Which Shall We Pick?

6, 7, 8

This final lesson of the unit will serve as an opportunity for each group to share their visual presentation with the class. Then students will compare and contrast the information. Finally, students will engage in thoughtful conversation as they listen to objective and subjective perspectives. This will aid in the decision-making process regarding financial support to an organization which meets a local community need.

Lesson Rating 
PrintOne or Two Forty-Five Minute Class Periods

The learner will:

  • assess the value of organizations using comparison and contrast.
  • explain the influence of objective and subjective factors upon the process of decision making.
  • Visual presentations created in Lesson Two: Comparing Apples and Oranges
  • Presentation Response Sheet (Handout One)


  1. 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?"


  2. 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 (Handout 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.

  3. 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.

  4. Teacher Note: Prior to presenting, each group should give the teacher their self-evaluation and teacher evaluation form (Handout 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.

  5. As groups are presenting, other students should be jotting down pertinent information about each group's organization on the Presentation Response Sheet (Handout 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.

  6. Lead a discussion to help students compare and contrast the organizations presented. To promote active involvement, the Presentation Response Sheet (Handout 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.

  7. 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.

  8. 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.


The completed Presentation Response Sheet (Handout One) may be used as an assessment of the selection process. Students may complete a one or two paragraph essay indicating which organization should be granted the funds and explain how the community will be helped by this philanthropic gift.

Cross Curriculum 

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.

Philanthropy Framework

  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 01. Define Philanthropy
      1. Benchmark MS.3 Identify the philanthropic ideas embedded in a nation's founding documents.
    2. Standard DP 02. Roles of Government, Business, and Philanthropy
      1. Benchmark MS.5 Explain why economic freedom is important to the civil society sector.
  2. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 07. Skills of Civic Engagement
      1. Benchmark MS.1 Identify and research public or social issues in the community, nation or the world related to the common good. Form an opinion, and develop and present a persuasive argument using communication tools.
      2. Benchmark MS.3 Participate in acts of democratic citizenship in the classroom or school, such as voting, group problem solving, classroom governance or elections.