This lesson teaches and reinforces the “economic way of thinking” along with the personal finance terms: spend, save, invest and donate--in the context of making economic decisions or choices with money. The concepts of philanthropy and contributing to the common good are integrated into the lesson and unit. Incentives relating to why people spend, save, invest and donate will also be explored.
Teacher Note: This unit is designed for use with Money Smart Choices: Financial Literacy and Philanthropy, http://www.learningtogive.org/moneysmartchoices/, an interactive web site created through a partnership between the National Endowment for Financial Education® or NEFE® and The League: Curriculum by Learning to Give. The unit can be used effectively even if Internet access is not available to students. All of the content of the web site is provided in the lesson’s Instructional Procedures or Attachments. Adapt this lesson, and all lessons in this unit, as needed for student level. Specific activities can be omitted or enhanced to meet learner needs.
Three or Four 45-50 Minute Class Periods
The learner will
- define philanthropy (philanthropist) as giving time, talent, or treasure, and taking action for the common good.
- describe the economic and financial concepts of: resources, scarcity, choice, benefits, costs, opportunity cost, interest, interest rate, principal, simple interest, compound interest, compounding.
- define the vocabulary words spend, save, invest, and donate.
- discuss motivations for giving, and options for donating.
- describe choices one can make with money.
Day One: Four Things You Can Do With Money
Display a $20 bill and ask the students what economic choices they would make with $20 if it were given to them. Ask students if they ever receive gifts of money for holidays or special occasions, or if they have other sources of income, such as an allowance or part-time jobs. Discuss income briefly with students and ask what they usually do with their own money.
Prior to class, review Personal Finance Definitions: Save, Invest, Spend, Donate (Attachment Two). Either print the definitions for students or make an overhead transparency for use as you discuss the four terms.
Using an overhead transparency of the Economics and Money Visual Organizer (Attachment One), access student prior knowledge about economics. Tell the class that today, and in succeeding lessons, they will be learning about the four things people can do with money with the goal of becoming better money managers themselves.
Teacher note: Prior to class, review Personal Finance Definitions: Save, Invest, Spend, Donate (Attachment Two). Either print the definitions for students or make an overhead transparency for use as you discuss the four terms.
- Review the definitions using personal or student examples whenever possible.
- On four separate pieces of chart paper, list the words: Spend, Save, Invest, and Donate as headings. (Save these charts for later use)
- Group Activity (approximately 10 minutes) Arrange the class into four groups to read, research, and take notes regarding key points for each term. Hand out Attachment Three: Creating A Spending Plan to students. Ask students to read and highlight important information from the definitions and from Attachment Three for transfer to their group’s chart paper, using only the upper two-thirds of each chart paper. On the bottom third of each chart paper, leave room to make a simple T-chart showing Benefits on one side and Opportunity Cost on the other side.
- Groups prepare their chart for whole class reporting and viewing. Each group summarizes their findings for the class.
- Lead a brief follow-up class discussion after each group reports, generating new ideas/key points to remember for each word. Add words or short phrases to each group’s chart paper as based on whole group contributions.
Teacher Note: Remind students that opportunity costs are individually determined, depend on the ‘eye of the beholder’, and vary according to individual values, preferences, and perceptions.
- For each word, consider asking the following questions at the appropriate discussion time:
- Why save money? What are some benefits and costs of saving? What is a possible opportunity cost (the next best alternative you give up) of saving? Why should it be the first consideration to “pay yourself first”?
- What does it mean to spend money? Why is balance needed between wants and needs? What are some benefits of spending? Some costs? What is an opportunity cost of spending your income?
- What does it mean to invest money? When does saving become investing? What are some benefits and costs of investing? What is an opportunity cost of investing? (Money may not be readily available for use).
- What does it mean to donate money? What are some benefits and costs of donating? What is a possible opportunity cost for donating to a charity/nonprofit? Why is giving important?
- After the discussion, display the four charts in the following manner in the front of the classroom:
Spend Save Donate Invest
- Use the charts visual positions to explain that:
- Donating is a subset of spending, and donating or giving wisely contributes to the common good.
- Investing is a subset of saving. Investing a portion of savings results in higher returns, through compounding of interest.
- (Optional) Hand out and review Attachment Six: Letter to Families.
Day Two: About Donating
Write the definition of common good, “for the benefit of all,” on a display area. Ask students: Who has a responsibility for the common good?
- Display the definition of philanthropy: giving time, talent, or treasure, and taking action for the common good. Challenge the class to pronounce “philanthropy” quickly three times?
- Discuss the idea that people can give time, talent, or treasure for the common good. They can be philanthropic without having to be wealthy in monetary terms.
- Ask what the students’ philanthropic treasure, time and talent might be (money, personal goods of value, time to offer help to someone, talents they might use to help someone in need, etc.)
- Discuss how people of all ages donate time, talent, and treasure to a cause, individuals or nonprofit organizations. Use personal, student, or local examples. If time permits, share one of the many inspiring stories of youth philanthropy (see Bibliographical References).
- Explain to students that they will be reading about philanthropy and will have an opportunity in the next few days to decide if they want to raise funds for a philanthropic cause. Hand out Attachment Four: Understanding Philanthropy and Nonprofits and read together as a class.
- Discuss with the class:
- Who benefits from philanthropy?
- What benefits does the school, neighborhood, community, nation, or world receive?
- Is philanthropy a choice? How valuable is this freedom to be philanthropic to our democracy? (If needed, explain that “common good” is an important fundamental democratic principal.)
- (Optional) Use the Anne Frank quote from The Common Good section of Attachment Four: Understanding Philanthropy and Nonprofits to enhance the discussion:
“How wonderful it is that nobody needs to wait a single moment before starting to improve the world."
- Brainstorm with students a list of local examples of philanthropy or of charities/nonprofits working for the common good in your community. (Examples could include various school fund drives, local programs for hungry and homeless people, arts events, faith based programs, local parks, environmental groups, etc.)
- Assign Homework: Hand out and review the assignment using Attachment Five: Choosing Your Nonprofit. Writing assignment should be completed before beginning Day Three of this lesson.
Teacher Note: The text on Attachment Five: Choosing Your Nonprofit is available online at www.learningtogive.org/moneysmartchoices/ Researching specific local charities/nonprofits by your local zip code(s) can be done at: www.guidestar.org. Type in the zip code in the Find Nonprofits Search box for a list of nonprofits in your area. To locate further information about the nonprofit’s mission, register free for Guide Star Basic by submitting your e-mail address and a password.
- Ask students to reflect on:
- how what they have learned thus far might impact their attitudes and behavior regarding money.
- whether or not the act of philanthropy can be considered as an “investment.”
- Conclude Day Two by explaining that what you have done today is preparation for making a choice in Day Three of the charity(ies) the class wishes to support in a class fund-raising campaign.
Teacher Note: Prior to Day Three, research an Internet interest calculator (Search by using keyword: interest calculator, or compound interest calculator) to demonstrate to students how small amounts of savings can provide big returns when left alone with interest compounded.
Part One: Saving and Investing (20-35 minutes)
Part Two: Choosing a Nonprofit (10-15 minutes)
Teacher Note: Part One is designed to address the concepts of investing, interest, and computing simple interest and compound interest. Basic math percentage and decimal computations are involved, mental math, paper and pencil calculations, and also calculators, so students may better appreciate the power that compounding interest has for their own investing futures. Assess how much of this content is appropriate for your students and adjust the lesson accordingly. If more time is needed to effectively learn the concepts, the Part Two activities can be postponed to another day.
See Bibliographical References for other resources to teach compounding.
Write the following sentence on a display area and discuss:
“It isn’t what you make, but what you save and invest, that determines your wealth.”
Ask students to suggest what things affect how saved and invested money work for people in the long-term.
Lead the discussion to include these three things:
- the amount you save
- the rate of interest you receive
- the length of time you leave money and interest earnings in an account
- Refer to the “invest” chart paper from Day One and explain that when it comes to money invested, there are only two broad types of investments, you can either “loan it “or you can “own it”.
- When you “loan it”, you let someone use your money for a period of time. Your money grows by receiving additional money payments (interest) from other individuals or groups such as banks, companies, governments, etc., who pay you for the privilege of being able to use the money you loaned (invested) with them. Examples are checking accounts, savings accounts, money market accounts, Certificates of Deposit (CD’s), Treasury bills, notes, and bonds, corporate and municipal bonds. Money payments received over and above what was originally loaned out, (invested by you), is called interest. It is like being paid “rent” for being able to use your money.
- When you “own it”, you exchange your money for something else, usually something like common stock in a company, a mutual fund, real estate property of some kind, gold, or collectible items such as rare coins, etc. When you “own it”, you are not promised a return on your money. To get your money back, you would have to sell it with the hope of getting more than you paid for it. There is no guarantee here.
- Explain that “interest is interesting” because it can go two ways, it can be a benefit and a cost. As well as being a source of income (benefit), it might also have to be paid to someone else for the privilege of borrowing (cost).
- Explain that interest is simply the money payment for being able to use someone else’s money. Interest is either “payments spent for the use of borrowed money or payments received (income) for invested money”, depending on which side of the transaction one is on. When one saves and then invests money, it is the money received. When one borrows, it is the additional money one spends for that privilege.
- Explain to students:
- Principal is the original amount of money set aside to invest such as in a savings account, without including interest earned. The interest rate (expressed as a percentage of the principal) is the price paid for using someone else’s money.
- Simple interest is paid to the depositor when it is earned and is not added to the principal.
- Compound interest is interest earned on savings that includes previously earned interest. Interest earned in any time period is added to the principal. Future interest calculations are made on the higher amount of the original principal plus the interest that was added to it. Over the long- term, this is like a snowball that keeps getting bigger, as long as the interest earned is reinvested.
- Show on a display area or use an Internet interest calculator to show appropriate computations of simple interest earned on principal and compounding of interest differences.
- Ask students to calculate various simple interest rate percentages, properly converting percents to decimals, and correctly multiply to obtain the interest amount.
- Ask students what will happen, if interest is added to the principal from the first time period. (Interest earned will be higher because the principal has increased due to interest being added to it from the previous time period.)
- Now calculate a compound interest example through at least three time periods with the same interest rate and the same principal amount, so students can see and follow the compounding process. Students should notice that each time period they earned interest; they earned more than they did the last time.
- Assign a compound interest calculation for student practice over at least three time periods. Check their work to be sure they understand. Then check with calculators to see if they come up with the same answers.
- An online Compounding Calculator, such as the one found at http://www.themint.org/kids/compounding-calculator.html can be used to show students the power of compounding interest stretched over more years. Simply type in the amount saved each year, the interest rate earned, and the number of years invested and click on “Calculate” to see the power of investing and compounded interest.
Part Two of Day Three: Choosing a Nonprofit (10 -15 minutes)
- Ask the students to reflect on some reasons why people give time, talent, or treasure. Challenge the students to raise money to make a class donation. Review the benefits of donating from the chart. Talk about the costs of donating and remind students that every choice they make has an opportunity cost.
- Review the economic reality of scarcity, “the condition of not being able to have all of the goods and services that you want.” Tell the students that many nonprofits exist in response to scarcity.
- Remind students that because of scarcity, everyone is forced to make choices. Emphasize that every choice, even the choice to choose a nonprofit, has an opportunity cost.
- Refer to the Homework from the previous lesson. Ask the class to determine their top three philanthropic causes by taking a class opinion poll. Read the list of categories from Attachment Five: Choosing Your Nonprofit and ask students to raise their hands for their top three causes. Count the number of votes for each cause to determine the class’ priorities. (Add others as appropriate from student suggestions.)
- If time permits, brainstorm, using the original “donate” chart, local people, organizations, and/or charitable groups who could make good use of donations for those three charitable causes.
- Tell students they will decide on another day about a specific nonprofit charity (or possibly more than one) to benefit from their class fund-raising efforts by using an economic decision making model.
- Show the students the jar for collecting money. Talk with the students about where the money might come from. They are not to solicit money—it should come from them, families, peers, or from an organized class fund-raising activity. Students could donate spare change, offer to do jobs to earn money to donate, work with parents to come up with ideas, or conduct a fund-raiser in the school or community.
- Place a small financial contribution of your own in the jar so all can see. Tell students you are confident they will make a good decision in choosing a specific cause for the donation.
- If time permits, debrief Day Three by posing questions such as:
- Why do most young adults not save? (Most young adults do not save because they perceive that the opportunity cost -the next best alternative they give up- is too great when they choose to save). However, when they begin to understand the power of compound interest over time, they may decide that the benefits of saving are, in fact, greater than the benefits of spending the money immediately.
- How important is knowledge of basic math when it comes to saving and investing? (Knowing some basic mathematics computation skills, both paper and pencil and with calculators, makes it possible for anyone to make better economic and personal financial decisions. This can greatly impact how much money they have to spend, donate, save, or invest.)
- What do saving and math knowledge have to do with philanthropy?
(This knowledge allows a person to build wealth, to be more able to give something back to the community and society.)
Ask students to identify real life examples of scarcity and opportunity cost.
Ask students to reflect in writing on why people give, or why they personally think it is important to give or donate.
Interactive Parent/Student Homework:
Optional - Send home a note introducing the unit and explaining that the class will be raising money for a donation to a charitable cause. (See Attachment Six: Letter to Families.)
A short writing assignment, based on reading (Attachment Five: Choosing Your Nonprofit, is included at the end of Day Two. The assignment is due before beginning Day Three activities.
Collect brochures, pamphlets, and flyers from local savings institutions and compare interest rates and features of various savings/investment plans. Consider inviting an appropriate community-based financial institution representative to speak to your class about saving and investing, how compound interest affects savings/investment plans, and the benefits of early and regular saving.
Lesson Developed By:John Noling
Spend: to pay out, trade money for goods or services, use money freely. Spending includes paying taxes, donating to charity, and spending on other wants and needs.
Save: to put by as a store or reserve (such as part of an allowance each week); to accumulate or put aside for a particular purpose or occasion (example: to purchase a portable listening device or save for a vacation trip in the short term (less than a year). This is often done by placing money to be saved in a low risk, low return savings account.
Invest: a subset or form of saving where money is put someplace with the hope and intention of making a financial gain in the longer term. Money invested is money you can "put away" and not miss on a day-to-day basis. Saving becomes investing when the resource (money, property, human labor and talent, gifts of nature) is directed to a place where it will increase in value. Investing may also refer to people or businesses spending money to buy capital resources (factories, equipment, etc.) or human resources (people skills and abilities) with the idea of improving productivity and financial wealth or profit.
When it comes to money invested, you can either “loan it” or “own it” If you “loan it” to others, it receives interest (additional money payments paid to you besides payment for the amount loaned out). Examples include checking, savings, and money market accounts, Certificates of deposit (CD’s), U.S. Savings Bonds, Treasury bills, notes, and bonds, corporate and municipal bonds, etc.
Investments that are “owned” include common stocks in companies, stock mutual funds, real estate, commodities such as corn and pork bellies, and collectibles such gold, rare coins, etc. When you “own it”, you exchange your money for something else with no promise that you will get your money back. To get your money back and more, you will hopefully sell it for more than you paid for it.
Donate: to voluntarily make a free gift or a grant of; contribute or give esp. to a charity or charitable cause (money for a soup kitchen or food pantry) or toward a public-service institution (someone donates land for a park). Donate is a subset of spend.
Once you know your income, the first category to consider is savings. “What?” you might ask. “Isn’t a spending plan meant for planning what you spend?” It’s true that plans help you manage your spending. But they also help manage what you save.
Wise financial experts often say, “It’s not what you earn that matters, it’s what you keep.” All of the income in the world won’t help you if you spend every dime. If you make a million and spend a million, what are you left with? Zero. In a way, you’re no better off than the person who makes $100 and spends $100. You might have bought a lot of stuff in the process, but you’re still left with nothing.
Saving is important because it helps you care for yourself over the long term. If you’re lucky, you’ll live many years. There may be times when you’ll need extra money for an expense you didn’t expect. There may be times when you’ll need money for a special purchase. If you’re a good saver, you’ll have that money when you need it.
Plus, having savings helps you to feel secure. When you’ve got money saved, that’s just the point—you have it. It’s best to develop a balance between spending and saving. Both are important money management skills.
The easiest way to save money is to follow one simple principle: pay yourself first. Every time you receive any income, make a point to save some. A good rule of thumb is to save 10 percent of all you earn. Some people even save 20 percent or 50 percent!
When you create your budget, make “savings” your first expense category. Put your savings away before you spend any of your income. Saving is like writing a paycheck to yourself. It shows that your goals are important.
After savings, the next step in creating a spending plan is to consider your spending habits. Once you’ve set aside money to save, you’ll have a certain amount of income left. This is the money you can spend.
When planning your spending, you must make choices. You have a certain amount of money to work with. How will you divide it up? When making spending choices, it helps to know the difference between needs and wants. You should make sure your spending covers a balance of both.
Needs vs. Wants
“Needs” are items that you truly must have. These are things you can’t get along without. For instance, we all need a place to live and food to eat. We need water and clothing. We may not want to spend our money on these things, but they’re important. We have to make sure they’re covered first.
“Wants” are items that you would like to have. You could do without these items if you had to. For instance, you might want a new shirt or a certain CD. You might want to go to the movies or to buy a cool video game. You don’t really need these things like you need food and shelter. You just feel that they’re important because they appeal to you in some way.
When you plan your spending, you’re in charge. You get to decide how you will use your money to support yourself. If you can cover a balance of needs and wants, you’ll have the best results.
Sure, it’s exciting to spend your money on wants. Everyone loves to have fun new things. It’s important to give yourself some things you want, so that you enjoy your money. If you only spent your money on things you needed, that would be pretty dull. But you must make sure to cover your needs as well. If you don’t plan for your needs, you might miss something important.
When creating your spending plan, try for a balance of needs and wants. Consider your needs first. Set aside money for the important things, like school supplies or gas for your car. Then be sure to plan for some wants. If you’re like most people, you probably have a lot of wants, so you may not be able to buy all of them. That’s perfectly OK. Focus on the most important ones instead.
Along with covering your needs and wants, you might want to use some of your money for investing. Chances are, you may not have a lot of money to put toward investing right now. But you can start small and watch your money grow.
Investing is the process of earning money with your money. Investing wisely is the key to a secure future. Through investing, you can grow your money so eventually you can retire. This means you have enough money saved so that you no longer have to work. If you invest well, you can even retire early!
As a young person, you’ve got a huge advantage over adults. That advantage is time. Time is your best friend when you’re saving money. That’s especially true when you’re investing for the future. Here’s how it works:
Even a small amount of money can make a difference if you start early. The longer you invest, the more your money will grow.
Finally, an important part of your spending plan involves the money that you choose to share with others. This type of giving is called donating. In the next section, we’ll talk about why giving is important. For now, we’ll look at the different ways to donate and how a spending plan can help you do so.
Your spending plan will help you know how much money you have to help support important causes. Some people choose to give 10 percent of their income away. Others give less than 10 percent, or more. The amount you give is up to you. What’s important is that you plan your giving wisely.
In your spending plan, you may wish to include a category for donating funds. This category includes money that you will give to organizations and even individuals. It’s a good idea to choose a set amount for giving each month. Make it an amount that you easily can afford. There’s no point to giving if it’s draining for you. Your giving should make you feel empowered.
Volunteering your time
In addition to giving money, you may wish to donate your time to support causes. Time donations aren’t factored into a spending plan. But they’re important to mention because they’re very valuable. Most organizations can use help in the form of financial support. Many also can use volunteer time.
When you volunteer, you give of your time to help a group or individual. You don’t charge any money for your services—you simply donate your time. Volunteering can go a long way to help many organizations. Plus, it can be especially rewarding. When you donate money, you may not see how your gifts are put to use. When you volunteer, you see your work in action! You get to experience how your time donation helps.
First, let’s take a look at why donating is important. Donating helps support vital organizations in our communities. These are called nonprofits.
Nonprofits are formed to achieve certain purposes. They contribute to and help support the common good. Nonprofits can serve whole communities. They also can serve specific groups. Usually nonprofits work toward a cause. They are established to help people, and communities, better themselves.
Nonprofits differ from businesses in one key way. Businesses are formed to earn money, known as profit. After a business pays its bills, it keeps any leftover income. This extra income, or profit, is usually given to the company’s owners or investors. The profit represents a reward for succeeding in business.
Unlike businesses, nonprofits do not give out profits. If they earn extra income, they use these funds to run their organization. Nonprofits also usually do not pay taxes. Most have what is known as tax-exempt status. Instead of paying taxes, they can devote their resources to helping the community.
Nonprofits meet many community needs that businesses and government do not. These needs range from education and health care to crime prevention. Nonprofit religious organizations also provide important functions to the community. Most of us benefit from the work of nonprofits throughout our lives. It is important to support these programs to promote the common good.
The Common Good
“How wonderful it is that nobody needs to wait a single moment before starting to improve the world.” —Anne Frank, German-Jewish teenager (1929-1945)
The “common good” is defined as conditions that benefit all people in society. These conditions benefit everyone equally. One example of such a condition is world peace. Another example of a common good is a health care system that all people can afford.
Though the common good benefits everyone, it may not happen automatically. People must cooperate to create the common good. When a common good is maintained, its benefits are enjoyed by the entire society. Reducing pollution, for example, enables all people to live in a healthier environment.
Most nonprofits depend on individual giving. Nonprofits may make some money through their programs, but they often need donations to survive. Businesses donate to nonprofits,
and the government may give them money as well. But the majority of nonprofit donations are from individuals. The success of nonprofits depends on the generosity of people just like you.
In 2003, financial donations to organizations exceeded $240 billion. Most people would think that businesses or foundations gave the majority of that amount. However, the opposite is actually true. Individual donations made up 74.5 percent of it, or more than $179 billion. Source: Giving USA 2004.
The act of giving to charitable causes is known as philanthropy. A philanthropist is a person who donates time, talent and treasure and takes action to support the common good. Perhaps the greatest benefit of philanthropy is that it creates a positive impact. It can bring about very important changes. These changes create positive life experiences for others.
One way in which philanthropy helps others is through advocacy. To advocate is to speak up for something. Many nonprofits help society by fighting for important causes. A nonprofit may advocate for justice, for example. Through philanthropy, youth have the power to promote many causes, from equality to world peace. Philanthropy is a personal way to make the world a better place.
Throughout our history, Americans have benefited from the generosity of many individuals. These individuals were pioneers in donating their time and money:
The contributions of these individuals continue to affect us today. Many people now volunteer at libraries and fire departments. The Red Cross is an international organization. What started as a donation turned into a commitment? The rest, as they say, is history.
One in four Americans is under the age of 18. That amounts to about 70 million youth in our country. If you are part of this group, you may not be able to vote yet or even drive. Still, you do have power. You particularly have the power to make a difference in your community.
As a youth, how you spend your time matters. About 13 million U.S. teens volunteer three hours per week, on average. That adds up to over 2 billion hours per year! Youth volunteers are making a difference in their communities. Working together, they tackle problems such as pollution, poverty, and more.
Animal Rights Organization
|Mission||Our mission is to provide a natural sanctuary for rescued wild animals. We also educate the public regarding animal rights.|
|We operate a wildlife sanctuary that serves as a permanent home for rescued animals. The sanctuary is open to the public. We also provide educational programs for groups that visit the sanctuary.|
|Type of Support||We seek financial donations from individuals. These donors are individuals who participate in our membership and animal adoption programs. We also welcome volunteers who help in our gift shop and admissions areas.|
|Mission||Our mission is to provide the community with opportunities to connect with plants. We also educate the community about native plants and water-saving techniques.|
|Program||We maintain a 23-acre garden with many varieties of plants for the community to enjoy. We offer a wide variety of classes on specialty gardening. We also maintain an extensive library of reference materials.|
|Type of Support||We seek financial donations from individuals who become members of the organization. We also seek youth and adult volunteers to help with fundraising events, such as the annual plant sale and used book sale.|
|Mission||Our mission is to provide food supplies to more than 800 hunger relief programs. Last year, we distributed 20.5 million pounds of food. This was enough to provide 43,000 meals each day to needy children, seniors and families.|
|We serve as a central supplier to hunger-relief agencies. We have special programs for meeting the needs of children at schools. We also collect food supplies from hotels, restaurants, and supermarkets.|
|Type of Support||Donations of money are always welcome to support our program costs. We also seek volunteers (must be age 14 or over) to sort and package food. Volunteers help fill agency food orders, work in the office, or help in our break room.|
Community Music Organization
|Mission||Our mission is to connect the community with music through concerts and education.|
|We provide concerts 50 weeks of every year. We offer a music school for children and adults. We also offer music outreach programs for schools.|
|Type of Support||Financial donations are welcome in the form of memberships. Volunteers are needed to help with concerts, special fundraising events, and school registration. Volunteers must be 14 or older.|
Human Right Organization
|Mission||Our mission is to protect human rights in countries throughout the world. We focus on promoting justice and legal reform.|
|Our organization runs three main programs. First, we develop publicity to raise awareness about human rights violations. Second, we organize campaigns to help free individuals who have been unfairly imprisoned. Third, we conduct research and publish research papers on human rights.|
|Type of Support||Our organization runs three main programs. First, we develop publicity to raise awareness about human rights violations. Second, we organize campaigns to help free individuals who have been unfairly imprisoned. Third, we conduct research and publish research papers on human rights.|
Environmental Protection Organization
|Mission||Our mission is to educate youth about environmental issues. We focus on increasing youth efforts to protect the environment.|
|We operate educational programs in schools on the subject of how to protect the environment. These programs teach students how to preserve natural resources.|
|Type of Support||We seek individual donations, which provide 75 percent of our revenue. We also welcome student volunteers on school projects that benefit the environment.|
|Mission||Our mission is to help the people in our community achieve their full potential. We provide access to printed material, electronic resources, and librarian assistance.|
|We offer a lending library with tens of thousands of items. We offer reading programs for children and adults. We offer services for persons with disabilities. We also offer computer access and meeting rooms for the community.|
|Type of Support||Financial donations are welcome in the form of memberships. Volunteers are needed to help with special fundraising events, such as the used book sale. Volunteers must be 14 or older.|
|Mission||Our mission is to provide temporary emergency housing and services to those in need in our community.|
|We offer a central 300-bed shelter in an inner-city location. Residents receive a bed, food, and various services. These include medical care, help with employment, and educational opportunities.|
|Type of Support||Financial donations to support our programs are always welcome. We also gladly accept non-perishable food and clothing donations.|
Cancer Research Organization
|Mission||Our mission is to eliminate cancer as a major health problem. We focus on preventing cancer, saving lives, and diminishing suffering from cancer.|
|We offer research, education, advocacy, and service programs related to cancer.|
|Type of Support||Sought Financial donations to support our programs are always welcome. Volunteers are needed at special events to raise cancer awareness. We also seek volunteers to work in our office locations.|
Youth Mentoring Program
|Mission||Our mission is to help children through mentoring relationships with a caring adult.|
|We match children ages 6 to18 with mentors. These matches meet to share activities for a few hours each month.|
|Type of Support||Financial donations to support our programs are always welcome. We also seek volunteer adult mentors to participate in our programs.|
Dear Family Members,
Our class has started a financial literacy and philanthropy unit called “Money Smart Teens.” Students will be asked to think about choices people make with their money, including spending, saving, investing, and donating.
To be successful in the long-term, your son or daughter will probably have to know more about money than we or our parents ever had to know. Knowing about managing money wisely will give your student freedom and choices in life that they would not otherwise have. Knowledge may help prevent somebody taking advantage of them. Knowledge might even make them wealthy, or at least financially independent!
We will learn the differences between spending, saving, investing, and donating. We will focus on saving and investing, to examine the importance of saving early and regularly. The concept of philanthropy (voluntarily giving or sharing time, talents or treasure for the common good of everyone) will be introduced and practiced by our class. We will learn about the nonprofit charities that make life better for all of us in our community.
One of our projects involves collecting small change to donate to a special charity/nonprofit chosen by the students. The money that our class gathers until the date of _____________ will be collected in one large classroom bank. Students will not be directly soliciting money for this project, but may contribute personally, or as a family, if they wish.
Students will be asked to recommend a charity/nonprofit cause to benefit from our class donations. Then we will make our decision as a class, using an economic decision making model. Please discuss any nonprofit charities that are important to your family with your son or daughter.
We will present our donation to the chosen charity in a classroom presentation at a later date and you will be notified of this special day in case you can join us. If you would like to contribute any of your time, talent, or treasure to our efforts at any time in the coming days, we welcome your assistance!
A little financial knowledge will go a long way toward helping your son or daughter be an informed and responsible consumer, producer, and citizen. Thanks for any assistance or advice you may offer. Feel free to contact me with any questions or concerns.
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