The learner will:

• identify job opportunities in the nonprofit sector and specific community members with these positions.
• decide whether a nonprofit organization provides a good or a service and if natural resources, human capital, or capital equipment are used in production.

Anticipatory Set:

Have students form small groups. Assign each group to think about the different jobs available at local nonprofit organizations such as the local zoo, museum, Red Cross, Salvation Army, food bank, or theater companies. Have each group brainstorm and list possible job positions available at the nonprofit organization they were assigned.

• Day One:
  Discuss students' ideas from the anticipatory set.
  
  
• Have students remain in their groups for the next activity. Introduce or review the following economic terms:
  • Good—completely manufactured products which are ready for sale and delivery to the marketplace
  • Service—a facility supplying some public demand or useful labor that does not produce a tangible good
  • Human Capital—the set of skills which an employee acquires on the job, through training and experience, and which increase that employee's value in the marketplace
  • Capital Equipment—goods, such as machinery, used in the production of commodities; producer goods
  • Natural Resource—resources occurring in nature that can be used to create wealth. Examples include oil, coal, water, and land.
    
    
• Explain that all businesses provide a good, a service, or both and that they are produced with natural resources, human capital, and/or capital equipment. Distribute Nonprofit Organizations and the Economy (see Attachment Four) to each student. Go over the directions. After students have completed the exercise, allow groups to discuss how nonprofit organizations relate to these economic terms as shown in their worksheets. This activity will help prepare students for the guest speakers.
  
  
• Day Two:
  Have two or three guest speakers talk to the class about working for a nonprofit organization. You may wish to use Speaker Preparation (see Attachment One) to prepare the speakers. Remind students to complete Information about Nonprofit Opportunities (see Attachment Two) with information from each speaker.
  
  
• Day Three:
  After the students have an understanding about the different job opportunities in a nonprofit organization, focus on one nonprofit organization for the following activity, e.g., a museum. Have students brainstorm all the possible jobs the museum provides for community members:
  • Director: in charge of the museum
  • Curator: collects and studies all the displays for exhibits
  • Researcher: the expert, scientist or historian, who helps the curator
  • Exhibit designer: creates attractive displays
  • Conservator: cares for the artifacts, maintains air temperature and humidity, repairs damaged artifacts
  • Preparer: assembles exhibits prepared by the designer
  • Educator: looks for learning opportunities to develop educational programs for children and adults
  • Collections manager: keeps track of all museum objects
  • Public relations officer: promotes the museum
  • Interpreter or docent: provides tours for the museum
  • Custodial worker: maintains cleanliness of the facilities
  • Secretary: manages museum office
    
    
• Day Four:
  Explain to the students that nonprofits other than museums have different
  job opportunities.
  
  
• Allow students to choose a nonprofit job to research or assign a job to each student. (An extensive list of jobs in the nonprofit sector can be found at www.learningtogive.org, Resources Room, Nonprofit Career Information, Careers in the Nonprofit Sector. This can be printed off for students or they can access it on the web if computers are available.)
  
  
• Hand out Résumé (see Attachment Three) to each student. Assign students to create a fictitious résumé for themselves for the nonprofit job they choose or have been assigned. Students will need to be inventive on some aspects of the résumé, such as
  previous work experience.
  
  
• Students may need to do a little research to answer some of the questions on the résumé. The résumé should be completed with careful thought. Class discussion may help students, “What kind of prior work experience would be helpful for a certain position? What education would be helpful? Are there particular skills that would be needed?”
  
  
• Upon completion of the résumé, divide the class into groups and ask the students to share the information on their résumé.

• The head: draw and cut out a circle with a 2 inch diameter
• The body: draw and cut out a rectangle 2-½ inches wide x 4 inches long
• The arms: draw and cut out two rectangles ¾ inch wide x 4 inches long
• The legs: draw and cut out two rectangles ¾ inch wide x 5 inches long
• Assemble the character and add clothing by using fabric or wallpaper. Add details for the face.