This lesson gives learners the skills necessary to recognize different forms of foundations and nonprofit organizations in the public sector. Learners will gain knowledge of the historic basis of foundations in their communities, state and nation in preparation for an academic service learning activity.

The learners will:

• demonstrate vocabulary necessary to research and identify different types of foundations: family, corporate, community, independent and grassroots organizations.
  
  
• be able to discover the primary focus of at least five foundations and five nonprofit organizations operating in their community, state and nation.
  
  
• locate foundations and nonprofit organizations on a map, discovering the telephone number, and director’s name.
  
  
• relate the history of the organization or foundation as a response to and in cognizance of historical events, issues or crisis.

Anticipatory Set:
Write the terms, “foundation” and “nonprofit organization” on the board. Have the learners write down what they think the terms mean. Give them about two minutes to write responses, and then start writing answers on the board. After the learners have exhausted their supply of answers, supply them with the definitions that we are using in this lesson from the glossary of terms provided at the Learningtogive.org Web site.
Provide the following list and definitions to your learners. You may wish to duplicate the vocabulary for your class. Explain that as they develop information about foundations, nonprofits and other charitable institutions and organizations in their communities, one of their tasks will be to classify them using these definitions.

community foundation (n) An organization that makes grants for charitable purposes in a specific community or region. Funds are usually derived from many donors and held in an endowment independently administered; income earned by the endowment is then used to make grants company-sponsored foundation (n) A private foundation whose grant funds are derived primarily from the contributions of a profit-making business organization family foundation (n) An independent private foundation whose funds are derived from members of a single family Foundation (n) An organization created from designated funds from which the income is distributed as grants to not-for-profit organizations or, in some cases, to people Grassroots organization (n) A group consisting of local participants who work together originally to improve upon their community and extend to a broader basis Independent foundation (n) A grant-making organization usually classified by the IRS as a private foundation – may also be known as: family foundations, general purpose foundations, special purpose foundations, and private non-operating foundations independent sector (n) When discussing the nonprofit sector used to emphasize the important role these organizations play as a “third force” outside of the realm of government and private business nonprofit sector (n) Any not-for-profit or tax-exempt organizations collectively that are specifically not associated with any government, government agency, or commercial enterprise nonprofit organization (n) A term describing the Internal Revenue Service’s designation of an organization whose income is not used for the benefit or private gain of stockholders, directors, or any other persons with an interest in the company; separate tax treatment exists based on whether it is charitable or not Operating foundation (n) An organization classified by the IRS as a private foundation whose primary purpose is to conduct research, social welfare, or other programs determined Philanthropy (n) 1. The giving of one’s time, talent or treasure for the sake of another- or for the common good – Robert Payton, 2. Voluntary action for the public good -Robert Payton, 3. Voluntary giving, voluntary service, and voluntary association, primarily for the benefit of others – Robert Payton, 4. Giving and serving –Richard J. Bentley and Luana G. Nissan, 5. Active effort to promote human welfare, 6. A tradition, a spirit, and a sector of society – Maurice G. Gurin and Jon Van Til

 

• Depending on class size, divide the learners into groups of three to five. Tell them that you want them to brainstorm and try to come up with two lists. One will be a list of at least three foundations that they know of, and the other will be a list of at least three nonprofit organizations with which they may be familiar. If they know what each nonprofit or foundation’s major focus is, they should include that in their list. Give them about five minutes to perform this task, and then have each group tell about two foundations and two nonprofit organizations that they listed. As they are discussing their answers, the teacher or class volunteer should compile the information on the board or large sheet of paper. Ask the learners as a wrap-up for this anticipatory set activity to remember the volunteer and relief efforts following 9/11. See how many agencies, organizations and foundations they can cite. Ask them to recall and recount volunteer efforts and categorize efforts of time, talent and treasure. Remind them that even dog food and protective gear for the rescue animals was given and volunteers helped wash the dogs as they returned from rescue and recovery duty.
  
  
• Using the computer lab, classroom computer and/or library, each group is to complete Attachment Two: Foundation Guide. They may select one of the organizations that has been listed on the board. Use Attachment One: Foundation and Nonprofit Web Sites to locate the rest of the foundations.
  Teacher’s Note: Go over the directions with the class. Indicate to them that the chart calls for them to find local, state and national charities, foundations. They must find at least one example of each type of foundation. If possible, they should locate a grassroots organization. Remind the learners that foundations deal with many issues such as civil rights, education, the rights of physically and mentally challenged, animal rights, medical research, protection of the environment, as well as disaster or war relief, and aid to the needy.
  
  
• Give each group a long sheet of paper. Have them as part of their research produce a timeline showing the philanthropy organizations they researched, and events historically, in their community or city, state and nation. Use as a guide, the timeline found at www.learningtogive.org.
  
  
• Select one of the groups to present their information. Remaining groups will present information on foundations not previously mentioned.
  
  
• Assign the essay in the home school extension.
  
  
• Explain to the learners that the information they will obtain will later be used to compose a philanthropy pamphlet for themselves and interested community members. This will further acquaint them with nonprofits and foundations that they, in turn, may choose to want to become involved. Have them begin thinking about a service activity that they may help design based on the information they are gathering. One of their activities will be to produce a pamphlet of foundations and volunteer opportunities in their community and surrounding communities. The process of composing the pamphlet and all of the procedures associated with it will be discussed in upcoming lessons in the unit.

• An essay on the following topic will be assigned. Allow two days to return.
  Directions: Select one community-based foundation, company-sponsored or family foundation and write an essay using this opening statement. Your essay should be no longer than 300 words but must be supported with a minimum of two facts for each foundation.

I believe it is important to support the __________________________ foundation and ___________________________ foundation because