their values after this discussion.

d) Classroom discussion:

� What are the values that are most important to students in the class? � What are some of the least important values to the class? � What do these similarities/differences tell us about values? Are all of these values

positive? Are they all important to have in the class (community)? � Do you agree with the statements that match each value? What are some other

meanings or statements that we could match to the values, based on our experiences? � How have students demonstrated their most important values in the past? � What are some future situations where students might put their values into action? � Was it helpful to compare the statements and choose which ones meant the most and

the least to you? Did you learn anything new about yourself?

f) Students can now complete their What Do I Value? Session One worksheets, where they are able to record their own reflections and experiences, as well as consider future situations where they can make goals to put their values into action. They can also create their own Personal Values Statements, based on their three most important values and their meanings: I believe everyone should have the same opportunities and rights. I believe everyone should be entitled to express different ideas and points of view. I respect and value those who stand up for their beliefs. I value equality, tolerance and courage.

� Encourage students to post up a copy of their Personal Values Statement where they will

see it often. (ie in their locker, on a mirror) Students are encouraged to visit the YPI Values Tree occasionally to check if their values change over time, with new experiences.

3. Philanthropy, Values and Citizenship

a) What does citizenship or being an active citizen mean? How do your personal values relate to

citizenship? Are there times when a person can put their values into action to make a positive difference for people around them?



b) Philanthropists find ways to put their values into action to help make their community a better place for people. Consider the values that are important to the class. What kind of community do the students want to live in?

c) Can the class think of any issues in their school where something has happened that is

opposing to what they value? What about issues in their community or city? For the next session, students should bring at least one example of something that is happening in their community that opposes what they personally value. (e.g. from a newspaper, or a story from speaking with someone).

d) Conclusion: In the first session, you discovered the values that are most important to you. In

the second session, you will begin to consider the social issues that people are facing in your community; how the values in a community can impact these issues, and how you can put your values into action about an issue that matters most to you.



PHILANTHROPY, VALUES AND CITIZENSHIP: SESSION ONE TEACHER NOTES YPI Resources: “Welcome to YPI – Students” video (on www.goypi.org) Appendix A: Welcome to YPI – Video Resources Online YPI Values Tree (www.goypi.org) Appendix B: YPI Values Tree Appendix C: What Do I Value? Session One Worksheet Introduction:

See Appendix A for tips on using the introductory “Welcome to YPI – Students” video to introduce YPI to the class.

During YPI, you will learn how to become a philanthropist in your own community. You and your group will stand up (advocate) for a charity in the community that matters to you, using your own values about what you believe is important. This session will help you to understand more about who you are by exploring your own set of personal values. Direct Teacher Input:

� The word philanthropy comes from two Greek root words: “philos” meaning love, and “anthropos” meaning humanity.

� Merriam-Webster definition of philanthropy: a spirit of goodwill toward all people, especially when expressed in active and generous efforts to help others

� Merriam-Webster definition of philanthropist: one who makes an active effort to promote human welfare

� Oxford dictionary definition of values: one's judgement (or belief) about what is important in life; principles or standards of behaviour

� Merriam-Webster definition of citizenship: 1) possession of the rights and privileges of a citizen 2) the quality of a person's response to membership in a community

Suggestions for Expansion:

� How are our values formed? � Examine the actions of historical figures or local heroes: what do you think their values were?



OUR LOCAL COMMUNITY: SESSION TWO

SESSION OUTLINE IN THIS SESSION YOU WILL THINK ABOUT THE FOLLOWING QUESTIONS:

� What are social issues? � What social issues are happening in our local community? � How can we put our values into action to positively impact these issues? � What values do you share with your team? � What social issue does your team want to focus on during YPI and why?

WHEN YOU HAVE ANSWERED THESE QUESTIONS YOU WILL: � have described different kinds of social issues � have identified how different social issues are experienced by people in the local community � have discussed ways different social issues can be addressed by putting values into action � have created a shared set of values with your YPI team � have chosen a social issue that your team would like to address in your community � have started to practice research skills as a team

SUGGESTED PROCESS Connecting Back

� Recall the values activity from last week: Have you been thinking about your values since session one? Share your thoughts.

� Has anyone put a value into action? What was the result?

Issues in our community 1) Share and discuss the examples students brought of issues that are happening in the

community, and why students think that the issue opposes what they personally value. Could any of these examples be called social issues? What does “social issue” mean?

2) Brainstorm further and create a list of all the different social issues that the class can think of. (See Appendix D for examples to help with the brainstorming session)

3) Can students think of ways to describe or define each social issue? Which ones do they see happening in their community? Are any of these issues connected to each other? What might the causes of the different social issues be?

How can our values impact our actions?

1) Compare the list of values discussed in the last session with the list of social issues that the class has just created. Are there any differences between the values of the class and the social issues that are happening in the community?



2) Can values be put into action to address a social issue? For example, if a person or a

community values (example value), what actions might they take when they see (example issue) happening? What would happen if that value was missing in the community? Explore more examples as a class or in small groups. E.G. Why does the issue of bullying oppose the value of tolerance? How might a person or community who values tolerance act to address the issue of bullying? What would happen if tolerance was missing in a community?

3) Can you think of any organizations (i.e. social service charities) which act to address social issues in the local community? Can you tell what their values might be, based on the actions they are taking? Before choosing a charity to research for your YPI project, you and your team will first choose a social issue you would like to address, using the values of your team to help you decide.

Choosing a social issue to address as a team 1) Students will work in teams of approximately 4-5 people throughout YPI. (Teachers can

decide how students will get into teams) 2) Once in a team, students share and discuss their personal values, and decide on a few (3-5)

values that they will share as a team. Is it ok to have differences in values on the team? Is it ok for the team members to share many of the same values?

3) Using the shared values, students create a team values statement. Revisit the YPI Values Tree and Appendix C: What Do I Value? Session One Worksheet for the example.

Example of a Team Values Statement: We want to live in a community where everyone is treated equally. We want to live in a community which is open to different ideas and points of view. We want to live in a community of people who are brave enough to express their opinions. Our team values equality, tolerance and courage. 4) Based on your team’s values statement, use the Diamond 9 worksheet (Appendix F) to help

you discuss and prioritize the different social issues that your team is passionate about addressing and why. You will ultimately determine which social issue your team will focus on for your YPI project.

Introduction to Team Work, Research and Presentation Skills � Class discussion: teams can share their team values statement and the social issue that they

chose to address during YPI. � In session three, each team will research their chosen social issue and create a list of as many

charities as they can that are working to address the issue in the community. The teams will prepare a short (2-3 minute) presentation to tell the class the following information:

� what is the social issue that they are addressing � why is the issue important to the team � who is impacted by the social issue in our local community � list as many charities as you can that are addressing the issue in the community



� describe 1-2 examples of interesting work that is being done to address the issue � record the sources of information that the team used for their research (e.g. Google, charity

websites, police station, guidance counsellor, community centre) � Class discussion: � What are the qualities of a team that works well together? What kind of problems might you

face as you work together in a team? How could you solve them? � What are the skills you will need to research your team’s social issue? What sources can you

use to find the information? (see the Student Resources section on goypi.org) � What are some tips for presenting the information to the class?

¾ Organize your ideas ¾ Use examples ¾ Rehearse as a team

¾ Speak clearly and confidently

¾ Always face the audience ¾ Use effective body language

¾ Be creative ¾ Use audio-visual material

selectively



OUR LOCAL COMMUNITY:

Session Two Teacher Notes

KEY QUESTIONS:

� What are social issues? � What are the social issues happening in our local community? � How can we put our values into action to positively impact these issues? � What values do you share with your team? � What social issue does your team want to focus on during YPI and why?

YPI RESOURCES Appendix D: Social Issues and Social Service Charities Appendix E: Online Tools and Resources Appendix F: Diamond 9 worksheet

INTRODUCTION

Student and teacher feedback from previous years made it clear that it is important that students begin working in their project teams as early as possible. The students begin working in their teams in this session, and remain in those teams throughout the project. A significant part of this session is learning about different local social issues and how values can be applied in different situations to bring a positive result. There is also a focus on skill development and it is important to help the students make the link between the activities they are doing now and their final YPI presentation. The activities are designed to give them the opportunity to practise and rehearse the skills they need to complete YPI successfully.

DIRECT TEACHER INPUT The parts of this session that require direct teacher input are: � Learning outcomes � Connecting students back to the personal values they explored in Session One � Guiding a class brainstorm of different social issues, and the meanings of these issues � Helping students see the connection between their values and the actions that can be

taken to positively impact the social issues happening in their community � Putting students into teams, demonstrating the Diamond 9 activity (Appendix F) � An introduction to the skills students need when working in teams. If you have

techniques for successful teamwork that the students are familiar with you may wish to remind students of them.



For example: Team brainstorming skills: A brainstorming session works by focusing on a problem or question, and then deliberately coming up with as many ideas and solutions as possible. One of the reasons it is so effective is that the brainstormers not only come up with new ideas in a session, but also spark off from associations with other people’s ideas by developing and refining them. This means that the group must choose someone to note down all the ideas that the members of the group suggest. Remind students it is important during brainstorming that no one interrupts each other and no ideas are rejected at the first stage.

� A reminder of research skills, and an overview of the resources that they can access to

research their local social issue. It will be useful to find out where else students have learned and developed research skills.

� What are some tips for presenting the information to the class? How to give feedback to

each other when they have watched a presentation?

� It will be useful to find out where else students have learned and developed presentation skills.

Suggestions for Expansion:

� Look more closely at the root causes of different social issues in the community. How can

values and active citizenship address the root causes of social issues in a community? Some examples:

¾ Organize your ideas ¾ Use examples ¾ Rehearse as a team ¾ Speak clearly and confidently ¾ Always face the audience ¾ Use effective body language ¾ Be creative ¾ Use audio-visual material

selectively



RESEARCHING A LOCAL SOCIAL ISSUE:

SESSION THREE SESSION OUTLINE In this session you will think about the following questions:

� What does your team feel passionately about improving in our community? � What impact is your chosen social issue having in our local community? � What local, community-based charities are working to address the issue?


� be able to describe your chosen social issue to the class � be able to communicate effectively your reasons for choosing that particular social issue � be able to explain how the social issue impacts the local community, with examples � have created a list of charities addressing your local social issue in the community � be able to describe 1-2 interesting examples of the kinds of services that these charities provide

SUGGESTED PROCESS

Connecting Back

Review the skills introduced last session: � What are the qualities of a team that works well together? What kind of problems might you

face as you work together in a team? How could you solve them? � What are the skills you will need to research your team’s social issue and create a list of

potential charities? What sources can you use to find the information? (see the Student Resources section on goypi.org for helpful websites and tips for finding local charities)

� What are some tips for presenting your information to the class?

Researching your team’s social issue 1) Each team will use this session to research their chosen social issue and through their research,

create a list of the local charities that are working to address the issue in the community. The teams will prepare a short (2-3 minute) presentation to tell the class the following information (to be presented next session):



� what the social issue is that they are addressing � why is the issue important to the team � who is impacted by the social issue in our local community � list as many charities as you can that are addressing the issue in the community � describe 1-2 examples of interesting work that is being done to address the issue � the sources of information that the team used for their research (e.g. Google, charity

websites, police station, guidance counsellor, community centre)

2) Before the teams begin their research, review the types of charities that are eligible for the YPI grant. See Appendix I: YPI Grant Criteria for more details. Teams will focus on finding examples of community-based charities that are providing social services directly to people in the local area. Teams will have time in the next session to create a shortlist of their favourite charities, and double-check that these charities have registered status.

3) Teams will need access to research resources (library, computer lab, newspapers). Students

should also be encouraged to find out about charities by considering where they volunteer, getting advice from their family, teachers and community members. They should understand the limits of relying solely on online searches. Teams can use the worksheet on Appendix G to record and organize the information about their social issue and the charities that they find.




Session Three Teacher Notes

KEY QUESTIONS: � What do you feel passionately about improving in your community? � What impact is your chosen social issue having in our local community? � What local charities are working to address the issue?

YPI RESOURCES

Appendix G: Researching and Presenting our Social Issue

Appendix I: YPI Grant Criteria Note - During Session 3 it will be very important for the students to have Internet access. If necessary, book a computer room. INTRODUCTION The YPI curriculum is designed to encourage a logical process by which the teams identify which charity to support. In this session the focus is on researching the impact of the particular social issue the team wishes to address, as well as creating a list of the local charities working on the issue. They will use this list, as well as information they learn when watching the other teams’ presentations, to narrow down their choices into a shortlist of three eligible charities. Preparing for these mini-presentations will be useful for the students to keep on track with their overall research; provide them with an opportunity to study the impact of their chosen social issue more in-depth; practice organizing their research into a presentation format; as well as an opportunity to learn about different social issues, a range of local charities, and the different sources of information that students can use. DIRECT TEACHER INPUT � Connect back to the previous session. Review presentation skills with students, and offer advice

on how to give constructive feedback to their peers. � Provide an overview of the YPI grant criteria, and why the students should record as many

eligible charities during their research as they can. Explain that to be eligible for a YPI grant the charity must be a local, grassroots, social service charity that is registered (Appendix I).

� Remind students how to use the Internet for research and give them a time-limit within the space of the session for doing the research activity. If there are enough computers, you might like to suggest that each team splits into pairs or trios and each pair or trio focuses on one of the websites suggested.



SUGGESTIONS FOR EXPANSION:

� Invite last year’s YPI winners (or other upper year students who are active in volunteer work) to speak to the class about their experiences with the issues and charities that they’ve worked with.



OUR COMPASSIONATE COMMUNITY: SESSION FOUR

SESSION OUTLINE

In this session you will think about the following questions: � What local social issues are important to students in my class and why? � What impact do different social issues have on my community? Who is impacted? � What kinds of local social service charities are working in my community? � What sources can my team use to find more information? � Which charities are eligible for YPI? Which one does my team want to choose? When you have answered these questions you will: � understand a variety of different social issues and their impact on the local community � have learned examples of the work that charities are doing to help people in the community � have practiced using your presentation skills as a team, as well as your skills as an audience

member (listening and providing feedback) � understand what kinds of charities are eligible for YPI, and how to verify their eligibility � have created a shortlist of potential charities for your team to research for YPI, and chosen

which charity your team feels most passionately about SUGGESTED PROCESS Connecting Back Review the skills introduced in the last two sessions: � Have any teams experienced any challenges during their research and preparing for their

presentation? Any successes? � What sources have students been using to find information about social issues and local

charities? � What tips should teams remember when presenting their information to the class? � How shall the audience listen and provide feedback? What kind of comments and constructive

criticism would be helpful? Team Presentations on Local Social Issues 1) Each team gives their 2-3 minute presentation to the class, covering the following

information: � what is the social issue that they are addressing � why is the issue important to the team � who is impacted by the social issue in our local community � list as many charities as they can that are addressing the issue in the community � describe 1-2 examples of interesting work that is being done to address the issue



� the sources of information that the team used for their research (e.g. Google, charity websites, police station, guidance counsellor, community centre)

2) Students listen to each team’s presentation and record the information they learn. Students and/or teams should be encouraged to provide feedback to the teams about their presentations.

3) After the presentations, the class can review the charities that the teams found, and discuss

which are eligible for YPI, and any that might not be eligible for the purposes of the project. (Teachers may also want to use this opportunity to prevent any overlap in the charities that teams are interested in). The class should also discuss the different sources of information that the teams used, how to tell whether a source is reliable, and why using a variety of sources is important.

Preparing a Shortlist of Three Eligible Charities

1) Teams now use the information and skills they learned from watching the presentations to continue their research into local charities. Teams will use the worksheet on Appendix H: Shortlist of Three Charities to double-check the eligibility of charities and create a shortlist of the team’s top three choices for their YPI project.

**Check very carefully that your shortlisted charities are eligible for a YPI grant (Appendix I: YPI Grant Criteria will help you check this). 2) To prevent any overlap with their classmates, teams can bring their shortlist to their teacher. 3) Teams use Appendix J: Decision Making to decide which one is their favourite charity.

Note to teachers: Depending on time, you may wish to introduce Session Six: Effective Charities before students make their decision about which charity to support. Please note we recommend at least three weeks of time for students to contact and visit their charity of choice. This is to provide adequate time for communication with the charity representative, as well as room to change their charity if the team’s first choice is unavailable.

Communication Skills Practise

In the next YPI session you will begin to do more active and in-depth research into your chosen charity. The first thing you will need to do is contact the charity to arrange a time to visit it to interview a member of its staff. To prepare for this you will need to develop your communication skills - in this case by using the telephone. When you phone the charity, you will have to explain who you are, what the YPI project is about, and that your team would like to visit the charity in order to find out more about its work.



The phone call is very important because it is the start of your relationship with your chosen charity. You may need to leave a polite and clear voice message in case the person you are trying to reach is unavailable. Write a script for your telephone call that explains YPI, the fact you are researching this charity and that, if possible, you would like to visit them to find out more about the charity’s work. Your teacher will help you prepare by showing you some role plays for different scenarios that might occur (Appendix K: Communicating with Charities). Listen carefully and think about how you will react in each possible situation.



OUR COMPASSIONATE COMMUNITY:

Session Four Teacher Notes

KEY QUESTIONS: � What local social issues are important to students in my class and why? � What impact do different social issues have on my community? Who is impacted? � What kinds of local social service charities are working in my community? � What kind of sources can my team use to find more information? � Which charities are eligible for YPI? Which one does my team want to choose? YPI Resources Appendix E: Online Tools and Resources

Appendix H: Shortlist of Three Charities

Appendix I: YPI Grant Criteria

Appendix J: Decision Making

Appendix K: Communicating with Charities Introduction

In this session the teams deliver their 2-3 minute presentations about their social issue and the initial research they did into the charities that are working on their issue. Teacher and students provide teams with feedback that will help them with their larger final presentations later in the course. This session is also an opportunity for the class to flag any repeats in charity selection and any charities which may not be eligible for the YPI grant. Teams then use Appendix H: Shortlist of Three Charities to continue their research into the charities that they would like to shortlist for their YPI project, ultimately deciding on which charity they will research.

Direct Teacher Input � Connect back to previous session. � Establishing the process for listening to the presentations, taking notes and observing for

feedback � Guiding the class through a feedback process after each presentation � Reviewing the charities that were mentioned in the presentations and checking for repeats and

eligibility � Reviewing the different sources that students used to find information about their social issue

and charities, plus how to tell whether a source is reliable, and why using a variety of sources is important.



� Teach the ‘decision making’ process (Appendix J). The aim of the decision making process is to support the students to make a final decision about which charity to research in detail in a way that gives all students a say. Explain to the students that they should take turns to explain what they see as the pros and cons for each of the three charities on the shortlist. Each team should keep note of all the pros and cons and then use the table as the basis for their final decision.

� Once each team has made a decision about which charity to support you may wish to create a database of your class’ charities.

� Teach students how to make a ‘business’ phone call – various role play scenarios are included in the Appendix K to help you. Ask the students to prepare a script for their phone call and to practise in their teams. One student makes the call, one answers and the others observe and give feedback about how they could improve. Everyone has turn in all the roles.



ACTIVE RESEARCH: SESSION FIVE

SESSION OUTLINE

In this session you will think about the following question:

� How will you successfully do in-depth research into your chosen charity and build a strong relationship with them?

When you have answered this question you will:

� have gathered the information you need to give a great YPI presentation � have built a strong relationship with your chosen charity � have successfully used a range of communication skills

SUGGESTED PROCESS

Connecting Back

� Review your shortlist of charities, and the reasons your team had for choosing your top choice � Look again at the script of your practise phone call and have one more

‘run through’ before making the real phone call.

Contact Your Chosen Charity

1) As a team arrange three dates/times when you are all available to visit your chosen charity and have these at hand when you make the call so that you can give the charity some options.

2) Telephone your chosen charity. � If you cannot get through to the charity, leave a message explaining who you are and the

reason you are calling. Then, if you have an email address for the charity, email them requesting a meeting. Use the telephone script you prepared to help you write the email.

� If you do get through to the charity, use the skills you have learned. Explain clearly who you

are and which school you attend and describe the Youth and Philanthropy Initiative to them. Ask politely whether it would be possible to arrange a time for your team to visit their charity to find out more about its work. Make a careful note of any arrangement you make to meet with a representative from the charity.



Preparing to Visit Your Chosen Charity

3) To ensure you have the information you need in order to give a really good presentation about

your charity you will need to plan a set of questions to ask the representative of your chosen charity when you meet with them.

Your teacher will give you Appendix L which will help you plan the questions you will need to

ask. Write or type up your questions so you have them saved and ready for your visit to your chosen

charity.

� If you do get through to the charity, use the skills you have learned. Explain clearly who you are and which school you attend and describe the Youth and Philanthropy Initiative to them. Ask politely whether it would be possible to arrange a time for your team to visit their charity to find out more about its work. Make a careful note of any arrangement you make to meet with a representative from the charity.

Visiting Your Chosen Charity In order to make your meeting with your charity as successful as possible:

� Make sure you know the exact address of the charity and how to get there. � Note down the full name of the person/ people you are due to meet with at the charity and

their title so that you know what they do at that charity. � Arrive about ten minutes before the time you have arranged to meet. � Take detailed notes during the interview - you will need to include the information during your

presentation. You may also want to: � Film the interview so that you can show clips from the interview during the presentation. (Be

sure to ask permission) � Take photographs of your visit to the charity to show during your presentation. (Be sure to

ask permission) � Collect some materials (e.g. leaflets/posters) from the charity to hand out during the presentations. YPI RESOURCES Appendix E: Online Tools and Resources

Appendix L: Planning Your Interview Questions

Internet access

Telephone access



ACTIVE RESEARCH:

Session Five Teacher Notes

Key Question: How will you successfully do in depth research into your chosen charity and build a strong relationship with it? YPI Resources Appendix E: Online Tools and Resources Appendix L: Planning Your

Interview Questions Appendix M: Interview Questions Introduction This session gives the students the opportunity to focus on their chosen charity and is therefore a crucial part of the course. At the end of this session and once they have visited their charity; they should be in a position to put together their YPI presentation. Connecting Back Ask the students to look again at the script of their practise phone call and have one more ‘run through’ before making the real call. Direct Teacher Input Connect back Discuss learning outcomes Manage the process of access to the phones for the students to make their phone call. Students usually find phoning their chosen charity quite nerve racking. If possible provide them with a quiet room to make the telephone call and allow a team member to go with the individual making the call for ‘moral support’. If you have a Teaching Assistant or Learning Support Assistant in the classroom, they will be a very useful resource for supporting students when they make their telephone calls. You may wish to plan time after school or at lunchtime for students to phone their charity again if they are unable to speak to a charity representative during lesson time.



Direct Teacher Input - Cont’d � Make sure that each team has decided which email address to use if they have to leave an

email address for their charity to reply to. � Explain to the students why they need to think and plan beforehand about the questions

they want to ask when they visit their charity and give on-going feedback to the groups during the session about the sorts of questions they are thinking about. When students are interviewing their charity, it is important that they gather information relevant to the final presentation judging criteria. Appendix L: Planning Your Interview Questions will help the students ensure they develop a useful set of questions.

� Provide teams with the opportunity to share questions with their classmates so to enable all

students to develop a comprehensive list of interview questions. Appendix M: Interview Questions can be given to teams who are really struggling to write a list of their own questions.

� Encourage students to plan questions that will give them some personal stories about people their

charity has helped; this will help them bring their presentations to life. � Ask the students in each team to then share the questions so that every member of the team asks

at least one question on the visit. � After the students have visited their charity encourage them to write thank-you letters to

the charities. See Appendix K for tips on writing a thank you note.



EFFECTIVE CHARITIES: SESSION SIX

SESSION OUTLINE In this session you will think about the following questions: � What makes a charity effective? � What information do you need when deciding whether or not you should fund a particular charity? When you have answered these questions you will: � know what makes a charity effective SUGGESTED PROCESS Connecting Back Report back to the rest of the class on the progress you have made with contacting/ visiting your charity. Effective Charities At the same time as you are researching and preparing presentations about your charity we want you to continue to learn about philanthropy. As you know, philanthropists aim to support charities that will use their money effectively in order to provide real solutions to problems in the community. The steps below will help you understand what makes a charity effective and how effective your chosen charity is. You will be able to use what you learn during this process to help create a detailed YPI presentation. Charity Aims 1) Your teacher will share some examples of charity aims (Appendix N). Discuss the following questions in your teams and share your thoughts to the class: � Why do you think it is important that a charity has clear goals? � Does your chosen charity have clear aims? � What do you think your charity’s values are?



Charity Spending 2) Your teacher will share Appendix O: Charity Spending which shows

how two fictional charities spend their money. Which charity do you think is spending its money most effectively and why? Remember to find out how much money your chosen charity has is in its annual budget and what percentage of money it spends on administration costs and what percentage it spends on charitable activity. Include this information in your presentation. What Difference is Your Charity Making? In order to highlight the good work your charity does in your presentation you will need to find out how it measures the impact it is having on the community. 3) Your teacher will share Appendix P: Charity Impact with you, which shows some examples of

charity impact measurements. � Why is it important for charities to be able to demonstrate their impact and the fact that they

are making a difference? � Does your chosen charity clearly show the impact it is having on the local community? � How would your charity use the grant to make maximum impact on the community? If you can, find information about your charity that is similar to the examples on Appendix P

and include the information in your presentations. YPI RESOURCES Appendix N: Examples of Charity Aims

Appendix O: Charity Spending

Appendix P: Charity Impact



EFFECTIVE CHARITIES:

Session Six Teacher Notes Key Questions: What makes a charity effective? What information do you need when deciding whether or not you should fund a particular charity? YPI Resources Appendix N: Examples Of Charity Aims Appendix O: Charity

Spending

Appendix P: Charity Impact Introduction This session asks students to think about what makes charities effective. It will be important to link this learning to the active research they are doing into their chosen charities in order to help them include the relevant information in their presentations. Connecting Back Ask each team to describe their progress with organising their visits to their chosen charity. You may wish to ask students to reflect on the success of their visit to help teams who have not yet been on their visits (as well as to support their own skill development). Direct Teacher Input � Connect back � Discuss learning outcomes � Lead the students in discussing charity aims (with the support of

Appendix N: Examples Of Charity Aims). � Support students to think about how charities spend their money and encourage them to relate

this to their chosen charities (they will need to mention how their charities spend their money in their presentations).



Direct Teacher Input - Cont’d � Appendix O will help students think about the way charities should allocate funds. (As a guide, charities should spend about 20% of their income on administration and the rest on charitable activity. Students will need guidance to think about the ethics of charity spending and the reason charities are obliged to spend their income as carefully as they can). � Help students to examine the impact their charity has on the community and to think about the reasons charities measure the impact they are having. Students will need to find information about the impact their charity is having on the community in their final presentations. Use Appendix P as examples of charity impact measurements.



YPI PRESENTATIONS: SESSION SEVEN

SESSION OUTLINE

1. Ready, set, present! Once you have completed your research into your chosen charity you will need to put together a 10 minute presentation about the work the charity does. Students can prepare and use videos; however, they cannot use charity produced videos. Student produced videos can represent no more than 5 minutes of the presentation time. As you prepare for your presentation, go to the YPI website and watch the YPI Speak Out video. It can be found in the Learning Zone section. As you watch the presentations and tips in the YPI Speak Out video, think about the following questions:

� What different techniques do the students use to present their information? � What different skills do you have in your own team? How can you be creative? � How can you give helpful feedback to other teams when they rehearse their presentations?

Make sure you take time to rehearse and ask for feedback from other students/teachers/parents several times before you give your presentation in class. Use Appendix Q: YPI Presentation Success Criteria to ensure you include all the necessary information in your presentation. The reminders below will support you to design your presentation successfully as a team:

� Plan very carefully so that every member of the team has an active role to play in the presentations. � If you are using any kind of audio/visual or internet in your presentation make sure it is all working properly

before you start.



2. Reflect on Your Learning and Stay Engaged

After all of the teams have presented to the class, consider taking some time for your students to reflect on their learning during YPI, as well as their ability to continue helping their community. Skills Development

� What skills did you develop during YPI, before, during and after your charity visit? � How will these skills be useful in future plans? Education? Exams? Jobs? Volunteering?

Personal Development

� What has it meant to you to identify your key values? Have your values changed at all? � How have your opinions or preconceptions changed about local charities? The people who work there? The

people they work with? � If someone had no money but wanted to help their community, what would you recommend?

YPI RESOURCES

� Appendix E: Online Tools and Resources � Appendix Q: YPI Presentation Success Criteria � YPI Speak Out video (available on www.goypi.org)

Please see Appendix S: Planning Your YPI Final for instructions on how to prepare for your school’s YPI Final Presentation event.



YPI PRESENTATIONS:

Session Seven Teacher Notes Introduction Student presentations are a very important aspect of YPI. They provide an opportunity for students to demonstrate the knowledge they have gathered, their passion for their chosen charities and the skills they have developed during these lessons. Therefore, it is important that all teams have an equal opportunity to deliver their YPI presentations. YPI Resources Appendix E: Online Tools and Resources Appendix Q: YPI Presentation Success Criteria Appendix R: Class Presentation Judging Sheet Projector for students to show PowerPoint/audio-visual presentations

Direct Teacher Input � Ensure students are aware of the criteria for a successful YPI presentation (Appendix Q and the YPI Speak

Out online video) � If at all possible, provide students with an opportunity to rehearse their presentations prior to the class

competition and provide them with feedback. � Remind students of the key presentation skills before the class presentations begin � You can use Appendix R: Class Presentation Judging Sheet to determine which team(s) will progress to

the final. Please see Appendix S: Planning Your YPI Final for instructions on how to prepare for your school’s YPI Final Presentation event.





APPENDIX A:

WELCOME TO YPI – VIDEO RESOURCES We’re very excited to offer the Welcome to YPI videos as two of our cornerstone resources for YPI teachers and students. The videos are available online in the Teacher Resources and the Student Resources sections of www.goypi.org The “Welcome to YPI – Teachers” video is designed to acquaint teachers – both new and returning – to the world of YPI. In this video, YPI Founder Julie Toskan-Casale, leads teachers through a dynamic overview of YPI’s Core Principles. Julie also highlights advice and practical tips for teachers who want their students to get the best out of their YPI experience.

The “Welcome to YPI – Students” video is a classroom-ready resource, designed to be shown to students prior to YPI session one, as a way to introduce and explain the fundamentals of the program. The online format of the video gives teachers the flexibility to use it whenever they need. Suggestions for introducing the Welcome to YPI – Students video to your class: � Let your students know why your school is participating in YPI this year. Take an opportunity to

give them insight into what excites you as their teacher about the program. � Inform them that the Youth and Philanthropy Initiative (YPI) is an international program that is

run in secondary schools in Canada, England, Scotland, Northern Ireland, and New York City. � Outline the skills and awareness that they will develop through a combination of in-class

learning and practical, hands-on experience in their community. � Explain that students will work in groups to choose a social issue that they care about; find a

local, community-based social service to research and visit; and then prepare and deliver a ten minute presentation about the social issue and how their chosen charity would spend $5000/£3000 grant to address the issue by helping people in the local community.

� Tell them about the YPI Final Presentation assembly that will happen at your school. A panel of judges (with a majority of students), decides on the group who gave the most compelling presentation for their charity. The chosen group of students will have a $5000/£3000 YPI grant awarded to their charity on their behalf.

Suggested discussion questions following the Welcome to YPI – Students video: � Why should our class participate in YPI? � What 2-3 things stood out to you in the video? � What did the video say about social issues? Charities? Philanthropy? � How does YPI work? Who in the community will be impacted during the project?



APPENDIX B:

YPI VALUES TREE Have you ever thought about what you value? This is a great way to understand who you are and what kind of impact you want to have on the people around you. The words you speak and the actions you take can have an impact on yourself and your community. What kind of community will your values help create? How to use the YPI Values Tree The goal of the online YPI Values Tree is to find out what your personal values are. Out of 25 descriptive statements, you will choose the three that you feel are the most important, and the three that you feel are the least important to you. Your set of personal values will be revealed at the end of the exercise.

1. Click on the “YPI Values Tree” icon in the Student section of www.goypi.org to start the activity. 2. Scroll over the statements and take some time to reflect on each one, considering what the

statements mean to your life. 3. Choose the three statements that are most important to you, and choose the three statements

that are least important to you. 4. Changed your mind? Clicking on the X will send the statement back to the pile. You may take time

to switch your choices until you are happy to submit them. 5. After you submit your choices, you will discover the names of the three values that are the most

important to you, and the three that are the least important to you. 6. Now, scrolling over the values in the roots of the tree reveals their matching statements. 7. Do you agree with the personal values that the YPI Values Tree suggests for you? Share your

results with a classmate: what are the similarities? What are the differences? Would you define these values in a different way? How so?

8. Upon reflection, you may decide to go back to the activity and change your selections. 9. Use the student worksheet on Appendix C to record your set of personal values. 10. Go back to the YPI Values Tree every so often. Keep a record of your results, and you will be able

to see if your values are changing over time.

What do you value? Check out the

YPI Values Tree www.goypi.org



APPENDIX C:

WHAT DO I VALUE? (SESSION ONE WORKSHEET)

1. Use the YPI Values Tree on www.goypi.org or the cards on the next page to compare the statements, and choose the ones that are most important to you and the ones that are the least important to you. From these statements you can reveal your set of personal values. Record the results below:

Today’s date: MY MOST IMPORTANT VALUES

MY LEAST IMPORTANT VALUES

x x x x x x

2. Do you agree with the results? Do you think that the statements are good descriptions of the values? What do these values mean to you?

3. Can you describe a situation where you put into action one or more of the values most important to you? What was the result?

4. Imagine some future situations where you could put your values into action.

Example: Value: Courage Future Situation: Your friends are teasing a new student Action: You stand up for the new student, even though it would be easier not to. This takes courage. Value: Future Situation: Action: Value: Future Situation: Action: Value: Future Situation: Action:



APPENDIX C: WHAT DO I VALUE?

(SESSION ONE WORKSHEET) – CONT’D Read through the statements below, and choose the top three statements that are most important to you, as well as the bottom three statements that are least important to you. Use the Values Key on the next page to reveal which values are most and least important to you.



APPENDIX C: WHAT DO I VALUE?

(SESSION ONE WORKSHEET) – CONT’D

Values Key:

A) Equality B) Tolerance C) Tradition D) Courage E) Innovation F) Helping G) Recognition H) Pleasure I ) Leadership

J) Belonging K) Integrity L) Competence M) Compassion N) Justice O) Opportunity P) Personal Growth Q) Risk R) Freedom

S) Power T) Spiritual Growth U) Obligation V) Friendship W) Community X) Responsibility Y) Family

5. Create your own Personal Values Statement using your three most important values and their meanings. Use the space below.

Example:

I believe everyone should have the same opportunities and rights.

I believe everyone should be entitled to express different ideas and points of view.

I respect and value those who stand up for their beliefs.

I value equality, tolerance and courage.



APPENDIX D: SOCIAL ISSUES AND SOCIAL SERVICE CHARITIES

Social Issues

Social issues happen when people in your community face barriers to having everything they need for a healthy and independent life: financially, emotionally, physically, socially and mentally. Social issues affect individuals, families and communities as a whole: they are problems that prevent your community from working as well as it can for everyone who lives there.

Social Service Charities

The charities that work to solve social issues are called social service charities. Social service charities provide assistance to people who need help to live safe, independent lives. The services provided by this sector are extremely broad and the people who benefit are varied and range from young children to elderly people. For example:

Elderly people: independence support

Children: protection, support and shelter, youth clubs, mentor programs

Unemployed people: training and skills

Homeless people: shelter, providing counsel, training

Domestic violence victims: shelters, providing counsel

Disabled people: support and assistance

Caregivers: support and assistance

Young people: back to school assistance, mentoring, activities

People in conflict with the law: rehabilitation

Refugees: support groups, providing counsel

Drug addicts/alcoholics: support groups/ rehabilitation

Victims of crime: support

People suffering from eating disorders: support and assistance

Teenage mothers and fathers: support and assistance, parenting courses

Single parent families: support and assistance



APPENDIX E: ONLINE TOOLS AND RESOURCES

www.goypi.org The YPI website is a great source of information on the charitable sector and the program itself. Please take a look through the resources that are available online for YPI teachers and students.

TEACHER RESOURCES: http://www.goypi.org/ypi-resources/for-teachers.html

Create your Teacher Account on www.goypi.org to receive your log in details. Log in to the Teacher Resources web page to access your resources:

� YPI Curriculum Guide 2012-2013 PDF version � Video: “Welcome to YPI – Students” � Video: “Welcome to YPI – Teachers” � YPI Final Presentation Support Package � Customizable Student Achievement Certificate � YPI Grant Criteria and links to Regional Government Authority Websites � Online Charity Search Websites � International YPI Teacher Forum

STUDENT RESOURCES: http://www.goypi.org/ypi-resources/for-students.html

� Video: “Welcome to YPI – Students” � YPI Grant Criteria and Regional Government Authority Websites � Online Charity Search Websites � YPI SPEAK OUT outlines 10 tips for successful presentations from the student

perspective � YPI THE EXPERIENCE provides an overview of the program in action � Our two music videos, YPI ONE and YPI IMAGINE, are a fun way to share the program’s

message with students

CHARITY RESOURCES: http://www.goypi.org/ypi-resources/for-charities.html

� Helpful resources you can direct a charity to once they have been approached by a

student group. � Here the charity will find tips for making the most of their student visit, as well as an

informational brochure which provides information about YPI.

Join us on Facebook and Twitter! www.facebook.com/goypi.org

@YPI_cares



APPENDIX F: DIAMOND 9 ACTIVITY

My Team’s Values:

The aim of the Diamond 9 activity is to promote lots of discussion and assist teams to prioritize and reach consensus on which social issue they will focus on for their YPI research.

1. Start by discussing which values your team has chosen and how they relate to different social issues faced by your community.

2. Use the Diamond to arrange the social issues into the squares below based on your values. Place the most important issues at the top and the least important issues at the bottom. Issues in each row have equal status. (You can cut out the squares to move them around easily).

3. Based on your discussion, your team will decide which social issue is at the top of your list, and ultimately what social issue you will focus your YPI research on.



APPENDIX G:

RESEARCHING AND PRESENTING OUR SOCIAL ISSUE Our team’s values are:

The social issue we chose is: . This issue is important to our team because

How does this social issue impact our local community?

a) Who is impacted by this social issue in our community? b) How many people are impacted every year? c) How are people impacted by this social issue in the short term (days or weeks)?

d) How are people impacted in the long term (months or years)?

e) Specific examples of ways this issue has impacted people in our community:

Record the names of as many local charities as you can that are working to address your social issue. Use different sources to create your list (websites, online searches, talking to friends and family, visiting community centres, etc):

List two interesting examples of work that charities are doing to address the social issue in your community:

1.

2.

Keep a record of the sources your team uses to find information (e.g. Google, charity websites, community centre, etc)



APPENDIX H:

SHORTLIST OF THREE CHARITIES Charity #1 Charity #2 Charity #3

NAME OF CHARITY

PROOF OF CHARITABLE STATUS (e.g. registration #)

IS IT LOCAL/ GRASSROOTS?

WHICH SOCIAL ISSUE(S) DOES THE CHARITY ADDRESS?

PURPOSE OF CHARITY - MISSION STATEMENT

SERVICES PROVIDED - HOW DOES THE CHARITY HELP PEOPLE?

WHAT ARE ITS ACCOMPLISHMENTS?

INTERESTING FACTS/ PERSONAL STORIES ABOUT THE

CHARITY/ PEOPLE IT HAS HELPED

OTHER INFORMATION



APPENDIX I:

YPI GRANT CRITERIA

TO BE ELIGIBLE FOR A

YOUTH AND PHILANTHROPY INITIATIVE GRANT CHARITIES MUST BE LOCAL, GRASSROOTS,

SOCIAL SERVICE CHARITIES AND MUST BE REGISTERED WITH A GOVERNMENT AUTHORITY

The following list of country specific websites will allow you to ensure a charity is registered. The online list of charities includes the charities name, business number (BN) Registration Number, mailing address, designation type and category code.

Information on your charity should be recorded (or printed off) and kept on file.

Canada: Canada Revenue Agency

http://www.cra-arc.gc.ca/ebci/haip/srch/advancedsearch-eng.action

England: www.guidestar.co.uk / www.charity-commission.gov.uk

Scotland: www.oscr.org.uk/

United States: Internal Revenue Service – www.irs.gov/app/pub-78

GuideStar – www2.guidestar.org

Northern Ireland: Charity Commission for Northern Ireland’s “Deemed List”

http://www.charitycommissionni.org.uk/Our_regulatory_activity/List_of_deemed_charities.aspx



APPENDIX J:

DECISION MAKING

Which Charity Will Your Team Support? Use the table below to consider the pros and cons of your three shortlisted charities in order to decide which charity you will visit and research in more detail. Think about how well each charity fits the YPI grant criteria (Appendix I). Charity #1 Charity #2 Charity #3

NAME OF CHARITY

HOW DOES IT ADDRESS YOUR CHOSEN SOCIAL ISSUE?

PROS (POSITIVE THINGS ABOUT THE CHARITY)

CONS (NEGATIVE THINGS ABOUT THE CHARITY)



APPENDIX K:

COMMUNICATING WITH CHARITIES

TELEPHONE CALL SCENARIOS

EXAMPLE PHONE CALLS: Which one is more effective? SCENARIO 1 Charity Representative: Hello Example Charity, James speaking. Student: “Hello my name is (your name) and I’m calling from (name of school). Do you have a moment to speak?” Charity Representative: “Yes, certainly. How can I help you?” Student: “Thank you. My year group at school is currently taking part in a course called the Youth and Philanthropy Initiative (YPI). We have been examining the social issues affecting our community and the local charities working in the area. Each team has chosen one charity to research and support and my team wondered whether it might be possible for us to visit your charity to ask you some questions about your work. We will use the information to create a presentation which we will deliver in a competition with our classmates. The team that gives the best presentation in the school will be awarded a grant to donate to the charity we have researched.” Charity Representative: “That sounds like an interesting project – could you email me some more details?” Student: “Of course, I have an information sheet. What is your email address please?” Charity Representative: “It is [email protected]” Student:

“Great – I will email some more information to you straight away.” Charity Representative: “And so, your team has chosen to research the Example Charity?”



APPENDIX K:

COMMUNICATING WITH CHARITIES - CONT’D Student:

“Yes, that’s right. We really wanted to support a charity that works with young people in the area.” Charity Representative: “Fantastic, thank you. When would you like to come and visit?”

Student: “Would September 14th at 4:15pm be possible? Our whole team is free then.” Charity Representative: “Let me look at my calendar. No, sorry I am afraid I am busy on that day. Do you have any other dates?”

Student: “Yes, we have a couple dates that we are all free. Could we come on the 17th at 3:45pm?” Charity Representative: “That is fine. How long will you need?”

Student:

“Around 45 minutes would be great. If we were able to ask you some questions and have a look around we would really appreciate it.” Charity Representative: “That will be fine. I look forward to meeting you on the 17th. Bye.”

Student: “Yes, you too and thank you very much.”

SCENARIO 2 Charity Representative: Hello Example Charity, James speaking. Student: “Hi I’m calling about this charity thing.” Charity Representative: “Sorry, I don’t understand. Where are you calling from?” Student: “I’m calling from (name of school). We’re doing this project where we choose a charity to visit and you get a grant maybe.”



APPENDIX K:

COMMUNICATING WITH CHARITIES - CONT’D Charity Representative: “How can I help you?” Student: “We want to come to your charity to, you know, talk.” Charity Representative: “I am afraid I don’t really follow. Perhaps you could call back another time?” Student: “Alright, bye.” HOW TO LEAVE AN EFFECTIVE VOICEMAIL Charities can be very busy places, and in all likeliness, you will have to leave a message clearly stating the purpose of your call, and an appropriate way to be reached, so that they can return your call at a convenient time. These are important things to consider when leaving an appropriate message: � Get a specific person’s name or position that you can ask for. � Use a formal greeting: “Good morning/afternoon” � State your name and where you are calling from. � It’s a good idea to say the date and time. � The purpose of your call. � A phone number where you can be reached. � An appropriate time when they can return your call. � Thank you and formal close. � And remember, speak slowly and clearly! EXAMPLE VOICEMAILS: Which one is more effective? SCENARIO 1 “Good afternoon, my name is Lucy Smith, I’m calling from Example Secondary School. It’s now 1:00 PM on Tuesday the 7th of February. I’m calling to speak with Mr. Chan / the Program Coordinator regarding a school project for the Youth and Philanthropy Initiative. If you could please call me back at 222-333-4444, I am available this afternoon between 2-4 pm as well as all day tomorrow. Thank you and have a great day!” SCENARIO 2 “Hi George, I’m calling to find out more about your charity. Can you call me back later? Thanks, bye.”



APPENDIX K:

COMMUNICATING WITH CHARITIES - CONT’D

SENDING A THANK YOU NOTE

It’s important to let the charity you visit know that you appreciate the time they have taken in

meeting with your team and telling you about their work, and how the information you gathered

will be used to help spread the word about all the fantastic things they do for your community.

Here is an example of the kind of message you can send:

Dear Amr, (use specific names when you know them)

Jack, Julie, Jorge and I (make it personal) would like to take this opportunity to thank you for your

time, and for providing us with all the useful information about the great work you do in Cityville.

We were so pleased to learn more about how your organization works, and just how far reaching

the work you do goes to making a positive impact in our community (tell them your reasons why

you are thankful).

We are happy to tell you that we have put together an engaging, and compassionate presentation

based on the information and experiences you shared, and we will be presenting it to our

classmates and community members on (date). We look forward to spreading the word about

what makes ExampleCharity such a great organization, and why you deserve the support of our

community. We will tell you how our presentation goes, and whether we make it to the finals! (Tell

them what you are doing with the information and how you plan to follow up)

Thank you,

(your names)



APPENDIX L:

PLANNING YOUR INTERVIEW QUESTIONS

The list below shows the information about the charity you will need to include in your YPI presentation. Use the list to help you plan your interview questions:

� Proof that the charity is eligible for the YPI grant (e.g. the charity’s registration number) � The mission/aims of the charity � The history and background of the charity � Which local social issue(s) it addresses and why � The impact the charity makes on people in the local community � A clear explanation of how the charity would spend the grant � How effective is the charity with its funding � A clear explanation of how the charity supports the local community/what services it

provides � Information about the charity’s engagement of volunteers � At least one example of an individual or a family the charity has helped � The charity’s plans for the future � Any other interesting facts or stories about the charity



APPENDIX M:

SAMPLE INTERVIEW QUESTIONS

HISTORY AND MISSION

When did your charity begin? Who founded it?

How does your charity address (social issue)?

Under what circumstances/why was it started? What is your mission statement?

How have you made a difference to the community so far? What are your short term goals?

What do you hope to accomplish in the next 5 years? What makes your charity different from others?

Do you intend to expand?

PROGRAMMING/SERVICES

What groups of people do you focus on for your services? How does the community respond to your charity?

Are there any restrictions on who you serve (age/ gender/ type of client)? How many people do you help per year?

Who do you help the most?

Could you give us an example or tell us a story about one individual or group of people you have helped?

If your charity were to receive the grant how would you spend it?

STAFF AND VOLUNTEERS

How many people work at the charity?

Do you use volunteers?

Is there a selection process for volunteers? How do you attract volunteers?

What qualities do you look for in volunteers?

What specific jobs do volunteers do?

How do you acknowledge the volunteers for their contribution?

FINANCES/EFFECTIVENESS

Do you have any major sponsors? How do you fundraise?

What percentage of money is spent on charitable activity?

How much money is spent on running the charity (administration, facilities etc.)? How many people work at the charity?

How does your charity know it is being effective at what it does?

Write your own interview questions here:



APPENDIX N:

EXAMPLES OF CHARITY AIMS

These examples all come from charities that have been researched as part of YPI. RIDING FOR THE DISABLED Our aim is to provide disabled people with the opportunity to go horseback riding to benefit their health and well being. HAAYA We aim to improve the morale, achievements, aspiration and life chance of potentially disadvantaged, disengaged, disillusioned and deprived young people. HOMELESS YOUTH SHELTER The charity aims to: � Work with other providers to meet the needs of homeless youth � Provide services tailor-made to each individual � Successfully resettle each young person in the community RAPE CRISIS Our aim is to end violence in the lives of women. CAMDEN CROSSROADS CARING FOR CARE GIVERS This is a registered charity which aims to support care givers and people with care needs by delivering high quality services and support. We aim to relieve the stresses experienced by carers and children and adults with care needs by offering support through the provision of community cased care giving support workers.



APPENDIX O:

CHARITY SPENDING

Look at the two pie charts below. � Which fictional charity do you think spends its money most effectively? � Why do you believe this?



APPENDIX P:

CHARITY IMPACT

These examples all come from charities that have been researched as part of YPI. YOUTH SERVICE In a recent piece of research on our service 86% of clients surveyed said they found counselling had helped them. Some of the things they said were:

“Increased my independence and control in my life” “More self-acceptance” “Able to believe in myself” “More aware of myself” “Felt supported by someone else” “Improved my life situation” “Helped to come to terms with issues” “Talking things through helped me put things into perspective” “Helped me to feel happier”. THE ALBANY TAXI CHARITY The Albany now takes more than 500 Special Needs Children in over 200 licensed taxis to major venues as well as performances.



APPENDIX Q:

YPI PRESENTATION SUCCESS CRITERIA

In your final YPI presentation you will need to demonstrate the research, presentation and teamwork skills you have practised during YPI.

RESEARCH SKILLS

Show the judges that you have conducted your research effectively by ensuring you have the following information in your presentation:

� Proof of the charity’s status (e.g. registered charity number) � An explanation of the social issue that the charity is addressing, and why your

team believes the issue is important � The mission/aims of the charity � The history and background of the charity � A clear explanation of the services the charity provides � The impact the charity makes in the community � A clear explanation of how your chosen charity would spend the grant � Information about how the charity is funded and how the funds are spent � Information about the charity’s engagement of volunteers � At least one example of an individual or a family the charity has helped � The charity’s plans for the future � Details showing that you visited your chosen charity

PRESENTATION SKILLS

Show the judges your presentation skills by:

� Speaking clearly and with confidence � Being creative with how you present your information � Using effective body language (facial expression and gestures) and

making eye contact with the audience � Using appropriate audio-visual material to enhance the presentation � Speaking with passion � Staying within the time limit (10 minutes) � Preparing your ideas logically

TEAMWORK SKILLS

Show the judges the teamwork skills you have developed by:

� Giving every team member a role in the presentation � Arranging your presentation so all team members are clear about their roles � Supporting the other team members � Demonstrating team unity � Sharing your team’s values, and the reason why this social issue and charity is so

important to you



APPENDIX R:

CLASS PRESENTATION JUDGING SHEET

Names of Presenters: Name of Charity: Social Issue Addressed:

Each statement below describes an aspect of the presentation that each team will be judged on. Give the team a score from 1 to 5 depending on how it achieves each goal (1 being low, 5 being high).

Score (out of 5)

The team was effective at raising awareness about a social issue and explained how the issue impacts our local community.

The charity clearly meets the YPI grant requirements: registered/has charitable status, community-based, and provides social services directly to people in the local area.

The speakers demonstrated a thorough knowledge of the work of their chosen charity, and provided sufficient background information on its history and programming.

The speakers spoke with clarity, confidence and enthusiasm, and used body language (facial expressions and gestures) effectively.

It is clear that everyone in the team participated in the preparation and delivery of the presentation. The presentation was logically arranged, and had a clear flow of ideas. The speakers used examples and convincing arguments to advocate for the effectiveness of the ways the charity addresses the social issue.

The speakers used appropriate audio-visual material to enhance the presentation.

The speakers explained clearly how their chosen charity would spend the grant. This award will make a significant impact on our community.

Total /50 Comments: Something new that I learned from this presentation:



APPENDIX S:

PLANNING YOUR YPI FINAL

This resource is an overview and step by step guide designed to help all teachers in the preparation of their school’s YPI Final Presentations Event.

When you book the date for your YPI Final, we will confirm whether there will be a YPI representative available to attend your event.

If a YPI representative is not available, please use this resource to guide you in the delivery of a smooth and exciting final. We are available to support your preparations by email and phone.

Administrative Must-Dos After the Winning Charity is Announced The Cheque Request Form (Appendix W) must be completed in full and scanned/emailed or faxed to the Toskan Casale Foundation within 2 business days of your YPI Final. Please record a list of all of the charities that were represented by students in your final and fax or email this to the Toskan Casale Foundation. Please make a record of the names and positions of your judging panel and fax or email this to the Toskan Casale Foundation. Please email two photos of your winning group with their YPI presentation cheque to the Toskan Casale Foundation as soon as possible after your final. This will ensure that your students are recognized in our online albums along with all of the other winning groups. Please enroll in YPI for the next school year! http://www.goypi.org/apply/application-form.html



APPENDIX S:

PLANNING YOUR YPI FINAL – CONT’D

A Guide for Teachers The YPI Final Presentations Event is the culminating activity of the program and is one of the best parts of being a YPI teacher. An event that not only showcases the top presentations at your school and realizes a substantial grant for a deserving charity, the YPI Final is truly a celebration of all the contributions that your YPI students have made – and can continue to make – to help people in need in their community. Thank you for taking the time to coordinate your YPI Final Presentations Event, which we hope will conclude your students’ time with YPI as an unforgettable experience of philanthropy. To help you plan your event, here is a preparation checklist, an overview of the resources needed, and step-by-step tips for running a smooth and exciting YPI Final. YPI Final: Preparation Checklist 1. The YPI Final Presentation Event happens after all participating classes have completed

their in-class presentations. Choose a date and time which will ideally allow a large audience of students to attend the event. Book the necessary A/V equipment and venue (i.e. school auditorium)

2. Communicate your chosen YPI Final date with your YPI staff contact 3. Arrange for students, teachers, administrators, staff and community members to attend YPI

Final 4. Arrange your judging panel (about 3-7 people, with a majority of students) 5. Think about how to entertain the audience during the judging intermission (15-20 minutes)

and appoint a person to oversee this on the day of the event. Examples of entertainment include playing YPI music videos (available online) or asking the school/student band to perform.

6. Determine the private room where your judging panel will deliberate.



APPENDIX S:

PLANNING YOUR YPI FINAL – CONT’D 7. Decide who will be the master of ceremonies (suggested speaking points are provided

below). Suggestions: Lead YPI Teacher, local activists/heroes, former YPI student Overview of Resources Needed for Your YPI Final

� YPI Presentation Cheque � Dry Erase Marker/Eraser � Digital Camera � A/V equipment � Optional: Entertainment for audience during judging intermission Available in the Teacher Resources section of www.goypi.org: � Copies of “Final Presentation Judging Sheet” (see also Appendix T in the binder) � Copies of “Information for Judges” � Cheque Request Form (see also Appendix V in the binder) � Invitation template for community members to attend the YPI Final Presentations

Event

On the Day - How to Run a Smooth YPI Final Presentations Event: 1. TECH CHECK a) Ensure that all groups have checked any audio/visual/PowerPoint/internet that they will

be using during their presentations and that it is all queued up and ready to go. 2. JUDGING PANEL a) Introduce your judges to one another and thank them for their important role in helping

students award a grant to a charity in their community! b) Provide your judging panel with copies of the “Information for Judges” resource and ensure

that all judges understand what qualifies for a grant from YPI. c) Provide each judge with sufficient copies of the “Final Presentation Judging Sheet”. d) Let judges know that they will deliberate in a private room after all of the groups have

presented, and that you will accompany them to facilitate.



APPENDIX S:

PLANNING YOUR YPI FINAL – CONT’D 3. INTRODUCE THE ASSEMBLY (Suggested Speaking Points) a) At the beginning of the assembly, the master of ceremonies can take the opportunity to

introduce them self, express how excited they are to be present at the YPI Final, reiterate the goal of YPI** and communicate that everyone looks forward to learning about the different local charities that the students have researched and will be advocating on behalf of. The master of ceremonies should also make note that the presentations will be evaluated by a panel of judges who will determine which group will receive a $5000/£3000 YPI grant for their charity!

** The goal of YPI is to provide high school students with a reality-based experience through a strong academic philanthropy program which gives them the skills to assess community needs and make grants to charitable grassroots organization meeting those needs. The Toskan Casale Foundation believes that YPI promotes a sense of responsibility and a commitment to growing compassionate communities.

b) The master of ceremonies may wish to introduce the judges’ panel or other teachers and

guests. Please do not introduce or otherwise recognize any attending charity representatives until after the judging has taken place. Doing so could be seen to create bias: it is not mandatory (nor always possible) for students to have charity representatives attend the YPI Final.

4. JUDGES’ DELIBERATION a) When all of the presentations are over, invite the judges to the room where they will

deliberate. (Entertainment for the audience is a good idea for this intermission) b) Before the deliberation begins, let the judges know that your role is as a facilitator and not

a judge and you must remain unbiased. Take this opportunity to remind them of the YPI grant requirements.

c) During the deliberation process it is best to avoid making statements that will influence the

outcome in favour of a particular charity. The judges (whom should be mostly students) may need you to help facilitate the process.

d) Please collect a record of the names and positions of your judging panel (i.e. Veronica Smith – Principal, Terence Lee – Grade 11 student)



APPENDIX S:

PLANNING YOUR YPI FINAL – CONT’D 5. A WINNER HAS BEEN CHOSEN a) When the judges have chosen a winner, use a dry erase marker to write the name of the

winning charity on the large YPI presentation cheque provided. b) Determine who will announce the winning charity. This could be the master of ceremonies,

a teacher or staff member, or a visiting guest. Whoever announces the winner, please do not provide the audience with the reasons for why one charity/student group was selected instead of another.

c) Suggested Thank You Speech for Master of Ceremonies (Prior to Announcing Winner)

YPI has touched thousands of youth over the past 10 years, starting with just one school back in 2002. YPI would not have been the success it is today without committed, dedicated and passionate students, teachers and administration like you. I would like to take this opportunity to thank some very instrumental people, who have played a part in YPI at insert school name.

Thank you to insert teacher/s name/s who has worked endlessly at encouraging and motivating his/her students throughout the course of this program and has, with such great success, engaged his/her students in philanthropy.

I would like to thank the students who had the opportunity to share their presentations with us today and also those students whose presentations we did not see. It is inspiring to see how you have become advocates for social change by presenting on your selected charities.

I believe that the success of YPI will continue after the assembly ends and you will continue to positively contribute to your community. I urge you to look at YPI as a stepping stone to the countless ways in which you can make a positive difference in the lives of those who could use a helping hand.

And now it is time - without further ado, I would like to call on insert name to announce the winner of the $5000/£3000 grant!

d) Please take at least two photos of the winning group holding the YPI presentation cheque. e) Students may want to take this opportunity to call their charity and let them know that

they have won the YPI grant. (This makes a great video clip!) Encourage all groups to connect with their charities and thank them.

f) Complete the wrap-up administrative tasks outlined above.



APPENDIX T:

FINAL PRESENTATION JUDGING SHEET Charity Name: Social Issue(s) Addressed:

CONTENT OF THE PRESENTATION:

Great/Good/Satisfactory/

Needs Improvement

Comments

How effective is the team at:

x raising awareness for their chosen social issue and demonstrating how the issue impacts the local community?

x demonstrating their knowledge of their chosen charity (its purpose/mission, brief history, engagement of volunteers)

x describing the services provided and the people served by the charity

x expressing how well the charity’s programs/services help people in the local community?

x explaining how effective and accountable the charity is with their funding?

x illustrating what they learned by visiting the charity firsthand?

IMPACT OF THE GRANT ON THE CHARITY:

x Does the charity clearly meet the YPI grant requirements?**

x Does the team explain how the $5,000/£3,000 will be used?

x Is it clear that individuals in the community will experience a direct benefit from the grant?

PRESENTATION SKILLS:

x Are all team members actively involved?

x Is the presentation well structured?

x Is the message clear?

x Is their speech clear and effective?

x Do they use good body language and eye contact?

x Have they added creative ideas to their presentation such as video, drama, poetry, music?

x Is the presentation within the time limit? (10 minutes)

x Does the team make a passionate case for their chosen charity?

**To be eligible, the charity must be local and providing social services directly to the community.



APPENDIX U:

LETTER TO PARENTS

Dear Parents/Guardians: This school year your son/daughter will be taking part in the Youth and Philanthropy Initiative (YPI). YPI is an international initiative designed to support young people in developing community awareness. Students are taught about philanthropy and charity through an experience of giving that highlights the positive impact they can have on their community. Students will work in teams to research the needs of their community and identify a local charity they believe is best placed to make a positive change. They then learn how to assess the charity’s management, strategy, staffing arrangements and services. Possibly the most important aspect of YPI is the site visit students are asked to make to their chosen charity. By visiting a charity, your child will develop a real understanding of some of the challenges facing the community and will, we hope, be inspired to work to change society for the better. Students will use their research to make presentations on the reasons that their chosen charity is most deserving of support. The team judged to have made the most compelling presentation will be given a grant to award to their charity. During this process, students develop skills in research, analysis, presentation, and communication, which all contribute to a student’s growth, and confidence. We are excited to be one of the schools to be participating in YPI and hope that you will fully support and encourage your son/daughter in researching and visiting a local charity. Yours sincerely, YPI Teacher



APPENDIX V: CHEQUE REQUEST FORM

Official name of charity:

(as it appears in the CRA Registry)

Canada Revenue Agency Business Number: (e.g: 123456789RR0001)

RR

Important: The charity’s name and the CRA number you write down must exactly match what appears on the Canada Revenue

Agency’s online database: http://www.cra-arc.gc.ca/ebci/haip/srch/advancedsearch-eng.action

Is there a specific program where the funds will be directed?

Contact Person at Charity:

Phone Number:

School Name:

Students who presented:

* All Ontario charities will be contacted by the foundation about method of cheque delivery.

* All Alberta, BC, Maritimes and Quebec grant cheques will be sent directly to the winning charities

Authorizing Teacher (title and print name):

Authorizing Teacher (signature): Date: Return via fax, mail, courier or email to:

Toskan Casale Foundation Tel: 416-489-1044 3080 Yonge Street, Suite 5090 TF: 1-888-489-1044 Toronto, Ontario Fax: 416-489-1977 M4N 3N1 Email: [email protected]

OFFICE USE ONLY: Cheque Number: Date of Issue:

Trans #: Receipt Received:



•

Student

Guide


ii © Copyright2003-2013. The Toskan Casale Foundation. All rights reserved.

PHILANTHROPY, VALUES, AND CITIZENSHIP: SESSION ONE

SUGGESTED PROCESS:

SUGGESTED PROCESS:


� What is philanthropy? What is citizenship? � What are values? What do I value? � What makes a philanthropist a valuable citizen?


� be able to define philanthropy and citizenship � understand the values that are most important to you � consider how you demonstrate your values in your

own life

RESOURCES YPI Values Tree on www.goypi.org Appendix B: YPI Values Tree Appendix C: What Do I Value? (Session One Worksheet)

Philanthropy � What does the word philanthropy mean? � Can you think of any famous philanthropists? How can you tell that

a person is a philanthropist? Can you think of any philanthropists you know in your own life?

� What makes a philanthropist decide how they want to help others?

Values � Consider what it means to value something, and what kinds of things a person could

value. Are values objects, or ideas? Are they expressed by words, or actions? How do we find out what our own personal values are? Why might it be important to find out?

� Using the online YPI Values Tree activity (supported by Appendix B: YPI Values Tree) and the What Do I Value? Session One worksheets (Appendix C), reflect on the 25 values statements, and consider the three statements that are most important to you, and the three statements that are least important to you. Your selection will reveal your set of personal values.

� In pairs, share and discuss your personal values, explain the reasoning behind your choices, whether you agree with the results, and whether you would describe the values differently, based on your own experiences. Note: You may decide to change your mind about your values after this discussion.

� Brainstorm examples of times in the past where you have used the values most important to you, and predict future situations where they could put them into action.

� Example: Value: Courage Future Situation: My friends are teasing a new student. Action: I could stand up for the new student, even though it is easier not to. This takes courage.


© Copyright2003-2013. The Toskan Casale Foundation. All rights reserved. iii

PHILANTHROPY, VALUES AND CITIZENSHIP - CONT’D

Conclusion As you learn how to become a philanthropist during YPI, you will find ways to demonstrate your values to make your community a great place for everyone. In the first session, you discovered the values that are most important to you. In the second session, you will begin to consider the social issues that people are facing in your community, how the values in a community can impact these issues, and how you can put your values into action about an issue that matters most to you.

Classroom discussion, using the YPI Values Tree � What are the values that are most important to students in the class? � What are some of the least important values to the class? � What do these similarities/differences tell us about values? Are all of these values

positive? Are they all important to have in the class (community)? � Do you agree with the statements that match each value? What are some other

meanings or statements that we could match to the values, based on our experiences? � How have students demonstrated their most important values in the past? � What are some future situations where students might put their values into action? � Was it helpful to compare the statements and choose which ones meant the most and

the least to you? Did you learn anything new about yourself?

What Do I Value? You can now complete your What Do I Value? Session One worksheets (Appendix C), where you are able to record your own reflections and experiences, as well as consider future situations where you can make goals to put their values into action. You can also create your own Personal Values Statements, based on your three most important values and their meanings: Example: I believe everyone should have the same opportunities and rights. I believe everyone should be entitled to express different ideas and points of view. I respect and value those who stand up for their beliefs. I value equality, tolerance and courage.

� Post up a copy of your Personal Values Statement where you will see it often. (ie in your locker, on a mirror). You are encouraged to visit the YPI Values Tree occasionally to check if your values change over time, with new experiences.


iv © Copyright2003-2013. The Toskan Casale Foundation. All rights reserved.

YOUR LOCAL COMMUNITY: SESSION TWO

SUGGESTED PROCESS:

In this session you will think about the following questions: � What are social issues? � What social issues are happening in our local community? � How can we put our values into action to positively

impact these issues? � What values do you share with your team? � What social issue does your team want to focus on during

YPI and why?

When you have answered these questions you will: � have described different kinds of social issues � have identified how different social issues are

experienced by people in the local community � have discussed ways different social issues can be

addressed by putting values into action � have created a shared set of values with your YPI team � have chosen a social issue that your team would like to

address in your community � have started to practice research skills as a team � have created a Team Values Statement � have learned how to research a social issue as a team

RESOURCES Appendix C: What Do I Value? Session One Worksheet

Appendix D: Social Issues and Social Service Charities

Appendix E: Online Tools and Resources

Appendix F: Diamond 9 worksheet Examples of issues from local newspapers Paper or notebook

Connecting Back � Recall the values activity from last week: Have you been thinking about your values

since session one? Share your thoughts. � Has anyone put a value into action? What was the result?

Issues in our community 1) Share and discuss the examples your classmates brought in, of issues that are happening in the

community, and why they think that the issue opposes what they personally value. Could any of these examples be called social issues? What does “social issue” mean?

2) Brainstorm further and create a list of all the different social issues that the class can think of. (See Appendix D for examples to help with the brainstorming session)

3) Can you think of ways to describe or define each social issue? Which ones do you see happening in your community? Are any of these issues connected to each other? What might the causes of the different social issues be?


© Copyright2003-2013. The Toskan Casale Foundation. All rights reserved. v

YOUR LOCAL COMMUNITY - CONT’D

How can our values impact our actions? 1) Compare the list of values discussed in the last session with the list of social issues that

the class has just created. Are there any differences between the values of the class and the social issues that are happening in the community?

2) Explore as a class or in small groups: Can values be put into action to address a social issue? For example, if a person or a community values (example value), what actions might they take when they see (example issue) happening? What would happen if that value was missing in the community? E.g.: Why does the issue of bullying oppose the value of tolerance? How might a person or community who values tolerance act to address the issue of bullying? What would happen if tolerance was missing in a community?

3) Can you think of any organizations (i.e. social service charities) which act to address

social issues in the local community? Can you tell what their values might be based on the actions they are taking? Before choosing a charity to research for your YPI project, you and your team will first choose a social issue you would like to address, using the values of your team, to help you decide.

Choosing a social issue to address as a team 1) You will work in teams of approximately 4-5 people throughout YPI. Your teacher will

decide how you will get into teams. 2) Once in a team, share and discuss your personal values, and decide on a few (3-5) values

that you will share, as a team. Is it ok to have differences in values on your team? Is it ok for team members to share many of the same values?

3) Using the shared values, create a team values statement. Revisit the YPI Values Tree and

Appendix C: What Do I Value? Session One Worksheet for the example. Example of a Team Values Statement: We want to live in a community where everyone is treated equally. We want to live in a community which is open to different ideas and points of view. We want to live in a community of people who are brave enough to express their opinions. Our team values equality, tolerance and courage.

4) Based on your team’s values statement, use the Diamond 9 worksheet (Appendix F) to help you discuss and prioritize the different social issues that your team is passionate about addressing and why. You will ultimately determine which social issue your team will focus on for your YPI project.


vi © Copyright2003-2013. The Toskan Casale Foundation. All rights reserved.

YOUR LOCAL COMMUNITY - CONT’D

Introduction to Team Work, Research and Presentation Skills Class discussion: teams share their team values statement and the social issue that they chose to address during YPI.

� In session three, each team will research their chosen social issue and create a list of as

many charities as they can that are working to address the issue in the community. The teams will prepare a short (2-3 minute) presentation to tell the class the following information: x what is the social issue that they are addressing x why is the issue important to the team x who is impacted by the social issue in our local community x list as many charities as you can that are addressing the issue in the community x describe 1-2 examples of interesting work that is being done to address the issue x record the sources of information that the team used for their research (e.g. Google,

charity websites, police station, guidance counsellor, community centre) Class discussion: � What are the qualities of a team that works well together? What kind of problems

might you face as you work together in a team? How could you solve them? � What are the skills you will need to research your team’s social issue? What sources can

you use to find the information? (see the Student Resources section on goypi.org)

Practise Your Presentation Skills

This mini-presentation will give your team a chance to practise teamwork, communication, research and presentation skills that you will need during your YPI project. Here are some tips to remember while you practise your presentation skills:

� Speak clearly and confidently � Rehearse as a team � Use effective body language � Use audio-visual material

selectively � Always face the audience � Organize your ideas logically � Be creative


© Copyright2003-2013. The Toskan Casale Foundation. All rights reserved. vii


SESSION THREE

SUGGESTED PROCESS:

In this session you will think about the following question: � What does your team feel passionately about improving in our community? � What impact is your chosen social issue having in our local community? � What local, community-based charities are working to address the issue?

When you have answered this question you will: � be able to describe your chosen social issue to the class � be able to communicate effectively your reasons for choosing that particular social

issue � be able to explain how the social issue impacts the local community, with examples � have created a list of charities addressing your local social issue in the community � be able to describe 1-2 interesting examples of the kinds of services that these charities

provide

Connecting Back Review the skills introduced last session: � What are the qualities of a team that works well together?

What kind of problems might you face as you work together in a team? How could you solve them?

o What are the skills you will need to research your team’s social issue and create a list of potential charities? What sources can you use to find the information? (see the Student Resources section on www.goypi.org for helpful websites and tips for finding local charities)

o What are some tips for presenting your information to the class?

�

RESOURCES Paper or notebook

Appendix G: Researching and Presenting our Social Issue

Appendix I: YPI Grant Criteria

Internet


viii © Copyright2003-2013. The Toskan Casale Foundation. All rights reserved.

RESEARCHING A LOCAL SOCIAL ISSUE - CONT’D

Researching your team’s social issue 1) Each team will use this session to research their chosen social issue and through their

research, create a list of the local charities that are working to address the issue in the community. The teams will prepare a short (2-3 minute) presentation to tell the class the following information (to be presented next session):

x what the social issue is that they are addressing x why is the issue important to the team x who is impacted by the social issue in our local community x list of as many charities as you can that are addressing the issue in the

community x describe 1-2 examples of interesting work that is being done to address the issue x the sources of information that the team used for their research (e.g. Google,

charity websites, police station, guidance counsellor, community centre) 2) Before your team begins their research, review the types of charities that are eligible

for the YPI grant. See Appendix I: YPI Grant Criteria for more details. Focus on finding examples of community-based charities that are providing social services directly to people in the local area. You will have time in the next session to create a shortlist of your favourite charities, and double-check that these charities have registered status.

3) Teams will need access to research resources (library, computer lab, newspapers). Students should also be encouraged to find out about charities by considering where they volunteer, and getting advice from their family, teachers and community members. They should understand the limits of relying solely on online searches. Teams can use the worksheet on Appendix G to record and organize the information about their social issue and the charities that they find.


© Copyright2003-2013. The Toskan Casale Foundation. All rights reserved. ix

OUR COMPASSIONATE COMMUNITY: SESSION FOUR

SUGGESTED PROCESS:


� What local social issues are important to students in my class and why? � What impact do different social issues have on my community? Who is impacted? � What kinds of local social service charities are working in my community? � What sources can my team use to find more information? � Which charities are eligible for YPI? Which one does my team want to choose?


� understand a variety of different social issues and their impact on the local community � have learned examples of the work that charities are doing to help people in the

community � have practiced using your presentation skills as a team, as well as your skills as an audience

member (listening and providing feedback) � understand what kinds of charities are eligible for YPI, and how to verify their eligibility � have created a shortlist of potential charities for your team to research for YPI, and chosen

which charity your team feels most passionately about

Connecting Back Review the skills introduced in the last two sessions: � Has your team experienced any challenges

during the research and preparing for your presentation? Any successes?

� What sources have you been using to find information about social issues and local charities?

� What tips should your team remember when presenting your information to the class?

� How should the audience listen and provide feedback? What kind of comments and constructive criticism would be helpful?

RESOURCES

Appendix E: Online Tools and Resources Appendix H: Shortlist of Three Charities Appendix I: YPI Grant Criteria Appendix J: Decision Making Appendix K: Communicating with Charities


x © Copyright2003-2013. The Toskan Casale Foundation. All rights reserved.

OUR COMPASSIONATE COMMUNITY - CONT’D

Team Presentations on Local Social Issues

1) Each team will give their 2-3 minute presentation to the class, covering the following information: x what is the social issue that we are addressing x why is the issue important to the team x who is impacted by the social issue in our local community x a list of as many charities as possible that are addressing the issue in the community x 1-2 examples of interesting work that is being done to address the issue x the sources of information used for your research (e.g. Google, charity websites,

police station, guidance counsellor, community centre)

2) Listen to each team’s presentation and record the information you learn. You should provide feedback to the other teams about their presentations.

3) After the presentations, review the charities that all the teams found, and discuss which are eligible for YPI, and any that might not be eligible for the purposes of the project. Also discuss the different sources of information that the teams used, how to tell whether a source is reliable, and why using a variety of sources is important.

Preparing a Shortlist of Three Eligible Charities 1) Use the information and skills you learned from watching the presentations to continue your

research into local charities. Use the worksheet on Appendix H: Shortlist of Three Charities to double-check the eligibility of charities and create a shortlist of your team’s top three choices for the YPI project. **Check very carefully that your shortlisted charities are eligible for a YPI grant (Appendix I: YPI Grant Criteria will help you check this).

2) To prevent any overlap with classmates, bring your shortlist to your teacher.

3) Use Appendix J: Decision Making, to decide which one is your favourite charity. **If there is

enough time, your teacher may introduce a lesson on Effective Charities before your team decides which charity is your top choice.


© Copyright2003-2013. The Toskan Casale Foundation. All rights reserved. xi

OUR COMPASSIONATE COMMUNITY - CONT’D

Communication Skills Practise

In the next YPI session you will begin to do more active and in-depth research into your chosen charity. The first thing you will need to do is contact the charity to arrange a time to visit it, and to interview a member of its staff. To prepare for this you will need to develop your communication skills - in this case by using the telephone. When you phone the charity, you will have to explain who you are, what the YPI project is about, and that your team would like to visit the charity in order to find out more about its work. The phone call is very important because it is the start of your relationship with your chosen charity. You may need to leave a polite and clear voice message in case the person you are trying to reach is unavailable. Write a script for your telephone call that explains YPI, the fact you are researching this charity and that, if possible, you would like to visit them to find out more about the charity’s work. Your teacher will help you prepare by showing you some role playing for different scenarios that might occur (Appendix K: Communicating with Charities). Listen carefully and think about how you will react in each possible situation.


xii © Copyright2003-2013. The Toskan Casale Foundation. All rights reserved.

ACTIVE RESEARCH: SESSION FIVE

SUGGESTED PROCESS:

In this session you will think about the following question: � How will you successfully do in-depth research into your chosen charity and build

a strong relationship with them? When you have answered this question you will: � have gathered the information you need to give a great YPI presentation � have built a strong relationship with your chosen charity � have successfully used a range of communication skills

Connecting Back � Review your shortlist of charities, and the reasons your

team had for choosing your top choice � Look again at the script of your practise phone call and

have one more ‘run through’ before making the real phone call.

RESOURCES Appendix E: Online Tools and Resources

Appendix K: Communicating with Charities

Appendix L: Planning Your Interview Questions

Appendix M: Sample Interview Questions

Internet access

Telephone access

Contact Your Chosen Charity 1) As a team, arrange three dates/times when you are all available to visit your chosen charity

and have these at hand when you make the call so that you can give the charity some options.

2) Telephone your chosen charity.

� If you cannot get through to the charity, leave a message explaining who you are and the reason you are calling. Then, if you have an email address for the charity, email them to request a meeting. Use the telephone script you prepared to help you write the email.

� If you do get through to the charity, use the skills you have learned. Explain clearly who

you are and which school you attend and describe the Youth and Philanthropy Initiative to them. Ask politely whether it would be possible to arrange a time for your team to visit their charity to find out more about its work. Make a careful note of any arrangement you make to meet with a representative from the charity.


© Copyright2003-2013. The Toskan Casale Foundation. All rights reserved. xiii

ACTIVE RESEARCH - CONT’D

Preparing to Visit Your Chosen Charity To ensure you have the information you need in order to give a really good presentation about your charity, you will need to plan a set of questions to ask the representative of your chosen charity when you meet with them. Your teacher will give you Appendix L and Appendix M which will help you plan the questions you will need to ask. Write or type up your questions so you have them saved and ready for your visit to your chosen charity.

Visiting Your Chosen Charity

In order to make your meeting with your charity as successful as possible: � Make sure you know the exact address of the charity and how to get there. � Take note of the full name of the person/ people you are due to meet with at the

charity and their title so that you know what they do at that charity. � Arrive about ten minutes before the time you have arranged to meet. � Take detailed notes during the interview - you will need to include the information

during your presentation. You may also want to:

� Film the interview so that you can show clips from the interview during the

presentation. (Be sure to ask permission) � Take photographs of your visit to the charity to show during your

presentation. (Be sure to ask permission) � Collect some materials (e.g. leaflets/posters) from the charity to hand out during the

presentations.


xiv © Copyright2003-2013. The Toskan Casale Foundation. All rights reserved.

EFFECTIVE CHARITIES: SESSION SIX

SUGGESTED PROCESS:

Connecting Back Report back to the rest of the class on the progress you have made with contacting/ visiting your charity.

RESOURCES Appendix N: Examples of Charity

Aims

Appendix O: Charity Spending

Appendix P: Charity Impact

Effective Charities At the same time as you are researching and preparing presentations about your charity we want you to continue to learn about philanthropy. As you know, philanthropists aim to support charities that will use their money effectively in order to provide real solutions to problems in the community. The steps below will help you understand what makes a charity effective and how effective your chosen charity is. You will be able to use what you learn during this process to help create a detailed YPI presentation.

In this session you will think about the following questions: � What makes a charity effective? � What information do you need when deciding whether or not you should fund a particular

charity? When you have answered these questions you will: � know what makes a charity effective


© Copyright2003-2013. The Toskan Casale Foundation. All rights reserved. xv

EFFECTIVE CHARITIES - CONT’D

Charity Aims Your teacher will share some examples of charity aims (Appendix N). Discuss the following questions in your teams and share your thoughts with the class:

� Why do you think it is important that a charity has clear aims? � Does your chosen charity have clear aims? � What do you think your charity’s values are?

Charity Spending Your teacher will share Appendix O: Charity Spending which shows how two fictional charities spend their money.

� Which charity do you think is spending its money most effectively and why?

Remember to find out how much money your charity has is in its annual budget and what percentage of money it spends on administration costs and what percentage it spends on charitable activity. Include this information in your presentation

What Difference is Your Charity Making? In order to highlight the good work your charity does in your presentation you will need to find out how it measures the impact it is having on the community. Your teacher will share Appendix P: Charity Impact with you which show some examples of charity impact measurements.

� Why is it important for charities to be able to demonstrate their impact and the fact that they are making a difference?

� Does your chosen charity clearly show the impact it is having on the

local community? � How would your charity use the grant to make maximum impact on the

community? If you can, find information about your charity that is similar to the examples on Appendix P and include the information in you presentations.


xvi © Copyright2003-2013. The Toskan Casale Foundation. All rights reserved.

YPI PRESENTATIONS: SESSION SEVEN

RESOURCES Appendix E: Online Tools and Resources Appendix Q: YPI Presentation Success Criteria Appendix R: Classroom Presentation Judging Sheet YPI Speak Out video (available on www.goypi.org)

Ready, set, present! Once you have completed your research into your chosen charity you will need to put together a 10 minute presentation about the work the charity does. Students can prepare and use videos; however, they cannot use charity produced videos. Student produced videos can represent no more than 5 minutes of the presentation time.

As you prepare for your presentation, go to the YPI website and watch the YPI Speak Out video. It can be found in the How to Give Great Presentations page of the YPI Student Resources section.

As you watch the presentations and tips in the YPI Speak Out video, think about the

following questions: � What different techniques do the students use to present their information? � What different skills do you have in your own team? How can you be creative? � How can you give helpful feedback to other teams when they rehearse their

presentations? Make sure you take time to rehearse and ask for feedback from other students/teachers/parents several times before you give your presentation in class. Use Appendix Q: YPI Presentation Success Criteria and Appendix R: Classroom Presentation Judging Sheet to ensure you include all the necessary information in your presentation. The reminders below will support you to design your presentation successfully as a team: � Plan very carefully so that every member of the team has an active role to play in the

presentations. � If you are using any kind of audio/visual or internet in your presentation make sure it is

all working properly before you start.


© Copyright2003-2013. The Toskan Casale Foundation. All rights reserved. xvii

YPI PRESENTATIONS: SESSION SEVEN – CONT’D

Reflect on Your Learning and Stay Engaged After all of the teams have presented to the class, consider taking some time for your students to reflect on their learning during YPI, as well as their ability to continue helping their community. Skills Development � What skills did you develop during YPI, before, during and after your charity visit? � How will these skills be useful in future plans? Education? Exams? Jobs? Volunteering?

Personal Development � What has it meant to you to identify your key values? Have your values changed at

all? � How have your opinions or preconceptions changed about local charities? The people

who work there? The people they work with? � If someone had no money but wanted to help their community, what would you

recommend?

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