Students will be able to:
Explain what is a savings account
Compare the difference between savings and checking accounts
Choose whether a savings or checking account is appropriate for different financial situations
Lesson Objective: At the completion of this lesson, students will understand the meaning of scarcity and opportunity cost. Students will explain how scarcity and opportunity cost affects decisions made by households, businesses, and governments. Supplies NeededStudent Handout 1The Cost of Your Future (1 per student) (found in Task 3)Student Handout 2Scarcity and Opportunity Cost Quiz (1 per student) (found in Task 7)Student Handout Answer Key 2Scarcity and Opportunity Cost Quiz (found in "Resource Library")Teacher Resource 1Dingell hosts community round table on higher education (found in "Resouce Library")Video 1Gangnam Style (4:12) (found in Task 1)Video 2EconEdLink Opportunity Cost (found in Task 2)Video 3Four Years to Broke: The Real Cost of College (6:06) (found in Task 4)Video 4Production Possibilities Curve- Econ 1.1 (found in Task 5) References “Dingell Hosts Community Round Table on Higher Education.” The Michigan Daily. N.p., 9 Apr. 2015. Web. 19 Apr. 2015. EconEdLink: Council for Economic Education. (n.d.). Economic Glossary. Retrieved from http://www.econedlink.org/economic-resources/glossary.php and http://www.econedlink.org/interactives/index.php?iid=190 EconEdLink: Council for Economic Education. (n.d.). "Opportunity Cost." Opportunity Cost. EconEdlink, n.d. Web. 19 Apr. 2015. Ferguson, Lisa. “4 Years to Broke: The Real Cost of College.” YouTube. YouTube, 30 Apr. 2014. Web. 19 Apr. 2015. G.S. and G.D. (2014, June 3). “The Hidden Cost of Gangnam Style.” Retrieved from http://www.economist.com/blogs/graphicdetail/2014/06/daily-chart-1 MBA dictionary. (n.d.). Retrieved November 15, 2014, from MBAResearch and Curriculum Center “PSY-Gangnam Style (Official Music Video).” YouTube. YouTube, 23 Oct. 2012. Web. 19 Apr. 2015.
Lesson time: 140 Minutes
Students will be able to:
-Establish criteria for choosing a credit card, based on the factors important to their needs
-Recognize and avoid marketing schemes that might lead to bad decisions
-Identify alternative routes to establishing credit, aside from opening their own credit card account
NOTE: Document is titled 9.4 Select a Credit Card
ANSWER KEY LINKS: Create a Next Gen Personal Finance (NGPF) account to access answer keys. They will be listed under the Full Year Curriculum tab.
Students will be able to:
-Compare different savings vehicles such as a savings account, CD, and money market account
-Identify important criteria to consider when selecting a savings account
-Make a systematic and informed decision by gathering, evaluating, and comparing information
This task is a modeling problem which ties in to financial decisions faced routinely by businesses, namely the balance between maintaining inventory and raising short-term capital for investment or re-investment in developing the busines
Send-a-problem exercise used to link economic theory covered in a labor economics course with related trends exemplified in a popular press article.
The send-a-problem activity helps students make a connection between real world data and theoretical models.
Students will produce a report for a local non-profit organization in which they will evaluate the effectiveness of vocational training in improving the labor market opportunities for non-college bound youths. The report will be used by the organization when applying for grants.
A classroom auction reveals reservation prices and a demand curve for an introductory economics course.
Spreadsheets Across Curriculum module. Students build spreadsheets to tabulate, graph and compare the future value of investments with compound vs. simple interest. Spreadsheet level: beginner.
Estimated Lesson Time: 45 minutes
Students will be able to:
-Understand how social media can influence spending habits
-Analyze marketing techniques from social media and advertising that encourage spending
ANSWER KEY LINKS: Create a Next Gen Personal Finance (NGPF) account to access answer keys. They will be listed under the Full Year Curriculum tab.
Designed for students of Hispanic descent and raised in the US. Expands oral and written grammar study and increases contact with standard Spanish. Studies recent fiction and poetry as well as specific historical, social, economic, and political aspects of Mexican-American, Puerto Rican, and Cuban cultures. Many of the nonliterary readings are in English; class discussions in Spanish. Taught in Spanish. Fron the course home page: Course Description Spanish for Bilingual Students is an intermediate course designed principally for heritage learners, but which includes other students interested in specific content areas, such as US Latino immigration, identity, ethnicity, education and representation in the media. Linguistic goals include vocabulary acquisition, improvement in writing, and enhancement of formal communicative skills.
Small group study of advanced subjects under staff supervision. For graduate students wishing to pursue further study in advanced areas of urban studies and city and regional planning not covered in regular subjects of instruction. This intensive and brief 4-day seminar, taught during MIT's Independent Activities Period in January, uses a case set in Hartford, Vermont to introduce economic development planning skills to students in the Master in City Planning (MCP) Degree Program. It introduces analytical tools that are used to assess local economic development conditions, issues, and opportunities as part of formulating economic development plans. The course is designed to provide MCP students with skills needed for applied economic development planning work in other courses, particularly Economic Development Planning (11.438) and Revitalizing Urban Main Streets (11.439).
Students will be able to:
Explain how young people can start investing responsibly
Outline the process of investing using a custodial account
Analyze an index fund’s fact sheet
In this 140-minute lesson, students will be able to:
-Read a pay stub and understand how taxes and other deductions are withheld to calculate your net pay
-Complete employee paperwork to initiate tax withholdings, direct deposit, health insurance, and 401(k) contributions
Estimation and control of dynamic systems. Brief review of probability and random variables. Classical and state-space descriptions of random processes and their propagation through linear systems. Frequency domain design of filters and compensators. The Kalman filter to estimate the states of dynamic systems. Conditions for stability of the filter equations.
Students will be able to:
Discuss the basic elements of the stock market
Explain upward and downward trends (bear vs. bull) in the stock market
Analyze several firms’ performance in the S&P 500 over various periods of time
Students will be able to:
Compare the difference between stocks and bonds
Evaluate when it would be beneficial to invest in stocks and bonds
Decide how much someone should invest in stocks and bonds based on personal goals and risk tolerance
This video and resources can be used to build awareness among leaders, as well as to support educators' professional learning. Consider using this supplement to support conversations with parents/community, as well as to promote data and assessment literacy as part of ongoing professional development and PLC activities.
This lesson is divided into two student readings. The first reading compares the scope of the present student debt crisis with the past and discusses what has changed. The second reading explores some proposals for dealing with the student debt crisis. Discussion questions aimed at getting students to think critically about the student debt problem and its possible solutions follow each reading.