Who Am I Today?

9, 10, 11, 12

Students will analyze how character is formed; identify their natural personality style strengths and challenges; give examples of how the government, nonprofit and for profit sectors of the economy work together in a mixed economy, and match career opportunities to personality styles and interests.

Lesson Rating 
PrintTwo Forty-Five Minute Class Periods

The learner will:

  • interpret the poem Watch My Thoughts.
  • determine his/her personality style and identify careers that seem to best fit.
  • identify the for-profit, non-profit and government sectors of the economy and identify why nonprofits are important to the economy.
  • identify career choices and motivations for those choices.
  • Student copies of Watch My Thoughts (Handout One)
  • Personality Styles (Handout Two) , multiple copies of each style
  • Student copies of Essay Rubric (Handout Three)
  • Highlighters
Home Connection 

Students will informally survey three employed adults to determine in which sector they work. (This information will be used during the Anticipatory Set in the next lesson.)


None for this lesson. 


  1. Anticipatory Set:

    Tell the learners to close their eyes and visualize the poem as you read it to them. Read “Watch My Thoughts” (Handout One) to the class. When you are finished reading, let the class reflect in silence for one minute.

  2. Distribute student copies of the poem. Divide the learners into six groups, assigning one stanza per group to be discussed and reported back to the class. Allow only two or three minutes for the group discussion and then allow each group to report back to the class for one minute each.

  3. Explain briefly that each person has his or her own natural personality style and the learners will select their type. As you read just the Description of each style from Personality Styles (Handout Two), have each student keep track of the styles that he/she seems to fit and finally select the one that best describes him/her.(Teacher Note: Feel free to use less than sixteen personality styles.)

  4. Break the learners into small groups based on their personality styles. If one or more of the styles has a large number of members, divide it into two or more groups to ensure that everyone has a chance to participate fully. Give each group enough copies of their own style description from Personality Styles (Handout Two) so that each learner has his/her own sheet. Have the small groups quickly discuss the Characteristics of their personality style and give examples of how these characteristics fit them.  (Teacher Note: If a learner decides he or she is in the wrong group, make the necessary change.)

  5. At the bottom of each page, the learners are asked to describe what the best way is for others to “get along with” people of their personality type. Based on the information provided on the sheet and their own experiences, let them discuss with their group what should be put in that space. Have them also discuss the final question and recommend types of jobs their personality type might be interested in. The final answer will differ on each learner's page as personal interests are reflected in the answer.

  6. Reconvene as a whole group and let each group briefly report their answers to the two statements on the boxed section of the sheet.

  7. Introduce the terms for- profitnonprofit and government as three of the sectors of the economy and ask the learners to provide examples of each. Examples of for profit businesses may include Home Shopping Network, McDonald's and Home Depot. Nonprofit business examples may include The Red Cross, United Way agencies, state universities and churches. Explain that nonprofit businesses are often called philanthropic organizations. Define philanthropy as “individuals and organizations which provide their time, talent and/or treasures for the common good.” Government examples may include: the U.S. Post Office, fire department and the IRS.

  8. Analyze why nonprofits (the independent sector) are important in a country's economic system.

  9. Ask the learners whether there is any personality trait that seems to fit the persons who work in each sector. (The answer to this question is a matter of point of view.) Discuss requirements and motivations for a career in the nonprofit sector.

  10. Distribute Essay Rubric (Handout Three). Going over the sheet to address essay requirements, assign students to write a one-page summary of their personality strengths and challenges including those that will be of value in a job setting.


Essay Rubric (Handout Three) will be used to score the summary of the learner's personality strengths and challenges.

Philanthropy Framework

  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 01. Define Philanthropy
      1. Benchmark HS.1 Define philanthropy to include giving and sharing; volunteering; and private individual action intended for the common good. Explain how a volunteer individual/group can act for the common good.
      2. Benchmark HS.5 Analyze the function and role of the civil society sector in economic systems using basic economic principles.
  2. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 02. Careers In The Nonprofit Sector
      1. Benchmark HS.2 Explore requirements and motivations for a career in the civil society sector.