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FINANCIAL LITERACY

Developed by Laura Dessel, Mathematics Instructor

Scott Moffitt, Superintendent of SchoolsMikki Regan, Director of Curriculum and Instruction

October 2010

COURSE DESCRIPTION

Financial Literacy Students will demonstrate understanding about how the economy works and their own role

in the economy, and also develop the necessary skills to effectively manage personal finances. Students will apply knowledge, skills and ethical values when making consumer

and financial decisions that impact self, the family, and local and global communities. This is a semester course offering 2.5 credits.

Content 21st Century Life and Careers

Course Title:Financial Literacy

Grade Level: 9 - 12

Unit Plan 1

Becoming a Critical Consumer

Pacing Guide

13 days

Unit Plan 2

Income and Careers

Pacing Guide

11 days

Unit Plan 3

Money Management

Pacing Guide

11 days

Unit Plan 4

Planning, Saving and Investing

Pacing Guide

10 days

Unit Plan 5

Credit and Debt Management

Pacing Guide

18 days

Unit Plan 6

Risk Management and Insurance

Pacing Guide

12 days

Unit Plan 7

Civic Financial Responsibility

Pacing Guide

9 days

Date Created:June 24, 2010

Board Approved On:October 2010



Grade Level: 9 - 12

Unit OverviewContent Area: 21st Century Life and CareersUnit Title: Becoming a Critical ConsumerTarget Course/Grade Level: 9-12Unit SummaryDecision making process. Supply and demand. Advertising and its impact on consumersOnline advertising and shopping/consumers. Protection against scams and identity theft.Consumer rights and responsibilities.

Primary interdisciplinary connections: Economics.21st century themes: Life and Career SkillsUnit RationaleCritical thinking and problem-solving skills to make reasoned decisions at home, in the workplace, and in the global community.

Learning TargetsStandards9.2 Personal Financial LiteracyContent StatementsThe ability to prioritize wants and needs assists in making informed investments, purchases, and decisions.Cost-benefit, analysis informs responsible spending practices.Consumer protection includes providing information about the range of products and services and about consumer resources, rights, and responsibilities.CPI# Cumulative Progress Indicator (CPI)9.2.12.A.8 Analyze how personal and cultural values impact spending and other financial

decisions.9.2.12.E.1 Analyze and apply multiple sources of financial information when prioritizing

financial decisions.9.2.12.E.2 Determine how objective, accurate, and current financial information affects

the prioritization of financial decisions.9.2.12.E.3 Evaluate how media, bias, purpose, and validity affect the prioritization of

consumer decisions and spending.9.2.12.E.4 Evaluate business practices and their impact on individuals, families and

societies.9.2.12.F.4 Analyze how citizen decisions and actions can influence the use of economic

resources to achieve societal goals and provide individual services.9.2.12.E.6 Apply consumer protection laws to issues they address.9.2.12.E.7 Relate consumer fraud, including online scams and theft of employee time and

goods, to laws that protect consumers.9.2.12.E.8 Determine when credit counseling is necessary and evaluate the resources

available to assist consumers who wish to use it.



Grade Level: 9 - 12

9.2.12.E.9 Determine reasons for increased identity theft worldwide and evaluate the extent to which victims of identity theft are successful in fully restoring their personal identities.

9.2.12.C.7 Explain the rights and responsibilities of buyers and sellers under consumer protection laws, and discuss common unfair or deceptive business practices.

Unit Essential Questions How do you prioritize financial decisions? Does media bias affect consumer

decisions/spending? How do consumer protection laws address

issues? What are the reasons for the increase in

identity theft ad how do we restore personal identities?

Unit Enduring Understandings Values, goals, needs, wants and hopes vary

among countries, cultures and individuals. Advertising’s impact on consumer spending. Protecting yourself from improper use of

personal information collected over the internet.

Unit Learning TargetsStudents will … Identify important values. Describe the decision making process. Define short-, intermediate, and long-range goals. Explain how supply and demand works. Recognize deceptive advertising. Recognize scams and describe ways to protect yourself from fraud on the internet. Identify government agencies and laws that help protect consumers.

Evidence of LearningSummative Assessment (4 days)PBL Project that will span the entire Unit.Tests

Equipment needed: Textbook, Internet/Web Sites, Workbook, NewspapersTeacher Resources: Textbook, YouTube, Snoops.com; Video, Workbook, Better Business Bureau.

Formative Assessments

Class Participation Homework Assignments Workbook Assignments

Small Group Discussions Quiz Essays

Lesson PlansLesson TimeframeLesson 1

Decision Making 5 daysLesson 2Technology 4 daysLesson 3Consumer Protection 4 daysTeacher Notes: Introduce PBL Project during first day and then students will present their projects on last day of Unit.

Curriculum Development ResourcesTextbook, NJDOE, Internet Sites.

Lesson Plan 1Content Area: 21st Century Life and CareersLesson Title: Decision Making Timeframe: 5 days

Lesson Components21 st Century Themes

x Global Awareness x Financial, Economic, Business, and Entrepreneurial Literacy

Civic Literacy Health Literacy

21 st Century Skills Creativity and Innovation

x Critical Thinking and Problem Solving

Communication and Collaboration

Information Literacy

x Media Literacy ICT Literacy x Life and Career Skills

Interdisciplinary Connections: Economics, Mathematics.Integration of Technology: Graphing Calculators, YouTube.Equipment Needed: Calculator, Textbook, Workbook, Computer, Internet, Video.

Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks

Students: Identify important

values. Describe the decision

making process. Define short-,

intermediate, and long-range goals.

Explain how supply and demand works.

Recognize deceptive advertising.

Lesson Sequence1. PBL Introduced.2. Discussion on values and how

they differ among varying countries and cultures.

3. Assignment on Opportunity Cost and Decisions.

4. Role Play scenarios to run through the decision making process.

5. Class will create an economic scenario; drawing graphs to

Project Rubric Class Participation Homework Assignments Workbook Assignments Small Group Discussions Quiz Essay

represent what they think would be supply, demand and equilibrium price for their product.

6. Small group discussion on 3 local companies that have gone out of business and what they think happened to cause them to close.

7. Discuss Super Bowl ads and watch several “viral” ads and identify what caused their popularity.

8. Short essay – What can you do to be more environmentally responsible?

DifferentiationRole Play, Group discussions and assignments, Individual work.

Resources Provided Textbook: Economic Education for Consumers, 4 th Edition , Miller and Stafford, SOUTH-WESTERN

CENGAGE Learning, 2010. Workbook: Economic Education for Consumers Workbook, Miller and Stafford, SOUTH-WESTERN

CENGAGE Learning, 2010. www.njcfe.org www.ncee.net YouTube Greatest Commercials of All Time - Video

Lesson Plan 2Content Area: 21st Century Life and CareersLesson Title: Technology Timeframe: 4 days






x Communication and Collaboration

x Information Literacy

http://www.ncee.net/

http://www.njcfe.org/

Lesson Plan 2Content Area: 21st Century Life and CareersLesson Title: Technology Timeframe: 4 days

Media Literacy ICT Literacy x Life and Career Skills

Interdisciplinary Connections: Economics.Integration of Technology: Snoops.com, Internet, computers.Equipment Needed: Calculator, Textbook, Workbook, Computer, Internet.


Students: Identify advantages

and disadvantages of the internet.

Describe precautions you should take to protect your privacy on the internet.

Recognize scams and describe ways to protect yourself from fraud o the internet.

Lesson Sequence1. Family Survey – How do you use

the internet? How does it make your life different from your parents when they were your age? Present in any form you wish.

2. Discussion on Video Games and systems over the last ten years – how have they changed?

3. Comparison on company’s privacy policies on the internet – small group discussion on how they differ and how they are alike. Do they really protect user’s privacy?

4. Internet scams and social networking sites discussed.

5. Short Essay - How can you protect yourself from improper use of personal information collected over the internet?

Class Participation Homework Assignments Small Group Discussions Quiz Essay

DifferentiationSurvey presentation, Group discussions and assignments, Individual work.



CENGAGE Learning, 2010. snoops.com http://njcan.org

http://njcan.org/


Lesson Plan 3Content Area: 21st Century Life and CareersLesson Title: Consumer Protection Timeframe: 4 days


Global Awareness x Financial, Economic, Business, and Entrepreneurial Literacy







Interdisciplinary Connections: Economics, Mathematics.Integration of Technology: Graphing Calculators, YouTube.Equipment Needed: Calculator, Textbook, Workbook, Computer, Internet, Video.


Students: Identify government

agencies and laws that help protect consumers.

Identify common types of fraud and explain how consumers may protect themselves against it.

Identify government programs that can help resolve consumer problems.

Lesson Sequence9. Discussion on the Consumer

Movement and Government Protection.

10. Using something in your home that your family has a warranty for answer the following questions - What is a warranty and why is it helpful?

11. What is deception? What is fraud? How can we protect ourselves?

Participation in large and small group discussions.

Homework Assignments Quiz

DifferentiationGroup discussions and assignments, Presentation in any form for Warranty and Fraud assignments.



CENGAGE Learning, 2010. www.njcfe.org Better Business Bureau


Unit OverviewContent Area: 21st Century Life and CareersUnit Title: Income and CareersTarget Course/Grade Level: 9-12Unit SummaryIdentifying interests, aptitudes and personality traits that will influence career choice.Job application process.Payroll taxes and factors that determine withholdings.Completing federal tax forms.

Primary interdisciplinary connections: Mathematics.21st century themes: Life and Career SkillsUnit RationaleKnowledge about careers and can plan, execute, and alter career goals in response to changing societal and economic conditions.

Learning TargetsStandards9.2 Personal Financial LiteracyContent StatementsEducational achievement, career choice, and entrepreneurial skills all play a role in achieving a desired lifestyle.Income often comes from different sources, including alternative sources.Income affects spending decisions and lifestyle.Taxes and the cost of employee benefits can affect the amount of disposable income.CPI# Cumulative Progress Indicator (CPI)9.2.12.A.1 Analyze the relationship between various careers and personal earning goals.9.2.12.A.2 Identify a career goal and develop a plan and timetable for achieving it,

including educational/training requirements, costs, and possible debt.9.2.12.A.3 Analyze how the economic, social, and political conditions of a time period can

affect starting a business and can affect a plan for establishing such an enterprise.

9.2.12.A.4 Summarize the financial risks and benefits of entrepreneurship as a career choice.

9.2.12.A.5 Evaluate current advances in technology that apply to selected occupational career cluster.

9.2.12.A.6 Analyze and critique various sources of income and available resources (e.g. financial assets, property, and transfer payments) and how they may substitute for earned income.

9.2.12.D.12 Evaluate how taxes affect the rate of return on savings and investments.9.2.12.D.13 Analyze how savings, retirement plans, and other investment options help to

shift current income for purposes of tax reporting and filing.9.2.12.A.9 Demonstrate how exemptions and deductions can reduce taxable income.9.2.12.A.10 Explain the relationship between government programs and services and

taxation.

Unit OverviewContent Area: 21st Century Life and CareersUnit Title: Income and CareersUnit Essential Questions How do you identify/develop a plan for a

career goal? What are the financial risks and benefits of

entrepreneurship? How do exemptions and deductions reduce

taxable income?

Unit Enduring Understandings A career-planning process should be used to

select the right career rather than “falling” into a career.

Personal interests, aptitudes, and lifestyle goals are critical factors in making career choices.

Various deductions are made from gross income to produce net income.

Unit Learning TargetsStudents will … Identify a career goal and develop a plan and timetable for achieving it, including

educational/training requirements, costs and possible debt. Analyze how the economic, social and political conditions of a time period can affect starting a

business and can affect a plan for establishing such an enterprise. Evaluate how taxes affect the rate of return on savings and investments.


Equipment needed: Textbook, Internet/Web Sites, Workbook, NewspapersTeacher Resources: Textbook, Workbook, IRS Site, internet.


Class Participation Participation in Small and Large Group

Discussions Resume, Cover Letter and Follow up Letter

Role Play Dream Job Activity Quiz Tax Forms

Lesson PlansLesson TimeframeLesson 1Choosing a Career 5 daysLesson 2Taxes 6 daysTeacher Notes: Introduce PBL Project on first day of Unit and then have the students present on the final day.

Curriculum Development ResourcesNJDOE, Textbook, Internet Sites.

Lesson Plan 1Content Area: 21st Century Life and CareersLesson Title: Choose a Career Timeframe: 5 days



x Civic Literacy Health Literacy






Interdisciplinary Connections: Mathematics.Integration of Technology: Computer, Internet, Microsoft Office.Equipment Needed: Calculator, Textbook, Computer, Internet.


Students: Identify interests,

aptitudes and personality traits that will influence your career choice.

Identify a career goal and develop a plan and timetable for achieving it, including educational/training requirements, costs and possible debt.

Describe the job application process including the interview and the follow up letter.

Lesson Sequence1. PBL Introduced.2. Take a few different

interest/personality tests.3. Analyze web sites such as the

US Dept of Labor and the Help Wanted Ads in local newspapers.

4. Job Hunting – newspapers, referrals, agencies, head hunters and online. Discuss pros and cons of using each.

5. Create a resume and cover letter.

6. Role Play job interviews.7. Discuss how resumes, cover

letters and interviews are now used in the College application process.

8. Class Activity – Working towards your dream job.

Project Rubric Class Participation Resume Cover Letter Small and Large Group

Discussions Quiz Follow up Letter Role Play Dream Job Activity

Differentiation

Role Play, Group discussions and assignments, Individual work, rubric. Resources Provided Textbook: Economic Education for Consumers, 4 th Edition , Miller and Stafford, SOUTH-WESTERN


CENGAGE Learning, 2010. www.census.gov www.iseek.org/careers/index.html http://careerservices.rutgers.edu/PCCPmain.shtml www.nextsteps.org/ http://careercc.com/ http://career.missouri.edu/students/explore/thecareerinterestsgame.php http://www.bls.gov/emp/home.htm http://www.careervoyages.gov/ http://www.bls.gov/k12/ http://www.free-career-test.com/tfct.asp http://educationplanner.com http://www.mymajors.com/

Lesson Plan 2Content Area: 21st Century Life and CareersLesson Title: Taxes Timeframe: 6 days









Interdisciplinary Connections: MathematicsIntegration of Technology: Internet, computers.Equipment Needed: Calculator, Textbook, Workbook, Computer, Internet, Sample Forms.

http://www.mymajors.com/

http://educationplanner.com/

http://www.free-career-test.com/tfct.asp

http://www.bls.gov/k12/

http://www.careervoyages.gov/

http://www.bls.gov/emp/home.htm

http://career.missouri.edu/students/explore/thecareerinterestsgame.php

http://careercc.com/

http://www.nextsteps.org/

http://careerservices.rutgers.edu/PCCPmain.shtml

http://www.iseek.org/careers/index.html


Students: Describe payroll taxes

and factors that determine withholding.

Identify sources of information you need to complete your income tax return.

Complete a federal form 1040EZ.

Describe how taxes differ for a self-employed person versus an employee.

Explain how the government spends the money it receives.

Lesson Sequence1. Work through a Sample W-4.2. Compare taxes in US versus other

Countries.3. Work through a Sample W-2.4. Work through a sample 1040 and

a 1040EZ.5. List items that your state and

local government provide. Discuss which items, if any, on your list would exist if the government didn’t pay for them.

Class Participation Homework Assignments Small Group Discussions Quiz W4, W2 and 1040

Forms.

DifferentiationGroup discussions and assignments, Individual work.



CENGAGE Learning, 2010. www.irs.gov http://www.taxbrain.com/default.asp http://www.taxsites.com/ http://taxtopics.net http://articles.moneycentral.msn.com/taxes/home.aspx

http://articles.moneycentral.msn.com/taxes/home.aspx

http://taxtopics.net/

http://www.taxsites.com/

http://www.taxbrain.com/default.asp

http://www.irs.gov/

Unit OverviewContent Area: 21st Century Life and CareersUnit Title: Money ManagementTarget Course/Grade Level: 9-12Unit SummaryCreating budget worksheets.Write, endorses, record, deposit checks and reconcile your checkbook.Identify differences in checking accounts and savings institutions.Calculate simple and compound interest.

Primary interdisciplinary connections: Mathematics.21st century themes: Life and Career Skills.Unit RationaleFinancially literate and financially responsible at home and in the broader community.

Learning TargetsStandards9.2 Personal Financial LiteracyContent StatementsMoney management involves setting financial goals.Money management is reliant on developing and maintaining personal budgets.Money management requires understanding of cash flow systems and business practices.CPI# Cumulative Progress Indicator (CPI)9.2.12.B.1 Prioritize financial decisions by systematically considering alternatives and

possible consequences.9.2.12.B.2 Compare strategies for saving and investing and the factors that influence

how much should be saved or invested to meet financial goals.9.2.12.B.3 Construct a plan to accumulate emergency “rainy day” funds.9.2.12.B.4 Analyze how income and spending plans are affected by age, needs, and

resources.9.2.12.B.5 Analyze how changes in taxes, inflation, and personal circumstances can

affect a personal budget.9.2.12.B.6 Design and utilize a simulated budget to monitor progress of financial

plans.9.2.12.B.7 Develop personal financial planning strategies that respond to and use tax

deductions and shelters.9.2.12.B.8 Describe and calculate interest and fees that are applied to various forms

of spending, debt, and saving.9.2.12.C.1 Compare and contrast the financial benefits of different products and

services offered by a variety of financial institutions.9.2.12.C.2 Compare and compute interest and compound interest and develop an

amortization table using business tools.9.2.12.C.3 Compute and assess the accumulating effect of interest paid over time

when using a variety of sources of credit.9.2.12.A.7 Analyze different forms of currency, how currency is used to exchange

goods and services, and how it can be transferred from one person’s business to another.


Primary interdisciplinary connections: Mathematics.21st century themes: Life and Career Skills.Unit Essential Questions How are income and spending plans affected

by age, needs and resources? How can changes in taxes, inflation, and

personal circumstances affect a personal budget?

What interest and fees can be applied to various forms of spending, debt, and savings?

What are the different products and services offered by a variety of financial institutions?

Unit Enduring Understandings A budget is a spending plan through which individuals

and families manage their income and expenditures to meet their needs and fund their wants.

Keeping accurate checking account records ensures that indicated available funds are correct.

Building wealth while compounding interest over time.

Unit Learning TargetsStudents will … Identify steps to take to create a budget worksheet. Evaluate and adjust budget worksheet. Explain why consumers should create and update yearly budgets. Demonstrate how to write, endorse, record and deposit checks. Explain how to reconcile a checkbook. Describe strategies to use to meet saving goals and describe differences among different types of savings

institutions. Calculate simple and compound interest.


Equipment needed: Textbook, Workbook, Excel, Filing, Internet, Sample Checks and deposit slips.Teacher Resources: Textbook, Workbook, Excel, Internet.


Primary interdisciplinary connections: Mathematics.21st century themes: Life and Career Skills.



Discussions Filing System

Quiz Homework Assignments Check Writing and Registry

Lesson PlansLesson TimeframeLesson 1Budgeting 6 daysLesson 2Banking Services 5 daysTeacher Notes: Introduce PBL Project on first day of Unit and then have the students present on the final day.


Lesson Plan 1Content Area: 21st Century Life and CareersLesson Title: Budgeting Timeframe: 6 days





Primary interdisciplinary connections: Mathematics.21st century themes: Life and Career Skills.






Interdisciplinary Connections: Mathematics.Integration of Technology: Graphing Calculators, Computer, Internet, Microsoft Office.Equipment Needed: Calculator, Textbook, Workbook, Computer, Internet, Excel.


Students: Identify steps to take

to create a budget worksheet.

Evaluate and adjust budget worksheet.

Explain why consumers should create and update yearly budgets.

Lesson Sequence1. PBL Introduced.2. Balancing short term spending

with long term success – why should your short term goals fit in your life-span goals. Activity in workbook.

3. Set up a filing system with effective record keeping.

4. Discuss the importance of creating a budget and why we think some people do not do so.

Project Rubric Class Participation Budget Page

Spreadsheet Workbook Assignments Small Group Discussions Quiz

DifferentiationRubric, Group discussions and assignments, Individual work.



CENGAGE Learning, 2010. http://www.afsaef.org/pdf/2006ConsumerAlmanac2.pdf www.practicalmoneyskills.com www.xe.com/ucc www.usatoday.com/money www.teeensguidetomoney.com http://schoolforchampions.com

Lesson Plan 2Content Area: 21st Century Life and CareersLesson Title: Banking Services Timeframe: 5 days









Interdisciplinary Connections: Mathematics.Integration of Technology: Calculator, Internet, computers.Equipment Needed: Calculator, Textbook, Workbook, Computer, Internet, Excel, Sample checks, registry and deposit slips.


Students: Describe and calculate

interest and fees that are applied to various forms of spending, debt, and saving.

Analyze different forms of currency,

Lesson Sequence1. Investigate various banks and

their checking accounts. Which one is right for you and why?

2. Borrowing money – what is important to know about someone you are loaning money to?

Class Participation Homework Assignments Workbook Assignments Checking Account

Project Check writing and

registry.

http://schoolforchampions.com/

http://www.teeensguidetomoney.com/

http://www.usatoday.com/money

http://www.xe.com/ucc

http://www.practicalmoneyskills.com/

http://www.afsaef.org/pdf/2006ConsumerAlmanac2.pdf

how currency is used to exchange goods and services, and how it can be transferred from one person’s business to another.

Demonstrate how to write, endorse, record and deposit checks.

Explain how to reconcile your checkbook.

3. Write a check, endorse a check and deposit a check.

4. Reconcile your check registry. Is this necessary with online banking?

5. Debit cards – what are they and how do they work?

6. Make a spreadsheet with all of the different types of checks and examples of when you would use them.

7. Safe Deposit Boxes – Why?

Quiz

DifferentiationRubric, Checking Account Project, Individual work.



CENGAGE Learning, 2010. http://fefe.arizona.edu/curriculum.php?categoryID=9#26 Excel Spreadsheet Various Bank Websites.

Unit OverviewContent Area: 21st Century Life and CareersUnit Title: Planning, Saving, and InvestingTarget Course/Grade Level: 9-12Unit SummaryEvaluate growth of mid- and long-term investments and summarize how investing builds wealth and assists in financial goals.Financial Planning.Stock Market Investments.

Primary interdisciplinary connections: Economics, Business and Mathematics.21st century themes: Life and Career SkillsUnit RationaleDemonstrates creative and entrepreneurial thinking by recognizing and acting on promising opportunities while accepting responsibility for possible risks.

Learning TargetsStandards9.2 Personal Financial Literacy

http://fefe.arizona.edu/curriculum.php?categoryID=9#26

Unit OverviewContent Area: 21st Century Life and CareersUnit Title: Planning, Saving, and InvestingTarget Course/Grade Level: 9-12Content StatementsInformation about investment options assists with financial planning.Appropriate application of basic economic principles leads to wiser decisions for individual, family, and business financial planning.CPI# Cumulative Progress Indicator (CPI)9.2.12.D.1 Summarize how investing builds wealth and assists in meeting long- and

short-term financial goals.9.2.12.D.2 Assess factors that influence financial planning.9.2.12.D.3 Justify the use of savings and investment options to meet targeted goals.9.2.12.D.4 Analyze processes and vehicles for buying and selling investments.9.2.12.D.5 Compare the risk, return, and liquidity of various savings and investment

alternatives.9.2.12.D.6 Explain how government and independent financial services and products

are used to achieve personal financial goals.9.2.12.D.7 Relate savings and investment results to achievement of financial goals.9.2.12.D.8 Differentiate among various investment products and savings vehicles and

how to use them most effectively.9.2.12.D.9 Assess the role of revenue-generating assets as mechanisms for accruing

and managing wealth.9.2.12.B.9 Chart and evaluate the growth of mid- and long-term investments.9.2.12.B.10 Develop a plan that uses the services of various financial products and

services.9.2.12.G.1 Analyze risks and benefits in various financial situations.Unit Essential Questions How is risk involved in sound financial

planning? How are profit and losses determined for

different investment vehicles?

Unit Enduring Understandings Investments play a major role in financial planning for a

secure retirement.

Unit Learning TargetsStudents will … Relate savings and investment results to achievement of financial goals. Assess the role of revenue-generating assets as mechanisms for accruing and managing wealth. Differentiate among various investment products and savings vehicles and how to use them most effectively.

Evidence of LearningSummative Assessment (3 days)PBL Project that Spans the entire Unit.Test

Equipment needed: Textbook, Workbook, Bank Internet Sites, Wall Street Journal.Teacher Resources: Textbook, Workbook, Bank Websites, Newspapers.

Unit OverviewContent Area: 21st Century Life and CareersUnit Title: Planning, Saving, and InvestingTarget Course/Grade Level: 9-12



Discussions Workbook Assignments

Quiz Homework Assignments Class Debate Stock Project

Lesson PlansLesson TimeframeLesson 1Saving 4 daysLesson 2Investing 6 daysTeacher Notes: Introduce PBL Project on first day of Unit and then have the students present on the last day.


Lesson Plan 1Content Area: 21st Century Life and CareersLesson Title: Saving Timeframe: 4 days




21 st Century Skills x Creativity and

Innovationx Critical Thinking and

Problem Solvingx Communication

and Collaboration



Interdisciplinary Connections: Mathematics.Integration of Technology: Graphing Calculators, Computer, Internet.Equipment Needed: Calculator, Textbook, Workbook, Computer, Internet.


Goals/Objectives Learning Activities/Instructional Strategies

Formative Assessment

Tasks

Students: Compare strategies for saving and

investing and the factors that influence how much should be saved or invested to meet financial goals.

Compare and contrast the financial benefits of different products and services offered by a variety of financial institutions.

Compare and compute interest and compound interest and develop an amortization table using business tools.

Lesson Sequence1. PBL Introduced.2. Investigate different types of

savings accounts, interest rates and fees. Discuss saving strategies and benefits.

3. Work out calculations using simple and compound interest.

Project Rubric

Class Participation

Workbook Assignments

Small Group Discussions

Quiz



CENGAGE Learning, 2010. Workbook: Economic Education for Consumers Workbook, Miller and Stafford, SOUTH-

WESTERN CENGAGE Learning, 2010. Banking Websites.


Lesson Plan 2Content Area: 21st Century Life and CareersLesson Title: Investing Timeframe: 6 days





Innovationx Critical

Thinking and Problem Solving




Interdisciplinary Connections: Economics, Mathematics.Integration of Technology: Calculator, Internet, computers.Equipment Needed: Calculator, Textbook, Workbook, Computer, Internet, Wall Street Journal.


Students: Chart and evaluate

the growth of mid- and long-term investments.

Relate savings and investment results to achievement of financial goals.

Assess the role of revenue-generating assets as mechanisms for accruing and managing wealth.

Differentiate among various investment products and savings

Lesson Sequence1. Discussion on diversification –

what does it mean and why is it important?

2. Class activity on risk taking – compare your level to those of your classmates. Why is it important to know your level of risk?

3. Using the Wall Street Journal choose two companies and track their stocks for 2 weeks How did you do?

4. Discussion – how do mutual funds work and can the classification help you select the right fund?

Class Participation Homework Assignments Small Group Discussions Quiz Class Debate Stock Project

vehicles and how to use them most effectively.

5. Discussion on investment regulations and how they help the consumer.

6. It is never too early to plan your retirement! Understand 401K plans, IRAs and 403b Plans.

7. Make up a list of pros and cons of putting funds in a retirement plan that has a penalty for early withdrawal. We’ll hold a debate in class.

DifferentiationRubric, Debate, Group discussions and assignments, Individual work.



CENGAGE Learning, 2010. Wall Street Journal http://vse.marketwatch.com/Game/Hompage.aspx http://www.investopedia.com/university/20_investments/4.asp http://articles.moneycentral.msn.com/Investing/SimpleStrategies/ http://www.bankrate.com/caluclators.aspx

Unit OverviewContent Area: 21st Century Life and CareersUnit Title: Credit and Debt ManagementTarget Course/Grade Level: 9-12Unit SummaryBenefits and risks of using credit.Benefits and risks of obtaining loans.Car buying or leasing options.Costs involved in owning a house.

Primary interdisciplinary connections: Mathematics21st century themes: Career and Life Skills.Unit RationaleAcquire the knowledge and skills needed to prepare for life as citizens in the 21st century.

Learning TargetsStandards9.2 Personal Financial Literacy

http://www.bankrate.com/caluclators.aspx

http://articles.moneycentral.msn.com/Investing/SimpleStrategies/

http://www.investopedia.com/university/20_investments/4.asp

http://vse.marketwatch.com/Game/Hompage.aspx

Unit OverviewContent Area: 21st Century Life and CareersUnit Title: Credit and Debt ManagementTarget Course/Grade Level: 9-12Content StatementsCredit management includes making informed choices about sources of credit and requires an understanding of the cost of credit.Credit worthiness is dependent on making informed credit decisions and managing debt responsibly.CPI# Cumulative Progress Indicator (CPI)9.2.12.E.9 Determine reasons for increased identity theft worldwide and evaluate the

extent to which victims of identity theft are successful in fully restoring their personal identities.

9.2.12.E.5 Evaluate written and verbal contracts for essential components and for obligations of the lender and borrower.

9.2.12.C.4 Compare and contrast the advantages and disadvantages of various types of mortgages.

9.2.12.C.5 Analyze the information contained in a credit report and explain the importance of disputing inaccurate entries.

9.2.12.C.6 Explain how predictive modeling determines “credit scores.”9.2.12.C.8 Evaluate the implications of personal and corporate bankruptcy for self and

others.Unit Essential Questions How does credit support life goals? What are the differences between uses of

credit cards and loans? How do interest rate and loan term affect the

affordability and total cost of a purchase? What are the advantages and disadvantages of

buying versus leasing a vehicle? What are the factors that determine purchase

price, closing costs and monthly payments of buying a home?

Unit Enduring Understandings There are benefits and risks involved in using

credit. There are benefits and risks involved in

obtaining a loan. There are many costs involved in owning or

leasing a vehicle. Deciding to own or rent a home is determined

by more than just cost.

Unit Learning TargetsStudents will … Describe factors that determine your credit rating. Understand the benefits and risks of credit cards and the requirements for qualifying to obtain a

credit card. Understand the use of single-payment loans and installment loans. Understand calculations for the different types of finance options on a vehicle. Compute mortgage loan amount. Compare the cost of renting and owning a home.

Evidence of Learning

Unit OverviewContent Area: 21st Century Life and CareersUnit Title: Credit and Debt ManagementTarget Course/Grade Level: 9-12Summative Assessment (5 days)PBL Project that will span the entire Unit.Test

Equipment needed: Textbook, Workbook, Internet Sites, Newspapers, Excel. Teacher Resources: Textbook, Workbook, Internet Sites, Newspapers.



Discussions Class Debate

Quiz Homework Assignments Workbook Assignments Lease Assignment

Lesson PlansLesson TimeframeLesson 1Credit 4 daysLesson 2Budget Essentials 4 daysLesson 3Transportation 6 daysLesson 4Housing 4 daysTeacher Notes: Introduce PBL Project on first day of Unit and have the students present on the last day.


Lesson Plan 1Content Area: 21st Century Life and CareersLesson Title: Credit Timeframe: 4 days

Lesson Components

Unit OverviewContent Area: 21st Century Life and CareersUnit Title: Credit and Debt ManagementTarget Course/Grade Level: 9-12

21 st Century Themes








Interdisciplinary Connections: Mathematics.Integration of Technology: Calculator, Internet, ComputerEquipment Needed: Calculator, Textbook, Workbook, Computer, Internet


Students: Analyze the

information in a credit report and explain the importance of disputing inaccurate entries.

Evaluate the implications of personal and corporate bankruptcy for self and others.

Determine reasons for increased identity theft worldwide and evaluate the extent to which victims of identity theft are successful in fully restoring their personal identities.

Lesson Sequence1. PBL – Steps for making a large purchase of your choosing.2. Identify reasons to borrow and the trade-offs you make when you borrow. Discuss how to plan when and how much to borrow.3. Some people do not believe in using credit cards at all, but even those people have to borrow money sometimes for big purchases. Describe benefits and costs of using credit cards.4. Explain how lenders judge your creditworthiness.5. Credit rating – how important is it? Determine factors that determine your credit rating.6. Is cutting up your credit card the best way to control your spending? Debate on controlling your credit card costs.7. Discuss how to take responsibility for your own financial health.7. Explain how to establish a positive

Project Rubric Class Participation Class Debate Homework Assignments Workbook Assignments Quiz

credit history and how to avoid credit problems. What help is out there for consumers that have credit problems?

DifferentiationRubric, Class Discussions, Debate.



CENGAGE Learning, 2010. http://www.usatoday.com/educate/netgain/lessons/NG-identity-theives-2008.pdf

Lesson Plan 2Content Area: 21st Century Life and CareersLesson Title: Budget Essentials Timeframe: 4 days



Civic Literacy x Health Literacy


Innovationx Critical Thinking and

Problem Solvingx Communication

and Collaboration



Interdisciplinary Connections: Economics, Mathematics.Integration of Technology: Calculator, Internet, computers.Equipment Needed: Calculator, Textbook, Workbook, Computer, Internet, Excel Spreadsheet.


Students: Describe how to use

the MyPyramid figure to make healthful food choices.

Discuss how to use

Lesson Sequence1. How can the MyPyramid figure

help you choose the nutrients your body needs?

2. Make a menu for food that might be served in your home

Class Participation Homework Assignments Small Group Discussions Quiz Menu/Shopping

http://www.usatoday.com/educate/netgain/lessons/NG-identity-theives-2008.pdf

information available at the store to make rational food buying decisions.

Identify trade-offs in clothes buying decisions.

Describe how to plan a vacation and minimize its costs and maximize your enjoyment.

Explain how to budget, prioritize, and evaluate alternatives for buying recreation.

tomorrow. Be sure that your menu reflects a balanced healthful diet. Make a shopping list for the things you would need to purchase to create the items on your menu. Estimate how much it would cost to purchase each of these food items. Would the cost be different if you lived in Idaho? Would the cost be different if you lived in England?

3. Think of a situation when you had to choose between two brands of clothing. Make a list of the things you considered in making your decisions. Did you get good value for the money you spent? Would you do something different next time? Why or why not?

4. Work out a shopping dilemma in the textbook – doing the math and then explaining your reasoning for your purchase choice.

5. In small groups describe the athletic activity that you like to participate in the most. Explain what benefits you receive from his participation. What costs do you pay? What alternative uses of your time do you give up?

6. Using the textbook website investigate three National Parks. Choose the one that you would most like to visit. Use the information you find at the NPS web site to create a budget for a vacation at the park you identified.

Assignment Shopping Dilemma National Park Budget

DifferentiationRubric, Mini-Projects, Group discussions and assignments, Individual work.



CENGAGE Learning, 2010.

www.cengage.com/pfinance/miller

Lesson Plan 3Content Area: 21st Century Life and CareersLesson Title: Transportation Basics Timeframe: 6 days











Students: How to determine

whether to buy a car (new or used), (buy or lease).

Explain how to finance the purchase of a car.

Describe how to negotiate the purchase price of the car you want and how to calculate a fair price.

Lesson Sequence1. Class discussion – how important

is transportation in the American lifestyle? How is it different from other parts of the world?

2. Project – Car Buying/Leasing Project.

3. Finance Options – calculations for the different types of finance options will be explored.

Class Participation Homework Assignments Small Group Discussions Quiz Car Buying/Leasing

Assignment Finance Calculations Workbook Assignments

Differentiation

http://www.cengage.com/pfinance/miller

Rubric, Group discussions and assignments, Individual work.



CENGAGE Learning, 2010. Newspapers Excel Spreadsheets http://www.afsaef.org/pdf/AFSA07_A_mauve-brown02_271.pdf

Lesson Plan 4Content Area: 21st Century Life and CareersLesson Title: Housing Timeframe: 4 days











Students: Compare and contrast

the advantages and disadvantages of various types of mortgages.

Evaluate written and verbal contracts for essential components and for obligations of

Lesson Sequence1. Small Group discussion on

housing options and what agreements you should make with a roommate before renting an apartment together.

2. Class will read through a lease and answer questions. How carefully did you read the fine print?

Class Participation Homework Assignments Small Group Discussions Quiz Workbook Assignments Lease Assignment Mortgage Assignment

http://www.afsaef.org/pdf/AFSA07_A_mauve-brown02_271.pdf

the lender and borrower.

3. Investigate the costs of home ownership and the different types of mortgages.




CENGAGE Learning, 2010. Newspapers Excel Spreadsheets http://www.afsaef.org/pdf/mortbroch1.pdf

Unit OverviewContent Area: 21st Century Life and CareersUnit Title: Risk Management and InsuranceTarget Course/Grade Level: 9-12Unit SummaryDifferent liability and risk factors for various types of insurance.Evaluate individual and family needs for insurance protection.

Primary interdisciplinary connections: Mathematics.21st century themes: Career and Life Skills.Unit RationaleAn understanding of the risks taken and the protection available and their coverage.

Learning TargetsStandards9.2 Personal Financial LiteracyContent StatementsThere are common financial risks and ways to manage risks.Insurance is designed to protect the consumer against unintended losses.

CPI# Cumulative Progress Indicator (CPI)9.2.12.G.2 Differentiate between property and liability insurance

protection.9.2.12.G.3 Compare the cost of various types of insurance (e.g., life,

homeowners, motor vehicle) for the same product or service, given different liability limits and risk factors.

http://www.afsaef.org/pdf/mortbroch1.pdf

Unit OverviewContent Area: 21st Century Life and CareersUnit Title: Risk Management and Insurance9.2.12.G.4 Evaluate individual and family needs for insurance

protection using opportunity-cost analysis.9.2.12.G.5 Compare insurance policy coverage limits and related

premiums and deductibles to minimize costs. 9.2.12.G.6 Differentiate the costs and benefits of renter’s and

homeowner’s insurance.9.2.12.G.7 Compare sources of health and disability coverage,

including employee benefit plans, with options in another country.

9.2.12.G.8 Compare and contrast options for long-term healthcare insurance for home care and external care.

9.2.12.G.9 Explain how to self-insure and how to determine when self-insurance is appropriate.

9.2.12.G.10 Determine when and why it may be appropriate for the government to provide insurance coverage, rather than private industry.

Unit Essential Questions Why do people need insurance to protect

them? How can you control the cost of insuring

your home? What is the best way to evaluate and

choose health insurance options?

Unit Enduring Understandings Insurance protects consumers, their assets and

their income. There are different types of levels of risk.

Unit Learning TargetsStudents will … Use opportunity-cost analysis to evaluate individual and family needs for insurance protection. Understand how to choose among different types of life insurance for a given life situation. Risk factors for auto insurance and what could be done to reduce those risks. Identify, evaluate and choose health insurance options. Identify different types of life insurance and why they are an essential part of your financial plan.

Evidence of LearningSummative Assessment (3 days)PBL Project that spans the entire Unit.Test

Equipment needed: Textbook, Workbook, Internet Sites, ExcelTeacher Resources: Textbook, Workbook, Internet.

Unit OverviewContent Area: 21st Century Life and CareersUnit Title: Risk Management and Insurance



Discussions. Essay

Quiz Homework Assignments Workbook Assignments

Lesson PlansLesson TimeframeLesson 1Automobile and Home Insurance 5 daysLesson 2Health and Life Insurance 7 daysTeacher Notes: Introduce PBL Project on the first day of Unit and have the students present on the last day.


Lesson Plan 1Content Area: 21st Century Life and CareersLesson Title: Automobile and Home Insurance Timeframe: 5 days




Lesson Plan 1Content Area: 21st Century Life and CareersLesson Title: Automobile and Home Insurance Timeframe: 5 days








Students: Use opportunity-cost

analysis to evaluate individual and family needs for insurance protection.

Risk factors for automobile insurance and what could be done to reduce those risks.

Differentiate between property and liability insurance protection.

Differentiate the costs and benefits of renters and homeowner’s insurance.

Lesson Sequence1. Discussion – why would people

with low incomes need insurance against theft even more than those who are wealthy?

2. Assignment – what are three basic types of insurance and what does each one cover? Describe how insurance works to protect consumers. Explain the basic kinds of insurance and how to determine the amount to buy.

3. Essay – what does NJ Law require as a minimum coverage for auto insurance? Would the minimum coverage be enough for you? Why or why not? If not, what would you increase?

4. Class discussion on risk factor for auto insurance – make up a table together and then discuss what could you do to reduce your risk.

5. Brainstorming: What are some of the ways people can reduce their insurance premiums on their homes?

Class Participation Homework Assignments Small Group Discussions Quiz Insurance Project Workbook Assignments Essay




CENGAGE Learning, 2010. Newspapers Excel Spreadsheets

Lesson Plan 2Content Area: 21st Century Life and CareersLesson Title: Health and Life Insurance Timeframe: 7 days



Civic Literacy x Health Literacy








Students: Compare sources of

health and disability coverage, including employee benefit plans, with options in another country.

Compare and contrast options for long-term healthcare insurance for home care and

Lesson Sequence1. Identify healthcare needs to be

covered by your basic health insurance policy. Discuss purchasing extra insurance to cover special health care needs.

2. Investigate on how a fee-for-service health insurance plan works.

3. Discuss common forms of managed care plans.

Class Participation Homework Assignments Small Group Discussions Quiz Insurance Project Workbook Assignments

external care. Explain how to self-

insure and how to determine when self-insurance is appropriate.

Determine when and why is may be appropriate for the government to provide insurance coverage, rather than private industry.

4. Identify the major sources of health insurance. Discuss how to evaluate and choose health insurance options.

5. Explain why life insurance should be part of your financial plan. Identify different types of life insurance you may choose.





Unit OverviewContent Area: 21st Century Life and CareersUnit Title: Civic Financial ResponsibilityTarget Course/Grade Level: 9-12Unit SummaryBenefits of Social Security and Medicare.Understanding financial relationships across cultures.The impact of global economic events on financial planning and entrepreneurship.

Primary interdisciplinary connections: Economics, Business, Mathematics.21st century themes: Life and Career Skills.Unit RationaleUse effective communication, technology and collaboration skills to interact with cultural sensitivity in diverse communities and to work in cross-cultural teams in the multinational workplace.Produce community, business, and political leaders who demonstrate core ethical values, including the values of democracy and free enterprise, during interactions with the global community.

Learning Targets

Unit OverviewContent Area: 21st Century Life and CareersStandards9.2 Personal Financial LiteracyContent StatementsThe potential for building and using personal wealth includes responsibility to the broader community and an understanding of the legal rights and responsibilities of being a good citizen.Philanthropic, charitable, and entrepreneurial organizations play distinctly different but vitally important roles in supporting the interests of local and global communities.CPI# Cumulative Progress Indicator (CPI)9.2.12.F.1 Demonstrate an understanding of the interrelationships among attitudes,

assumptions, and patterns of behavior regarding money, saving, investing, and work across cultures.

9.2.12.F.2 Summarize the concept and types of taxation used to fund public initiatives.9.2.12.F.3 Assess the impact of emerging global economic events on financial planning.9.2.12.A.12 Analyze the impact of the collective bargaining process on benefits, income,

and fair labor practice.9.2.12.F.5 Summarize the purpose and importance of a will. 9.2.12.F.6 Compare and contrast the role of philanthropy, volunteer service, and charities

in community development and quality of life in a variety of cultures.9.2.12.F.7 Explain the concept and forms of taxation and justify the use of taxation to

fund public activities and initiatives.9.2.12.F.8 Evaluate the effects of entrepreneurship on economic stability and quality of

living in local and global communities.9.2.12.F.9 Assess the impact of the global economy on entrepreneurial opportunities.9.2.12.A.11 Explain how compulsory government programs (e.g., Social Security, Medicare)

provide insurance against some loss of income and benefits to eligible recipients.

9.2.12.D.10 Compare and contrast the past and present role of government in the financial industry and in the regulation of financial markets.

9.2.12.A.7 Analyze different forms of currency, how currency is used to exchange goods and services, and how it can be transferred from one person’s business to another.

Unit Essential Questions How does Social Security work and is it still

viable? Why do some nations trade goods and services

freely while others limit international trade? How do exchange rates affect the prices of

imports and exports? What are some of the ways companies do

business in the global marketplace?

Unit Enduring Understandings Compulsory government programs (e.g., Social

Security and Medicare) provide insurance against some loss of income and benefits to eligible recipients.

International trade affects the lives of U.S. consumers both in positive and negative ways.

Currency exchange rates impact consumer spending.

Unit OverviewContent Area: 21st Century Life and CareersUnit Learning TargetsStudents will … Investigate the Social Security Program. International trade, trade barriers and agreements. Calculate currency conversion. Steps the government can take to help the economy recover when in a recession.

Evidence of LearningSummative Assessment (3 days)PBL Project that spans the entire UnitTest

Equipment needed: Textbook, Workbook, Excel, Internet Sites, and Newspaper.Teacher Resources: Textbook, Workbook, Internet, Wall Street Journal



Discussions. Essay

Quiz Homework Assignments Workbook Assignments Conversion Calculations

Lesson PlansLesson TimeframeLesson 1Choose Services 3 daysLesson 2Global Economy 6 daysTeacher Notes: Introduce PBL Project on first day of Unit and have students present on the last day.


Lesson Plan 1Content Area: 21st Century Life and CareersLesson Title: Choose Services Timeframe: 3 days









Interdisciplinary Connections: Economics, Mathematics.Integration of Technology: Calculator, Internet, computers.Equipment Needed: Calculator, Textbook, Workbook, Computer, Internet, Excel Spreadsheet, Newspapers.


Students: Summarize the

purpose and importance of a will.

Analyze the impact of the collective bargaining process on benefits, income and fair labor practice.

Explain the concept and forms of taxation and justify the use of taxation to fund public activities and initiatives.

Explain how compulsory government programs provide insurance

Lesson Sequence1. Group discussion: What legal

documents might members of your family need to have prepared by a lawyer? Which ones could you handle yourself and when would it be wise to hire a lawyer?

2. Investigate sources of low-cost legal services including mediation and arbitration.

3. Describe various welfare programs and discuss two major social insurance programs.

4. Spreadsheet – Government Assistance – What? For Whom?

5. Essay – Social Security. How does it work and is it still viable?

Class Participation Homework Assignments Small Group Discussions Quiz Essay Workbook Assignments

against some loss of income and benefits to eligible recipients.





Lesson Plan 2Content Area: 21st Century Life and CareersLesson Title: Global Economy Timeframe: 6 days









Interdisciplinary Connections: Economics, Mathematics.Integration of Technology: Calculator, Internet, computers.Equipment Needed: Calculator, Textbook, Workbook, Computer, Internet, Excel Spreadsheet, Newspapers.


Students: Demonstrate an

understanding of the

Lesson Sequence1. PBL – Vacation – compare costs of

vacation in an American City to Class Participation Project Rubric

interrelationships among attitudes, assumptions, and patterns of behavior regarding money, saving, investing, and work across cultures.

Assess the impact of emerging global economic events on financial planning.

Evaluate the effects of entrepreneurship on economic stability and quality of living in local and global communities.

Assess the impact of the global economy on entrepreneurial opportunities.

Compare and contrast the past and present role do government in the financial industry and in the regulation of financial markets.

that of a foreign city.2. Discuss why nations trade goods

and services. How do different nations limit or promote international trade.

3. Discussion on international trade, trade barriers and agreements.

4. Make a chart showing the major US imports and exports.

5. Trade Debate – How does international trade affect the lives of US consumers? The class will be split for the debate by those who are pro vs. those who are con.

6. Using the Wall Street Journal or currency conversion website, find the current exchange rate for the U.S. dollar and the Japanese Yen and other foreign currency.

7. Inflation and Unemployment rates are high – write a short essay on steps the government can take to help the economy recover.

Small Group Discussions Quiz Essay Workbook Assignments Debate Conversion Calculations

Spreadsheet

DifferentiationRubric, Debate, Group discussions and assignments, Individual work.



CENGAGE Learning, 2010. Wall Street Journal USA Today Excel Spreadsheets

LESSON REFLECTION

Reflect on the lesson you have developed and rate the degree to which the lesson Strongly, Moderately, or Weakly meets the criteria below.

Criteria Strongly Moderately Weakly

Are challenging and require higher order thinking and problem solving skills

X

Allow for student choice X

Provide scaffolding for acquiring targeted knowledge/skills

X

Integrate global perspectives X

Integrate 21st century skills X

Provide opportunities for interdisciplinary connection and transfer of knowledge and skills

X

Are varied to address different student learning styles and preferences

X

Are differentiated based on student needs X

Are student-centered with teacher acting as a facilitator and co-learner during the teaching and learning process

X

Provide means for students to demonstrate knowledge and skills and progress in meeting learning goals and objectives

X

Provide opportunities for student reflection and self-assessment

X

Provide data to inform and adjust instruction to better meet the varying needs of learners

X

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