Unit 4: Money Management

Lesson 1: Getting Help

OBJECTIVES

1. Identify where a person can get assistance for managing his money.

2. Identify where a person can get help from charity organizations.

MATERIALS NEEDED
marker board or something to write on

typewriter or word processor

local phone book (2 or more)

INSTRUCTIONAL FORMAT
This lesson will be a group project. The goal of the project is to develop a list of community resources that the students can call for financial assistance. Each community is going to have different resources available, so it is important that each program develop its own list of resources. Instead of having each student develop his or her own list, each class will develop its own list, so the students get practice working as a team and identifying resources in the community. The list will contain two different sections. One section will be for resources to help people manage their money in areas of banking, shopping, and making a budget. The other section will be for resources to help a person get money, clothes, food, or shelter on an emergency basis. If there is only one student being taught this lesson, the trainer should take an active role in the group process.

1. Explain the project. Indicate that the class will talk about different resources in their community that they know of that can help people with their financial problems. If a person needs help with budgeting money, getting out of debt, and other money management issues, organizations that provide legal aid or credit counseling would be good resources. There are other organizations that provide people assistance when they are in a crisis situation. Organizations such as The Salvation Army, Red Cross, and other social service organizations are good resources for this type of assistance.
   
   

2. With the help of the students, list as many resources as possible. When writing the information on the marker board, separate the resources into the two different areas: obtaining money management help and obtaining resources. Keep in mind that some organizations may provide assistance in both areas.
   
   

3. Once the class has developed the list, break them into groups of two to three and have them look in the phone book for the phone numbers. Split the different resources among the groups. If the students have reading deficits, do not include this part of the lesson. The trainer can get the phone numbers for each of the resources for the students.
   
   

4. Each student should be assigned a couple of the organizations or people to contact to determine what services they provide. This can be done outside of class. If this is a skill that the students are lacking, there is a unit on telephone skills. Instruct the students on some basics of this phone call if necessary. The students should introduce themselves, tell the listener that they are working on a class project, and want to know what type of services they provide to qualified individuals in the area of financial assistance. If the student can write, have him write down some notes. If he cannot, instruct him to ask the listener if he/she could send some information.
   
   

5. At the next class, ask the students to discuss the information they obtained through the phone calls. As the students discuss what they found out and decide whether the resource is a good one, the trainer will write the name of the organization or person, the phone number, and a brief statement about the services provided on the resource list. Once the list is typed, copies will be distributed to each of the students.
   

SIGNS OF GENERALIZATION
Students use the list to access help when needed. If they need additional help or assistance in other areas, they are able to find information and call the correct people.

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