Youth Giving Circles: INSPIRING YOUTH to BRING ABOUT CHANGE Ten Training Workshops for Youth Philanthropists

PART2

Youth Giving Circles: INSPIRING YOUTH TO BRING ABOUT CHANGE Ten Training Workshops for Youth Philanthropists

A guide that provides the tools to prepare, facilitate and participate in workshops that will empower youth to create a world that re!ects their ideals and generosity

Workshops

by: Karen Payne and Sondra Shaw-Hardy

Prior to WORKSHOP 1

Note: all handouts in blue are in Part !ree. Before the training begins, the sponsoring organization and facilitator(s) should: 1. Decide how much the group will be asked to raise and how much will come from other sources. See “Ab o ut the Fund-raising Goal in the Facilitator’s Guide (above). 2. Give each youth who is invited to join the Youth Giving Circle: y Letter of Invitation (Pre-1) explaining what a Giving Circle is, inviting them to become a member and describing how their giving circle will be funded. y Workshop Outline (Pre-2) of the 10 sessions and three community activities. y Youth Commitment Form (Pre-3) that outlines the agreements about how they will participate. !ey will need to sign the commitment form to participate. y Ryan’s Well (Pre-4) y Examples of Youth Fund-raising Activities (Pre-5). 3. Give each parent of potential Giving Circle members: y Letter to parents (Pre-6). y All the materials the youth were given (Pre 1-5) y Parental Consent Form (Pre-7), which parents must sign so their child can participate. y Introduction and message to sponsors and facilitators (Pre-8) 4. Collect the signed Parental Consent Form (Pre-7) that gives permission for their child to participate in the circle, including fund-raising activities and site visits. 5. Collect signed Youth Commitment Form (Pre-3).

Workshop overview y Understand the concept of Giving Circles y Participants introduce themselves and learn about others in the circle y Understand the concept, values and practices of collaborative learning y Learn about the 10 workshops and two community activities in this training y Discover what other youth are doing to raise money y Understand how their Giving Circle will be funded and that they will be raising all or some of the money they will be giving away y Discuss values y Introduce guidelines

Activity 1: Introducing Participants and Introduction to Youth Philanthropy Time 45 minutes

Purpose: y !rough Handout 1A (Survey on Issues and Needs), facilitator will "nd out more about the group y !rough Handout 1B (Principles of Collaborative Learning), participants will learn more about the concept, values and practices of collaboration that will be practiced in these workshops. y To introduce the concept of Giving Circles y To have participants think about giving money to create change y To acquaint and excite participants about what other youth have done

3 Copyright © Unleashing Generosity For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447 Preparation: y Copies of o Handout 1A (Survey on Issues and Needs) o Handout 1B (Principles of Collaborative Learning) o Handout 1C (Examples of Youth Philanthropy) o Handout 1K (Quotes for the Wall) o Pre – 5 (Examples of Youth Fund-raising Activities) o Handout 1D (Fund-raising Goals) as agreed with sponsor prior to the "rst workshop y Flip chart and paper y Markers y Wall space y Seats arranged in a semicircle so all can see the #ipchart. y A community-building activity; additional options can be found at: http://www.residentassistant.com/games/icebreakers.htm

Activity overview: !e facilitator will give a brief introduction of Giving Circles, emphasizing group giving. Participants will introduce themselves and discuss Principles of Collaborative Learning. Each participant will be given a Survey on Issues and Needs and asked to "ll it out and return to the facilitator. !is will be useful in knowing who each member of the group is and what their experiences are. Change will be an important concept throughout the workshops, and participants will introduce themselves by describing something they would change if they had the money or resources. Participants will discover ways other youth have changed lives and conditions through their creative philanthropic e$orts.

Instructions for facilitator: 1. Introduce facilitator: Welcome everyone warmly as they come in. When everyone is seated, introduce yourself. 2. Giving Circles: Explain brie#y that they will be learning about donating money to causes they believe in and that these workshops will help them understand more about giving circles and philanthropy. Give everyone a copy of 1A (Survey on Needs and Issues). Ask them to read only page 2 for now, and tell them they will "ll it out later. 3. Examples of youth philanthropy: Distribute Handout 1C (Examples of Youth Philanthropy). Point out that other youth just like them have seen problems like these and addressed them through creative philanthropic activities. 4. Introduce participants: Explain that as a way of getting to know one another, they will introduce themselves by telling about one issue or problem in their community or world that they would change or transform if they had the money – and why. Ask them to go to the walls, read the examples and stand by one of the examples of youth philanthropy they particularly liked. 5. Have each Giving Circle member read a sentence or two that they "nd interesting about the project – or they can explain what the youth did in their own words. Remind them they will become philanthropists, but that they will be giving away money as a group rather than individually. 6. A%er everyone has spoken about youth philanthropy, go around again and ask each participant to say one issue or problem they would like to change or transform. Let them know that this may change during the course of the sessions — it isn’t a commitment, just a way of sharing what they feel passionate about. 7. Have someone write these on the #ip chart and put on the wall.

4 Copyright © Unleashing Generosity For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447 8. Collaborative learning: Give everyone a copy of Handout 1B (Principles of Collaborative Learning). Ask them to go around and take turns reading each principle out loud. !en ask everyone to go around and say which one matters most to them and why. !ey can mention more than one if they want. 9. Role of facilitator: Explain that the facilitator is there to facilitate, not to be the leader or the teacher. Everyone is learning together and the facilitator is responsible for supporting the learning by providing the learning materials, keeping the group moving through the curriculum activities, keeping to the time limits for each activity and making sure there is respect for the guidelines agreed upon by the group. Let students know that circle members will be creating our own guidelines as a group at the end of this session. 10. Survey: Ask everyone to spend 10 minutes or anonymously completing Survey Handout 1A. Explain that they are not expected to be familiar with all of these topics – most young people aren’t and they are here to learn! Just have them "ll it in as best they can – we’re just interested in what people in the circle think about these topics. (A%er 10 minutes ask if people are "nished or need more time. Give another few minutes and if they need more time, tell them they will have it at the end of today’s meeting, in case they want to interview others.) 11. Fund-raising goals: Emphasize that this is one of the "rst times a group of young people has experimented with youth philanthropy in this particular type of Youth Giving Circle because they will be raising some of the money they will give away – they are pioneers and social inventors. !ey will be making the path for others to follow. So everyone, including the adults, will be learning, taking risks, and probably making some mistakes. But it is all important and all part of inventing something new. 12. Distribute Handout 1D (Fund-raising Goals) and brie#y explain the fund-raising process for their circle: “Matching Seed Money;” “Starting From Your Hearts and Vision;” or “Incentive Circle.” Distribute Handout Pre-5 (Examples of Youth Fund-raising Activities). Ask if they have any questions or suggestions about the fund-raising process. Encourage participants between meetings to ask friends and family how they have raised money. And suggest that they keep notes of good ideas that they hear of or think up and bring them to the next session. 13. Distribute Handout 1E (Basic Activities of our Giving Circle) and tell them these activities will be discussed in the next workshop. Explain that there will be a whole session of fund-raising training and they will be the ones to decide how they raise the money.

Choose two from appendix 3 or http://www.residentassistant.com/games/icebreakers.htm

Activity 3: Listening, Values and Guidelines Time 30 minutes

Purpose: y To learn about “eloquent listening” y For each participant to consider and express their values y To learn how guidelines establish a tone of respect and help the group work more e$ectively

Preparation: y Copies of o Handout 1F (Some Di$erences between Dialogue and Debate) for handouts and for the wall o Handout 1G (Guidelines for Eloquent Listening) for handouts and for the wall o Handout 1H (Examples of Values) o Handout 1I (Sample Guidelines) y Flip chart paper y Flip chart with easel y Markers y Wall space

Activity overview: Participants will learn listening skills, share their values and understand how values can be used to establish guidelines for the Giving Circle.

Instructions for facilitator: 1. Distribute Handout 1F (Some Di$erences between Dialogue and Debate) and Handout 1G (Guidelines for Eloquent Listening). Ask them to read both handouts silently. Ask them to go around the room and choose one thing from “Di$erence between Dialogue and Debate” to read out loud. A%er each one is read, ask people to recall an instance when they heard someone using this characteristic of dialogue. 2. Ask someone to read the de"nition of “eloquent listening” aloud. !en ask each person to read one characteristic of “eloquent listening” aloud. 3. Values: Distribute copies of Handout 1H (Values). 4. Ask the participants to share the three values that mean the most to them and why they are important. 5. Have someone write the values on a #ip chart noted as OUR VALUES. A%er everyone has spoken, suggest that throughout the workshops they will see that everyone is di$erent, that each person brings something unique to the workshops and that it is important to respect everyone’s values. 6. Guidelines: Explain the importance of guidelines/ground rules to ensure successful workshops and that this happens when everyone respects one another’s values and opinions. Distribute Handout 1I (Sample Guidelines).

Purpose: y To explain the rest of the workshops and answer questions y To clarify the fund-raising goals y To include stillness, silence and re#ection in addition to the verbal interactions y To evaluate the workshop

Preparation: Copies of o Handout Pre-2 (Workshop Outline) o Handout 1J (Evaluation)

Activity overview: !e facilitator will explain the rest of the workshops and answer any questions that arise. Fund-raising opportunities and responsibilities will be explained and questions answered. !ere will be a period of re#ection and evaluation at the end of each workshop.

Instructions for facilitator: 1. Overview of workshops: Pass out Handout Pre-2 (Workshop Outline). 2. Brie#y explain the rest of the workshops and that they will work together, share with one another, learn and have a lot of fun. Ask if anyone has any questions about the workshops. 3. Fund-raising agreement: Brie#y review opportunities and responsibilities of fund-raising. !is is an exciting opportunity to learn an important skill. Fund-raising is a challenge that requires a lot of creativity, intelligence and initiative. When we ask for money for a cause we believe in, we are giving people the opportunity to be generous and to be proactive in making the world a place that re#ects their deeply held values and their hopes for a better world. Refer to Handout Pre-5 (Examples of Youth Fund- raising Activities). It’s not necessary to discuss it at length at this point, but mention that there are many possibilities for fund-raising and it is up to them to decide. 4. Optional research: Ask them to research Giving Circles on the Internet and in their community and bring in examples for the next workshop. Suggest they try to "nd examples of Youth Giving Circles. 5. Re#ection: Explain that each workshop will include a time for re#ection that is as important as the verbal interactions. Tell the participants that this is private and they do not have to share what they write or draw. !e re#ection today will be on generosity. Generosity refers to giving to another person – whether it is time, or money or some other form of caring. Ask them to think about the following questions and then write or draw something in their notebooks or journals. 6. Write the following prompts on the board or #ip chart. When have you experienced generosity? !ink of a time someone was generous with you. !ink of a time when you were generous to someone else. Invite people to talk about their experiences with generosity if they would like to. Respect privacy if they don’t. 7. Evaluation: Give the participants Handout 1J (Evaluation) and give them time to "ll this out then return it. At this time, they should also complete Handout 1A (Issues and Needs Survey) and return it.

7 Copyright © Unleashing Generosity For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447 8. Closing: When they have "nished, ask them to name something they think was good or interesting about today. !ank them for coming and participating with honesty, respect, generosity and playfulness. Tell them you look forward to seeing them on (give date and time of the next workshop.)

Resources: Rusch, Elizabeth, Generation Fix: Young Ideas for a Better World. Chronicle of Philanthropy, Jan. 9, 2003

Workshop overview y Establish guidelines y Exchange information about Giving Circles y Establish priorities y Experience a Giving Circle

Activity 1: Establishing guidelines Time 20 minutes

Purpose: y To reintroduce themselves y To establish a tone of respect for all during the workshops by establishing guidelines y To understand that everyone is di$erent and to be respectful of the di$erences y To underscore that diversity is a key asset or strength in the formation and the execution of the work of the giving circle. Each person brings their perspective and experience, as does each person who will inform the work of the giving circle and it’s raising and giving of money, and time

Preparation: Copies of o Handout 1H (Values) for handouts and for the wall o Handout 1I (Sample Guidelines) for handouts and for the wall y Flip chart paper y Flip chart with easel y Markers y Wall space y Handouts y Tape y For the wall (or poster): o OUR VALUES o SAMPLE GUIDELINES o PRINCIPLES OF COLLABORATIVE LEARNING o Handout 2A and 2B Separate each example and space them around the room y On a table: All handouts from Workshop 1 y Chairs arranged in a semicircle so all can see the #ip chart

9 Copyright © Unleashing Generosity For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447 Activity overview Participants will review their values and re#ect on how values can be used to establish guidelines for the Giving Circle. !ey will come to agreement on the guidelines. Instructions for facilitator: 1. Warmly welcome everyone as they come in and suggest that they walk around the room and read the materials on the table(s) and walls. Assemble the Giving Circle and welcome everyone. 2. Members go around the circle, saying their name and reading one the values on a #ip chart noted as OUR VALUES. 3. Guidelines: Distribute Handout 1I (Sample Guidelines). Remind everyone about the importance of guidelines and ground rules to ensure successful workshops and that this happens when everyone respects one another’s values and opinions. Each participant will then read one guideline and ask if there are any changes needed for it to be accepted by the group. Have each person suggest any additional guidelines based on the values that were discussed (they can choose from the samples or suggest others). Explain that the group should all agree before these are adopted. Put OUR GUIDELINES at the top of a #ip chart and record their responses. Discuss any disagreements. Ask participants to come up with ways to resolve any di$erences. A%er they have decided on the guidelines, remind them that it is important that they all follow them for the rest of the workshops in order to be productive and work together respectfully. 4. Place OUR GUIDELINES on display for each workshop.

Activity 2: Introducing Giving Circles Time 30 minutes

Purpose: y To rea&rm the concept, values and practices of collaboration that will be practiced during these workshops y To learn more about Giving Circles, how they came about and why they work y To understand the concepts of change, connection and collaboration as they relate to Giving Circles y To establish a way for them to communicate with one another outside the time they are physically together

Preparation: y Copies of y Flip chart with easel o Handout 2A (What is a Giving Circle?) o Handout 2B (Examples of Giving Circles) o Handout 1E (Basic activities of our giving circle) y Flip chart with easel y Flip chart paper y Markers y Handouts y Tape y Activity overview: !e youth will discover how Giving Circles came about and in what ways they have impacted society. Participants will share information about the Giving Circles they have learned about. From the previous workshop and what they have learned in this workshop, they will draw up a list of things that de"ne their Giving Circle.

10 Copyright © Unleashing Generosity For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447 Instructions for facilitator: 1. Review OUR GUIDELINES as agreed upon at the end of the previous workshop. 2. Review PRINCIPLES OF COLLABORATIVE LEARNING. Point out that the next exercise is an experience in collaborative learning. 3. Opening circle: Have participants walk around the room and stand next to a de"nition or description of Giving Circles that they particularly like. Handout 2A (What is a Giving Circle?) and 2B (Examples of Giving Circles). A%er a few minutes, ask each person to reintroduce themselves and read the de"nition or example they selected. Ask them to say one thing they found interesting or want to learn more about Giving Circles. 4. ******* WHERE DO THE COMMUNITY foundations get their money to give to the Youth Advisory Councils (YAC)? Who makes up the foundation’s membership? Is there only one umbrella foundation overseeing all the YACs? Explain that, up until now, most Youth Giving Circles are through community foundations. !ey started in Michigan, where they are called YACs. !ey are doing the very important job of teaching grant-making to young people but operate quite di$erently than this Giving Circle because they don’t raise any money. !e foundation gives them the money they use to make their grants. Refer to examples of adult Giving Circles such as Stone Soup, Friday Night Shoebox and Washington Womenade. Use the concept of Stone Soup to illustrate that everyone can contribute something to the greater good by working together. 5. Introduce !e Wildthings, one of the few Youth Giving Circles like theirs which raised the money they gave away. Our Youth Giving Circle will be part of a new e$ort in the United States involving youth and philanthropy. 6. ******A POPCORN V. BRAINSTORM. Have a popcorn to address what examples impressed members the most. (“Popcorn” is another word for “brainstorm” where people call out ideas randomly and all ideas are received without comment or criticism.) Have someone write these on the #ip chart under the heading, GIVING CIRCLES. Tape pages to the wall. 7. Distribute Handout 1E (Basic activities of our Giving Circle) and discuss. Explain that these are based on the experience and best practices of Giving Circles from around the world. 8. Read aloud Handout 1E (Basic activities of our Giving Circle) and add any remaining items they think are important. Have someone write these on the #ip chart titled OUR GIVING CIRCLE.

5-minute break

5-minute community-building activity Choose one from Appendix 3 or http://www.residentassistant.com/games/ icebreakers.htm

Activity 3: Developing PRIORITIES Time 30 minutes

Purpose: y To help participants see the issues of their community that need addressing y To establish priorities for later funding

11 Copyright © Unleashing Generosity For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447 Preparation: y HANDOUT 1A (Survey on Issues and Needs) y Flip chart with easel and paper y Markers y Post-it notes y Wall space to tape #ip chart paper y Masking tape y Seats arranged in a semicircle so that all can see the #ip chart

Activity overview: !e group as a whole will be asked to name issues that concern them in their community. !ey will choose a program and solve a problem related to one of their priorities and decide how to allocate tha money to implement the solution.

Instructions for facilitator: 1. Explain that in the examples we have seen, some Giving Circles dealt with world problems and how to solve them in imaginative and daring ways. Tell them that many groups are organized to solve global problems, but that the issues they will address within their own communities help solve problems on a smaller scale and are just as important. Emphasize that establishing the group’s PRIORITIES is one of the most important parts of the workshop and requires a great deal of thought and concern. What issues in their community do they believe need addressing? Refer to Handout 1A (Survey on Issues and Needs). Give time for dialogue. 2. Have someone write these issues on separate sheets of paper and tape them on wall. 3. A%er 15 to 20 issues have been mentioned, distribute three post-it notes and have the participants select the top three issues they most want addressed. (!ey can vote three times for one issue or spread them out.) 4. Ask someone to tally up the count. 5. Select the top three issues as OUR PRIORITIES and write these on a separate piece of paper for #ip chart. 6. Ask whether they want to include some that didn’t make it into the top three. Add one or two more if the majority wants them.

Activity 4: “Giving Circles” Game Time 15 minutes

Purpose y To learn about Giving Circles by funding one with fake money y To develop creativity and collaboration in helping to address priorities y To see how they can have a bigger impact by pooling their money y To ensure that attendees will want to be involved in the Giving Circle

Preparation: y Fake money in $100 denominations y Examples of programs in local community that address youth issues

Activity overview: !e participants will break into groups of "ve or more to pool “Monopoly” money. !ey will choose a program solves a problem related to one of their priorities and decide how to allocate the money to implement the solution.

12 Copyright © Unleashing Generosity For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447 Instructions for facilitator: 1. Ask them to form circles of at least four or "ve people. If the entire group is smaller than eight, they can all work together. 2. Give each person "ve $100 bills. 3. Ask each group to choose one or two PRIORITIES that will make the biggest impact, or they can choose all three. 4. Have the member whose "rst name comes "rst in the alphabet serve as a recorder and the person whose "rst letter of their last name comes last in the alphabet serve as reporter. 5. Ask the group to suggest a way to help solve a problem related to their PRIORITIES or to choose one of the examples of the local nonpro"ts. !ey then put their money together to pay for their programs. Help explain this by using an example from your community such as _____[facilitator should provide example]. 6. Allow 15 minutes for the exercise, then have each group report their PRIORITIES’ solutions and the amount of money they allocated to each solution. 7. As they report, have the group consider collaborating with other groups on addressing the PRIORITIES. 8. Explain that this is the way Giving Circles work. Ask them to describe what was happening during their exercise that could be used to explain Giving Circles. Some examples might be: working together (collaboration); pooling money; raising money; giving money to groups that are solving problems; having fun; creating solutions; learning to advocate for changes you want, and becoming change makers. Add these to ACTIVITIES OF OUR GIVING CIRCLE. Bring this to each workshop.

Activity 6: Re"ection and Evaluation Time 15 minutes

Purpose: y To review the rest of the workshops y To reinforce the OUR GUIDELINES y To include stillness, silence and re#ection y To evaluate the workshop

Preparation: y Copies of Handout 2C (Evaluation)

Activity overview: !e facilitator will explain the rest of the workshops and answer any questions that arise. !e participants will have a period of re#ection. Group GUIDELINES will be reinforced to be sure this is what the participants want and need. plus time for re#ection and evaluation

13 Copyright © Unleashing Generosity For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447 Instructions for facilitator: 1. Overview: Brie#y explain the rest of the workshops and ask if there are any questions. Refer to Handout Pre-2. 2. Guidelines: Review GUIDELINES and ask if there are any questions about them or if some need to be added or changed. 3. Optional research: Suggest they research philanthropists in their community or state and share them with the group at the next workshop. Encourage "nding examples who are diverse or culturally di$erent than you are. Re#ection: Remind them that each workshop will include a time for re#ection and that it is as important as the verbal interactions. Tell the participants that this is private and they do not have to share what they write down. Ask them to think about one thing that has inspired them recently. !is could be a small act of kindness or learning about how someone has stood up against injustice or something else they found upli%ing. Ask them to write or draw something about this in their journal. Invite people to talk about what inspired them if they would like to. 4. Evaluation: Distribute Handout 2C (Evaluation) and ask them to "ll it out. 5. Closing: When they have "nished, ask them to say one thing they are looking forward to this week or enjoyed last week. !ank them for coming and participating with honesty, respect and creativity. Tell them you look forward to seeing them on (give date and time of the next workshop).

Resources:

Youth Advisory Committees http://www.stclairfoundation.org/yac/

Workshop Overview y Choose a name for the group y Understand philanthropy and philanthropists y Learn about paradigm changes y Clarify di$erences between charity and transformational philanthropy

Activity 1: Choosing a name and a social network Time 15 minutes

Purpose: y To help participants feel a commonality with one another through a special name they select y To establish a way of communicating outside the group

Preparation: y Describe how social networks are established y Research examples of names for Giving Circles to put on the wall. (Facilitator TO DO.) y Put a copy of all the handouts on the walls as well as on a table y Note cards and post-its/stickers

Activity Overview: Participants will select a name for the group and set up a social network for the group or listserve/or email addresses for the group.

Instructions for facilitator: 1. While people are gathering, invite them to walk around and read what’s on the walls. Assemble the Giving Circle and welcome everyone. 2. Group name: Have participants write possible names on note cards anonymously and collect them. !e facilitator or a participant writes them on a board, and each person gets three stickers to put by the names they like best. !e name with the most stickers becomes the group name. If the vote is close, repeat the process with the names that have the most votes. 3. Social networks: Group discussion about how a social network could be used by this group to communicate with each other and for fund-raising. 4. Ask for a volunteer to take charge of establishing a private group within Facebook (or another social network if the group prefers). !ey can use this private Facebook group to communicate with each other during the workshops. Create list of the participants names for all to have.

Purpose: y To share examples of philanthropists y To understand that they are philanthropists y To evaluate Principles of Collaborative Learning

Preparation: y Copies of o Handout 3A: De"nitions of “philanthropy” and “philanthropists” y For the wall: o De"nitions (above) cut apart and displayed around the room - Facilitator TO DO o Our Values, our Guidelines, our Priorities, our Giving Circle (created by youth in previous workshops) o Handout 1B: Principles of Collaborative Learning y Examples of philanthropists in local community or region y Example of how an action you took made a di$erence in someone’s life y Masking tape

Activity overview: !e participants will share examples of philanthropists and talk about their de"nition of philanthropy and what it means to them. !ey will discuss whether they consider themselves philanthropists. !ey will read de"nitions of philanthropy and learn about paradigm shi%s. !ey will discover how the term applies to them and understand that this is a paradigm shi%.

Instructions for facilitator: 1. What is a philanthropist? Ask people to move around the room and stand next to a de"nition of philanthropy and philanthropists. Ask each person to read one out loud. 2. Ask if there is any idea in the de"nitions that is new to them or di$erent from what they think of philanthropy. 3. Ask which de"nition comes closest to their own thoughts about philanthropy. Focus on the fact that the word “philanthropy” is derived from a Greek word “phil-anthropos” and literally means, “love of humankind.” Refer to Tracy Gary’s de"nition in Inspired Philanthropy: “Philanthropists are people who … donate money and time to causes they believe in so that the world may become a better place.” Help them see that they are discussing time as well as money. 4. Ask if there are any de"nitions that are confusing or don’t make much sense and clarify them. 5. Ask them if they believe they are philanthropists and why. Encourage them to see themselves and each other as philanthropists. 6. Local philanthropy: Share examples you have researched about philanthropists in the participants’ community and state. Ask if they know any other philanthropists in their community.

Activity 3: Paradigm Shi#: Transformational Philanthropy to Bring About Social Change Time 45 minutes

16 Copyright © Unleashing Generosity For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447 Purpose: y To discover that there has been a “paradigm shi%” in what it means to be a philanthropist y To see the paradigm shi% from traditional charity to transformational philanthropy y To understand they are change-makers

Preparation: y Copies of o Handout 3A (What is a philanthropist? What is philanthropy?) o Handout 3B (Stereotypes about philanthropy) o Handout 3C (De"nitions of “paradigms” and “paradigms shi%s”) o Handout 3D (Stories of transformative philanthropy) o Handout 1A (Survey of issues and needs) y Make sure there is a copy of all the handouts on the walls as well as on a table. y To lead o$ the third instruction, think of a way that you (the facilitator) have acted to bring about some kind of change – perhaps it wasn’t a huge thing, but it made a di$erence in someone’s life. It would be good to think of something that you did as a teenager.

Activity overview: !rough participatory activities, participants will discover the di$erences between charity and social change and transformational philanthropy. !ey will see how transformational philanthropy can bring about social change and how di$erent this is from charity. At the same time, they will realize that charity is sometimes necessary as with food, clothing and shelter a%er a natural disaster. However, they will understand that the root causes of problems must be determined and addressed for real change to happen. !is will help them frame their choices for nonpro"ts to focus on for their PRIORITIES.

Instructions for facilitator: 1. Distribute Handout 3A (What is a philanthropist? What is philanthropy?). Have the participants work in groups of three or four in separate parts of the room. Have each one read their de"nition or quote about philanthropy to the others and tell what they think of it and what it means to them. Spend 10 minutes on this and then have each group report what they have shared with one another. 2. Paradigm shi#s: Distribute Handout 3B (Myths and Truths about Philanthropy) and Handout 3C (De"nitions of “paradigms” and “paradigms shi%s”). Explain that a paradigm shi% is a change in belief about something that most people don’t even question. One example is the paradigm shi% that occurred when people realized the sun doesn’t revolve around the earth. Other examples: a) believing women don’t have the same rights as men. b) the belief before the Civil War that the economy would collapse without slaves. Explain that now there is a paradigm shi% occurring from the image or stereotype that a philanthropist is someone old and rich who lives in a big house, to people like themselves who give time, talent and treasure to help humankind. Brie#y discuss the old and new forms of philanthropy such as giving a lot of money and having your name put on a building, to Giving Circles where everyone gives a smaller amount of money and doesn’t ask for personal recognition. Describe this as being the “democractization of philanthropy,” and remind them, that they are part of it. Introduce the concept of “generosity generation” and reference the shi% from a consumer society to a giving and sharing society during hard times.

17 Copyright © Unleashing Generosity For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447 3. Go around the room and have each person read a paragraph of Handout 3E (Stories of Transformative Philanthropy). Read through the di$erent activities and discuss which projects are charity and which are transformational philanthropy. Label each activity or accomplishment with a “C” for Charity or a “T” for Transformative. Help them see that handing out bottled water is charity, but providing a clean water system is transformative because it allows children to get an education rather than spending their time travelling to a water source to collect water. It also solves a problem over time by creating new resources that can be collectively owned and managed, rather than needing more handouts of bottled water every day. Another example: providing meals at a homeless shelter is charity, while teaching computer skills and job interview skills to homeless people is transformational philanthropy. O$ering a “menu” of funding needs and asking people at the homeless shelter what they need and want most is transformational, too. We shouldn’t just assume we know what others want and need. !e people who are served by philanthropic donations and people who work closely with them should have a voice in decision- making about how philanthropy dollars could create real change. 4. Ask participants to go around the circle and share a brief story of how an action they took made a di$erence in someone’s life. To begin, the facilitator should model an introduction and example. !is sharing will help frame social change and transformational philanthropy. Circle Guidelines: People speak one at a time. Each person has up to two minutes. One person keeps time with a timer. 5. 10-minute break 6. Give each a copy of Handout 1A (Survey of Issues and Needs). Choose one of the problems to solve and POPCORN di$erent ways of solving the problem, including some that use charity and others using transformational philanthropy. Guide the group to realize that sometimes charity can work and is necessary as with homeless shelters or aid a%er a tsunami or hurricane. !e “three before me” guideline is not necessary during a Popcorn, but it is good to leave some space so that other people can speak. !e facilitator can also ask people who haven’t spoken for ideas. 7. Refer to Handout 3C again (paradigm shi%). Discuss this change from charity to transformational giving and social change as a paradigm shi%. Be sure the participants understand the di$erent concepts of charity and transformative philanthropy.

Activity 4: Big Hairy Audacious Goals - BHAGs Time 15 minutes

Purpose: y To have fun and to think big about solving problems y To dream and envision at the same time y To consider the concept of giving circles from a global standpoint

Preparation: Copies of Handout 3E (BHAGs: De"nitions and synonyms of “audacious” and examples of audacious goals) y For the wall: o Handout 1A Survey of Issues and Needs o Handout 1C: Examples of Youth Philanthropy y Flipchart with easel y Flipchart paper y Markers y Wall space

18 Copyright © Unleashing Generosity For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447 Activity overview: In a fun way, participants will look at things they have identi"ed in the "rst activity as well as world problems and think about how to solve them in an audacious and bold way. !is activity will help introduce them to the concept of Giving Circles as they work together.

Instructions for facilitator: 1. GOALS: Distribute Handout 3E (BHAGs). 2. Explain that to prepare for setting community priorities, they will need to really think big --audaciously — about solving world problems. 3. Ask someone to read the de"nitions of “audacious.” 4. Ask another to read the synonyms. 5. Explain that the group will now apply an audacious solution to a global issue. Some examples: y Issue: Lack of clean drinking water o Audacious goal: All African children will have clean drinking water by the time I am 21 years old. Teenagers in America will raise enough money and send enough work crews to install roof gutters and water collecting tanks or water puri"cation systems at every school in Africa. We have seven years – let’s get started! y Issue: Climate change and human rights o Audacious goal: Teenagers from the U.S. will win the Nobel Peace Prize for their collaborative project to inspire people to stop buying things that harm people or the planet. Teenagers in our school will lead a national campaign to assess the environmental impact and human rights impact of everything we buy: electronic equipment, music, packaging food, clothes, vacations... Schools will compete for “carbon reduction points” and “human rights points” for reducing consumption of harmful products and coming up with creative ways to enjoy life without buying these products. 6. Ask each one to write out a global issue that is important to them like peace or global warming. Refer to Handout 1A (Survey of Issues and Needs) 7. Ask one or two people to share their global issue and then ask the group to think about an audacious goal to solve it. 8. Repeat 6 and 7 with a local issue. Remind them that we can be part of a solution in our own way even if we don’t or can’t do everything necessary to reach that BHAG.

Activity 5: Re"ection and Evaluation Time 15 minutes

Purpose: y To prepare the group for the next workshop y To reinforce the group guidelines y To include stillness, silence and re#ection y To evaluate the workshop You will need: y Handout 3F (Written evaluation) y For the wall: GUIDELINES and PRIORITIES y Paper and pen

19 Copyright © Unleashing Generosity For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447 Activity overview: !e facilitator will explain the next session, answer any questions that arise and ask participants to research nonpro"ts for the next workshop, in particular those dealing with the issues the group decided were the most important from the last session. OUR GUIDELINES will be reinforced to be sure they are complete: plus time for re#ection and evaluation.

Instructions for facilitator: 1. Overview: Brie#y explain the next workshop. Ask if anyone has any questions about the workshops. 2. Optional research: Ask participants to help prepare for the next workshop by researching the meaning of “nonpro"t organization” and by bringing in an example of one that particularly impresses them and that dealt with one of the circle’s priorities. What other issues are important to them? Mention that they may know of an issue in their community that their family or friends are working with that could be their example. Report on their research through the Facebook group. 3. Review OUR GUIDELINES and ask if these are what are needed and if there are any that should be added or deleted. 4. Re"ection: Today’s prompt: What picture comes to mind when you think of a fair or just world? On a piece of paper, ask them to write a few thoughts about this or draw something that expresses it. !e exercise lasts two to "ve 5 minutes, and they will not be required to share results with anyone but they may if they want 5. Evaluation: Give the participants Handout 3F (evaluation) and ask them to complete it. 6. Closing: When they have "nished, ask them for one thing that they thought was helpful or interesting about today. !ank them for coming and participating with honesty, respect. generosity, playfulness and audacity. Give date and time of the next workshop and encourage them to keep in contact through the social network.

Overview y Learn about nonpro"ts and how they bene"t society y Match our properties and nonpro"ts y Understand transformative philanthropy and how it can lead to social change y Learn why they will be looking at nonpro"ts that are transformative

Activity 1: About nonpro$ts Time 30 minutes

Purpose: y To learn more about nonpro"ts y To exchange information about nonpro"ts

Preparation: y Copies of o Handout 4A (!e Nonpro"t World by YouthGive) o Handout 4B (De"nitions of “nonpro"t”) o Handout 4C (Examples of national and global examples of nonpro"ts involved with each issue area) o Handout 4D (Examples of local nonpro"ts) y For the wall: o Cut the de"nitions (4B) apart and put them up on the walls. o OUR VALUES, OUR GUIDELINES, OUR PRIORITIES, OUR GIVING CIRCLE and PRINCIPLES OF COLLABORATIVE LEARNING y Research local, national and global examples of nonpro"ts involved with the issues and priorities of the giving circle y Facilitator TO DO y Make handouts that describe the nonpro"ts. (Handouts 4C and 4D) y Flip charts and pens

Activity overview: Participants will share information about nonpro"ts and how they are related to OUR PRIORITIES.

Instructions for facilitator: 1. Assemble the giving circle and welcome everyone. 2. Opening circle: Have the participants walk around the room and stand beside a description of a nonpro"t. Have them read the descriptions and say something that is interesting or ask questions about the nonpro"ts. Write these on the #ip chart called NONPROFITS.

21 Copyright © Unleashing Generosity For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447 3. Issues: Distribute Handout 4A (!e Nonpro"t World) and review the di$erent issue areas: people; nature; living together; education; children and youth; and arts and culture. 4. Distribute Handout 4B (De"nitions of nonpro"ts), Handout 4C (Examples of national and global examples of nonpro"ts) involved with each priority, and Handout 4D (Examples of local examples of nonpro"ts) involved with each PRIORITY. Have participants read out a few activities of nonpro"ts (For example: soup kitchens for homeless people, animal protection, tutoring and mentoring at-risk kids, etc.) Add these activities to the Nonpro"ts #ip chart. Facilitator should be prepared to discuss a few local examples of local nonpro"ts related to these issues and to ask participants if they know of any others. Ask if there are issues they want to add to the OUR PRIORITIES list for "nal selection at the next workshop? 5. Nonpro"ts: Ask the participants to share anything else they learned about nonpro"ts from their research. Add these to the #ip chart called NONPROFITS. 6. Close by telling the students that there are all kinds of nonpro"ts, as they could see from their examples. Explain that the ones they will be looking at will be a special kind of nonpro"t that will be discussed in the next activity.

Activity 2: Game/Community-building Activity Time 10 minutes Choose which activity to use from Appendix 3 or from http://www.residentassistant.com/games/icebreakers.htm

Activity 2: Transformative Philanthropy Time 45 minutes

Purpose: y To learn more about transformative philanthropy y To look at nonpro"ts’ ability to bring about social change

Preparation: y Copies of o Handout 3A (What is a philanthropist? What is philanthropy?) o Handout 4D (Examples of local or regional nonpro"ts that have a transformational approach) o Facilitator TO DO y For the wall o OUR PRIORITIES, OUR VALUES, OUR GUIDELINES, OUR GIVING CIRCLE, NONPROFITS. PRINCIPLES OF COLLABORATIVE LEARNING and OUR GUIDELINES from the previous workshops y Flipchart with easel y Flipchart paper y Markers y Tape y Table space for materials y Research stories of transformational philanthropy and be prepared to share them.

Activity overview: Participants will discuss stories of transformational philanthropy and the activities they have read or heard about, and how nonpro"ts in their communities are working in a transformative way.

22 Copyright © Unleashing Generosity For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447 Instructions for facilitator: 1. Warmly welcome everyone as they come back from the break and suggest they walk around the room and read the materials on the table(s) and walls. 2. Assemble the Giving Circle. 3. Discuss the stories through a Popcorn or Talking Stick where you ask, “What do you like or what impresses you about any of the examples?” “How are they transformative?” (For example, training people in con#ict resolution can create more peaceful communities; stopping the dumping toxic waste can improve people’s health.) 4. !e group will decide how to group the discussion points under di$erent headings. Write these on a #ip chart with the heading TRANSFORMATIVE PHILANTHROPY:

Activity 3: Re"ection and Evaluation Time 20 minutes

Purpose: y To prepare the group for the next workshop y To include stillness, silence and re#ection time y To evaluate the workshop

Preparation: y Handout 4E (Evaluation) y Paper and pens

Activity overview: !e facilitator will explain the next workshop and answer any questions. If necessary, she or he will then reinforce the OUR GUIDELINES and PRINCIPLES OF COLLABORATIVE LEARNING; plus time for re#ection and evaluation.

Instructions for facilitator: 1. Overview Brie#y explain the next workshop. Ask if anyone has any questions about the workshops. 2. Guidelines : Review the guidelines and ask if these are what we need, and if anymore should be added or deleted. 3. Re"ection: Explain that each workshop includes a time for re#ection and that it is as important as the verbal interactions. Tell the participants that this is private and they do not have to share what they write or draw. !eir re#ection today will be to think quietly about the issues they care about and other people care about. What would they like to see happen with these issues? !ey can then write or draw something about their re#ection on one or two issues that matter the most to them a%er considering what has been said so far. A%er most people have "nished writing/drawing, ask if anyone wants to tell the group about their issue. 4. Optional research: Ask for any topics they would like to research on the Internet before the next session. If they do any research, ask them to report it on the social network. 5. Evaluation: Give the participants Handout 4E (Evaluation) and ask them to "ll this out before they leave today. 6. Closing: When they have "nished, ask them to name one thing they feel hopeful about in the world. If people seem stuck, ask them to say something they learned today that was interesting. !ank them for coming and participating with honesty, respect, generosity, playfulness and audacity. Tell them you look forward to seeing them on (give date and time of the next workshop).

Overview y Introduce the concept of a “paradigm shi%” in the context of diversity y Understand why appreciating diversity is important in transformative philanthropy y Understand social change and transformative philanthropy as criteria to select a nonpro"t organization y Participate in consensus decision-making process y Choose a PRIORITY to fund y Brainstorm nonpro"ts dealing with the PRIORITY

Activity 1: Appreciating Di%erences, Diversity and Paradigm Changes Time 45 minutes

Purpose: y To understand the value of diversity y To understand what it means to have a “paradigm shi%” in our perspective on diversity: from stopping prejudice to appreciating diversity

Preparation: y Copies of o Handout 3C (Paradigm shi%s) from previous activity o Handout 5A (De"nitions of “stereotype,” “prejudice” and “discrimination”) o Handout 5B (Paradigm Shi%s in Diversity) o Handout 5C (Case study: C. Vivian Stringer and Don Imus) y For the wall: o OUR VALUES, OUR GUIDELINES, OUR PRIORITIES, and OUR GIVING CIRCLE, PRINCIPLES OF COLLABORATIVE LEARNING y Flipchart with easel, paper and markers y If possible, get a copy of C. Vivian Stringer’s book, Standing Tall: A Memoir of Tragedy and Triumph

Activity overview: As a follow-up discussion of paradigm shi%s from the activity on paradigm shi%s in philanthropy from Workshop 3, participants will look at diversity, prejudices and di$erences and discover the need for a paradigm shi% as it relates to diversity. !ey will look at the various meanings of “diversity” and discover what kind of diversity and di$erences exist in their own group. Facilitator is to support the participants in creating an atmosphere of respect for all cultural di$erences and stories which may be shared.

24 Copyright © Unleashing Generosity For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447 Instructions for facilitator: 1. Opening circle: Distribute Handout 5A (De"nitions of “stereotype,” “prejudice” and “discrimination”) and Handout 5B (Paradigm Shi% in Diversity). Have di$erent people read the de"nitions of “diversity” aloud. Have people take turns reading examples of the old and new paradigm. !en ask everyone to say the de"nition or idea that is interesting to them. 2. Have someone tell the story of C. Vivian Stringer (Handout 5C.) Ask what they think of this incident and the obstacles Ms. Stringer had to overcome. Have people take turns reading the de"nitions of “prejudice” from Handout 5A (De"nitions of “stereotype,” “prejudice” and “discrimination.”. Discuss how Imus’ prejudice led to disrespect of Stringer and her team. 3. Paradigm shi#: Have someone read the quote on Handout 5B from Franklin Titus !ompson III from University of Nebraska at Omaha: “!ere is a need for a paradigm shi% in the way we handle multicultural and diversity education in America. We can no longer allow ourselves to assume that one way of thinking and behaving "ts all people… Change agents do not have to always be born. !ey can also be taught.” Ask what each of these statements means to them. 4. Discuss how the concept of “appreciating diversity” is di$erent from the concept of “stopping prejudice.” Refer to C. Vivian Stringer’s story. Ask what diversity can bring to a team, a community or an organization. Suggest things like creativity, #exibility and innovation to bring about new ideas and challenge our normal mindsets. 5. Suggest a few reasons that diversity awareness needs be taught. Point out that most people are still operating on the old paradigm of “not being prejudiced,” which means avoiding negative responses to people from diverse groups.) !e new paradigm is to look for what is valuable in diversity by developing positive responses based on the value that people from diverse groups bring to any situation. Give examples. !is is a new concept for most people and may take some time to digest. Ask for ideas, but don’t pressure people to say anything. !is list can be added to as the workshop progresses and participants digest the information. 6. Diversity in philanthropy: Brainstorm ideas that Giving Circle members should keep in mind about diversity as they proceed. (Examples: Appreciating everyone’s special skills; being aware that people may have di$erent perspectives on issues because of their di$erent backgrounds and experiences; the need to respectfully ask people what they think or feel about a situation rather than making your own assumptions because of their race or religion; realizing how this appreciation of diversity impacts our ability to be an e$ective Giving Circle). 7. Write these on the #ip chart entitled DIVERSITY and bring it along to each workshop.

10-minute break

Community-Building Activity from Appendix 3 Time "ve minutes

Activity 2: Using consensus to determine our highest priority Time 30-45 minutes

Purpose: y To "nalize the priority the group will be using to make its grants y To build consensus as the process for selecting the priority

25 Copyright © Unleashing Generosity For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447 Preparation: y Re-read Vacillator’s Guide on “consensus.” y Read the step-by-step guide to the consensus process at http://seedsforchange.org.uk/free/consens#proc y Print out any additional handouts from the Seeds for Change website that you think will be useful for this session. y Copies of Handout 5D (De"nitions of “consensus decision-making.”) y For the wall: OUR PRIORITIES lists on separate #ip chart pages y Flipchart y Markers y Paper and pens y Chairs arranged in a semicircle so all can see the walls with the #ipchart pages. y Be sure everyone has paper and pens/pencils.

Activity overview: For the past three sessions, opportunities have arisen to discuss and add to the priorities list. !is was in part based on information the participants learned about diversity, philanthropy, transformational philanthropy, nonpro"ts, etc. During this activity, these will be narrowed to one on which to focus the rest of their e$orts. At the end of the activity, everyone should be in consensus that this is the best PRIORITY for the group and they will commit their e$orts to it. Consensus will be used rather than majority voting, because it is less competitive, more inclusive and more appropriate for the Giving Circle.

Instructions for facilitator: 1. Opening circle: Distribute Handout 5D (De"nitions of “consensus decision-making” and “Steps to Reaching Consensus.”) Have di$erent people read the de"nitions. Ask people to say a word or phrase that seems important to them about consensus. 2. O$er a few ideas about why consensus is important to their e$orts. Help participants see how positive things can happen when everyone has a chance to think about issues and speak for them if they wish, but ultimately support the one that most people like. Ask if they have any other thoughts about this. 3. Discuss priorities: Ask participants to go up to the PRIORITIES lists on the walls and write a few words that describe the way they feel about each one. 4. Ask someone who knows about each PRIORITY say why it is important to them. 5. Re"ection: !is re#ective exercise does not require sharing a%erward.. Ask them to take a few minutes to think quietly about the priorities they care most about and that others care about. 6. Ask them to write or draw something that they feel about the one or two PRIORITIES that matter the most to them a%er considering everything that has been said so far. 7. Begin consensus process: Ask everyone to give their top two PRIORITIES. Put a check next to the PRIORITIES mentioned by each person. 8. Go through the consensus process until the group is satis"ed they have consensus. See Facilitator’s Guide. Reiterate the importance of everyone buying into the PRIORITY. 9. Congratulate them on reaching consensus as a whole and making a commitment to their priority.

5-minute break

Activity 4: Re"ection and Evaluation Time 15 minutes

26 Copyright © Unleashing Generosity For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447 Purpose: y To explain the rest of the workshops and answer questions y To prepare for the fund-raising workshop y To evaluate today’s workshop

Preparation: 1. Handout 5E (“!e Wildthings” by Haley Jenkins) 2. Handout Pre-5 (Examples of Youth Fund-raising Activities) 3. Handout 5F (Evaluation)

Activity overview:

Participants will have a chance to ask questions about the remaining workshops and think about giving away money in preparation for the next workshop on fund-raising. !ey will also be thanked and congratulated for achieving consensus on selecting a PRIORITY: plus time for re#ection and evaluation

Instructions for facilitator: 1. Explain that the next workshop will be about fund-raising and that they will select a method or methods to raise money for their PRIORITY. Distribute copies of Handout Pre-5 (Examples of Youth Fund-raising Activities). Ask for questions. 2. Re#ection: Again explain that each workshop includes a time for re#ection and that it is as important as the verbal interactions. Tell the participants that this is private. Tell them their re#ection today is “Saying Yes!” “Imagine someone giving you $1,000 to give away this week. !ink about someone you care about – for example, a friend or aunt or teacher. Imagine them coming to you and asking you for $1,000 for a good cause that matters a lot to them. Imagine saying “Yes!” and giving this organization or cause the $1,000. Allow yourself to imagine how this would feel. [Pause] If you want, write or draw something about your thoughts or feelings.” O$er the option to share. Respect privacy, and acknowledge that our life experience di$erences will naturally bring up feelings about the privilege in teh example. Encourage dialogue. 3. Evaluation: Distribute Handout 5F (Evaluation) and ask them to complete it. 4. Closing: sharing circle. When they have "nished, ask them what they are looking forward to next week. !ank them for coming and participating with the consensus process and congratulate them on doing it so well and coming up with the group’s PRIORITY. Tell them you look forward to seeing them on (give date and time of the next workshop). 5. Give them copies of Handouts 5E (Wildthings) and ask them to read it before the next workshop.

Resources Seeds for Change: http://seedsforchange.org.uk/free/consens

Workshop overview y Discover how other teenagers are raising money y Explore how each feels about giving and raising money y Create a fund-raising plan y Practice asking for and giving away money

Prior to this workshop, the facilitator will again review and clarify with the sponsoring organizations or individuals how much money will be given directly to the Youth Giving Circle, as well as the amount expected to be raised by the youth. !e information should be consistent with Handout Pre-6. If there are any changes, these should be explained or discussed.

Activity 1: Sharing Fund-raising Ideas Time 15 minutes

Purpose: y To understand fund-raising projects that their peers are doing in preparation for choosing their own project(s). y To categorize fund-raising into things that can be done individually or collectively.

Preparation: 1. Copies of o Handout 5E (Wildthings) o Handouts Pre-5 (Examples of youth fund-raising projects) y For the wall: o OUR VALUES, OUR GUIDELINES, OUR PRIORITIES, OUR GIVING CIRCLE , PRINCIPLES OF COLLABORATIVE LEARNING, DIVERSITY, and Handout 1C (Examples of Youth Philanthropy) o Separate sheets titled: Special Events; Social Networking; Selling Stu$; Direct Ask, Donating Gi%s/ Allowance y Flip chart y Flip chart paper y Markers y Be aware of your community and the types of fund-raising activities and sources that are most e$ective for the group’s PRIORITY.

28 Copyright © Unleashing Generosity For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447 Activity overview: !e activity will consist of brainstorming types of fund-raising and choosing something that resonates with the group. By using examples they have researched as well as options the facilitator provides, the group will be in a position to select something that is feasible for them to do.

Instructions for facilitator: 1. Opening Circle: Ask participants to describe their strongest reason to give money to the priority they selected at the last workshop. Record on #ip chart. 2. Ask participants to read the examples of youth fund-raising on the wall and stand next to one they "nd especially interesting or fun. 3. Ask a few people to explain brie#y one of the activities they have chosen and tell why they like it. 4. Ask someone who has read Handout 5E (Wildthings) say what they thought about that project. Assure them that they can be equally successful. 5. Ask them to share examples of fund-raising activities they have done themselves, learned about from others or found on the Internet. Have someone record these on the #ip chart.

Activity 2: How Nonpro$ts Raise Money Time 20 minutes

Purpose: y To understand the basic concepts of fund-raising y To understand how important fund-raising is to nonpro"ts

Preparation: y Copies of o Handout 6A (How Nonpro"ts Raise Money) o Handout Pre-5 (Example of Youth Fund-raising). o Handout Pre-6 (Explanation of Fund-raising Goal). o Handout 6B (Diagram of where one or two local nonpro"ts raise their money and what the money they raise is used for.) Facilitator TO DO o Handout 6C (Fund-raising goal for the group and individuals and matching monies as determined before the group was organized) Facilitator TO DO o Handout 3C (De"nitions and quotes relating to charity, philanthropy and transformational philanthropy) y On table: Annual reports from some nonpro"ts in your community Facilitator TO DO y Flip chart with easel y Flip chart paper y Markers y Tables y Tape y Research one or two community organizations for Handout 6A (Where local nonpro"ts receive their funding and what their fund-raising is used for). !ese should be groups that depend fairly signi"cantly on private funding rather than public (government), with an emphasis on some that receive a signi"cant amount from individuals, not just foundations. Place copies of the handout on the tables and tape some to the walls. y A%er the workshop, the Popcorn remarks could be copied from the #ip chart and distributed at the next session.

29 Copyright © Unleashing Generosity For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447 Activity overview: Participants will be reminded of the fund-raising goal. !ey will learn why nonpro"ts are dependent on outside fund-raising and how important this kind of funding is to nonpro"ts. !ey will also study di$erent types of fund-raising.

Instructions for facilitator: 1. Distribute copies of Handout 6B (Where local nonpro"ts receive funding and what private fund-raising is used for). Point out that government funding from local, state and national sources is decreasing and nonpro"ts must depend more and more on private contributions to fund their work. Discuss the importance of “diversi"ed funding,” that is, getting money from several di$erent sources instead of one large grant. Times of economic downturn are always hard on nonpro"ts because it means that foundations and individuals have less to give. 2. Distribute copies of Handout Pre-5 (Example of Youth Fund-raising) and Handout Pre-6 (Explanation of Fund-raising Goal). 3. Review the fund-raising goal and answer any questions people have about it. 4. Brie#y review the types of fund-raising and ask if they or their families have had any experience with any of these types of activities. For example: special events such as bake sales, ra'es, celebrity TV concerts, capital campaigns, matching funds, corporate and foundation giving, annual funds, etc. (Record). 5. Ask each person to say one new thing they have learned about fund-raising. Record on board or #ip chart.

Activity 3: !e FUN of Fund-raising Time 20 minutes

Purpose: y To help participants feel comfortable asking for and giving money

Instructions for facilitator: 1. Explain that raising money for something they care about is a “win/win” because the cause they select gets funding and they themselves have the fun and excitement of getting the money they asked for. Indeed, it is a “Win/win/win” – because the people who give the money feel happy they are contributing to a cause for which they care !e donor, through the recipient organization, is a change-maker – enabling change to happen through the vehicle of the nonpro"t. 2. Tell them that they are going to “practice” asking for money for their PRIORITY. Explain that they will break o$ into groups of two. One member will be the “asker” and the other the “giver.” !en they will reverse roles. 3. Before they break into groups, ask a few people to say why they believe in their PRIORITY and what inspires them about this issue. 4. Each person should take the point of view of the “asker” and write down what they want to say to the “giver.” 5. Emphasize that fund-raising also involves listening – not just talking. When they are asking someone for money, it is important to ask -why that person might be interested in giving money to this issue. 6. Have them break o$ into groups of two. !e giver has $100. !e asker explains the issue and how $100 can help solve it. !e giver can ask questions to clarify what is important about the PRIORITY. !e asker answers the questions and also "nds out why the giver cares about this issue. !e giver then says yes and gives the money to the asker for their non pro"t. !e asker thanks the giver on behalf of the nonpro"t. 7. A%er three to "ve minutes, reverse and now have the givers be the askers. 8. Get back together in a circle and ask what they learned from the experience about how to raise funds. What worked and what didn’t? Circle guidelines: First, go around the circle so each person can speak for a minute or two. !en open the discussion and ask people to observe the guideline “!ree before me.”

30 Copyright © Unleashing Generosity For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447 9. Help them understand that fund-raising can be ful"lling because it gives the donor an opportunity to make the world a better place. It can also be fun.

Activity 4: Creating a FUNd-raising Plan Time 60 minutes

Purpose: y To create a fund-raising plan for the group and for each individual

Preparation: y Copies of o Handout 6C (Fund-raising Planning Worksheet) o Handout 6D (Fund-raising Work Plan Sample) o Handout 6 (Fund-raising Work Plan Commitment) y Flipchart with fund-raising ideas from Activity 1 y Be aware of the amount of time that has been suggested for the fund-raising projects. y Be conversant and comfortable with the many types of fund-raising activities the group might want to do.

Activity overview: Participants will determine, based on their PRIORITY and the types of fund-raising activities they learned about in the previous activity, what they will do to raise money. !is will require good listening on their part and will need to be carefully handled to make sure all voices are heard. !e facilitator should have some ideas in mind, based on what the participants have been saying and doing in previous workshops and activities. Instructions for facilitator: Review 1. Review Handout Pre-5 from previous activity with fund-raising ideas, and brainstorm how participants would like to raise money. 2. Distribute copies of Handout 6C (Fund-raising work plan). 3. Explain that the fund-raising project or projects they will choose will take place over a given period [tell them the amount of time]. 4. Explain that each person has their own style of fund-raising and that some will prefer to raise money by themselves while others may enjoy doing so as a group. Either way is "ne, and doing a combination of the two can also work well. 5. Remind them that they have a limited amount of time to raise the money and that whatever they select should "t the abilities and interests of the group based on previous discussions. Also remind them that they are responsible for ful"lling their commitment to the activities they agree on so they can reach their fund- raising goal. 6. Have the participants break into groups of three or four and create a rough dra% of a group fund-raising plan. It can include both group and individual activities. !is should take about 15 minutes. 7. 10-minute break 8. Ask each team to share their plan. A%er each group presents their plan, ask if there are any concerns or disagreements. Is it too ambitious? Is it a good mix of activities? Do people in the team have the skills and resources to implement the plan? Invite people from other teams to make suggestions about how to resolve any problems. 9. A%er all plans have been presented, ask if anyone wants to make changes in their plan based on what they’ve heard from the other groups. Does anyone want to combine teams because their plans are similar? 10. Distribute Handout 6E (Fund-raising Work Plan Commitment). Combine all of the plans into this one master plan.

31 Copyright © Unleashing Generosity For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447 11. Ask everyone to signal their agreement with the plan by signing the Fund-raising Work Plan Commitment. Attach all signed forms to the Master Plan. Make copies of Master Plan for everyone and distribute. 12. Explain that you will be calling each of them every two weeks to schedule individual or group meetings to check the status of their fund-raising plan. During this time, they need to connect with each other through Facebook, text, phone, email and in person to plan their activities and meet their deadlines.

Activity 4: Re"ection and Evaluation Time 20 minutes

Purpose: y To help participants experience the joy of giving

Preparation: y Copies of Handout 6F (Evaluation) y Pieces of paper and pens

Activity overview: Participants will have a chance to ask questions about the remaining workshops and activities. !ey will be thanked and congratulated for achieving agreement on a fund-raising plan or for all the hard work they put in if the facilitator has to do it; plus time for re#ection and evaluation.

Instructions for facilitator: 1. !ank them for completing this workshop with such enthusiasm and support for one another. Assure them that they will do a great job in their fund-raising activities and that they should feel free to call you at any time if they have questions or concerns. 2. Overview: Explain the remaining workshops and ask if there are any questions. 3. Re"ection: Ask participants to make two columns on a piece of paper. One column is “Desire to raise money” and the other column is “Fear of Raising Money.” Ask them to "ll in each column with the "rst things that come to mind. Keep thinking about it for a few minutes. Go around the circle and ask people to share one thing from each column if they choose 4. Evaluation: Distribute Handout 6F (Evaluation) and ask them to "ll this out and return it. 5. Closing: Invite them to name something they have enjoyed the most from the workshop. !ank them for their participation and for all the learning and fun and that the next session will be (give date). 6. Remind them that you will be calling them to follow up on their fund-raising planning. !e planning will be ongoing as they prepare for and conduct their site visits. !e actual fund-raising will take place a%er they decide on who will receive the grants.

NOTE: THE FACILITATOR SHOULD REVIEW NOTES ABOUT FUND-RAISING AFTER EACH OF THE NEXT SESSIONS BECAUSE THE PLANNING FOR THE ACTIVITIES IS ONGOING.

Resources: Kristo$, Nicholas D. !e New York Times, “Saving the World in Study Hall,” May 11, 2008.

Schwinn, Elizabeth, Chronicle of Philanthropy, “At 14, High-School Freshman Already is a Seasoned Fund-Raiser,” Jan./9/2003.

Sierpina, Diane, !e New York Times, “Teen-Agers, New Force in Charity,” July 19, 1998.

Note: "is is a three-hour session (with breaks). Depending on the needs and !exibility of your group and their schedules, it could be scheduled on a day where there is more time than usual, or broken into two sessions.

Workshop overview y Clarify criteria for grant-making y Learn interview techniques for nonpro"ts y Decide on and practice interview questions y Select nonpro"ts for site visits

Activity One: Learning about local nonpro$ts Time 30 minutes

Purpose: y To learn how to use publicly available materials to learn basic information about nonpro"ts

Preparation: Handout 7A (Sample Interview Questions) Handout 7B (Community organizations related to the group’s PRIORITY) with printouts of the relevant sections of their website - Facilitator TO DO Handout 7C (Nonpro"t Information Forms) OUR VALUES, OUR PRIORITY, OUR GUIDELINES on the wall Two #ip charts, paper and pens Pens for participants

Activity overview: Using brochures, annual reports and printouts from websites, participants will "ll in a form with basic information about local nonpro"ts working on the YGC’s PRIORITIES.

Instructions for facilitator: 1. Opening circle: Distribute Handout 7A (Sample Interview Questions) Assuming each participant had $1,000 to give away today to a nonpro"t, what would be the main thing they would want to know to decide who to give the $1,000 to? 2. Explain that during this workshop, they will select nonpro"ts to interview to select from for their grant. Suggest they choose no more than three. 3. Distribute Handout 7B (Community organizations related to the group’s PRIORITY) and Handout 7C (Nonpro"t Information Forms). Ask them to read these.

33 Copyright © Unleashing Generosity For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447 4. Break into groups of three or four and complete Nonpro"t Information Form for a few nonpro"ts that "t with the PRIORITY. Ask each group to "ll in the information from printouts of the relevant sections of their website.

Activity 2: Criteria for Evaluation Time 45 minutes

Purpose: y To understand what guidelines/criteria should be used to evaluate nonpro"ts y To review their values and see how they "t into a nonpro"t’s way of operating y To clarify the importance of selecting nonpro"ts that are transformational and bring about change as they are considered for their PRIORITY

Preparation: y Copies of o Handout 7D (Funding Guidelines) o Handout 7E (Characteristics of Groups I Would Like to Support) y Flip chart, paper and marker y Tape

Activity overview: Participants will develop a list of characteristics, using some of the values established at the "rst workshop, to compare each project against the same guidelines. Although nothing is objective, agreeing to a set of guidelines will help participants avoid being too swayed by "rst impressions or by friends or family members’ involvement in organizations.

Instructions for facilitator: 1. Distribute Handout 7D (Funding Guidelines) and Handout 7E (Characteristics of Groups I Would Like to Support). Have participants underline their three most important characteristics and guidelines. 2. Ask the participants to walk around the room and read the guidelines and characteristics posted on the wall. Ask them to put check marks next to the statements that appeal to them and are most compatible with the characteristics of groups they would like to support. Have each person read aloud one or two of the characteristics important to them and ask two people to record this on lip charts labelled CHARACTERISTICS OF GROUPS WE WOULD LIKE TO SUPPORT and one called FUNDING GUIDELINES. 3. Review OUR VALUES to see if any of these are relevant to the characteristics or guidelines and should be added.

Break – 10 minutes Community-building activity Time 5 minutes

Activity 3: Deciding and practicing interview questions Time 30 minutes

Preparation: y Copies of o Handout 7A (Sample Interview Questions) y Flip chart, paper and marker y Tape

Activity overview: Participants will develop a list of interview questions and decide who will ask each question during the site visits. !ey will take turns practicing to be the interviewer.

1. Discuss the type of questions they can answer in advance of interviewing the nonpro"ts and which questions they will "nd out from site visits. For example, basic facts such as mission, contact information, budget and who is served by the project can be answered through telephone and web research (See activity 1). In-person site visits are an opportunity to go deeper into how people plan to realize the goal of the project, why it is important to them and what di$erence they hope to make if their project is successful. Usually organizations can o$er only a short time to speak with students (15- 30 minutes), so using that time wisely is important. 2. Distribute Handout 7A (Sample Interview Questions). Ask people to read out the questions they want to ask from this list. Discuss any di$erences of viewpoint. 3. Brainstorm a dra% list of other interview questions about the nonpro"ts they will visit in person or on the phone. Have two people record the questions they choose on #ip charts. 4. Ask everyone to go to the #ip chart and sign up for one question they would like to ask. If there are remaining questions, ask people volunteer to ask more than one question until they have all been selected. Have all the questions written up and given to the participants with a notation of who’s asking what questions, ideally a few days in advance of the site visit(s). Remind on the notice for them to bring this with them (and have extras, just in case.) 5. Break into groups of three to four, and have everyone practice asking their interview question to the small group. Bring the group back together and ask them what it was like asking their questions. Do they want to rewrite or rephrase any of the questions? Do they want to add or delete any questions? Discuss and add any suggestions. Leave the deleted questions on the list in case anyone changes their mind, but remove the name of the person who signed up for them. 6. Ask for volunteers to speak for the group and introduce the main purpose of the Youth Giving Circle; describing how the money was raised and the purpose of the visit at each site. Ask for volunteers to take notes on the answers at each site. Switch roles for each site visit and encourage everyone to take a role. 7. Facilitator will take #ip charts home and type list of questions to bring to the site visit. Facilitator TO DO

Break 5–10 minutes

Activity 4: Selecting nonpro$ts for site visits and telephone interviews Time 30 minutes

Purpose: y To select which nonpro"t organizations they want to visit on site and which they will interview by phone.

35 Copyright © Unleashing Generosity For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447 Preparation: y Copies of: y 7C (Nonpro"t information forms) y Flip chart, paper and marker y Tape

Activity overview: Participants will develop a list of interview questions and decide who will ask each question during the site visits. !ey will take turns practicing to be the interviewer. Put the 1. Put the 7C (Nonpro"t information forms) up on the wall. Tell the group that they need to choose no more than three organizations for site visits. !e number will depend on the size of the city, how far apart they are and what transportation is available. In some cases, it may be possible to visit only two, but they can interview others by phone if they feel strongly about them. 2. Ask everyone to put a post-it note with three stars for the one they want to visit most on a site visit, two stars for their second choice and one star for their third choice. Add the number of stars for each. Ask if people who put three stars next to any of the projects that weren’t chosen would like to make a pitch for to include them. Ask if anyone would like to shi% any of these into the top two or three for site visits. Ask if there is agreement on the top two or three. 3. O$er talking points on how to talk with nonpro"ts to set up the interview. For example: We are a youth giving circle, and we have _____ dollars to grant to an organization that "ts in with our priority of ______. We are doing site visits to decide which nonpro"t will receive our grant. Other points? Ask someone to record these on a #ip chart with the heading “Talking points.” 4. Ask for volunteers to phone the organizations to introduce the YGC and set up interviews. !e volunteers and facilitator will need to coordinate the date and time a%er the session.

Activity 4: Re"ection and evaluation Time 20 minutes

Preparation: y Copies of Handout 7F (Evaluation)

Instructions for facilitator: 1. Overview: Explain the remaining workshops and ask if there are any questions. 2. Re#ection: Ask participants to think about which criteria or characteristic is most important in deciding where to give a grant. A%er a few minutes they can write or draw something about it. Go around the circle and ask people to share what they’ve written. Respect privacy if anyone wants to pass. 3. Evaluation: Distribute Handout 7E (Evaluation) and ask them to "ll this out and return it. 4. Closing: Each participant takes a turn reading from Handout 7G (Site Visit Evaluation Criteria). !is form will be used for taking notes during the site visits. !ank them for their participation and for all the learning and fun. Remind them that the next session will be their site visit and you will contact them with the date a%er the appointments are made.

NOTE: THE FACILITATOR SHOULD REVIEW NOTES ABOUT FUND-RAISING AFTER THIS SESSION BECAUSE THE PLANNING FOR THE FUND-RAISING ACTIVITIES IS ONGOING. ALSO REVIEW NOTES FOR SITE VISIT.

Overview Everyone will meet at a designated site and travel together. During each site visit the YGC will introduce themselves, describe the purpose of the Giving Circle and conduct an interview to assess the organization’s potential for receiving a grant. A%er each site visit, they will debrief and make notes about what they learned.

Purpose: y To learn how to assess whether a nonpro"t organization is in true alignment with your priorities y To assess a nonpro"t’s e$ectiveness and passion in ful"lling their mission y To develop interview skills y To practice eloquent listening

Preparation 1. Prepare interview questions from #ip charts and note clearly who signed up to ask each question. Facilitator TO DO 2. Follow up with the youth who agreed to set up appointments for site visits. 3. !e facilitator will coordinate all logistics. Make an itinerary for the day. Specify meeting point, transportation, meals, time of departure and return, etc. Send itinerary to each participant and their parents by email, along with the interview questions. Ask them to con"rm when they receive the email. 4. Re-con"rm all arrangements the day before the site visits. 5. Bring copies of interview questions, Handout 7G (Site Visit Evaluation Criteria) and Handout 7C (Nonpro"t Information Forms) Facilitator TO DO

Instructions for Facilitator 1. Before departing for site visits, distribute list of interview questions and the 7C (Nonpro"t Information Forms) that the youth began to "ll in during last session 2. When they arrive at the site, ask all of the youth and the representatives of the organization to introduce themselves before beginning. 3. Ask the YGC representative to introduce the main purpose of the YGC and of this visit. (i.e., to learn more about the group because the YGC is considering giving them a donation to support their work.) 4. Begin questions from youth. Remind note-takers to take notes using 7C (Nonpro"t Information Forms) 5. A%er all questions have been asked, ask the representatives of the group if they have anything to add or any closing remarks. 6. !ank everyone and leave. 7. A%er each site visit, collect the notes so they can be used in the next workshop. 8. Before going to next site visit, go around and ask everyone to give their impression of this organization and why it deserves to receive a grant or not. Also ask for any ideas they have about how things might be done di$erently at the next site visit. Take notes. 9. A%er the last site visit, debrief about the day (as in 8, above). Ask each person what advice they would give to a youth group before going on a site visit. Take notes 10. !ank everyone.

37 Copyright © Unleashing Generosity For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447 NOTE: THE FACILITATOR SHOULD REVIEW NOTES ABOUT FUND-RAISING AFTER THIS SESSION BECAUSE THE PLANNING FOR THE ACTIVITIES IS ONGOING.

Resources: Evaluating a Group for Possible Funding: http://www.inspiredphilanthropy.com/pdf/EvaluatingGroupforPossibleFunding.pdf

Workshop overview t Review notes from site visits t Determine where to give grants t Write "rst dra% of grant letters

Activity 1: Debrie$ng Site Visits and Deciding Grants Time 45 minutes

Purpose: y To clarify what was learned during site visits y To decide by consensus which organization(s) will receive a grant from YGC

Preparation: y Copies of o Handout 7G (Site Visit Evaluation Criteria) Generated during Site Visits o Handout 7C (Nonpro"t Information Forms) Filled in from Workshop 7 o Handout 7D (Funding Guidelines) o Handout 7B (Characteristics of Groups I Would Like to Support) y Write names of organizations that had site visits on a board or #ip chart and put materials about them on the table y Flip chart and paper y Markers y Wall space y Seats arranged in a semicircle so all can see the #ip chart. y Choose a community-building activity from Appendix 3 or from http://www.residentassistant.com/games/icebreakers.htm

Activity overview: !e group will review the site visit notes and decide which group or groups will receive a grant. !ey will write a dra% of a letter telling the group they have been chosen and explaining why the YGC wants to support their work. !is will help focus their pitch for the fund-raising activities. !ey will also write to groups that received a site visit and have not been chosen.

Instructions for facilitator: 1. Welcome everyone as they come in. Opening circle: What was the most interesting or surprising thing you learned from the site visits?

39 Copyright © Unleashing Generosity For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447 2. Distribute the notes from the site visits. Ask each note-taker to summarize their notes. 3. Ask if people feel there is already a clear agreement about which group should get a grant. If they had to pick a group now, which would it be? 4. If there is consensus, give a cheer. Move on to the next activity. 5. If not, begin consensus process. Distribute Handout 5D (De"nitions of “consensus decision-making”). Have di$erent people read the de"nitions. 6. Remind participants how positive things can turn out when everyone has a chance to think about issues and speak for them if they wish, but ultimately support the one that most people like. Ask if they have any other thoughts about this. 7. Discuss the potential grantees. Ask participants to go up the GRANTEES list on the wall and write a few words that describe the way they feel about each of the GRANTEES. 8. Ask someone who knows about each GRANTEE say why it is important to them. 9. REFLECTION: Explain that this is a re#ective exercise and they do not have to share with anyone. Ask them to take a few minutes to think quietly about the various GRANTEES they care most about and others care about. Ask them to write or draw something that they feel about the one or two GRANTEES that matter the most to them a%er considering everything that has been said so far. 10. BEGIN CONSENSUS PROCESS: Go around the room and ask everyone to say their top two GRANTEES. Put a check next to the GRANTEE mentioned by each person. 11. Ask anyone who objects to the majority’ top choice to describe their objection. Ask if this makes anyone in the majority want to switch. Ask if anyone in the minority is willing to switch or abstain in order to get consensus. 12. Go through the consensus process until the group is satis"ed they have consensus. Reiterate the importance of everyone “buying into” the GRANTEE. 13. Congratulate them on reaching consensus as a whole and making a commitment to their GRANTEE.

Activity 2: Writing Grant Letters Time 30 minutes

Purpose y To cooperate with each other in cra%ing grant letters y To communicate with nonpro"ts clearly and respectfully about whether or not they are receiving a grant, and why y To clarify the group’s reasons for wanting to fund this organization, which will help inspire them in their fund-raising e$orts

Preparation y Copies of o Handout 8A (Samples of letters to grantees) o Handout 8B (Samples of letters to groups that will not receive a grant)

Overview of activity: Participants will work in groups to write a "rst dra% of a letter to the organization chosen to receive a grant and a letter to those that were not chosen.

40 Copyright © Unleashing Generosity For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447 Instructions for facilitator 1. Distribute copies of Handout 8A (Samples of letters to grantees) and Handout 8B (Samples of letters to groups that will not receive a grant). 2. Ask the participants to divide up into groups of three. One group will dra% a letter to organizations that will not receive a grant. All the other groups will dra% a letter to the organization(s) that will receive a grant. 3. Each group will have a note-taker and a large piece of #ip chart paper. In each group, people will go around and list the main points that should be included in the letter. Refer to the samples. !e note-taker will write down the points. 4. Each person will take a particular point and write a sentence that makes that point thoughtfully and respectfully. 5. One person will create a dra% that brings together everyone’s ideas. !ey will read the dra% aloud and people will make suggestions for improvement until they are happy with their dra%. 6. Reconvene and each group will read their dra% aloud to the whole circle.

Activity 3: Re"ection and evaluation Time 20-30 minutes

Activity overview: Participants will have a chance to ask questions about the remaining workshops and activities. !ey will be thanked and congratulated for deciding on their grants. + Time for re#ection and evaluation.

Preparation: y Copies of Handout 8C (Evaluation)

Instructions for facilitator: 1. Overview: Explain the remaining workshops and ask if there are any questions. Any questions about Fund-raising activities? Discuss if necessary. 2. Re#ection: Ask participants to think about what it would be like to have someone say they were giving them a grant for a project they care about. Write down what project you would like to receive money for and why. Go around the circle and ask people to share what they’ve written if they choose. 3. Evaluation: Distribute Handout 8C (Evaluation) and ask them to "ll this out and return it. 4. Closing: Invite people to say what fund-raising activities they are looking forward to now that they know who will be receiving the grant. !ank them for their participation and for all the learning and fun. Remind them that they should keep working with their teams on the fund-raising activities and you will check in with them by phone and email.

NOTE: THE FACILITATOR SHOULD REVIEW NOTES ABOUT FUND-RAISING AFTER THIS SESSION BECAUSE THE PLANNING FOR THE ACTIVITIES IS ONGOING.

Workshop overview Members of the YGC implement their Fund-raising Plan. !is will probably happen in various forms, in di$erent locations, on di$erent days and with di$erent groupings of the youth working in teams. Adult volunteers may also be invited to volunteer help with the activities.

Purpose y To give youth an experience of raising money for something they believe in y To give them an opportunity to see how other people connect with the issues they believe in y To learn how to implement a plan, manage logistics and work as a team y To ful"ll their fund-raising commitment

Instructions for facilitator Please read Facilitator’s Guide for detailed instructions and suggestions for this activity.

Facilitator’s role in planning: 1. !e facilitator will call and schedule 15- to 20-minute meetings with each individual/group every two weeks to check on the status of their fund-raising plan, and to encourage their active participation. 2. Facilitator should be prepared to mentor participants, providing ways to improve the process if necessary, as well as to cheerlead, motivate, enthuse and share how other participants in their group are coming along. 3. If it appears that a group is struggling, suggest they consider modifying their plan to include di$erent or fewer fund-raising activities. Ask what kind of help or support they need. 4. Facilitator should keep an eye open for ways that adults can be involved in the activity and o$er support, but without taking over responsibility from the youth. Help the youth think of ways to recruit volunteers if necessary – for example, if they are doing a big event or a ra'e, volunteers of any age can help sell tickets, contact media, make posters or consult on planning so that no vital steps are omitted for a successful event. !ey can help set up, decorate and clear up. As long as youth from the circle are involved in all these activities, it would be great to have others (including adults) involved.

Facilitator’s role during fund-raising activities Every activity is di$erent, and no speci"c instructions apply to all situations. Discuss any questions or concerns with representative of sponsoring organization or an Inspired Legacies mentor General guidelines:

1. !e facilitator may not always be present during fund-raising activities but, if you are there, your main role is to be supportive and encouraging. 2. Encourage the youth to take the lead rather than expecting adults to be in charge. You can support them by discussing their strategies and helping them pay attention to time management and good communication. 3. Encourage other adults to follow rather than lead. Adults can also be encouraged to ask clarifying questions about the process. (For example: are tasks and time lines on target? Are circle members sharing responsibility and communicating well?) 4. Solicit feedback from the youth on how they think it is going. Ask if they have ideas about things that need to be di$erent and support them to modify their plans if that seems appropriate. 5. !ank everyone and encourage the youth to thank everyone.

Please refer to Facilitator’s Guide for additional suggestions for this activity.

Workshop overview y Share fund-raising experiences and re#ect on them y Appreciate individual and group accomplishments y Discover what worked and what didn’t y Develop plan to achieve or revise goal if it is not met y Revise grant letters

Activity 1: Debrief fund-raising activity Time 20-45 minutes

Purpose: y To determine if they have reached their goal and what more might need to be done y To share their fund-raising experiences y To re#ect on what they have learned and celebrate their accomplishments

Preparation: y For the wall: o OUR VALUES, OUR GUIDELINES, OUR PRIORITIES, OUR GIVING CIRCLE, PRINCIPLES OF COLLABORATIVE LEARNING, DIVERSITY y You will know ahead of time whether circle members have reached their goal, so you should be prepared to address this in Activity 2 if they have not reached their goal. Facilitator TO DO y Despite what has occurred, you will want to be congratulatory, optimistic and helpful. y Chairs arranged in a semicircle y Flip chart and easel y Paper and pens

Activity overview: !is will be a wrap-up of the fund-raising activities and a time to share their good experiences and what might have been done better.

Instructions for facilitator: 1. Welcome everyone as they come in. 2. Opening circle: Have participants write down a word, draw a picture or think up a pose that represents their reaction to one aspect of the fund-raising activity. Ask everyone to stand and strike their pose or hold up their word or picture. !e rest will guess what the person is expressing, somewhat like charades. 3. A%er everyone has had a good laugh, have each person or group report on their fund-raising activities.

43 Copyright © Unleashing Generosity For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447 4. Ask what they have learned from this experience and have someone record it on the #ip chart. !ere should be two columns: one for the positive things and the other for what didn’t work or could be done better. Discuss to see if further insights occur. 5. Post this for discussion and resolution in Activity 2 if necessary. 6. Discuss whether they have reached their goal and if not, go to Activity 2. Otherwise, congratulate them and move ahead to Activity 3.

Activity 2: Where Do We Go From Here? (only necessary if the goal was not reached) Time 15-30 minutes

Purpose: y To determine what needs to be done if the goal has not been reached y To learn that things don’t always go as planned but can be successful with additional thought and extra e$ort

You will need: y Flip chart, paper and pen y Results of previous activity showing what worked and what didn’t

Preparation: y Review the results with others in the sponsoring organization to determine what they think should be done di$erently. y Revisit original funders to see if they will give more money. y Discuss with development o&cers from larger nonpro"ts for their suggestions. y Be prepared to revise the goal if necessary. y Continue to cheer on and motivate students.

Activity overview: Using what they have learned from their fund-raising e$orts, to plan for whether they will need to raise more money or what the other alternatives might be. !is activity will be based on the reaction of the sponsoring organization or individual.

Instructions for facilitator: 1. Reassure everyone that they have done a great job, but that things didn’t turn out exactly as they had planned. Let them know this is part of the learning and that is how organizations grow – by learning what works and what doesn’t. 2. Share with them what the sponsoring organization or individual has in mind about completing the fund- raising or revising the goal. 3. If further fund-raising is to occur, review the results of the previous activity to see what worked and what didn’t. 4. If appropriate, revise fund-raising goal and move forward with the amount of money raised so far.

5-10 minute break

5-minute Community-building activity- choose from Appendix 3 or www.residentassistant.com/games/icebreakers.htm Five minutes

Purpose: y To revise the letter(s) that will be sent with the grant checks so they re#ect any new insights or information as a result of the fund-raising activities. y To re#ect further on the fund-raising activity

Preparation: y Bring dra% letters from Workshop 8 (8A and 8B) Facilitator TO DO

Instructions for facilitator 1. Distribute dra% of letter written during Workshop 8. Ask someone to volunteer to read it aloud. 2. Popcorn: (ask for volunteer to record ideas on #ip chart.) Is there something you would like to add to the letter based on your experiences in fund-raising? Are there things that happened that might be interesting or meaningful for the grantee organization? Did describing the purpose of your fund-raising (in person or in writing) help you clarify your reasons for choosing this project for the grant? Did your hard work make you feel more a part of the project? Are there any inspiring or interesting moments during the process of deciding to give this grant that you might want to include in the letter? Any other ideas of what you might want to add to this letter? 3. Ask people vote for up to three additions by putting one, two or three stars next to their choices. 4. Ask if anyone wants to modify or disagree with the suggested changes. Ask for a show of hands to decide whether to include changes. 5. Ask for a volunteer “scribe” who will incorporate changes. If there are no changes, vote to approve the letter as it is.

Activity 4: Planning the celebration Time 20 minutes

Purpose: y To plan an inclusive, diverse and transformational celebration

Preparation y Copies of Handout 9A (Celebration Suggestions) y Discuss with sponsoring organization the possibilities for a celebration. Would they make a certi"cate of recognition to present to the youth? Is there a budget for food and drinks, such as pizza, brownies and so% drinks? Will any sta$ or volunteers organize this celebration so the youth can be the honored guests rather than the ones doing the work?

Activity overview Participants decide what kind of celebration they want to have: who will come, what activities will occur, type of food, etc.

45 Copyright © Unleashing Generosity For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447 Instructions for facilitator 1. Tell them there will be a celebration with invited guests who will recognize their contribution to the community through their participation in the Youth Giving Circle (YGC). !ey will plan it together 2. Ask for a volunteer to record responses. Distribute Handout 9A (Celebration Suggestions). Read through the di$erent suggestions. Who would they like to invite? (For example, representatives from the sponsoring organization, grantee organization, and other community groups?) Who else would they like to invite, such as parents, teachers and friends? Ask them what else they would want to include in the celebration (presentations by the youth? music?) What kind of food? 3. Encourage them to talk about their achievements and their learning to people in the community and think about what they would like to present. 4. Tell them that adult volunteers will work on the celebration’s logistics since they will be the honored guests. Ask if there is any part of it they would like to be involved in. (Invitations, music, making food, etc.)

Activity 4: Re"ection and evaluation Time 15 minutes

Purpose: y To explain the last workshop and answer questions y To have a period of re#ection y To evaluate the workshop

Preparation: y Copies of Handout 9B (Written Evaluation)

Activity overview: Participants will have a chance to ask questions about the last workshop and celebration. !ey will be thanked and congratulated for their fund-raising achievements. + Time for re#ection and evaluation.

Instructions for facilitator: 1. Congratulate them on their e$orts and let them know how hard they worked and what a good job they have done. Emphasize how important their work has been and how much it will mean to the nonpro"t they chose for their donation. 2. Re#ection: Ask participants to write down how they have changed as a result of participating in this YGC. (Examples: “I see myself as a philanthropist,” “I feel inspired by what teenagers are doing,” “I feel more con"dent that I can make a di$erence.”) Ask people to go around the circle and say how they have changed if they want 3. Evaluation:: Distribute copies of Handout 9B (Evaluation). Give them time to do the evaluation and ask them to hand it in when complete. 4. Closing: When they have "nished, ask them what they are looking forward to celebrating next time. Tell them you look forward to seeing them on (give date and time of the next workshop).

Workshop overview y Evaluate how diversity and transformative philanthropy impacted the Giving Circle and grant-making y Evaluate lessons learned, what worked and what didn’t y Create an inclusive, diverse and transformational celebration y Send out (or hand out) grant letters with checks

Activity 1: Re"ection and evaluation Time 45 minutes

Purpose y Envision the impact of the grant on the recipients y Evaluate the value of the workshop from a personal point of view y Evaluate the quality of the workshop and how it might be improved in future

Preparation y Copies of o Handout 10A (Final Evaluation Form) y Flip hart y Markers y Decorate the room festively. Photographs of the YGC, #owers and food set out on tables y Table or podium at front for speakers y Extra chairs for invited guests

Activity overview Participants re#ect on what they would like to celebrate today. !ey envision the impact of the grant they are giving on the lives of people in their community. !ey give their "nal evaluation of the workshop series.

Instructions for facilitator 1. Opening circle: [use format of Sharing Circle or Talking Stick] We’re here to celebrate today. What is the main thing you want to celebrate? Success in fund-raising? Pleasure in giving away money? Learning that you are a philanthropist? 2. Imagine that it is one year from now and the project that you gave the grant for has been completed. Imagine the impact on the people who bene"ted from the project you funded. Break into groups of three and describe how you think this grant will impact one person. !en describe how it will impact that person’s family, friends, school or community. While one person talks, another person listens and the third person takes notes. !en switch speakers, listeners and note-takers.

47 Copyright © Unleashing Generosity For permission to use contact Tracy Gary at [email protected] or phone 1.414.377.9447 3. Evaluation: Pass around the evaluation forms. Spend 10 to12 minutes "lling them out. !en break into groups of three and describe what the best experience was for you during this giving circle and the most important thing you learned (two minutes each). One person talks, one listens and the third takes notes. !en go around the circle and have each person brie#y report their best experience and the most important thing they learned from YGC. Someone records comments on #ip chart. 4. If necessary, give people a few more minutes to "nish forms. Notes from individual groups and evaluation forms are collected and given to the facilitator.

Activity 2: Celebration Time 1-2 hours

Purpose y To recognize the generosity and achievement of the Youth Giving Circle. Preparation o Copies of Handout 10B (certi"cates of recognition) y Coordinate with sponsoring organization and other volunteers on food, #owers, décor, music or whatever was decided.

Instructions for facilitator 1. Call everyone together and introduce the representative of the sponsor organization. 2. !e type of celebration has been planned by the participants (see activity 9A in previous workshop). !is is one example of the type of celebration they might have: Guests arrive and everyone is welcomed by sponsoring organization. y Sponsoring organization recognizes the youths’ achievement and generosity. Certi"cates of recognition are given to each participant. y Facilitator describes how she has seen the members of the YGC work together, learn and grow. y !ree YGC members describe why they chose the project for their grant; one describes the group’s priority, one describes the project they chose to fund, and one describes the most important reasons for choosing. y !e remaining members of the circle brie#y say what they learned from the Giving Circle and what they hope the impact of the grant will be. y Circle members present letter and check to grantee group (or gives letter to sponsoring organization that will enclose the check and mail it.) y Grantee representative describes the project and the impact it could have. y Community leader distributes certi"cates of recognition to each member of the circle and thanks them for their work. y Audience and all circle members stand and name a few appreciations and then shout out “!ank you!” to each other. y Eating and merriment 3. Ask adult volunteers to assist with clean-up. 4. It is important to say thank you and goodbye.