STEP THREE
Have Or Need Help? Email KATIE REYNOLDS at katherine.r@rockthestreetwallstreet.com
Follow the instructions to install on either iOS or Android. Please read instructions carefully.
STEP ONE
STEP TWO
To download the new RTSWS Mobile App, please follow instructions below.
STEP FIVE
STEP SIX
ALL VOLUNTEERS MUST REGISTER USING THE APP.
RTSWS MOBILE APP
Questions
You will be prompted to SELECT YOUR ROLE for the RTSWS Program. Please select I AM A VOLUNTEER.
You will see a WELCOME SCREEN. Click CLOSE . If you haven’t submitted a background check form within the last two years with RTSWS, you will see a banner indicating that we will reach out with further instructions. All registrants are now able to explore and use the RTSWS mobile app .
Complete the VOLUNTEER REGISTRATION.
The app can be used to view your RTSWS session schedule workbooks and program surveys , view registered volunteers and important contacts , etc.
Scan the QR code to the right or, using your mobile device, or go to app.rockthestreetwallstreet.com
STEP FOUR
Once you have added it to your mobile home screen, click the LOGIN button. If you don’t have an account click “Sign Up”.
Yahoo! Finance Instructions 12
Pre-Assessment 4
Stock Market Review 76
Stock Market Review 41
SESSION 3 40
An Open Letter to Our Volunteers VI
SESSION 5 75
PRE-SESSION #3 PREP INFO PS3.1
RTSWS Goals V
Project: Financial Analysis for Janella 48
Statistics XI
SESSION 4 57
Stock Market Review 59
Stock Market Review 9
Session #5 Bonus Material 87
Article: Best Jobs with Finance Degree 108
Project: Financial Analysis for Janella 30
Project: Financial Analysis for Janella 65
Stock Market Review 20
Silver Assessment Questions XXIV
Case Study Research Organization Chart 52
Case Study Presentations Presentations 83
RESOURCES 112
Session #4 Bonus Material 70
SESSION 1 1
Session #3 Bonus Material 54
Article: Girls in STEM XII
PRE-SESSION #1 PREP INFO PS1.1
Article: Math Anxiety VIII
SESSION 2 18
KEY TERMS GLOSSARY 72
Workshop Sessions Overview XXII
RTSWS Mission and Vision I
PRE-SESSION #2 PREP INFO PS2.1
Case Study Research Organization Chart 34
PRE-SESSION #5 PREP INFO PS5.1
RTSWS Locations III The 4 Components of RTSWS IV
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RTSWS History II
Classroom Management Tips XVI
Session #2 Bonus Material 36
GOLD INSTRUCTOR WORKBOOK • TABLE OF CONTENTS
Post-Assessment 81
PRE-SESSION #4 PREP INFO PS4.1
OUR MISSION
Rock The Street, Wall Street hopes to break the cycle of multi-generational fnancial naivete so that girls have a better chance at improving their lives, their households and their communities. Fifty years after the adoption of Title IX, women continue to confront barriers to full equality at all levels; most critically of which is in their fnancial lives. This is even more egregious for women of color, where they earn, save and invest at lower rates. In college fnance and economics classrooms, girls are few in number. As a result, their opportunities in pay, promotion and life are unequal. Equipping girls with fnancial skills is a vital part of ensuring equal opportunity. Financial literacy is The Great Equalizer.
ABOUT ROCK THE STREET, WALL STREET
Rock The Street, Wall Street is reaching young women at their local high schools. We ofer young women a fight path to a fnancial education through hands-on fnancial projects, workshops, role modeling, mentoring and real-life Wall Street experiences. Girls are introduced to fnancial concepts such as savings, investments, post-secondary and college fnancial preparedness, budgets, stocks, bonds, fnancial analysis, venture capital and private equity.
Rock The Street, Wall Street is a fnancial and investment literacy program designed to bring both gender and racial equity to the fnancial markets and spark the interest of high school girls into careers of fnance. Girls learn about saving, investments, budgeting, stock and capital markets and their role in maintaining the welfare of their families, communities and the economy, while simultaneously helping them see the real world application of the math content they learn in the classroom.
OUR VISION
Rock The Street, Wall Street believes to close the gender gap in the wages, wealth and in the fnancial services sector, we have to inspire girls to pursue the M in STEM and fnance, by exposing them to real life role models. The number one reason why girls are not choosing STEM professions - they don’t see women in those professions. The number two reason - they don’t see their friends choosing those majors in college. We engage female fnancial pros who walk the talk on all matters fnancial. They teach and motivate the next generation. Our students see girls in their RTSWS cohort choosing fnance, economics or a related computational feld as their majors/minors. Whether they choose the profession, or head into another feld, our students are far better prepared for critical decision making on all types of fnancial and career prep matters.
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RTSWS conducts programs before and after school, during lunchtime and within school courses. Girls participate in fnancial, hands-on projects while in high school to overcome their fear of math and fnance, and see career opportunities that lie ahead for them should they choose to enter into the fnancial services industry.
OUR HISTORY
Established in 2012, this year Rock The Street, Wall Street celebrates 10 years. There is a fnancial and investment illiteracy epidemic. Student loan balances are the highest they have ever been and women own two-thirds of the outstanding college debt. Young people are putting less and less away in their retirement accounts than ever before. Two out of three women state that they know little or nothing about fnance or fnancial products. Seeing that the needle hasn‘t moved in the last 30 years in regard to the number of women in fnance and the lack of women in leadership roles across all investment sectors, it was time to Rock the Street!
RTSWS brings together high school girls with female fnancial and investment professionals in classroom and industry settings. At a minimum, RTSWS would like to see girls not be afraid of fnance, so that they can make better informed decisions which will lead to better lifestyles for themselves, their families and their communities.
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GOLD INSTRUCTOR INTRODUCTION
ABOUT ROCK THE STREET, WALL STREET
RTSWS ofers its programming in over 60 high schools across 34 cities in the United States, Canada and the United Kingdom. Our current locations are shown below.
GOLD INSTRUCTOR INTRODUCTION
OUR LOCATIONS
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Since our launch, more than 4,000 girls have graduated from our year-long program.
Atlanta, GA Austin, TX Boston, London,Indianapolis,DesColumbus,Charlotte,MANCChicago,ILOHDallas,TXDenver,COMoines,IAGallatin,TNGreenwich,CTHonolulu,HIHouston,TXINEnglandMenloPark,CAMinneapolis,MNNashville,TN
Newark, Vancouver,SanSaltNewNewport,NJRIOrleans,LANewYork,NYOmaha,NEPasadena,CAPhiladelphia,PAPittsburgh,PAPortland,ORRaleigh,NCLakeCity,UTSanDiego,CAFrancisco,CASanMateo,CASt.Louis,MOCanadaWashington,D.C.
4. ALUMNAE & BEYOND | RTSWS Internship & Job Portal
2. FALL | Wall Street Experience Field Trip
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RTSWS ofers fnancial and investment literacy workshops on high school campuses. The workshops are led by volunteer female fnancial professionals. In addition to the curriculum, our instructors rip from the fnancial headlines to bring current events into the classroom, showing their connection to stock and bond market movements. Our students learn about saving, budgeting and investing from women employed by local investment frms, pension funds, banks, accounting frms and treasury departments. Who better to teach fnancial concepts than those individuals who work in the industry on a daily basis?
Our fnancial female professionals ofer a frst-hand, and very often a frst-time view, into the world of business. The mentor provides guidance to the protege about career preparedness, college major and minor choices and life challenges. Mentors fnd ways to spark girls’ interest in being fnancially responsible for themselves. Mentors, too, can serve a dual role as teacher and connector. RTSWS volunteers provide social capital - the critical, yet often missing ingredient in STEM career prep programs, that allows for industry discovery and networking at an early age for our students.
3. SPRING | Mentorship Program
There are three components to the academic year program - fnancial and investment literacy workshops, “Wall Street experience” feld trips to local fnancial frms and a unique, formalized mentorship program. A fourth component emerges post-graduation, the RTSWS Internship & Job Portal.
THE FOUR COMPONENTS OF ROCK THE STREET, WALL STREET
1. FALL | Financial and Investment Hands-On Workshops
How better to inspire young women to work in fnancial services than taking them on an eye opening “Wall Street experience” feld trip? Our students will visit a company in the local fnancial services industry, corporate fnance department or a treasury department. These experiences ofer students an opportunity to see positive female fnancial role models at work, ask candid questions and visualize their own fnancial career paths.
The RTSWS Internship & Job Portal is a resource for RTSWS students and alumnae seeking internships and job opportunities in fnance, economics and related felds. Firms looking for emerging fnancial talent have access to posting opportunities. Our high school students have completed fnancial project-based activities, which unveil fnancial independence along with the exploration of fnancial careers. We fnd and develop talent early. We make the unfamiliar, familiar. Our students focus on their interest in fnancial careers for one simple reason - because they are aware of them.
• Provide a pathway to better lifetime money management, academic performance, and college preparation.
• Create the social capital between students and female fnancial professionals that will enable students to get a jumpstart on their personal money management behavior and on their college and work lives.
• Spark girls’ enthusiasm for fnance at a critical age and make them aware of the societal benefts personal fnancial knowledge and mathoriented careers can have.
• Increase the number of women studying fnance, economics or related computational business felds.
OUR GOALS
• Provide career discovery by ofering job shadowing and/or industry summer internships
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• Create an early pipeline of female talent so as to increase the number of women who enter into the fnancial services industry.
• Coach students on resume building.
• Close the gender and racial gap in wages, investments and wealth accumulation for all women.
• Increase fnancial and investment literacy of girls at a young age so that they are aware of the fnancial responsibilities AND opportunities of post-secondary life, college life, at work, at home and in their communities.
• Foster students’ continued growth in fnance through their college years and into the workforce.
• Teach girls on how being fnancially independent is key to living a self-determined life.
• Open girls’ minds to math-focused felds of study as compatible with a career that has a positive impact on the world.
• Create a longitudinal cohort of girls who can network with each other across cities, socio-economic lines and industries.
• Provide an internship and job portal that shares fnance-related opportunities.
Uneven Opportunities: How conditions for wellness vary across the metropolitan Washington region. VCU Center on Society and Health
Changing individuals one at a time is not enough. I knew this ten years ago, when I launched RTSWS. We are successfully bringing together the private and public sectors. To truly mitigate gender and racial discrimination in the capital markets and in the workplace, solutions need to address industrial and cultural stereotypes and practices. Girls need to see, relate and interact with role models in the M of STEM and the industry needs to dip down to the high school level to get BIPOC and low income populations to apply for jobs at their frms.
AN OPEN LETTER TO VOLUNTEERS
Paying It Forward
High school is where students are on the cusp of whether or not to go to college, which college, and which studies they should pursue. If we
YOU are creating societal and industrial change.
Thanks to you, Rock The Street, Wall Street is assimilating more and more girls to their future fnancial selves. Many are joining us, too, on a second journey - that of a career in fnance. The records show we are successful in bringing out an “Investor Identity” in the girls we meet.
Creation of easier points of entry into higher paying careers and less barriers for advancement are needed. Rock The Street, Wall Street is providing course work, testing, mentoring, job preparedness, and the social capital and connections into an industry which heretofore was typically recruiting at only elite schools. For the frst time, a consistently diverse population of girls both racially and socioeconomically, are being coached and interviewed for high paying STEM internships and careers in the M of STEM.
GOLD INSTRUCTOR INTRODUCTION
Woolf, S., Chapman, D., Hill, L., Schoomaker, H., Wheeler, D., Snellings, L., Hyung Lee, J. (2018, Oct).
This fall, we anticipate enrolling well over 1,200 girls in 60+ high schools across 35 cities in the U.S., Canada and the U.K. These students will be provided with the knowledge of how to budget and save, and equally as important, the tools to invest. This exposure as well as portfolio and market tracking is leading to a burgeoning familiarity with the fnancial markets which will lead to their greater participation in the capital markets as they age.
“To have a stable economic future, people need not only income but also the means to build wealth such as savings, retirement funds, and assets (e.g., a home) to serve as an economic cushion during hard times. All these factors shape health; families who have trouble making ends meet are forced to forego medical care, prescription medicines, and other costly resources needed for their health.”
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RTSWS Vocational and Career Platform/ RTSWS Internship and Job Portal
We are changing who we invest in to change what we invest in. And guess what… It’s happening as is evidenced by the outcomes and growth noted above. I couldn’t be more thankful for the growing army of volunteers around the globe who want to change their workplaces and their communities. With your continued involvement, we can accomplish even more.
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Founder & CEO - Rock The Street, Wall Street
Your version of shine is a search light. Thanks for spreading so much good by helping to create gender and racial equity in the capital markets and in your workplace.
We were blown away by the interest the industry has in getting the next generation of diverse female fnanciers into their ranks as is evidenced by the number of frms that are posting their internship and entry level job positions on our recently launched, (August 2021) RTSWS Internship and Job Portal. Seventy plus world class frms are registered with us and they have posted, to date, close to 300 opportunities. And that directory keeps growing as we hear from an expanding list of frms who want to post their opportunities. Rock The Street, Wall Street is becoming the “go-to” portal for fnding emerging, diverse female talent. (If your frm wants to learn more about how to get their listings published on our site, please contact sarah.s@rockthestreetwallstreet.com.)
Maura Cunningham
School year 2021 - 2022 saw our very frst international locationVancouver, Canada. This year, we are thrilled to announce that we will be launching our frst European chapter in London, England. With interest in launching our program coming in from over 100 US cities and international locations such as Mexico City, Singapore and Sydney, we are just getting started in the overseas markets. We can’t wait to meet our London volunteers, students and teachers!
10th Anniversary
Hello London!
wait until they get to college, we have waited too long as the research shows females represent only one in ten students in college math, fnance, economics classes and that number hasn’t changed in over 50 years. Intervention in this existing pattern is key. You are intervening. And guess what? The intervention is having an impact. Our students, on average, have shown a 78% increase in their fnancial and investment literacy. And our alumnae are pursuing fnance, economics and related computational business degrees at 5 times the rate of an average female attending college.
GOLD
We are also expanding our alumnae department this year as our students have aged up into college and beyond. We are launching this Fall, the RTSWS Vocational and Career Platform. This will assist students in honing their job searches, identifying and working toward career goals, fnding suitable internship and job openings, securing referrals and connections to employers and boosting networking skills. We are thrilled to organically grow into this next stage of development in our mission.
It’s been heady. I launched RTSWS 10 years ago at three schools in Nashville, Tennessee after completing my masters thesis on how we lose girls in Math at age nine in the U.S. Convinced that all we had to do was lift the veil on how fnancial math is, for the most part, nothing more than 6th grade math and how versatile and rewarding a career in fnance can be, we could reset the image teenage girls have of the fnancial services industry and have them join us at our workplace.
INSTRUCTOR INTRODUCTION
Girls made up just 30% of the top 5,000 ninth-graders in the American Mathematics Competitions, according to research distributed by the National Bureau of Economic Research in 2017. Just 18% of the top 500 ninth-graders were girls, and only 8% of the top 50. That gender gap worsens as they age — by senior year, only 22% of the top 5,000 are girls (compared with the 30% in ninth grade), followed by just 12% of the top 500.
Women Sufer from ‘math anxiety’ more then men do - here’s how to reverse it ARTICLE
A fear of math can be debilitating — and not just because it could result in poor math grades. Many students, especially girls, may avoid careers that include a heavy amount of math, especially those in STEM (Science, Technology, Engineering and Math) felds.
Parker, 30, taught Algebra II and geometry to high-school students before switching to fnancial planning and working with her 76-year-old father, who has his own frm. She also became a Certifed Financial Planner. “I have a math background and the CFP puts me in a good position to do fnancial planning in a way that educates people about the planning and why,” she said. Their age diference also helps them work with clients of all ages and provide their own perspectives, she added. Parker spoke with MarketWatch about her education background, why people are so worried about math and how to mesh the two:
MarketWatch: How exactly would you describe math anxiety?
By Alessandra Malito, MarketWatch (October 24, 2019)
Math anxiety may start in the classroom during childhood but it has a way of following students throughout their lives, said Maddie Parker, a fnancial adviser at Parker Financial Group in Overland Park, Kan., who started her career as a high school math teacher before switching to fnancial planning. She has seen people postpone their fnancial plans and refrain from saving for retirement because they don’t want to deal with the possibly complicated equations and complex investing topics.
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This teacher-turned-fnancial adviser on the diferent ways men and women approach math and life
Many Americans sufer from “math anxiety,” which inhibits their ability to solve problems — a potential issue when it’s time to balance a checkbook or save for retirement.
MW: There are many people who say women generally are more likely to have math anxiety than men. Is that something you’ve seen?
Parker: It is more apparent for women when they are single individuals. They’re more comfortable saying “I don’t get it” or it’s more evident. They’re not as afraid to ask for help. It’s when they’re with their spouses it is easier to be quiet or let them talk and pretend you understand things because your partner is helping you, but it is still relevant. I always work with most clients together and I will
MW: Is it something adults face?Parker: It translates from kids to adulthood. When you get out of school, you’re less exposed or have less experience being tested so the anxiety may seem like it’s gone away but any time math or that skill is required, the anxiety comes right back. I think it has been perpetuated as a weird acceptance in our country, that it’s OK to be bad at math. Like, “oh, math is hard and it’s OK not to get it.” It defnitely follows into adulthood and afects people dealing with fnances, because they have to do math and they don’t know how to do it, and they’re stressed or embarrassed to ask for help.
MW: How can math anxiety impact personal fnances?
GOLD INSTRUCTOR INTRODUCTION
Parker: There are great articles and podcasts and TED talks about the same concepts, of how we’re raising our girls to be perfect and raising our boys to be brave. And there was one example at a girls’ coding camp, where they have to learn to do coding and the girls specifcally would type up all this stuf and then if they couldn’t fgure it out they’d erase it all and call the teacher over. The teacher would press undo and show all of this work and that they were really close, but because the girls couldn’t make it work they wanted to tell the teacher to show them from the beginning. They didn’t want to show this not perfect work.
Maddie Parker: A lot of people would say “I have that” and to a degree, a lot of people do, but it’s more than feeling like you don’t do well on exams. Kids who have math anxiety almost always have a physical inability to respond to being tested or asked to perform on math-related tasks. It is just built up over the years of diferent experiences, and it stops them from being able to learn any further.
It is just a good example that demonstrates that girls are being raised to be perfect and not in the same way as boys, who may say (like in that example) that they don’t care and at least they’ll get partial credit. The only way to learn is by making mistakes, but that gets lost on girls when they feel they have to be perfect.
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Parker: In high school, you’re not required to take personal fnance and the math you’re doing is unrelated to what you do in real life. And that real life math in your brain is still tied to calculus so you think, “I couldn’t do that at 16, I probably can’t handle fnances now.” But it is diferent math. It’s not to say it’s simple, but it’s diferent, and it is applicable in such a way that people do fnd it easier to understand. It is not quite as challenging as graphing logarithmic equations. It’s a lot diferent.
MW: Does that concept translate to adult couples in fnancial planning?
MW: How would you say your background as a math teacher benefts you and your clients?
MW: Are there any math-related topics that clients typically have a hard time understanding?
Parker: One of the biggest ways is in my ability to explain things. It’s funny, I majored in math and decided to be a high school math teacher, but when I was in high school, I struggled with math. I had good grades and I didn’t have math anxiety, but I wasn’t some freaky Einstein genius kid who got it all. It made sense when I didn’t get something right and because I liked it so much I worked hard to understand it. I was good at explaining things to my friends. But my own struggle made me good at explaining it. A lot of math teachers are geniuses who understand it, and that makes it hard to explain it to students who are struggling.
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ask them both “do you understand this?” or make sure they’re both on the same page.
That ability translates nicely to doing fnancial plans. I can see what is probably going to confuse them and where they’ll get lost.
Parker: It varies, but one big thing we talk about is infation and compound interest. The need to factor in infation because a dollar today is not going to be a dollar 10 years from now, and that it is a slow climb. People are amazed at how diferent the numbers look when I factor in 2.5% infation.
Parker: It is important that there be no stigma about it. There’s this expectation people have of themselves that they should know more about fnance because it applies to their life. I am a fnancial adviser and I don’t know how to fx my car, so I bring it to be serviced by professionals. I don’t feel stupid because I didn’t focus on that and I know nothing about it. It can be scary if you don’t know who you’re going to and unfortunately there are some bad people out there, but if you do your homework to fnd the people to help you, you don’t need to feel ashamed or embarrassed. That’s the whole reason you fnd a professional to begin with — someone who is trained. That’s their job.
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GOLD INSTRUCTOR INTRODUCTION
MW: Is there any way to overcome math anxiety?
IN THE FINANCIAL SECTOR, WOMEN MAKE UP ONLY...INEQUALITY THE PROBLEMS
OUR OUTCOMES
INCOME
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RTSWS HAS A SOLUTION
XII
Stereotypes and cultural norms dampen girls’ interest in STEM, but educators can counter the disparities with small changes to their practice.
Persistent, subconscious images of male mathematicians and scientists that start at the earliest ages may be one explanation why girls enter STEM felds—science, technology, engineering, and mathematics—at dramatically lower rates than boys.
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Researchers don’t know yet if these continuing disparities in STEM refect the slow pace of societal change, childrearing expectations, or something deeper and more entrenched, such as the way we think about girls’ minds. But teachers can play a signifcant role in infuencing or dispelling stereotypes in STEM education. Here are some studies from researchers and educators that may ofer a few insights—and a few solutions.
Mathematicians and scientists are socially awkward men who wear glasses—at least, according to children.
In several studies, when children were asked to draw a mathematician or scientist, girls were twice as likely to draw men as they were to draw women, while boys almost universally drew men, often in a lab coat. I decided to try this out at home with my 12-year-old son, who said, “Really anyone can be a mathematician, but this is your average one,” and promptly sketched a man in a checked oxford shirt with a pocket protector.
ARTICLE
As an English teacher at a STEM magnet high school in New Jersey, I see these gender disparities in our engineering and computer science (CS) academies, even as our dynamic, thoughtful girls work hard to dispel stereotypes and recruit younger girls through coding camps and workshops. Our teachers certainly refect the STEM felds of a generation ago: Three of our four CS teachers and engineering teachers are male.
Keeping Girls in STEM: 3 Barriers, 3 Solutions
The irony is that girls perform as well as boys in math. Nationally, math test scores for girls have been consistently equal to or within two points of boys in fourth and eighth grades over several years; middle school girls pass algebra at higher than boys. In science, girls perform on par with boys and enroll in advanced science and math courses at equal rates as they move into high school. And then something happens: A gender gap in participation starts to appear as girls take fewer of the more advanced STEM courses and tests as they get closer to college. This gap widens the longer girls are in school and is often compounded by issues of race and class.
An article from Edutopia by Carly Berwick, March 12, 2019
GOLD INSTRUCTOR INTRODUCTION
Both teachers and curriculum can inadvertently contribute to these perceptions.
Solutions: In response, researchers say teachers can foster a growth mindset in students by emphasizing that practice rather than innate ability improves performance. Other studies show that brief, targeted interventions in which students learn that intelligence is not fxed but can be improved through training and hard work can help them persist through challenges, a trait that, in math and science, should be particularly advantageous for girls.
Teachers often harbor these biases about themselves, too. Elementary school teachers are predominantly female, and many are anxious about teaching math, which can lead to lower achievement in math for girls.
This persists into high school, where anxious teachers might be overly reliant on textbooks and rote methods of instruction. Images in those same textbooks can subconsciously trigger self-doubt in girls. One study found that when female high school students viewed chemistry textbooks containing pictures of female scientists, they performed better than female students who viewed textbooks containing only pictures of males.
Adding images of female mathematicians or scientists throughout classroom materials and assigning individual or group work that summarizes or contextualizes women’s achievements in these subjects can also shift perceptions about who belongs.
BARRIER 1: BUILDING A MATH IDENTITY
Tackling the STEM gender bias can also warrant some self-refection on the part of teachers.
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The problem: One explanation for the gender diferences in STEM participation may lie with those formative ideas about who a mathematician or scientist is. Stereotype threat—the mere perception that a group one belongs to is not good at a task—has been linked to lower academic performance, according to researchers. When girls become aware through both subtle and overt cultural messages about male superiority in math, it makes each encounter with math and technology more fraught, triggering self-doubt in even the most studious young girls.
In one striking study from 2015, Israeli researchers divided sixth-grade exams into two sets for grading: One batch was graded by the teachers and included students’ names, and the other contained no student names and was graded externally. In math, teachers graded boys higher, while external graders rated girls higher. Those low teacher grades then dissuaded girls for years to come.
“For me, it starts with a belief, these expectations I have for all of my students, that all kids can learn—every teacher doesn’t have that belief,” says Cicely Woodard, a middle school math teacher in Franklin, Tennessee, and the state’s 2018 Teacher of the Year. “When the kids walk in the door I immediately believe they will get this content.”
The problem: Our assumptions about who does math well—and the academic and fnancial support that follows— may, in fact, impact performance more than raw aptitude. This has particularly profound implications for low-income students and black and Latino females, who are signifcantly less likely to take advanced STEM courses and pursue STEM professions later in life.
Additionally, research “has clearly [indicated] that black girls view themselves as outsiders in mathematics and teachers view them as outsiders,” says Nicole Joseph, assistant professor of mathematics and science education at Vanderbilt University. Joseph points to tracking in math, more common in middle and high school than in the humanities, as a key structure infused with bias that restricts access to rigorous math education for black students.
Educators like Norman Alston, a Seattle-based educator, and Patricia Brown, a technology integration specialist in Ladue, Missouri, are
Joseph also suggests that “community infuences and resilience strategies” from extra- or co-curricular programs, single-sex programs, teacher training in culturally responsive teaching strategies, and black and female role models in STEM can help.
BARRIER 2: THE QUESTION OF RACE AND CLASS
Solutions: In a review of 62 studies on the perseverance of black women and girls in math, Joseph and her coauthors found that several measures can help build math identity and interest among black girls. For starters, schools can consider “structural disruptions” to how math instruction usually happens. San Francisco Unifed School District, for example, recently eliminated accelerated math in middle school and allowed all students to take Algebra I in ninth grade—efectively ending tracking—which led to a rise in algebra test scores and a decrease in repeat rates for all students, including black and Latino students.
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A recent study by Sean Reardon at Stanford University revealed that girls often do better than boys on math in racially diverse districts, while boys perform better in afuent white districts. He theorized that in higher-income communities, parents are more able and more likely to invest in enrichment for their children—like robotics camps or theater classes —that adhere to stereotypes. Children in these communities may also be more likely to see men in positions like doctors or engineers that reinforce the narrative about who pursues STEM careers.
GOLD INSTRUCTOR INTRODUCTION
Stanford University professor and researcher Jo Boaler recommends that female teachers avoid phrases that imply their discomfort or dislike of math—like “I’m bad at math” or “This is hard”—and get creative with assignments that show they are truly interested in the topic. They may also want to grade papers anonymously, where possible.
A recent analysis of the admission tests to elite New York City high schools found that at Stuyvesant High School (considered the most rigorous in the city) girls had better grades in higher-level math, but overall had scored slightly lower on the admissions test, leading to lower admission rates. This is not because girls are worse at math, but may be because they guess less—a disadvantage on a multiple-choice test—and perform better with open-ended answers, according to the study.
GOLD INSTRUCTOR INTRODUCTION
Focusing on the interdisciplinary and problem-focused nature of STEM is key, recommends Dr. Jill Marshall, associate co-director of UTeach at the University of Texas at Austin, a program trying to confront the pipeline problem of STEM teachers from diverse backgrounds.
The problem: When it comes to teaching and learning STEM, research shows that the format matters.
Solutions: Teachers may want to move away from multiple-choice tests—often a staple in math and science—and place more emphasis on open-ended assessments that allow students, especially girls, to demonstrate their profciency through word problems or writing, where they feel more confdent.
“Project-based instruction just generally draws in more people because it addresses problems that people see as relevant,” said Marshall. She cites a 2008 study from the National Academy of Engineering that asked people if they wanted to be engineers: Girls were twice as likely as boys to say no. But when asked if they would like to design a safe water system, save the rainforest, or use DNA to solve crimes, the girls answered yes.
Stanford’s Reardon and his colleagues drew similar conclusions after analyzing 8 million fourth- and eighth-grade national standardized test scores and fnding that gender gaps correlated with multiple choice questions—as opposed to open-ended ones—and attributed to 25 percent of the diference in scores between males and females.
fostering mathematical interest in girls through after-school STEM programs. Alston requires middle school graduates of his program to teach younger students, and every speaker or expert Brown brings to talk to her female students is a woman of color, so students can see powerful, successful female mathematicians and scientists who look like them.
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Other STEM educators are going beyond traditional STEM instruction in their classrooms to ensure that every child has a fair chance to learn math.
As part of a pilot project at Georgia Tech to bring AP Computer Science to Atlanta students, teacher Shana White makes sure to use hands-on activities and real-world examples to supplement the online coursework and provide context and purpose for assignments. “I hate when people say kids need grit—they have resilience, but need understanding of how to frame it in the content of the course,” says White, whose students are all African American, half of them girls.
BARRIER 3: IT’S NOT JUST CONTENT—IT’S CONTEXT, TOO
Ensure the RTSWS cohort knows the signifcance of what you are asking them to do. They are helping to establish the tone for how RTSWS will run for the fall sessions! You care about them. You want their ideas. Their voices matter. Including them in the creation process means they will remember these norms and act upon them more regularly.
Asking students to help defne the learning environment in a way that supports their own self-advocacy skills is powerful.
CLASSROOM MANAGEMENT • Set Classroom Norms • Be the Leader • Be Authentic • Share Your Story • Show You Care • Build Relationships • Have Fun! XVIGOLD INSTRUCTOR INTRODUCTION
• Come prepared to be a part of RTSWS with your handbook, a writing utensil and a positive attitude.
Set Classroom Norms and Be the Leader
We understand that it can be intimidating or nerve wracking to lead a classroom of high school students. The good news is our students have signed up for our program so they want to be there! However, they are still high school students. Below, we have provided classroom management tips to be able to handle disruptive classroom behavior like a pro.
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• Be kind and encourage one another - we are all in this together!
• Ask questions, share your opinions and let the volunteers know when you do not understand something.
At the beginning of each RTSWS session, students and volunteers will review and discuss the RTSWS cohort norms. Norms are the behavioral expectations or rules of the class. Classroom norms inform us how we are expected to behave towards each other and towards the materials we use. They’re generally positive, inclusive and productive. Here are some classroom norms you can share with the students:
CLASSROOM MANAGEMENT
In volunteering with RTSWS, if you experience any classroom management issues, please reach out to your RTSWS Program Coordinator. We are happy to help provide additional classroom management support, as well.
During session #1, students and volunteers will come up with the fnal two norms together. We want you and the students to establish the tone for the fall sessions and allow the students to take ownership of their RTSWS cohort.
• Tell them stories about the things happening in your life (as appropriate, of course) and make connections between your own experiences and what we are learning about in RTSWS.
• Be yourself! High school students can smell someone being inauthentic from miles away.
Share Your Story
• The more you share your story the more students will feel comfortable opening up about themselves and really engaging.
• Often the feedback we get from students is that they love to hear how our volunteers started their careers, what they love about their jobs, what challenges they’ve faced, and where they’ve traveled to.
• Incorporate some comedy! Studies show that students who are having fun learn more efectively.
Show You Care & Build Relationships
• While you are there to teach the session, being in high school can be challenging and students’ personal lives can sometimes creep into the classroom. If you see a student who is upset or seems to be dealing with something (if you are comfortable and able to) ask her if she is okay and if she wants to go talk just outside the classroom. If the student is facing something serious please let the RTSWS School Champion or your RTSWS Program Coordinator know and we will take it from there.
• Nothing is more valuable for efective classroom management than building genuine relationships with students.
Be Authentic
• Telling your story allows students to connect with you over related experiences and to learn from you in the areas that they difer.
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• Be a good listener. Listening to their stories and learning more about who they are shows them that you care and develops a relationship.
• Pro tip: If a student is talking about a big test they are studying for or a sports game they are looking forward to, remembering this and asking her how it went in the next session always scores major points!
Why did the cash analyst become a pirate?
Because she knew a lot about treasury.
• Be honest! If you are nervous, let them know you are nervous or if you make a mistake, own up to it.
• It is important to remember that high school students are going through some tough, real-world issues outside of the classroom. Sometimes a reaction they have in the classroom may stem from stress or a situation going on outside of school. Show them grace and presume positive intent.
Just because they may look uninterested, bored or not listening doesn’t mean that’s the case
GOLD INSTRUCTOR INTRODUCTION
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• High school students are social creatures so it’s hard for them to resist the urge to talk to their friends or to remember not to have their phones out unless needed for an activity. Please see the next page for some tips on how to deal with these!
Notes:____________________________________________________________________________________
Why did the tightrope walker go to the bank?
• The more you are enjoying yourself the more they will. Our lessons are guidelines so feel free to add your own spin on something or some personal fare.
• Students have a range of personalities. Sometimes students are shy and may take a couple of sessions to open up. Sometimes, they may just be tired! If they are showing up, they want to be there.
To check his balance.
• Ask a question out loud.
If students are talking at the beginning of the session, to quiet them you can…
• Flicker the lights.
Make sure to wait until everyone is listening. If you keep talking while they are talking then they will think this is okay.
• You can set up a call and response with them. Having them ofer suggestions makes it more likely they will do it.
TEACHING TIPS
If students are talking while you are talking or looking at their phone, you can...
• Come to the front and begin your greeting.
Now that you’ve got their attention you can begin.
• Quietly remind them of the expectations (try to say it so only they can hear as to not embarrass them).
• Try not to call students out publicly. Often, students fnd this embarrassing and do not react well to this.
• Countdown. 5-4-3-2-1 or 3-2-1
“When I say ferce you say females” - “Fierce” - “Females”
• Walk closer to them. Proximity will often bring attention to this so they will stop.
• Just wait! If a student or students are talking while you are, wait them out. Stopping mid-sentence and waiting for students to stop talking will let them know you are waiting on them.
“Who here currently has a job? Raise your hand.” “Who saw the new Brad Pitt movie this weekend?”
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• When you are explaining something new, especially a challenging topic, make sure to go slow, repeat yourself and consistently ask if anyone has questions. There are no dumb questions!
• Greet students at the door so they feel welcome and know that you are excited to be there! It sets a positive tone for the session.
• If a student looks tired or puts their head down on their desk, ask them if they would like to go get a drink of water. It gets them out of their seat, wakes them back up and shows them you care.
• Write the agenda on the board if possible. Students like to know what’s going on.
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• It’s important to be at the session 5 minutes early. This allows you to be able to get any last thoughts together before the lesson and do any prep work (writing something on the board, passing our name tags, pulling up Yahoo! Finance on the projector). This also helps with management and keeping students orderly.
ADDITIONAL TIPS
• Often, you can plan the perfect lesson and it either doesn’t go as expected or the timing is of. We try to make sure there are enough activities, but don’t feel pressure if you don’t get through everything. If you need to have students complete something on their own time or you need to push something to the next session, you can defnitely do that.
HELPFUL TIPS TO KEEP IN MIND
• Turn a blind eye occasionally. High school students sometimes act for attention or to test you. Try not to be phased by things they are doing just to get a reaction. Ignore what you can and reward the positive.
GOLD INSTRUCTOR INTRODUCTION
• Avoid loading time. If there are links you know you want to pull up during the session, have them ready to go before the session starts. Down time will lead to distractions and get students of task.
• If a student is being disrespectful or making you uncomfortable, have one of the volunteers reach out to or fnd the School Champion or reach out to your RTSWS Program Coordinator.
Davis Taylor CEO and Chairman Clifford Swan Investment Counselors
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“GIVE A WOMAN A DOLLAR, AND SHE CAN PUT IT TO GOOD USE. TEACH HER ABOUT HOW MONEY REALLY WORKS, AND SHE CAN CHANGE THE WORLD.”
• Try to get them involved in the lesson as much as possible. Whether this is by asking questions, having students explain the key term in their own words or sharing their initial thoughts on a topic. No one likes to be talked to for an hour straight so try to involve their voices as much as possible.
• Students like to be positively reinforced so if they are doing something great or had a really thoughtful answer let them know! The more specifc you are the better so they know exactly what they did well so they can do it again.
Linda
GOLD INSTRUCTOR INTRODUCTION XXII
• To play the role of an investor for Janella, a 39-year old professional female with a sizable sum of money saved and ready to invest in one of the the two companies.
Gold Curriculum Learning Outcomes:
• To follow the price movements of Apple (AAPL) and the SPDR S&P 500 ETF Trust (SPY).
• To create a Google Slides or PowerPoint presentation on their recommendations based on their research, and give these team presentations on the last day of class.
Session Topics and Key Terms:
Please write in the day, time and location of each session on the following page. The session dates and times are also available in the RTSWS app. Be sure to add these dates to your phone calendar as well to set reminders.
Gold Curriculum Workshop Sessions
• To become familiar with the various types of careers in fnance.
• To conduct research, analyze and run through a case study comparing two well-known publicly traded companies.
• To defne basic investment terms.
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C) The company is facing a lawsuit where it is required of them to share their fnancial statements with the public.
When a company shares their initial public ofering (IPO) it means that...
D) I don’t know
GOLD INSTRUCTOR INTRODUCTION
A) When you own a share of stock, you receive a note of appreciation for your charitable donation.
✔ A) The company is transitioning from private to public ownership.
B) When you own a share of stock, you are considered an employee of the company.
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What does it mean to buy a stock?
Please do not share these questions with students or review answers with them ahead of the pre-assessment. Remind students to just do their best on the assessments. Volunteers should use the questions below to be aware of the topics that students will see during the post-assessment and to take time to review these topics over the course of the fall sessions.
✔ C) To purchase a stake in the company when a business or corporation raises capital through the issue and subscription of shares.
D) I don’t know
Gold Assessment Questions
Financial & Investment Literacy Questions:
In order to measure students’ growth in fnancial and investment literacy over the course of the 5 RTSWS sessions, students will take a pre-assessment during session #1 to establish their baseline. During session #5, students will be tested on the same fnancial and investment literacy questions to measure their progress and growth over the course of RTSWS.
The questions below relate to topics within this curriculum set. Part of the questions are specifc to the RTSWS curriculum topics and the fnal 5 are determined based upon national FINRA standards.
The assessments are not graded on an individual basis. RTSWS will use each RTSWS cohort’s pre- and post-assessment data to determine the cohort’s fnancial literacy growth and measure the success of our curriculum.
B) The company is transitioning from public to private ownership.
C) How well a company performed. If the company made a lot of money that year, there will be a lower EPS. If they lost income, they will potentially have a positive EPS.
D) I don’t know
What is the diference between revenue and proft?
What is market capitalization?
✔ B) How well a company performed. If the company made a lot of money that year, there will be a higher EPS. If they lost income, they will potentially have a negative EPS.
A) How popular the company is based on how many people want to buy the company’s stock.
D) I don’t know
D) I don’t know
A) Revenue is half the amount of income generated by the sale of a company’s goods or services, whereas proft is the total cost of all operating expenses and supplies for the company.
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B) Revenue is the total amount of income generated by the sale of a company’s stocks to shareholders, whereas proft is the amount of income generated by the sale of a company’s goods or services.
✔ C) Revenue is the total amount of income generated by the sale of a company’s goods or services, whereas proft is the amount of income remaining after accounting for all expenses, debts and operating costs.
C) Market Cap is the lowest price a competitor would pay to buy out the company.
A) Market Cap is the price of each share of stock.
✔ B) Market Cap is the price of each share of stock times the total number of shares in the company.
“Earnings per share” (EPS) is a refection of...
✔ B) Ticker
E) I don’t know
D) I don’t know
A symbol in which stocks are identifed.
The main diference between an ETF (exchange traded fund) and a mutual fund is…
✔ A) CapEx are funds used by a company to acquire, upgrade and maintain physical assets such as property, industrial buildings or equipment.
C) CapEx are funds used by a company to recruit and hire new talent for their senior executive level positions.
C) A condition that allows a company to produce a good or higher value at a higher price than the company’s competitor.
What is competitive advantage?
A) An ETF is only one stock, while a mutual fund is a group of stocks
GOLD INSTRUCTOR INTRODUCTION
What are capital expenditures (CapEx) for a company?
D) ETFs and mutual funds are the same.
A) Broker
C) Stock acronym
D) IPO
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✔ B) ETFs can be traded throughout the day, while mutual funds can only be traded once per day
A) A condition that allows a company to produce a good or service of lower value at a lower price than the company’s competitor.
✔ B) A condition that allows a company to produce a good or service of equal value at a lower price or in a more desirable fashion than the company’s competitor.
B) CapEx are funds used by a company for marketing and advertising purposes.
C) ETF are traded within the stock market, while mutual funds are not publicly traded
E) I don’t know
D) I don’t know
A) Stock market volatility measures fuctuations in stock prices.
✔ B) S&P 500
C) S&P 1000
The benchmark index that tracks the stock price movements of the largest U.S. publicly traded companies.
E) I don’t know
E) I don’t know
C) Low volatility means small fuctuations, investors are not worried. High volatility means large fuctuations, which implies an element of fear in investors’ current attitudes.
B) Exactly $102
D) The New York Stock Exchange
D) I don’t know
B) Low volatility can be interpreted as investors being very worried and acting on that fear.
C) Less than $102
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Which of the following is true of stock market volatility?
SupposeQuestions:youhave$100
A) Fortune 500
in a savings account earning 2 percent interest a year. After fve years, how much would you have?
✔ A) More than $102
FINRA
✔ D) Both A and C are true.
XXVIII
If interest rates rise, what will typically happen to bond prices? Rise, fall, stay the same, or is there no relationship?
✔ C) Less
D) No Relationship
E) I don’t know
True or false: Buying a single company’s stock usually provides a safer return than a stock mutual fund.
C) I don’t know INTRODUCTION
C) Stay the Same
A) More
A) True
A) Rise ✔ B) Fall
B) Same
D) I don’t know
True or false: A 15-year mortgage typically requires higher monthly payments than a 30-year mortgage but the total interest over the life of the loan will be less.
✔ B) False
B) False C) I don’t know
Imagine that the interest rate on your savings account is 1 percent a year and infation is 2 percent a year. After one year, would the money in the account buy more than it does today, exactly the same or less than today?
✔ A) True
GOLD INSTRUCTOR
NOTES
•
•
Begin to understand what a stock portfolio and watchlist are.
Session #1 Prep Info:
Lesson Plan: Introduction to Investing Date: Session #1 Estimated Time of Lesson Plan: 60 minutes Grade: Grades 9-12 RTSWS Learning Objectives:
•
Get to know the volunteers that are coming into their classroom for RTSWS.
Create a stock portfolio to monitor and track various stocks.
Learn how the RTSWS program works and why it exists.
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM Students will be able to…
•
I NSTRUCTOR HANDBOOK • GOLD SESSION #1 Why couldn’t they sell the Tower of Pisa? It had a “lien” on it. PS1.1GOLD INSTRUCTOR • PRE-SESSION #1
Materials, Resources and Technology:
• Student curriculum books (School Champion will have) • Volunteer curriculum books • Markers or pens for BINGO • Pull up Yahoo! Finance ahead of session to project on overhead (link is available within the RTSWS App under “Resources”) GOLD INSTRUCTOR • PRE-SESSION #1 PS1.2
Questions: • What is the stock market and how does it operate? • What are stocks? Understanding: • The stock market exists for the buying and selling of stocks through a stock exchange. • Investing your money is one way to help grow your money for long-term goals. SESSION #1 AGENDA: 1. Welcome 2. Attendance 3. Human Scavenger Hunt - BINGO 4. RTSWS Cohort Norms 5. Pre-Assessment 6. Introduction to Stocks 7. Yahoo! Finance 8. Create a Stock Portfolio 9. Refection: Grows and Glows 10. Reminders for Next Session
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Essential
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A) When you own a share of stock, you receive a note of appreciation for your charitable donation.
✔ C) To purchase a stake in the company when a business or corporation raises capital through the issue and subscription of shares.
When a company shares their initial public ofering (IPO) it means that...
B) The company is transitioning from public to private ownership.
D) I don’t know
C) The company is facing a lawsuit where it is required of them to share their fnancial statements with the public.
B) When you own a share of stock, you are considered an employee of the company.
Assessment Questions Related to Session 1
GOLD INSTRUCTOR •
✔ A) The company is transitioning from private to public ownership.
PS1.3
D) I don’t know PRE-SESSION #1
What does it mean to buy a stock?
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NOTES
SESSION x GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM
Welcome & Allow Students to Get Settled: (5 minutes)
• Make sure they have a pen, pencil or marker
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RTSWS Mission: (Share with cohort) Rock The Street, Wall Street inspires and equips girls with skills to succeed fnancially throughout their lives and potentially within careers in fnance. Girls learn about savings and investments, budgeting, capital markets and their role in maintaining the welfare of their families and the economy, while simultaneously seeing the real world application of the math content they learn in the classroom.
• Whole group: Starting with the Lead Volunteer, provide a quick introduction to the team of RTSWS volunteers, what frm(s) you are from and what you do for work. Explain to students that you and your collegues are a tight team who will be teaching for the upcoming weeks.
Attendance: (3 minutes)
GOLD INSTRUCTOR SESSION 1 1 START SESSIONStudents1 Share: Name, grade and favorite emoji. IMPORTANT! Volunteers or Student CEO take attendance. This qualifes them for alumnae benefts. The attendance will be taken via a Survey Monkey link. The link has been emailed to your Lead Volunteer and Student CEOs.
• Make sure they have their student curriculum books (If each student does not already have them, School Champion will)
• Students enter classroom and get settled in their seats
• Grab snacks for the session
Both volunteers and students participate! Let’s get ACTIVE! This will require students to get up and move around!
Set a 5 minute timer: Once time is up, let students know that the activity has ended.
Ice Breaker & Getting to Know You Activity: (5 minutes)
Show of hands, which students and volunteers made a BINGO?
Call students back to their seats and begin to discuss the classroom norms.
NOTES
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Debrief Activity & Discuss Norms for Session: (5 minutes)
Ensure the RTSWS cohort understands the signifcance of what you are asking them to do. The students are helping to establish the tone for how RTSWS will run for the fall sessions! You care about them. You want their ideas. Their voices matter. Including them in the creation process means they will remember these norms and act upon them more regularly.
Norms are diferent from classroom rules in that students participate in drafting them. They’re generally positive, inclusive and productive.
HOW? Ask the students:
“As we begin developing our RTSWS cohort community together, we want to create a safe and productive learning space we will all enjoy. Would you be willing to help come up with 2 additional norms for our fall sessions?”
Asking students to help defne the learning environment in a way that supports their own self-advocacy skills is powerful.
Examples:
3 of the norms to the right are RTSWS norms.
• Participate constructively
Today, the cohort and volunteers will come up with the fnal 2 norms together. We want you and the students to establish the tone for the fall sessions and allow them to take ownership of their RTSWS cohort.
• Be a leader and encourage your RTSWS peers
• Come on time and prepared
The link is also available in the RTSWS App: Seeapp.rockthestreetwallstreet.com/frstpageofbookfor
• Announce to the class when there is 1 minute remaining
See frst page of book for app instructions
• Announce to the class when there are 3 minutes remaining
app instructions
Pre-Assessment: (10 minutes)
Read the directions to the right with the students out loud.
The pre-assessment will be taken via a SurveyMonkey link. The link was emailed to your lead volunteer and to the students.
Set a timer for 7 minutes.
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Students should be aware of what they will be learning about today and what they can expect from the session.
I know an accountant who is always tired. Her job is very taxing.
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What does it mean to purchase stock in a company?
Talk through the guiding question and agenda as a whole group.
Guiding Question:
Agenda: (3 minutes)
Read through the defnition together and discuss when you might choose to invest your money instead of holding it in savings.
• What does it mean to have your money do the work for you?
Discussion Topics:
Ask students…
• What are potential negatives?
• What are some companies students would want to invest in?
Example: When you want to grow your money for a longer-term goal.
Introduce Key Term: Investing
Introduction to Investing & the Stock Market: (5 minutes)
Quick Write:
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• What are the positives of investing?
• What is the diference between saving and investing?
• What are risks and rewards in investing?
Provide students with 30 seconds to write down anything that comes to mind when they hear the word “investing.”
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After 30-60 seconds of brainstorming time, bring the whole group together to share. Write down the reasons their classmates invested in other companies.
Instruct students to write what company they would want to invest their money in and why in their workbook.
Quick WriteProvide: students with 30 seconds to write down why their classmates decided to invest in a company. Be sure to point out the main decision-making criteria students are listing.
Tip: Volunteers may choose to share their own frst investment!
Provide students with 30-60 seconds to brainstorm a company they would want to invest their money in.
1
Read through the defnition together and discuss why companies sell stock in their company.
Introduce the Key Terms: Stock, Shareholder, IPO
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• Invest in growth
• Expand operations
Examples:
• Pay of debt
• Fund new products or product lines
8
Stock Market Review (14 minutes)
In order to develop a deeper understanding of investing, we will be using Yahoo! Finance to follow the prices of a stock and an ETF over the course of the fall sessions.
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Please note that for some students this may be the frst time learning about the stock market, while for others they may be familiar with the general concept of stocks.
Be cautious as you introduce stocks and pause to check student understanding.
Fist to 5
The students will all create their own account so they can monitor companies for their company stock analysis.
Example of method to quickly check student understanding during the lesson:
Answer: 300/100,000 = .3%
Frankfurt Stock Exchange Germany
Euronext Paris France
HAVE THEM TRY:
The New York Stock Exchange (NYSE)—which has a physical trading foor but also handles electronic orders
Bombay Stock Exchange India
If you bought one stock of Company A, and Company A has 10 shares, then you would own 1/10th of the company or 10%.
If you bought 300 shares of Company B and they have 100,000 shares in total. How much of the company would you own?
The Nasdaq—which is an all-electronic exchange
EXPLAIN:
Global stock exchanges: There are 60 major stock markets around the world of which the NYSE is the largest. Some of the other major players include:
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Provide students examples of stock exchanges and briefy discuss:
The main stock exchanges in the U.S. are:
Hong Kong Stock Exchange Hong Kong
Shanghai Stock Exchange China
Tokyo Stock Exchange Japan
London Stock Exchange United Kingdom
Have Yahoo! Finance pulled up on the overhead screen or projected on the board. If able, students can also pull up Yahoo! Finance on their own devices. The link to Yahoo! Finance can be found in the resources section of the RTSWS App. https://fnance.yahoo.com/
Throughout the course of the fall sessions, we are going to track Apple (AAPL).
• Company name
• Ticker (Key term)
• Today’s price & date
• The 6 month movement of the stock
• Point out the “Sustainability” tab
Discuss out loud what should go on the x-axis (time frame) and what should go on the y-axis (stock price).
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• How much the company is up or down since market open
Today students will be sketching the 6 month chart of Apple (AAPL).
‘
With Yahoo! Finance pulled up, review and record as a whole group the…
Show students how on Yahoo! Finance under “Chart,” you can view the history of a company stock by diferent date ranges.
Explain:
A portfolio is a collection of stocks that you invest in with the hope of making a proft. By putting together a diverse portfolio that spans various sectors you are able to become a more resilient investor.
Theyaccount.will
Direct Students to Create Their Own Portfolio within Yahoo! Finance: (5 minutes)
use this account to create a portfolio and watchlist that they will monitor over the upcoming sessions.
Instruct students to follow the instructions within their student workbooks to create their own Yahoo! Finance
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GROWS:
GLOWS:
3. What did volunteers like about today’s session?
2. What terms or ideas do we need to spend additional time on?
1. What went well?
1. What can be improved on for the next session?
p 13
Volunteers: Snap a picture of the recorded glows and grows and email to your RTSWS Program Coordinator.
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Refection: (3 minutes)
2. What did students like about today’s session?
3. How can the students or volunteers come better prepared to make the next session efcient and productive?
As a group, brainstorm glows and grows.
Have students record in their workbooks the date and time of RTSWS session #2.
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Reminders for Next Session: (3 minutes)
Share with students that after session #5, there will be a RTSWS “Wall Street experience” feld trip.
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GOLD INSTRUCTOR SESSION 1 BONUS
• Begin to examine and analyze companies by their operations and performance.
Introduction to Case Studies Date: Session #2
GOLD INSTRUCTOR • PRE-SESSION #2 PS2.1
Lesson Plan:
• Determine how companies are able to gain competitive advantages within their industries.
• Analyze stock criteria gathered from Yahoo! Finance
GOLD
Students will be able to…
I
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• Begin to research and analyze two companies to ultimately recommend one company for Janella Sims to invest in.
RTSWS Learning Objectives:
Session #2 Prep Info:
NOTES NSTRUCTOR HANDBOOK •
Estimated Time of Lesson Plan: 60 minutes Grade: Grades 9-12 SESSION #2
GOLD INSTRUCTOR SESSION x GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM Essential Questions: • In what ways are companies analyzed based on performance? • How do companies gain a competitive advantage in their industry? • In order to make efective investment decisions, individuals, analysts and fnancial advisors can use various criteria to predict future company earnings and stock performance.SESSIONUnderstanding:#2AGENDA: 1. Welcome 2. Norms 3. Attendance 4. Review Agenda 5. Stock Market Review 6. Case Study - Company Comparison 7. Project Work Time: Financial Analysis for Janella 8. Whole Group Refection 9. Reminders for Next Session Materials, Resources and Technology: • Volunteer curriculum books • Technology for pictures, timers and guided discussion questions • Technology for project research time (personal laptops, tablets, •phones)Writing utensils for group projects • Pull up Yahoo! Finance ahead of session PS2.2GOLD INSTRUCTOR • PRE-SESSION #2 PS2.2
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“Earnings per share” (EPS) is a refection of...
A) How popular the company is based on how many people want to buy the company’s stock.
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C) Revenue is the total amount of income generated by the sale of a company’s goods or services, whereas proft is the amount of income remaining after accounting for all expenses, debts and operating costs.
What is the diference between revenue and proft?
A) True B) False
D) I don’t know
Assessment Questions Related to Session 2
B) Revenue is the total amount of income generated by the sale of a company’s stocks to shareholders, whereas proft is the amount of income generated by the sale of a company’s goods or services.
C) I don’t know
B) How well a company performed. If the company made a lot of money that year, there will be a higher EPS. If they lost income, they will potentially have a negative EPS.
D) I don’t know
FINRA Question:
GOLD INSTRUCTOR • PRE-SESSION #2 PS2.4
C) How well a company performed. If the company made a lot of money that year, there will be a lower EPS. If they lost income, they will potentially have a positive EPS.
A) Revenue is half the amount of income generated by the sale of a company’s goods or services, whereas proft is the total cost of all operating expenses and supplies for the company.
True or false: Buying a single company’s stock usually provides a safer return than a stock mutual fund.
• Students enter classroom and get settled in their seats
Students share out loud:
Welcome & Allow Students to Get Settled: (5 minutes)
• Make sure students have their student curriculum books
GOLD INSTRUCTOR SESSION 2
• Make sure they have pen, pencil or marker
• Whole group: Lead volunteer provides a brief introduction to who the team is and introduces any new volunteers.
Remind students of the agreed upon norms from session #1.
• Grab snacks for the session
Attendance: (3 minutes)
Briefy discuss the agreed upon norms and address what these norms might look like in action during the session today.
Important! Volunteers or Student CEO(s) take attendance. This qualifes students for alumnae benefts.
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Read aloud the 1st three norms from session #1 and instruct students to write in the two, whole-group decided norms.
Review Norms: (3 minutes)
The attendance will be taken via a Survey Monkey link. The link has been emailed to your Lead Volunteer and Student CEOs.
Name, grade and hobby they enjoy outside of school
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Students should be aware of what they will be learning about today and what they can expect from the session.
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Guiding Question:
What are the key components of a case study and how can they be used to analyze company performance?
Talk through the guiding question and agenda as a whole group.
Agenda: (3 minutes)
In order to further our discussion of how companies are analyzed, we need to continue to develop students’ understanding of the stock market.
Please note that for some students this may be the frst time learning about the stock market, while for others they may be familiar with the general concept of stocks.
Stock Market Review (15 minutes)
Ask students to display a designated hand signal to indicate their degree of confdence in their understanding of the topic being discussed.
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Example of student understanding quick checks:
Be cautious as you introduce new concepts to pause to check student understanding.
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• The YTD movement of the stock
• Today’s price & date
• Company name
Today, students will be sketching the YTD chart of Apple (AAPL). Be sure to introduce what YTD means and what months it would entail.
Show students how on Yahoo! Finance under “Chart,” you can view the history of a company stock by diferent date ranges.
With Yahoo! Finance pulled up, review and record as a whole group the…
Discuss out loud what should go on the x-axis (time frame) and what should go on the y-axis (stock price).
21GOLD INSTRUCTOR SESSION 2
If any of the students still have not created an Yahoo! Finance account, instruct them to do so today. The instructions can be found in session #1.
• Point out the “Sustainability” tab
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• Take note of how the prices have changed since last session - what are some of the reasons the price might have gone up or down?
• Ticker
• How much the company is up or down since market open
Indexed vs. actively managed (Napkin Finance)
• Higher expenses
New Investment Key Terms: Mututal Fund
• More tax bills along the way
22 GOLD INSTRUCTOR SESSION 2
two new investment key terms to students.
Talk through the concept of ETFs being passively managed vs Mutual Funds being actively managed.
Other ETFs are actively managed. Their investment managers try to beat the performance of a market index by picking specifc investments that they think will have above average returns. While that might sound like a great way to make more money, these sometimes come with a few downsides, including:
Read through the defnitions out loud and discuss the Napkin Finance graphics.
• Greater risk of poor performance
Most ETFs are “indexed,” which means they try to match the performance of a specifc index (such as the Dow Jones, S&P 500 or Nasdaq) as closely as possible. The fund does this by buying all of the index’s stocks and bonds (or at least a good sample of them) and holding them in the same proportions as the index.
IntroduceETFthe
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Share with students that many popular ETFs in the U.S. are based of of the S&P 500.
During the next session, we will take a closer look at the S&P 500 and how the stocks within it are chosen.
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NOTES
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Ask the students if they have ever completed a case study for their other classes.
Talk About It:
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If so, what was the topic or focus?
What is a Case Study and What Are the Main Components Used for the RTSWS Case Study?: (14 minutes)
Have any of the volunteers completed a case study before? What for?
• Strong management can be a key criteria for stock selection. In analyzing companies, one may consider if the companies have had frequent turnover in their management or have remained stable.
• Is the company’s product or service considered a luxury or a necessity?
Revenue
• The type of industry a company is in might determine its future performance potential (Example: entertainment streaming industry vs video rentals)
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• How stable are these revenue sources?
26As a group, talk through the diferent components that make up a case study.
Company Background
Discussion tips:
Discussion tips:
• What are the primary ways the company makes money?
• How do companies’ sources of revenue compare in value to their amount of expenses? Proft
Discussion tips:
• Payroll and employee benefts • Rent and facilities • Utilities or overhead costs • Insurance • Equipment • Software • Advertising and marketing costs
ExpensesDiscussion and examples:
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tips
• When looking at any fnancial metrics, it is always important to compare against competitor metrics, companies of the same industry or across a period of time.
Earnings Per Share (EPS)
• A company’s earnings per share is reported 4x per year.
• The higher the EPS, the better the company’s proftability.
• Publicly traded companies in the U.S. are required by law to report their fnancial results on a quarterly basis.
Discussion Tips:
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Discussion Tips:
• Since stock prices fuctuate constantly, the P/E ratio for stocks and indexes will change daily.
• During their fnancial analysis for Janella, students will be recording the P/E ratio of the 2 companies they are researching during each session.
Price to Earnings (P/E) Ratio
• Analysts and investors review a company’s P/E ratio to determine if the share price accurately represents the projected earnings per share.
Once students are in their groups, read together the instructions under “Financial Planning for Janella…You have been hired!”
Have students physically split into ~5 groups (dependent on cohort size).
Once instructions have been read aloud and discussed, set a timer for 13 minutes. Let students know once there are 10 minutes remaining, 5 minutes remaining and 1 minute remaining in group project time.
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You can let them choose their groups. Pay close attention to students who may need help fnding a group to be a part of and help make introductions to students who may not know each other well.
Project: Financial Analysis for Janella: (15 minutes)
• Yahoo! Finance
At the end of time, have students move desks/chairs back to their original place and return to their seats.
Students may use…
• Google or Search Engine
• Company websites
• The data and articles that students have in the back of their workbooks
As students are beginning to organize how they will begin their research, walk around the room and listen in on diferent groups.
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• News articles
For groups that need additional help getting started, you may choose to join that group to help them think through the diferent components of the case study and how to begin their research.
Within their groups, students will research and determine where their client, Janella Sims, should invest her money.
The students will be completing a case study and stock analysis over the upcoming sessions. Within their research, they will focus on comparing two companies: Lululemon and Nike.
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They will track company earnings, performance and headlines to come up with a recommendation of which is the best company for Janella to invest in.
Lululemon vs. Nike
Tip: Talk through the case study outline and color coded sections with the students to help keep them on track.
During today’s session #2, students will be focusing on researching important company background, revenue, expenses, strengths and weaknesses for both companies they are analyzing.
During ALL sessions, they will always record today’s date, the current price of each companies’ stock and the P/E ratio of each stock.
Case Study Task:
Encourage students to continue working on their company research for their presentations.
Call on a few students to share… What surprised you about your company research?
Discuss the next session date and have students record it in their workbook for reference.
Reminders for Next Session: (3 minutes)
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Refection: (3 minutes)
Encourage students to have conversations with their parents, families, friends and teachers about the research they are doing.
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NOTES NSTRUCTOR HANDBOOK •
Date: Session #3
GOLD PRE-SESSION #3 PS3.1 GOLD INSTRUCTOR • PRE-SESSION 3 PS3.1
Lesson
60
Stock
• the use of diferent fnancial metrics in comparing companies to competitors within their industry
• Continue to research and examine the operations and performance of their case study companies
•Research and review assets, liabilities, market share and market cap of companies
Lesson Plan: Analysis, Assets and Liabilities
Estimated Time of Plan: minutes
I
RTSWS Learning Objectives:
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• Analyze stock metrics gathered from Yahoo! Finance
Session #3 Prep Info:
Students will be able to…
Grade: Grades 9-12
Understand
SESSION #3 AGENDA: 1. Welcome 2. Attendance 3. Norms 4. Review Agenda 5. Stock Market Review 6. Additional Case Study Components 7. Project: Financial Analysis for Janella 8. Whole Group Refection 9. Reminders for Next Session
books
• Liabilities are what a company owes and decrease company value and equity.
• How are fnancial metrics used in making investment decisions?
• Writing utensils for group projects PS3.2GOLD INSTRUCTOR • PRE-SESSION 3 PS3.2
• How does a company’s assets and liabilities impact their overall performance?
Essential Questions:
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• In general, when a company has a higher market share they typically have a competitive advantage within their industry.
• A company’s market cap is a key indicator of company size. Larger companies often pose less risk to investors because they typically also have a larger market share.
• Technology for project research time (personal laptops, tablets, phones)
• Pull up Yahoo! Finance ahead of session to project on overhead (link is available within the RTSWS App under “Resources”)
Understanding:
Materials, Resources and Technology:
Volunteer
• curriculum
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C) Market Cap is the lowest price a competitor would pay to buy out the company.
What is market capitalization?
A) Market Cap is the price of each share of stock.
PS3.3 GOLD INSTRUCTOR • PRE-SESSION 3 PS3.3
B) Market Cap is the price of each share of stock times the total number of shares in the company.
Assessment Questions Related to Session 3
D) I don’t know
The attendance will be taken via a Survey Monkey link. The link has been emailed to your Lead Volunteer and Student CEOs.
• Make sure students have their student curriculum books
Remind students of the agreed upon norms from session #1 and session #2.
Students share out loud: Name, grade and leader they look up to.
Briefy discuss the agreed upon norms and address what these norms might look like in action during the session today.
• Grab snacks for the session
IMPORTANT! Volunteers or Student CEO(s) take attendance. This qualifes students for alumnae benefts.
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• Make sure they have pen, pencil or marker
Welcome & Allow Students to Get Settled: (5 minutes)
Attendance: (3 minutes)
Review Norms: (3 minutes)
• Students enter classroom and get settled in their seats
Read aloud the 1st three norms and instruct students to write in the two, whole-group decided norms.
40
• Whole group: Lead volunteer provides a brief introduction to who the team is and introduces any new volunteers.
Students should be aware of what they will be learning about today and what they can expect from the session.
Please note that for some students this may be the 1st time learning about the stock market, while for others they may be familiar with the general concept of stocks.
Quick Check:
Review Last Week’s Key Terms: Mutual Fund and ETF
Guiding Question:
Agenda: (3 minutes)
Have the RTSWS cohort share 3 things they have learned so far about the stock market.
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How might companies’ assets, liabilities, market share and market cap impact investors’ fnancial decisions?
Be cautious as you introduce stocks to pause to check student understanding.
Stock Market Review: (13 minutes)
Talk through the guiding question and agenda as a whole group.
• Point out the “Sustainability” tab
Show students how on Yahoo! Finance under “Chart,” you can view the history of a company stock by diferent date ranges.
Finance pulled up, review and record as a whole group the…
• Ticker (Key term)
• Company name
• Today’s price & date
Discuss out loud what should go on the x-axis (time frame) and what should go on the y-axis (stock price).
Throughout the course of the fall sessions, we are continuing to track Apple (AAPL).
• The 1 month movement of the stock
Have Yahoo! Finance pulled up on the overhead screen or projected on the board. If able, students can also pull up Yahoo! Finance on their own devices. • https://fnance.yahoo.com/
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Session #1 has student instructions for creating their own Yahoo! Finance accounts to create a portfolio of stocks they want to Withmonitor.Yahoo!
• Take note of how the prices have changed since last session. What are some of the reasons the price might have gone up or down?
• How much the company is up or down since market open
Share with students that SPY or the SPDR S&P 500 ETF Trust is one popular ETF that follows the S&P 500 companies.
Tip: Recommend that students add SPY to their Yahoo! Finance Portfolio and Watchlist.
Discussgraphic.
Although you can’t invest directly in indexes themselves, you can invest in any of the handful of exchange-traded funds (ETFs) or index funds that track the S&P.
that during the last session, we introduced ETFs and mutual funds. The S&P 500 and S&P/TSX are indexes, which means they provides an estimate of how the overall market is doing.
Introduce New Investment Key Terms: S&P S&P/TSX500 Composite Index
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Read through the defnitions out loud and discuss the Napkin Finance
• The YTD movement
• Today’s price & date
• WHY the ETF might be up or down since the market opened
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• How much the ETF is up or down since the market opened
Yahoo! Finance pulled up, review and record the following information about SPY:
• WHY YTD movement fuctuates and WHAT might cause SPY to fuctuate
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• Personal examples: taxes, loans, commitments, mortgages, auto loans, student loans, credit card balances
tips and examples:
Additional Case Study Components: (9 minutes)
• Business Examples: payroll, taxes, money owed to suppliers, bank debt, mortgage debt, rent
DiscussionAssets
• Personal examples: car, house, cash, cell phones, property
• Business examples: real estate, patents, intellectual property, inventory, cash, company reputation, trademarks
Discussion tips and examples:
Liabilities
• Within their case study research, students can fnd and record company’s assets by looking at the company’s balance sheet
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Within their case study research, students can fnd and record company’s liabilities by looking at the company’s balance sheet.
A copy of Nike and Lululemon’s balance sheets are included in the back of the student handbooks.
Discussion tips:
• A common metric used to determine company size
• Market share is calculated by taking the company’s sales over the period and dividing it by the total sales of the industry over the same period.
• The size of the company
• Its dominance or competitiveness in the industry
• Analyze Apple’s market share within the smartphone industry. What do students notice about Apple’s market share?
• Companies are generally defned as:
Large-cap = $10 billion or more
Mid-cap = $2 billion to $10 billion
Market Capitalization
Small-cap = $300 million to $2 billion
Market DiscussionSharetips:
• What does market share tell you about a company?
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students physically split back into their groups from session #1.
Any new students can either join a group of their choice or you can help introduce them to a group to be a part of.
Project: Financial Analysis for Janella: (15 minutes)
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Once students are in their groups, read steps 1 and 2 of today’s project instructions and instruct students to continue research of their 2 companies.
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During ALL sessions, they will always record today’s date, the current price of each companies’ stock and the P/E ratio of each Oncestock.students
49
During today’s session #3, students will be focusing on researching total assets, total liabilities, market share and market capitalization for both companies they are analyzing.
are in their groups, set a timer for 13 minutes. Let students know once there are 10 minutes remaining, 5 minutes remaining and 1 minute remaining in group project time.
At the end of time, have students move desks/chairs back to their original place and return to their seats.
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2. What terms or ideas do we need to spend additional time on?
2. What did students like about today’s session?
GLOWS:
3. How can the students or volunteers come better prepared to make the next session efcient and productive?
Refection: (3 minutes)
1. What went well?
1. What can be improved on for the next session?
Volunteers: Snap a picture of the recorded glows and grows and email to your RTSWS Program Coordinator.
As a group, brainstorm glows and grows.
3. What did volunteers like about today’s session?
GROWS:
Have the students write down the next session date you will be meeting.
Remind students of the upcoming RTSWS feld trip that will take place after session #5.
Share with students that in the spring, RTSWS will return to their school for the Spring Mentorship. During the Spring Mentorship, students will work with their mentors on college and career readiness.
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Reminders for Next Session: (3 minutes)
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• Understand that uncertainty in the news and economic markets can lead to stock market volatility.
Social Responsibility, Stock Market
• Prepare an investment recommendation for their fctitious client, Janella, based on company research.
GOLD
Grade: Grades 9-12 PRE-SESSION #4
Students will be able to…
Date: Session #4
I NSTRUCTOR HANDBOOK •
Volatility and Prepare to Present
Estimated Time of Lesson Plan: 60 minutes
RTSWS Learning Objectives:
Lesson Plan: Competitive Advantages, Corporate
NOTES
GOLD INSTRUCTOR • PRE-SESSION 4 PS4.1
• Determine how companies are able to earn a competitive advantage within the industries in which they operate.
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Session #4 Prep Info:
SESSION #4 AGENDA: 1. Welcome 2. Attendance 3. Norms 4. Review Agenda 5. Stock Market Review 6. Final Case Study Components 7. Finalize Project Recommendation & Prepare Pitch 8. Whole Group Refection 9. Reminders for Next Session
• Volunteer curriculum books
• Pull up Yahoo! Finance ahead of session to project on overhead (link is available within the RTSWS App under “Resources”)
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• Technology for project research time (personal laptops, tablets, phones)
• What are the benefts of implementing strong corporate social responsibility (CSR) practices within a company?
• How can analyzing diferent fnancial metrics allow for more informed investment decisions?
• Having strong corporate social responsibility positively impacts both the society and company brand. In addition, it has also proven to boost company morale.
• Understand the use of diferent fnancial metrics in comparing companies to competitors within their industry.
Essential Questions:
Understanding:
• Having a competitive advantage allows companies to generate more sales or higher proft margins compared to its industry rivals.
Materials, Resources and Technology:
• Writing utensils for group projects
GOLD INSTRUCTOR • PRE-SESSION 4 PS4.2
• What types of conditions allow a company to produce a good or service at a lower price or at a higher quality than a competitor?
B) A condition that allows a company to produce a good or service of equal value at a lower price or in a more desirable fashion than the company’s competitor.
D) I don’t know
Which of the following is true of stock market volatility?
PS4.3 GOLD INSTRUCTOR • PRE-SESSION 4 PS4.3
B) CapEx are funds used by a company for marketing and advertising purposes.
What is competitive advantage?
D) Both A and C are true.
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C) Low volatility means small fuctuations, investors are not worried. High volatility means large fuctuations, which implies an element of fear in investors’ current attitudes.
A) Stock market volatility measures fuctuations in stock prices.
B) Low volatility can be interpreted as investors being very worried and acting on that fear.
Assessment Questions Related to Session 4
D) I don’t know
A) A condition that allows a company to produce a good or service of lower value at a lower price than the company’s competitor.
C) A condition that allows a company to produce a good or higher value at a higher price than the company’s competitor.
E) I don’t know
C) CapEx are funds used by a company to recruit and hire new talent for their senior executive level positions.
A) CapEx are funds used by a company to acquire, upgrade, and maintain physical assets such as property, industrial buildings or equipment.
What are capital expenditures (CapEx) for a company?
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 1. 2. 3. 4. 5.
Every summer, many employers will welcome college students into their offices and host them for a summer internship opportunity. The internship provides these students with hands-on experiences and a first-hand look at the careers in finance they may be interested in pursuing. It provides college students with an increased clarity into what career path they may want to pursue after college graduation.
TOP 5 REASONS TO WELCOME HIGH SCHOOL STUDENTS AS INTERNS AT YOUR COMPANY:
TOP 5 REASONS YOUR COMPANY SHOULD HIRE HIGH SCHOOL INTERNS www.rockthestreetwallstreet.com QUESTIONS? Email info@rockthestreetwallstreet.com RTSWS students are top tier candidates and improve diversity of thought Community partnerships improve company energy & allow employees to share their knowledge Workforce development for your employees and the student They want to learn from YOU! Bridge the pipeline They want to learn from YOU! GOLD INSTRUCTOR • PRE-SESSION 4 PS4.4
However, more employers should offer students internship opportunities at the high school level. High school students are eager for discovery opportunities within the industry and can be a major asset to companies looking to get ahead of the competition and launch their talent recruitment sooner.
Attendance: (3 minutes)
• Students enter classroom and get settled in their seats
• Grab snacks for the session
IMPORTANT! Volunteers or Student CEO take attendance. This qualifes students for alumnae benefts.
Remind students of the agreed upon norms from earlier sessions.
Welcome & Allow Students to Get Settled: (5 minutes)
The attendance will be taken via a Survey Monkey link. The link has been emailed to your Lead Volunteer and Student CEOs.
Review Norms: (3 minutes)
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• Whole group: Lead volunteer provides a brief introduction to who the team is and introduces any new volunteers
Students share out loud: Name, grade and favorite beverage.
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• Make sure students have their student curriculum books
• Make sure they have a pen, pencil or marker
Agenda: (3 minutes)
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Talk through the guiding question and agenda as a whole group.
Students should be aware of what they will be learning about today and what they can expect from the session.
How can we use case study research and fnancial metrics to make responsible investment decisions?
Guiding Question:
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Market Capitalization (Market Cap)
Review last week’s investment key terms:
Throughout the course of the fall sessions, we are continuing to track Apple (AAPL) & SPY.
Please note that for some students this may be the frst time learning about the stock market, while for others they may be familiar with the general concept of stocks.
Stock Market Review: (10 minutes)
Have Yahoo! Finance pulled up on the overhead screen or projected on the board. If able, students can also pull up Yahoo! Finance on their own devices.
S&P 500 (Standard & Poor’s 500 Index)
Be cautious as you introduce new concepts to pause to check student understanding.
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Market Share
S&P/TSX Composite Index
Quick Check: Have the RTSWS cohort share out loud 3 things they have learned so far about the stock market.
With Yahoo! Finance pulled up, review and record as a whole group the…
• Take note of how the prices have changed since last session. What are some of the reasons the price might have gone up or down?
Show students how on Yahoo! Finance under “Chart,” you can view the history of a company stock by diferent date ranges.
• Company name
• Today’s price & date
• Point out the “Sustainability” tab
Today, students will be sketching the 1 month chart of Apple
Discuss(AAPL).outloud
• Ticker (Key term)
what should go on the x-axis (time frame) and what should go on the y-axis (stock price).
• How much the company is up or down since market open?
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• The 1 month movement of the stock
• How much the ETF is up or down since market open
SPY’s…•Today’s price & date
• The 6 month movement of the ETF
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With Yahoo! Finance pulled up, review and record as a whole group
• WHY might the ETF be up or down since market open
• WHY the 6 month movement fuctuates and WHAT might cause SPY to fuctuate?
Remind students that the S&P 500 is considered one of the most important measures of how the U.S. stock market is performing.
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D) Both A and C are true.
Which of the following is true of stock market volatility?
Post-Assessment Related Question:
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A) Stock market volatility measures fuctuations in stock prices.
Read through the defnition out loud and discuss the Napkin Finance graphic.
Introduce New Investment Key Term: Stock Market Volatility
In discussing how the stock market is performing, we might describe how volatile the market is.
Quick Check: Have students noticed any volatility in the stocks that they are Havemonitoring?theprices been going up and down a lot?
B) Low volatility can be interpreted as investors being very worried and acting on that fear.
C) Low volatility means small fuctuations, investors are not worried. High volatility means large fuctuations, which implies an element of fear in investors’ current attitudes.
Discussion tips:
Corporate Social Responsibility (CSR)
• What are indicators that a company is a leader in CSR?
Additional Case Study Components: (10 minutes)
• Why might a company’s CSR impact investors’ decisions?
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• What are the benefts of implementing strong CSR practices within a company?
• Why do larger companies often have a competitive advantage within their industry?
Competitive Advantage
• What are ways in which a company can increase its competitive advantage?
A) A condition that allows a company to produce a good or ser vice of lower value at a lower price than the company’s competitor.
B) A condition that allows a company to produce a good or service of equal value at a lower price or in a more desirable fashion than the company’s competitor.
Post-Assessment Related Question:
What are capital expenditures (CapEx) for a company?
C) CapEx are funds used by a company to recruit and hire new talent for their senior executive level positions.
What is competitive advantage?
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Capital Expenditures (CapEx)
B) CapEx are funds used by a company for marketing and adver tising purposes.
C) A condition that allows a company to produce a good or higher value at a higher price than the company’s competitor.
Post-Assessment Related Question:
A) CapEx are funds used by a company to acquire, upgrade and maintain physical assets such as property, industrial buildings or equipment.
Discussion tips:
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Once students are in their groups, read steps 1 - 4 of today’s task.
Today the groups will be fnalizing their research and beginning their slide preparation for their fnal presentations in the next session.
Any new students can either join a group of their choice or you can help introduce them to a group to be a part of.
Once students are in their groups, set a timer for 18 minutes. Let students know once there are 10 minutes remaining, 5 minutes remaining and 1 minute remaining in group project time.
Have students physically split back into their groups.
Project: Financial Analysis for Janella: (20 minutes)
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Be sure that students come to a fnal recommendation for Janella and are prepared to share with the class why they are making that Werecommendation.haveprovided an outline for their slides presentation to guide the groups; but, encourage groups to use their creativity and make it their own.
As students are working, walk around the room and listen in on diferent groups. Help individual groups for a few minutes at a time.
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Then, ask a few students to share out loud.
glossary to students and remind them to review these key terms ahead of next session.
During session 5, they will be sharing their presentations and recommendations with the rest of the groups.
Remind students that next session they will be taking the Pointpost-assessment.outthekeyterms
Reminders for Next Session: (3 minutes)
Provide RTSWS cohort with 1 minute to quick write on something new they learned today.
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Tip: RTSWS volunteers should share too!
Refection: (3 minutes)
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GLOSSARY72
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GOLD INSTRUCTOR KEY TERMS
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I
Students will be able to…
• Present their stock recommendation for Janella based on their company case studies and fnancial analysis.
Lesson Plan: Wrap Up, Presentations & Looking Ahead to the Field Trip and Spring Mentorship
GOLD SESSION #5
RTSWS Learning Objectives:
NOTES NSTRUCTOR HANDBOOK •
Estimated Time of Lesson Plan: 60 minutes
Grade: Grades 9-12
Page 3 GOLD INSTRUCTOR • PRE-SESSION 5 PS5.1
• Use various fnancial metrics to determine why one company may be a stronger investment choice over another.
Date: Session #5
Session #5 Prep Info:
GOLD INSTRUCTOR SESSION x GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM
GOLD INSTRUCTOR SESSION x GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM Essential Questions: • What factors and key components impact investor’s decisions? • Why is it important to research a company prior to investing? Understanding: • Adequate research is a key component of making responsible investment decisions. • Companies can be analyzed by a variety of qualitative and quantitative measures in order to predict future company performance. SESSION #5 AGENDA: 1. Welcome 2. Attendance 3. Review Agenda 4. Stock Market Review 5. Post-Assessment 6. Group Presentation Prep Time 7. Presentations 8. Whole Group Refection 9. Field Trip & Spring Mentorship Reminders
Resources and Technology: • Volunteer curriculum books • Pull up Yahoo! Finance ahead of session to project on overhead (link is available within the RTSWS • App under “Resources”) • Technology for project research time (personal laptops, tablets, phones) • Writing utensils for group projects GOLD INSTRUCTOR • PRE-SESSION 5 PS5.2
Materials,
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.
Review Norms:
Attendance: (3 minutes)
Thank the girls for their commitment and hard work!
• Make sure they have pen, pencil or marker
The attendance will be taken via a Survey Monkey link. The link has been emailed to your Lead Volunteer and Student CEOs.
Welcome & Allow Students to Get Settled: (5 minutes)
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• Whole group: Lead volunteer provides a brief introduction to who the team is and introduces any new volunteers
This qualifes students for alumnae benefts.
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Students share out loud: Name, grade and where they would live if they could choose anywhere.
• Make sure they have their student curriculum books
• Students enter the classroom and get settled in their seats
IMPORTANT! Volunteers or Student CEO take attendance.
• Grab snacks for the session
Agenda: (2 minutes)
Students should be aware of what they will be learning about today and what they can expect from the session.
Stock Market Review: (8 minutes) Review Last Week’s Key Term: Stock Market Volatility
Why is it important to research a company prior to investing?
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Talk through the guiding question and agenda as a whole group.
Guiding Question:
Discuss students’ responses and then have students propose a defnition of “risk” as it relates to saving and investing.
As a group, read the “Think About It!” introduction together.
1. Who gave the best advice? Why?
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Acknowledge that in order to choose the “best” advice, we need to learn more about Julia’s risk tolerance.
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2. Who gave the riskiest advice? Why?
Ask the students:
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Tip For:risk
As a group, talk through the new key terms and their defnitions.
New Investment Key Terms: Investment Risk & Risk Tolerance
tolerance, you might ask students what they would do if they were Julia. If they received $50, would they buy a lottery ticket, hide it in the house, buy a stock or put it into a savings account?
• The 12 month movement of the stock
Show students how on Yahoo! Finance under “Chart,” you can view the history of a company stock by diferent date ranges.
• Ticker (Key term)
Have Yahoo! Finance pulled up on the overhead screen or projected on the board. If able, students can also pull up Yahoo! Finance on their own devices. • https://fnance.yahoo.com/
• Take note of how the prices have changed since last session - what are some of the reasons the price might have gone up or down?
out loud what should go on the x-axis (time frame) and what should go on the y-axis (stock price).
• Today’s price & date
With Yahoo! Finance pulled up, review and record as a whole group the…
• Point out the “Sustainability” tab
Today, students will be sketching the 12 month chart of Apple Discuss(AAPL).
Throughout the course of the fall sessions, we are continuing to track Apple (AAPL).
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• Company name
• How much the company is up or down since market open
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• How the stocks within the index are chosen
• Considered one of the most important measures of how the U.S. stock market is performing
Next, let’s review the S&P 500:
• Review what it is
• You can’t invest directly in the S&P itself; but, you can invest in exchange-traded funds (ETFs) that track the S&P
• How much the ETF is up or down since market open
• Today, we are reviewing an ETF that tracks the S&P
With Yahoo! Finance pulled up, review and record as a whole group price & date
• WHY might the ETF be up or down since market open
SPY’s…•Today’s
• The 12 month movement of the ETF
Read the directions to the left with the students out loud. Encourage students to guess even if they do not know an Theanswer.post-assessment
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also available in the RTSWS App
• Announce to the class when there are 3 minutes remaining
will be taken via a SurveyMonkey link. The link was emailed to your lead volunteer and to the Thestudents.linkis
*Please have students take the post-assessment ahead of their presentations. The post-assessment is a key indicator and measure of growth.
Set a timer for 7 minutes.
Post-Assessment: (10 minutes)
• Announce to the class when there is 1 minute remaining
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Once students are in their groups, instruct them to use their research from sessions 2, 3 and 4 to fnalize their pitch presentation. Remind them to fnish preparing their 3-5 minute presentation. Students should each prepare a part to present.
Be sure that students not only identify what company Janella should invest in, but also why.
students physically split back into groups.
Group Presentation Prep Time: (5 minutes)
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Instruct non-presenting groups to use the chart in their student workbooks to record and take note of other groups’ stock recommendations.
Presentations: (24 minutes)
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Refection: (2 minutes)
From the presentations today, what do you think is the most important criteria for analyzing a company to invest in?
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Then, ask a few students to share out loud.
Tip: RTSWS volunteers should share their opinions too!
Remind students that there are more resources at the end of each session if they want to continue to increase their fnancial literacy!
Reminders for the Field Trip: (3 minutes)
Discuss the feld trip date and have the girls record it in their workbook for reference.
Provide RTSWS cohort with 1 minute to quick write on the prompt:
Encourage students to sign up for Spring Mentorship - if you plan to volunteer again as a mentor this spring, let them know you’ll be there!
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ARTICLES108
Student pages 88-108 include company research resources and articles for their case study project. These resources are also available in the student workbook electronically. Use the URL and password below to access:
Instructor Note:
Password:https://rockthestreetwallstreet.com/ca-gold-2022/rt$wsCAgoldstudent
GOLD INSTRUCTOR BONUS
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BONUS ARTICLES
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BONUS ARTICLES
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