Grade 9-12, Personal Finance: Quarter 1 Curriculum Map ... Fin Q1 Map.docx · Web viewautomatic Teller Machine (ATM), bank draft, cashier’s check, check, check register, checking

Grade 9-12, Personal Finance: Quarter 1 Curriculum Map Scope and SequenceUnit Length Anchor Text Unit Focus Content

ConnectionsUnit

Outcomes/Assessed Standards

Q1, Unit 1Financial Responsibility and Personal Decision Making

3 weeks

Pearson Personal Financial Literacy 2nd Edition

Ever-Fi.com

In this lesson, students will discover that it is always important to consider the consequences of your actions before making a decision. Different people may have different codes of ethics. Ethical business practices make a difference on many levels. Your reputation matters. Therefore, personal financial responsibility and making good choices are a key partnership for a successful financial future.

This unit aligns with English Language Arts Standards in Writing, Reading Informational Text as well as Speaking and Listening.

PF.1

Q1, Unit 2Education, Careers and Income

3 weeks


Ever-Fi.com

Students will learn and understand that as the cost of higher education continues to climb, prospective students and their families might wonder: “Does it still pay to get an education?” According to the most recent data from the U.S. Bureau of Labor Statistics (BLS): Yes, it does. For decades, BLS data have shown that workers with more education have lower unemployment and higher earnings than workers with less education. For example, the unemployment rate drops with every additional level of education attained. Workers with less education than a high school diploma had the highest unemployment rate (11%), while those with a doctoral degree had the lowest rate (2.2%).


PF.2

Q1, Unit 3Planning and Money Management

3 weeks


Ever-Fi.com

In this lesson, students will learn the concept of money management, like the concept of good health, has both short term and long-term aspects. What you do today affects your long-term outlook, and what you do long term affects day-to-day living. Money management requires both short term and long-term thinking. Generally, short-term money management involves budgeting, while long-term money management involves financial planning. One is about tactics, while the other is about strategy.


PF.3

Grade 9-12, Personal Finance: Quarter 1 Map Instructional Framework

Planning With the MapThe curriculum map outlines the content and pacing for each grade and subject. For grades 6-8, Social Studies teachers must carefully balance attention between frequently detailed content standards while supporting inquiry, collaboration and high-impact writing.

To support this work, each unit contains a daily lesson framework and a sample daily lesson as guidance. However, please bear in mind that the map is meant to support effective planning and instruction; it is not meant to replace teacher planning or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. While the curriculum map allows for flexibility and encourages each teacher and teacher teams to make thoughtful adjustments, our expectations for student learning are non-negotiable. We must ensure all our children have access to rigorous content and effective teaching practices.

Weekly GuidanceTo help promote “backward design” in planning, each map begins with recommended essential texts for each week, along with some critical text dependent questions and a set of weekly assessments in the form of standards-aligned writing prompts.

In order to assist students with the organization of content, and to aid teachers in assessing this writing, these prompts often include explicit organizational language or recommendations for constructing paragraphs. In each case, care has been taken to ensure that students must produce the appropriate social studies content, while still producing grade appropriate written work.

Because of this, these writing prompts will be content oriented, frequently relying on student knowledge for evidence and examples instead of discrete texts. However, practice with text dependent questions and text analysis should be part the daily routine of every class period. Moreover, while teachers are encouraged to supplement these writing tasks with level appropriate multiple choice and short answer assessments as necessary to demonstrate content knowledge as well, writing should be the largest part of any social studies assessment.

Vocabulary InstructionStrategies for building vocabulary may be found in Social Studies Appendix A. The tools in Appendix A are cross-disciplinary protocols directly from the new Expeditionary Learning curriculum. Students and teachers both will be able to use these increasingly familiar strategies as a common instructional language for approaching new and difficult academic and content area vocabulary. Teachers are encouraged to become familiar with all of these strategies to understand which ones best meet their instructional needs:

Contextual Redefinition….Appendix A, p.58Frayer Model……………..Appendix A, p.59List/Group/Label……...….Appendix A, p.60 Semantic Webbing…..…..Appendix A, p.61SVES (Elaboration)……...Appendix A, p.62Vocabulary Squares….….Appendix A, p.63Word Sorts…………….….Appendix A, o.58

Daily Strategies The daily strategies provided in this map are taken from SCS Social Studies Curriculum Appendix B, the Facing History and Ourselves teaching strategy guide. These are high-yield classroom strategies to foster collaboration, careful reading and robust writing. Anchor topics are provided below as a starting point for the protocol, but the strategies can be used with any of the texts provided

in the Anchor Text or supplemental texts. Teachers are encouraged to learn these protocols and use them with flexibility to plan strong, adaptable lessons. Separate protocols are called out specifically for use in analyzing texts through the course of the class. These include the following:

3,2,1 ....................................................................p.4 Chunking..............................................................p.47 Document Analysis Templates ............................p 61 Evaluating Arguments in a Resource Book ........ p.63 Evidence Logs .....................................................p.66 Read Aloud ..........................................................p.130 Reader’s Theater .................................................p.132 Save the Last Word for Me ..................................p.136 Text to Text, Text to Self, Text to World ...............p.148 Two Column Note Taking .....................................p.157 Word Wall .............................................................p.165

Grade 9-12, Personal Finance: Quarter 1, Unit 1Unit Length Anchor Text Unit Focus Content Connections Unit Outcomes/Assessed

Standards

Q1, Unit 1Financial Responsibility and Personal Decision Making

3 weeks Pearson Personal Financial Literacy 2nd Edition

Ever-Fi.com

In this lesson, students will discover that it is always important to consider the consequences of your actions before making a decision. Different people may have different codes of ethics. Ethical business practices make a difference on many levels. Your reputation matters. Therefore, personal financial responsibility and making good choices are a key partnership for a successful financial future.


Financial Responsibility & Decision Making

SAMPLE DAILY FRAMEWORK Day 2 Day 3 Day 4 Day 5Texts Pearson Personal Financial Literacy 2nd Edition and

EverFi.comStandards Financial Responsibility & Decision MakingBell RingerExamples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)

Vocabulary - Personal Finance

HookDevelop student interest and connect learning to daily standards. This can include whiteboard protocol, daily agenda, teacher modeling of the standards.

Statement of Standards Daily Agenda Essential Question – What is a personal

financial plan and why is it important?

InquiryTeacher guided inquiry into content-rich texts, images or other content including.

Jigsaw – Personal Financial Plan

ApplicationTeacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.

Anticipation Guide – Decision Making 101

ClosureIndividual students synthesize and/or summarize learning for the day.

Harvard Visible Thinking Routine - Headlines

Grade 9-12, Personal Finance: Quarter 1 - Unit 1 Vocabulary/IdentificationVocabulary: bond, budget, current liability, forecast error, household asset, investment, liability, liquid asset, long-term liability, market value, mutual fund, cash inflow, cash outflow, expense, fixed expense, long-term goal, middle-term goal, risk, short-term goal, variable expense, net worth, personal balance sheet, real estate, stock , liquidity, money management, net worth, payment terms, personal financial plan, real estate, risk, asset, budgeting, credit management, equity, finance, income, interest, personal finance, personal financial planning, bankruptcy, opportunity cost

Grade 9-12, Personal Finance: Quarter 1, Unit 1 - Week 1Financial Responsibility and Personal Decision Making: Week 1Essential Question(s) Why is personal financial planning important?Student Outcomes Students can take responsibility for personal financial decisions.

Students can find and evaluate financial information from a variety of sources.Students can summarize major consumer protection laws.Students can make financial decisions by systematically considering alternatives and consequences.Students can develop communication strategies for discussing financial issues.Students can control personal information.Students can understand the key differences between compound and simple interest.Students can apply the concepts of “need versus wants”.

Texts Text Book: Pearson Personal Financial Literacy 2nd Edition, Chapters 1 & 2Recommended Protocol(s): Jigsaw, Annotating and Paraphrasing SourcesSupplemental Texts:

Article and Question Set: Overview of Personal Finance p.3Required Texts from Q1 Text Packet:

Text Set: The Financial Plan, Chapter 2, pp.19 - 30 EverFi.com - Overview of Personal Financial Literacy

Text Specific and Text Dependent Questions

1. What is a financial plan?2. What is personal financial planning?3. What are three categories of goals you should be planning for?4. Why is personal financial planning important?

Suggested Classroom Strategies

List/Group/Label: Pearson Personal Financial Literacy 2nd Edition, Chapter 1, pp.8-12, What Are You Planning for in the Near Future?

Assessment(s) Note: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.

Read the following passage and then address the task below:

Prepare a list of financial decisions you are likely to make over the next five years and then over the next ten years. For example, think of what you hope to purchase over that time, or how much progress you hope to make towards specific goals. Be specific about anticipated dollar costs for each decision. Develop a chart that shows what you can do to begin preparing for these decisions. If you do not have access to a computer, use paper and pencil to prepare the chart.

As you write, follow the directions below.• Address all parts of the prompt.• Include information and examples from your own knowledge of social studies.• Use evidence from the sources to support your response.

Standards PF.1

Grade 9-12, Personal Finance: Quarter 1, Unit 1 - Week 2Financial Responsibility and Personal Decision Making: Week 2Essential Question(s) What is a budget?

What does net worth mean?What is the difference between assets and liabilities?

Student Outcomes Students can differentiate between cash inflow and cash outflow.Students can explain the steps involved in creating a budget.

Students can describe the steps involved in creating a personal balance sheet.Students can understand the importance of budgeting in a financial plan.

Texts Text Book: Pearson Personal Financial Literacy 2nd EditionRequired Texts from Q1 Text Packet:Chapter 4, Budgets and Balance SheetsRecommended Protocol(s): Close Read, Annotating and Paraphrasing SourcesSupplemental Texts:

Article and Question Set: Create a Personal Cash Flow Statement, pp.54-55 Article and Question Set: How to Turn Your Cash Flow Statement into a Budget, pp.54-55 Article and Question Set: The Components of a Financial Plan, pp.23-29


1. What is the purpose and function of a financial plan?2. How do your personal decisions impact your personal financial plan?3. What is cash inflow?4. What is cash outflow?5. How does one determine their net worth?6. Why is it important to communicate your financial plan?7. What is a budget?8. What is the difference between assets, liquid assets, and liability


Character Charts (Appendix B, p.43): Assets, Liabilities, Net Worth



Many of you will continue your education after high school graduation. Research post-secondary or training programs that you might want to attend following high school. Collect data for each of these that includes the following:

Tuition for one year (dollars per hour or per semester) or training costs Other expected fees, such as housing and cafeteria costs Estimated costs of getting to and from each facility (home to campus/training site)

If you have access to spreadsheet software, design a spreadsheet of the information showing the comparisons of the costs for each. If not, use paper and pencil to design the spreadsheet. Then write a paper about your findings. This paper should include any graphs, charts or tables that will help you show comparisons between education/training programs. When you make the comparisons, keep in mind the possible benefits of one type of education/training program over another. Explain why additional education/training after high school is necessary and important. As a part of your paper, be certain to address the following questions in your findings:

a. Why is it important to research colleges/universities or training programs of your choice at an early age?b. What does planning for these expenses have to do with financial planning?c. How can you communicate with your parents or high school counselor your plans for further education upon high school graduation?


Standards PF.1

Grade 9-12, Personal Finance: Quarter 1, Unit 1 - Week 3Financial Responsibility and Personal Decision Making: Week 3Essential Question(s) What are the benefits of creating goals?Student Outcomes Students can analyze the benefits of good financial decision-making.

Students can examine the goals for which people make financial plans.Students can explain the steps in financial decision making.Students can identify the opportunity costs of financial decisions.Students can evaluate the consequences of personal financial decisions.Students can apply a decision-making process to personal financial choices.

Texts Text Book: Pearson Personal Financial Literacy 2nd Edition, Chapter 3Required Texts from Q1 Text Packet:Chapter 3, Financial Decision MakingRecommended Protocol(s): Close Read, Annotating and Paraphrasing SourcesSupplemental Texts:

Article and Question Set: Chapter 3, Step-by-Step Decision Making Process, pp.40-46 Article and Question Set: Figure 3.7: Different Paths to the Same Goal


1. What are the term limits to be considered a short-term goal?2. What are the term limits to be considered an intermediate term goal?3. What are the term limits to be considered a long-term goal?4. What are some of the varying factors that address the differing views and attitudes towards money?5. What strategies do you suggest to control access to your personal information when completing your financial plan?6. How does ones’ cash inflow impact your financial future?


Dissecting the Prompt: How Financial Planning Affects Your Cash Flow



As a team, develop a public service announcement (PSA) about the steps involved in good financial decision-making. A PSA (Public Service Announcement) is an audio or video presentation that brings awareness to the public. This one should tell the importance of financial planning for teens. Think about what you have learned thus far. For your PSA, you should work together to write and perform a simple skit or presentation that helps others understand the process.


Standards PF.1

Grade 9-12, Personal Finance: Quarter 1, Unit 2 Unit Length Anchor Text Unit Focus Content Connections Unit Outcomes/Assessed

StandardsQ1, Unit 2Education, Careers and Income


Ever-Fi.com

Students will learn and understand that as the cost of higher education continues to climb, prospective students and their families might wonder: “Does it still pay to get an education?” According to the most recent data from the U.S. Bureau of Labor Statistics (BLS): Yes, it does. For decades, BLS data have shown that workers with more education have lower unemployment and higher earnings than workers with less education.For example, the unemployment rate drops with every additional level of education attained. Workers with less education than a high school diploma had the highest unemployment rate (11 percent), while those with a doctoral degree had the lowest rate (2.2 percent).


PF.2


EverFi.comStandards Education, Income & CareersBell RingerExamples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)

Academic Vocabulary and Language-FAFSA


Statement of Standards Daily Agenda Essential Question – How does your level of

education impact your earning potential?


Close Read – FAFSA Application


Anticipation Guide – Which road will you take: directly to work or college then career?


Harvard Visible Thinking Routine: Think Puzzle Explore (Careers)

Grade 9-12, Personal Finance: Quarter 1 - Unit 2 Vocabulary/IdentificationVocabulary: accreditation, apprenticeship, certification, compensation, internship, resume, baby boom, business cycle, consumer price index, demographics, depression, economics, economy, global economy, gross domestic product, inflation, macroeconomics, microeconomics, recession

Grade 9-12, Personal Finance: Quarter 1, Unit 2 - Week 1Education, Careers and Income: Week 1

Essential Question(s) How does your level of education impact your earning potential?Student Outcomes Students can explain the process for choosing a career path.

Students can identify different sources of information for researching careers.Students can explain how an individual’s interests, knowledge, abilities, and career and job choices affect income.Students can discuss how one can gain the skills needed for career choice.Students can describe the process of applying for a job.Students can explain the concept of return on investment (ROI) and the things one should consider when borrowing to pay for your education.Students can summarize the financial risks and benefits of entrepreneurship as a career choice.

Texts Text Book: Pearson Personal Financial Literacy 2nd Edition, Chapter 5Required Texts from Q1 Text Packet: Chapter 5, pp.69-86Recommended Protocol(s): Jigsaw, Annotating and Paraphrasing SourcesSupplemental Texts:

Article and Question Set: Determining a Career Path Chapter 5, pp.72-75 EverFi.com - Module 5: Financing Higher Education – Federal Loan Comparison


1. How is education an investment in yourself?2. What are the steps in developing a career?3. What are two ways to get career information?


Character Charts (Appendix B, p.43): Median Weekly Earnings versus Unemployment Rate


1. Jill is thinking about getting an MBA. She will give up making $38,000 a year for the two years it takes to complete the MBA. She will also pay $35,000 in total costs to get the degree. Assume she will make $75,000 a year after she gets her MBA. How long will it take her to recover her investment?

2. John is considering getting a college degree. Assuming he graduates in four years and tuition, books, and fees cost about $6,000 per year, how much will he spend to get his degree?

3. Latrell is comparing two job opportunities. One job will pay $12 an hour and he will work 40 hours a week. The other one pays an annual salary of $22,000 and he will work 45 hours a week. Which job pays more?


Standards PF.2

Grade 9-12, Personal Finance: Quarter 1, Unit 2 - Week 2Education, Careers and Income: Week 2Essential Question(s) How does your level of education impact your earning potential?Student Outcomes Students can explain the process that high school students undertake when beginning the path to college.

Students can identify the various differences in financial aid options; including the difference in subsidized and unsubsidized loans.Students can describe why higher education has a high potential return on investment (ROI).Students can identify various sources of personal income.Students can identify typical action steps that students should take on the path to higher education.

Texts Text Book: Pearson Personal Financial Literacy 2nd Edition, Chapter 5Required Texts from Q1 Text Packet: Chapter 5, pp.70-92Recommended Protocol(s): Close Read, Annotating and Paraphrasing SourcesSupplemental Texts:

Article and Question Set: Determining a Career Path, pp.72-77 EverFi.com - Module 5: Financing Higher Education – Filling Out Your FAFSA EverFi.com - Federal Loan Comparison: Subsidized loans vs. Unsubsidized loans


1. How is education an investment in yourself?2. Explain why it might be a good idea to borrow money for college if you might not otherwise afford to go.3. What are the steps in the student loan process?4. Why is it important to repay your student loans on time?5. What factors should you consider when thinking about borrowing money to finance your college goals?


Analyzing Visual Images: Chapter 5, p.73, Figure 5.1, Chapter 5, p.75, Figure 5.2, Chapter 5, p.79, Figure 5.3,


Read the following passages and address the task below:

In a team, develop a presentation explaining to teens why it is important for them to begin personal financial planning. You may create a brochure, write a newsletter, produce a skit, or present a video presentation. Be creative, but make sure you stress information discussed and the importance of personal financial planning. You might include information you have researched.


Standards PF.2

Grade 9-12, Personal Finance: Quarter 1, Unit 2 - Week 3Education, Careers and Income: Week 3Essential Question(s) What is the process of determining a career path?Student Outcomes Students can gain a deeper understanding of the steps to determine a career.

Students can develop a career path based on rational decision making, appropriate research, and self-reflection.Students can apply decision making to personal financial choices (planning, maintaining and analyzing money management) throughout various stages of your college and career path.Students can explain how limited personal financial resources affect the choices people make.Students can evaluate investments and create a plan for the future.

Texts Text Book: Pearson Personal Financial Literacy 2nd Edition, Chapter 5Required Texts from Q1 Text Packet:Chapter 5, Determining a Career Path, pp.70-75Recommended Protocol(s): Close Read, Annotating and Paraphrasing SourcesSupplemental Texts:

Article and Question Set: Chapter 5, Figure 5.1, Percent Change in Employment in Occupations Projected to Grow Fastest, 2006-2016 Article and Question Set: Chapter 5, Figure 5.2, Comparison of Income Among Education Levels Article and Question Set: Chapter 5, Sources of Career Information, pp.75-76 Article and Question Set: Chapter 5, Job Availability and Compensation, pp.74-75


1. What factors should be considered when deciding on a career?2. How does one’s level of education impact salary?3. Identify at least four different sources of career information.4. What is involved in choosing a career path and applying for a job in that career path?


Analyzing Visual Images: Chapter 5, p.83 Figure 5.4, Chapter 5, p.84 Figure 5.5, Chapter 5, p.85 Figure 5.6



In teams, choose one of the career clusters provided by Professor Fin throughout Chapter 5. Research all the information that you can find about the cluster selected by the team. Find out what coursework might be required to pursue careers within the cluster, what jobs may be considered in this cluster, salary ranges in this cluster, what education or training is necessary for this cluster, and any other interesting facts that the team can gather about this career cluster.


Standards PF.2

Grade 9-12, Personal Finance: Quarter 1 - Unit 3Unit Length Anchor Text Unit Focus Content Connections Unit Outcomes/Assessed

StandardsQ1, Unit 3Planning and Money Management


Ever-Fi.com

In this lesson, students will learn the concept of money management, like the concept of good health, has both short-term and long-term aspects. What you do today affects your long-term outlook, and what you do long-term affects day-to-day living. Money management requires both short-term and long-term thinking. Generally, short-term money management involves budgeting, while long-term money management involves financial planning. One is


PF.3

about tactics, while the other is about strategy.


EverFi.comStandards Planning & Money ManagementBell RingerExamples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)

Academic Vocabulary & Language-Money Management


Statement of Standards Daily Agenda Essential Question – What economic

challenges do you believe impact our financial decisions?


Big Paper - Building a Silent ConversationWhat are your future plans?


Create a Found Poem – TLW read Globalization: Chapter 8, p.145


Harvard Visible Thinking Routine: Think Puzzle Explore Chapter 8, Demographic Factors, pp.139-141

Grade 9-12, Personal Finance: Quarter 1, Unit 3 Vocabulary/IdentificationVocabulary: automatic Teller Machine (ATM), bank draft, cashier’s check, check, check register, checking account, credit union, debit card, depository institutions, discount rate, electronic funds transfer, federal Deposit Insurance Corporation( FDIC), federal Reserve System, fiat money, inflation, monetary policy, money orders, National Credit Union Share Insurance Fund (NCUSIF), negotiable order of withdrawal (NOW) accounts, non-depository institutions, personal identification number (PIN), price level stability, safety deposit boxes, Travelers Checks, asset allocation, asset class, beneficiary, compounding, diversification, estate planning, future value, intestate, portfolio, present value, Rule of 72, simple interest, time value of money, trust, will

Grade 9-12, Personal Finance: Quarter 1, Unit 3 - Week 1Planning and Money Management: Week 1Essential Question(s) Why is an understanding of economic conditions important to your financial plans?Student Outcomes Students can explain how economic factors impact financial decisions.

Students can understand how demographics changes will impact your future.Students can analyze how events in the national and global economy might affect you.Students can demonstrate ability to use money management skills and strategies.

Texts Text Book: Pearson Personal Financial Literacy 2nd Edition, Chapter 8Required Texts from Q1 Text Packet:Chapter 8, The Economy & YouRecommended Protocol(s): Close Read, Annotating and Paraphrasing SourcesSupplemental Texts:

Article and Question Set: Chapter 8, Economics and Your Financial Plan, pp.138-139 EverFi.com - Module 2 - Banking: How the Federal Reserve System Works EverFi.com - Module 2 - Banking: Types of Banks


1. What is the United States Federal Reserve Bank?2. What are the different types of banking institutions?3. How is a checking account different than having a savings account?4. How can you monitor your checking account balance?5. What are the risks of spending more money than you have?


Character Charts: Bank vs. Credit Union



In teams, research the Great Depression. Develop a power point presentation that traces the history of the Great Depression. Have students interview older adults that lived through the Great Depression or were born near the end of it. Students could interview those individuals to learn and hear firsthand accounts about what life was like during that period. Students may look up information about teenagers during the Great Depression.


Standards PF.3

Grade 9-12, Personal Finance: Quarter 1, Unit 3 - Week 2Planning and Money Management: Week 2Essential Question(s) Why is an understanding of economic conditions important to your financial plans?Student Outcomes Students can develop a system for keeping and using financial records.

Students can analyze the services provided by various types of financial institutions including but not limited to banks, credit unions, credit management services, etc.Students can apply consumer skills to their purchase decisions.Students can explain the relationship between spending practices and achieving financial goals.Students can compare and contrast the advantages and disadvantages of different payment methods including cash, checks, store-value cards, debit cards, credit cards, and electronic and online payment systems.

Texts Text Book: Pearson Personal Financial Literacy 2nd Edition, Chapter 8Required Texts from Q1 Text Packet:Chapter 8, The Economy & YouRecommended Protocol(s): Close Read, Annotating and Paraphrasing SourcesSupplemental Texts:• Article and Question Set: Chapter 8, Demographic Factors, pp.139-141• EverFi.com - Module 2 - Banking: How the Federal Reserve System Works, cont’d


1. What are demographics?2. What is the significance of the baby boom to young people today?3. What do demographic trends suggest about the future of Social Security?4. How might a young person use this knowledge when building a financial plan?5. How does each individual economic decision you make every day impact your finances?6. What options did you pass up when you made those decisions?


Give One, Get One (Appendix B, p.83): Text Specific and Text Dependent Questions provided in the section aboveSPAR Debate (Appendix B, p.142): College/Directly to Work after High School/Certification-Vocational Pathway

Assessment(s) Note: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.Read the following passage and then address the task below:

Research information about each of the generations: Baby Boomers, Generation X, Generation Y and the generations after those. Who are these people? What are the differences of each of these groups? What is the name of the group after “Generation Y”? How does this group differ from the previous three groups? Develop a chart demonstrating your family and where each member of the family fits into the generation groups. This can include anyone in your family.Include the following in your chart:

1. The age of the family members and the years they were born2. The economic conditions that were prevalent in society when that particular generation was born

Have students create a 3 to 5 minute presentation that reflects their findings, to be shared with the class.


Standards PF.3

Grade 9-12, Personal Finance: Quarter 1, Unit 3 - Week 3Planning and Money Management: Week 3Essential Question(s) Why is an understanding of economic conditions important to your financial plans?Student Outcomes Students can connect the role of charitable giving, volunteer service, and philanthropy to community development and quality of life.

Students can determine how charitable giving can fit into a personal budget and appropriate percentages for giving.Students can illustrate an allocation of a weekly allowance among the financial goals of spending, saving/investing, and sharing/giving.Students can create a plan to secure funding for a financial goal.

Texts Text Book: Pearson Personal Financial Literacy 2nd Edition, Chapter 8Required Texts from Q1 Text Packet:Chapter 8, The Economy & YouRecommended Protocol(s): Close Read, Annotating and Paraphrasing SourcesSupplemental Texts:

Article and Question Set: Chapter 8, Factors in the Larger Economy, pp.142-146 EverFi.com - Module 2 - Banking: Account Types-Checking, savings, CDs, MMAs, IRAs EverFi.com - Module 2 Banking: Using an Account


1. What is charitable giving?2. What are the limits on charitable giving?3. How does inflation affect individuals?4. What is the definition of economics?5. How do economic factors impact financial decisions?


Current Events: Financial Impact of Hurricanes Harvey & IrmaCurrent Events: Charitable Giving Challenge



You are shopping for a new pair of shoes. You find a pair that you really like and that you can afford. But you notice that they were made by a company that has recently been in the news. The company shut down all of its manufacturing plants in the United States and opened new plants overseas. Some people have accused the company of hiring workers at very low wages and making them work in unclean surroundings. You feel bad about buying shoes from such a company. At the same time, you do not feel it is your responsibility to resist the trends of globalization.

Answer the following questions in a brief essay response format:1. What alternatives do ordinary consumers have to buying lower priced shoes made in other countries?2. What alternative does the American shoemaker have to opening plants in foreign countries?3. Do you think it is possible for a company to compete for long if its products cost more than those made elsewhere? Explain your answer.


Standards PF.3

Documents

Grade 9-12, Personal Finance: Quarter 1 Curriculum Map ... Fin Q1 Map.docx · Web viewautomatic Teller Machine (ATM), bank draft, cashier’s check, check, check register, checking