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© Take Charge Today – August 2013 – Receiving From Family, Friends, and Non‐Profits Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona

RECOMMENDED GRADE LEVELS

AVERAGE TIME TO COMPLETE

EACH LESSON PLAN IS DESIGNED AND CONTINUALLY EVALUATED “BY EDUCATORS, FOR EDUCATORS.” THANK YOU

TO THE FOLLOWING EDUCATORS FOR DEVELOPING

COMPONENTS OF THIS LESSON PLAN.

10‐12

Anticipatory Set & Facilitation: 45 minutes

Conclusion/Assessment Options: 20‐117 minutes

Time does not include optional items.

Kim Knoche, Family and Consumer Sciences Educator, Forsyth, Montana

Amy Broekhuizen, Family and Consumer Sciences Educator, East Kentwood, Michigan

NATIONAL STANDARDS LESSON PLAN OBJECTIVES

The curriculum is aligned to the following national standards: National Standards for Financial Literacy American Association of Family and Consumer

Sciences Council for Economic Education National Business Education National Jump$tart Coalition Common Core English Language Arts

Upon completion of this lesson, participants will be able to: Examine how social capital contributes to well‐being

Identify the benefits of receiving from family, friends,

and non‐profits

Explore how giving enhances an individual’s social

capital

MATERIALS

MATERIALS PROVIDED IN THIS LESSON PLAN

MATERIALS SPECIFIC TO THIS LESSON PLAN BUT

AVAILABLE AS A SEPARATE DOWNLOAD MATERIALS TO ACQUIRE SEPARATELY

DEPENDING ON OPTIONS TAUGHT

SPENT 2.5.2.A1

Research Non‐Profit Organizations 2.5.2.A2

Thank You Notes Rubric 2.5.2.B1

Receiving from Family, Friends, and Non‐Profits Vocabulary List 2.5.2.E1

Receiving from Family, Friends, and Non‐Profits Information Sheet 2.5.2.F1

Receiving from Family, Friends, and Non‐Profits Note Taking Guide 2.5.2.L1

Receiving from Family, Friends, and Non‐Profits PowerPoint Presentation 2.5.2.G1

Receiving from Family, Friends, and Non‐Profits Answer Key 2.5.2.C1

Receiving and Protecting Unit Multiple Choice Test Bank and Answer Key 2.5.0.M1 & C1

Large piece of paper (1 per group of 2‐4 participants)

Markers, colored pencils, and/or crayons

Computer access

The Blind Side movie

The Giving Tree by Shel Silverstein

The Giving Bear by Isabel Gaines

Castaway movie

RESOURCES EXTERNAL RESOURCES

RECEIVING FROM FAMILY, FRIENDS, AND NON‐PROFITS

Advanced Level www.takechargetoday.arizona.edu

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External resources referenced in this lesson plan: SPENT game: www.playspent.org

TAKE CHARGE TODAY RESOURCES

Similar lesson plan at a different level: None available

Optional lesson plan resources: Receiving from Government Programs Lesson Plan

2.5.3

Guest Speaker Active Learning Tool 3.0.22

From Prada to Nada Active Learning Tools 3.0.45

The History of Money Active Learning Tool 3.0.6

Technology Integration Options 3.0.50

Children’s Book Integration Active Learning Tool 3.0.35

The Ultimate Gift Active Learning Tool 3.0.47

CONTENT EDUCATOR MATERIALS PARTICIPANT READING

Materials to support educators when preparing to teach this lesson plan are available on the Take Charge Today website.

Receiving from Family, Friends, and Non‐Profits Information Sheet 2.5.2.F1

LESSON FACILITATION

PREPARE Visual indicators to help prepare the lesson

INSTRUCTInstructions to conduct the lesson facilitation

CUSTOMIZE

Potential modifications to lesson facilitation

VOCABULARY ACTIVITY

Word Wall Approximate time: 5 minutes Materials to prepare: Receiving from Family, Friends, and Non‐Profits Vocabulary List 2.5.2.E1 Marker board and markers Optional: Technology Integration Options Active Learning Tool 3.0.50

Before instruction: 1. Create a word wall that includes the five vocabulary words from the Receiving

from Family, Friends, and Non‐Profits Vocabulary List 2.5.2.E1. 2. After completing the Caveperson Activity Anticipatory Set refer to the word

wall to define community and discuss how social capital, in‐kind income, family, and non‐profit organizations help provide for their caveperson’s needs.

After instruction: 3. Refer participants back to the word wall. Instruct participants to choose two

words and conduct a picture writing activity with those two words. 4. Online picture writing tools are available in the Technology Integration Options

Active Learning Tool 3.0.50 guide. Use an online picture writing tool to have participants create a picture that describes the relationship between the two words.

5. If technology isn’t available, have students draw a picture that describes the relationship between the two words.

https://takechargetoday.arizona.edu/lessonplans/receiving-government-programs

http://takechargetoday.arizona.edu/lessonplans/guest-speaker-active-learning-tool

http://takechargetoday.arizona.edu/lessonplans/prada-nada

http://takechargetoday.arizona.edu/lessonplans/history-money

http://takechargetoday.arizona.edu/lessonplans/technology-integration-options

http://takechargetoday.arizona.edu/lessonplans/childrens-book-integration

http://takechargetoday.arizona.edu/lessonplans/ultimate-gift



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ANTICIPATORY SET

Caveperson Activity Approximate time: 15 minutes Materials to prepare: Per group of 2‐4

o Large piece of paper o Marker, colored pencils and/or crayons

1. Split participants into groups of 2‐4 and provide each group with a large piece

of paper and markers, colored pencils, and/or crayons. 2. Explain to participants that, they will work as a group to draw a caveperson.

This caveperson is the only person on earth. The group’s responsibility is to provide for the caveperson’s most basic needs for survival. This includes food, clothing, and shelter.

a. If desired, assign a specific geographic area that the caveperson lives in, such as where you live. This will limit the use of resources to what is available in that geographic area.

b. Remind participants that their caveperson does not live in modern times; there are no roads, mechanical engines, stores, etc. to help meet basic needs.

c. They should use the paper provided to draw and explain how their caveperson will obtain food, clothing, and shelter.

3. Allow participants time to determine how they will provide for the caveperson’s needs.

4. When complete, have groups share how they obtained food, clothing, and shelter for their caveperson.

5. Ask participants if it was difficult to survive without any modern amenities, such as stores to purchase tools and food or help from other people.

6. Then, ask participants to determine how they are able to meet their needs. 7. Discuss how a network of people working together provides items such as

grocery stores, materials to build houses, factories to create fabric for clothing, and a common currency (money) to purchase those items, etc. This is known as a community. Most likely, their needs are provided by being a part of a community.

a. For example, a community provides benefits such as grocery stores, a transportation system to move that food, and a currency to purchase that food.

8. Tell participants that today they will learn about the social benefits of being a part of a community.

RECOMMENDED FACILITATION

Approximate time: 30 minutes Materials to prepare for the facilitation: 1 Receiving from Family, Friends, and Non‐Profits Note Taking Guide 2.5.2.L1

per participant Receiving from Family, Friends, and Non‐Profits PowerPoint Presentation

2.5.2.G1

Use The History of Money Active Learning Tool 3.0.6 to help participants think about the past and understand the importance of currency.

Create a caveperson speaking avatar to introduce the caveperson activity. Refer to Technology Integration Options Active Learning Tool 3.0.50.

Show participants a small clip from the movie The Blind Side and discuss how both Michael and the Tuohy’s benefited from the giving and receiving that occurred.

To help participants appreciate the difficulty of being on your own, show the movie trailer from Castaway.


http://takechargetoday.arizona.edu/lessonplans/history-money

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1. Pass out one Receiving from Family, Friends, and Non‐Profits Note Taking Guide 2.5.2.L1 to each participant.

2. Present the Receiving from Family, Friends, and Non‐Profits PowerPoint Presentation 2.5.2.G1.

Part 1: Community 3. Slide 1: Receiving from Family, Friends and Non‐Profits 4. Slide 2: What does this statement mean to you?

a. Ask participants to discuss what the statement “You are better off being a part of a community than by yourself” means to them.

b. Relate back to the “caveperson activity” completed in the anticipatory set and discuss how difficult it would be to survive on your own.

5. Slide 3: Community a. Discuss the definition of communities and explain that a community

extends beyond the local geographic area where you live. A community may include the suburb where you live, the rural area where you live, your church, another organization you are involved in, your school, your state, a social networking site you belong to, etc.

b. Ask participants to determine what communities they are a part of making sure to consider local, extended, and even virtual communities.

Part 2: Social Capital 6. Slide 4: What benefits do you receive from being a part of these communities?

a. Refer back to the communities discussed in slide 3 and ask participants to determine how they benefit from the communities they are a part of.

b. Being a part of a community provides you with access to resources, such as roads, stores and restaurants.

c. Being a part of a community also connects you with others and allows you to build social relationships. This is known as social capital.

7. Slide 5: Social relationships can provide many benefits a. Social relationships provide benefits for all domains of well‐being. Use

the examples provided to stress that social relationships offer a wide variety of benefits.

8. Slide 6: Consider in‐direct financial benefits received from social capital. a. Social capital provides financial benefits even if you aren’t directly

receiving money. b. Make sure to consider in‐kind income when considering the benefits

of social capital. 9. Slide 7: Most people’s social capital consists of…

a. For most people the main part of their social capital consists of family, friends, and non‐profits.

Part 3: Family and friends 10. Slide 8: What is family?

a. Ask participants what they think family is. b. Discuss the definition and explain that family could include immediate

and extended family members who are related by blood, marriage,

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adoption (including foster children) as well as unrelated individuals who live in one household.

11. Slide 9: Family support a. Tell participants to refer back to the family members discussed on

slide 8 and determine at least three forms of support those family members provide.

i. Tell participants that when creating their list, they should make sure to consider in‐kind income, the well‐being domains, and how their family provides for both their needs and their wants.

b. Ask participants to share some of the items on their list and discuss how family members provide for each other, especially as a young adult.

c. Ask participants to determine what they would do if they didn’t receive this support from their family.

12. Slide 10: Friends a. In addition to family social networks also include relationships with

friends. b. Ask participants to determine at least three ways their friends support

them. Examples may include getting a ride, emotional support/advice, borrowing money, etc.

Part 4: Non‐Profit Organizations 13. Slide 11: What is a non‐profit organization?

a. Discuss the definition of a non‐profit and use the examples provided on the slide.

b. Ask participants to brainstorm some non‐profits in your local community.

14. Slide 12: You can benefit from non‐profits in two primary ways… a. Non‐profits offer the opportunity to enhance your social capital by

being about to receive and give. For example, volunteering at the local food bank and being a member of Boy or Girl Scouts are ways to use non‐profits to enhance social capital.

i. Explain that in addition to enhancing social capital, non‐profits can also offer the opportunity to enhance human capital by developing transferable skills and providing experiences.

b. Non‐profits also provide assistance during times of need, such as food banks that provide free food and rescue missions that provide free shelter.

Part 5: Summary 15. Slide 13: Giving back

a. Ask participants to consider all of the support received from their social relationships. Have they done anything to express their gratitude for this support?

i. Examples include National Honor Society, Adopting a Highway, sending thank you notes, etc.

b. An important part of social capital is giving. Giving back to those you receive from is a form of gratitude and will enhance your social capital.

If a break in facilitation is needed, stop at slide 11 or 12 and have participants conduct research on one or more non‐profit organizations. The Research Non‐Profit Organizations 2.5.2.A2 may be used.

Further discuss the concept of giving by reading a children’s book about giving: The Giving Tree by Shel Silverstein and The Giving Bear by Isabel Gaines are two examples. Refer to the Children’s Book Integration Active Learning Tool 3.0.35 for books and activities.

http://takechargetoday.arizona.edu/lessonplans/childrens-book-integration

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c. Stress that giving doesn’t have to be monetary. Giving can include small things such as mowing the lawn or preparing a meal.

16. Slide 14: Social Capital and Financial Support a. Social capital provides financial support because they may receive

benefits from social capital that they would have had to pay for otherwise. For example, borrowing an item that you would have had to pay for otherwise or having a free place to live.

17. Slide 15: Summary a. Summarize the main points of the lesson.

CONCLUSION OPTIONS There are three conclusion options provided for this lesson. 1. Option 1: SPENT game 2. Option 2: Research Non‐Profit Organizations 3. Option 3: Non‐Profit Organization Community Panel

Option 1: SPENT game Approximate time: 20 minutes Materials to prepare: Internet access per participant 1 SPENT 2.5.2.A1 per participant 1. Play the online game SPENT. The URL to this game is included in the

supplemental resources section. 2. The SPENT 2.5.2.A1 worksheet is available for participants to complete during

and after the game. a. At points in the game, Facebook is referenced as a way to ask for

assistance. If participants don’t have access to Facebook they won’t be able to use that feature.

b. Participants may need extra space to track their choices on the SPENT 2.5.2.A1 depending on how many rounds are played.

Option 2: Research Non‐Profit Organizations Approximate time: 30 minutes, time outside of class may be needed to conduct research Materials to prepare: 1 Researching Non‐Profit Organizations 2.5.2.A2 per participant

1. Research local and national non‐profit organizations by completing the

Researching Non‐Profit Organizations 2.5.2.A2. Research may be conducted via Internet, phone, or in‐person. Depending upon the research method used time outside of class may be needed.

a. Define “local community” as whatever works for where you live. For example, if you live in a small community, then define “local community” as any non‐profit available in your county or even state.

Option 3: Non‐Profit Organization Community Panel Approximate time: 45 minutes Materials to prepare: Guest Speaker Active Learning Tool 3.0.22

Use The Ultimate Gift Active Learning Tool 3.0.47 to watch the movie The Ultimate Gift to further discuss the concept of giving and receiving.

Have participants add their total income and expenses from the SPENT 2.5.2.A1 worksheet at the conclusion of the game. Discuss reality of those numbers.

http://takechargetoday.arizona.edu/lessonplans/ultimate-gift


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1. Invite employee’s from a variety of non‐profit organizations to conduct a

community panel in your classroom. Ask each employee to discuss how participants could receive from and give to that non‐profit organization.

2. Use the materials provided in the Guest Speaker Active Learning Tool 3.0.22 to conduct the community panel.

ASSESSMENT OPTIONS There are three assessment options provided for this lesson. 1. Option 1: Thank You Notes 2. Option 2: Receiving Scenario Creation 3. Option 3: From Prada to Nada

Option 1: Thank You Notes Approximate time: 15 minutes Materials to prepare: 1 Thank You Notes Rubric 2.5.2.B1 per participant 1. Participants will write a thank you note to a person or organization that has

provided them with some form of support. a. Create the thank you notes by hand or electronically using desktop

publishing software or an online greeting card creator 2. To evaluate the thank you notes, use the Thank You Notes Rubric 2.5.2.B1 or

award completion points to encourage the letters to be more personal.

Option 2: Receiving Scenario Creation Approximate time: 45‐90 minutes Materials to prepare: Receiving from Government Scenario Creation 2.5.3.A4 1. Refer to the Receiving from Government Programs Lesson Plan 2.5.3. Complete

the Receiving from Government Scenario Creation 2.5.3.A4 but have participants complete the scenario on a non‐profit organization instead of a government program.

Option 3: From Prada to Nada Approximate time: 117 minutes Materials to prepare: 1 From Prada to Nada Active Learning Tool 3.0.45 1. Refer to From Prada to Nada Active Learning Tool 3.0.45 for instructions and

materials. a. Two young ladies, Nora and Mary, grew up in a sprawling mansion

with all of their needs and wants met by hired help. They lived in a beautiful area of Beverly Hills and had become so accustomed to this lifestyle that they forgot their heritage and the importance of family until their father suddenly dies. During his will reading they learn that their family estate was in bankruptcy and their father hadn’t planned for his untimely death. His children were left with no means to support their current lifestyle. Nora and Mary have nothing but a

Provide participants will actual thank you notes and have them present the thank you card to the actual person or organization. Write to a teacher in the school and then hand deliver the note.




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BMW automobile, Jimmy Choo shoes and a couple of Prada purses. After their father’s estate is sold to pay off his debt, Nora and Mary leave the comforts of Sunset Boulevard and are warmly welcomed into their aunt’s home in East Chavez. Through the support of family and friends they steer clear of long‐term financial crisis and adjust to a different life style.

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Receiving from Family, Friends, and Non‐Profits Vocabulary List

TERM DEFINITION

1 Community A group of people working together for a common good

2 Family Related or unrelated individuals sharing various resources (especially time and money) who also show concern about each other’s well‐being

3 In‐kind income The provision of a product or service in lieu of money

4 Non‐profit organization An organization that exists to benefit others through human service, conservation, religious, or other charitable purposes

5 Social capital The access a person has to social relationships that can provide resources

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© Take Charge Today – August 2013 – Receiving From Family, Friends, And Non‐Profits Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona

You are better off being a part of a community than by yourself. What does this statement mean to you?

What is a community? What communities are you a part of?

What benefits do you receive from being a part of these communities?

Social capital is a benefit of being a part of a community. What is social capital?

In‐kind income is an in‐direct financial benefit of social capital. What is in‐kind income?

Receiving from Family, Friends, and Non‐Profits Note Taking Guide

Total Points Earned

Name

Total Points Possible

Date

Percentage

Class

Directions: Use the prompts provided to help you take notes during the lesson.

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© Take Charge Today – August 2013 – Receiving From Family, Friends, And Non‐Profits Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona

Family Friends Non‐Profits

What is family? What are three forms of support you currently receive from your family? 1.

2.

3.

What are three ways your friends support you? 1.

2.

3.

What is a non‐profit organization? What are two non‐profits in your local community? 1.

2. What are the two primary ways you can benefit from non‐profits? 1.

2.

In your own words, why is it important to give back to those you receive

from?

In your own words, how can social capital help you financially?

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SPENT

Total Points Earned

Name

24 Total Points Possible

Date

Percentage

Class

Directions: Today you will accept the challenge of life and make spending decisions for a month on a limited

income. The choices you make will be hard! You may need to utilize social capital and get support from

others along the way. Go to http://playspent.org/. While playing the game, use the table below to keep track

of the choices you make, what you had to give up to make that choice (trade‐off), and how much money you

have at each point. After you have completed the game, answer the reflection questions below.

During the game:

Complete the table below while playing the SPENT game. (10 points for completion)

Occupation: __________________ Starting Pay:____________ Weekly Pay Amount: __________________

Choice Made What option did you

choose?

Trade‐off What trade‐off did you make

by choosing this option?

Income What was it from

and how much was it?

Expense What is it and how much did it cost?

Balance How much

money do you have?

Income: Amount:

Expense: Amount:

Income: Amount:

Expense: Amount:

Income: Amount:

Expense: Amount:

Income: Amount:

Expense: Amount:

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Choice Made What option did you

choose?

Trade‐off What trade‐off did you make

by choosing this option?

Income What was it from

and how much was it?

Expense What is it and how much did it cost?

Balance How much

money do you have?

Income: Amount:

Expense: Amount:

Income: Amount:

Expense: Amount:

Income: Amount:

Expense: Amount:

Income: Amount:

Expense: Amount:

Income: Amount:

Expense: Amount:

Income: Amount:

Expense: Amount:

Income: Amount:

Expense: Amount:

Income: Amount:

Expense: Amount:

Income: Amount:

Expense: Amount:

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After the game:

Answer the following reflection questions. 1. Were you able to make it through the month on your income? If so, did you have to make some tough

decisions that would be hard to make in real life? If not, what could you have done differently to save money? (2 points)

2. Did you make choices because you wanted to win the game or based upon what you would do in real

life? Explain. (2 points)

3. Did you have to make decisions that negatively affected well‐being? Give one example. (2 points)

4. If this was real life, would any of the choices you made in the game have negative consequences for your

future? Explain. (2 points)

5. If you would have had more access to social capital such as family and friends as choices during the game

would you have made different choices? Would you have been able to save money? (2 points)

6. If this was real life, give two examples of how you could have used your social capital to help you through

the month. (2 points)

7. What is one non‐profit organization that could have helped you? Explain the non‐profit is and how it

could have helped you. (2 points)

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Research Non‐Profit Organizations Total Points Earned

Name


Date

Percentage

Class

Directions: Research four non‐profit organizations – two that are available nationwide and two that are only available in your local community. Use the table below to describe the purpose of the non‐profit and how you could give and receive from that non‐profit. (4 points per non‐profit)

What is the name of the non‐profit organization?

What is the purpose of this non‐profit organization?

How/What can I give to this non‐profit organization?

How/What could I receive from this non‐profit

organization?

Available nationwide:

Available only in my local community:

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Thank You Notes Rubric Total Points Earned

Name


Date

Percentage

Class

Directions: Expressing gratitude to those who give to you will enhance your social capital. Choose one person

or organization that you have received from and write a note to that person thanking them for the support

they provided you.

Exemplary Satisfactory Unsatisfactory No Performance

Score

Content: The thank you note is thoughtful and

shows gratitude for the support received

9‐7 6‐4 3‐1 0

Writing Skills: Sentences are fluent and effective Very few errors in mechanics,

punctuation and word choice Easily read and neatly assembled

6‐5 4‐3 2‐1 0

Total Points Earned Total Points Available 15

Percentage

2.5.2.F1

© Take Charge Today – August 2013 – Receiving from Family, Friends, and Non‐Profits – Page 1 Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Ins tute at The University of Arizona

Receiving from Family, Friends, and Non‐Profits

Advanced Level

Family

You Are Be er Off In a Community Than By Yourself!

What communi es are you a part of? What benefits do you receive by being a part of these communi es?

A family consists of related or unrelated individuals sharing various resources (especially me and money) who also show concern about each other’s well‐being. A family includes immediate and extended rela ves (by blood or marriage). An adopted or fostered child is also considered part of one’s family.

Have you ever considered how your family members financially help you? Financial help comes in many forms. As a young adult, your family probably takes care of most of your needs, but they do this in ways that don’t always involve giving you money. Could you manage without their contribu ons to your food, clothing and housing needs? Providing you with food, clothing and shelter are all known as in‐kind incomes because your family gives these items to you in lieu of money. Receiving a place to live, a car to drive, food to eat and the use of a borrowed item are examples of in‐kind income family members give to one another.

What are two examples of in‐kind income have you

received in the last two weeks?

1.

2.

A community is a group of people working together for a common good. Included in this defini on are local, state, na onal and even virtual communi es you develop online. Being a member of a community provides you with access to a mul tude of human and tangible resources. For example, consider what you would do if there were no roads, stores, or restaurants. How would you travel? Where would you get your food, clothing, and shelter? Celebra ons of milestones in one’s life, receiving or giving help and solace during difficult mes and even the companionship you receive from par cipa ng in sports teams and study groups are examples of resources you receive as a member of a community, no ma er its size.

Being a part of a community connects you with others and allows you to build social rela onships. Whether you realize it or not, you receive many benefits from the rela onships you build with others. This is known as social capital. Social capital is the access a person has to social rela onships that can provide resources. Family members are o en expected to provide support to each other, but for social capital to work well within the family structure, everyone has to give as well as receive. Be aware of everything you receive from family and consider returning the favor by giving in some way. Giving back to those from whom you receive is a form of gra tude and will enhance your social capital. Giving doesn’t have to be monetary. Consider small ways that you can give back such as mowing the lawn, caring for a younger sibling, or preparing a meal.

Now think about people who support you. Consider those who provide you with financial, emo onal, intellectual, social, and physical support that help develop your sense of well‐being. You may receive a monetary gi from a family member or emo onal support from a friend. Intellectually, you may benefit from a teacher or instructor. Being a member of a sports team may contribute to your social and athle c needs. Your coach may give you guidance as an athlete but also may well play the role of a mentor in difficult mes. All of these interac ons contribute posi vely to your well‐being.

2.5.2.F1


Friends

In addi on to family, your social networks of friends are also

important. Receiving support from friends can be just as

important as receiving support from family members. Can you

name a few ways friends help you develop your social capital?

Friendships can be long‐las ng and deep, much like family

rela onships, or they can be brief and flee ng. Nevertheless,

think about the characteris cs you require in someone before

calling them, “friend.” Are they considered “friend” because

you like hanging out with them, you can depend on them and

you can trust them? These are basic characteris cs that

friendships provide. A good friend is more likely to be willing to

give to you if you also give to them. To keep friendships strong

and healthy, try giving as much as you receive.

As you get older the benefits you receive from your family will most likely change but not end. At some point you will

probably get a job and begin providing for your own financial needs. You may find yourself ready to move out of the

family home and live on your own or with friends. But, can you imagine scenarios that might require you to rely on your

family again for financial and emo onal support? Families o en provide emo onal and financial support to their adult

children in response to an unexpected event such as an accident or illness.

Family members o en expect to provide support to each other, but for social

capital to work well, everyone needs to give and receive. Be aware of everything

you receive from family and consider returning the favor by giving in some way.

Giving back to those you receive from is a form of gra tude and will enhance

your social capital. Giving doesn’t have to be monetary. Consider small ways that

you can give back such as mowing the lawn, caring for a younger sibling, or

preparing a meal.

Family, con nued

What are ways you receive financial and/or emo onal support from your family? How have you expressed your

gra tude or provided support to your family members in return for their support?

What are two ways you have received support

from a friend?

1.

2.

2.5.2.F1


Non‐Profit Organiza ons A non‐profit organiza on is an organiza on that exists to benefit others through human service, conserva on,

religious, or other charitable purposes. Girl or Boy Scouts, Boys and Girls Clubs, local food banks, Big Brothers Big

Sisters, YMCA, the Salva on Army, Habitat for Humanity, and local rescue missions are all examples of non‐profits. Non‐

profits provide services and care that benefit people in some way. Non‐profits receive funding from dona ons,

fundraising, and state and federal grants. Many non‐profits rely on volunteers who donate their me to help run the

organiza on. Non‐profits charge li le or no money for their services. If money is charged; the value of the resource

obtained is usually much larger than the cost of the item or service.

So, how can non‐profits benefit you? You can benefit from non‐profits in two primary ways:

Name two community non‐profits from which you might benefit.

Consider how your rela onship with others

contributes to your well‐being. This type of

social capital provides benefits in all aspects

of your life.

Giving back is an important part of social

capital. Showing gra tude and finding ways

to give back to those who gave to you helps

you maintain healthy rela onships. Inves ng

in your social capital by both receiving and

giving helps you create posi ve well‐being

now and in the future.

1. 2.

Use non‐profits to enhance your social capital

Because a non‐profit’s sole purpose is for the benefit of

others, they offer the opportunity for you to enhance

your social capital and networks. Volunteering at a non ‐

profit can enrich your life by helping others and building

rela onships in your community. The experience can

also be an excellent way to build your human capital by

developing transferable skills.

Use non‐profits to assist you in mes of need

Non‐profits can be extremely helpful in providing

assistance during mes of need. Some non‐profits exist

to support your basic food, clothing and shelter needs.

Non‐profits can also connect you with community

resources that will help you get back on your feet and

become self‐sufficient once again.

The types and numbers of non‐profits vary in every community. Research the non‐profits in your community and name

two for which you would be willing to volunteer to work.