Students have two opportunities to apply their learning in a meaningful way. First, the visual presentations may also be presented to the guest speaker (and his/her local community group represented) for consideration. Second, students may present the funds in person to the organization chosen. This will allow for greater ownership and meaning in the learning process.

Anticipatory Set:
Related to the anticipatory sets of Lessons One and Two, this one will also relate in a sequential fashion. Remind students of the questions posed in the first two anticipatory sets. Then ask, "If you see two (or more) related items while shopping to make a purchase, what would you consider to help you decide which one to buy?"

 

• Make the connection between this anticipatory set and this final step of decision making regarding the organization which students will decide upon. This is an appropriate time to have students look at their research guideline worksheet (Attachment One: For What Are We Looking—What Do We Want to Know? from Lesson Two: Comparing Apples and Oranges) to review the questions initially posed and discuss information/questions they discovered to be important as they progressed through the research process.
  
  
• At this time, allow each group approximately five minutes to make their visual presentation to the class. One person per group or a collaborative presentation is acceptable.

Teacher Note: Prior to presenting, each group should give the teacher their self-evaluation and teacher evaluation form (Attachment Two: Visual Presentation of Organization Research from Lesson Two: Comparing Apples and Oranges). Availability of this form will allow the teacher to write narrative comments as each group is presenting.

• As groups are presenting, other students should be jotting down pertinent information about each group's organization on the Presentation Response Sheet (Attachment One). When all groups have presented, you may wish to allow approximately five minutes for students to more closely view the visuals and discuss their findings.
  
  
• Lead a discussion to help students compare and contrast the organizations presented. To promote active involvement, the Presentation Response Sheet (Attachment One) can be a visual aid in addition to the auditory information shared. Tell students that their goal is to choose the organization they believe will best serve the class-selected local community need.
  
  
• As students debate the matter, the teacher should point out that prior experiences, as well as personal beliefs, influence our decision making. Although the factual evidence may or may not clearly indicate the best organization to choose, both objective and subjective factors will impact our decisions. Students may discover this fact and express their realization independent of teacher initiative. Students should arrive at a consensus concerning which organization is most worthy of their financial contribution to assist in meeting the local community need.
  
  
• To make sure that students understand the role of their selected organization in the community, take a few minutes to review the role of nonprofits in the community. Explain that there are four sectors in the economy: family, government, for-profit business and nonprofits. None of these sectors, even the government, can do everything. Because of that, there is a role for each of them in the community. There are times when the government will not provide a service because of high cost or limited interest by the public. There are also times when the community does not want the government involved in all aspects of community life. When these needs can be handled in the market place by "for-profit" businesses, this is one way to take care of them. When "for-profit" businesses are not interested because there is not enough profit involved, nonprofits can step in to provide the service. Nonprofits often look out for those services which are vital to a small part of the market. Because nonprofits don't strive to make large profits, they are also seen as more trustworthy than big business or government. Nonprofits also provide a way for citizens to participate in their community. Nonprofits also look out for those who do not constitute the majority when governmental or business decisions are made. In those countries where there is almost no "nonprofit" sector, there is a heavy burden on government and business to do everything.