Waterford Public Schools
Grades 9-12
Personal Finance and Financial Literacy Course 2024
Committee Members
The following staff made significant contributions to the development of the Waterford Public Schools Grade 9-12 Personal Finance and Financial Literacy Course:
Christopher Gamble History Department Chair
Waterford High School History Teacher
Kathryn Prpich
Waterford High School History Teacher
Vision of the graduate
Our Vision of the Graduate aims to empower each student to be resilient, innovative, and develop a global perspective. Our Vision of the Graduate nurtures a community of lifelong learners equipped with critical thinking skills, compassion, and a drive for excellence, positioning them to flourish in a constantly evolving world.
Effective Communicators
Information Analysts
Critical Thinkers
Self-Directed Learners
Responsible Citizens
1A: Listen actively to understand information.
1B: Use an appropriate method of communication.
1C: Create a logical and evidence-based argument.
1D: Deliver a clear and effective presentation or performance.
2A: Use appropriate research tools to acquire information from a variety of sources.
2B: Evaluate different perspectives, biases, and levels of credibility.
2C: Analyze information gathered from research tools to demonstrate understanding.
3A: Make reasonable predictions of a real-world issue.
3B: Analyze data in order to justify a claim.
4A: Persevere through challenging situations with flexibility and resourcefulness.
4B: Recognize how thoughts, feelings, and actions affect achievement.
4C: Work independently towards achieving a meaningful goal.
5A: Demonstrate respect for all cultures, identities, and perspectives.
5B: Practice responsible digital citizenship.
UnitTitle BehavioralEconomics
HowdoImakefinancial choices?
Image
Focusof theStory
Webeginthecourseby lookingathowcognitive biasesandotheroutside influencescanaffectour decisions.Wewillpractice makingfinancialdecisions thatreflectourpersonal valuesandpriorities.
Understand Financialdecisionsare basedonpersonalvalues andpriorities.
Cognitivebiasesinfluence financialdecisions.
PersonalFinanceLiteracyCourse
Banking
Whatarestrategiesfor savingmymoney?
Workingwithabank requiresknow-howabout howtomaximize earningswhileavoiding unnecessarybanking fees.Let’sdistinguish thedifferencesbetweena checkingaccountanda savingsaccount,sowe cantakechargeofour finances.
Savingsandchecking accountsservedifferent purposes.
Strategiesarevitalto overcomingtheobstacles tosavingmoney.
Investing
HowdoIgrowmymoney?
Whileabankisa user-friendlyplacetosave money,moredramatic growthcanhappenin investments.Wewill examinekeystrategies, tradeoffs,andtherisks involvedinfinancial investments.
TypesofCredit Cashorcredit?
Let’sexploredifferentcredit options,includingcredit cards,loans,andlinesof credit.Wewilllearnhowto manageourcredit responsibly.
ManagingCredit
WhatcanIdototakecontrol ofmycredit?
Nowthatwehavelookedat typesofcredit,wewill learnhowtobuildourcredit scoresandincreaseour financialpower.Wewilllearn thatitisnecessarytomanage debt,andpaybackloans,in ordertobuildstrongcredit
Application
Inthis unit…
Wewillidentifywhatwe financiallyvalueas consumers,andtryto changesomeofourbad financialhabits.
Wewillcreateasavings goalandlearntocreatea budgetusingthe 50/30/20rule.
Trendsinthestockmarket canbeunpredictable.
Knowingone’srisk aversionandrisktolerance impactsanindividual’s investmentstrategies.
Wewillinvestoursummer moneyinthe“Ravioli Den".Youwillhavethe opportunitytobuyandsell sharesasyousee appropriate.
Borrowingmoneyhascosts andbenefits.
Goodcreditcomesfrom managingdebt.
Wewillexplorethe purchaseofbigticketitems suchasacar,house,or collegetuition.Wewillalso analyzetheprocessof payingofflargedebtsin regularinstallmentsover time.
Wewillcalculateourcredit scores,andlookattheimpact thatcreditscoreshaveon loans.
UnitTitle PayingforCollege Iscollegeforme?
Focusof theStory
Oneofthebiggest purchasesyoungadultscan makeistheircollege education.Wewillexplore variousoptionsforpaying forcollegeincluding scholarships,grants,and loans,aswellasalternatives tocollegeitself.
Understand Collegerequiresa substantialinvestmentof resources.
Collegeisonlyoneoption forpost-graduation.
PersonalFinanceLiteracyCourse
InsuranceandTaxes Whydoweneedtopay insuranceandtaxes?
Insuranceandtaxesare notfunwaystospend yourmoney,butbothare financialobligationsthat individualsmustfulfill forriskmanagementand socialandeconomic functions.
Budgeting
HowdoIbudgetmy moneyeffectively?
ConsumerSkills Whattobuy? Entrepreneurship Doyouwanttobeyourown boss?
Nowthatweknowwhat weHAVEtospendour moneyon,wecanfocus oncreatingabudget. Budgetingempowersusto makeinformedfinancial decisions,achieve financialgoals,and navigateeconomic challenges.
Taxesandinsurance impactindividuals, businesses,andsociety, influencingbothfinancial planningandsocietal welfare.
Budgetingisaskillthat allowsindividualsto managetheirresources effectively.
Betweensavvyadvertising andsocialmedia,itcan becomeeasytobesweptup inunnecessarypurchases. Wewilllookatwaysto protectourselvesfrom scams,fraud,andeven identitytheft.
Finally,wewillexaminethe characteristicsofsuccessful entrepreneurs,thesteps involvedincreatingabusiness plan,andthestrategiesfor launchingandgrowinga business.Wewilldecideifwe reallywanttobeourown boss!
Application
Inthis unit…
Wewilllookatwhatcollege actuallycostsandfinancial resourcesthatareavailable. Wewillalsoexplore alternativestofouryear collegesuchasthemilitary, trade&vocationalsschools, andassociateprograms.
Wewilllearnhowtoread apaystub,andwhereour taxdollarsgo.Wewill alsounderstandthe necessityofhaving differenttypesof insurance.
Wewillchooseacareer pathandresearchtypical take-homepay.Wewill thencreateapractical monthlybudgetthatpays thebillsandallowsusto save.
Borrowingmoneyhascosts andbenefits.Consumer skillsallowindividualsto navigateacomplex marketplaceandmake informeddecisions,which reflecttheirvaluesand priorities.
Wewilldocomparison shoppingonsomeofour favoriteitems,considering suchfactorsasprice, quantity,andconsumer reviews.
Successfulentrepreneurship involvesmeetingthedemands ofthemarket.
Wewillbeginbyresearching marketdemands.Fromhere, wewillgenerateanideathat canbecomeabusiness.We willcreateabusinessplan, andfinallypitchourbusiness ideatoour“community”. 4
Takeyourfinancestothenextlevelwithpracticaltipstolearneverythingyouneedtoknowtomanageyourmoneywiselyandbuildasolid foundationforyourfinancialfuture.
PFLOutcomes(statedoc)-viewasspaceforauthenticassessment
● Understandthebenefitsofparticipatinginemployersponsoredretirementsavingsplansandhealthcaresavingsplans.
● Identifydifferenttypesofjobsandcareerswherewagesandsalariesdependonaworker’sproductivityandskills.
● Differentiatebetweengross,net,andtaxableincome.
● Calculatetheamountoftaxesapersonislikelytopay.
● Developabudgettoallocatecurrentincometonecessaryanddesiredspending,includingestimatesforbothfixedandvariable expenses.
● Describehowinflationaffectspurchasedecisionsandthepriceofgoodsandservices.
● Analyzesocialmediamarketingandadvertisingtechniquesdesignedtoencouragespending.
● Investigatecommontypesofconsumerfraudandunfairordeceptivebusinesspractices,includingonlinescams,phonesolicitations, andredlining.
● Compareandcontrastthefeaturesofmobilepaymentaccounts,cryptocurrencyaccounts,andchecking/savingsaccounts.
● ExplainhowtraditionalIRAs(individualretirementaccounts),RothIRAs,andeducationsavingsaccountsprovideincentivesfor peopletosave.
● Describehowcreditcardgraceperiods,methodsofinterestcalculation,andfeesaffectborrowingcosts.
● ExplaintheroletheFAFSAplaysinapplyingforcollegefinancialaid.
● Identifyscholarshipsandgrantsforwhichtheyareeligible.
● Analyzetheconditionsunderwhichitisappropriateforyoungadultstohavelife,health,anddisabilityinsurance.
● Recommendtypesofinsuranceneededbypeoplewithdifferentcharacteristics.
https://portal.ct.gov/-/media/sde/cte/coursekit_financialliteracy.pdf
Personal Finance and Financial Literacy Course
This is a required semester-long personal finance course which covers all of the essential personal finance topics necessary to become a financially capable student. By the end of this course, students will have a thorough understanding of personal finance topics and be prepared to handle the financial responsibilities that exist after graduation.
The CSDE suggested framework mirrors our curriculum:
CSDE
Waterford Curriculum
• Economics Behavioral Economics
• Banking Banking
• Investing Investing
• Types of Credit Types of Credit
• Managing Credit Managing Credit
• Paying for Post Secondary Learning Paying for College
• Career Insurance and Taxes
• Insurance Budgeting
• Taxes Consumer Skills
• Budgeting Entreneurship
• Consumer Skills
Personal Finance: Unit 1 - Behavioral Economics Est. # of Lessons: 3
Unit Overview:
In this unit students will… learn how cognitive biases and other outside influences can affect decisions. Students will practice making their financial decisions that reflect their own personal values and priorities.
STAGE 1: DESIRED RESULTS
Established Goals Transfer Goals
● S12-9a . Explain how external influences (e .g . peers, family, or social media) can impact personal savings decisions.
● I12-9a . Identify several behavioral biases that can result in poor investment decisions (e .g . loss aversion, investing in employer stock, home bias, mental accounting) .
● I12-9b . Brainstorm methods for avoiding negative consequences from behavioral biases .
INFORMATION ANALYSIS
● Create compelling question(s) or statement(s) to drive research and analysis
● Find and make productive use of meaningful information.
RESPONSIBLE CITIZENSHIP
● Examine evidence to better understand complex issues, identify patterns, and/or draw conclusions.
Understandings Essential Questions
● Financial decisions are based on personal values and priorities.
● Cognitive biases influence financial decisions.
Knowledge
Students will know…
● How values differ from person to person.
● What a cognitive bias is, a variety of cognitive biases, and how it can cause someone to make irrational decisions, particularly around money.
● Steps someone can take to overcome cognitive bias
● How do individuals make financial decisions?
● How can individuals manage cognitive bias?
Skills (Framed as Learning Targets)
● (S1) I can identify and reflect on my own personal values, as well as those of others, and appreciate how they influence financial decisions.
● (S2) I can identify different kinds of cognitive biases.
● (S3) I can manage cognitive biases in financial decision making.
● (S4) I can practice making financial decisions.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
Formative Assessment
Behavioral Economics Unit Test (Objective Questions)
Analyze: Change a Bad Financial Decision
Analyze: FOMO & Herd Mentality in Advertisements
The Bean Game
“What Do You Value” article and chart Move: Your Money Your Values Play: Dollar Auction Game Move: Your Cognitive Biases
Cognitive Bias: What It Is and How to Overcome It Questions
Exit Tickets
STAGE 3: LEARNING PLAN
First Topic: Your Values and Money
Learning Targets: (S1) I can identify and reflect on my own personal values, as well as those of others, and appreciate how they influence financial decisions.
Learning Activities: Question of the Day (S1)
The Bean Game (S1)
“What Do You Value” article and chart (S1) Move: Your Money Your Values (S1)(S4)
Second Topic: Your Brain and Money
Learning Targets: (S2) I can identify different kinds of cognitive biases.
Learning Activities: Question of the Day
Estimated # of Lessons: 1
Essential Question: How do individuals make financial decisions?
Estimated # of Lessons: 1
Essential Questions: How can individuals manage cognitive bias?
Video: FOMO: Our Relationship with Social Media and questions (S2) List of Cognitive Biases and questions (S2) Video: 5 Ways People Are Dumb with Money and questions (S2)
Third Topic: Overcoming Cognitive Biases
Learning Targets: (S2) I can identify different kinds of cognitive biases.
(S3) I can identify signs of cognitive bias, and take steps to overcome these biases in financial decision making.
Estimated # of Lessons: 1
Essential Questions: How can individuals overcome cognitive bias?
Learning Activities: Question of the Day (S2) Move: Your Cognitive Biases (S2) (S3)
Cognitive Bias: What It Is and How to Overcome It Questions(S2) (S3)
Personal Finance: Unit 2 - Banking Est. # of Lessons: 3
Unit Overview:
In this unit, students will… be able to explain the purposes of a checking and savings account, discuss the differences between the two, and develop strategies to save money.
STAGE 1: DESIRED RESULTS
Established Goals
● S12-1a . Compare the features of regular savings accounts, money market accounts, and CDs.
● S12-4a. Illustrate how inflation can reduce the purchasing power of savings over time if the nominal interest rate is lower than the inflation rate.
● S12-9a. Explain how external influences (e.g. peers, family, or social media) can impact personal savings decisions.
● S12-9b: Identify strategies to manage psychological and emotional obstacles to saving.
● S12-9c. Discuss strategies for avoiding personal triggers that result in deviating from a savings plan.
● S12-9d. Explain how the saving strategy “pay yourself first” can help people achieve their saving goals.
● Sp12-1a . Identify their short-term and long-term financial goals.
● Sp12-1b. Develop a budget to allocate current income to necessary and desired spending, including estimates for both fixed and variable expenses.
Transfer Goals
INFORMATION ANALYSIS
● Create compelling question(s) or statement(s) to drive research and analysis.
● Find and make productive use of meaningful information.
● Examine access to economic resources/opportunities and its impact on individuals and groups of people.
RESPONSIBLE CITIZENSHIP
● Examine evidence to better understand complex issues, identify patterns, and/or draw conclusions.
● Sp12-1c. Explain methods for adjusting a budget for unexpected expenses or emergencies.
● Sp12-3a . Compare and contrast the features of checking/ savings accounts.
Understandings Essential Questions
● Savings and checking accounts serve different purposes.
● Strategies are vital to overcoming the obstacles to saving money.
Knowledge
Students will know:
● The difference between a checking and savings accounts.
● A variety of ways they can deposit and withdraw funds from their checking account.
● The various components of a bank statement.
● What an emergency fund is for and how much to save up.
● How inflation impacts purchasing power.
● What are strategies for saving money?
● What obstacles do Americans face when trying to save money?
Skills (Framed as Learning Targets)
● (S1) I can calculate compound interest.
● (S2) I can read a bank statement.
● (S3) I can compare different checking and savings options including savings CDs and money market accounts.
● (S4) I can budget my money for short, medium, and long term goals.
● (S5) I can identify financial obstacles that Americans face.
● (S6) I can experience simulated challenges of living paycheck to paycheck.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
Banking Unit Test (Objective Questions)
Formative Assessment
ACTIVITY: FINE PRINT: Checking Account Statement
ACTIVITY: COMPARE: Types of Saving Accounts
50/30/20 Budgeting RuleGraphic Organizer
CREATE: Your Savings Goal Exit Tickets
STAGE 3: LEARNING PLAN
First Topic: Checking & Savings Accounts
Learning Targets:
(S1) I can calculate compound interest.
(S2) I can read a bank statement.
(S3) I can compare different checking and savings options including savings CDs and money market accounts.
Learning Activities:
Question of the Day (S2)
MOVE: Your Account Balance (S2)
Essential Question: What are strategies for saving money?
ARTICLE: 10 reasons to open a checking account (S2)
VIDEO: What’s the difference between a checking and savings? and questions (S3)
VIDEO: Compound Interest Explained and questions (S1)
Second Topic: Strategies to Save
Learning Targets:
(S4) I can budget my money for short, medium, and long term goals.
Learning Activities:
Question of the Day (S4)
CREATE: Your Savings Goal (S4)
Estimated # of Lessons: 1
Essential Question: What are strategies for saving money?
VIDEO and QUESTIONS: How much should is save? (S4)
ARTICLE: Your guide to the the 50/30/20 Budgeting Rule and Graphic Organizer (S4)
EDPUZZLE and questions (S4)
VIDEO and QUESTIONS: 3 Things you need to know about an emergency fund (S4)
Third Topic: Challenges to Saving
Learning Targets:
(S5) I can identify financial obstacles that Americans face.
(S6) I can experience simulated challenges of living paycheck to paycheck.
Learning Activities:
Question of the Day (S5)
Estimated # of Lessons: 1
Essential Question: What obstacles do Americans face when trying to save money?
ARTICLE: Credit cards can make you spend more, but it’s not the full story (S5)
ARTICLE: 61% of the US Population living paycheck to paycheck (S5) (S6)
VIDEO And QUESTIONS: It’s a money thing: How to counter the effects of inflation (S5)
INTERACTIVE: Living Paycheck to Paycheck (S6)
Personal Finance: Unit 3 - Investing Est. # of Lessons: 5
Unit Overview:
In this unit, students will… learn that while a bank is a user-friendly place to save money, more dramatic growth can happen in investments. Students will examine key strategies, trade offs, and the risks involved in financial investments.
STAGE 1: DESIRED RESULTS
Established Goals
● EI12-1d: Examine the benefits of participating in employer sponsored retirement savings plans and healthcare savings plans.
● EI12-10c: Explain the importance of participating in employer sponsored retirement plans, when available, and contributing enough to qualify for the maximum employer match.
● S12-6a: Explain how traditional IRAs (individual retirement accounts), Roth IRAs, and education savings accounts provide incentives for people to save.
● S12-6b: Compare the tax advantages of traditional and Roth IRAs.
● S12-7a: Explain how an employer match of employee contributions to its retirement plan provides an incentive for employees to save.
● S12-7c: Describe the pros and cons of saving through an employer retirement plan as compared to saving outside of an employer plan.
● I12-1c: Assess their personal risk tolerance using an online tool or worksheet.
● I12-2b: Compare nominal annual rates of return over time on different types of investments, including cash flows and price changes.
Transfer Goals
INFORMATION ANALYSIS
● Create compelling question(s) or statement(s) to drive research and analysis.
● Find and make productive use of meaningful information.
● Examine access to economic resources/opportunities and its impact on individuals and groups of people.
RESPONSIBLE CITIZENSHIP
● Examine evidence to better understand complex issues, identify patterns, and/or draw conclusions.
● I12-3b: Investigate the long-run average rates of returns on small-company stocks, large-company stocks, corporate bonds, and Treasury bonds.
● I12-3d: Explain why bonds with longer maturities generally earn a higher return than shorter-term bonds.
● I12-4a: Describe the impact of inflation on prices over time.
● I12-5a: Describe factors that influence the prices of financial assets
● I12-5b: Predict what could happen to the price of a stock if new information is reported about the company or its products.
● I12-5c: Discuss how economic downturns that result in high unemployment can affect the prices of financial assets.
● I12-5d: Explain why the market price of some assets, such as bonds and real estate, increase when interest rates decrease.
● I12-6a: Recommend portfolio allocation between major asset classes for a shortterm goal versus a long-term goal.
● I12-8b: Describe the advantages of investing through a tax deferred account such as an IRA or 401(k) versus a taxable account.
● I12-8c: Investigate the contribution limits and tax advantages of a traditional IRA versus a Roth IRA.
● I12-10b: Explain how automating investment activities can help people avoid making emotional investment decisions.
● I12-11b: Choose a discount broker and research the minimum starting account balance, minimum monthly investment, and trading costs. Understandings
● Trends in the stock market can be unpredictable.
● Knowing one’s risk aversion and risk tolerance impacts an individual’s investment strategies.
Knowledge
Students will know:
● Reasons for investing, including outpacing inflation.
● Why it can be difficult to predict trends in the stock market, and what long term trends might look like.
● What stocks are and how they can make money from investing in them.
● Ways to minimize risk when investing in stocks.
● What a stock split is and how it impacts investors who own that stock.
● What a bond is and the pros and cons of investing in bonds.
● Factors that can influence bond prices such as interest rates.
● What a brokerage account is and how to open one.
● What a 401(k) plan is and its advantages.
● The options available to them if an employer does not offer a 401(k) plan.
Investing Unit Test (Objective Questions)
PROJECT: Joining the Market
● Why do people invest in the stock market?
● How does risk impact strategies for investing?
Skills (Framed as Learning Targets)
● (S1) I can define investing and distinguish it from saving and trading.
● (S2) I can explain what the stock market is and why companies and investors choose to participate in the stock market.
● (S3) I can read a stock quote and evaluate a stock’s performance over time.
● (S4) I can identify the differences between an individual bond and a bond fund, and read a bond fund fact sheet.
● (S5) I can identify strategies recommended for a beginner investor and explain why these strategies may be beneficial.
● (S6) I can explore risk tolerance.
● (S7) I can experience making a variety of investment decisions.
● (S8) I can conduct research to compare different types of retirement accounts, including Roth IRAs, traditional IRAs, 401(k)s, and pensions.
EDPUZZLE: Trends in the Stock Market
ACTIVITY: 5 Stocks On Your Birthday
EDPUZZLE: Investing Basics: Bonds
FINE PRINT: Mutual Fund Fact Sheet
ACTIVITY: Interactive: Invest with STAX?
EDPUZZLE: What is an IRA?
ACTIVITY: Compare: Types of Retirement Accounts Exit Slips
First Topic: Why should I invest in the stock market?
Learning Targets:
(S1) I can define investing and distinguish it from saving and trading.
(S2) I can explain what the stock market is and why companies and investors choose to participate in the stock market.
Learning Activities:
Question of the Day (S1)
Estimated # of Lessons: 1
Essential Question: Why do people invest in the stock market?
VIDEO: Trading vs Investing: What’s the difference? and graphic organizer. (S1)
REFERENCE SLIDE: Reasons to Invest (S1)
VIDEO: The Stock Market Explained and questions (S2)
EDPUZZLE: Trends in the Stock Market (S2)
Second Topic: What is a stock?
Learning Targets:
(S3) I can read a stock quote and evaluate a stock’s performance over time.
Learning Activities:
Question of the Day (S3)
VIDEO: Investing basics: Stocks and questions (S3)
Estimated # of Lessons: 1
Essential Question: Why do people invest in the stock market?
ARTICLE: How to read a stock quote and questions (S3)
Third Topic: What is a bond?
Learning Targets:
(S4) I can identify the differences between an individual bond and a bond fund, and read a bond fund fact sheet.
Learning Activities:
Question of the Day (S4)
Estimated # of Lessons: 1
Essential Question: Why do people invest in the stock market? How does risk impact strategies for investing?
INFOGRAPHIC: What are the main types of bonds? (S4)
VIDEO: Back to Basics: Understanding Yield and the effects of rising rates and questions (S4)
VIDEO: Individual Bonds vs Bonds Funds: What’s the difference? and questions (S4)
Fourth Topic: Start Investing
Estimated # of Lessons: 1
Learning Targets: Essential Question: How does risk impact strategies for investing?
(S5) I can identify strategies recommended for a beginner investor and explain why these strategies may be beneficial.
(S6) I can explore risk tolerance. (S7) I can experience making a variety of investment decisions.
Learning Activities: Question of the Day (S5) (S6)
INFOGRAPHIC: Tips for Beginner Investors and questions (S7)
REFERENCE: Investment Risk Tolerance Quiz (S8)
ARTICLE: What is a brokerage account and how do I open one? and questions (S7)
Fifth Topic: How to invest for retirement
Learning Targets: (S8) I can conduct research to compare different types of retirement accounts, including Roth IRAs, traditional IRAs, 401(k)s, and pensions.
Learning Activities:
Question of the Day (S8)
Estimated # of Lessons: 1
Essential Question: How does risk impact strategies for investing?
FINCAP Friday: Say “OK” to the 401K and video questions (S8) VIDEO and ARTICLE: IRA vs 401(k) questions (S8)
Unit Overview:
In this unit, students will… explore different credit options, including credit cards, loans, and lines of credit, and learn how to manage credit responsibly.
STAGE 1: DESIRED RESULTS
Established Goals
● MC 12-1a: Explain how credit card grace periods, methods of interest calculation and fees affect borrowing costs.
● MC 12-1b: Compare the cost of borrowing $1,000 by means of different consumer credit options.
Transfer Goals
INFORMATION ANALYSIS
● Create compelling question(s) or statement(s) to drive research and analysis.
● Find and make productive use of meaningful information.
Personal Finance: Unit 4 - Types of Credit Est. # of Lessons: 4
● MC 12-2a: Give examples of unsecured and secured loans.
● MC 12-2c: Compare what happens if a borrower fails to make required payments on a secured loan, such as an auto loan or a home mortgage, versus failing to pay a credit card account.
● MC 12-6a: Identify examples of loans that may require down payment.
● MC 12-6c: For a specified loan amount, compare the monthly loan payment with a 10% down payment versus a 20% down payment.
● MC 12-8b: Explain how a borrower’s credit score can impact their cost of credit and their ability to get credit.
● MC 12-10a: Describe how failing to repay a loan can negatively impact a person’s finances and life.
● MC 12-13b: Discuss the costs and benefits of using alternative financial services relative to traditional banking.
Understandings
● Examine access to economic resources/opportunities and its impact on individuals and groups of people.
RESPONSIBLE CITIZENSHIP
● Examine evidence to better understand complex issues, identify patterns, and/or draw conclusions.
Essential Questions
Borrowing money has costs and benefits. How do people decide when and how to use credit?
Knowledge
Students will know:
● The major types of credit and their characteristics.
● The three basic components of lines of credit: principal, interest rate, and term.
● Carrying a balance on a credit card and making only the minimum payment over time can lead to a cycle of debt.
● How Buy Now, Pay Later plans work.
Skills (Framed as Learning Targets)
● (S1) I can define net worth and how it is calculated.
● (S2) I can identify the differences between debit, prepaid debit, and credit cards.
● (S3) I can identify factors to consider when applying for a credit card.
● (S4) I can explain how interest is charged and how to avoid or minimize it.
● (S5) I can interpret data to understand what types of debt the average American household has.
● (S6) I can differentiate between amortized
installment loans and revolving credit lines.
● (S7) I can read an amortization table and understand how the payments are structured.
● (S8) I can calculate how much an auto loan will cost given special offers as well as standard factors such as down payment, APR, and term.
● (S9) I can compare auto loan offers and decide how they fit within my budget.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
Types of Credit Unit Test (Objective Questions)
Formative Assessment
EDPUZZLE: Loan Basics
ACTIVITY: Calculate: Shopping with Interest
EDPUZZLE: Credit Card Debt Explained
EDPUZZLE: Amortization
ANALYZE: Understanding Amortization
EDPUZZLE: All About Car Loans
ACTIVITY: COMPARE: Auto Loans Exit Slips
STAGE 3: LEARNING PLAN
First Topic: Intro to Credit
Learning Targets:
(S1) I can define net worth and how it is calculated.
Learning Activities: Question of the Day (S1)
ACTIVITY: Move: Credit Musical Chairs (S1) INFOGRAPHIC: What’s my net worth? (S1)
Second Topic: Credit Cards
Learning Targets: (S2) I can identify the differences between debit, prepaid debit, and credit cards.
(S3) I can identify factors to consider when applying for a credit card.
(S4) I can explain how interest is charged and how to avoid or minimize it.
Learning Activities: Question of the Day (S2)
Estimated # of Lessons: 1
Essential Question: How do people decide when and how to use credit?
Estimated # of Lessons: 1
Essential Question: How do people decide when and how to use credit?
VIDEO: Comparing Cards and questions (S2)
VIDEO: Things to consider when applying for a credit card and questions (S3)
ACTIVITY: Calculate: Shopping with Interest (S4)
Third Topic: Loan Fundamentals
Learning Targets:
(S5) I can interpret data to understand what types of debt the average American household has. (S6) I can differentiate between amortized installment loans and revolving credit lines. (S7) I can read an amortization table and understand how the payments are structured.
Learning Activities:
Question of the Day (S5)
EDPUZZLE: Amortization (S6) (S7)
FINCAP FRIDAY: What’s Buy Now, Pay Later? (S5)
Fourth Topic: Auto Loans
Learning Targets:
(S8) I can calculate how much an auto loan will cost given special offers as well as standard factors such as down payment, APR, and term. (S9) I can compare auto loan offers and decide how they fit within your budget.
Learning Activities:
Question of the Day (S8)
INTERACTIVE: Auto Loan Calculator (S8) (S9)
ACTIVITY: COMPARE: Auto Loans (S9)
Estimated # of Lessons: 1
Essential Question: How do people decide when and how to use credit?
Estimated # of Lessons: 1
Essential Question: How do people decide when and how to use credit?
Personal Finance: Unit 5 - Managing Credit Est. # of Lessons: 3
Unit Overview:
In this unit, students will… learn how to build their credit scores and increase their financial power. They will learn that it is necessary to manage debt and pay back loans to build strong credit.
STAGE 1: DESIRED RESULTS
payments for loans that differ in repayment period, amount borrowed, and interest rate.
● MC 12-8a: Identify the main factors that are included in credit score calculations.
● MC 12-8b: Explain how a borrower’s credit score can impact their cost of credit and their ability to get credit.
● MC 12-8c: Recommend ways that a person can increase their credit score.
● MC 12-9b: Provide examples of benefits associated with having a good credit score.
● MC 12- 10a: Describe how failing to repay a loan can negatively impact a person’s finances and life.
● MC 12-10c: Create a plan for a person who is having difficulty repaying debt.
Understandings
● Create compelling question(s) or statement(s) to drive research and analysis
● Find and make productive use of meaningful information.
● Examine access to economic resources/opportunities and its impact on individuals and groups of people.
RESPONSIBLE CITIZENSHIP
● Examine evidence to better understand complex issues, identify patterns, and/or draw conclusions.
Essential Questions
Good credit comes from managing debt. What impacts a person’s credit worthiness?
Knowledge
Students will know:
● How interest-bearing credit accounts impact a person’s ability to manage debt.
● Multiple strategies to reduce or eliminate debt.
● What a credit score is and how one is calculated.
● How long it takes to establish a credit score.
Skills (Framed as Learning Targets)
● (S1) I can analyze the actions of someone who found themselves in problematic debt.
● (S2) I can compare when late payments become troublesome and the potential consequences for late payments of different types of debt.
● (S3) I can compare the percentage of people in different credit score bands.
● (S4)I can analyze the different methods available to view credit scores.
● (S5) I can critique different credit score scenarios and formulate a plan on how to improve credit scores.
● (S6) I can analyze reasons why it’s important to establish credit early in life and identify strategies to start building credit.
● (S7) I can compare the impact of different credit scores when taking out different types
of loans.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
Managing Credit Unit Test (Objective Questions)
Formative Assessment
EDPUZZLE: Strategies for Paying Down Debts
INTERACTIVE: FICO Credit Scores
CALCULATE: Impact of Credit Score on Loans Exit Slips
STAGE 3: LEARNING PLAN
First Topic: Debt Management
Learning Targets:
● (S1) I can analyze the actions of someone who found themselves in problematic debt.
● (S2) I can compare when late payments become troublesome and the potential consequences for late payments of different types of debt.
Learning Activities:
Question of the Day (S1)
Estimated # of Lessons: 1
Essential Question: What impacts a person’s credit worthiness?
ACTIVITY: INTERACTIVE: Compounding Cat Insanity (S1)
VIDEO: What Happened When I Didn't Pay a Debt Collector (S1)
ARTICLE: How to Get Out of Debt and questions (S1)
ARTICLE: How Much Breathing Room You Have On Different Types of Debt (S2)
Second Topic: Your Credit Your Score
Learning Targets:
(S3) Compare the percentage of people in different credit score bands.
(S4) Analyze the different methods available to view credit scores.
(S5) Critique different credit score scenarios and formulate a plan on how to improve credit scores.
Learning Activities:
Estimated # of Lessons: 1
Essential Question: What impacts a person’s credit worthiness?
DATA CRUNCH: What Is The Most Common Credit Score By Age? (S3)
VIDEO: What Is A Credit Score? and questions (S4)
VIDEO: What is Credit Utilization? and questions (S5)
ARTICLE: Where Can I Get My Credit Score? (S5)
Third Topic: Building credit from scratch
Learning Targets:
(S6) Analyze reasons why it’s important to establish credit early in life and identify strategies to start building credit.
(S7) Compare the impact of different credit scores when taking out different types of loans.
Learning Activities:
Question of the Day (S6)
Estimated # of Lessons: 1
Essential Question: What impacts a person’s credit worthiness?
ARTICLE: Why It Is Important To Establish Credit While You’re Young and questions (S6)
VIDEO: How to Start Building Credit from Scratch and questions (S6)
ACTIVITY: CALCULATE: Impact of Credit Score on Loans (S7)
Unit Overview:
In this unit, students will… explore the various options for paying for college including scholarships, grants, and loans. Students will also have the opportunity to consider other post-graduation alternatives to four year colleges.
STAGE 1: DESIRED RESULTS
Established Goals
● EI 12- 3a: Evaluate the costs and benefits of investing in additional education or training.
● EI 12- 3c: Compare earnings and unemployment rates by level of education and training.
● MC 12- 3a: Evaluate the costs and benefits of investing in additional education or training.
● MC 12- 3b: Explain how differences in people’s life circumstances can affect their opportunity and willingness to further their education or training.
● MC 12- 3c: Compare earnings and unemployment rates by level of education and training.
● MC 12- 4a: Identify different types of jobs and careers where wages and salaries
Transfer Goals
INFORMATION ANALYSIS
● Create compelling question(s) or statement(s) to drive research and analysis.
● Find and make productive use of meaningful information.
● Examine access to economic resources/opportunities and its impact on individuals and groups of people.
RESPONSIBLE CITIZENSHIP
● Examine evidence to better understand complex issues, identify patterns, and/or draw conclusions.
Personal Finance: Unit 6 - Paying for College Est. # of Lessons: 7
depend on a worker’s productivity and skills.
● MC 12- 4a: Describe the different sources of funding for postsecondary education.
● MC 12 - 4b: Explain the role the FAFSA plays in applying for college financial aid.
● MC 12- 4c: Identify scholarships and grants for which they are eligible.
● MC 12 - 5a: Compare federal and private student loans based on interest rates, repayment rules, and other characteristics.
● MC 12- 5d: Predict the potential consequences of deferred payment of student loans.
● SP 12 - 2a: Select a product or service and describe the various factors that may influence a consumer’s purchase decision.
● SP 12 - 2b: Describe a process for making an informed consumer decision.
Understandings Essential Questions
College requires a substantial investment of resources.
College is only one option for post-graduation. Is college worth the expense? What are alternatives to a four year college?
Knowledge
Students will know:
● What factors are important when considering whether or not to attend college.
● Most common costs associated with attending college and the difference between a college’s sticker price and net price.
● The role the FAFSA plays in the financial aid process.
● The importance of submitting the FAFSA.
● Why scholarships and grants should be prioritized when looking for and accepting financial aid.
Skills (Framed as Learning Targets)
(S1) I can analyze the opportunity cost of going to college when compared to entering the workforce.
(S2) I can compare the net price of different colleges.
(S3) I can read a FAFSA Submission Summary and understand the role of their Student Aid Index (SAI) in paying for college
(S4) I can find scholarships and grants that they are eligible for.
(S5) I can analyze different types of federal student loans.
(S6) I can compare federal and private student loans.
(S7) I can analyze hypothetical and personal scenarios involving college and career decisions that impact the ability to pay for college.
● The difference between scholarships and grants.
● What it means to be a responsible borrower.
● The direct and indirect costs of attending college.
● The important elements of a financial aid offer.
● The common mistakes made in repaying student loans.
● The difference between different types of repayment plans.
● The pros and cons of getting a college degree.
(S8) I can analyze different sample financial aid offers.
(S9) I can demonstrate the order in which different types of financial aid should be accepted.
(S10) I can Identify sources of assistance if they need help with student loan repayment.
(S11) I can analyze different scenarios and choose the best repayment option.
(S12) I can evaluate whether my desired career requires a four year degree to be successful.
(S13) I can explore alternative career paths that do not require a four year degree.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
Paying for College Unit Test (Objective Questions)
PROJECT: Choosing an alternative to 4-year college (Students will choose from one of the following options: military, entering the workforce, associates degree, trade & vocational school apprenticeships, professional certifications, and a productive gap year)
Formative Assessment
INTERACTIVE: How Much Will Your College Actually Cost?
ANALYZE: A FAFSA Submission Summary
RESEARCH: Finding Scholarships and Grants
EDPUZZLE: The Different Types of Federal Student
ANALYZE: College and Career Choices Loans
FINE PRINT: Financial Aid Package
COMPARE: Which Repayment Option Is Best?
CALCULATE: Return on Your College Investment
First Topic: Paying for College 101
Learning Targets:
(S1) I can analyze the opportunity cost of going to college when compared to entering the workforce.
(S2) I can compare the net price of different colleges.
Learning Activities:
Question of the Day and infographic (S1)
INFOGRAPHIC: The Financial Aid Process (S2)
Estimated # of Lessons: 1
Essential Question: Is college worth the expense?
ARTICLE: Quick Guide: College Costs and questions (S2)
STAGE 3: LEARNING PLAN
ACTIVITY: INTERACTIVE: How Much Will Your College Actually Cost? (S2)
Second Topic: Applying for the FAFSA
Learning Targets:
(S3) I can read a FAFSA Submission Summary and understand the role of their Student Aid Index (SAI) in paying for college.
Learning Activities:
FINCAP FRIDAY: FAFSA Fast Facts (S3)
Estimated # of Lessons: 1
Essential Question: Is college worth the expense?
INFOGRAPHIC: The Financial Aid Process and questions (S3)
VIDEO: Applying for Financial Aid With the FAFSA Form and questions (S3)
ARTICLE: What is the FAFSA Submission Summary? and questions (S3)
ARTICLE: Student Aid Index and questions (S3)
Third Topic: Scholarships and Grants
Learning Targets:
(S4) I can find scholarships and grants that they are eligible for.
Learning Activities:
Question of the Day (S4)
INFOGRAPHIC: The Financial Aid Process (S4)
VIDEO: How to Save on Tuition and questions (S4)
Estimated # of Lessons: 1
Essential Question: Is college worth the expense?
ARTICLE: Tips for Finding College Scholarships and questions (S4)
ARTICLE: How to Find and Apply for College Grants and questions (S4)
Fourth Topic: Student Loans
Learning Targets:
(S5) I can analyze different types of federal student loans.
(S6) I can compare federal and private student loans.
(S7) I can analyze hypothetical and personal. scenarios involving college and career decisions that impact the ability to pay for college.
Learning Activities:
Estimated # of Lessons: 1
Essential Question: Is college worth the expense?
DATA CRUNCH: What’s the Distribution of Federal Student Loan Debt in the U.S.? (S5)
INFOGRAPHIC: The Financial Aid Process (S5) (S6)
VIDEO: Responsible Borrowing and questions (S6) (S7)
ARTICLE: Federal Loan Limits, Interest Rates, and Fees and questions (S6)
ARTICLE: What Are the Interest Rates for Federal Student Loans? and questions (S6)
INFOGRAPHIC: Comparing Federal and Private Student Loans (S6)
ARTICLE: 17 Best Private Student Loans and questions (S7)
Fifth Topic: Financial Aid Packages
Learning Targets: (S8) I can analyze different sample financial aid offers.
(S9) I can demonstrate the order in which different types of financial aid should be accepted.
Learning Activities:
FINCAP FRIDAY: Money for College (S8)
Essential Question: Is college worth the expense?
INFOGRAPHIC: The Financial Aid Process and questions (S8)
VIDEO: Understanding Your Financial Aid Offer and questions (S8) (S9)
ARTICLE: Accepting Financial Aid and questions (S9)
REFERENCE: Entrance Counseling and questions (S9)
Sixth Topic: Student Loan Repayment
Learning Targets:
(S10) I can Identify sources of assistance if they need help with student loan repayment. (S11) I can analyze different scenarios and choose the best repayment option.
Learning Activities:
Question of the Day
INFOGRAPHIC: The Financial Aid Process (S10)
Essential Question: Is college worth the expense?
ARTICLE: Federal Student Loan Repayment Plans and questions (S11)
VIDEO: Everything You Need to Know About Student Loan Consolidation and questions (S11)
VIDEO: Everything You Need to Know About Student Loan Deferment & Forbearance and questions (S10) (S11)
ARTICLE: Biggest Student Loan Repayment Mistakes and questions (S11)
Seventh Topic: Alternatives to 4-Year College
Learning Targets: (S12) I can evaluate whether their desired career requires a four year degree to be successful. (S13) I can explore alternative career paths that do not require a four year degree.
Essential Question: Is college worth the expense? What are alternatives to a four year college?
Learning Activities:
VIDEO: Decrease in Four-Year Degrees and questions (S12)
VIDEO: Do You Really Need A College Degree To Have A Successful Career? And questions (S12) (S13)
ARTICLE: College Degree vs. No College Degree: Advantages and Disadvantages of Each and scenarios (S12)
ARTICLE: Alternatives To College After High School and questions (S13)
Personal Finance: Unit 7 - Insurance and Taxes Est. # of Lessons: 3
Unit Overview:
In this unit, students will… learn that taxes and insurance both involve financial obligations that individuals must fulfill for risk management and social and economic functions.
STAGE 1: DESIRED RESULTS
Established Goals Transfer Goals
● MR 12- 1a: Discuss whether a premium paid to insure against a crash that never happens is wasted.
● MR 12- 2a: Identify individual characteristics that influence insurance purchase decisions.
● MR 12- 4a: Research factors that result in lower auto insurance premiums.
● MR 12- 4c: Discuss the pros and cons of buying an auto insurance policy with a higher deductible.
● MR 12- 7a: Explain the primary types of losses covered by auto and renters insurance policies.
● MR 12- 7b: Describe situations where someone may be liable for injuries or damages to another person or their property.
● MR 12- 7c: Identify factors that influence the cost of renter’s insurance.
● MR 12- 12a: Evaluate the costs and benefits of buying an extended warranty on a specific item (e.g. cellphone, laptop, or vehicle) considering the likelihood of
INFORMATION ANALYSIS
● Create compelling question(s) or statement(s) to drive research and analysis
● Find and make productive use of meaningful information.
● Examine access to economic resources/opportunities and its impact on individuals and groups of people.
RESPONSIBLE CITIZENSHIP
● Examine evidence to better understand complex issues, identify patterns, and/or draw conclusions.
product failure, cost of replacing the item, and price of the warranty.
● MR 12- 12b: Explain how extended warranties or service contracts are similar to and different from insurance.
● EI 12- 6b: Identify which level(s) of government typically receive(s) the tax revenue for income taxes, payroll taxes, property taxes, and sales taxes.
● EI 12- 6c: Describe the benefits they receive, or may receive in the future, from government-collected tax revenue.
● EI 12- 7c: Differentiate between gross, net, and taxable income.
Understandings Essential Questions
Taxes and insurance impact individuals, businesses, and society, influencing both financial planning and societal welfare.
Knowledge
Students will know:
● Factors that impact insurance premiums and the relationship between premiums, deductibles, and coverage limits.
● How the insurance industry uses risk pooling and math to provide insurance coverage and make a profit.
● Factors that determine auto insurance premiums.
● The different types of coverage within a car insurance policy.
● How taxes affect their paycheck, and the difference between gross and net pay.
Summative Assessment
Insurance and Taxes Unit Test (Objective Questions)
How do taxes and insurance shape financial decision making and contribute to economic stability?
Skills (Framed as Learning Targets)
(S1) I can explain how everyone risks financial loss and how insurance shares that risk.
(S2) I can explain a deductible, out-of-pocket expenses, and what insurance will pay for in different situations.
(S3) I can identify the value of their possessions and explain how renters insurance can help protect them in the case of emergency or loss.
(S4) I can read and understand a pay stub.
(S5) I can compare mandatory and discretionary government spending
(S6) I can analyze the different categories of discretionary government spending.
Assessment
EDPUZZLE: Intro to Insurance
EDPUZZLE: Insurance 101 - Renters Insurance
EDPUZZLE: How to Read a Pay Stub
FINE PRINT: Pay Stub
STAGE 3: LEARNING PLAN
First Topic: Insurance 101
Learning Targets:
(S1) I can explain how everyone risks financial loss and how insurance shares that risk.
Learning Activities:
Question of the Day (S1)
Estimated # of Lessons: 1
Essential Question:
How do taxes and insurance shape financial decision making and contribute to economic stability?
INFOGRAPHIC: Insurance Premiums, Deductibles + Limits and questions (S1)
VIDEO: How Does Insurance Work? and questions (S1)
INTERACTIVE: Bummer! (S1)
Second Topic: Auto and Renters Insurance
Learning Targets:
(S2) I can explain a deductible, out-of-pocket expenses, and what insurance will pay for in different situations.
(S3) I can identify the value of their possessions and explain how renters insurance can help protect them in the case of emergency or loss.
Learning Activities:
Question of the Day (S2)
Estimated # of Lessons: 1
Essential Question:
How do taxes and insurance shape financial decision making and contribute to economic stability?
VIDEO: 5 Factors That Affect What You Pay for Auto Insurance and graphic organizer (S2)
PLAY: Types of Car Insurance (S2)
ARTICLE: Deductibles and Coverage Limits and questions (S2)
INTERACTIVE: What’s Your Stuff Worth? And questions (S3)
Third Topic: Taxes and your paystub
Learning Targets:
(S4) I can read and understand a pay stub.
(S5) I can compare mandatory and discretionary government spending.
(S6) I can analyze the different categories of discretionary government spending.
Learning Activities: Question of the Day
VIDEO: If Paychecks Could Talk and questions (S4)
MOVE: Your Tax Dollar In Action (S5)
Estimated # of Lessons: 1
Essential Question:
How do taxes and insurance shape financial decision making and contribute to economic stability?
Personal Finance: Unit 8 - Budgeting Est. #
of Lessons: 3
Unit Overview:
In this unit, students will… explore the fundamental principles of budgeting and develop essential skills to effectively manage personal finances. They will learn how budgeting empowers individuals to make informed financial decisions, achieve financial goals, and navigate economic challenges.
STAGE 1: DESIRED RESULTS
Established Goals
● SP 12- 1b: Develop a budget to allocate current income to necessary and desired spending, including estimates for both fixed and variable expenses.
● SP 12- 1c: Explain methods for adjusting a budget for unexpected expenses or emergencies.
● SP 12- 1d: Evaluate the advantages of using budgeting tools, such as spreadsheets or apps.
● SP 12- 2b: Describe a process for making an informed consumer decision.
● SP 12- 4a: List different ways retailers advertise the prices of their products.
Understandings
Budgeting is a skill that allows individuals to manage their resources effectively.
Knowledge
Students will know:
● Different categories of expenses.
● The pros and cons of different budgeting strategies.
● How consumers allocate their average annual budget across different spending categories.
● Reduce expenses associated with renting.
● How to save money when shopping at a grocery store.
Transfer Goals
INFORMATION ANALYSIS
● Create compelling question(s) or statement(s) to drive research and analysis.
● Find and make productive use of meaningful information.
● Examine access to economic resources/opportunities and its impact on individuals and groups of people.
RESPONSIBLE CITIZENSHIP
● Examine evidence to better understand complex issues, identify patterns, and/or draw conclusions.
Essential Questions
How can individuals budget their finances effectively?
Skills (Framed as Learning Targets)
(S1) I can explain how four different budgeting strategies work.
(S2) I can prioritize multiple factors when deciding where to live.
(S3) I can compare the unit prices of grocery items before making a spending decision.
(S4) I can create a roommate agreement to share the costs associated with living together.
(S5) I can create a budget on a salaried adult’s income and adjust it as required.
(S6) I can research and choose appropriate budgeting apps to meet specific needs.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
Budgeting Unit Test (Objective Questions)
MOVE: Build Your Budget or CREATE: A SalaryBased Budget
Formative Assessment
CASE STUDY: How Do I Budget?
EDPUZZLE: How to Save Money at the Supermarket
STAGE 3: LEARNING PLAN
First Topic: Budgeting Strategies
Learning Targets: (S1) I can explain how four different budgeting strategies work.
Learning Activities: Question of the Day (S1)
Estimated # of Lessons: 1
Essential Question: How can individuals budget their finances effectively?
ARTICLE: What’s the Difference Between Fixed and Variable Expenses? and questions (S1)
ARTICLE: Popular Budgeting Strategies and questions (S1)
VIDEO: Try The Zero-Based Budgeting Method Where Every Dollar Counts and questions (S1) FinCap Friday: Cash Flash from the Past (S1)
Second Topic: Budgeting for rent and food
Learning Targets:
(S2) I can prioritize multiple factors when deciding where to live.
(S3) I can compare the unit prices of grocery items before making a spending decision.
(S4) I can create a roommate agreement to share the costs associated with living together.
Learning Activities:
Estimated # of Lessons: 1
Essential Question: How can individuals budget their finances effectively?
INFOGRAPHIC: Average Monthly Household Expenses in the U.S. and questions (S2)
ARTICLE: How to Decide Where to Live and questions (S2)
ARTICLE: Easy Ways to Cut Rental Costs and questions (S4)
VIDEO: Unit Pricing Helps You Save (S3)
PROJECT: Budgeting with Roommates (S4)
Third Topic: Build your Budget
Learning Targets:
(S5) I can create a budget on a salaried adult’s income and adjust it as required. (S6) I can research and choose appropriate budgeting apps to meet specific needs.
Estimated # of Lessons: 1
Essential Question: How can individuals budget their finances effectively?
Learning Activities: DATA CRUNCH: What Does the Average Household Spend Money On? (S5) ARTICLE: The Best Budget Apps and questions (S6)
Unit Overview:
In this unit, students will… learn how to be a savvy consumer by avoiding scams, fraud, and identity theft.
STAGE 1: DESIRED RESULTS
Established Goals
● SP 12- 2a: Select a product or service and describe the various factors that may influence a consumer’s purchase decision.
● SP 12- 2b: Describe a process for making an informed consumer decision.
● SP 12- 2c: List the positive and negative effects of a recent consumer decision on the environment, society, and the economy.
● SP 12- 3a: Explain the factors to evaluate when buying a durable good.
● SP 12- 5a: Explain how pre-purchase research encourages consumers to avoid impulse buying.
● SP 12- 5b: Brainstorm consumer research strategies and resources to use when making purchase decisions.
● SP 12- 5c: Analyze social media marketing and advertising techniques designed to encourage spending.
● SP 12- 8c: Investigate common types of
Transfer Goals
INFORMATION ANALYSIS
● Create compelling question(s) or statement(s) to drive research and analysis.
● Find and make productive use of meaningful information.
● Examine access to economic resources/opportunities and its impact on individuals and groups of people.
RESPONSIBLE CITIZENSHIP
● Examine evidence to better understand complex issues, identify patterns, and/or draw conclusions.
Personal Finance: Unit 9 - Consumer Skills Est. # of Lessons: 4
consumer fraud and unfair or deceptive business practices, including online scams, phone solicitations, and redlining.
● SP 12- 8d: Make recommendations for sources of help for consumers who have experienced fraud.
● SP 12- 9a: Explain how having a system for financial record-keeping can make it easier to make financial decisions.
● S 12- 8b: Discuss how personal financial decisions can affect other people.
● S 12- 9a: Explain how external influences (e.g. peers, family, or social media) can impact personal savings decisions.
● S 12- 9b: Identify strategies to manage psychological and emotional obstacles to saving.
● S 12- 9c: Discuss strategies for avoiding personal triggers that result in deviating from a savings plan.
● MR 12- 11a: Provide examples of how online behavior, e-mail and text-message scams, telemarketers, and other methods make consumers vulnerable to privacy infringement, identity theft, and fraud.
● MR 12- 11b: Describe conditions under which individuals should and should not disclose their Social Security numbers, account numbers, or other sensitive information.
● MR 12- 11c: Recommend strategies to reduce the risk of identity theft and financial fraud.
● MR 12- 11d: Explain the steps an identity theft victim should take to limit losses and restore personal security.
Understandings
Consumer skills allow individuals to navigate a complex marketplace and make informed decisions, which reflect their values and priorities.
Essential Questions
How do consumers make informed and responsible choices in the marketplace?
Knowledge
Students will know:
● Their role as a consumer and their consumer decisions.
● How advertising, social media, and influencers can impact a consumer’s spending decisions .
● What dark patterns are and identify common types and why companies may use dark patterns.
● What comparison shopping is, how it can help consumers, and when it makes sense to comparison shop.
● Different factors to consider when comparison shopping beyond things like price and quality, such as environmental impact.
● Different types of identity theft, how they can occur, and the impact they can have on someone’s life.
● The current trends about identity theft.
Skills (Framed as Learning Targets)
(S1) I can Identify steps a consumer can take to decrease the influence of social media and advertising on their spending decisions.
(S2) I can Identify a variety of factors to consider when comparison shopping.
(S3) I can make an informed consumer decision by using comparison shopping methods.
(S4) I can take measures to protect my personal information from identity theft.
(S5) I can outline what steps to take if I am a victim of identity theft.
Summative
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Consumer Skills Unit Test (Objective Questions)
ANALYZE: What is My Role as a Consumer?
RESEARCH: Comparison Shopping Exit tickets
STAGE 3: LEARNING PLAN
First Topic: Your money and social media
Learning Targets:
(S1) I can Identify steps a consumer can take to decrease the influence of social media and advertising on their spending decisions.
Learning Activities: Question of the Day (S1)
Estimated # of Lessons: 1
Essential Question:
How do consumers make informed and responsible choices in the marketplace?
VIDEO: TikTok Made Me Buy It and questions (S1) REFERENCE: What Does Social Media Influence Us to Buy? (S1)
VIDEO: Influencing the Influencers and questions (S1)
ARTICLE: A Social Media Break Could Save You Money. Here’s How and questions (S1)
Second Topic: Advertisements & Dark Patterns
Learning Targets: (S1) I can Identify steps a consumer can take to decrease the influence of social media and advertising on their spending decisions.
Learning Activities:
Question of the Day (S1)
Estimated # of Lessons: 1
Essential Question: How do consumers make informed and responsible choices in the marketplace?
VIDEO: Toyota, Built for a Better World and questions (S1)
ARTICLE: The 6 Ways of Influence and questions (S1)
VIDEO: How Dark Patterns Trick You Online and questions
ACTIVITY: MOVE: Identifying Dark Patterns (S1)
Third Topic: Comparison Shopping
Learning Targets:
(S2) I can identify a variety of factors to consider when comparison shopping. (S3) I can make an informed consumer decision by using comparison shopping methods.
Learning Activities:
Question of the Day (S2)
Estimated # of Lessons: 1
Essential Question: How do consumers make informed and responsible choices in the marketplace?
INFOGRAPHIC: Shopping Online and questions (S2) (S3)
ARTICLE: Are You Getting the Best Deal? 5 Things to Consider When Comparison Shopping and questions (S2) (S3)
VIDEO: Video Choice Board and questions (S2) (S3)
MOVE: What Will You Buy? (S2) (S3)
Fourth Topic: Identify Theft
Learning Targets: (S4) I can take measures to protect my personal information from identity theft. (S5) I can outline what steps to take if I am a victim of identity theft.
Learning Activities:
Question of the Day (S4)
Estimated # of Lessons: 1
Essential Question: How do consumers make informed and responsible choices in the marketplace?
VIDEO: Can You Really Protect Your Identity Online? and questions (S4)
ACTIVITY: COMPARE: Types of Identity Theft graphic organizer (S4)
ARTICLE: Trends in Identity Theft and questions (S4)
VIDEO: How to Recognize Identity Theft and What to Do About It and questions (S4) (S5)
INFOGRAPHIC: 10 Tips for Data Breach Victims (S4)
Personal Finance: Unit 10 - Entreneurship Est. # of Lessons: 4
Unit Overview:
In this unit, students will… examine the characteristics of successful entrepreneurs, the steps involved in creating a business plan, and the strategies for launching and growing a business.
STAGE 1: DESIRED RESULTS
Established Goals Transfer Goals
● SP 12- 2a: Select a product or service and describe the various factors that may influence a consumer’s purchase decision.
● SP 12- 3c: Compare product choices based on their impacts on the environment or society.
● EI 12- 2c: Evaluate the tradeoffs between income and non-income factors when making career or job choices.
● EI 12- 11b: Discuss the pros and cons of small business ownership as their primary source of income.
Understandings
Successful entrepreneurship involves meeting the demands of the market.
Knowledge
Students will know:
● What entrepreneurship is and key characteristics of successful entrepreneurs.
● The stages of the entrepreneurial process.
● The different roles an entrepreneur commonly fills when launching a business.
INFORMATION ANALYSIS
● Create compelling question(s) or statement(s) to drive research and analysis.
● Find and make productive use of meaningful information.
● Examine access to economic resources/opportunities and its impact on individuals and groups of people.
RESPONSIBLE CITIZENSHIP
● Examine evidence to better understand complex issues, identify patterns, and/or draw conclusions.
Essential Questions
What does it take to transform an innovative idea into a successful business?
Skills (Framed as Learning Targets)
(S1) I can explain the importance of small businesses in the US economy.
(S2) I can differentiate between different types of entrepreneurship.
(S3) I can apply problem/solution techniques for generating innovative business ideas.
● I know the purpose and components of a business plan.
● Personal finance considerations to take into account when starting a business.
● The appropriate business structures for starting a business.
(S4) I can analyze why startups fail and how to overcome obstacles faced by entrepreneurs.
( S5) I can examine ethical considerations in entrepreneurship and make ethical decisions.
(S6) I can create a lean business plan.
(S7) I can explore various funding options for startups.
(S8) I can discuss tax considerations for entrepreneurs.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
PROJECT: Pitch Your Business Idea
Formative Assessment
CREATE: A Business Idea
EDPUZZLE: Do You Really Want to Be Your Own Boss?
CREATE: A Lean Business Plan Exit tickets
STAGE 3: LEARNING PLAN
First Topic: Understanding Entrepreneurship Estimated # of Lessons: 1
Learning Targets:
(S1) I can explain the importance of small businesses in the US economy.
(S2) I can differentiate between different types of entrepreneurship.
(S3) I can apply problem/solution techniques for generating innovative business ideas.
Learning Activities:
Question of the Day (S1)
VIDEO: What is an Entrepreneur? (S1) (S2)
Essential Question: What does it take to transform an innovative idea into a successful business?
VIDEO: 10 Characteristics of Successful Entrepreneurs and questions (S1) (S2)
VIDEO: The Importance of Small Business and questions (S1)
ARTICLE: 4 Types of Entrepreneurship: Which One is Right for You and questions (S2)
INFOGRAPHIC: The Entrepreneurial Journey and question (S3)
Second Topic: Hurdles of Entrepreneurship Estimated # of Lessons: 1
Learning Targets: (S4) I can analyze why startups fail and how to overcome obstacles faced by entrepreneurs.
( S5) I can examine ethical considerations in entrepreneurship and make ethical decisions.
Essential Question: What does it take to transform an innovative idea into a successful business?
Learning Activities:
Question of the Day (S4)
INFOGRAPHIC: Top Reasons Startups Fail and questions (S4)
ARTICLE: Entrepreneurial Advice From the Founders Behind America's Hottest Startups and questions (S4)
VIDEO: Ethics Defined and questions (S5)
REFERENCE: Costco Code of Ethics and questions (S5)
ROLEPLAY: Ethics in Entrepreneurship (S5)
Third Topic: Planning and Pitching a Business
Learning Targets: (S3) I can apply problem/solution techniques for generating innovative business ideas. (S6) I can create a lean business plan.
Estimated # of Lessons: 1
Essential Question: What does it take to transform an innovative idea into a successful business?
Learning Activities:
Question of the Day (S3)
VIDEO: Writing a Business Plan and questions (S3) (S6)
VIDEO: Why Having a Business Plan is Important and questions (S3) (S6)
ARTICLE: How to Write a Business Plan and questions (S3) (S6)
Fourth Topic: Launching a Business
Learning Targets: (S7) I can explore various funding options for startups. (S8) I can discuss tax considerations for entrepreneurs.
Estimated # of Lessons: 1
Essential Question: What does it take to transform an innovative idea into a successful business?
Learning Activities: Question of the Day (S7)
ARTICLE: Things to Consider When Starting a Business and questions (S7) (S8)
VIDEO: How Do You Legally Set Up a Business? And questions (S7) (S8)
ARTICLE: Startup Funding: What it is and How to Get Capital for a Business and questions (S8)