A LEVEL COURSE INTRODUCTION - Personal...
Transcript of A LEVEL COURSE INTRODUCTION - Personal...
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© Take Charge Today – August 2013 – Advanced Level Course Introduction Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
RECOMMENDED GRADE
LEVELS AVERAGE TIME TO COMPLETE
EACH LESSON PLAN IS DESIGNED AND CONTINUALLY
EVALUATED “BY EDUCATORS, FOR EDUCATORS.” THANK YOU
TO THE FOLLOWING EDUCATORS FOR DEVELOPING
COMPONENTS OF THIS LESSON PLAN.
10‐12
Anticipatory Set & Facilitation:
60 minutes
Conclusion/Assessment Options:
10‐20 minutes
Time does not include optional items.
Tracey Newman, Family and Consumer Sciences Educator, Ste. Genevieve, Missouri
NATIONAL STANDARDS LESSON PLAN OBJECTIVES
The curriculum is aligned to the following national standards: National Standards for Financial Literacy American Association of Family and Consumer
Sciences Council for Economic Education National Business Education National Jump$tart Common Core English Language Arts
Upon completion of this lesson, participants will be able to: Explore the role money plays in well‐being Examine the personal finance course principles Identify the categories of money interaction Explore the concept of future thinking
MATERIALS
MATERIALS PROVIDED IN THIS LESSON PLAN
MATERIALS SPECIFIC TO THIS LESSON PLAN BUT
AVAILABLE AS A SEPARATE DOWNLOAD MATERIALS TO ACQUIRE SEPARATELY
DEPENDING ON OPTIONS TAUGHT
Human Bingo 2.1.1.A1
Life is a Highway Bumper Sticker Examples 2.1.1.E1
Advanced Level Course Introduction Information Sheet 2.1.1.F1
Life is a Highway – Personal Transportation 2.1.1.H1
Advanced Level Course Introduction Note Taking Guide 2.1.1.L1
Advanced Level Course Introduction Answer Key 2.1.1.C1
Advanced Level Course Introduction PowerPoint Presentation 2.1.1.G1
Taking Charge of Your Financial Well‐Being Unit Multiple Choice Test Bank and Answer Key 2.1.0.M1 & C1
Life is a Highway Visual Aid 4.1.4
Music
Crayons, markers, colored pencils, etc.
Cardstock paper
Paper or labels to create bumper stickers
Large pieces of paper
Sticky notes
Smartphones/tablets
RESOURCES EXTERNAL RESOURCES
ADVANCED LEVEL COURSE INTRODUCTION Advanced Level
www.takechargetoday.arizona.edu
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© Take Charge Today – August 2013 – Advanced Level Course Introduction Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
External resources referenced in this lesson plan: Consumer Jungle student‐oriented website: www.consumerjungle.org
TAKE CHARGE TODAY RESOURCES
Similar lesson plan at a different level: None available
Optional lesson plan resources: Attitudes About Money Active Learning Tool 3.0.1 Integrating Music Active Learning Tool 3.0.49
PowerPoint Trivia Active Learning Tool 3.0.24 Tablet Applications for the Personal Finance Classroom
3.0.52 Honk If You Like Bumper Stickers Active Learning Tool
3.0.8
Take Charge of Your Finances Visual Aid 4.0.3
Life is a Highway Visual Aid 4.1.4
A Little Goes a Long Way Visual Aid 4.4.1
CONTENT EDUCATOR MATERIALS PARTICIPANT READING
Materials to support educators when preparing to teach this lesson plan are available on the Take Charge Today website.
Advanced Level Course Introduction Information Sheet 2.1.1.F1
LESSON FACILITATION
PREPARE Visual indicators to help prepare the lesson
INSTRUCTInstructions to conduct the lesson facilitation
CUSTOMIZE
Potential modifications to lesson facilitation
VOCABULARY ACTIVITY:
Well‐Being Approximate time: 5 minutes Materials to prepare: None The only vocabulary term in this lesson is well‐being – feeling good about one’s life. Therefore, vocabulary reinforcement for the beginning of the lesson has been built into the anticipatory set and recommended facilitation. Participants are asked to brainstorm what it means to be happy and what they think of when they hear the word well‐being.
ANTICIPATORY SET
This lesson plan is designed to introduce the Advanced Level course. Concepts are introduced in this lesson and then reinforced throughout the lesson plans in the entire course.
Attitudes About Money Approximate time: 10 minutes Materials to prepare: Attitudes About Money Active Learning Tool 3.0.1 for facilitation instructions
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© Take Charge Today – August 2013 – Advanced Level Course Introduction Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
o 1 Advanced Level Course Introduction 3.0.1.A2 per participant Optional: 8 sheets of butcher paper (each with a different discussion prompt
stated in large font in the center) Optional: 1 marker per participant Optional: 5‐10 sticky notes per participant 1. Conduct the Attitudes About Money brainstorming activity. Refer to the
Attitudes About Money Active Learning Tool 3.0.1 for facilitation instructions. a. Choose one of the facilitation methods described in the Attitudes About
Money Active Learning Tool 3.0.1. Discussion prompts are outlined on the Advanced Level Course Introduction 3.0.1.A2 and listed below:
i. What does a “good life” mean to you? ii. What do you think of when you hear the word “well‐being?” iii. What are three things you did today that involved money in
some way? iv. What is the first word you think of when you hear the word
“money?” v. What would you think if you were told “My decisions regarding
money affect what happens to the U.S. economy?” vi. What does the statement "your present self impacts your
future self" mean to you? vii. What does the statement “you are better off in a community
than by yourself” mean to you? viii. What do you believe are traits of people who manage their
money well? b. Once participants have had a chance to answer each of the discussion
questions, proceed to the facilitation of the lesson to discuss the questions.
RECOMMENDED FACILITATION There are two recommended facilitation options for this lesson. 1. Option 1: Discussion 2. Option 2: PowerPoint
Option 1: Discussion Approximate time: 50 minutes Materials to prepare: Advanced Level Course Introduction Information Sheet 2.1.1.F1 PowerPoint Trivia Active Learning Tool 3.0.24 for reference
o Advanced Level Course Introduction Trivia 3.0.24.G3 o Scratch paper or a white board per team of 3‐5 o Markers
Part 1: Attitudes about Money Discussion 1. Going in order, discuss each question from the Attitudes About Money
Anticipatory Set. The questions build upon each other so it is important to go in order.
2. As each question is discussed, incorporate the content from the Advanced Level Course Introduction Information Sheet 2.1.1.F1. Potential discussion points for each question are outlined below:
Play music with a money message as participants walk into the classroom and/or while participants answer the brainstorming questions. Refer to the Integrating Music Active Learning Tool 3.0.49 for an extensive list of money songs and instructions for how to obtain those songs. The song “The Future’s So Bright, I Gotta Wear Shades” by Timbuk 3 reinforces the future‐thinking concept.
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a. What does a “good life” mean to you? b. What do you think of when you hear the word “well‐being?”
i. Explain to participants that well‐being means to feel good about your life.
c. What are three things you did today that involved money in some way? i. Explain that money plays a large role in our society. Because of
this, money can cause positive and negative feelings. d. What is the first word you think of when you hear the word “money?”
i. Discuss whether these words elicit positive or negative feelings. Discuss why they have some of those negative feelings, and ask participants to identify how they could convert these negative feelings about money into positive feelings.
ii. Explain that this course is designed to help them learn to manage their money well. Being able to manage money will help them develop positive feelings about money and in turn create positive well‐being.
e. What would you think if you were told “My decisions regarding money affect what happens to the U.S. economy?”
i. Explain that although they may feel like a very small part of the U.S. economy, their decisions regarding money affect what happens to the economy, which in turn affects job availability, costs of goods and services, and much more.
ii. For example, say a national burger chain is famous for its specialty burger. Everyone knows about the burger and considers it a delicacy. The burger chain decides to significantly raise the price, and burger sales drop dramatically. Consumers have decided that the burger is great but not great enough to pay the increased price. Consumers have spoken and the burger chain is forced to either lower the price of the burger or close many of its stores nationwide. Your choice to not pay the higher price for the burger has had a significant effect on this business which in turn affects the owners, the employees, the businesses that provide supplies to the burger chain, and many more people.
f. What does the statement "your present self impacts your future self" mean to you?
i. Explain that this is a theme that will be reinforced throughout the course.
ii. Explain that the course themes are based upon your dealings with money as an individual living in the United States. As a person living in the United States, you have the freedom to spend your net income as you please. Because of this freedom, your choices affect your present and future self.
g. What does the statement “you are better off in a community than by yourself” mean to you?
i. This is another course theme. ii. Explain that in addition to having personal freedoms you are
also a part of many communities throughout the United States; your city/town, school, and state to name a few. You receive
To provide a tangible example for the theme “your present self impacts your future self” use the A Little Goes a Long Way Poster 4.4.1 to illustrate the importance of thinking about your future.
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© Take Charge Today – August 2013 – Advanced Level Course Introduction Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
benefits (financial and non‐financial) such as public roads and security (police/fire departments) from being a part of these communities. Therefore, the themes of this course focus on a balance between individualism and the value of being a part of a community.
iii. Ask participants to identify resources in their community that they benefit from. Examples could include public schools, sidewalks, roads, police/fire departments, public parks/gyms, grocery stores, etc. Then, ask participants to contemplate what they would do if their community didn’t provide these resources.
h. What do you believe are traits of people who manage their money well?
i. Explain that managing your money well requires having financial capability which is knowledge of money and money management skills.
ii. Explain that there are many skills that help a person manage their money well. Some of these skills may include: the ability to read and understand numbers, decision‐making, problem‐solving, critical‐thinking, creativity, and communication.
iii. Explain that this course has been designed to help you develop both money management knowledge and skills to help you use money in a way that helps you lead a good and happy life. Throughout this course, participants will increase their money management knowledge and enhance their money management skills.
Optional: Part 2: Test your money knowledge 3. To test participant knowledge of personal finance concepts, conduct the
Advanced Level Course Introduction Trivia 3.0.24.G3 activity. This is an interactive PowerPoint trivia activity that is facilitated similar to the popular television game show Jeopardy!©.
a. Slide 2: How do you interact with money? i. Ask participants to brainstorm how they interact with (or what
they do with) money. ii. Explain that our interactions with money can be divided into
five main categories. Briefly discuss each category: earning, receiving, saving and investing, spending, and giving.
iii. Explain that this course has been divided into these categories. b. Slide 3: Let’s test your money knowledge
i. Explain that they will know have a chance to see what they already know about money.
ii. Stress to participants that even though they might not know the answers now, they will be able to answer all of the questions by the end of the course.
c. Slides 4‐5: Trivia Instructions i. Follow the directions provided on slides 4 and 5 to conduct the
activity. If further instructions are needed, refer to the PowerPoint Trivia Active Learning Tool 3.0.24.
If participants present a tough personal finance question any time during the course, encourage them to use the “Ask Jungle Bob” feature on the student‐oriented Consumer Jungle website to receive an answer.
The Take Charge of Your Finances Visual Aid 4.0.3 displays the course themes and money management skills in word cloud format. Several files are available. Print the poster file and hang it on the wall for the duration of the course. Continually refer to the poster as themes are introduced and skills are learned throughout the course. Or, use the picture file to project the visual aid and discuss.
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Option 2: PowerPoint Approximate time: 50 minutes Materials to prepare 1 Advanced Level Course Introduction Note Taking Guide 2.1.1.L1 per
participant Advanced Level Course Introduction PowerPoint Presentation 2.1.1.G1 PowerPoint Trivia Active Learning Tool 3.0.24 for reference
o Advanced Level Course Introduction Trivia 3.0.24.G3 o Scratch paper or a white board per team of 3‐5 o Markers
Part 1: PowerPoint using Attitudes About Money Questions 1. Pass out one Advanced Level Course Introduction Note Taking Guide 2.1.1.L1 to
each participant. 2. Present the Advanced Level Course Introduction PowerPoint Presentation
2.1.1.G1. a. Slide 1: Introduction b. Slide 2: What does a “good life” mean to you? And what do you think of
when you hear the word “well‐being?” i. Ask participants to share what they recorded for both questions
in the Attitudes About Money Anticipatory Set. ii. Explain to participants that well‐being means to feel good
about your life. c. Slide 3: What are three things you did today that involved money in
some way? i. Ask participants to share what they recorded for this question
in the Attitudes About Money Anticipatory Set. ii. Discuss the role that money plays in life. Explain that money
plays a large role in our society. Money affects well‐being. Because of this, money can cause positive and negative feelings.
d. Slide 4: What is the first word you think of when you hear the word “money?”
i. Ask participants to share what they recorded for this question in the Attitudes About Money Anticipatory Set.
ii. Ask participants if these words prompt positive and/or negative feelings?
iii. If negative feelings are shared, discuss why they have some of those negative feelings, and ask participants to identify how they could convert these negative feelings about money into positive feelings.
iv. Explain that this course is designed to help them learn to manage their money well. Being able to manage money will help them develop positive feelings about money and in turn create positive well‐being.
e. Slide 5: What would you think if you were told “My decisions regarding money affect what happens to the U.S. economy?”
i. Ask participants to share what they recorded for this question in the Attitudes About Money Anticipatory Set.
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© Take Charge Today – August 2013 – Advanced Level Course Introduction Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
ii. Explain that although they may feel like a very small part of the U.S. economy, their decisions regarding money affect what happens to the economy, which in turn affects job availability, costs of goods and services, and much more.
iii. For example, say a national burger chain is famous for its specialty burger. Everyone knows about this burger and considers it a delicacy. The burger chain decides to significantly raise the price and burger sales drop dramatically. Consumers have decided that the burger is great but not great enough to pay the increased price. Consumers have spoken and the burger chain is forced to either lower the price of the burger or close many of its stores nationwide. Your choice to not pay the higher price for the burger has had a significant effect on this business which in turn affects the owners, the employees, the businesses that provide supplies to the burger chain, and many more people.
f. Slide 6: What does the statement “your present self impacts your future self” mean to you? and What does the statement “you are better off in a community than by yourself” mean to you?
i. Ask participants to share what they recorded for both questions in the Attitudes About Money Anticipatory Set.
ii. Explain that specific themes will be used throughout this course and these are two of them. Introduce the other two themes.
iii. Explain that the course themes are based upon your dealings with money as an individual living in the United States. As a person living in the United States, you have the freedom to spend your net income as you please. Because of this freedom, your choices affect your present and future self.
iv. Explain that in addition to having individual freedoms in the U.S, people living in the U.S. are also a part of communities. The theme “you are better off in a community than by yourself” is based on this. People benefit from being a part of a community, because you don’t have to create everything on your own (such as food, clothing, and shelter).
1. Ask participants to identify resources in their community that they benefit from. Examples could include public schools, sidewalks, roads, police/fire departments, public parks/gyms, grocery stores, etc. Then, ask participants to contemplate what they would do if their community didn’t provide these resources.
g. Slide 7: What do you believe are traits of people who manage their money well?
i. Explain that managing your money well requires knowledge and skills: knowledge of money and money management skills.
ii. Explain that there are many skills that help a person manage their money well. Some of these skills may include: the ability to read and understand numbers, decision‐making, problem‐solving, critical‐thinking, creativity, and communication.
iii. Ask participants to add to the list of money management skills.
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iv. Explain that this course has been designed to help you develop both money management knowledge and skills to help you use money in a way that helps you lead a good and happy life. Throughout this course, participants will increase their money management knowledge and enhance their money management skills.
h. Slide 8: Your Future Awaits i. Remind participants that by taking this course, they are learning
to manage their money in a positive manner which will help them to have high well‐being.
i. Slide 9: How do you interact with money? i. Ask participants to brainstorm how they interact with (or what
they do with) money. ii. Explain that our interactions with money can be divided into
five main categories. Briefly discuss each category: earning, receiving, saving and investing, spending, and giving.
iii. Explain that this course has been divided into these categories.
Optional: Part 2: Test your money knowledge 3. To test participant knowledge of personal finance concepts, conduct the
Advanced Level Course Introduction Trivia 3.0.24.G3 activity. This is an interactive PowerPoint trivia activity that is facilitated similar to the popular television game show Jeopardy!©.
a. Slide 2: How so you interact with money? i. Explain that the trivia game is divided into the categories based
upon how we interact with money. b. Slide 3: Let’s test your money knowledge.
i. Explain that they will now have a chance to see what they already know about money.
ii. Stress to participants that even though they might not know the answers now, they will be able to answer all of the questions by the end of the course.
c. Slides 4‐5: Trivia Instructions i. Follow the directions provided on slides 4 and 5 to conduct the
activity. If further instructions are needed, refer to the PowerPoint Trivia Active Learning Tool 3.0.24.
CONCLUSION There are two conclusion options provided for this lesson: 1. Option 1: Human Bingo 2. Option 2: Life is a Highway Poster
Option 1: Human Bingo Approximate time: 15 minutes Materials to prepare: 1 Human Bingo 2.1.1.A1 per participant 1. Distribute one Human Bingo 2.1.1.A1 per participant. 2. Conduct activity as instructed.
a. Stress the following: during this course, we will discuss many concepts
Rather than playing Trivia, conduct the Human Bingo 2.1.1.A1 conclusion activity.
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© Take Charge Today – August 2013 – Advanced Level Course Introduction Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
that will give you the tools to better achieve your financial goals for the future. While you may not be able to answer all of the questions now, you will be able to by the end of the course.
3. Review answers as a class. a. Answers are provided in the Advanced Level Course Introduction
Answer Key 2.1.1.C1 if needed.
Option 2: “Life is a Highway” Poster Approximate time: 10 minutes Materials to prepare: Print the Life is a Highway 4.1.4 poster or create your own background
o Multiple files are provided for the Life is a Highway 4.1.4. One file is designed to be printed on your own, cut apart and put together to make a poster. The other is designed to take to a professional printer to print the poster. The other is a picture file for any use.
1 Life is a Highway – Personal Transportation 2.1.1.H1 per participant (recommended on cardstock)
Scissors Crayons, markers, and/or colored pencils per group of 2‐4 1. Ask participants what the phrase “Life is a Highway” means to them. How does
this phrase relate to their life? 2. Explain to participants that throughout this course, they will frequently be
discussing how money can help them “navigate the highway of life” and create the future they would like to live.
3. Explain to participants that since “life is a highway” they will each need a mode of transportation to help them navigate that highway.
a. Allow each participant to choose one “personal mode of transportation” from the Life is a Highway – Personal Transportation 2.1.1.H1.
4. Split participants into groups of 2‐4. 5. Instruct participants to discuss within their groups what they would like to learn
from this course making sure to consider what information will help them in the future.
6. Have participants record one item they would like to learn from this class that will help them in the future on their personal mode of transportation.
7. If desired, provide participants with crayons, markers, and/or colored pencils to personalize their transportation.
8. Instruct participants to add their personal mode of transportation to the Life is a Highway poster.
ASSESSMENT
“Life is a Highway” Bumper Stickers Approximate time: 20 minutes Materials to prepare: Honk If You Like Bumper Stickers Active Learning Tool 3.0.8 One 8 ½ x 11 inch full sheet of white labels (such as Avery # 8165) for every two
participants Supplies to create bumper stickers (labels or paper, markers, crayons, colored
Play the song “Life is a Highway” by Tom Cochrane or Rascal Flatts. Refer to the Integrating Music Active Learning Tool 3.0.49 for more information.
Have participants add a personal picture to the driver’s seat. Or, use a face ageing program to have participants create a picture of their “future selves.” Face ageing applications may be used for tablets. Refer to the Tablet Applications for the Personal Finance Classroom 3.0.52.
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© Take Charge Today – August 2013 – Advanced Level Course Introduction Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
pencils, and any other items to design their bumper stickers) Life is a Highway Bumper Sticker Examples 2.1.1.E1 Participants create a bumper sticker for their personal mode of transportation from the “Life is a Highway” poster. The bumper sticker will include a slogan for their future. 1. Ask participants “What do you want your future to look like?” 2. Instruct participants to summarize their answers to this question to create a
slogan for a bumper sticker to add to their modes of transportation. a. Show participants the Life is a Highway Bumper Sticker Examples
2.1.1.E1 if desired. 3. Have each participant add their bumper stickers to their modes of
transportation on the “Life is a Highway” poster. If space doesn’t allow, use the bumper stickers as a border around the poster.
4. Participants are now prepared to explore the “highway of life” during this course!
Instead of using the poster, only complete the bumper sticker activity.
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© © Take Charge Today – August 2013 – Advanced Level Course Introduction Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
What is one decision that you have made that affected someone other than yourself? Although you may feel like a
very small part of the U.S. economy, your decisions regarding money affect what happens to the
economy.
What is well‐being?
How does money affect your well‐being?
How can this course help you create postive well‐being?
Advanced Level Course Introduction Note Taking Guide
Total Points Earned
Name
Total Points Possible
Date
Percentage
Class
Directions: Use the prompts provided to help you take notes during the lesson.
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Earning
Receiving
Saving and Investing
Spending
Giving
What are two skills you would like to gain from this class to help you
manage your money?
Themes of the courseComplete the themes of the
course by filling in the blanks with the appropriate answer.
You are ________________ for yourself.
Your present self impacts your __________ self.
Your are better off in a _______________ than by yourself.
Investment ____________________ risk and allows you to cope with risk and uncertainty.
The following are ways that
people interact with money.
Place a check mark next to the
ways that you interact with
money.
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Human Bingo
Total Points Earned
Name
25 Total Points Possible
Date
Percentage
Class
Directions: Ask your peers a question from the bingo boxes. Record their answer and have them sign in the space provided. Each person should answer only one question on your game card. Good luck! Q1: What is one service tax
dollars pay for?
A1:
Name:____________
Q2: Name one type of
insurance.
A2:
Name:____________
Q3: What are two ways
employees are paid?
A3:
Name:_____________
Q4: Name one form that
must be completed when
starting a new job
A4:
Name:_____________
Q5: What is charged when
money is borrowed?
A5:
Name:_____________
Q6: What is the minimum
amount recommend for
emergency savings?
A6:
Name:_____________
Q7: What is one step of the
planned buying process?
A7:
Name:_____________
Q8: What is the share of
ownership in a corporation
called?
A8:
Name:_____________
Q9: What is net worth?
A9:
Name:_____________
Q10: Name one type of
payroll deduction.
A10:
Name:_____________
Q11: What is an example of
a credit reporting agency?
A11:
Name:_________
Q12: Name a well‐being
domain.
A12:
Name:_____________
Q13: What are three
spending plan categories?
A13:
Name:_____________
Q14: An example of a
government benefit
program.
A14:
Name:_____________
Q15: A factor that
influences the time value of
money.
A15:
Name:_____________
Q16: When you give up one
thing for another you are
making a:
A16:
Name:_____________
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Life is a Highway – Personal Transportation
2.1.1.H1 2.1.1.H1
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2.1.1.H1 2.1.1.H1
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2.1.1.H1 2.1.1.H1
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2.1.1.H1 2.1.1.H1
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Life is a Highway Bumper Sticker Examples
The Pursuit of
HappinessLive, Laugh, Love
2.1.1.F1
© Take Charge Today – August 2013 – Advanced Level Course Introduc on – Page 1 Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Ins tute at The University of Arizona
Four Course Themes
Advanced Level Course Introduc on Advanced Level
Do you ever think about the type of life you want for yourself today and in the future?
Do you consider the impact that your money management skills can have on
your present and future lifestyles? If you created a list of everything you did
today most items on that list would involve money. Money is an important
part of daily life, and when managed responsibly, can contribute to your sense
of well‐being.
Your financial well‐ being depends in large part on the choices you make. Wise
decisions about earning, saving, borrowing and inves ng will enable you to
a ain your personal goals while enjoying a comfortable lifestyle. This course is
designed to help you develop the skills, knowledge, and resources to
effec vely manage your money.
Name one community resource from which you benefit.
You are responsible for
yourself.
Your present self impacts
your future self.
Inves ng helps you cope
with risk and uncertainty.
You are be er off in a
community than by
yourself.
Themes that run throughout this course involve how you handle your money both as an individual and as a member of a
larger community (your school, city, state, etc.). All of us receive benefits, both financial and non‐financial, from the
communi es in which we live. And, we also give back to our communi es in many ways. The lessons in this course will
highlight both individual decisions and the value of being a part of a community.
Individual
Community
U.S. economy
What is one thing you have done today that involved money?
2.1.1.F1
© Take Charge Today – August 2013 – Advanced Level Course Introduc on – Page 2 Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Ins tute at The University of Arizona
Consider how you interact with money. What informa on do you use to guide your financial decisions? This course has
been divided into five sec ons designed to help you think about your different areas of financial capability and how to
use money to accomplish your life goals.
Earning, Receiving, Saving, Inves ng, Spending and Giving all
require money management skills. Managing money requires basic
math skills, cri cal thinking, problem solving, decision‐making,
crea vity and communica on. This course is designed to help you
develop your money management skills in all of these areas, which in
turn will help you reach your financial goals.
Have you ever donated money to a person or organiza on? If so, how did dona ng money make you feel?
Earning Receiving Saving and
Inves ng Spending Giving
Did you know that
working at a job isn’t
the only way to earn
money? In this sec on
of the course, you’ll
explore different
methods of earning
income, learn how to
prepare yourself for
an income‐earning job
and discover what to
do once you accept a
job.
If you have ever
received a monetary
gi from a rela ve or
friend, or have
received a “gi in‐
kind” in the form of a
borrowed item that
saved you money,
then you have
received a form of
income. This sec on of
the course explores
how you receive
benefits from being
part of a larger
community.
Do you know the
difference between
saving and inves ng?
Do you know how you
can earn more money
with your money? If
not, this sec on of the
course will be
par cularly interes ng
to you.
The concept of
spending involves
more than the
exchange of cash for
goods and services. In
this segment of the
course you’ll learn the
pros and cons of using
alterna ve payment
methods, your
obliga on to pay local,
state, and federal
taxes and how to
protect yourself
against iden ty the
and other forms of
fraud.
Giving income or
dona ng items to
chari es, families and
friends is a form of
spending. Many
people find
sa sfac on and
greater well‐being
a er direc ng part of
their income to this
type of spending.
What is one skill you would like to enhance
to help you manage your money?
Interac ons with Money