Personal Touch (The)

9, 10, 11, 12

To expose learners to first-hand accounts of the function of non-profits in various nations of the world, and share that information with the class.

Lesson Rating 
PrintTwo Fifty-Minute Class Periods

The learner will:

  • explain the role of non-profits in various countries.
  • compare how the non-profit sector works in various countries.
  • Biography and interview sheets
  • Poster board, markers, scissors, laminate
Home Connection 

Assign the following homework: "In a one-page essay, explain how governments, economic systems, and the non-profit sector interrelate to meet the needs of individuals. Give at least two examples from class discussion and reading."


Encyclopedia Britannica http:///


  1. Anticipatory Set:

    Ask students to turn to their neighbor and share one thing they need and describe how that need is met. Call on students to share what their neighbor told them. Ask the class what they have been doing, and begin the lesson with a statement such as, "Sometimes, when you want to know something, the best thing to do is ask…."

  2. Using the completed Biography/Interview Sheet from Lesson Two: It's Symbolic!, let students share information from the interviews they conducted. Using the "Britannica" sheets, and/or other print or electronic sources (as available), groups should answer those questions. Each group will then present the information from the interviews and add the information to each group's chart. Variation: If having students conduct interviews is not feasible, the teacher can complete four to six mock interview sheets, making up fictitious biographical information, but true facts about the countries. The students can then use the information from these mock interview sheets. Ask students to combine two small groups into groups of six. The teacher will pass out one fictitious biography/interview to each group. Group members should read the biography section and "introduce" the person to the rest of the class. Students should then be instructed to read the interviews. They may act out the interviews in their groups. Groups should come up with at least two additional relevant questions they would like to ask the interviewee.

    • Splitting back into the original groups of three, students should use their charts as a guide to create an informational poster. These posters should include all information and symbols that are contained on the charts students have been using to organize their information. Learners will use rulers to pencil in lines, so the posters match the charts they have been using.

The teacher may observe groups presenting information to the class, monitor questions the groups have researched, and grade the final poster on completeness and accuracy.

Philanthropy Framework

  1. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 03. Philanthropy and Economics
      1. Benchmark HS.7 Explain why the civil society sector rather than the government or private sectors address particular economic areas.