Structure of Class
Personal Finance is a foundational course designed to inform students how individual choices directly influence occupational goals, future earning potential, and long-term financial well-being. The standards in this course cover decision-making skills related to goal setting, producing income, budgeting, saving, borrowing, managing risk, and investing. The course helps students meet the growing complexities of personal financial management and consumer decision making. Upon completion of this course, proficient students will understand how their decisions will impact their future financial well-being
Students will need to come to class each prepared to work. They will need their computers, paper and pen in order to do the work. They will also need to respect each other and work together to make this class work. This is half year class, and I will have to move around the book to cover the information I feel that will be needed for the students to be somewhat ready to meet the challenges of life when they leave this building.
Managing Your Personal Finances
Ryan & Ryan
1st Quarter Focus Standards
Financial Responsibility and Personal Decision Making
1) Define the concept of personal finance. Consider how personal finance concepts fit into key life events or stages and explain the importance of personal financial planning using information sources such as instructional materials, news articles, blogs from reputable sources, personal narratives, and industry publications.
2) Write short term (a year or less), mid-term (1 – 5 years), and long term (over 5 years), personal financial goals, defining desired education, career, and earning milestones, and saving and spending plans. Evaluate factors that may influence the goals, including family responsibilities, individual values, financial factors, and economic conditions.
Education, Careers, and Income
6) Explain the impact borrowing money to finance college could have on future financial stability and security. Research multiple viewpoints that support or question the use of student loan debt in paying for postsecondary education. Assess the extent to which the reasoning and evidence presented support the author’s claim. Citing specific textual evidence, craft an argumentative essay that either supports or opposes the use of student loan debt, developing both claim(s) and counterclaim(s) fairly.
7) Describe factors affecting take-home pay such as tax withholdings, benefits (e.g., insurance, 401k), and plan payroll deductions. Complete a 1040 and a W-4 Employee’s Withholding Allowance paperwork and analyze the W-2 Wage and Tax Statement for federal income tax purposes.
Planning and Money Management
8) Using money management tools such as online computer-based budgeting tools, cost of living calculators, or hardcopy forms, create a personal balance sheet, determine assets and liabilities, and calculate net worth for an identified career.
9) Using research from local sources (such as newspapers, chambers of commerce, local government, and company websites), create a monthly personal budget that reflects household living expenses, taxes, potential savings, and an emergency fund. Develop a saving/spending plan for a week and track actual spending for comparison.
11) Research a variety of financial institutions including digital financial services. Compare and contrast services and products such as checking accounts, savings accounts, certificates of deposits, etc. Identify one service that best supports the student’s personal financial goals and craft an argumentative essay supporting the choice. Using a banking transaction scenario, demonstrate an ability to: a. Reconcile an account b. Write a check c. Verify account accuracy
CLR 302 Draw simple logical conclusions in somewhat challenging passages.
IDT 402 Identify a clear central idea or theme in somewhat challenging passages or their paragraphs.
WME 301 Analyze how the choice of a specific word or phrase shapes meaning or tone in somewhat challenging passages when the effect is simple.
SYN 501 Draw logical conclusions using information from two informational texts.
USL 401 Show adequate use of language to communicate by: ●correctly employing many of the conventions of standard English grammar, usage, and mechanics ●choosing words that are appropriate
2.NBT.B.5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
3.OA.C.7. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers and related division facts.
2.NBT. A.1. Know that the three digits of a three-digit number represent amounts of hundreds, tens, and ones (e.g., 706 can be represented in multiple ways as 7 hundreds , 0 tens, and 6 ones; 706 ones; or 70 tens and 6 ones).
Credit and Debt
12) Evaluate the various sources and types of consumer credit, such as student loans, auto loans, store credit cards, flex loans, consumer installment loans, title loans, and payday loans. Draw conclusions about the types of credit best suited for financing and/or purchasing various goods and services, defending claims with specific textual evidence. Explain how taking on debt early in life may affect financial stability and security later in life.
13) Examine credit reporting agencies in addition to Equifax, Experion, TransAmerica, and federal organizations to describe credit reports and credit scores. Describe the relationship between consumers and credit reports/credit scores, discussing their importance and citing specific textual evidence from research. Analyze a sample credit report and interpret how the contents may affect the credit score. Explain how the credit score may impact borrowing opportunities and the cost of credit. Summarize specific activities used to maintain a good credit score.
14) Citing evidence found in credit applications, compare various types of credit and calculate the real cost of borrowing. Explain factors that can affect the approval process associated with each type. Identify typical information and procedures required in the credit application process. Analyze factors associated with the purchase of an automobile and defend a specific buying decision, including a. Define and understand factors most often included in negotiations (such as cash vs. financing, inclusion of trade-in, etc.). b. Evaluate costs and benefits of different service contract and/or warranty options. c. Compare and contrast available financing options based on consumer characteristics and size of down payment. d. Discuss the differences in owning vs. leasing a car (such as down payment, terms, and contracts).
Students will be responsible to proper conduct during class each day. This is a senior level class and I expect students to act as if this is a job. Students will need to come to class on time and stay on task for the entire time that they are in the room. All work will have to be turned in on time for the student to get full credit for the work. I expect students to work with me and the other students in the class to maintain the proper setting to help achieve a solid learning atmosphere. Come into class each day and be ready, responsible and respect everyone in the room.
I expect all students to come into the classroom each day prepared. Because of the situation that we are in, there is no reason for a student not to come into class ready to go to work. Each student will need the following when they enter the room:
This class again, is only ½ year long and we have a great deal of material to cover. We will move fast, and it is imperative for each student to keep up with their work and all assignments.
My rules are simple, treat this class like your job and work hard. Have respect for everyone and treat each person just like you would like to be treated. Follow instructions and do what is ask of you and this should be a good year for you seniors. Good luck and have a great year.
This section may change but here is what I feel like you will be doing each day that you come into class.
When you get this syllabus, consider it your warning for any school violation. The following items will not be allowed in this classroom:
There may be other things that might come up that have to be addressed.
Even though you may be a virtual student, attendance will be checked each day. You are going to be required to be online for each class period. I will record this information and any violation will be reported. Students who are in the building daily, will also need to be in class on time and in their seat ready to go.
F BELOW 70
DAILY WORK/QUIZES 32%
CASE TEST 20%
Student Signature Date
Parent Signature Date