{"id":33,"date":"2009-07-08T09:21:24","date_gmt":"2009-07-08T14:21:24","guid":{"rendered":"https:\/\/www.pbs.org\/wnet\/ascentofmoney\/?p=33"},"modified":"2009-07-09T11:37:54","modified_gmt":"2009-07-09T16:37:54","slug":"microfinance-and-entrepreneurship-lesson-activities","status":"publish","type":"post","link":"https:\/\/www.pbs.org\/wnet\/ascentofmoney\/uncategorized\/microfinance-and-entrepreneurship-lesson-activities\/33\/","title":{"rendered":"Lesson Activities"},"content":{"rendered":"

Introductory Activity:<\/strong> Entrepreneurship and starting a business<\/p>\n

1.\tAsk the students what the name is for someone who starts, organizes, and manages his or her own business? (Answer: entrepreneur<\/strong>)
\n<\/em>
\n2.\tNext ask: what does an aspiring entrepreneur need in order to start a business? (Accept all answers, which should include capital<\/strong>, or elements that could function as capital: money or goods that can be used to produce more wealth)<\/em>. Confirm with the students that one thing that entrepreneurs need to start a business is capital. <\/p>\n

3.\tDistribute the \u201cTerms and Definitions\u201d student organizer (PDF<\/a>) (RTF<\/a>) to each student. Have the students fill in the definitions for the first two terms, which they have already discussed. An Answer Key (PDF<\/a>) (RTF<\/a>) is provided for teacher reference. As the lesson proceeds, students should fill in the rest of the definitions for the terms on the organizer as they arise.<\/p>\n

4.\tTell the students that capital is something entrepreneurs need not only to start a business, but also to expand their businesses. Ask: How can entrepreneurs get the capital they need to start or expand businesses? (Answer: by getting a loan \u2013 also known as credit)<\/em>. <\/p>\n

5.\t Pass out the \u201cEntrepreneur Descriptions\u201d strips (PDF<\/a>) (RTF<\/a>) to the class \u2013 1 strip to each student or pair of students. Tell the students that each strip identifies an entrepreneur in the developing world. For each scenario, the students should think of at least one way that the individual could expand his or her business (to get more profit). Specifically, what would a loan of additional capital enable him or her to do to expand the business? Give the students a few minutes to come up with ideas, then share with the class. (Ideas might include: buying more inventory, investing in equipment or tools, renting or buying a storefront, buying livestock, or hiring staff)<\/em>. <\/p>\n

6.\tNow have the students imagine that the entrepreneurs put in applications to a bank for loans to expand their businesses. What would the banks want to be sure of before lending them the money? (Answer: The banks want to be sure that the loans will be repaid)<\/em>. <\/p>\n

7.\tExamine the factors that a typical bank will consider when evaluating a loan application. Explain the term creditworthy<\/em><\/strong> to the class, and have the students create the chart below (leaving the right-hand column empty for the moment). Have the students visit the CitiFinancial: Resource Center: All About Credit<\/a> website (or distribute printouts of the page to the class) and explore the factors that contribute to a bank\u2019s assessment of creditworthiness in a potential borrower (making sure the students also define each term on their \u201cTerms and Definitions\u201d Student Organizer \u2013 see the \u201cTerms and Definitions Answer Key\u201d for suggested definitions). [NOTE: If students have completed the \u201cYou Can Take that To the Bank!\u201d lesson, they may be able to do this step from memory]<\/em>.<\/p>\n\n\n\n\n\n\n\n\n
Factors included in creditworthiness assessment<\/strong>\n<\/td>\n<\/tr>\n
Banks<\/strong><\/td>\n<\/td>\n<\/tr>\n
Character (mostly credit history)\t<\/td>\n<\/td>\n<\/tr>\n
Capacity\t<\/td>\n<\/td>\n<\/tr>\n
Capital\t<\/td>\n<\/td>\n<\/tr>\n
Collateral\t<\/td>\n<\/td>\n<\/tr>\n
Conditions\t<\/td>\n<\/td>\n<\/tr>\n<\/table>\n

8.\tRemind the students of the entrepreneurs they read about earlier. Ask the students to refer to the creditworthiness factors and determine why these individuals might have trouble getting a loan from a bank? (They may have no prior loans on which to base a character assessment that relies largely on this, they may not have large income potential for the capacity assessment, nor much net worth for the capital assessment, they probably have few items of value to offer as collateral). If these individuals were to present their loan applications to a typical Western bank, would they likely be approved? (Most likely, no!)<\/em>. <\/p>\n

Learning Activity 1:<\/strong> Two models of credit for the poor
\n1.\tDiscuss the global problem of poverty: over 1 billion people in the world survive on less than one dollar a day, which is a figure used by international organizations to measure abject poverty (equal to over three times the entire population of the United States, or one in every five people in the world). This is a problem on a grand scale, and many people are trying to find ways to raise the global poor out of poverty. <\/p>\n

2.\tExplain that the inability of poor people to borrow money to expand businesses and generate wealth has been one factor in the ongoing difficulty people around the world have in raising themselves out of poverty.<\/p>\n

3.\tReview the concept of collateral by asking the students to give you examples of collateral that might be leveraged for a business loan (these should be items of high value). Make sure that students understand that one of the most common forms of collateral for individuals seeking loans is the home that they own. But what about people who are too poor to own homes?<\/p>\n

4.\tFrame Video Clip 1, \u201cIs property the route to wealth?\u201d by explaining that many poor people throughout the world cannot afford to own homes, and also are too poor to pay rent to landlords. The poorest people worldwide often set up shanties or huts in the shadows of cities, building on land that does not belong to them. This practice is known as \u201csquatting.\u201d In this video clip, the students will see if programs encouraging home ownership among the poor can help them out of poverty by providing them with collateral. <\/p>\n

5.\tProvide the students with a FOCUS, asking them to determine how the video answers this question: Can making sure poor people own their own homes give them the means to rise out of poverty? PLAY Clip 1. Follow up by discussing the focus question (No \u2013 in the Argentinean example, a government program to encourage property ownership – one that gave squatters leases that converted after 20 years to full ownership of their homes – did not ensure they could borrow money after that)<\/em>. <\/p>\n

6.\tReview the elements of a typical bank\u2019s assessment of creditworthiness. Consider: How did giving poor Argentineans title to their property impact their character, capacity, capital, collateral, and conditions? (It increased their capital and the collateral they could use against a loan, but did nothing for their character, capacity, or conditions. Using the typical bank definition of creditworthiness, they were still not considered creditworthy)<\/em>. <\/p>\n

7.\tFRAME Clip 2, \u201cMicrofinance,\u201d by explaining that this video segment will show a totally different way to get money in the hands of poor people around the globe. Provide the students with a FOCUS, asking them to determine: \u201cHow are the loans that the Bolivian women are receiving in the video segment different from traditional bank loans?\u201d PLAY Clip 2.<\/p>\n

8.\tFOLLOW UP by reviewing the focus question (the loans seen in the video are different from traditional bank loans in that they are not secured with anything \u2013 no collateral backs up the loan). Ask: Would the women in the clip be considered creditworthy by a traditional bank? Why or why not? (No \u2013 they have very little capital or capacity, no collateral and no credit history on which to base a character assessment)<\/em>. Explain that this model \u2013 of giving out small unsecured loans<\/em><\/strong> to poor entrepreneurs who have no collateral or prior loan history to back up their repayment promises \u2013 is called microcredit<\/em><\/strong> and is one of the services of a financial service industry called microfinance<\/em><\/strong>. The institutions lending the poor people the money are not traditional banks, but microfinance institutions<\/em><\/strong> that specialize in this kind of lending. Have the students fill out the definitions for these terms in their \u201cTerms and Definitions\u201d Student Organizer.<\/p>\n

9.\tExplain that while the traditional bank criteria for creditworthiness do not apply to most microcredit applicants, the microfinance model has proven that poor people, with little to no net worth or assets, can still be extremely creditworthy. Microfinance loans get successfully repaid 95 to 98 percent of the time \u2013 a rate higher than for almost any other kind of loan, including student loans and credit card debt in the United States (source: Grameen Bank Foundation<\/a>)<\/p>\n

10.\tAsk the student which Bolivians, in particular, were shown as being creditworthy in the video? (Women). Explain that not all microfinance institutions give loans only to women, as ProMujer does, but that in general it has been found that women with many responsibilities in the home are extremely dependable, financially responsible, and pay back loans promptly and on time. Microfinance, in fact, has opened up a completely new set of criteria for creditworthiness. Have the students create a chart comparing the traditional bank criteria for creditworthiness to the microfinance criteria for creditworthiness. Lead them through the activity by creating the following chart on the board:<\/p>\n\n\n\n\n\n\n\n\n
Factors included in creditworthiness assessment<\/strong><\/td>\n<\/tr>\n
Banks<\/strong>\t<\/td>\nMicrofinance institutions<\/strong><\/td>\n<\/tr>\n
Character (mostly credit history)<\/td>\nCharacter (mostly responsibilities to home and family and reputation in the community)<\/td>\n<\/tr>\n
Capacity<\/td>\nStrength of business plan<\/td>\n<\/tr>\n
Capital<\/td>\n<\/td>\n<\/tr>\n
Collateral<\/td>\n<\/td>\n<\/tr>\n
Conditions<\/td>\n<\/td>\n<\/tr>\n<\/table>\n

Culminating Activity<\/strong>
\n1.\tDistribute the \u201cProfiles of Microloan Applicants\u201d Student Organizer (PDF<\/a>) (RTF<\/a>) to the students. Explain the instructions on the organizer: as homework (or in class if time permits), have the students view the 15-minute video from the FRONTLINE\/World episode \u201cUganda: A Little Goes a Long Way,\u201d at http:\/\/www.pbs.org\/frontlineworld\/stories\/uganda601\/video_index.html<\/a> (this video showcases the lives and businesses of some microloan recipients in Uganda, and shows how an innovative website, kiva.org, provided a new way for individuals in the United States to loan money directly to these small business owners who had been preapproved for loans by Ugandan microfinance institutions). <\/p>\n

2.\tAs a FOLLOW UP to the FRONTLINE\/World video, lead a discussion in the class about Jessica and Matt Flannery (founders of kiva.org<\/a>). Ask the class to describe how they, too, are entrepreneurs \u2013 and to name some steps they had to take to run their successful enterprise (generate the idea, work with local partners, set up the technology, hire staff, build a website, expand the business with new technology etc.)<\/p>\n

3.\tThe Organizer also directs students to visit kiva.org and browse profiles of the microloan applicants on the site, picking one entrepreneur to present to the class (this can be completed as homework). The students will produce written reports, at least some of which should be shared orally with the class. <\/p>\n

4.\tIf desired, this activity could be used as a stepping-off point for real fundraising and loan granting from the class and\/or school, granting and tracking loans using kiva.org, Donors Choose, or another microloan website.<\/p>\n","protected":false},"excerpt":{"rendered":"

Introductory Activity: Entrepreneurship and starting a business 1. Ask the students what the name is for someone who starts, organizes, and manages his or her own business? (Answer: entrepreneur) 2. Next ask: what does an aspiring entrepreneur need in order to start a business? (Accept all answers, which should include capital, or elements that could […]<\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[5588,8528,5587],"class_list":["post-33","post","type-post","status-publish","format-standard","hentry","category-uncategorized","tag-entrepreneurship","tag-lessons","tag-mircofinance"],"yoast_head":"\nMicrofinance and Entrepreneurship ~ Lesson Activities | Ascent of Money | PBS<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.pbs.org\/wnet\/ascentofmoney\/uncategorized\/microfinance-and-entrepreneurship-lesson-activities\/33\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Microfinance and Entrepreneurship ~ Lesson Activities | Ascent of Money | PBS\" \/>\n<meta property=\"og:description\" content=\"Introductory Activity: Entrepreneurship and starting a business 1. 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