ESG INSTRUCTOR WORKBOOK | RTSWSWWW.ROCKTHESTREETWALLSTREET.COM MOBILE APP To download the new RTSWS Mobile App, please follow instructions below. ALL VOLUNTEERS MUST REGISTER USING THE APP. The app can be used to view your RTSWS session schedule workbooks and program surveys , view registered volunteers and important contacts , etc. Have Questions Or Need Help? Email KATIE REYNOLDS at katherine.r@rockthestreetwallstreet.com STEP ONE Scan the QR code to the right or, using your mobile device, or go to app.rockthestreetwallstreet.com STEP TWO Follow the instructions to install on either iOS or Android. Please read instructions carefully. STEP THREE Once you have added it to your mobile home screen, click the LOGIN button. If you don’t have an account click “Sign Up”. STEP FOUR You will be prompted to SELECT YOUR ROLE for the RTSWS Program. Please select I AM A VOLUNTEER. STEP FIVE Complete the VOLUNTEER REGISTRATION. STEP SIX 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 .
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM ESG INSTRUCTOR WORKBOOK • TABLE OF CONTENTS RTSWS Mission and Vision I RTSWS History II RTSWS Locations III The 4 Components of RTSWS IV RTSWS Goals V An Open Letter to Our Volunteers VI Article: Math Anxiety VIII Statistics XI Article: Girls in STEM XII Classroom Management Tips XVI Workshop Sessions Overview XXII ESG Assessment Questions XXIV PRE-SESSION #1 PREP INFO PS1.1 SESSION 1 1 Pre-Assessment 4 Session #1 Bonus Material 14 PRE-SESSION #2 PREP INFO PS2.1 SESSION 2: Environmental 18 Stock Market Review 21 Project: Company Research for Janella 26 Yahoo! Finance Instructions 31 Session #2 Bonus Material 33 PRE-SESSION #3 PREP INFO PS3.1 SESSION 3: Social 37 Stock Market Review 41 Project: Company Research for Janella 46 Session #3 Bonus Material 50 PRE-SESSION #4 PREP INFO PS4.1 SESSION 4: Governance 52 Stock Market Review 57 Project: Company Research for Janella 62 Session #4 Bonus Material 66 KEY TERMS GLOSSARY 68 PRE-SESSION #5 PREP INFO PS5.1 SESSION 5 70 Stock Market Review 72 Post-Assessment 75 Company Research Presentations 78 Session #5 Bonus Material 83 Additional ESG Articles 85 Article: Careers in Finance 86 RESOURCES 90
OUR MISSION 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 Rockclassroom.TheStreet, 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.
OUR VISION 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. 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.
ABOUT ROCK THE STREET, STREET
WALL
I ESG INSTRUCTOR INTRODUCTION
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM
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!
OUR HISTORY
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.
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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.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM OUR LOCATIONS Since our launch, more than 4,000 girls have graduated from our year-long program. RTSWS ofers its programming in over 60 high schools across 35 cities in the United States, Canada and the United Kingdom. Our current locations are shown below. III Atlanta, GA Austin, Nashville,Minneapolis,MenloLondon,Indianapolis,Houston,Honolulu,Greenwich,Gallatin,DesDenver,Dallas,Columbus,Chicago,Charlotte,Boston,TXMANCILOHTXCOMoines,IATNCTHITXINEnglandPark,CAMNTN Newark, NewNewport,NJRIOrleans, LA New York, NY Omaha, Washington,Vancouver,St.SanSanSanSaltRaleigh,Portland,Pittsburgh,Philadelphia,Pasadena,NECAPAPAORNCLakeCity,UTDiego,CAFrancisco,CAMateo,CALouis,MOCanadaD.C. ESG INSTRUCTOR INTRODUCTION
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.
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.
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ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM THE FOUR COMPONENTS OF ROCK THE STREET, WALL STREET
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?
1. FALL | Financial and Investment Hands-On Workshops
2. FALL | Wall Street Experience Field Trip
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.
4. ALUMNAE & BEYOND | RTSWS Internship & Job Portal
3. SPRING | Mentorship Program
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.
Foster students’ continued growth in fnance through their college years and into the workforce.
• Create a longitudinal cohort of girls who can network with each other across cities, states, countries, socio-economic lines and industries.
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• Coach students on resume building.
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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.
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.
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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.
• 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.
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• Become the go to internship and job portal for emerging, diverse talent in the fnancial services industry and beyond.
Close the gender and racial gap in wages, investments and wealth accumulation for all women.
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ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM OUR GOALS V •
• Provide career discovery and preparation by ofering job shadowing and/or industry summer internships.
• Increase the number of women studying fnance, economics or related computational business felds.
• Create an early pipeline of female talent so as to increase the number of women who enter into the fnancial services industry.
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.
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. 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.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM AN OPEN LETTER TO VOLUNTEERS VIESG INSTRUCTOR INTRODUCTION
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.
Uneven Opportunities: How conditions for wellness vary across the metropolitan Washington region. VCU Center on Society and Health
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
Woolf, S., Chapman, D., Hill, L., Schoomaker, H., Wheeler, D., Snellings, L., Hyung Lee, J. (2018, Oct).
Paying It Forward YOU are creating societal and industrial change.
“To have a stable economic future, people need not only income but also the means to build wealth such as savings, retirement funds, and as sets (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.”
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. RTSWS Vocational and Career Platform/ RTSWS Internship and Job Portal
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!
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.)
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Maura Cunningham Founder & CEO - Rock The Street, Wall Street
Hello London!
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.
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. 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.
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.
10th Anniversary It’s been heady.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM
ARTICLE This teacher-turned-fnancial adviser on the diferent ways men and women approach math and life
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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.
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.
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.
Women sufer from ‘math anxiety’ more then men do - here’s how to reverse it
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.
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 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)
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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
MW: How can math anxiety impact personal fnances?
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.
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: 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 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: Does that concept translate to adult couples in fnancial planning?
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.
MW: Is it something adults face?
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: 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.
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 ask them both “do you understand this?” or make sure they’re both on the same page.
MW: Is there any way to overcome math anxiety?
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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. That ability translates nicely to doing fnancial plans. I can see what is probably going to confuse them and where they’ll get lost.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM
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.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM ESG INSTRUCTOR INTRODUCTION IN THE FINANCIAL SECTOR, WOMEN MAKE UP ONLY...INCOME INEQUALITY THE PROBLEMS RTSWS HAS A SOLUTION OUR OUTCOMES XI
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.
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.
Stereotypes and cultural norms dampen girls’ interest in STEM, but educators can counter the disparities with small changes to their practice.
Mathematicians and scientists are socially awkward men who wear glasses—at least, according to children.
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.
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. An article from Edutopia by Carly Berwick, March 12, 2019
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ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM XIII ESG INSTRUCTOR INTRODUCTION BARRIER 1: BUILDING A MATH IDENTITY
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. Tackling the STEM gender bias can also warrant some self-refection on the part of teachers.
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. 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.
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. 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.
BARRIER 2: THE QUESTION OF RACE AND CLASS
“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.”
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.
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.
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.
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.
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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.
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
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“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.
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.
BARRIER 3: IT’S NOT JUST CONTENT—IT’S CONTEXT, TOO The problem: When it comes to teaching and learning STEM, research shows that the format matters.
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.
“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.
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.
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.
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.
Other STEM educators are going beyond traditional STEM instruction in their classrooms to ensure that every child has a fair chance to learn math.
Set Classroom Norms Be the Leader Be Authentic Your Story Show You Care Build Relationships
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• Come prepared to be a part of RTSWS with your handbook, a writing utensil and a positive attitude.
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• Share
• Be kind and encourage one another - we are all in this together!
•
Asking students to help defne the learning environment in a way that supports their own self-advocacy skills is powerful.
CLASSROOM MANAGEMENT
• Have Fun! XVIESG INSTRUCTOR INTRODUCTION
• Ask questions, share your opinions and let the volunteers know when you do not understand something.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM
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. 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.
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. 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.
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 students:
CLASSROOM MANAGEMENT
•
•
Set Classroom Norms and Be the Leader
relationship.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM XVII ESG INSTRUCTOR INTRODUCTION Be Authentic • Be yourself! High school students can smell someone being inauthentic from miles away. • Be honest! If you are nervous, let them know you are nervous or if you make a mistake, own up to it. • 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. • Incorporate some comedy! Studies show that students who are having fun learn more efectively. Share Your Story • The more you share your story the more students will feel comfortable opening up about themselves and really engaging. • Telling your story allows students to connect with you over related experiences and to learn from you in the areas that they difer. • 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. Show You Care & Build Relationships
•
•
Nothing is more valuable for efective classroom management than building genuine relationships with students.
Did you hear about the newsuperhero, Accounts PayableWoman? She hadli-abilitiessuperhuman
• Be a good listener. Listening to their stories and learning more about who they are shows them that you care and develops a
• 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.
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!
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM
ESG INSTRUCTOR INTRODUCTION
• 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.
Just because they may look uninterested, bored or not listening doesn’t mean that’s the case
• 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.
My company keeps overspending trying to move this giant rock… In other words, they can’t budget!
Notes:_____________________________________________________________________________________________________________________XVIII
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• 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.
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!
• Quietly remind them of the expectations. Try to say it so only they can hear as to not embarrass them.
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If students are talking while you are talking or looking at their phone, you can...
Make sure to wait until everyone is listening. If you keep talking while they are talking then they will think this is okay.
• Countdown 5-4-3-2-1 or 3-2-1.
• Ask a question out loud
• Walk closer to them. Proximity will often bring attention to this so they will stop.
• Flicker the lights.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM XIX ESG INSTRUCTOR INTRODUCTION
• You can set up a call and response with them. Having them ofer suggestions makes it more likely they will do it.
• Try not to call students out publicly. Often, students fnd this embarrassing and do not react well to this. If students are talking at the beginning of the session, to quiet them you can…
• Come to the front and begin your greeting.
“When I say ferce you say females” - “Fierce” - “Females”
“Who here currently has a job? Raise your hand.” “Who went to the movies this weekend?” Now that you have their attention you can begin.
TEACHING TIPS
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.
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.
• 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!
• 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.
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HELPFUL
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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 out name tags, pulling up Yahoo! Finance on the projector). This also helps with management and keeping students orderly.
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. TIPS TO KEEP IN MIND
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Turn a blind eye occasionally. High school students sometimes act out 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.
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ADDITIONAL TIPS XXESG INSTRUCTOR INTRODUCTION
• 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.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM
• Write the agenda on the board if possible. Students like to know what’s going on.
The
Students like to be positively reinforced so if they are doing something great or had a really thoughtful answer, let them know! more specifc you are, the better so they know exactly what they did well and can do it again. a student is being disrespectful or making you uncomfortable, have one of the volunteers reach out to or fnd the School or reach out to your RTSWS Program Coordinator.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM XXI ESG INSTRUCTOR INTRODUCTION • 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. •
• If
Champion
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM ESG Curriculum Workshop Sessions ESG Curriculum Learning Outcomes: • To play the role of a fnancial planner for Janella Sims, a 28-year-old female who is interested in investing in a company which is an environmental, social and governance leader. • Defne basic investment terms. • To follow the price movements of Apple (AAPL) and the SPDR S&P 500 ETF Trust (SPY). • Learn about the growth of ESG investing across the globe and what are environmental, social and governance factors. • Understand how investors react to corporations’ environmental, social and governance performance. • Research and analyze a company’s environmental, social and governance impact and provide the company with an overall ESG rating. • To become familiar with the various types of careers in fnance. Session Topics and Key Terms: Please write in the day, time and location of each session on the following page. Be sure to add these dates to your phone calendar as well to set reminders. The session dates and times are also available in your RTSWS app. ESG INSTRUCTOR INTRODUCTION XXII
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM ESG INSTRUCTOR INTRODUCTIONXXIII
How have ESG factors become fnancially relevant to companies?
ESG INSTRUCTOR INTRODUCTION XXIV
A) The media calls out business practices that are harming society Industries have begun to regulate themselves and establish norms that harmful practices are acceptable Innovation has transformed industries and has resulted in ESG factors becoming increasingly prominent All of the above I don’t know ESG Investing refers to investing which prioritizes optimal ________________ factors or outcomes. Economic, societal and Environmental, social and governance Efcient, sustainable and Earthy, safe, and global don’t know
C)
✔ D)
Curriculum Specifc Questions:
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.
C)
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.
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.
growth D)
E) I
B)
E)
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.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM
good ✔ B)
ESG Assessment Questions
A)
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM ESG INSTRUCTOR INTRODUCTIONXXV What are some reasons that companies are acting on climate change? A) Proft incentives B) Mitigate operational risk C) Company reputation ✔ D) All of the above E) I don’t know Which of the options below is an example of external stakeholders? A) Employees B) Managers ✔ C) Customers D) Owners E) I don’t know When analyzing a company’s governance structure, which of the below are NOT taken into account: A) Leadership & executive pay B) Audits and internal controls C) Diversity and structure of the Board of Directors ✔ D) Working conditions and privacy/data security E) I don’t know
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM Investment Literacy Questions: The main diference between an ETF (exchange traded fund) and a mutual fund is… A) An ETF is only one stock, while a mutual fund is a group of stocks ✔ B) ETFs can be traded throughout the day, while mutual funds can only be traded once per day C) ETF are traded within the stock market, while mutual funds are not publicly traded D) ETFs and mutual funds are the same E) I don’t know A symbol in which stocks are identifed. A) Broker ✔ B) Ticker C) Stock acronym D) IPO E) I don’t know The benchmark index that tracks the stock price movements of the largest U.S. publicly traded companies. A) Fortune 500 ✔ B) S&P 500 C) S&P 1000 D) The New York Stock Exchange E) I don’t know ESG INSTRUCTOR INTRODUCTION XXVI
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM ESG INSTRUCTOR INTRODUCTIONXXVII Which of the following is true of stock market volatility? 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 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. ✔ D) Both A and C are true E) I don’t know FINRA SupposeQuestions:youhave$100 in a savings account earning 2 percent interest a year. After fve years, how much would you have? ✔ A) More than $102 B) Exactly $102 C) Less than $102 D) 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) More B) Same ✔ C) Less D) I don’t know
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM If interest rates rise, what will typically happen to bond prices? Rise, fall, stay the same or is there no relationship? A) Rise ✔ B) Fall C) Stay the Same D) No Relationship E) 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. ✔ A) True B) False C) I don’t know True or false: Buying a single company’s stock usually provides a safer return than a stock mutual fund. A) True ✔ B) False C) I don’t know Why did Bach have no money? He was Baroque. ESG INSTRUCTOR INTRODUCTION XXVIII
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM ESG INSTRUCTOR SESSION x# Students will be able to… • Get to know the volunteers that are coming into their classroom for RTSWS. • Begin to understand the defnition of ESG Investing. • Begin to understand why ESG has grown over the years. • Begin thinking about which company they want research and analyze over the next 4 sessions. Pre-Session #1 Prep Info: Lesson Plan: Cohort Norm Building, Getting to Know One Another, Introduction to ESG Date: Session #1 Estimated Time of Lesson Plan: 60 minutes Grade: Grades 9-12 I NSTRUCTOR HANDBOOK • ESG SESSION #1 RTSWS Learning Objectives: NOTES PS1.1
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM ESG INSTRUCTOR SESSION x Essential Questions: • Why do investors choose to invest in companies, ideas or products they are interested in or passionate about? • What is ESG Investing? • Why is interest in ESG growing? • How are stock prices impacted by ESG factors? Understanding: • An increasing number of investors are looking to fund organizations and products that support and promote sustainability, meet equitable principles and comply with emerging policies such as climate change regulations. SESSION #1 AGENDA: 1. Welcome 2. Attendance 3. Human Scavenger Hunt - BINGO 4. RTSWS Cohort Norms 5. Pre-Assessment 6. Likes and Dislikes: Companies and Products 7. What is ESG and Why is it Growing? 8. Action Item 9. Refection: Grows and Glows 10. Reminders for Next Session Materials, Resources and Technology: • Student curriculum books (School Champion will have) • Volunteer curriculum books • Technology for pictures, timers and guided discussion questions • Markers or pens for BINGO PS1.2
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM # ESG INSTRUCTOR SESSION 1 Post-Assessment Questions Related to Session 1 How have ESG factors become fnancially relevant to companies? A) The media calls out business practices that are harming society B) Industries have begun to regulate themselves and establish norms that harmful practices are acceptable C) Innovation has transformed industries and has resulted in ESG factors becoming increasingly prominent D) All of the above E) I don’t know ESG Investing refers to investing which prioritizes optimal ___________________ factors or outcomes. A) Economic, societal and good B) Environmental, social and governance C) Efcient, sustainable and growth D) Earthy, safe and global E) I don’t know PS1.3
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM ESG INSTRUCTOR SESSION x PS1.4 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. 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. 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!
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM NOTES
• Students enter classroom and get settled in their seats
• Grab snacks for the session
Name, grade and favorite emoji.
• 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.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 1ESG INSTRUCTOR SESSION 1 START SESSIONWelcome1
IMPORTANT!Share:Volunteers or Student CEO take attendance. This qualifes students 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.
Attendance: (3 minutes) Students
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.
• Make sure they have a pen, pencil or marker
& Allow Students to Get Settled: (5 minutes)
• Make sure they have their student curriculum books (If each student does not already have them, School Champion will)
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM ESG INSTRUCTOR SESSION 12 Ice Breaker & Getting to Know You Activity: (5 minutes) 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. Show of hands, which students and volunteers made a BINGO? Call students back to their seats and begin to discuss the classroom norms. NOTES
RTSWS Cohort Norms: (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.
• Come on time and prepared
Asking students to help defne the learning environment in a way that supports their own self-advocacy skills is powerful.
• Be a leader and encourage your RTSWS peers
Examples:
• Participate constructively
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM ESG INSTRUCTOR SESSION 1 3
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 the students to take ownership of their RTSWS cohort. 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 additiona norms for our fall sessions?”
Norms are diferent from classroom rules in that students participate in drafting them. They’re generally positive, inclusive and productive. 3 of the norms to the right are RTSWS norms.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 4 ESG INSTRUCTOR SESSION 1 Read the pre-assessment directions 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. The link is also available in the RTSWS App: Seeapp.rockthestreetwallstreet.com/frstpageofbookforapp instructions This is a baseline assessment. Please encourage students to answer “I don’t know” where applicable. Set a timer for 7 minutes. • Announce to the class when there are 3 minutes remaining • Announce to the class when there is 1 minute remaining Pre-Assessment: (10 minutes)
Guiding Question: What motivates people or companies to invest in one company over Studentsanother?should be aware of what they will be learning about today and what they can expect from the session.
Agenda: (3 minutes)
Let’s Teach: (8 minutes) Complete the activity at left together out loud. Students can come up with their own companies and products OR they can use the examples given from students who share their ideas.
Talk through the guiding question and agenda as a whole group.
Talk through each question on page 5 and 6 and ask students to share their answers.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 5ESG INSTRUCTOR SESSION 1
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 6 ESG INSTRUCTOR SESSION 1 NOTESExplain Out Loud: Choosing to invest in companies that align with your values and ethical belief system is a part of ESG investing.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 7ESG INSTRUCTOR SESSION 1 Introduce New Key Term: ESG Investing Introduce New Key Term: Sustainability
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 8 ESG INSTRUCTOR SESSION 1 Instruction: (10 minutes) Spend the next 10 minutes reading aloud and discussing “What is ESG?” If students are comfortable doing so, they can volunteer to read aloud from the diferent sections. If students do not volunteer, have a RTSWS volunteer read aloud. Be sure to pause to check students’ understanding and ask what questions they have.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 9ESG INSTRUCTOR SESSION 1 NOTES
BRAINSTORM:
Can you
Improved technology and artifcial intelligence (AI) has allowed for increased transparency within ESG data and the impact that companies have on society and the environment. Advancements in technology and AI, combined with the internet and social media, have allowed for more reliable data for investors and, in turn, increased the power of investors. brainstorm any other factors that may contribute to the ESG investing we will begin to look at how environmental, social and governance factors can impact the stock market and investment performance. students will brainstorm together.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 10 ESG INSTRUCTOR SESSION 1 ESG STUDENT WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM ESG STUDENT SESSION 1
10Volunteers and
Duringboom?thenext session,
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 11ESG INSTRUCTOR SESSION 1 Action Item: (3 minutes) Volunteers provide students with 3 minutes for action item. During Session #2, student groups will narrow down to one company to research and analyze over the course of the remaining sessions.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 12 ESG INSTRUCTOR SESSION Refection: (3 minutes) As a group, brainstorm glows and grows. Volunteers: Snap a picture of the recorded glows and grows and email to your RTSWS Program Coordinator. GLOWS: • What went well? • What did students like about today’s session? • What did volunteers like about today’s session? GROWS: • What can be improved on for the next session? • What terms or ideas do we need to spend additional time on? • How can the students or volunteers come better prepared to make the next session efcient and productive?
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 13ESG INSTRUCTOR SESSION 1 Reminders for Next Session: (3 minutes) Have students record in their workbooks the date and time of RTSWS session #2. Share with students that after session #5, there will be a RTSWS “Wall Street experience” feld trip.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM ESG INSTRUCTOR SESSION 1 BONUS14 NOTES
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 15ESG INSTRUCTOR SESSION 1 BONUS NOTES
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 16 ESG INSTRUCTOR SESSION 1 BONUS NOTES
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 17ESG INSTRUCTOR SESSION 1 BONUS NOTES
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM ESG INSTRUCTOR SESSION x# Students will be able to… • Continue to develop a deeper understanding of ESG Investing. • Choose a company to research and analyze for the course of the remaining sessions. • Understand the environmental impacts that companies have and how they impact investor decisions. Pre-Session #2 Prep Info: RTSWS Learning Objectives: NOTES I NSTRUCTOR HANDBOOK • ESG SESSION #2 Lesson Plan: Environmental, The E in ESG Date: Session #2 Estimated Time of Lesson Plan: 60 minutes Grade: Grades 9-12 PS2.1
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM ESG INSTRUCTOR SESSION x Essential Questions: • What steps can companies take to reduce their environmental impact? • How would students rate the environmental pillar of the company they are researching? Understanding: • Consumers are increasingly demanding that businesses do their part to reduce their environmental impact. • Climate change and environmental sustainability have become integral priorities to how executives are managing their businesses. SESSION #2 AGENDA: 1. Welcome 2. Norms 3. Attendance 4. Review Agenda 5. The E in ESG: Environmental 6. Stock Market Review 7. Project Work Time: Company Research 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 stocks ahead of the session (link can be found in the RTSWS App under “Resources”) PS2.2
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM # ESG INSTRUCTOR SESSION 2 Assessment Questions Related to Session 2 PS2.3 A symbol in which stocks are identifed: A) Broker B) Ticker C) Stock acronym D) IPO E) I don’t know What are some reasons that companies are acting on climate change? A) Proft incentives B) Mitigate operational risk C) Company reputation D) All of the above E) I don’t know
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM PS2.4ESG INSTRUCTOR SESSION 2 PS2.4
IMPORTANT! Volunteers or Student CEO take attendance. This qualifes students for alumnae benefts.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 18 ESG INSTRUCTOR SESSION 2 START SESSION 2 Welcome & Allow Students to Get Settled: (5 minutes) • Students enter classroom and get settled in their seats • Grab snacks for the session • Make sure they have their student curriculum books • 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
Briefy discuss the agreed upon norms and address what these norms might look like in action during the session today.
•
Students share out loud: Name, grade and a hobby they enjoy outside of school. Remind students of the agreed upon norms from session #1. Read aloud the frst three norms from session #1 and instruct students to write in the two norms that the whole group decided from session #1.
Attendance: (3 minutes) Review Norms: (3 minutes)
The attendance will be taken via a SurveyMonkey link. It will also be emailed to your Lead Volunteer and Student CEOs.
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Ask students to think about what comes to mind when they hear the word “environment.“
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Talk through the guiding question and agenda as a whole group.
Students will record their thoughts and ideas in their student handbook. After 60 seconds of think time, ask 2-3 students to share what they wrote or drew.
Let’s Teach: (5 minutes)
From here, you will introduce the key term of the day: Environmental “Today we will be focusing on the E in ESG or environmental…”
Provide students with 60 seconds to jot down ideas that come to mind when they hear the word environment.
Agenda: (3 minutes)
Guiding Question: What makes up the environmental pillar of ESG Studentsinvesting?should be aware of what they will be learning about today and what they can expect from the session.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 20 ESG INSTRUCTOR SESSION 2 Instruction: (5 minutes) Cohort will read out loud the four excerpts from the Forbes article, “Reducing Environmental Impact Is Now A Business Imperative” Pause(2020) after the last excerpt to emphasize that companies that neglect to consider the efects of their policies and practices on the environment may be exposed to greater fnancial risk. Without paying attention to how their operations afect the environment, companies can face sanctions, criminal prosecution and damage to their reputation. All of which risk harming shareholder value. Introduce the key term and discuss the examples with students out loud. What other examples can they think of? What other ways do companies impact the environment?
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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. Be cautious as you introduce stocks and be sure to pause to check student understanding.
Example of method to quickly check student understanding during the lesson: Fist to 5
In order to discuss how environmental factors impact company value we need to introduce the stock market.
Stock Market Review: (15 minutes)
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 22 ESG INSTRUCTOR SESSION 2 Explain: 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 one stock of Apple and Apple had one million shares in total, then you would own one-millionth of the company or 0.0001%. Provide students examples of stock exchanges and briefy discuss: The main stock exchanges in the U.S. are: The New York Stock Exchange (NYSE)—which has a physical trading foor but also handles electronic orders Nasdaq—which is an all-electronic exchange 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: Tokyo Stock Exchange Japan London Stock Exchange United Kingdom Hong Kong Stock Exchange Hong Kong Shanghai Stock Exchange China Euronext Paris France Bombay Stock Exchange India Frankfurt Stock Exchange Germany
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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.
• Point out the “Sustainability” tab
With Yahoo! Finance pulled up, review and record as a whole group the… Company name Ticker (Key term) Today’s price & date How much the company is up or down since market open
• https://fnance.yahoo.com/ (this link can also be found in the RTSWS App under “Resources”)
• The 6 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. Today students will be sketching the 6 month chart of Apple Discuss(AAPL). 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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Throughout the course of the fall sessions, we are going to track Apple (AAPL).
Page 31 has student instructions for creating their own Yahoo! Finance accounts to create a portfolio of stocks they want to monitor. This is not mandatory. But, a helpful resource for students interested in exploring more.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 23ESG INSTRUCTOR SESSION 2
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ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 24 ESG INSTRUCTOR SESSION 2 In reviewing this stock today, be sure to discuss out loud how Apple’s operations and actions may impact the environment BRAINSTORM:
Even though IKEA is a leader in the “fast furniture” industry, the progression of reducing impact requires modifcations that can take years to establish. Ikea is making a step towards only sourcing from responsibly managed forests, but it still produces furniture that does not have a long life expectancy. On a positive note, the business recently announced that by 2030, 100% of its products will consist of recycled material. (environment.co)
As a group, talk through the diferent key issues and what impacts companies might have on each. These environmental impacts can be both positive and negative.
The company sources vegetables from healthy soil and meats from farms where animals are pasture-raised and treated humanely. Chipotle has removed all genetically modifed products from their foods, proving a commitment to biodiversity and natural products.
Several companies analyze frms across the globe and assign ESG Scores or ratings based on the company’s actions that may create signifcant risks or opportunities for the company.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 25ESG INSTRUCTOR SESSION 2
IKEA, a European furniture retail company, is taking a big step towards sustainability. However, it is still working to fnd more sustainable solutions to its aggressive consumption of natural resources. IKEA consumes more wood than any other company — 1% of the world’s wood. While the business is working to source sustainably, this can be a difcult transition in the short term.
Negative Example: IKEA
Share Out Loud:
Positive example: CHIPOTLE
Discuss the key issues at left that apply to a company’s environmental profle - or the E in ESG.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 26 ESG INSTRUCTOR SESSION 2
Have students physically split into about 5 groups (dependent on cohort size). 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.
As students are choosing a company, walk around the room and listen in on diferent groups.
Once students are in their groups, read the project instructions out loud with students. They will need to spend 2 minutes agreeing upon what company they would like to research and analyze for Janella over the course of the fall sessions.
Help indecisive groups come to a decision in a timely and efcient manner and help groups get started on their research.
Encourage groups to choose diferent companies so that there are not repeats during the session #5 presentations.
Project Time: (15 minutes)
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 27ESG INSTRUCTOR SESSION 2 Students may use… • Google or Search Engine • Company websites • News articles • https://www.sustainalytics.com/esg-rating • The “Sustainability” Tab in Yahoo! Finance Be sure that students not only identify how they would rate the company, but also WHY.
Once students 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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ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 30 ESG INSTRUCTOR SESSION 2 Whole Group Refection: (3 minutes) Ask a few students to share… What surprised you about the environmental impact of the companies you researched? Encourage students to continue the environmental conversation with their parents, families, friends and teachers. Reminders for Next Session: (3 minutes) Have the students write down the next session date you will be meeting. Remind students about the upcoming feld trip that will take place after RTSWS session #5.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 31ESG INSTRUCTOR SESSION 2 END OF SESSION #2 - Yahoo! Finance Instructions During each session, RTSWS volunteers (you!) will have Yahoo! Finance pulled up on the overhead screen or projected on the Ifboard.able, students can also pull up Yahoo! Finance on their own devices • https://fnance.yahoo.com/ Here are student instructions for creating their own Yahoo! Finance accounts to create a watchlist of stocks they want to monitor. This is not mandatory. But it is a helpful resource for students interested in exploring more.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 32 ESG INSTRUCTOR SESSION 2 NOTES
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 33ESG INSTRUCTOR SESSION 2 BONUS NOTES
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ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM ESG INSTRUCTOR SESSION x# Students will be able to… • Continue to develop a deeper understanding of ESG Investing. • Understand the social efects of companies and how they impact investment decisions. Pre-Session #3 Prep Info: RTSWS Learning Objectives: NOTES I NSTRUCTOR HANDBOOK • ESG SESSION #3 Lesson Plan: Social, The S in ESG Date: Session #3 Estimated Time of Lesson Plan: 60 minutes Grade: Grades 9-12 PS3.1
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM ESG INSTRUCTOR SESSION x Essential Questions: • What steps can a company take to be a social leader in their industry? • How would students rate the social pillar of the company they are researching? Understanding: • Every company operates within a broad, diverse society of stakeholders. • In the same way that employees and customers care about how a company treats them - investors and regulators expect businesses to consider the social impact they have. SESSION #3 AGENDA 1. Welcome 2. Norms 3. Review Agenda 4. The S in ESG: Social 5. Stock Market Review 6. Project Work Time: Company Research for Janella 7. Whole Group Refection 8. 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 stocks ahead of the session (link can be found in the RTSWS App under “Resources”) PS3.2
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM # ESG INSTRUCTOR SESSION 3 Assessment Questions Related to Session 3 Which of the options below is an example of external stakeholders? A) Employees B) Managers C) Customers D) Owners E) I don’t know The main diference between an ETF (exchange traded fund) and a mutual fund is… A) An ETF is only one stock, while a mutual fund is a group of stocks B) ETFs can be traded throughout the day, while mutual funds can only be traded once per day C) ETF are traded within the stock market, while mutual funds are not publicly traded D) ETFs and mutual funds are the same E) I don’t know FINRA Question: True or false: Buying a single company's stock usually provides a safer return than a stock mutual fund. A) True B) False C) I don’t know PS3.3
• Briefy discuss the RTSWS norms and address what these norms might look like in action during the session today.
Attendance: (3 minutes) Review Norms: (2 minutes)
IMPORTANT! Volunteer or Student CEO(s) take attendance. This qualifes students for alumnae benefts.
The attendance will be taken via a SurveyMonkey link. The link been emailed to your Lead Volunteer and Student CEOs.
Students enter classroom and get settled in their seats
• Grab snacks for the session
Students share out loud: Name, grade and a leader you look up to.
& Allow Students to Get Settled: (5 minutes)
Whole group: Lead volunteer provides a brief introduction to who the team is and introduces any new volunteers.
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• Make sure they have pen, pencil or marker
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• Make sure they have their student curriculum books
Remind students of the agreed upon norms from session #1.
Tip: Volunteers may choose to share a personal story about how a fnancial decision might afect their signifcant other or how a career change that requires relocation might afect their friends and family. Ask students if they can think of people in their own lives that have a vested interest in their success and want to see them make positive decisions. Explain to students that these people are called stakeholders. Instruct students to write down 3 people who are their own personal stakeholders.
Agenda: (2 minutes)
Let’s Teach: (5 minutes) Ask students what they think about the following questions: Before you make a big decision in your life, who are people whose opinions you take into consideration? Why do you choose to take their opinions into account?
Talk through the guiding question and agenda as a whole group. Today’s Guiding Question: How do stakeholders view the social pillar of ESG investing?
Provide students with 30-60 seconds to think about the prompt and then ask 2-3 students to volunteer to share their answers out loud.
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ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 39ESG INSTRUCTOR SESSION 3 Discuss as a whole group the internal and external stakeholders of a company. Can students think of examples of internal and external stakeholders? Tip: To discuss stakeholders, it may be helpful to relate the types of stakeholders to a specifc company. Example: Disney • Who are Disney’s internal stakeholders? • Who are Disney’s external stakeholders? Introduce New Key Term: Stakeholder Introduce New Key Term: Social
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 40 ESG INSTRUCTOR SESSION 3 Instruction: (5 minutes) Ask students to brainstorm ways in which companies can be social AnswersLEADERS.canbewritten within their student books and a volunteer can lead the brainstorm session at the board. Examples: • Support staf’s physical and mental health • Safe working conditions • Boosting diversity and inclusion (gender equality, LGBTQ+ equality, BAME equality, BIPOC equality) • Highly involved in the community (promoting education, human rights, socio-economic development) • Developing products safely and ethically Ask students: Why do you think it is important for companies to take their social responsibility and impact seriously? Examples: • Creates diversity of thought and improves decision making • Enhanced productivity • Better recruitment • Higher employee retention • Higher customer satisfaction • The right thing to do • Good for business and improves proft
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Example of student understanding quick checks: Ask students to display a designated hand signal to indicate their degree of confdence in their understanding of the topic being Throughoutdiscussed.thecourse of the fall sessions, we are continuing to track Apple (AAPL). 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.
In order to discuss how environmental factors impact company value, we need to continue to develop students’ understanding of the stock market.
Stock Market Review: (14 minutes)
https://fnance.yahoo.com/ Page 31 has student instructions for creating their own Yahoo! Finance accounts to create a portfolio they want to monitor. This is not mandatory. But it is a helpful resource for students interested in exploring more.
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 to pause to check student understanding.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 42 ESG INSTRUCTOR SESSION 3 With Yahoo! Finance pulled up, review and record as a whole group the… • Company name • Ticker (Key term) • Today’s price & date • 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 mark open • The YTD movement of the stock • 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… Today, students will be sketching the YTD chart of Apple (AAPL). Be sure to introduce what YTD means and what months it would entail. Discuss out loud what should go on the x-axis (time frame) and what should go on the y-axis (stock price). Tip: In reviewing this stock today, be sure to discuss out loud how Apple’s operations and actions may impact social factors which may afect its stakeholders.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 43ESG INSTRUCTOR SESSION 3 BRAINSTORM:
Introduce New Investment Key Terms: • Mutual Fund • ETF
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Introduce the two new investment key terms to students. Read through the defnitions out loud and discuss the Napkin Finance graphics. Talk through the concept of ETFs being passively managed vs. mutual funds being actively managed. Indexed vs. actively managed (Napkin Finance) 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. Indexed ETFs are passively managed.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 45ESG INSTRUCTOR SESSION 3 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: • Higher expenses • Greater risk of poor performance • More tax bills along the way Share with students that some of the most popular ETFs 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.
Have students physically split back into their company research groups. 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, instruct them to use the same company that they researched last week. During today’s session, they will fnd out more about that company’s social factors.
Discuss the key issues at right that apply to a company’s SOCIAL profle - or the S in ESG.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 46 ESG INSTRUCTOR SESSION 3 Project Time: (15 minutes)
As a group, talk through the diferent key issues and what impacts companies might have on each. These social impacts can be both positive and negative.
Share out loud: Several companies analyze frms across the globe and assign ESG Scores or ratings based on the company’s actions that may create signifcant risks or opportunities for the company.
also
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 47ESG INSTRUCTOR SESSION 3 As students are working, walk around the room and listen in on diferent groups. Help individual groups for a few minutes at a time. Students may use… • Google or Search Engine • Company websites • News articles • https://www.sustainalytics.com/esg-rating • The “Sustainability” Tab in Yahoo! Finance
Be sure that students not only identify how they would rate but why.
At the end of time, have students move desks/chairs back to their original place and return to their seats.
the company,
Once students 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.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 48 ESG INSTRUCTOR SESSION 3 Refection: (3 minutes) As a group, brainstorm glows and grows. Volunteers: Snap a picture of the recorded glows and grows and email to your RTSWS Program Coordinator. GLOWS: 1. What went well? 2. What did students like about today’s session? 3. What did volunteers like about today’s session? GROWS: 1. What can be improved on for the next session? 2. What terms or ideas do we need to spend additional time on? 3. How can the students or volunteers come better prepared to make the next session efcient and productive?
Reminders for Next Session: (3 minutes) 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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ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 51ESG INSTRUCTOR SESSION 3 BONUS Remind students of the post-assessment coming up during session #5.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM ESG INSTRUCTOR SESSION x# Students will be able to… • Continue to develop a deeper understanding of ESG Investing. • Understand the governance tier of companies and how it may positively or negatively impact investment and company decisions. Pre-Session #4 Prep Info: RTSWS Learning Objectives: NOTES I NSTRUCTOR HANDBOOK • ESG SESSION #4 Lesson Plan: Governance, The G in ESG Date: Session #4 Estimated Time of Lesson Plan: 60 minutes Grade: Grades 9-12 PS4.1
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM ESG INSTRUCTOR SESSION x Essential Questions: • How would students rate the governance pillar of the company they are researching? • How does a company’s governance structure correlate with the needs of its stakeholders? • How does a company’s governance structure support its goals and objectives? Understanding: • Governance relates to the practices, controls and procedures a company adopts in order to govern itself, make efective decisions, comply with the law and meet the needs of external stakeholders. • A corporation’s governance system is infuenced by several stakeholder groups. SESSION #4 AGENDA: 1. Welcome 2. Attendance 3. Norms 4. Review Agenda 5. The G in ESG: Governance 6. Stock Market Review 7. Project Work Time: Company Research 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 stocks ahead of the session (link can be found in the RTSWS App under “Resources”) PS4.2
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM Assessment Questions Related to Session 4 The benchmark index that tracks the stock price movements of the largest U.S. publicly traded companies: A) Fortune 500 B) S&P 500 C) S&P 1000 D) The New York Stock Exchange E) I don’t know When analyzing a company’s governance structure, which of the below are NOT taken into account: A) Leadership & executive pay B) Audits and internal controls C) Diversity and structure of the Board of Directors D) Working conditions and privacy/data security E) I don’t know PS4.3
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM PS4.4
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 52 ESG INSTRUCTOR SESSION 4 Attendance: (3 minutes) START SESSION 4 Welcome & Allow Students to Get Settled: (5 minutes) • Students enter classroom and get settled in their seats • Grab snacks for the session • Make sure they have their student curriculum books • 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 Students share out loud: Name, grade and favorite beverage. • Remind students of the agreed upon norms from session #1. • Briefy discuss the RTSWS norms and address what these norms might look like in action during the session today. Attendance: (3 minutes) Review Norms: (2 minutes) IMPORTANT! Volunteers or Student CEO take attendance. This qualifes students for alumnae benefts. The attendance will be taken via a SurveyMonkey link. The link has been emailed to your Lead Volunteer and Student CEOs.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 53ESG INSTRUCTOR SESSION 4 Agenda: (3 minutes) Talk through the guiding questions and agenda as a whole group. Guiding Question: How does a company’s governance structure support its goals and objectives? Students should be aware of what they will be learning about today and what they can expect from the session.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 54 ESG INSTRUCTOR SESSION 4 Provide students with 1-2 minutes to read through the governance stats. Students and volunteers will circle or highlight 3 that are most surprising or stand out the most. Ask 2-3 students to volunteer to share their answers out loud. Have RTSWS volunteers share their answers out loud as well. Intro to Governance: (10 minutes)
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 55ESG INSTRUCTOR SESSION 4 Explain to students that CEO & Boardroom diversity is one aspect that afects the G in ESG or the governance.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 56 ESG INSTRUCTOR SESSION 4 Introduce New Key Term: • Governance
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 57ESG INSTRUCTOR SESSION 4 Review Last Week’s Investment Key Terms: • Mutual Fund • ETF Stock Market Review: (15 minutes)
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 58 ESG INSTRUCTOR SESSION 4 In order to discuss how governance factors impact company value 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. Be cautious as you introduce stocks to pause to check student understanding. Quick Check: Have the RTSWS cohort share 3 things they have learned so far about the stock market. Throughout the course of the fall sessions, we are continuing to track Apple (AAPL). 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/ With Yahoo! Finance pulled up, review and record as a whole group the… • Company name • Ticker (Key term) • Today’s price & date • 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 • The 1 month movement of the stock • Point out the “Sustainability” tab
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 59ESG INSTRUCTOR SESSION 4
Show students how on Yahoo! Finance under “Chart,” you can view the history of a company stock by diferent date ranges. Today, students will be sketching the 1 month chart of Apple Discuss(AAPL). out loud what should go on the x-axis (time frame) and what should go on the y-axis (stock price).
Tip: In reviewing this stock today, be sure to discuss out loud how Apple’s governance structure may afect its fnancials.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 60 ESG INSTRUCTOR SESSION 4 Read the defnition out loud and discuss the Napkin Finance graphic. Discuss that during the last session (session #3), we introduced ETF’s and mutual funds. The S&P is an INDEX, which means it provides an estimate of how the overall market is doing. You can invest in a handful of exchange-traded funds (ETFs) or index funds that track the S&P. Introduce New Investment Key Term: • S&P 500
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 61ESG INSTRUCTOR SESSION 4 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. With Yahoo! Finance pulled up, review and record the following information about SPY: • Today’s price & date • How much the ETF is up or down since the market opened • WHY the ETF might be up or down since the market opened • The YTD movement • WHY YTD movement fuctuates and WHAT might cause SPY to fuctuate
Share out loud: Several companies analyze frms across the globe and assign ESG Scores or ratings based on the com pany’s actions. These actions may create signifcant risks or opportunities for the company.
The ESG advantage
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Discuss the key issues at right that apply to a company’s GOVERNANCE profle - or the G in ESG.
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 Time: (15 minutes)
Once students are in their groups, instruct them to use the same company that they researched last week. During today’s session, they will fnd out more about that company’s governance factors.
Have students physically split back into their project groups.
As a group, talk through the diferent key issues and what impact companies might have on each. These governance impacts can be both positive and negative.
More investors are seeing the connection between ESG performance, value creation and risk reduction. It stands to reason that companies with strong ESG performance should be more efcient and less wasteful. They enjoy greater employee commitment. They are more respected and better able to build brand equity. All of this should reduce operational and reputational risks.
Once students 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.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 63ESG INSTRUCTOR SESSION 4 As students are working, walk around the room and listen in on diferent groups. Help individual groups for a few minutes at a time. Students may use… • Google or search engine, company websites, news articles • https://www.sustainalytics.com/esg-rating • The “Sustainability” Tab in Yahoo! Finance Be sure that students not only identify how they would rate the company, but also why.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 64 ESG INSTRUCTOR SESSION 4 Refection: (3 minutes) Provide RTSWS cohort with 1 minute to quick write on something new they learned today. Then, ask a few students to share out loud. TIP: RTSWS volunteers should share too! Reminders for Next Session: (3 minutes) Remind students that next session they will be taking the Pointpost-assessment.outthekeyterms glossary to students and remind them to review these key terms ahead of next session.
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ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM ESG INSTRUCTOR SESSION x# Students will be able to… • Continue to develop a deeper understanding of ESG Investing. • Learn about diferent companies’ impact on the environmental, social and governance of communities. Pre-Session #5 Prep Info: RTSWS Learning Objectives: NOTES I NSTRUCTOR HANDBOOK • ESG SESSION #5 Lesson Plan: Wrap Up, Presentations & Looking Ahead to the Field Trip and Spring Mentorship Date: Session #5 Estimated Time of Lesson Plan: 60 minutes Grade: Grades 9-12 PS5.1
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM ESG INSTRUCTOR SESSION x Essential Questions: • How do a company’s policies and practices regarding environmental issues, social standards and governance practice impact your overall opinion of a company? • What is most important to you when rating a company’s practices? Understanding: • All companies have diferent ways in which they address ESG concerns and demands; however, ESG-focused practices are becoming a prominent topic within all companies. SESSION #5 AGENDA: 1. Welcome 2. Attendance 3. Norms 4. Review Agenda 5. Stock Market Review 6. Post-Assessment 7. Group Presentation Prep Time 8. Presentations 9. Whole Group Refection 10. Field Trip & Spring Mentorship Reminders 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 stocks ahead of the session (link can be found in the RTSWS App under “Resources”) PS5.2
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM # ESG INSTRUCTOR SESSION 5 Assessment Questions Related to Session 5 Which of the following is true of stock market volatility? 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 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. D) Both A and C are true. E) I don’t know PS5.3
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM PS5.4PS5.4
• Remind
• Briefy
Attendance: (3 minutes) Review Norms: (2 minutes)
IMPORTANT! Volunteers or Student CEO take attendance. This qualifes students for alumnae benefts. The attendance will be taken via a SurveyMonkey link. The link has been emailed to your Lead Volunteer and Student CEOs.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM ESG INSTRUCTOR SESSION 570 START SESSION 5 Welcome & Allow Students to Get Settled: (5 minutes) • Students enter classroom and get settled in their seats • Grab snacks for the session • Make sure they have their student curriculum books • 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
Students share out loud: Name, grade and if they could choose anywhere in the world to live, where it would be. students of the agreed upon norms from session #1. discuss the RTSWS norms and address what these norms might look like in action during the session today.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM ESG INSTRUCTOR SESSION 5 71 Agenda: (3 minutes) Talk through the guiding questions and agenda as a whole group. Guiding Question: How do a company’s policies and practices regarding environmental issues, social standards and governance practice impact your overall view of that company? Students should be aware of what they will be learning about today and what they can expect from the session.
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 72 ESG INSTRUCTOR SESSION 5 Stock Market Review: (15 minutes) Review last week’s key terms: S&P 500 Throughout the course of the fall sessions, we have been tracking Apple (AAPL). Today, we will do a fnal review of the stock and the S&P 500. 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/ With Yahoo! Finance pulled up, review and record as a whole group the: • Company name • Ticker (Key term) • Today’s price & date • Take note of how the prices have changed since the 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 • The 12 month movement of the stock • Point out the “Sustainability” tab in Yahoo! Finance Show students how on Yahoo! Finance under “Chart,” you can view the history of a company stock by diferent date ranges. Today, students will be sketching the 12 month chart of Apple Discuss(AAPL). out loud what should go on the x-axis (time frame) and what should go on the y-axis (stock price).
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 73ESG INSTRUCTOR SESSION 5 Next, let’s review the S&P 500: • Review what it is • How the stocks within the index are chosen • Considered the single most important measure of how the U.S. stock market is performing • You can invest in exchange-traded funds (ETFs) that track th e S&P- we are reviewing an ETF that tracks the S&P today - SPY With Yahoo! Finance pulled up, review and record SPY’s: • Today’s price & date • How much the ETF is up or down since the market opened • WHY the ETF might be up or down since the market opened • The 12 month movement
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 74 ESG INSTRUCTOR SESSION 5 Remind students that the S&P 500 is considered one of the most widely used measures of how the U.S. stock market is Inperforming.discussing how the stock market is performing, we might describe how volatile the market is. Read through the defnition out loud and discuss the Napkin Finance graphic. Introduce New Investment Key Term: • Stock Market Volatility
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 75ESG INSTRUCTOR SESSION 5 Post-Assessment: (10 minutes) *Please have students take the post-assessment ahead of their presentations. The post-assessment is a key indicator and measure of growth. 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 will be taken via a SurveyMonkey link. The link was emailed to your lead volunteer and to the Thestudents.linkis also available in the RTSWS App Set a timer for 7 minutes. • Announce to the class when there are 3 minutes remaining • Announce to the class when there is 1 minute remaining
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM ESG INSTRUCTOR SESSION 576 Group Presentation Prep Time: (15 minutes) Have students physically split back into their company research Oncegroups.students are in their groups, instruct them to use the ESG Presentation Organization Chart to prep for their 3-5 minute presentation that they will be doing today. As students are working, walk around the room and listen in on diferent groups. Help individual groups for a few minutes at a Studentstime. may use… • Google or search engine, company websites, news articles • https://www.sustainalytics.com/esg-rating • The “Sustainability” Tab in Yahoo! Finance Be sure that students not only identify how they would rate the company, but also WHY.
Once students 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. When there are 5 minutes remaining, be sure to remind students to provide their company with an overall ESG rating and to plan which students will present each section of their ESG Presentation Organization Chart.
At the end of time, have students move desks/chairs back to their original place and return to their seats.
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ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM ESG INSTRUCTOR SESSION x78 Presentations: (25 minutes) Instruct non-presenting groups to use the chart on page 80 to record and take note of other groups’ companies and ratings. Encourage students to compare other companies’ ESG practices and policies to the company they researched. ESG INSTRUCTOR SESSION 5
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM ESG INSTRUCTOR SESSION x 795
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ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM ESG INSTRUCTOR SESSION x 81ESG INSTRUCTOR SESSION 5 Refection: (3 minutes) Provide RTSWS cohort with 1 minute to “quick write” on the prompt: From the presentations today, what is a company you would be interested in being a shareholder for? Then, ask a few students to share out loud. TIP: RTSWS volunteers should share too!
ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 82 ESG INSTRUCTOR SESSION 5 Have the students write down the upcoming feld trip date. 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. Remind students that there are more resources at the end of each session if they want to increase their fnancial literacy! Reminders for the Field Trip: (3 minutes)
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ESG INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM ESG INSTRUCTOR SESSION x# ESG INSTRUCTOR RESOURCES90
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